Thi Minh Uyen Phan, Thi My Hang Nguyen, Hong Linh Nguyen
Most Vietnamese students who learn English often make mistakes when learning Vietnamese-English translation because there are many differences between Vietnamese and English. Therefore, translation is a difficult subject when learning English. This research “Some common errors in the Vietnamese-English translation of English majors at Tay Do University” focused on some common errors of English majors in Vietnamese-English translation. In this research, the participants were 75 English majored juniors at Tay Do University in which 55 students randomly were chosen to complete the translation tests and the remaining ones (20 students) were selected to answer the interview questions. The results of this thesis showed that the English majors made errors in Vietnamese-English translation related to word order, grammar, and lexicon. It is hoped that this research can be helpful for both students and teachers in the process of learning and teaching translation. Article visualizations:
{"title":"SOME COMMON ERRORS IN VIETNAMESE-ENGLISH TRANSLATION OF ENGLISH-MAJOR JUNIORS AT TAY DO UNIVERSITY, VIETNAM","authors":"Thi Minh Uyen Phan, Thi My Hang Nguyen, Hong Linh Nguyen","doi":"10.46827/ejel.v7i2.4226","DOIUrl":"https://doi.org/10.46827/ejel.v7i2.4226","url":null,"abstract":"Most Vietnamese students who learn English often make mistakes when learning Vietnamese-English translation because there are many differences between Vietnamese and English. Therefore, translation is a difficult subject when learning English. This research “Some common errors in the Vietnamese-English translation of English majors at Tay Do University” focused on some common errors of English majors in Vietnamese-English translation. In this research, the participants were 75 English majored juniors at Tay Do University in which 55 students randomly were chosen to complete the translation tests and the remaining ones (20 students) were selected to answer the interview questions. The results of this thesis showed that the English majors made errors in Vietnamese-English translation related to word order, grammar, and lexicon. It is hoped that this research can be helpful for both students and teachers in the process of learning and teaching translation. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116280565","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}
Thi Minh Uyen Phan, Thi My Hang Nguyen, Thi Xuan Dao Phan
The oral presentation is a form of communication that is intended to convey certain ideas, messages and information. It has become a part of most courses that are usually used in higher education or university. Nonetheless, making a presentation in fact, especially in English, sometimes becomes a big challenge task for a large number of students. Thus, the research "Factors affecting presentation skills of English majored sophomores at Tay Do University" was conducted to find out possible factors that students might encounter in making presentations. The participants in this study were 80 English-majored sophomores at Tay Do University. In the study process, questionnaires and interviews were used as the instruments to collect the data. The results of the research show that English majored sophomores at Tay Do University faced the factors in terms of background knowledge, linguistic factors, psychological factors, preparation and teachers' roles in the presentation process. Article visualizations:
{"title":"FACTORS AFFECTING ORAL PRESENTATION SKILLS OF ENGLISH MAJORED SOPHOMORES AT TAY DO UNIVERSITY, VIETNAM","authors":"Thi Minh Uyen Phan, Thi My Hang Nguyen, Thi Xuan Dao Phan","doi":"10.46827/ejel.v7i2.4217","DOIUrl":"https://doi.org/10.46827/ejel.v7i2.4217","url":null,"abstract":"The oral presentation is a form of communication that is intended to convey certain ideas, messages and information. It has become a part of most courses that are usually used in higher education or university. Nonetheless, making a presentation in fact, especially in English, sometimes becomes a big challenge task for a large number of students. Thus, the research \"Factors affecting presentation skills of English majored sophomores at Tay Do University\" was conducted to find out possible factors that students might encounter in making presentations. The participants in this study were 80 English-majored sophomores at Tay Do University. In the study process, questionnaires and interviews were used as the instruments to collect the data. The results of the research show that English majored sophomores at Tay Do University faced the factors in terms of background knowledge, linguistic factors, psychological factors, preparation and teachers' roles in the presentation process. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130079246","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}
Thi Minh Uyen Phan, Thi My Hang Nguyen, Thanh Trung Le
