This article establishes a connection between students' metacognitive awareness and success in reading comprehension. Reading is a cognitive process that directs students to interact, predict, form hypotheses about the literary text. Reading also involves synthesizing information and critically analyzing a text in a literary context. Metacognition implies "cognition about cognition". The use of metacognitive strategies for reading purposes is interlinked with the attainment of advanced levels of literacy. Metacognition is a complex aspect of thought that involves both linguistic and cognitive activities. Recently the identification of strategies used by readers on tests of reading comprehension is of foremost interest. Using strategic knowledge or metacognition while monitoring the comprehension process is an important aspect of skilled reading. A focus on reading strategies assists researchers regulates the extent to which readers understand the purpose of reading. Readers' proficiency level is highly influenced by the strategy applied. This study has an experimental design involving a conventional group and an experimental group with whom a metacognitive reading strategy is implemented. This article documents a small-scale investigation of how effective implementation of metacognitive reading strategy directs students to a higher level of proficiency in reading comprehension. From the result of the study, we sum up that the participants exposed to metacognitive reading strategy exhibit better understanding and proficiency level than those who are not exposed to metacognitive reading strategy. The participants’ performance reveals an important implication about the development of reading comprehension through short stories. Article visualizations:
{"title":"METACOGNITIVE AWARENESS IN THE READING COMPREHENSION OF LITERARY TEXTS: AN EXPERIMENTAL STUDY BASED ON METACOGNITIVE READING STRATEGY","authors":"Jabun Nahar, Srabani Mallik","doi":"10.46827/ejel.v7i1.4145","DOIUrl":"https://doi.org/10.46827/ejel.v7i1.4145","url":null,"abstract":"This article establishes a connection between students' metacognitive awareness and success in reading comprehension. Reading is a cognitive process that directs students to interact, predict, form hypotheses about the literary text. Reading also involves synthesizing information and critically analyzing a text in a literary context. Metacognition implies \"cognition about cognition\". The use of metacognitive strategies for reading purposes is interlinked with the attainment of advanced levels of literacy. Metacognition is a complex aspect of thought that involves both linguistic and cognitive activities. Recently the identification of strategies used by readers on tests of reading comprehension is of foremost interest. Using strategic knowledge or metacognition while monitoring the comprehension process is an important aspect of skilled reading. A focus on reading strategies assists researchers regulates the extent to which readers understand the purpose of reading. Readers' proficiency level is highly influenced by the strategy applied. This study has an experimental design involving a conventional group and an experimental group with whom a metacognitive reading strategy is implemented. This article documents a small-scale investigation of how effective implementation of metacognitive reading strategy directs students to a higher level of proficiency in reading comprehension. From the result of the study, we sum up that the participants exposed to metacognitive reading strategy exhibit better understanding and proficiency level than those who are not exposed to metacognitive reading strategy. The participants’ performance reveals an important implication about the development of reading comprehension through short stories. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125806507","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}
Collaborative Strategic Reading (CSR) is a comprehension approach developed by Janette Klingner and Sharon Vaughn in 1996 and 1998, which uses a mix of whole class instruction and small cooperative peer learning groups. It begins with teacher modeling, role-playing, and teacher think-aloud and then, followed by the formation of heterogeneous cooperative learning groups in which students employ four comprehension strategies: Preview, Click and Clunk, Get the Gist, and Wrap Up. This study investigated the effects of Collaborative Strategic Reading on students’ comprehension and motivation. Specifically, it sought to determine the reading comprehension level of the students in the CSR and non- CSR group in the pretest and posttest; identify the motivation level of the students in the CSR and non- CSR group in the pretest and posttest; find out if there is a significant difference in the reading comprehension level of the students in the CSR and non-CSR groups, and assess if there is a significant difference in the motivation level of the students in the CSR and non-CSR groups. The study used a quasi-experimental design method. It utilized a random sampling among 70 Grade 9 participants. The reading comprehension levels of students were identified through a teacher-made