Pub Date : 2024-07-25DOI: 10.21462/jeltl.v9i2.1311
Diana Eka Sari, A. Siwi
Islam is often misunderstood as a bad religion in the West. This prejudice increased rapidly after the terror act that brought down the WTC towers in New York by radical Muslims on September 11, 2001. This prejudice developed to give birth to Islamophobia which is still spreading in the West, including in speeches. One of the speeches containing misunderstandings and prejudice against Islam is Ayaan Hirsi Ali's speech Liberal Democracies in An Era of Jihad and Mass Migration which considers Islam to be a bad and radical religion. This research aims to refute misunderstandings of Islam in Ayaan Hirsi Ali's speech Liberal Democracies in An Era of Jihad and Mass Migration so that bad thoughts about Islam can change and the phenomenon of Islamophobia can be reduced. This research is a qualitative descriptive method using the semiotic theory of Ferdinand de Saussure and also Islamic perspective to refute Ayaan's misunderstandings about Islam in the analysis. The results of this research show several of Ayaan's misunderstandings about Islam which are contrary to the Islamic perspective, such as whatever the Prophet Muhammad did during his lifetime must also be done by his people in the present, the Prophet Muhammad was a cruel person, all Madaniyah verses like a war manual because it only contains war, Muslim men indoctrinated to be selfish, Muslim women restrained, Muslim men are selfish, Islamic law is bad for everyone, and Islamic law is a cult of death because it only contains massacres and sacrifice of life.
{"title":"Misunderstanding of Islam in Ayaan Hirsi Ali’s Speech Based on Islamic Perspective: A Semiotic Analysis","authors":"Diana Eka Sari, A. Siwi","doi":"10.21462/jeltl.v9i2.1311","DOIUrl":"https://doi.org/10.21462/jeltl.v9i2.1311","url":null,"abstract":"Islam is often misunderstood as a bad religion in the West. This prejudice increased rapidly after the terror act that brought down the WTC towers in New York by radical Muslims on September 11, 2001. This prejudice developed to give birth to Islamophobia which is still spreading in the West, including in speeches. One of the speeches containing misunderstandings and prejudice against Islam is Ayaan Hirsi Ali's speech Liberal Democracies in An Era of Jihad and Mass Migration which considers Islam to be a bad and radical religion. This research aims to refute misunderstandings of Islam in Ayaan Hirsi Ali's speech Liberal Democracies in An Era of Jihad and Mass Migration so that bad thoughts about Islam can change and the phenomenon of Islamophobia can be reduced. This research is a qualitative descriptive method using the semiotic theory of Ferdinand de Saussure and also Islamic perspective to refute Ayaan's misunderstandings about Islam in the analysis. The results of this research show several of Ayaan's misunderstandings about Islam which are contrary to the Islamic perspective, such as whatever the Prophet Muhammad did during his lifetime must also be done by his people in the present, the Prophet Muhammad was a cruel person, all Madaniyah verses like a war manual because it only contains war, Muslim men indoctrinated to be selfish, Muslim women restrained, Muslim men are selfish, Islamic law is bad for everyone, and Islamic law is a cult of death because it only contains massacres and sacrifice of life.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"58 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141805527","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 : 2023-12-01DOI: 10.21462/jeltl.v8i3.1033
Nada Mohsen Sherif
The education industry is one of the sectors heavily affected by the COVID-19 pandemic. Thanks to the advancement of educational technologies and global collaborations, teachers managed to shift to distance teaching to mitigate the effect of the worldwide school closures. This sudden shift revealed the glory of the Digital Age and the need to upskill teachers and learners to compete in the future job market. This paper discusses the emerging skills needed for the future and investigates the perceptions of EFL/ESL teachers about their current education environment status post-COVID-19 pandemic along with their student’s digital skills. This study adopts a descriptive quantitative approach. The research instrument used is a survey to collect the perspectives of non-native EFL/ESL teachers and instructors working in developing countries about their current education environment post-COVID-19 pandemic. The survey was in the form of a close-ended descriptive questionnaire including four sections. The findings reveal that future jobs are based on high cognitive skills that need to be implemented in today’s learners. High awareness of the importance of continuous professional development and the need for further digital up skilling of learners, practitioners, and workspaces were also reported. Further studies with broader samples of EFL/ESL teachers are recommended.
