European Journal of English Language Teaching最新文献

{"title":"TASK-BASED LANGUAGE TEACHING IN VIETNAM: RESEARCH TRENDS, FINDINGS, AND IMPLICATIONS","authors":"Huynh Truong Sang, N. Loi","doi":"10.46827/ejel.v8i2.4758","DOIUrl":"https://doi.org/10.46827/ejel.v8i2.4758","url":null,"abstract":"It is widely assumed that task-based language teaching (TBLT) has been effectively applied in EFL contexts. In Vietnam, abundant research has been implemented to examine its effects on English proficiency as well as to identify perceptions and attitudes of both teachers and learners towards using this approach in classroom contexts. This paper aims to synthesize trends in research on task-based language teaching in the context by reviewing results extracted from a corpus of 60 studies. Key aspects like effects, challenges, teacher/learner perceptions and attitudes were selected for analysis and synthesis. The results revealed that the research tended to focus more on production skills than receptive skills, and that the implementation of TBLT was reported to cause challenges for teachers, while learners tended to hold positive attitudes toward the approach. Based on the research findings, some lessons were drawn for pedagogy and future research. For successful TBLT implementation, it is suggested that teachers are informed of the effects, engaged in reflections and that exams should be shifted towards communicative competence assessment. Future research could increase sample size and treatment duration, and especially address the challenges teachers, as the main agent, encounter in implementation.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128740115","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}

{"title":"USE OF GROUP WORK ACTIVITIES IN THE ENGLISH LANGUAGE PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS","authors":"Jestoni E. Salvaña, Joel D. Potane","doi":"10.46827/ejel.v8i2.4751","DOIUrl":"https://doi.org/10.46827/ejel.v8i2.4751","url":null,"abstract":"To exercise using the target language, users must engage in interactive activities that enable them to exchange ideas with one another. The study concentrated on the effective use of group work activities as a teaching strategy in English instruction. This study included two sections of Grade 8 junior high school students from Tagoloan, Misamis Oriental. Comparing the level of difference in pre- and post-test performance between students exposed to group work activities (the experimental group) and those who were not (the control group), a quasi-experimental design was used. Both groups received the same eight (8) learning competencies in a one-month period. In this study, descriptive statistics and inferential analysis, such as the Z-test, were used to determine whether a significant difference was found between the means of the two groups. The findings revealed that group work activities or cooperative learning as an intervention and learning approach for students were effective in improving learning, and the data demonstrating their positive attitudes toward its use in classes illustrated their interest in interaction among their classmates while engaging in language use. As a result, English teachers are encouraged to use cooperative learning to engage students while they authentically communicate in the language.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128756099","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}

{"title":"A STUDY ON PROBLEMS IN SPEAKING OF ENGLISH-MAJORED FRESHMEN AT TAY DO UNIVERSITY AND SOME SUGGESTED SOLUTIONS","authors":"Thi Bao Dung Dang, Van Lanh Le, Thi Kieu Huong Dang, Nhu Ngoc Hua","doi":"10.46827/ejel.v8i2.4746","DOIUrl":"https://doi.org/10.46827/ejel.v8i2.4746","url":null,"abstract":"In this globalization era, there have been drastic changes taking place all over the world. People’s desires are fulfilled when they clearly express their ideas and opinions to others. Thus, they need to learn speaking skills in order to fulfill their ambitions, desires, and goals. However, it is so difficult for students to master this skill because they encounter some common problems when speaking. Therefore, the research entitled \"A study on problems in speaking of English-majored freshmen at Tay Do University and some suggested solutions\" was carried out in order to identify common problems in English speaking of English majored freshmen at Tay Do University and provide some suggested solutions. In this study, questionnaires and interview papers were used as the main instruments to collect the data. The participants were 80 English-majored freshmen in the two classes of English course 16 including 16A and 16B at Tay Do University. The study's findings revealed that freshmen majoring in English had several common problems with vocabulary, pronunciation, grammar, the influence of mother tongue, and psychology in speaking. It is expected that this study will assist English-majored freshmen at Tay Do University in recognizing and overcoming obstacles in the process of speaking.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"267 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116538338","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}

