While language teaching is widely acknowledged as preparation for real-life language use, attention is still focused mainly on classroom-bounded learning. However, the development of technology allows language learners to extend their learning opportunities beyond the classroom. Using a mixed method design that included questionnaires and semi-structured interviews, this study aims to explore how Vietnamese EFL tertiary students perceive and utilize language learning beyond the classroom (LLBC) resources in learning English. This study finds that the students perceived well the feasibility of the LLBC, and believed in the benefits of LLBC resources and activities in improving pronunciation and vocabulary, listening, and speaking skills. In addition, the students are found also to try to develop strategies for making the most of individual LLBC resources and activities to improve their English proficiency. The study also provides implications for the teachers to prepare and equip themselves with the effective utilization of LLBC resources and activities to provide their students with helpful advice. Article visualizations:
{"title":"EFL TERTIARY STUDENTS' PERCEPTION AND PRACTICE WITH LANGUAGE LEARNING BEYOND THE CLASSROOM: THE CASE OF VIETNAM","authors":"Nguyen Vu Khanh, Trương Bạch Lê","doi":"10.46827/ejel.v8i3.4888","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4888","url":null,"abstract":"While language teaching is widely acknowledged as preparation for real-life language use, attention is still focused mainly on classroom-bounded learning. However, the development of technology allows language learners to extend their learning opportunities beyond the classroom. Using a mixed method design that included questionnaires and semi-structured interviews, this study aims to explore how Vietnamese EFL tertiary students perceive and utilize language learning beyond the classroom (LLBC) resources in learning English. This study finds that the students perceived well the feasibility of the LLBC, and believed in the benefits of LLBC resources and activities in improving pronunciation and vocabulary, listening, and speaking skills. In addition, the students are found also to try to develop strategies for making the most of individual LLBC resources and activities to improve their English proficiency. The study also provides implications for the teachers to prepare and equip themselves with the effective utilization of LLBC resources and activities to provide their students with helpful advice. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116221905","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 widespread use of English as a world language has caused changes in the sociolinguistic reality of English speakers, English use, and English-speaking societies. No paradigm has been able to completely capture and account for such changes in the English language given the current changes. In order to reflect the sociolinguistic realities of today, researchers have advocated for a paradigm shift from traditional pedagogy to a new pedagogy that can prepare students to use English in intercultural communication and incorporate multiple varieties of English and cultures. The attitudes of 20 Thai English major students who successfully completed a one-semester Global English language teaching course were investigated using questionnaire and interview data. The analysis included both quantitative and qualitative methods using descriptive statistics and qualitative content analysis, respectively. The results demonstrated that the 15-week GE-informed pedagogy significantly improved student views toward GE awareness. The students further reported that English should be viewed as a language serving varied communicative needs among different multilingual users and not just native users as target interlocutors. These results call for more GE-awareness pedagogical activities for a better understanding of the practical uses of English and in compliance with global linguistic diversifications. Article visualizations:
{"title":"THAI STUDENTS’ AWARENESS ATTITUDES OF GLOBAL ENGLISHES PEDAGOGY AND TARGET INTERLOCUTOR","authors":"Fangfei Miao, Eric A. Ambele","doi":"10.46827/ejel.v8i3.4877","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4877","url":null,"abstract":"The widespread use of English as a world language has caused changes in the sociolinguistic reality of English speakers, English use, and English-speaking societies. No paradigm has been able to completely capture and account for such changes in the English language given the current changes. In order to reflect the sociolinguistic realities of today, researchers have advocated for a paradigm shift from traditional pedagogy to a new pedagogy that can prepare students to use English in intercultural communication and incorporate multiple varieties of English and cultures. The attitudes of 20 Thai English major students who successfully completed a one-semester Global English language teaching course were investigated using questionnaire and interview data. The analysis included both quantitative and qualitative methods using descriptive statistics and qualitative content analysis, respectively. The results demonstrated that the 15-week GE-informed pedagogy significantly improved student views toward GE awareness. The students further reported that English should be viewed as a language serving varied communicative needs among different multilingual users and not just native users as target interlocutors. These results call for more GE-awareness pedagogical activities for a better understanding of the practical uses of English and in compliance with global linguistic diversifications. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"250 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123921178","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}
