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

EFL TERTIARY STUDENTS' PERCEPTION AND PRACTICE WITH LANGUAGE LEARNING BEYOND THE CLASSROOM: THE CASE OF VIETNAM 英语大专学生课堂外语言学习的认知与实践:以越南为例

European Journal of English Language Teaching Pub Date : 2023-06-15 DOI: 10.46827/ejel.v8i3.4888

Nguyen Vu Khanh, Trương Bạch Lê

{"title":"EFL TERTIARY STUDENTS' PERCEPTION AND PRACTICE WITH LANGUAGE LEARNING BEYOND THE CLASSROOM: THE CASE OF VIETNAM","authors":"Nguyen Vu Khanh, Trương Bạch Lê","doi":"10.46827/ejel.v8i3.4888","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4888","url":null,"abstract":"While language teaching is widely acknowledged as preparation for real-life language use, attention is still focused mainly on classroom-bounded learning. However, the development of technology allows language learners to extend their learning opportunities beyond the classroom. Using a mixed method design that included questionnaires and semi-structured interviews, this study aims to explore how Vietnamese EFL tertiary students perceive and utilize language learning beyond the classroom (LLBC) resources in learning English. This study finds that the students perceived well the feasibility of the LLBC, and believed in the benefits of LLBC resources and activities in improving pronunciation and vocabulary, listening, and speaking skills. In addition, the students are found also to try to develop strategies for making the most of individual LLBC resources and activities to improve their English proficiency. The study also provides implications for the teachers to prepare and equip themselves with the effective utilization of LLBC resources and activities to provide their students with helpful advice. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116221905","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

THAI STUDENTS’ AWARENESS ATTITUDES OF GLOBAL ENGLISHES PEDAGOGY AND TARGET INTERLOCUTOR 泰国学生对全球英语教学法及目标对话者的认知态度

European Journal of English Language Teaching Pub Date : 2023-06-06 DOI: 10.46827/ejel.v8i3.4877

Fangfei Miao, Eric A. Ambele

{"title":"THAI STUDENTS’ AWARENESS ATTITUDES OF GLOBAL ENGLISHES PEDAGOGY AND TARGET INTERLOCUTOR","authors":"Fangfei Miao, Eric A. Ambele","doi":"10.46827/ejel.v8i3.4877","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4877","url":null,"abstract":"The widespread use of English as a world language has caused changes in the sociolinguistic reality of English speakers, English use, and English-speaking societies. No paradigm has been able to completely capture and account for such changes in the English language given the current changes. In order to reflect the sociolinguistic realities of today, researchers have advocated for a paradigm shift from traditional pedagogy to a new pedagogy that can prepare students to use English in intercultural communication and incorporate multiple varieties of English and cultures. The attitudes of 20 Thai English major students who successfully completed a one-semester Global English language teaching course were investigated using questionnaire and interview data. The analysis included both quantitative and qualitative methods using descriptive statistics and qualitative content analysis, respectively. The results demonstrated that the 15-week GE-informed pedagogy significantly improved student views toward GE awareness. The students further reported that English should be viewed as a language serving varied communicative needs among different multilingual users and not just native users as target interlocutors. These results call for more GE-awareness pedagogical activities for a better understanding of the practical uses of English and in compliance with global linguistic diversifications. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"250 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123921178","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

MANAGING CHANGE TO UPGRADE ENGLISH TEACHING IN VIETNAM 管理变化提升越南英语教学

European Journal of English Language Teaching Pub Date : 2023-06-04 DOI: 10.46827/ejel.v8i3.4874

Hai Nguyen

引用次数: 0

ANGLICIZATION OF INDIGENOUS NAMES ON SOCIAL MEDIA BY YORUBA-ENGLISH BILINGUALS: PEDAGOGIC IMPLICATIONS 约鲁巴-英语双语者在社交媒体上对土著名字的英语化:教学意义

European Journal of English Language Teaching Pub Date : 2023-05-27 DOI: 10.46827/ejel.v8i3.4857

