Learning English as a foreign language (EFL) is both a promising endeavor and a challenging undertaking. All language learners encounter unique challenges in the process of learning English, and Saudi EFL learners are no exception. This article identifies the unique and multifarious challenges Saudi EFL learners face, and explores the multidimensional causal factors in the progression of the challenges they face most commonly. The analysis first tackles the considerable challenge of accurate spelling, followed by a discussion of the challenges Saudi EFL learners encounter when learning to read and write in English. This discussion addresses challenges in sociolinguistic competence and English pronunciation arising from multivariate factors, and concludes by offering measures to help Saudi EFL learners overcome these characteristic challenges and promote their trajectory toward successful acquisition of EFL.
{"title":"Unique Challenges Saudi EFL Learners Face","authors":"Khalid Al-Seghayer","doi":"10.22158/selt.v7n4p490","DOIUrl":"https://doi.org/10.22158/selt.v7n4p490","url":null,"abstract":"Learning English as a foreign language (EFL) is both a promising endeavor and a challenging undertaking. All language learners encounter unique challenges in the process of learning English, and Saudi EFL learners are no exception. This article identifies the unique and multifarious challenges Saudi EFL learners face, and explores the multidimensional causal factors in the progression of the challenges they face most commonly. The analysis first tackles the considerable challenge of accurate spelling, followed by a discussion of the challenges Saudi EFL learners encounter when learning to read and write in English. This discussion addresses challenges in sociolinguistic competence and English pronunciation arising from multivariate factors, and concludes by offering measures to help Saudi EFL learners overcome these characteristic challenges and promote their trajectory toward successful acquisition of EFL.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132035670","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 international business dealings, we inevitably encounter problems arising from cultural obstacles, which in business dealings influence us greatly. However, the influence of cultural barriers can be decreased by the role of friends in business dealings. Also, the discussion of the “friend” roles of The Analects gives us theoretical basis for helping us to overcome cultural barriers. Previous research has showed that nowadays business dealings are affected by cultural obstacles, but it is found that the “friend” roles of The Analects can help us, to some extent, to remove the obstacles in business dealings. This paper cited many examples of the “friend” roles of The Analects, and their excellent characters are illustrated. These characters help us to promote the common cause, strengthen business relations, extend the partnership, and enjoy the cooperation in business dealings. Therefore, according to the “friend” roles of The Analects, we can stimulate “catalytic functions” in business dealings.
{"title":"Study of “Catalytic Functions” of the “Friend” Roles of The Analects in Business Dealings","authors":"Pengrong Chen, Yaqin He","doi":"10.22158/selt.v7n4p477","DOIUrl":"https://doi.org/10.22158/selt.v7n4p477","url":null,"abstract":"In international business dealings, we inevitably encounter problems arising from cultural obstacles, which in business dealings influence us greatly. However, the influence of cultural barriers can be decreased by the role of friends in business dealings. Also, the discussion of the “friend” roles of The Analects gives us theoretical basis for helping us to overcome cultural barriers. Previous research has showed that nowadays business dealings are affected by cultural obstacles, but it is found that the “friend” roles of The Analects can help us, to some extent, to remove the obstacles in business dealings. This paper cited many examples of the “friend” roles of The Analects, and their excellent characters are illustrated. These characters help us to promote the common cause, strengthen business relations, extend the partnership, and enjoy the cooperation in business dealings. Therefore, according to the “friend” roles of The Analects, we can stimulate “catalytic functions” in business dealings.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"7 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120908414","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 narrative of the adventures of Roxana is described in the preface as a warning against various inappropriate behaviours, but Daniel Defoe’s novel as a whole includes a number of contradictory perspectives which undercut many of the Puritan values that its official and prefatory purpose tries to reassert. The heroine herself seems to enjoy rather than regrets the many drawbacks and misdeeds she indulges in by describing them at great length and with great gusto. This article studies the default lines of Roxana’s confession beyond the Puritan perspective by exploring the manner in which Roxana’s ambiguous re-telling hovers between qualification and pleasure.
