This paper delves into the complicated realm of communicative language evaluation, intricately examining the multifaceted impact of technology on the construction of speaking rubrics. At its core, the assessment technique for communicative language staunchly upholds the notion of language as a vibrant tool of communication. It emphasizes the imperative to assess language learners based on their ability to effectively engage in real-life linguistic interactions within the target language. In stark contrast to the mere regurgitation of grammatical rules and vocabulary, this method underscores the contextual employment of language skills. In turn, speaking rubrics are language-evaluation instruments that are used to measure learners’ verbal skills. They are intended to test students’ abilities to use language in context and communicate successfully in the target language.
{"title":"Communicative-Language Assessment Approach and the Effect of Technology in Designing Speaking Rubrics","authors":"Wala Ahmad Algazzaz","doi":"10.5539/elt.v16n8p112","DOIUrl":"https://doi.org/10.5539/elt.v16n8p112","url":null,"abstract":"This paper delves into the complicated realm of communicative language evaluation, intricately examining the multifaceted impact of technology on the construction of speaking rubrics. At its core, the assessment technique for communicative language staunchly upholds the notion of language as a vibrant tool of communication. It emphasizes the imperative to assess language learners based on their ability to effectively engage in real-life linguistic interactions within the target language. In stark contrast to the mere regurgitation of grammatical rules and vocabulary, this method underscores the contextual employment of language skills. In turn, speaking rubrics are language-evaluation instruments that are used to measure learners’ verbal skills. They are intended to test students’ abilities to use language in context and communicate successfully in the target language.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"103 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81554570","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 spread of English as a global language has resulted in several changes, which challenge the foundations of how language should be taught and learned. To match today‘s sociolinguistic realities, researchers have called for a paradigm shift from the traditional pedagogy to a new pedagogy that can prepare students to use English in international communication involving different varieties of English and its cultures. The purposes of this study are (1) to investigate the aspects of target interlocutors, and (2) to investigate cultural depictions as reflected in three selected English textbooks, which are currently used in lower secondary level (Grade 7) in Thailand. Three English textbooks are purposively selected as the samples of this study. Data is collected from the communication practice tasks (e.g., conversation dialogues, emails, and letters) and the contents of the reading passages, and articles in the textbooks. The Galloway's and Rose's (2018) GELT framework and Kachru's (1992) Three Circles Model are used to analyse data. The findings reveal that the textbooks mostly represent the target interlocutors from Native English users. With regards to the aspect of cultural depiction, the findings reveal that various cultures from all three circles are represented in these textbooks. The findings suggest that the English textbooks that which are currently used in Thai EFL context are likely to rely on the traditional ELT in the aspect of the target interlocutors. However, the depiction of cultural aspects in the textbooks corresponds more to the GELT concept with regards to the promotion of learners from different cultures across circles.
{"title":"An Analysis of Global Englishes Aspects in English Textbooks at the Lower Secondary Level in Thai EFL Context","authors":"Kamonchanok Panyang, Pilanut Phusawisot","doi":"10.5539/elt.v16n8p93","DOIUrl":"https://doi.org/10.5539/elt.v16n8p93","url":null,"abstract":"The spread of English as a global language has resulted in several changes, which challenge the foundations of how language should be taught and learned. To match today‘s sociolinguistic realities, researchers have called for a paradigm shift from the traditional pedagogy to a new pedagogy that can prepare students to use English in international communication involving different varieties of English and its cultures. The purposes of this study are (1) to investigate the aspects of target interlocutors, and (2) to investigate cultural depictions as reflected in three selected English textbooks, which are currently used in lower secondary level (Grade 7) in Thailand. Three English textbooks are purposively selected as the samples of this study. Data is collected from the communication practice tasks (e.g., conversation dialogues, emails, and letters) and the contents of the reading passages, and articles in the textbooks. The Galloway's and Rose's (2018) GELT framework and Kachru's (1992) Three Circles Model are used to analyse data. The findings reveal that the textbooks mostly represent the target interlocutors from Native English users. With regards to the aspect of cultural depiction, the findings reveal that various cultures from all three circles are represented in these textbooks. The findings suggest that the English textbooks that which are currently used in Thai EFL context are likely to rely on the traditional ELT in the aspect of the target interlocutors. However, the depiction of cultural aspects in the textbooks corresponds more to the GELT concept with regards to the promotion of learners from different cultures across circles.