English Language Teaching最新文献

{"title":"Chinese Senior High EFL Learners’ Foreign Language Reading Anxiety: Profile and Sources","authors":"Lingfeng Chen, Shuaiyu Wang","doi":"10.5539/elt.v17n4p48","DOIUrl":"https://doi.org/10.5539/elt.v17n4p48","url":null,"abstract":"In comparison with other skill-specific foreign language anxiety, foreign language reading anxiety (FLRA) was a less-researched realm. The purpose of the study was to investigate the general profile and possible sources of FLRA in the under-explored Chinese senior high EFL students. The 60 participants were from 2 high schools in China. The study employed the “explanatory sequential mixed method design” (Creswell & Plano Clark, 2018). First, the quantitative data were collected via the adapted Foreign Language Reading Anxiety Scale (FLRAS) (Lu & Liu, M., 2015), and analyzed with SPSS. Then, based on participants’ scores on FLRAS (adapted), specific responses, and consent to further interviews, 4 subjects were selected as sources of qualitative data. The conclusions were drawn that (1) more than half the learners (78.33%) were generally exposed to little FLRA (M=2.57); (2) possible FLRA sources could be divided into 4 main categories, with overall 16 subsets: (a) individual factors (reading interest, self-expectation, reading strategy use, background knowledge); (b) textual factors (topic, task type, text length, tested vocabulary, grammar, text structure, rhetoric); (c) instructional factors (teaching method, evaluation); (d) situational factors (teacher-student dynamic, parental anticipation, peer pressure). Despite limitations such as limited sample size and scope, absence of further validation testing, and neglect of examination of background variables, the study purveyed valuable suggestions for language educators to enhance strategies addressing FLRA among Chinese EFL senior high learners. These suggestions included considering the impact of text structure and rhetorical devices on FLRA, prioritizing vocabulary instruction, and implementing anxiety-reducing interventions, e.g. the “flipped classroom model” (Gök et al. 2021). Furthermore, the study emphasized the need for further research on the more representative FLRA profile of Chinese young EFL learners, statistical examination of the relevance of various sources to FLRA, investigation of the relationship between background variables and FLRA among Chinese senior high EFL learners, and exploration of the universality and language-specific nature of different FLRA sources.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"44 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140363849","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 Teaching Design of Introducing Chinese Culture into College English Classroom Teaching with Experiential Teaching Method","authors":"Ni Panxige, Minxia Wang","doi":"10.5539/elt.v17n4p62","DOIUrl":"https://doi.org/10.5539/elt.v17n4p62","url":null,"abstract":"This study discusses the application value and necessity of experiential teaching method in English classroom teaching in Chinese universities. Based on experiential teaching method, this study focuses on 40 non-English major sophomore students from a university in China. The translation section of the College English Test Band 4 (CET-4) is used as cultural input material to design specific teaching activities for introducing Chinese culture in English classroom teaching at the university level. Combining specific teaching designs, the advantages of applying experiential teaching method in university English classrooms are proposed, such as optimizing and innovating teaching modes, creating diverse teaching situations for teaching, exercising students’ language proficiency, enriching and optimizing teaching content, and breaking the traditional teaching mode of ‘spoon-feeding’ and increasing the frequency of interaction between teachers and students.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"60 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140362602","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":"Using Technology to Assist in EFL Vocabulary Acquisition and Reading Comprehension","authors":"Abdulrahman A. Alqahtani","doi":"10.5539/elt.v17n4p70","DOIUrl":"https://doi.org/10.5539/elt.v17n4p70","url":null,"abstract":"Technology has significantly assisted ESP vocabulary development and reading comprehension, an aspect confirmed and validated by several research projects. The majority of research has focused on assessment outcomes. However, student input must be addressed to enhance the use of technology and its influence on learning. This study intends to assess the usefulness of technology in this sector in terms of student views, attitudes, and preferences to boost technology acceptance and usage in English vocabulary learning and reading comprehension. 31 students were asked questions about using multimedia tools to learn English. The responses were then compared and examined. The results showed that ESP learners had a good attitude regarding the apps. Furthermore, they prefer to employ a variety of technology instruments.