Australian journal of applied linguistics最新文献

Enhancing ESL learners' executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching 提高 ESL 学习者的执行功能和认知能力：情景学习和任务型语言教学的混合方法

Australian journal of applied linguistics Pub Date : 2024-06-08 DOI: 10.29140/ajal.v7n2.1522

Cheng Yao, Supawadee Kanjanakate, Nirat Jantharajit

{"title":"Enhancing ESL learners' executive function and cognitive ability: A hybrid approach of situated learning and task-based language teaching","authors":"Cheng Yao, Supawadee Kanjanakate, Nirat Jantharajit","doi":"10.29140/ajal.v7n2.1522","DOIUrl":"https://doi.org/10.29140/ajal.v7n2.1522","url":null,"abstract":"In the contemporary era of globalization, learning a second language has become a pivotal means to broaden individual perspectives and enhance competitiveness. English, as the lingua franca of international communication, assumes particular importance. This paper delves into the integrated application of situated learning (SL) and task-based language teaching (TBLT) in English as a Second Language (ESL) instruction, aiming to augment learners' executive function (EF) and cognitive ability (CA). SL theory underscores the interplay between learning and context, whereas TBLT emphasizes task-centric pedagogical approaches. These two methodologies share numerous parallels in ESL instruction, both prioritizing the cultivation of students' active participation and communicative competencies. Consequently, the integration of SL with TBLT mutually catalyzes, collectively enhancing students' learning outcomes. In the design and implementation of ESL instruction, a framework comprising stages such as preparation, introduction, task preparation, task implementation, task completion, language feedback, language summary, and task evaluation is proposed to ensure the effectiveness and appeal of teaching. Despite potential challenges in practice, such as insufficient teaching resources, the complexity of instructional implementation, and imperfect assessment and reflection mechanisms, the integrated approach of SL and TBLT still harbors immense potential and value. Thus, further in-depth research and practice are warranted to explore this integrative teaching methodology.","PeriodicalId":477449,"journal":{"name":"Australian journal of applied linguistics","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141369426","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

Perceptions, challenges, and prospects: University professors’ use of artificial intelligence in education 认知、挑战和前景：大学教授在教育中使用人工智能的情况

Australian journal of applied linguistics Pub Date : 2024-05-14 DOI: 10.29140/ajal.v7n1.1309

N. Abdelaal, Islam Al Sawy

{"title":"Perceptions, challenges, and prospects: University professors’ use of artificial intelligence in education","authors":"N. Abdelaal, Islam Al Sawy","doi":"10.29140/ajal.v7n1.1309","DOIUrl":"https://doi.org/10.29140/ajal.v7n1.1309","url":null,"abstract":"Artificial Intelligence (AI) has emerged as a prominent area of investigation in the field of education. Also, perceptions, challenges and threats of AI among university professors show notable variations. This study explores university professors’ perspectives regarding AI, including their familiarity with AI, its educational impacts, challenges associated with its implementation, and perceived threats. To achieve this, a survey was administered to 65 university professors from diverse Egyptian institutions, both state and private. Subsequent statistical analyses were conducted to treat the collected data. The outcomes of these analyses reveal that university professors possess varying degrees of familiarity with AI. Despite this, they view AI as a valuable educational tool. The study identifies several challenges hindering AI adoption, encompassing difficulties in comprehending and interpreting AI algorithmic outcomes, the intricate autonomy of AI systems, financial implications of implementation, and concerns regarding data privacy. Additionally, the study identifies apprehensions pertaining to AI’’s influence on professors’ skills, potential dehumanization of pedagogy, adverse effects on students, and the potential obsolescence of professors. These findings bear implications for the integration of AI in educational contexts, highlighting the necessity for further exploration in this evolving field.","PeriodicalId":477449,"journal":{"name":"Australian journal of applied linguistics","volume":"113 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140977822","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

Examining Fijian First-Year University Students’ English Proficiency on CEFR Levels 斐济大学一年级学生英语水平CEFR水平测试

Australian journal of applied linguistics Pub Date : 2023-10-17 DOI: 10.29140/ajal.v6n2.1050

Prashneel Ravisan Goundar

{"title":"Examining Fijian First-Year University Students’ English Proficiency on CEFR Levels","authors":"Prashneel Ravisan Goundar","doi":"10.29140/ajal.v6n2.1050","DOIUrl":"https://doi.org/10.29140/ajal.v6n2.1050","url":null,"abstract":"English is the main lingua franca among the various ethnolinguistic groups in Fiji. This results in a sociocultural problem when students enter universities from different high school backgrounds. To this end, this study analysed the level of difference in writing abilities at the beginning of the first year of study and at the end of the first-year program of undergraduate students. The goal was to generate new insights that could inform ongoing efforts towards ameliorating academic English language proficiency in Fiji. The study took place at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university program. This study used the Common European Framework of Reference for Languages (CEFR) to evaluate student writing skills and for the development of curricula to meet students’ needs. The study employed quantitative research design to a longitudinal language testing research context. The CEFR was successful in gauging the student’s preparedness for university study and work life. Out of the 120 students, it was observed that from the 62 students who were at the A1 level at the end beginning of the year progressed to levels B1 and B2. Out of 62, 21 moved to B1 where 41 moved to B2. Further, 49 students from A2 level also progressed as 44 of these students had B2 and another 5 made substantial improvement by moving up to C1 level. The findings of this study can be used in improving support systems to enhance the smooth transition of multilingual students from high school through university and into the workforce. The analyses have the potential to provide insights into how Fijian undergraduate students are performing compared to students in other countries and how the EFL curriculum might be adapted to students’ needs.","PeriodicalId":477449,"journal":{"name":"Australian journal of applied linguistics","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135996147","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

