Journal of ELT Research最新文献_第2页

Puzzling Hybrid, Hybrid Puzzling 令人费解的混合，令人费解的混合

Journal of ELT Research Pub Date : 2018-07-23 DOI: 10.22236/jer_vol3issue2pp107-135

R. Kleinsasser

引用次数: 0

Classroom Interaction Patterns in EFL Task- Based Classroom 英语任务型课堂的课堂互动模式

Journal of ELT Research Pub Date : 2018-07-23 DOI: 10.22236/JER_VOL3ISSUE2PP186-192

Bobi Arisandi

{"title":"Classroom Interaction Patterns in EFL Task- Based Classroom","authors":"Bobi Arisandi","doi":"10.22236/JER_VOL3ISSUE2PP186-192","DOIUrl":"https://doi.org/10.22236/JER_VOL3ISSUE2PP186-192","url":null,"abstract":"The research was conducted to find out the interaction pattern that emerged when lecturer used Task-Based Instruction in EFL (English as a Foreign Language) classroom at the third semester of English Study Program of Sekolah Tinggi Keguruan and Ilmu Pendidikan Muhammadiyah Kotabumi-Lampung. Researcher used third semester of speaking class students as the participants. The data was taken by using three instruments which were classroom observation, questionnaire and interview. The research was qualitative research. The result of this study revealed a conclusion. There were two kinds of interaction in the classroom during the use of Task-Based Instruction. The interactions that emerged were student-lecturer interaction and student-student interaction. The finding of this research can be beneficial as suggestions in two following area; theoretical and practical. In the theoretical area, this research can be useful for enriching the existing theory of classroom interaction, especially for teaching English as Foreign Language in Indonesia. On practical area, this research can be useful for lecturer to broaden the understanding toward classroom interaction and researcher for further research on classroom interaction.","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":"42551582","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: 2

Using Evaluation to Motivate Students in an Extensive Reading Program 在泛读课程中运用评价激励学生

Journal of ELT Research Pub Date : 2018-07-23 DOI: 10.22236/JER_VOL3ISSUE2PP136-141

Kelly Quinn

{"title":"Using Evaluation to Motivate Students in an Extensive Reading Program","authors":"Kelly Quinn","doi":"10.22236/JER_VOL3ISSUE2PP136-141","DOIUrl":"https://doi.org/10.22236/JER_VOL3ISSUE2PP136-141","url":null,"abstract":"Extensive reading, sometimes referred to as Free Reading or Book Flood is a system of language instruction where students are encouraged to read a large volume of level appropriate material. According to Wodinsky & Nation (1998) extensive reading should focus on comprehension of the material and enjoyment. Students choose what they want to read and are not compelled to read or finish books that they find uninteresting. One of the founding principles of the original proponents of extensive reading is that the pleasure of reading “is its own reward,” Day & Bamford (1998) and so assessment should be minimized or eliminated entirely. As extensive reading has gained in popularity, this premise has been challenged. This presentation compares two reading classes, one where students read without evaluation of their comprehension and one where students, after completing the book, had to take a short quiz to test their understanding. The goal of the project was to see the effect of evaluation on the amount of reading that students did. While the best students read an equivalent or greater amount without evaluation than they did when reading with evaluation, some students read much less. The presentation will explain the background for the study, materials used and method of evaluation. Finally, it will offer some possible explanation of why certain students might require evaluation for motivation.","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":"45207222","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: 2

Willingness to Communicate from Indonesian Learners’ Perspective 从印尼语学习者的角度看交流的意愿

Journal of ELT Research Pub Date : 2018-07-23 DOI: 10.22236/jer_vol3issue2pp168-185

Eka Fadilah

{"title":"Willingness to Communicate from Indonesian Learners’ Perspective","authors":"Eka Fadilah","doi":"10.22236/jer_vol3issue2pp168-185","DOIUrl":"https://doi.org/10.22236/jer_vol3issue2pp168-185","url":null,"abstract":"The present study is aimed at investigating dynamic complex systems and sub-systems underlying students’ willingness to communicate (WTC) in the classroom context. The fact that students’ reticence still arises during the classroom discussion until to date. It is insufficient to see students’ willingness to communicate from a single perspective. Seen from dynamic complex theory, the present study postulates the systems and sub-systems underlying students’ willingness to communicate in L2 that are dynamic and interconnected one to another. I conducted a naturalistic inquiry by investigating eight Indonesian university students (4 low English proficiency students and 4 high English proficiency students). A number of research instruments (face to face interview, online interview, and students’ log) were used to collect the data with regard to the students’ participation in the classroom. The finding reveals that classroom systems such as social and classroom context, linguistic competence, individual differences, and cultural context affect participants’ WTC in L2. Those systems encompass some sub-systems interacting and interconnecting one to another that affect classroom communication in second language.","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":"41969785","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: 9

The exploration of multilingualism: Development of research on L3, multilingualism and multiple language acquisition* 多语探究:L3、多语和多语习得研究进展*

Journal of ELT Research Pub Date : 2009-10-22 DOI: 10.1075/AALS.6

P. Çankaya

引用次数: 123