This study, drawing on the theory of metacognition as a lively research area in the field of educational psychology, is intended to explore the cognitive and metacognitive learning strategies (CMLSs) tapped by the English department first-semester university students in their learning practices. It is an attempt to evaluate the extent to which EFL learners resort to these ‘high-level’ heuristics for executing a diversity of learning-related tasks. To achieve this stated objective, this exploratory study targeted 63 Moroccan English department students. The data were gathered through the use of a ‘self-report questionnaire’ that addressed the learners’ recourse to (meta) cognitive learning strategies (CMLSs) along the continuum of their academic studies at the first-semester level. The outcomes reached manifestly exhibit that heavy reliance on cognitive strategies (CSs) and reduced dependency on metacognitive strategies (MSs) prototypically characterized the learners’ adopted processing modes in tackling differing learning tasks relatable to studying English as a foreign language (EFL). Hence, some actionable recommendations as well as a few limitations encountered in conducting this study are explicitly put forward. Article visualizations:
{"title":"UNRAVELING THE USE OF COGNITIVE AND METACOGNITIVE LEARNING STRATEGIES AMONG MOROCCAN EFL FIRST-SEMESTER UNIVERSITY LEARNERS","authors":"Mohammed Msaddek","doi":"10.46827/ejel.v9i1.5330","DOIUrl":"https://doi.org/10.46827/ejel.v9i1.5330","url":null,"abstract":"This study, drawing on the theory of metacognition as a lively research area in the field of educational psychology, is intended to explore the cognitive and metacognitive learning strategies (CMLSs) tapped by the English department first-semester university students in their learning practices. It is an attempt to evaluate the extent to which EFL learners resort to these ‘high-level’ heuristics for executing a diversity of learning-related tasks. To achieve this stated objective, this exploratory study targeted 63 Moroccan English department students. The data were gathered through the use of a ‘self-report questionnaire’ that addressed the learners’ recourse to (meta) cognitive learning strategies (CMLSs) along the continuum of their academic studies at the first-semester level. The outcomes reached manifestly exhibit that heavy reliance on cognitive strategies (CSs) and reduced dependency on metacognitive strategies (MSs) prototypically characterized the learners’ adopted processing modes in tackling differing learning tasks relatable to studying English as a foreign language (EFL). Hence, some actionable recommendations as well as a few limitations encountered in conducting this study are explicitly put forward. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":" 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140682703","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 focuses on understanding the obstacles encountered by senior students at FE-UFLS-UD when writing task 2 of the C1.2 End-of-Course Test, along with the factors contributing to these challenges and proposed remedies. Data was gathered from 42 students who studied in the C1.2 Writing subject and took the C1.2 End-of-Course Test. The study employed an open-ended questionnaire and semi-structured interviews, the study employed thematic coding and qualitative methods to analyze the collected data, revealing the presence of affective, cognitive, and linguistic difficulties and their underlying causes. Based on these findings, the study offers recommendations to address these issues. Importantly, the research encourages students to utilize the insights gained from the study to enhance their study approaches and prepare for both the C1.2 End-of-Course Test and the VSTEP exam. Additionally, teachers can take the findings as guidance to assist students to improve their writing skills effectively. Article visualizations:
{"title":"A STUDY ON THE DIFFICULTIES ENCOUNTERED BY SENIOR STUDENTS OF ENGLISH IN WRITING ESSAY TASK 2","authors":"Dieu Huong Phung, Nguyen Van Anh Le","doi":"10.46827/ejel.v9i1.5316","DOIUrl":"https://doi.org/10.46827/ejel.v9i1.5316","url":null,"abstract":"This study focuses on understanding the obstacles encountered by senior students at FE-UFLS-UD when writing task 2 of the C1.2 End-of-Course Test, along with the factors contributing to these challenges and proposed remedies. Data was gathered from 42 students who studied in the C1.2 Writing subject and took the C1.2 End-of-Course Test. The study employed an open-ended questionnaire and semi-structured interviews, the study employed thematic coding and qualitative methods to analyze the collected data, revealing the presence of affective, cognitive, and linguistic difficulties and their underlying causes. Based on these findings, the study offers recommendations to address these issues. Importantly, the research encourages students to utilize the insights gained from the study to enhance their study approaches and prepare for both the C1.2 End-of-Course Test and the VSTEP exam. Additionally, teachers can take the findings as guidance to assist students to improve their writing skills effectively. