A mixed method research design was employed to investigate the effects of using graphic organizers (GOs) to facilitate expository text comprehension in a college EFL reading context. Participants were two intact groups (n = 21, n = 31) of 1st year Japanese engineering undergraduates. Over a six-week study period, treatment group practiced using teacher-generated mapping templates when reading. Control group completed text-based comprehension questions. Treatment effects were examined by pre-and post-testing, to examine if using GOs transferred into quantitative improvements in learner comprehension. Treatment group also completed a survey on the efficacy of GO-based reading in improving reading confidence, understanding of rhetorical structure/organization, motivation and interest. Results showed there was high variability in both group’s scores on both tests. Although control group scored significantly higher on both (p < .05) tests, relative gains in the treatment group were significantly higher in non-parametric analysis. Survey responses indicated that using GOs had a positive effect in several areas.
本研究采用混合方法研究设计，探讨在大学英语阅读情境中使用图形组织物对说明文理解的影响。参与者为两组完整的日本工科本科生(n = 21, n = 31)。在为期六周的研究期间，实验组在阅读时练习使用教师生成的映射模板。对照组完成基于文本的理解题。通过前后测试来检验治疗效果，以检验GOs是否转化为学习者理解能力的定量改善。治疗组还完成了一项调查，调查了基于go的阅读在提高阅读信心、修辞结构/组织理解、动机和兴趣方面的效果。结果显示，两组在两项测试中的得分差异很大。虽然对照组在两项测试中的得分均显著高于对照组(p < 0.05)，但治疗组在非参数分析中的相对收益显著高于对照组。调查结果表明，使用政府间组织在几个方面产生了积极影响。
{"title":"L2 Expository Text Reading Instruction: A Graphic Organiser-Based Methodology","authors":"Michael Sharpe","doi":"10.22158/SELT.V9N3P1","DOIUrl":"https://doi.org/10.22158/SELT.V9N3P1","url":null,"abstract":"A mixed method research design was employed to investigate the effects of using graphic organizers (GOs) to facilitate expository text comprehension in a college EFL reading context. Participants were two intact groups (n = 21, n = 31) of 1st year Japanese engineering undergraduates. Over a six-week study period, treatment group practiced using teacher-generated mapping templates when reading. Control group completed text-based comprehension questions. Treatment effects were examined by pre-and post-testing, to examine if using GOs transferred into quantitative improvements in learner comprehension. Treatment group also completed a survey on the efficacy of GO-based reading in improving reading confidence, understanding of rhetorical structure/organization, motivation and interest. Results showed there was high variability in both group’s scores on both tests. Although control group scored significantly higher on both (p < .05) tests, relative gains in the treatment group were significantly higher in non-parametric analysis. Survey responses indicated that using GOs had a positive effect in several areas.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125719168","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}
Claudio de Paiva Franco, Kátia Cristina do Amaral Tavares
Project Letras 2.0, which promotes research and teacher education by using digital technologies at the Faculty of Languages and Literatures (FLL) of the Federal University of Rio de Janeiro (UFRJ), completed ten years in 2021. This paper intends to describe the goals of Project Letras 2.0 UFRJ and discuss, through the lens of Activity Theory, some of the main conflicts and contradictions that have been or can still be perceived as opportunities for change and development. Therefore, this article may help shed light on debates on theoretical and practical debates about the use of digital technologies in language courses for undergraduate students who are being trained to be 21st-century language teachers. In addition, this paper also aims at encouraging discussions and further research on the use of digital technologies and the strategic adoption of hybrid classes in language courses in higher education.
