This study is an analysis of WhatsApp conversations among undergraduate students of Joseph Ayo Babalola University. Five conversations were collected from five undergraduate students. The conversations were then forwarded to the researcher’s phone. Screen shots of each conversation was taken so as to use it as it is on the WhatsApp pages of the owners that are kind enough to release their phones. Pragmatics is the theoretical framework used for the study. The power of influence of given contexts is revealed on messages, on speaker’s meaning and speaker’s intention in the selected conversations among undergraduate student. The power of emoji and smileys which are the digital version of body language in reducing ambiguity and adding emotional context to what is said is revealed in the selected conversations among undergraduate students in Joseph Ayo Babalola University. We conclude by suggesting that more smileys and emojis be used by conversationalits, since phones even suggest them as you type your conversations. WhatsApp is also used for formal instructions between teachers and students, so more teachers should imbibe the culture of using it for passing instructions to their students. Lastly, seminars and workshops can be organized by government institutions and private organizations to train instructors especially in the higher institutions of learning, on WhatsApp technology and proper usage.
{"title":"A Linguistic Analysis of WhatsApp Conversations among Undergraduate Students of Joseph Ayo Babalola University","authors":"Abosede Adebola Otemuyiwa","doi":"10.22158/SELT.V5N3P393","DOIUrl":"https://doi.org/10.22158/SELT.V5N3P393","url":null,"abstract":"This study is an analysis of WhatsApp conversations among undergraduate students of Joseph Ayo Babalola University. Five conversations were collected from five undergraduate students. The conversations were then forwarded to the researcher’s phone. Screen shots of each conversation was taken so as to use it as it is on the WhatsApp pages of the owners that are kind enough to release their phones. Pragmatics is the theoretical framework used for the study. The power of influence of given contexts is revealed on messages, on speaker’s meaning and speaker’s intention in the selected conversations among undergraduate student. The power of emoji and smileys which are the digital version of body language in reducing ambiguity and adding emotional context to what is said is revealed in the selected conversations among undergraduate students in Joseph Ayo Babalola University. We conclude by suggesting that more smileys and emojis be used by conversationalits, since phones even suggest them as you type your conversations. WhatsApp is also used for formal instructions between teachers and students, so more teachers should imbibe the culture of using it for passing instructions to their students. Lastly, seminars and workshops can be organized by government institutions and private organizations to train instructors especially in the higher institutions of learning, on WhatsApp technology and proper usage.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128345690","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}
One of the major problems faced by English as a Foreign Language (EFL) learners is the difficulty of decoding words and their meanings. While some are very early discouraged by the large amount of words to know before having a good command of this language, others struggle to progress in learning it because of the complexity of some words due to the multiplicity of their meanings. To overcome this problem, the author of this paper, after several years of research, tried to set up the listening in mute (Note 1) (low volume listening or soft listening) approach which refers to the action of the subconscious that has the capability of assimilating the language instead of the learner ((his or her) (Note 2) conscious mind) while the latter is sleeping in an environment where the English language is spoken in a low voice by native speakers. Therefore, to examine the effectiveness of this approach, seven Beninese intermediate EFL learners were voluntarily recruited from three English Language Clubs (Note 3). It was recommended to each of them to take the habit of listening to a radio with a reduced volume in a low voice tuned to a channel broadcasting English programs before going to bed at night. The results were very impressive. Through individual interviews and focus groups, participants revealed that their six-month experience in these programs has helped them develop many skills such as listening, meaning-decoding and pronunciation.
