Focus on ELT Journal最新文献

Information and communication technologies in the Chilean English as a foreign language classroom: A systematic review of the literature 智利英语作为外语课堂的信息和通信技术:文献的系统回顾

Focus on ELT Journal Pub Date : 2023-01-01 DOI: 10.14744/felt.2023.5.1.3

Jessica Vega Abarzua

引用次数: 0

Turkish EFL pre-service and in-service teachers’ views on professional development and related activities 土耳其英语职前教师和在职教师对专业发展和相关活动的看法

Focus on ELT Journal Pub Date : 2021-06-24 DOI: 10.14744/felt.2021.00048

Nilüfer Evişen

{"title":"Turkish EFL pre-service and in-service teachers’ views on professional development and related activities","authors":"Nilüfer Evişen","doi":"10.14744/felt.2021.00048","DOIUrl":"https://doi.org/10.14744/felt.2021.00048","url":null,"abstract":"It is generally agreed that teachers need to develop themselves in order to contribute learners’ personal and professional development. Starting in the final year of faculties of education, teacher candidates get a notion of professional development along with learning about classroom management, pedagogical knowledge and preparing course materials. However, the first time they teach in their own classrooms without any supervisor is the moment when the clock of professional development actually starts to tick. Teaching is a job which requires thinking and learning at the same time. The teacher candidates and teachers who have been performing their duties attempt to find their way of teaching by trial-and-error learning during class and afterwards. Some teachers keep searching for ways to improve and equip themselves outside the classroom as well. As there seems to be no end to professional development, the following study aims to investigate whether there is a difference between pre-service and in-service teachers’ perceptions of the concept. It also tries to find out what methods these two groups use to improve their teaching style and career. To reach this aim, six in-service teachers and six pre-service teachers at a state university were interviewed. It is thought that the findings might reveal a general picture related to in-service and pre-service teachers’ beliefs and perceptions about professional development.","PeriodicalId":274355,"journal":{"name":"Focus on ELT Journal","volume":"450 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123046283","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: 2

Is tutoring a benefit for tutees only, or is it a mutual benefit? 辅导是只对学生有好处，还是互惠互利?

Focus on ELT Journal Pub Date : 2021-06-24 DOI: 10.14744/felt.2021.00041

Mine Gündüz Kartal Gündüz Kartal, D. Atay

{"title":"Is tutoring a benefit for tutees only, or is it a mutual benefit?","authors":"Mine Gündüz Kartal Gündüz Kartal, D. Atay","doi":"10.14744/felt.2021.00041","DOIUrl":"https://doi.org/10.14744/felt.2021.00041","url":null,"abstract":"This study was conducted to investigate the opinions of the ELT (English Language Teaching) pre-service teachers who attended a tutoring program as tutors and the opinions of the EFL learners who were the tutees of this program. Thirteen pre-service teachers provided tutoring to thirty EFL learners in the spring semester at one of the private universities in Turkey. Out of thirty, 22 EFL learners were volunteers to participate in this study. Data from the tutors (pre-service teachers) were collected through face-to-face interviews, and from the tutees through a questionnaire sent as an e-mail. As there were pre-existing themes in the interview questions and the questionnaire, data were analysed and coded deductively. These themes were: advantages of the tutoring program, challenges of the program, self-efficacy evaluation, communication between tutors and tutees, perceptions, and suggestions of both parties. The findings of the study revealed that not only tutees but also tutors had many gains during this program. In other words, while the tutees learnt the structures they did not understand very well in class and increased their exam scores, the tutors had a chance to study with different age group (adults), practice the theories they were taught in their departments, and they could test their content and pedagogy knowledge efficacy. Despite the abundance of studies carried out to examine the effects of tutoring programs on tutors and tutees in the literature (Cohen et al., 1982; Elbaum et al., 2000), the studies conducted to investigate the tutoring programs on both parties (tutors and tutees) in English language education at tertiary level is rare. This study aimed to contribute to the relevant literature with its findings and implications by taking this scarcity into account.","PeriodicalId":274355,"journal":{"name":"Focus on ELT Journal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127929491","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

Book Review: Language Teacher Educator Identity 书评:语言教师和教育者的身份

Focus on ELT Journal Pub Date : 2021-06-24 DOI: 10.14744/felt.2021.00049

Rabia Demirci

引用次数: 0

A telecollaborative approach to foster students' critical thinking skills 采用远程合作的方式培养学生的批判性思维能力