This thesis “A study on the difficulties in writing essays of English-majored sophomores at Tay Do University” was conducted to examine the difficulties that second-year students majoring in English often met in writing essays. For this purpose, the participants in this study were 100 English majored sophomores in classes 14A, 14B and 14C at Tay Do University. The interview with 3 extended statements for English majored teachers and a questionnaire with 25 closed statements for students is used as instruments to collect the data. The data from the interview and questionnaire were collected to make clear and prove the problems that the students have had in writing essays. The study figured out some difficulties about background knowledge, vocabulary, grammar structure, idea arrangement and orthography in writing essays faced by English majors sophomores at Tay Do University. Besides, this study also helps students realize their challenges and improve their writing essays. Article visualizations:
{"title":"A SURVEY ON THE DIFFICULTIES IN WRITING ESSAYS OF ENGLISH MAJORED SOPHOMORES AT TAY DO UNIVERSITY, VIETNAM","authors":"Thi Minh Uyen Phan, Thi My Hang Nguyen, Thanh Trung Le","doi":"10.46827/ejel.v7i2.4216","DOIUrl":"https://doi.org/10.46827/ejel.v7i2.4216","url":null,"abstract":"This thesis “A study on the difficulties in writing essays of English-majored sophomores at Tay Do University” was conducted to examine the difficulties that second-year students majoring in English often met in writing essays. For this purpose, the participants in this study were 100 English majored sophomores in classes 14A, 14B and 14C at Tay Do University. The interview with 3 extended statements for English majored teachers and a questionnaire with 25 closed statements for students is used as instruments to collect the data. The data from the interview and questionnaire were collected to make clear and prove the problems that the students have had in writing essays. The study figured out some difficulties about background knowledge, vocabulary, grammar structure, idea arrangement and orthography in writing essays faced by English majors sophomores at Tay Do University. Besides, this study also helps students realize their challenges and improve their writing essays. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"156 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122617185","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}
I. W. Ibrahim, Nor Syahiza Shahabani, Izlin Mohamad Ghazali
“To become a champion requires a good mental attitude toward preparation. You have to accept the most tedious task with pleasure”, Bruce Lee (1940-1973). The emergence of Online Distance Learning (ODL) amidst the pandemic Covid-19 forces the learners to have mental readiness in embracing the new normal mode of learning. This study is done to examine the presence of cognitive and behavioural processes that the learners experience, in developing their own mental readiness towards L2 online learning. 240 university students from several universities in Malaysia responded to the questionnaire. The quantitative data have been analysed by using SPSS version 26 to disclose percentage for the demographic profile and mean score for the variables. Findings indicate that cognitive and behavioural processes occurred when the learners develop mental readiness in L2 online learning despite being ambivalent about the effectiveness of e-learning class as compared to face-to-face class. The study suggests the importance of the stability of the external factors, such as the technicality and the support system, which include a positive environment and enough aid from their instructor/teacher, will enhance learners’ e-learning experiences. Article visualizations:
{"title":"COGNITIVE & BEHAVIOURAL PROCESSES IN DEVELOPING MENTAL READINESS TOWARDS L2 ONLINE LEARNING","authors":"I. W. Ibrahim, Nor Syahiza Shahabani, Izlin Mohamad Ghazali","doi":"10.46827/ejel.v7i2.4219","DOIUrl":"https://doi.org/10.46827/ejel.v7i2.4219","url":null,"abstract":"“To become a champion requires a good mental attitude toward preparation. You have to accept the most tedious task with pleasure”, Bruce Lee (1940-1973). The emergence of Online Distance Learning (ODL) amidst the pandemic Covid-19 forces the learners to have mental readiness in embracing the new normal mode of learning. This study is done to examine the presence of cognitive and behavioural processes that the learners experience, in developing their own mental readiness towards L2 online learning. 240 university students from several universities in Malaysia responded to the questionnaire. The quantitative data have been analysed by using SPSS version 26 to disclose percentage for the demographic profile and mean score for the variables. Findings indicate that cognitive and behavioural processes occurred when the learners develop mental readiness in L2 online learning despite being ambivalent about the effectiveness of e-learning class as compared to face-to-face class. The study suggests the importance of the stability of the external factors, such as the technicality and the support system, which include a positive environment and enough aid from their instructor/teacher, will enhance learners’ e-learning experiences. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133973797","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}