{"title":"Digital Technology in University Language Courses: Project Letras 2.0 at UFRJ","authors":"Claudio de Paiva Franco, Kátia Cristina do Amaral Tavares","doi":"10.22158/SELT.V9N2P47","DOIUrl":"https://doi.org/10.22158/SELT.V9N2P47","url":null,"abstract":"Project Letras 2.0, which promotes research and teacher education by using digital technologies at the Faculty of Languages and Literatures (FLL) of the Federal University of Rio de Janeiro (UFRJ), completed ten years in 2021. This paper intends to describe the goals of Project Letras 2.0 UFRJ and discuss, through the lens of Activity Theory, some of the main conflicts and contradictions that have been or can still be perceived as opportunities for change and development. Therefore, this article may help shed light on debates on theoretical and practical debates about the use of digital technologies in language courses for undergraduate students who are being trained to be 21st-century language teachers. In addition, this paper also aims at encouraging discussions and further research on the use of digital technologies and the strategic adoption of hybrid classes in language courses in higher education.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117185175","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}
The purpose of this study was to examine whether teaching presence, social presence and cognitive presence were significant predictors of course satisfaction in a blended learning course at a public university in Sabah, East Malaysia. The research design was based on the Community of Inquiry framework survey involving 32 third-year undergraduates majoring in TESL (Teaching of English as a Second Language). Pearson r correlational analysis was used to determine the relationship between teaching presence, social presence, cognitive presence and course satisfaction. The findings of this study showed that both social presence and cognitive presence were significantly associated with course satisfaction, but not with teaching presence.
{"title":"The Relationship of Teaching, Social and Cognitive Presence with Course Satisfaction in a TESL Programme Course in a Public University in Sabah, East Malaysia","authors":"C. Tan, Onn Keong Kon","doi":"10.22158/SELT.V9N2P35","DOIUrl":"https://doi.org/10.22158/SELT.V9N2P35","url":null,"abstract":"The purpose of this study was to examine whether teaching presence, social presence and cognitive presence were significant predictors of course satisfaction in a blended learning course at a public university in Sabah, East Malaysia. The research design was based on the Community of Inquiry framework survey involving 32 third-year undergraduates majoring in TESL (Teaching of English as a Second Language). Pearson r correlational analysis was used to determine the relationship between teaching presence, social presence, cognitive presence and course satisfaction. The findings of this study showed that both social presence and cognitive presence were significantly associated with course satisfaction, but not with teaching presence.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132959134","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}
English literacy education plays a key role in establishing literate societies in the 21 st century. Having teachers and librarians as professional educators and educational personnel working together, with the provision of relevant literacy facilities, helps achieve this goal. This study applies the Partnership with Librarian s Strategy (PLS) by using an equivalent time -samples design to promote students’ English literacy skills. Forty-five seventh, eighth, and ninth graders were randomly selected as the population for this study. Their literacy achievements were measured by using listening, reading, writing, and speaking tests before and after the teaching and learning process. The students’ learning was also monitored using formative tests during the intervention. The results showed that the students’ English skills improved significantly. The improvement is hypothesi s ed to be influenced by the use of PLS as it is also statistically proven by the contribution of each literacy skill to students’ English literacy total achievement , i.e. , reading (63.6%), writing (22.9%), speaking (9.2%), and listening (4.3%). It is concluded that PLS makes a significant difference in English literacy learning and therefore deserves to be implemented in any English class coupled with an assessment strategy based on further classroom research to determine its potential effect .
