The paper looks at the current practice of CBI (Content-Based Instruction) and the Sheltered Instruction Observation Protocol (SIOP) Model as dominant methodological approaches of teaching a foreign or second language (FL/SL) and proposes some useful teaching strategies for the development of L2 skills not only in the public school system of the USA but for similar teaching environments in other countries where English is a medium of instruction of at least a few content subjects. The paper specifically addresses the difficulties many in-service and novice teachers experience during the SIOP lesson planning to come up with meaningful language teaching objectives in order to facilitate learning of both content and all four basic language skills such as reading, writing, listening, and speaking (Bautista & Castañeda, 2011, Bigelow & Ranney, 2005, among others). The main proposal of the paper on how to advance these skills is informed by the best practices of teaching and learning that follow English Language Development (ELD) standards of certain states and International TESOL standards. With these guiding documents and teaching principles drawn from a variety of reputable sources, the paper offers some hands-on strategies and teaching scenarios that could potentially enhance the focus on linguistic form, function, and structure during content lessons to facilitate L2 learning, and this focus includes word decomposition skills that are instrumental in vocabulary learning and complex syntactic structures such as passives during teaching Social Studies and Math lessons. The paper will be useful for both inservice teachers and teacher candidates who are preparing to deliver sheltered courses of various subjects in schools such as Math, Science, Social Studies, Language Arts, and so on. The paper also touches on the division of labor between content teachers and ELS professionals on how they need to collaborate to be able to better serve L2 learners at the various stages of L2 skill development.
{"title":"How to Incorporate Language Form, Function, and Structure in the SIOP Model Lessons","authors":"Leila Lomashvili","doi":"10.5430/ijelt.v9n2p8","DOIUrl":"https://doi.org/10.5430/ijelt.v9n2p8","url":null,"abstract":"The paper looks at the current practice of CBI (Content-Based Instruction) and the Sheltered Instruction Observation Protocol (SIOP) Model as dominant methodological approaches of teaching a foreign or second language (FL/SL) and proposes some useful teaching strategies for the development of L2 skills not only in the public school system of the USA but for similar teaching environments in other countries where English is a medium of instruction of at least a few content subjects. The paper specifically addresses the difficulties many in-service and novice teachers experience during the SIOP lesson planning to come up with meaningful language teaching objectives in order to facilitate learning of both content and all four basic language skills such as reading, writing, listening, and speaking (Bautista & Castañeda, 2011, Bigelow & Ranney, 2005, among others). The main proposal of the paper on how to advance these skills is informed by the best practices of teaching and learning that follow English Language Development (ELD) standards of certain states and International TESOL standards. With these guiding documents and teaching principles drawn from a variety of reputable sources, the paper offers some hands-on strategies and teaching scenarios that could potentially enhance the focus on linguistic form, function, and structure during content lessons to facilitate L2 learning, and this focus includes word decomposition skills that are instrumental in vocabulary learning and complex syntactic structures such as passives during teaching Social Studies and Math lessons. The paper will be useful for both inservice teachers and teacher candidates who are preparing to deliver sheltered courses of various subjects in schools such as Math, Science, Social Studies, Language Arts, and so on. The paper also touches on the division of labor between content teachers and ELS professionals on how they need to collaborate to be able to better serve L2 learners at the various stages of L2 skill development.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124087790","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 : 2022-07-15DOI: 10.37745/ijelt.13/vol10n73149
Yepdia Leundjeu Walter
First language rights in Cameroon EFL/ESL classrooms are marginally protected as they hardly meddle with teacher-student interactions. This study conducted in secondary grammar education in the Adamawa region seeks out English foreign language teachers’ attitudes towards translanguaging in the teaching of English. Teachers had to pronounce themselves on the importance of shuttling between English and French/Fulfulde during English lessons and state the conditions under which the use of students’ first language in second language teaching was suitable or detrimental to students’ growth in English. A population of 40 teachers was elicited through questionnaires and data analysis procedures adopted Ehrman, Leaver & Oxford (2003)’s theoretical framework. Findings revealed that a great deal of teachers reluctantly translanguaged when they taught English to French-speaking secondary students. They were more tolerant when students used French in class to meet their needs more than when they expressed themselves in Fulfulde. The challenge encountered by many teachers in the implementation of translanguaging pedagogy in classroom settings was mainly linguistic competence. Acknowledging EFL teachers’ shyness towards the use of learners’ L1 in the learning of second language, the researcher recommends a shift of paradigm in EFL teaching in Cameroon classrooms where the use of native languages by students should not be seen by their teachers as dramatic, odd, unproductive and shameful.
