In this paper, a series of ESL classroom observations of a teacher in an Indian primary level government run school are presented to show concrete uses of translanguaging. Translanguaging practices were based on the inputs the teacher received from a training programme on using multilingual strategies to teach language and content. It is observed that the teacher applies translanguaging to clarify concepts using contrastive elaboration, instruct students, practice discourse based management, prepare students for classroom activities, and help them communicate. She also reflects upon her experience of translanguaging which shows her plans to use students’ L1 more systematically like by drawing lexical and form based comparisons between Telugu, Hindi (L1s) and English. Instances of use of translanguaging or fluid ways of communicating using two or three languages by this teacher and her experiences in using this approach help in validating the concept for advancing school skills in students from low SES groups who would have not otherwise been able to understand the lessons if taught in the strict monolingual mode.
{"title":"Translanguaging in Primary Level ESL Classroom in India: An Exploratory Study","authors":"Lina Mukhopadhyay","doi":"10.5430/ijelt.v7n2p1","DOIUrl":"https://doi.org/10.5430/ijelt.v7n2p1","url":null,"abstract":"In this paper, a series of ESL classroom observations of a teacher in an Indian primary level government run school are presented to show concrete uses of translanguaging. Translanguaging practices were based on the inputs the teacher received from a training programme on using multilingual strategies to teach language and content. It is observed that the teacher applies translanguaging to clarify concepts using contrastive elaboration, instruct students, practice discourse based management, prepare students for classroom activities, and help them communicate. She also reflects upon her experience of translanguaging which shows her plans to use students’ L1 more systematically like by drawing lexical and form based comparisons between Telugu, Hindi (L1s) and English. Instances of use of translanguaging or fluid ways of communicating using two or three languages by this teacher and her experiences in using this approach help in validating the concept for advancing school skills in students from low SES groups who would have not otherwise been able to understand the lessons if taught in the strict monolingual mode. ","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116832549","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}
Test method, test content and test type are supposed to affect test taker's performance and have close connectionswith test characteristics. However, these issues have not been subject to much in-depth investigations. To shed somelights on the issues like test item arrangements in relation to test taker's performance, test usefulness criteriaincluding test Validity, Reliability, Impact, Interactiveness, Authenticity, and Practicality, and also test characteristicssuch as Item Facility (IF), Item Discrimination (ID), and Choice Distribution (CD), this ex post facto design studywas conducted with a group of Iranian EFL learners. For this purpose, some university randomly selected studentsmajoring in English Language Teaching, English Translation Studies, and English Literature and learners fromdifferent language institutes received a version of the Nelson proficiency test. Then, two different versions of a sameresearcher-made test in terms of item arrangements were administered to 116 students obtaining an acceptable scorein the Nelson proficiency test. Simultaneously, a Test Usefulness Criteria Questionnaire developed and validated byAbbasian and Nassirian (2015) based on Bachman and Palmer’s (1996) framework, was also attempted by theparticipants. Respective statistical analyses revealed contradictorily that test item arrangement did not have anysignificant effect on the performance of the test takers. However, test usefulness criteria, though with varying extent,proved to be subject to test item arrangement. In the same vein, IF and ID were also affected in the light of testmethod facet. The first contradictory finding leaves room open for further research, while the reaming findings offerinsights to test developers, classroom teachers and all practitioners to pay due attention to test method facets in theireducational assessment decisions as the learners' performance, nature of the measurement devices as well as thenature of the construct itself are all affected test method factors.