L1-L2 congruency as a criterion to identify collocations based on contrastive analysis 基于对比分析，以L1-L2一致性为判断搭配的标准

Australian journal of applied linguistics Pub Date : 2023-01-01 DOI: 10.29140/ajal.v6n1.716

Maryam Barghamadi, James Rogers, Joanne Arciuli, Weifeng Han, Amanda Muller

{"title":"L1-L2 congruency as a criterion to identify collocations based on contrastive analysis","authors":"Maryam Barghamadi, James Rogers, Joanne Arciuli, Weifeng Han, Amanda Muller","doi":"10.29140/ajal.v6n1.716","DOIUrl":"https://doi.org/10.29140/ajal.v6n1.716","url":null,"abstract":"In second language learning research, L1-L2 congruency refers to the similarity in form and meaning of the way a word or phrase is said between two languages. If there is low L1-L2 congruency, the learning burden of a word or phrase can be higher, and thus, such items should be focused on more in teaching to help learners avoid errors. For example, an unacceptable structure could be produced when second language learners use direct or literal translation to formulate multiword units (MWUs) in the target language. This study used L1-L2 congruency as a criterion to identify English MWUs with low congruency with their Persian equivalents to create a resource for Persian-speaking English learners. An L1-L2 contrastive analysis was conducted on a list of approximately 11,000 high-frequency MWUs. This list was translated, and the items were given ratings regarding their congruency in Persian. The results revealed that more than 65% of the items examined were incongruent with their word-for-word translations, demonstrating that L1-L2 congruency is a significant factor in selecting MWUs for Persian-speaking English learners. Since focusing on incongruent items may help learners avoid errors, the results of this study can help improve the efficacy of English acquisition by Persian-speaking learners through its identification of particular MWUs that have low congruency between the two languages.","PeriodicalId":477449,"journal":{"name":"Australian journal of applied linguistics","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136372903","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

The Academic Literacy Journey of Student Writers at Transition to an English Medium Instruction (EMI) University Programme in Japan 日本大学生作家向英语媒介教学(EMI)过渡的学术素养之旅

Australian journal of applied linguistics Pub Date : 2023-01-01 DOI: 10.29140/ajal.v6n2.1056

Oliver Hadingham

{"title":"The Academic Literacy Journey of Student Writers at Transition to an English Medium Instruction (EMI) University Programme in Japan","authors":"Oliver Hadingham","doi":"10.29140/ajal.v6n2.1056","DOIUrl":"https://doi.org/10.29140/ajal.v6n2.1056","url":null,"abstract":"English Medium Instruction (EMI) has spread far and wide in recent years, becoming a prominent feature of higher education globally. One area of research is devoted to exploring how students cope with the transition to EMI university programmes. The present study traces the academic literacy challenges of 40 1st year EMI social science students during their initial 14-week academic writing preparatory course at a university in Japan. A mixed-methods approach was used to chart changes in student perceptions of academic literacy challenges via questionnaires, interviews, and written journals. Data revealed that academic writing remained challenging for all participants, with no significant change discernible in student perceptions of academic writing difficulties across the four time-points.Qualitative content analysis revealed that the journey towards academic literacy was a trying one. Students felt unprepared for the demands of academic writing, given the high-stakes exam focus of high school English curricula in Japan. The study underlines the importance of EMI support provision that is sufficiently tailored to the demands of academic literacy development.","PeriodicalId":477449,"journal":{"name":"Australian journal of applied linguistics","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135709185","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

Prioritizing and Addressing Perceived Listening Challenges of IELTS Test Takers in Bangladesh 孟加拉国雅思考生听力挑战的优先级和解决方案

Australian journal of applied linguistics Pub Date : 2023-01-01 DOI: 10.29140/ajal.v6n2.1091

