European Journal of English Language Teaching最新文献_第6页

PRONUNCIATION INSTRUCTION IN VIETNAMESE TERTIARY SETTINGS: INSIGHTS FROM EFL TEACHERS’ COGNITIONS AND CLASSROOM PRACTICES 越南高等教育背景下的语音教学:来自英语教师认知和课堂实践的见解

European Journal of English Language Teaching Pub Date : 2022-10-12 DOI: 10.46827/ejel.v7i5.4485

Do Minh Luan

引用次数: 0

THE USE OF ‘I THINK’ AND ‘I BELIEVE’ IN GHANAIAN PARLIAMENTARY DISCOURSE “我认为”和“我相信”在加纳议会话语中的使用

European Journal of English Language Teaching Pub Date : 2022-10-01 DOI: 10.46827/ejel.v7i5.4473

Cynthia Logogye

{"title":"THE USE OF ‘I THINK’ AND ‘I BELIEVE’ IN GHANAIAN PARLIAMENTARY DISCOURSE","authors":"Cynthia Logogye","doi":"10.46827/ejel.v7i5.4473","DOIUrl":"https://doi.org/10.46827/ejel.v7i5.4473","url":null,"abstract":"The current study explores the varied uses of the modal lexical verbs think and believe in expressing modality in parliamentary debates in Ghana using Context-Dependency and Lexical Specialisation theory by Angelika Kratzer (1981, 1991) and modality under the interpersonal metafunction of Halliday‘s Systemic Functional Linguistics (SFL). The study is a summative content analysis (Hsieh & Shannon, 2005) that employs the qualitative research design in analysing the data. The data for the study has been collected from the Hansard online from www.parliament.gh/publications/49, the official website of Ghana’s Parliament for the period of five months, from November 2016 to March 2017. In all, 300 clauses containing the lexical verbs of interest were purposefully sampled. The paper is in response to an existing claim that the modal lexical verbs think and believe express uncertainty. Though this is true, however, the technicality of political discourse renders this assertion not generally true. The current study finds that in parliamentary discourse, although the two modal lexical verbs express uncertainty to some extent, they are mostly employed as emphasisers to express a sense of urgency and to show a higher sense of validity in propositions participants make. As emphasisers, they serve a useful tool for the audience’s persuasion. The study concludes with some pedagogical implications that border on the teaching of the lexical modals. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125896549","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

AN INVESTIGATION INTO EFL UNIVERSITY STUDENTS’ PERCEPTIONS TOWARD BENEFITS OF MOODLE QUIZ-SUPPORTED LISTENING PRACTICE 英语大学学生对moodle测验支持的听力练习的好处认知的调查

European Journal of English Language Teaching Pub Date : 2022-09-22 DOI: 10.46827/ejel.v7i5.4460

Vo Van Si

引用次数: 0

THE EFFECTS OF TECHNOLOGY-ASSISTED LISTENING PRACTICE ON MOODLE ON ENGLISH-MAJORED FRESHMEN'S LISTENING PROFICIENCY 基于moodle的技术辅助听力练习对英语专业新生听力水平的影响

European Journal of English Language Teaching Pub Date : 2022-09-14 DOI: 10.46827/ejel.v7i5.4453

D. Dinh

引用次数: 0

THE INTERACTION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND EFL TEENAGER LEARNERS’ POSTCARD WRITING AT ENGLISH CENTER IN MEKONG DELTA, VIETNAM 自主学习策略与越南湄公河三角洲英语中心青少年英语学习者明信片写作的互动

European Journal of English Language Teaching Pub Date : 2022-09-13 DOI: 10.46827/ejel.v7i5.4449

