This study investigated the manifestation of Global Englishes features in three English textbooks commonly used in the lower secondary schools of eastern Thailand. It further explored whether the teachers who used the textbooks were aware of the Global Englishes features manifested in the textbooks. The data revealed that Global Englishes features were primarily taken for granted when designing the three English textbooks. In contrast to the Global Englishes paradigm, the three English textbooks mainly represented the target interlocutors, ownership of English, and norms of English from ‘native’ English-speaking (NES) countries. Even though attempts were made to include some diversity regarding the target interlocutors, it was unbalanced distribution. However, cultural content in reading materials is found to be diversely represented. When exploring teachers’ perceptions of Global Englishes in the textbooks, it was revealed that they lacked knowledge about Global Englishes. They were aware of cultural diversities in the readings but did not try to discuss them with the students since they perceived reading skills as more important than cultural content. Implications for teacher professional development are discussed.
{"title":"Global Englishes: Textbook Analysis and Teachers’ Perception","authors":"Ukrit Chimmarak, D. Prabjandee, Nattharmma Namfah","doi":"10.5539/elt.v16n9p64","DOIUrl":"https://doi.org/10.5539/elt.v16n9p64","url":null,"abstract":"This study investigated the manifestation of Global Englishes features in three English textbooks commonly used in the lower secondary schools of eastern Thailand. It further explored whether the teachers who used the textbooks were aware of the Global Englishes features manifested in the textbooks. The data revealed that Global Englishes features were primarily taken for granted when designing the three English textbooks. In contrast to the Global Englishes paradigm, the three English textbooks mainly represented the target interlocutors, ownership of English, and norms of English from ‘native’ English-speaking (NES) countries. Even though attempts were made to include some diversity regarding the target interlocutors, it was unbalanced distribution. However, cultural content in reading materials is found to be diversely represented. When exploring teachers’ perceptions of Global Englishes in the textbooks, it was revealed that they lacked knowledge about Global Englishes. They were aware of cultural diversities in the readings but did not try to discuss them with the students since they perceived reading skills as more important than cultural content. Implications for teacher professional development are discussed.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75912151","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 application of project-based learning (PBL) in English class has been growing in the Thai educational setting. However, a body of literature has revealed problems regarding Thai EFL teachers and their use of PBL. Hence, this convergent mixed methods research study aimed to quantitatively and qualitatively study the relationship among English teachers’ PBL knowledge, belief, and practice in the Thai university context. A total of 52 Thai EFL teachers from a language institute of an autonomous university participated in this study. All of them were asked to complete a PBL knowledge test and a questionnaire on PBL belief and practice. Subsequently, non-participatory observations and follow-up interviews were conducted to capture in-depth information on the beliefs and practices of 15 participants. Thematic analysis was used to analyze qualitative data, whereas frequency, mean, standard deviation, Pearson’s product moment correlation, and multiple regression were used to analyze quantitative data. The findings revealed glaring inconsistencies in participants’ knowledge, belief, and practice. Comprehensive knowledge of PBL was witnessed in the knowledge test. Positive belief about PBL was also reported. However, the observations and follow-up interviews revealed a pattern of recurring problems and factors negatively affecting the in-class application of PBL. The study suggests revisiting the three elements as well as the customization of teacher professional development to solve underlying problems and enhance the congruence of belief and practice regarding PBL in the Thai context.
