With the development of technologies and pedagogies, the multimodality of language education is becoming increasingly important, especially in the context of the challenges posed by the COVID-19 pandemic. Through advanced multimodal theories and media, teachers could integrate multiple sensory and communicative modes in language teaching. This study uses bibliometric analysis to explore the multimodality in language education from both qualitative and quantitative aspects. The author uses tools such as VOSviewer, CiteSpace, and CitNetExplorer to visualize this topic’s research evolution. The findings show that multimodal media and pedagogies evolve to boost student engagement and understanding in language learning, particularly in terms of video-mediated interaction and social media. Future research is recommended to assess the long-term influences of multimodal approaches and explore their integration with emerging educational technologies.
{"title":"Advancing Language Education through Multimodality: Insights from a Bibliographic Analysis","authors":"Yue Li","doi":"10.30564/fls.v6i3.6691","DOIUrl":"https://doi.org/10.30564/fls.v6i3.6691","url":null,"abstract":"With the development of technologies and pedagogies, the multimodality of language education is becoming increasingly important, especially in the context of the challenges posed by the COVID-19 pandemic. Through advanced multimodal theories and media, teachers could integrate multiple sensory and communicative modes in language teaching. This study uses bibliometric analysis to explore the multimodality in language education from both qualitative and quantitative aspects. The author uses tools such as VOSviewer, CiteSpace, and CitNetExplorer to visualize this topic’s research evolution. The findings show that multimodal media and pedagogies evolve to boost student engagement and understanding in language learning, particularly in terms of video-mediated interaction and social media. Future research is recommended to assess the long-term influences of multimodal approaches and explore their integration with emerging educational technologies.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"9 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141819529","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}
Hui Zhao, Ali Bin Selama, Kaiyisah Hanis Binti Mohd Azm
In the current era marked by rapid digitalization and globalization, crowdsourced translation platforms have emerged as key players in the global translation market, prized for their flexibility and efficiency. This new model of translation services not only provides a means to address large-scale translation demands but also introduces challenges and shifts in conventional translation workflows. This study investigates translators’ acceptance of paid crowdsourced translation platform technologies, with the aim of identifying the primary factors that influence technology acceptance and understanding how these factors impact translators’ work attitudes and behaviors. Through a mixed-methods approach that integrates surveys and in-depth interviews, the study gathers data from 300 translators with varied experiences and backgrounds. Utilizing the Technology Acceptance Model (TAM), the research reveals the significant effects of perceived usefulness and perceived ease of use on translators’ acceptance of technology. It is particularly noteworthy that translators show a high sensitivity to their perceptions of the platforms’ efficiency and potential changes in their income. Furthermore, job satisfaction emerges as a key factor in determining translators’ willingness to continue using crowdsourced platforms. This research not only provides insights into how to enhance the relationship between crowdsourced translation platforms and translators but also offers valuable recommendations for the advancement of translation education and the professional development of translators.
{"title":"Research on the Acceptance of Crowdsourced Translation Platform Technologies by Translators","authors":"Hui Zhao, Ali Bin Selama, Kaiyisah Hanis Binti Mohd Azm","doi":"10.30564/fls.v6i3.6522","DOIUrl":"https://doi.org/10.30564/fls.v6i3.6522","url":null,"abstract":"In the current era marked by rapid digitalization and globalization, crowdsourced translation platforms have emerged as key players in the global translation market, prized for their flexibility and efficiency. This new model of translation services not only provides a means to address large-scale translation demands but also introduces challenges and shifts in conventional translation workflows. This study investigates translators’ acceptance of paid crowdsourced translation platform technologies, with the aim of identifying the primary factors that influence technology acceptance and understanding how these factors impact translators’ work attitudes and behaviors. Through a mixed-methods approach that integrates surveys and in-depth interviews, the study gathers data from 300 translators with varied experiences and backgrounds. Utilizing the Technology Acceptance Model (TAM), the research reveals the significant effects of perceived usefulness and perceived ease of use on translators’ acceptance of technology. It is particularly noteworthy that translators show a high sensitivity to their perceptions of the platforms’ efficiency and potential changes in their income. Furthermore, job satisfaction emerges as a key factor in determining translators’ willingness to continue using crowdsourced platforms. This research not only provides insights into how to enhance the relationship between crowdsourced translation platforms and translators but also offers valuable recommendations for the advancement of translation education and the professional development of translators.