Pub Date : 2016-09-27DOI: 10.5746/LEIA/16/V7/I1/A05/AMRINA_KAMILAH
Rosyi Amrina, Nur Kamilah
This paper provides practical guidelines for an alternative technique using folktales to promote extensive reading and increase its value for EFL senior high school students. The technique is based on the production and exhibition of a local folktale poster (lofopost), which is made by students after doing extensive reading on local folktales, and then summarizing and identifying the relevant moral values. A lofopost exhibition and presentation by students is offered to create lively class interactions and to give students an opportunity to share their cultural values. This alternative technique for extensive reading is believed to enhance students’ reading comprehension by motivating them through reading for enjoyment and by encouraging learning about local culture.
{"title":"Using Folktales to Encourage Extensive Reading in L2","authors":"Rosyi Amrina, Nur Kamilah","doi":"10.5746/LEIA/16/V7/I1/A05/AMRINA_KAMILAH","DOIUrl":"https://doi.org/10.5746/LEIA/16/V7/I1/A05/AMRINA_KAMILAH","url":null,"abstract":"This paper provides practical guidelines for an alternative technique using folktales to promote extensive reading and increase its value for EFL senior high school students. The technique is based on the production and exhibition of a local folktale poster (lofopost), which is made by students after doing extensive reading on local folktales, and then summarizing and identifying the relevant moral values. A lofopost exhibition and presentation by students is offered to create lively class interactions and to give students an opportunity to share their cultural values. This alternative technique for extensive reading is believed to enhance students’ reading comprehension by motivating them through reading for enjoyment and by encouraging learning about local culture.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"19 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":"129377356","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/A02/NGUYEN
Viet Thi Nguyen
This study compares language learning strategies (LLS) and their frequencies between Vietnamese English and non-English majors. The Strategies Inventory of Language Learning (SILL) questionnaire from Oxford’s 1990 taxonomy was employed as the main research instrument. The questionnaire was administered to 140 students at a public university in Vietnam. Semi-structured interviews with ten students of both groups were also carried out to provide more qualitative information. The data analysis involved descriptive and inferential statistics and manual interview transcription. Both groups of students used a wide range of LLS across six strategy groups with metacognitive strategy group use the most frequent and compensation the least frequent. A significant difference was shown in the ways both groups employed LLS (p < .05). Results from this study can provide a solid foundation for educational administrators and practitioners to better support these students and can add to an overall theory of LLS in Asia.
{"title":"Exploring Language Learning Strategies of Vietnamese University English and Non-English Majors","authors":"Viet Thi Nguyen","doi":"10.5746/LEIA/16/V7/I1/A02/NGUYEN","DOIUrl":"https://doi.org/10.5746/LEIA/16/V7/I1/A02/NGUYEN","url":null,"abstract":"This study compares language learning strategies (LLS) and their frequencies between Vietnamese English and non-English majors. The Strategies Inventory of Language Learning (SILL) questionnaire from Oxford’s 1990 taxonomy was employed as the main research instrument. The questionnaire was administered to 140 students at a public university in Vietnam. Semi-structured interviews with ten students of both groups were also carried out to provide more qualitative information. The data analysis involved descriptive and inferential statistics and manual interview transcription. Both groups of students used a wide range of LLS across six strategy groups with metacognitive strategy group use the most frequent and compensation the least frequent. A significant difference was shown in the ways both groups employed LLS (p < .05). Results from this study can provide a solid foundation for educational administrators and practitioners to better support these students and can add to an overall theory of LLS in Asia.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"02 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":"124473205","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/A03/HUGHES
Leander Hughes
This study investigated the effects of online extensive reading in a syntactically parsed text format compared to regular block format on speed, retention, and proficiency in English reading among Japanese learners of English. A syntactically parsed text format breaks sentences of a text into smaller groups of words or chunks with the intention of increasing the ease of reading. For one academic year, 289 participants at a public university in Japan read English texts of their choosing online in either a parsed format or regular block format. The results showed no significant differences between formats on any of the variables of interest. This suggests that reading in a parsed text format neither hinders nor enhances reading ability or proficiency growth among EFL learners whose first language is linguistically distant from English. Evidence emerged, however, that the reading itself had promoted a significant increase in reading proficiency for both groups.
