English Language Teaching, Vol. 16, No. 10, October 2023
《英语教学》，第16卷第10期，2023年10月
{"title":"English Language Teaching, Vol. 16, No. 10, October 2023","authors":"Gavin Yu","doi":"10.5539/elt.v16n10p134","DOIUrl":"https://doi.org/10.5539/elt.v16n10p134","url":null,"abstract":"English Language Teaching, Vol. 16, No. 10, October 2023","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135406710","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}
In the contemporary world, technology is advancing and being integrated in various sectors, impacting human lives in many ways. When the conversation on technological advancements emerges, one of the most prevalent topics is artificial intelligence (AI). AI has gradually developed into an integral part of human lives, with its application being common in finance, healthcare, security, and education. In education, AI can be integrated into English as a Foreign Language (EFL), leading to the introduction of a dynamic realm with profound ethical and pedagogical dimensions. The current study focuses on the interaction between EFL education and AI technologies by analyzing the obstacles and opportunities that might emerge. Pedagogically, AI has multiple advantages to any EFL education setting, which include targeted feedback, automated grading, and personalization of learning experiences, especially for learners with disabilities. However, the use of AI leads to some concerns, including the exclusion of the chance for learning to engage in creative and critical thinking. It is also associated with the possible dehumanization of the learning process and biases that might result from the use of AI software. Also, using AI in an EFL setting raises various ethical concerns, including personal data privacy, academic dishonesty, and a decline in job security for teachers. When teachers do not feel that their jobs are safe, their motivation is likely to decline. Also, using AI in an EFL setting raises concerns such as the loss of cultural nuances and an unhealthy reliance on technology. Thus, there needs to be a balance whenever AI is used in an EFL education setting for the sake of protecting educational objectives and adhering to the ethical standards expected of such settings. This paper highlights the use and impact of AI on EFL pedagogically and the risks and ethical concerns associated with such adoptions. The study is based on the understanding that the multiple benefits associated with the use of AI in education come with challenges that necessitate a balanced approach to implementation.
{"title":"Pedagogical and Ethical Implications of Artificial Intelligence in EFL Context: A Review Study","authors":"Rashed Zannan Alghamdy","doi":"10.5539/elt.v16n10p87","DOIUrl":"https://doi.org/10.5539/elt.v16n10p87","url":null,"abstract":"In the contemporary world, technology is advancing and being integrated in various sectors, impacting human lives in many ways. When the conversation on technological advancements emerges, one of the most prevalent topics is artificial intelligence (AI). AI has gradually developed into an integral part of human lives, with its application being common in finance, healthcare, security, and education. In education, AI can be integrated into English as a Foreign Language (EFL), leading to the introduction of a dynamic realm with profound ethical and pedagogical dimensions. The current study focuses on the interaction between EFL education and AI technologies by analyzing the obstacles and opportunities that might emerge. Pedagogically, AI has multiple advantages to any EFL education setting, which include targeted feedback, automated grading, and personalization of learning experiences, especially for learners with disabilities. However, the use of AI leads to some concerns, including the exclusion of the chance for learning to engage in creative and critical thinking. It is also associated with the possible dehumanization of the learning process and biases that might result from the use of AI software. Also, using AI in an EFL setting raises various ethical concerns, including personal data privacy, academic dishonesty, and a decline in job security for teachers. When teachers do not feel that their jobs are safe, their motivation is likely to decline. Also, using AI in an EFL setting raises concerns such as the loss of cultural nuances and an unhealthy reliance on technology. Thus, there needs to be a balance whenever AI is used in an EFL education setting for the sake of protecting educational objectives and adhering to the ethical standards expected of such settings. This paper highlights the use and impact of AI on EFL pedagogically and the risks and ethical concerns associated with such adoptions. The study is based on the understanding that the multiple benefits associated with the use of AI in education come with challenges that necessitate a balanced approach to implementation.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136343539","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 article presents an overview of a 3-year series of workshops on teaching and providing multilingual learners (MLs) with access to science by utilizing effective language development strategies. The workshops were delivered to primary teachers in California and included three different modules: (a) Think and Question Like a Scientist, (b) Observe and Record Like a Scientist through Science Notebooking, and (c) Argue Like a Scientist. The activities showcase effective, research-based second language acquisition (SLA) strategies, including providing comprehensible input via paraphrasing, using visual and media resources, gestures, and the student’s native language, and modeling tasks. Additionally, scaffolding academic language through personal dictionaries, sentence frames, and native language support constitutes some of the ideas shared. Detailed descriptions highlight the “how” of addressing the needs of MLs at a variety of proficiency levels.
