This study aimed to explore listening strategies EFL learners use when completing mock TOEIC listening tests; investigate listening strategies that lead to success in answering the test questions; and find out how differently high-, intermediate-, and low-proficiency learners use listening strategies in four different task types. A total of 23 participants were selected for stimulated recall protocol interviews. Verbal reports from each participant were coded using taxonomy, and each strategy participants used was grouped according to listening task type. The results from the stimulated recall protocol interviews revealed that participants employed identification of words and chunks, hypothesis formation, monitoring against the question, and matching lexis heard to lexis in the question strategies to help them arrive at the answers in the question and response part. Learners with the three levels of proficiency employed similar strategies in their listening test. However, the frequency and quality of the strategies used to help them arrive at their answers were completely different. Learners whose linguistic knowledge was limited struggled to apply listening strategies to solve listening problems, whereas learners whose linguistic knowledge was automatic were able to comprehend the listening passage and apply appropriate strategies synchronously to solve listening problems.
{"title":"Exploring Listening Strategies Employed by EFL Learners in Question and Response Tasks","authors":"Nirachorn Boonchukusol, Nantikarn SimmaSeangyaporn","doi":"10.5539/elt.v16n10p13","DOIUrl":"https://doi.org/10.5539/elt.v16n10p13","url":null,"abstract":"This study aimed to explore listening strategies EFL learners use when completing mock TOEIC listening tests; investigate listening strategies that lead to success in answering the test questions; and find out how differently high-, intermediate-, and low-proficiency learners use listening strategies in four different task types. A total of 23 participants were selected for stimulated recall protocol interviews. Verbal reports from each participant were coded using taxonomy, and each strategy participants used was grouped according to listening task type. The results from the stimulated recall protocol interviews revealed that participants employed identification of words and chunks, hypothesis formation, monitoring against the question, and matching lexis heard to lexis in the question strategies to help them arrive at the answers in the question and response part. Learners with the three levels of proficiency employed similar strategies in their listening test. However, the frequency and quality of the strategies used to help them arrive at their answers were completely different. Learners whose linguistic knowledge was limited struggled to apply listening strategies to solve listening problems, whereas learners whose linguistic knowledge was automatic were able to comprehend the listening passage and apply appropriate strategies synchronously to solve listening problems.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134913203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates instructors’ and learners’ perspectives on using the product and process approaches to teach second-language writing at a Saudi University, focusing on the variations in perspective between instructors and learners. To this end, the researcher undertook a mixed-method study. Two questionnaires, each consisting of ten items, were used to collect data from 72 participants (47.22% instructors, 52.78% learners); the data were analyzed using the independent samples t-test function of IBM SPSS statistics 28.0. In addition, semi-structured interviews with 12 participants (50% instructors, 50% learners) were conducted to gain a holistic picture. The overall findings reveal no statistically significant difference between instructors’ and learners’ perspectives on the product approach to second-language writing. However, the findings indicate a statistically significant difference in their perspectives on the process approach; instructors perceived the process approach to writing more positively than learners. The current study assists instructors in assessing whether their preferred teaching approach differs from that of their students, enabling them to adopt an ideal approach for both parties.
{"title":"The Perspectives of Suadi University Instructors and Learners on the Product and Process Approaches to Second-Language Writing","authors":"Hanan S. Alwaneen","doi":"10.5539/elt.v16n10p1","DOIUrl":"https://doi.org/10.5539/elt.v16n10p1","url":null,"abstract":"This study investigates instructors’ and learners’ perspectives on using the product and process approaches to teach second-language writing at a Saudi University, focusing on the variations in perspective between instructors and learners. To this end, the researcher undertook a mixed-method study. Two questionnaires, each consisting of ten items, were used to collect data from 72 participants (47.22% instructors, 52.78% learners); the data were analyzed using the independent samples t-test function of IBM SPSS statistics 28.0. In addition, semi-structured interviews with 12 participants (50% instructors, 50% learners) were conducted to gain a holistic picture. The overall findings reveal no statistically significant difference between instructors’ and learners’ perspectives on the product approach to second-language writing. However, the findings indicate a statistically significant difference in their perspectives on the process approach; instructors perceived the process approach to writing more positively than learners. The current study assists instructors in assessing whether their preferred teaching approach differs from that of their students, enabling them to adopt an ideal approach for both parties.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83990520","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 continuous development of society and the changes of the times, English has gradually become one of a fundamental requirement for talents. As the cradle of cultivating talents, colleges and universities play a pivotal role in educational reform. In the new era, the development of modern information technology demands English teaching to maintain innovation and keep pace with the times. The task-based language teaching approach is used in the translation teaching for English majors in colleges and universities to explore a new mode of English teaching. In teaching, by allowing students to complete the corresponding target tasks, develop students' ability to comprehensively use information, and promote the effective cultivation of students' English translation ability, thereby improving students' English cross-cultural level and translation ability. College English teaching should prioritize the cultivation of students' practical translation ability. Therefore, based on the characteristics of task-based language teaching, artificial intelligence technology is introduced into English translation teaching for English majors to assist in completing tasks using intelligent translation, so as to realizing a new model of student-centered English teaching. Taking English translation teaching as an example, this paper discusses how to reform the translation teaching for English majors in colleges and universities under the new situation of artificial intelligence application in the field of translation.