{"title":"Relationship between Test Item Arrangements and Testee's Performance and Test Usefulness Criteria","authors":"G. Abbasian, Hanieh Zadsar","doi":"10.5430/IJELT.V6N2P52","DOIUrl":"https://doi.org/10.5430/IJELT.V6N2P52","url":null,"abstract":"Test method, test content and test type are supposed to affect test taker's performance and have close connectionswith test characteristics. However, these issues have not been subject to much in-depth investigations. To shed somelights on the issues like test item arrangements in relation to test taker's performance, test usefulness criteriaincluding test Validity, Reliability, Impact, Interactiveness, Authenticity, and Practicality, and also test characteristicssuch as Item Facility (IF), Item Discrimination (ID), and Choice Distribution (CD), this ex post facto design studywas conducted with a group of Iranian EFL learners. For this purpose, some university randomly selected studentsmajoring in English Language Teaching, English Translation Studies, and English Literature and learners fromdifferent language institutes received a version of the Nelson proficiency test. Then, two different versions of a sameresearcher-made test in terms of item arrangements were administered to 116 students obtaining an acceptable scorein the Nelson proficiency test. Simultaneously, a Test Usefulness Criteria Questionnaire developed and validated byAbbasian and Nassirian (2015) based on Bachman and Palmer’s (1996) framework, was also attempted by theparticipants. Respective statistical analyses revealed contradictorily that test item arrangement did not have anysignificant effect on the performance of the test takers. However, test usefulness criteria, though with varying extent,proved to be subject to test item arrangement. In the same vein, IF and ID were also affected in the light of testmethod facet. The first contradictory finding leaves room open for further research, while the reaming findings offerinsights to test developers, classroom teachers and all practitioners to pay due attention to test method facets in theireducational assessment decisions as the learners' performance, nature of the measurement devices as well as thenature of the construct itself are all affected test method factors.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128746593","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 current study attempted to examine ESL learners’ attitudes toward L2 pronunciation learning and meanwhile, toinvestigate how these learners’ qualitative motivation explain their attitudes toward pronunciation learning. A total of124 ESL learners participated in the survey in which several questionnaires were included regarding L2 selfrepresentations (Papi et al., 2018), chronic regulatory focus (Higgins et al., 2001) and L2 learners attitudes towardpronunciation learning (Elliot, 1995a; Gardner, 1985). An exploratory factor analysis was performed on allpronunciation items and the results revealed a threefold-factor solution: importance of pronunciation, learningpronunciation for communicative purpose and preference for native accent. The data analysis suggested thatpromotion-focused orientation, ideal L2 self own, ought-to L2 self own and ought-to L2 self other were respectivelycorrelated with ESL learners’ attitudes toward all three factors of pronunciation learning. Particularly, ideal L2 selfown was found to predict more positive attitude toward the importance of pronunciation learning and toward thepreference for native accent than ought-to L2 self own, while the former one also predicted more negative attitudetoward learning pronunciation for communicative purpose. The study has yielded significant implications forresearchers regarding the understanding of motivation from its qualitative perspective which delineates individual’sinclination to different goals and to specific strategies for attaining these goals (Papi, 2018), as well as for ESLinstructors concerning the improvement of L2 pronunciation pedagogy and the selection of motivational approachesfor L2 pronunciation instruction.
本研究试图考察ESL学习者对第二语言发音学习的态度，同时探讨这些学习者的定性动机如何解释他们对发音学习的态度。共有124名ESL学习者参与了调查，其中包括关于第二语言自我表现(Papi et al.， 2018)、慢性调节焦点(Higgins et al.， 2001)和第二语言学习者对发音学习的态度(Elliot, 1995;加德纳,1985)。对所有发音项目进行探索性因素分析，结果揭示了一个三重因素解决方案:发音的重要性、为交际目的而学习发音和对母语口音的偏好。数据分析表明，促进导向、理想二语自我、应该二语自我和应该二语自我他者分别与ESL学习者对发音学习三个因素的态度相关。特别是，我们发现理想的二语自我对发音学习的重要性和对母语口音的偏好比理想的二语自我更积极，而理想的二语自我对为了交际目的而学习发音的态度也更消极。该研究对研究人员从定性角度理解动机产生了重大影响，定性角度描述了个体对不同目标的倾向以及实现这些目标的具体策略(Papi, 2018)，以及英语教师关于改进二语发音教学法和选择二语发音教学的动机方法的影响。