Saudi EFL learners have been traditionally described as non-autonomous. During the coronavirus pandemic, Saudi universities shifted to online education. Scholars maintain that online education by its very nature enhances learner autonomy. The current study, that was conducted after students received three semesters of online education, aimed to explore the effect of the shift to online education on Saudi college EFL learners’ autonomy. It also investigated gender differences in learner autonomy. Both quantitative data by means of a self-report questionnaire (N=306) and qualitative data by means of a semi-structured online interview (N=20) were collected and analyzed. Quantitative data revealed that Saudi college EFL learners are autonomous (with a total mean of 4.02 out of 5). This mean is much higher than the means obtained in studies conducted before the shift to online education. Females outperformed males in just one dimension of learner autonomy, autonomous learning enjoyment. No gender differences were found in the other dimensions of learner autonomy or total learner autonomy. Qualitative data analysis indicated that students attributed to online education improvement in five important aspects of their learner autonomy, namely, goal setting and organization of study time, the use of the Internet and social media as learning resources, the use of performance feedback, self-assessment and computer skills. An aspect that witnessed some improvement but still has room for much improvement is reflection on learning. Article visualizations:
{"title":"THE IMPACT OF THE SHIFT TO ONLINE EDUCATION DURING THE COVID-19 PANDEMIC ON EFL LEARNERS’ AUTONOMY","authors":"H. M. Kassem","doi":"10.46827/ejel.v7i2.4206","DOIUrl":"https://doi.org/10.46827/ejel.v7i2.4206","url":null,"abstract":"Saudi EFL learners have been traditionally described as non-autonomous. During the coronavirus pandemic, Saudi universities shifted to online education. Scholars maintain that online education by its very nature enhances learner autonomy. The current study, that was conducted after students received three semesters of online education, aimed to explore the effect of the shift to online education on Saudi college EFL learners’ autonomy. It also investigated gender differences in learner autonomy. Both quantitative data by means of a self-report questionnaire (N=306) and qualitative data by means of a semi-structured online interview (N=20) were collected and analyzed. Quantitative data revealed that Saudi college EFL learners are autonomous (with a total mean of 4.02 out of 5). This mean is much higher than the means obtained in studies conducted before the shift to online education. Females outperformed males in just one dimension of learner autonomy, autonomous learning enjoyment. No gender differences were found in the other dimensions of learner autonomy or total learner autonomy. Qualitative data analysis indicated that students attributed to online education improvement in five important aspects of their learner autonomy, namely, goal setting and organization of study time, the use of the Internet and social media as learning resources, the use of performance feedback, self-assessment and computer skills. An aspect that witnessed some improvement but still has room for much improvement is reflection on learning. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113934728","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}
A special feature of English for Specific Purposes (ESP), particularly technical English are multi-noun lexical units (MNLUs) which are syntagms consisting of a string of nouns (noun + noun + noun +…..) appearing in great numbers especially in written specialized texts. Such texts serve as basic ESP teaching materials at institutions of higher education where English is taught as the first foreign language. The aim of this research paper is to establish students’ competences in reception/interpretation and production of MNLUs at the end of the first academic year and at the end of the second academic year, the latter being the final year of institutionalized ESP teaching. The research sought to find out the extent to which students master these competences without targeted teaching and to establish whether the achieved level is satisfactory. A language test was used as the research instrument, followed by an open-ended question seeking to get the insight into students’ opinions regarding the language test and MNLUs. The obtained data were analysed using quantitative and qualitative methods.
