Pub Date : 2023-04-15DOI: 10.37745/ijelt.13/vol11n42033
Lam Kai Shun
Riemann Hypothesis has been proposed by Bernhard Riemann since year 1859. Nowadays, there are lots of proof or disproof all over the internet society or the academic professional authority etc. However, none of them is accepted by the Clay’s Mathematics Institute for her Millennium Prize. In the past few months, this author discovered that there may be a correlation exists between the real and imaginary parts of Riemann Zeta function for the first 10 non-trivial zeros of the Riemann function etc. Indeed, when one tries to view the correlation relationship as a constant like the Planck’s one. Then we may show that Riemann Zeta zeros are indeed discrete quantum energy levels or the discrete spectrum as electrons falling from some bound quantum state to a lower energy state (or Quantum Field Theory). That may be further explained by Remmen’s scattering amplitude or the S-matrix. We may approximate the S-matrix by applying the HKLam theory to it and predict the scattering amplitude or even the Riemann Zeta non-trival zeros etc. By the way, the key researching equations or formula in the following content will be around the Taylor expansion of the Riemann Zeta function, their convergence etc. In additional, I will also investigate the (*’’) as shown below: ∏_(i=1)^∞▒(z-z_i ) = ξ(0.5 + i*t) = (∑_(n=1)^∞▒1)⁄n^((0.5+i*t) ) = ∏_(j=1)^∞▒(1-1⁄(p_j^((0.5+i*t) ) ))^(-1) ------------ (*’’) as we may find the existence of some constants like the Planck’s one. For the application of the aforementioned scholarly outcome, it is well-known that if one can find the pattern of the appearance to the prime number and hence break the public key cryptography in the everyday usage of information technology security etc.
{"title":"The Quantized Constants with Remmen’s Scattering Amplitude to Explain Riemann Zeta Zeros","authors":"Lam Kai Shun","doi":"10.37745/ijelt.13/vol11n42033","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n42033","url":null,"abstract":"Riemann Hypothesis has been proposed by Bernhard Riemann since year 1859. Nowadays, there are lots of proof or disproof all over the internet society or the academic professional authority etc. However, none of them is accepted by the Clay’s Mathematics Institute for her Millennium Prize. In the past few months, this author discovered that there may be a correlation exists between the real and imaginary parts of Riemann Zeta function for the first 10 non-trivial zeros of the Riemann function etc. Indeed, when one tries to view the correlation relationship as a constant like the Planck’s one. Then we may show that Riemann Zeta zeros are indeed discrete quantum energy levels or the discrete spectrum as electrons falling from some bound quantum state to a lower energy state (or Quantum Field Theory). That may be further explained by Remmen’s scattering amplitude or the S-matrix. We may approximate the S-matrix by applying the HKLam theory to it and predict the scattering amplitude or even the Riemann Zeta non-trival zeros etc. By the way, the key researching equations or formula in the following content will be around the Taylor expansion of the Riemann Zeta function, their convergence etc. In additional, I will also investigate the (*’’) as shown below: ∏_(i=1)^∞▒(z-z_i ) = ξ(0.5 + i*t) = (∑_(n=1)^∞▒1)⁄n^((0.5+i*t) ) = ∏_(j=1)^∞▒(1-1⁄(p_j^((0.5+i*t) ) ))^(-1) ------------ (*’’) as we may find the existence of some constants like the Planck’s one. For the application of the aforementioned scholarly outcome, it is well-known that if one can find the pattern of the appearance to the prime number and hence break the public key cryptography in the everyday usage of information technology security etc.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"206 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136340376","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}
Pub Date : 2023-04-15DOI: 10.37745/ijelt.13/vol11n44768
Ian Done D. Ramos
Oral exams are oftentimes a dilemma for some students despite enough training. In this paper, student participants were asked how they performed in weekly speaking-based activities and oral exams, what specific difficulties they encountered, and what ways they could develop fluency by using a Likert-based survey method with quantitative and qualitative results. It was found that the students performed moderately well. However, the professor's 1) class activity management and 2. feedback and students' 3) self-awareness, 4) oral exam challenges, and 5) speaking fluency improvement need a revisit for quality teaching and learning. The results would provide the vehicle for understanding some issues in teaching and learning which require compensatory techniques to increase their oral exam performances to an excellent rating among these factors. This paper also offers insights to guide professors or teachers in developing materials and teaching techniques so that students can further improve their fluency in the target language.