{"title":"How Motivation as Quality Influence ESL Learners’ Attitudes toward English Pronunciation Learning","authors":"Yang Zhou","doi":"10.5430/IJELT.V6N2P33","DOIUrl":"https://doi.org/10.5430/IJELT.V6N2P33","url":null,"abstract":"The current study attempted to examine ESL learners’ attitudes toward L2 pronunciation learning and meanwhile, toinvestigate how these learners’ qualitative motivation explain their attitudes toward pronunciation learning. A total of124 ESL learners participated in the survey in which several questionnaires were included regarding L2 selfrepresentations (Papi et al., 2018), chronic regulatory focus (Higgins et al., 2001) and L2 learners attitudes towardpronunciation learning (Elliot, 1995a; Gardner, 1985). An exploratory factor analysis was performed on allpronunciation items and the results revealed a threefold-factor solution: importance of pronunciation, learningpronunciation for communicative purpose and preference for native accent. The data analysis suggested thatpromotion-focused orientation, ideal L2 self own, ought-to L2 self own and ought-to L2 self other were respectivelycorrelated with ESL learners’ attitudes toward all three factors of pronunciation learning. Particularly, ideal L2 selfown was found to predict more positive attitude toward the importance of pronunciation learning and toward thepreference for native accent than ought-to L2 self own, while the former one also predicted more negative attitudetoward learning pronunciation for communicative purpose. The study has yielded significant implications forresearchers regarding the understanding of motivation from its qualitative perspective which delineates individual’sinclination to different goals and to specific strategies for attaining these goals (Papi, 2018), as well as for ESLinstructors concerning the improvement of L2 pronunciation pedagogy and the selection of motivational approachesfor L2 pronunciation instruction.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121398605","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 investigates the application of multimedia in college English reading teaching in Beijing University ofAgriculture based on language learning strategies. The study finds out that although with the assistance ofmultimedia technology the current College English reading teaching works well in arousing students’ interest inreading and mobilizing students’ memory strategies in the classroom, there are still many drawbacks in the currentMultimedia-assisted College English reading teaching. This study points out the drawbacks of multimedia teachingfirst and then proposes corresponding solutions meaning to arouse teachers’ reflection on multimedia Englishteaching mode and enhance the effective use of multimedia technology in English classroom.
{"title":"The Application of Multimedia Technology in College English Reading Teaching---A Survey Based on Language Learning Strategies","authors":"F. Guo, Xinrui Wu","doi":"10.5430/IJELT.V6N2P27","DOIUrl":"https://doi.org/10.5430/IJELT.V6N2P27","url":null,"abstract":"This study investigates the application of multimedia in college English reading teaching in Beijing University ofAgriculture based on language learning strategies. The study finds out that although with the assistance ofmultimedia technology the current College English reading teaching works well in arousing students’ interest inreading and mobilizing students’ memory strategies in the classroom, there are still many drawbacks in the currentMultimedia-assisted College English reading teaching. This study points out the drawbacks of multimedia teachingfirst and then proposes corresponding solutions meaning to arouse teachers’ reflection on multimedia Englishteaching mode and enhance the effective use of multimedia technology in English classroom.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122708343","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 purpose of this study is to see whether gender and degree of familiarity simultaneously play roles in the apologystrategies employed by Chinese native speakers and to put implications on English pragmatic education of Chinesepeople about how to adjust English apology strategy in English context. There are 95 people participating in thisstudy including 39 males and 56 females. The significant differences of gender only show in one situation and oneapology strategy. However, the degree of familiarity can pose a profound influence on the choice of apology strategy.