{"title":"Translanguaging Pedagogy in Cameroon EFL/ESL Secondary Classrooms","authors":"Yepdia Leundjeu Walter","doi":"10.37745/ijelt.13/vol10n73149","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n73149","url":null,"abstract":"First language rights in Cameroon EFL/ESL classrooms are marginally protected as they hardly meddle with teacher-student interactions. This study conducted in secondary grammar education in the Adamawa region seeks out English foreign language teachers’ attitudes towards translanguaging in the teaching of English. Teachers had to pronounce themselves on the importance of shuttling between English and French/Fulfulde during English lessons and state the conditions under which the use of students’ first language in second language teaching was suitable or detrimental to students’ growth in English. A population of 40 teachers was elicited through questionnaires and data analysis procedures adopted Ehrman, Leaver & Oxford (2003)’s theoretical framework. Findings revealed that a great deal of teachers reluctantly translanguaged when they taught English to French-speaking secondary students. They were more tolerant when students used French in class to meet their needs more than when they expressed themselves in Fulfulde. The challenge encountered by many teachers in the implementation of translanguaging pedagogy in classroom settings was mainly linguistic competence. Acknowledging EFL teachers’ shyness towards the use of learners’ L1 in the learning of second language, the researcher recommends a shift of paradigm in EFL teaching in Cameroon classrooms where the use of native languages by students should not be seen by their teachers as dramatic, odd, unproductive and shameful.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131112340","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 : 2022-07-15DOI: 10.37745/ijelt.13/vol10n72330
Monswita Bulbuli
We expect that the students of English medium schools are good and fluent in English than the students of Bengali medium schools in Bangladesh, and usually we find them as per our expectation. But in some cases we do not find it true. The students of the English medium schools of Mohammadpur area in Dhaka are fluent enough in English but the students of the English medium schools in Postogola-Sutrapur area of Old Dhaka are not. In this study, I have explored the fact that there is a big difference in the speaking proficiency in English between the students of the two areas. Not only this, the research work has found out that the socio-economic factors of the two areas are mainly responsible for this condition. We see in the study that the educational and the social-cultural and economic backgrounds of the parents and teachers of the two areas are different. We also see how these factors affect achieving the speaking proficiency in English. The study suggested the measures to improve the speaking proficiency of the students of Postogola-Sutrapur area staying in the existing socio-cultural and economical frame, as it is not possible to change the social and economic scenario of the area within a short time.