Managing change in English Language Teaching (ELT) has been implemented to meet the changing requirements and expectations of language learners in a globalized society. This paper investigates the application of change management models in the field of ELT, with particular emphasis on Vietnam. The research employed a document analysis approach by reviewing and analyzing relevant academic papers on change management and managing change in ELT. The study identified five change management models, including Lewin's Change Management Model, ADKAR Model, Kotter's 8 Step Change Model, McKinsey 7S Model, and Kübler-Ross Five Stage Model. Many of these models have been employed in the ELT sector. The best practice of applying change management models in EFL is recommended to Vietnam in order to improve English teaching in its institutions and centers. The paper is expected to provide an in-depth analysis of various change management models and their potential application in the Vietnamese context. Article visualizations:
{"title":"MANAGING CHANGE TO UPGRADE ENGLISH TEACHING IN VIETNAM","authors":"Hai Nguyen","doi":"10.46827/ejel.v8i3.4874","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4874","url":null,"abstract":"Managing change in English Language Teaching (ELT) has been implemented to meet the changing requirements and expectations of language learners in a globalized society. This paper investigates the application of change management models in the field of ELT, with particular emphasis on Vietnam. The research employed a document analysis approach by reviewing and analyzing relevant academic papers on change management and managing change in ELT. The study identified five change management models, including Lewin's Change Management Model, ADKAR Model, Kotter's 8 Step Change Model, McKinsey 7S Model, and Kübler-Ross Five Stage Model. Many of these models have been employed in the ELT sector. The best practice of applying change management models in EFL is recommended to Vietnam in order to improve English teaching in its institutions and centers. The paper is expected to provide an in-depth analysis of various change management models and their potential application in the Vietnamese context. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116680216","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}
Anglicism and Nativization can be said to be closely knit as both linguistic phenomena are attempts to portray one language in the form of another. Whereas, Anglicism is the attempt to make an indigenous language sound English, Nativization is trying to make English sound indigenous. This study investigates Anglicization of names on social media, a practice among some Yoruba-English bilinguals (YEBs), with a view to finding out its linguistic features, sociolinguistic imports, the motivation behind such practice and its implications for pedagogy and language teaching. Data for the study, which were sourced from the WhatsApp group of SSIII students, Demonstration Secondary School, Ondo, Nigeria, contain one hundred indigenous profile names of the students as anglicized on the group’s platform. Using Dell Hymes’ Ethnography of Communication, William Labov’s Variability Concept as well as Descriptive Method of Data Analysis, the data were purposively selected, carefully grouped and applied for the analysis. The investigation reveals that the theory of word-formation processes in English was adopted by YEBs to anglicize their indigenous names at both phonological and morphological levels, with apparent disregard for both semantic components and sociolinguistic functions of their indigenous names before Anglicization, thereby leaving the product (anglicized) to appear as mere cant or jargon of the bilingual youths. The paper submits that the motivation for Anglicism might not be mainly attributable to linguistic dexterity or innate morphological competence on the part of YEBs, but largely to exuberance and idiosyncrasies emanating from identifying with the global practice of specialized youth communication on social media, a phenomenon that should be noted by the EL2 teacher while teaching this set of youths. Article visualizations:
英语化和本土化可以说是紧密联系在一起的，因为这两种语言现象都试图用另一种语言的形式来描绘一种语言。英语化是试图让本土语言听起来像英语，而本土化是试图让英语听起来像本土语言。本研究调查了一些约鲁巴-英语双语者(YEBs)在社交媒体上的名字的英语化行为，以期找出其语言特征、社会语言学的含义、这种行为背后的动机及其对教育学和语言教学的启示。该研究的数据来自尼日利亚Ondo示范性中学siii学生的WhatsApp群组，其中包含100个在该群组平台上被英语化的学生的土著个人资料名称。运用Dell Hymes’s Ethnography of Communication, William Labov’s Variability Concept以及Data Analysis的描述性方法，对数据进行有目的的选择，仔细分组并应用于分析。调查发现，外族青年采用英语构词过程理论，在语音和形态两个层面上对其本土名字进行了英语化，明显忽视了其本土名字在英语化之前的语义成分和社会语言学功能，从而使其产品(英语化)仅仅是双语青年的口头语或行话。本文认为，青年英语化的动机可能主要不是由于语言的灵巧性或天生的词形能力，而主要是由于认同全球青年在社交媒体上进行专业交流的做法而产生的旺盛和特质，这一现象应引起EL2教师在教学这群青年时的注意。可视化条
{"title":"ANGLICIZATION OF INDIGENOUS NAMES ON SOCIAL MEDIA BY YORUBA-ENGLISH BILINGUALS: PEDAGOGIC IMPLICATIONS","authors":"Morounmubo Deborah Ogunbona, R. Jimoh","doi":"10.46827/ejel.v8i3.4857","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4857","url":null,"abstract":"Anglicism and Nativization can be said to be closely knit as both linguistic phenomena are attempts to portray one language in the form of another. Whereas, Anglicism is the attempt to make an indigenous language sound English, Nativization is trying to make English sound indigenous. This study investigates Anglicization of names on social media, a practice among some Yoruba-English bilinguals (YEBs), with a view to finding out its linguistic features, sociolinguistic imports, the motivation behind such practice and its implications for pedagogy and language teaching. Data for the study, which were sourced from the WhatsApp group of SSIII students, Demonstration Secondary School, Ondo, Nigeria, contain one hundred indigenous profile names of the students as anglicized on the group’s platform. Using Dell Hymes’ Ethnography of Communication, William Labov’s Variability Concept as well as Descriptive Method of Data Analysis, the data were purposively selected, carefully grouped and applied for the analysis. The investigation reveals that the theory of word-formation processes in English was adopted by YEBs to anglicize their indigenous names at both phonological and morphological levels, with apparent disregard for both semantic components and sociolinguistic functions of their indigenous names before Anglicization, thereby leaving the product (anglicized) to appear as mere cant or jargon of the bilingual youths. The paper submits that the motivation for Anglicism might not be mainly attributable to linguistic dexterity or innate morphological competence on the part of YEBs, but largely to exuberance and idiosyncrasies emanating from identifying with the global practice of specialized youth communication on social media, a phenomenon that should be noted by the EL2 teacher while teaching this set of youths. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127220663","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 determined to find out which domain of communicative adaptability and communication apprehension significantly predicts cognitive communication competence. A quantitative descriptive-predictive design was employed in this study. The research participants were 250 Grade 11 Senior High School students enrolled in English 1s – Oral Communication in Context at UM Digos Senior High School. The gathered data were analyzed and interpreted using the mean, standard deviation, Pearson-r, regression, and multiple linear regression. It was found that the SHS students have a high level of communicative adaptability, moderate communication apprehension, and a high level of cognitive communication competence. The study’s findings revealed a significant relationship between communicative adaptability and cognitive communication competence. In contrast, communication apprehension was adversely related to cognitive communication competence. Through multiple linear regression, the findings corroborated the three domains of communicative adaptability and communication apprehension: social confirmation, appropriate, and apprehension in small groups, significantly predict cognitive communication competence. The findings obtained in this study suggest that English language teachers may employ strategies and activities, with various contexts among various individuals, as performance tasks. It will help students adapt to various communication contexts, lessen communication apprehension, and improve communication competence. Article visualizations:
{"title":"COGNITIVE COMMUNICATION COMPETENCE AS A FUNCTION OF ADAPTABILITY AND APPREHENSION IN COMMUNICATION AMONG SENIOR HIGH SCHOOL STUDENTS","authors":"Joanna Reeve M. Canada, Tessie G. Miralles","doi":"10.46827/ejel.v8i3.4843","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4843","url":null,"abstract":"This study determined to find out which domain of communicative adaptability and communication apprehension significantly predicts cognitive communication competence. A quantitative descriptive-predictive design was employed in this study. The research participants were 250 Grade 11 Senior High School students enrolled in English 1s – Oral Communication in Context at UM Digos Senior High School. The gathered data were analyzed and interpreted using the mean, standard deviation, Pearson-r, regression, and multiple linear regression. It was found that the SHS students have a high level of communicative adaptability, moderate communication