This study focuses on the pragmatic analysis of selected speeches made by some governors on Workers’ Day Celebration in Nigeria. The study aimed to identify and analyze the pragmatic features of the speeches and to establish how these features reveal the governors’ intentions. Purposive sampling method was used to select and transcribe two recorded speeches of Governor Emmanuel Udom (2019) of Akwa Ibom State and Governor Seyi Makinde (2020) of Oyo State. Qualitative research design was used to analyze the transcribed texts. The theoretical models of Speech Acts by Austin (1962) and Searle (1969) were deployed in the analysis. The findings revealed that the pragmatic features in the speeches were conveyed through the following illocutionary acts: assertive (33%), commissive (20%), declaratives (15%), executives (13.75%), expressive (10%), and directives (7.5%). The study also establishes that the governors’ intentions were to prioritize workers’ welfare, encourage and assure them of their interest and sustain the post-COVID 19 economy. The study concluded that the pragmatic features of the speeches effectively conveyed the governors’ intentions and motives, thus highlighting the importance of language and ideology in political communication.
{"title":"Pragmatic Analysis of Selected Speeches of Some Governors on Workers’ Day Celebration in Nigeria","authors":"I. Agbo, Rejoice C. Nwachukwu, W. Ugwuagbo","doi":"10.5539/elt.v16n5p77","DOIUrl":"https://doi.org/10.5539/elt.v16n5p77","url":null,"abstract":"This study focuses on the pragmatic analysis of selected speeches made by some governors on Workers’ Day Celebration in Nigeria. The study aimed to identify and analyze the pragmatic features of the speeches and to establish how these features reveal the governors’ intentions. Purposive sampling method was used to select and transcribe two recorded speeches of Governor Emmanuel Udom (2019) of Akwa Ibom State and Governor Seyi Makinde (2020) of Oyo State. Qualitative research design was used to analyze the transcribed texts. The theoretical models of Speech Acts by Austin (1962) and Searle (1969) were deployed in the analysis. The findings revealed that the pragmatic features in the speeches were conveyed through the following illocutionary acts: assertive (33%), commissive (20%), declaratives (15%), executives (13.75%), expressive (10%), and directives (7.5%). The study also establishes that the governors’ intentions were to prioritize workers’ welfare, encourage and assure them of their interest and sustain the post-COVID 19 economy. The study concluded that the pragmatic features of the speeches effectively conveyed the governors’ intentions and motives, thus highlighting the importance of language and ideology in political communication.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77021931","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 quasi-experimental study investigated the effect of task-related focus-on-forms (FonFs) (i.e., written form and word parts) instructions on EFL vocabulary development in Thai primary school students. The participants were 72 sixth-grade Thai EFL students and were divided into two groups: the written form group participants (n = 37) who received the written instruction and the word parts group participants (n = 35) who received the word parts instruction. In the written form group, the teacher taught the one hundred and four target words by giving their definitions (in the form of target language explanations), followed by the participants’ spelling and example sentences; hence the focus was on the written form. The word parts group did the same as the written form group. Besides, they focused on word parts as another aspect of word form. One vocabulary size test was conducted to measure the number of participants' vocabulary words. Four tests were used to measure receptive and productive knowledge of vocabulary development, and two questionnaires were employed to explore the participants’ perceptions. Descriptive and inferential statistics were employed to analyze the data of the study. These findings indicate the significant effect of task-related focus-on-forms (FonFs) on vocabulary development among Thai primary school participants. In addition, the perception questionnaire data analysis also revealed that task-related FonFs in written form and word parts groups helped learn vocabulary. Pedagogical implications and suggestions for further studies are presented.