{"title":"The Difference in the Speaking Proficiency in English between the Students of the English Medium Schools in Mohammadpur Area (New Dhaka) and in Postogola-Sutrapur Area (Old Dhaka): A study","authors":"Monswita Bulbuli","doi":"10.37745/ijelt.13/vol10n72330","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n72330","url":null,"abstract":"We expect that the students of English medium schools are good and fluent in English than the students of Bengali medium schools in Bangladesh, and usually we find them as per our expectation. But in some cases we do not find it true. The students of the English medium schools of Mohammadpur area in Dhaka are fluent enough in English but the students of the English medium schools in Postogola-Sutrapur area of Old Dhaka are not. In this study, I have explored the fact that there is a big difference in the speaking proficiency in English between the students of the two areas. Not only this, the research work has found out that the socio-economic factors of the two areas are mainly responsible for this condition. We see in the study that the educational and the social-cultural and economic backgrounds of the parents and teachers of the two areas are different. We also see how these factors affect achieving the speaking proficiency in English. The study suggested the measures to improve the speaking proficiency of the students of Postogola-Sutrapur area staying in the existing socio-cultural and economical frame, as it is not possible to change the social and economic scenario of the area within a short time.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125521293","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 : 2022-07-15DOI: 10.37745/ijelt.13/vol10n7110
Abdullah Alghamdi
This work examines the beliefs and practices of the ESP Teachers about using direct and/or indirect teaching of English Technical Vocabulary (ETV) items in a Saudi Arabian Industrial college called Yanbu Industrial College (YIC). It also aims to discover the specific vocabulary teaching strategies VTS they use to achieve their instructional goals. The study is qualitative in nature under the case study tradition. Six ESP Teachers (ESPTs) were interviewed to understand their beliefs regarding the directness and/or indirectness of ETV items instruction and to list the strategies they employ towards this endeavor. The study found that ESPTs stated that they directly and frequently use the following strategies: definitions, exemplifications and recycling. These three strategies, according to all the ESPTs interviewed, are used jointly most of the time to directly present the meaning of novel ETV items. Some strategies were also reported to be used instead of some other techniques due to different reasons. The study suggested some educational implications and recommended experts in the area of L2 vocabulary instruction to carry out future scrutiny to understand this topic from different dimensions.
{"title":"Technical Words Instruction by ESP Teachers: Types and Strategies","authors":"Abdullah Alghamdi","doi":"10.37745/ijelt.13/vol10n7110","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n7110","url":null,"abstract":"This work examines the beliefs and practices of the ESP Teachers about using direct and/or indirect teaching of English Technical Vocabulary (ETV) items in a Saudi Arabian Industrial college called Yanbu Industrial College (YIC). It also aims to discover the specific vocabulary teaching strategies VTS they use to achieve their instructional goals. The study is qualitative in nature under the case study tradition. Six ESP Teachers (ESPTs) were interviewed to understand their beliefs regarding the directness and/or indirectness of ETV items instruction and to list the strategies they employ towards this endeavor. The study found that ESPTs stated that they directly and frequently use the following strategies: definitions, exemplifications and recycling. These three strategies, according to all the ESPTs interviewed, are used jointly most of the time to directly present the meaning of novel ETV items. Some strategies were also reported to be used instead of some other techniques due to different reasons. The study suggested some educational implications and recommended experts in the area of L2 vocabulary instruction to carry out future scrutiny to understand this topic from different dimensions.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121828015","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 : 2022-07-15DOI: 10.37745/ijelt.13/vol10n71122
A. Hussien, H. Mohammed
The paper explors the use of presupposition in cleft sentences and counterfactual conditionals triggers. It attempts to determine which kind of presupposition strategies that Iraqi EFL university students follow in doing so. A diagnostic test (which consists of six items, each 3 items have a certain type of the presupposition triggers) is administered to a sample of 50 4th year students. An extended model includes Geurts' (1999) presupposition triggers and Domaneschi’s (2016) presupposition strategies is used to elicit strategies that are employed by EFL students in order to approach the pragmatic interpretations of presupposition for cleft sentences and counterfactual conditionals triggers. The data are analyzed qualitatively and quantitatively. The paper infers that Iraqi EFL university students are familiar with the presuppositions of counterfactual conditionals more than the cleft sentence triggers. Relationally, resolution strategy is preferred to the accommodation and rejection strategies.
