International Journal of Second and Foreign Language Education最新文献

Voices from University Classrooms on Effects of Multimodality on Polylingual EAL College Students’ Meaning Making 来自大学课堂的声音：多模态对多语种英语语言大学生意义建构的影响

International Journal of Second and Foreign Language Education Pub Date : 2023-12-05 DOI: 10.33422/ijsfle.v2i2.450

Olga Gould-Yakovleva

{"title":"Voices from University Classrooms on Effects of Multimodality on Polylingual EAL College Students’ Meaning Making","authors":"Olga Gould-Yakovleva","doi":"10.33422/ijsfle.v2i2.450","DOIUrl":"https://doi.org/10.33422/ijsfle.v2i2.450","url":null,"abstract":"This IRB-approved qualitative case study was grounded in Vygotsky’s (1978; 1987) socio-cultural constructivism theory and New London Group (1996) postulates of multiliteracies. The participants in this project were 12 domestic and international polylingual English as an Additional Language students at a public university in one of the north-eastern states in the United States of America. The data was collected via site and participant observations, analytical notes and memos, surveys, audio-recorded and transcribed interviews, and artifacts in the forms of the reading comprehension tests to two different texts. One of the texts was supported by an audio recording, another one had a video support with the sound track. All the data was coded using Saldaña’s (2012) thematic and value coding and triangulated in the process of analysis. The findings of this study indicated that all 12 research participants strongly relied on the means of multimodality while reading the texts and working with the comprehension test questions. All participants in this study found video mode as most helpful to them, followed by the auditory one in the process of their meaning making of the text, which they found complex. Major implication of this study is that multimodality needs to be embedded in the higher education curriculums in order to assist students, including but not limited to the polylingual EAL leaners with reading and meaning making.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"48 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Synthetic Phonics: A Glimpse on its Effectiveness in Teaching Young Learners to Read in English as a Foreign Language 合成语音法：综合语音法：一瞥其在教授青少年英语作为外语进行阅读时的有效性

International Journal of Second and Foreign Language Education Pub Date : 2023-12-05 DOI: 10.33422/ijsfle.v2i2.501

María Fátima del Valle Agüero, Agustina Francioni

{"title":"Synthetic Phonics: A Glimpse on its Effectiveness in Teaching Young Learners to Read in English as a Foreign Language","authors":"María Fátima del Valle Agüero, Agustina Francioni","doi":"10.33422/ijsfle.v2i2.501","DOIUrl":"https://doi.org/10.33422/ijsfle.v2i2.501","url":null,"abstract":"Developing reading skills from an early age of schooling seems to be of paramount importance for acquiring proper literacy. As reading proves to be a complex skill to learn, the spotlight has been put on different approaches that teach young learners to read, especially in English-speaking countries. One of these approaches is Synthetic Phonics, which seems to be the most beneficial program in reading instruction. However, little research has been carried out in terms of its effectiveness to teach to read in English as a Foreign Language (EFL). This paper examines the benefits of implementing synthetic phonics in teaching learners of EFL to read. The main purpose of this investigation is to assess the effectiveness of this approach in teaching EFL learners to read in English, improving reading skills such as fluency and accuracy. For this purpose, 11 students attending Year 1 in a non-denominational co-ed bilingual school in the city of Hurlingham participated in this qualitative study. This group of students took part in a screening check to identify the sounds that were not being correctly decoded. Six remedial sessions were carried out in order to work on these specific sounds and students were tested again. Findings indicate that synthetic phonics was beneficial and, as a result, the students showed a significant increase in accuracy when decoding. The conclusion reached supports the implementation of this programme in EFL reading instruction.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"50 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Extension Project Based on Flipped Classroom to the Development of Hard and Soft Skills in Brazilian Outskirts: Case studies 基于翻转课堂的巴西郊区软硬技能发展推广项目：案例研究

International Journal of Second and Foreign Language Education Pub Date : 2023-12-05 DOI: 10.33422/ijsfle.v2i2.464

Samara Soares Leal, Rafaela Priscila Cruz Moreira, Leonardo Albernaz Amaral, Jataiza de Arruda Barbosa, Thalita Pereira Alves, Isaque Moutta de Matos, Sergio Cristiano Pereira