{"title":"Teaching EFL/ESL in the Digital Age: Education Post COVID-19 Pandemic","authors":"Nada Mohsen Sherif","doi":"10.21462/jeltl.v8i3.1033","DOIUrl":"https://doi.org/10.21462/jeltl.v8i3.1033","url":null,"abstract":"The education industry is one of the sectors heavily affected by the COVID-19 pandemic. Thanks to the advancement of educational technologies and global collaborations, teachers managed to shift to distance teaching to mitigate the effect of the worldwide school closures. This sudden shift revealed the glory of the Digital Age and the need to upskill teachers and learners to compete in the future job market. This paper discusses the emerging skills needed for the future and investigates the perceptions of EFL/ESL teachers about their current education environment status post-COVID-19 pandemic along with their student’s digital skills. This study adopts a descriptive quantitative approach. The research instrument used is a survey to collect the perspectives of non-native EFL/ESL teachers and instructors working in developing countries about their current education environment post-COVID-19 pandemic. The survey was in the form of a close-ended descriptive questionnaire including four sections. The findings reveal that future jobs are based on high cognitive skills that need to be implemented in today’s learners. High awareness of the importance of continuous professional development and the need for further digital up skilling of learners, practitioners, and workspaces were also reported. Further studies with broader samples of EFL/ESL teachers are recommended.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":" 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138616083","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 : 2023-12-01DOI: 10.21462/jeltl.v8i3.1184
Alfred Irambona, J. Chang’ach
This study investigates how instructional materials affect students' academic achievement in Burundi post-basic English curriculum. This paper is a report of part of research conducted in 2023 to evaluate the instructional influences of the post-basic school English curriculum on learners’ achievement in Burundi. This study utilized a convergent parallel research design and pragmatic paradigm, supported by Communicative Language Teaching for the 21st Century and the Social Learning Theory. To gather data from 16 English teachers and 330 language learners at the post-basic school level in the second and third years in the Bujumbura Municipality, a learners’ questionnaire, teachers’ interviews, and classroom observations were used. This study employed stratified and random sampling techniques to select respondents, and the data was analyzed descriptively and thematically. The study established that learners’ textbooks were level-appropriate, with 66.5% of the respondents understanding the content of the pupil’s textbook. The investigation also demonstrated the authenticity of the activities in the learners’ textbook since the developed themes were daily life-based issues. However, it was found that the learning activities were insufficient because some themes were not fully developed. The study further demonstrated that the majority of the sampled schools had an alarming scarcity of teaching materials including textbooks, and audio and audio-visual teaching aids. This research finally revealed that instructional materials had a moderate influence on students' academic achievement (overall mean = 3.257, SD =.6901). The government is advised to provide the missing teaching and materials to facilitate the smoother teaching and learning process and enhance students’ academic performance.
{"title":"Instructional Materials and Their Influences on Students’ Academic Performance: A Case of Post-Basic School English Curriculum in Burundi","authors":"Alfred Irambona, J. Chang’ach","doi":"10.21462/jeltl.v8i3.1184","DOIUrl":"https://doi.org/10.21462/jeltl.v8i3.1184","url":null,"abstract":"This study investigates how instructional materials affect students' academic achievement in Burundi post-basic English curriculum. This paper is a report of part of research conducted in 2023 to evaluate the instructional influences of the post-basic school English curriculum on learners’ achievement in Burundi. This study utilized a convergent parallel research design and pragmatic paradigm, supported by Communicative Language Teaching for the 21st Century and the Social Learning Theory. To gather data from 16 English teachers and 330 language learners at the post-basic school level in the second and third years in the Bujumbura Municipality, a learners’ questionnaire, teachers’ interviews, and classroom observations were used. This study employed stratified and random sampling techniques to select respondents, and the data was analyzed descriptively and thematically. The study established that learners’ textbooks were level-appropriate, with 66.5% of the respondents understanding the content of the pupil’s textbook. The investigation also demonstrated the authenticity of the activities in the learners’ textbook since the developed themes were daily life-based issues. However, it was found that the learning activities were insufficient because some themes were not fully developed. The study further demonstrated that the majority of the sampled schools had an alarming scarcity of teaching materials including textbooks, and audio and audio-visual teaching aids. This research finally revealed that instructional materials had a moderate influence on students' academic achievement (overall mean = 3.257, SD =.6901). The government is advised to provide the missing teaching and materials to facilitate the smoother teaching and learning process and enhance students’ academic performance.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138618687","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 : 2023-12-01DOI: 10.21462/jeltl.v8i3.1153
Dewianti Khazanah
