English Language Teaching最新文献_第4页

Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 2, 2024 英语语言教学》审稿人致谢，第 17 卷第 2 期，2024 年

English Language Teaching Pub Date : 2024-01-30 DOI: 10.5539/elt.v17n2p81

G. Yu

引用次数: 1

Investigating EFL Students’ and Instructors’ Perceptions of Dictionary Usage in Writing Assessment 调查英语语言学生和教师对写作评估中词典使用的看法

English Language Teaching Pub Date : 2024-01-29 DOI: 10.5539/elt.v17n2p67

Hanan Habis Al-Harbi

{"title":"Investigating EFL Students’ and Instructors’ Perceptions of Dictionary Usage in Writing Assessment","authors":"Hanan Habis Al-Harbi","doi":"10.5539/elt.v17n2p67","DOIUrl":"https://doi.org/10.5539/elt.v17n2p67","url":null,"abstract":"In this mixed-methods study we investigated the attitudes of 32 students and 34 teachers from a Saudi Arabian university toward dictionary use in writing assessments in EFL settings. We aimed to discern their views on the role of dictionaries in writing assessments and overall language proficiency. We asked both students and instructors to answer a 4-point Likert-style questionnaire to investigate their perceptions about using dictionaries in writing assessments. We interviewed participants later for further investigation. After analyzing the data both quantitatively and qualitatively, we found that students generally perceived dictionary use as being beneficial by enhancing vocabulary acquisition, improving writing performance and accuracy, and fostering positive attitudes toward writing without significantly affecting comprehension or focus on content. In contrast, teachers were skeptical, doubting dictionaries’ contribution to vocabulary development, writing quality, and accuracy. They also raised concerns about dictionaries’ not promoting positive writing attitudes or independent learning and potentially slowing down the writing process due to ineffective usage. Our study highlights a notable discrepancy between students’ positive perceptions and teachers’ reservations about dictionary use in language assessments. It suggests a need for further research to understand dictionaries’ impact on language learning and assessment outcomes, acknowledging the limitations of the study and the need for broader exploration in diverse educational contexts to resolve these differing views.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"51 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487262","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

Exploring the Effects of Microsoft Teams Messaging App on Post Foundation Students' Writing Skills: A Socio-Constructivist Analysis 探索微软团队信息应用程序对大学预科后学生写作能力的影响：社会建构主义分析

English Language Teaching Pub Date : 2024-01-29 DOI: 10.5539/elt.v17n2p51

Z. I. Khattak, P. M. Binu

{"title":"Exploring the Effects of Microsoft Teams Messaging App on Post Foundation Students' Writing Skills: A Socio-Constructivist Analysis","authors":"Z. I. Khattak, P. M. Binu","doi":"10.5539/elt.v17n2p51","DOIUrl":"https://doi.org/10.5539/elt.v17n2p51","url":null,"abstract":"This paper analyses the effects of interaction via Microsoft Teams private chat on Post Foundation students' writing skills. The current study was conducted at the University of Technology and Applied Sciences, Al Musannah, Oman, during the Spring of the Academic Year 2022-23. Of the sixty students registered for the Technical Writing course, twenty were selected as the purposive sample for this study as they were very active in using the Microsoft Teams private chat messaging app to interact with their teachers and peers. A qualitative approach was adopted to conduct a thematic analysis of the writing samples; hence, the participants were asked to send emails on different topics related to their course and instructed to use MS Teams private chat for interaction with their teacher and peers outside class hours. The thematic analysis of the emails was carried out in terms of formality, grammar, tone, word choice and context using a software package called QDA Miner Lite. The researchers found that students used abbreviations, shortened words, acronyms, slang, and emoticons for interaction through MS Teams private chat. However, they were very cautious in using formal and standard language in writing emails. Informal language and colloquial expressions were not found in their formal emails and academic writing, indicating that they were aware of the context and use of appropriate language. The researchers conclude that extensive social interaction on MS Teams private chat can significantly contribute to learners' communication skills without negatively impacting their academic English. Therefore, this study recommends the judicious integration of social media apps into English language courses to enhance ESL learners' communication skills.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"58 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140486779","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

