Brazilian English Language Teaching Journal最新文献_第6页

A Decade of EFL Self-Efficacy Research: Empirical Status and Future Directions 外语自我效能研究的十年:实证现状与未来方向

Brazilian English Language Teaching Journal Pub Date : 2023-06-30 DOI: 10.5539/elt.v16n7p91

Malak M Almohammadi

引用次数: 1

Professional Identity Construction in Becoming an NNEST 成为NNEST的职业认同建构

Brazilian English Language Teaching Journal Pub Date : 2023-06-30 DOI: 10.5539/elt.v16n7p115

Tsung-Yuan Chen

{"title":"Professional Identity Construction in Becoming an NNEST","authors":"Tsung-Yuan Chen","doi":"10.5539/elt.v16n7p115","DOIUrl":"https://doi.org/10.5539/elt.v16n7p115","url":null,"abstract":"This study investigated the professional identity construction of NNESTs (Non-native English-speaking teachers) in Taiwan. The research paradigm was rooted in poststructuralism, which emphasizes subjectivity and exhibits the multiple, unstable, and non-linear properties of identity inquiry. Participants comprised two male and two female in-service English teachers from public and private senior high schools, whose teaching experience ranged from 10 to 15 years. The findings were as follows: in constructing their professional identity, NNESTs resorted to the integration of multiple selves, interpretation and reinterpretation, social negotiation, and agency operation. Moreover, various factors were found to influence the development of NNESTs’ professional identity. The internal factors were personal belief, prior experience, emotion and disposition, teaching efficacy, instrumental goal, non-native status, and motivation, whereas the external factors were student attitude, professional community, subject attributes, educational policies, and perceived expectation. The study not only illuminates NNESTs’ professional identity development but also contributes with theoretical and pedagogical implications.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78312228","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

Are Learners Aware of Their Strategy Use? Investigating EFL Learners’ Self-Perceived Metacognitive Awareness of Reading Strategies with the MARSI-R 学习者是否意识到自己的策略使用?用MARSI-R调查英语学习者阅读策略的自我知觉元认知意识

Brazilian English Language Teaching Journal Pub Date : 2023-06-30 DOI: 10.5539/elt.v16n7p81

Lin He, Ming Dong, Jing Wang

{"title":"Are Learners Aware of Their Strategy Use? Investigating EFL Learners’ Self-Perceived Metacognitive Awareness of Reading Strategies with the MARSI-R","authors":"Lin He, Ming Dong, Jing Wang","doi":"10.5539/elt.v16n7p81","DOIUrl":"https://doi.org/10.5539/elt.v16n7p81","url":null,"abstract":"This study investigated EFL learners’ self-perceived metacognitive strategy use with the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R). Data collection followed two steps. In the first step, 213 EFL learners responded to the inventory twice (before and after a reading comprehension task). In the second step, 81 out of the 213 participants answered an open survey inquiring learners’ perception and changes of perception of metacognitive reading strategy use during the reading process. Results indicate that learners’ self-perceived strategy use changed significantly after performing the reading task. Learners’ feedbacks in the survey show that learners’ self-perceived strategy use might not reflect the actual use of strategies. This inconsistency between self-perceived reading strategy use and the actual strategy use might mislead learners in their foreign language learning. Further empirical studies are needed to validate the instrument and explore classroom instructions that help learners better understand their actual strategy use during the reading process.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81187384","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

Speech Rate and Young EFL Learners’ Listening Comprehension 语速与青少年英语学习者的听力理解

Brazilian English Language Teaching Journal Pub Date : 2023-06-24 DOI: 10.5539/elt.v16n7p74

Chao-Wen Chiu, Tsung-Pin Chen

{"title":"Speech Rate and Young EFL Learners’ Listening Comprehension","authors":"Chao-Wen Chiu, Tsung-Pin Chen","doi":"10.5539/elt.v16n7p74","DOIUrl":"https://doi.org/10.5539/elt.v16n7p74","url":null,"abstract":"Speech rate is one of the salient characteristics that speakers modify their speech for second or foreign language learners to gain more comprehensive input (Krashen, 1987). For young EFL learners, a slower speech rate can be a critical factor that helps them properly process linguistic input and increase self-confidence in listening comprehension. The present study investigated the effect of speech rate on listening comprehension performance among young EFL learners in Taiwan. Sixty-six junior high school students from two homogeneous classes participated in two elementary-level listening comprehension tests. All participants took the first test at the delivery rate of 116 words per minute (wpm) set by Taiwan’s General English Proficiency Test. In the second test, the two classes of participants were examined at two slower delivery rates—98 wpm and 58 wpm, respectively. Results reveal a facilitating effect of the slightly slower speech rate of 98 wpm on the participants’ listening comprehension; however, slower speech does not make a significant difference at the much slower rate of 58 wpm. The results of the study are then discussed, and implications are drawn.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81350775","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 Data-Driven Learning Approach in a Content and Language Integration Learning Classroom: A Study of Economics Subject in a Thai High School 数据驱动学习方法在内容与语言整合学习课堂中的效果:泰国一所高中经济学课程的研究

