Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 6, 2023
《英语语言教学》第16卷第6期，2023年
{"title":"Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 6, 2023","authors":"G. Yu","doi":"10.5539/elt.v16n6p199","DOIUrl":"https://doi.org/10.5539/elt.v16n6p199","url":null,"abstract":"Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 6, 2023","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90075872","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}
Speaking is one of the fundamental abilities that students should develop. In fact, the students are struggling in speaking English due to several factors such as fear of making grammatical errors, lack of confidence or limited vocabulary knowledge which led to low motivation to practice their speaking skills. The aims of this study were to investigate how the role-play technique improves the students’ speaking abilities and to explore students’ opinions towards the use of role-play techniques. This study employed pre-experimental research with a target group using a pre-test, post-test, and a questionnaire. The participants in the study were selected by employing a purposive random sampling method, which consisted of 24 sixth grade students from Ban Namon school, Kalasin province during the first semester of the academic year 2022. The findings of the study were analyzed using SPSS to calculate the t-test score, mean and standard deviation. The research results revealed a great improvement from the pre-test to post-test from 9.38 to 14.79. It showed that role-plays can help students gain more confidence as well as being able to speak more fluently in public. It was found that they were motivated by the fun atmosphere in the classroom. Moreover, role-plays can be an alternative technique for teaching speaking because students gain a direct experience of using the expressions they have learned in different situations.
{"title":"Improving the English Speaking Ability of Sixth Grade Thai Students Using the Role-play Technique","authors":"Phattarawadee Roengrit, Pattharaporn Wathawatthana, Narueta Hongsa","doi":"10.5539/elt.v16n6p176","DOIUrl":"https://doi.org/10.5539/elt.v16n6p176","url":null,"abstract":"Speaking is one of the fundamental abilities that students should develop. In fact, the students are struggling in speaking English due to several factors such as fear of making grammatical errors, lack of confidence or limited vocabulary knowledge which led to low motivation to practice their speaking skills. The aims of this study were to investigate how the role-play technique improves the students’ speaking abilities and to explore students’ opinions towards the use of role-play techniques. This study employed pre-experimental research with a target group using a pre-test, post-test, and a questionnaire. The participants in the study were selected by employing a purposive random sampling method, which consisted of 24 sixth grade students from Ban Namon school, Kalasin province during the first semester of the academic year 2022. The findings of the study were analyzed using SPSS to calculate the t-test score, mean and standard deviation. The research results revealed a great improvement from the pre-test to post-test from 9.38 to 14.79. It showed that role-plays can help students gain more confidence as well as being able to speak more fluently in public. It was found that they were motivated by the fun atmosphere in the classroom. Moreover, role-plays can be an alternative technique for teaching speaking because students gain a direct experience of using the expressions they have learned in different situations.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91166138","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}
Learner motivation and learning strategies play a crucial role in language learning. Therefore, the current study aimed to investigate the patterns of motivation and learning strategies in 144 Thai university learners of the French language. Participants were given a questionnaire asking about their motivation and learning strategy use. The findings suggest a hierarchy of learning strategy use among Thai university learners. The most frequently used taxonomies of learning strategies were social strategies, followed by metacognitive strategies, cognitive strategies, compensation strategies, affective strategies and, finally, memory strategies. The current findings also showed a positive relationship between learner motivation and language learning strategies. However, qualitative investigations need to be considered for further studies to gain in-depth insight into learning strategy use. Such a line of inquiry would yield additional crucial pedagogical and theoretical implications.
