Journal of ELT Research最新文献

Post/Method: Are They Compensating or Competing? 职位/方法:它们是补偿还是竞争?

Journal of ELT Research Pub Date : 2019-12-30 DOI: 10.17263/jlls.648550

Görsev Sönmez Boran, Serkan Gürkan

引用次数: 1

Contrastive Analysis Hypothesis and Second Language Learning 对比分析假说与第二语言学习

Journal of ELT Research Pub Date : 2019-02-27 DOI: 10.22236/jer_vol4issue1pp35-43

Ali Akbar Khansir, Farhad Pakdel

引用次数: 18

The Use of Social Media in Designing The Writing Assessment for EFL Students 社交媒体在英语写作评估设计中的应用

Journal of ELT Research Pub Date : 2019-02-27 DOI: 10.22236/jer_vol4issue1pp26-34

Rita Suswati, Syarbaini Saleh

{"title":"The Use of Social Media in Designing The Writing Assessment for EFL Students","authors":"Rita Suswati, Syarbaini Saleh","doi":"10.22236/jer_vol4issue1pp26-34","DOIUrl":"https://doi.org/10.22236/jer_vol4issue1pp26-34","url":null,"abstract":"This research investigates social media as the assessment for EFL students at State University of Medan (UNIMED) of second semester English educational program. This research focuses on how social media influences the students’ competences in writing skills. The problems are how it influences their ability to develop their ideas in writing; develop the reading & writing materials; change the students’ opinion on social media in writing class. Questionnaire was designed to get the students’ thought on social media matter, their intention of social media for study, particularly in reading and writing topic and the influence of social media on their ability in developing the idea in writing class. The instruments used in this research were social media as Facebook, WhatsApp and Instagram as a text in reading & writing class. The population consisted of 80 students from two classes of English educational program. Data was analyzed using Research & Development Method (R&D) and the Linkert Scale to get the percentage of students’ perception. The findings of this paper indicate that students more enjoy and engage in writing class using social media as their assessments; using social media to develop ideas on a topic; and being more creative in writing skills. However, control and development are still needed on this topic.","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49643964","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: 5

The Contribution of Facebook Group in Writing Activity Facebook群在写作活动中的贡献

Journal of ELT Research Pub Date : 2019-02-27 DOI: 10.22236/JER_VOL4ISSUE1PP44-51

M. Andini

引用次数: 2

Rhetorical Reading for Writing Strategies 修辞阅读的写作策略

Journal of ELT Research Pub Date : 2019-01-30 DOI: 10.22236/JER_VOL4ISSUE1PP1-7

Irena Kuzborska

引用次数: 1

Malaysian Undergraduates’ Behavioural Intention to Use LMS: An Extended Self-Directed Learning Technology Acceptance Model (SDLTAM) 马来西亚大学生使用LMS的行为意向：一个扩展的自主学习技术接受模型（SDLTAM）

Journal of ELT Research Pub Date : 2019-01-30 DOI: 10.22236/JER_VOL4ISSUE1PP8-25

Christine Ong

{"title":"Malaysian Undergraduates’ Behavioural Intention to Use LMS: An Extended Self-Directed Learning Technology Acceptance Model (SDLTAM)","authors":"Christine Ong","doi":"10.22236/JER_VOL4ISSUE1PP8-25","DOIUrl":"https://doi.org/10.22236/JER_VOL4ISSUE1PP8-25","url":null,"abstract":"The usage of Learning Management System (LMS) conducted in Blended Learning style is believed to increase students’ academic performance and their self-directed learning. Nonetheless, the success of students’ behavioural intention to use these e-learning platforms still remains unclear due to factors like self-directed learning, computer self-efficacy, satisfaction and perceived enjoyment and ESL. This preliminary study aims to incorporate factors that impact students’ self-directed learning of English language in achieving behavioural intention to use LMS with an extended model namely, SDLTAM, generalised for the Malaysian educational institutions. The original Technology Acceptance Model 1 by Davis (1989) was used as a theoretical framework of this study. However, the last variable Actual Use was excluded in this study. A sample of 338 respondents from both private and public universities in Malaysia took part in the 48-items survey. The data were analysed through Structural Equation Modelling through SPSS AMOS 24. The SEM AMOS revealed that the factors were found to moderately fit into the proposed model. This could be misspecification within the model and some items within a factor were more correlated to each other than others.","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43752558","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: 3

Metacognitive awareness of strategy use in EFL reading comprehension in Bangladesh 孟加拉语阅读理解中策略使用的元认知意识

Journal of ELT Research Pub Date : 2018-09-10 DOI: 10.22236/jer_vol3issue2pp204-221

Tasnima Aktar, I. Ahmed

{"title":"Metacognitive awareness of strategy use in EFL reading comprehension in Bangladesh","authors":"Tasnima Aktar, I. Ahmed","doi":"10.22236/jer_vol3issue2pp204-221","DOIUrl":"https://doi.org/10.22236/jer_vol3issue2pp204-221","url":null,"abstract":"It is argued that learners’ metacognitive awareness of strategy use is significantly associated with their achievement in reading comprehension. In order to ascertain this association, the present researcher carries out the investigation to substantiate the existing findings. This current study is a partial replication of Carrell (1989) and Vogely (1995) with regard to their methods and objectives. The objectives of this research are to explore the higher secondary-level EFL learners’ perceptions of themselves as readers, of their use of comprehension and repair strategies, of difficulties as well as the effectiveness of reading strategies, and its relationship with their reading comprehension, if any. For this investigation, quantitative data collected from 148 higher secondary-level EFL learners via a modified Metacognitive Awareness Strategy Questionnaire (MASQ; Carrell, 1989) and a reading comprehension test were analyzed through statistical tools available in SPSS. The results reveal that learners possess a moderate awareness of reading strategies, and their perceptions of effective strategies and of the difficulty of strategy use are significantly and positively related to their reading comprehension. Based on the findings, pedagogical implications are discussed and scope for future studies is recommended.","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44288088","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: 3

