European Journal of English Language Teaching最新文献

{"title":"MEDIATING ROLE OF TEACHER AND CLASSMATE SUPPORT IN THE RELATIONSHIP OF SELF-EFFICACY AND ENGLISH-SPEAKING ANXIETY, IN UNIVERSITY SAMPLE","authors":"Duha Nur Dogan, Duhan Nurdan Dogan, Sule Dogan","doi":"10.46827/ejel.v8i5.5039","DOIUrl":"https://doi.org/10.46827/ejel.v8i5.5039","url":null,"abstract":"The main purpose of this research is to assess the influence of teacher and student support in reducing speaking anxiety. Learners' self-efficacy was also explored in relation to the influence of teacher and classmate support on lowering speaking fear. For the goals of the study, 94 English Language Teaching Department (ELT) students from Atatürk University in Türkiye participated as the study's working group during the autumn term of the 2021-2022 academic year. The information was gathered using the Classmate Support Scale, the Teacher Support Scale, the General Self-Efficacy Scale, and the English-Speaking Anxiety Scale. The Amos and SPPS 22 programs were used to examine the data. The SPSS Macro Process tool was utilized in the study to compute the indirect impact estimates of the variables. The findings revealed a link between teacher support and self-efficacy. Moreover, classmate support exhibited a favorable relationship with self-efficacy. The findings demonstrated that the stronger the learner's self-efficacy, the less speaking anxiety they experienced during oral presentations. These findings indicate that teacher and classmate support have mediating roles in the link between ELT university students' self-efficacy and English-speaking anxiety.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0039/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475296,"journal":{"name":"European Journal of English Language Teaching","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135209003","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}

{"title":"PERCEPTIONS OF ENGLISH-MAJORED STUDENTS IN THE HIGH-QUALITY PROGRAM AT CAN THO UNIVERSITY TOWARD LEARNING ENGLISH THROUGH WATCHING MOVIES","authors":"Vo Thi Tuyet Hong, Hua Huu Ty, Nguyen Minh Dac, Nguyen Hoang Anh Tai, Huynh Minh Trang","doi":"10.46827/ejel.v8i5.5031","DOIUrl":"https://doi.org/10.46827/ejel.v8i5.5031","url":null,"abstract":"This descriptive study aims to answer three main research questions, namely 1) What are the perceptions of English-majored students regarding the impact of watching English movies on their learning motivation?, 2) What are their perceptions of the impact of watching English movies on their language development?, and 3) What challenges do the students encounter when learning English through watching movies? In order to address these key questions, the data collected from 175 freshmen and juniors majoring in English Studies of the High-Quality Program at Can Tho University through a 5-point Likert scale questionnaire were quantitatively analyzed. The statistical analysis of the gathered data revealed that all the study participants strongly agreed with the positive impacts of watching English movies on their motivations to learn the target language as well as on their language development. Despite these positive effects, the students also admitted that they inevitably encountered several challenges while learning English through movie-watching, particularly in terms of rapid speech, extensive use of slang, and figurative language in English movies. Based on these research outcomes, possible implications have been further discussed for the effective use of movies in EFL classrooms to support the students’ learning process.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0015/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475296,"journal":{"name":"European Journal of English Language Teaching","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134972166","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}

{"title":"MOTIVATIONAL POWER OF TEXTBOOKS AND OPEN EDUCATIONAL RESOURCES FOR THE TEACHING OF LANGUAGES","authors":"Javier Suárez López","doi":"10.46827/ejel.v8i5.5028","DOIUrl":"https://doi.org/10.46827/ejel.v8i5.5028","url":null,"abstract":"<p>The teaching and learning of a second language can be a complex process that is influenced by many different factors among which it is worth mentioning the degree of motivation of the students, their personal interests both present and future, personal or professional; the quality and usefulness of materials or textbooks used in order to teach the language; the students’ own personalities; and the relationships and interactions inside the class, not only among students but also with the teacher. However, combining all these factors at the same time proves to be a complex endeavor as textbooks, often considered a staple for language instruction, encounter limitations in effectively addressing this intricate web of considerations. These limitations, characterized by a constrained repertoire of topics and a format that might not resonate with students' specific needs and inclinations, can potentially dilute the level of intrinsic motivation among students. The present paper seeks to undertake a thorough exploration of the motivation concept and its interplay within the realm of second language acquisition and pedagogy. It aims to dissect the notable impact of instructional materials and textbooks on motivation. In tandem, an investigation will delve into the insights provided by the Common European Framework of Reference for Languages pertaining to the utility of educational resources for second language teaching. Subsequently, a comprehensive assessment will be conducted to juxtapose the topic prevalent in B2 English textbooks with the findings obtained from a survey targeting B2-level English as a second language students. The objective is to discern the extent to which commercial textbooks effectively cater to the needs, interests, and expectations of this specific student population. The final section will discuss the use of Open Educational Resources as a feasible way for both students and teachers to find and use materials that can fulfil their needs and be more motivating.</p><p>La enseñanza y el aprendizaje de un segundo idioma pueden ser un proceso complejo que se ve influenciado por diversos factores, entre los cuales vale la pena mencionar el grado de motivación de los estudiantes, sus intereses personales presentes y futuros, personales o profesionales; la calidad y utilidad de los materiales o libros de texto utilizados para enseñar el idioma; las personalidades de los propios estudiantes; y las relaciones e interacciones dentro del aula, no solo entre estudiantes, sino también con el profesor. Sin embargo, combinar todos estos factores al mismo tiempo demuestra ser un esfuerzo complejo, ya que los libros de texto, a menudo considerados como un elemento fundamental para la enseñanza de idiomas, encuentran limitaciones para abordar de manera efectiva esta intrincada red de consideraciones. Estas limitaciones, caracterizadas por un repertorio limitado de temas y un formato que quizás no resuene con las necesidades e intereses específic","PeriodicalId":475296,"journal":{"name":"European Journal of English Language Teaching","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135887696","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}