Brazilian English Language Teaching Journal Pub Date : 2023-06-23 DOI: 10.5539/elt.v16n7p59

Phonlawat Chalong, Passapong Sripicharn

{"title":"The Effects of Data-Driven Learning Approach in a Content and Language Integration Learning Classroom: A Study of Economics Subject in a Thai High School","authors":"Phonlawat Chalong, Passapong Sripicharn","doi":"10.5539/elt.v16n7p59","DOIUrl":"https://doi.org/10.5539/elt.v16n7p59","url":null,"abstract":"There are several studies that teach specific content and the English language at the same time using the CLIL approach, but none of them reflect the students' linguistic ability in the given subject throughout the world, especially in Thailand. The Corpus-Based CLIL will be an efficient combination approach that can improve Thai high school students' comprehension of both English and specific content with an emphasis on Economics, as well as their linguistic ability. The purpose of this study is to (1) compare the effects of the Corpus-based CLIL method on the Economics subject and English language learning, and (2) examine how Thai high school students use CLIL and DDL learning processes while dealing with the Corpus-based CLIL method. This study included 40 high school students from the demonstration school. A mixed-methods study was conducted. The students’ reflections, and the teacher's field notes observation were utilized to gather the qualitative data, while the pre-test and post-test were designed to determine the quantitative findings. The study revealed that students using the Corpus-based CLIL method could greatly enhance their understanding of both English and Economics, as well as linguistic features like syntax and collocation in the Economics. Additionally, students could improve their English, Economics, and DDL learning processes. These findings suggest that the Corpus-based CLIL method can effectively improve students' Economics and language abilities simultaneously.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78782560","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

Effectiveness of Literature Circles in Developing English Language Reading Ability: A Systematic Review 文学界在培养英语阅读能力中的有效性:系统评价

Brazilian English Language Teaching Journal Pub Date : 2023-06-22 DOI: 10.5539/elt.v16n7p47

Lei Ma, Lilliati Ismail, Norzihani Saharuddin

{"title":"Effectiveness of Literature Circles in Developing English Language Reading Ability: A Systematic Review","authors":"Lei Ma, Lilliati Ismail, Norzihani Saharuddin","doi":"10.5539/elt.v16n7p47","DOIUrl":"https://doi.org/10.5539/elt.v16n7p47","url":null,"abstract":"English reading ability is essential to overall language proficiency because our learning depends heavily on written materials. As a highly evolved form of collaborative learning originating in the L1 context, literature circles can provide a perfect scaffolding for reading, discussion and sharing. Thus, this reading strategy has also been widely used in L2 learning. This systematic review examines the effectiveness of literature circles in improving English language reading ability. An analysis is conducted in reference to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) methodology. Based on the search keywords, a total of 19 articles related to the benefits of literature circles for English reading comprehension ability are identified from Scopus, Google Scholar, Dimensions and Education Resources Information Center databases. The findings from the synthesis show a trend among literature circles to integrate more modern technology and to adopt more diversified reading materials. The identified themes related to reading ability consist of six areas: self-regulation, reading skills, positive attitude, cultural awareness, critical-thinking skills and reading engagement. It is hoped this systematic review will inspire language instructors to implement literature circles to improve training students’ English reading ability.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"132 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76154832","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 Effect of Using Literature Circle Activities on English-Speaking Skills and Critical Thinking Skills of EFL Learners 文学圈活动对英语学习者英语技能和批判性思维能力的影响

Brazilian English Language Teaching Journal Pub Date : 2023-06-14 DOI: 10.5539/elt.v16n7p33