comprehension test which was interpreted using Phil-IRI Silent Reading Program. Students’ motivation was determined through a reading motivation questionnaire adapted from Wigfield and Guthrie (1997). Results showed that the CSR group outscored the non-CSR group on their reading comprehension. Also, students in both groups were moderately motivated towards reading, however, the CSR group has higher motivation compared to non-CSR group. Moreover, there was a significant difference in the reading comprehension of students exposed to CSR and non-CSR groups. On the other hand, the reading motivation of students exposed to CSR and non-CSR groups was statistically significant. Therefore, CSR was effective in improving the reading comprehension of students as well as enhancing their reading motivation. Article visualizations:
{"title":"COLLABORATIVE STRATEGIC READING ON STUDENTS’ COMPREHENSION AND MOTIVATION","authors":"J. Bermillo, Vic Lycel T. Merto","doi":"10.46827/ejel.v7i1.4148","DOIUrl":"https://doi.org/10.46827/ejel.v7i1.4148","url":null,"abstract":"Collaborative Strategic Reading (CSR) is a comprehension approach developed by Janette Klingner and Sharon Vaughn in 1996 and 1998, which uses a mix of whole class instruction and small cooperative peer learning groups. It begins with teacher modeling, role-playing, and teacher think-aloud and then, followed by the formation of heterogeneous cooperative learning groups in which students employ four comprehension strategies: Preview, Click and Clunk, Get the Gist, and Wrap Up. This study investigated the effects of Collaborative Strategic Reading on students’ comprehension and motivation. Specifically, it sought to determine the reading comprehension level of the students in the CSR and non- CSR group in the pretest and posttest; identify the motivation level of the students in the CSR and non- CSR group in the pretest and posttest; find out if there is a significant difference in the reading comprehension level of the students in the CSR and non-CSR groups, and assess if there is a significant difference in the motivation level of the students in the CSR and non-CSR groups. The study used a quasi-experimental design method. It utilized a random sampling among 70 Grade 9 participants. The reading comprehension levels of students were identified through a teacher-made comprehension test which was interpreted using Phil-IRI Silent Reading Program. Students’ motivation was determined through a reading motivation questionnaire adapted from Wigfield and Guthrie (1997). Results showed that the CSR group outscored the non-CSR group on their reading comprehension. Also, students in both groups were moderately motivated towards reading, however, the CSR group has higher motivation compared to non-CSR group. Moreover, there was a significant difference in the reading comprehension of students exposed to CSR and non-CSR groups. On the other hand, the reading motivation of students exposed to CSR and non-CSR groups was statistically significant. Therefore, CSR was effective in improving the reading comprehension of students as well as enhancing their reading motivation. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114336943","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 aims to investigate the contribution of translation courses to pre-service EFL teachers’ professional skills. Also, it is aimed to get in-depth insights from both pre-service EFL teachers and instructors in order to identify the weaknesses and strengths of translation courses in EFL teacher education programs. This study was designed as a qualitative case study and the participants were two course instructors and ten pre-service EFL teachers. The convenient sampling method was used, and the relevant data were collected through in-depth semi-structured interviews. After data analysis, it was found that translation courses are very rewarding for pre-service EFL teachers in terms of increasing their linguistic competence, improving reading comprehension and making contributions to teaching language skills; however, it was also suggested that the number of translation courses should be increased and the content of these courses should be redesigned in order to turn them into introductory courses for pre-service teachers who plan to work as translators or pursue their education in master’s degree programs after graduation. Also, it was found that choosing course materials from wide range of topics in translation courses would make positive contributions to prospective teachers’ intercultural competence. In the light of above-mentioned findings, this study aims to fill in a gap in the existing research by touching upon the current issues in translation courses in EFL teacher education programs. Article visualizations:
{"title":"INVESTIGATING TRANSLATION COURSES AT AN UNDERGRADUATE EFL TEACHER EDUCATION PROGRAM: VIEWS OF INSTRUCTORS AND PRE-SERVICE TEACHERS","authors":"Melike Bekereci-Şahin","doi":"10.46827/ejel.v7i1.4114","DOIUrl":"https://doi.org/10.46827/ejel.v7i1.4114","url":null,"abstract":"This study aims to investigate the contribution of translation courses to pre-service EFL teachers’ professional skills. Also, it is aimed to get in-depth insights from both pre-service EFL teachers and instructors in order to identify the weaknesses and strengths of translation courses in EFL teacher education programs. This study was designed as a qualitative case study and the participants were two course instructors and ten pre-service EFL teachers. The convenient sampling method was used, and the relevant data were collected through in-depth semi-structured interviews. After data analysis, it was found that translation courses are very rewarding for pre-service EFL teachers in terms of increasing their linguistic competence, improving reading comprehension and making contributions to teaching language skills; however, it was also suggested that the number of translation courses should be increased and the content of these courses should be redesigned in order to turn them into introductory courses for pre-service teachers who plan to work as translators or pursue their education in master’s degree programs after graduation. Also, it was found that choosing course materials from wide range of topics in translation courses would make positive contributions to prospective teachers’ intercultural competence. In the light of above-mentioned findings, this study aims to fill in a gap in the existing research by touching upon the current issues in translation courses in EFL teacher education programs. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124391961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching EFL writing has been one of the most trending research fields recently. Among the techniques being tested, using instructional rubrics has drawn much attention from researchers and teachers. This study aimed to investigate the effectiveness of using rubrics in enhancing students’ writing skill and the students’ attitudes towards this technique. The study used the experimental research design. The participants were thirty English-majored eleventh-grade students (N=30) in a high school in Can Tho City, Viet Nam. The main research tools included two guiding rubrics, one writing pre-test, two writing post-tests, and a questionnaire. Holistic and analytic rubrics were used in the teaching of writing skill to the participants to help them understand the targets for learning and the standards of quality for their writing work. Data from the pre- and post- writing tests indicated significant changes in students’ writing performance after using both holistic and analytic rubrics. Besides, the results of the questionnaire revealed learners’ positive perceptions of this technique. It could be suggested that high school teachers should take into account the use of rubrics in teaching writing for EFL students. Article visualizations:
{"title":"THE EFFECT OF USING INSTRUCTIONAL RUBRICS ON EFL STUDENTS’ WRITING PERFORMANCE: A HIGH SCHOOL CASE IN THE MEKONG DELTA OF VIETNAM","authors":"Minh Chau Bui, Tan Minh Khoi Vuong","doi":"10.46827/ejel.v7i1.4112","DOIUrl":"https://doi.org/10.46827/ejel.v7i1.4112","url":null,"abstract":"Teaching EFL writing has been one of the most trending research fields recently. Among the techniques being tested, using instructional rubrics has drawn much attention from researchers and teachers. This study aimed to investigate the effectiveness of using rubrics in enhancing students’ writing skill and the students’ attitudes towards this technique. The study used the experimental research design. The participants were thirty English-majored eleventh-grade students (N=30) in a high school in Can Tho City, Viet Nam. The main research tools included two guiding rubrics, one writing pre-test, two writing post-tests, and a questionnaire. Holistic and analytic rubrics were used in the teaching of writing skill to the participants to help them understand the targets for learning and the standards of quality for their writing work. Data from the pre- and post- writing tests indicated significant changes in students’ writing performance after using both holistic and analytic rubrics. Besides, the results of the questionnaire revealed learners’ positive perceptions of this technique. It could be suggested that high school teachers should take into account the use of rubrics in teaching writing for EFL students. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"180 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123750487","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 paper examines critical pedagogy and English language teaching (ELT) to understand how a classroom may, or may not, incorporate both of these aspects in a productive manner. It begins with looking at a relatively different paradigm of education that emerged towards the end of the twentieth century, where ideas of knowledge economy and knowledge capitalism gain ground. It traces a changing field of ELT that argues for language teaching from the perspective of Gramscian hegemony and spontaneous grammars. The paper briefly surveys the concept of critical pedagogy starting with the work of Paulo Friere and various other scholars. It will then see how this concept works in ESL classrooms and contexts, using culture and local concerns from the lives of learners particularly from India.