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"2018 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140718371","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 research was conducted to explore the current state of self-study among English-majored students to review their learning preferences and propose solutions to enhance their English self-study outside the classroom which is beneficial to their language proficiency and academic achievement. To collect sufficient quantitative data, a questionnaire was delivered to one hundred English-majored students at a public university in Ho Chi Minh City. The results show the diversity in how the students select time, forms, self-study sources, places, and contents, revealing their flexibility and commitment to self-study. It is also notable that all of the students, even those with decent self-study, acknowledge the vital role of teachers in the journey of learning English. Overall, the findings have provided readers the diverse insights on how to utilize self-learning strategies effectively while still emphasizing the indispensable role of teachers. Article visualizations:
{"title":"THE REALITY OF SELF-STUDYING AMONG ENGLISH-MAJORED STUDENTS AT A PUBLIC UNIVERSITY IN VIETNAM","authors":"Nguyen Trong Nghia, B.T.T. Trang","doi":"10.46827/ejel.v8i5.5094","DOIUrl":"https://doi.org/10.46827/ejel.v8i5.5094","url":null,"abstract":"This research was conducted to explore the current state of self-study among English-majored students to review their learning preferences and propose solutions to enhance their English self-study outside the classroom which is beneficial to their language proficiency and academic achievement. To collect sufficient quantitative data, a questionnaire was delivered to one hundred English-majored students at a public university in Ho Chi Minh City. The results show the diversity in how the students select time, forms, self-study sources, places, and contents, revealing their flexibility and commitment to self-study. It is also notable that all of the students, even those with decent self-study, acknowledge the vital role of teachers in the journey of learning English. Overall, the findings have provided readers the diverse insights on how to utilize self-learning strategies effectively while still emphasizing the indispensable role of teachers. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139289251","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 perennial challenge of reading fluency, notably profound among Asian EFL learners, stems largely from linguistic disparities, conventional teaching paradigms, and ingrained cognitive practices. This study critically investigates the challenges Chinese undergraduates face with English reading fluency, notably due to linguistic disparities and historically rooted teaching methodologies. Leveraging the Read-Aloud Instructional Strategy (RAIS), this quasi-experimental study sampled 73 students from a private university in Thailand. Baseline assessments depicted similar fluency levels across groups. Post-intervention, the instructor-centered approach demonstrated profound efficacy, with the mean fluency score soaring to 4.35, compared to the student-centered mean of 2.69 and the near-static comparison group at 2.04. Additionally, confidence metrics evinced a remarkable ascent to 3.46 for the instructor-led group, a notable rise to 2.19 for the student-centered cohort, juxtaposed against the comparison group's minimal shift to 1.71. Furthermore, the instructor-centered method substantially ameliorated reading anxiety (d=1.378) and showcased stronger, albeit weak to moderate, post-intervention correlations between fluency, confidence, and anxiety. This comprehensive study underscores the transformative potential of RAIS, particularly the instructor-centered paradigm, in concurrently augmenting reading fluency, confidence, and reducing anxiety among Chinese EFL undergraduates. The implications herein suggest the exigency of reassessing prevalent pedagogical methodologies in Asian EFL environments. Article visualizations:
{"title":"LEVERAGING READ-ALOUD INSTRUCTIONAL STRATEGY (RAIS) FOR ENHANCING ENGLISH READING FLUENCY, ANXIETY, AND CONFIDENCE OF EFL CHINESE UNDERGRADUATES: A QUASI-EXPERIMENTAL MULTI-GROUP DESIGN","authors":"Li-Wei Wei","doi":"10.46827/ejel.v8i5.5086","DOIUrl":"https://doi.org/10.46827/ejel.v8i5.5086","url":null,"abstract":"The perennial challenge of reading fluency, notably profound among Asian EFL learners, stems largely from linguistic disparities, conventional teaching paradigms, and ingrained cognitive practices. This study critically investigates the challenges Chinese undergraduates face with English reading fluency, notably due to linguistic disparities and historically rooted teaching methodologies. Leveraging the Read-Aloud Instructional Strategy (RAIS), this quasi-experimental study sampled 73 students from a private university in Thailand. Baseline assessments depicted similar fluency levels across groups. Post-intervention, the instructor-centered approach demonstrated profound efficacy, with the mean fluency score soaring to 4.35, compared to the student-centered mean of 2.69 and the near-static comparison group at 2.04. Additionally, confidence metrics evinced a remarkable ascent to 3.46 for the instructor-led group, a notable rise to 2.19 for the student-centered cohort, juxtaposed against the comparison group's minimal shift to 1.71. Furthermore, the instructor-centered method substantially ameliorated reading anxiety (d=1.378) and showcased stronger, albeit weak to moderate, post-intervention correlations between fluency, confidence, and anxiety. This comprehensive study underscores the transformative potential of RAIS, particularly the instructor-centered paradigm, in concurrently augmenting reading fluency, confidence, and reducing anxiety among Chinese EFL undergraduates. The implications herein suggest the exigency of reassessing prevalent pedagogical methodologies in Asian EFL environments. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139308616","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}
