English Language Teaching最新文献_第2页

Research on Cultivating Critical Thinking in High School English Reading Teaching 在高中英语阅读教学中培养批判性思维的研究

English Language Teaching Pub Date : 2024-05-13 DOI: 10.5539/elt.v17n6p25

Yanhong Shao, Han Jiang

引用次数: 0

Exploring the Impact of Online Translation on Writing Revision among Chinese Non-English Major Students 探索在线翻译对中国非英语专业学生写作修改的影响

English Language Teaching Pub Date : 2024-05-13 DOI: 10.5539/elt.v17n6p1

Yan Zuo, Mengyu Liu, Zhengwei Pei

{"title":"Exploring the Impact of Online Translation on Writing Revision among Chinese Non-English Major Students","authors":"Yan Zuo, Mengyu Liu, Zhengwei Pei","doi":"10.5539/elt.v17n6p1","DOIUrl":"https://doi.org/10.5539/elt.v17n6p1","url":null,"abstract":"The present study examined the efficacy of online translation as an auxiliary revision tool for Chinese non-English majors, assessing its influence on writing performance and the students’ perceptions of its role in the revision process. This study employed writing task, questionnaire survey, and semi-structured interview to examine the efficacy of online translation as an auxiliary revision tool for Chinese non-English majors, assessing its influence on writing performance and the students’ perceptions of its role in the revision process. A total of 94 Chinese non-English majors who learn English as a foreign language (EFL) participated in the study. The results indicate that compared with those who revise their texts independently, those Chinese non-English majors who refer to online translation in the process of revision, made significantly more changes at the below-clause and clause and above levels in terms of revision domain, with increased additions and substitutions. Additionally, having access to online translation in the process of revision, Chinese non-English majors significantly increased their text length in final drafts, with decreased error rate, more low-frequency and sophisticated words, and varied lexical choices. Besides, virtually most of the participants use online translation frequently in English writing activities with a generally positive attitude towards the integration of online translation into English writing revision. For English teachers, they can consider allowing students to use online translation in the process of revision and giving students sufficient guidance on how best to realize its fullest potential. For Chinese non-English majors, they’d better keep improving their self-learning ability and double-check the online translation output by using other resources.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"75 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140983119","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 Foreign Language Anxiety on EFL Learners’ Attitudes Towards Blended Learning 外语焦虑对英语学习者混合式学习态度的影响

English Language Teaching Pub Date : 2024-04-25 DOI: 10.5539/elt.v17n5p60

Noha Almansour, Maha Alfahad

{"title":"The Impact of Foreign Language Anxiety on EFL Learners’ Attitudes Towards Blended Learning","authors":"Noha Almansour, Maha Alfahad","doi":"10.5539/elt.v17n5p60","DOIUrl":"https://doi.org/10.5539/elt.v17n5p60","url":null,"abstract":"This study investigates the attitudes of Saudi English as a foreign language (EFL) learners toward blended learning and explores the impact of foreign language anxiety on shaping these attitudes. The study sample selected purposively consisted of 118 participants. A quantitative research approach was employed, utilizing a self-reported questionnaire to assess learners’ foreign language anxiety and their attitudes toward blended learning. The study yielded the following significant findings: First, the results revealed that EFL learners exhibited positive attitudes toward blended learning. Second, findings indicated that EFL learners involved in blended learning exhibited a moderate level of foreign language anxiety. Third, the study revealed that foreign language anxiety had no significant impact on the following four key constructs of attitudes toward blended learning: flexibility, study management, classroom learning, and online interaction, as well as overall attitudes. However, it was observed that the high-anxiety group exhibited more positive attitudes toward online learning and technology in blended learning compared with the low-anxiety group. These findings have pedagogical implications for educators and practitioners designing and implementing blended learning approaches in EFL classrooms. The study results recommend integrating blended learning in higher education, taking into account high-anxiety learners’ preferences of two aspects of blended learning: online learning and the integration of technology.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"36 44","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140657761","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

Iconicity in Chinese Sign Language and Filipino Sign Language 中国手语和菲律宾手语中的象形性

English Language Teaching Pub Date : 2024-04-24 DOI: 10.5539/elt.v17n5p51

Jianwei Wang

引用次数: 0

ChatGPT and EFL/ESL Writing: A Systematic Review of Advantages and Challenges ChatGPT 和 EFL/ESL 写作：优势与挑战的系统回顾

English Language Teaching Pub Date : 2024-04-22 DOI: 10.5539/elt.v17n5p41

N. Alsaedi

{"title":"ChatGPT and EFL/ESL Writing: A Systematic Review of Advantages and Challenges","authors":"N. Alsaedi","doi":"10.5539/elt.v17n5p41","DOIUrl":"https://doi.org/10.5539/elt.v17n5p41","url":null,"abstract":"Artificial Intelligence (AI) has initiated a new era in education with significant potential to revolutionize teaching and learning. ChatGPT has attracted scholars' interest in exploring its beneficial aspects and constraints for enhancing teaching methods and learning experiences. This systematic review aims to investigate the advantages and challenges of ChatGPT for EFL/ESL writing. The data was gathered from three databases, namely Web of Science, Science Direct, and ERIC, between November 2022 and January 2024. A total of 182 publications were gathered using precise keywords, and the 15 most pertinent articles were selected following the PRISMA flowchart. Findings show that ChatGPT can enhance writing efficiency and creativity, improve writing proficiency, and personalize learning experiences. It can also reduce teachers' workload by offering automated evaluation, feedback, and support for revision. The results also show that despite its potential advantages for both instructors and learners, it presents some challenges, such as overreliance, decreased motivation, learning loss, identifying errors at the deep level of the language, offering inconsistent and complex feedback, and issues with academic integrity and originality. The detailed findings and their implications for practice and policy are discussed.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"66 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140675865","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

