rEFLections最新文献_第6页

An Analysis of EFL Students’ Writing Needs: Considerations for Writing Task-Based Course Design 分析 EFL 学生的写作需求：基于写作任务的课程设计注意事项

rEFLections Pub Date : 2023-07-05 DOI: 10.61508/refl.v30i2.266643

H. Do

{"title":"An Analysis of EFL Students’ Writing Needs: Considerations for Writing Task-Based Course Design","authors":"H. Do","doi":"10.61508/refl.v30i2.266643","DOIUrl":"https://doi.org/10.61508/refl.v30i2.266643","url":null,"abstract":"The present study adopts the four-step framework of course development processes proposed by Graves (1996) to develop a writing course for EFL Vietnamese undergraduates. A total of 60 students were asked to take a writing test and a survey about writing problems to identify their “objective needs”. Then “subjective needs” were collected from interviews. In addition, the three language teachers were invited to the semi-structured interviews to collect their perspectives on teaching writing, which were analyzed in parallel with students’ needs. The findings show that students’ writing levels are low-intermediate and intermediate, and they have major problems with the organization of ideas, followed by grammar and idea development. Regarding teaching, students’ main concerns are a lack of writing activities and teacher feedback, which may be due to large classes and heavy workloads. To improve students’ writing problems, more writing tasks are needed, including pre-planning (idea development), performance (writing practice), and post-writing (peer feedback, teacher feedback, final draft). These writing tasks are arranged into different phases to help teachers follow up on students’ writing practice and reduce their workloads. Considering these conditions, a proposed writing task-based course was suitable to develop, including the five components of course design: context; goals and objectives; content; method and material; and assessment, as professional support for EFL or ESL language teachers in designing a writing course that can be used for teaching, training, or coaching in a similar context.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139362551","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

Cohesion and Coherence Analyses of Extended Written Schizophrenic Discourse: An Exploratory Case Study 精神分裂症扩展书面语篇的衔接与连贯分析:一个探索性案例研究

rEFLections Pub Date : 2023-05-16 DOI: 10.61508/refl.v30i2.265574

Richard Watson Todd

引用次数: 0

Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice 大学英语教学中的语言使用:教师实践的国际视角

rEFLections Pub Date : 2023-04-29 DOI: 10.61508/refl.v30i1.265181

Thidaporn Jumpakate, Jason Robert Biscombe

引用次数: 0

In Love and English: A Case of An Extracurricular Activity Conducted in Thailand’s Tertiary Level 恋爱与英语:以泰国高等学校课外活动为例

rEFLections Pub Date : 2023-04-29 DOI: 10.61508/refl.v30i1.265180

Siriprapa Srithep

{"title":"In Love and English: A Case of An Extracurricular Activity Conducted in Thailand’s Tertiary Level","authors":"Siriprapa Srithep","doi":"10.61508/refl.v30i1.265180","DOIUrl":"https://doi.org/10.61508/refl.v30i1.265180","url":null,"abstract":"In Thailand, in-class teaching and learning are regarded as the principal form of obtaining English proficiency in all skills including listening, speaking, reading, and writing. However, Thai students are still deficient of the ability to effectively wield the skills in real life. This reflects the inadequacy of the classroom teaching of the language and its lack of practical advantage. Therefore, extracurricular activities have been implemented alongside classroom teaching to enhance learners’ ability to use the language in an authentic context as well as their confidence and self-esteem. Chulalongkorn University in Thailand offers students with a variety of out-of-class activities by making it a requirement that first-year students participate in any of them as they are embedded as part of the score collection. One of them is entitled “Love Guru” which allows students from all faculties and majors to participate in. It is organized three times per semester and has mostly received positive feedbacks so far from students as a novel alternative to learn English which additionally serves to bond them together, boost their self-esteem, and encourage them to use English as a means of discussion about the issues that they can identify with. This article elaborates on the characteristics, implementations and results of the activity based on the teacher’s experiences.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135847974","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

Science Students’ Motivational Orientations of EFL Reading through the Lens of Self-Determination Theory 自我决定理论视角下的理科生英语阅读动机取向

rEFLections Pub Date : 2023-04-28 DOI: 10.61508/refl.v30i1.265147

Natthinee Songnuan, Singhanat Nomnian

引用次数: 0

Coursebooks or the BNC? Teaching English Verbs and Their Dependent Prepositions 教科书还是BNC?英语动词及其附属介词教学