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86666656","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 to investigate (1) the factors affecting Chinese EFL learners' difficulties when speaking English, (2) the levels of English speaking difficulties experienced by Chinese EFL learners, and (3) how they perceive teachers' help to overcome such difficulties. Eighty-five non-English major Chinese postgraduate students at a Thai university participated in this study. This study used a mixed-methods design that included a questionnaire and a semi-structured interview. Percentage, mean, and standard deviation were used to analyze the data obtained from the questionnaire. Content analysis was used to look for themes that emerged from the data obtained from the semi-structured interview. The finding indicated that linguistic factors were the most influential for non-English major Chinese postgraduate students at a Thai university when speaking English. Moreover, this study also found that the overall mean score of 85 non-English major Chinese postgraduate students at a Thai university who participated in the survey was 3.66 out of 5 in English speaking difficulties, which indicated that the 85 participants generally experienced a high level of English speaking difficulties. Furthermore, the results revealed in the semi-structured interviews can be divided into five themes: teaching pronunciation, teaching vocabulary, offering more opportunities for English speaking, reducing criticism, and giving positive feedback.
{"title":"Chinese EFL Learners' Perceptions of English Speaking Difficulties in Thailand","authors":"Huiyue Jiang, Pilanut Phusawisot","doi":"10.5539/elt.v16n8p69","DOIUrl":"https://doi.org/10.5539/elt.v16n8p69","url":null,"abstract":"This study aimed to investigate (1) the factors affecting Chinese EFL learners' difficulties when speaking English, (2) the levels of English speaking difficulties experienced by Chinese EFL learners, and (3) how they perceive teachers' help to overcome such difficulties. Eighty-five non-English major Chinese postgraduate students at a Thai university participated in this study. This study used a mixed-methods design that included a questionnaire and a semi-structured interview. Percentage, mean, and standard deviation were used to analyze the data obtained from the questionnaire. Content analysis was used to look for themes that emerged from the data obtained from the semi-structured interview. The finding indicated that linguistic factors were the most influential for non-English major Chinese postgraduate students at a Thai university when speaking English. Moreover, this study also found that the overall mean score of 85 non-English major Chinese postgraduate students at a Thai university who participated in the survey was 3.66 out of 5 in English speaking difficulties, which indicated that the 85 participants generally experienced a high level of English speaking difficulties. Furthermore, the results revealed in the semi-structured interviews can be divided into five themes: teaching pronunciation, teaching vocabulary, offering more opportunities for English speaking, reducing criticism, and giving positive feedback.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83969469","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}
According to the statistical results of questionnaires issued, this research, standing up for positive psychology (PP), analyzed the relationship between second language motivational self system (L2MSS), foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) of Chinese English language students in the post- pandemic era in an e-learning environment. The results show that: (1) Chinese English majors maintain a medium to high level of L2MSS and FLE in their online classes, and a medium level of foreign language learning boredom; (2) FLE has a negative correlation with FLLB; (3) FLE produces a positive predictive trend for ideal L2MSS and learning experience. However, FLLB does not produce a significant predictive trend for either of these categories. The study integrates multiple theories in second language acquisition (SLA), which not only corroborates the applicability of the undoing hypothesis in the online classroom, but also provides a scientific basis for improving language learning outcomes for English majors in China at a theoretical level.
