Pub Date : 2022-01-15DOI: 10.37745/ijelt.13/vol10.no1pp.41-52
This study examines the relationship and impact of stress and anxiety on the performance of the students of English at Jazan University in Saudi Arabia, who have attended two-semester and trimester courses. Data were collected from 100 students taught by the same teachers and supported with the same materials. Data were analyzed by One-way ANOVA repeated measure and Paired Sample t-test on SPSS. The result of the SPSS analysis shows a significant difference in the impact of stress and anxiety between the performance of two-semester and tri-semester students. Students who had less stress and anxiety performed better in the two-semester course than those who had more stress and anxiety in the tri-semester course. The result of the research helps the authority to decide whether there should be two semesters or tri-semesters in that particular university. Later on, it becomes and model in the decision-making of the educational system of Saudi Arabia. Every research is not beyond the limitation, so is not this study. The sample is not so large and sufficient to generalize, and when data were collected, it was during the pandemic time that added more stress on the students that might have an extra impact on the students’ performance. The originality of the research is testified and trustworthy as the research had been involved in teaching the designing of the tri-semester courses of the university. So, this research can work as a model for the educationists of Saudi Arabia to decide essential plans and programs in educational institutions. It can also help other researchers to work out this type of research.
{"title":"Impact of Stress and Anxiety of Two-semester and Tri-semester on Saudi Students of English at Jazan University","authors":"","doi":"10.37745/ijelt.13/vol10.no1pp.41-52","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10.no1pp.41-52","url":null,"abstract":"This study examines the relationship and impact of stress and anxiety on the performance of the students of English at Jazan University in Saudi Arabia, who have attended two-semester and trimester courses. Data were collected from 100 students taught by the same teachers and supported with the same materials. Data were analyzed by One-way ANOVA repeated measure and Paired Sample t-test on SPSS. The result of the SPSS analysis shows a significant difference in the impact of stress and anxiety between the performance of two-semester and tri-semester students. Students who had less stress and anxiety performed better in the two-semester course than those who had more stress and anxiety in the tri-semester course. The result of the research helps the authority to decide whether there should be two semesters or tri-semesters in that particular university. Later on, it becomes and model in the decision-making of the educational system of Saudi Arabia. Every research is not beyond the limitation, so is not this study. The sample is not so large and sufficient to generalize, and when data were collected, it was during the pandemic time that added more stress on the students that might have an extra impact on the students’ performance. The originality of the research is testified and trustworthy as the research had been involved in teaching the designing of the tri-semester courses of the university. So, this research can work as a model for the educationists of Saudi Arabia to decide essential plans and programs in educational institutions. It can also help other researchers to work out this type of research.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116395845","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 : 2022-01-15DOI: 10.37745/ijelt.13/vol10.no1pp.23-34
Composition writing is a crucial component in assessing students’ mastery and proficiency of English language across all levels of the Ghanaian educational system. In this study, we sought to identify the impact of errors on the student-teachers’ written communication in Colleges of Education in Ghana. The study purposed to determine how the errors affected the students’ written communication. A qualitative approach, with a case study design was used for the study. The study targeted second-year College of Education students in Jasikan and St. Teresa’s Colleges of Education, with a total of 100 students and 5 tutors randomly and purposively sampled respectively. Text analyses and a semi-structured interview were employed to collect data and the data were analyzed thematically. It was found that these errors have significant impact on students’ written communication. Student-teachers’ errors transcend onto pupils in class and students’ communication is often not clear.