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832964","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 research analyses how age and gender may influence the self-perception of prospective secondary school teachers regarding their digital competence in teaching. Testing students’ self-perception can be a starting point for implementing programmes to improve this competence. To this end, the author presents the results of a didactic experience carried out within the framework of the subject Didactics of the English Language, as part of the Master’s Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching at a Spanish online university. Therefore, the subjects of the present study are future English teachers who are studying via a distance-learning modality. In order to measure their self-perception, they answered a questionnaire at the beginning and at the end of the course. This is a subject in which the teacher introduces numerous digital tools, both in synchronous online classes and through asynchronous activities, with students’ future teaching practice in mind. A mixed methodology is used: a previously validated quantitative questionnaire and a qualitative analysis of the responses obtained by students in the subject forums. Once the intervention had been carried out and the data analysed, it could be seen that the students’ self-perception in relation to their digital competence decreased, as they became more aware of how many tools they were unfamiliar with before starting the course. However, the difference was not equal between men and women, with the former being more positive than the latter. In reference to age, older participants show, as in the case of women, a greater degree of self-reflection and self-demand. It is expected that these results will be the starting point to try to improve these aspects, taking them into consideration in our classrooms and in our teacher training programs.
{"title":"Digital Competence of Future English Language Teachers: Influence of Age and Gender on Their Self-perception","authors":"Ingrid Mosquera-Gende","doi":"10.30564/fls.v6i3.6613","DOIUrl":"https://doi.org/10.30564/fls.v6i3.6613","url":null,"abstract":"This research analyses how age and gender may influence the self-perception of prospective secondary school teachers regarding their digital competence in teaching. Testing students’ self-perception can be a starting point for implementing programmes to improve this competence. To this end, the author presents the results of a didactic experience carried out within the framework of the subject Didactics of the English Language, as part of the Master’s Degree in Teacher Training for Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Teaching at a Spanish online university. Therefore, the subjects of the present study are future English teachers who are studying via a distance-learning modality. In order to measure their self-perception, they answered a questionnaire at the beginning and at the end of the course. This is a subject in which the teacher introduces numerous digital tools, both in synchronous online classes and through asynchronous activities, with students’ future teaching practice in mind. A mixed methodology is used: a previously validated quantitative questionnaire and a qualitative analysis of the responses obtained by students in the subject forums. Once the intervention had been carried out and the data analysed, it could be seen that the students’ self-perception in relation to their digital competence decreased, as they became more aware of how many tools they were unfamiliar with before starting the course. However, the difference was not equal between men and women, with the former being more positive than the latter. In reference to age, older participants show, as in the case of women, a greater degree of self-reflection and self-demand. It is expected that these results will be the starting point to try to improve these aspects, taking them into consideration in our classrooms and in our teacher training programs.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":" 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141832675","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}
Konstantinos M. Pitychoutis, Filomachi Spathopoulou
This study explores Omani undergraduate students’ employment readiness, job preferences, and the impact of English language proficiency, within the framework of Oman Vision 2040. Through qualitative analysis of interviews with 43 first-year students, seven themes emerged: occupational preferences, influences on career choices, technology-centric careers, preference for government versus private sector jobs, English proficiency as a prerequisite for employment, societal valuation of English skills, and English for global integration and mobility. The findings reveal a strong preference for comfortable, less physically demanding white-collar jobs, underscoring the need for educational reforms that align curricula with modern job market demands, particularly in enhancing STEM education and digital literacy. English language proficiency has been seen as crucial for securing desirable jobs, highlighting the necessity for comprehensive English training programs across all educational levels. Societal expectations and personal ambitions significantly influence career choices, with a preference for prestigious white-collar jobs over traditional professions. The study recommends educational interventions to address these evolving job preferences, promote all forms of work, and support the critical role of English proficiency in employment and career advancement. These insights contribute to the broader goals of economic diversification and sustainability outlined in Oman Vision 2040, offering valuable perspectives for policymakers, educators, and researchers.
