This is a quantitative study that focuses on the language education policy of distance learning classes with particular attention to the policies regarding the use of the first language in teaching the second language. Previous studies show that the viewpoint of teachers and students, who are involved in distance learning, towards policies of the English language departments of Saudi universities has not been explored before. The main objective of this paper is investigating teachers’ and students’ awareness of the English department’s policy regarding L1 in distance learning classes and the participants’ attitudes towards using L1 in the distance learning classes of L2. Teachers of English as a foreign language with various academic ranks and undergraduate students from different colleges took part in this study. The main research tool of this study is an online questionnaire. The same questionnaire was given to the two types of participants. Data analysis shows that the majority of the participants were not familiar with the policy of the English language department regarding the use of L1 in distance learning classes. Data analysis indicates that both teachers and students acknowledged that they use L1 in the distance learning classes. On the other hand, half of the teachers contended that L1 enhances students’ comprehension in the distance learning classes whereas the vast majority of the students supported this argument. Policy-makers in the English language department are invited to implement an “English-mainly” policy that perceives students as bilinguals.
{"title":"Language Education Policy of Distance Learning Classes of Teaching English as a Foreign Language","authors":"T. I. Alomaim","doi":"10.17507/tpls.1408.17","DOIUrl":"https://doi.org/10.17507/tpls.1408.17","url":null,"abstract":"This is a quantitative study that focuses on the language education policy of distance learning classes with particular attention to the policies regarding the use of the first language in teaching the second language. Previous studies show that the viewpoint of teachers and students, who are involved in distance learning, towards policies of the English language departments of Saudi universities has not been explored before. The main objective of this paper is investigating teachers’ and students’ awareness of the English department’s policy regarding L1 in distance learning classes and the participants’ attitudes towards using L1 in the distance learning classes of L2. Teachers of English as a foreign language with various academic ranks and undergraduate students from different colleges took part in this study. The main research tool of this study is an online questionnaire. The same questionnaire was given to the two types of participants. Data analysis shows that the majority of the participants were not familiar with the policy of the English language department regarding the use of L1 in distance learning classes. Data analysis indicates that both teachers and students acknowledged that they use L1 in the distance learning classes. On the other hand, half of the teachers contended that L1 enhances students’ comprehension in the distance learning classes whereas the vast majority of the students supported this argument. Policy-makers in the English language department are invited to implement an “English-mainly” policy that perceives students as bilinguals.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"57 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923573","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 the strategies of apology used by 30 native speakers of Kabyle (15 males and 15 females) living in Bejaia city, Algeria. The data were collected through the use of a written discourse completion task (WDCT) consisting of nine hypothetical scenarios. The results of the study showed that Kabyles used different types of strategies. Illocutionary force indicating devices (IFIDs) were the most frequently used strategy. Concern for the hearer, however, was the least frequently used strategy. Moreover, new strategies appeared in the Kabyle data. Examples of these include asking the hearer not to be angry, requests for patience, religious wishes and minimizing the degree of the offense. These semantic formulas are culture-specific. Furthermore, the findings of the study indicated that there were differences in the total number of strategies employed according to the social status of the interlocutor and in the choice of some apology strategies.