This study reported the attitudes of 67 Indonesian English language learners toward British, American, and their own English accents and explored the underlying reasons motivating these attitudes. The participants’ English proficiency ranged from intermediate to advanced proficiency and confirmed either or both direct and indirect exposures to intercultural communication with speakers of English of other nationalities. The participants were required to listen to three audio samples, Received Pronunciation (RP), General American (GA), and Indonesian accented English (IAE), and to rate the accents on ‘standard’, ‘intelligent’, ‘polite’, and ‘pleasant’ traits. To seek the significant overall mean scores and the meaningful scores across the groups, ANOVA and post-hoc Tukey test were used. The results of the interview, additionally, were analyzed using content analysis techniques to find meaningful categories to clarify such emerging perceptions. The results show an overall positive attitude toward all three accents with the Indonesian accent perceived significantly more positively compared to the other two on the ‘intelligent’, ‘polite’, and ‘pleasant’ traits. The more positive evaluation of their own accent was driven by the realization that mutual intelligibility is more important than prestige, and there is a need for cultural value projections, that is, to use their own accent to channel politeness. These results call for the reinforcement of mutual intelligibility as the core of assessment and acceptance of local accents in classrooms. This can be channeled through the active promotion of audio samples demonstrating different varieties of English in the class instead of focusing exclusively on RP and GA; and through teachers’ acceptance of students’ intelligible local accents.
{"title":"Exploring Indonesian Learners’ Attitudes and Beliefs toward English Accents: A Case Study in an Indonesian University","authors":"Dewianti Khazanah","doi":"10.21462/jeltl.v8i3.1153","DOIUrl":"https://doi.org/10.21462/jeltl.v8i3.1153","url":null,"abstract":"This study reported the attitudes of 67 Indonesian English language learners toward British, American, and their own English accents and explored the underlying reasons motivating these attitudes. The participants’ English proficiency ranged from intermediate to advanced proficiency and confirmed either or both direct and indirect exposures to intercultural communication with speakers of English of other nationalities. The participants were required to listen to three audio samples, Received Pronunciation (RP), General American (GA), and Indonesian accented English (IAE), and to rate the accents on ‘standard’, ‘intelligent’, ‘polite’, and ‘pleasant’ traits. To seek the significant overall mean scores and the meaningful scores across the groups, ANOVA and post-hoc Tukey test were used. The results of the interview, additionally, were analyzed using content analysis techniques to find meaningful categories to clarify such emerging perceptions. The results show an overall positive attitude toward all three accents with the Indonesian accent perceived significantly more positively compared to the other two on the ‘intelligent’, ‘polite’, and ‘pleasant’ traits. The more positive evaluation of their own accent was driven by the realization that mutual intelligibility is more important than prestige, and there is a need for cultural value projections, that is, to use their own accent to channel politeness. These results call for the reinforcement of mutual intelligibility as the core of assessment and acceptance of local accents in classrooms. This can be channeled through the active promotion of audio samples demonstrating different varieties of English in the class instead of focusing exclusively on RP and GA; and through teachers’ acceptance of students’ intelligible local accents.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"1 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138621965","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 : 2023-12-01DOI: 10.21462/jeltl.v8i3.1182
Assiya Ait Mama
This paper seeks to examine linguistic modernity within Moroccan youth culture in the context of social interactions. The study specifically focuses on the lexical and topical aspects of linguistic practices among young individuals. The research employs a combination of questionnaires and unstructured interviews to gather relevant data, which will then be subjected to a mixed-method analysis. The qualitative aspect involves analysing recorded interviews using discourse analysis, focusing on participants' interactions and examining the linguistic components of youth language, including lexicon and distinctive topics that differentiate them from older social groups. On the quantitative side, the research measured participants' utilization of innovations, code-switching, and compared gender-related aspects of youth language. This paper delved into various aspects of linguistic modernity within youth culture, particularly focusing on lexical and topical dimensions. Concerning lexicon, the results of the study revealed that young individuals forge novel collocations by creatively employing language. They incorporate slangs, both general and internet-specific, into their speech. Moreover, these youths display a propensity for inter-sentential code-switching, utilizing multiple languages in their discourse. Notably, social media and technology emerge as predominant themes in their conversations. While youth language is a distinctive facet of their linguistic behaviours, paralinguistic practices also exemplify their generational characteristics. Likewise, the quantitative findings collectively suggest that young people in Morocco are adaptable in their language usage, often incorporating new expressions from various sources, code-switching, and displaying an interest in both Western and Asian languages.