{"title":"Learning English as a Foreign Language through the Listening in Mute Approach","authors":"C. Toboula","doi":"10.22158/selt.v5n3p369","DOIUrl":"https://doi.org/10.22158/selt.v5n3p369","url":null,"abstract":"One of the major problems faced by English as a Foreign Language (EFL) learners is the difficulty of decoding words and their meanings. While some are very early discouraged by the large amount of words to know before having a good command of this language, others struggle to progress in learning it because of the complexity of some words due to the multiplicity of their meanings. To overcome this problem, the author of this paper, after several years of research, tried to set up the listening in mute (Note 1) (low volume listening or soft listening) approach which refers to the action of the subconscious that has the capability of assimilating the language instead of the learner ((his or her) (Note 2) conscious mind) while the latter is sleeping in an environment where the English language is spoken in a low voice by native speakers. Therefore, to examine the effectiveness of this approach, seven Beninese intermediate EFL learners were voluntarily recruited from three English Language Clubs (Note 3). It was recommended to each of them to take the habit of listening to a radio with a reduced volume in a low voice tuned to a channel broadcasting English programs before going to bed at night. The results were very impressive. Through individual interviews and focus groups, participants revealed that their six-month experience in these programs has helped them develop many skills such as listening, meaning-decoding and pronunciation.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115715654","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 the present research is evaluating the effect of teaching method based on language games on development of students’ language and discourse. The main hypothesis of the research is based on effect of language games on development of students’ vocabularies. The participants of the research included 44 second grade male students in primary school who were studying at 2015-2016 in Qarchak of Varamin in schools which the researcher teaches in them. Sample for study was divided into two groups of experimental and control though simple random. Initially, pretest was taken from the both groups in order to obtain full confidence of their integration and awareness about vocabularies of the lesson. Then the experimental group was educated for 6 months means from October 2015 to April 2016 for 3 hours per week through method based on language game and the control group was educated based on traditional method at the same period through the usual method with the same teacher and training book. At the end of the treatment, posttest was taken from the both group. Results indicated a considerable difference has been made between the experiment and the control groups.
{"title":"The Relationship between Language Games in Discourse Interactions in Classroom and Strengthening and Developing Vocabularies of Grade Two Male Students in Primary School","authors":"F. Moazzeni, F. Aghagolzadeh","doi":"10.22158/SELT.V5N2P358","DOIUrl":"https://doi.org/10.22158/SELT.V5N2P358","url":null,"abstract":"The purpose of the present research is evaluating the effect of teaching method based on language games on development of students’ language and discourse. The main hypothesis of the research is based on effect of language games on development of students’ vocabularies. The participants of the research included 44 second grade male students in primary school who were studying at 2015-2016 in Qarchak of Varamin in schools which the researcher teaches in them. Sample for study was divided into two groups of experimental and control though simple random. Initially, pretest was taken from the both groups in order to obtain full confidence of their integration and awareness about vocabularies of the lesson. Then the experimental group was educated for 6 months means from October 2015 to April 2016 for 3 hours per week through method based on language game and the control group was educated based on traditional method at the same period through the usual method with the same teacher and training book. At the end of the treatment, posttest was taken from the both group. Results indicated a considerable difference has been made between the experiment and the control groups.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126867415","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}
Paralanguage is considered as an influential factor in foreign language teaching and learning that plays an essential role in language teaching and enhancing language learners’ performance. The paper states to explore the effect of using paralanguage on teaching and learning English language to EFL learners. It is going to investigate the relationship between learners’ awareness of learning concept and teachers’ paralanguage; the standardized testing relational aspect between students’ learning and teachers’ paralanguage; and the learners’ credible teaching perceptions depend on the teachers’ paralanguage. The participants in this research are teachers and students of English language in the College of Science and Arts, Almandaq Branch in Albaha University. The study has concluded that paralanguage strategies assist in communicating effective meanings. It is recommended that EFL teachers and learners should use paralanguage strategies in their teaching and learning processes to convey meaning effectively.
{"title":"Impacts of Using Paralanguage on Teaching and Learning English Language to Convey Effective Meaning","authors":"Elsadig Mohamed Khalifa, Habib Faddal","doi":"10.22158/SELT.V5N2P295","DOIUrl":"https://doi.org/10.22158/SELT.V5N2P295","url":null,"abstract":"Paralanguage is considered as an influential factor in foreign language teaching and learning that plays an essential role in language teaching and enhancing language learners’ performance. The paper states to explore the effect of using paralanguage on teaching and learning English language to EFL learners. It is going to investigate the relationship between learners’ awareness of learning concept and teachers’ paralanguage; the standardized testing relational aspect between students’ learning and teachers’ paralanguage; and the learners’ credible teaching perceptions depend on the teachers’ paralanguage. The participants in this research are teachers and students of English language in the College of Science and Arts, Almandaq Branch in Albaha University. The study has concluded that paralanguage strategies assist in communicating effective meanings. It is recommended that EFL teachers and learners should use paralanguage strategies in their teaching and learning processes to convey meaning effectively.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122820446","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}
This study explored patterns of interaction in a synchronous Computer Mediated Communication (CMC) collaborative activity in an English as a Foreign Language (EFL) setting in the Saudi Arabian context. The study focused on the use of synchronous Chat in teaching and learning. Collaborative learning is considered to lead to a deeper level of learning, enhanced critical thinking, shared understanding and long-term recognition of the learned material. A qualitative approach was used in the data collection process. Participants were 20 high school students, native speakers of Arabic, in Jeddah, Saudi Arabia. The study examined participants’ English usage in conversation, a quiz, and a discussion, all of which took place online, in a CMC format. There was also a paired work presentation of 25 minutes’ duration. Results revealed that CMC enabled learners to further their understanding of instructional content and to better apply what they had learned when they were placed in a group. The results from the online discussion showed that participants’ linguistic performance improved, including better utilization of words. Although grammatical usages lack certain accuracy, the use of CMC to a larger extent contributed to enhanced communication skills and autonomy. Based on the findings some suggestions and recommendations were provided as to aid teachers as well as students in implementing the Internet technology in EFL classrooms.