{"title":"University Students’ Endeavors in Oral Midterm and Final Examinations","authors":"Ian Done D. Ramos","doi":"10.37745/ijelt.13/vol11n44768","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n44768","url":null,"abstract":"Oral exams are oftentimes a dilemma for some students despite enough training. In this paper, student participants were asked how they performed in weekly speaking-based activities and oral exams, what specific difficulties they encountered, and what ways they could develop fluency by using a Likert-based survey method with quantitative and qualitative results. It was found that the students performed moderately well. However, the professor's 1) class activity management and 2. feedback and students' 3) self-awareness, 4) oral exam challenges, and 5) speaking fluency improvement need a revisit for quality teaching and learning. The results would provide the vehicle for understanding some issues in teaching and learning which require compensatory techniques to increase their oral exam performances to an excellent rating among these factors. This paper also offers insights to guide professors or teachers in developing materials and teaching techniques so that students can further improve their fluency in the target language.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131365985","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}
Pub Date : 2023-04-15DOI: 10.37745/ijelt.13/vol11n416
G. Matthews
Nonverbal cues play a significant role in effective communication, particularly in cross-cultural contexts. Understanding and utilizing nonverbal communication in English can enhance Taiwanese learners' communicative competence and facilitate successful interactions with English speakers from diverse cultural backgrounds. This paper discusses practical strategies and pedagogical approaches to teach nonverbal communication, emphasizing the development of awareness, cultural sensitivity, body language, paralinguistic features, proxemics, and context-specific cues. Additionally, it addresses the relevance of nonverbal communication in digital media and the significance of authentic materials, cultural immersion, assessment, and provides a practical example of teaching nonverbal communication to English as a Foreign Language (EFL) learners. By incorporating these strategies, educators can empower Taiwanese EFL learners to navigate the globalized world and build meaningful connections across cultures.
{"title":"The Teaching of Nonverbal Communication to EFL Learners: in Taiwan","authors":"G. Matthews","doi":"10.37745/ijelt.13/vol11n416","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n416","url":null,"abstract":"Nonverbal cues play a significant role in effective communication, particularly in cross-cultural contexts. Understanding and utilizing nonverbal communication in English can enhance Taiwanese learners' communicative competence and facilitate successful interactions with English speakers from diverse cultural backgrounds. This paper discusses practical strategies and pedagogical approaches to teach nonverbal communication, emphasizing the development of awareness, cultural sensitivity, body language, paralinguistic features, proxemics, and context-specific cues. Additionally, it addresses the relevance of nonverbal communication in digital media and the significance of authentic materials, cultural immersion, assessment, and provides a practical example of teaching nonverbal communication to English as a Foreign Language (EFL) learners. By incorporating these strategies, educators can empower Taiwanese EFL learners to navigate the globalized world and build meaningful connections across cultures.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"190 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130447122","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}
Pub Date : 2023-04-15DOI: 10.37745/ijelt.13/vol11n43446
C. Tseng
This paper aims to investigate the effect of teacher’s error correction feedback on EFL students’ ability to correct their own writing errors for better accuracy. It intends to find out whether the instructor’s explicit error feedback followed by students’ extensive revisions, has any effect on students’ ability in revising their errors with their own writing pieces. A group of nineteen EFL Taiwanese college students, with low to intermediate English level proficiency, participated in this study. The results indicated that the effect of teachers’ error feedback on students’ ability to self-correct was not significant. Most of the errors, after given extensive feedback and revision, were not significantly revised after a three-month interval. The result of this case study tends to support the claim that teachers’ error feedback does not help much with EFL students improving their writing accuracy. Other findings regarding students’ interpretation towards their writing errors and unsatisfactory self-correction results and teacher’s perspective and observation are discussed.
