Pub Date : 2023-08-30DOI: 10.20448/gjelt.v3i1.4953
Habiba Tasmia Hera, Sumona Rani Saha
For more than a decade second language researchers, psychologists and language practitioners have found out multifarious impact of anxiety on language learning process. Realizing its’ significance in the EFL context of Bangladesh, this study has explored the anxieties of rural secondary school students in learning English and offered some specific suggestions to reduce it. This mixed approach research collected quantitative data by administering Foreign Language Anxiety scale and gathered qualitative data from in-depth interviews with 20 students of 10 secondary schools of Bauphal upzilla, Pautakhali. Quantitative data was put in SPSS version 22 for statistical analysis and presented graphically and qualitative data was interpreted thematically. Results revealed that secondary students in this rural context experienced English language learning anxiety as about 68.44% of students were anxious about negative evaluation; 51.27% about classroom anxiety; 61.2% about test anxiety and 60.88% about communicating in English. Findings of this study have implications for the English language teachers of secondary and higher secondary levels particularly in the rural areas by drawing their attention to learners’ foreign language anxiety (FLA) as a major barrier to learning English and by suggesting them some possible ways to lessen it and for the academicians who aspire to come up with effective teaching methodologies considering the contextual variations to maximize foreign language learning outputs
{"title":"Exploring rural secondary students’ English language learning anxiety: A study on secondary students of Bauphal, Patuakhali, Bangladesh","authors":"Habiba Tasmia Hera, Sumona Rani Saha","doi":"10.20448/gjelt.v3i1.4953","DOIUrl":"https://doi.org/10.20448/gjelt.v3i1.4953","url":null,"abstract":"For more than a decade second language researchers, psychologists and language practitioners have found out multifarious impact of anxiety on language learning process. Realizing its’ significance in the EFL context of Bangladesh, this study has explored the anxieties of rural secondary school students in learning English and offered some specific suggestions to reduce it. This mixed approach research collected quantitative data by administering Foreign Language Anxiety scale and gathered qualitative data from in-depth interviews with 20 students of 10 secondary schools of Bauphal upzilla, Pautakhali. Quantitative data was put in SPSS version 22 for statistical analysis and presented graphically and qualitative data was interpreted thematically. Results revealed that secondary students in this rural context experienced English language learning anxiety as about 68.44% of students were anxious about negative evaluation; 51.27% about classroom anxiety; 61.2% about test anxiety and 60.88% about communicating in English. Findings of this study have implications for the English language teachers of secondary and higher secondary levels particularly in the rural areas by drawing their attention to learners’ foreign language anxiety (FLA) as a major barrier to learning English and by suggesting them some possible ways to lessen it and for the academicians who aspire to come up with effective teaching methodologies considering the contextual variations to maximize foreign language learning outputs","PeriodicalId":206349,"journal":{"name":"Global Journal of English Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136162396","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}
Pub Date : 2023-01-27DOI: 10.20448/gjelt.v3i1.4435
Muhydeen O Abiola, Blessing K Ajibade
This study surveyed the resources senior secondary school English language teachers use in teaching vocabulary in Ibadan North. The descriptive research design of the survey type was employed in the study. Using the purposive sampling technique, all the two hundred and twenty-four (224) English and Literature-in-English teachers in the study area as at the time of this study constituted the sample based on the intervening variables of gender, qualification, school type and experience. Only one hundred and ninety-six (196) questionnaires were properly filled and returned. A reliability coefficient of r = 0.90 was obtained using the Pearson Product Moment Correlation Statistics. This showed that the items were of high stake. Findings revealed that the teachers seemed to make more frequent use of non-human instructional resources for teaching vocabulary than the human instructional resources. Also, there were no significant differences on teachers’ qualification, school type and experience except for gender. It was concluded that, aside from teachers’ gender, no other variable had any influence on the resources used for the teaching of vocabulary in senior secondary schools in Ibadan North. It was thus recommended that teachers should employ both human and non-human teaching resources during the teaching and learning of vocabulary.