{"title":"THE EFFECTS OF TEACHER INTERACTIVE FEEDBACK ON EFL STUDENTS’ PARAGRAPH WRITING PERFORMANCE","authors":"Phuong Hong Thi Tu, Van De Phung","doi":"10.46827/ejel.v8i4.5014","DOIUrl":"https://doi.org/10.46827/ejel.v8i4.5014","url":null,"abstract":"This study aims to investigate the effectiveness of using teacher interactive feedback (TIF) on students' paragraph writing performance. Furthermore, it examines students' attitudes towards this strategy. The study took place in a lower secondary school and used both qualitative and quantitative data. Participants were 86 students who were randomly assigned to the experimental group (EG) and the control group (CG). While students in the EG learned to write the paragraph utilizing the TIF, students in the CG learned to write the paragraph using the traditional technique. Before the intervention, students in both groups took a pre-test to gauge their level of writing proficiency. The results were then compared to relevant data. The experiment spanned eight weeks during which a post-test was then administered to students in both groups to evaluate their development, particularly that of the EG. To obtain insights into TIF, questionnaires and semi-structured interviews were conducted. The findings from the study demonstrated a considerable improvement in paragraph writing skills through interactive feedback (IF) and paragraph writing instruction. Additionally, the majority of students showed their enthusiasm towards learning to write using TIF and expected to continue practicing this strategy in the future.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0017/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475296,"journal":{"name":"European Journal of English Language Teaching","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949286","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}

{"title":"FACTORS INFLUENCING VIETNAMESE STUDENTS’ CHOICES TO ATTAIN ENGLISH PROFICIENCY STANDARDS IN A UNIVERSITY IN VIETNAM","authors":"Vo Thien An Tran, Dang Ngoc Diep Nguyen, Duc Trung Nguyen, Hoang Yen Phuong","doi":"10.46827/ejel.v8i5.5013","DOIUrl":"https://doi.org/10.46827/ejel.v8i5.5013","url":null,"abstract":"In the current era of globalization, English is considered a necessary skill for education and work and a criterion for evaluation in recruitment and graduation assessments in many places in Vietnam. According to the project entitled \"Teaching and Learning Foreign Languages in the National Education System Phase 2008 - 2020\", non-English majored university students must achieve a minimum of Level 3 according to the 6-level Foreign Language Proficiency Framework used in Vietnam. Several universities have diversified their ways to meet these standards to facilitate students in meeting the English language outcomes, allowing students more opportunities to choose ways that are suitable for them. However, this also indicates that various influencing factors will impact students' selection of ways to meet these standards. This research explores the primary ways students choose to fulfill English language standards as stipulated and analyzes the factors influencing the choices of non-English major students in universities in Vietnam.  Article visualizations:","PeriodicalId":475296,"journal":{"name":"European Journal of English Language Teaching","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135433245","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}

{"title":"THE EFFECTS OF MIND MAPPING AT WHILE-READING STAGE ON EFL STUDENTS’ READING COMPREHENSION AT A LOCAL HIGH SCHOOL IN KIEN GIANG PROVINCE, VIETNAM","authors":"Quynh Lan Thi Nguyen, Huan Buu Nguyen","doi":"10.46827/ejel.v8i4.5012","DOIUrl":"https://doi.org/10.46827/ejel.v8i4.5012","url":null,"abstract":"There is an increased attention to research into the use of mind mapping as a useful tool for enhancing students’ reading comprehension. However, few studies have been conducted to examine the effects of mind mapping at the reading stage on students’ reading comprehension within the Vietnamese context. This paper therefore investigates the effects of mind mapping on 11th graders’ reading comprehension and their attitudes towards this strategy. Participants in this study include 60 students at a local school in Kien Giang province. The data discussed in this paper include tests and interviews. The findings reveal that using mind mapping in the teaching process of reading texts had a moderate impact. Pedagogical implications for teachers and school administrators are presented.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0019/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475296,"journal":{"name":"European Journal of English Language Teaching","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135992335","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}