{"title":"THE IMPACT OF MUSICAL SKILLS ON FOREIGN LANGUAGE ANXIETY","authors":"Suleyman Kasap","doi":"10.46827/ejel.v8i2.4737","DOIUrl":"https://doi.org/10.46827/ejel.v8i2.4737","url":null,"abstract":"This research aims to research the impact of musical skills on foreign language anxiety. For this purpose, 158 English as Foreign Language students, 64 of whom engaged with music (48 of them were able to play an instrument and sing in front of people and 16 of them could only sing) were chosen for this study. The Foreign Language Anxiety Scale (FLCAS) was applied and the results were compared. The study revealed that participants who were able to play a musical instrument or sing in front of people had far lower levels of foreign language anxiety than those who did not. For the qualitative section of the study, 10 participants, 5 of whom could play an instrument and 5 of whom could not, were selected to get a more detailed picture of the participants’ opinions and feelings related to the impact of engagement with music on foreign language anxiety. These interviews also supported the results of the quantitative study.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134163496","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}

{"title":"SITUATIONAL FACTORS: BASES FOR IMPROVING THE ATTITUDE AND MOTIVATION OF ESL LEARNERS’ SPEAKING SKILLS IN THE COLLEGE OF ARTS AND LETTERS","authors":"Florentino G. Pineda, Jr., Issachar A. Dela Cerna","doi":"10.46827/ejel.v8i1.4726","DOIUrl":"https://doi.org/10.46827/ejel.v8i1.4726","url":null,"abstract":"This paper highlights the importance of enhancing the speaking skills among ESL freshmen in the College of Arts and Letters of Bulacan State University. The respondents in this study were Bachelor of Arts in Mass Communication Major in Broadcasting Sections A to D. Although this course requires oral communication proficiency for global competitiveness, only a few students participate actively in classroom discussions. Many of them lag behind in terms of speaking skills. The ability to speak English has become the norm in the country and around the world. Graduates who possess such a skill can have better opportunities locally or internationally compared with those who cannot speak fluently. Hence, the researchers looked into the role of attitude and motivation in enhancing speaking skills among the respondents in terms of the following: demographics, the attitude of students toward English, situational factors affecting the attitude of students toward English, the motivation of students in learning English, and students’ beliefs about learning English. The research instrument was administered to the respondents via Google Forms. The 32-item questionnaire was designed to determine the attitudes and motivation of ESL students toward learning English. Each of the respondents was scored from 1-5 on a Likert Scale. Through the use of the Pearson Correlation Coefficient, Fisher Z-test, and P-Value in testing the hypotheses, data were analyzed and interpreted. The Likert Scales show the participants had an incredibly positive attitude and behavior toward English in general. Among all motivation items, the top factors affecting students to learn more in English are the Student’s Practical Purpose, Correction of the Teacher during Class, Communication Focused Class Activities, and Positive Atmosphere during class. Based on the findings of the study, language teachers should take advantage of motivation to foster a positive attitude among the students when it comes to speaking skills through the use of authentic materials such as audio, video, printed, and softcopies. Factors such as activities, environment, and teachers’ attitudes should be the point of reference in determining which learning materials work best in enhancing the speaking skills of the students.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116414700","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}

