Journal of English Language Teaching and Linguistics最新文献_第2页

The Teaching of English Conversation at Oxford Public School Morarkhera: A Case Study in India 牛津公立学校英语会话教学:以印度为例

Journal of English Language Teaching and Linguistics Pub Date : 2023-08-01 DOI: 10.21462/jeltl.v8i2.1034

M. Wahid

{"title":"The Teaching of English Conversation at Oxford Public School Morarkhera: A Case Study in India","authors":"M. Wahid","doi":"10.21462/jeltl.v8i2.1034","DOIUrl":"https://doi.org/10.21462/jeltl.v8i2.1034","url":null,"abstract":"This study was intended to describe the phenomenon of the implementation of the teaching of English conversation at Oxford Public School Morarkhera in India. Case study qualitative research was implemented in this study. To gain the data, the subjects of the study were chosen. The subjects in this study were the students of Oxford Public School Morarkhera who took the English Conversation class. They were from first grade to fifth grade. Data collection instruments used are interviews, observation, and documentation. Data analysis was analyzed using the model of Miles et al. consists of four stages, namely the data collection, data condensation, data display, and conclusion drawing. The results show a lower percentage of speaking lessons at the school, which can be attributed to the priority given to reading and writing. In the first year, only 50% of the available teaching material is devoted to speaking, as it is considered the second skill to be mastered by students. Nevertheless, speaking skills must not be neglected in the English curriculum. The portion is sufficient as speaking activities will be integrated with other English skills. The teacher primarily uses English rather than Hindi during the teaching-learning process, which can lead to student stress due to a lack of comprehension. It is important for students to participate actively in speaking class activities, as mastering the English language, particularly speaking skills, is crucial for their success. The finding suggests that the communicative approach may require adaptation, and the schools should create an environment that supports and encourages English-speaking mastery among their students.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129027719","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

Measuring the Impact of E-Portfolio Assessment on the Moroccan Undergraduate EFL Students’ Reading Skill at the University of Moulay Ismail: A Case Study 衡量电子档案评估对摩洛哥摩莱伊斯梅尔大学英语本科学生阅读技能的影响:个案研究

Journal of English Language Teaching and Linguistics Pub Date : 2023-08-01 DOI: 10.21462/jeltl.v8i2.1051

Assiya Ait Mama

{"title":"Measuring the Impact of E-Portfolio Assessment on the Moroccan Undergraduate EFL Students’ Reading Skill at the University of Moulay Ismail: A Case Study","authors":"Assiya Ait Mama","doi":"10.21462/jeltl.v8i2.1051","DOIUrl":"https://doi.org/10.21462/jeltl.v8i2.1051","url":null,"abstract":"Motivated by the conviction that formative assessment can foster positive changes in reading instruction, this study seeks to investigate the impact of e-portfolio as a formative assessment tool, on the reading skill of semester two EFL students at the Department of English Studies in Moulay Ismail University of Meknes, Morocco. A pre-posttest experimental design is adopted in this study. The sample of the study consists of thirty-two students who are randomly assigned into two groups: an experimental group with a number of sixteen respondents who have received an e-portfolio assessment and a control group of sixteen participants who had traditional standardized testing. The two groups received different assessment methods but had similar reading comprehension instruction. A reading proficiency Test was administered to the comparative groups on two occasions before and after the experiment. The reading proficiency test constitutes of three multilevel tasks of Literal, Inferential, and Evaluative comprehension. The test scores serve as criteria for statistical comparisons between the comparative groups. The results show that the experimental group demonstrated improved reading comprehension in all three tasks, whereas the control group upgraded only in the literal comprehension task. Overall results of the current study are consistent with past research that provides support for the use of e-portfolio to assess and monitor students’ reading proficiency. The findings and conclusions derived from the present study can serve as a starting point for such an assessment to take place. Decision-makers and teachers can thus promote the use of e-portfolios in language teaching and learning as a formative assessment.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131600843","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

Viewing Second Language Acquisition from the Philosophical Perspective of Mindfulness 从正念的哲学视角看第二语言习得