{"title":"Addressing Multilingual Learners’ Language Needs Through Engaging Inquiry-Based Science","authors":"Viviana Alexandrowicz, Bobbi Hansen","doi":"10.5539/elt.v16n10p73","DOIUrl":"https://doi.org/10.5539/elt.v16n10p73","url":null,"abstract":"This article presents an overview of a 3-year series of workshops on teaching and providing multilingual learners (MLs) with access to science by utilizing effective language development strategies. The workshops were delivered to primary teachers in California and included three different modules: (a) Think and Question Like a Scientist, (b) Observe and Record Like a Scientist through Science Notebooking, and (c) Argue Like a Scientist. The activities showcase effective, research-based second language acquisition (SLA) strategies, including providing comprehensible input via paraphrasing, using visual and media resources, gestures, and the student’s native language, and modeling tasks. Additionally, scaffolding academic language through personal dictionaries, sentence frames, and native language support constitutes some of the ideas shared. Detailed descriptions highlight the “how” of addressing the needs of MLs at a variety of proficiency levels.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136343538","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 aimed at analyzing and evaluating the content of We Can1, which is published by Mc Graw Hill, edition 2021 for the first grade as a school curriculum for Saudi public schools. It is conducted in the public elementary schools in the Kingdom of Saudi Arabia, Riyadh. We Can1 is chosen for the current study, because it is used in the public elementary schools as an English curriculum. Thus, a deep evaluation of the textbook content is needed. However, the other elementary grades are using other We Can series. The purpose of the current study is to examine the content of We Can1 according to the curriculum layout and design, activities, and English skills. It also seeks to scrutinize the cultural appropriateness of We Can1 in association with the EFL Saudi students’ culture. Moreover, the study focuses on We Can1 curriculum to measure the extent in which it meets the students’ needs. Besides, the interpretation of the objectives of We Can1 as a curriculum in the learning process somehow. The Qualitative Content Analysis (QCA) is used for the current study as a research method to help the researcher in analyzing and evaluating the content. The researcher found that We Can 1 is an effective material in respect to layout and design. Moreover, all the English skills are included except reading skills. The researcher also concluded that We Can1 is culturally appropriate for EFL Saudi students in public elementary schools.
本研究旨在分析和评估由Mc Graw Hill出版的2021版一年级课程We Can1的内容，作为沙特公立学校的学校课程。它是在沙特阿拉伯王国利雅得的公立小学进行的。我们之所以选择《We Can1》作为本研究的对象，是因为它在公立小学被用作英语课程。因此，有必要对教材内容进行深入的评价。然而，其他小学年级正在使用其他We Can系列。本研究的目的是根据课程布局和设计，活动和英语技能来检查我们能1的内容。它还试图审查我们可以1与英语沙特学生的文化适当性。文化。此外，本研究的重点是We Can1课程，以衡量它满足学生需求的程度。的需求。此外，我们可以在学习过程中对课程目标的解读。本研究采用定性内容分析(QCA)作为一种研究方法，帮助研究人员对内容进行分析和评价。研究人员发现，We Can 1在布局和设计方面是一种有效的材料。此外，除了阅读技能，所有的英语技能都包括在内。研究人员还得出结论，We Can1在文化上适合公立小学的沙特学生。
{"title":"An Evaluative Study of “We Can1” English Textbook in Saudi Public Elementary Schools","authors":"Ghada Aldeaij","doi":"10.5539/elt.v16n10p59","DOIUrl":"https://doi.org/10.5539/elt.v16n10p59","url":null,"abstract":"This study aimed at analyzing and evaluating the content of We Can1, which is published by Mc Graw Hill, edition 2021 for the first grade as a school curriculum for Saudi public schools. It is conducted in the public elementary schools in the Kingdom of Saudi Arabia, Riyadh. We Can1 is chosen for the current study, because it is used in the public elementary schools as an English curriculum. Thus, a deep evaluation of the textbook content is needed. However, the other elementary grades are using other We Can series. The purpose of the current study is to examine the content of We Can1 according to the curriculum layout and design, activities, and English skills. It also seeks to scrutinize the cultural appropriateness of We Can1 in association with the EFL Saudi students’ culture. Moreover, the study focuses on We Can1 curriculum to measure the extent in which it meets the students’ needs. Besides, the interpretation of the objectives of We Can1 as a curriculum in the learning process somehow. The Qualitative Content Analysis (QCA) is used for the current study as a research method to help the researcher in analyzing and evaluating the content. The researcher found that We Can 1 is an effective material in respect to layout and design. Moreover, all the English skills are included except reading skills. The researcher also concluded that We Can1 is culturally appropriate for EFL Saudi students in public elementary schools.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136343356","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}