{"title":"IMPACT OF ECLECTICISM ON NIGERIAN ESL LEARNERS’ COMMUNICATIVE COMPETENCE: A COMPARATIVE STUDY","authors":"Chinomso P. Dozie, Adaeze Regis-Onuoha, L. Madu, Favour O. Egwim, M. Okere, R. C. Ihejirika","doi":"10.46827/ejel.v8i1.4694","DOIUrl":"https://doi.org/10.46827/ejel.v8i1.4694","url":null,"abstract":"This study adopted three practical teaching strategies intended to positively affect learners’ writing skill while neutralising negative factors affecting their writing competence. To achieve the study objective which aimed at the assessment of the best teaching strategy to enhance learners’ writing proficiency, a comparative study of three teaching methods (namely communicative, eclectic and task-based methods) was used over a 6-week period as a treatment on three experimental groups A, B, C respectively and a control group (D) was taught using the conventional method. A pre-test was administered on two hundred (200) freshmen/subjects purposively selected from different Departments at the Federal University of Technology, Owerri (FUTO). A post-test was used to ascertain the outcome of the six weeks period of treatment on their essay writing. Results varied according to groups but, most importantly, Group B showed very significant improvement and control group D showed no significant improvement at all in the post-test assessment while groups A and C’s writing ability improved just marginally at best post-test. Our findings suggest the need to pay attention to eclectic teaching techniques as a crucial element in enhancing writing proficiency among learners. The implications and limitations of this research in addition to guidelines for future research are discussed.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134229408","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}

{"title":"THE EFFECTS OF AGE, PRESENTATION MODE (ONLINE, OFFLINE), AND SEGMENTATION OF AMBIGUOUS SENTENCES ON ATTACHMENT PREFERENCES OF FEMALE EFL LEARNERS","authors":"Mahdi Mardani, Mandana Modarres","doi":"10.46827/ejel.v8i1.4695","DOIUrl":"https://doi.org/10.46827/ejel.v8i1.4695","url":null,"abstract":"One kind of structural ambiguity is in sentences including two determiner phrases (DP) that are followed by a relative clause (RC). One example of this type of ambiguity is \"Somebody shot the servant of the actress who was on the balcony\". Speakers of different languages attribute RC either to DP1 or DP2. The goal of this study was to investigate the relationship between participants' age and participants' attachment preferences, as well as different ways of presenting the material (i.e., offline vs. online) on the attachment preferences. This study also aims to see if the segmentation of experimental sentences plays any role in participant attachment preferences. To this end, a sample of 50 female native speakers of Persian ranging between 15 to 25 years participated in this study. The instruments used in the present research include an offline sentence acceptability judgment test and main tests that included the first main test, offline test, online complete presentation (timed), and an online segment-by-segment sentence. For the analysis of data t-tests and ANOVA were used. The statistics showed that participants' age affects attachment preferences, and adolescents have a tendency toward DP1 selection. Different modes of presenting ambiguous sentences also affected the results; presenting materials in a self-paced online method leads to a significant difference other two modes. Finally, segmentation plays a role in the attachment preference of RC and in resolving ambiguous sentences. The results showed that students had a preference for segmented presentation rather than a holistic mode of presentation.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124812323","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}

{"title":"TEACHER COMMUNICATION BEHAVIOR AND CLASSROOM ENVIRONMENT AS PEDAGOGICAL FACTORS TO THE CULINARY COMPETENCE OF SENIOR HIGH SCHOOL STUDENTS","authors":"Ginalyn P. Coscos, Viola P. Buenaventura","doi":"10.46827/ejel.v8i1.4690","DOIUrl":"https://doi.org/10.46827/ejel.v8i1.4690","url":null,"abstract":"This study determined which domain, the teacher communication behavior, and the classroom environment, best influences the culinary competence of senior high school students for the year 2020 to 2021 in five (5) selected public secondary schools in the Province of Davao Occidental, Region XI, Philippines using a non-experimental quantitative descriptive-correlational research design. In analysing the data, weighted mean, standard deviation, Pearson r, and Spearman Rho coefficient were utilized. Findings show the levels of teacher communication behavior (TCB), classroom environment (CE) and culinary competence (CC) are “High”, and a significant relationship between TCB and CC, between CE and CC existed. None of the indicators would best influence culinary competence. It suggested that a conducive learning and working environment may have a significant relationship with the acquisition, development, and improvement of culinary competence but teachers will not have to make up for poor-quality materials with wrong or out-of-date information or methods that do not work.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117145750","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}