{"title":"Partnership with Librarians: A Strategy to Improve Secondary School Students’ English Literacy","authors":"C. Diem, Fitria Kusumaningsih, Soni Mirizon","doi":"10.22158/SELT.V9N2P17","DOIUrl":"https://doi.org/10.22158/SELT.V9N2P17","url":null,"abstract":"English literacy education plays a key role in establishing literate societies in the 21 st century. Having teachers and librarians as professional educators and educational personnel working together, with the provision of relevant literacy facilities, helps achieve this goal. This study applies the Partnership with Librarian s Strategy (PLS) by using an equivalent time -samples design to promote students’ English literacy skills. Forty-five seventh, eighth, and ninth graders were randomly selected as the population for this study. Their literacy achievements were measured by using listening, reading, writing, and speaking tests before and after the teaching and learning process. The students’ learning was also monitored using formative tests during the intervention. The results showed that the students’ English skills improved significantly. The improvement is hypothesi s ed to be influenced by the use of PLS as it is also statistically proven by the contribution of each literacy skill to students’ English literacy total achievement , i.e. , reading (63.6%), writing (22.9%), speaking (9.2%), and listening (4.3%). It is concluded that PLS makes a significant difference in English literacy learning and therefore deserves to be implemented in any English class coupled with an assessment strategy based on further classroom research to determine its potential effect .","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129629445","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}
Vocabulary acquisition is the premise of learning language. In English learning, college students always feel perplexed and painful on acquiring English vocabulary. Therefore, this paper aims to analyze and reveal negative factors in English vocabulary acquisition of college students and put forward some countermeasures. Compared with previous studies, this paper comprehensively analyzes most of negative factors on English vocabulary acquisition and according to collected data, more concrete and practical measures are put forward to help college students acquire English vocabulary. Interviews and questionnaires are conducted in turn. Interviews with college students and teachers shows there are many factors that have an negative impact on vocabulary acquisition such as the influence of Chinese and culture, individual motivation, learning habits and teaching model. Questionnaire shows the difficulties and learning habits most students had as well as English teaching model they desire. Through questionnaire, it is found that low motivation is the most influential factor and there is a relationship between students’ grade and their motivation. At the end of this paper, some countermeasures are proposed to help students learn vocabulary more effectively.
{"title":"Investigation into the Negative Factors in English Vocabulary Acquisition of College Students","authors":"Ting Wu, J. Fan","doi":"10.22158/SELT.V9N2P1","DOIUrl":"https://doi.org/10.22158/SELT.V9N2P1","url":null,"abstract":"Vocabulary acquisition is the premise of learning language. In English learning, college students always feel perplexed and painful on acquiring English vocabulary. Therefore, this paper aims to analyze and reveal negative factors in English vocabulary acquisition of college students and put forward some countermeasures. Compared with previous studies, this paper comprehensively analyzes most of negative factors on English vocabulary acquisition and according to collected data, more concrete and practical measures are put forward to help college students acquire English vocabulary. Interviews and questionnaires are conducted in turn. Interviews with college students and teachers shows there are many factors that have an negative impact on vocabulary acquisition such as the influence of Chinese and culture, individual motivation, learning habits and teaching model. Questionnaire shows the difficulties and learning habits most students had as well as English teaching model they desire. Through questionnaire, it is found that low motivation is the most influential factor and there is a relationship between students’ grade and their motivation. At the end of this paper, some countermeasures are proposed to help students learn vocabulary more effectively.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127575174","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}
Listening has played an increasingly important role in language learning and acquisition. The issue of the potential relationship between background knowledge and listening comprehension attracted more attentions among linguistics and language scholars over the past decade. The main focus of this paper is to concentrate on the soundness of an empirical study conducted by Sadighi and Zare in 2006, offering an in-depth analysis of this relationship mentioned above. To illustrate this, a brief summary of their research is given. The next session assesses the rationality of the study, presenting details of three areas which include subject selection, data collection and data analysis. Finally, a concluding conception of its beneficial and profound significance in conducting a further good study will be demonstrated.