apprehension, and a high level of cognitive communication competence. The study’s findings revealed a significant relationship between communicative adaptability and cognitive communication competence. In contrast, communication apprehension was adversely related to cognitive communication competence. Through multiple linear regression, the findings corroborated the three domains of communicative adaptability and communication apprehension: social confirmation, appropriate, and apprehension in small groups, significantly predict cognitive communication competence. The findings obtained in this study suggest that English language teachers may employ strategies and activities, with various contexts among various individuals, as performance tasks. It will help students adapt to various communication contexts, lessen communication apprehension, and improve communication competence. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123304170","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}
Hussein Abushaaban, Rashad Faleh Alhasan, Hamzeh Mohammad Al-Harbi
This pilot study examined the semantic extraction process of L2 English synonyms during the dictionary consultations and the associated challenges involved in the process among four Arabic-English translators, and whether such a process is influenced by the mother tongue. Participants were provided with dictionary definition excerpts of synonym pairs, one pair at a time, to examine and write down any differences in meaning, to report on any meaning extraction challenges, and to provide translation equivalents. The results indicated that participants did not demonstrate any distinctions between the target synonyms which suggests that dictionary definitions did not provide enough disambiguation criteria for synonyms and that is exactly what was expressed in the interview data. Finally, cross-linguistic effects were not found in the data. However, participants produced more accurate responses than the semantic English task which suggests that translators link L2 synonyms to their Arabic translations rather than their L2 definitions. Article visualizations:
{"title":"MEANING EXTRACTION OF SYNONYMS AMONG ADVANCED ARAB-ENGLISH TRANSLATORS: A PILOT STUDY","authors":"Hussein Abushaaban, Rashad Faleh Alhasan, Hamzeh Mohammad Al-Harbi","doi":"10.46827/ejel.v8i2.4818","DOIUrl":"https://doi.org/10.46827/ejel.v8i2.4818","url":null,"abstract":"This pilot study examined the semantic extraction process of L2 English synonyms during the dictionary consultations and the associated challenges involved in the process among four Arabic-English translators, and whether such a process is influenced by the mother tongue. Participants were provided with dictionary definition excerpts of synonym pairs, one pair at a time, to examine and write down any differences in meaning, to report on any meaning extraction challenges, and to provide translation equivalents. The results indicated that participants did not demonstrate any distinctions between the target synonyms which suggests that dictionary definitions did not provide enough disambiguation criteria for synonyms and that is exactly what was expressed in the interview data. Finally, cross-linguistic effects were not found in the data. However, participants produced more accurate responses than the semantic English task which suggests that translators link L2 synonyms to their Arabic translations rather than their L2 definitions. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124589223","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 attempted to determine the grammar learning strategy and grammatical competence level of the 2nd year and 3rd year pre-service teachers. Additionally, this study aimed to investigate the relationship between their grammar learning strategy usage and grammatical competence level. To this end, the study employed the descriptive-correlational research method. Data were collected through a questionnaire facilitated in Google Forms. The study's results revealed that, first, the pre-service teachers have highly used the Grammar Learning Strategies in general and when categorized as Cognitive, Meta-cognitive, and Socio-affective; although all GLS categories were highly used, the one with the highest mean was the Cognitive GLS while the least was the Socio-affective GLS. Second, respondents were found to have a fair level of grammatical competence in general as well as when specified to Subject-Verb Agreement, Pronoun-Antecedent Agreement, Parts of Speech, and Adjective-Adverb Agreement. Lastly, it was found in this present study that there is a highly significant relationship between grammar learning strategy usage and grammatical competence level but it is a weak positive correlation at 0.20. This outcome is conducive to better understand the pre-service teachers' GLS usage, to maximize the other GLS which were not highly used, and to supply some references for enhancing one’s grammatical competence level. Article visualizations:
{"title":"GRAMMATICAL COMPETENCE LEVEL AND GRAMMAR LEARNING STRATEGY OF PRE-SERVICE TEACHERS","authors":"Rocel Mae C. Roca, Edralin Manla","doi":"10.46827/ejel.v8i2.4807","DOIUrl":"https://doi.org/10.46827/ejel.v8i2.4807","url":null,"abstract":"This study attempted to determine the grammar learning strategy and grammatical competence level of the 2nd year and 3rd year pre-service teachers. Additionally, this study aimed to investigate the relationship between their grammar learning strategy usage and grammatical competence level. To this end, the study employed the descriptive-correlational research method. Data were collected through a questionnaire facilitated in Google Forms. The study's results revealed that, first, the pre-service teachers have highly used the Grammar Learning Strategies in general and when categorized as Cognitive, Meta-cognitive, and Socio-affective; although all GLS categories were highly used, the one with the highest mean was the Cognitive GLS while the least was the Socio-affective GLS. Second, respondents were found to have a fair level of grammatical competence in general as well as when specified to Subject-Verb Agreement, Pronoun-Antecedent Agreement, Parts of Speech, and Adjective-Adverb Agreement. Lastly, it was found in this present study that there is a highly significant relationship between grammar learning strategy usage and grammatical competence level but it is a weak positive correlation at 0.20. This outcome is conducive to better understand the pre-service teachers' GLS usage, to maximize the other GLS which were not highly used, and to supply some references for enhancing one’s grammatical competence level. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130749881","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}
Teachers with a high level of target language proficiency are believed to be more self-efficacious and more competent to provide good models of language usage and to undertake various teaching tasks in the target language effectively. Having a good command of English is a necessary qualification for successful teachers of English as a foreign language (EFL). In the Vietnamese teaching and learning context, EFL teachers are required to have proper professional qualifications, and English proficiency is an important quality for teaching effectiveness. With the aim to examine teachers’ perceptions towards English proficiency, this descriptive study was conducted with 33 EFL teachers at a center of foreign languages through an online survey. The results showed that teachers recognized the necessity of having English qualifications and had positive perceptions towards the English proficiency requirements. The study is beneficial for both teachers and educational administrators to have an insight into the importance of language proficiency for teaching quality. Important recommendations for successful proficiency development were also discussed. Article visualizations:
{"title":"EFL TEACHERS’ PERCEPTIONS OF ENGLISH PROFICIENCY: CURRENT PRACTICES AT A CENTER OF FOREIGN LANGUAGES IN VIETNAM","authors":"L. Hung","doi":"10.46827/ejel.v8i2.4801","DOIUrl":"https://doi.org/10.46827/ejel.v8i2.4801","url":null,"abstract":"Teachers with a high level of target language proficiency are believed to be more self-efficacious and more competent to provide good models of language usage and to undertake various teaching tasks in the target language effectively. Having a good command of English is a necessary qualification for successful teachers of English as a foreign language (EFL). In the Vietnamese teaching and learning context, EFL teachers are required to have proper professional qualifications, and English proficiency is an important quality for teaching effectiveness. With the aim to examine teachers’ perceptions towards English proficiency, this descriptive study was conducted with 33 EFL teachers at a center of foreign languages through an online survey. The results showed that teachers recognized the necessity of having English qualifications and had positive perceptions towards the English proficiency requirements. The study is beneficial for both teachers and educational administrators to have an insight into the importance of language proficiency for teaching quality. Important recommendations for successful proficiency development were also discussed. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125182355","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 employed a quantitative research design targeting (1) investigating Vietnamese high-school students’ patterns of language mindset; and (2) examining the relationship between students’ mindsets and demographic variables, including genders, school groups, and grade groups. The data was collected through the language mindset inventory with 18 items, using a 6-Likert scale. The questionnaire was delivered to EFL students in public high schools via online forms. With 248 valid responses, statistical analysis was conducted to answer the research questions. The findings show that the EFL high-school students endorse a growth mindset, and there was no difference found in the relation between students’ language mindsets and their demographic features.