{"title":"The Effects of Task-Related Focus-on-Forms Instruction on Vocabulary Development in Thai EFL Primary School Students","authors":"Yanee Methapisittikul, Apisak Sukying","doi":"10.5539/elt.v16n5p95","DOIUrl":"https://doi.org/10.5539/elt.v16n5p95","url":null,"abstract":"This quasi-experimental study investigated the effect of task-related focus-on-forms (FonFs) (i.e., written form and word parts) instructions on EFL vocabulary development in Thai primary school students. The participants were 72 sixth-grade Thai EFL students and were divided into two groups: the written form group participants (n = 37) who received the written instruction and the word parts group participants (n = 35) who received the word parts instruction. In the written form group, the teacher taught the one hundred and four target words by giving their definitions (in the form of target language explanations), followed by the participants’ spelling and example sentences; hence the focus was on the written form. The word parts group did the same as the written form group. Besides, they focused on word parts as another aspect of word form. One vocabulary size test was conducted to measure the number of participants' vocabulary words. Four tests were used to measure receptive and productive knowledge of vocabulary development, and two questionnaires were employed to explore the participants’ perceptions. Descriptive and inferential statistics were employed to analyze the data of the study. These findings indicate the significant effect of task-related focus-on-forms (FonFs) on vocabulary development among Thai primary school participants. In addition, the perception questionnaire data analysis also revealed that task-related FonFs in written form and word parts groups helped learn vocabulary. Pedagogical implications and suggestions for further studies are presented. ","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"119 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84046520","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}
Many educators are seeking new methods to motivate and encourage student learning, and the flipped classroom model is increasingly being used by language teachers to engage students. This approach involves students watching instructional videos prior to class, then participating in practical activities during class time. This study aimed to evaluate the effectiveness of the flipped instructional model on the writing achievements, attitudes, and stress levels of first-year college students. The study was conducted in an intact writing classroom from 2020 to 2021 at a central university in Taiwan, with the researcher serving as the instructor. Students were given the option of an 8-week traditional classroom or an 8-week flipped classroom. The study used quantitative research methods to assess students' writing skills and attitudes towards the flipped classroom model, including an EFL writing test and a questionnaire. The study found that the flipped classroom methodology improved students' writing motivation and quality, with students being more comfortable in this type of environment and engaging in more group discussions about video content. Additionally, the flipped model led to significant improvements in students' writing abilities on pretest and posttest assessments. Both quantitative and qualitative data support the positive impact of the flipped classroom model on students' writing performance and attitudes. This research study offers significant insights into the utilization of the flipped instruction model, which can assist educators in enhancing the efficiency of their teaching approaches, particularly in improving students' writing abilities and fostering self-directed learning.
{"title":"The Investigation on College Students' English Writing Achievements and Perceptions towards a Flipped Instructional Model","authors":"P. Huang, Yanling Hwang, Kuo-shu Huang","doi":"10.5539/elt.v16n5p65","DOIUrl":"https://doi.org/10.5539/elt.v16n5p65","url":null,"abstract":"Many educators are seeking new methods to motivate and encourage student learning, and the flipped classroom model is increasingly being used by language teachers to engage students. This approach involves students watching instructional videos prior to class, then participating in practical activities during class time. This study aimed to evaluate the effectiveness of the flipped instructional model on the writing achievements, attitudes, and stress levels of first-year college students. The study was conducted in an intact writing classroom from 2020 to 2021 at a central university in Taiwan, with the researcher serving as the instructor. Students were given the option of an 8-week traditional classroom or an 8-week flipped classroom. The study used quantitative research methods to assess students' writing skills and attitudes towards the flipped classroom model, including an EFL writing test and a questionnaire. The study found that the flipped classroom methodology improved students' writing motivation and quality, with students being more comfortable in this type of environment and engaging in more group discussions about video content. Additionally, the flipped model led to significant improvements in students' writing abilities on pretest and posttest assessments. Both quantitative and qualitative data support the positive impact of the flipped classroom model on students' writing performance and attitudes. This research study offers significant insights into the utilization of the flipped instruction model, which can assist educators in enhancing the efficiency of their teaching approaches, particularly in improving students' writing abilities and fostering self-directed learning.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72651521","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 classroom-based study investigated the most frequently employed instructional scaffolding strategies to support second language (L2) writing by three English as foreign language (EFL) college teachers in Kuwait. Thus, this study had two aims: (1) to investigate the most frequently-used scaffolding strategies for teaching writing that were employed by the participating EFL teachers, and (2) to survey the students’ perceptions of their teachers’ scaffolding strategies. Data collection methods included classroom observations, a survey, and six group interviews with the three teachers. Microsoft Excel software was used to analyze the numerical data from the survey. The observations and interviews produced the most frequently used strategies for instructional scaffolding in the EFL writing classroom. The grounded survey items were gleaned from the data of the observations and group interviews. The survey was distributed among the students to gain their perceptions of their teachers’ instructional scaffolding strategies. The findings revealed that the three EFL teachers frequently employed the two scaffolding strategies of rhetorical scaffolding and prior knowledge scaffolding. However, they utilized contextual scaffolding and language development scaffolding to a lesser extent in the writing classroom. Implications included the need to orient EFL teachers through training courses on scaffolding strategies and their optimal applications in the writing classroom.
