Journal of Languages and Language Teaching最新文献_第3页

Embodying Learners’ Semasiological Disparateness in an English First Additional Language Classroom 在英语为第一附加语的课堂上体现学习者的语义差异

Journal of Languages and Language Teaching Pub Date : 2024-04-22 DOI: 10.33394/jollt.v12i2.9317

Kufakunesu Zano

{"title":"Embodying Learners’ Semasiological Disparateness in an English First Additional Language Classroom","authors":"Kufakunesu Zano","doi":"10.33394/jollt.v12i2.9317","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.9317","url":null,"abstract":"Language-in-education policy in the apartheid era in South Africa reflected a divide-and-rule strategy, which stipulated that each ethnic group was to be taught in its language. Thus, the post-1994 period in South Africa involved a dramatic re-imagination of the country from a racially divided nation to a diverse but united, non-racial nation. This is pertinent to South Africa, a linguistically diverse country whose history of language in education has been shaped by political interests, as well as pedagogical considerations. Against this background, since the impact of cultural diversity on education policy and reforms is a strategically significant issue for us all, this study sought to explore how Grade 4 English First Additional Language (EFAL) teachers incorporate Grade 4 EFAL learners’ linguistic diversity in teaching and learning. For this qualitative study, 10 Grade 4 teachers in 5 primary schools in one district in South Africa were used as respondents. The researcher used one-on-one telephonic interviews to collect data. The results revealed that teachers acknowledge the need to use some approaches to support oral language development. Besides, teachers use a range of strategies, from translanguaging, and code-switching to translation, to encourage learners to use their home languages to develop proficiency in the EFAL. Also, the study has shown that cooperative language learning, which shares some characteristics with communicative language teaching helps learners develop a great liking of EFAL.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"09 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676421","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

Translate Self-Review (TSR) Method Based on Culturally Responsive Teaching (CRT) for Arabic Writing Learning in Higher Education 基于文化适应性教学（CRT）的翻译自评（TSR）法用于高等教育中的阿拉伯语写作学习

Journal of Languages and Language Teaching Pub Date : 2024-04-22 DOI: 10.33394/jollt.v12i2.10242

Islamiyah Sulaeman, Muassomah Muassomah, Miftahul Khaerah, Nurul Fawzani, Fatimatuz Zahroh, Muhammad Ataya Akbarunnaja, Nadiya Avivah

{"title":"Translate Self-Review (TSR) Method Based on Culturally Responsive Teaching (CRT) for Arabic Writing Learning in Higher Education","authors":"Islamiyah Sulaeman, Muassomah Muassomah, Miftahul Khaerah, Nurul Fawzani, Fatimatuz Zahroh, Muhammad Ataya Akbarunnaja, Nadiya Avivah","doi":"10.33394/jollt.v12i2.10242","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10242","url":null,"abstract":"Arabic writing skills at the higher education level were still experiencing stagnation, which required efforts to improve learning. This research was presented as an exploration of overcoming this problem. This research aimed to describe the application of the Translate Self-Review (TSR) method based on the Culturally Responsive Teaching (CRT) approach in arabic writing learning in higher education along with students' perceptions of this learning. This research used qualitative-descriptive method, and data was collected through questionnaire, observations, and documentation, then it was analyzed using Miles and Huberman analysis techniques. This research results highlighted that although there was a positive response from students towards the use of this method in creating an enjoyable learning experience and facilitating cross-cultural relationships, there was still a gap between theory and practice, indicating obstacles in improving Arabic writing skills in elementary-level inclusive classes. This research underlined the importance of adapting learning methods that were more appropriate to students' level of understanding and extending them to higher levels of education to obtain a more holistic picture. The TSR method based CRT approach offered potential in creating an inclusive learning environment, but needed modification to effectively meet the needs of diverse learners and improve Arabic writing skills at the higher education level.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"47 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140672827","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

Explaining the Quality of Teacher and Student Communication Based on Cooperation Principles in a Religious Context: A Pragmatic Study 解释宗教背景下基于合作原则的师生交流质量：务实研究

Journal of Languages and Language Teaching Pub Date : 2024-04-22 DOI: 10.33394/jollt.v12i2.10123