{"title":"Apology Strategies Used by Native Speakers of Kabyle","authors":"Lamia Dahmani, Eman Al Khalaf","doi":"10.17507/tpls.1408.09","DOIUrl":"https://doi.org/10.17507/tpls.1408.09","url":null,"abstract":"The present study investigates the strategies of apology used by 30 native speakers of Kabyle (15 males and 15 females) living in Bejaia city, Algeria. The data were collected through the use of a written discourse completion task (WDCT) consisting of nine hypothetical scenarios. The results of the study showed that Kabyles used different types of strategies. Illocutionary force indicating devices (IFIDs) were the most frequently used strategy. Concern for the hearer, however, was the least frequently used strategy. Moreover, new strategies appeared in the Kabyle data. Examples of these include asking the hearer not to be angry, requests for patience, religious wishes and minimizing the degree of the offense. These semantic formulas are culture-specific. Furthermore, the findings of the study indicated that there were differences in the total number of strategies employed according to the social status of the interlocutor and in the choice of some apology strategies.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"32 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924515","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}
Somia Ali Mohammed Idries, Mohammed Abdalgane, Asjad Ahmed Saeed Balla, Awwad Othman Abdelaziz Ahmed
Social media platforms exert a substantial influence on the improvement of learners' spoken communication abilities. The objective of this study is to investigate the effects of incorporating social media platforms on enhancing the development of oral communication abilities among English as Foreign Language (EFL) learners enrolled in the English Department at Qassim University, Kingdom of Saudi Arabia (KSA). This study aims to examine the correlation between the utilization of social media applications and the enhancement of oral communication abilities among EFL learners, to determine the impact of social media on oral communication skills. The present study employed a descriptive-analytical methodology to explore the effects of utilizing social media applications on enhancing students' proficiency in oral communication abilities. To get adequate data for this study, a survey was conducted among a sample of 40 participants. The purpose of the questionnaire is to gather data regarding the learners' perspectives on their attitudes toward utilizing social media as a means of enhancing their oral communication abilities. The questionnaire comprises a total of ten items. The survey instrument employed in this study utilizes a close-ended question format, wherein participants are instructed to select the most suitable response option by marking it. The Likert Scale questionnaire was utilized to gather statistical data. The results of the study indicated that the utilization of social media platforms among EFL learners majoring in English at universities in Saudi Arabia yielded favorable results, leading to improvements in their spoken communication abilities.
{"title":"Investigating the Impact of Social Media Applications on Promoting EFL Learners' Oral Communication Skills: A Case Study of Saudi Universities","authors":"Somia Ali Mohammed Idries, Mohammed Abdalgane, Asjad Ahmed Saeed Balla, Awwad Othman Abdelaziz Ahmed","doi":"10.17507/tpls.1408.25","DOIUrl":"https://doi.org/10.17507/tpls.1408.25","url":null,"abstract":"Social media platforms exert a substantial influence on the improvement of learners' spoken communication abilities. The objective of this study is to investigate the effects of incorporating social media platforms on enhancing the development of oral communication abilities among English as Foreign Language (EFL) learners enrolled in the English Department at Qassim University, Kingdom of Saudi Arabia (KSA). This study aims to examine the correlation between the utilization of social media applications and the enhancement of oral communication abilities among EFL learners, to determine the impact of social media on oral communication skills. The present study employed a descriptive-analytical methodology to explore the effects of utilizing social media applications on enhancing students' proficiency in oral communication abilities. To get adequate data for this study, a survey was conducted among a sample of 40 participants. The purpose of the questionnaire is to gather data regarding the learners' perspectives on their attitudes toward utilizing social media as a means of enhancing their oral communication abilities. The questionnaire comprises a total of ten items. The survey instrument employed in this study utilizes a close-ended question format, wherein participants are instructed to select the most suitable response option by marking it. The Likert Scale questionnaire was utilized to gather statistical data. The results of the study indicated that the utilization of social media platforms among EFL learners majoring in English at universities in Saudi Arabia yielded favorable results, leading to improvements in their spoken communication abilities.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"42 41","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924275","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 seeks to contribute to the ongoing discussion of multilingual education by showing how students understand the role of the English language in multilingual classrooms in the Expanding Circle context. It examines the perception and assessment of the status of English by university students in the context of the trilingual policy currently being implemented in Kazakhstan. The purpose of this study is to determine how the new language policy is implemented in university multilingual programs from the point of view of the functioning of English. The quantitative study utilizes a sociolinguistic questionnaire distributed between undergraduate students of multilingual programs offered by four major universities in the western area of Kazakhstan. The findings suggest that despite the increasing importance and prestige of studying English, it is not used on equal ground with the Kazakh and Russian languages, and its level of proficiency remains relatively low. The statistical analysis of the respondents’ answers allowed identifying gaps in the implementation of the language policy due to the lack of understanding of the specificity of multilingual education by both students and teachers.