{"title":"The Effect of Error Correction on Taiwanese EFL Students’ Writing Accuracy","authors":"C. Tseng","doi":"10.37745/ijelt.13/vol11n43446","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n43446","url":null,"abstract":"This paper aims to investigate the effect of teacher’s error correction feedback on EFL students’ ability to correct their own writing errors for better accuracy. It intends to find out whether the instructor’s explicit error feedback followed by students’ extensive revisions, has any effect on students’ ability in revising their errors with their own writing pieces. A group of nineteen EFL Taiwanese college students, with low to intermediate English level proficiency, participated in this study. The results indicated that the effect of teachers’ error feedback on students’ ability to self-correct was not significant. Most of the errors, after given extensive feedback and revision, were not significantly revised after a three-month interval. The result of this case study tends to support the claim that teachers’ error feedback does not help much with EFL students improving their writing accuracy. Other findings regarding students’ interpretation towards their writing errors and unsatisfactory self-correction results and teacher’s perspective and observation are discussed.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127921803","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}
Pub Date : 2023-03-15DOI: 10.37745/ijelt.13/vol11n3112
Yousef M. Alenezi, Hanan Taqi, Khaled M. Shuqair, Badria Alhaji
In most EFL classes, the four language skills are taught to help students learn a language efficiently. When these language abilities are taught using the appropriate method, the linguistic gaps of English language learners may be filled. This study aims to investigate the level of improvement of EFL students after finishing 13-week semi-intensive language courses that concentrated on reading, writing, and conversation skills. A pre-test and a post-test of the same kind were administered to 62 participants, first-year students in the English department at the College of Basic Education, to gauge their language development. The participants were given a questionnaire to fill so as to understand their viewpoints concerning the treatment phase. The results showed that the majority of students improved after concluding the language skills courses. Most participants believed in the importance of reading as the most effective language learning skill and found it quite interesting.
{"title":"Is It Enough? Intensive Program for ESL Students","authors":"Yousef M. Alenezi, Hanan Taqi, Khaled M. Shuqair, Badria Alhaji","doi":"10.37745/ijelt.13/vol11n3112","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n3112","url":null,"abstract":"In most EFL classes, the four language skills are taught to help students learn a language efficiently. When these language abilities are taught using the appropriate method, the linguistic gaps of English language learners may be filled. This study aims to investigate the level of improvement of EFL students after finishing 13-week semi-intensive language courses that concentrated on reading, writing, and conversation skills. A pre-test and a post-test of the same kind were administered to 62 participants, first-year students in the English department at the College of Basic Education, to gauge their language development. The participants were given a questionnaire to fill so as to understand their viewpoints concerning the treatment phase. The results showed that the majority of students improved after concluding the language skills courses. Most participants believed in the importance of reading as the most effective language learning skill and found it quite interesting.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"3 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115722655","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}
Pub Date : 2023-03-15DOI: 10.37745/ijelt.13/vol11n36378
Chinyere Dorathy Wagbara
The paper investigated lecturers’ transition from face-to-face to online teaching for sustainable university goals in the new normal. The problem of the study hinges on the fact that lecturers transition from face-to-face to online teaching will to a large extent determine the attainment of university goals the right or wrong perception of these lecturers about this change will affect the university system to a great extent. Three research questions were raised and three null hypotheses tested in the study. Design used in the study was descriptive survey. Population of the study comprised 3,806 academic staff while 350 respondents were sampled for the study using simple random sampling technique. Cochran’s sample size formula was used to determine the sample size of the study. Instrument used for data collection was a 15-items self-structured questionnaire tagged “Transition from Face-to-Face to Online Teaching Questionnaire” (TFOTQ). The instrument was face and content validated by three Measurement and Evaluation experts from the University of Port Harcourt while the average reliability of the instrument was 0.81 using Cronbach alpha statistics. Out of the 350 copies of questionnaire administered, 328 copies which was 93.7% were retrieved. Research questions raised were answered using mean and standard deviation scores while the hypotheses were tested using z-test statistics at 0.05 level of significance. Result of the study showed a difference in their perception and skills possessed for online teaching but no difference in the challenges encountered. Adequate training was recommended for lecturers’ successful transition to online teaching in the new normal.