Watidpan Matmool, Sukanya Kaowiwattanakul

{"title":"The Effect of Using Literature Circle Activities on English-Speaking Skills and Critical Thinking Skills of EFL Learners","authors":"Watidpan Matmool, Sukanya Kaowiwattanakul","doi":"10.5539/elt.v16n7p33","DOIUrl":"https://doi.org/10.5539/elt.v16n7p33","url":null,"abstract":"This study aims to investigate the effect of using the literature circle activities on EFL learners' CEFR B2 English-speaking skills and development of critical thinking skills. The study design employed a single-group repeated-measure approach, which included three repeated experimental tests, as well as pretest and posttest data for both quantitative and qualitative analysis. The independent variable in this study was the literature circle activities based on Reader Response theory, while the dependent variables were the English-speaking skills and critical thinking ability of the participants. To assess the participants' English-speaking skills, descriptive statistics were employed, and the data were collected using CEFR B2 English-speaking skill tests. Critical thinking ability was evaluated through content analysis of the participants' responses. The research instruments utilized in this study included literature circle activities lesson plans, the CEFR B2 English-speaking skill test, the critical thinking skill test, and interviews conducted with the participants. A total of 9 upper secondary EFL students were selected for the study using purposive sampling and classified into three groups based on their English proficiency levels: low, medium, and high. The findings revealed that the students demonstrated improvement in their English-speaking abilities, reaching the CEFR B2 level as evidenced by the pretest and post-test results. Furthermore, their English-speaking skills exhibited progressive enhancement during the three-unit tests that followed their engagement in the literature circle activities. Moreover, the results from the critical thinking skill test indicated that the students had developed critical thinking skills after participating in the literature circle activities. Content analysis of their writing responses demonstrated a gradual increase in their ability to reason and think critically following their involvement in the literature circle activities.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"538 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80206375","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

Intrinsic Feedback vs. Extrinsic Feedback on Developing Oral Fluency and Self-Concept of Iraqi English (EFL) Students 内在反馈与外在反馈对伊拉克英语学生口语流利度和自我概念发展的影响

Brazilian English Language Teaching Journal Pub Date : 2023-06-08 DOI: 10.5539/elt.v16n7p19

Ismail Bagheridoust, Buraq Hamid Hashim Al-Bakirat

引用次数: 0

Tracing the Impact of Truscott's Controversial 1996 Paper on Grammar Correction: A Bibliometric Analysis 追踪特拉斯科特1996年有争议的关于语法纠正的论文的影响:文献计量学分析

Brazilian English Language Teaching Journal Pub Date : 2023-06-08 DOI: 10.5539/elt.v16n7p1

Jiun-Iung Lei

引用次数: 0

A Pilot Study: The Impact of Phonics Instruction Application on Phonemic Awareness within Reading and Vocabulary Abilities of Elementary School English Teaching 小学英语教学中语音教学应用对阅读中音位意识和词汇能力影响的初步研究

Brazilian English Language Teaching Journal Pub Date : 2023-05-30 DOI: 10.5539/elt.v16n6p186

Xin Hu, Haiying Du

{"title":"A Pilot Study: The Impact of Phonics Instruction Application on Phonemic Awareness within Reading and Vocabulary Abilities of Elementary School English Teaching","authors":"Xin Hu, Haiying Du","doi":"10.5539/elt.v16n6p186","DOIUrl":"https://doi.org/10.5539/elt.v16n6p186","url":null,"abstract":"This study investigated whether phonemic awareness within vocabulary and reading abilities changed after phonics instruction. Pre-test, treatment of phonics instruction, and post-test were implemented to measure the impact of phonics instruction on English teaching in an elementary school. Fifty Chinese students who performed little English proficiency at the beginning of second grade participated in this study. This study, conducted as a pilot-study before a main one investigating two groups of experimental group and control group, had a quantitative experiment design for a group of fifty students exploring Pre-test and Post-test effects of two different conditions: phonemic awareness within vocabulary and reading abilities, respectively. SPSS 19.0 was employed in quantitative data analysis. Overall, it was proved in this pilot-study that the EFL learners who experienced phonics instruction class had more meaningful improvement and higher average scores on their vocabulary and reading abilities. From the test results and the interviews with the students and their parents, it is indicated that the EFL learners&rsquo; phonemic awareness within reading and vocabulary abilities has been increased. At pre-test, no students performed well in 1) reading short passages as a test of authentic word pronunciation and phonemic awareness in distinguishing words within monograms and 2) oral English test examining English conversation and also vocabulary recognition. At post-test, the average scores of the students with phonics instruction class were improved meaningfully by around 10% in the two different individual conditions that the ones in the Pre-test. Implications in this study are that phonics instruction would be needed for increasing phonemic awareness as well as the significance of phonics instruction in English language teaching.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692861","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