Raters’ Decision Making Variations in Scoring Writing Samples 评分者在写作样本评分中的决策变化

Journal of ELT Research Pub Date : 2018-09-10 DOI: 10.22236/JER_VOL3ISSUE2PP142-151

Asma Dabiri

{"title":"Raters’ Decision Making Variations in Scoring Writing Samples","authors":"Asma Dabiri","doi":"10.22236/JER_VOL3ISSUE2PP142-151","DOIUrl":"https://doi.org/10.22236/JER_VOL3ISSUE2PP142-151","url":null,"abstract":"This study examined raters’ decision making variations in a writing assessment task focusing on individual differences in decision-making style (DMS). The participants’ of the study were six TEFL instructors. A rating scale obtained from Turner and Upshur, 2002 and a General Decision Making Style Inventory questionnaire, GDMSI, obtained from Scott and Bruce (1995) were administered to raters. The results showed the raters’ behaviors were not equally the same in the same rating situations. These discrepancies suggested individual socio-cognitive differences in accounting for some rater variability in scoring. In addition, characteristics of the texts (not just individual cognitive characteristics) favored certain decision-making behaviors. Accordingly, a re-visioning of the one-size-fits-all approach that is currently the norm in the training of raters for scoring writing assessments is needed. Further, a more individualized approach to rater training is needed. If the individual decision-making style to a great extent is dependent on basic cognitive abilities that are stable and not easily changed, then the decision support systems need to be flexible in order to match the needs of the individual decision makers.","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45106957","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

EFL Learners’ Speaking Anxiety in an EOP Program EOP项目中英语学习者的口语焦虑

Journal of ELT Research Pub Date : 2018-07-23 DOI: 10.22236/JER_VOL3ISSUE2PP193-203

R. Irawan

{"title":"EFL Learners’ Speaking Anxiety in an EOP Program","authors":"R. Irawan","doi":"10.22236/JER_VOL3ISSUE2PP193-203","DOIUrl":"https://doi.org/10.22236/JER_VOL3ISSUE2PP193-203","url":null,"abstract":"This research aimed at describing students’ speaking anxiety in EFL classroom at occupation level. It investigated EOP students’ speaking anxiety levels, their sources of anxiety and their coping strategies to reduce it. \u0000This research involved eight students from two classes with different English abilities and employed a qualitative research design, embracing the characteristics of a case study conducted in PT Rekacipta Miratama Bekasi from December 2016 to March 2017. Three kinds of instruments were applied for this research: classroom observation, questionnaires (adapted from Foreign Language Classroom Anxiety Scale by Horwitz), and semi-structured interview. The data were collected by means audio and video recording to capture students’ sources of anxiety and their coping strategies and collaborated with a semi-structured interview. Those data were transcribed and coded by using the categorization from Alwasilahs’ coding strategy (2002) and obtained by quantifying questionnaires in order to know the students’ anxiety levels. \u0000The first finding reveals that the students who categorized as an anxious and a mildly anxious level had the highest percentage (each of them was 37%), while those who categorized as a relaxed and a very relaxed level had the lower of percentage (each of them was 17%). Secondly, the research participants who categorized as an anxious and a mildly anxious level stated that all FLA sources that are a communication apprehension, a test anxiety, and a fear of negative evaluation had similar percentages (each of them 33.34%). Lastly, coping strategies that all anxious students used in this research were anticipation that belonged to compromise behaviors. \u0000 \u0000Keywords: Speaking Anxiety, Anxiety Levels, Anxiety Sources, Coping Strategies to Reduce FLA, EOP Students","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47623361","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: 4

ROXIFYonline: Helping Students Improve Their Writing through Online Feedback ROXIFYonline：通过在线反馈帮助学生提高写作能力

Journal of ELT Research Pub Date : 2018-07-23 DOI: 10.22236/jer_vol3issue2pp152-167

Roxanne Miller

{"title":"ROXIFYonline: Helping Students Improve Their Writing through Online Feedback","authors":"Roxanne Miller","doi":"10.22236/jer_vol3issue2pp152-167","DOIUrl":"https://doi.org/10.22236/jer_vol3issue2pp152-167","url":null,"abstract":"Today’s students want immediate feedback on their writing which instructors often cannot provide. They embrace the internet and want to use it for learning. To keep pace with these desires, Roxifyonline was created. \u0000 \u0000It is a new online Computer Assisted Language Learning (CALL) tool that provides automated essay feedback for use by students worldwide. The program was originally written for ESL learners in Hong Kong, but is now being used by students throughout the Asia Pacific region. It is based on both empirical research and that of other academics. The program is robust enough to be used for general academic writing from upper secondary through post-graduate levels. \u0000 \u0000It is a free Independent Learning (IL) tool. The program utilizes vocabulary to identify possible errors and provides online IL links to aid in the correction of possible errors in writing. Unlike other programs, it does not provide suggested corrections. This can help students to become more autonomous in their learning. Comparisons can be made between drafts, and there is an annotation function which can allow for more individualized peer and teacher feedback.","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43599273","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