{"title":"Research on the Reform of Translation Teaching for English Majors by TBLT under the Background of AI","authors":"Jingye Luan","doi":"10.5539/elt.v16n9p145","DOIUrl":"https://doi.org/10.5539/elt.v16n9p145","url":null,"abstract":"With the continuous development of society and the changes of the times, English has gradually become one of a fundamental requirement for talents. As the cradle of cultivating talents, colleges and universities play a pivotal role in educational reform. In the new era, the development of modern information technology demands English teaching to maintain innovation and keep pace with the times. The task-based language teaching approach is used in the translation teaching for English majors in colleges and universities to explore a new mode of English teaching. In teaching, by allowing students to complete the corresponding target tasks, develop students' ability to comprehensively use information, and promote the effective cultivation of students' English translation ability, thereby improving students' English cross-cultural level and translation ability. College English teaching should prioritize the cultivation of students' practical translation ability. Therefore, based on the characteristics of task-based language teaching, artificial intelligence technology is introduced into English translation teaching for English majors to assist in completing tasks using intelligent translation, so as to realizing a new model of student-centered English teaching. Taking English translation teaching as an example, this paper discusses how to reform the translation teaching for English majors in colleges and universities under the new situation of artificial intelligence application in the field of translation.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"28 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83405556","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}
English Language Teaching, Vol. 16, No. 9, September 2023
《英语教学》,第16卷第9期,2023年9月
{"title":"English Language Teaching, Vol. 16, No. 9, September 2023","authors":"G. Yu","doi":"10.5539/elt.v16n9p153","DOIUrl":"https://doi.org/10.5539/elt.v16n9p153","url":null,"abstract":"English Language Teaching, Vol. 16, No. 9, September 2023","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74442639","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}
English writing can be affected by students’ affective factors and their prefabricated chunks. Recently, many researchers have studied the relationship between writing anxiety and English writing achievements, prefabricated chunks and writing anxiety, and prefabricated chunks and English writing achievements. However, there are few studies on the relationship among these three variables. This research aims to answer the following questions: 1. What is the current situation of senior high English learners’ prefabricated chunks, writing anxiety and writing achievements? 2. What are the correlations among their prefabricated chunks, writing anxiety and writing achievements? 3. Does writing anxiety play a mediating role between prefabricated chunks and writing achievements? If so, to what extent? Based on the affective filter hypothesis and prefabricated chunks theory, this study chose 174 senior high English learners to complete the English writing anxiety questionnaire and a mid-term test. The results show that: 1. Senior high English learners’ prefabricated chunks are at a middle level. Their writing anxiety is at a relatively high level. And their writing achievements are at a medium level. 2. There is a negative correlation between prefabricated chunks and writing anxiety, between writing anxiety and writing achievements. And prefabricated chunks and writing achievements are positively correlated with each other. 3.Writing anxiety has a mediating effect between prefabricated chunks and writing achievements. The mediating effect is 9.82%. Finally, some pedagogical suggestions are advanced for the teaching of English writing in senior high schools. And the limitations and some suggestions to the future studies are discussed.