{"title":"Daniel Defoe’s Roxana: Puritanism and Its Subversion","authors":"Yann Tholoniat","doi":"10.22158/selt.v7n4p466","DOIUrl":"https://doi.org/10.22158/selt.v7n4p466","url":null,"abstract":"The narrative of the adventures of Roxana is described in the preface as a warning against various inappropriate behaviours, but Daniel Defoe’s novel as a whole includes a number of contradictory perspectives which undercut many of the Puritan values that its official and prefatory purpose tries to reassert. The heroine herself seems to enjoy rather than regrets the many drawbacks and misdeeds she indulges in by describing them at great length and with great gusto. This article studies the default lines of Roxana’s confession beyond the Puritan perspective by exploring the manner in which Roxana’s ambiguous re-telling hovers between qualification and pleasure.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"319 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116437834","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 is based on the assumption that knowledge of English is an important factor in the internationalization of higher education and that the English without Borders program has positively affected the overall level of proficiency in English as well as internationalization levels in Brazil. So as to verify this hypothesis, the study analyzed the interface between English proficiency levels measured with the TOEFL ITP test and internationalization scores measured in terms of rankings in a federal university in Brazil. Results of the study suggest that during the period analyzed these two variables remained stable, thus confirming the hypothesis raised.
{"title":"Internationalization and Language Assessment in Brazil: Exploring the Interface between Language Proficiency and Rankings at UFES","authors":"K. Finardi, G. Amorim, Cláudia J. Kawachi-Furlan","doi":"10.22158/SELT.V6N2P139","DOIUrl":"https://doi.org/10.22158/SELT.V6N2P139","url":null,"abstract":"The study is based on the assumption that knowledge of English is an important factor in the internationalization of higher education and that the English without Borders program has positively affected the overall level of proficiency in English as well as internationalization levels in Brazil. So as to verify this hypothesis, the study analyzed the interface between English proficiency levels measured with the TOEFL ITP test and internationalization scores measured in terms of rankings in a federal university in Brazil. Results of the study suggest that during the period analyzed these two variables remained stable, thus confirming the hypothesis raised.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130581768","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 study was to probe the effectiveness of English language teaching through Interactive Whiteboards (IWBs). Three specific factors were probed: (a) the results from immediate test and retention test; (b) students’ perceptions related to the utilization of IWBs; (c) the advantages and disadvantages of the technology-supported instruction. Forty-three students from Grade 3 students in Sahes Elementary School in Taiwan were engaged in either technology-supported group or none technology-supported group. The results revealed that the experimental group through technology-supported instruction significantly outperformed the control group on students’ immediate test and retention test. Moreover, students’ perceptions related to the IWBs indicated that most of them enjoying lear ning English in the technology-supported classrooms. Finally, the results also showed the advantages and disadvantages through the IWBs instructions. The study revealed that teaching through technology was an effective way to help students in English learning .
{"title":"Effects of English Teaching with Interactive Whiteboards in the Elementary English Classrooms","authors":"Ching-Ying Lin, Jocelyn Chu","doi":"10.22158/SELT.V6N2P127","DOIUrl":"https://doi.org/10.22158/SELT.V6N2P127","url":null,"abstract":"The purpose of the study was to probe the effectiveness of English language teaching through Interactive Whiteboards (IWBs). Three specific factors were probed: (a) the results from immediate test and retention test; (b) students’ perceptions related to the utilization of IWBs; (c) the advantages and disadvantages of the technology-supported instruction. Forty-three students from Grade 3 students in Sahes Elementary School in Taiwan were engaged in either technology-supported group or none technology-supported group. The results revealed that the experimental group through technology-supported instruction significantly outperformed the control group on students’ immediate test and retention test. Moreover, students’ perceptions related to the IWBs indicated that most of them enjoying lear ning English in the technology-supported classrooms. Finally, the results also showed the advantages and disadvantages through the IWBs instructions. The study revealed that teaching through technology was an effective way to help students in English learning .","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126657363","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 examined the effect of the use of Instagram on EFL students’ writing ability. It involved 34 EFL students of an Indonesian university. The students were taught to write opinion essays with Instagram as the instructional medium. The treatment was given in six meetings, excluding the writing pre-test and post-test. The students were asked to make an opinion essay in the pre-test and post-test. They were also asked to respond to a questionnaire designed to verify their perceptions on three aspects: their competence in writing, interest in the use of Instagram in the teaching and writing, and learning process. The results of the data analysis showed that there was a significant difference between the pre-test the post-test scores. Based on the findings of this study, some recommendations are given for teachers and future researchers regarding the use of Instagram on the teaching of EFL writing.