{"title":"Impact of Errors on the College of Education Students’ Written Communication","authors":"","doi":"10.37745/ijelt.13/vol10.no1pp.23-34","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10.no1pp.23-34","url":null,"abstract":"Composition writing is a crucial component in assessing students’ mastery and proficiency of English language across all levels of the Ghanaian educational system. In this study, we sought to identify the impact of errors on the student-teachers’ written communication in Colleges of Education in Ghana. The study purposed to determine how the errors affected the students’ written communication. A qualitative approach, with a case study design was used for the study. The study targeted second-year College of Education students in Jasikan and St. Teresa’s Colleges of Education, with a total of 100 students and 5 tutors randomly and purposively sampled respectively. Text analyses and a semi-structured interview were employed to collect data and the data were analyzed thematically. It was found that these errors have significant impact on students’ written communication. Student-teachers’ errors transcend onto pupils in class and students’ communication is often not clear.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126289683","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 : 2022-01-15DOI: 10.37745/ijelt.13/vol10.no1pp.1-12
This study aimed to study grade 12 students’ perceptions of the integration of grammar translation method and individualized instructional method in English subjects in academic year 2020. The participants were 131 students. The questionnaire was employed and was distributed to the participants at the end of academic year 2020 during their last periods in February 2021. The results revealed that 1) The overall level of perceptions towards the classroom management was excellent (4.74), and the most three perceptions were planning and preparing the lessons (4.80), collecting and grading homework regularly (4.79), and setting clear goals and expectations for students (4.76), 2) The overall level of perceptions towards the learning activities was excellent (4.77), and the most three perceptions were getting closer to the teachers for discussion (4.87), promoting the way to share ideas with others (4.83), and encouraging to respond the questions asked (4.76), and 3) The overall level of perceptions towards the learning outcomes was excellent (4.63), and the most three perceptions were expressing and sharing ideas freely (4.78), leaning by using grammar translation method and individualized instructional method better than teacher-centered (4.73), and being able to apply learning methods with other subjects (4.69).
{"title":"The Integration of Grammar Translation Method and Individualized Instruction Method in Teaching English for Grade 12 Students","authors":"","doi":"10.37745/ijelt.13/vol10.no1pp.1-12","DOIUrl":"https://doi.org/10.37745/ijelt.13/vol10.no1pp.1-12","url":null,"abstract":"This study aimed to study grade 12 students’ perceptions of the integration of grammar translation method and individualized instructional method in English subjects in academic year 2020. The participants were 131 students. The questionnaire was employed and was distributed to the participants at the end of academic year 2020 during their last periods in February 2021. The results revealed that 1) The overall level of perceptions towards the classroom management was excellent (4.74), and the most three perceptions were planning and preparing the lessons (4.80), collecting and grading homework regularly (4.79), and setting clear goals and expectations for students (4.76), 2) The overall level of perceptions towards the learning activities was excellent (4.77), and the most three perceptions were getting closer to the teachers for discussion (4.87), promoting the way to share ideas with others (4.83), and encouraging to respond the questions asked (4.76), and 3) The overall level of perceptions towards the learning outcomes was excellent (4.63), and the most three perceptions were expressing and sharing ideas freely (4.78), leaning by using grammar translation method and individualized instructional method better than teacher-centered (4.73), and being able to apply learning methods with other subjects (4.69).","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134237482","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}
Currently, English learners in Chinese rural junior high schools have been increasingly focused by people in all walks of life, especially the government for they will function as an impetus to promote the construction as well as the growth of the new rural areas. Accordingly, this study will utilize the rural revitalization, a national strategy for rural areas to investigate some current situations on English learning self-efficacy of rural school students, which is an important factor affecting their learning, taking students of several rural middle schools in Suining, Sichuan province as participants and including the following research questions by virtue of the method of questionnaire, interview and literature analysis: 1) What is the current situation about English learning self-efficacy of rural junior high school students under the background of rural revitalization? 2) What factors can affect English learners’ learning self-efficacy against the background of rural revitalization? 3) Is there any positive or negative correlation between learners’ English learning self-efficacy and their academic achievements in the context of rural revitalization? Based on the outcomes of this research project, some valid and feasible strategies can be introduced to promote English learners’ self-efficacy and facilitate better achievements in English learning in rural junior high schools.