{"title":"Parsed Text Format Versus Regular Block Format in Online Extensive Reading","authors":"Leander Hughes","doi":"10.5746/LEIA/16/V7/I1/A03/HUGHES","DOIUrl":"https://doi.org/10.5746/LEIA/16/V7/I1/A03/HUGHES","url":null,"abstract":"This study investigated the effects of online extensive reading in a syntactically parsed text format compared to regular block format on speed, retention, and proficiency in English reading among Japanese learners of English. A syntactically parsed text format breaks sentences of a text into smaller groups of words or chunks with the intention of increasing the ease of reading. For one academic year, 289 participants at a public university in Japan read English texts of their choosing online in either a parsed format or regular block format. The results showed no significant differences between formats on any of the variables of interest. This suggests that reading in a parsed text format neither hinders nor enhances reading ability or proficiency growth among EFL learners whose first language is linguistically distant from English. Evidence emerged, however, that the reading itself had promoted a significant increase in reading proficiency for both groups.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"322 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":"115841971","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/A04/Nguyen_Pickford_McKenzie
Thinh Nguyen, S. Pickford, B. McKenzie
{"title":"Understanding Resistant Vietnamese Learners of English from an Activity Theory Perspective","authors":"Thinh Nguyen, S. Pickford, B. McKenzie","doi":"10.5746/LEiA/16/V7/I1/A04/Nguyen_Pickford_McKenzie","DOIUrl":"https://doi.org/10.5746/LEiA/16/V7/I1/A04/Nguyen_Pickford_McKenzie","url":null,"abstract":"","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"13 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":"117013187","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 : 2015-12-30DOI: 10.5746/LEIA/15/V6/I2/A1/KEUK_KIMURA
C. Keuk, Kelly Kimura
Research in English language teaching in Cambodia has emerged in the past decade. For research in ELT to flourish in a development context such as that of Cambodia, the formation and fostering of communities of practice may be essential. Following Wenger, McDermott, and Snyder’s (2002) concept of communities of practice, Keuk (2015a) explored communities of practice in Cambodia at the three levels of ELT research practice: micro, meso, and macro. For a community of practice to grow, as Wenger (1998, 2006) and Wenger et al. (2002) argued, the community and its members need to achieve three fundamental characteristics: joint enterprise, mutual engagement, and shared repertoires. Through examining research practice from the micro level to the meso level and then to the macro level, Keuk’s (2015a) investigation revealed the development of true communities of practice in the Cambodian context and may provide useful insights to other development contexts where ELT research is still emerging.
{"title":"Communities of Practice: Fostering ELT Research in a Development Context","authors":"C. Keuk, Kelly Kimura","doi":"10.5746/LEIA/15/V6/I2/A1/KEUK_KIMURA","DOIUrl":"https://doi.org/10.5746/LEIA/15/V6/I2/A1/KEUK_KIMURA","url":null,"abstract":"Research in English language teaching in Cambodia has emerged in the past decade. For research in ELT to flourish in a development context such as that of Cambodia, the formation and fostering of communities of practice may be essential. Following Wenger, McDermott, and Snyder’s (2002) concept of communities of practice, Keuk (2015a) explored communities of practice in Cambodia at the three levels of ELT research practice: micro, meso, and macro. For a community of practice to grow, as Wenger (1998, 2006) and Wenger et al. (2002) argued, the community and its members need to achieve three fundamental characteristics: joint enterprise, mutual engagement, and shared repertoires. Through examining research practice from the micro level to the meso level and then to the macro level, Keuk’s (2015a) investigation revealed the development of true communities of practice in the Cambodian context and may provide useful insights to other development contexts where ELT research is still emerging.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127077225","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 : 2015-12-30DOI: 10.5746/LEIA/15/V6/I2/A4/AFTAB_SALAHUDDIN
A. Aftab, Afsheen Salahuddin