Morounmubo Deborah Ogunbona, R. Jimoh

{"title":"ANGLICIZATION OF INDIGENOUS NAMES ON SOCIAL MEDIA BY YORUBA-ENGLISH BILINGUALS: PEDAGOGIC IMPLICATIONS","authors":"Morounmubo Deborah Ogunbona, R. Jimoh","doi":"10.46827/ejel.v8i3.4857","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4857","url":null,"abstract":"Anglicism and Nativization can be said to be closely knit as both linguistic phenomena are attempts to portray one language in the form of another. Whereas, Anglicism is the attempt to make an indigenous language sound English, Nativization is trying to make English sound indigenous. This study investigates Anglicization of names on social media, a practice among some Yoruba-English bilinguals (YEBs), with a view to finding out its linguistic features, sociolinguistic imports, the motivation behind such practice and its implications for pedagogy and language teaching. Data for the study, which were sourced from the WhatsApp group of SSIII students, Demonstration Secondary School, Ondo, Nigeria, contain one hundred indigenous profile names of the students as anglicized on the group’s platform. Using Dell Hymes’ Ethnography of Communication, William Labov’s Variability Concept as well as Descriptive Method of Data Analysis, the data were purposively selected, carefully grouped and applied for the analysis. The investigation reveals that the theory of word-formation processes in English was adopted by YEBs to anglicize their indigenous names at both phonological and morphological levels, with apparent disregard for both semantic components and sociolinguistic functions of their indigenous names before Anglicization, thereby leaving the product (anglicized) to appear as mere cant or jargon of the bilingual youths. The paper submits that the motivation for Anglicism might not be mainly attributable to linguistic dexterity or innate morphological competence on the part of YEBs, but largely to exuberance and idiosyncrasies emanating from identifying with the global practice of specialized youth communication on social media, a phenomenon that should be noted by the EL2 teacher while teaching this set of youths. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127220663","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 COMMUNICATION COMPETENCE AS A FUNCTION OF ADAPTABILITY AND APPREHENSION IN COMMUNICATION AMONG SENIOR HIGH SCHOOL STUDENTS 认知交际能力是高中生交际适应能力和理解能力的函数

European Journal of English Language Teaching Pub Date : 2023-05-20 DOI: 10.46827/ejel.v8i3.4843

Joanna Reeve M. Canada, Tessie G. Miralles

{"title":"COGNITIVE COMMUNICATION COMPETENCE AS A FUNCTION OF ADAPTABILITY AND APPREHENSION IN COMMUNICATION AMONG SENIOR HIGH SCHOOL STUDENTS","authors":"Joanna Reeve M. Canada, Tessie G. Miralles","doi":"10.46827/ejel.v8i3.4843","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4843","url":null,"abstract":"This study determined to find out which domain of communicative adaptability and communication apprehension significantly predicts cognitive communication competence. A quantitative descriptive-predictive design was employed in this study. The research participants were 250 Grade 11 Senior High School students enrolled in English 1s – Oral Communication in Context at UM Digos Senior High School. The gathered data were analyzed and interpreted using the mean, standard deviation, Pearson-r, regression, and multiple linear regression. It was found that the SHS students have a high level of communicative adaptability, moderate communication apprehension, and a high level of cognitive communication competence. The study’s findings revealed a significant relationship between communicative adaptability and cognitive communication competence. In contrast, communication apprehension was adversely related to cognitive communication competence. Through multiple linear regression, the findings corroborated the three domains of communicative adaptability and communication apprehension: social confirmation, appropriate, and apprehension in small groups, significantly predict cognitive communication competence. The findings obtained in this study suggest that English language teachers may employ strategies and activities, with various contexts among various individuals, as performance tasks. It will help students adapt to various communication contexts, lessen communication apprehension, and improve communication competence. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123304170","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

MEANING EXTRACTION OF SYNONYMS AMONG ADVANCED ARAB-ENGLISH TRANSLATORS: A PILOT STUDY 高级阿拉伯语-英语翻译中同义词的意义提取:初步研究

European Journal of English Language Teaching Pub Date : 2023-05-06 DOI: 10.46827/ejel.v8i2.4818

Hussein Abushaaban, Rashad Faleh Alhasan, Hamzeh Mohammad Al-Harbi

引用次数: 4

GRAMMATICAL COMPETENCE LEVEL AND GRAMMAR LEARNING STRATEGY OF PRE-SERVICE TEACHERS 职前教师语法能力水平与语法学习策略

European Journal of English Language Teaching Pub Date : 2023-05-02 DOI: 10.46827/ejel.v8i2.4807

Rocel Mae C. Roca, Edralin Manla

{"title":"GRAMMATICAL COMPETENCE LEVEL AND GRAMMAR LEARNING STRATEGY OF PRE-SERVICE TEACHERS","authors":"Rocel Mae C. Roca, Edralin Manla","doi":"10.46827/ejel.v8i2.4807","DOIUrl":"https://doi.org/10.46827/ejel.v8i2.4807","url":null,"abstract":"This study attempted to determine the grammar learning strategy and grammatical competence level of the 2nd year and 3rd year pre-service teachers. Additionally, this study aimed to investigate the relationship between their grammar learning strategy usage and grammatical competence level. To this end, the study employed the descriptive-correlational research method. Data were collected through a questionnaire facilitated in Google Forms. The study's results revealed that, first, the pre-service teachers have highly used the Grammar Learning Strategies in general and when categorized as Cognitive, Meta-cognitive, and Socio-affective; although all GLS categories were highly used, the one with the highest mean was the Cognitive GLS while the least was the Socio-affective GLS. Second, respondents were found to have a fair level of grammatical competence in general as well as when specified to Subject-Verb Agreement, Pronoun-Antecedent Agreement, Parts of Speech, and Adjective-Adverb Agreement. Lastly, it was found in this present study that there is a highly significant relationship between grammar learning strategy usage and grammatical competence level but it is a weak positive correlation at 0.20. This outcome is conducive to better understand the pre-service teachers' GLS usage, to maximize the other GLS which were not highly used, and to supply some references for enhancing one’s grammatical competence level. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130749881","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