S. M. Akramul Kabir, Una Cunningham

{"title":"Prioritizing and Addressing Perceived Listening Challenges of IELTS Test Takers in Bangladesh","authors":"S. M. Akramul Kabir, Una Cunningham","doi":"10.29140/ajal.v6n2.1091","DOIUrl":"https://doi.org/10.29140/ajal.v6n2.1091","url":null,"abstract":"Listening comprehension is an essential part of L2 learning. However, listening skills are neither taught nor assessed in the mainstream secondary and higher secondary public exams in Bangladesh. As a result, mainstream higher secondary students do not face a test of their listening skills until they attempt an IELTS test. For this reason, the listening test for the IELTS is challenging for post-higher secondary students. The purpose of this study is to explore the difficulties in the IELTS listening test perceived by Bangladeshi test takers; how test takers are prepared for the test and how experienced test takers report on the preparation for the test. Both qualitative and quantitative approaches have been adopted for this research. Semi-structured interviews were conducted with six IELTS preparatory-course trainers. In addition, five experienced IELTS test takers were also interviewed who secured a band score of 7.0 or above. All the participants were selected through purposive sampling. As a part of the quantitative research approach, 224 participants from an IELTS preparatory course were surveyed. The findings show that the primary challenge for the test takers is their inability to recognize known words as well as new vocabulary while listening to an audio in the IELTS test. The findings of the study may help IELTS trainers assist potential test takers in dealing with the difficulties of the IELTS listening test.","PeriodicalId":477449,"journal":{"name":"Australian journal of applied linguistics","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135710500","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

Insights into L2 Connected Speech Segmentation: A Gating Experiment with Listeners of Different English Proficiency Levels 二语连接语音分词:不同英语水平听者的门控实验

Australian journal of applied linguistics Pub Date : 2023-01-01 DOI: 10.29140/ajal.v6n2.1038

Naquel Zoghlami

{"title":"Insights into L2 Connected Speech Segmentation: A Gating Experiment with Listeners of Different English Proficiency Levels","authors":"Naquel Zoghlami","doi":"10.29140/ajal.v6n2.1038","DOIUrl":"https://doi.org/10.29140/ajal.v6n2.1038","url":null,"abstract":"The relative contribution of bottom-up (i.e., acoustic-phonetic) and top-down (i.e., contextual) cues for successful L2 online segmentation is still a matter of debate. This study used the gating paradigm to investigate the segmentation processes of adult L2 English listeners with different proficiency levels, by looking at the type of cues they exploit and how they revise their hypotheses as connected speech is progressively revealed. Twenty-one French and Tunisian undergraduates were selected from a larger pool (n = 226) and identified as skilled (n = 11) and unskilled (n = 10) listeners based on their scores on standardized English listening and vocabulary tests. Descriptive statistics, analysis of variance and qualitative analysis were performed on the obtained data. Overall, this study provides supporting L2 evidence for the hierarchical nature of the multiple speech segmentation cues (Mattys et al., 2005). The results indicated an early effect of context on segmentation independent of L2 proficiency when the context is constraining. In non-constraining contexts, successful segmentation is delayed for both groups, with unskilled L2 listeners needing far more bottom-up information to process input and revise their segmentation hypotheses. We conclude that, in online L2 speech segmentation, what distinguishes proficient from non-proficient listeners is their efficient processing of bottom-up cues. Pedagogical implications are provided, hoping to help L2 English teachers (and materials developers) focus on bottom-up training to improve their learners’ real-time comprehension competence.","PeriodicalId":477449,"journal":{"name":"Australian journal of applied linguistics","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135704802","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

Multilingual Practice and Multilingual Selves: A Mixed-method Study of EMI International Students in Japan 多语言实践与多语言自我:日本EMI国际学生的混合方法研究

Australian journal of applied linguistics Pub Date : 2023-01-01 DOI: 10.29140/ajal.v6n2.1001

Siyan Dang

{"title":"Multilingual Practice and Multilingual Selves: A Mixed-method Study of EMI International Students in Japan","authors":"Siyan Dang","doi":"10.29140/ajal.v6n2.1001","DOIUrl":"https://doi.org/10.29140/ajal.v6n2.1001","url":null,"abstract":"The utilization of English-medium Instruction (EMI) has become increasingly prevalent in Japanese higher education as a means of promoting internationalisation. International students who come to study in Japan are likely to encounter unforeseen multilingual situations where they are forced to learn the local language. This study employed a mixed-methods investigation comprising both quantitative and qualitative elements to examine the relationship between EMI international students and the local language they have acquired, as well as the multilingual selves they have constructed through this process. A questionnaire-based quantitative survey completed by 178 participants investigated the acquisition and use of the Japanese language by EMI international students and to identify any barriers they encountered during this process. In the second phase, a multi-case qualitative study was conducted to gain a deeper understanding of the multilingual selves of international students. Four participants took part in in-depth semi-structured interviews. The findings of this study indicate that EMI international students do not possess a holistic understanding of a certain language, but they could achieve holistic communication with all the linguistic resources they possess. Policy recommendations for language education and language support in EMI settings have been proposed for practitioners and stakeholders in the academic community to ensure that language proficiency is optimized to enhance effective teaching and learning outcomes.","PeriodicalId":477449,"journal":{"name":"Australian journal of applied linguistics","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136374687","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