{"title":"A Mixed-Methods Study of Knowledge, Belief, and Practice Regarding Project-Based Learning of English Lecturers: A Case Study of a University in Thailand","authors":"Ratanawalee Wimolmas, Kittitouch Soontornwipast","doi":"10.5539/elt.v16n9p27","DOIUrl":"https://doi.org/10.5539/elt.v16n9p27","url":null,"abstract":"The application of project-based learning (PBL) in English class has been growing in the Thai educational setting. However, a body of literature has revealed problems regarding Thai EFL teachers and their use of PBL. Hence, this convergent mixed methods research study aimed to quantitatively and qualitatively study the relationship among English teachers’ PBL knowledge, belief, and practice in the Thai university context. A total of 52 Thai EFL teachers from a language institute of an autonomous university participated in this study. All of them were asked to complete a PBL knowledge test and a questionnaire on PBL belief and practice. Subsequently, non-participatory observations and follow-up interviews were conducted to capture in-depth information on the beliefs and practices of 15 participants. Thematic analysis was used to analyze qualitative data, whereas frequency, mean, standard deviation, Pearson’s product moment correlation, and multiple regression were used to analyze quantitative data. \u0000 \u0000The findings revealed glaring inconsistencies in participants’ knowledge, belief, and practice. Comprehensive knowledge of PBL was witnessed in the knowledge test. Positive belief about PBL was also reported. However, the observations and follow-up interviews revealed a pattern of recurring problems and factors negatively affecting the in-class application of PBL. The study suggests revisiting the three elements as well as the customization of teacher professional development to solve underlying problems and enhance the congruence of belief and practice regarding PBL in the Thai context.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89525735","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 current study investigated ambiguity errors that characterise the L2 tertiary-level writing of Chinese college students. Data were drawn from 56 authentic English writings from 11 students of different disciplines across 10 different Chinese institutions. A thematic analysis was conducted to examine the ambiguity error patterns at the lexical and syntactic levels. Lexical ambiguities were found to include Chinglish, ambiguous references, and ambiguous abstractions, and syntactic ambiguities were found to consist of misplaced and dangling modifiers. It was also found that lexical ambiguity far exceeded syntactic ambiguity. The results demonstrate Chinese English as a foreign language (EFL) students’ limited L2 linguistic competence and struggle with accurate L2 production. This study aims to draw attention to the unpreparedness of Chinese EFL students for tertiary-level L2 writing and to the need for linguistic support in their written L2 output. Given the increasing demand for academic writing, writing with clarity is of great significance for EFL students. Whereas ambiguity resolution in L2 input has received much scholarly attention, limited empirical research has been conducted on ambiguity errors that characterise EFL students’ L2 written output. Therefore, the current study aims to fill this gap by examining the ambiguity patterns that characterise the L2 writing of Chinese college students, thus informing future teaching.
{"title":"Ambiguity in Chinese College Students’ L2 Tertiary-Level Writing: A Thematic Analysis","authors":"Qiyue Cheng","doi":"10.5539/elt.v16n9p40","DOIUrl":"https://doi.org/10.5539/elt.v16n9p40","url":null,"abstract":"The current study investigated ambiguity errors that characterise the L2 tertiary-level writing of Chinese college students. Data were drawn from 56 authentic English writings from 11 students of different disciplines across 10 different Chinese institutions. A thematic analysis was conducted to examine the ambiguity error patterns at the lexical and syntactic levels. Lexical ambiguities were found to include Chinglish, ambiguous references, and ambiguous abstractions, and syntactic ambiguities were found to consist of misplaced and dangling modifiers. It was also found that lexical ambiguity far exceeded syntactic ambiguity. The results demonstrate Chinese English as a foreign language (EFL) students’ limited L2 linguistic competence and struggle with accurate L2 production. This study aims to draw attention to the unpreparedness of Chinese EFL students for tertiary-level L2 writing and to the need for linguistic support in their written L2 output. Given the increasing demand for academic writing, writing with clarity is of great significance for EFL students. Whereas ambiguity resolution in L2 input has received much scholarly attention, limited empirical research has been conducted on ambiguity errors that characterise EFL students’ L2 written output. Therefore, the current study aims to fill this gap by examining the ambiguity patterns that characterise the L2 writing of Chinese college students, thus informing future teaching.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84541119","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 context of EFL writing in China, there is a prevalent tendency among students to heavily rely on the provided model essays from teachers, leading to a phenomenon known as sameness. This overreliance often results in confusion when it comes to expressing ideas effectively in sentences. To address this issue, this paper adopts an analytical framework based on the theory of Systemic Functional Linguistics (SFL). SFL is a linguistic theory that emphasizes language’s social context and meaning (Halliday, 1985; 1994). Notably, SFL prioritizes meaning over form and examines the organization of texts as well as individual sentences. The theory has been widely applied in discourse analysis and language teaching. This paper offers a brief literature review on key SFL terms, such as language rank, clause, clause complex, taxis, and logico-semantic relation. Additionally, the paper presents examples of identifying taxis and logico-semantic relations using two types of EFL writing samples from SFL perspective. The analysis reveals that the first text, a comparison and contrast essay, predominantly employs the relation of extension, whereas the second text, an argumentative piece, prominently exhibits the logico-semantic relation of enhancement. The paper provides insight into the use of SFL as an analytical tool for analyzing variable text types. Students learning from these analytical tools may have more grammatical awareness in identifying clause boundaries and logico-semantic relations across different writing genres.