{"title":"From Tradition to Technology: Societal and Educational Impacts on Job Preferences in Oman","authors":"Konstantinos M. Pitychoutis, Filomachi Spathopoulou","doi":"10.30564/fls.v6i3.6524","DOIUrl":"https://doi.org/10.30564/fls.v6i3.6524","url":null,"abstract":"This study explores Omani undergraduate students’ employment readiness, job preferences, and the impact of English language proficiency, within the framework of Oman Vision 2040. Through qualitative analysis of interviews with 43 first-year students, seven themes emerged: occupational preferences, influences on career choices, technology-centric careers, preference for government versus private sector jobs, English proficiency as a prerequisite for employment, societal valuation of English skills, and English for global integration and mobility. The findings reveal a strong preference for comfortable, less physically demanding white-collar jobs, underscoring the need for educational reforms that align curricula with modern job market demands, particularly in enhancing STEM education and digital literacy. English language proficiency has been seen as crucial for securing desirable jobs, highlighting the necessity for comprehensive English training programs across all educational levels. Societal expectations and personal ambitions significantly influence career choices, with a preference for prestigious white-collar jobs over traditional professions. The study recommends educational interventions to address these evolving job preferences, promote all forms of work, and support the critical role of English proficiency in employment and career advancement. These insights contribute to the broader goals of economic diversification and sustainability outlined in Oman Vision 2040, offering valuable perspectives for policymakers, educators, and researchers.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"28 3‐4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141835392","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}
With the ongoing studies of blended learning in different areas, the study contrasts blended learning with online classes by analyzing pre/post-test scores, grades, and activity scores, indicating blended learning might offer superior outcomes. Additionally, it explores college students’ experiences in a blended learning class, providing insights into its effectiveness and areas for improvement. Participants are engineering students from Camarines Sur Polytechnic Colleges, Camarines Sur, Philippines, which includes 45 participants for each group (controlled and experimental groups). The study was based on a triangulation approach of integrating Independent Samples T-test and Multiple Regression Analysis for quantitative data and semi-structured interviews for qualitative insights. Accordingly, certain activities were crucial in improving non-verbal communication, persuasive writing, and research skills that led to confidence build-up and improved students’ performances. Narrative descriptions give more enlightening information about boosted confidence and better presentation competence due to better communication skills. Writing skills go a long way in improving students’ academic achievement, and Research and writing practices are essential skills that help students achieve higher grades. Integrating the qualitative narratives and quantitative results adds credibility to the study since it gives a different perspective on the blended learning environment. The recommendations to instructors and instructional designers call for blending unique instruction methods, multimedia content, and individualized feedback options. It is also advised to make pedagogical revisions for less impactful activities and provide customized exercises to build student confidence. Finally, this study illustrates the transformative capabilities of blended learning to enhance ESL teaching practice. The insights deepen pedagogue practices and broadly contribute to ongoing discussions around effective ESL education strategies toward better learning.
随着不同领域对混合式学习的研究不断深入，本研究通过分析前/后测试得分、成绩和活动得分，将混合式学习与在线课堂进行了对比，表明混合式学习可能会取得更好的效果。此外，该研究还探讨了大学生在混合式学习课堂上的体验，为了解混合式学习的效果和需要改进的地方提供了见解。参与者为菲律宾南卡马林斯省理工学院的工程专业学生，每组（对照组和实验组）各 45 人。本研究采用三角测量法，对定量数据进行独立样本 T 检验和多元回归分析，对定性数据进行半结构式访谈。因此，某些活动对提高学生的非语言沟通能力、说服性写作能力和研究技能至关重要，从而帮助学生建立自信，提高成绩。叙事性描述提供了更多启发性信息，说明由于沟通技巧的提高，学生的自信心得到增强，表达能力得到提高。写作技巧对提高学生的学业成绩大有帮助，而研究和写作实践是帮助学生取得更高分的基本技能。将定性叙述和定量结果结合起来，为研究提供了不同的视角，从而增加了研究的可信度。对教师和教学设计者的建议要求融合独特的教学方法、多媒体内容和个性化反馈选项。此外，还建议对影响较小的活动进行教学修正，并提供定制练习以建立学生的信心。最后，本研究说明了混合式学习在提高 ESL 教学实践方面的变革能力。这些见解深化了教学实践，并为目前围绕有效的 ESL 教育策略展开的讨论做出了广泛贡献，从而实现更好的学习。