In our interconnected world, English has become the language used for communication in different contexts. It is used as the language employed to facilitate exchange of information in different fields such as business, academia, science, technology, and culture, among others. This paper describes the development of a systematic literature mapping (SLM) using 68 studies from the Scopus and WoS databases from 2018 to 2022 related to English language oral communication with the purpose of analyzing recent publications on the topic, the thematic lines that researchers have focused on, the methodology and tools used to carry out their research, the contexts in which investigations take place, the journals that publish these articles, and the recommendations for future studies. The results show the interest in EFL/ESL oral communication in different environments, the strategies used by teachers and learners, some of the cognitive and affective processes that impact oral proficiency, as well as the use of technology and how it contributes to the development of these investigations. The search for articles was limited to articles written in the English language that referred to oral communication in English as a second or foreign language. This work is of value for researchers and teachers interested in exploring the trends in this topic.
{"title":"Systematic Literature Mapping: Studies Related to ESL/EFL Oral Communication Skills (2018-2022)","authors":"Arlene Portugal, Luis Antonio Balderas Ruiz","doi":"10.5539/elt.v16n10p99","DOIUrl":"https://doi.org/10.5539/elt.v16n10p99","url":null,"abstract":"In our interconnected world, English has become the language used for communication in different contexts. It is used as the language employed to facilitate exchange of information in different fields such as business, academia, science, technology, and culture, among others. This paper describes the development of a systematic literature mapping (SLM) using 68 studies from the Scopus and WoS databases from 2018 to 2022 related to English language oral communication with the purpose of analyzing recent publications on the topic, the thematic lines that researchers have focused on, the methodology and tools used to carry out their research, the contexts in which investigations take place, the journals that publish these articles, and the recommendations for future studies. The results show the interest in EFL/ESL oral communication in different environments, the strategies used by teachers and learners, some of the cognitive and affective processes that impact oral proficiency, as well as the use of technology and how it contributes to the development of these investigations. The search for articles was limited to articles written in the English language that referred to oral communication in English as a second or foreign language. This work is of value for researchers and teachers interested in exploring the trends in this topic.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136343537","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}
Nadyah Rida Alshreef, Hanadi Abdulrahman Khadawardi
One of the most crucial components of studying a language is learning its vocabulary. Without sufficient vocabulary, communication becomes problematic. However, research shows that Saudi Arabian university students have a small English vocabulary size. Many technological tools exist in the literature for increasing students’ vocabulary size, including TikTok videos. TikTok has become one of the most popular social media platforms for producing and sharing videos. Because students’ perception of tools used in the classroom determine the tools’ success, investigating their perception of using TikTok videos for English vocabulary learning is essential. In this study, a quantitative research design was used to investigate students’ perception toward using TikTok as an English vocabulary learning tool in the EFL context. A descriptive quantitative methodology was adopted to analyze data from 115 female students at King Abdulaziz University. According to the findings, most students have a positive perception toward the use of TikTok videos as a vocabulary learning tool. These findings suggest that TikTok videos can be used to increase students’ English vocabulary size. The current study proposes an alternative pedagogical means for teaching English vocabulary to language teachers who want to help their students expand and develop their vocabulary.