{"title":"An Investigation of Motivation and Learning Strategies in Thai University Learners of French","authors":"Sirisuda Siripukdi","doi":"10.5539/elt.v16n6p167","DOIUrl":"https://doi.org/10.5539/elt.v16n6p167","url":null,"abstract":"Learner motivation and learning strategies play a crucial role in language learning. Therefore, the current study aimed to investigate the patterns of motivation and learning strategies in 144 Thai university learners of the French language. Participants were given a questionnaire asking about their motivation and learning strategy use. The findings suggest a hierarchy of learning strategy use among Thai university learners. The most frequently used taxonomies of learning strategies were social strategies, followed by metacognitive strategies, cognitive strategies, compensation strategies, affective strategies and, finally, memory strategies. The current findings also showed a positive relationship between learner motivation and language learning strategies. However, qualitative investigations need to be considered for further studies to gain in-depth insight into learning strategy use. Such a line of inquiry would yield additional crucial pedagogical and theoretical implications.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86124505","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 ethnographic study examines identity negotiation and construction inside a Global Englishes (GE) classroom community of practice in a Thai higher education context. Drawing on the communities of practice (CoP) framework (Lave & Wenger, 1991; Wenger, 1998), the study theorizes the academic GE classroom as a CoP and explores how participants construct identities while engaged in the joint enterprise of becoming English as a lingua franca (ELF) users and engaging in classroom activities using a shared repertoire of humour and shared narratives. The findings revealed the emergence of multiple identities from the overlapping characteristics of the academic classroom, and raised questions regarding legitimate peripheral participation (LPP) and identity trajectories as they intersect the egalitarian notion of ELF, including semi-expert identity, reverse identity, and bullying. Furthermore, the study highlighted the significant role of individual agency in the interplay between personal experiences and the broader Thai social structure in negotiating identities. The implications for researchers and practitioners focus on the potential of Global Englishes classrooms as a locus for positive identity construction and the importance of considering differing perspectives to create a more nuanced understanding of identity and participation in L2 learning. The study also suggests a bottom-up pedagogical approach with ELF-oriented materials for learners to develop more favourable identities as English as a lingua franca users and/or multicompetent speakers.
{"title":"Identity Construction and Negotiation of Classroom CoP Members in Global Englishes Course: A Higher Education Context in Thailand","authors":"Poonyapat Boonyarattanasoontorn, Pimsiri Taylor","doi":"10.5539/elt.v16n6p153","DOIUrl":"https://doi.org/10.5539/elt.v16n6p153","url":null,"abstract":"This ethnographic study examines identity negotiation and construction inside a Global Englishes (GE) classroom community of practice in a Thai higher education context. Drawing on the communities of practice (CoP) framework (Lave & Wenger, 1991; Wenger, 1998), the study theorizes the academic GE classroom as a CoP and explores how participants construct identities while engaged in the joint enterprise of becoming English as a lingua franca (ELF) users and engaging in classroom activities using a shared repertoire of humour and shared narratives. The findings revealed the emergence of multiple identities from the overlapping characteristics of the academic classroom, and raised questions regarding legitimate peripheral participation (LPP) and identity trajectories as they intersect the egalitarian notion of ELF, including semi-expert identity, reverse identity, and bullying. Furthermore, the study highlighted the significant role of individual agency in the interplay between personal experiences and the broader Thai social structure in negotiating identities. The implications for researchers and practitioners focus on the potential of Global Englishes classrooms as a locus for positive identity construction and the importance of considering differing perspectives to create a more nuanced understanding of identity and participation in L2 learning. The study also suggests a bottom-up pedagogical approach with ELF-oriented materials for learners to develop more favourable identities as English as a lingua franca users and/or multicompetent speakers.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75294026","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}
Compared with ordinary children, children with specific language impairment (SLI) have delayed language development, poor reading comprehension, and greater difficulties in learning. As a widely used teaching intervention method, picture books can promote the development of reading comprehension, oral narrative, emotion, and social communication in the study of language intervention for children with special language impairment. However, the specific mechanism of picture books for children with SLI is still unclear. Therefore, this article sorts out and reviews the language barrier symptoms of specific language impairment, the form of picture book intervention, and the potential mechanism of picture book intervention, and puts forward the current role of picture books in SLI. The challenges faced in the intervention, and a positive outlook on the teaching intervention of picture books in SLI, this research will provide reference and help for the study of picture book intervention in related professional fields and has important guiding significance and reference value for the language correction of SLI children in various countries.