{"title":"Learning achievement in purposive communication of ESL college students: A blended learning approach","authors":"Marlon S. Pontillas","doi":"10.59400/fls.v6i2.1170","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1170","url":null,"abstract":"With the ongoing studies of blended learning in different areas, the study contrasts blended learning with online classes by analyzing pre/post-test scores, grades, and activity scores, indicating blended learning might offer superior outcomes. Additionally, it explores college students’ experiences in a blended learning class, providing insights into its effectiveness and areas for improvement. Participants are engineering students from Camarines Sur Polytechnic Colleges, Camarines Sur, Philippines, which includes 45 participants for each group (controlled and experimental groups). The study was based on a triangulation approach of integrating Independent Samples T-test and Multiple Regression Analysis for quantitative data and semi-structured interviews for qualitative insights. Accordingly, certain activities were crucial in improving non-verbal communication, persuasive writing, and research skills that led to confidence build-up and improved students’ performances. Narrative descriptions give more enlightening information about boosted confidence and better presentation competence due to better communication skills. Writing skills go a long way in improving students’ academic achievement, and Research and writing practices are essential skills that help students achieve higher grades. Integrating the qualitative narratives and quantitative results adds credibility to the study since it gives a different perspective on the blended learning environment. The recommendations to instructors and instructional designers call for blending unique instruction methods, multimedia content, and individualized feedback options. It is also advised to make pedagogical revisions for less impactful activities and provide customized exercises to build student confidence. Finally, this study illustrates the transformative capabilities of blended learning to enhance ESL teaching practice. The insights deepen pedagogue practices and broadly contribute to ongoing discussions around effective ESL education strategies toward better learning.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"43 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140365951","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}
Habibullah Pathan, Ghadah Hassan Mohammed Al Murshidi, Shazia Ayyaz, Illahi Bakhsh, U. Alvi
The purpose of the article is to examine the correlation between language and identity, as well as the influence of English language instruction in Pakistan on Pakistani linguistic identities. While English language learners use a variety of teaching and learning strategies, they also come from a range of socioeconomic backgrounds and have varied learning objectives. The data collection involved two hundred undergraduates from each of the two campuses of the University of Sindh, one located in Jamshoro and the other in Hyderabad, Sindh, Pakistan. Additionally, interviews were conducted with five English language instructors who were all affiliated with the University of Sindh. Qualitative methods were utilized by the researcher for this investigation. The researcher employed two survey questionnaires, one for teachers and one for students, as a crucial tool for data gathering. The findings of the article demonstrate that language plays a significant role in expressing one’s social or personal identity, serving as a single characteristic of language usage for identification. Moreover, the article also examined the influence of English on two Pakistani languages, Urdu and Sindhi. Following the acquisition of English language skills, individuals may perceive changes in their level of competence, communication style, and value systems. The inclination towards code-mixing in public discourse can be attributed to the English language, as Pakistanis are highly conscious of their social status and aspire to appear well-educated.
