The English teacher最新文献

Teaching L2 Vocabulary: What Goes on in the ESL Classroom? 第二语言词汇教学：英语课堂上发生了什么？

The English teacher Pub Date : 2024-06-12 DOI: 10.52696/kuim8028

A. Wong, Jocelyn Yee Vun Lee

引用次数: 0

Understanding ESL Postgraduate Students’ Dissertation Writing Challenges: The Interplay Between Second Language Writing Anxiety and Writer’s Block 了解 ESL 研究生的论文写作挑战：第二语言写作焦虑与写作障碍之间的相互作用

The English teacher Pub Date : 2024-06-12 DOI: 10.52696/ifzj8661

Wan Osman Wan Safuraa, Senom Fatiha, Ahmad Shah Shanina Sharatol

{"title":"Understanding ESL Postgraduate Students’ Dissertation Writing Challenges: The Interplay Between Second Language Writing Anxiety and Writer’s Block","authors":"Wan Osman Wan Safuraa, Senom Fatiha, Ahmad Shah Shanina Sharatol","doi":"10.52696/ifzj8661","DOIUrl":"https://doi.org/10.52696/ifzj8661","url":null,"abstract":"No matter how hard they try, some ESL postgraduate students experience periods when they can produce, if any, little writing. When such periods last for a considerable amount of time, the student is said to have a writer’s block (WB). Given the reciprocal connection between WB and second language writing anxiety (SLWA), more evidence is needed to determine the connection between the two factors in dissertation writing. Hence, this study aimed to investigate how challenges in second language (L2) postgraduate dissertation writing may heighten SLWA and WB, while also examining their interplay. In this mixed-method study, a total of 43 postgraduate students participated by completing an online survey to assess their levels of SLWA, while a subset of nine participants underwent semi-structured interviews. The thematic analysis revealed that WB stems from: i) SLWA experience; and ii) challenges in the writing process, research conceptualization, academic writing conventions, and academic reading. To overcome SLWA and WB, it is recommended that supervisors and language teachers provide specific suggestions to resolve writing issues, refrain from using anxiety to provoke performance, help break down the ultimate goal of dissertation writing into several obtainable goals, and foster open discussions about strategies for motivation and progress monitoring.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"92 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141352601","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 E-modules to Support EFL/ESL Learning in Asian Contexts: A Systematic Literature Review 在亚洲环境中使用电子模块支持 EFL/ESL 学习：系统性文献综述

The English teacher Pub Date : 2024-06-12 DOI: 10.52696/nvtf8043

Aiju Liu, Abdullah Amelia

引用次数: 0

The Roles of Teaching Presence in Asynchronous and Synchronous Online Teaching Contexts 教学临场感在异步和同步在线教学情境中的作用

The English teacher Pub Date : 2024-06-12 DOI: 10.52696/wynd5473

Wee Ling Choo, Lee-Luan Ng

{"title":"The Roles of Teaching Presence in Asynchronous and Synchronous Online Teaching Contexts","authors":"Wee Ling Choo, Lee-Luan Ng","doi":"10.52696/wynd5473","DOIUrl":"https://doi.org/10.52696/wynd5473","url":null,"abstract":"Asynchronous and synchronous modes of learning are pivotal to the landscape of online education. To gain more insights into the effectiveness of online teaching practices, it is essential to investigate the teaching practice in online learning contexts, specifically how the teaching presence of instructors affect students’ learning in asynchronous or synchronous situations. This study aims to find out if the teaching presence varies between the two modes of learning through the lens of Community of Inquiry (CoI) framework. Additionally, it seeks to compare the factors impacting learners’ experiences in teaching presence. A total of 94 ESL tertiary learners answered the CoI questionnaire and 19 learners were interviewed. The results revealed that the perceived teaching presence between the two groups did not differ statistically. Findings from the interviews showed that the instructor’s interactivity is a pertinent factor in increasing teaching presence in both groups. Additionally, it seems learners from the asynchronous group valued the instructor’s feedback and positive characteristics while the instructor’s facilitation was essential for those from the synchronous group. The outcome of the study could potentially provide insights and practical solutions in relation to the functions of teaching presence in enhancing the learning experience of learners attending online lessons.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"108 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141352154","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

Exploring Teacher-Student Interaction in a Synchronous Online Modality: A Critical Discourse Analysis 探索同步在线模式下的师生互动：批判性话语分析