Traditional and Current Perspectives on Pronunciation Teaching 发音教学的传统与现代视角

English Language Teaching Pub Date : 2024-04-22 DOI: 10.5539/elt.v17n5p35

Cirine Zouaidi

引用次数: 0

Experimental Study on Career Experiential Teaching mode for English Major Freshmen in Application-oriented Colleges 应用型高校英语专业新生职业体验式教学模式实验研究

English Language Teaching Pub Date : 2024-04-18 DOI: 10.5539/elt.v17n5p22

Jingjing Tian

{"title":"Experimental Study on Career Experiential Teaching mode for English Major Freshmen in Application-oriented Colleges","authors":"Jingjing Tian","doi":"10.5539/elt.v17n5p22","DOIUrl":"https://doi.org/10.5539/elt.v17n5p22","url":null,"abstract":"To meet the demands of the market and society, application-oriented colleges must align their teaching with the real professional world, emphasizing the linkage with industry and actively engaging in career experiential teaching. This study aims to construct a career experiential teaching mode specifically tailored for English majors. After successfully constructing such a model, the author conducted an experimental study targeting freshmen majoring in English to assess its effectiveness in enhancing their career readiness and overall development. The participants were English major freshmen from the Class of 2022 at Guangzhou College of Commerce, enrolled in an Orientation course specifically designed to incorporate the experiential teaching model. After thoroughly analyzing questionnaire responses and students’ training reports, the author discovered that students participating in the career experiential teaching mode exhibited greater engagement, motivation, and satisfaction with their learning experience. Furthermore, they demonstrated a deeper understanding of career-related concepts, improved practical skills, and comprehensive ability development. Therefore, it is concluded that this career experiential teaching mode effectively prepares students for successful careers and enhances their overall capabilities. This research adds empirical evidence to the existing knowledge base regarding the benefits of integrating career experiential teaching into higher education, providing valuable insights for educators to adopt in preparing students for a smooth transition into the workforce.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140687455","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

Navigating Professional Identity: Insights into the Effects of Post-Observation Conferences on Educational Supervisors 职业身份导航：观察后会议对教育督导影响的启示

English Language Teaching Pub Date : 2024-04-17 DOI: 10.5539/elt.v17n5p12

Abdulhakeem Almerabi, A. Almuhammadi

{"title":"Navigating Professional Identity: Insights into the Effects of Post-Observation Conferences on Educational Supervisors","authors":"Abdulhakeem Almerabi, A. Almuhammadi","doi":"10.5539/elt.v17n5p12","DOIUrl":"https://doi.org/10.5539/elt.v17n5p12","url":null,"abstract":"This research endeavors to investigate the influence of post-observation conferences (POCs) on the professional identity of educational supervisors within public education settings. POCs represent dialogic sessions conducted between supervisors and teachers subsequent to classroom observations, where they deliberate on the strengths and areas for enhancement in the observed teaching practices. Professional identity, in this context, pertains to the self-understanding and self-image concerning one's role and responsibilities as an educational supervisor. Employing a qualitative, narrative inquiry research design, the study utilizes semi-structured interviews and a focus group as data collection methods. The study involves two English language educational supervisors located in Makkah, Saudi Arabia, as participants. Data analysis is conducted through thematic analysis, guided by Braun and Clarke's (2006) six phases. The findings underscore the significant impact of POCs on the professional identity of educational supervisors, facilitating avenues for learning, feedback, reflection, and collaboration. Moreover, the study identifies challenges and offers suggestions to enhance the quality and effectiveness of POCs. By contributing to the literature on educational supervision and professional development, this study furnishes educational implications for practice.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"77 S12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140693840","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

Enhancing English Oral Communication Skills through Virtual Reality: A Study on Anxiety Reduction and Authentic Learning 通过虚拟现实提高英语口语交流技能：关于减轻焦虑和真实学习的研究

English Language Teaching Pub Date : 2024-04-17 DOI: 10.5539/elt.v17n5p1

Ophelia Hsiang Ling Huang

{"title":"Enhancing English Oral Communication Skills through Virtual Reality: A Study on Anxiety Reduction and Authentic Learning","authors":"Ophelia Hsiang Ling Huang","doi":"10.5539/elt.v17n5p1","DOIUrl":"https://doi.org/10.5539/elt.v17n5p1","url":null,"abstract":"This study delves into the efficacy of a curriculum emphasizing English oral communication, employing virtual reality (VR) technology. Virtual presentations emulate real-world speaking scenarios, such as classroom presentations and elevator pitches, to provide students with authentic experiences in public speaking and interview interactions. Through ongoing pedagogical inquiry, the research endeavors to deepen comprehension among students and educators regarding integrating virtual reality into the English as a Foreign Language (EFL) classroom, explicitly focusing on presentations. The investigation scrutinizes the impact of varied learning environments, particularly the reduction of anxiety and the facilitation of authentic learning through virtual reality, on students' beliefs, confidence levels, and subsequent English language proficiency. By scrutinizing shifts in students' anxiety levels pre- and post-intervention, the study furnishes valuable insights and recommendations for future research and pedagogical practices. These insights aim to equip educators with strategies to mitigate student anxiety, enhance the efficacy of VR applications in language instruction, and enrich overall learning experiences.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"107 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140694207","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

Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 4, 2024 英语语言教学》审稿人致谢，第 17 卷第 4 期，2024 年

English Language Teaching Pub Date : 2024-03-31 DOI: 10.5539/elt.v17n4p82

Gavin Yu

引用次数: 0