Brazilian English Language Teaching Journal最新文献_第8页

Effect of Collaborative Learning Strategy on EFL Students' Skimming, Scanning and Questioning Abilities 协作学习策略对英语学生略读、扫读和提问能力的影响

Brazilian English Language Teaching Journal Pub Date : 2023-05-22 DOI: 10.5539/elt.v16n6p68

F. A. Mahmud, N. Shaikh

{"title":"Effect of Collaborative Learning Strategy on EFL Students' Skimming, Scanning and Questioning Abilities","authors":"F. A. Mahmud, N. Shaikh","doi":"10.5539/elt.v16n6p68","DOIUrl":"https://doi.org/10.5539/elt.v16n6p68","url":null,"abstract":"This paper examines how collaborative learning strategy (CLS) impacts Saudi University EFL students’ reading comprehension, especially their skimming, scanning and questioning abilities in order to determine the effect of CLS in improving reading strategies. This 14-week study employed a quasi-experimental method to collect data through the pre-test, the post-test, and the semi-structured interview. The participants were 30 students divided into the control group and the experimental group of 15 students each. The quantitative data were analysed using t-test as inferential statistic, and the qualitative data were analysed using thematic transcription. Findings from the t-test analysis revealed that the experimental group outperformed the control group in terms of reading skills under collaborative learning approach. The study will play a significant role in determining the impact of CLS on 30 EFL learners from monolingual backgrounds when they worked collaboratively in a classroom as an experimental group and a controlled group of 15 participants each. The research findings will be helpful in foregrounding the problems of reading strategy of monolingual EFL learners, facilitating thereby the designing of a more effective reading pedagogy to hone EFL, TOEFL, ELETLS reading skills.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90191506","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

A Study on the Persuasive Function of Metadiscourse in Hotel Responses to Negative Reviews on TripAdvisor 元话语在酒店回应TripAdvisor差评中的说服作用研究

Brazilian English Language Teaching Journal Pub Date : 2023-05-15 DOI: 10.5539/elt.v16n6p55

Ruiqi Zhou, Siming Li

{"title":"A Study on the Persuasive Function of Metadiscourse in Hotel Responses to Negative Reviews on TripAdvisor","authors":"Ruiqi Zhou, Siming Li","doi":"10.5539/elt.v16n6p55","DOIUrl":"https://doi.org/10.5539/elt.v16n6p55","url":null,"abstract":"With the flourishing of tourism, more and more travelers tend to look at reviews on travel websites before booking accommodations. To minimize the possible unfavorable influence generated by negative reviews on websites, hotels tend to provide persuasive responses to negative reviews. Metadiscourse resource, as a linguistic resource, can be possibly used for such persuasive purpose in hotel responses to negative reviews. Taking TripAdvisor, one popular global travel website based in America, as an example, the present study explores the types of metadiscourse used in hotel responses to negative reviews and their role in achieving specific persuasive goals. 200 English responses to negative reviews from 50 hotels at the top five destinations were collected and analyzed. Metadiscourse markers were identified and located with the help of AntConc 3.5.9 (Windows) 2020 and Microsoft Word. The results show that nine types of metadiscourse resources are used in hotel responses to negative reviews on TripAdvisor, and interactional metadiscourse markers are more frequently adopted than interactive ones. Furthermore, it is found that metadiscourse markers can help achieve persuasive goals such as restoring the damaged reputation, winning trust, and enhancing rapport. This research complements the study on metadiscourse by looking at it in the genre of review response and explores the practicality of Aristotle’s three rhetorical means of persuasion in explaining the persuasive functions in business discourse. Hopefully, this study will spire hotels to take advantage of different types of metadiscourse resources in their attempt to achieve persuasive goals in their responses to negative reviews.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73559110","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

Technology Acceptance among English Pre-service Teachers: A Path Analysis Approach 职前英语教师的技术接受:路径分析方法

Brazilian English Language Teaching Journal Pub Date : 2023-05-12 DOI: 10.5539/elt.v16n6p45