{"title":"A Study on the Relationship among Senior High School English Learners’ Prefabricated Chunks, Writing Anxiety and Writing Achievements","authors":"Zeyu Liu, Baiyinna Wu","doi":"10.5539/elt.v16n9p129","DOIUrl":"https://doi.org/10.5539/elt.v16n9p129","url":null,"abstract":"English writing can be affected by students’ affective factors and their prefabricated chunks. Recently, many researchers have studied the relationship between writing anxiety and English writing achievements, prefabricated chunks and writing anxiety, and prefabricated chunks and English writing achievements. However, there are few studies on the relationship among these three variables. This research aims to answer the following questions: 1. What is the current situation of senior high English learners’ prefabricated chunks, writing anxiety and writing achievements? 2. What are the correlations among their prefabricated chunks, writing anxiety and writing achievements? 3. Does writing anxiety play a mediating role between prefabricated chunks and writing achievements? If so, to what extent? Based on the affective filter hypothesis and prefabricated chunks theory, this study chose 174 senior high English learners to complete the English writing anxiety questionnaire and a mid-term test. The results show that: 1. Senior high English learners’ prefabricated chunks are at a middle level. Their writing anxiety is at a relatively high level. And their writing achievements are at a medium level. 2. There is a negative correlation between prefabricated chunks and writing anxiety, between writing anxiety and writing achievements. And prefabricated chunks and writing achievements are positively correlated with each other. 3.Writing anxiety has a mediating effect between prefabricated chunks and writing achievements. The mediating effect is 9.82%. Finally, some pedagogical suggestions are advanced for the teaching of English writing in senior high schools. And the limitations and some suggestions to the future studies are discussed.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80705416","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}
While several studies in L2 deal with motivation in English language learning, demotivation has recently become the focus of much research. Following Sakai and Kikuchi's (2009) theoretical framework, this study aims to investigate the demotivation factors that affect Saudi students learning English in the Preparatory Year Programme (PYP) at a Saudi university. The data were collected from a random sample of 221 university students from the Arts Track (103) and the Science Track (118). Quantitative and qualitative data were collected using a questionnaire with two open-ended questions and analysed using SPSS and content analysis. The results revealed that the main demotivating factor that affects both tracks is ‘experience of failure and test score’. In addition, there was no significant difference between the students on the Arts Track and the Science Track pertinent to factors such as: 'experiences of failure and test scores', 'class environment', and 'learning content and materials.' However, there was a significant difference between the two tracks related to 'teachers' competence and teaching styles', 'characteristics of the classroom' and students' 'lack of interest' factors. The study's findings may have broader implications because they suggest that teachers can significantly impact students' intrinsic motivation as they can motivate low-performing students and those who have failed. It also suggests that teachers should dissuade students from comparing themselves to their classmates, avoid making comparisons among students, and use more communicative language teaching methods. Saudi pre-service and in-service EFL instructors should be better prepared to identify the primary sources of their students' demotivation and provide solutions to improve the learning environment.
{"title":"Demotivating Factors for Saudi EFL Learners: A Comparative Study between Arts and Science Tracks Preparatory Year Programme Students","authors":"Mawaddah Anwar Qurban, Zilal Meccawy","doi":"10.5539/elt.v16n9p113","DOIUrl":"https://doi.org/10.5539/elt.v16n9p113","url":null,"abstract":"While several studies in L2 deal with motivation in English language learning, demotivation has recently become the focus of much research. Following Sakai and Kikuchi's (2009) theoretical framework, this study aims to investigate the demotivation factors that affect Saudi students learning English in the Preparatory Year Programme (PYP) at a Saudi university. The data were collected from a random sample of 221 university students from the Arts Track (103) and the Science Track (118). Quantitative and qualitative data were collected using a questionnaire with two open-ended questions and analysed using SPSS and content analysis. The results revealed that the main demotivating factor that affects both tracks is ‘experience of failure and test score’. In addition, there was no significant difference between the students on the Arts Track and the Science Track pertinent to factors such as: 'experiences of failure and test scores', 'class environment', and 'learning content and materials.' However, there was a significant difference between the two tracks related to 'teachers' competence and teaching styles', 'characteristics of the classroom' and students' 'lack of interest' factors. The study's findings may have broader implications because they suggest that teachers can significantly impact students' intrinsic motivation as they can motivate low-performing students and those who have failed. It also suggests that teachers should dissuade students from comparing themselves to their classmates, avoid making comparisons among students, and use more communicative language teaching methods. Saudi pre-service and in-service EFL instructors should be better prepared to identify the primary sources of their students' demotivation and provide solutions to improve the learning environment.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90710940","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}
Task-based language teaching, as a communicative language teaching model, has gradually become a hot topic in the field of second language teaching and acquisition. In order to present the research focuses and trends of task-based language teaching, this paper, by resorting to the Web of Science and Excel, conducts a qualitative and quantitative statistical analysis of the relevant papers published in ten internationally renowned second language acquisition academic journals from 1998 to 2022. The results indicate that: (1) the number of papers presents a dynamic upward trend; (2) the research subjects are mainly college students who speak English as a second or foreign language; (3) the main research fields cover task performance, task characteristics, task implementation conditions, learner internal factors and integration of TBLT and computer network; (4) with research methodology being more diversified, empirical studies take a dominant position and the quantitative method plays a leading role. The results of this study have some implications for future task-based language teaching and research.
