Journal of English Language Teaching and Learning最新文献_第10页

An Investigation into the Demotivating and Remotivating Factors among Iranian MA and PhD Exam Candidates of TEFL 伊朗大学英语专业硕士、博士考生的动机丧失与动机恢复因素调查

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.22034/ELT.2021.45627.2377

Ali Derakhshan, Mohammad Qafouri, Maryam Faribi

{"title":"An Investigation into the Demotivating and Remotivating Factors among Iranian MA and PhD Exam Candidates of TEFL","authors":"Ali Derakhshan, Mohammad Qafouri, Maryam Faribi","doi":"10.22034/ELT.2021.45627.2377","DOIUrl":"https://doi.org/10.22034/ELT.2021.45627.2377","url":null,"abstract":"Learning outcomes will highly increase if barriers are identified and removed appropriately. Since demotivating factors can affect the learning process negatively, regaining the lost interest of learners leads to higher levels of academic achievement. Demotivation has been referred to as low motivation instead of being an independent concept on its own on the one hand, and the demotivating factors related to PhD exam candidates have not been taken into consideration so far on the other hand. As a result, this research attempted to examine both the demotivating and remotivating factors in the Iranian milieu, for which 100 MA and 78 PhD exam candidates from various universities took part in our study. The participants filled out a validated demotivating questionnaire for data collection, and 15 MA and 20 PhD participants participated in a semi-structured interview, encompassing five open-ended questions. The multivariate analysis of ANOVA depicted a significant difference between the most demotivating factor (economic problems) and the least demotivating one (curriculum decisions). Moreover, the data provided by the participants were analyzed to reduce the effect of these factors. Identifying the demotivating factors and trying to neutralize their negative effects by considering the remotivating options enables the policymakers to help the students move towards academic satisfaction which in the long run leads to their psychological well-being.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123034508","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: 3

The Impact of Socio-Economic Status (SES) on the Iranian EFL Learners’ Identity Processing Styles and Language Achievement 社会经济地位对伊朗英语学习者身份加工方式和语言成就的影响

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.22034/ELT.2021.41027.2276

Seyed Mohammad Ali Mansoorian, S. A. Razmjoo

{"title":"The Impact of Socio-Economic Status (SES) on the Iranian EFL Learners’ Identity Processing Styles and Language Achievement","authors":"Seyed Mohammad Ali Mansoorian, S. A. Razmjoo","doi":"10.22034/ELT.2021.41027.2276","DOIUrl":"https://doi.org/10.22034/ELT.2021.41027.2276","url":null,"abstract":"The present study intended to address the impact of the socio-economic status (SES) on the Iranian EFL learners’ language achievement and identity processing styles. To attain this goal, 148 students studying General English were designated on the base of purposive sampling from Yasuj University of Medical Sciences (YUMS). At the first step, questions related to social, cultural, and financial background was asked of 20 participants (sample) by an interview. Then, a the researcher constructed a questionnaire from the information attained from the interview, regarding the factors related to the social, cultural, and financial factors (variables) and was distributed among the population (148 students) of the study. The participants’ English University Entrance Exam Score (Achievement test) scores were obtained from the Education Office of Yasuj University of Medical Sciences. Afterward, Berzonsky’s forty item revised version of the identity style inventory (ISI3) (Berzonsky, 1992) assessed the identity style of each participant. Examination of the results indicated that the structural relationship between the variables of identity processing style and language skills was 0.84 and its standard value was equal to 0.345. This value indicated a positive and average relationship between the two structures. That is, with the change of identity processing style, the language skills of the participants have changed.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122246126","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

Online EFL Teaching and Learning: Different Skills, Different Challenges 在线英语教学:不同的技能，不同的挑战

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.24256/IDEAS.V9I1.1912

Ermawati Ermawati, Nur Fadillah Nurchalis, Ahmed Sardi

{"title":"Online EFL Teaching and Learning: Different Skills, Different Challenges","authors":"Ermawati Ermawati, Nur Fadillah Nurchalis, Ahmed Sardi","doi":"10.24256/IDEAS.V9I1.1912","DOIUrl":"https://doi.org/10.24256/IDEAS.V9I1.1912","url":null,"abstract":"Online EFL teaching and learning has been described as a viable method of dealing with the pandemic. Only a few studies have focused on teachers' expectations as an important component of teaching effectiveness. As a result, the aim of this study is to ascertain teachers' perceptions of teaching English skills digitally, as well as their difficulties in dealing with them. The qualitative analysis approach was used in this sample, with three English teachers serving as respondents. It collects data through in-depth interviews. Data is compiled, transcribed, and sorted according to the primary topic of each sentence. The findings revealed that EFL teachers faced a number of difficulties when teaching English skills online.Teachers struggle to find adequate resources for listening, depend exclusively on YouTube, have difficulty recognizing students' comprehension, and do not consider last-year students to be relevant. In general, the internal network does not accept video conferences, there is a lack of feedback, and it is a time-consuming operation. Teachers find it difficult to monitor their students' reading activity, loss of reading abilities, more student-centered attitude, and poor attendance in class when it comes to reading. Finally, pupils are unable to write proper sentences, and teachers do not provide any critical thinking activities. It has also been discovered that the receptive abilities of listening and reading are the most difficult to develop in relation to online learning.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124128398","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

A comparative study of the previous and the new English language textbook: Pre-university book versus Vision 3 新旧英语教材的比较研究:大学预科书与视觉3