{"title":"Research on English Learners’ Self-efficacy in Rural Junior High Schools from the Perspective of Rural Revitalization","authors":"Yang Tianfu, Wang Hongyuan","doi":"10.5430/ijelt.v9n1p13","DOIUrl":"https://doi.org/10.5430/ijelt.v9n1p13","url":null,"abstract":"Currently, English learners in Chinese rural junior high schools have been increasingly focused by people in all walks of life, especially the government for they will function as an impetus to promote the construction as well as the growth of the new rural areas. Accordingly, this study will utilize the rural revitalization, a national strategy for rural areas to investigate some current situations on English learning self-efficacy of rural school students, which is an important factor affecting their learning, taking students of several rural middle schools in Suining, Sichuan province as participants and including the following research questions by virtue of the method of questionnaire, interview and literature analysis: 1) What is the current situation about English learning self-efficacy of rural junior high school students under the background of rural revitalization? 2) What factors can affect English learners’ learning self-efficacy against the background of rural revitalization? 3) Is there any positive or negative correlation between learners’ English learning self-efficacy and their academic achievements in the context of rural revitalization? Based on the outcomes of this research project, some valid and feasible strategies can be introduced to promote English learners’ self-efficacy and facilitate better achievements in English learning in rural junior high schools.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133311566","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 work analyses post-traumatic growth in Covid-19 addresses delivered to the people of Ghana by President Nana Akuffo Addo. We draw on Post-Traumatic Growth Theory to explain how Akuffo Addo constructs a new identity for himself and the nation in order to navigate through the pandemic and forge an agenda of growth and prosperity for Ghana. The study employs a linguistic content analysis approach. The data consists of twenty different speeches from the president to the people. The speeches are first analysed and coded manually for the five main tenets of Post-Traumatic Growth (PTG) identified in the updates. Consequently, the linguistic markers that are used in reconstructing the Ghanaian identity in response to the pandemic are delineated and mapped to the goals of the president using the Linguistic Inquiry and Word Count 2015 (LIWC2015; Pennebaker et al., 2015) software; a vocabulary analysis tool. The analysis showed that there was a high prevalence of personal pronoun use, use of positive-emotion words, and cognitive-processing words. This confirms our hypothesis that linguistic markers can be used to detect PTG.
本报告分析了纳纳·阿库福·阿多总统向加纳人民发表的2019冠状病毒病演讲中的创伤后成长情况。我们利用创伤后成长理论来解释阿库福·阿多如何为自己和国家构建新的身份，以度过疫情，并为加纳制定增长和繁荣的议程。本研究采用了语言内容分析方法。这些数据包括总统对人民的20次不同的演讲。首先，根据更新中确定的创伤后成长(PTG)的五个主要原则，对演讲进行人工分析和编码。因此，使用2015年语言调查和字数统计(LIWC2015;Pennebaker et al.， 2015)软件;一个词汇分析工具。分析表明，学生普遍使用人称代词、积极情绪词汇和认知加工词汇。这证实了我们的假设，语言标记可以用来检测PTG。
{"title":"Post-Traumatic Growth and Identity Construction in Covid-19 Messages Delivered to the People of Ghana by President Nana Akuffo Addo","authors":"Cynthia Logogye, Bernard Asafo-Duho, J. B. Afful","doi":"10.5430/ijelt.v9n1p1","DOIUrl":"https://doi.org/10.5430/ijelt.v9n1p1","url":null,"abstract":"This work analyses post-traumatic growth in Covid-19 addresses delivered to the people of Ghana by President Nana Akuffo Addo. We draw on Post-Traumatic Growth Theory to explain how Akuffo Addo constructs a new identity for himself and the nation in order to navigate through the pandemic and forge an agenda of growth and prosperity for Ghana. The study employs a linguistic content analysis approach. The data consists of twenty different speeches from the president to the people. The speeches are first analysed and coded manually for the five main tenets of Post-Traumatic Growth (PTG) identified in the updates. Consequently, the linguistic markers that are used in reconstructing the Ghanaian identity in response to the pandemic are delineated and mapped to the goals of the president using the Linguistic Inquiry and Word Count 2015 (LIWC2015; Pennebaker et al., 2015) software; a vocabulary analysis tool. The analysis showed that there was a high prevalence of personal pronoun use, use of positive-emotion words, and cognitive-processing words. This confirms our hypothesis that linguistic markers can be used to detect PTG.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123424926","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}
Writing in academia is not only a way for students to acquire knowledge and skills, but also a process through which they construct author/researcher identity. This study aims to explore how twenty MSc. students construct their identity as writers of research papers. The students in this study received genre-based writing instructions on writing research papers during their writing course in the first semester of university. They wrote four papers during the semester, and the researcher provided feedback to their papers. Then, they were interviewed individually in order to find out how they reacted to the instructions, the writing process, and the feedback provided by the teacher. In addition, they were requested to write a reflective piece of writing about what they experienced including their emotions, thoughts and opinions about writing an academic paper before and after the course. Two types of analyses were made. Firstly, their sample research papers were examined during the course to see if there were improvements in the areas where feedback was provided. Secondly, the interviews and reflective pieces of writing were subjected to content analysis in order to extract themes. The examination of the papers revealed that the feedback provided by the teacher was effective as the writings improved in the areas where feedback was given. The thematic analysis resulted in two major themes of Affect and Attitude and the Need for Adaptation. An important implication of this study was the role feedback played in helping student/researchers to develop their identity in writing.