任务型语言教学作为一种交际型语言教学模式,已逐渐成为第二语言教学和习得领域的研究热点。为了呈现任务型语言教学的研究热点和发展趋势,本文借助Web of Science和Excel软件,对1998年至2022年国际知名的十种第二语言习得学术期刊上发表的相关论文进行了定性和定量统计分析。结果表明:(1)论文数量呈动态上升趋势;(2)研究对象以以英语为第二语言或外语的大学生为主;(3)主要研究领域包括任务绩效、任务特征、任务实施条件、学习者内部因素、任务型教学与计算机网络的融合;(4)研究方法更加多样化,实证研究占主导地位,定量方法占主导地位。本研究结果对今后的任务型语言教学和研究具有一定的启示意义。
{"title":"Focuses and Trends of the Research on Task-based Language Teaching (1998-2022)","authors":"P. Yu","doi":"10.5539/elt.v16n9p102","DOIUrl":"https://doi.org/10.5539/elt.v16n9p102","url":null,"abstract":"Task-based language teaching, as a communicative language teaching model, has gradually become a hot topic in the field of second language teaching and acquisition. In order to present the research focuses and trends of task-based language teaching, this paper, by resorting to the Web of Science and Excel, conducts a qualitative and quantitative statistical analysis of the relevant papers published in ten internationally renowned second language acquisition academic journals from 1998 to 2022. The results indicate that: (1) the number of papers presents a dynamic upward trend; (2) the research subjects are mainly college students who speak English as a second or foreign language; (3) the main research fields cover task performance, task characteristics, task implementation conditions, learner internal factors and integration of TBLT and computer network; (4) with research methodology being more diversified, empirical studies take a dominant position and the quantitative method plays a leading role. The results of this study have some implications for future task-based language teaching and research.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89910087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the study was to investigate EFL university teachers' lived experiences with technology integration in order to foster critical thinking skills among Thai EFL university students. To explore teachers’ experiences, a phenomenological qualitative research approach was implemented. There were 16 EFL university teachers who were purposefully selected to participate in the study because they could provide valuable experiences relating to utilizing technologies to foster critical thinking skills in English language classrooms. Phenomenological semi-structured interviews and class observations were used to elicit teachers' experiences. The field notes obtained from the class observations were organized, and the data derived from the interviews were transcribed. The significant statements relating to promoting critical thinking skills through the use of technology in English language instruction were highlighted, and those statements were clustered into different units of meanings or themes. The findings revealed that utilizing different technologies to conduct English language learning activities encouraged specific aspects of critical thinking skills, namely exploring additional information, sharing thoughts and perspectives, analyzing information, and giving reasons to strengthen opinions. Additionally, by integrating a range of technology, those aspects of critical thinking abilities were promoted in specific English language skills. Further findings of the study regarding problems and their solutions for implementing technologies to promote critical thinking skills in English classrooms were discussed later.
{"title":"Exploring EFL University Teachers’ Technology Integration to Promote Thai EFL University Students’ Critical Thinking Skills","authors":"Sathaphon Rungsawang, Suphawat Pookcharoen","doi":"10.5539/elt.v16n9p87","DOIUrl":"https://doi.org/10.5539/elt.v16n9p87","url":null,"abstract":"The purpose of the study was to investigate EFL university teachers' lived experiences with technology integration in order to foster critical thinking skills among Thai EFL university students. To explore teachers’ experiences, a phenomenological qualitative research approach was implemented. There were 16 EFL university teachers who were purposefully selected to participate in the study because they could provide valuable experiences relating to utilizing technologies to foster critical thinking skills in English language classrooms. Phenomenological semi-structured interviews and class observations were used to elicit teachers' experiences. The field notes obtained from the class observations were organized, and the data derived from the interviews were transcribed. The significant statements relating to promoting critical thinking skills through the use of technology in English language instruction were highlighted, and those statements were clustered into different units of meanings or themes. The findings revealed that utilizing different technologies to conduct English language learning activities encouraged specific aspects of critical thinking skills, namely exploring additional information, sharing thoughts and perspectives, analyzing information, and giving reasons to strengthen opinions. Additionally, by integrating a range of technology, those aspects of critical thinking abilities were promoted in specific English language skills. Further findings of the study regarding problems and their solutions for implementing technologies to promote critical thinking skills in English classrooms were discussed later.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73506844","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 implementation of Belt and Road Initiative and the cooperation between China and non-Anglophone countries, less commonly taught foreign languages (LCTFL) have been valorized at many Chinese universities particularly at China’s border provinces. Adopting Spolsky’s language policy as a theoretical framework, this study examines language learning experiences of Vietnamese majors at a China’s border province. Based on a longitudinal ethnography between October 2022 and March 2023, data were collected from semi-structured interviews with Chinese undergraduates and postgraduates majoring in Vietnamese, classroom observation, field notes and relevant written documents. Findings show that learning Vietnamese language has been discursively promoted as potential for educational upward mobility and employment project at institutional level. However, a close examination of Vietnamese majors’ experiences indicates that there are a series of inconsistencies between what is discursively promoted and what is actually practiced. The ideological interplay of learning Vietnamese between institutional promises and individual practices has been unpacked in relation to social, economic and cultural factors. This study can shed lights on language policy and planning for creating a better understanding of learning and teaching LCTFL in China’s border provinces.