{"title":"VIETNAMESE HIGH SCHOOL EFL LEARNERS’ LANGUAGE MINDSETS: EXPLORING THE IMPACT OF DEMOGRAPHIC FACTORS","authors":"Nguyen Trong Nguyen","doi":"10.46827/ejel.v8i2.4784","DOIUrl":"https://doi.org/10.46827/ejel.v8i2.4784","url":null,"abstract":"This research employed a quantitative research design targeting (1) investigating Vietnamese high-school students’ patterns of language mindset; and (2) examining the relationship between students’ mindsets and demographic variables, including genders, school groups, and grade groups. The data was collected through the language mindset inventory with 18 items, using a 6-Likert scale. The questionnaire was delivered to EFL students in public high schools via online forms. With 248 valid responses, statistical analysis was conducted to answer the research questions. The findings show that the EFL high-school students endorse a growth mindset, and there was no difference found in the relation between students’ language mindsets and their demographic features.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0005/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131120934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the contemporary milieu of academia and quotidian endeavors, the faculty of critical thinking is recognized as an essential and irreplaceable aptitude for each individual. Over the course of recent decades, the subject of critical thinking has garnered substantial attention across the sphere of higher education, with Chinese students being no exception. The present investigation seeks to elucidate the exigencies evaluation of international Chinese postgraduate students' perceptions pertaining to the incorporation of critical thinking methodologies within research methods coursework, in conjunction with their requisites and expectations for the inculcation of critical thinking proficiencies as an integral constituent of the academic writing curriculum. This empirical inquiry, employing a mixed-methods approach, drew upon the Critical Thinking Disposition Inventory (CTDI) as its primary instrument. A total of 147 Chinese international college master's students voluntarily partook in the study. The resultant data revealed that the understanding of critical thinking abilities among the overseas Chinese postgraduate population was marked by ambiguity and perplexity. Such a phenomenon can be attributed to the influence of the traditional Chinese educational system, which engenders a prevalent indifference towards critical thinking competencies among the majority of the international Chinese postgraduate demographic. To address the exigency of bolstering their scholastic achievements and enhancing their thesis-writing efficacy through more analytical and critical means, the Chinese postgraduate respondents underscored the imperative to amalgamate critical thinking skills into their research methods coursework. Article visualizations:
{"title":"NEEDS ASSESSMENT REPORT ADOPTING A MIXED-METHOD DESIGN: CHINESE POSTGRADUATES’ IMPRESSIONS OF CRITICAL THINKING APPROACH IN RESEARCH METHOD COURSE","authors":"Li-Wei Wei","doi":"10.46827/ejel.v8i2.4775","DOIUrl":"https://doi.org/10.46827/ejel.v8i2.4775","url":null,"abstract":"In the contemporary milieu of academia and quotidian endeavors, the faculty of critical thinking is recognized as an essential and irreplaceable aptitude for each individual. Over the course of recent decades, the subject of critical thinking has garnered substantial attention across the sphere of higher education, with Chinese students being no exception. The present investigation seeks to elucidate the exigencies evaluation of international Chinese postgraduate students' perceptions pertaining to the incorporation of critical thinking methodologies within research methods coursework, in conjunction with their requisites and expectations for the inculcation of critical thinking proficiencies as an integral constituent of the academic writing curriculum. This empirical inquiry, employing a mixed-methods approach, drew upon the Critical Thinking Disposition Inventory (CTDI) as its primary instrument. A total of 147 Chinese international college master's students voluntarily partook in the study. The resultant data revealed that the understanding of critical thinking abilities among the overseas Chinese postgraduate population was marked by ambiguity and perplexity. Such a phenomenon can be attributed to the influence of the traditional Chinese educational system, which engenders a prevalent indifference towards critical thinking competencies among the majority of the international Chinese postgraduate demographic. To address the exigency of bolstering their scholastic achievements and enhancing their thesis-writing efficacy through more analytical and critical means, the Chinese postgraduate respondents underscored the imperative to amalgamate critical thinking skills into their research methods coursework. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121116431","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：