{"title":"Lecturers’ Transition from Face-to-Face to online Teaching for Sustainable University Goals in the New Normal","authors":"Chinyere Dorathy Wagbara","doi":"10.37745/ijelt.13/vol11n36378","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n36378","url":null,"abstract":"The paper investigated lecturers’ transition from face-to-face to online teaching for sustainable university goals in the new normal. The problem of the study hinges on the fact that lecturers transition from face-to-face to online teaching will to a large extent determine the attainment of university goals the right or wrong perception of these lecturers about this change will affect the university system to a great extent. Three research questions were raised and three null hypotheses tested in the study. Design used in the study was descriptive survey. Population of the study comprised 3,806 academic staff while 350 respondents were sampled for the study using simple random sampling technique. Cochran’s sample size formula was used to determine the sample size of the study. Instrument used for data collection was a 15-items self-structured questionnaire tagged “Transition from Face-to-Face to Online Teaching Questionnaire” (TFOTQ). The instrument was face and content validated by three Measurement and Evaluation experts from the University of Port Harcourt while the average reliability of the instrument was 0.81 using Cronbach alpha statistics. Out of the 350 copies of questionnaire administered, 328 copies which was 93.7% were retrieved. Research questions raised were answered using mean and standard deviation scores while the hypotheses were tested using z-test statistics at 0.05 level of significance. Result of the study showed a difference in their perception and skills possessed for online teaching but no difference in the challenges encountered. Adequate training was recommended for lecturers’ successful transition to online teaching in the new normal.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135748270","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}
Pub Date : 2023-03-15DOI: 10.37745/ijelt.13/vol11n35262
Mohammad Nurul Islam, Nisar Ahmed Koka, Mohammed Osman Abdul Wahab
Teachers’ verbal treatment of rubrics generally indicate that teachers override the rubric in a number of ways of students’ preferred rubric access strategies revealed that reading the rubric themselves is a utilized strategy ranked after teacher paraphrase and teacher-generated examples. According to the author's past and current studies on rubrics, there is no guarantee that rubrics will be used or required in the way they were intended. Research focusing on materials writers and publishers suggests that the target audience of the rubric is neither clear nor universal, and that, sans rubrics, teachers can be quite innovative in their task interpretations. As part of an on-going examination of various aspects of textbook rubrics, the following study will examine the need for rubrics in student materials of graduate students. It further clarifies the definition and idea of teaching in the context of pedagogy. Finally, this study discusses about introduction, instrumentations, data collection procedures, discussions and conclusion.
{"title":"Printed Instructions in Students’ Materials: A Study of Graduate Students","authors":"Mohammad Nurul Islam, Nisar Ahmed Koka, Mohammed Osman Abdul Wahab","doi":"10.37745/ijelt.13/vol11n35262","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n35262","url":null,"abstract":"Teachers’ verbal treatment of rubrics generally indicate that teachers override the rubric in a number of ways of students’ preferred rubric access strategies revealed that reading the rubric themselves is a utilized strategy ranked after teacher paraphrase and teacher-generated examples. According to the author's past and current studies on rubrics, there is no guarantee that rubrics will be used or required in the way they were intended. Research focusing on materials writers and publishers suggests that the target audience of the rubric is neither clear nor universal, and that, sans rubrics, teachers can be quite innovative in their task interpretations. As part of an on-going examination of various aspects of textbook rubrics, the following study will examine the need for rubrics in student materials of graduate students. It further clarifies the definition and idea of teaching in the context of pedagogy. Finally, this study discusses about introduction, instrumentations, data collection procedures, discussions and conclusion.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126336296","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}
Pub Date : 2023-03-15DOI: 10.37745/ijelt.13/vol11n317986
M. Sadiq, Muhammad Jahangir Shafi