The English teacher Pub Date : 2024-06-12 DOI: 10.52696/lbde4787

Marlon S. Pontillas

{"title":"Exploring Teacher-Student Interaction in a Synchronous Online Modality: A Critical Discourse Analysis","authors":"Marlon S. Pontillas","doi":"10.52696/lbde4787","DOIUrl":"https://doi.org/10.52696/lbde4787","url":null,"abstract":"The rise of online education, prompted by challenges posed by the COVID-19 pandemic, has revolutionized the education landscape and challenged the traditional norms and communications that have characterized communication in the education sector. This research, drawing on the interplay between Critical Discourse Analysis and Sinclair’s IRF model, peers into how language power is played out in cyberspaces of a virtual classroom. The study traces language’s hidden yet palpable influence in shaping power relations through an examination of various online engagements. Findings from the study show that teachers use rhetorical questions and affirmations to guide discussions and retain power based on Sinclair’s IRF model. On the other hand, Wodak’s CDA framework brings out the hidden power dimensions that lie unnoticed in language, which seems inclusive but seeks control. The outcome confirms how language influences power dynamics when teachers use linguistic strategies to shape narratives and dictate conversations. The study reveals strategies instructors utilize in General Education courses at Camarines Sur Polytechnic Colleges, Philippines. While appearing democratic, rhetorical questions and affirmations maintain the teacher’s authority as they help create an illusion of equality. The paper emphasizes the necessity of understanding language-power interplay in online education and advocates for including a course component devoted to language and power dynamics in teacher professional development programs. This awareness creates inclusive environments in online learning spaces where various voices are recognized, encouraging shared knowledge development. This research illuminates the intricate nature of language and power, laying the foundation for informed online learning teaching practices.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"130 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351256","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

Nepali English Teachers’ Perceptions Towards Global Englishes in ELT 尼泊尔英语教师对英语教学中全球英语的认知

The English teacher Pub Date : 2022-12-30 DOI: 10.52696/fcmn1154

Binod Dhami

{"title":"Nepali English Teachers’ Perceptions Towards Global Englishes in ELT","authors":"Binod Dhami","doi":"10.52696/fcmn1154","DOIUrl":"https://doi.org/10.52696/fcmn1154","url":null,"abstract":"Traditional English language teaching (ELT) goals have been questioned by advocating Global Englishes language teaching (GELT). To execute GELT, understanding English languageteachers’ perceptions toward Global Englishes (GEs) is imperative as teachers’ beliefs determine pedagogical practices. Although numerous studies have explored English languageteachers' perceptions of GEs around the globe, there is a dearth of empirical research in Nepal. Thus, this study explores the perceptions of Nepali English languageteachers towards GEs in ELT. Employing a purposive sampling method, 25 Nepali English languageteachers in Nepal were interviewed, using semi-structured interviews. The interviews were transcribed verbatim, and transcriptions were coded using (van Manen, 2016) to generate themes and to interpret data. Results indicated that the teachers were aware of an emergence of GEs and considered the use of GEs in ELT beneficial. They also admitted that the exposure to GEs provides English language learners with exposure for communicating with the users of varieties of English in this multilingual and multicultural world. Furthermore, the participants anticipated attending GE-inclusive teacher professional development (TPD) such as conferences, workshops, and GE-aware online courses. Highlighting the necessity of GE-informed TPD programs for teachers, the participants also aspired to be involved in GE-inclusive deliberations on the topics such as the emergence of new Englishes, GE-oriented workshops, and talk shows on the use of GEs in ELT.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125149438","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

Linking 21st Century Learning Skills to Outdoor Learning: Exploring the Experiences of Primary School English Language Teachers in Malaysian Private Schools 将21世纪的学习技能与户外学习相结合:马来西亚私立学校小学英语教师的经验探索