{"title":"A Review of the Soundness of a Study Based on the Understanding of a Good Research","authors":"Jing Song","doi":"10.22158/SELT.V9N1P57","DOIUrl":"https://doi.org/10.22158/SELT.V9N1P57","url":null,"abstract":"Listening has played an increasingly important role in language learning and acquisition. The issue of the potential relationship between background knowledge and listening comprehension attracted more attentions among linguistics and language scholars over the past decade. The main focus of this paper is to concentrate on the soundness of an empirical study conducted by Sadighi and Zare in 2006, offering an in-depth analysis of this relationship mentioned above. To illustrate this, a brief summary of their research is given. The next session assesses the rationality of the study, presenting details of three areas which include subject selection, data collection and data analysis. Finally, a concluding conception of its beneficial and profound significance in conducting a further good study will be demonstrated.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122719700","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}
The study reflects on the role of additional languages (L2) in the process of internationalization of higher education by analyzing the role of L2 in general and English in particular in the process of internationalization of a federal university in Brazil (UFES). More specifically, the study seeks evidence of the role of L2 and English in the process of internationalization at UFES by analyzing its offer of courses reported in the Guide EMI 2018-2019 in contrast with data from the self-declared L2 proficiency of professors linked to postgraduate programs (PPGs) in that institution. The literature review includes studies on the role of L2 in the process of internationalization in Brazil and at UFES. The methodology is mixed, triangulating quantitative and qualitative data of the offer of L2 courses at UFES with the reported proficiency levels of professors. The analysis of the data suggests that English has a hegemonic role in the internationalization process in general and at UFES in particular. Since other L2 possibilities have been found in that institution, the study suggests alternative language policies to stimulate the use of other L2 apart from English to foster a more multilingual internationalization process in that context.
{"title":"English as a Medium of Instruction in Brazil: Evidence from UFES","authors":"Reninni Taquini, K. Finardi","doi":"10.22158/SELT.V9N1P34","DOIUrl":"https://doi.org/10.22158/SELT.V9N1P34","url":null,"abstract":"The study reflects on the role of additional languages (L2) in the process of internationalization of higher education by analyzing the role of L2 in general and English in particular in the process of internationalization of a federal university in Brazil (UFES). More specifically, the study seeks evidence of the role of L2 and English in the process of internationalization at UFES by analyzing its offer of courses reported in the Guide EMI 2018-2019 in contrast with data from the self-declared L2 proficiency of professors linked to postgraduate programs (PPGs) in that institution. The literature review includes studies on the role of L2 in the process of internationalization in Brazil and at UFES. The methodology is mixed, triangulating quantitative and qualitative data of the offer of L2 courses at UFES with the reported proficiency levels of professors. The analysis of the data suggests that English has a hegemonic role in the internationalization process in general and at UFES in particular. Since other L2 possibilities have been found in that institution, the study suggests alternative language policies to stimulate the use of other L2 apart from English to foster a more multilingual internationalization process in that context.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132187414","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}
The ultimate goal of this paper is to show that binding can be captured in terms of Merge and Transfer. It is well-known that the phi-deficiency view of anaphora is taken to be the predominant view in the Minimalist literature and that an anaphor is assumed to be a nominal that lacks one or more phi-features. We examine the phi-deficiency view of anaphora and argue that animate features, phi-features, and R-features are necessary. Korean ku-casin “he-self” and English himself underspecified for R-features are subject/object/indirect object-oriented and are strictly local anaphors. On the other hand, Korean caki “self” underspecified for phi-features is subject/object-oriented and both locally and non-locally bound. Korean caki-casin “self-self” underspecified for both features (phi-features and R-features) are subject-oriented and strictly a local anaphor. Finally, within the Minimalist work, we show that binding can be captured by animate features, phi-features, R-features, Merge, and Transfer. Transfer provides the governing category and semantic computations, by which binding can be captured.