The research is a qualitative textual analysis of Shakespeare’s tragedy, disguised as the comedy. The Merchant of Venice, through Louis Althusser’s theory of Interpellation. Althusser defines ideology as a system of representation through discourse and language which control our existence. So, this research paper aims to analyze the play’s language associated with the character’s power, identity, and ideology. Moreover, this research also highlights how the play The Merchant of Venice depicts the relationship between Christians and Jews and their unyielding disdain for each other’s cultures. In addition, it reflects Venetian’ society’s psyche through Shylock. Also, it gives an account of a society filled with capitalism and its anxieties, class stratification, religious extremism, hypocrisy, racism, homophobia, and human alienation. Althusser argues that self-consciousness is painted through “contrast differentiation,” and language is a way to create ideology and its fixation. Meanwhile, ideology is unable to function beyond language, which is called Interpellation. Althusser also substantiates that individual and collective human behaviors rise through the underlying structures of society as reflected through Christian’s ingrained prejudices against Jews and Jew’s behavior by absurd stereotypes. Althusser also addresses that material actions are incorporated through quantifiable practices governed by material ideological apparatus. Further, he elaborates that an individual has no intrinsic signification; instead, he is merely a subject in social divisions designated by hierarchical ideology, as Shylock is treated as “other” under the preeminent doctrine of Christianity. Furthermore, he sheds light on the hegemony of powerful discourse through which superiors keep subservient to the level of conformity and dehumanization. Thus, by depicting the ideology of societal conditioning and reinforcement, capitalism, colonialism, racism, anti-Semitism, and patriarchy, this paper delves deep into Althusser’s “Repressive or Ideological State Apparatuses and its functions both by violence and ideology highlighted in The Merchant of Venice.
{"title":"Louise Althusser’ S Theory of Interpellation in the Merchant of Venice","authors":"M. Sadiq, Muhammad Jahangir Shafi","doi":"10.37745/ijelt.13/vol11n317986","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n317986","url":null,"abstract":"The research is a qualitative textual analysis of Shakespeare’s tragedy, disguised as the comedy. The Merchant of Venice, through Louis Althusser’s theory of Interpellation. Althusser defines ideology as a system of representation through discourse and language which control our existence. So, this research paper aims to analyze the play’s language associated with the character’s power, identity, and ideology. Moreover, this research also highlights how the play The Merchant of Venice depicts the relationship between Christians and Jews and their unyielding disdain for each other’s cultures. In addition, it reflects Venetian’ society’s psyche through Shylock. Also, it gives an account of a society filled with capitalism and its anxieties, class stratification, religious extremism, hypocrisy, racism, homophobia, and human alienation. Althusser argues that self-consciousness is painted through “contrast differentiation,” and language is a way to create ideology and its fixation. Meanwhile, ideology is unable to function beyond language, which is called Interpellation. Althusser also substantiates that individual and collective human behaviors rise through the underlying structures of society as reflected through Christian’s ingrained prejudices against Jews and Jew’s behavior by absurd stereotypes. Althusser also addresses that material actions are incorporated through quantifiable practices governed by material ideological apparatus. Further, he elaborates that an individual has no intrinsic signification; instead, he is merely a subject in social divisions designated by hierarchical ideology, as Shylock is treated as “other” under the preeminent doctrine of Christianity. Furthermore, he sheds light on the hegemony of powerful discourse through which superiors keep subservient to the level of conformity and dehumanization. Thus, by depicting the ideology of societal conditioning and reinforcement, capitalism, colonialism, racism, anti-Semitism, and patriarchy, this paper delves deep into Althusser’s “Repressive or Ideological State Apparatuses and its functions both by violence and ideology highlighted in The Merchant of Venice.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129280682","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}
Pub Date : 2023-03-15DOI: 10.37745/ijelt.13/vol11n31351
Kazuyoshi Sato, Paul M. Crane