{"title":"The Correlation among L2MSS, Foreign Language Enjoyment and Boredom in Online Classes: An Exploratory Study of Chinese English Majors","authors":"Yilin Cong, Lei Yang","doi":"10.5539/elt.v16n8p84","DOIUrl":"https://doi.org/10.5539/elt.v16n8p84","url":null,"abstract":"According to the statistical results of questionnaires issued, this research, standing up for positive psychology (PP), analyzed the relationship between second language motivational self system (L2MSS), foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) of Chinese English language students in the post- pandemic era in an e-learning environment. The results show that: (1) Chinese English majors maintain a medium to high level of L2MSS and FLE in their online classes, and a medium level of foreign language learning boredom; (2) FLE has a negative correlation with FLLB; (3) FLE produces a positive predictive trend for ideal L2MSS and learning experience. However, FLLB does not produce a significant predictive trend for either of these categories. The study integrates multiple theories in second language acquisition (SLA), which not only corroborates the applicability of the undoing hypothesis in the online classroom, but also provides a scientific basis for improving language learning outcomes for English majors in China at a theoretical level.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"96 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75924096","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}
Existing research has indicated the benefits of synchronous collaboration through Google Docs in enhancing language skills and productivity among learners. However, there remains a lack of knowledge concerning synchronous collaborative translation within the context of English as in Foreign Language (EFL) classrooms, particularly concerning its impact on the quality of students’ translations. This study aims to investigate the English translation skills of 20 English majors, aged between 18 and 23 years old, enrolled in the Faculty of Arts and Humanities at a private university in Thailand. The investigation compares individual translation with synchronous collaborative translation in small-groups, conducted under time constraints, utilizing three distinct tests. Additionally, the study examines the prevalent language errors made by individuals and small-groups during the translation process. The findings of the study reveal significant disparities between individual translation and collaborative translation in small- groups across all three test variations employed. Notably, the results suggest that engaging in collaborative work within small-groups leads to higher translation accuracy when compared to individual efforts. Regarding the identified errors, this study highlights word choice, mechanics, articles, prepositions, and ellipses as the most frequently occurring mistakes in both individual and small-group translations. This research briefly discussed the implications of the identified errors of collaborative translation in EFL classrooms.
{"title":"Comparing Individual and Collaborative Translation in Google Docs: An Investigation of Thai EFL Undergraduates Translation Skills","authors":"Nakhon Kitjaroonchai, Tantip Kitjaroonchai","doi":"10.5539/elt.v16n8p54","DOIUrl":"https://doi.org/10.5539/elt.v16n8p54","url":null,"abstract":"Existing research has indicated the benefits of synchronous collaboration through Google Docs in enhancing language skills and productivity among learners. However, there remains a lack of knowledge concerning synchronous collaborative translation within the context of English as in Foreign Language (EFL) classrooms, particularly concerning its impact on the quality of students’ translations. This study aims to investigate the English translation skills of 20 English majors, aged between 18 and 23 years old, enrolled in the Faculty of Arts and Humanities at a private university in Thailand. The investigation compares individual translation with synchronous collaborative translation in small-groups, conducted under time constraints, utilizing three distinct tests. Additionally, the study examines the prevalent language errors made by individuals and small-groups during the translation process. The findings of the study reveal significant disparities between individual translation and collaborative translation in small- groups across all three test variations employed. Notably, the results suggest that engaging in collaborative work within small-groups leads to higher translation accuracy when compared to individual efforts. Regarding the identified errors, this study highlights word choice, mechanics, articles, prepositions, and ellipses as the most frequently occurring mistakes in both individual and small-group translations. This research briefly discussed the implications of the identified errors of collaborative translation in EFL classrooms.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82469751","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 Learners (ELs) represent the most diverse group of students and a student population that has increased significantly in the United States. These students demand well-equipped teachers who have adequate preparation and pedagogical tools to meet their diverse needs. This research examined preservice teachers’ (N=77) perceptions of preparedness and efficacy beliefs from three different educator preparation programs using a mixed-method study that collected data from a 30-item survey as well as candidates’ narrative responses about preparation experiences for working with ELs. Findings included statistical differences in teachers’ perceptions of preparedness based on the preparation program they were enrolled in (e.g., bachelor’s or master’s) and whether teachers were receiving an ESL/ESOL certification as part of their initial preparation. Moreover, preservice teachers reported that ESL coursework, specific workshops that honed into ESL pedagogies, and field-placement opportunities to interact with EL students were influential in improving their abilities and confidence in the classroom. These findings suggest the continual need for teacher education programs to embed related ESL coursework as well as placing preservice teachers in clinical settings with EL students to influence effective pedagogies for the success of EL students in the classroom and beyond.