{"title":"Identifying Taxis and Logico-Semantic Relations in Chinese EFL Writing Samples","authors":"Yanhe Zhou, Mohamad Jafre Bin Zainol Abidin","doi":"10.5539/elt.v16n9p1","DOIUrl":"https://doi.org/10.5539/elt.v16n9p1","url":null,"abstract":"In the context of EFL writing in China, there is a prevalent tendency among students to heavily rely on the provided model essays from teachers, leading to a phenomenon known as sameness. This overreliance often results in confusion when it comes to expressing ideas effectively in sentences. To address this issue, this paper adopts an analytical framework based on the theory of Systemic Functional Linguistics (SFL). SFL is a linguistic theory that emphasizes language’s social context and meaning (Halliday, 1985; 1994). Notably, SFL prioritizes meaning over form and examines the organization of texts as well as individual sentences. The theory has been widely applied in discourse analysis and language teaching. This paper offers a brief literature review on key SFL terms, such as language rank, clause, clause complex, taxis, and logico-semantic relation. Additionally, the paper presents examples of identifying taxis and logico-semantic relations using two types of EFL writing samples from SFL perspective. The analysis reveals that the first text, a comparison and contrast essay, predominantly employs the relation of extension, whereas the second text, an argumentative piece, prominently exhibits the logico-semantic relation of enhancement. The paper provides insight into the use of SFL as an analytical tool for analyzing variable text types. Students learning from these analytical tools may have more grammatical awareness in identifying clause boundaries and logico-semantic relations across different writing genres.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84274616","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 the impact of interlinear vs. L1 marginal glosses on the Iraqi Learning of vocabulary in EFL instructional setting. Along with all the efforts made during past 3 decades to improve the teaching of vocabulary via various strategies and techniques countywide, the classical grammar-translation method and its offspring are still widely used in most schools in Iraq. By analyzing the elicited data out of the management, treatment, and assessment of 92 pre-university students studying in two high schools in Iraq, the inquirer observed a reliable improvement of vocabulary learning in participants. To examine the effectiveness of the two glossing strategies, i.e., the implantation of L1 marginal and interlinear glosses, the results of pre and post-test of three groups were compared using One-Way ANOVA. We found reliable difference between the two groups in post-test vocabulary learning. Consequently, L1 marginal and Interlinear glosses both have come to make the learners understand L2 texts well, in comparison with the other group. Ultimately, Marginal glossing is more effective than the interlinear (text) glossing in the improvement of vocabulary development of Iraqi EFL learners.
{"title":"Exploring the Impact of Interlinear vs. L1 Marginal Glosses on Iraqi EFL Learner’s L2 Vocabulary Learning","authors":"Esmaeil Bagheridoust, Hiba Adnan Jawad","doi":"10.5539/elt.v16n9p13","DOIUrl":"https://doi.org/10.5539/elt.v16n9p13","url":null,"abstract":"This study investigates the impact of interlinear vs. L1 marginal glosses on the Iraqi Learning of vocabulary in EFL instructional setting. Along with all the efforts made during past 3 decades to improve the teaching of vocabulary via various strategies and techniques countywide, the classical grammar-translation method and its offspring are still widely used in most schools in Iraq. By analyzing the elicited data out of the management, treatment, and assessment of 92 pre-university students studying in two high schools in Iraq, the inquirer observed a reliable improvement of vocabulary learning in participants. To examine the effectiveness of the two glossing strategies, i.e., the implantation of L1 marginal and interlinear glosses, the results of pre and post-test of three groups were compared using One-Way ANOVA. We found reliable difference between the two groups in post-test vocabulary learning. Consequently, L1 marginal and Interlinear glosses both have come to make the learners understand L2 texts well, in comparison with the other group. Ultimately, Marginal glossing is more effective than the interlinear (text) glossing in the improvement of vocabulary development of Iraqi EFL learners.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84733592","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}
Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 8, 2023
《英语语言教学》，第16卷，第8期，2023年
{"title":"Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 8, 2023","authors":"G. Yu","doi":"10.5539/elt.v16n8p176","DOIUrl":"https://doi.org/10.5539/elt.v16n8p176","url":null,"abstract":"Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 8, 2023","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75553355","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 aims to enhance pre-service teachers' English language teaching ability in the 21st Century toward SAIFON guidelines. The population consists of 40 Rajabhat University pre-service teachers, and the sample group consists of 25 students of fifth-year pre-service teachers. They studied in the second semester of the 2020 academic year. The tools used in the research are 1) Need analysis, 2) In-depth interview, and 3) Field notes. Mixed Method research includes Qualitative Research, In-depth interviews, Field notes, using content analysis and coding techniques for grounded theory, and quantitative research consists of a Need analysis. The results revealed that: Pre-service teachers enhance teaching English ability in the 21st Century toward SAIFON guidelines that consisted of eight aspects: 1) S = Survey the teachers' needs, 2) A= Associating with a plan, 3) I = Instructing teaching strategies, 4) F = Feedback on teaching demonstration, 5) O = Observing teaching in the actual context, and 6) N = Notifying problems and solutions. Furthermore, it included pre-service teachers' perspectives on Synchronous Learning in three aspects: impressions, problems, and solutions.
