rEFLections最新文献_第4页

The Coping Strategies of English Instructors and Teachers with Perceived Stress While Giving Synchronous E-Lectures in the COVID-19 Era: A Non-Native EFL Context 新冠肺炎时代英语教师和教师在同步电子讲座中感知压力的应对策略:一个非母语语境

rEFLections Pub Date : 2023-09-04 DOI: 10.61508/refl.v30i3.267665

Zülal Ayar

{"title":"The Coping Strategies of English Instructors and Teachers with Perceived Stress While Giving Synchronous E-Lectures in the COVID-19 Era: A Non-Native EFL Context","authors":"Zülal Ayar","doi":"10.61508/refl.v30i3.267665","DOIUrl":"https://doi.org/10.61508/refl.v30i3.267665","url":null,"abstract":"Stress has been ranked among the prevalent definitions in education where teachers’ time-limited duties, heavy workload, examinations, and potential administrative tasks are concerned and discussed. Particularly with the pandemic, some stress factors (or stressors), such as the sudden transition to online settings with an intense use of technology, have also seemed to impact educators’ professional contentment. By taking that into account, this study set out to examine the strategies that English teachers and instructors use to cope with their perceived stress while speaking in online classes. To that end, 83 English teachers from different education levels in distinct regions of Turkey and 96 instructors affiliated with schools of foreign languages were included in the research. First, a questionnaire developed by the researcher was administered and then, interviews were conducted with eight participants in the second data collection round. Despite having encountered stress occasionally, the majority of the attendees counter-intuitively reported not feeling the severe strain of COVID-19. It was then found that they had adopted mostly functional, approach-oriented, and cognitive strategies in the face of perceived stress. Furthermore, the participants’ adoption of approaches and avoidant styles in light of the brief COPE model also unearthed that they preferred cognitive strategies over behavioural ones. The educators’ seniority, and ways of coping with stress, however, were not significantly correlated. Yet, their digital experiences were more effective in influencing their sense of stress. In light of the findings, some suggestions and implications have been offered to educators in terms of managing stress in synchronous virtual classes.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135497539","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/EFL Teaching Practice and Methodology: 20 Years of Experience Teaching English in a Single Book! ESL/EFL教学实践与方法:20年英语教学经验!

rEFLections Pub Date : 2023-09-01 DOI: 10.61508/refl.v30i3.267617

Ali Zahabi, Mansour Amini

引用次数: 0

Rethinking (Non)Nativeness Among English-Speaking Teachers in Vietnam 对越南英语教师(非)母语性的反思

rEFLections Pub Date : 2023-08-29 DOI: 10.61508/refl.v30i2.267528

Chi Hong Nguyen, Nhi Xuan Nguyen

{"title":"Rethinking (Non)Nativeness Among English-Speaking Teachers in Vietnam","authors":"Chi Hong Nguyen, Nhi Xuan Nguyen","doi":"10.61508/refl.v30i2.267528","DOIUrl":"https://doi.org/10.61508/refl.v30i2.267528","url":null,"abstract":"In Vietnam, foreign language teaching and learning have recently been a concern of not only educators and language learners but also parents and families who have school-aged children. When finding a suitable language course, language learners and their families tend to ask questions about the nativeness of the teachers and their language fluency. Foreign teachers’ actual proficiency and educational qualifications may come in second place. This situation may lead to poorly qualified language teaching courses and unequal treatment of qualified non-native language-speaking teachers. To confront this problem, the Vietnamese Ministry of Education and Training (MOET) has tightened the job entrance requirements for foreign English-speaking teachers, especially those who apply for work as English lecturers at university. Foreign teachers’ identities and qualifications matter to learners’ choices of whom they want to study with. This literature review reflects on MOET’s ambivalent approach to recruiting qualified human capacity building for the national English development project and developing and retaining English-speaking Vietnamese lecturers. This paper argues that the influence of monolingual ideologies in language teaching and learning in Vietnam that was encountered at schools and universities some years ago has now shifted to a more open but competitive ambiance for national integration into the global market. In this sense, teaching English is not an apolitical activity. It is a politically designated career in this socialist market-oriented economy.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136349424","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