{"title":"Creating Confident Preservice Teachers for EL Students in the Changing World","authors":"Yune Tran","doi":"10.5539/elt.v16n8p39","DOIUrl":"https://doi.org/10.5539/elt.v16n8p39","url":null,"abstract":"English Learners (ELs) represent the most diverse group of students and a student population that has increased significantly in the United States. These students demand well-equipped teachers who have adequate preparation and pedagogical tools to meet their diverse needs. This research examined preservice teachers’ (N=77) perceptions of preparedness and efficacy beliefs from three different educator preparation programs using a mixed-method study that collected data from a 30-item survey as well as candidates’ narrative responses about preparation experiences for working with ELs. Findings included statistical differences in teachers’ perceptions of preparedness based on the preparation program they were enrolled in (e.g., bachelor’s or master’s) and whether teachers were receiving an ESL/ESOL certification as part of their initial preparation. Moreover, preservice teachers reported that ESL coursework, specific workshops that honed into ESL pedagogies, and field-placement opportunities to interact with EL students were influential in improving their abilities and confidence in the classroom. These findings suggest the continual need for teacher education programs to embed related ESL coursework as well as placing preservice teachers in clinical settings with EL students to influence effective pedagogies for the success of EL students in the classroom and beyond.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78125095","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}
Aligned with the progress of technology and the availability of online resources, there is a growing inclination to incorporate game elements or gamification into educational settings, particularly in English language classrooms. This mixed methods research endeavors to examine the potential of the Gamified Flipped Classroom Application (GFCA) named “Classcraft” to enhance student’s learning ability, motivation, and autonomy. Questionnaires were employed to explore students’ attitudes towards the utilization of GFCA as an innovative learning tool within the research context. Furthermore, semi-structured interviews were conducted to gain deeper insights into students' perspectives regarding the use of Classcraft in augmenting their learning motivation and autonomy. The study was carried out with a cohort of 31 Thai EFL students enrolled in English for import and export courses at a public university in northeastern Thailand. The findings revealed that the student’s learning ability exhibited improvement, as evidenced by a higher mean score in the posttest compared to the pretest, subsequent to the implementation of the gamified flipped classroom application in the course. Additionally, a majority of the students expressed a favorable inclination towards the application due to its effectiveness in enhancing their learning motivation, and autonomy and providing an enjoyable and engaging learning experience.
{"title":"The Feasibility of an Innovative Gamified Flipped Classroom Application for University Students in EFL Context: An Account of Autonomous Learning","authors":"Kittichai Nilubol","doi":"10.5539/elt.v16n8p24","DOIUrl":"https://doi.org/10.5539/elt.v16n8p24","url":null,"abstract":"Aligned with the progress of technology and the availability of online resources, there is a growing inclination to incorporate game elements or gamification into educational settings, particularly in English language classrooms. This mixed methods research endeavors to examine the potential of the Gamified Flipped Classroom Application (GFCA) named “Classcraft” to enhance student’s learning ability, motivation, and autonomy. Questionnaires were employed to explore students’ attitudes towards the utilization of GFCA as an innovative learning tool within the research context. Furthermore, semi-structured interviews were conducted to gain deeper insights into students' perspectives regarding the use of Classcraft in augmenting their learning motivation and autonomy. The study was carried out with a cohort of 31 Thai EFL students enrolled in English for import and export courses at a public university in northeastern Thailand. The findings revealed that the student’s learning ability exhibited improvement, as evidenced by a higher mean score in the posttest compared to the pretest, subsequent to the implementation of the gamified flipped classroom application in the course. Additionally, a majority of the students expressed a favorable inclination towards the application due to its effectiveness in enhancing their learning motivation, and autonomy and providing an enjoyable and engaging learning experience.