{"title":"The Impact of Gender Differences in the Degree of Familiarity on Apology Strategy","authors":"An Ran","doi":"10.5430/IJELT.V6N2P13","DOIUrl":"https://doi.org/10.5430/IJELT.V6N2P13","url":null,"abstract":"The purpose of this study is to see whether gender and degree of familiarity simultaneously play roles in the apologystrategies employed by Chinese native speakers and to put implications on English pragmatic education of Chinesepeople about how to adjust English apology strategy in English context. There are 95 people participating in thisstudy including 39 males and 56 females. The significant differences of gender only show in one situation and oneapology strategy. However, the degree of familiarity can pose a profound influence on the choice of apology strategy.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115564519","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 aim of this study is to examine and contrast the language awareness of Finnish and German EFL senior highschool students and student teachers regarding aspects of English grammar and its teaching. Data was collected fromFinland and Germany during the academic school years of 2015–16 and 2016–17. It consists of the responses to twosurvey questions of 1st year EFL senior high school students (n = 200 from Finland, n = 200 from Germany) andstudent teachers (n = 118 from Finland, n = 118 from Germany). The study utilizes both qualitative (content analysis)and quantitative (frequencies, percentages, cross tabulation [χ2-test]) research methods. The results show that thesubjects’ awareness of English grammar and its teaching was mainly based on intuitive, implicit knowledge. It wasdifficult for both senior high school learners and student teachers to build a cognitive understanding that wouldincrease their awareness of English grammar, and, as a result of this, its teaching, and respectively theirgrammar-related didactical competences.
{"title":"The Language Awareness of Finnish and German EFL Senior High School Learners and Student Teachers Regarding English Grammar and Its Teaching","authors":"Esa Penttinen, Heiner Bötger, Jens Behning","doi":"10.5430/IJELT.V6N2P1","DOIUrl":"https://doi.org/10.5430/IJELT.V6N2P1","url":null,"abstract":"The aim of this study is to examine and contrast the language awareness of Finnish and German EFL senior highschool students and student teachers regarding aspects of English grammar and its teaching. Data was collected fromFinland and Germany during the academic school years of 2015–16 and 2016–17. It consists of the responses to twosurvey questions of 1st year EFL senior high school students (n = 200 from Finland, n = 200 from Germany) andstudent teachers (n = 118 from Finland, n = 118 from Germany). The study utilizes both qualitative (content analysis)and quantitative (frequencies, percentages, cross tabulation [χ2-test]) research methods. The results show that thesubjects’ awareness of English grammar and its teaching was mainly based on intuitive, implicit knowledge. It wasdifficult for both senior high school learners and student teachers to build a cognitive understanding that wouldincrease their awareness of English grammar, and, as a result of this, its teaching, and respectively theirgrammar-related didactical competences.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132837452","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}
Over the past few years, the Persian and English translations of Quran have been studied from different standpointsThroughout the centuries, Muslim and non-Muslim translators have been very concerned to convey the meaning ofthe Quran into languages other than Arabic. The holy Quran is a divine book and its translation into other languagesmust be done meticulously. In this regard, Persian and English translation of one of the surahs of this magnificentbook was selected to be compared. the present study has gone through the investigation of the Persian translation ofone of the surahs of this holy book “Yasin” by Dr. Elahi Ghomshei (1361) and its English translation by threefamous translators Yusuf Ali (2000), Pickthall (1930) and Sarwar (2011) to see discrepancies. Also, this study triesto find out the unit of translation and classify different kinds of Vinay and Darbelnet’s procedures used by theEnglish translators.
{"title":"A Comparative Study of Three English Translations of Yasin Surah Regarding Vinay and Darbelnet Strategies","authors":"M. Aghajani, Goldis Seyedi Jalali","doi":"10.5430/IJELT.V6N1P36","DOIUrl":"https://doi.org/10.5430/IJELT.V6N1P36","url":null,"abstract":"Over the past few years, the Persian and English translations of Quran have been studied from different standpointsThroughout the centuries, Muslim and non-Muslim translators have been very concerned to convey the meaning ofthe Quran into languages other than Arabic. The holy Quran is a divine book and its translation into other languagesmust be done meticulously. In this regard, Persian and English translation of one of the surahs of this magnificentbook was selected to be compared. the present study has gone through the investigation of the Persian translation ofone of the surahs of this holy book “Yasin” by Dr. Elahi Ghomshei (1361) and its English translation by threefamous translators Yusuf Ali (2000), Pickthall (1930) and Sarwar (2011) to see discrepancies. Also, this study triesto find out the unit of translation and classify different kinds of Vinay and Darbelnet’s procedures used by theEnglish translators.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115195149","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}
Kevin Armando Brand Fonseca, Federico Soto Peralta
In the face of globalization, information communication technologies (ICTs) play a paramount role in the teachingand learning of foreign languages. This action-research was conducted with a group of sophomore students enrolledin the course Composition at Universidad Nacional, Coto Campus. The study required the administration of twosurveys prior to and after the implementation of Google Classroom (GC) as an educational platform to assist studentsduring their learning process of the course. The research was aimed at revealing the students’ use ICTs to practicetheir writing skill outside the classroom and analyzing the impact of GC in the development of the students writingskill out of the school environment. The findings exposed that the use of this platform brings about benefits thatallow students and teachers ease the teaching and learning of writing. Students also expressed that they practice theirwriting mainly for both academic and non-academic purposes in an engaging attractive space; lastly, students andresearchers pointed out that the experience using GC was more satisfactory than other platforms.