{"title":"The Linguistic Modernity among Youth Culture: The Moroccan Linguistic Context","authors":"Assiya Ait Mama","doi":"10.21462/jeltl.v8i3.1182","DOIUrl":"https://doi.org/10.21462/jeltl.v8i3.1182","url":null,"abstract":"This paper seeks to examine linguistic modernity within Moroccan youth culture in the context of social interactions. The study specifically focuses on the lexical and topical aspects of linguistic practices among young individuals. The research employs a combination of questionnaires and unstructured interviews to gather relevant data, which will then be subjected to a mixed-method analysis. The qualitative aspect involves analysing recorded interviews using discourse analysis, focusing on participants' interactions and examining the linguistic components of youth language, including lexicon and distinctive topics that differentiate them from older social groups. On the quantitative side, the research measured participants' utilization of innovations, code-switching, and compared gender-related aspects of youth language. This paper delved into various aspects of linguistic modernity within youth culture, particularly focusing on lexical and topical dimensions. Concerning lexicon, the results of the study revealed that young individuals forge novel collocations by creatively employing language. They incorporate slangs, both general and internet-specific, into their speech. Moreover, these youths display a propensity for inter-sentential code-switching, utilizing multiple languages in their discourse. Notably, social media and technology emerge as predominant themes in their conversations. While youth language is a distinctive facet of their linguistic behaviours, paralinguistic practices also exemplify their generational characteristics. Likewise, the quantitative findings collectively suggest that young people in Morocco are adaptable in their language usage, often incorporating new expressions from various sources, code-switching, and displaying an interest in both Western and Asian languages.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"103 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138623197","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 : 2023-12-01DOI: 10.21462/jeltl.v8i3.1199
Insaf Khoudri, Abderrafii Khoudri, Mohammed Zeriouh
With the 21st century constant changes and demands, heated debate on ways to enhance Moroccan EFL students’ autonomy has sparked the interest of stakeholders. Although learner-centered teaching has been recommended in the past few years, teacher-centered instructional styles are; however, predominating in real teaching-learning practices. Autonomous learning skills and self-directed learning are needed in the twenty-first century, and project-based learning is a way to respond to that requirement. The purpose of this paper is to investigate if project-based learning could enhance the autonomy of learners in a Moroccan EFL context. Similarly, this research aims at interviewing the presenters’ peers on their performance; a method whereby they could develop critical thinking skills. To achieve this purpose, data was collected through a self-assessment questionnaire and a semi-structured interview. The participants were a classroom of 17 Secondary (2nd baccalaureate) school students. Results demonstrated that project-based learning enhances learner autonomy and responded to the demands of the 21st century skills. Likewise, based on the findings, learners managed to improve their autonomy during the implementation of project-based learning, and levels of autonomy vary among learners. Future researchers need to take into consideration that not all learners maintain a positive view concerning project-based learning perhaps they are accustomed to teacher spoon-fed and hand hold; consequently, they become passive. To deal with this dilemma, teachers had better remind students repeatedly that project-based learning contributes in boosting their autonomy and prepares them for the post-graduation exigencies.