The English teacher Pub Date : 2022-12-30 DOI: 10.52696/ztly2991

{"title":"Linking 21st Century Learning Skills to Outdoor Learning: Exploring the Experiences of Primary School English Language Teachers in Malaysian Private Schools","authors":"","doi":"10.52696/ztly2991","DOIUrl":"https://doi.org/10.52696/ztly2991","url":null,"abstract":"Collaboration, communication, creative thinking, and critical thinking, or 4Cs, are important 21st century learning skills which prepare students to face challenges in the globalised world of the 21st century. In this paper, we explore the link between the 4Cs and a rather unconventional pedagogy, outdoor learning. In Malaysia, the outdoor learning space has not received much recognition and is often overlooked. Therefore, we sought the experiences of primary school English language teachers when engaging with outdoor learning to see how their practices reflected the 4Cs. Data were obtained through fivein-depth interviews with teachers and were analysed using an inductive approach. Two main themes which related to soft skills and thinking skills development were identified. It was found that outdoor learning had potential to enhance soft skills because it emphasised communication and collaboration. However, in terms of thinking skills we found that there is still room to engage more deeply and meaningfully with critical and creative 21st century learning skills. Currently, outdoor learning seems to be a rather grass-roots effort that happens at the discretion of individual teachers. Nevertheless, it has a role to play in nurturing critical and complex thinking and effective communication and collaboration which are needed for the 21st century.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114477270","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

A Longitudinal Study on Anxiety and Confidence Among Japanese University Students Studying English 日本大学生英语学习焦虑与自信的纵向研究

The English teacher Pub Date : 2022-12-30 DOI: 10.52696/cvjq9586

Simon D. Cooke

引用次数: 0

Schema Theory and Language Acquisition: Justification for the Implementation of a Spiral Syllabus 图式理论与语言习得:螺旋教学大纲实施的理由

The English teacher Pub Date : 2022-04-30 DOI: 10.52696/zjig8824

K. Crowley

{"title":"Schema Theory and Language Acquisition: Justification for the Implementation of a Spiral Syllabus","authors":"K. Crowley","doi":"10.52696/zjig8824","DOIUrl":"https://doi.org/10.52696/zjig8824","url":null,"abstract":"In the realm of foreign language education, most educational institutions’ syllabi and textbooks organize content in a linear fashion, moving from topic to topic. By nature of having disparate topics, the vocabulary and grammar can vary widely with little overlap beyond the most frequently used words of a language. While the linear approach may be suitable for learning topics in one’s first language (L1) since a rich linguistic schematic network has already been built, in the case of EFL students, this approach is flawed due to students’ lack of meaningful exposure and practice of the target language/vocabulary outside of the classroom, and as a result, second language (L2) learners forget much of the vocabulary that is studied. A different approach, via using a spiral syllabus, is proposed to teach L2 learners, which may build a richer schematic network and consequently strengthen long-term memory. In this interpretative analysis, the relationship between schema theory, memory, and its application to second language learning is explored. Justified by the theoretical research of schema theory and empirical studies of spaced repetition systems, a proposal for a spiral syllabus and the need for further research in this area is described.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129537797","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

Noun Phrase Complexity: Influence of L1 (Mandarin) on L2 (English) Academic Writing 名词短语复杂性:第一语言(普通话)对第二语言(英语)学术写作的影响

The English teacher Pub Date : 2022-04-30 DOI: 10.52696/whxc9010

Xiao Li, Kit Yee Tang

{"title":"Noun Phrase Complexity: Influence of L1 (Mandarin) on L2 (English) Academic Writing","authors":"Xiao Li, Kit Yee Tang","doi":"10.52696/whxc9010","DOIUrl":"https://doi.org/10.52696/whxc9010","url":null,"abstract":"Noun phrase (NP) complexity can be examined through the types of noun modifiers and phrasal features used in a specific NP. This study intends to address the gap focusing on the NP complexity of students with similar proficiency levels, taking into consideration the possible influence of the syntactic structure of their L1. The analytical model of this study made use of the Hypothesized Developmental Stages for Noun Phrase Modification (Biber et al., 2011). Data examined in this study were academic writings from the master students of University of Malaya (UM), who major in Linguistics or English Language studies. Of the five essays examined, 855 complex NPs were identified. The attributive adjective was found most frequently with 395 occurrences in total. Despite being competent users of the English language, NPs of higher complexity stages were not found abundantly across all the essays. Complex NPs of the lower stages like attributive adjective (47.1%), nouns as pre modifiers (12.2%), of phrases as post modifiers (19.7%), prepositions other than of (concrete/locative meanings) / (abstract meanings) (5.1% / 4.8%) remained as some of the most-frequently used NPs. This study implicates that although students are competent users of the English language, the L1 still has an influence on their essay writing.","PeriodicalId":223602,"journal":{"name":"The English teacher","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125493056","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