Pub Date : 2017-12-31DOI: 10.5746/leia/17/v8/i2/a05/truong
T. Truong
This paper presents an exploratory study of using the genre-based approach in teaching a writing module focusing on writing letters for first-year English majors at a university in Vietnam. The aim of the study was to collect data from questionnaires and test results with a focus on learning the students’ perceptions of this approach in learning the letter genre and what they benefitted from the most from this approach. The analysis reveals that under genre-based instruction the students’ awareness and understanding of the features of the letter types were noticeably enhanced. The results indicate that for low-level learners organization of ideas, awareness of context and paralinguistic features were the issues they could gain control over upon the instructions. However, linguistic resources including grammar and vocabulary still remained problems that need a longer and more focused approach to develop. The findings also highlight the value of L1 background knowledge in learning writing in a foreign language.
{"title":"Teaching Writing Using Genre-Based Approach: A Study at a Vietnamese University","authors":"T. Truong","doi":"10.5746/leia/17/v8/i2/a05/truong","DOIUrl":"https://doi.org/10.5746/leia/17/v8/i2/a05/truong","url":null,"abstract":"This paper presents an exploratory study of using the genre-based approach in teaching a writing module focusing on writing letters for first-year English majors at a university in Vietnam. The aim of the study was to collect data from questionnaires and test results with a focus on learning the students’ perceptions of this approach in learning the letter genre and what they benefitted from the most from this approach. The analysis reveals that under genre-based instruction the students’ awareness and understanding of the features of the letter types were noticeably enhanced. The results indicate that for low-level learners organization of ideas, awareness of context and paralinguistic features were the issues they could gain control over upon the instructions. However, linguistic resources including grammar and vocabulary still remained problems that need a longer and more focused approach to develop. The findings also highlight the value of L1 background knowledge in learning writing in a foreign language.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114601931","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 : 2017-12-31DOI: 10.5746/LEIA/17/V8/I1/A05/EDELMAN_MCCLUNG_FERGUSON
Christopher Edelman, R. McClung, P. Ferguson
Although dictation is seen as being a useful exercise for assessment and progress in language learning, there has been little research into the use of spaced dictation. The focus of this research was assessing the effect of limiting cognitive burden with spaced dictation exercises as classroom activities. Participants attended preand post-tests to evaluate gains in listening ability from a four-week intervention activity of spaced dictation exercises. Results were measured by using the number of content words, function words, and affective state of participants at the beginning and end of the intervention. The results demonstrated that spaced dictation was efficacious for improving listening ability, motivation, and participant feeling of achievement. The authors concluded that spaced dictation was effective in increasing student ability to decode and identify linguistic features due to the decrease of cognitive burden, which allowed greater processing of aural input. Contrary to the perception of dictation activities as a grueling task for learners, a large majority of participants reported being greatly satisfied with the tasks that were conducted. These findings aid educators and researchers interested in the efficacy and results of dictation exercises in second language acquisition (SLA).
{"title":"Assessing the Efficacy of Dictation Exercises to Improve SLA Listening in Japan","authors":"Christopher Edelman, R. McClung, P. Ferguson","doi":"10.5746/LEIA/17/V8/I1/A05/EDELMAN_MCCLUNG_FERGUSON","DOIUrl":"https://doi.org/10.5746/LEIA/17/V8/I1/A05/EDELMAN_MCCLUNG_FERGUSON","url":null,"abstract":"Although dictation is seen as being a useful exercise for assessment and progress in language learning, there has been little research into the use of spaced dictation. The focus of this research was assessing the effect of limiting cognitive burden with spaced dictation exercises as classroom activities. Participants attended preand post-tests to evaluate gains in listening ability from a four-week intervention activity of spaced dictation exercises. Results were measured by using the number of content words, function words, and affective state of participants at the beginning and end of the intervention. The results demonstrated that spaced dictation was efficacious for improving listening ability, motivation, and participant feeling of achievement. The authors concluded that spaced dictation was effective in increasing student ability to decode and identify linguistic features due to the decrease of cognitive burden, which allowed greater processing of aural input. Contrary to the perception of dictation activities as a grueling task for learners, a large majority of participants reported being greatly satisfied with the tasks that were conducted. These findings aid educators and researchers interested in the efficacy and results of dictation exercises in second language acquisition (SLA).","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117233669","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 : 2017-12-31DOI: 10.5746/leia/17/v8/i1/a07/wojtowicz
B. Wojtowicz
Extensive Reading (ER) is most commonly used in TEFL/TESL practices to improve a variety of specific specialized reading skills, and sometimes even writing skills; however, ER is seldom associated with enhancing speaking skills. This paper explains a classroom practice where Oral Book Reports were designed and used as an additional component to standard ER work with the intent to strengthen students’ spoken output performance, speaking confidence, and oral fluency. Discussion of mid-course and post-course student selfreflective open-ended questionnaires reveals that incorporating Oral Book Report components into ER work not only increases enjoyment and improvement of L2 reading, but also successfully enhances students’ selfidentified improvements in spoken output performance, speaking confidence, and oral fluency. Adding oral components to non-speaking based ER practices can benefit L2 learners in Asia since EFL classes and courses throughout Asia often lack adequate focus on developing L2 oral fluency.