Journal of English Language Teaching and Linguistics Pub Date : 2023-08-01 DOI: 10.21462/jeltl.v8i2.1056

H. Su

{"title":"Viewing Second Language Acquisition from the Philosophical Perspective of Mindfulness","authors":"H. Su","doi":"10.21462/jeltl.v8i2.1056","DOIUrl":"https://doi.org/10.21462/jeltl.v8i2.1056","url":null,"abstract":"This current research study attempted to exploratively expose second language learners’ learning acquisition from a philosophical perspective of mindfulness. Regarding this, the researcher deeply studied and identified the behavioral performances of the second language learners in the process of second language acquisition (SLA), which led to the exposure of the close relationship between the theories of philosophy of mindfulness and SLA. As a qualitative research, the current research fully adopted the inductive-deductive method, the comparative analysis method, and the literature review method to deeply analyze the internal relationship between the philosophy of mindfulness and SLA. The research preliminarily found that the cognitive-behavioral theory, under the guidance of the theory of philosophy of mindfulness, provided a good theoretical basis for studying the thinking activities of second language learners’ brains. Thus it is indicated that studies on the operational processes of second language learners’ language cognition should require second language teachers to go deep into all levels of SLA. Consequently, it is suggested that second language teaching should properly follow the scientific laws of cognition and properly develop the potential mindfulness of second language learners, which is an important aspect that all second language teaching experts and teachers can no longer ignore.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115815480","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

Learner Autonomy during COVID-19: The Case of Moroccan EFL Undergraduates com 新冠肺炎期间的学习者自主:以摩洛哥英语本科生为例

Journal of English Language Teaching and Linguistics Pub Date : 2023-08-01 DOI: 10.21462/jeltl.v8i2.1043

Insaf Khoudri, Mohammed Zeriouh

{"title":"Learner Autonomy during COVID-19: The Case of Moroccan EFL Undergraduates com","authors":"Insaf Khoudri, Mohammed Zeriouh","doi":"10.21462/jeltl.v8i2.1043","DOIUrl":"https://doi.org/10.21462/jeltl.v8i2.1043","url":null,"abstract":"Learner autonomy is one of the predictors of academic performance. Many researchers have argued that moving from secondary to higher school is a big transition. Shifting the focus from teacher-centeredness to learner-centeredness, learners in higher school display less reliance on their teachers to carry on their learning. Throughout this process, learners develop their autonomy and boost their independence. However, numerous studies revealed that most students are unaware of this shift. The purpose of this paper is to assess the autonomy of Moroccan EFL undergraduate students during the Covid-19 pandemic. Equally, this study aims at developing awareness of some strategies and techniques students use to increase their autonomy and self-independence. To achieve this purpose, the study employed a quantitative approach. A Likert scale-based questionnaire was administered to 100 (55 males and 45 females) EFL Moroccan undergraduate students. The research data was generated and analyzed using SPSS. Statistical analysis revealed that during the Covid-19 pandemic (69%) of EFL students were not aware of their role as independent and autonomous learners. Likewise, only (30%) of them were involved in syllabus design. Nevertheless (49%) of EFL students revealed their readiness to be part of decision-making concerning the teaching-learning process. The study results suggest that the use of the internet, self-managerial skills, peer and teacher collaboration are among the effective strategies students employ to increase their autonomy and self-independence alike.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132261725","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: 1

Second Language Refugee Learners in Egypt: Needs and Challenges 埃及的第二语言难民学习者:需求和挑战

Journal of English Language Teaching and Linguistics Pub Date : 2023-08-01 DOI: 10.21462/jeltl.v8i2.1059