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"32 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140361983","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":"Navigating Motivation: Freshmen’s Quest for English Proficiency in Taiwanese University Contexts","authors":"Chao-Wen Chiu","doi":"10.5539/elt.v17n4p34","DOIUrl":"https://doi.org/10.5539/elt.v17n4p34","url":null,"abstract":"English language proficiency is crucial in today’s globalized world, prompting Taiwanese universities to mandate one to four years of English courses. With the implementation of a national bilingual education program for college students, universities aim to enhance English proficiency through Freshman English courses, facilitating a smooth transition to English-mediated instruction in subsequent years, particularly in specialized subjects. Despite the official emphasis on English’s importance for future success, the effectiveness of language instruction hinges on understanding students’ motivations. This study investigates English learning motivations among Taiwanese undergraduates, utilizing a Likert-scale questionnaire to discern general trends. The sample comprises 360 undergraduates from a northern Taiwanese university, with factor analysis revealing five motivational factors: intrinsic appreciation, instrumental motivation, external expectations motivation, exam-driven motivation, and interpersonal influence. These findings offer valuable insights into the multifaceted nature of English language learning motivations among Taiwanese freshmen, contributing to existing literature by highlighting nuanced motivational factors. The identified motivational factors hold implications for both theoretical understanding and pedagogical approaches, providing educators with insights to tailor instruction to students’ diverse motivations. This study aims to enrich the discourse on language learning motivation and serve as a foundation for future research in similar contexts.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":" 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140211140","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' and Learners' Perceptions of Code-switching: The Role of Learners' L2 Proficiency Levels","authors":"Najlaa A. Altalhi","doi":"10.5539/elt.v17n4p23","DOIUrl":"https://doi.org/10.5539/elt.v17n4p23","url":null,"abstract":"Code-switching (CS) is a complex linguistic phenomenon in bilingual environments, such as English as a second language (ESL) and English as a foreign language (EFL). In recent years, CS has been viewed as a meaningful linguistic phenomenon in ESL and EFL contexts. This research investigates EFL teachers' and learners' perceptions of the use of CS in Saudi universities. Also, this research aims to investigate the relationship between learners' perceptions of CS and their L2 proficiency levels. A quantitative approach is utilised in this research to collect data from 40 Saudi EFL teachers and 50 Saudi undergraduate EFL learners to investigate their perceptions of CS used in their EFL classrooms. Further, the researcher uses two modified Likert-type questionnaires adopted from Alkhudair (2019) to elicit teachers' and learners' perceptions of CS used in their EFL classrooms. In addition, the Statistical Package for the Social Sciences (SPSS) was used to determine the frequencies, percentages, and mean scores. The learners took Oxford Online Placement Tests to investigate the role of L1 in EFL classrooms. Also, SPSS was used to calculate the Pearson Correlation Coefficient to investigate a correlation between learners' L2 proficiency levels and their perceptions of using L1 in EFL classrooms. As a result, both teachers and learners showed positive attitudes towards CS in EFL classrooms. Moreover, upon investigating the relationship between learners' English language proficiency level and their perceptions of L1 use, the results suggest positive and negative correlations.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"158 9‐12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140228415","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":"Understanding Blended Learning from Students’ Perspectives: Challenges and Opportunities in Saudi Undergraduate Settings","authors":"Fatuma A. Abdulkader","doi":"10.5539/elt.v17n4p1","DOIUrl":"https://doi.org/10.5539/elt.v17n4p1","url":null,"abstract":"This study explores Saudi EFL students’ perceptions on the implementation of blended learning (BL) at a Saudi university context. The study highlights two key aspects of BL in terms of challenges and benefits that influence BL in EFL classrooms. In other words, how do students recognize the impact of BL quality from their perspectives. Two main instruments were used: questionnaire and semi-structured interview. The data were collected from (N=32) Saudi male and female students from a Saudi university. The results of this study indicate that students show a positive attitude towards the BL approach. However, the findings reveal that students in their classrooms perceived many challenges in terms of implementing approach. Two main sources of difficulties were constantly identified: challenges initiated by students in terms of lack of technology competence to learn in BL environment and challenges initiated by the educational system in terms of teachers’ lack of suitable training. These issues were most significant in the results in relation to implementing BL in Saudi contexts.