A Critical Review on the Second Language Academic Literacy Development in Iranian Higher Education System 对伊朗高等教育系统第二语言学术素养发展的批判性评论

English Language Teaching Pub Date : 2024-01-29 DOI: 10.5539/elt.v17n2p58

Mohamadreza Jafary, Mohammad Soleimani, Atlas Haghdoust

{"title":"A Critical Review on the Second Language Academic Literacy Development in Iranian Higher Education System","authors":"Mohamadreza Jafary, Mohammad Soleimani, Atlas Haghdoust","doi":"10.5539/elt.v17n2p58","DOIUrl":"https://doi.org/10.5539/elt.v17n2p58","url":null,"abstract":"This critical review provides a thorough examination of the development of English academic literacy among graduate students in Iranian higher education institutions. It delves into how the students' sociocultural and educational backgrounds, combined with the dynamics of institutional factors, shape their academic literacy competencies. The study also assesses the potential of academic literacy as an alternative approach to enhance academic writing in the given academic landscape. To this aim, it explores the critical factors that mold English writing and its pedagogy. An analysis of existing literature, encompassing both international research and local studies, reveals the existing challenges Iranian students encounter in English writing. Key issues include gaps in the curriculum, the absence of a comprehensive academic literacy framework, and the inadequacy of effective teaching methodologies. Given the global emphasis on multiliteracy and multiculturalism, with a drive towards equal educational opportunities, this study promotes the implementation of genre-based writing and targeted strategies to advance academic writing in Iran, regarded as “English as a Foreign Language” (EFL) context. This proposed strategy is aimed at addressing the substantial difficulties students face in achieving proficiency in English academic literacy.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"12 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488376","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

Investigating the Effects of Dynamic Assessment on Chinese Undergraduates’ English Writing Performance in the Blended Learning Context 探究混合式学习背景下动态评估对中国大学生英语写作成绩的影响

English Language Teaching Pub Date : 2024-01-27 DOI: 10.5539/elt.v17n2p37

Yawei Xiao

{"title":"Investigating the Effects of Dynamic Assessment on Chinese Undergraduates’ English Writing Performance in the Blended Learning Context","authors":"Yawei Xiao","doi":"10.5539/elt.v17n2p37","DOIUrl":"https://doi.org/10.5539/elt.v17n2p37","url":null,"abstract":"Whereas the effectiveness of dynamic assessment has been investigated in multiple contexts, it has been under-investigated in the context of blended learning mode for writing performance. To address this gap, this study aims to explore the effects of dynamic assessment on Chinese undergraduates’ writing performance as overall writing performance and writing complexity, accuracy and fluency in the blended learning context. To this end, a quasi-experiment was carried out with two intact classes from a Chinese university, one being the control group (n=34) and the other experimental group (n=36). A 12-week intervention was conducted in English writing classes under the blended learning mode, with the experimental group receiving dynamic assessment while the control group having traditional static assessment. At the end of the experiment, six students attended a semi-structured interview. The findings revealed that the experimental group improved significantly in writing performance in terms of overall scores, lexical density, lexical sophistication, and accuracy. However, dynamic assessment had no significant effect on lexical diversity, syntactic complexity and fluency. Besides, the interview findings evidenced that the students held positive attitudes toward the use of dynamic assessment in English writing classes in the blending learning context. Implications for writing instruction and future research are discussed.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"8 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139592104","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

How Causal Relation Affects the Construction of Problem-Solution in Argumentation Essays 因果关系如何影响论证文章中问题-解决方案的构建