Meisya Novitasari, Lilik Wahyuni

{"title":"Explaining the Quality of Teacher and Student Communication Based on Cooperation Principles in a Religious Context: A Pragmatic Study","authors":"Meisya Novitasari, Lilik Wahyuni","doi":"10.33394/jollt.v12i2.10123","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10123","url":null,"abstract":"Communication in the classroom has a very important role because there is a process by which a teacher transfers knowledge and other aspects of education to students. If the principle of cooperation is violated, then the communication will be counterproductive and not in accordance with its initial purpose. This research aims to obtain an objective picture of the quality of communication based on the fulfillment and deviation of the principle of cooperation in teacher and student communication in a religious context at Shalahuddin Middle School. This research is descriptive research using a qualitative approach. The data collection techniques used were observation and note taking. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The results of this research are that there is a fulfillment of the principles of cooperation in the form of the maxim of quantity, the maxim of quality, the maxim of method, and the maxim of relevance, as well as deviations from the principles of cooperation in the form of the maxim of quantity, the maxim of quality, the maxim of method, and the maxim of relevance in the religious context at Shalahuddin Middle School.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"13 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140674177","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

Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent? 数字同伴反馈与学生的批判性思维：两者之间有何关联，关联程度如何？

Journal of Languages and Language Teaching Pub Date : 2024-04-22 DOI: 10.33394/jollt.v12i2.10264

Berliana Dyah Ayu Aprilianti, Agus Widyantoro

{"title":"Digital Peer Feedback and Students’ Critical Thinking: What Correlation and to What Extent?","authors":"Berliana Dyah Ayu Aprilianti, Agus Widyantoro","doi":"10.33394/jollt.v12i2.10264","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10264","url":null,"abstract":"Digital peer feedback is one of the valuable instructional activities that can enhance students' critical thinking abilities. Yet, knowing it is an urge, the discussion about this has not been much quantitatively checked by some scholars.Therefore, the purpose of this research is to investigate the relationship between the qualification of perceived of providing digital peer feedback and students' critical thinking. In amplifying the purpose, this current research utilized a quantitative approach with a correlational design. The result shows an overall rating of 3.55 out of 4, indicates that students show a high perception of providing digital peer feedback. The critical thinking score of the students was indicates in the second result (3.82 out of 5), which shows that it is high level of critical thinking. The last finding examines the relationship between students' critical thinking and their perception of the advantages of providing digital peer feedback. The correlation test's significant (2-tailed) value is found to be 0.000 < 0.05 in the result, indicating that the alternative hypothesis (H1) is accepted. The relationship was classified as weak level since the Pearson correlation result (r-value) was 0.358. It concludes that students applied critical thinking skills when providing digital peer feedback, and they also believed that providing digital peer feedback had various benefits for them. The result, it can be used to gain a greater understanding on how students view digital peer feedback, their critical thinking, and the relationship between qualification of perceived of providing digital peer feedback and students' critical thinking.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"46 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140672578","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

Linguistic Clarity in Mudharabah Contracts: Ensuring Transparency and Fairness in Indonesian Islamic Financial Institutions Mudharabah 合同中的语言清晰度：确保印度尼西亚伊斯兰金融机构的透明度和公平性

Journal of Languages and Language Teaching Pub Date : 2024-04-22 DOI: 10.33394/jollt.v12i2.9658

Zaidi Zaidi M

{"title":"Linguistic Clarity in Mudharabah Contracts: Ensuring Transparency and Fairness in Indonesian Islamic Financial Institutions","authors":"Zaidi Zaidi M","doi":"10.33394/jollt.v12i2.9658","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.9658","url":null,"abstract":"This research aims to analyze the use of language in Sharia financial agreements, with a focus on a case study of mudarabah contracts. Sharia financial agreements play a crucial role in regulating financial transactions in accordance with Sharia principles. In the context of mudarabah contracts, the appropriate and clear use of language becomes a key aspect in maintaining transparency, clarity, and understanding among the parties involved. This research adopts a qualitative method with a case study approach. Research data is collected through document analysis, including mudarabah contract agreements in real practice. The data is then thematically analyzed, focusing on word selection, the use of characteristic clauses, sentence structure, and other language structures in mudarabah contracts. The results of the analysis indicate that the appropriate and clear selection of words in mudarabah contracts is important to reflect Sharia principles and maintain transparency. Furthermore, the use of characteristic clauses helps regulate profit sharing, loss sharing, and the responsibilities of the involved parties. Clear and structured sentence arrangements also ensure clarity and readability of the contract contents. Additionally, the use of distinctive Arabic language structures provides clarity in describing actions that have been taken and instructions that must be followed by the parties involved. This research contributes significantly to understanding the use of language in Sharia financial agreements, particularly in the context of mudarabah contracts. The findings of this research are expected to serve as a reference for practitioners and academics in developing effective Sharia financial agreements in accordance with Sharia principles.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"19 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676754","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

Developing Iranian EFL Learners’ Grammatical Knowledge: Insights from Spaced versus Massed Instruction 发展伊朗 EFL 学习者的语法知识：间隔教学与大规模教学的启示

