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Impact of student-selected pairing on collaborative task engagement 学生选择的配对对协作任务投入的影响
IF 2.5 2区 文学
Elt Journal Pub Date : 2023-05-29 DOI: 10.1093/elt/ccad024
Sze Ching Tsoi, S. Aubrey
{"title":"Impact of student-selected pairing on collaborative task engagement","authors":"Sze Ching Tsoi, S. Aubrey","doi":"10.1093/elt/ccad024","DOIUrl":"https://doi.org/10.1093/elt/ccad024","url":null,"abstract":"\u0000 This study investigated the impact of student-selected pairs on emotional engagement and language-learning opportunities generated during collaborative tasks. Sixteen learners of English at a Hong Kong secondary school performed collaborative tasks in two pairing arrangements: student-selected pairing and teacher-assigned pairing (mixed proficiency). Data sources include transcripts of task interactions, a self-selection questionnaire that assessed learners’ criteria for selecting a partner, and a post-task emotional engagement questionnaire. The results revealed that learners’ choice of partner was primarily based on friendship, and that, compared to the teacher-assigned pairing arrangement, self-selection led to elevated levels of enjoyment. However, neither arrangement had an overall advantage in terms of generating language-related discussions. A qualitative analysis of task interactions revealed that student-selected pairs more frequently used the L1 to elaborate and resolve English language issues, but the friendship nature of these collaborations also led to more frequent off-task discussions, limiting their language learning opportunities.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44305189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Strategies for avoiding misunderstanding in English L2 conversations 二语会话中避免误解的策略
IF 2.5 2区 文学
Elt Journal Pub Date : 2023-05-25 DOI: 10.1093/elt/ccad025
Kim McDonough, Chen Liu, P. Trofimovich
{"title":"Strategies for avoiding misunderstanding in English L2 conversations","authors":"Kim McDonough, Chen Liu, P. Trofimovich","doi":"10.1093/elt/ccad025","DOIUrl":"https://doi.org/10.1093/elt/ccad025","url":null,"abstract":"\u0000 To contribute to existing research that describes how L2 speakers avoid misunderstanding during conversation, the current study examines the strategies used by university students in Canada. The students (N = 104) were audio-recorded while carrying out two communicative tasks in pairs: exchanging personal experiences about moving to Canada, and discussing academic research studies. Transcripts were coded for the occurrence of speaker strategies (e.g. comprehension check, elaboration) and listener strategies (e.g. confirmation check, clarification request) for avoiding misunderstanding. Their use of speaker and listener strategies was compared overall and by conversational topic (i.e. personal or academic). The results indicated that the students used more speaker strategies than listener strategies and produced more speaker strategies during the academic discussion than the personal topic. Implications for L2 teaching are highlighted.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"1 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41335292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Linguistic landscapes tasks in Global Englishes teacher education 全球英语教师教育中的语言景观任务
IF 2.5 2区 文学
Elt Journal Pub Date : 2023-05-24 DOI: 10.1093/elt/ccad027
Osman Solmaz
{"title":"Linguistic landscapes tasks in Global Englishes teacher education","authors":"Osman Solmaz","doi":"10.1093/elt/ccad027","DOIUrl":"https://doi.org/10.1093/elt/ccad027","url":null,"abstract":"\u0000 This cross-sectional study attempts to investigate the impacts of linguistic landscape (LL) tasks on EFL teacher candidates’ understanding of English in local and global contexts. To this end, three cohorts of student teachers carried out LL fieldwork, uploaded images of English signage to an LL application, Lingscape, and submitted a mini research paper on the use of Englishes. They also wrote a reflective journal featuring a discussion of their experiences. Qualitative content analysis was utilized to interpret the data for the purpose of illustrating major themes emerging from the data. The findings highlighted a heightened awareness among student teachers towards locating and reflecting on Englishes in everyday contexts, an improved understanding of English as a lingua franca and Global Englishes, and their intentions to adopt Global-Englishes-oriented language teaching practices in the future. The study concludes by discussing the implications of this approach, and calls for a wider inclusion of LL-centred tasks in EFL teacher education curricula.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43309192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