{"title":"Patterns of Interactions in a Synchronous Computer Mediated Communication (CMC) Collaborative Activity in the Saudi EFL Context","authors":"Muna Al-Mutairy, N. Shukri","doi":"10.22158/SELT.V5N2P307","DOIUrl":"https://doi.org/10.22158/SELT.V5N2P307","url":null,"abstract":"This study explored patterns of interaction in a synchronous Computer Mediated Communication (CMC) collaborative activity in an English as a Foreign Language (EFL) setting in the Saudi Arabian context. The study focused on the use of synchronous Chat in teaching and learning. Collaborative learning is considered to lead to a deeper level of learning, enhanced critical thinking, shared understanding and long-term recognition of the learned material. A qualitative approach was used in the data collection process. Participants were 20 high school students, native speakers of Arabic, in Jeddah, Saudi Arabia. The study examined participants’ English usage in conversation, a quiz, and a discussion, all of which took place online, in a CMC format. There was also a paired work presentation of 25 minutes’ duration. Results revealed that CMC enabled learners to further their understanding of instructional content and to better apply what they had learned when they were placed in a group. The results from the online discussion showed that participants’ linguistic performance improved, including better utilization of words. Although grammatical usages lack certain accuracy, the use of CMC to a larger extent contributed to enhanced communication skills and autonomy. Based on the findings some suggestions and recommendations were provided as to aid teachers as well as students in implementing the Internet technology in EFL classrooms.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115805292","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 advance of technology nowadays has encouraged many English as a Foreign Language (EFL) teachers to use technology in EFL teaching. However, some EFL teachers are still reluctant to take the opportunity. Low level of self-efficacy has been identified as a factor that hinders EFL teachers to use technology in EFL teaching. While a lot of research on EFL teachers’ self-efficacy has been reported in the literature, EFL teachers’ Self-Efficacy towards Technology Integration (SETI) has been rarely studied, especially in the Indonesian context of EFL teaching. Therefore, this study aimed to examine Indonesian EFL teachers’ SETI and their use of technology in EFL teaching. It involved 23 EFL teachers. Data were collected by using survey and interview. Analysis of the data showed that there is a relation between the EFL teachers’ SETI and their use of technology in EFL teaching.
{"title":"Indonesian EFL Teachers’ Self-Efficacy towards Technology Integration (SETI) and Their Use of Technology in EFL","authors":"Masrurin Lailiyah, B. Cahyono","doi":"10.22158/SELT.V5N2P344","DOIUrl":"https://doi.org/10.22158/SELT.V5N2P344","url":null,"abstract":"The advance of technology nowadays has encouraged many English as a Foreign Language (EFL) teachers to use technology in EFL teaching. However, some EFL teachers are still reluctant to take the opportunity. Low level of self-efficacy has been identified as a factor that hinders EFL teachers to use technology in EFL teaching. While a lot of research on EFL teachers’ self-efficacy has been reported in the literature, EFL teachers’ Self-Efficacy towards Technology Integration (SETI) has been rarely studied, especially in the Indonesian context of EFL teaching. Therefore, this study aimed to examine Indonesian EFL teachers’ SETI and their use of technology in EFL teaching. It involved 23 EFL teachers. Data were collected by using survey and interview. Analysis of the data showed that there is a relation between the EFL teachers’ SETI and their use of technology in EFL teaching.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124801968","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}
This study compared effectiveness of two types of instruction on Taiwanese EFL senior high school students’ oral production of derived words: communicative versus explicit. Participants included three intact classes of twelfth graders in a private senior high school. One class received explicit instruction, another communicative instruction. The third class received conventional instruction and served as the control group. Three groups received one 25-minute lesson on oral production of English derived words per week for a total of six weeks. Instruments included oral derived words tasks in isolation and in sentential context, and two versions of the treatment questionnaire. Results show that both Explicit and Communicative Groups significantly outperformed Control Group in the posttest of oral production of derived words in isolation, with neutral suffixes, with nominals, and at levels 5-6. Communicative Group also significantly surpassed Control Group in the derived words with non-neutral suffixes and beyond level 6. However, there was no significant difference among three groups in oral production of English derived words in sentential context, with adjectives, and at levels 3-4. Based on the results of this study, language instructors are suggested to first explicitly teach learners how to orally produce English derived words and then use communicative activities to enhance learners’ interest and motivation. Future studies are recommended to compare effects of explicit and communicative instruction on learners with varying proficiency levels and/or with longer periods of practice or exposure.