{"title":"STUDENTS’ COMPETENCES IN MULTI-NOUN LEXICAL UNITS AND THEIR OPINION ON THE LANGUAGE TEST","authors":"T. Polic","doi":"10.46827/ejel.v7i1.4181","DOIUrl":"https://doi.org/10.46827/ejel.v7i1.4181","url":null,"abstract":"A special feature of English for Specific Purposes (ESP), particularly technical English are multi-noun lexical units (MNLUs) which are syntagms consisting of a string of nouns (noun + noun + noun +…..) appearing in great numbers especially in written specialized texts. Such texts serve as basic ESP teaching materials at institutions of higher education where English is taught as the first foreign language. The aim of this research paper is to establish students’ competences in reception/interpretation and production of MNLUs at the end of the first academic year and at the end of the second academic year, the latter being the final year of institutionalized ESP teaching. The research sought to find out the extent to which students master these competences without targeted teaching and to establish whether the achieved level is satisfactory. A language test was used as the research instrument, followed by an open-ended question seeking to get the insight into students’ opinions regarding the language test and MNLUs. The obtained data were analysed using quantitative and qualitative methods.","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"41 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131074135","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 investigates phonemic transcription errors of L2 learners of English, using the undergraduate students of the Department of English Language, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria, as case study and compares performance across levels and phonemes. Twenty (20) randomly selected respondents from each of the four undergraduate levels - a total of eighty (80) participants, were asked to do a phonemic transcription of a researcher-crafted text of two sentences comprising all the 44 English phonemes and one purposively infused triphthong. The Daniel Jones’s (2011) Cambridge Pronouncing Dictionary was used as standard in grading the test. The transcriptions were then closely studied, categorized, and analysed. Findings show that L2 learners and users of English committed errors of Substitution (259, 41%), Addition (87, 13%), Replacement (66, 10%), and Omission of Sounds (33, 05%) out of the 675 transcription errors identified. None (00%) out of the 80 participants was able to transcribe the triphthong sound correctly, amounting to 12% of the total errors; while three specific transcription rules, namely the rule of realizing strong vowel sounds in function words as schwa /ə/ which was abandoned in 150 instances (22% of total errors), mostly in ‘and’ and ‘to’; the rule of not realizing vowels as schwa in content words which they applied indiscriminately; and the rule of double slashes inserted at the beginning and the end of a transcribed sentence which none of them observed. The study also finds 60% of vowel errors and 40% of consonant errors, while out of all 44 phonemes, all respondents got only nine (9) consonant sounds correctly, indicating that respondents face greater difficulty with the English vowel sounds. It is concluded that these errors are due mostly to interference and non-adherence to rules symptomized in incorrect articulation and erroneous transcription. Finally, this study emphasizes the crucial role of error analysis in L2 language learning and development as it provides useful insights into the nature of errors, and points at implications for curriculum improvement, pragmatic methodologies and technology application in language teaching and learning. Article visualizations:
{"title":"PHONEMIC TRANSCRIPTION ERROR ANALYSIS OF UNDERGRADUATE ENGLISH LANGUAGE STUDENTS IN SOUTHWESTERN NIGERIA","authors":"W. A. Bamigbade, Z. Raji","doi":"10.46827/ejel.v6i5.4182","DOIUrl":"https://doi.org/10.46827/ejel.v6i5.4182","url":null,"abstract":"This paper investigates phonemic transcription errors of L2 learners of English, using the undergraduate students of the Department of English Language, Obafemi Awolowo University, Ile-Ife, Osun State, Nigeria, as case study and compares performance across levels and phonemes. Twenty (20) randomly selected respondents from each of the four undergraduate levels - a total of eighty (80) participants, were asked to do a phonemic transcription of a researcher-crafted text of two sentences comprising all the 44 English phonemes and one purposively infused triphthong. The Daniel Jones’s (2011) Cambridge Pronouncing Dictionary was used as standard in grading the test. The transcriptions were then closely studied, categorized, and analysed. Findings show that L2 learners and users of English