From notes to writing: three students in focus 从笔记到写作：三位焦点学生
IF 2.5 2区 文学
Elt Journal Pub Date : 2023-05-10 DOI: 10.1093/elt/ccad022
Joseph Siegel
{"title":"From notes to writing: three students in focus","authors":"Joseph Siegel","doi":"10.1093/elt/ccad022","DOIUrl":"https://doi.org/10.1093/elt/ccad022","url":null,"abstract":"\u0000 Taking notes while listening not only aids comprehension and concentration in the moment but also creates an external storage repository of information for later use. As the number of students taking content courses in their L2 in English medium instruction contexts grows, L2 notetaking abilities are beginning to receive much-needed pedagogic and research attention. Students use their notes for a variety of post-listening activities, one of which is writing assignments. The present paper examines the relationship between notes taken by three L2 English students while listening to an academic English text, and writing tasks based on the notes taken. Quantitative and qualitative analysis of the written tasks are presented and discussed in light of note content, providing insights as to how notes are used to generate post-listening writing tasks. Pedagogic implications related to the note-writing task relationship stemming from the findings are presented.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41844427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Challenging native speakerism in a Korean college English course 在韩国大学英语课程中挑战母语者
2区 文学
Elt Journal Pub Date : 2023-04-24 DOI: 10.1093/elt/ccad019
Soyoung Lee
{"title":"Challenging native speakerism in a Korean college English course","authors":"Soyoung Lee","doi":"10.1093/elt/ccad019","DOIUrl":"https://doi.org/10.1093/elt/ccad019","url":null,"abstract":"Abstract English is a popular language in South Korea. It has been a part of the official public school curriculum for 10 years and many students pursue more English courses in college. However, there is a general consensus among English instructors in Korean institutions of higher education that students lack confidence as learners and users of English. Students also describe themselves as having ‘English trauma’, which is a popular notion among Korean students. In this article, I explain how damaging native speakerism is for the students’ confidence as language learners and I describe the changes I made to my curriculum to implement a more humanistic curriculum designed to minimize the negative emotional pressure my students felt. In closing, I will discuss my reflections on the process.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134955249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Decolonization as pedagogy: a praxis of ‘becoming’ in ELT 非殖民化作为教育学：英语教学中“成为”的实践
IF 2.5 2区 文学
Elt Journal Pub Date : 2023-04-22 DOI: 10.1093/elt/ccad017
Suresh Canagarajah
{"title":"Decolonization as pedagogy: a praxis of ‘becoming’ in ELT","authors":"Suresh Canagarajah","doi":"10.1093/elt/ccad017","DOIUrl":"https://doi.org/10.1093/elt/ccad017","url":null,"abstract":"\u0000 This introduction to the special issue on ‘Decolonizing ELT’ defines pedagogy as expanding beyond the classroom and knowledge concerns to accommodate embodied affective, social, and cultural learning that draws from and transforms environmental and geopolitical spaces. It defines pedagogy as a ‘praxis’, involving the reflexivity of action, reflection, and relearning, thus challenging the condescending view of ‘practice’ as secondary to research, policy, and scholarship. This perspective enhances the political stakes in pedagogy by contesting the micro/macro binary that relegates pedagogic resistance to ineffectual local changes. Reviewing constructs from Southern epistemologies, such as non-duality, relationality, becoming, coexistence, ethical values, and non-representational dispositions, this introduction outlines a decolonial ELT. A decolonial pedagogy focuses on developing the ethical, relational, and critical dispositions that will help students negotiate very diverse and unpredictable communicative contexts for meaningful and inclusive communication, drawing from all the semiotic resources in the environment. Rather than ‘transferable’ norms and rules, it focuses on ‘adaptive’ dispositions that help negotiate unpredictable communicative interactions.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45923029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Introduction to the Special Section on Critical Pedagogy 批判教学法专题导论