{"title":"The Intervention of Picture Books on Children with Specific Language Impairment: Progress, Challenges, and Prospects","authors":"Li Jing, Cheng-Jen Hsu","doi":"10.5539/elt.v16n6p136","DOIUrl":"https://doi.org/10.5539/elt.v16n6p136","url":null,"abstract":"Compared with ordinary children, children with specific language impairment (SLI) have delayed language development, poor reading comprehension, and greater difficulties in learning. As a widely used teaching intervention method, picture books can promote the development of reading comprehension, oral narrative, emotion, and social communication in the study of language intervention for children with special language impairment. However, the specific mechanism of picture books for children with SLI is still unclear. Therefore, this article sorts out and reviews the language barrier symptoms of specific language impairment, the form of picture book intervention, and the potential mechanism of picture book intervention, and puts forward the current role of picture books in SLI. The challenges faced in the intervention, and a positive outlook on the teaching intervention of picture books in SLI, this research will provide reference and help for the study of picture book intervention in related professional fields and has important guiding significance and reference value for the language correction of SLI children in various countries.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75246104","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}
From general observations, the writing produced by EFL students is rather difficult for native English speakers to follow due to its lack of coherence and cohesion. This problem is believed to be minimized by applying Thematic progression theory. This action research was conducted with the purpose to measure to what extent the use of thematic progression could improve coherence and cohesion in writing. Moreover, it also fulfills two sub-tasks which are identifying common theme-rheme problems and clarifying students’ difficulties when applying thematic progression in writing. To reach the answers, the action research was carried out with six-week execution and 20 participants, using both quantitative data (namely numbers of theme-rheme problems and coherence/cohesion scores) and qualitative data (students’ journals). The findings showed that by learning thematic progression, students’ coherence and cohesion band scores could be upgraded by approximately one band. Besides, inappropriate textual theme and empty theme were found to be the main theme-rheme problems. In addition, the shortage of ideas and inflexibility in using grammatical structure were discovered to be hurdles for students to employ the theory in their writing.
{"title":"The Effects of Thematic Progression in Improving Coherence and Cohesion in EFL Writing","authors":"Luu Thi Kim Nhung, Nguyen Huu Hiep","doi":"10.5539/elt.v16n6p126","DOIUrl":"https://doi.org/10.5539/elt.v16n6p126","url":null,"abstract":"From general observations, the writing produced by EFL students is rather difficult for native English speakers to follow due to its lack of coherence and cohesion. This problem is believed to be minimized by applying Thematic progression theory. This action research was conducted with the purpose to measure to what extent the use of thematic progression could improve coherence and cohesion in writing. Moreover, it also fulfills two sub-tasks which are identifying common theme-rheme problems and clarifying students’ difficulties when applying thematic progression in writing. To reach the answers, the action research was carried out with six-week execution and 20 participants, using both quantitative data (namely numbers of theme-rheme problems and coherence/cohesion scores) and qualitative data (students’ journals). The findings showed that by learning thematic progression, students’ coherence and cohesion band scores could be upgraded by approximately one band. Besides, inappropriate textual theme and empty theme were found to be the main theme-rheme problems. In addition, the shortage of ideas and inflexibility in using grammatical structure were discovered to be hurdles for students to employ the theory in their writing.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"2015 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83165032","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 qualitative study aimed to understand English as Foreign Language (EFL) teachers’ knowledge and skills concerning integration of Information and Communication Technology (ICT) into classroom teaching practices at a private university in Vietnam. Technological Pedagogical and Content Knowledge (TPACK) framework was used to guide research design, data collection and data analysis. Findings show that participants vary significantly in terms of knowledge and skills needed by EFL teachers. The study suggests that to support meaningful integration, EFL teachers need to develop three key knowledge types: technology, pedagogy and content, and skills to combine these types of knowledge.
