This paper examines how collaborative learning strategy (CLS) impacts Saudi University EFL students’ reading comprehension, especially their skimming, scanning and questioning abilities in order to determine the effect of CLS in improving reading strategies. This 14-week study employed a quasi-experimental method to collect data through the pre-test, the post-test, and the semi-structured interview. The participants were 30 students divided into the control group and the experimental group of 15 students each. The quantitative data were analysed using t-test as inferential statistic, and the qualitative data were analysed using thematic transcription. Findings from the t-test analysis revealed that the experimental group outperformed the control group in terms of reading skills under collaborative learning approach. The study will play a significant role in determining the impact of CLS on 30 EFL learners from monolingual backgrounds when they worked collaboratively in a classroom as an experimental group and a controlled group of 15 participants each. The research findings will be helpful in foregrounding the problems of reading strategy of monolingual EFL learners, facilitating thereby the designing of a more effective reading pedagogy to hone EFL, TOEFL, ELETLS reading skills.
{"title":"Effect of Collaborative Learning Strategy on EFL Students' Skimming, Scanning and Questioning Abilities","authors":"F. A. Mahmud, N. Shaikh","doi":"10.5539/elt.v16n6p68","DOIUrl":"https://doi.org/10.5539/elt.v16n6p68","url":null,"abstract":"This paper examines how collaborative learning strategy (CLS) impacts Saudi University EFL students’ reading comprehension, especially their skimming, scanning and questioning abilities in order to determine the effect of CLS in improving reading strategies. This 14-week study employed a quasi-experimental method to collect data through the pre-test, the post-test, and the semi-structured interview. The participants were 30 students divided into the control group and the experimental group of 15 students each. The quantitative data were analysed using t-test as inferential statistic, and the qualitative data were analysed using thematic transcription. Findings from the t-test analysis revealed that the experimental group outperformed the control group in terms of reading skills under collaborative learning approach. The study will play a significant role in determining the impact of CLS on 30 EFL learners from monolingual backgrounds when they worked collaboratively in a classroom as an experimental group and a controlled group of 15 participants each. The research findings will be helpful in foregrounding the problems of reading strategy of monolingual EFL learners, facilitating thereby the designing of a more effective reading pedagogy to hone EFL, TOEFL, ELETLS reading skills.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90191506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the flourishing of tourism, more and more travelers tend to look at reviews on travel websites before booking accommodations. To minimize the possible unfavorable influence generated by negative reviews on websites, hotels tend to provide persuasive responses to negative reviews. Metadiscourse resource, as a linguistic resource, can be possibly used for such persuasive purpose in hotel responses to negative reviews. Taking TripAdvisor, one popular global travel website based in America, as an example, the present study explores the types of metadiscourse used in hotel responses to negative reviews and their role in achieving specific persuasive goals. 200 English responses to negative reviews from 50 hotels at the top five destinations were collected and analyzed. Metadiscourse markers were identified and located with the help of AntConc 3.5.9 (Windows) 2020 and Microsoft Word. The results show that nine types of metadiscourse resources are used in hotel responses to negative reviews on TripAdvisor, and interactional metadiscourse markers are more frequently adopted than interactive ones. Furthermore, it is found that metadiscourse markers can help achieve persuasive goals such as restoring the damaged reputation, winning trust, and enhancing rapport. This research complements the study on metadiscourse by looking at it in the genre of review response and explores the practicality of Aristotle’s three rhetorical means of persuasion in explaining the persuasive functions in business discourse. Hopefully, this study will spire hotels to take advantage of different types of metadiscourse resources in their attempt to achieve persuasive goals in their responses to negative reviews.