IF 2.5 2区 文学
Elt Journal Pub Date : 2023-04-19 DOI: 10.1093/elt/ccad021
A. Cogo
{"title":"Introduction to the Special Section on Critical Pedagogy","authors":"A. Cogo","doi":"10.1093/elt/ccad021","DOIUrl":"https://doi.org/10.1093/elt/ccad021","url":null,"abstract":"","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41875071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
ESOL classes as trauma-sensitive physical spaces ESOL类创伤敏感物理空间
IF 2.5 2区 文学
Elt Journal Pub Date : 2023-04-18 DOI: 10.1093/elt/ccad020
Orsolya Dunn
{"title":"ESOL classes as trauma-sensitive physical spaces","authors":"Orsolya Dunn","doi":"10.1093/elt/ccad020","DOIUrl":"https://doi.org/10.1093/elt/ccad020","url":null,"abstract":"\u0000 I have worked in ESOL for the best part of 15 years now in the west of Scotland in a number of educational contexts engaging learners with ESOL needs from a variety of backgrounds. I have often thought of working in ESOL as akin to completing a 1000-piece jigsaw; having to work with an infinite number of variables, fitting together all the parts, coping with the continuous stream of missing pieces, and needing the emotional strength to withstand the occasional knocks to the table.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42285187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Critical literacy supplementary materials in high school EFL 高中批判性读写辅助教材 EFL
IF 2.5 2区 文学
Elt Journal Pub Date : 2023-04-17 DOI: 10.1093/elt/ccad016
Hye-Yeon Jung
{"title":"Critical literacy supplementary materials in high school EFL","authors":"Hye-Yeon Jung","doi":"10.1093/elt/ccad016","DOIUrl":"https://doi.org/10.1093/elt/ccad016","url":null,"abstract":"\u0000 Building on the concept of Freirean culture circles, this study reports on the development of supplementary materials to incorporate critical literacy into high school EFL textbooks. Collaborating with two experienced high school EFL teachers in South Korea, critical supplementary materials were developed to compensate for the speaking sections of Korean high school EFL textbooks. Teacher interviews, classroom interactions, and students’ surveys revealed five key elements of critical materials that were necessary for students’ critical engagement, namely: framing, safer topics, critical questions, critical vocabulary, and writing before speaking. This study shows that critical materials enable teachers’ critical literacy teaching practices, helping teachers deal with the dilemma between what is feasible and the principles of critical literacy. With classroom-based examples and discussions, this article offers insights to ELT teachers, materials developers, and teacher educators who strive to promote critical literacy in skill-based ELT classrooms.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46075447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Decolonizing classroom discourse: insights from interactional research 课堂话语去殖民化：互动研究的启示
IF 2.5 2区 文学
Elt Journal Pub Date : 2023-04-13 DOI: 10.1093/elt/ccad008
Daisuke Kimura, Aurora Tsai
{"title":"Decolonizing classroom discourse: insights from interactional research","authors":"Daisuke Kimura, Aurora Tsai","doi":"10.1093/elt/ccad008","DOIUrl":"https://doi.org/10.1093/elt/ccad008","url":null,"abstract":"\u0000 With the goal of contributing to ongoing efforts to decolonize ELT, this article addresses the potential of microanalytic research into classroom interaction in disrupting hegemonic forces of coloniality. Microanalytic research provides a step-by-step, minute examination of interactional discourse, and it has the capacity to reveal gaps between official policies/participants’ beliefs and actual communication practices. To set the scene, we begin the article with a sketch of our experience in Japan and a review of previous studies reporting on teachers’ struggles and responses in confronting coloniality in the ELT classroom. We then turn to microanalytic research to show how this strand of work may complement ongoing efforts towards decolonizing ELT by foregrounding participants’ resourcefulness and agency in rewriting existing norms and structures. In closing, we consider future directions for decolonizing ELT classroom interaction research and pedagogy, emphasizing the affordances of microanalytic insights for pedagogical reflection and practice.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45175999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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