{"title":"The interaction between language identity, pedagogy, and the effects on indigenous languages (Urdu and Sindhi): A case study of undergraduate institutes of Sindh, Pakistan","authors":"Habibullah Pathan, Ghadah Hassan Mohammed Al Murshidi, Shazia Ayyaz, Illahi Bakhsh, U. Alvi","doi":"10.59400/fls.v6i2.1176","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1176","url":null,"abstract":"The purpose of the article is to examine the correlation between language and identity, as well as the influence of English language instruction in Pakistan on Pakistani linguistic identities. While English language learners use a variety of teaching and learning strategies, they also come from a range of socioeconomic backgrounds and have varied learning objectives. The data collection involved two hundred undergraduates from each of the two campuses of the University of Sindh, one located in Jamshoro and the other in Hyderabad, Sindh, Pakistan. Additionally, interviews were conducted with five English language instructors who were all affiliated with the University of Sindh. Qualitative methods were utilized by the researcher for this investigation. The researcher employed two survey questionnaires, one for teachers and one for students, as a crucial tool for data gathering. The findings of the article demonstrate that language plays a significant role in expressing one’s social or personal identity, serving as a single characteristic of language usage for identification. Moreover, the article also examined the influence of English on two Pakistani languages, Urdu and Sindhi. Following the acquisition of English language skills, individuals may perceive changes in their level of competence, communication style, and value systems. The inclination towards code-mixing in public discourse can be attributed to the English language, as Pakistanis are highly conscious of their social status and aspire to appear well-educated.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"28 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140375770","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}
Judy Vesel, Ashley Greene, Sean Hauschildt, M. D. Clark
Interpreters who are skilled in interpreting science, technology, engineering, and mathematics (STEM) content fluently and accurately are few and far between. This issue is particularly true at the post-secondary level. Those interpreters who are available often do not have command of the vocabulary needed to interpret more specialized content and rely heavily on letter-for-letter fingerspelling and word-for-word transliteration. This project looked at the knowledge of the principles of fingerspelling on undergraduate student interpreters’ ability to interpret typical introductory biology lecture material accurately and fluently. Research involved modifying a signing bioscience dictionary (SBD), developing life science content summaries, creating videos of fingerspelling principles, and conducting an evaluation. Key findings showed participants’ knowledge of bioscience vocabulary was significantly improved with use of the SBD and that their ability to interpret typical biology lecture material fluently and accurately improved. After watching the videos and learning to apply the principles of fingerspelling, their fingerspelling scores also improved significantly. However, there was no significant improvement in biology content knowledge.
{"title":"Increasing undergraduate student interpreters’ fluency and accuracy in interpreting STEM content","authors":"Judy Vesel, Ashley Greene, Sean Hauschildt, M. D. Clark","doi":"10.59400/fls.v6i2.1179","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1179","url":null,"abstract":"Interpreters who are skilled in interpreting science, technology, engineering, and mathematics (STEM) content fluently and accurately are few and far between. This issue is particularly true at the post-secondary level. Those interpreters who are available often do not have command of the vocabulary needed to interpret more specialized content and rely heavily on letter-for-letter fingerspelling and word-for-word transliteration. This project looked at the knowledge of the principles of fingerspelling on undergraduate student interpreters’ ability to interpret typical introductory biology lecture material accurately and fluently. Research involved modifying a signing bioscience dictionary (SBD), developing life science content summaries, creating videos of fingerspelling principles, and conducting an evaluation. Key findings showed participants’ knowledge of bioscience vocabulary was significantly improved with use of the SBD and that their ability to interpret typical biology lecture material fluently and accurately improved. After watching the videos and learning to apply the principles of fingerspelling, their fingerspelling scores also improved significantly. However, there was no significant improvement in biology content knowledge.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"18 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140374415","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}
People who speak English with a Javanese accent are referred to as Jonglish (Jowo-English) speakers. They end their sentences in a high tone, therefore, the aims of this study were to compare the intensity and pitch of Javanese accent speakers (specifically from Pekalongan, Semarang, and Pati) with native speakers. The focus was on investigating whether the high tone at the end of sentences affects the engaging nature of the conversation. It employed descriptive qualitative design and included data collection, acoustic analysis, perception analysis, linguistic analysis, and interpretation. The data were collected by audio recording in the form of sentences. Praat, a voice analysis, was utilized to analyze the data. The findings demonstrated that Pekalongan and Semarang speakers had higher pitch than native speaker (232.25 Hz and 206.27 Hz). Meanwhile, the pitch score for Pati was lower than native; 192.04 Hz. On the other hand, the intensity from those regions were lower than native speaker; 69.58 dB, 61.51 dB, and 68.203 dB, while the of native speaker was 71.306 dB. The fact that the Jonglish includes a tendency to end sentences with a high tone suggests a particular intonation pattern. Despite these variations, effective communication often relies on contextual cues and the listeners ability to adapt to different speech patterns. The study has the potential to make meaningful contributions to English pronunciation instruction, cultural awareness, and effective cross-cultural communication. The outcomes of the research can inform pedagogical practices and support the broader goal of promoting linguistic diversity in English language education.