MALLO: A New Paradigm for Ubiquitous Language Learning 马洛:泛在语言学习的新范式

rEFLections Pub Date : 2023-08-29 DOI: 10.61508/refl.v30i2.267527

Pornpimol Sukavatee, Jintavee Khlaisang

{"title":"MALLO: A New Paradigm for Ubiquitous Language Learning","authors":"Pornpimol Sukavatee, Jintavee Khlaisang","doi":"10.61508/refl.v30i2.267527","DOIUrl":"https://doi.org/10.61508/refl.v30i2.267527","url":null,"abstract":"One of the greatest advantages of mobile language learning is its ease of access, especially to learners in the 21st century who have the option of selecting any learning content that matches their preferences or language development goals, anywhere and at any time. Mobile-assisted language learning or MALL takes learning beyond the classroom, which imposes spatial and temporal constraints. This study aims to investigate components of language learning with a mobile-assisted design, and develop and evaluate a mobile-assisted English language learning and teaching innovation, namely Mobile-Assisted Language Learning in Open Resources Environment or MALLO for high-school English as a foreign language (EFL) students. MALLO is a research-based application which employs Exploratory Factor Analysis (EFA) in its development to identify significant components. The participants in this study consist of two sample groups: 1,500 high school students from six regions of Thailand to explore the components; and 300 students to examine MALLO users’ satisfaction Both were selected via the stratified sampling method. After that, nine experts evaluated MALLO in terms of its components, its support for English language learning, its functions, and its application for English language learning. The results indicate that MALLO is comprised of four important components: mobile English learning resources, the use of MALL, mobile technology, and portal collective tools. The results also show the satisfaction of learners as users of the MALLO application at high levels with an average of 4.05 to 4.15. In the final stage, the MALLO application was evaluated by nine experts and the results were also in the range of high or very high levels across all aspects, with an average rating of 4.444.72.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136348799","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

Teachers’ Voices When Giving Feedback: Causes of Foreign Language Classroom Anxiety and Feedback Strategies to Reduce Students’ FLCA 教师反馈时的声音:外语课堂焦虑的成因及减少学生FLCA的反馈策略

rEFLections Pub Date : 2023-08-28 DOI: 10.61508/refl.v30i2.267505

James Anthony Dobson, Phanitphim Sojisirikul

{"title":"Teachers’ Voices When Giving Feedback: Causes of Foreign Language Classroom Anxiety and Feedback Strategies to Reduce Students’ FLCA","authors":"James Anthony Dobson, Phanitphim Sojisirikul","doi":"10.61508/refl.v30i2.267505","DOIUrl":"https://doi.org/10.61508/refl.v30i2.267505","url":null,"abstract":"This study aimed to identify teacher perceptions of the causes of Foreign Language Classroom Anxiety (FLCA) through feedback, and what feedback strategies teachers use to reduce FLCA. Feedback can be both a cause of FLCA and help to reduce FLCA. It is therefore important for teachers to understand how their feedback can affect FLCA. In the present study, three non-Thai teachers of English at a university in Bangkok were asked 51 structured interview questions on their perceptions of feedback on FLCA. The questions focused on what types of feedback the teachers perceive to cause FLCA and what strategies they use to reduce FLCA when giving feedback. The data was analysed using a thematic framework. The results show that receiving negative feedback, immediate feedback during speaking activities, individual feedback, feedback that is not understood, and an insufficient amount of feedback, were all perceived to increase FLCA levels. The participants reported three functions of feedback strategies used to reduce FLCA. Firstly, feedback strategies used to create a positive atmosphere were giving praise, giving enough feedback, and using friendly gestures and tone of voice. Secondly, embarrassment avoidance strategies were giving group feedback, giving individual feedback in private, not singling out students, and giving delayed feedback in speaking activities. Finally, strategies used to give understandable feedback were speaking clearly and using L1. The results of this study can be used by present teachers to identify how to reduce FLCA when giving feedback, and, by future researchers to examine the effectiveness of these FLCA reducing feedback strategies.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135134409","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