committed errors of Substitution (259, 41%), Addition (87, 13%), Replacement (66, 10%), and Omission of Sounds (33, 05%) out of the 675 transcription errors identified. None (00%) out of the 80 participants was able to transcribe the triphthong sound correctly, amounting to 12% of the total errors; while three specific transcription rules, namely the rule of realizing strong vowel sounds in function words as schwa /ə/ which was abandoned in 150 instances (22% of total errors), mostly in ‘and’ and ‘to’; the rule of not realizing vowels as schwa in content words which they applied indiscriminately; and the rule of double slashes inserted at the beginning and the end of a transcribed sentence which none of them observed. The study also finds 60% of vowel errors and 40% of consonant errors, while out of all 44 phonemes, all respondents got only nine (9) consonant sounds correctly, indicating that respondents face greater difficulty with the English vowel sounds. It is concluded that these errors are due mostly to interference and non-adherence to rules symptomized in incorrect articulation and erroneous transcription. Finally, this study emphasizes the crucial role of error analysis in L2 language learning and development as it provides useful insights into the nature of errors, and points at implications for curriculum improvement, pragmatic methodologies and technology application in language teaching and learning. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114202738","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 goal of this study was to explore the relationship between perceived job stress and a specific set of predictor variables among the selected university preparatory school EFL (English as a Foreign Language) teachers in Turkey. To comprehensively analyze the issue of perceived job stress, interpersonal emotion regulation, and teacher collective efficacy used as variables. The sample consisted of 48 EFL teachers in various Turkish university preparatory schools. It was hypothesized that high levels of teacher collective efficacy beliefs would be a negative predictor of perceived stress among the EFL teachers. A negative relationship was also predicted between interpersonal emotion regulation and perceived job stress levels among the selected teachers. The research hypotheses were tested using data collected through surveys. While the relationship between EFL teachers’ collective efficacy beliefs and interpersonal emotion regulation was significant, their perceived job stress and interpersonal emotion regulation were negatively related, but the association was not strong enough to reach a significant level. The results of the study indicated that demographic variables such as age, and the years of language teaching experience did not have any significant effect on teachers’ collective self-efficacy belief, perceived job stress, and interpersonal emotion regulation of the selected Turkish EFL Instructors in university preparatory programs. The study highlighted the fact that enhancing EFL teachers’ collective efficacy belief would reduce the tension teachers experience in the form of stress and would improve their emotion regulation skills. Article visualizations:
{"title":"THE CONTRIBUTION OF PERCEIVED COLLECTIVE EFFICACY BELIEFS AND INTERPERSONAL EMOTION REGULATION TO TURKISH EFL TEACHERS’ JOB STRESS","authors":"Ilknur Eginli, A. Mutlu","doi":"10.46827/ejel.v7i1.4176","DOIUrl":"https://doi.org/10.46827/ejel.v7i1.4176","url":null,"abstract":"The goal of this study was to explore the relationship between perceived job stress and a specific set of predictor variables among the selected university preparatory school EFL (English as a Foreign Language) teachers in Turkey. To comprehensively analyze the issue of perceived job stress, interpersonal emotion regulation, and teacher collective efficacy used as variables. The sample consisted of 48 EFL teachers in various Turkish university preparatory schools. It was hypothesized that high levels of teacher collective efficacy beliefs would be a negative predictor of perceived stress among the EFL teachers. A negative relationship was also predicted between interpersonal emotion regulation and perceived job stress levels among the selected teachers. The research hypotheses were tested using data collected through surveys. While the relationship between EFL teachers’ collective efficacy beliefs and interpersonal emotion regulation was significant, their perceived job stress and interpersonal emotion regulation were negatively related, but the association was not strong enough to reach a significant level. The results of the study indicated that demographic variables such as age, and the years of language teaching experience did not have any significant effect on teachers’ collective self-efficacy belief, perceived job stress, and interpersonal emotion regulation of the selected Turkish EFL Instructors in university preparatory programs. The study highlighted the fact that enhancing EFL teachers’ collective efficacy belief would reduce the tension teachers experience in the form of stress and would improve their emotion regulation skills. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127655169","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}