{"title":"An acoustic study of Jonglish Communiy: Javanese-accented speech","authors":"S. Ardini, Sunarya","doi":"10.59400/fls.v6i2.1167","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1167","url":null,"abstract":"People who speak English with a Javanese accent are referred to as Jonglish (Jowo-English) speakers. They end their sentences in a high tone, therefore, the aims of this study were to compare the intensity and pitch of Javanese accent speakers (specifically from Pekalongan, Semarang, and Pati) with native speakers. The focus was on investigating whether the high tone at the end of sentences affects the engaging nature of the conversation. It employed descriptive qualitative design and included data collection, acoustic analysis, perception analysis, linguistic analysis, and interpretation. The data were collected by audio recording in the form of sentences. Praat, a voice analysis, was utilized to analyze the data. The findings demonstrated that Pekalongan and Semarang speakers had higher pitch than native speaker (232.25 Hz and 206.27 Hz). Meanwhile, the pitch score for Pati was lower than native; 192.04 Hz. On the other hand, the intensity from those regions were lower than native speaker; 69.58 dB, 61.51 dB, and 68.203 dB, while the of native speaker was 71.306 dB. The fact that the Jonglish includes a tendency to end sentences with a high tone suggests a particular intonation pattern. Despite these variations, effective communication often relies on contextual cues and the listeners ability to adapt to different speech patterns. The study has the potential to make meaningful contributions to English pronunciation instruction, cultural awareness, and effective cross-cultural communication. The outcomes of the research can inform pedagogical practices and support the broader goal of promoting linguistic diversity in English language education.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"117 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140379977","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 examines the issue of first language interference in spoken and written Indonesian by Azerbaijani students who are taking an Indonesian language course at Azerbaijan University of Languages. The study is framed within the context of bilingualism, where first language interference occurs when individuals learn a foreign language. The aim of this research is to identify the types and causes of interference displayed by Azerbaijani-speaking students when using Indonesian language, with a focus on speaking and writing during classroom activities. A descriptive qualitative approach was used to collect data through observation and documentation, including oral recordings and written assignments. Analysis revealed that Azerbaijani students face pronunciation, morphology, and syntax challenges due to interference based on Weinreich’s theory. Pronunciation challenges arise from the lack of the phonetic sound [ê] in Azerbaijani, resulting in substitutions with [é]. Morphological complexities arise from the unfamiliarity with prefixes in Azerbaijani, making it difficult to transform active sentences into passive structures. Syntactic challenges arise due to the differing sentence structures between Azerbaijani (S-O-P-C) and Indonesian (S-P-O-C). To mitigate interference, it is recommended to include targeted phonological drills, increased morphological exercises, and enhanced syntactic practice to facilitate a smoother language acquisition journey for Azerbaijani students who are mastering Indonesian language.
{"title":"First language interference in speaking and writing Indonesian language of Azerbaijani students in Indonesian language course at Azerbaijan University of Languages","authors":"Nabiyya Zarbali, S. Suroso, K. Syamsi","doi":"10.59400/fls.v6i2.2137","DOIUrl":"https://doi.org/10.59400/fls.v6i2.2137","url":null,"abstract":"This study examines the issue of first language interference in spoken and written Indonesian by Azerbaijani students who are taking an Indonesian language course at Azerbaijan University of Languages. The study is framed within the context of bilingualism, where first language interference occurs when individuals learn a foreign language. The aim of this research is to identify the types and causes of interference displayed by Azerbaijani-speaking students when using Indonesian language, with a focus on speaking and writing during classroom activities. A descriptive qualitative approach was used to collect data through observation and documentation, including oral recordings and written assignments. Analysis revealed that Azerbaijani students face pronunciation, morphology, and syntax challenges due to interference based on Weinreich’s theory. Pronunciation challenges arise from the lack of the phonetic sound [ê] in Azerbaijani, resulting in substitutions with [é]. Morphological complexities arise from the unfamiliarity with prefixes in Azerbaijani, making it difficult to transform active sentences into passive structures. Syntactic challenges arise due to the differing sentence structures between Azerbaijani (S-O-P-C) and Indonesian (S-P-O-C). To mitigate interference, it is recommended to include targeted phonological drills, increased morphological exercises, and enhanced syntactic practice to facilitate a smoother language acquisition journey for Azerbaijani students who are mastering Indonesian language.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"6 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140408482","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}