{"title":"Enhancing EFL Learner Autonomy through Project-Based Learning: The Case of Secondary School Students","authors":"Insaf Khoudri, Abderrafii Khoudri, Mohammed Zeriouh","doi":"10.21462/jeltl.v8i3.1199","DOIUrl":"https://doi.org/10.21462/jeltl.v8i3.1199","url":null,"abstract":"With the 21st century constant changes and demands, heated debate on ways to enhance Moroccan EFL students’ autonomy has sparked the interest of stakeholders. Although learner-centered teaching has been recommended in the past few years, teacher-centered instructional styles are; however, predominating in real teaching-learning practices. Autonomous learning skills and self-directed learning are needed in the twenty-first century, and project-based learning is a way to respond to that requirement. The purpose of this paper is to investigate if project-based learning could enhance the autonomy of learners in a Moroccan EFL context. Similarly, this research aims at interviewing the presenters’ peers on their performance; a method whereby they could develop critical thinking skills. To achieve this purpose, data was collected through a self-assessment questionnaire and a semi-structured interview. The participants were a classroom of 17 Secondary (2nd baccalaureate) school students. Results demonstrated that project-based learning enhances learner autonomy and responded to the demands of the 21st century skills. Likewise, based on the findings, learners managed to improve their autonomy during the implementation of project-based learning, and levels of autonomy vary among learners. Future researchers need to take into consideration that not all learners maintain a positive view concerning project-based learning perhaps they are accustomed to teacher spoon-fed and hand hold; consequently, they become passive. To deal with this dilemma, teachers had better remind students repeatedly that project-based learning contributes in boosting their autonomy and prepares them for the post-graduation exigencies.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"37 3‐4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138626046","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 : 2023-12-01DOI: 10.21462/jeltl.v8i3.1189
Antonio Moreno Jurado
In the context of ELT and EFL classrooms, creative writing has been underutilized in language learning and critical consciousness development (Stillar, 2013). This paper presents a quantitative approach that aims to explore the impact of a creative writing activity in terms of non-core vocabulary acquisition within B2-level EFL classrooms. By conveying a set of in-class and autonomous creative writing activities, the study deepens not only into vocabulary acquisition but also into second language acquisition (SLA) purposes. The investigation aims to discover the extent to which the instruction of creative writing activities fosters EFL learners’ acquisition of non-nuclear vocabulary. Following a quantitative methodology, a non-core vocabulary pre-test and post-test were administered to students. These tests included sections for analyzing students' knowledge of non-core vocabulary and the linguistic repertoire used in vignette descriptions (strip comics). Results from a paired samples t-test suggested that integrating creative writing activities in EFL environments not only enhanced lexical acquisition but also fostered detachment from cultural nuances and the influence of the students' mother tongue. All the scrutinized elements within the students’ linguistic repertoire were improved after the creative writing instruction. Within this analysis, the verbs and adjectives were the elements that were the most improved in terms of specificity and concreteness. Overall, the study sheds light on the potential benefits of integrating creative writing activities in EFL classrooms. The findings hold promising implications for EFL educators seeking innovative strategies to enhance language learning and intercultural competence.
{"title":"The Impact of Creative Writing Activity on EFL Learners' Non-Core Vocabulary Acquisition","authors":"Antonio Moreno Jurado","doi":"10.21462/jeltl.v8i3.1189","DOIUrl":"https://doi.org/10.21462/jeltl.v8i3.1189","url":null,"abstract":"In the context of ELT and EFL classrooms, creative writing has been underutilized in language learning and critical consciousness development (Stillar, 2013). This paper presents a quantitative approach that aims to explore the impact of a creative writing activity in terms of non-core vocabulary acquisition within B2-level EFL classrooms. By conveying a set of in-class and autonomous creative writing activities, the study deepens not only into vocabulary acquisition but also into second language acquisition (SLA) purposes. The investigation aims to discover the extent to which the instruction of creative writing activities fosters EFL learners’ acquisition of non-nuclear vocabulary. Following a quantitative methodology, a non-core vocabulary pre-test and post-test were administered to students. These tests included sections for analyzing students' knowledge of non-core vocabulary and the linguistic repertoire used in vignette descriptions (strip comics). Results from a paired samples t-test suggested that integrating creative writing activities in EFL environments not only enhanced lexical acquisition but also fostered detachment from cultural nuances and the influence of the students' mother tongue. All the scrutinized elements within the students’ linguistic repertoire were improved after the creative writing instruction. Within this analysis, the verbs and adjectives were the elements that were the most improved in terms of specificity and concreteness. Overall, the study sheds light on the potential benefits of integrating creative writing activities in EFL classrooms. The findings hold promising implications for EFL educators seeking innovative strategies to enhance language learning and intercultural competence.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"67 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138627238","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 : 2023-12-01DOI: 10.21462/jeltl.v8i3.1167
Ebrahim Khezerlou
Mastering writing skills is an essential criterion for EFL students who desire to fully invest in their academic discipline. While it is crucial to develop numerous writing abilities to communicate effectively, the research shows that the affective variables, such as self-esteem, perfectionism, stress, anxiety, and burnout, exert a profound negative influence both on the process and product of writing. To explore the devastating effects of these constructs beyond, the study aims to investigate the interactive impact of anxiety and perfectionism on essay writing among Iranian EFL students (n=85). The Second Language Writing Anxiety Inventory of Cheng (2004) and the Multidimensional Perfectionism Scale of Hewitt and Flett (1990) were employed to measure the participants’ perceived writing anxiety and perfectionism. A quantitative research method was employed in the collection and analysis of the data. The results showed a medium level of FL writing anxiety and perfectionism among the participants. They also revealed that the most prevalent types of anxiety and perfectionism among them were cognitive and self-oriented, respectively. Finally, the results disclosed a strong positive relationship between their anxiety and perfectionistic tendencies. Thus, it was concluded that anxiety and perfectionism may interactively challenge EFL students more in their writing activities. The results are beneficial in deepening the understanding of teachers and researchers in the field pedagogically and practically.