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90730614","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 was an attempt to investigate the effects of the two forms of instruction, namely, FonF and Fonfs on developing listening and reading abilities and skills of Iraqi intermediate EFL learners. The research is by nature a two dimensional study which covers both a macro study on teaching professionalism and micro study of learning development. Before starting the treatment, in order to test the homogeneousness of the students, a PET was piloted among 80 students being at the same language proficiency level of the main participants of this study and showed high reliability and validity indices. Subsequently, the listening and reading sections of IELTS test were administered to the selected participants of the study and then they were divided into three experimental and control groups receiving the treatments in one term of six weeks. The experimental groups were taught through the FonF and Fonfs teaching strategies and the conventional group enjoyed the routine classroom schedule and syllabus. The researchers employed independent samples t test and the results indicated significant difference among the mean rank of the experimental and control groups on the listening post-test (p = 0.049<0.05). Moreover, she used ANOVA and univariate analyses were used and the results indicated that there was a significant difference among the mean rank of the experimental groups on the use of FonF and Fonfs post-test. Therefore, the multiple comparisons exposed that teaching FonF was basically more operational for exercising reading skills and tasks in an EFL classroom than teaching Fonfs for developing listening skills. All in all, teaching either FonF or Fonfs can be to the benefit of Iranian EFL learners since the differences between the numerical values obtained have not been greatly different to reject the treatment effects of Fonfs.
{"title":"The Comparative Impact of Focus on Forms vs. Focus on Form Instructions on the Receptive Skills of Reading and Listening: An Experimental Study of Iraqi Intermediate EFL Learners","authors":"Esmaeil Bagheridoust, Rasha Ihsan Saadoon","doi":"10.5539/elt.v16n8p9","DOIUrl":"https://doi.org/10.5539/elt.v16n8p9","url":null,"abstract":"This study was an attempt to investigate the effects of the two forms of instruction, namely, FonF and Fonfs on developing listening and reading abilities and skills of Iraqi intermediate EFL learners. The research is by nature a two dimensional study which covers both a macro study on teaching professionalism and micro study of learning development. Before starting the treatment, in order to test the homogeneousness of the students, a PET was piloted among 80 students being at the same language proficiency level of the main participants of this study and showed high reliability and validity indices. Subsequently, the listening and reading sections of IELTS test were administered to the selected participants of the study and then they were divided into three experimental and control groups receiving the treatments in one term of six weeks. The experimental groups were taught through the FonF and Fonfs teaching strategies and the conventional group enjoyed the routine classroom schedule and syllabus. The researchers employed independent samples t test and the results indicated significant difference among the mean rank of the experimental and control groups on the listening post-test (p = 0.049<0.05). Moreover, she used ANOVA and univariate analyses were used and the results indicated that there was a significant difference among the mean rank of the experimental groups on the use of FonF and Fonfs post-test. Therefore, the multiple comparisons exposed that teaching FonF was basically more operational for exercising reading skills and tasks in an EFL classroom than teaching Fonfs for developing listening skills. All in all, teaching either FonF or Fonfs can be to the benefit of Iranian EFL learners since the differences between the numerical values obtained have not been greatly different to reject the treatment effects of Fonfs.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73792682","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}
EFL students confront a host of obstacles and challenges when it comes to academic writing, most notably those generated by the distinction between spoken and written English. In this regard, it is worth noting that Arabic differs significantly from English when it comes to both spoken and written versions. A number of variables drive these differences, including: 1) differences in the letters; and 2) differences in writing methods, with Arabic featuring more figurative phrases and longer sentences than English. There are various ways of teaching writing in academia; some are beneficial, like computerized writing instruction, whereas others, such as the usage of distinctive writing styles, are detrimental. Native speakers can help ESL students recognize the skills required for academic writing, enabling them to improve their academic writing. The study's goal was to determine the obstacles that students at a specific Saudi university encounter when studying written academic English, as well as to differentiate across their educational needs and aims. During the academic year 2020-2021, the research's group comprised 50 postgraduate students from one Saudi university. The data analysis showed that English as an additional language (EFL) students face many obstacles and underscores in their academic work, such as difficulties distinguishing between written and spoken English, generating a framework before writing a first draft, determining the abilities necessary to succeed in writing, and preventing plague words and phrases.