{"title":"Using Extensive Reading Oral Reports to Enhance Spoken Fluency","authors":"B. Wojtowicz","doi":"10.5746/leia/17/v8/i1/a07/wojtowicz","DOIUrl":"https://doi.org/10.5746/leia/17/v8/i1/a07/wojtowicz","url":null,"abstract":"Extensive Reading (ER) is most commonly used in TEFL/TESL practices to improve a variety of specific specialized reading skills, and sometimes even writing skills; however, ER is seldom associated with enhancing speaking skills. This paper explains a classroom practice where Oral Book Reports were designed and used as an additional component to standard ER work with the intent to strengthen students’ spoken output performance, speaking confidence, and oral fluency. Discussion of mid-course and post-course student selfreflective open-ended questionnaires reveals that incorporating Oral Book Report components into ER work not only increases enjoyment and improvement of L2 reading, but also successfully enhances students’ selfidentified improvements in spoken output performance, speaking confidence, and oral fluency. Adding oral components to non-speaking based ER practices can benefit L2 learners in Asia since EFL classes and courses throughout Asia often lack adequate focus on developing L2 oral fluency.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130323665","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 : 2017-12-31DOI: 10.5746/LEIA/17/V8/I2/A02/BUI_NGUYEN_NGUYEN
T. Bui, T. Nguyen, A. Nguyen
Building on a research trend that unravels the relationship between English language and employability (e.g., Erling, 2014; Hamid, 2015), this study explored 617 Vietnamese students and six lecturers’ perspectives regarding university students’ English as an employability skill. A mixed method was employed to collect both survey and interview data in three major universities in North Vietnam. The data investigated students’ levels of confidence, in relation to both their English competency and career skills performed in English. The results indicated students’ high level of uncertainty in both their English and career skills performed in English, which corresponded to their insufficient English for employability purposes. Specifically, over 80% of the students indicated their uncertainty about seeking employment that required English. The study provides recommendations for improving pedagogies, policies and practices to promote English as an employable skill for the multifaceted demands of the global job market.
{"title":"English as a Key Employability Capacity: Perspectives from Vietnamese Students and Lecturers","authors":"T. Bui, T. Nguyen, A. Nguyen","doi":"10.5746/LEIA/17/V8/I2/A02/BUI_NGUYEN_NGUYEN","DOIUrl":"https://doi.org/10.5746/LEIA/17/V8/I2/A02/BUI_NGUYEN_NGUYEN","url":null,"abstract":"Building on a research trend that unravels the relationship between English language and employability (e.g., Erling, 2014; Hamid, 2015), this study explored 617 Vietnamese students and six lecturers’ perspectives regarding university students’ English as an employability skill. A mixed method was employed to collect both survey and interview data in three major universities in North Vietnam. The data investigated students’ levels of confidence, in relation to both their English competency and career skills performed in English. The results indicated students’ high level of uncertainty in both their English and career skills performed in English, which corresponded to their insufficient English for employability purposes. Specifically, over 80% of the students indicated their uncertainty about seeking employment that required English. The study provides recommendations for improving pedagogies, policies and practices to promote English as an employable skill for the multifaceted demands of the global job market.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132135300","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 : 2016-12-31DOI: 10.5746/LEiA/16/V7/I2/A04/Tran
Huong Quynh Tran
With an emphasis on the significant roles of contextualization and interaction in language learning, there has been an increasing interest in micro-analysis of language-in-use in classroom contexts. However, there have been few studies of language-in-use in learner-learner interaction in EFL contexts, especially with the focus on responsive turns, a component to achieve topic extension in interactional competence. This paper, thus, explores the responsive turns that the students in a Vietnamese context constructed in discussion tasks from a conversational analysis perspective. The data set was video-recorded discussion tasks by twelve students of pre-intermediate level of English in two English classrooms at a pedagogical university in Vietnam. The findings show four features of turn construction in the students’ exchanges. The discussion contributes to the body of knowledge on student talk in classroom interaction and provides some implications for responsive turn practice in EFL contexts.