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"362 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140247060","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":"Online Collaboration and Writing Proficiency: A Study of Omani EFL Students at UTAS-Salalah","authors":"Yasir Al-Yafaei","doi":"10.5539/elt.v17n4p11","DOIUrl":"https://doi.org/10.5539/elt.v17n4p11","url":null,"abstract":"This mixed-methods study examined the impact of online collaboration on developing academic writing skills among English as a Foreign Language (EFL) students in Oman, with an emphasis on student perspectives. Participants were 8 Level 3 students from the Preparatory Studies Center at the University of Technology and Applied Sciences in Salalah. Furthermore, this study adds to the continuing scholarly discourse around the influence of emerging technologies on the writing performance of students. It focuses on the students' viewpoint, which is sometimes overlooked in most English as a Foreign Language (EFL) educational contexts. Data collection involved classroom observations, text analysis, and semi-structured interviews. Quantitative data was analyzed using descriptive statistics, while qualitative data underwent thematic analysis. The results of the analysis of the students' writing revealed that the impact of online collaboration resulted in an enhancement in the students' overall writing performance compared to the scoring of their first drafts. Nevertheless, the implementation of the method resulted in enhanced performance among students in the sub-skills of grammar and vocabulary while content and organization skills remained unchanged. Interviews highlighted perceived benefits of online cooperation for enhancing writing practices and skills. Students affirmed the value of collaboration as a practical tool to build communication and writing proficiency. This study contributes insights on leveraging technology to empower EFL writers from the learner’s viewpoint. Further research should explore optimal strategies for implementing online collaborative writing instruction.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"169 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140247152","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":"Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 3, 2024","authors":"G. Yu","doi":"10.5539/elt.v17n3p105","DOIUrl":"https://doi.org/10.5539/elt.v17n3p105","url":null,"abstract":"Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 3, 2024","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"118 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140089323","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":"Saudi EFL Students’ Perceptions towards the Impact of Using Google Translate on Their Translation Skills","authors":"Raghad A. Alburaih, F. N. Algraini","doi":"10.5539/elt.v17n3p74","DOIUrl":"https://doi.org/10.5539/elt.v17n3p74","url":null,"abstract":"This study investigated the impact of using Google Translate (GT) on the translation skills of EFL both male and female students from different Saudi universities. The instrument of this study was a questionnaire that was modified according to the study’s purposes. The questionnaire contained 22 items divided into 3 sections. It was answered by 212 participants from different Saudi universities. According to the findings, participants had a positive attitude towards GT when using it as a translation tool for expanding their vocabulary. They were utilizing it as a quick and easy dictionary since they wanted to make sure of the meaning. Additionally, many participants mentioned that GT made them too lazy to check dictionaries. Students indicated that GT would negatively affect the text without reviewing. They confirmed that overreliance on GT can harm their translation abilities. Finally, students must know that GT is a double-edged weapon that can be both positive and detrimental if used incorrectly. According to the findings, recommendations and suggestions for further research were provided.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"17 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140442011","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":"Adopting E-Learning to Facilitate English Teaching and Learning in Kuwait","authors":"Ahmad A. Alenezi, Manair A. Alanezi","doi":"10.5539/elt.v17n3p19","DOIUrl":"https://doi.org/10.5539/elt.v17n3p19","url":null,"abstract":"This research investigates the implications of adopting e-learning on the teaching and speaking proficiency of English among teachers in Kuwaiti public schools, particularly in the wake of the COVID-19 pandemic. Although many private schools in Kuwait had already transitioned to digital learning platforms, public schools lagged behind. This study used interviews and questionnaires to glean insights from teachers, with a particular focus on their experiences and perceptions. Initial findings suggest that while the shift to online learning introduced challenges, it also offered significant opportunities to improve teaching methodologies and English-speaking capabilities. Despite initial anxieties regarding the transition, e-learning proved to be a flexible and convenient medium, prompting a revaluation of its role in Kuwaiti public high school education. The research underscores the significance of understanding the strengths and weaknesses of e-learning in the English curriculum, especially as the world grapples with the ongoing challenges of the COVID-19 pandemic.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"19 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140451841","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}