{"title":"The Perspective of Pre-Service Teachers through Synchronous Learning According to Coaching and Mentoring: SAIFON Guidelines","authors":"Saifon Songsiengchai","doi":"10.5539/elt.v16n8p146","DOIUrl":"https://doi.org/10.5539/elt.v16n8p146","url":null,"abstract":"This research aims to enhance pre-service teachers' English language teaching ability in the 21st Century toward SAIFON guidelines. The population consists of 40 Rajabhat University pre-service teachers, and the sample group consists of 25 students of fifth-year pre-service teachers. They studied in the second semester of the 2020 academic year. The tools used in the research are 1) Need analysis, 2) In-depth interview, and 3) Field notes. Mixed Method research includes Qualitative Research, In-depth interviews, Field notes, using content analysis and coding techniques for grounded theory, and quantitative research consists of a Need analysis. \u0000The results revealed that: \u0000Pre-service teachers enhance teaching English ability in the 21st Century toward SAIFON guidelines that consisted of eight aspects: 1) S = Survey the teachers' needs, 2) A= Associating with a plan, 3) I = Instructing teaching strategies, 4) F = Feedback on teaching demonstration, 5) O = Observing teaching in the actual context, and 6) N = Notifying problems and solutions. Furthermore, it included pre-service teachers' perspectives on Synchronous Learning in three aspects: impressions, problems, and solutions.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86656728","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 paper demonstrates authentic materials to enrich the student evaluation of teaching henceforward (SET) at the Foreign Languages Department (FLD), namely; an electronic online questionnaire adopted from the National Center for Academic Accreditation and Evaluation at Taif University that was used as a tool by students to evaluate teachers' teaching practices. It aimed mainly to enhance the standard of the courses. The sample of this survey included (956) male and (945) female students' evaluation reports for (11) female teachers and (16) male teachers who taught them different courses in the 2nd term of the academic year 2018–2019. The data collected through this standardized questionnaire was analyzed and reflected notable results towards effective teaching practices at FLD. Moreover, there was statistically notable variation among the sample responses due to the academic level difference between fresh and junior students, which was in favor of fresh students (sig=.000).
{"title":"Students' Evaluation of Teaching Practices at Foreign Languages Department (FLD) in Taif University","authors":"Awwad Othman Abdelaziz Ahmed","doi":"10.5539/elt.v16n8p165","DOIUrl":"https://doi.org/10.5539/elt.v16n8p165","url":null,"abstract":"This research paper demonstrates authentic materials to enrich the student evaluation of teaching henceforward (SET) at the Foreign Languages Department (FLD), namely; an electronic online questionnaire adopted from the National Center for Academic Accreditation and Evaluation at Taif University that was used as a tool by students to evaluate teachers' teaching practices. It aimed mainly to enhance the standard of the courses. The sample of this survey included (956) male and (945) female students' evaluation reports for (11) female teachers and (16) male teachers who taught them different courses in the 2nd term of the academic year 2018–2019. The data collected through this standardized questionnaire was analyzed and reflected notable results towards effective teaching practices at FLD. Moreover, there was statistically notable variation among the sample responses due to the academic level difference between fresh and junior students, which was in favor of fresh students (sig=.000).","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90217791","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 present study was to investigate the role of teachers’ perception and practice of English language teaching in the implementation of Communicative Language Teaching (CLT) approach in two Chinese universities, which was conducted with three pragmatic purposes: 1). to investigate teachers’ perception on the characteristics of CLT approach used in English language teaching; 2). to identify teachers’ perceived practice of instructional strategies with CLT approach in helping students develop their communicative language skills; 3). to explore the problems and obstacles in the midst of English language teaching with it. The mixed methodology of (Quant +qual) approaches was employed in this study. The data was collected from forty college English teachers who were working at the Department of Applied English through survey questionnaire, a case study, and semi-structured phone-call interview. The findings revealed that almost teachers’ perception and practice had a noticeably positive correlativity with the characteristics of CLT approach in ELT, directly manifesting that the three intricate characteristics and instructional strategies of CLT approach in practice as they’ve frequently perceived highly related to the improvement of students’ English language communication skills, respectively. Nevertheless, some problems and obstacles were likewise illustrated, which probed to be difficultly operated in prolific English language teaching class within CLT approach. Implications for the study are that teachers’ perception and practice of ELT with the characteristics of CLT approach have meaningful effects on ELT development in Chinese higher education as well as the exhibited issues in class operation profoundly requires consideration to be kept from in college class.