May Soliman

{"title":"Second Language Refugee Learners in Egypt: Needs and Challenges","authors":"May Soliman","doi":"10.21462/jeltl.v8i2.1059","DOIUrl":"https://doi.org/10.21462/jeltl.v8i2.1059","url":null,"abstract":"The act of leaving one's country, home, friends, and family seeking a haven in another country is a traumatizing process that has a long-lasting impact on humans. Refugees always face a lot of challenges concerning the cultural, psychological, and educational aspects of the countries in which they seek refuge in. The case of refugees in Egypt is rather different from any other country. Egypt is the refuge for many neighboring Arab and African countries experiencing political and civil turmoil. Many of these refugees succeed in blending in Egyptian society, while others keep struggling. This paper aims at understanding the learning goals of refugees from different countries in learning English as a second language though English is not the first language in Egypt. The paper also aims at understanding the different needs of the refugees when learning English as a second language and the challenges they face. In addition, the paper seeks to understand whether the nationality of the teacher differs in the refugees’ perception of success in learning a second language. The paper employs both qualitative and quantitative methods in collecting data from displaced learners of English as a second language and the instructors who teach them to achieve a comprehensive view of the needs and challenges of refugees from different origins, nationalities, and circumstances. The results of the present study indicate that refugees in Egypt mostly learn English for relocation purposes which entails being keen on learning specific language skills more than others. In addition, both the views of the learners and the instructors differ regarding how effective they see the nationality of the instructor in the process of learning a second language. These results should be considered by curriculum developers, instructors, and NGOs to accommodate the refugees’ needs in learning a second language.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127214455","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

The Pandemic and Media Discourse: Linguistic Framing of Covid-19 in Egyptian Advertisements 流行病和媒体话语:埃及广告中Covid-19的语言框架

Journal of English Language Teaching and Linguistics Pub Date : 2023-08-01 DOI: 10.21462/jeltl.v8i2.1058

N. Lotfy

{"title":"The Pandemic and Media Discourse: Linguistic Framing of Covid-19 in Egyptian Advertisements","authors":"N. Lotfy","doi":"10.21462/jeltl.v8i2.1058","DOIUrl":"https://doi.org/10.21462/jeltl.v8i2.1058","url":null,"abstract":"Since the outbreak of Covid-19 in late 2019, media discourse worldwide has attempted to frame the pandemic as an invisible enemy everyone needs to fight. The total lockdown that took place due to the pandemic has also had an impact on media discourse in its different forms, such as television commercials. Business companies have tried to address the theme of the pandemic and the urgency to abide by the lockdown and social distancing in their advertisements produced during the period of 2019-2020. This paper aimed to examine selected Egyptian commercials, either on television or YouTube, to analyze how they tackled the pandemic. Eight Egyptian commercials were analyzed, focusing on how the pandemic was framed verbally and visually. Analysis was carried out on two levels. The first level was concerned with examining the ideas/themes that were promoted in the selected commercials that would shape how the audience would regard the pandemic. The second level investigated how these themes were represented verbally and visually by analyzing the linguistic as well as the visual layout used in the selected commercials. Significant results showed that the pandemic was linguistically framed in metaphors related to war, enemy, family, and Lockdown/Stay Home. These linguistic frames were also supported by the visual representation that highlighted the themes of social distancing and the lockdown.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126878536","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

Cognitive Levels of Questions By Indonesian Teachers of English 印尼英语教师对问题的认知水平

Journal of English Language Teaching and Linguistics Pub Date : 2023-08-01 DOI: 10.21462/jeltl.v8i2.1032

Fani Febriyana, Ignatius Harjanto

引用次数: 0

Assessing the Professional Preparedness of English Studies Graduates in Morocco: An Alumni Perspective on the Applied Linguistics Track 评估摩洛哥英语研究毕业生的专业准备:应用语言学轨道的校友视角

Journal of English Language Teaching and Linguistics Pub Date : 2023-08-01 DOI: 10.21462/jeltl.v8i2.1037