{"title":"Extension Project Based on Flipped Classroom to the Development of Hard and Soft Skills in Brazilian Outskirts: Case studies","authors":"Samara Soares Leal, Rafaela Priscila Cruz Moreira, Leonardo Albernaz Amaral, Jataiza de Arruda Barbosa, Thalita Pereira Alves, Isaque Moutta de Matos, Sergio Cristiano Pereira","doi":"10.33422/ijsfle.v2i2.464","DOIUrl":"https://doi.org/10.33422/ijsfle.v2i2.464","url":null,"abstract":"The pandemic has brought many consequences for society, especially in education for those that are less fortunate. In Brazil, public policy measures taken weren't enough to help an expressive percentual number of students in their academy journey during the pandemic. Giving this, this paper presents a teaching-learning model based on flipped classroom to the development of hard and soft skills in universities students and young people from Brazilian outskirts, helping to fill the gap left by the insufficient educational formation during the pandemic and encouraging them to start a higher education, especially in the IT market, which is a promising area with many opportunities. In the proposed model, university students learn by themselves, instructed by professors, about IT area content and then, beyond bringing the content to be discussed in the classroom, from the traditional flipped classroom method, they also have to give lessons about the content they learned to underprivileged young people from the outskirts. Three case studies were carried out by this paper, with outskirts from three states of Brazil. Results show that the model is scalable and therefore, can be applied in different communities with small adaptations. It could be observed that university students developed many skills by participating on the project and young people from the outskirts learned new contents, developed their confidence and their motivation to start higher education and some of them even got job opportunities because of the project. The study demonstrated a class attendance rate exceeding 70%, with over 75% of students from the three case studies expressing satisfaction with their participation in the project.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"101 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138600043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing Online Tools to the Pre-writing Stage: An Investigation into Online Writing Classes 将网络工具运用到写作前阶段:对网络写作课的调查

International Journal of Second and Foreign Language Education Pub Date : 2023-06-14 DOI: 10.33422/ijsfle.v2i1.426

Diem Bich Huyen Bui, Tien Thinh Vu

{"title":"Implementing Online Tools to the Pre-writing Stage: An Investigation into Online Writing Classes","authors":"Diem Bich Huyen Bui, Tien Thinh Vu","doi":"10.33422/ijsfle.v2i1.426","DOIUrl":"https://doi.org/10.33422/ijsfle.v2i1.426","url":null,"abstract":"Writing is considered one of the most challenging skills for second and/ or foreign-language learners, particularly in the online environment. Numerous researchers worldwide have explored how to stimulate students' schemata and develop their writing skills. This study critically investigates the contribution of implementing online tools, such as Padlet and Jamboard, during the pre-writing stage to enhance students' writing abilities and their reactions to this application. A seven-week experimental research design was conducted with two online writing classes using the Zoom platform. The participants were 62 pre-intermediate students in the Intensive English program. T-tests were used to analyse the data, and a survey was administered to students in the experimental group at the end of week 7 to gather their perceptions. The findings revealed that integrating Padlet and Jamboard positively impacted the organisation and content of students' written texts. The survey results showed that most students were satisfied with the effectiveness of the lessons and their level of engagement in class. This study highlights the potential of technology integration in teaching writing, especially during the pre-writing stage, and suggests further research in this area.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114976815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Factors and Reasons Influencing Thai EFL University Students' Use of Language Learning Strategies 影响泰国英语大学生语言学习策略使用的因素及原因

International Journal of Second and Foreign Language Education Pub Date : 2023-06-14 DOI: 10.33422/ijsfle.v2i1.381

Parichart Toomnan

{"title":"Factors and Reasons Influencing Thai EFL University Students' Use of Language Learning Strategies","authors":"Parichart Toomnan","doi":"10.33422/ijsfle.v2i1.381","DOIUrl":"https://doi.org/10.33422/ijsfle.v2i1.381","url":null,"abstract":"The present study has the following goals: 1) To consider the variety of language learning strategies and their relative frequencies as chosen by English majors studying at public universities in the northeast of Thailand; 2) to understand what may be the underlying factors that guide these choices as reported by the participants; and 3) to answer why those strategies and their frequencies. The participants were 579 students at 6 public universities in the northeast of Thailand, all of whom majored in English. The tools to gather the data were a background information questionnaire, LLS questionnaire and semi-structured interviews. A selective sample of 30 participants took part in the guided lightly-structured interviews. The tools used for a quantitative analysis were obvious descriptive data and factor analysis. Further analysis of the qualitative results were done using content and thematic analyses. The quantitative results tell us that their overall use of language learning strategies were at a predictable moderate frequency of overall use and only small variations at category levels. At the individual level, high frequencies were reported for 6 strategies, moderate usage for 37 strategies and infrequent to zero usage were shown for 2 strategies. Four underlying factors where derived from a factor analysis. The qualitative results revealed that 16 reasons can be ascertained for the frequent use of certain strategies, and 3 reasons for infrequently used strategies.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130065104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Foreign Language Teaching in the Dynamics of Curricular Changes in Pre-Primary and Primary Education in Slovakia 斯洛伐克学前和小学教育课程变化动态中的外语教学

International Journal of Second and Foreign Language Education Pub Date : 2023-06-14 DOI: 10.33422/ijsfle.v2i1.366

Lýdia Simanová, Z. Lynch

引用次数: 0

Lebanese University Non-English Speaking Students Experience with E-Technology-Driven Lectures Delivered in the English Medium of Instruction: Students’ Perspectives 黎巴嫩大学非英语国家的学生体验电子技术驱动的讲座在英语教学媒介:学生的观点

International Journal of Second and Foreign Language Education Pub Date : 2022-09-10 DOI: 10.33422/ijsfle.v1i2.139