{"title":"Cleft Sentences and Counterfactual Conditionals: Students’ Common Ground Enhancing Presuppositional Interpretation","authors":"A. Hussien, H. Mohammed","doi":"10.37745/ijelt.13/vol10n71122","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n71122","url":null,"abstract":"The paper explors the use of presupposition in cleft sentences and counterfactual conditionals triggers. It attempts to determine which kind of presupposition strategies that Iraqi EFL university students follow in doing so. A diagnostic test (which consists of six items, each 3 items have a certain type of the presupposition triggers) is administered to a sample of 50 4th year students. An extended model includes Geurts' (1999) presupposition triggers and Domaneschi’s (2016) presupposition strategies is used to elicit strategies that are employed by EFL students in order to approach the pragmatic interpretations of presupposition for cleft sentences and counterfactual conditionals triggers. The data are analyzed qualitatively and quantitatively. The paper infers that Iraqi EFL university students are familiar with the presuppositions of counterfactual conditionals more than the cleft sentence triggers. Relationally, resolution strategy is preferred to the accommodation and rejection strategies.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130560383","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 : 2022-07-15DOI: 10.37745/ijelt.13/vol10n75062
R. Ahmed
This study is concerned with the learning of medical terminology by nursing students at the Northern College of Nursing in the Kingdom of Saudi Arabia. It aims to investigate the use of learning strategies in relation to medical vocabulary use. The subjects under study included Four college nursing majors at Northern College of Nursing. Participants' mid-term scores and medical terminology learning strategy questionnaire were used to inquire students' use of learning strategies. The results of this study indicated that students in general prefer to use written repetition, verbal repetition, bilingual dictionary strategies. In addition, the students most proficient in medical terminology used various kinds of strategies more often than the less proficient students. Implications of these and other findings are discussed and suggestions are made regarding the teaching of strategies of learning medical terms in medical terminology courses.
{"title":"Nursing Students’ Medical Terminology Learning Strategies","authors":"R. Ahmed","doi":"10.37745/ijelt.13/vol10n75062","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n75062","url":null,"abstract":"This study is concerned with the learning of medical terminology by nursing students at the Northern College of Nursing in the Kingdom of Saudi Arabia. It aims to investigate the use of learning strategies in relation to medical vocabulary use. The subjects under study included Four college nursing majors at Northern College of Nursing. Participants' mid-term scores and medical terminology learning strategy questionnaire were used to inquire students' use of learning strategies. The results of this study indicated that students in general prefer to use written repetition, verbal repetition, bilingual dictionary strategies. In addition, the students most proficient in medical terminology used various kinds of strategies more often than the less proficient students. Implications of these and other findings are discussed and suggestions are made regarding the teaching of strategies of learning medical terms in medical terminology courses.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129980487","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 : 2022-06-15DOI: 10.37745/ijelt.13/vol10n63144
E. Albaaly
The medical setting generally depends on the English language as a medium for teaching. Medical teaching staff need to have no issues in their EFL pronunciation and oral fluency when delivering their courses in English. However, it was observed that pertaining pronunciation was not up to appropriate overall levels. Therefore, the study used a mixed method approach in order to achieve the aim of verifying this observation and relating aspects, if any. A four-scale Likert-type questionnaire and a semi-structured interview were used as instuments to collect data from five experienced teaching staff (ages 37-59) at the Faculty of Medicine, Suez Canal University, Egypt. Results revealed that the participants’ vast majority (n. 4) had good pronunciation levels, except in the area of word number production. The findings also revealed they (n.4) lacked knowledge and use of the supra-segmental features of pronunciation, such as word stress, intonation, rhythm, timing, and pause. Recommendations included staff attending general language and phonology courses, doing speaking and conversation activities, and practicing with native speakers.