English Language Teaching Pub Date : 2024-01-27 DOI: 10.5539/elt.v17n2p25

Nobuko Tahara

{"title":"How Causal Relation Affects the Construction of Problem-Solution in Argumentation Essays","authors":"Nobuko Tahara","doi":"10.5539/elt.v17n2p25","DOIUrl":"https://doi.org/10.5539/elt.v17n2p25","url":null,"abstract":"The Problem-Solution text pattern is often used in academic writing. The present study investigates how Problem-Solution is used in non-native speaker (NNS) argumentation essays by Japanese speaking students, in comparison with native speaker (NS) essays by American students. By taking the clause relational approach, the present study attempts to find how the students use causal relation when employing the Problem-Solution pattern in their essays. The investigation focuses on problem, which is a causative device, as well as a shell noun that can construct the text. This paper will show that in the two corpora the students’ use of causal relation was similar in frequency and drew on the same types of causal categories; however, how the causal categories were expressed in lexico-grammatical patterns was often different. Furthermore, NNS students used problem in non-causal relation significantly more frequently than NS students did. This paper points to what lacked in NNS essays in order for the students to use causal relations in the same ways as NS students did in their essays (e.g., type of verbs, rheme-theme development). A discussion of the pedagogical implications of the findings provides insights which could be helpful to educators developing syllabi and teaching academic writing to NNS students.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140492107","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

A Spiritual Exploration of Exotic Wandering Female—On the Acoustic Narrative Strategy of "Miss Brill" 异域漂泊女性的精神探索--论 "布里尔小姐 "的声音叙事策略

English Language Teaching Pub Date : 2024-01-25 DOI: 10.5539/elt.v17n2p18

Huang Xing, Wang Ru

引用次数: 0

Triggers for Foreign Language Speaking Anxiety: Perceptions of Saudi EFL College Students 引发外语口语焦虑的因素：沙特 EFL 大学生的看法

English Language Teaching Pub Date : 2024-01-25 DOI: 10.5539/elt.v17n2p1

Mohammed Faqihi

引用次数: 0

Reviewer acknowledgements for English Language Teaching, Vol. 17, No. 1, 2024 英语语言教学》审稿人致谢，第 17 卷第 1 期，2024 年

English Language Teaching Pub Date : 2023-12-29 DOI: 10.5539/elt.v17n1p135

G. Yu

引用次数: 0

An Empirical Study on Enhancing English Reading Skills among Female Middle School Students in Government Schools in Saudi Arabia and its Direct Impact on Academic Achievement 关于提高沙特阿拉伯公立学校初中女生英语阅读能力及其对学业成绩直接影响的实证研究

English Language Teaching Pub Date : 2023-12-29 DOI: 10.5539/elt.v17n1p121

Najla ALNehabi

{"title":"An Empirical Study on Enhancing English Reading Skills among Female Middle School Students in Government Schools in Saudi Arabia and its Direct Impact on Academic Achievement","authors":"Najla ALNehabi","doi":"10.5539/elt.v17n1p121","DOIUrl":"https://doi.org/10.5539/elt.v17n1p121","url":null,"abstract":"This study aimed to address the issue of low English reading proficiency among female middle school students in government schools in Saudi Arabia. The study targeted a sample of year-seven students; forty-two students were under direct observation in classroom and participated in interviews, questionnaire, and assessment forms. The primary focus of this study was to employ reading comprehension assessments as the major influencing factor. The main research question was how reading comprehension assessments was used to enhance the English reading proficiency of year 7 female students. This study primarily examined reading comprehension assessments, gathered existing literature on the topic, and formulated a hypothesis to help resolve the problem. The result of this study shows clear indication that reading comprehension assessments had a positive impact on students’ attitude toward the English language subject. Students’ reading proficiency improved, and their confidence in reading in front of their peers increased. Incorporating various activities contributed to achieving lesson objectives, deepened comprehension, and enhanced reading comprehension skills. Integrating modern technology into education stimulated students’ motivation to learn.","PeriodicalId":508940,"journal":{"name":"English Language Teaching","volume":"19 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139147367","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