Although studies on L2 IC through discursive practice have gained prominence, little is known about pedagogical steps to develop IC (Hall, et al., 2011; van Compernolle, 2015; Young, 2009, 2011, 2019), especially in the language classroom. More recently, Salaberry and Kunitz (2019) claim that “only a few attempts have been made to bridge the gap between research and practice with regard to the teaching of IC in the L2 classroom” (p. 1). Moreover, very few longitudinal studies were conducted to investigate how learners adapt interactional resources they developed with participants to a new context in the L2 classroom (Pekarek Doehler, Wagner, & Gonzalez-Martinez, 2018, Young, 2009). Through a mixed methods analyses, including recordings, interviews, self-evaluation, and performance evaluation of speaking data, this study delineates how Japanese university students in an EFL classroom setting went through three stages (peripheral participation, active participation, full participation) to develop their IC. Consequently, this study identified four pedagogical steps to implement IC in the L2 curriculum
{"title":"Developing EFL Learners’ Interactional Competence through Discursive Practice: A Longitudinal Classroom Study Using Mixed Methods","authors":"Kazuyoshi Sato, Paul M. Crane","doi":"10.37745/ijelt.13/vol11n31351","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n31351","url":null,"abstract":"Although studies on L2 IC through discursive practice have gained prominence, little is known about pedagogical steps to develop IC (Hall, et al., 2011; van Compernolle, 2015; Young, 2009, 2011, 2019), especially in the language classroom. More recently, Salaberry and Kunitz (2019) claim that “only a few attempts have been made to bridge the gap between research and practice with regard to the teaching of IC in the L2 classroom” (p. 1). Moreover, very few longitudinal studies were conducted to investigate how learners adapt interactional resources they developed with participants to a new context in the L2 classroom (Pekarek Doehler, Wagner, & Gonzalez-Martinez, 2018, Young, 2009). Through a mixed methods analyses, including recordings, interviews, self-evaluation, and performance evaluation of speaking data, this study delineates how Japanese university students in an EFL classroom setting went through three stages (peripheral participation, active participation, full participation) to develop their IC. Consequently, this study identified four pedagogical steps to implement IC in the L2 curriculum","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"30 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120969557","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}
Pub Date : 2023-02-15DOI: 10.37745/ijelt.13/vol11n2117
Zhang Yanling, Farzaneh Haratyan
Scaffolding is considered a salient part of EFL education for developing different language skills, especially for better communication, and its inevitable impact on learners' psychological processes. The present experimental study primarily investigates the impact of Piagetian symmetrical vs. Vygotskyan asymmetrical scaffolding on EFL learners' pragmatic competence. To this end, the researcher chose approximately 77 intermediate EFL learners based on the results of piloted OPT. Then, the participants were randomly assigned to two groups of 35 and 42 EFL learners. In one group, symmetrical scaffolding (Peers' assistance) was employed, and in the other, asymmetrical scaffolding (teachers' assistance) was implemented as the treatment. The data analyses revealed that participants' pragmatic competence improved significantly through Vygotskyan asymmetrical scaffolding, suggesting learners receive assistance from teachers or competent peers. The findings of this article embrace pedagogical and theoretical implications for EFL curriculum planners, practitioners, teachers, learners, and material developers.
{"title":"Comparative Effect of Piagetian Symmetrical Vs. Vygostskyan Asymmetrical Scaffolding on EFL Learners’ Pragmatic Competence","authors":"Zhang Yanling, Farzaneh Haratyan","doi":"10.37745/ijelt.13/vol11n2117","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol11n2117","url":null,"abstract":"Scaffolding is considered a salient part of EFL education for developing different language skills, especially for better communication, and its inevitable impact on learners' psychological processes. The present experimental study primarily investigates the impact of Piagetian symmetrical vs. Vygotskyan asymmetrical scaffolding on EFL learners' pragmatic competence. To this end, the researcher chose approximately 77 intermediate EFL learners based on the results of piloted OPT. Then, the participants were randomly assigned to two groups of 35 and 42 EFL learners. In one group, symmetrical scaffolding (Peers' assistance) was employed, and in the other, asymmetrical scaffolding (teachers' assistance) was implemented as the treatment. The data analyses revealed that participants' pragmatic competence improved significantly through Vygotskyan asymmetrical scaffolding, suggesting learners receive assistance from teachers or competent peers. The findings of this article embrace pedagogical and theoretical implications for EFL curriculum planners, practitioners, teachers, learners, and material developers.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129066499","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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