rEFLections Pub Date : 2023-04-28 DOI: 10.61508/refl.v30i1.265148

Piyaboot Sumonsriworakun

{"title":"Coursebooks or the BNC? Teaching English Verbs and Their Dependent Prepositions","authors":"Piyaboot Sumonsriworakun","doi":"10.61508/refl.v30i1.265148","DOIUrl":"https://doi.org/10.61508/refl.v30i1.265148","url":null,"abstract":"The study compares English dependent prepositions of the verbs agree, apply, and die shown in English language coursebooks and a corpus. It also suggests English prepositional verbs and their dependent prepositions that are suitable for teaching to L1 Thai learners and a method that should be employed for the instruction. The data were collected from four English language students’ books used by many upper secondary schools in Thailand and the British National Corpus. The findings demonstrate that the coursebooks offer nearly all of the most frequent dependent prepositions of the verbs with scant sentence examples and collocations, while the corpus reveals more dependent prepositions with numerous sentence examples and collocations. Further, the corpus data provide many noun collocates that can be arranged into themes according to their semantic preferences. It is advisable that the coursebooks and corpus data should be used in Thai EFL class to complement each other. The most frequent constructions should also be taught as phraseology through indirect access to data-driven learning, with suggested inductive activities and examples of simplified key word in context concordances.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136085098","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 Q Study of Mainland Chinese English Language Learners’ Epistemic Beliefs 中国大陆英语学习者认知信念的Q研究

rEFLections Pub Date : 2023-04-12 DOI: 10.61508/refl.v30i1.264850

Yanyan Wang, Larisa Nikitina

{"title":"A Q Study of Mainland Chinese English Language Learners’ Epistemic Beliefs","authors":"Yanyan Wang, Larisa Nikitina","doi":"10.61508/refl.v30i1.264850","DOIUrl":"https://doi.org/10.61508/refl.v30i1.264850","url":null,"abstract":"This study explored epistemic beliefs held by Mainland Chinese learners of English. Studies that investigate language learners’ personal epistemologies, which include beliefs about the nature of knowledge and the process of knowing, are scarce. For the most part, such studies are quantitative. This paper employed Q methodology, an approach that blends quantitative and qualitative research paradigms, to present a more systematic analysis of and deeper insights into the language learners’ subjective opinions. The participants were 20 undergraduate students who learned English in a university in China. They sorted 42 statements pertaining to language-related epistemic beliefs on a grid ranging from -5 (most disagree) to +5 (most agree). During the factor analytic procedure similar Q-sorts formed three factors, each representing a unique set of epistemic beliefs shared by the students. The qualitative interpretation of these factors revealed the following viewpoints: firstly, learning the English language requires time, effort and perseverance; secondly, learning English requires critical thinking; thirdly, it requires talent and hard work. Pedagogical implications of these findings are discussed.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134952118","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

Technology for Teaching and Learning 2 for Language Education English/Filipino 教学技术2语言教育英语/菲律宾语

rEFLections Pub Date : 2023-04-10 DOI: 10.61508/refl.v30i1.264805

None William D. Magday, Jr, None Sanny J. Dangis, None Gail G. Gumilet

引用次数: 0

Analysis of Linguistic Features in Startup Pitches 创业公司演讲的语言特征分析

rEFLections Pub Date : 2023-03-29 DOI: 10.61508/refl.v30i1.264523

Rittu Gambhir, Supong Tangkiengsirisin

引用次数: 0

An Exploratory Study of Reflective Dialogue Journal Writing of EFL Graduate Students in the English as a Foreign Language Context 对外英语语境下研究生反思性对话日志写作的探索性研究

rEFLections Pub Date : 2023-03-27 DOI: 10.61508/refl.v30i1.264474

Reongrudee Maneepakhathorn

{"title":"An Exploratory Study of Reflective Dialogue Journal Writing of EFL Graduate Students in the English as a Foreign Language Context","authors":"Reongrudee Maneepakhathorn","doi":"10.61508/refl.v30i1.264474","DOIUrl":"https://doi.org/10.61508/refl.v30i1.264474","url":null,"abstract":"This study was conducted to examine Thai EFL graduate students’ perceptions towards reflective dialogue journal writing (RDJW), their writing fluency as well as self-awareness of their own English language learning and writing development. Thirty-four Thai graduate students aged 23 to 39 were required to carry out the RDJW task for 13 weeks – one journal entry per week. The teacher provided feedback to each journal entry on its content to which the students replied in a dialogic manner. After having completed 13 journal entries, the students completed a questionnaire and were interviewed individually. In addition, focus group discussions were implemented. The students’ writing fluency was also assessed quantitatively through a product-based indicator. The findings of the study revealed that the students viewed RDJW as a means to engage a student and the teacher in a two-way communication as they exchanged information without worrying about making or correcting errors in the writing. The students also reported an improvement in their writing fluency since their journal entries were longer and they could communicate their thoughts and feelings more easily. A paired t-test confirmed the significant gains in terms of the number of words written in the journals. RDJW also served as students’ reflection which heightened the awareness of their own English language learning and writing development.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135950541","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