{"title":"Implementing Multilingual Education in Kazakhstan: Students’ Perceptions and Attitudes Towards the Status of English","authors":"Gabit Kaiyrzhanuly Khassanov, K. Utegenova, Tuimesh Malbagarovna Darisheva, Aigul Galimzhanovna Bozbayeva, Gulnara Akhmetova, Damira Samigullievna Sarkulova, Assel Utegenova","doi":"10.17507/tpls.1408.04","DOIUrl":"https://doi.org/10.17507/tpls.1408.04","url":null,"abstract":"The present study seeks to contribute to the ongoing discussion of multilingual education by showing how students understand the role of the English language in multilingual classrooms in the Expanding Circle context. It examines the perception and assessment of the status of English by university students in the context of the trilingual policy currently being implemented in Kazakhstan. The purpose of this study is to determine how the new language policy is implemented in university multilingual programs from the point of view of the functioning of English. The quantitative study utilizes a sociolinguistic questionnaire distributed between undergraduate students of multilingual programs offered by four major universities in the western area of Kazakhstan. The findings suggest that despite the increasing importance and prestige of studying English, it is not used on equal ground with the Kazakh and Russian languages, and its level of proficiency remains relatively low. The statistical analysis of the respondents’ answers allowed identifying gaps in the implementation of the language policy due to the lack of understanding of the specificity of multilingual education by both students and teachers.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"32 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923343","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 intends to use UAM Corpus Tool 6.2 corpus annotation software to conduct a comparative ecological discourse analysis of the selections of the ecological literary work Walden - The Ponds and The Pond in Winter from the perspective of the attitude system of appraisal theory, aiming to reveal Thoreau’s attitude towards ecological environment and to prove the practicality of appraisal theory in the ecological discourse analysis of the literary work, and at the same time, to broaden the research for the ecological discourse analysis. It was found that the number of appreciative resources in The Ponds (412) was much greater than the number of judgement (61) and affect (39) resources and that the number of positive eco-discourses (270) and neutral/ambiguous eco-discourses (179) was also much greater than the number of negative discourses (63). The number of appraisal resources (185) in The Pond in Winter is much larger than that of judgement resources (50) and emotion resources (35), and the number of positive ecological discourses (270) and neutral/ambiguous ecological discourses (179) is much larger than that of negative ecological discourses (63), and positive ecological discourse (172) is much larger than neutral/ambiguous ecological discourse (65) and negative discourse (33). This reflects Thoreau’s ecological orientation of loving nature, respecting nature, opposing excessive destruction of nature by human beings, and advocating calling on human beings to protect nature.
本文拟运用UAM Corpus Tool 6.2语料库标注软件，从评价理论的态度系统角度对生态文学作品《瓦尔登湖-池塘》和《冬日的池塘》选段进行生态话语比较分析，旨在揭示梭罗对生态环境的态度，证明评价理论在文学作品生态话语分析中的实用性，同时拓宽生态话语分析的研究视野。研究发现，《池塘》中赞赏资源的数量（412）远远多于判断资源（61）和情感资源（39），积极生态话语（270）和中性/模糊生态话语（179）的数量也远远多于消极话语（63）。冬日的池塘》中评价资源（185）的数量远大于判断资源（50）和情感资源（35），积极生态论述（270）和中性/模糊生态论述（179）的数量远大于消极生态论述（63），积极生态论述（172）远大于中性/模糊生态论述（65）和消极论述（33）。这反映了梭罗热爱自然、尊重自然、反对人类过度破坏自然、倡导呼吁人类保护自然的生态取向。
{"title":"Comparative Analysis of Ecological Discourse From the Perspective of Appraisal Theory: The Ponds and The Pond in Winter in Walden","authors":"Run Wang, Weina Li","doi":"10.17507/tpls.1408.15","DOIUrl":"https://doi.org/10.17507/tpls.1408.15","url":null,"abstract":"This paper intends to use UAM Corpus Tool 6.2 corpus annotation software to conduct a comparative ecological discourse analysis of the selections of the ecological literary work Walden - The Ponds and The Pond in Winter from the perspective of the attitude system of appraisal theory, aiming to reveal Thoreau’s attitude towards ecological environment and to prove the practicality of appraisal theory in the ecological discourse analysis of the literary work, and at the same time, to broaden the research for the ecological discourse analysis. It was found that the number of appreciative resources in The Ponds (412) was much greater than the number of judgement (61) and affect (39) resources and that the number of positive eco-discourses (270) and neutral/ambiguous eco-discourses (179) was also much greater than the number of negative discourses (63). The number of appraisal resources (185) in The Pond in Winter is much larger than that of judgement resources (50) and emotion resources (35), and the number of positive ecological discourses (270) and neutral/ambiguous ecological discourses (179) is much larger than that of negative ecological discourses (63), and positive ecological discourse (172) is much larger than neutral/ambiguous ecological discourse (65) and negative discourse (33). This reflects Thoreau’s ecological orientation of loving nature, respecting nature, opposing excessive destruction of nature by human beings, and advocating calling on human beings to protect nature.