{"title":"A Comparative Study of Effectiveness of Explicit and Communicative Instruction on Taiwanese EFL Secondary School Students’ Morphophonological Awareness of Derived Words","authors":"Feng-Lan Kuo, Yihsiang Kuo, T. Chiu","doi":"10.22158/SELT.V5N2P323","DOIUrl":"https://doi.org/10.22158/SELT.V5N2P323","url":null,"abstract":"This study compared effectiveness of two types of instruction on Taiwanese EFL senior high school students’ oral production of derived words: communicative versus explicit. Participants included three intact classes of twelfth graders in a private senior high school. One class received explicit instruction, another communicative instruction. The third class received conventional instruction and served as the control group. Three groups received one 25-minute lesson on oral production of English derived words per week for a total of six weeks. Instruments included oral derived words tasks in isolation and in sentential context, and two versions of the treatment questionnaire. Results show that both Explicit and Communicative Groups significantly outperformed Control Group in the posttest of oral production of derived words in isolation, with neutral suffixes, with nominals, and at levels 5-6. Communicative Group also significantly surpassed Control Group in the derived words with non-neutral suffixes and beyond level 6. However, there was no significant difference among three groups in oral production of English derived words in sentential context, with adjectives, and at levels 3-4. Based on the results of this study, language instructors are suggested to first explicitly teach learners how to orally produce English derived words and then use communicative activities to enhance learners’ interest and motivation. Future studies are recommended to compare effects of explicit and communicative instruction on learners with varying proficiency levels and/or with longer periods of practice or exposure.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125127776","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}
In recent years, a bourgeoning area of paradigm-revising scholarly investigation involves what could be referred to as a “Naturalist” or “Cognitive” turn in literary and art study, exploring the interface between theory in the arts and humanities and scientific theory of the type produced in disciplines belonging to the empirical and cognitive paradigm such as linguistics, cognitive science, philosophy of mind and cognitive neuropsychology. In this paper, I will discuss a range of theoretical, epistemic and methodological issues raised by such an interdisciplinary enterprise including the possibility of a genuine methodological merger with the cognitive paradigm, the plea for psychological realism, the extent to which the scientific method is compatible with the nature of literature and art as an investigative object and the need for genuine, two-way interdisciplinary practices in literary and art study. I will also briefly consider the role Relevance Theory might have to play in this interdisciplinary venture as both a pragmatic and epistemological framework.
{"title":"The Naturalist Turn in Literary and Art Study: Two-Way Interdisciplinarity and the Sciences of Mind","authors":"P. Kolaiti","doi":"10.22158/SELT.V5N2P277","DOIUrl":"https://doi.org/10.22158/SELT.V5N2P277","url":null,"abstract":"In recent years, a bourgeoning area of paradigm-revising scholarly investigation involves what could be referred to as a “Naturalist” or “Cognitive” turn in literary and art study, exploring the interface between theory in the arts and humanities and scientific theory of the type produced in disciplines belonging to the empirical and cognitive paradigm such as linguistics, cognitive science, philosophy of mind and cognitive neuropsychology. In this paper, I will discuss a range of theoretical, epistemic and methodological issues raised by such an interdisciplinary enterprise including the possibility of a genuine methodological merger with the cognitive paradigm, the plea for psychological realism, the extent to which the scientific method is compatible with the nature of literature and art as an investigative object and the need for genuine, two-way interdisciplinary practices in literary and art study. I will also briefly consider the role Relevance Theory might have to play in this interdisciplinary venture as both a pragmatic and epistemological framework.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125533223","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 is widely learned throughout the globe not only as a second but also as a foreign language. As a foreign language in Indonesia, English is only studied at school as a subject-matter. Bali is a popular tourist destination in Indonesian and it provides a number of opportunities for people to master competence in English language speaking. One of the English trainings for the local villagers is run by the government of Badung regency, in the Bali province-Indonesia. This article aims at describing the process and result of English training for members of the community Group of Tourism Awareness. The participants, including the tourism local guides, were provided with materials on the following functions of the language: greetings, farewell and special expressions, apologizing, requests, invitations and suggestions. The training was carried out during three days with time allotment of 2 hours a day. The training consisted in orientation, drills, feedback and continuation. Training was delivered in terms of conversational process using the techniques of RELUS (R = read, LU = look up, S = say). The evaluation of the training was carried out through individual oral tests. The results showed that 11 out of the 18 participants obtained excellent marks and the rest obtained good results.