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.22034/ELT.2021.42935.2313

Mavadat Saidi

{"title":"A comparative study of the previous and the new English language textbook: Pre-university book versus Vision 3","authors":"Mavadat Saidi","doi":"10.22034/ELT.2021.42935.2313","DOIUrl":"https://doi.org/10.22034/ELT.2021.42935.2313","url":null,"abstract":"The current comparative study aimed to juxtapose the newly compiled English textbook for the students in the third grade of senior high school, Vision 3, and the previously taught English textbook for pre-university students. To this end, 130 experienced teachers, with the experience of teaching both textbooks, were asked to complete an eclectic checklist comprising 38 items and evaluating the book in terms of nine major criteria, namely general considerations, vocabulary, grammar, speaking, listening, reading, writing, pronunciation supplementary materials, tasks, and activities. Following that, 20 teachers were interviewed to enrich the results of the quantitative data. Overall, the results revealed the teachers’ contentment with the newly developed English textbook. In particular, the mean values indicated that English teachers rated the speaking and listening sections as the most satisfactory parts while they ranked the supplementary materials criterion as the least satisfactory one in Vision 3. Indeed, they believed that notwithstanding the dramatically positive changes in Vision 3, the book still requires undergoing major revisions to act as a rich source for enabling the EFL students to communicate fluently, accurately, and effectively. In this regard, the findings would benefit the materials developers to locate the areas for further modifications.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117059981","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 Efficacy of Using Communicative Language Teaching (CLT) in Teaching Writing Descriptive Text to Indonesian English as Foreign Language (EFL) Students 交际语言教学在印尼英语学生写作描述性文本教学中的效果

Journal of English Language Teaching and Learning Pub Date : 2021-06-01 DOI: 10.24256/IDEAS.V9I1.1905

Yanpitherszon Liunokas

{"title":"The Efficacy of Using Communicative Language Teaching (CLT) in Teaching Writing Descriptive Text to Indonesian English as Foreign Language (EFL) Students","authors":"Yanpitherszon Liunokas","doi":"10.24256/IDEAS.V9I1.1905","DOIUrl":"https://doi.org/10.24256/IDEAS.V9I1.1905","url":null,"abstract":"This research aims at finding out the efficacy of using Communicative Language Teaching (CLT) in teaching writing especially descriptive text to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of CLT effective in teaching conditional sentences to Indonesian EFL students?. The research can be an addition to the persisting teaching writing in English particularly the descriptive text through the use of CLT. The research was conducted in August 2019. This research was conducted at First semester students of the English Study Program of Nusa Cendana University, Kupang. The population of this research was First semester students of the English Study Program of Nusa Cendana University, Kupang in the 2020/2021 academic year. The number population is 160 in four classes.. The research used a pre-experimental method with a pre-test and post-test design. The pre-test was given to find out the basic ability of the students in mastering writing descriptive text and the post-test given to find out the students’ improvement in mastering writing descriptive text after giving the treatment by using CLT. The findings show that using CLT is effective in teaching writing descriptive text to Indonesian EFL students. It is supported by the result of the significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use the CLT in developing students’ writing descriptive of Indonesian EFL students.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129944256","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 Impact of Students’ Perception on their Academic Background on Their Learning Motivation 学生学业背景认知对学习动机的影响

Journal of English Language Teaching and Learning Pub Date : 2021-05-20 DOI: 10.18860/JETLE.V2I2.11921

Rendhi Fatrisna Yuniar

引用次数: 0

Teaching Speaking and The Teacher`s Role for EFL Learner in Emergency Remote Teaching (A Qualitative Study on Non-English Department Students) 应急远程教学中的教学口语与教师角色(对非英语系学生的定性研究)

Journal of English Language Teaching and Learning Pub Date : 2021-05-04 DOI: 10.18860/JETLE.V2I2.11920

F. Wulandari

引用次数: 2

Grammatical Errors Made by Students in Speaking English 学生英语口语中的语法错误

Journal of English Language Teaching and Learning Pub Date : 2021-05-04 DOI: 10.18860/JETLE.V2I2.11945

Susi Damaiyanti

{"title":"Grammatical Errors Made by Students in Speaking English","authors":"Susi Damaiyanti","doi":"10.18860/JETLE.V2I2.11945","DOIUrl":"https://doi.org/10.18860/JETLE.V2I2.11945","url":null,"abstract":"English department of IAIN Takengon. It is necessary to identify, classify, and describe the various grammatical errors to build the students’ awareness of using structured and standardized English rules in speaking. This research used qualitative descriptive. The research founds five types of grammatical errors in their speaking, such as omission, over-regulation, misformation, misordering, and addition. The students' highest grammatical errors were omission; then overgeneralization; followed by misformation, misordering and addition. The causes of the errors were the intralingual factors, including omission, overgeneralization, and misformation. The interlingual factors were misordering and addition; such as overuse of prepositions and incorrect word order, which were based on their first language transfer. The last cause was the monotonous learning environment that causes anxiety in which they used the L1 based communication strategies. It is suggested that teachers should re-evaluate students’ grammatical errors in their speaking to gradually improve the teaching of speaking method. Most importantly, teachers should provide a stress-free learning environment to reduce anxiety and enhance motivation.","PeriodicalId":416023,"journal":{"name":"Journal of English Language Teaching and Learning","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122299877","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

"I Feel Less Judged, so I Speak More" Introverted Students' Response on Online Learning Platforms in Speaking Class “我觉得别人对我的评价少了，所以我说得多了”——内向型学生在网络学习平台上对口语课的反应

Journal of English Language Teaching and Learning Pub Date : 2021-04-28 DOI: 10.18860/JETLE.V2I2.11795

Nuning Wahyu Astuti

引用次数: 3

The Effect of Team Games Tournament on Students' Reading Motivation and Reading Comprehension 团体游戏比赛对学生阅读动机和阅读理解的影响

Journal of English Language Teaching and Learning Pub Date : 2021-04-27 DOI: 10.18860/JETLE.V2I2.11884

S. Rahmawati

引用次数: 2