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"50 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923792","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 examines the nature of the transfer climate in an English for academic purposes (EAP) education setting specifically from the perspectives of EAP instructors. The transfer climate refers to the nature of the target context of instruction and the support for learning transfer perceived by a learner in that target context. Therefore, in the case of the EAP education context, the target context of instruction is the discipline courses to which students transition to or take concurrently with EAP courses. These discipline courses may be supportive or unsupportive towards students' transfer of EAP skills. Semi-structured interviews were conducted with 22 EAP instructors. The interview transcripts were analyzed using a process of de-contextualizing and re-contextualizing. Firstly, with decontextualizing, a chunk of text is identified as a unit of analysis and is taken out of context from the transcript. Secondly, all the units can be re-contextualized when transferred from the interview transcript to a single category of units that contribute to a similar pattern towards the research question. The findings revealed that EAP instructors perceived both supportive and unsupportive aspects of different components of the EAP transfer climate [opportunities (lack of) in the course structure, support (lack of) for EAP transfer from discipline instructors or peers in the disciplines]. This study’s findings also build on existing conceptualizations of transfer climate. Practical implications, implications for future research, and limitations are outlined.
{"title":"The Perspectives of English-for-Academic-Purposes Instructors Towards the Transfer Climate","authors":"Maryam A. Almuhanna","doi":"10.17507/tpls.1408.13","DOIUrl":"https://doi.org/10.17507/tpls.1408.13","url":null,"abstract":"This study examines the nature of the transfer climate in an English for academic purposes (EAP) education setting specifically from the perspectives of EAP instructors. The transfer climate refers to the nature of the target context of instruction and the support for learning transfer perceived by a learner in that target context. Therefore, in the case of the EAP education context, the target context of instruction is the discipline courses to which students transition to or take concurrently with EAP courses. These discipline courses may be supportive or unsupportive towards students' transfer of EAP skills. Semi-structured interviews were conducted with 22 EAP instructors. The interview transcripts were analyzed using a process of de-contextualizing and re-contextualizing. Firstly, with decontextualizing, a chunk of text is identified as a unit of analysis and is taken out of context from the transcript. Secondly, all the units can be re-contextualized when transferred from the interview transcript to a single category of units that contribute to a similar pattern towards the research question. The findings revealed that EAP instructors perceived both supportive and unsupportive aspects of different components of the EAP transfer climate [opportunities (lack of) in the course structure, support (lack of) for EAP transfer from discipline instructors or peers in the disciplines]. This study’s findings also build on existing conceptualizations of transfer climate. Practical implications, implications for future research, and limitations are outlined.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"59 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923477","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}
English as a Foreign Language (EFL) textbook image resources provide important materials and ways of learning for EFL students. Previous studies on the meaning and function of images in Chinese EFL textbooks tend to take pedagogy and cognitive psychology as main perspectives. Based on visual grammar, this article analyzes the image resources in Chinese junior high school EFL textbooks from a multimodal perspective, attempting to explore how the images realize three meta-meanings. It is found that cartoon, photo, table, and diagram are four main types of images in Yilin EFL textbooks. Quantitative analysis and qualitative analysis show that the images in the textbooks realized the representational meaning, interactive meaning and compositional meaning, but there are still some problems in image design, such as insufficient image types, lack of images promoting knowledge comprehension, and inadequate realization of compositional meaning of images. The research results offer some implications for Chinese EFL textbook editors to design textbooks, and also provide some suggestions for Chinese EFL teachers' teaching practice and students' learning.