{"title":"A Study on the Persuasive Function of Metadiscourse in Hotel Responses to Negative Reviews on TripAdvisor","authors":"Ruiqi Zhou, Siming Li","doi":"10.5539/elt.v16n6p55","DOIUrl":"https://doi.org/10.5539/elt.v16n6p55","url":null,"abstract":"With the flourishing of tourism, more and more travelers tend to look at reviews on travel websites before booking accommodations. To minimize the possible unfavorable influence generated by negative reviews on websites, hotels tend to provide persuasive responses to negative reviews. Metadiscourse resource, as a linguistic resource, can be possibly used for such persuasive purpose in hotel responses to negative reviews. Taking TripAdvisor, one popular global travel website based in America, as an example, the present study explores the types of metadiscourse used in hotel responses to negative reviews and their role in achieving specific persuasive goals. 200 English responses to negative reviews from 50 hotels at the top five destinations were collected and analyzed. Metadiscourse markers were identified and located with the help of AntConc 3.5.9 (Windows) 2020 and Microsoft Word. The results show that nine types of metadiscourse resources are used in hotel responses to negative reviews on TripAdvisor, and interactional metadiscourse markers are more frequently adopted than interactive ones. Furthermore, it is found that metadiscourse markers can help achieve persuasive goals such as restoring the damaged reputation, winning trust, and enhancing rapport. This research complements the study on metadiscourse by looking at it in the genre of review response and explores the practicality of Aristotle’s three rhetorical means of persuasion in explaining the persuasive functions in business discourse. Hopefully, this study will spire hotels to take advantage of different types of metadiscourse resources in their attempt to achieve persuasive goals in their responses to negative reviews.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73559110","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}
Incorporating technology in English language teaching practices has the potential to generate more lively and captivating learning experiences for learners. The challenge lies in adequately equipping pre-service English language teachers with the skills to seamlessly incorporate technology in their teaching methods and improve students' academic performance, despite their favorable perception of its usefulness. The study aimed to shed light on the factors that contribute to pre-service teachers' acceptance of technology and to determine the applicability of the Technology Acceptance Model in the context of English language Teaching (ELT). For this study, the framework developed by Teo (2009) was utilized. The participants were 286 English pre-service teachers. The study identified 21 pairs of factors that positively and significantly affect technology acceptance, with Perceived Usefulness having the highest correlation coefficient and Facilitating Conditions having the lowest. The path analysis of the technology acceptance model revealed that while the model was a good fit for this study, there were two non-significant paths. Perceived Ease of Use and Perceived Usefulness were found to directly affect technology acceptance, while Technological Complexity and Facilitating Conditions had indirect effects through Perceived Ease of Use and Perceived Usefulness. The results of this study showed that interventions to improve technology acceptance amongst pre-service teachers should take into account direct and indirect factors.
{"title":"Technology Acceptance among English Pre-service Teachers: A Path Analysis Approach","authors":"Sudsuang Yutdhana, Kyle Nathan Kohler","doi":"10.5539/elt.v16n6p45","DOIUrl":"https://doi.org/10.5539/elt.v16n6p45","url":null,"abstract":"Incorporating technology in English language teaching practices has the potential to generate more lively and captivating learning experiences for learners. The challenge lies in adequately equipping pre-service English language teachers with the skills to seamlessly incorporate technology in their teaching methods and improve students' academic performance, despite their favorable perception of its usefulness. The study aimed to shed light on the factors that contribute to pre-service teachers' acceptance of technology and to determine the applicability of the Technology Acceptance Model in the context of English language Teaching (ELT). For this study, the framework developed by Teo (2009) was utilized. The participants were 286 English pre-service teachers. The study identified 21 pairs of factors that positively and significantly affect technology acceptance, with Perceived Usefulness having the highest correlation coefficient and Facilitating Conditions having the lowest. The path analysis of the technology acceptance model revealed that while the model was a good fit for this study, there were two non-significant paths. Perceived Ease of Use and Perceived Usefulness were found to directly affect technology acceptance, while Technological Complexity and Facilitating Conditions had indirect effects through Perceived Ease of Use and Perceived Usefulness. The results of this study showed that interventions to improve technology acceptance amongst pre-service teachers should take into account direct and indirect factors.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88543038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study investigates the effects of Story-Continuation Writing Task on high students’ English writing performance and attitude. A total number of 74 senior one students were randomly assigned to a Story-Continuation Class and a Topic-Writing Class with receiving 12 weeks’ instructional treatment of SCWT and Topic-Writing Task respectively and using material specially developed for the study. A pre and post English writing test were utilized to measure the effect of learners’ English writing performance. Findings demonstrated that the Story-Continuation Writing Task was superior to Topic Writing Task as significant differences existed in the posttest with the Story-Continuation Class outperforming the Topic-Writing Class, indicating that the Story-Continuation Writing Task (SCWT) had a better facilitating impact on promoting senior students’ English writing competence. The application of Story-Continuation Writing Task as an integrated writing task for high school English writing pedagogy is considered.