Journal of Languages and Language Teaching Pub Date : 2024-04-22 DOI: 10.33394/jollt.v12i2.10296

Hossein Kargar Behbahani, Mansoor Ali Darazi, Lakshmi Kumari R

{"title":"Developing Iranian EFL Learners’ Grammatical Knowledge: Insights from Spaced versus Massed Instruction","authors":"Hossein Kargar Behbahani, Mansoor Ali Darazi, Lakshmi Kumari R","doi":"10.33394/jollt.v12i2.10296","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10296","url":null,"abstract":"Despite grammar receiving greater emphasis than other language skills in Iranian schools, Iranian EFL students encounter challenges in acquiring the linguistic structures they are exposed to, resulting in insufficient grammar knowledge. This experiment looked into the effects of spaced versus massed instruction on learning modal auxiliaries among Iranian EFL learners with a lower-intermediate command of English. To this end, through an Oxford Quick Placement Tests (OQPT), 78 lower-intermediate learners were selected and assigned in three conditions, with 26 subjects in each: Spaced condition, Massed condition, Control condition. Using a Levene’s test, it was shown that the subjects were homogenous prior to the experiment. Then, a pretest was used. The results of the pretest showed that there was no between groups’ difference prior to the treatment. Afterward, the spaced group received three 30-minute sessions on modal auxiliaries based on Fundamentals of English Grammar by Azar (2016), while the massed condition received the instruction in just a single 90-minute session. The subjects in all conditions were then posttested. The results of a one-way between groups analysis of variance (ANOVA) showed that both treatment groups outperformed the comparison group (p < .05) with a large effect size (eta squared = .63). The results of post-hoc analyzes using Bonferroni adjustment further revealed that there was a statistically significant difference between the two experimental conditions (p < .05). That is, the spaced subjects gained more compared to their massed counterparts with regard to the targeted L2 form. Pedagogically, this study suggests ESL/EFL instructors could integrate spaced instruction strategies for enhancing students' proficiency in modals. Material developers may also leverage these findings to create more engaging and effective instructional materials.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"38 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676146","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

HelloTalk Application as an Alternative for Building Students’ Reading Ability on Narative Texts 将 HelloTalk 应用程序作为培养学生成文阅读能力的替代方法

Journal of Languages and Language Teaching Pub Date : 2024-04-22 DOI: 10.33394/jollt.v12i2.10783

Zulaikah Zulaikah, Muhammad Muklas, Yasina Khamahira

{"title":"HelloTalk Application as an Alternative for Building Students’ Reading Ability on Narative Texts","authors":"Zulaikah Zulaikah, Muhammad Muklas, Yasina Khamahira","doi":"10.33394/jollt.v12i2.10783","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10783","url":null,"abstract":"English was regarded as a foreign language in Indonesia and holds significant importance in various domains, including education, economy, international relations, and technology. Consequently, the Indonesian government has designated English as the primary foreign language, mandatory for learning in both schools and universities. Thus, English has incorporated into the curriculum from elementary level up to university. This research aimed to determine if there is a significant difference in the reading abilities of students taught using the Hellotalk application compared to those taught through conventional methods.in this school most of students still low to read the English text so the Reseacher interesting to give new method for them. The method used Quantitative research, with an experimental method and quasi-experimental design. The target population consisted of seventh-grade students. Purposive sampling was utilized to select a sample of 25 students for the experimental group and 25 students for the control group. Data collection involved the use of a multiple-choice test, which was subsequently analyzed using the independent t-test in SPSS 25. The research findings revealed a significant distinction between the experimental group and the control group. This meant that Hellotalk Application was suitable to use in teaching reading on narrative texts at the seventh grade.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"38 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676240","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 Map of Students' Language Impoliteness: A Phenomenological Study 学生语言无礼地图：现象学研究

Journal of Languages and Language Teaching Pub Date : 2024-04-22 DOI: 10.33394/jollt.v12i2.8864