{"title":"Analyzing Image Meanings in Chinese EFL Textbooks: A Multimodal Perspective","authors":"Jiaming Qi","doi":"10.17507/tpls.1408.23","DOIUrl":"https://doi.org/10.17507/tpls.1408.23","url":null,"abstract":"English as a Foreign Language (EFL) textbook image resources provide important materials and ways of learning for EFL students. Previous studies on the meaning and function of images in Chinese EFL textbooks tend to take pedagogy and cognitive psychology as main perspectives. Based on visual grammar, this article analyzes the image resources in Chinese junior high school EFL textbooks from a multimodal perspective, attempting to explore how the images realize three meta-meanings. It is found that cartoon, photo, table, and diagram are four main types of images in Yilin EFL textbooks. Quantitative analysis and qualitative analysis show that the images in the textbooks realized the representational meaning, interactive meaning and compositional meaning, but there are still some problems in image design, such as insufficient image types, lack of images promoting knowledge comprehension, and inadequate realization of compositional meaning of images. The research results offer some implications for Chinese EFL textbook editors to design textbooks, and also provide some suggestions for Chinese EFL teachers' teaching practice and students' learning.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"72 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141922239","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 aimed to describe lexical and cultural meaning of marine fish characters from the perspective of the Biak tribe, Papua. The Ethnolinguistics method used was assisted by Charles Carpenter Fries' lexical and cultural meaning theory. Lexical or general meaning referred to denotation, while cultural meaning described the connotation of the Biak tribe. The data was obtained from an informant belonging to the Biak tribe, possessing comprehensive knowledge of the nomenclature, morphology, and cultural significance of marine fish used. Meanwhile, data was collected using interviews, recording, listening, and note-taking methods. The analysis was done by identifying fish names according to characteristics and traits before classifying them into lexical and cultural meanings. The results showed 13 types of the Biak marine fish, whose characteristics were similar to humans.
{"title":"Ethnolinguistic Study of Marine Fishes’ Characters of the Biak Tribe, Papua","authors":"H. Mofu, Burhanuddin Arafah, Insum Malawat","doi":"10.17507/tpls.1408.26","DOIUrl":"https://doi.org/10.17507/tpls.1408.26","url":null,"abstract":"This study aimed to describe lexical and cultural meaning of marine fish characters from the perspective of the Biak tribe, Papua. The Ethnolinguistics method used was assisted by Charles Carpenter Fries' lexical and cultural meaning theory. Lexical or general meaning referred to denotation, while cultural meaning described the connotation of the Biak tribe. The data was obtained from an informant belonging to the Biak tribe, possessing comprehensive knowledge of the nomenclature, morphology, and cultural significance of marine fish used. Meanwhile, data was collected using interviews, recording, listening, and note-taking methods. The analysis was done by identifying fish names according to characteristics and traits before classifying them into lexical and cultural meanings. The results showed 13 types of the Biak marine fish, whose characteristics were similar to humans. \u0000 ","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"5 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141921163","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}
Blended instruction integrating online and face-to-face teaching is increasingly adopted in Chinese higher education. However, research on implications for advancing student-centered pedagogy is limited. This study aims to develop a blended instruction framework tailored for grammar acquisition. The design aligns online explicit grammar modules with face-to-face integrated reading, writing, listening, and speaking sessions. Online components provide holistic instructions, explanations, and practice while in-person activities enable skill transfer through meaningful communicative tasks. The model provides educators with a structured approach to developing blended curricula that leverage online and offline affordances. Blended designs following this framework promise to increase learner engagement, motivation, and outcomes.