Sudsuang Yutdhana, Kyle Nathan Kohler

{"title":"Technology Acceptance among English Pre-service Teachers: A Path Analysis Approach","authors":"Sudsuang Yutdhana, Kyle Nathan Kohler","doi":"10.5539/elt.v16n6p45","DOIUrl":"https://doi.org/10.5539/elt.v16n6p45","url":null,"abstract":"Incorporating technology in English language teaching practices has the potential to generate more lively and captivating learning experiences for learners. The challenge lies in adequately equipping pre-service English language teachers with the skills to seamlessly incorporate technology in their teaching methods and improve students' academic performance, despite their favorable perception of its usefulness. The study aimed to shed light on the factors that contribute to pre-service teachers' acceptance of technology and to determine the applicability of the Technology Acceptance Model in the context of English language Teaching (ELT). For this study, the framework developed by Teo (2009) was utilized. The participants were 286 English pre-service teachers. The study identified 21 pairs of factors that positively and significantly affect technology acceptance, with Perceived Usefulness having the highest correlation coefficient and Facilitating Conditions having the lowest. The path analysis of the technology acceptance model revealed that while the model was a good fit for this study, there were two non-significant paths. Perceived Ease of Use and Perceived Usefulness were found to directly affect technology acceptance, while Technological Complexity and Facilitating Conditions had indirect effects through Perceived Ease of Use and Perceived Usefulness. The results of this study showed that interventions to improve technology acceptance amongst pre-service teachers should take into account direct and indirect factors.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88543038","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

Effect of Story-Continuation Writing Task on High School Students’ Writing 故事续篇写作任务对高中生写作的影响

Brazilian English Language Teaching Journal Pub Date : 2023-05-10 DOI: 10.5539/elt.v16n6p33

Ziwei Huang

引用次数: 0

A Bibliometric Review on Latent Topics and Trends of Language Learning Strategy (1990-2022) 语言学习策略潜在主题与趋势的文献计量学回顾(1990-2022)

Brazilian English Language Teaching Journal Pub Date : 2023-05-10 DOI: 10.5539/elt.v16n6p15

Jiexin Chen

引用次数: 0

A Comparative-Correlative Study of Test Rubrics Used as Benchmarks in Assessing IELTS and TOEFL Speaking Skills 雅思和托福口语能力评估基准测试题型的比较相关研究

Brazilian English Language Teaching Journal Pub Date : 2023-05-10 DOI: 10.5539/elt.v16n6p1

Esmaeil Bagheridoust, Yasameen Khalid Khairullah

引用次数: 0

Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 5, 2023 《英语语言教学》第16卷第5期，2023年

Brazilian English Language Teaching Journal Pub Date : 2023-04-28 DOI: 10.5539/elt.v16n5p152

G. Yu

引用次数: 0

Integrating Divergent Assessment (DA) and Task Based Language Teaching (TBLT) in Argumentative Essay Writing Classrooms: An Experimental Study to Develop Iraqi EFL Learners’ Writing Skills 在议论文写作课堂中整合发散性评价与任务型语言教学:培养伊拉克英语学习者写作技能的实验研究

Brazilian English Language Teaching Journal Pub Date : 2023-04-28 DOI: 10.5539/elt.v16n5p139

Esmaeil Bagheridoust, Hossam Al-Sultani

{"title":"Integrating Divergent Assessment (DA) and Task Based Language Teaching (TBLT) in Argumentative Essay Writing Classrooms: An Experimental Study to Develop Iraqi EFL Learners’ Writing Skills","authors":"Esmaeil Bagheridoust, Hossam Al-Sultani","doi":"10.5539/elt.v16n5p139","DOIUrl":"https://doi.org/10.5539/elt.v16n5p139","url":null,"abstract":"The researchers delved into the practice of divergent assessment (DA) and participation in assessment while emphasizing task-based language learning (TBLT) as instruction in argumentative essay courses in an Iraqi EFL context. In doing so, they formed 3 classes, namely a traditional class, a DA exercise with a traditional class, and a TBLT exercise with a traditional class, to investigate the differences that such practices can induce in the writing quality of EFL learners. performance Post-test analysis and one-way ANOVA show that the CONV TBLT class (M = 3.97) significantly outperformed the CONV DA group (M = 2.98) in terms of better argumentative writing. This study shows how EFL learners respond to the integration of DA and TBLT with compliant writing instruction. The researchers used two parallel argumentative writing tasks before and after the DA and TBLT treatment. The results of the study rejected the researchers' null hypotheses, showing that both DA and TBLT were reliably effective in increasing Iraqi EFL students' argumentative essay excellence, with TBLT having a slightly higher neck than DA. The final result of the study clearly shows that the CONV TBLT group showed a significantly higher mean score than the CONV DA and CONV groups. The CONV DA group showed a significantly higher mean score than the CONV group.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74015142","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