{"title":"A survey of the resources senior secondary school teachers use in teaching vocabulary in Ibadan North, Nigeria","authors":"Muhydeen O Abiola, Blessing K Ajibade","doi":"10.20448/gjelt.v3i1.4435","DOIUrl":"https://doi.org/10.20448/gjelt.v3i1.4435","url":null,"abstract":"This study surveyed the resources senior secondary school English language teachers use in teaching vocabulary in Ibadan North. The descriptive research design of the survey type was employed in the study. Using the purposive sampling technique, all the two hundred and twenty-four (224) English and Literature-in-English teachers in the study area as at the time of this study constituted the sample based on the intervening variables of gender, qualification, school type and experience. Only one hundred and ninety-six (196) questionnaires were properly filled and returned. A reliability coefficient of r = 0.90 was obtained using the Pearson Product Moment Correlation Statistics. This showed that the items were of high stake. Findings revealed that the teachers seemed to make more frequent use of non-human instructional resources for teaching vocabulary than the human instructional resources. Also, there were no significant differences on teachers’ qualification, school type and experience except for gender. It was concluded that, aside from teachers’ gender, no other variable had any influence on the resources used for the teaching of vocabulary in senior secondary schools in Ibadan North. It was thus recommended that teachers should employ both human and non-human teaching resources during the teaching and learning of vocabulary.","PeriodicalId":206349,"journal":{"name":"Global Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129047613","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}
Pub Date : 2022-12-15DOI: 10.20448/gjelt.v2i2.4343
Christina Dionisio Vicencio
This research aims to examine the effects of parents with different mother-tongue on their children’s language identity since the native language is very important in every individual because a child’s first language is part of the social, personal, and cultural identity. The participants were 10 pairs of parents with different native languages. The participants are chosen based on a criterion that male participants must have the same native languages and female participants must have different native languages. Every male participant in this study has the same Tagalog language, while the female participants have different languages, namely Bisaya and Bicolano. The researcher used qualitative and quantitative research methods consisting of questionnaires and interviews. The results showed that if parents want to teach their children to learn both native languages, the one-parent-one language approach is the best practice because it is easier to implement and use. The research shows that parent often finds ways to motivate his/her children to use the native language he/she had; it also reveals that somehow, parents are still providing and using some ways or techniques and exerting efforts to these techniques to promote their native language to their children. This study would exemplify the possible factors affecting having a parent with different native languages to the language identity of their children.
{"title":"Parents with Different Mother-Tongue and its Effect on their Children’s Language Identity","authors":"Christina Dionisio Vicencio","doi":"10.20448/gjelt.v2i2.4343","DOIUrl":"https://doi.org/10.20448/gjelt.v2i2.4343","url":null,"abstract":"This research aims to examine the effects of parents with different mother-tongue on their children’s language identity since the native language is very important in every individual because a child’s first language is part of the social, personal, and cultural identity. The participants were 10 pairs of parents with different native languages. The participants are chosen based on a criterion that male participants must have the same native languages and female participants must have different native languages. Every male participant in this study has the same Tagalog language, while the female participants have different languages, namely Bisaya and Bicolano. The researcher used qualitative and quantitative research methods consisting of questionnaires and interviews. The results showed that if parents want to teach their children to learn both native languages, the one-parent-one language approach is the best practice because it is easier to implement and use. The research shows that parent often finds ways to motivate his/her children to use the native language he/she had; it also reveals that somehow, parents are still providing and using some ways or techniques and exerting efforts to these techniques to promote their native language to their children. This study would exemplify the possible factors affecting having a parent with different native languages to the language identity of their children.","PeriodicalId":206349,"journal":{"name":"Global Journal of English Language Teaching","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129108584","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}
Pub Date : 2022-10-21DOI: 10.20448/gjelt.v2i2.4226
L. Terence
Students take assessment methods designed to examine their command of the English language in all four skill domains – reading, writing, speaking, and listening, as outlined by individual states. There has been much debate on whether multiple choice questions or essay compositions are valid in assessing students' English language proficiency. This paper aims to determine whether multiple-choice tests or written compositions are more reliable in gauging students' English competence. The author underlines that multiple choice tests could be successfully employed to test grammar, listening or reading skills. This research incorporated a qualitative methodology by utilizing deductive content analysis. The results of this study demonstrate that using multiple-choice questions is valid because they help students develop abilities for independent learning and raise their level of English proficiency. The deductive approach began with developing a theory that multiple choice questions are the most valid method of assessing a learner's proficiency in the English language. The author then found relevant and credible articles that address the research question. A hypothesis was then developed that teachers who use multiple choice questions can assess learners' English language proficiency compared to those who use compositions. Conclusions about the validity of the multiple choice questions are drawn and future research directions are also proposed.