Towards the Development of a Word List for English Newspapers 浅谈英语报刊词汇表的编制

rEFLections Pub Date : 2023-08-28 DOI: 10.61508/refl.v30i2.267504

Mostafa Saeedi, Reza Khany, Khalil Tazik

引用次数: 0

A Move Analysis of Dissertation Introductions Written by Native English Speakers and Indonesian PhD Students across Disciplines 以英语为母语的印尼博士生跨学科论文介绍的动态分析

rEFLections Pub Date : 2023-08-25 DOI: 10.61508/refl.v30i2.267462

Dian Candra Prasetyanti, Angkana Tongpoon-Patanasorn

{"title":"A Move Analysis of Dissertation Introductions Written by Native English Speakers and Indonesian PhD Students across Disciplines","authors":"Dian Candra Prasetyanti, Angkana Tongpoon-Patanasorn","doi":"10.61508/refl.v30i2.267462","DOIUrl":"https://doi.org/10.61508/refl.v30i2.267462","url":null,"abstract":"Dissertation introductions (DIs) have received on-going attention because they are considered to be the most challenging and difficult part of an academic text for graduate students, particularly for non-native English speakers (NNES). However, research that has investigated DIs written by native English speakers (NES) and by NNES, particularly Indonesian (IND) PhD students across various disciplines, is lacking. This paper presents an analysis of moves in the introductory section of 200 dissertations written by NES and IND PhD students in terms of move organization based on Bunton’s (2002) adaptation of the CARS framework. The corpus consisted of 200 DIs from the disciplines of physics, linguistics, engineering, and education that were published online on the ProQuest Dissertation and Theses Database. The findings revealed that both NES and IND PhD students followed the moves and steps presented in the framework to create their introduction sections. However, it was also found that only 13 DIs (7%) followed Bunton’s CARS in this research, but most of them were not constructed in the way assumed in CARS because a number of move reversals and recursives were found. There were both similarities and differences between NNES and NES writers in the introduction sections with regard to the frequency of move-step occurrences, move-step classifications, patterns, and new steps. Similar findings between the NNES and NES writers appeal for the need to make teachers and L2 learners as well as L1 Ph.D. writers aware of methods for writing precise and concise DIs","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134932873","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

Pragmatics in English as a Lingua Franca: Findings and Developments 英语作为通用语的语用学:发现与发展

rEFLections Pub Date : 2023-08-25 DOI: 10.61508/refl.v30i2.267472

Wannapa Trakulkasemsuk

引用次数: 0

A Corpus-Based Analysis of Lexical Bundles in Non-Native Post Graduate Academic Writing and a Potential L1 Influence 基于语料库的非母语研究生学术写作词汇束分析及潜在的母语影响

rEFLections Pub Date : 2023-08-25 DOI: 10.61508/refl.v30i2.267463

Yusuf Öztürk, Samet Taşçı

{"title":"A Corpus-Based Analysis of Lexical Bundles in Non-Native Post Graduate Academic Writing and a Potential L1 Influence","authors":"Yusuf Öztürk, Samet Taşçı","doi":"10.61508/refl.v30i2.267463","DOIUrl":"https://doi.org/10.61508/refl.v30i2.267463","url":null,"abstract":"This study was conducted to examine the lexical bundles used by nonnative speakers of English and explore any potential L1 influence on L2 lexical bundle use. Following a corpus-based approach, the frequency and types of English four-word lexical bundles in the postgraduate academic writing of Turkish and American students were analyzed, and the bundles unique to the Turkish students were compared with Turkish lexical bundles produced by Turkish post-graduate students. For this purpose, three sub-corpora were compiled: English MA/PhD theses by Turkish, English MA/PhD theses by American, and Turkish MA/PhD theses by Turkish students, all from the area of language teaching. Data analysis showed that the Turkish students used twice as many types of four-word lexical bundles in their English theses (N = 125) as the American students (N = 69). Moreover, 62 lexical bundles were significantly overused by Turkish students, and 37 of these lexical bundles never occurred in the theses of American students. With respect to cross-linguistic influence, the findings showed that Turkish postgraduate students were likely to transfer 24.8% of lexical bundles from their native language, Turkish, to a foreign language, English. Moreover, four-word lexical bundles that were very frequent in Turkish theses were also found to be very frequent in English theses of Turkish students. These findings are discussed in light of previous studies, and pedagogical implications are offered.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134932872","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

On Language, Education, Politics, and Identity – A Cross-Linguistics Perspectives 语言、教育、政治与认同——跨语言学视角

rEFLections Pub Date : 2023-08-25 DOI: 10.61508/refl.v30i2.267470

Le Thanh Thao, Phuong Hoang Yen, Pham Trut Thuy

引用次数: 0