{"title":"Writer Identity Construction in MSc. Students of Engineering","authors":"M. Monjezi","doi":"10.5430/ijelt.v8n2p22","DOIUrl":"https://doi.org/10.5430/ijelt.v8n2p22","url":null,"abstract":"Writing in academia is not only a way for students to acquire knowledge and skills, but also a process through which they construct author/researcher identity. This study aims to explore how twenty MSc. students construct their identity as writers of research papers. The students in this study received genre-based writing instructions on writing research papers during their writing course in the first semester of university. They wrote four papers during the semester, and the researcher provided feedback to their papers. Then, they were interviewed individually in order to find out how they reacted to the instructions, the writing process, and the feedback provided by the teacher. In addition, they were requested to write a reflective piece of writing about what they experienced including their emotions, thoughts and opinions about writing an academic paper before and after the course. Two types of analyses were made. Firstly, their sample research papers were examined during the course to see if there were improvements in the areas where feedback was provided. Secondly, the interviews and reflective pieces of writing were subjected to content analysis in order to extract themes. The examination of the papers revealed that the feedback provided by the teacher was effective as the writings improved in the areas where feedback was given. The thematic analysis resulted in two major themes of Affect and Attitude and the Need for Adaptation. An important implication of this study was the role feedback played in helping student/researchers to develop their identity in writing. ","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122655879","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}
Studies with proficient users of English suggest that readers demonstrate deeper comprehension of texts when reading non-linear hypertexts than when reading linear texts. This is attributed to the networked nature of texts that helps readers exercise cognitive flexibility. An aspect that remains largely unresearched is the potential of linear online texts to facilitate comprehension in readers who are non-proficient users of English. Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated the interactive effects of two salient features of online texts, viz., non-linearity in the presentation of text and the availability of additional sources of information, on the reading comprehension of ESL readers. Two groups of readers with high and low levels of English proficiency read twelve texts on familiar and unfamiliar topics in print, linear online, and non-linear online modes. A comparison of readers’ responses to comprehension questions and free recalls showed that those with low linguistic competence and/or topic familiarity were able to achieve better comprehension of linear online texts than print texts or non-linear online texts. The findings indicate that text linearity when combined with the presence of multiple information resources (both provided by the author within the text and freely available on the internet) might have the potential to scaffold linguistic and content knowledge deficits in ESL readers and promote deep levels of comprehension.
{"title":"Using Online Texts to Build Independent Readers in ESL Classrooms","authors":"Kshema Jose","doi":"10.5430/ijelt.v8n2p10","DOIUrl":"https://doi.org/10.5430/ijelt.v8n2p10","url":null,"abstract":"Studies with proficient users of English suggest that readers demonstrate deeper comprehension of texts when reading non-linear hypertexts than when reading linear texts. This is attributed to the networked nature of texts that helps readers exercise cognitive flexibility. An aspect that remains largely unresearched is the potential of linear online texts to facilitate comprehension in readers who are non-proficient users of English. Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated the interactive effects of two salient features of online texts, viz., non-linearity in the presentation of text and the availability of additional sources of information, on the reading comprehension of ESL readers. Two groups of readers with high and low levels of English proficiency read twelve texts on familiar and unfamiliar topics in print, linear online, and non-linear online modes. A comparison of readers’ responses to comprehension questions and free recalls showed that those with low linguistic competence and/or topic familiarity were able to achieve better comprehension of linear online texts than print texts or non-linear online texts. The findings indicate that text linearity when combined with the presence of multiple information resources (both provided by the author within the text and freely available on the internet) might have the potential to scaffold linguistic and content knowledge deficits in ESL readers and promote deep levels of comprehension. ","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121303929","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 explored the use of students’ L1 (Arabic) in one of Kuwait’s public institutions—namely, the Public Authority for Applied Education and Training (PAAET). The purpose of this study was three-fold: (1) to look at the functions of using L1, (2) to explore any comprehensibility issues and/or academic gains, and (3) to investigate any psychological issues students face when not using L1. The study employed a two-stage data collection phase, where a total of 278 students participated in the closed-ended questionnaire and 6 students participated in the semi-structured interviews. The results showed that students attach several important aspects to the use of L1 in their L2 classrooms. Students expressed that the inclusion of Arabic eases their intake from lectures and allows them to better understand the lectures’ content. However, the findings also indicated that students object to the overreliance on Arabic and instead prefer that teachers strike a balance between L1 and L2 use to maximize their learning.