{"title":"The Validity of Multiple Choice and Essay Composition Proficiency Assessment for English Language Learners","authors":"L. Terence","doi":"10.20448/gjelt.v2i2.4226","DOIUrl":"https://doi.org/10.20448/gjelt.v2i2.4226","url":null,"abstract":"Students take assessment methods designed to examine their command of the English language in all four skill domains – reading, writing, speaking, and listening, as outlined by individual states. There has been much debate on whether multiple choice questions or essay compositions are valid in assessing students' English language proficiency. This paper aims to determine whether multiple-choice tests or written compositions are more reliable in gauging students' English competence. The author underlines that multiple choice tests could be successfully employed to test grammar, listening or reading skills. This research incorporated a qualitative methodology by utilizing deductive content analysis. The results of this study demonstrate that using multiple-choice questions is valid because they help students develop abilities for independent learning and raise their level of English proficiency. The deductive approach began with developing a theory that multiple choice questions are the most valid method of assessing a learner's proficiency in the English language. The author then found relevant and credible articles that address the research question. A hypothesis was then developed that teachers who use multiple choice questions can assess learners' English language proficiency compared to those who use compositions. Conclusions about the validity of the multiple choice questions are drawn and future research directions are also proposed.","PeriodicalId":206349,"journal":{"name":"Global Journal of English Language Teaching","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126724968","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}
Pub Date : 2022-08-29DOI: 10.20448/gjelt.v2i1.4128
Peter Peltekov
The International English Language Testing System (IELTS) has gained popularity in recent years and it is now accepted by many educational institutions worldwide. While IELTS offers a distinct academic version of the reading and writing test components, it uses the same listening module for the General Training and the Academic exam. The present article explores to what extent the listening subtest in the Academic IELTS test is a useful measure of test-takers listening ability and a predictor of their academic success. This study focusses on the test’s construct validity. A critical review of the major strengths and potential drawbacks of the listening test is followed by a comparison of the test scores with another traditionally accepted test of academic English. Conclusions about the validity of the IELTS listening test are drawn along with some suggestions for design improvement. Future research directions are also proposed.
{"title":"Investigating the Validity of the IELTS Listening Test","authors":"Peter Peltekov","doi":"10.20448/gjelt.v2i1.4128","DOIUrl":"https://doi.org/10.20448/gjelt.v2i1.4128","url":null,"abstract":"The International English Language Testing System (IELTS) has gained popularity in recent years and it is now accepted by many educational institutions worldwide. While IELTS offers a distinct academic version of the reading and writing test components, it uses the same listening module for the General Training and the Academic exam. The present article explores to what extent the listening subtest in the Academic IELTS test is a useful measure of test-takers listening ability and a predictor of their academic success. This study focusses on the test’s construct validity. A critical review of the major strengths and potential drawbacks of the listening test is followed by a comparison of the test scores with another traditionally accepted test of academic English. Conclusions about the validity of the IELTS listening test are drawn along with some suggestions for design improvement. Future research directions are also proposed.","PeriodicalId":206349,"journal":{"name":"Global Journal of English Language Teaching","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134449573","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}
Pub Date : 2022-06-14DOI: 10.20448/gjelt.v2i1.3989
A. Maleki
This study investigated the Iranian female EFL learners` and teachers` preferences toward peer feedback. The participants of this study were 60 females intermediate EFL learners and 15 female TEFL teachers studying/teaching in different language institutes in Tehran. Learners' attitudes toward peer feedback Questionnaire were administered to determine the learners' attitudes towards peer feedback. In addition, a semi-structured interview was given to the teachers to explore their attitudes towards peer feedback. Furthermore, two independent t-tests were run to see whether there was a statistically significant difference between the efficacy of feedback given by teachers and peers. The study results showed that most participating teachers think peer feedback is fruitful. It also revealed that most students believe that peer feedback is more effective than teacher feedback. In addition, the data analysis result showed a statistically significant difference between the feedback given by teachers and the ones provided by students.
{"title":"The Attitudes of Iranian Female EFL Learners towards Peer Feedback","authors":"A. Maleki","doi":"10.20448/gjelt.v2i1.3989","DOIUrl":"https://doi.org/10.20448/gjelt.v2i1.3989","url":null,"abstract":"This study investigated the Iranian female EFL learners` and teachers` preferences toward peer feedback. The participants of this study were 60 females intermediate EFL learners and 15 female TEFL teachers studying/teaching in different language institutes in Tehran. Learners' attitudes toward peer feedback Questionnaire were administered to determine the learners' attitudes towards peer feedback. In addition, a semi-structured interview was given to the teachers to explore their attitudes towards peer feedback. Furthermore, two independent t-tests were run to see whether there was a statistically significant difference between the efficacy of feedback given by teachers and peers. The study results showed that most participating teachers think peer feedback is fruitful. It also revealed that most students believe that peer feedback is more effective than teacher feedback. In addition, the data analysis result showed a statistically significant difference between the feedback given by teachers and the ones provided by students.","PeriodicalId":206349,"journal":{"name":"Global Journal of English Language Teaching","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123183424","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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