{"title":"CRITICAL PEDAGOGY & ELT CLASSROOMS IN INDIA: SOME THOUGHTS","authors":"A. Rasheed","doi":"10.46827/ejel.v6i5.4110","DOIUrl":"https://doi.org/10.46827/ejel.v6i5.4110","url":null,"abstract":"This paper examines critical pedagogy and English language teaching (ELT) to understand how a classroom may, or may not, incorporate both of these aspects in a productive manner. It begins with looking at a relatively different paradigm of education that emerged towards the end of the twentieth century, where ideas of knowledge economy and knowledge capitalism gain ground. It traces a changing field of ELT that argues for language teaching from the perspective of Gramscian hegemony and spontaneous grammars. The paper briefly surveys the concept of critical pedagogy starting with the work of Paulo Friere and various other scholars. It will then see how this concept works in ESL classrooms and contexts, using culture and local concerns from the lives of learners particularly from India.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/edu_01/0992/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123977740","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}
Semantic maps ensure a high potential to facilitate enhanced quality of understanding words. English as second language learners are often presented with new English vocabulary items that are often pre-organized in sets of semantically related words. However, there is an assumption that word grouping facilitates activities for vocabulary learning and no empirical justification supports employing this teaching technique. This study aims to examine to what extent semantic relatedness influences ESL vocabulary recall and retention for middle school students of Telangana. The current study was conducted with 30 seventh-grade students over six weeks. Learners were divided into two groups to compare the effects of presenting semantic maps (retention, recall) and wordlists (recognition, cued recall) for reading comprehension activities. The results reveal that both teaching strategies positively affect vocabulary recall and retention. Between these two strategies, semantic mapping yields better results on recall. The difference between the groups explains from the perspective of information process theory and memory model. Lastly, significant learning and the effectiveness of semantic maps were found in the experiment group. Article visualizations:
{"title":"USING SEMANTIC MAPS AS A TEACHING STRATEGY FOR VOCABULARY DEVELOPMENT","authors":"M. Udaya","doi":"10.46827/ejel.v6i5.4095","DOIUrl":"https://doi.org/10.46827/ejel.v6i5.4095","url":null,"abstract":"Semantic maps ensure a high potential to facilitate enhanced quality of understanding words. English as second language learners are often presented with new English vocabulary items that are often pre-organized in sets of semantically related words. However, there is an assumption that word grouping facilitates activities for vocabulary learning and no empirical justification supports employing this teaching technique. This study aims to examine to what extent semantic relatedness influences ESL vocabulary recall and retention for middle school students of Telangana. The current study was conducted with 30 seventh-grade students over six weeks. Learners were divided into two groups to compare the effects of presenting semantic maps (retention, recall) and wordlists (recognition, cued recall) for reading comprehension activities. The results reveal that both teaching strategies positively affect vocabulary recall and retention. Between these two strategies, semantic mapping yields better results on recall. The difference between the groups explains from the perspective of information process theory and memory model. Lastly, significant learning and the effectiveness of semantic maps were found in the experiment group. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126177200","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}
During recent years, the task-based approach has been considered an effective methodology for teaching English as a foreign language. The term “task-based” appear in most of the learning activities in the classroom. It is clear that English teachers are being more interested in the use of task-based approach for most of English skills. They are making efforts to make lessons become more interesting and meaningful. Besides, the task-based assessment has been paid much attention by English teachers. Therefore, this paper aims at presenting the background of task-based approach, giving definition of learning tasks, illustrating task-based framework and identifying the roles of teachers and learners in task-based approach. In addition, it describes the assessment of task-based approach and making recommendation for language teachers relating to how to conduct task-based lessons effectively. Article visualizations:
{"title":"TASK-BASED APPROACH: AN OVERVIEW","authors":"N. Hà, N. Loc, T. Tuyen","doi":"10.46827/ejel.v7i1.4090","DOIUrl":"https://doi.org/10.46827/ejel.v7i1.4090","url":null,"abstract":"During recent years, the task-based approach has been considered an effective methodology for teaching English as a foreign language. The term “task-based” appear in most of the learning activities in the classroom. It is clear that English teachers are being more interested in the use of task-based approach for most of English skills. They are making efforts to make lessons become more interesting and meaningful. Besides, the task-based assessment has been paid much attention by English teachers. Therefore, this paper aims at presenting the background of task-based approach, giving definition of learning tasks, illustrating task-based framework and identifying the roles of teachers and learners in task-based approach. In addition, it describes the assessment of task-based approach and making recommendation for language teachers relating to how to conduct task-based lessons effectively. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"55 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122871107","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 present study investigates lexical collocations in first- and fourth-year Thai university learners’ and examines the relationship between receptive and productive knowledge of lexical collocations. A total of 148 students (75 first-year students and 73 fourth-year students) were tested on their lexical collocations, both receptively and productively, using two measures. Descriptive and inferential statistics were used to analyze the quantitative data, and correlational analysis determined the relationship between receptive and productive knowledge. Overall, the results showed that Thai university learners achieved significantly higher performance on tests of receptive knowledge of lexical collocations than on tests of productive knowledge. The data analysis also indicated that the fourth-year learners outperformed the first-year learners on both receptive and productive measures of lexical collocations. Furthermore, the correlational analysis revealed that receptive and productive knowledge of lexical collocations were interrelated. Together, the current findings indicate that Thai university learners’ productive knowledge of lexical collocations is built on receptive knowledge, and lexical collocations result from incremental learning. Article visualizations:
{"title":"RECEPTIVE AND PRODUCTIVE KNOWLEDGE OF LEXICAL COLLOCATIONS IN THAI UNIVERSITY LEARNERS OF ENGLISH","authors":"Xulong Zhang, Apisak Sukying","doi":"10.46827/ejel.v6i6.4067","DOIUrl":"https://doi.org/10.46827/ejel.v6i6.4067","url":null,"abstract":"The present study investigates lexical collocations in first- and fourth-year Thai university learners’ and examines the relationship between receptive and productive knowledge of lexical collocations. A total of 148 students (75 first-year students and 73 fourth-year students) were tested on their lexical collocations, both receptively and productively, using two measures. Descriptive and inferential statistics were used to analyze the quantitative data, and correlational analysis determined the relationship between receptive and productive knowledge. Overall, the results showed that Thai university learners achieved significantly higher performance on tests of receptive knowledge of lexical collocations than on tests of productive knowledge. The data analysis also indicated that the fourth-year learners outperformed the first-year learners on both receptive and productive measures of lexical collocations. Furthermore, the correlational analysis revealed that receptive and productive knowledge of lexical collocations were interrelated. Together, the current findings indicate that Thai university learners’ productive knowledge of lexical collocations is built on receptive knowledge, and lexical collocations result from incremental learning. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128437770","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}
Learner autonomy (LA) is currently concentrated in the Vietnamese educational context as it equips learners with the capacity for lifelong learning. For the EFL context, tertiary students encounter numerous challenges practicing language skills, especially English speaking because of lacking the language environment. This study aims at exploring what Vietnamese EFL students practice to develop LA in speaking English. The study using a mix-method approach was conducted at a university in the Mekong Delta, Vietnam with the participation of 102 English-majored students ranging from freshmen to seniors. A questionnaire and a semi-structured interview were used to explore students’ practice to develop LA for their English speaking development. The result reveals that the level in practicing LA among groups of students reaches the average, and it also figures out the components of LA in English speaking skills that students have performed as well as activities that students still encounter many obstacles in practicing. Article visualizations:
{"title":"DEVELOPING EFL LEARNERS' AUTONOMY IN SPEAKING ENGLISH: AN INVESTIGATION INTO STUDENTS' PRACTICE AT A UNIVERSITY IN THE MEKONG DELTA, VIETNAM","authors":"Phạm Ngọc Huyền, Nguyen Trung Cang","doi":"10.46827/ejel.v6i6.4039","DOIUrl":"https://doi.org/10.46827/ejel.v6i6.4039","url":null,"abstract":"Learner autonomy (LA) is currently concentrated in the Vietnamese educational context as it equips learners with the capacity for lifelong learning. For the EFL context, tertiary students encounter numerous challenges practicing language skills, especially English speaking because of lacking the language environment. This study aims at exploring what Vietnamese EFL students practice to develop LA in speaking English. The study using a mix-method approach was conducted at a university in the Mekong Delta, Vietnam with the participation of 102 English-majored students ranging from freshmen to seniors. A questionnaire and a semi-structured interview were used to explore students’ practice to develop LA for their English speaking development. The result reveals that the level in practicing LA among groups of students reaches the average, and it also figures out the components of LA in English speaking skills that students have performed as well as activities that students still encounter many obstacles in practicing. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125462318","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 original General Service List, published in 1953, was a list of words deemed important for the second language learners of English. The list became the main reference by many studies involving the coverage of words that the second language learners needed to know to understand a certain amount of the text. Since it was developed over 60 years ago, a couple of attempts to update the list was initiated. One of the significant attempts resulted in the development of the New General Service List (NGSL) in 2013. The NGSL consists of high-frequency words that the second language learners need to know to understand approximately 92% of most general English language texts. These are the basic words, but where these words stand in the English Vocabulary Profile (EVP) of the Common European Framework of Reference (CEFR) have yet to be confirmed. The study intended to determine the CEFR level of the words listed in the NGSL and determine the relationship between the NGSL and the CEFR levels. A descriptive research design and purposive sampling method were adopted. The findings show that most words in the NGSL are listed in the EVP, and there is an inverse relationship between the coverage of the NGSL and the CEFR levels, thus confirming the NGSL can be used as a comparative measure on how much an L2 learner would understand a certain reading text. Future investigations to include analysis of learners’ comprehension and more sample passages are recommended. Article visualizations:
{"title":"RELEVANCE OF THE NEW GENERAL SERVICE LIST IN SELECTING READING PASSAGES FOR ESL STUDENTS","authors":"Anealka Aziz, Norwati Roslim","doi":"10.46827/ejel.v6i6.4037","DOIUrl":"https://doi.org/10.46827/ejel.v6i6.4037","url":null,"abstract":"The original General Service List, published in 1953, was a list of words deemed important for the second language learners of English. The list became the main reference by many studies involving the coverage of words that the second language learners needed to know to understand a certain amount of the text. Since it was developed over 60 years ago, a couple of attempts to update the list was initiated. One of the significant attempts resulted in the development of the New General Service List (NGSL) in 2013. The NGSL consists of high-frequency words that the second language learners need to know to understand approximately 92% of most general English language texts. These are the basic words, but where these words stand in the English Vocabulary Profile (EVP) of the Common European Framework of Reference (CEFR) have yet to be confirmed. The study intended to determine the CEFR level of the words listed in the NGSL and determine the relationship between the NGSL and the CEFR levels. A descriptive research design and purposive sampling method were adopted. The findings show that most words in the NGSL are listed in the EVP, and there is an inverse relationship between the coverage of the NGSL and the CEFR levels, thus confirming the NGSL can be used as a comparative measure on how much an L2 learner would understand a certain reading text. Future investigations to include analysis of learners’ comprehension and more sample passages are recommended. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121523712","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：