Minjie Chen, Guojie Yin, Wei Lun Wong, Mohamad Syafiq Ya Shak, Mairas Abdul Rahman, Mei Chew Lee
The updated version of the national English curriculum for compulsory education was released in 2022. In this updated version, phonics was also required. Although studies about phonics were uprising again after the release of the new curriculum, most of the previous studies did not specify phonics instruction approach or obtain a larger sample size. Besides, previous studies called for a school-based phonics instructional material to enhance English as a foreign language (EFL) beginners’ word recognition ability at word level. To bridge the gap, the researchers compiled a phonics instructional material based on synthetic phonics approach in light of the new national English curriculum and bottom-up reading model. To evaluate the effectiveness of such a phonics material, a number of 366 EFL students from three strata across two schools participated in this quasi-experiment via stratified random sampling technique. They experienced a pre-test, 16 weeks of training via the phonics material, a post-test as well as a delayed retention test, which was held three months later. The results of both independent t-test and paired samples t-test have indicated that the newly compiled phonics material can improve EFL students’ word recognition ability up to 50% and that the knowledge was well-retained after a period of time as practices went on. The results have further implied that to better implement phonics instruction and to radically improve EFL students’ reading ability, the solution might be to assign time in the extra-curriculum service to teach phonics via explicit and systematic synthetic phonics instruction tailored according to the school-based phonics material.
全国义务教育英语课程更新版于 2022 年发布。在这一更新版本中，语音教学也是必修课。虽然在新课程发布后，有关语音教学的研究再次兴起，但以往的研究大多没有明确说明语音教学的方法，也没有获得更大的样本量。此外，以往的研究呼吁编写校本语音教材，以提高英语作为外语（EFL）初学者在单词层面的认词能力。为了弥补这一不足，研究人员根据国家英语新课程和自下而上的阅读模式，编写了基于合成语音教学法的语音教材。为了评估这套语音教材的效果，研究人员采用分层随机抽样技术，从两所学校的三个层次抽取了 366 名英语专业学生参加了此次准实验。他们经历了前测、16 周的语音教材培训、后测以及三个月后举行的延迟保持测试。独立 t 检验和配对样本 t 检验的结果表明，新编写的语音教材可以提高 EFL 学生的认字能力达 50%，而且经过一段时间的练习后，这些知识得到了很好的保留。研究结果进一步表明，要更好地实施语音教学，从根本上提高 EFL 学生的阅读能力，可以在课外服务中安排时间进行语音教学，根据校本语音教材进行明确而系统的合成语音教学。
{"title":"The effectiveness of a school-based phonics instructional material","authors":"Minjie Chen, Guojie Yin, Wei Lun Wong, Mohamad Syafiq Ya Shak, Mairas Abdul Rahman, Mei Chew Lee","doi":"10.59400/fls.v6i2.2130","DOIUrl":"https://doi.org/10.59400/fls.v6i2.2130","url":null,"abstract":"The updated version of the national English curriculum for compulsory education was released in 2022. In this updated version, phonics was also required. Although studies about phonics were uprising again after the release of the new curriculum, most of the previous studies did not specify phonics instruction approach or obtain a larger sample size. Besides, previous studies called for a school-based phonics instructional material to enhance English as a foreign language (EFL) beginners’ word recognition ability at word level. To bridge the gap, the researchers compiled a phonics instructional material based on synthetic phonics approach in light of the new national English curriculum and bottom-up reading model. To evaluate the effectiveness of such a phonics material, a number of 366 EFL students from three strata across two schools participated in this quasi-experiment via stratified random sampling technique. They experienced a pre-test, 16 weeks of training via the phonics material, a post-test as well as a delayed retention test, which was held three months later. The results of both independent t-test and paired samples t-test have indicated that the newly compiled phonics material can improve EFL students’ word recognition ability up to 50% and that the knowledge was well-retained after a period of time as practices went on. The results have further implied that to better implement phonics instruction and to radically improve EFL students’ reading ability, the solution might be to assign time in the extra-curriculum service to teach phonics via explicit and systematic synthetic phonics instruction tailored according to the school-based phonics material.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"18 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409250","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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