{"title":"Issues with Medical Teaching Staff’s EFL Pronunciation and Fluency","authors":"E. Albaaly","doi":"10.37745/ijelt.13/vol10n63144","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n63144","url":null,"abstract":"The medical setting generally depends on the English language as a medium for teaching. Medical teaching staff need to have no issues in their EFL pronunciation and oral fluency when delivering their courses in English. However, it was observed that pertaining pronunciation was not up to appropriate overall levels. Therefore, the study used a mixed method approach in order to achieve the aim of verifying this observation and relating aspects, if any. A four-scale Likert-type questionnaire and a semi-structured interview were used as instuments to collect data from five experienced teaching staff (ages 37-59) at the Faculty of Medicine, Suez Canal University, Egypt. Results revealed that the participants’ vast majority (n. 4) had good pronunciation levels, except in the area of word number production. The findings also revealed they (n.4) lacked knowledge and use of the supra-segmental features of pronunciation, such as word stress, intonation, rhythm, timing, and pause. Recommendations included staff attending general language and phonology courses, doing speaking and conversation activities, and practicing with native speakers.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127049397","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 : 2022-06-15DOI: 10.37745/ijelt.13/vol10n617
K. Galappaththy, Purnima Karunarathne
Collaborative learning approach (CLA) or small group discussions is identified as an effective means of language learning. In the process of collaborative learning, learners work together to achieve a common goal thus, each member tries to contribute and holds responsibility in achieving that goal (Colbeck, Campbell & Bjorklund, 2000).In the process of language learning, Reading is measured as a vital skill as it is the only means of access to written documents in a language (Alderson, 2000). Learners with sufficient reading skills tend to achieve their academic goals faster than those who lack them (Floris &Divina, 2015). This study was carried out in order to investigate the impact of Collaborative learning in developing reading skills of tertiary level learners. In order to investigate the effectiveness of Collaborative Learning on reading, Collaborative Strategic Reading Approach (CSR) which is a learner cantered reading approach closely related to cooperative learning theory (Klingner and Vaughn,1996; 1998; 2000) was identified and employed with a group of 67lower intermediate tertiary level participants. Data was collected through the mixed method approach. The qualitative data of the experiment verified that collaborative work during the reading activities lead the learners to learn and think significantly more and better. However, the statistical analysis did not prove this method as a better method than the traditional teaching method. Thus, pedagogical implications for English instruction at university level in Sri Lanka and suggestions for future research based on the findings to further validate the impact and effectiveness of collaborative learning are proposed.
协作学习方法(CLA)或小组讨论被认为是一种有效的语言学习方法。在协作学习的过程中，学习者共同努力实现一个共同的目标，因此，每个成员都试图为实现这一目标做出贡献并承担责任(Colbeck, Campbell & Bjorklund, 2000)。在语言学习过程中，阅读被视为一项至关重要的技能，因为它是获取语言书面文件的唯一途径(Alderson, 2000)。拥有足够阅读能力的学习者往往比那些缺乏阅读能力的人更快地实现他们的学术目标(Floris &Divina, 2015)。本研究旨在探讨合作学习对发展高等教育学习者阅读技能的影响。协作策略阅读法(CSR)是一种与合作学习理论密切相关的以学习者为中心的阅读方法(Klingner and Vaughn,1996;1998;2000)被确定并与67名较低的中级高等教育参与者一起使用。采用混合方法收集数据。实验的定性数据验证了阅读活动中的协同工作能显著提高学习者的学习和思考能力。然而，统计分析并不能证明该方法优于传统的教学方法。因此，本文对斯里兰卡大学英语教学的教学意义提出了建议，并根据研究结果对未来的研究提出了建议，以进一步验证协作学习的影响和有效性。
{"title":"Impact of Collaborative Learning in Developing Reading Skills of Tertiary Level English as a Second Language (ESL) Learners","authors":"K. Galappaththy, Purnima Karunarathne","doi":"10.37745/ijelt.13/vol10n617","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n617","url":null,"abstract":"Collaborative learning approach (CLA) or small group discussions is identified as an effective means of language learning. In the process of collaborative learning, learners work together to achieve a common goal thus, each member tries to contribute and holds responsibility in achieving that goal (Colbeck, Campbell & Bjorklund, 2000).In the process of language learning, Reading is measured as a vital skill as it is the only means of access to written documents in a language (Alderson, 2000). Learners with sufficient reading skills tend to achieve their academic goals faster than those who lack them (Floris &Divina, 2015). This study was carried out in order to investigate the impact of Collaborative learning in developing reading skills of tertiary level learners. In order to investigate the effectiveness of Collaborative Learning on reading, Collaborative Strategic Reading Approach (CSR) which is a learner cantered reading