掌握写作技巧对于想要全身心投入学习的英语学生来说是一项必要的标准。虽然培养多种写作能力对有效沟通至关重要，但研究表明，情感变量，如自尊、完美主义、压力、焦虑和倦怠，对写作的过程和结果都有深远的负面影响。为了进一步探索这些构式的破坏性影响，本研究旨在调查焦虑和完美主义对伊朗英语学生论文写作的互动影响(n=85)。采用Cheng(2004)的第二语言写作焦虑量表和Hewitt and Flett(1990)的多维完美主义量表来测量被试的写作焦虑和完美主义感知。在数据的收集和分析中采用了定量研究的方法。结果显示，被试具有中等水平的外语写作焦虑和完美主义。他们还发现，他们中最常见的焦虑和完美主义类型分别是认知型和自我导向型。最后，结果揭示了他们的焦虑与完美主义倾向之间的强烈正相关。因此，我们认为焦虑和完美主义可能会在写作活动中对英语学生产生更多的互动挑战。研究结果有助于在教学和实践上加深教师和研究人员对该领域的理解。
{"title":"Iranian EFL Students’ Perceptions of Foreign Language Writing Anxiety and Perfectionism in Essay Writing","authors":"Ebrahim Khezerlou","doi":"10.21462/jeltl.v8i3.1167","DOIUrl":"https://doi.org/10.21462/jeltl.v8i3.1167","url":null,"abstract":"Mastering writing skills is an essential criterion for EFL students who desire to fully invest in their academic discipline. While it is crucial to develop numerous writing abilities to communicate effectively, the research shows that the affective variables, such as self-esteem, perfectionism, stress, anxiety, and burnout, exert a profound negative influence both on the process and product of writing. To explore the devastating effects of these constructs beyond, the study aims to investigate the interactive impact of anxiety and perfectionism on essay writing among Iranian EFL students (n=85). The Second Language Writing Anxiety Inventory of Cheng (2004) and the Multidimensional Perfectionism Scale of Hewitt and Flett (1990) were employed to measure the participants’ perceived writing anxiety and perfectionism. A quantitative research method was employed in the collection and analysis of the data. The results showed a medium level of FL writing anxiety and perfectionism among the participants. They also revealed that the most prevalent types of anxiety and perfectionism among them were cognitive and self-oriented, respectively. Finally, the results disclosed a strong positive relationship between their anxiety and perfectionistic tendencies. Thus, it was concluded that anxiety and perfectionism may interactively challenge EFL students more in their writing activities. The results are beneficial in deepening the understanding of teachers and researchers in the field pedagogically and practically.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138618055","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 : 2023-12-01DOI: 10.21462/jeltl.v8i3.1158
Rita Erlinda, Herick Afrinursalim, Fadhil Dinarta
The integration of pragmatic competence and politeness is an essential focus in the development of English learning materials like textbooks. Using appropriate textbooks can help students develop communicative competence as the primary goal of English language teaching as a foreign language. This study discusses the positive politeness strategy in the textbook "English for Nusantara". The present study used a qualitative approach with a documentary analysis design. The data were collected by analyzing the dialogues contained in the textbook. The theory of positive politeness strategy, developed by Brown and Levinson (1987), was used to examine the data. The findings revealed that there are eight positive politeness strategies used in the dialogues of the English for Nusantara textbook, namely (1) exaggerating one’s interest in, approval of, and sympathy of the listener, (2) employing in-group markers of identity, (3) requesting agreement, (4) requesting & promising, (5) involving the speaker and the listener in action and (6) offering or asking for an explanation, (7) using inclusive “we” form, and (8) giving (or asking for) reasons. The most dominant positive politeness strategy was ‘exaggerating interest in, approval of or sympathy with the hearers.’ EFL learners’ pragmatic competence will be increased when pragmatic contents, like politeness, are integrated into the textbook as English learning materials used by teachers in the classroom.