Kartini Kartini, Miftahulkhairah Anwar, Liliana Muliastuti

{"title":"A Map of Students' Language Impoliteness: A Phenomenological Study","authors":"Kartini Kartini, Miftahulkhairah Anwar, Liliana Muliastuti","doi":"10.33394/jollt.v12i2.8864","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.8864","url":null,"abstract":"Recently, researchers have witnessed an alarming phenomenon related to the violation of language politeness among students. This study aims to describe the map of students' language impoliteness in Indonesia. The research data is in the form of students' speech. The focus of this research is unmannerly speech which is studied by phenomenological study by using Culpeper's impoliteness strategy. The phenomenological steps taken are observation of the phenomenon of impoliteness, formulating problems, collecting data, analyzing data, and preparing reports. The research findings show that students use three politeness violation strategies, namely direct politeness violation, positive politeness violation, and negative politeness violation. The phenomenon found is the strategy of impoliteness by using four forms, namely delivering impolite speech directly, speech uttered based on consideration of the interlocutor, considering the location, and the situation of the conversation between the speaker and the interlocutor. This research can contribute to education, especially for teachers to always educate and guide students to speak politely. With a better understanding of the phenomenon of violations of students' language politeness, it is hoped that appropriate preventive and intervention measures can be taken to minimize the forms of language impoliteness that can be carried out by a teacher or parent.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"87 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676944","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 Influential Principles in Problem-Based Learning: A Systematic Review on English Language Learning 基于问题的学习的影响原则：关于英语语言学习的系统回顾

Journal of Languages and Language Teaching Pub Date : 2024-04-22 DOI: 10.33394/jollt.v12i2.10756

Nurul Aryanti, Aria Septi Anggaira, Welly Ardiansyah, S. Suhono

{"title":"The Influential Principles in Problem-Based Learning: A Systematic Review on English Language Learning","authors":"Nurul Aryanti, Aria Septi Anggaira, Welly Ardiansyah, S. Suhono","doi":"10.33394/jollt.v12i2.10756","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10756","url":null,"abstract":"Since the beginning of its application, the Problem-Based Learning (PBL) has been recognized for its success in improving the quality of learning in various disciplines from different countries. Then, it has been recommended to be applied in all levels of education, especially in higher education. Therefore, this review is aimed at exploring the most influential principles of PBL which give contribution to the success of the learning outcome in English language learning. This review was compiled based on the guideline from PRISMA (Preferred Reporting Items for systematic reviews and Meta-Analysis). Data was searched and collected from studies published from electronic data bases of reputable international journals issued from 2012 to 2020. From 105 articles in the same area of English language learning, 7 articles were chosen to match the purpose of this review. The 7 articles have the same research methodology (experimental study), in which the discussions of the articles are analyzed to find the most influential principles supporting the success of PBL for all level of education in English language learning. It was found that PBL has proven to be effective in English language learning for all levels of education. In addition, the review shows that all discussions of the articles state that there are five most influential principles of the PBL that give contribution to the success of the language learning, the incorporation of ill structured/real life problems, a student-centered approach, collaborative learning, problem solving, and critical thinking.","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"81 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140675359","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

Self-Efficacy, Anxiety, and Emotional Intelligence: Do They Contribute to Speaking Performance? 自我效能感、焦虑和情商：它们有助于提高演讲水平吗？

Journal of Languages and Language Teaching Pub Date : 2024-04-22 DOI: 10.33394/jollt.v12i2.10798

Masrifatul Afifah, A. S. B. Ningrum, Sri Wahyuni, Burhanudin Syaifulloh

{"title":"Self-Efficacy, Anxiety, and Emotional Intelligence: Do They Contribute to Speaking Performance?","authors":"Masrifatul Afifah, A. S. B. Ningrum, Sri Wahyuni, Burhanudin Syaifulloh","doi":"10.33394/jollt.v12i2.10798","DOIUrl":"https://doi.org/10.33394/jollt.v12i2.10798","url":null,"abstract":"Speaking demands self-confidence and composure when dealing with other people. Furthermore, communicating in English is a big barrier for many students due to self-efficacy, anxiety, and emotional intelligence. This study examined direct and indirect variable contributions. This path analysis study used multiple regression and mediated model. This study involved 128 of the tenth graders students at SMA Senopati, Sidoarjo. To collect the data, the instruments used a closed-ended questionnaire about self-efficacy, anxiety, emotional intelligence and speaking test. This study yielded seven conclusions. First, self-efficacy had a weak effect on speaking performance (estimate =.128, p-value.000). The estimate value of.506, p-value.001, showed that self-efficacy contributes significantly to emotional intelligence. Anxiety's contribution to emotional intelligence was minimal (estimate value -.397, p-value.005). The fourth finding showed that anxiety directly affects speaking performance (estimate value -.069), p-value.000. The fifth finding showed that emotional intelligence had a weak effect on speaking performance (estimate value.034, p-value.004). Significant indirect influence of self-efficacy through emotional intelligence on speaking performance (Sobel test=2.1220>1.96, p-value 0.033<.05). Anxiety indirectly affects speaking performance through emotional intelligence (Sobel test=-.2.0043>1.96, p-value 0.045<.05).","PeriodicalId":33956,"journal":{"name":"Journal of Languages and Language Teaching","volume":"95 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676658","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