approach closely related to cooperative learning theory (Klingner and Vaughn,1996; 1998; 2000) was identified and employed with a group of 67lower intermediate tertiary level participants. Data was collected through the mixed method approach. The qualitative data of the experiment verified that collaborative work during the reading activities lead the learners to learn and think significantly more and better. However, the statistical analysis did not prove this method as a better method than the traditional teaching method. Thus, pedagogical implications for English instruction at university level in Sri Lanka and suggestions for future research based on the findings to further validate the impact and effectiveness of collaborative learning are proposed.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128844344","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 : 2022-06-15DOI: 10.37745/ijelt.13/vol10n61930
S. Aldabbus
This study aims to explore the feedback strategies used by Libyan university instructors in the classroom setting, particularly in the context of teaching English. 35 Libyan instructors from different universities took part in the study. A questionnaire with 32 items was utilized for data collection. The data analysis revealed that providing students with timely feedback was reported to be dominant. It was also found that verbal feedback was the most preferred technique by many instructors. Encouraging students to ask clarification questions to avoid any misunderstanding after offering feedback was another significant result. The data also showed that many instructors didn’t feel encouraged to keep a record of their students’ achievements. Unexpectedly, most of the participants either never used online feedback or rarely used it.
{"title":"Feedback Strategies Used by University Instructors in the Classroom Setting","authors":"S. Aldabbus","doi":"10.37745/ijelt.13/vol10n61930","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10n61930","url":null,"abstract":"This study aims to explore the feedback strategies used by Libyan university instructors in the classroom setting, particularly in the context of teaching English. 35 Libyan instructors from different universities took part in the study. A questionnaire with 32 items was utilized for data collection. The data analysis revealed that providing students with timely feedback was reported to be dominant. It was also found that verbal feedback was the most preferred technique by many instructors. Encouraging students to ask clarification questions to avoid any misunderstanding after offering feedback was another significant result. The data also showed that many instructors didn’t feel encouraged to keep a record of their students’ achievements. Unexpectedly, most of the participants either never used online feedback or rarely used it.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133151650","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 : 2022-03-15DOI: 10.37745/ijelt.13/vol10no2pp.8-14
Vocabulary is a crucial element in language learning. It has a vital role in building communication. Learning vocabulary is challenging. However, some strategies would help, like digital games. This study aimed to investigate the effectiveness of Digital vocabulary games in developing vocabulary level and attitude among 30 grade 8 learners of Dagatkidavao Integrated School. The vocabulary level of the respondents was identified using a 50-item test, while learners' attitude towards vocabulary learning was determined through a 20- item Likert scale questionnaire adapted from Gimolatan (2016). Descriptive statistics such as mean and mean percentage was used to determine learners' vocabulary level, attitude towards vocabulary learning, experts' assessment, and learners' perception after using Digital vocabulary games. On the other hand, paired sample t-test was used to determine the significant difference in the vocabulary level and attitude of the learners before and after the intervention. Moreover, an Independent t-test was utilized to identify the significant difference in learners' post-tests when grouped according to their attitude. Results showed that the participants improved their vocabulary level and attitude towards vocabulary learning after the intervention. Moreover, the increase in vocabulary level, attitude, and difference in the post-test scores when grouped according to their attitude was statistically significant. Thus, Digital vocabulary games effectively improved the learners' vocabulary level and enhanced their attitude towards vocabulary learning. Furthermore, the experts and learners find the material ready to be utilized and develop learners' vocabulary level. Hence, educators and school administrators are encouraged to incorporate digital games in the teaching and learning process, explicitly enhancing learners' vocabulary levels. Keywords: digital vocabulary game, attitude, vocabulary level.
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