{"title":"Using TikTok as a Tool for English Vocabulary Learning in the EFL Context","authors":"Nadyah Rida Alshreef, Hanadi Abdulrahman Khadawardi","doi":"10.5539/elt.v16n10p125","DOIUrl":"https://doi.org/10.5539/elt.v16n10p125","url":null,"abstract":"One of the most crucial components of studying a language is learning its vocabulary. Without sufficient vocabulary, communication becomes problematic. However, research shows that Saudi Arabian university students have a small English vocabulary size. Many technological tools exist in the literature for increasing students’ vocabulary size, including TikTok videos. TikTok has become one of the most popular social media platforms for producing and sharing videos. Because students’ perception of tools used in the classroom determine the tools’ success, investigating their perception of using TikTok videos for English vocabulary learning is essential. In this study, a quantitative research design was used to investigate students’ perception toward using TikTok as an English vocabulary learning tool in the EFL context. A descriptive quantitative methodology was adopted to analyze data from 115 female students at King Abdulaziz University. According to the findings, most students have a positive perception toward the use of TikTok videos as a vocabulary learning tool. These findings suggest that TikTok videos can be used to increase students’ English vocabulary size. The current study proposes an alternative pedagogical means for teaching English vocabulary to language teachers who want to help their students expand and develop their vocabulary.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136343540","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}
Despite the widespread attention on applying technology in language writing classrooms, little is known about students’ perceptions towards the integration of technology in language writing instruction, learning and assessment. To fill this gap, the current study investigated students’ perceptions towards such integration. Three tools, namely, Tencent Docs, iWrite and COCA, were introduced to students. Data was gathered from classroom observation and an interview with one focal participant. The results revealed that the participant was positive towards such integration while acknowledging its limitations. The participant reported changes towards the functions of these tools, indicating their effectiveness and affordances in L2 writing classrooms. The implications for further research and teaching of L2 writing are discussed.
{"title":"An Investigation into EFL Students’ Perceptions towards the Integration of Technology in L2 Writing Classrooms: A Case Study","authors":"Wenyun Luo, Chenxi Zeng, Yi Zheng","doi":"10.5539/elt.v16n10p115","DOIUrl":"https://doi.org/10.5539/elt.v16n10p115","url":null,"abstract":"Despite the widespread attention on applying technology in language writing classrooms, little is known about students’ perceptions towards the integration of technology in language writing instruction, learning and assessment. To fill this gap, the current study investigated students’ perceptions towards such integration. Three tools, namely, Tencent Docs, iWrite and COCA, were introduced to students. Data was gathered from classroom observation and an interview with one focal participant. The results revealed that the participant was positive towards such integration while acknowledging its limitations. The participant reported changes towards the functions of these tools, indicating their effectiveness and affordances in L2 writing classrooms. The implications for further research and teaching of L2 writing are discussed.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136343536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has significantly impacted how we use language globally, resulting in an increase in new terms and expressions. Bangladesh, like the rest of the world, has also experienced this linguistic transformation. This study aims to identify and analyze the words, phrases, and acronyms that have gained prominence in English language usage during and after the COVID-19 outbreak in 2020. The study focuses on both global and Bangladesh-specific language usage. Through a systematic literature review and quantitative analysis of a corpus spanning from January to June 2020 in Bangladesh, the study compiled and examined COVID-19-related vocabulary. The objective was to pinpoint the specific terms and expressions that gained prominence in English during this period. Additionally, the study analyzed a selection of the newly emerged words to determine the techniques of word formation. This study's findings enhance our knowledge of language change dynamics and offer valuable insights into the direct relationship between societal upheavals, such as the global pandemic, and language evolution. The research illuminates how language adapts and expands in response to significant events, providing valuable insights into the interplay between language and society.