{"title":"Understanding Teachers’ Knowledge and Skills via Technological Pedagogical and Content Knowledge Framework","authors":"D. T. Nguyen, Pillay Hitendra, Yeh Andy","doi":"10.5539/elt.v16n6p91","DOIUrl":"https://doi.org/10.5539/elt.v16n6p91","url":null,"abstract":"This qualitative study aimed to understand English as Foreign Language (EFL) teachers’ knowledge and skills concerning integration of Information and Communication Technology (ICT) into classroom teaching practices at a private university in Vietnam. Technological Pedagogical and Content Knowledge (TPACK) framework was used to guide research design, data collection and data analysis. Findings show that participants vary significantly in terms of knowledge and skills needed by EFL teachers. The study suggests that to support meaningful integration, EFL teachers need to develop three key knowledge types: technology, pedagogy and content, and skills to combine these types of knowledge.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88342151","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 current study aimed to investigate the dominant type and level of speaking anxiety among Thai EFL undergraduate students. In addition, this study explored their strategies to cope with speaking anxiety. Fifty-six first-year English major students participated in the study. The research instruments included a questionnaire and a semi-structured interview. The Foreign Language Speaking Anxiety Scale (FLSAS) questionnaire was used to examine the dominant type and level of speaking anxiety. After the questionnaire, six students participated in a semi-structured interview to explore their coping strategies with speaking anxiety. The quantitative data were analyzed using frequency and percentage. Content analysis was used to analyze the qualitative data obtained from the semi-structured interview. The results showed that low self-confidence is the dominant type of speaking anxiety, Moreover, the study found that most of the participants experienced moderate levels of speaking anxiety. Finally, the results also found that the participants used various coping strategies to reduce speaking anxiety, namely focusing their attention on other things, asking for help, preparing in advance, positive thinking, or using helpful tools. Other research methodologies and implications for future studies are also suggested.
{"title":"English Speaking Anxiety of Thai EFL Undergraduate Students: Dominant Type, Level, and Coping Strategies","authors":"Ling Qin, Somkiet Poopatwiboon","doi":"10.5539/elt.v16n6p102","DOIUrl":"https://doi.org/10.5539/elt.v16n6p102","url":null,"abstract":"This current study aimed to investigate the dominant type and level of speaking anxiety among Thai EFL undergraduate students. In addition, this study explored their strategies to cope with speaking anxiety. Fifty-six first-year English major students participated in the study. The research instruments included a questionnaire and a semi-structured interview. The Foreign Language Speaking Anxiety Scale (FLSAS) questionnaire was used to examine the dominant type and level of speaking anxiety. After the questionnaire, six students participated in a semi-structured interview to explore their coping strategies with speaking anxiety. The quantitative data were analyzed using frequency and percentage. Content analysis was used to analyze the qualitative data obtained from the semi-structured interview. \u0000 \u0000The results showed that low self-confidence is the dominant type of speaking anxiety, Moreover, the study found that most of the participants experienced moderate levels of speaking anxiety. Finally, the results also found that the participants used various coping strategies to reduce speaking anxiety, namely focusing their attention on other things, asking for help, preparing in advance, positive thinking, or using helpful tools. Other research methodologies and implications for future studies are also suggested.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73092284","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 how contemplative education and teaching backs up Iraqi EFL learners to become more willing to speak in class. After data analysis and interpretation of the performance of 72 young Iraqi students in two language schools in Iraq, the researchers found how recruited participants responded to contemplative teaching strategies in their speaking class and developed a higher willingness to interact with their teacher and their cohort Based on the results, those students who received instruction through contemplative teaching did better than students who received the traditional speech program. Moreover, those students who had more communication skills proved to be more fluent than those who had less. Based on the results and the discussion of pre-test and post-test results, the willingness of students to communicate in questionnaires, analysis of student behavior and the classroom behavior of teachers, the researchers concluded that the reflective teaching strategies and techniques used in this study have a positive impact on student’s desire to communicate and speak fluent intermediate level language skills.