{"title":"Teachers’ Perception and Practice of English Language Teaching Following CLT Approach in Chinese Higher Education - A Study of Two Higher Educational Institutions in China","authors":"Xin Hu, Haiying Du","doi":"10.5539/elt.v16n8p131","DOIUrl":"https://doi.org/10.5539/elt.v16n8p131","url":null,"abstract":"the purpose of the present study was to investigate the role of teachers’ perception and practice of English language teaching in the implementation of Communicative Language Teaching (CLT) approach in two Chinese universities, which was conducted with three pragmatic purposes: 1). to investigate teachers’ perception on the characteristics of CLT approach used in English language teaching; 2). to identify teachers’ perceived practice of instructional strategies with CLT approach in helping students develop their communicative language skills; 3). to explore the problems and obstacles in the midst of English language teaching with it. The mixed methodology of (Quant +qual) approaches was employed in this study. The data was collected from forty college English teachers who were working at the Department of Applied English through survey questionnaire, a case study, and semi-structured phone-call interview. The findings revealed that almost teachers’ perception and practice had a noticeably positive correlativity with the characteristics of CLT approach in ELT, directly manifesting that the three intricate characteristics and instructional strategies of CLT approach in practice as they’ve frequently perceived highly related to the improvement of students’ English language communication skills, respectively. Nevertheless, some problems and obstacles were likewise illustrated, which probed to be difficultly operated in prolific English language teaching class within CLT approach. Implications for the study are that teachers’ perception and practice of ELT with the characteristics of CLT approach have meaningful effects on ELT development in Chinese higher education as well as the exhibited issues in class operation profoundly requires consideration to be kept from in college class.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86018399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.58837/chula.the.2020.439
A. Amirzadi
The present study aimed to investigate the relationships between WTC in English in classroom context and four trait-like variables: L2 confidence, L2 motivation, L2 anxiety and grit, to propose a WTC model in EFL classroom setting in Iran, and to identify the best predicting variable of WTC in English. The participants were 488 non-English majored university students in two public and two private universities in Iran. The research instrument used in this study was an online questionnaire. The structural equation modeling (SEM) using Amos was conducted to analyze the data. The key findings are as follows. First, positive relationships were found between WTC in English and L2 confidence, L2 motivation, and grit and a negative relationship was found between WTC in English and L2 anxiety. Second, based on the finalized model, L2 confidence, L2 motivation, and L2 anxiety are the predicting variables of WTC in English in Iranian EFL classroom settings whereas grit serves as a mediator through L2 motivation and L2 anxiety. Lastly, L2 motivation was found to be the best predicting variable for WTC in English. In order to enhance the willingness to communicate in English with university students in Iran, English teachers are recommended to design their lessons to help students enhance and maintain L2 motivation, build L2 confidence, reduce L2 anxiety and develop grit.
{"title":"A model of willingness to communicate in English in Iranian EFL classroom context","authors":"A. Amirzadi","doi":"10.58837/chula.the.2020.439","DOIUrl":"https://doi.org/10.58837/chula.the.2020.439","url":null,"abstract":"The present study aimed to investigate the relationships between WTC in English in classroom context and four trait-like variables: L2 confidence, L2 motivation, L2 anxiety and grit, to propose a WTC model in EFL classroom setting in Iran, and to identify the best predicting variable of WTC in English. The participants were 488 non-English majored university students in two public and two private universities in Iran. The research instrument used in this study was an online questionnaire. The structural equation modeling (SEM) using Amos was conducted to analyze the data. The key findings are as follows. First, positive relationships were found between WTC in English and L2 confidence, L2 motivation, and grit and a negative relationship was found between WTC in English and L2 anxiety. Second, based on the finalized model, L2 confidence, L2 motivation, and L2 anxiety are the predicting variables of WTC in English in Iranian EFL classroom settings whereas grit serves as a mediator through L2 motivation and L2 anxiety. Lastly, L2 motivation was found to be the best predicting variable for WTC in English. In order to enhance the willingness to communicate in English with university students in Iran, English teachers are recommended to design their lessons to help students enhance and maintain L2 motivation, build L2 confidence, reduce L2 anxiety and develop grit.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73146037","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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