{"title":"Google Classroom: An Effective Virtual Platform to Teach Writing in an EFL Composition Course","authors":"Kevin Armando Brand Fonseca, Federico Soto Peralta","doi":"10.5430/ijelt.v6n1p27","DOIUrl":"https://doi.org/10.5430/ijelt.v6n1p27","url":null,"abstract":"In the face of globalization, information communication technologies (ICTs) play a paramount role in the teachingand learning of foreign languages. This action-research was conducted with a group of sophomore students enrolledin the course Composition at Universidad Nacional, Coto Campus. The study required the administration of twosurveys prior to and after the implementation of Google Classroom (GC) as an educational platform to assist studentsduring their learning process of the course. The research was aimed at revealing the students’ use ICTs to practicetheir writing skill outside the classroom and analyzing the impact of GC in the development of the students writingskill out of the school environment. The findings exposed that the use of this platform brings about benefits thatallow students and teachers ease the teaching and learning of writing. Students also expressed that they practice theirwriting mainly for both academic and non-academic purposes in an engaging attractive space; lastly, students andresearchers pointed out that the experience using GC was more satisfactory than other platforms.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115674729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study aims to investigate the effect of English learning journal on strategy building. Learning strategiesare proved and claimed by many researchers that it has a close association with good language learners. However,there is little research on building learning strategies through keeping a weekly journal. The participants, in the study,were 33 EFL Taiwan college students, taking English for Socializing as an optional course for one semester. Duringthe semester, they were required to keep a weekly learning journal related to their English learning (in-class and afterclass) and to send it to the instructor-researcher via the Moodle. The Moodle, in the study, serves as the function ofdiaries, providing an instant and convenient way of sending and saving information. The study’s instrument,Oxford’s Strategy Inventory of Language Learning (SILL), is applied to examine whether or not there is anysignificant difference of the learners’ strategy use before and after the study. For the purpose of finding out whetheror not there are significant differences in the numbers of employing language learning strategies, a series ofquantitative tests are carried out. Besides the quantitative results of SILL, a semi-structured post-interview is alsoadministered to unfold more about the English learning journal and strategy use from the perspectives of the learners.The findings of the study could shed light on language learning, especially on strategy building.