Ronnye Zambrano Caballero, Yulixa Yamileth Vera Macias, J. Villafuerte-Holguín
This work aims to strengthen the communication skills in English as a Foreign Language of young children in Ecuadorian elementary schools. It used the action research method and a combination of qualitative and quantitative research approaches. The sample consists of 10 children of the second grade of elementary school and their parents. All they have permanent residence in the province of Manabi, Ecuador. The researcher team designed an educational intervention based on the Montessori Methodology to improve participants’ communication skills in English as a Foreign Language. The educational intervention lasted 6 months and used the contains of the second grade of the elementary education curriculum of Ecuador. The instruments used for data collection were in-deep interviews, class observation, and the vocabulary acquisition test of Windi (2017). The results showed that all participants improved in 3-4 points their scores of English communication skills from pre-test in comparison to post-test. It concluded that 100% of young children that participated in this research improved their communication skills in English as a Foreign Language when supported the instruction with Montessori Methodology. Este trabajo tiene como objetivo fortalecer las habilidades de comunicación en inglés como lengua extranjera de los niños pequeños en las escuelas primarias ecuatorianas. Utilizó el método de investigación de acción y una combinación de enfoques de investigación cualitativos y cuantitativos. La muestra está compuesta por 10 niños del segundo grado de primaria y sus padres. Todos ellos tienen residencia permanente en la provincia de Manabí, Ecuador. El equipo de investigadores diseñó una intervención educativa basada en la Metodología Montessori para mejorar las habilidades comunicativas de los participantes en inglés como lengua extranjera. La intervención educativa tuvo una duración de 6 meses y utilizó los contenidos del segundo grado del currículo de educación básica del Ecuador. Los instrumentos utilizados para la recolección de datos fueron entrevistas en profundidad, observación de clases y la prueba de adquisición de vocabulario de Wendi (2017). Los resultados mostraron que todos los participantes mejoraron en 3-4 puntos sus puntajes de habilidades de comunicación en inglés desde la prueba previa en comparación con la prueba posterior. Se concluyó que el 100% de los niños pequeños que participaron en esta investigación mejoraron sus habilidades comunicativas en inglés como lengua extranjera cuando se apoyó en la instrucción con la Metodología Montessori. Article visualizations:
这项工作旨在加强厄瓜多尔小学儿童以英语作为外语的沟通技巧。它采用了行动研究方法和定性与定量相结合的研究方法。样本由10名小学二年级的孩子和他们的父母组成。他们都在厄瓜多尔马纳比省拥有永久居留权。研究小组设计了一种基于蒙台梭利教学法的教育干预，以提高参与者的英语作为外语的沟通技巧。教育干预持续6个月，采用厄瓜多尔小学二年级课程内容。数据收集的工具是深度访谈、课堂观察和Windi(2017)的词汇习得测试。结果表明，与测试后相比，所有参与者的英语沟通能力得分都提高了3-4分。结果表明，在蒙台梭利教学法的指导下，参与本研究的幼儿100%提高了英语作为外语的沟通能力。埃斯特找工作如果科莫objetivo fortalecer拉斯维加斯一样均出自同一名设计师habilidades de手在单身科莫代替extranjera de los厄尔尼诺pequenos在拉斯维加斯继续primarias ecuatorianas。Utilizó el msametdo de investigación de acción y una combinación de enfoques de investigación定性与定量。学校计算机学院10号niños小学二级学校。Todos ello tienen residencia permanente en la provincia de Manabí，厄瓜多尔。调查设备diseñó una intervención教育基础设施和Metodología蒙台梭利辅助工具和交流工具，帮助参与者学习外部语言。“厄瓜多尔教育”网站(intervención educativa)和“厄瓜多尔教育”网站(duración)提供了6个项目，网址为utilizó，网址为educación básica。[1]刘志刚，刘志刚(2017)，刘志刚，刘志刚，刘志刚，等(2017)。Los resultados mostraron que todos Los参与者mejoraron en 3-4个puntos sus puntajes de habilidades de comunicación en en en en en en en en en en en en en en en comparación con la prueba posterior。这就是concluyó que el 100% de los niños pequeños que participaren en esta investigación mejoraron sus habilidades communicativas en ingingsas como lenguas extranjeracuando Se apoyó en la instrucción con la Metodología蒙台梭利。可视化条