When reading, many researchers have theorized that readers construct information from a text by combining written information with their abstract knowledge structure called schema. Therefore, the reader’s knowledge is considered an important component in fully understanding a text’s meaning. Considering this, the paper sought to inquire about the everyday use of schema theory by teachers of English as a second language (ESL) in reading instruction. Specifically, this research study aimed to determine how reading teachers view schema theory, analyze their teaching practices based on ESL teachers’ responses to schema theory, and gather opinions and perceptions about the effects of applying schema theory in lesson preparation and delivery. The objectives were achieved through an appreciative inquiry-based questionnaire that was provided to participants chosen through convenience sampling. Afterward, the data were then analyzed through descriptive statistics and thematic analysis. The results showed that activities that promote independent realization schema are preferred among ESL teachers since they believed students learn in their own ways. The researcher also discovered that the participants had overall positive perceptions regarding activating schema in students, noting increased recollection and relation of ideas. Finally, the participants mentioned that they required more improvement to create and apply better techniques for better reading instruction. The researcher thus recommended enhancing teacher education, strengthening their conceptual knowledge about schemata, and giving them opportunities to immerse in diverse classrooms for a better understanding and application of schema theory to fully use schemata that play a major role in the development of their students. Article visualizations:
{"title":"ANALYZING TEACHING HABITS AND PRACTICES: SCHEMA THEORY IN ESL TEACHERS’ READING INSTRUCTION","authors":"Maribeth A. Bante","doi":"10.46827/ejel.v8i4.4953","DOIUrl":"https://doi.org/10.46827/ejel.v8i4.4953","url":null,"abstract":"When reading, many researchers have theorized that readers construct information from a text by combining written information with their abstract knowledge structure called schema. Therefore, the reader’s knowledge is considered an important component in fully understanding a text’s meaning. Considering this, the paper sought to inquire about the everyday use of schema theory by teachers of English as a second language (ESL) in reading instruction. Specifically, this research study aimed to determine how reading teachers view schema theory, analyze their teaching practices based on ESL teachers’ responses to schema theory, and gather opinions and perceptions about the effects of applying schema theory in lesson preparation and delivery. The objectives were achieved through an appreciative inquiry-based questionnaire that was provided to participants chosen through convenience sampling. Afterward, the data were then analyzed through descriptive statistics and thematic analysis. The results showed that activities that promote independent realization schema are preferred among ESL teachers since they believed students learn in their own ways. The researcher also discovered that the participants had overall positive perceptions regarding activating schema in students, noting increased recollection and relation of ideas. Finally, the participants mentioned that they required more improvement to create and apply better techniques for better reading instruction. The researcher thus recommended enhancing teacher education, strengthening their conceptual knowledge about schemata, and giving them opportunities to immerse in diverse classrooms for a better understanding and application of schema theory to fully use schemata that play a major role in the development of their students. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125290409","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 deals with the preferences of electronic or printed books for reading by tertiary-level students in Bangladesh. The development of ICT has significantly influenced students’ reading habits with electronic books. Given this context, this study aims at explaining the preferences of tertiary-level students’ reading habits for electronic or traditional books in the context of Bangladesh. This study is important for understanding the contributions of electronic books in the educational field of Bangladesh. The researcher followed mixed methods for this study. The researcher took semi-structured interviews with the participants all from the public and private universities of Bangladesh and also did a questionnaire survey. Moreover, both electronic and printed books have merits as well as demerits. However, findings inform us that young students tend to use e-books more than printed books. Students suffering from health problems use printed books more. On the contrary, more students use e-books as they can be read anytime, anywhere. Based on the findings, the researcher argues that e-books have not completely taken over the place of printed books yet. However, the use of technology has been increasing in the academic as well as professional fields of Bangladesh. Finally, some recommendations have been proposed in light of the research findings. Article visualizations:
{"title":"ELECTRONIC OR PRINTED BOOKS FOR READING: THE PREFERENCES OF TERTIARY-LEVEL STUDENTS IN BANGLADESH","authors":"Maisha Sadaf","doi":"10.46827/ejel.v8i3.4938","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4938","url":null,"abstract":"This study deals with the preferences of electronic or printed books for reading by tertiary-level students in Bangladesh. The development of ICT has significantly influenced students’ reading habits with electronic books. Given this context, this study aims at explaining the preferences of tertiary-level students’ reading habits for electronic or traditional books in the context of Bangladesh. This study is important for understanding the contributions of electronic books in the educational field of Bangladesh. The researcher followed mixed methods for this study. The researcher took semi-structured interviews with the participants all from the public and private universities of Bangladesh and also did a questionnaire survey. Moreover, both electronic and printed books have merits as well as demerits. However, findings inform us that young students tend to use e-books more than printed books. Students suffering from health problems use printed books more. On the contrary, more students use e-books as they can be read anytime, anywhere. Based on the findings, the researcher argues that e-books have not completely taken over the place of printed books yet. However, the use of technology has been increasing in the academic as well as professional fields of Bangladesh. Finally, some recommendations have been proposed in light of the research findings. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139360308","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 contribution of parental support to academic achievement has been adequately explored. However, the mediating mechanisms between parental support and academic achievement should be more studied, especially in teaching English as a foreign language (EFL). Consequently, this study was designed to examine whether academic self-concept a mediating between parental support and academic achievement among Chinese EFL learners. Participants were 499 Chinese secondary EFL learners selected through convenience sampling. The relationship between parental support, academic self-concept, and English achievement was explored by structural equation modelling analysis (SEM) and mediation analysis while controlling for gender and age. Results showed that parental support could affect English achievement directly and indirectly through academic self-concept. Additionally, academic self-concept fully mediated the relationship between parental support and English achievement. Theoretical and practical implications, limitations and directions for future research are discussed. Article visualizations:
{"title":"PARENTAL SUPPORT AND ENGLISH ACHIEVEMENT: THE MEDIATING ROLE OF ACADEMIC SELF-CONCEPT","authors":"Yajun Wu, Q. Yi","doi":"10.46827/ejel.v8i3.4918","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4918","url":null,"abstract":"The contribution of parental support to academic achievement has been adequately explored. However, the mediating mechanisms between parental support and academic achievement should be more studied, especially in teaching English as a foreign language (EFL). Consequently, this study was designed to examine whether academic self-concept a mediating between parental support and academic achievement among Chinese EFL learners. Participants were 499 Chinese secondary EFL learners selected through convenience sampling. The relationship between parental support, academic self-concept, and English achievement was explored by structural equation modelling analysis (SEM) and mediation analysis while controlling for gender and age. Results showed that parental support could affect English achievement directly and indirectly through academic self-concept. Additionally, academic self-concept fully mediated the relationship between parental support and English achievement. Theoretical and practical implications, limitations and directions for future research are discussed. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114835076","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}
Rebecca Arthur, A. Addae, Isaac Owusu Nyarko, Daniel Arkoh Fenyi
The study sought to ascertain misconceptions and perceived importance of Literacy Across the Curriculum (LAC) among student teachers of Basic Education, University of Education, Winneba. Out of a targeted population of 1,386 student teachers of Basic Education, 490 were selected using a stratified random sampling technique. A closed-ended questionnaire was used to gather data and frequencies, percentages, means, standard deviations, independent samples t-test, ANOVA, and Pearson’s correlation were used to examine the data obtained. The results, among others, revealed that the misconceptions held by Basic Education students at the University of Education, Winneba, was the fact LAC shoul be restricted to the Arts, and not the Sciences. They were of the view that students from the arts background should focus on developing their literacy skill in order to excel in their field. However, the students were of the view that LAC is important since through the use of language, symbols, and text, literacy is promoted across the curriculum to give students the ability to share information about themselves and their experiences. Based on these findings, it was suggested that literacy should be integrated in all aspects of the curriculum. Listening, speaking, reading, and writing are to be taught to students as fundamental abilities for many facets of daily life, not only in English Language lessons. Lecturers and student teachers should ensure that literacy across the curriculum is promoted regardless of the course(s) they teach and study respectively. Article visualizations:
{"title":"MISCONCEPTIONS AND PERCEIVED IMPORTANCE OF LITERACY ACROSS THE CURRICULUM AMONG STUDENT TEACHERS IN GHANA","authors":"Rebecca Arthur, A. Addae, Isaac Owusu Nyarko, Daniel Arkoh Fenyi","doi":"10.46827/ejel.v8i3.4913","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4913","url":null,"abstract":"The study sought to ascertain misconceptions and perceived importance of Literacy Across the Curriculum (LAC) among student teachers of Basic Education, University of Education, Winneba. Out of a targeted population of 1,386 student teachers of Basic Education, 490 were selected using a stratified random sampling technique. A closed-ended questionnaire was used to gather data and frequencies, percentages, means, standard deviations, independent samples t-test, ANOVA, and Pearson’s correlation were used to examine the data obtained. The results, among others, revealed that the misconceptions held by Basic Education students at the University of Education, Winneba, was the fact LAC shoul be restricted to the Arts, and not the Sciences. They were of the view that students from the arts background should focus on developing their literacy skill in order to excel in their field. However, the students were of the view that LAC is important since through the use of language, symbols, and text, literacy is promoted across the curriculum to give students the ability to share information about themselves and their experiences. Based on these findings, it was suggested that literacy should be integrated in all aspects of the curriculum. Listening, speaking, reading, and writing are to be taught to students as fundamental abilities for many facets of daily life, not only in English Language lessons. Lecturers and student teachers should ensure that literacy across the curriculum is promoted regardless of the course(s) they teach and study respectively. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123929866","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}
Podcasts are popular among listeners of all ages. In addition to being educational and entertaining, they are a source of authentic language, featuring a diverse range of speakers, which makes them highly effective in language teaching. The advantages of using podcasts in FL teaching and learning have been documented across different language domains. Additionally, the use of podcasts can have a positive impact on learners' emotional traits such as motivation, self-confidence, and attitudes. It also serves as a foundation for independent and lifelong learning. Therefore, it is crucial to thoroughly investigate and assess podcasts from the perspective of language teachers to maximize their potential as teaching resources. To achieve this, pre-service teachers are observed as both language learners and language teachers, evaluating podcasts as potential teaching materials in English as a Foreign Language (EFL). The first section of this paper provides an overview of research involving podcasts and their impact on foreign language learners’ listening and speaking skills, lexical development, and intercultural communicative competence. The primary objective of this paper is to investigate the views and attitudes of pre-service English teachers regarding the implementation of podcasts in EFL, which are presented in the second part. The findings revealed that pre-service teachers are extensively exposed to podcasts in their private time, particularly in English. The majority of participants self-reported certain language improvements that could be attributed to podcast consumption. All participants shared a positive attitude toward using podcasts in their future teaching of EFL from the standpoint of language teachers, granting some boundaries when considering the ages and grade levels of EFL students. Potential differences between senior and junior pre-service teachers, as well as correlations between the included variables, are examined and discussed with respect to their exposure to teaching methodology courses and EFL teaching practice. Article visualizations:
{"title":"PODCASTS IN EFL: THE VIEWS OF PRE-SERVICE TEACHERS","authors":"Silvija Hanžić Deda","doi":"10.46827/ejel.v8i3.4902","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4902","url":null,"abstract":"Podcasts are popular among listeners of all ages. In addition to being educational and entertaining, they are a source of authentic language, featuring a diverse range of speakers, which makes them highly effective in language teaching. The advantages of using podcasts in FL teaching and learning have been documented across different language domains. Additionally, the use of podcasts can have a positive impact on learners' emotional traits such as motivation, self-confidence, and attitudes. It also serves as a foundation for independent and lifelong learning. Therefore, it is crucial to thoroughly investigate and assess podcasts from the perspective of