JALT CALL Journal最新文献_第4页

WEALTH AND POWER IN THE NOVEL PRIDE AND PREJUDICE BY JANE AUSTEN 简·奥斯汀小说《傲慢与偏见》中的财富与权力

JALT CALL Journal Pub Date : 2022-12-30 DOI: 10.15575/call.v4i2.14767

R. Sarah

引用次数: 0

FLOUTING MAXIM IN EMMA WATSON’S “BEING 30 AND HAPPILY SINGLE” BRITISH VOGUE INTERVIEW 艾玛·沃特森在接受英国时尚杂志《vogue》采访时藐视格言

JALT CALL Journal Pub Date : 2022-12-30 DOI: 10.15575/call.v4i2.16998

Y. Rahayu, Dewi Kustanti, Erfan Muhamad Fauzi

引用次数: 0

SIGNS IN DAUD KIM'S STATEMENTS ON HIS YOUTUBE CHANNEL: THE CORRECTIONS OF MISTAKEN ISLAMIC UNDERSTANDING daud kim在他的YouTube频道上的声明表明:纠正错误的伊斯兰理解

JALT CALL Journal Pub Date : 2022-12-30 DOI: 10.15575/call.v4i2.15329

Mia Ananda Derasta, Yuyun Nurulaen, Dian Nurrachman

{"title":"SIGNS IN DAUD KIM'S STATEMENTS ON HIS YOUTUBE CHANNEL: THE CORRECTIONS OF MISTAKEN ISLAMIC UNDERSTANDING","authors":"Mia Ananda Derasta, Yuyun Nurulaen, Dian Nurrachman","doi":"10.15575/call.v4i2.15329","DOIUrl":"https://doi.org/10.15575/call.v4i2.15329","url":null,"abstract":"ABSTRACT The study aimed to examine icons, indices, and symbols in Daud's speech connected to misconceptions about Islam through the semiosis method. Semiotics can be used in a variety of contexts. therefore, it is crucial to conduct study in this area to prevent misconceptions about Islam. The study has two issues: (1) the semiotic indicators in Daud Kim's vlog that are connected to misinterpretations of Islamophobic messaging (2) Daud Kim's vlog discusses misinterpreting messages about Islam's semiosis process. In order to reply to and examine the problems, Peirce's theory of triadic relation was used which illustrates the relationship between the represent, object, and interpretation in semiotics. The description of the semiosis process and how it relates to how the indicators should be interpreted were made evident in this study using the qualitative technique. The research's semiosis process: Every statement—verbal or nonverbal—began as a representamen, progressed to an object as the first point at that statement, and—from the relationship between representamen and object—became the interpretant in the end. As a consequence, the study discovered that Daud's statement can be strengthened by the semiosis process in order to avoid and clarify the mistaken message about Islam. It is possible to understand as far as feasible, the essence of the Islamic message through representation, object, and interpreter. Keywords: semiosis, Daud Kim, icon, index, and symbol","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"184 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74167127","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

Feedback precision and learners’ responses: A study into ETS Criterion automated corrective feedback in EFL writing classrooms 反馈精度与学习者的反应：英语写作课堂中ETS标准自动纠正反馈的研究

JALT CALL Journal Pub Date : 2022-12-28 DOI: 10.29140/jaltcall.v18n3.775

G. Hoang

引用次数: 0

Digital games and the development of plurilingual competence 数字游戏与多语言能力的发展

JALT CALL Journal Pub Date : 2022-12-28 DOI: 10.29140/jaltcall.v18n3.548

Judith Buendgens-Kosten

引用次数: 0

Japan university EFL students’ experience, attitudes, and perceived effectiveness of watching gameplay for language-learning purposes 日本大学英语学生以语言学习为目的观看游戏的经验、态度和感知效果

JALT CALL Journal Pub Date : 2022-12-28 DOI: 10.29140/jaltcall.v18n3.764

Shawn Andersson

{"title":"Japan university EFL students’ experience, attitudes, and perceived effectiveness of watching gameplay for language-learning purposes","authors":"Shawn Andersson","doi":"10.29140/jaltcall.v18n3.764","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n3.764","url":null,"abstract":"Digital game-based language learning (DGBLL) is a field that promotes language learning by combining game entertainment and mechanics inducive to learning. Researchers have proposed evidence of various language-learning benefits, yet downsides persist, such as negative stigmas, a lack of participation of non-gam-ers, and potential adverse consequences from splitting one’s attention between controlling the gameplay and learning language. Recently, watching gameplay popularity has seen exponential growth, yet the potential for language-learning applications has not been considered. Soliciting stakeholders’ experience, attitudes, and perceived effectiveness is a critical determiner of user adoption for new technologies and predicting implementation success. This study first addresses the merit of watching gameplay as a pedagogical method through an overview of the available literature, concentrating on areas of insufficiency and opportunity. It then investigates students’ experience and perceptions to consider feasibility from a practical standpoint through a survey of 139 university students in Japan. The main findings include a higher proportion of watchers than players, including a higher percentage of females, and positive responses regarding ease of use, learning opportunities, and preference, especially for learners who play or watch games. But learners also expressed a need for scaffolding support while voicing limitations in the perceived quality and practicality of the learned language.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47163836","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 role of technology and technology training in language teachers’ professional development in the private sector 技术和技术培训在私营部门语言教师专业发展中的作用