{"title":"The Impact of Contemplative Teaching on Fostering Iraqi (High) School Students Willingness to Communicate (WTC) and Speaking Fluency","authors":"Esmaeil Bagheridoust, Wasan Flieh Hassan","doi":"10.5539/elt.v16n6p82","DOIUrl":"https://doi.org/10.5539/elt.v16n6p82","url":null,"abstract":"This study investigates how contemplative education and teaching backs up Iraqi EFL learners to become more willing to speak in class. After data analysis and interpretation of the performance of 72 young Iraqi students in two language schools in Iraq, the researchers found how recruited participants responded to contemplative teaching strategies in their speaking class and developed a higher willingness to interact with their teacher and their cohort Based on the results, those students who received instruction through contemplative teaching did better than students who received the traditional speech program. Moreover, those students who had more communication skills proved to be more fluent than those who had less. Based on the results and the discussion of pre-test and post-test results, the willingness of students to communicate in questionnaires, analysis of student behavior and the classroom behavior of teachers, the researchers concluded that the reflective teaching strategies and techniques used in this study have a positive impact on student’s desire to communicate and speak fluent intermediate level language skills.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85487415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article concentrates on an interesting study of the supra-segmental phonemes of L1 and L2. A stress sign or mark has no phonemic value in Arabic; this is very different from English, which contains three common degrees or levels of word stress, that effect meaning. Stress can also joins word segments, affecting their grammatical structures. The intonation forms of pitch, too, play out differently in the two languages; in English pitch shows the difference between questions, statements, and other types of attitudes and utterance that refer to phonological features. Arab students often have great difficulty with stress placement, unstressed vowels such as ,the schwa /ə/, and syllable boundary. These supra-segmental phonemes differences are the cause of difficulties for beginning learners. In classrooms, it is easy for teachers to follow students’ speech and identify their problem areas. This experimental study followed a sample of 50 female first-year students at Majmaah University in their acquisition of skills in rendering English supra-segmental phonemes. Oral pre- and post-tests were used for data collection, following an interview questions/ and answer formats. While participant spoke, examiners focused on the tested areas and assigned scores according to each participants’ answer. The findings indicate that, FL beginner learners commonly misinterpret supra-segmental phonemes.
{"title":"A Contrastive Study of English and Arabic Supra-Segmental Phonemes","authors":"Ehsan Mohammed Abdelgadir Ballal","doi":"10.5539/elt.v16n6p116","DOIUrl":"https://doi.org/10.5539/elt.v16n6p116","url":null,"abstract":"This article concentrates on an interesting study of the supra-segmental phonemes of L1 and L2. A stress sign or mark has no phonemic value in Arabic; this is very different from English, which contains three common degrees or levels of word stress, that effect meaning. Stress can also joins word segments, affecting their grammatical structures. The intonation forms of pitch, too, play out differently in the two languages; in English pitch shows the difference between questions, statements, and other types of attitudes and utterance that refer to phonological features. Arab students often have great difficulty with stress placement, unstressed vowels such as ,the schwa /ə/, and syllable boundary. These supra-segmental phonemes differences are the cause of difficulties for beginning learners. In classrooms, it is easy for teachers to follow students’ speech and identify their problem areas. This experimental study followed a sample of 50 female first-year students at Majmaah University in their acquisition of skills in rendering English supra-segmental phonemes. Oral pre- and post-tests were used for data collection, following an interview questions/ and answer formats. While participant spoke, examiners focused on the tested areas and assigned scores according to each participants’ answer. The findings indicate that, FL beginner learners commonly misinterpret supra-segmental phonemes.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80965986","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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