This paper highlights the varied perspectives towards authenticity and discusses a study which investigated the effects of utilizing authentic texts instead of the traditionally used passages on the Grades VI and VII students in an Asian ESL context, namely Pakistan. The research adopted a mixed method approach incorporating an experimental design and semi-structured questionnaires and involved 154 students of two private schools. The results showed that the reading comprehension abilities of more proficient and average learners who were exposed to authentic texts improved significantly as compared to the abilities of those who only had exposure to the traditional textbook material. The questionnaire responses indicated that the students were interested in reading authentic texts and they wanted these texts incorporated in their syllabus. Thus it is proposed that authentic texts should be utilized in second language classrooms, which can lead to the development of more proficient readers. The theoretical beliefs underpinning the concept of authenticity in relation to language teaching have been undergoing considerable perceptional shifts in the last few decades which call for further investigations in actual educational environments. Initially, authenticity was only linked to texts which were taken from the world outside the classroom; thereafter with the importance being placed on language activities and learners, the scope of authenticity was extended to include varied aspects of the educational environment (Joy, 2011; Mishan, 2004). However, these changes in points of view also tended to obscure the concept. At the same time, a section of the literature (e.g., Berardo, 2006) continued to emphasize the importance of authentic texts in the acquisition of reading comprehension skills but without decisive evidence in support of the co-relation. Thus this article, while discussing the theoretical beliefs related to authentic texts, importantly presents a small scale study which attempted to provide empirical evidence indicating the positive influence of these text types on the second language reading comprehension skills of Pakistani learners.
{"title":"Authentic Texts and Pakistani Learners' ESL Reading Comprehension Skills: A Mixed-Method Study","authors":"A. Aftab, Afsheen Salahuddin","doi":"10.5746/LEIA/15/V6/I2/A4/AFTAB_SALAHUDDIN","DOIUrl":"https://doi.org/10.5746/LEIA/15/V6/I2/A4/AFTAB_SALAHUDDIN","url":null,"abstract":"This paper highlights the varied perspectives towards authenticity and discusses a study which investigated the effects of utilizing authentic texts instead of the traditionally used passages on the Grades VI and VII students in an Asian ESL context, namely Pakistan. The research adopted a mixed method approach incorporating an experimental design and semi-structured questionnaires and involved 154 students of two private schools. The results showed that the reading comprehension abilities of more proficient and average learners who were exposed to authentic texts improved significantly as compared to the abilities of those who only had exposure to the traditional textbook material. The questionnaire responses indicated that the students were interested in reading authentic texts and they wanted these texts incorporated in their syllabus. Thus it is proposed that authentic texts should be utilized in second language classrooms, which can lead to the development of more proficient readers. The theoretical beliefs underpinning the concept of authenticity in relation to language teaching have been undergoing considerable perceptional shifts in the last few decades which call for further investigations in actual educational environments. Initially, authenticity was only linked to texts which were taken from the world outside the classroom; thereafter with the importance being placed on language activities and learners, the scope of authenticity was extended to include varied aspects of the educational environment (Joy, 2011; Mishan, 2004). However, these changes in points of view also tended to obscure the concept. At the same time, a section of the literature (e.g., Berardo, 2006) continued to emphasize the importance of authentic texts in the acquisition of reading comprehension skills but without decisive evidence in support of the co-relation. Thus this article, while discussing the theoretical beliefs related to authentic texts, importantly presents a small scale study which attempted to provide empirical evidence indicating the positive influence of these text types on the second language reading comprehension skills of Pakistani learners.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126085650","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 : 2015-12-30DOI: 10.5746/LEIA/15/V6/I2/A3/TRAN_MOORE
T. H. Tran, Paul J. Moore
Understanding English varieties other than native-speaker norms has been regarded as necessary for effective communication in contexts where English is used as a lingua franca. In Vietnam, however, English language teaching remains focused on Standard English, which is somewhat out of step with the role of English in communication in the region. This exploratory study aims to uncover Vietnamese English teachers’ perceptions of World Englishes (WE) in their English teaching. An online questionnaire, five individual follow-up interviews, and one focus group interview were conducted. A broad range of perceptions of Vietnamese English teachers at the university / college level towards English varieties was found. Introducing these was noted as having various benefits and challenges for teaching and learning. Suggestions for incorporating WE into teacher training, teaching, and materials development were deduced from the study, as were participants’ imagined plans and implications of these plans for English teaching in Vietnam.