{"title":"The Positive Politeness Strategies Used in “English for Nusantara” Textbook","authors":"Rita Erlinda, Herick Afrinursalim, Fadhil Dinarta","doi":"10.21462/jeltl.v8i3.1158","DOIUrl":"https://doi.org/10.21462/jeltl.v8i3.1158","url":null,"abstract":"The integration of pragmatic competence and politeness is an essential focus in the development of English learning materials like textbooks. Using appropriate textbooks can help students develop communicative competence as the primary goal of English language teaching as a foreign language. This study discusses the positive politeness strategy in the textbook \"English for Nusantara\". The present study used a qualitative approach with a documentary analysis design. The data were collected by analyzing the dialogues contained in the textbook. The theory of positive politeness strategy, developed by Brown and Levinson (1987), was used to examine the data. The findings revealed that there are eight positive politeness strategies used in the dialogues of the English for Nusantara textbook, namely (1) exaggerating one’s interest in, approval of, and sympathy of the listener, (2) employing in-group markers of identity, (3) requesting agreement, (4) requesting & promising, (5) involving the speaker and the listener in action and (6) offering or asking for an explanation, (7) using inclusive “we” form, and (8) giving (or asking for) reasons. The most dominant positive politeness strategy was ‘exaggerating interest in, approval of or sympathy with the hearers.’ EFL learners’ pragmatic competence will be increased when pragmatic contents, like politeness, are integrated into the textbook as English learning materials used by teachers in the classroom.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"26 38","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138624563","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 : 2023-08-01DOI: 10.21462/jeltl.v8i2.1105
Husain Abdulhay
This study sought to solicit, through the Geneva Appraisal Questionnaire (GAQ), Iranian EFL teachers’ emotional experiences and their ensuing control and authority practices. In so doing, a total of forty university instructors in Iran were recruited to participate in the study by filling in the instruments, of which thirteen were returned back. The content analysis of the data was quantitatively and qualitatively done to pinpoint the frequency of the occurrences of the emotional events and to scour the teachers’ feelings, behaviors, and reactions to the encountered situations. The data gleaned from both female and male teachers in this study disclosed the recalling of the negative events more than the positive ones. The teachers’ reservations and expectations and the lack of dexterity to confront the unprecedented behaviors were witnessed to be the main causes of experiencing negative emotions. However, the teachers’ commiseration and empathetic teaching styles were reported as the reasons for their experiences of positive feelings. The results of this study may have some practical implications and suggestions for language teacher education.
{"title":"Teacher Appraisal Systems of Critical Incidents Experienced in Iranian EFL Classroom Context","authors":"Husain Abdulhay","doi":"10.21462/jeltl.v8i2.1105","DOIUrl":"https://doi.org/10.21462/jeltl.v8i2.1105","url":null,"abstract":"This study sought to solicit, through the Geneva Appraisal Questionnaire (GAQ), Iranian EFL teachers’ emotional experiences and their ensuing control and authority practices. In so doing, a total of forty university instructors in Iran were recruited to participate in the study by filling in the instruments, of which thirteen were returned back. The content analysis of the data was quantitatively and qualitatively done to pinpoint the frequency of the occurrences of the emotional events and to scour the teachers’ feelings, behaviors, and reactions to the encountered situations. The data gleaned from both female and male teachers in this study disclosed the recalling of the negative events more than the positive ones. The teachers’ reservations and expectations and the lack of dexterity to confront the unprecedented behaviors were witnessed to be the main causes of experiencing negative emotions. However, the teachers’ commiseration and empathetic teaching styles were reported as the reasons for their experiences of positive feelings. The results of this study may have some practical implications and suggestions for language teacher education.","PeriodicalId":223469,"journal":{"name":"Journal of English Language Teaching and Linguistics","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127148287","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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