{"title":"The Use of Instagram in the Teaching of EFL Writing: Effect on Writing Ability and Students’ Perceptions","authors":"A. Handayani, B. Cahyono, Utami Widiati","doi":"10.22158/SELT.V6N2P112","DOIUrl":"https://doi.org/10.22158/SELT.V6N2P112","url":null,"abstract":"This study examined the effect of the use of Instagram on EFL students’ writing ability. It involved 34 EFL students of an Indonesian university. The students were taught to write opinion essays with Instagram as the instructional medium. The treatment was given in six meetings, excluding the writing pre-test and post-test. The students were asked to make an opinion essay in the pre-test and post-test. They were also asked to respond to a questionnaire designed to verify their perceptions on three aspects: their competence in writing, interest in the use of Instagram in the teaching and writing, and learning process. The results of the data analysis showed that there was a significant difference between the pre-test the post-test scores. Based on the findings of this study, some recommendations are given for teachers and future researchers regarding the use of Instagram on the teaching of EFL writing.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124150767","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}
Teaching cross-cultural knowledge in English teaching is drawing more and more attention nowadays. This study investigated students’ attitudes towards the integration of teaching cross-cultural issues and teaching listening skill. This study based on qualitative analysis of a questionnaire done by 30 EFL students who participated in the course on Listening 2 in the second year of their MBA program in Kien Giang University, Vietnam. During the course, besides helping students master the language and listening skill, the researcher helped cultivate their cross-cultural competence by explaining some cross-culture notes related to the content of the lesson. At the end of the course, a questionnaire has been conducted to the students to gain information about the effectiveness of integrating teaching cross-culture knowledge and teaching listening. The finding revealed that students found the cross-cultural issues effective in helping them understand the lessons better and form healthy cross-cultural awareness. They also enjoyed learning the cultural differences to develop their cross-cultural knowledge and got useful experience to widen their world.
{"title":"EFL Students’ Attitudes towards Integrating Teaching Cross-Cultural Issues and Teaching Listening Skill","authors":"Thi Hoang Oanh, T. Minh","doi":"10.22158/SELT.V6N2P97","DOIUrl":"https://doi.org/10.22158/SELT.V6N2P97","url":null,"abstract":"Teaching cross-cultural knowledge in English teaching is drawing more and more attention nowadays. This study investigated students’ attitudes towards the integration of teaching cross-cultural issues and teaching listening skill. This study based on qualitative analysis of a questionnaire done by 30 EFL students who participated in the course on Listening 2 in the second year of their MBA program in Kien Giang University, Vietnam. During the course, besides helping students master the language and listening skill, the researcher helped cultivate their cross-cultural competence by explaining some cross-culture notes related to the content of the lesson. At the end of the course, a questionnaire has been conducted to the students to gain information about the effectiveness of integrating teaching cross-culture knowledge and teaching listening. The finding revealed that students found the cross-cultural issues effective in helping them understand the lessons better and form healthy cross-cultural awareness. They also enjoyed learning the cultural differences to develop their cross-cultural knowledge and got useful experience to widen their world.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120871829","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 article provides a historical overview of English language instruction in the United States as well as a spectrum of the current models used in schools. From subtractive methods to additive approaches, the benefits of each are explored. This work highlights the rapidly expanding movement towards Dual Language instruction for English language learners, and the advantages it brings to students, schools and the community. The authors examine future considerations for Dual Language programming and the escalating need for these qualified and specialized educators.
{"title":"Teaching English in the United States: Looking Back and Moving Forward towards a Brighter Future","authors":"T. O. D. L. Garza, E. Mackinney","doi":"10.22158/selt.v6n2p86","DOIUrl":"https://doi.org/10.22158/selt.v6n2p86","url":null,"abstract":"This article provides a historical overview of English language instruction in the United States as well as a spectrum of the current models used in schools. From subtractive methods to additive approaches, the benefits of each are explored. This work highlights the rapidly expanding movement towards Dual Language instruction for English language learners, and the advantages it brings to students, schools and the community. The authors examine future considerations for Dual Language programming and the escalating need for these qualified and specialized educators.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"2012 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133798502","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 analysis in this study, using a data set consisting of 20 teacher-student meetings in two settings of formal classroom sessions and once-a-week tutorials, examines how ESL teachers in China construct their identities, by considering the use of person-referencing practices, speech acts, language selection and language styles. The results of the analysis are discussed with reference to the construction of different types of ESL teacher identities in these two settings.