{"title":"THE EFFECTS OF USING VIDEOS IN ENGLISH SPEAKING LESSONS ON HIGH SCHOOL STUDENTS' SPEAKING PERFORMANCE, KIEN GIANG PROVINCE, VIETNAM","authors":"Thuy Hong Thi Dinh, Van De Phung","doi":"10.46827/ejel.v8i4.5011","DOIUrl":"https://doi.org/10.46827/ejel.v8i4.5011","url":null,"abstract":"Students' speaking abilities are widely thought to play an important role in speaking classes and high school English teachers endeavor to improve their students' speaking performance. The purpose of the current study was to examine whether incorporating videos before and after speaking sessions had a substantial impact on students’ speaking development. The participants were 78 high school students in Kien Giang province. The study used a quasi-experimental mixed-methods design. The participants were organized into two groups: the control group and the experimental group. Both groups underwent a pre-test to check group homogeneity and for later comparison. The students in the experimental group participated in the speaking class where video integration was introduced at the beginning and end of each lesson whereas the students in the control group attended regular speaking classes. The intervention lasted for twelve weeks. A posttest was then given to students of the two groups to check progress in speaking performance. Furthermore, the attitudes of the students in the experimental group were measured using Likert-style questionnaires and semi-structured interviews. Data collected from the pre-test, post-test, and questionnaire were subjected to analysis via SPSS. The findings of the study indicate that the application of videos in speaking classes significantly influenced students' speaking performance. Additionally, students show positive attitudes towards using videos in their speaking classes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0053/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475296,"journal":{"name":"European Journal of English Language Teaching","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135992166","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}

{"title":"EFL TEACHERS’ PERCEPTIONS OF YOUNG LEARNERS’ ENGAGEMENT IN LISTENING LESSONS","authors":"Nguyen Thi Diem Kieu, Luu Nguyen Quoc Hung","doi":"10.46827/ejel.v8i4.5007","DOIUrl":"https://doi.org/10.46827/ejel.v8i4.5007","url":null,"abstract":"In the context of EFL learning and teaching, listening skill is believed to be the most challenging of the four language skills due to typical challenges. Engaging learners in listening lessons is the desirable goal of most teachers to enhance the learners’ listening performance and success. To keep young learners engaged in their learning, teachers need to implement various engaging techniques to increase learner engagement. This study aims to explore EFL teachers’ perceptions of their young learner engagement through the three main aspects of behavioral engagement, cognitive engagement, and emotional engagement. The descriptive method was employed with 78 teachers of young learners in different foreign language centers in Mekong Delta in Vietnam. The results revealed that learning engagement in listening lessons is relatively emphasized, especially in the aspect of behavioral and cognitive engagement. Several important engaging techniques were suggested as effective ways to improve learners’ listening performance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0036/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475296,"journal":{"name":"European Journal of English Language Teaching","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134930537","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}

{"title":"THE EFFECTS OF QUESTIONING AS PRE-READING ACTIVITY ON EFL GRADE 12 STUDENTS’ CRITICAL THINKING IN READING CLASSES IN KIEN GIANG, VIETNAM","authors":"Trinh Doan Thi Nguyen, Huan Buu Nguyen","doi":"10.46827/ejel.v8i4.4999","DOIUrl":"https://doi.org/10.46827/ejel.v8i4.4999","url":null,"abstract":"<p>Research has indicated that questioning is used as an interactive way to engage students in learning English as a foreign or second language. In particular, rooted in Socratic philosophy, this strategy involves students in thinking and communicating ideas and knowledge to others for effective learning. However, teacher questioning in English classroom context in higher education in Viet Nam has not received much attention. Moreover, classroom questioning and teachers’ perceptions of this instructional practice facilitating students’ critical thinking in English major classes remained scarce. Therefore, this study aims to investigate the effects of questioning as pre-reading activity on students’ critical thinking in EFL reading classes. The participants in this study were 80 grade 12 students of the two classes at a high school, in Kien Giang province. Data collection in this study includes pre-tests, post-tests, questionnaires, and interviews. The findings from this study indicate that the implementation of questioning as a pre-reading activity by students in the experimental group yielded positive effects on students’ critical thinking in reading classes. Pedagogical implications for teachers and school administrators are made.<strong> </strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0059/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475296,"journal":{"name":"European Journal of English Language Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337625","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}

{"title":"BLENDING DIFFERENT METHODOLOGIES IN THE ACTION-ORIENTED APPROACH","authors":"Ismail Ipek, Ahmet Acar","doi":"10.46827/ejel.v8i4.4984","DOIUrl":"https://doi.org/10.46827/ejel.v8i4.4984","url":null,"abstract":"The goal of training social actors in language teaching set by CEFR (CoE, 2001) (Common European Framework of Reference for Languages) has shifted the ultimate goal of language teaching from training successful communicators to training social actors who have the ability to carry out social actions in and/or outside the classroom, which gave rise to a new approach called the action-oriented approach (AoA) in language teaching. One of the unique characteristics of the AoA is that it combines or blends the previous methodological matrices in coherence and synergy. While there are different definitions of blended learning in the literature, this article focuses on one version of blended learning, which is combining or blending different methodologies within the framework of the action-oriented approach (AoA).<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0037/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475296,"journal":{"name":"European Journal of English Language Teaching","volume":"52 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135597962","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}