language teachers to maximize their potential as teaching resources. To achieve this, pre-service teachers are observed as both language learners and language teachers, evaluating podcasts as potential teaching materials in English as a Foreign Language (EFL). The first section of this paper provides an overview of research involving podcasts and their impact on foreign language learners’ listening and speaking skills, lexical development, and intercultural communicative competence. The primary objective of this paper is to investigate the views and attitudes of pre-service English teachers regarding the implementation of podcasts in EFL, which are presented in the second part. The findings revealed that pre-service teachers are extensively exposed to podcasts in their private time, particularly in English. The majority of participants self-reported certain language improvements that could be attributed to podcast consumption. All participants shared a positive attitude toward using podcasts in their future teaching of EFL from the standpoint of language teachers, granting some boundaries when considering the ages and grade levels of EFL students. Potential differences between senior and junior pre-service teachers, as well as correlations between the included variables, are examined and discussed with respect to their exposure to teaching methodology courses and EFL teaching practice. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"184 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132629466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to determine whether second language writing anxiety and teacher’ communication behavior significantly predict students’ research self-efficacy. The working group for the present study, in which quantitative descriptive-predictive design was employed, included 187 students enrolled in Research 1 and 2 subjects at UM Digos College. The participants answered adapted standard questionnaires to quantify which dimension/s of Second Language Writing Anxiety and Teacher’s Communication Behavior significantly predict/s research self-efficacy. The gathered data were interpreted using the mean in determining the central tendency and Pearson-r. Regression analysis was used to predict the value of research self-efficacy based on the value of writing anxiety and teachers’ communication behavior. The results revealed that the level of L2 writing anxiety of students is moderate. Likewise, the level of teacher’s communication behavior was revealed as high and the level of research self-efficacy is also high. The result also shows that there is no significant relationship between L2 writing anxiety and research self-efficacy but indicators of L2 writing anxiety posed a significant relationship with research self-efficacy while teachers’ communication behavior resulted in no significant relationship to research self-efficacy, but two indicators of TCB posed a significant relationship to RSE. The findings corroborated the four domains for SLWA and TCB, which are cognitive, somatic, challenging, and encouragement and praise; significantly predict research self-efficacy. The findings obtained in this study suggest that students look for ways to enhance their confidence in performing tasks related to research papers. Article visualizations:
{"title":"L2 WRITING ANXIETY AND TEACHER’S COMMUNICATION BEHAVIOR AS PREDICTORS OF RESEARCH SELF-EFFICACY OF STUDENTS","authors":"Jivina V. Lumakang, Tessie G. Miralles","doi":"10.46827/ejel.v8i3.4889","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4889","url":null,"abstract":"The purpose of this study was to determine whether second language writing anxiety and teacher’ communication behavior significantly predict students’ research self-efficacy. The working group for the present study, in which quantitative descriptive-predictive design was employed, included 187 students enrolled in Research 1 and 2 subjects at UM Digos College. The participants answered adapted standard questionnaires to quantify which dimension/s of Second Language Writing Anxiety and Teacher’s Communication Behavior significantly predict/s research self-efficacy. The gathered data were interpreted using the mean in determining the central tendency and Pearson-r. Regression analysis was used to predict the value of research self-efficacy based on the value of writing anxiety and teachers’ communication behavior. The results revealed that the level of L2 writing anxiety of students is moderate. Likewise, the level of teacher’s communication behavior was revealed as high and the level of research self-efficacy is also high. The result also shows that there is no significant relationship between L2 writing anxiety and research self-efficacy but indicators of L2 writing anxiety posed a significant relationship with research self-efficacy while teachers’ communication behavior resulted in no significant relationship to research self-efficacy, but two indicators of TCB posed a significant relationship to RSE. The findings corroborated the four domains for SLWA and TCB, which are cognitive, somatic, challenging, and encouragement and praise; significantly predict research self-efficacy. The findings obtained in this study suggest that students look for ways to enhance their confidence in performing tasks related to research papers. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127127325","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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