{"title":"Effect of Story-Continuation Writing Task on High School Students’ Writing","authors":"Ziwei Huang","doi":"10.5539/elt.v16n6p33","DOIUrl":"https://doi.org/10.5539/elt.v16n6p33","url":null,"abstract":"The present study investigates the effects of Story-Continuation Writing Task on high students’ English writing performance and attitude. A total number of 74 senior one students were randomly assigned to a Story-Continuation Class and a Topic-Writing Class with receiving 12 weeks’ instructional treatment of SCWT and Topic-Writing Task respectively and using material specially developed for the study. A pre and post English writing test were utilized to measure the effect of learners’ English writing performance. Findings demonstrated that the Story-Continuation Writing Task was superior to Topic Writing Task as significant differences existed in the posttest with the Story-Continuation Class outperforming the Topic-Writing Class, indicating that the Story-Continuation Writing Task (SCWT) had a better facilitating impact on promoting senior students’ English writing competence. The application of Story-Continuation Writing Task as an integrated writing task for high school English writing pedagogy is considered.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"131 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89555996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the fact that language learning strategy (LLS) has been playing an important role in language learning and teaching over the past few decades, scant research has systematically tracked and synthesized the development of LLS. This study, therefore, aims to conduct a comprehensive review of LLS within a time span of 1990 to 2022. A total of 927 articles related to LLS were analyzed via bibliometric analysis and structural topic modeling. Performance analysis and science mapping, which included the annual production, the most influential journals, countries, institutions, authors and their collaborative networks, were figured out by bibliometric analysis. 24 important topics were identified by structural topic modeling, which showed that six topics were related to skill-based strategies, three topics were concerned with the subjects of LLS, three topics were about multilingualism issues and the rest concerned different types of LLS and the factors to influence LLS effect. This study provides a panoramic review of LLS in applied linguistics, pointing out potential future directions in this field.
{"title":"A Bibliometric Review on Latent Topics and Trends of Language Learning Strategy (1990-2022)","authors":"Jiexin Chen","doi":"10.5539/elt.v16n6p15","DOIUrl":"https://doi.org/10.5539/elt.v16n6p15","url":null,"abstract":"Despite the fact that language learning strategy (LLS) has been playing an important role in language learning and teaching over the past few decades, scant research has systematically tracked and synthesized the development of LLS. This study, therefore, aims to conduct a comprehensive review of LLS within a time span of 1990 to 2022. A total of 927 articles related to LLS were analyzed via bibliometric analysis and structural topic modeling. Performance analysis and science mapping, which included the annual production, the most influential journals, countries, institutions, authors and their collaborative networks, were figured out by bibliometric analysis. 24 important topics were identified by structural topic modeling, which showed that six topics were related to skill-based strategies, three topics were concerned with the subjects of LLS, three topics were about multilingualism issues and the rest concerned different types of LLS and the factors to influence LLS effect. This study provides a panoramic review of LLS in applied linguistics, pointing out potential future directions in this field.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85543383","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 study focused on the comparative correlative study Test Rubrics Used as Benchmarks in Assessing International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL) Speaking Skills. To carry out this project, the researcher searched for IELTS and TOEFL candidates and recruited and finally selected 37 male and female candidates who took both standard tests for various reasons. The statistical results obtained (mainly Pearson's correlation coefficient of correlation moments) showed significant joint variability between IELTS Speaking scores derived from IELTS test bars and frequency band description factors, TOEFL Speaking scores derived from TOEFL test bars, and assessment scores. criteria. The results show that there is a high correlation index (0.862**) between the two tests scoring systems for speaking. The results also reflect a high correlation index (.903**) between the two tests scoring systems, assessing general English proficiency and speaking ability using both tests rubrics.