{"title":"A Linguistic Analysis of COVID-19 Neologisms in English: Bangladesh Perspective","authors":"Ms. Khanam Nargis Sultana, Khandoker Montasir Hassan","doi":"10.5539/elt.v16n10p46","DOIUrl":"https://doi.org/10.5539/elt.v16n10p46","url":null,"abstract":"The COVID-19 pandemic has significantly impacted how we use language globally, resulting in an increase in new terms and expressions. Bangladesh, like the rest of the world, has also experienced this linguistic transformation. This study aims to identify and analyze the words, phrases, and acronyms that have gained prominence in English language usage during and after the COVID-19 outbreak in 2020. The study focuses on both global and Bangladesh-specific language usage. Through a systematic literature review and quantitative analysis of a corpus spanning from January to June 2020 in Bangladesh, the study compiled and examined COVID-19-related vocabulary. The objective was to pinpoint the specific terms and expressions that gained prominence in English during this period. Additionally, the study analyzed a selection of the newly emerged words to determine the techniques of word formation. This study's findings enhance our knowledge of language change dynamics and offer valuable insights into the direct relationship between societal upheavals, such as the global pandemic, and language evolution. The research illuminates how language adapts and expands in response to significant events, providing valuable insights into the interplay between language and society.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134886049","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}
Using visual grammar as the theoretical basis, the author makes an analysis of the use of images in the "Belt and Road" documentary "Common Destiny" and reveals that in the "Common Destiny" foreign publicity video the visual grammar analysis shows that the camera operator and the main characters in the "Common Destiny" foreign publicity video is realized via representational, interactive and compositional meanings of the images through the processing of vectors, contacts, viewpoints, distances, information values, framing, saliency values and borders. The analysis shows that the documentary " Common Destiny" mainly uses images of people, near and far viewpoints, social distance and enhancement and highlighting of information values to achieve three representational，interactive and compositional meanings of the video. The four colors of yellow, blue, red and black chosen in the video symbolize the positive and broad significance of the Belt and Road Initiative, and these elements of cultural context reflect China's offer of a Chinese solution for the development of the world and the building of a community of shared future for mankind.
{"title":"A Multimodal Discourse Analysis of "Common Destiny" in "The Belt and Road" Documentary on the Xuexi Qiangguo Platform","authors":"Bo Xu","doi":"10.5539/elt.v16n10p38","DOIUrl":"https://doi.org/10.5539/elt.v16n10p38","url":null,"abstract":"Using visual grammar as the theoretical basis, the author makes an analysis of the use of images in the "Belt and Road" documentary "Common Destiny" and reveals that in the "Common Destiny" foreign publicity video the visual grammar analysis shows that the camera operator and the main characters in the "Common Destiny" foreign publicity video is realized via representational, interactive and compositional meanings of the images through the processing of vectors, contacts, viewpoints, distances, information values, framing, saliency values and borders. The analysis shows that the documentary " Common Destiny" mainly uses images of people, near and far viewpoints, social distance and enhancement and highlighting of information values to achieve three representational，interactive and compositional meanings of the video. The four colors of yellow, blue, red and black chosen in the video symbolize the positive and broad significance of the Belt and Road Initiative, and these elements of cultural context reflect China's offer of a Chinese solution for the development of the world and the building of a community of shared future for mankind.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135770453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study has been conducted in order to study the classroom activities and the levels of learning anxiety of the third-year English majors both who show high academic performance (HAP) and low academic performance (LAP), before and during the COVID-19 pandemic. The researchers have compared the different levels of the students’ anxiety and the effects of classroom activities on the students during both periods. The participants of the study were 114 third-year English majors from two public universities in Thailand: 1) Southern University (SU) and 2) Northeastern University (NEU) (the university names used are pseudonyms). The number of HAP students was 57, and the remaining 57 students showed LAP. To collect the data, the researchers adopted a questionnaire and an in-deph interview as data collection tools. The questionnaire was administered to 114 students, and four of whom voluntarily participated in the interview session - two of whom held HAP while the other two had LAP.