Focus on ELT Journal Pub Date : 2021-06-24 DOI: 10.14744/felt.2021.00043

Aysel Saricaoglu

{"title":"A telecollaborative approach to foster students' critical thinking skills","authors":"Aysel Saricaoglu","doi":"10.14744/felt.2021.00043","DOIUrl":"https://doi.org/10.14744/felt.2021.00043","url":null,"abstract":"This study reports on a telecollaborative approach to foster students' critical thinking skills, more specifically to help them gain knowledge about a different educational culture and develop a critical perspective upon their own educational culture at the university. The study specifically examines the extent to which participation in telecollaboration enabled students to complete a critical thinking task, students' overall impressions of the telecollaboration, and the factors that affected the perceived success of their telecollaborative learning experiences. Undergraduate students taking a Critical Thinking course at a university in Turkey (n=53) telecollaborated with undergraduate students at a university in the USA for three weeks. They were given a critical thinking task, in which students were asked (a) to develop discussion questions that would elicit the information they needed for their arguments from their US partners, (b) to exchange information with their partners, (c) to compare their education with the US education and analyze their education from a critical-thinking perspective, (d) to develop three written arguments based on the telecollaboratively-exchanged information as their final product, and (e) to reflect upon the whole telecollaborative learning process. According to the analysis of their written argument grades and survey responses, telecollaboration provided students with an effective medium to complete the critical thinking task, although some students reported experiencing some problems. Suggestions are offered for better learning experiences in future telecollaborative implementations.","PeriodicalId":274355,"journal":{"name":"Focus on ELT Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133315860","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

Cross linguistic influence in learning english as a third language: The case of L1 Arabic, L2 Turkish learners and their attitudes towards learning foreign languages 跨语言对英语作为第三语言学习的影响:第一语言阿拉伯语、第二语言土耳其语学习者及其外语学习态度的案例

Focus on ELT Journal Pub Date : 2021-06-24 DOI: 10.14744/felt.2021.00026

Mehmet Sarac, D. Atay

{"title":"Cross linguistic influence in learning english as a third language: The case of L1 Arabic, L2 Turkish learners and their attitudes towards learning foreign languages","authors":"Mehmet Sarac, D. Atay","doi":"10.14744/felt.2021.00026","DOIUrl":"https://doi.org/10.14744/felt.2021.00026","url":null,"abstract":"The study aims to reveal the attitudes of the participants (from L1 dominant setting and L2 dominant setting) towards learning foreign languages. After revealing the attitudes of the L3 learners, the study also aims at investigating the source of syntactic and lexical transfer: whether L1 or L2 in their writing assignments. The study also aims at investigating the source of syntactic and lexical transfer: whether L1 or L2 in their writing assignments. A mixed research approach was used in the current study to explore attitudes and origins of the syntactic and lexical transition of L1 Arabic L2 Turkish L3 to English language learners at the Uludag University School of Foreign Languages. An attitude questionnaire was implemented to get the quantitative data concerning the behavioural, cognitive, and emotional aspects of attitude of the learners towards foreign language learning. In addition to the attitude questionnaire, Think Aloud Protocols (TAPs) was administered in order to make the cognitive process observable. The participants of the current study consist of 23 L3 learners of English. The findings of the quantitative analyses showed statistically significant differences between the two groups attitudes. The students who are living in the dormitories of the university with their friends and using L2 dominantly in their daily lives showed significantly more positive attitudes than the other group. As for the source of transfer, the results showed that the participants displayed some syntactic transfers in their writing productions, but they could not be clearly defined as resulting from Turkish or Arabic because the transferred forms (for example absence of verb to be) were similar in both L1 and L2 of the participants.","PeriodicalId":274355,"journal":{"name":"Focus on ELT Journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122567713","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 opinion of ELT students on technology-based classroom approach 英语教学学生对技术型课堂教学的看法