英语在全球范围内被广泛学习，不仅作为第二语言，而且作为一门外语。在印尼，英语作为一门外语，只是在学校里作为一门学科来学习。巴厘岛是印度尼西亚的热门旅游目的地，它为人们提供了许多掌握英语口语能力的机会。其中一项针对当地村民的英语培训是由印度尼西亚巴厘省巴东摄政政府举办的。本文旨在描述社区旅游意识小组成员英语培训的过程和结果。向包括当地导游在内的与会人员提供了有关汉语的以下功能的材料:问候、告别和特殊表达、道歉、请求、邀请和建议。培训时间为3天，每天2小时。培训包括指导、练习、反馈和继续。使用RELUS (R = read, LU = look up, S = say)技术在会话过程中进行培训。对培训的评价是通过个别口头测试进行的。结果显示，18名参与者中有11人取得了优异的成绩，其余的人都取得了良好的成绩。
{"title":"The Success of English Training for the Local Guides in Bali","authors":"I. N. Sudipa","doi":"10.22158/SELT.V5N2P266","DOIUrl":"https://doi.org/10.22158/SELT.V5N2P266","url":null,"abstract":"English is widely learned throughout the globe not only as a second but also as a foreign language. As a foreign language in Indonesia, English is only studied at school as a subject-matter. Bali is a popular tourist destination in Indonesian and it provides a number of opportunities for people to master competence in English language speaking. One of the English trainings for the local villagers is run by the government of Badung regency, in the Bali province-Indonesia. This article aims at describing the process and result of English training for members of the community Group of Tourism Awareness. The participants, including the tourism local guides, were provided with materials on the following functions of the language: greetings, farewell and special expressions, apologizing, requests, invitations and suggestions. The training was carried out during three days with time allotment of 2 hours a day. The training consisted in orientation, drills, feedback and continuation. Training was delivered in terms of conversational process using the techniques of RELUS (R = read, LU = look up, S = say). The evaluation of the training was carried out through individual oral tests. The results showed that 11 out of the 18 participants obtained excellent marks and the rest obtained good results.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":" 23","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131942518","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}
This report studies ESL tutoring feedback to Chinese and Saudi students. The objective is to research the reasons of feedback differences and similarities, which include previous and current English learning styles, habits, purposes for receiving tutoring, and evaluations of tutors. Faced with L2 learners who come from different cultural backgrounds, it is helpful for instructors and tutors to know L2 students’ previous English learning experiences in their home countries so that instructors and tutors can adjust teaching or tutoring for each student. In addition, students who speak the same L1 have common problems of English learning due to their L1. In this way, ESL tutors not only tutor English skills, but also promote cultural awareness. Meanwhile, knowing students’ cultural background is necessary to give tutoring for each L2 learner. The present study aims to explore L2 learners’ feedback from previous and current English learning experiences and will help L2 instructors and tutors to know some basic knowledge about two different language groups.
{"title":"A comparison of experiences and preferences regarding classroom and tutoring feedback among Chinese and Saudi learners of English","authors":"X. Wang","doi":"10.22158/SELT.V5N2P245","DOIUrl":"https://doi.org/10.22158/SELT.V5N2P245","url":null,"abstract":"This report studies ESL tutoring feedback to Chinese and Saudi students. The objective is to research the reasons of feedback differences and similarities, which include previous and current English learning styles, habits, purposes for receiving tutoring, and evaluations of tutors. Faced with L2 learners who come from different cultural backgrounds, it is helpful for instructors and tutors to know L2 students’ previous English learning experiences in their home countries so that instructors and tutors can adjust teaching or tutoring for each student. In addition, students who speak the same L1 have common problems of English learning due to their L1. In this way, ESL tutors not only tutor English skills, but also promote cultural awareness. Meanwhile, knowing students’ cultural background is necessary to give tutoring for each L2 learner. The present study aims to explore L2 learners’ feedback from previous and current English learning experiences and will help L2 instructors and tutors to know some basic knowledge about two different language groups.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125033908","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}
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