Nguyen Le Tuyet Kha, P. H. Yen

{"title":"THE INTERACTION BETWEEN SELF-REGULATED LEARNING STRATEGIES AND EFL TEENAGER LEARNERS’ POSTCARD WRITING AT ENGLISH CENTER IN MEKONG DELTA, VIETNAM","authors":"Nguyen Le Tuyet Kha, P. H. Yen","doi":"10.46827/ejel.v7i5.4449","DOIUrl":"https://doi.org/10.46827/ejel.v7i5.4449","url":null,"abstract":"The current study aims at investigating the possible interaction of EFL teenage learners’ postcard writing performance (according to A2 level) and their self-regulated learning strategies at an English center. The research also helps to determine the level of interaction between EFL teenagers’ self-regulated learning (SRL) strategies and their postcard writing performance. Thus, it also examined the frequency of use of SRL strategies in writing among those learners. A total of 74 learners completed 32 items in the self-regulated learning strategies questionnaire including six dimensions of three categories namely environmental processes, behavioral processes, and personal processes. Then, three successful writers and three less successful writers were invited into the semi-structured interview. The findings indicated that SRL strategies had a positive impact on EFL teenage learners' postcard writing. The more SRL strategies used in writing, the higher the learners' score. Among these strategies, environmental factors may have a stronger influence than behavioral or personal factors. Specifically, environmental structuring and help-seeking strategies are most frequently used. The findings also showed that EFL teenage learners use SRL strategies to a moderate degree when given writing tasks. Besides, the results of the interview reveal that successful learners self-regulated better than less successful ones. They also self-evaluated their writing more frequently than those who are less successful. Based on the findings of this study, pedagogical implications and recommendations for further study are presented. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133723171","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 EFFECTS OF USING SELF-VIDEO RECORDING ON EFL HIGH SCHOOL STUDENTS’ LEXICON KNOWLEDGE 使用自我录像对英语高中生词汇知识的影响

European Journal of English Language Teaching Pub Date : 2022-09-02 DOI: 10.46827/ejel.v7i5.4441

Diem Ngoc Ho, Lap Q. Trinh, Tuyen Thanh Kim

引用次数: 0

VIETNAMESE HIGH SCHOOL STUDENTS’ PERSPECTIVES ON THE EFFECTS OF OBSERVATIONAL LEARNING ON THEIR WRITING PERFORMANCE 观察性学习对越南高中生写作表现之影响

European Journal of English Language Teaching Pub Date : 2022-08-29 DOI: 10.46827/ejel.v7i5.4434

Ta Minh Khoi

引用次数: 0

THE PERCEIVED EFFECTS OF TEST-TAKING STRATEGIES INSTRUCTION ON EFL HIGH SCHOOL STUDENTS' MULTIPLE-CHOICE TESTS OF READING COMPREHENSION 应试策略指导对高中英语阅读理解多项选择题的感知效果

European Journal of English Language Teaching Pub Date : 2022-08-24 DOI: 10.46827/ejel.v7i4.4428

Lien Thi Kim Nguyen, Tuyen Thanh Kim

{"title":"THE PERCEIVED EFFECTS OF TEST-TAKING STRATEGIES INSTRUCTION ON EFL HIGH SCHOOL STUDENTS' MULTIPLE-CHOICE TESTS OF READING COMPREHENSION","authors":"Lien Thi Kim Nguyen, Tuyen Thanh Kim","doi":"10.46827/ejel.v7i4.4428","DOIUrl":"https://doi.org/10.46827/ejel.v7i4.4428","url":null,"abstract":"This study aims to investigate whether the use of a text-taking strategy could enhance EFL high school learners' reading comprehension. It draws on the test-taking strategies suggested by Cohen and Upton (2007), to focus on the two main aspects, (1) the influence of applying test-taking strategies on EFL high school students’ reading comprehension tests and (2) their attitudes toward these strategies. In the pretest-posttest one-group design and descriptive quantitative research, the reading comprehension test and the questionnaire were used to collect the data of 90 EFL high school students in a school in rural Can Tho City. These students were assigned to apply test-taking strategies in a workshop every week in the second Semester of 2021-2022. The findings showed that (1) participating students’ reading comprehension scores improved after following the test-taking strategies after 07 weeks; and (2) students were positive about their being active in their testing practice despite certain challenges. As a result of such positive attitudes, they had high motivation for continuing their practice test-taking strategies for the future examination. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128618557","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 INFLUENCING ADOLESCENT EFL LEARNERS’ ENGAGEMENT IN ONLINE CLASSES: INSIGHTS FROM LEARNERS’ PERSPECTIVES 影响青少年英语学习者在线课堂参与的因素:来自学习者视角的洞察