{"title":"A Comparative-Correlative Study of Test Rubrics Used as Benchmarks in Assessing IELTS and TOEFL Speaking Skills","authors":"Esmaeil Bagheridoust, Yasameen Khalid Khairullah","doi":"10.5539/elt.v16n6p1","DOIUrl":"https://doi.org/10.5539/elt.v16n6p1","url":null,"abstract":"The study focused on the comparative correlative study Test Rubrics Used as Benchmarks in Assessing International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL) Speaking Skills. To carry out this project, the researcher searched for IELTS and TOEFL candidates and recruited and finally selected 37 male and female candidates who took both standard tests for various reasons. The statistical results obtained (mainly Pearson's correlation coefficient of correlation moments) showed significant joint variability between IELTS Speaking scores derived from IELTS test bars and frequency band description factors, TOEFL Speaking scores derived from TOEFL test bars, and assessment scores. criteria. The results show that there is a high correlation index (0.862**) between the two tests scoring systems for speaking. The results also reflect a high correlation index (.903**) between the two tests scoring systems, assessing general English proficiency and speaking ability using both tests rubrics.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78652821","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. 5, 2023
《英语语言教学》第16卷第5期，2023年
{"title":"Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 5, 2023","authors":"G. Yu","doi":"10.5539/elt.v16n5p152","DOIUrl":"https://doi.org/10.5539/elt.v16n5p152","url":null,"abstract":"Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 5, 2023","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80849960","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 researchers delved into the practice of divergent assessment (DA) and participation in assessment while emphasizing task-based language learning (TBLT) as instruction in argumentative essay courses in an Iraqi EFL context. In doing so, they formed 3 classes, namely a traditional class, a DA exercise with a traditional class, and a TBLT exercise with a traditional class, to investigate the differences that such practices can induce in the writing quality of EFL learners. performance Post-test analysis and one-way ANOVA show that the CONV TBLT class (M = 3.97) significantly outperformed the CONV DA group (M = 2.98) in terms of better argumentative writing. This study shows how EFL learners respond to the integration of DA and TBLT with compliant writing instruction. The researchers used two parallel argumentative writing tasks before and after the DA and TBLT treatment. The results of the study rejected the researchers' null hypotheses, showing that both DA and TBLT were reliably effective in increasing Iraqi EFL students' argumentative essay excellence, with TBLT having a slightly higher neck than DA. The final result of the study clearly shows that the CONV TBLT group showed a significantly higher mean score than the CONV DA and CONV groups. The CONV DA group showed a significantly higher mean score than the CONV group.
{"title":"Integrating Divergent Assessment (DA) and Task Based Language Teaching (TBLT) in Argumentative Essay Writing Classrooms: An Experimental Study to Develop Iraqi EFL Learners’ Writing Skills","authors":"Esmaeil Bagheridoust, Hossam Al-Sultani","doi":"10.5539/elt.v16n5p139","DOIUrl":"https://doi.org/10.5539/elt.v16n5p139","url":null,"abstract":"The researchers delved into the practice of divergent assessment (DA) and participation in assessment while emphasizing task-based language learning (TBLT) as instruction in argumentative essay courses in an Iraqi EFL context. In doing so, they formed 3 classes, namely a traditional class, a DA exercise with a traditional class, and a TBLT exercise with a traditional class, to investigate the differences that such practices can induce in the writing quality of EFL learners. performance Post-test analysis and one-way ANOVA show that the CONV TBLT class (M = 3.97) significantly outperformed the CONV DA group (M = 2.98) in terms of better argumentative writing. This study shows how EFL learners respond to the integration of DA and TBLT with compliant writing instruction. The researchers used two parallel argumentative writing tasks before and after the DA and TBLT treatment. The results of the study rejected the researchers' null hypotheses, showing that both DA and TBLT were reliably effective in increasing Iraqi EFL students' argumentative essay excellence, with TBLT having a slightly higher neck than DA. The final result of the study clearly shows that the CONV TBLT group showed a significantly higher mean score than the CONV DA and CONV groups. The CONV DA group showed a significantly higher mean score than the CONV group.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74015142","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 paper is a small-scale study on the core elements of professional identity (PI) issues among English as a second language (ESL) teachers. The study highlights the significance of professional identity, and the compromise and transformation ESL teachers undergo during their careers. Qualitative exploratory research methodology is applied in the investigation involving five ESL teachers. Semi-structured face-to-face interviews were conducted to explore the potential factors that have impacted English teachers’ professional identity. The study revealed the impact of top-down policy implementation, the significance of professionalism, unstructured overseas educational setup, and workplace challenges on the professional identity of English teachers. The findings of the study highlighted several key areas that had a positive as well as a negative impact on the PI of ESL teachers. ESL teachers’ adherence to their individuality and teaching philosophy in spite of facing different challenges, time and teaching experience of ESL teachers, culturally diverse working environment, and teachers’ evaluation system emerged as positive factors in PI development. However, the study also drew special attention to ESL teachers’ PI primarily getting affected by the imposition of a central policy system on ESL teachers, ignoring ESL teachers’ voices without taking their feedback into consideration, lack of awareness to foster positive professional relationships among peers and working in the overseas broken educational system. The study concluded that ESL teachers need their independent professional space to utilize their teaching capabilities and share their experiences to have an influential professional identity. However, due to the small number of participants a larger study would be better in unfolding in detail the causes behind the professional identity crises of ESL teachers.