The results showed that before the pandemic, both HAP and LAP students similarly experienced the activities in the aspect of participation mode activity most often. The least often experienced activities for those with HAP were speaking activities, but ones for the LAP students were reading activities. During the pandemic, the HAP students most often experienced the participation mode activities while those with LAP experienced all types of classroom activities at a moderate level. However, the two groups were similar in that they experienced speaking activities the least. In terms of the level of English learning anxiety, both groups similarly had overall learning anxiety at a high level both before and during the pandemic. However, the data revealed that their levels of English learning anxiety before the outbreak were statistically significantly different, but the two groups had the similar levels of learning anxiety during the pandemic. In terms of the effects of classroom activities on the English majors, the data showed that the activities used before the pandemic including speaking activities (i.e., oral presentations and reading pronunciation) and taking exams (scheduled exams and pop-up quizzes) affected both groups similarly. This was because they were nervous and excited about being in front of the class while doing speaking tasks and they were worried about their marks when taking exams. However, two activities including 1) being unexpectedly called on and 2) group work had different effects on the two groups. That means only LAP students experienced anxiety when being randomly called on while group work only increased the learning anxiety of those with HAP. In addition, the activities causing both groups to have learning anxiety during the pandemic were doing group work, being called on randomly, online listening, and doing activities with evaluations. The data revealed the two causes of the anxiety that were 1) the problems about
{"title":"On-site and Online Classroom Activities and Thai EFL Learners’ Language Anxiety before and during the COVID-19 Pandemic","authors":"Sirinan Nuypukiaw, Wichuta Chompurach","doi":"10.5539/elt.v16n10p21","DOIUrl":"https://doi.org/10.5539/elt.v16n10p21","url":null,"abstract":"The present study has been conducted in order to study the classroom activities and the levels of learning anxiety of the third-year English majors both who show high academic performance (HAP) and low academic performance (LAP), before and during the COVID-19 pandemic. The researchers have compared the different levels of the students’ anxiety and the effects of classroom activities on the students during both periods. The participants of the study were 114 third-year English majors from two public universities in Thailand: 1) Southern University (SU) and 2) Northeastern University (NEU) (the university names used are pseudonyms). The number of HAP students was 57, and the remaining 57 students showed LAP. To collect the data, the researchers adopted a questionnaire and an in-deph interview as data collection tools. The questionnaire was administered to 114 students, and four of whom voluntarily participated in the interview session - two of whom held HAP while the other two had LAP.
 
 The results showed that before the pandemic, both HAP and LAP students similarly experienced the activities in the aspect of participation mode activity most often. The least often experienced activities for those with HAP were speaking activities, but ones for the LAP students were reading activities. During the pandemic, the HAP students most often experienced the participation mode activities while those with LAP experienced all types of classroom activities at a moderate level. However, the two groups were similar in that they experienced speaking activities the least. In terms of the level of English learning anxiety, both groups similarly had overall learning anxiety at a high level both before and during the pandemic. However, the data revealed that their levels of English learning anxiety before the outbreak were statistically significantly different, but the two groups had the similar levels of learning anxiety during the pandemic. In terms of the effects of classroom activities on the English majors, the data showed that the activities used before the pandemic including speaking activities (i.e., oral presentations and reading pronunciation) and taking exams (scheduled exams and pop-up quizzes) affected both groups similarly. This was because they were nervous and excited about being in front of the class while doing speaking tasks and they were worried about their marks when taking exams. However, two activities including 1) being unexpectedly called on and 2) group work had different effects on the two groups. That means only LAP students experienced anxiety when being randomly called on while group work only increased the learning anxiety of those with HAP. In addition, the activities causing both groups to have learning anxiety during the pandemic were doing group work, being called on randomly, online listening, and doing activities with evaluations. The data revealed the two causes of the anxiety that were 1) the problems about","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136010842","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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