Focus on ELT Journal Pub Date : 2021-06-24 DOI: 10.14744/felt.2021.00036

I. Y. Kazu, Yakubu Issaku

{"title":"The opinion of ELT students on technology-based classroom approach","authors":"I. Y. Kazu, Yakubu Issaku","doi":"10.14744/felt.2021.00036","DOIUrl":"https://doi.org/10.14744/felt.2021.00036","url":null,"abstract":"Technology integration into the classroom has been researched for more than two decades; but, studies in both qualitative and quantitative revealed varied effects on the usage of technology in the classes. However, the role of schools tends to prepare students for challenges of life after graduation and how to stay current; the ways of using the technology in classrooms are still in the hands of students. Therefore the opinions of students’ can probably affect the use of technology in a class. This study analyzed classroom technology evolution in university settings. ELT students opinions about technology-based classroom were measured via controlled Likert scale surveys. The data of this study was collected through the means of a survey. The survey was administered to three hundred and three ELT students at a public University in Turkey. Outcome of this study established that students’ opinion and attitudes towards technology-based classroom are assenting. However, ELT students did not use this approach more often. Furthermore, the use of classroom is not frequent due to these challenges, inadequate technology-based classrooms, insufficient information about the use of the various types of gadgets and programs; lack of courses for the effective training of teachers and students on how to use this approach. Lastly, this study provided methodological suggestions on how to use technology-based classroom with modern technological tools and materials, providing adequate training for students on how to use the technology-based classroom to help increase its implementation ELT settings in universities.","PeriodicalId":274355,"journal":{"name":"Focus on ELT Journal","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127297299","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: 3

Editorial Note: Letter from the Editors-in-Chief 编者按:主编的来信

Focus on ELT Journal Pub Date : 2020-06-22 DOI: 10.14744/FELT.2020.00201

Ahmet Başal, Ceyhun Yükselir, Erdem Akbas

引用次数: 0

Effects of writing portfolio assessment at tertiary level intensive English program: An action research 高等教育英语强化课程写作作品集评估的效果:行动研究

Focus on ELT Journal Pub Date : 2019-12-21 DOI: 10.14744/felt.2019.00006

Emrah Cinkara, Hong Yu Connie Au Ede

{"title":"Effects of writing portfolio assessment at tertiary level intensive English program: An action research","authors":"Emrah Cinkara, Hong Yu Connie Au Ede","doi":"10.14744/felt.2019.00006","DOIUrl":"https://doi.org/10.14744/felt.2019.00006","url":null,"abstract":"Evaluation is essential to any learning and teaching process. Writing portfolio assessment has become increasingly used for evaluating learners’ writing processes. Several scholars have proved that portfolio assessments have a positive impact on learners’ learning process, especially on enhancing students’ involvment and providing learners opportunities to learn from their own errors in writing. This study determined students’ attitudes toward the use of writing portfolio assessment and examined the effects of writing portfolio in a module course. Students’ opinions of portfolio assessment in the School of Foreign Languages of a south-easetrn state university were also studied to determine whether the portfolio assessment model was successful in helping learners to improve their writing abilities. The results revealed that most students generally possessed positive attitudes toward the use of portfolio. They claimed that portfolio assessments were very useful in assisting them in developing their writing skills, as well as positively affected their writing performances in quizzes and exams. In addition, a positive correlation was also identified among the scores of the portfolio, quizzes, and exams. This suggested that students with high scores on portfolio tended to achieve higher or similar scores on their writing quizzes and exams, and vice versa. This also indicated that performances on writing portfolio assessments may be predictive of students’ writing performance on writing exams.","PeriodicalId":274355,"journal":{"name":"Focus on ELT Journal","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126208095","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

The linguistic dimension of L2 interviews: A multidimensional analysis of native speaker language 二语访谈的语言维度:对母语者语言的多维分析

Focus on ELT Journal Pub Date : 2019-12-21 DOI: 10.14744/felt.2019.00008

P. Pérez-Paredes, María Sánchez-Tornel

{"title":"The linguistic dimension of L2 interviews: A multidimensional analysis of native speaker language","authors":"P. Pérez-Paredes, María Sánchez-Tornel","doi":"10.14744/felt.2019.00008","DOIUrl":"https://doi.org/10.14744/felt.2019.00008","url":null,"abstract":"This research profiles the L2 interviews from a variationist perspective by using native speaker data in order to gain insight into the characteristics of three different speaking tasks in the framework of the LINDSEI learner language corpus tradition: Personal Narrative Component, an Interaction Component and a Picture Description. This way, we set out to research one area of the assessment of proficiency that is usually neglected: that of the linguistic nature of the tasks used to assess general “proficiency” in a given language. Our corpus was part-of-speech (POS) tagged and analysed using Multidimensional Analysis (MDA). We found that the different speaking tasks determine the range of linguistic features that are more likely to be generated by the communicative potential of the task itself. This profiling is of interest in areas such as language assessment, where the interview is widely used to evaluate the speakers’ communicative competence, but also in the field of learner language research. Our research is an example of the possibilities which combined methodologies of learner language analysis can offer to both the Second Language Acquisition (SLA) research community and the more general applied linguistics research field.","PeriodicalId":274355,"journal":{"name":"Focus on ELT Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130479101","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