{"title":"ESL Teacher’s Professional Identity in English Language Teaching","authors":"Irfana Hafeez","doi":"10.5539/elt.v16n5p128","DOIUrl":"https://doi.org/10.5539/elt.v16n5p128","url":null,"abstract":"The current paper is a small-scale study on the core elements of professional identity (PI) issues among English as a second language (ESL) teachers. The study highlights the significance of professional identity, and the compromise and transformation ESL teachers undergo during their careers. Qualitative exploratory research methodology is applied in the investigation involving five ESL teachers. Semi-structured face-to-face interviews were conducted to explore the potential factors that have impacted English teachers’ professional identity. The study revealed the impact of top-down policy implementation, the significance of professionalism, unstructured overseas educational setup, and workplace challenges on the professional identity of English teachers. The findings of the study highlighted several key areas that had a positive as well as a negative impact on the PI of ESL teachers. ESL teachers’ adherence to their individuality and teaching philosophy in spite of facing different challenges, time and teaching experience of ESL teachers, culturally diverse working environment, and teachers’ evaluation system emerged as positive factors in PI development. However, the study also drew special attention to ESL teachers’ PI primarily getting affected by the imposition of a central policy system on ESL teachers, ignoring ESL teachers’ voices without taking their feedback into consideration, lack of awareness to foster positive professional relationships among peers and working in the overseas broken educational system. The study concluded that ESL teachers need their independent professional space to utilize their teaching capabilities and share their experiences to have an influential professional identity. However, due to the small number of participants a larger study would be better in unfolding in detail the causes behind the professional identity crises of ESL teachers.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82972362","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 Meta-discourse on task achievement of IELTS general reading module. The inquirer analyzed and interpreted the collected data to find out if meta-discourse markers have positively affected the participants, Iraqi EFL learners, to improve their reading comprehension ability. The researcher recruited and finally selected 160 undergraduate students (80 experimental groups and 80 control groups) majoring in English from 7 classes in Baghdad University with different language proficiency levels, i.e., elementary, lower-intermediate, intermediate, and upper-intermediate. Employing One-way and Two-way ANOVA analyses, the inquirer found out that the use of Meta-discourse markers in experimental groups left a positive impact on the students of different language proficiency levels in their approach to IELTS general reading comprehension tasks. In a parallel analysis, the researcher administered SORS questionnaire to investigate the reading strategies and found that all the students in different proficiency levels performed in SORS significantly better in the treatment group as compared to the performance of the EFL learners in control groups.
{"title":"Investigating the Impact of Meta-discourse on Task Achievement of IELTS General Reading Modules","authors":"Esmaeil Bagheridoust, Zainab Kareem Hameedi","doi":"10.5539/elt.v16n5p111","DOIUrl":"https://doi.org/10.5539/elt.v16n5p111","url":null,"abstract":"This study investigates the impact of Meta-discourse on task achievement of IELTS general reading module. The inquirer analyzed and interpreted the collected data to find out if meta-discourse markers have positively affected the participants, Iraqi EFL learners, to improve their reading comprehension ability. The researcher recruited and finally selected 160 undergraduate students (80 experimental groups and 80 control groups) majoring in English from 7 classes in Baghdad University with different language proficiency levels, i.e., elementary, lower-intermediate, intermediate, and upper-intermediate. Employing One-way and Two-way ANOVA analyses, the inquirer found out that the use of Meta-discourse markers in experimental groups left a positive impact on the students of different language proficiency levels in their approach to IELTS general reading comprehension tasks. In a parallel analysis, the researcher administered SORS questionnaire to investigate the reading strategies and found that all the students in different proficiency levels performed in SORS significantly better in the treatment group as compared to the performance of the EFL learners in control groups.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85181880","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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