{"title":"MONTESSORI METHOD FOR STRENGTHENING COMMUNICATION SKILLS IN ENGLISH AS A FOREIGN LANGUAGE IN YOUNG CHILDREN / MÉTODO MONTESSORI PARA EL FORTALECIMIENTO DE LAS HABILIDADES DE COMUNICACIÓN EN INGLÉS COMO LENGUA EXTRANJERA EN NIÑOS PEQUEÑOS","authors":"Ronnye Zambrano Caballero, Yulixa Yamileth Vera Macias, J. Villafuerte-Holguín","doi":"10.46827/ejel.v7i1.3987","DOIUrl":"https://doi.org/10.46827/ejel.v7i1.3987","url":null,"abstract":"This work aims to strengthen the communication skills in English as a Foreign Language of young children in Ecuadorian elementary schools. It used the action research method and a combination of qualitative and quantitative research approaches. The sample consists of 10 children of the second grade of elementary school and their parents. All they have permanent residence in the province of Manabi, Ecuador. The researcher team designed an educational intervention based on the Montessori Methodology to improve participants’ communication skills in English as a Foreign Language. The educational intervention lasted 6 months and used the contains of the second grade of the elementary education curriculum of Ecuador. The instruments used for data collection were in-deep interviews, class observation, and the vocabulary acquisition test of Windi (2017). The results showed that all participants improved in 3-4 points their scores of English communication skills from pre-test in comparison to post-test. It concluded that 100% of young children that participated in this research improved their communication skills in English as a Foreign Language when supported the instruction with Montessori Methodology. Este trabajo tiene como objetivo fortalecer las habilidades de comunicación en inglés como lengua extranjera de los niños pequeños en las escuelas primarias ecuatorianas. Utilizó el método de investigación de acción y una combinación de enfoques de investigación cualitativos y cuantitativos. La muestra está compuesta por 10 niños del segundo grado de primaria y sus padres. Todos ellos tienen residencia permanente en la provincia de Manabí, Ecuador. El equipo de investigadores diseñó una intervención educativa basada en la Metodología Montessori para mejorar las habilidades comunicativas de los participantes en inglés como lengua extranjera. La intervención educativa tuvo una duración de 6 meses y utilizó los contenidos del segundo grado del currículo de educación básica del Ecuador. Los instrumentos utilizados para la recolección de datos fueron entrevistas en profundidad, observación de clases y la prueba de adquisición de vocabulario de Wendi (2017). Los resultados mostraron que todos los participantes mejoraron en 3-4 puntos sus puntajes de habilidades de comunicación en inglés desde la prueba previa en comparación con la prueba posterior. Se concluyó que el 100% de los niños pequeños que participaron en esta investigación mejoraron sus habilidades comunicativas en inglés como lengua extranjera cuando se apoyó en la instrucción con la Metodología Montessori. Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114918631","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}
Due to convenience and expectations from parents, learners and other levels of schooling, Vocabulary-translation lists and test tests are one of the most frequent teaching and testing formats used in Swiss primary and lower secondary schools. This style of testing in ELT is, however, is fraught with problems ranging from the unfairness to learners who do not speak the local language (here German) at home, to the measures of what constructs are actually being assessed through such tests. Such tests are a frequent topic of discussion and discord in pre and in-service teacher training. In this paper, reasons for not using such tests and suggestions for alternative list forms and test types serving similar purposes are presented.
{"title":"“BUT I KNOW THE WORD IN ENGLISH, JUST NOT IN GERMAN!” - THE UNFAIRNESS OF VOCABULARY -TRANSLATION TESTING AND LISTS","authors":"Laura Buechel","doi":"10.46827/ejel.v7i1.4147","DOIUrl":"https://doi.org/10.46827/ejel.v7i1.4147","url":null,"abstract":"Due to convenience and expectations from parents, learners and other levels of schooling, Vocabulary-translation lists and test tests are one of the most frequent teaching and testing formats used in Swiss primary and lower secondary schools. This style of testing in ELT is, however, is fraught with problems ranging from the unfairness to learners who do not speak the local language (here German) at home, to the measures of what constructs are actually being assessed through such tests. Such tests are a frequent topic of discussion and discord in pre and in-service teacher training. In this paper, reasons for not using such tests and suggestions for alternative list forms and test types serving similar purposes are presented.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/edu_01/0951/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"1 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":"129064745","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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