{"title":"Responsive Turns in L2 Discussion Tasks: A Conversation Analysis Perspective","authors":"Huong Quynh Tran","doi":"10.5746/LEiA/16/V7/I2/A04/Tran","DOIUrl":"https://doi.org/10.5746/LEiA/16/V7/I2/A04/Tran","url":null,"abstract":"With an emphasis on the significant roles of contextualization and interaction in language learning, there has been an increasing interest in micro-analysis of language-in-use in classroom contexts. However, there have been few studies of language-in-use in learner-learner interaction in EFL contexts, especially with the focus on responsive turns, a component to achieve topic extension in interactional competence. This paper, thus, explores the responsive turns that the students in a Vietnamese context constructed in discussion tasks from a conversational analysis perspective. The data set was video-recorded discussion tasks by twelve students of pre-intermediate level of English in two English classrooms at a pedagogical university in Vietnam. The findings show four features of turn construction in the students’ exchanges. The discussion contributes to the body of knowledge on student talk in classroom interaction and provides some implications for responsive turn practice in EFL contexts.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121884693","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 : 2016-12-31DOI: 10.5746/LEIA/16/V7/I2/A03/SHERIDAN_TANAKA_HOGG
Robert Sheridan, Kathryn M. Tanaka, Nicholas Hogg
As more attention is given to the subject of global Englishes, consideration of the different methods by which English is taught has become more important. Across Asia, increasingly teachers have turned to culturally specific textbook design, yet few scholars have conducted studies that demonstrate the practical effectiveness of such texts in Asian contexts. To bridge this research gap, we conducted a study wherein students in two English reading classes at a Japanese university were given the same readings, with passages reflecting either Japanese or foreign cultural contexts. Through preand post-lesson tests, we gauged the effectiveness of culturally familiar proper nouns on vocabulary recall and content comprehension. Overall, we demonstrate that culturally familiar contexts in EFL study might have a positive impact on language learning for students.
{"title":"English Through Culturally Familiar Contexts: A Pilot Study in Japan","authors":"Robert Sheridan, Kathryn M. Tanaka, Nicholas Hogg","doi":"10.5746/LEIA/16/V7/I2/A03/SHERIDAN_TANAKA_HOGG","DOIUrl":"https://doi.org/10.5746/LEIA/16/V7/I2/A03/SHERIDAN_TANAKA_HOGG","url":null,"abstract":"As more attention is given to the subject of global Englishes, consideration of the different methods by which English is taught has become more important. Across Asia, increasingly teachers have turned to culturally specific textbook design, yet few scholars have conducted studies that demonstrate the practical effectiveness of such texts in Asian contexts. To bridge this research gap, we conducted a study wherein students in two English reading classes at a Japanese university were given the same readings, with passages reflecting either Japanese or foreign cultural contexts. Through preand post-lesson tests, we gauged the effectiveness of culturally familiar proper nouns on vocabulary recall and content comprehension. Overall, we demonstrate that culturally familiar contexts in EFL study might have a positive impact on language learning for students.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122417274","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 : 2016-12-31DOI: 10.5746/LEIA/16/V7/I2/A02/DIMOSKI_YUJOBO_IMAI
Blagoja Dimoski, Yuri Jody Yujobo, M. Imai
This study explores the effectiveness of communication strategies (CSs) through pro-active listening (PAL) comprehension activities for students to actively negotiate and co-construct meaning in an English as a lingua franca (ELF)informed pedagogy. Data was collected from fifty-three Japanese students in classes at the Center for English as a Lingua Franca (CELF) at Tamagawa University. Quantitative and qualitative methods were employed. Responses to a preand postquestionnaire on the perceived effectiveness of CS use, transcribed speech collected during PAL comprehension activities, and written reflections by students were analyzed. The findings suggest that an ELFinformed pedagogy of explicit teaching of CSs increases students’ perceived ability to use CSs effectively in PAL activities. ELF pedagogy should incorporate opportunities for students to explicitly learn and use CSs independently to become competent international communicators among other ELF speakers.