{"title":"Using Students’ L1 (Arabic) in English L2 Classrooms in College Classrooms in Kuwait","authors":"Abdullah Alazemi, Ahmad F. Alnwaiem, A. Alenezi","doi":"10.5430/ijelt.v8n2p1","DOIUrl":"https://doi.org/10.5430/ijelt.v8n2p1","url":null,"abstract":"This study explored the use of students’ L1 (Arabic) in one of Kuwait’s public institutions—namely, the Public Authority for Applied Education and Training (PAAET). The purpose of this study was three-fold: (1) to look at the functions of using L1, (2) to explore any comprehensibility issues and/or academic gains, and (3) to investigate any psychological issues students face when not using L1. The study employed a two-stage data collection phase, where a total of 278 students participated in the closed-ended questionnaire and 6 students participated in the semi-structured interviews. The results showed that students attach several important aspects to the use of L1 in their L2 classrooms. Students expressed that the inclusion of Arabic eases their intake from lectures and allows them to better understand the lectures’ content. However, the findings also indicated that students object to the overreliance on Arabic and instead prefer that teachers strike a balance between L1 and L2 use to maximize their learning.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116858170","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}
American Writer Mark Twain in his works vividly records social changes caused by the industrialization in the 19th century. His writing could be regarded as a kind of construction of Americanism. He insists on advocating of Puritanism, using the American dialect to tell American stories, displaying the culture in American West and South. He employs humor and irony to combine American history with reality, getting rid of influences of the British literature to illustrate Americanism and the historical process of America.
{"title":"A Study on the Construction of Americanism in Mark Twain’s Works","authors":"Liu Yan","doi":"10.5430/ijelt.v8n2p41","DOIUrl":"https://doi.org/10.5430/ijelt.v8n2p41","url":null,"abstract":"American Writer Mark Twain in his works vividly records social changes caused by the industrialization in the 19th century. His writing could be regarded as a kind of construction of Americanism. He insists on advocating of Puritanism, using the American dialect to tell American stories, displaying the culture in American West and South. He employs humor and irony to combine American history with reality, getting rid of influences of the British literature to illustrate Americanism and the historical process of America.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133104145","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 Chinese government has proposed the rural vitalization strategy in its poverty reduction, aiming at narrowing the discrepancies in economic levels between urban and rural areas. Under this development blueprint, poverty alleviation through education, one of the imperative approaches mentioned in this overarching strategy, has attracted attention from all sectors of Chinese society. In Southwest China, however, the urban-rural gap in compulsory education is still concerning, especially in English teaching and learning. This has lowered the overall quality of English education in these areas, whereas only a few studies have looked into this issue. Therefore, under the guidance of the rural vitalization strategy, the present study intends to offer a response by calling for more attention on the problems in rural English teaching in various aspects. Furthermore, this study explores the corresponding strategies adopted to solve these problems and discusses their effectiveness of English teaching. It is hoped that the study can develop a theoretical framework about the current issues of English teaching in rural areas under the rural vitalization and can provide practical suggestions for policymakers and educational practitioners.
{"title":"English Education in Rural Secondary Schools in Southwest China: Problems and Countermeasures under the Rural Vitalization Strategy","authors":"Yuqiao Liu, Hongyuan Wang","doi":"10.5430/ijelt.v8n2p32","DOIUrl":"https://doi.org/10.5430/ijelt.v8n2p32","url":null,"abstract":"The Chinese government has proposed the rural vitalization strategy in its poverty reduction, aiming at narrowing the discrepancies in economic levels between urban and rural areas. Under this development blueprint, poverty alleviation through education, one of the imperative approaches mentioned in this overarching strategy, has attracted attention from all sectors of Chinese society. In Southwest China, however, the urban-rural gap in compulsory education is still concerning, especially in English teaching and learning. This has lowered the overall quality of English education in these areas, whereas only a few studies have looked into this issue. Therefore, under the guidance of the rural vitalization strategy, the present study intends to offer a response by calling for more attention on the problems in rural English teaching in various aspects. Furthermore, this study explores the corresponding strategies adopted to solve these problems and discusses their effectiveness of English teaching. It is hoped that the study can develop a theoretical framework about the current issues of English teaching in rural areas under the rural vitalization and can provide practical suggestions for policymakers and educational practitioners.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132581746","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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