{"title":"Vietnamese English teachers' perceptions on incorporating world Englishes into their teaching","authors":"T. H. Tran, Paul J. Moore","doi":"10.5746/LEIA/15/V6/I2/A3/TRAN_MOORE","DOIUrl":"https://doi.org/10.5746/LEIA/15/V6/I2/A3/TRAN_MOORE","url":null,"abstract":"Understanding English varieties other than native-speaker norms has been regarded as necessary for effective communication in contexts where English is used as a lingua franca. In Vietnam, however, English language teaching remains focused on Standard English, which is somewhat out of step with the role of English in communication in the region. This exploratory study aims to uncover Vietnamese English teachers’ perceptions of World Englishes (WE) in their English teaching. An online questionnaire, five individual follow-up interviews, and one focus group interview were conducted. A broad range of perceptions of Vietnamese English teachers at the university / college level towards English varieties was found. Introducing these was noted as having various benefits and challenges for teaching and learning. Suggestions for incorporating WE into teacher training, teaching, and materials development were deduced from the study, as were participants’ imagined plans and implications of these plans for English teaching in Vietnam.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133483248","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 : 2015-12-30DOI: 10.5746/LEIA/15/V6/I2/A5/NGUYEN
Hung Nguyen
{"title":"Student Perceptions of the Use of PechaKucha Presentations for EFL Reading Classes","authors":"Hung Nguyen","doi":"10.5746/LEIA/15/V6/I2/A5/NGUYEN","DOIUrl":"https://doi.org/10.5746/LEIA/15/V6/I2/A5/NGUYEN","url":null,"abstract":"","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"2017 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124001595","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 : 2015-12-30DOI: 10.5746/LEIA/15/V6/I2/A2/BUI_TRUONG
Leena Bui, T. Truong
{"title":"CLIL in Primary English Lessons: Teachers' Perspectives","authors":"Leena Bui, T. Truong","doi":"10.5746/LEIA/15/V6/I2/A2/BUI_TRUONG","DOIUrl":"https://doi.org/10.5746/LEIA/15/V6/I2/A2/BUI_TRUONG","url":null,"abstract":"","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123485740","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 : 2015-09-27DOI: 10.5746/LEIA/15/V6/I1/A4/KEUK
C. Keuk
This paper reports an examination of Cambodian ELT teachers’ participation in the adoption of research at one tertiary ELT institution in Phnom Penh, the Cambodian capital. The data were drawn from the CamTESOL conference handbooks (2005-2013), journal contents of CamTESOL Selected Papers (20052009) and Language Education in Asia (2010-2013), journal contents and research papers published in the institution’s journal (2010-2013), and a teacher research profile survey conducted in 2012 at this institution. The analysis reveals that an increasing number of teachers are involved in doing research, presenting the research at the CamTESOL Conference Series, and publishing research papers in the institution’s journal. The analysis also shows that a moderate number of teachers at this institution embrace research as seen through their reported adoption categories of research. The study sheds light on an initiative for developing ELT teacher research to improve professional practices in the institution, in Cambodia widely, and beyond.
{"title":"Participation in Teacher Research at a Tertiary Institution in Cambodia","authors":"C. Keuk","doi":"10.5746/LEIA/15/V6/I1/A4/KEUK","DOIUrl":"https://doi.org/10.5746/LEIA/15/V6/I1/A4/KEUK","url":null,"abstract":"This paper reports an examination of Cambodian ELT teachers’ participation in the adoption of research at one tertiary ELT institution in Phnom Penh, the Cambodian capital. The data were drawn from the CamTESOL conference handbooks (2005-2013), journal contents of CamTESOL Selected Papers (20052009) and Language Education in Asia (2010-2013), journal contents and research papers published in the institution’s journal (2010-2013), and a teacher research profile survey conducted in 2012 at this institution. The analysis reveals that an increasing number of teachers are involved in doing research, presenting the research at the CamTESOL Conference Series, and publishing research papers in the institution’s journal. The analysis also shows that a moderate number of teachers at this institution embrace research as seen through their reported adoption categories of research. The study sheds light on an initiative for developing ELT teacher research to improve professional practices in the institution, in Cambodia widely, and beyond.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127177918","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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