{"title":"Anaphora and Merge","authors":"Namkil Kang","doi":"10.22158/SELT.V9N1P15","DOIUrl":"https://doi.org/10.22158/SELT.V9N1P15","url":null,"abstract":"The ultimate goal of this paper is to show that binding can be captured in terms of Merge and Transfer. It is well-known that the phi-deficiency view of anaphora is taken to be the predominant view in the Minimalist literature and that an anaphor is assumed to be a nominal that lacks one or more phi-features. We examine the phi-deficiency view of anaphora and argue that animate features, phi-features, and R-features are necessary. Korean ku-casin “he-self” and English himself underspecified for R-features are subject/object/indirect object-oriented and are strictly local anaphors. On the other hand, Korean caki “self” underspecified for phi-features is subject/object-oriented and both locally and non-locally bound. Korean caki-casin “self-self” underspecified for both features (phi-features and R-features) are subject-oriented and strictly a local anaphor. Finally, within the Minimalist work, we show that binding can be captured by animate features, phi-features, R-features, Merge, and Transfer. Transfer provides the governing category and semantic computations, by which binding can be captured.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121927011","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}
Wide Sargasso Sea, as a prequel to Charlotte Bronte’s Jane Eyre, has been very influential in English literary field . Its author, Jean Rhys, expressed what Charlotte Bronte hasn’t expressed in Jane Eyre: The author has given a thorough analysis about Antoinette’s life before she becomes insane from different aspects, which make the insane woman newly understood for the readers. This paper intends to analyze Antoinette’s journey of searching for her identity through interactions with different people and the functions of mirror as the object in real life by applying Lacan’s theory of the mirror stage.
{"title":"Searching for Identity—Analysis of Antoinette’s Identity Crisis from the Perspective of Lacan’s Theory of the Mirror Stage","authors":"Zhang Zhen","doi":"10.22158/SELT.V9N1P30","DOIUrl":"https://doi.org/10.22158/SELT.V9N1P30","url":null,"abstract":"Wide Sargasso Sea, as a prequel to Charlotte Bronte’s Jane Eyre, has been very influential in English literary field . Its author, Jean Rhys, expressed what Charlotte Bronte hasn’t expressed in Jane Eyre: The author has given a thorough analysis about Antoinette’s life before she becomes insane from different aspects, which make the insane woman newly understood for the readers. This paper intends to analyze Antoinette’s journey of searching for her identity through interactions with different people and the functions of mirror as the object in real life by applying Lacan’s theory of the mirror stage.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131567360","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}
Hofstede’s (1986) concept of national culture includes the key dimension of how power distance affects interactions between interlocutors on all levels and settings of a society, including that of the university. An examination of such interactions, including the expected linguistic behaviors of instructors and students, is quite useful, because cultural values and the archetypal roles of instructors and their students tend to shed light on the relationships and general atmosphere of not just the higher education setting, but also of the society as a whole. In the large power distance culture of Saudi Arabia, this concept is examined through an analysis of the different address terms students use in classroom discourse to address their instructors. Since the use of titles is related to classroom interaction, it is affected by power distance. This study investigates and analyzes the discourse of the classroom in Saudi universities to identify titles and address terms used in student-instructor communications. The research found that the terms students employ with instructors include social and academic terms; whereas first and last names were usually avoided. Effects of potential factors are explained in terms of Hofstede’s (1986) concept of power distance.
{"title":"How to Address Your Instructor: An Analysis of Classroom Discourse at Saudi Arabian Universities","authors":"Albatool Abalkheel","doi":"10.22158/selt.v8n4p122","DOIUrl":"https://doi.org/10.22158/selt.v8n4p122","url":null,"abstract":"Hofstede’s (1986) concept of national culture includes the key dimension of how power distance affects interactions between interlocutors on all levels and settings of a society, including that of the university. An examination of such interactions, including the expected linguistic behaviors of instructors and students, is quite useful, because cultural values and the archetypal roles of instructors and their students tend to shed light on the relationships and general atmosphere of not just the higher education setting, but also of the society as a whole. In the large power distance culture of Saudi Arabia, this concept is examined through an analysis of the different address terms students use in classroom discourse to address their instructors. Since the use of titles is related to classroom interaction, it is affected by power distance. This study investigates and analyzes the discourse of the classroom in Saudi universities to identify titles and address terms used in student-instructor communications. The research found that the terms students employ with instructors include social and academic terms; whereas first and last names were usually avoided. Effects of potential factors are explained in terms of Hofstede’s (1986) concept of power distance.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121025239","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：