EFL TEACHERS’ PERCEPTIONS OF ENGLISH PROFICIENCY: CURRENT PRACTICES AT A CENTER OF FOREIGN LANGUAGES IN VIETNAM 英语教师对英语熟练程度的看法:在越南外语中心的当前实践

European Journal of English Language Teaching Pub Date : 2023-04-28 DOI: 10.46827/ejel.v8i2.4801

L. Hung

{"title":"EFL TEACHERS’ PERCEPTIONS OF ENGLISH PROFICIENCY: CURRENT PRACTICES AT A CENTER OF FOREIGN LANGUAGES IN VIETNAM","authors":"L. Hung","doi":"10.46827/ejel.v8i2.4801","DOIUrl":"https://doi.org/10.46827/ejel.v8i2.4801","url":null,"abstract":"Teachers with a high level of target language proficiency are believed to be more self-efficacious and more competent to provide good models of language usage and to undertake various teaching tasks in the target language effectively. Having a good command of English is a necessary qualification for successful teachers of English as a foreign language (EFL). In the Vietnamese teaching and learning context, EFL teachers are required to have proper professional qualifications, and English proficiency is an important quality for teaching effectiveness. With the aim to examine teachers’ perceptions towards English proficiency, this descriptive study was conducted with 33 EFL teachers at a center of foreign languages through an online survey. The results showed that teachers recognized the necessity of having English qualifications and had positive perceptions towards the English proficiency requirements. The study is beneficial for both teachers and educational administrators to have an insight into the importance of language proficiency for teaching quality. Important recommendations for successful proficiency development were also discussed. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125182355","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

VIETNAMESE HIGH SCHOOL EFL LEARNERS’ LANGUAGE MINDSETS: EXPLORING THE IMPACT OF DEMOGRAPHIC FACTORS 越南高中英语学习者的语言心态:人口因素的影响

European Journal of English Language Teaching Pub Date : 2023-04-23 DOI: 10.46827/ejel.v8i2.4784

Nguyen Trong Nguyen

引用次数: 1

NEEDS ASSESSMENT REPORT ADOPTING A MIXED-METHOD DESIGN: CHINESE POSTGRADUATES’ IMPRESSIONS OF CRITICAL THINKING APPROACH IN RESEARCH METHOD COURSE 采用混合方法设计的需求评估报告:中国研究生对研究方法课程中批判性思维方法的印象

European Journal of English Language Teaching Pub Date : 2023-04-16 DOI: 10.46827/ejel.v8i2.4775

Li-Wei Wei

{"title":"NEEDS ASSESSMENT REPORT ADOPTING A MIXED-METHOD DESIGN: CHINESE POSTGRADUATES’ IMPRESSIONS OF CRITICAL THINKING APPROACH IN RESEARCH METHOD COURSE","authors":"Li-Wei Wei","doi":"10.46827/ejel.v8i2.4775","DOIUrl":"https://doi.org/10.46827/ejel.v8i2.4775","url":null,"abstract":"In the contemporary milieu of academia and quotidian endeavors, the faculty of critical thinking is recognized as an essential and irreplaceable aptitude for each individual. Over the course of recent decades, the subject of critical thinking has garnered substantial attention across the sphere of higher education, with Chinese students being no exception. The present investigation seeks to elucidate the exigencies evaluation of international Chinese postgraduate students' perceptions pertaining to the incorporation of critical thinking methodologies within research methods coursework, in conjunction with their requisites and expectations for the inculcation of critical thinking proficiencies as an integral constituent of the academic writing curriculum. This empirical inquiry, employing a mixed-methods approach, drew upon the Critical Thinking Disposition Inventory (CTDI) as its primary instrument. A total of 147 Chinese international college master's students voluntarily partook in the study. The resultant data revealed that the understanding of critical thinking abilities among the overseas Chinese postgraduate population was marked by ambiguity and perplexity. Such a phenomenon can be attributed to the influence of the traditional Chinese educational system, which engenders a prevalent indifference towards critical thinking competencies among the majority of the international Chinese postgraduate demographic. To address the exigency of bolstering their scholastic achievements and enhancing their thesis-writing efficacy through more analytical and critical means, the Chinese postgraduate respondents underscored the imperative to amalgamate critical thinking skills into their research methods coursework. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121116431","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