{"title":"Exploring the Effectiveness of Communication Strategies Through Pro-Active Listening in ELF-Informed Pedagogy","authors":"Blagoja Dimoski, Yuri Jody Yujobo, M. Imai","doi":"10.5746/LEIA/16/V7/I2/A02/DIMOSKI_YUJOBO_IMAI","DOIUrl":"https://doi.org/10.5746/LEIA/16/V7/I2/A02/DIMOSKI_YUJOBO_IMAI","url":null,"abstract":"This study explores the effectiveness of communication strategies (CSs) through pro-active listening (PAL) comprehension activities for students to actively negotiate and co-construct meaning in an English as a lingua franca (ELF)informed pedagogy. Data was collected from fifty-three Japanese students in classes at the Center for English as a Lingua Franca (CELF) at Tamagawa University. Quantitative and qualitative methods were employed. Responses to a preand postquestionnaire on the perceived effectiveness of CS use, transcribed speech collected during PAL comprehension activities, and written reflections by students were analyzed. The findings suggest that an ELFinformed pedagogy of explicit teaching of CSs increases students’ perceived ability to use CSs effectively in PAL activities. ELF pedagogy should incorporate opportunities for students to explicitly learn and use CSs independently to become competent international communicators among other ELF speakers.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131401432","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 : 2016-12-31DOI: 10.5746/LEiA/16/V7/I2/A05/Tomita_Sano
Koki Tomita, M. Sano
Learner autonomy is one of the keys to successful language learning. Although Asian learners have been described as rather less autonomous compared with their Western counterparts, any learner can be autonomous if adequate support is provided. This study investigated the perceptions of Japanese university EFL learners in developing learner autonomy and explored how teachers can guide their learners to be more autonomous. An online questionnaire and semistructured interviews were conducted with both lower and higher proficiency learners. The study results show that learners of different proficiency levels have varying needs to enhance their learner autonomy. However, regardless of their current proficiency and autonomy levels, the participants expressed the need for teacher support to increase their autonomy levels. Based on their needs, this study offers possible autonomy enhancing classroom practices that are level appropriate.
{"title":"Developing Learner Autonomy: The Perceptions and Needs of Japanese EFL Learners","authors":"Koki Tomita, M. Sano","doi":"10.5746/LEiA/16/V7/I2/A05/Tomita_Sano","DOIUrl":"https://doi.org/10.5746/LEiA/16/V7/I2/A05/Tomita_Sano","url":null,"abstract":"Learner autonomy is one of the keys to successful language learning. Although Asian learners have been described as rather less autonomous compared with their Western counterparts, any learner can be autonomous if adequate support is provided. This study investigated the perceptions of Japanese university EFL learners in developing learner autonomy and explored how teachers can guide their learners to be more autonomous. An online questionnaire and semistructured interviews were conducted with both lower and higher proficiency learners. The study results show that learners of different proficiency levels have varying needs to enhance their learner autonomy. However, regardless of their current proficiency and autonomy levels, the participants expressed the need for teacher support to increase their autonomy levels. Based on their needs, this study offers possible autonomy enhancing classroom practices that are level appropriate.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116422575","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 : 2016-12-31DOI: 10.5746/LEiA/16/V7/I2/A01/Kimura
Kelly Kimura
{"title":"Lessons Learned Through LEiA","authors":"Kelly Kimura","doi":"10.5746/LEiA/16/V7/I2/A01/Kimura","DOIUrl":"https://doi.org/10.5746/LEiA/16/V7/I2/A01/Kimura","url":null,"abstract":"","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125672997","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 : 2016-09-27DOI: 10.5746/LEiA/16/V7/I1/A01/Kimura
Kelly Kimura
Language Education in Asia (LEiA) exists to offer regional authors a place to participate in the English language education research community and share their research, teaching practices, and commentaries. However, each year, the LEiA Editorial Board regretfully has to decline a number of papers on topics that would be of interest to our readers. Many times, bringing these papers to publication would require more time and resources than are available throughout our publication process.
{"title":"The Peer Reader Program: Supporting the Regional English Language Education Research Community","authors":"Kelly Kimura","doi":"10.5746/LEiA/16/V7/I1/A01/Kimura","DOIUrl":"https://doi.org/10.5746/LEiA/16/V7/I1/A01/Kimura","url":null,"abstract":"Language Education in Asia (LEiA) exists to offer regional authors a place to participate in the English language education research community and share their research, teaching practices, and commentaries. However, each year, the LEiA Editorial Board regretfully has to decline a number of papers on topics that would be of interest to our readers. Many times, bringing these papers to publication would require more time and resources than are available throughout our publication process.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123438738","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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