本文结合分析结果讨论了在这两种情境下不同类型的ESL教师身份建构。
{"title":"The Construction of an Identity as “ESL Teacher” in Classrooms and Tutorials","authors":"Hongya Fan, Xiaoyan Ren","doi":"10.22158/SELT.V6N1P70","DOIUrl":"https://doi.org/10.22158/SELT.V6N1P70","url":null,"abstract":"The analysis in this study, using a data set consisting of 20 teacher-student meetings in two settings of formal classroom sessions and once-a-week tutorials, examines how ESL teachers in China construct their identities, by considering the use of person-referencing practices, speech acts, language selection and language styles. The results of the analysis are discussed with reference to the construction of different types of ESL teacher identities in these two settings.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125445432","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}
Over the past few decades, the field of second language acquisition (SLA) has seen a remarkable increase of interest in the study of instructed second language acquisition (ISLA), which “investigates second language (L2) learning or acquisition that occurs as a result of teaching” (Loewen, 2014, p. 2). The importance of this subfield has particularly been emphasized for the sake of adult L2 learners, who, due to biological and cognitive constraints, have difficulty acquiring a target language (TL) solely based on naturalistic input (e.g., Han, 2004; Long, 1990). For this, ISLA research has suggested the utilization of focus on form (FonF), a pedagogical approach that attempts to engage learners’ metalinguistic attention in an otherwise solely meaning-based environment (Doughty & Williams, 1998; Long, 1991; Long & Robinson, 1998). According to Doughty and Williams (1998), FonF involves an array of pedagogical options, ranging from implicit techniques (e.g., input flood, input enhancement, and recasts) that attempt to attract leaners’ attention to form, to explicit techniques (e.g., processing instruction, consciousness-raising, and dictogloss) that attempt to direct their attention to form.
在过去的几十年里，第二语言习得(SLA)领域对指导第二语言习得(ISLA)研究的兴趣显著增加，ISLA“调查由于教学而发生的第二语言(L2)学习或习得”(Loewen, 2014, p. 2)。为了成人L2学习者的利益，这一子领域的重要性特别得到强调，他们由于生物和认知的限制，仅基于自然主义输入难以习得目标语言(例如，Han, 2004;长,1990)。为此，ISLA的研究建议使用关注形式(focus on form, FonF)，这是一种试图在纯粹基于意义的环境中吸引学习者元语言注意力的教学方法(Doughty & Williams, 1998;长,1991;Long & Robinson, 1998)。根据Doughty和Williams(1998)的说法，FonF涉及一系列教学选择，从试图吸引学习者对形式的注意力的内隐技术(例如，输入泛滥，输入增强和重铸)到试图将学习者的注意力引导到形式的外显技术(例如，加工指导，意识提高和dictogloss)。
{"title":"Unpacking the Concept of Complexity in Instructed SLA Research: Towards an Acquisitional Definition","authors":"Ji-Yung Jung","doi":"10.7916/D86Q28WV","DOIUrl":"https://doi.org/10.7916/D86Q28WV","url":null,"abstract":"Over the past few decades, the field of second language acquisition (SLA) has seen a remarkable increase of interest in the study of instructed second language acquisition (ISLA), which “investigates second language (L2) learning or acquisition that occurs as a result of teaching” (Loewen, 2014, p. 2). The importance of this subfield has particularly been emphasized for the sake of adult L2 learners, who, due to biological and cognitive constraints, have difficulty acquiring a target language (TL) solely based on naturalistic input (e.g., Han, 2004; Long, 1990). For this, ISLA research has suggested the utilization of focus on form (FonF), a pedagogical approach that attempts to engage learners’ metalinguistic attention in an otherwise solely meaning-based environment (Doughty & Williams, 1998; Long, 1991; Long & Robinson, 1998). According to Doughty and Williams (1998), FonF involves an array of pedagogical options, ranging from implicit techniques (e.g., input flood, input enhancement, and recasts) that attempt to attract leaners’ attention to form, to explicit techniques (e.g., processing instruction, consciousness-raising, and dictogloss) that attempt to direct their attention to form.","PeriodicalId":112359,"journal":{"name":"Studies in English Language and Teaching","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130365135","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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