JALT CALL Journal Pub Date : 2022-12-28 DOI: 10.29140/jaltcall.v18n3.654

Bao Nguyen

引用次数: 2

Chronicling Indonesian EFL students’ engagement in podcast-based speaking in online learning milieu: A self-determination theory perspective 从自决理论的角度看印尼EFL学生在网络学习环境中长期参与播客演讲

JALT CALL Journal Pub Date : 2022-12-28 DOI: 10.29140/jaltcall.v18n3.621

K. Khotimah, B. Cahyono, D. A. Batunan

{"title":"Chronicling Indonesian EFL students’ engagement in podcast-based speaking in online learning milieu: A self-determination theory perspective","authors":"K. Khotimah, B. Cahyono, D. A. Batunan","doi":"10.29140/jaltcall.v18n3.621","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n3.621","url":null,"abstract":"The abrupt shift of teaching and learning to the online mode due to the Covid-19 outbreak has inevitably called for technology integration to better engage students in online instruction. This call includes the possibility to enact podcast in an English as a foreign language (EFL) class, particularly in speaking. However, despite the increasing number of studies on the benefits of podcasting for language teaching and learning, little attention has been paid to EFL students' engagement in self-created podcast at the micro-level of instruction. Thus, this study aimed to fill this void by enquiring how students engage in podcast-based speaking activities and what drives their engagement. It involved 23 EFL students at a public university in West Nusa Tenggara, Indonesia. The data were gleaned from learning portfolios, oral reflections, and students' written narratives in sixteen sessions. The framework of engagement and self-determination theory were employed to carry out thematic analysis. The findings evince that, in general, the students disclosed positive behavioral, cognitive, and emotional engagement in a series of podcast based-speaking activities. More autonomy and competence-supportive learning environment and unbalanced relatednesssupportive learning environment were found to be the contributing factors of students' engagement. In addition to teachers' and students' factors, parents, families, and students' friends beyond the classroom appeared to be other social factors which might affect students' engagement. This study suggests three recommendations for improving podcast-based speaking classrooms in EFL practices. Some possible research topics for extended investigation are also suggested. © 2022 Khusnul Khotimah, Bambang Yudi Cahyono & Deisyi Anna Batunan","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45294485","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

EFL teachers’ perceptions of online community projects in secondary school education 中学英语教师对网络社区项目的看法

JALT CALL Journal Pub Date : 2022-12-28 DOI: 10.29140/jaltcall.v18n3.600

Lesley Fearn

{"title":"EFL teachers’ perceptions of online community projects in secondary school education","authors":"Lesley Fearn","doi":"10.29140/jaltcall.v18n3.600","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n3.600","url":null,"abstract":"English as a Foreign Language (EFL) is crucial in most secondary schools within the EU and many other schools worldwide. Some teachers are integrating Online Community Projects (OCPs) into their curricula to provide a means of communication that motivates learning and incites learner-centred methods. This collaborative Action Research study reports on the perspectives and experiences of EFL teachers teaching in secondary schools in three European countries: the north and south of Italy, the east of Norway and the west of Sweden. Data were collected from six EFL teachers: four were users of OCPs, while the other two had chosen not to use them. Methods used to gather data were individual face-to-face interviews and open-question questionnaires. The results showed that all teachers perceived that working on OCPs could benefit professional develop - ment and their students’ language skills. The choice not to use OCPs was related to the lack of time and difficulties in assessment. This research provides a lens through which to examine the advantages and disadvantages of integrating OCPs into the EFL curricula. It has implications for teachers wishing to include OCPs in their curriculum.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41994926","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

Bridging out-of-school digital literacy through multimodal composition for EFL students with developing proficiency 通过多模式作文为具有发展能力的EFL学生衔接校外数字素养

JALT CALL Journal Pub Date : 2022-07-28 DOI: 10.29140/jaltcall.v18n2.539

Dian Marissa

{"title":"Bridging out-of-school digital literacy through multimodal composition for EFL students with developing proficiency","authors":"Dian Marissa","doi":"10.29140/jaltcall.v18n2.539","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n2.539","url":null,"abstract":"This action research examined the process of integrating students’ out-of-school digital literacy into a second language composition class and the role of social mediation in developing learner agency. It involved EFL students with pre-basic and basic proficiency (pre-A1 to A1-A2 on the CEFR level) in a Saudi Arabian uni -versity. Using socially mediated view of literacy and learner agency as a theoretical framework, this study reveals the complex ways in which the students composed multimodal texts while relying on their agency to utilize the digital tools. Data sources include interviews with the students, teacher-researcher reflec -tions, and the students’ multimodal texts. The data reveal that through three distinct bridging practices, the students skillfully navigated through different reading sources and digital tools when they composed their multimodal texts ( technological bridging ), thus affording the opportunities for them to express themselves authentically ( identity bridging) and to engage with the text that they composed meaningfully ( semiotic bridging ). However, there was a trade-off in terms of the teacher’s role in facilitating learner agency and linguistic accuracy. Focus on content lowered the bar on acceptable grammar mistakes. This insight corroborates existing literature on the need for a balanced pedagogical focus on content and accuracy in multimodal composition. This study has implications for teachers who wish to reimagine EFL composition by connecting it to students’ literacy practices, particularly to those with pre-basic and basic proficiency. learner","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49333604","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