本研究旨在探讨英语学习日志对策略构建的影响。学习策略被许多研究人员证实和声称，它与优秀的语言学习者有着密切的联系。然而，很少有关于通过写日记来建立学习策略的研究。本研究以33名选修一学期“社交英语”的台湾大学生为研究对象。在本学期中，他们被要求每周写一份与他们的英语学习相关的学习日志(课内和课后)，并通过Moodle发送给指导研究员。在学习中，Moodle作为日记的功能，提供了一种即时方便的信息发送和保存方式。本研究使用牛津语言学习策略量表(英语:Oxford’s Strategy Inventory of Language Learning，简称SILL)来检验学习者在学习前后的策略使用是否有显著差异。为了发现使用语言学习策略的数量是否存在显著差异，我们进行了一系列的定量测试。除了英语习得的定量结果外，我们还进行了半结构化的访谈，以从学习者的角度揭示更多关于英语学习日记和策略使用的信息。这项研究的发现可能会对语言学习，尤其是策略制定有所启发。
{"title":"Strategy Building through Keeping English Learning Journals","authors":"Pei-Ling Yang","doi":"10.5430/IJELT.V6N1P14","DOIUrl":"https://doi.org/10.5430/IJELT.V6N1P14","url":null,"abstract":"The present study aims to investigate the effect of English learning journal on strategy building. Learning strategiesare proved and claimed by many researchers that it has a close association with good language learners. However,there is little research on building learning strategies through keeping a weekly journal. The participants, in the study,were 33 EFL Taiwan college students, taking English for Socializing as an optional course for one semester. Duringthe semester, they were required to keep a weekly learning journal related to their English learning (in-class and afterclass) and to send it to the instructor-researcher via the Moodle. The Moodle, in the study, serves as the function ofdiaries, providing an instant and convenient way of sending and saving information. The study’s instrument,Oxford’s Strategy Inventory of Language Learning (SILL), is applied to examine whether or not there is anysignificant difference of the learners’ strategy use before and after the study. For the purpose of finding out whetheror not there are significant differences in the numbers of employing language learning strategies, a series ofquantitative tests are carried out. Besides the quantitative results of SILL, a semi-structured post-interview is alsoadministered to unfold more about the English learning journal and strategy use from the perspectives of the learners.The findings of the study could shed light on language learning, especially on strategy building.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116033775","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}
Rubrics are considered beneficial for both teaching and learning, especially when they are practiced as formativeassessment (Panadero & Jonsson, 2013). By applying self-regulation strategies together with reading based rubric,this study mainly intended to examine the effects of rubrics and self-regulation strategies on the Iranian learners'reading comprehension gains across gender. The participants of the study were 60 male and female EFL studentsselected based on their PET scores. Subsequently, a pretest of reading comprehension was administered to the groupsof experimental and control as well as male and female groups to determine their proficiency level. Then, theexperimental group underwent training on how to use reading rubric and self-regulation strategies. At the end of thecourse, the reading comprehension post-test was re-administered. The findings suggested that there was a statisticallysignificant difference between rubric-oriented classes in conjunction with learners’ use of self-regulation strategiesand rubric-free classes in terms of the students’ reading comprehension gains. Furthermore, the results showed thatthe male learners outperformed their female counterparts in utilizing self-regulation strategies and rubrics in readingcomprehension. Moreover findings suggested some theoretical and pedagogical implications for the languagelearners, teachers, and syllabus designers.
{"title":"The Effects of Using Scoring Rubrics and Self-Regulation Strategies on the EFL Intermediate Students’ Reading Gains","authors":"Hasneh Gorjipour, Maedeh Hoseinpoor","doi":"10.5430/IJELT.V6N1P20","DOIUrl":"https://doi.org/10.5430/IJELT.V6N1P20","url":null,"abstract":"Rubrics are considered beneficial for both teaching and learning, especially when they are practiced as formativeassessment (Panadero & Jonsson, 2013). By applying self-regulation strategies together with reading based rubric,this study mainly intended to examine the effects of rubrics and self-regulation strategies on the Iranian learners'reading comprehension gains across gender. The participants of the study were 60 male and female EFL studentsselected based on their PET scores. Subsequently, a pretest of reading comprehension was administered to the groupsof experimental and control as well as male and female groups to determine their proficiency level. Then, theexperimental group underwent training on how to use reading rubric and self-regulation strategies. At the end of thecourse, the reading comprehension post-test was re-administered. The findings suggested that there was a statisticallysignificant difference between rubric-oriented classes in conjunction with learners’ use of self-regulation strategiesand rubric-free classes in terms of the students’ reading comprehension gains. Furthermore, the results showed thatthe male learners outperformed their female counterparts in utilizing self-regulation strategies and rubrics in readingcomprehension. Moreover findings suggested some theoretical and pedagogical implications for the languagelearners, teachers, and syllabus designers.","PeriodicalId":231165,"journal":{"name":"International Journal of English Language Teaching","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114645431","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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