{"title":"Saudi Arabian University Students' Perspectives on Issues and Solutions in Academic Writing Learning","authors":"A. Ankawi","doi":"10.5539/elt.v16n8p1","DOIUrl":"https://doi.org/10.5539/elt.v16n8p1","url":null,"abstract":"EFL students confront a host of obstacles and challenges when it comes to academic writing, most notably those generated by the distinction between spoken and written English. In this regard, it is worth noting that Arabic differs significantly from English when it comes to both spoken and written versions. A number of variables drive these differences, including: 1) differences in the letters; and 2) differences in writing methods, with Arabic featuring more figurative phrases and longer sentences than English. There are various ways of teaching writing in academia; some are beneficial, like computerized writing instruction, whereas others, such as the usage of distinctive writing styles, are detrimental. Native speakers can help ESL students recognize the skills required for academic writing, enabling them to improve their academic writing. The study's goal was to determine the obstacles that students at a specific Saudi university encounter when studying written academic English, as well as to differentiate across their educational needs and aims. During the academic year 2020-2021, the research's group comprised 50 postgraduate students from one Saudi university. The data analysis showed that English as an additional language (EFL) students face many obstacles and underscores in their academic work, such as difficulties distinguishing between written and spoken English, generating a framework before writing a first draft, determining the abilities necessary to succeed in writing, and preventing plague words and phrases.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89169322","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 Teacher-Made Vocabulary Tests (TMVT) vs. Standardized Vocabulary Tests (STVT) on Reading Comprehension Performance of Iraqi Intermediate EFL Learners. After analyzing collected data out of treatment, assessment, and instrumentation, the researcher evaluated and interpreted the score obtained by 66 young Iraqi female students in two language schools in Iraq. The interpretation shows how the participants reacted to Teacher-made vocabulary tests as compared to their reactions to Standardized Vocabulary test. The crux of the matter was the degree to which such vocabulary tests affect the EFL learners’ performance in Reading Comprehension tests. The researcher reported that the use of Standardized vocabulary tests DOES play a significantly positive role in promoting the reading comprehension skills of Iraqi EFL college students. She also found that Teacher-made vocabulary tests DO play a significantly positive role in promoting the reading comprehension skills of Iraqi EFL college students. Finally, the researcher found that the t test value of 2.635 indicated a significant difference between the STVT and TMVT. This means that the use of TMVT is more effective than the implementation of STVT in encouraging Iraqi EFL learners to read more successfully.
{"title":"On the Impact of Teacher-Made Vocabulary Tests vs. Standardized Vocabulary Tests on Reading Comprehension Performance of Iraqi Intermediate EFL Learners","authors":"Esmaeil Bagheridoust, Zinah Ameen Kadhim","doi":"10.5539/elt.v16n7p103","DOIUrl":"https://doi.org/10.5539/elt.v16n7p103","url":null,"abstract":"This study Investigates the impact of Teacher-Made Vocabulary Tests (TMVT) vs. Standardized Vocabulary Tests (STVT) on Reading Comprehension Performance of Iraqi Intermediate EFL Learners. After analyzing collected data out of treatment, assessment, and instrumentation, the researcher evaluated and interpreted the score obtained by 66 young Iraqi female students in two language schools in Iraq. The interpretation shows how the participants reacted to Teacher-made vocabulary tests as compared to their reactions to Standardized Vocabulary test. The crux of the matter was the degree to which such vocabulary tests affect the EFL learners’ performance in Reading Comprehension tests. The researcher reported that the use of Standardized vocabulary tests DOES play a significantly positive role in promoting the reading comprehension skills of Iraqi EFL college students. She also found that Teacher-made vocabulary tests DO play a significantly positive role in promoting the reading comprehension skills of Iraqi EFL college students. Finally, the researcher found that the t test value of 2.635 indicated a significant difference between the STVT and TMVT. This means that the use of TMVT is more effective than the implementation of STVT in encouraging Iraqi EFL learners to read more successfully.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88490189","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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