Ayoub Bahnasse, M. Harrizi, Ayoub Loutfi, Said Zaidoune

{"title":"Assessing the Professional Preparedness of English Studies Graduates in Morocco: An Alumni Perspective on the Applied Linguistics Track","authors":"Ayoub Bahnasse, M. Harrizi, Ayoub Loutfi, Said Zaidoune","doi":"10.21462/jeltl.v8i2.1037","DOIUrl":"https://doi.org/10.21462/jeltl.v8i2.1037","url":null,"abstract":"This paper evaluates the effectiveness of the sixth semester of applied linguistics in the English studies track in preparing students for the job market in Morocco. A questionnaire survey was conducted with alumni of the program to assess the extent to which the program facilitated their employment, career advancement, and fulfillment of professional expectations. The results revealed that involving alumni in the development and renewal of the track is crucial. However, a significant number of participants expressed dissatisfaction with the current curriculum, citing difficulties in professional integration. The findings suggest that incorporating practical training and offering more elective courses could better equip students with the necessary skills and knowledge to succeed in the job market. Based on these findings, the paper concludes with recommendations for enhancing the English studies track, including the routine evaluation of academic programs to align with market needs and promote curriculum changes and innovations. It is believed that these recommendations will ultimately improve students' professional integration in the job market.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115350061","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

Using Byram’s Savoirs to Ensure the Incorporation of Intercultural Communicative Competence into Language Teaching 运用拜拉姆的技巧确保跨文化交际能力融入语言教学

Journal of English Language Teaching and Linguistics Pub Date : 2023-07-03 DOI: 10.21462/jeltl.v8i2.1131

J. Harper

{"title":"Using Byram’s Savoirs to Ensure the Incorporation of Intercultural Communicative Competence into Language Teaching","authors":"J. Harper","doi":"10.21462/jeltl.v8i2.1131","DOIUrl":"https://doi.org/10.21462/jeltl.v8i2.1131","url":null,"abstract":"Although the term “intercultural communicative competence” (ICC) is often used in academic literature, studies indicate that the ICC element is often not included in the actual teaching practices of tertiary institutions. Due to the lack of ICC instruction across the curriculum, foreign language (FL) courses seem to stand out as logical sites for instruction in ICC. FL instructors, however, are not necessarily trained in matters of ICC, and the standard default method of acquiring ICC outside the language class (i.e., study abroad) is clearly not available to all students. In a global society, ICC is relevant for all students. This paper uses Byram’s 1997 savoirs (i.e., competences desirable of the “intercultural speaker”) as a starting point to provide evidence of tried and tested FL teaching practices that reveal ways in which ICC instruction may be incorporated into FL courses even in academic environments in which direct intercultural contact is unlikely. While recognizing the obstacles of teaching ICC in such environments, the study reveals that the inclusion of ICC is not only possible but necessary in them.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131520451","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

Students’ Perception of Using Telegram as a Medium During Online Learning 学生在线学习中使用电报作为媒介的认知

Journal of English Language Teaching and Linguistics Pub Date : 2023-04-15 DOI: 10.21462/jeltl.v8i1.1009

Komang Trisnadewi, P. Oktarina

{"title":"Students’ Perception of Using Telegram as a Medium During Online Learning","authors":"Komang Trisnadewi, P. Oktarina","doi":"10.21462/jeltl.v8i1.1009","DOIUrl":"https://doi.org/10.21462/jeltl.v8i1.1009","url":null,"abstract":"The online learning policy initially set by the government gradually developed into something of interest because of its flexibility. This development brought telegram, a social media application for sharing messages, to become a medium for online learning. Several researched have been conducted but in a limited scope of discussion. This research seeks to discover students' perceptions of using telegrams as a medium during the learning process, including material, motivation, activeness, learning time, meeting, and teacher's role. This research is essential to contribute information on using technology in education. This descriptive qualitative research involves collecting and analyzing non-numerical data to understand the opinions and experiences of the 3rd-semester students at Hindu State University I Gusti Bagus Sugriwa Denpasar. An online questionnaire that already contained several questions related to the use of telegrams during online discussions was given to the students. The researchers did interviews to crosscheck and follow up on the questionnaire result. The result shows that students positively respond to using telegrams in online learning. However, some students expressed disagreements in several parts, namely motivation, interest, activeness, time of delivery, discussion of the material, and composition. To sum up, Telegrams can be a way to provide learning experiences to students in online learning","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127203347","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: 1