{"title":"Myth and Reality in Learning Vietnamese at a China’s Border University","authors":"Mengyi Luo, Zhenyao Lu","doi":"10.5539/elt.v16n9p55","DOIUrl":"https://doi.org/10.5539/elt.v16n9p55","url":null,"abstract":"With the implementation of Belt and Road Initiative and the cooperation between China and non-Anglophone countries, less commonly taught foreign languages (LCTFL) have been valorized at many Chinese universities particularly at China’s border provinces. Adopting Spolsky’s language policy as a theoretical framework, this study examines language learning experiences of Vietnamese majors at a China’s border province. Based on a longitudinal ethnography between October 2022 and March 2023, data were collected from semi-structured interviews with Chinese undergraduates and postgraduates majoring in Vietnamese, classroom observation, field notes and relevant written documents. Findings show that learning Vietnamese language has been discursively promoted as potential for educational upward mobility and employment project at institutional level. However, a close examination of Vietnamese majors’ experiences indicates that there are a series of inconsistencies between what is discursively promoted and what is actually practiced. The ideological interplay of learning Vietnamese between institutional promises and individual practices has been unpacked in relation to social, economic and cultural factors. This study can shed lights on language policy and planning for creating a better understanding of learning and teaching LCTFL in China’s border provinces.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84128349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to identify the degree to which English teachers apply classroom questioning skills from the point of view of English teachers in the Saudi context. I used a descriptive approach in this study and video recordings and questionnaires to collect data. The questionnaire consisted of three axes (skills for formulating classroom questions, skills for asking classroom questions, and skills dealing with students’ answers). The sample was 160 English teachers from intermediate government schools. Video cameras recorded English as a foreign language (EFL) teachers’ explanations and all the questions they asked in their classrooms. The study findings showed that most EFL teachers apply the various skills related to classroom questions. First, they use skills for dealing with student’s answers. Second, they use the skill of formulating classroom questions. Finally, they practice asking classroom questions. The findings further revealed that the majority of Saudi English teachers tend to use closed, lower-order, and display questions often in their classrooms. By contrast, the results showed that they seldom used higher-order, open-ended, and referential questions in EFL classrooms.
{"title":"English Instructors’ Use of Classroom Questions and Question Types in EFL Classrooms","authors":"R. Alghamdy","doi":"10.5539/elt.v16n9p77","DOIUrl":"https://doi.org/10.5539/elt.v16n9p77","url":null,"abstract":"The aim of this study was to identify the degree to which English teachers apply classroom questioning skills from the point of view of English teachers in the Saudi context. I used a descriptive approach in this study and video recordings and questionnaires to collect data. The questionnaire consisted of three axes (skills for formulating classroom questions, skills for asking classroom questions, and skills dealing with students’ answers). The sample was 160 English teachers from intermediate government schools. Video cameras recorded English as a foreign language (EFL) teachers’ explanations and all the questions they asked in their classrooms. The study findings showed that most EFL teachers apply the various skills related to classroom questions. First, they use skills for dealing with student’s answers. Second, they use the skill of formulating classroom questions. Finally, they practice asking classroom questions. The findings further revealed that the majority of Saudi English teachers tend to use closed, lower-order, and display questions often in their classrooms. By contrast, the results showed that they seldom used higher-order, open-ended, and referential questions in EFL classrooms.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"33 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77419425","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}