ESL Teacher’s Professional Identity in English Language Teaching 英语教师在英语教学中的专业认同

Brazilian English Language Teaching Journal Pub Date : 2023-04-28 DOI: 10.5539/elt.v16n5p128

Irfana Hafeez

{"title":"ESL Teacher’s Professional Identity in English Language Teaching","authors":"Irfana Hafeez","doi":"10.5539/elt.v16n5p128","DOIUrl":"https://doi.org/10.5539/elt.v16n5p128","url":null,"abstract":"The current paper is a small-scale study on the core elements of professional identity (PI) issues among English as a second language (ESL) teachers. The study highlights the significance of professional identity, and the compromise and transformation ESL teachers undergo during their careers. Qualitative exploratory research methodology is applied in the investigation involving five ESL teachers. Semi-structured face-to-face interviews were conducted to explore the potential factors that have impacted English teachers’ professional identity. The study revealed the impact of top-down policy implementation, the significance of professionalism, unstructured overseas educational setup, and workplace challenges on the professional identity of English teachers. The findings of the study highlighted several key areas that had a positive as well as a negative impact on the PI of ESL teachers. ESL teachers’ adherence to their individuality and teaching philosophy in spite of facing different challenges, time and teaching experience of ESL teachers, culturally diverse working environment, and teachers’ evaluation system emerged as positive factors in PI development. However, the study also drew special attention to ESL teachers’ PI primarily getting affected by the imposition of a central policy system on ESL teachers, ignoring ESL teachers’ voices without taking their feedback into consideration, lack of awareness to foster positive professional relationships among peers and working in the overseas broken educational system. The study concluded that ESL teachers need their independent professional space to utilize their teaching capabilities and share their experiences to have an influential professional identity. However, due to the small number of participants a larger study would be better in unfolding in detail the causes behind the professional identity crises of ESL teachers.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82972362","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

Investigating the Impact of Meta-discourse on Task Achievement of IELTS General Reading Modules 元语篇对雅思综合阅读模块任务完成的影响研究

Brazilian English Language Teaching Journal Pub Date : 2023-04-27 DOI: 10.5539/elt.v16n5p111

Esmaeil Bagheridoust, Zainab Kareem Hameedi

{"title":"Investigating the Impact of Meta-discourse on Task Achievement of IELTS General Reading Modules","authors":"Esmaeil Bagheridoust, Zainab Kareem Hameedi","doi":"10.5539/elt.v16n5p111","DOIUrl":"https://doi.org/10.5539/elt.v16n5p111","url":null,"abstract":"This study investigates the impact of Meta-discourse on task achievement of IELTS general reading module. The inquirer analyzed and interpreted the collected data to find out if meta-discourse markers have positively affected the participants, Iraqi EFL learners, to improve their reading comprehension ability. The researcher recruited and finally selected 160 undergraduate students (80 experimental groups and 80 control groups) majoring in English from 7 classes in Baghdad University with different language proficiency levels, i.e., elementary, lower-intermediate, intermediate, and upper-intermediate. Employing One-way and Two-way ANOVA analyses, the inquirer found out that the use of Meta-discourse markers in experimental groups left a positive impact on the students of different language proficiency levels in their approach to IELTS general reading comprehension tasks. In a parallel analysis, the researcher administered SORS questionnaire to investigate the reading strategies and found that all the students in different proficiency levels performed in SORS significantly better in the treatment group as compared to the performance of the EFL learners in control groups.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85181880","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