{"title":"THE EFFECT OF MEDIA USE ON THE QUALITY OF LEARNING OUTCOMES IN ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN MBOONI EAST SUB-COUNTY, KENYA","authors":"Rosalia M. Musau, Henry Embeiywa, P. Koech","doi":"10.46827/ejel.v8i1.4684","DOIUrl":"https://doi.org/10.46827/ejel.v8i1.4684","url":null,"abstract":"The study sought to accentuate instructional media use and the quality of learning outcomes in English language in public secondary schools. Its purpose was to determine the effect of instructional media use on the quality of learning outcomes in English language in public secondary schools in Mbooni East Sub-County, Makueni County. The study employed a mixed approach with a descriptive survey design. Data was collected from Extra County, County and Sub-county public secondary schools using questionnaires, interview schedules and tests for the students where a 97.33% response rate was achieved. The dependent variable was learning outcomes in English language among students in public secondary schools in Mbooni East Sub-county, Kenya while the independent variable was instructional media use. The target population was teachers of English, heads of languages department and form their students in the Sub-county. Simple random sampling was used to select the students while purposive sampling was used to select the teachers of English and the Heads of Department languages. A sample of 12 teachers, 12 heads of the languages department and 313 students were involved. The instruments’ validity was determined through expert opinion from the school of Education of Machakos University. The reliability of the instruments was ascertained during piloting a sample that was not part of the study. Two approaches were used in analyzing the data, that is, descriptive and thematic approaches for quantitative and qualitative respectively. Quantitative data was analyzed through descriptive statistics and presented in frequencies, means and percentages with the aid of Statistical Package for Social Sciences (SPSS). Content analysis was used to analyze qualitative data which was thematically presented in prose. The study reveals that the quality of learning outcomes in English language in the sub-county is slightly below average, sub-county schools perform poorer and female students outshine their male counterparts. It was concluded that instructional media use enhances learning outcomes in English language. The study recommends that the Ministry of Education should equip public schools with instructional resources. In addition, the Quality Assurance and Standards officers and school principals should emphasize to teachers to use instructional media in teaching English language. Parents and other stakeholders in schools through the Board of Management should also come up with strategies on how to provide instructional media for use by teachers to enhance learners’ quality of learning outcomes.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126347925","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}

{"title":"QUANTITATIVE METHOD TO EXPLORE THE CRITICAL ISSUES OF SPEAKING ANXIETY AMONGST CHINESE PHD CANDIDATES’ DOCTORAL DISSERTATION ORAL DEFENSE","authors":"Liqiu Wei, Chuan-Chi Chang","doi":"10.46827/ejel.v8i1.4685","DOIUrl":"https://doi.org/10.46827/ejel.v8i1.4685","url":null,"abstract":"Anxiety has a significant effect on oral communication, particularly when it occurs in the form of a public address. The quality of a public academic speaker's oral presentation may highly be determined by a variety of emotive elements. However, this has received much too little attention in the realm of academic dissertation oral defense presentations, despite the fact that this process may be incredibly nerve-wracking for both novice and experienced postgraduates, EFL learners in particular. In the current study, 68 Chinese EFL Ph.D. candidates consented to complete a revamped version of the Personal Report of Public Speaking Anxiety (PRPSA). Chinese EFL postgraduates reported an average high level of public speaking anxiety (X=4.34) during their doctoral dissertation defense presentations, as measured by three categorical variables: public speaking apprehension (X=4.40), self-behavior management (X=4.35), and fear of negative evaluation (X=4.26). Throughout Ph.D. candidate participants’ dissertation defense, fifteen anxiety-related questionnaire items were recognized to be the most anxiety-provoking conditions in terms of public speaking anxiety. In addition, differences in gender and graduate study specialization were not significantly associated with Chinese EFL Ph.D. candidates’ experiences with public speaking anxiety. Despite the findings, research has revealed that Ph.D. candidates in English as a Foreign Language from China exhibit statistically significant levels of anxiety related to public speaking, and as a result, pedagogical recommendations have been proposed.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132545218","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}