{"title":"Blended Teaching for Grammar Acquisition: Application and Satisfaction","authors":"Weilu Wang, Shu Zhao, Jie Chen, Manfu Duan","doi":"10.17507/tpls.1408.35","DOIUrl":"https://doi.org/10.17507/tpls.1408.35","url":null,"abstract":"Blended instruction integrating online and face-to-face teaching is increasingly adopted in Chinese higher education. However, research on implications for advancing student-centered pedagogy is limited. This study aims to develop a blended instruction framework tailored for grammar acquisition. The design aligns online explicit grammar modules with face-to-face integrated reading, writing, listening, and speaking sessions. Online components provide holistic instructions, explanations, and practice while in-person activities enable skill transfer through meaningful communicative tasks. The model provides educators with a structured approach to developing blended curricula that leverage online and offline affordances. Blended designs following this framework promise to increase learner engagement, motivation, and outcomes.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924734","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 investigated the Saudi female EFL students’ perceptions of the effect of using ChatGPT on their vocabulary enrichment. Specifically, it explores their opinions regarding the effectiveness, advantages, and disadvantages of the utility of ChatGPT as a tool for vocabulary improvement. This study adopted a mixed-methods approach, combining quantitative data obtained from a questionnaire answered by 101 Saudi female EFL learners with qualitative insights gained by interviewing 13 of the participants who have been enrolled in Majmaah University. The findings of this study demonstrated that ChatGPT is advantageous when utilized for vocabulary building. Among the advantages reported by the participants was the ability of ChatGPT to provide accurate definitions, explanations, and examples. Moreover, the capability of ChatGPT to give contextual alternatives was considered useful for EFL students to allow them to select appropriate words for specific contexts. In addition, the interactive nature of ChatGPT enables users to be engaged in real-time practice opportunities and accordingly improve their vocabulary skills. Furthermore, ChatGPT allows EFL learners to expand their lexical repertoires by being exposed to unfamiliar words. However, disadvantages such as repetitive word suggestions, affordability issues, and occasional inaccuracies in ChatGPT’s responses were also indicated. This study contributes to the existing literature by exploring the effectiveness, advantages, and disadvantages of using ChatGPT for vocabulary enrichment based on EFL learners’ perceptions in the Saudi context. It gives insights into the advantages and disadvantages of ChatGPT as a tool to expand EFL students’ lexical repertoires, providing practical implications for EFL educators and learners.
{"title":"Saudi Female EFL Learners’ Perceptions of the Impact of ChatGPT on Vocabulary Improvement","authors":"F. N. Algraini","doi":"10.17507/tpls.1408.29","DOIUrl":"https://doi.org/10.17507/tpls.1408.29","url":null,"abstract":"This study investigated the Saudi female EFL students’ perceptions of the effect of using ChatGPT on their vocabulary enrichment. Specifically, it explores their opinions regarding the effectiveness, advantages, and disadvantages of the utility of ChatGPT as a tool for vocabulary improvement. This study adopted a mixed-methods approach, combining quantitative data obtained from a questionnaire answered by 101 Saudi female EFL learners with qualitative insights gained by interviewing 13 of the participants who have been enrolled in Majmaah University. The findings of this study demonstrated that ChatGPT is advantageous when utilized for vocabulary building. Among the advantages reported by the participants was the ability of ChatGPT to provide accurate definitions, explanations, and examples. Moreover, the capability of ChatGPT to give contextual alternatives was considered useful for EFL students to allow them to select appropriate words for specific contexts. In addition, the interactive nature of ChatGPT enables users to be engaged in real-time practice opportunities and accordingly improve their vocabulary skills. Furthermore, ChatGPT allows EFL learners to expand their lexical repertoires by being exposed to unfamiliar words. However, disadvantages such as repetitive word suggestions, affordability issues, and occasional inaccuracies in ChatGPT’s responses were also indicated. This study contributes to the existing literature by exploring the effectiveness, advantages, and disadvantages of using ChatGPT for vocabulary enrichment based on EFL learners’ perceptions in the Saudi context. It gives insights into the advantages and disadvantages of ChatGPT as a tool to expand EFL students’ lexical repertoires, providing practical implications for EFL educators and learners.","PeriodicalId":23004,"journal":{"name":"Theory and Practice in Language Studies","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141922687","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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