Beth Bassima Bakkar

{"title":"Lebanese University Non-English Speaking Students Experience with E-Technology-Driven Lectures Delivered in the English Medium of Instruction: Students’ Perspectives","authors":"Beth Bassima Bakkar","doi":"10.33422/ijsfle.v1i2.139","DOIUrl":"https://doi.org/10.33422/ijsfle.v1i2.139","url":null,"abstract":"The study’s objective was to investigate the challenges virtual online learning has on the English Foreign Language (EFL) students studying their primary course majors in the English Medium of Instruction (EMI) at the Lebanese University. The study aimed to explore the unprecedented implication brought on by COVID-19 on the immediate substitution of face-to-face in-class instruction to the synchronous virtual classroom. The study was concerned with students' overall attitude towards distance learning, the implications they may have faced that would have contributed to their lack of online attendance, challenges, and how confident they acquired the course content in its entirety. Lebanese university students from various faculty majors participated in the study. One hundred thirty-three students took part in the quantitative questionnaire with 22 question item statements to determine the hypotheses of this study. The data presented were analyzed regarding the profile of the Lebanese university student. The findings indicate that students favor face-to-face in-class learning over online learning. The results further highlight that the instructors dominate the lectures, students are either disqualified or are not initiating discussion or eliciting course-related questions, and their learning experience is interrupted by their lack of computer proficiency, motivation, or economic marginalization. In conclusion, the findings stipulate that in E-learning, students lacked learning autonomy, motivation, and commitment towards the course major of study delivered through a virtual classroom. In parallel to the findings, the study provided implications, limitations, and future directions.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126538896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Do Native and Non-Native English Speaker Teachers Really Matter?: EFL Chinese Undergraduate Students' Perceptions in A Sino-Foreign University 英语为母语和非英语为母语的教师真的重要吗?:一所中外合作大学的英语本科生认知

International Journal of Second and Foreign Language Education Pub Date : 2021-12-27 DOI: 10.33422/ijsfle.v1i4.273

Leah Li Echiverri, Hanbing Mei, Fei Liu

{"title":"Do Native and Non-Native English Speaker Teachers Really Matter?: EFL Chinese Undergraduate Students' Perceptions in A Sino-Foreign University","authors":"Leah Li Echiverri, Hanbing Mei, Fei Liu","doi":"10.33422/ijsfle.v1i4.273","DOIUrl":"https://doi.org/10.33422/ijsfle.v1i4.273","url":null,"abstract":"This descriptive-exploratory paper investigated Wenzhou-Kean University students' perceptions of their Native English Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (NNESTs) in the aspects of linguistic, teaching, and personal factors. The mixed method collected information from 400 survey respondents and 16 interviews. Many agreed they learn better authentic pronunciation from NESTs' fluency and pronunciation, while more than half perceived NNESTs could better teach EFL students to remember and use words in sentence construction. About half claimed that NNESTs prepared teaching materials are more understandable because of their sensitivity to the EFL students' English language learning difficulties. Many students perceived that NESTs employ more engaging teaching methods to explain lessons with better clarity and effective student learning. Many felt nervous talking to NESTs because of possible misunderstandings from language barriers. A majority agreed that NNESTs' competence and overseas working experience make their qualifications comparable to NESTs in English language teaching.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115648482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teacher’s Role in Eliminating Stereotypes in Class 教师在消除课堂刻板印象中的作用

International Journal of Second and Foreign Language Education Pub Date : 2021-12-20 DOI: 10.33422/ijsfle.v1i4.167

Darja Pipuš

{"title":"Teacher’s Role in Eliminating Stereotypes in Class","authors":"Darja Pipuš","doi":"10.33422/ijsfle.v1i4.167","DOIUrl":"https://doi.org/10.33422/ijsfle.v1i4.167","url":null,"abstract":"The paper Teacher’s Role in Eliminating Stereotypes in Class deals with stereotypes in education, takes a closer look at gender stereotypes in EFL, and focuses on the teacher’s role in eliminating stereotypes in the classroom. A major part of children’s socialisation occurs in schools, through formal education. School is the place where children consciously and unconsciously learn about stereotypes. This paper examines whether stereotypes exist in school, in EFL, and in what way and how to overcome them. In the beginning it describes stereotyping, sexism, gender roles and how they are present in the (EFL) classroom. It furthermore discusses the problem of stereotypes and sexism in education and the period of middle childhood in terms of the development of self-image. The central part of the paper focuses on ways of overcoming stereotypes in the EFL classroom and emphasises the role of the teacher. In terms of methodology, the paper is theoretical in nature and uses the descriptive and comparative research method as it describes some findings on the topic and comparative research method when comparing professional and scientific findings of different authors. The paper also provides some examples and is an output of the author’s ongoing personal research and work in the area of English language teaching.","PeriodicalId":146816,"journal":{"name":"International Journal of Second and Foreign Language Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117072153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Motivation Profile of Education Degree Students in English Language Learning 教育学位学生英语学习动机分析

International Journal of Second and Foreign Language Education Pub Date : 2021-12-20 DOI: 10.33422/ijsfle.v1i4.238

Jesús Luis Recuero, S. Antropova, Gretchen Obernyer, Cynthia Hertfelder

引用次数: 0