European Journal of English Language Teaching Pub Date : 2022-08-23 DOI: 10.46827/ejel.v7i4.4423

Nguyễn Hoàng Phúc

{"title":"FACTORS INFLUENCING ADOLESCENT EFL LEARNERS’ ENGAGEMENT IN ONLINE CLASSES: INSIGHTS FROM LEARNERS’ PERSPECTIVES","authors":"Nguyễn Hoàng Phúc","doi":"10.46827/ejel.v7i4.4423","DOIUrl":"https://doi.org/10.46827/ejel.v7i4.4423","url":null,"abstract":"Learners’ engagement has been identified as a crucial factor contributing to effective teaching and learning (Chiu, 2022); yet research focusing on this particular topic remains limited (Werang & Leba, 2022). In the time of the COVID-19 pandemic, in-depth investigations into this aspect have become increasingly urgent, especially in such contexts as Vietnam where online instruction has become “a new normal”. This descriptive case study, as a part of a more comprehensive study, responded to such as pressing call by exploring two aspects: (1) adolescent EFL learners’ engagement levels, and (2) factors influencing learners’ engagement in synchronous online classes. Quantitative data were collected through questionnaires administered to 193 Vietnamese adolescent EFL learners at an EFL language center in the Mekong Delta, Vietnam. Results revealed that learners’ perception of adolescent learners’ engagement level was high. Specifically, learners were more behaviorally engaged compared to the other dimensions, namely emotional, cognitive and agentic engagement. Two categories of factors, namely teacher-related aspects and teaching content and activities were found to have the most significant influence on learners’ engagement. These findings provide teachers, curriculum developers, and institution administrators with important practical implications for measures to effectively foster higher engagement in virtual classrooms. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"36 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120844893","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’ STRATEGIES AND CHALLENGES IN PROMOTING HIGH SCHOOL STUDENTS’ AUTONOMY IN VOCABULARY LEARNING 英语教师促进高中生词汇自主学习的策略与挑战

European Journal of English Language Teaching Pub Date : 2022-08-19 DOI: 10.46827/ejel.v7i4.4419

Nguyen Thi My Linh, P. H. Yen

{"title":"EFL TEACHERS’ STRATEGIES AND CHALLENGES IN PROMOTING HIGH SCHOOL STUDENTS’ AUTONOMY IN VOCABULARY LEARNING","authors":"Nguyen Thi My Linh, P. H. Yen","doi":"10.46827/ejel.v7i4.4419","DOIUrl":"https://doi.org/10.46827/ejel.v7i4.4419","url":null,"abstract":"Learner autonomy is now regarded as a desirable objective in language teaching. The objective of the study was to identify ELT teachers’ strategies in promoting EFL high school students’ autonomy in vocabulary learning. Besides, this research attempts to find out the challenges that ELT high school teachers employ in promoting EFL students’ autonomy in vocabulary learning. A questionnaire and an interview were used in this study to find out the strategies adopted by the teachers in the current research as well as the challenges they face. The findings of this study revealed that English language teachers frequently promoted autonomous learners in their classrooms. They usually implemented different teaching strategies, which can be categorized into three groups involving students in a student-centered atmosphere; playing various roles in the classroom; and equipping students with the strategies to learn vocabulary. Additionally, the results demonstrated that teachers faced challenges such as learners' lack of independent learning abilities, rules and regulations implemented in schools, and teachers' lack of fundamental ways to promote autonomous learning. Finally, it is hoped that the proposed pedagogical implications will contribute to the innovation of promoting learner autonomy in vocabulary learning in the context of high school in the Mekong Delta of Vietnam. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"65 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116601910","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