{"title":"Instructional Scaffolding Strategies to Support the L2 Writing of EFL College Students in Kuwait","authors":"Shu-Hua Wu, Sulaiman Alrabah","doi":"10.5539/elt.v16n5p53","DOIUrl":"https://doi.org/10.5539/elt.v16n5p53","url":null,"abstract":"This classroom-based study investigated the most frequently employed instructional scaffolding strategies to support second language (L2) writing by three English as foreign language (EFL) college teachers in Kuwait. Thus, this study had two aims: (1) to investigate the most frequently-used scaffolding strategies for teaching writing that were employed by the participating EFL teachers, and (2) to survey the students’ perceptions of their teachers’ scaffolding strategies. Data collection methods included classroom observations, a survey, and six group interviews with the three teachers. Microsoft Excel software was used to analyze the numerical data from the survey. The observations and interviews produced the most frequently used strategies for instructional scaffolding in the EFL writing classroom. The grounded survey items were gleaned from the data of the observations and group interviews. The survey was distributed among the students to gain their perceptions of their teachers’ instructional scaffolding strategies. The findings revealed that the three EFL teachers frequently employed the two scaffolding strategies of rhetorical scaffolding and prior knowledge scaffolding. However, they utilized contextual scaffolding and language development scaffolding to a lesser extent in the writing classroom. Implications included the need to orient EFL teachers through training courses on scaffolding strategies and their optimal applications in the writing classroom.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89974002","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 aims to explore the application of mind mapping in English vocabulary teaching. The researchers conducted on-site teaching by using mind mapping at a higher vocational college in China and made a survey to study its effectiveness. Through practice, the authors found that using mind mapping to teach English vocabulary can enhance students' vocabulary memory and application, making learning more interesting and effective, and improving students' self-learning abilities. In addition, the researchers use Constructivism Theory and Knowledge Visualization Theory to analyze and discuss the survey structure in detail, and draw proper conclusions. The article also provides detailed guidance on how to use mind mapping to organize, classify, and review English vocabulary, and shares some practical teaching experience.
{"title":"Using Mind Mapping for English Vocabulary Teaching","authors":"Wei Wu, Weitong Zheng","doi":"10.5539/elt.v16n5p44","DOIUrl":"https://doi.org/10.5539/elt.v16n5p44","url":null,"abstract":"This study aims to explore the application of mind mapping in English vocabulary teaching. The researchers conducted on-site teaching by using mind mapping at a higher vocational college in China and made a survey to study its effectiveness. Through practice, the authors found that using mind mapping to teach English vocabulary can enhance students' vocabulary memory and application, making learning more interesting and effective, and improving students' self-learning abilities. In addition, the researchers use Constructivism Theory and Knowledge Visualization Theory to analyze and discuss the survey structure in detail, and draw proper conclusions. The article also provides detailed guidance on how to use mind mapping to organize, classify, and review English vocabulary, and shares some practical teaching experience.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134955421","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 aims to explore the application of mind mapping in English vocabulary teaching. The researchers conducted on-site teaching by using mind mapping at a higher vocational college in China and made a survey to study its effectiveness. Through practice, the authors found that using mind mapping to teach English vocabulary can enhance students' vocabulary memory and application, making learning more interesting and effective, and improving students' self-learning abilities. In addition, the researchers use Constructivism Theory and Knowledge Visualization Theory to analyze and discuss the survey structure in detail, and draw proper conclusions. The article also provides detailed guidance on how to use mind mapping to organize, classify, and review English vocabulary, and shares some practical teaching experience.
{"title":"Using Mind Mapping for English Vocabulary Teaching","authors":"Wei Wu, Weitong Zheng","doi":"10.5539/elt.v16n5p42","DOIUrl":"https://doi.org/10.5539/elt.v16n5p42","url":null,"abstract":"This study aims to explore the application of mind mapping in English vocabulary teaching. The researchers conducted on-site teaching by using mind mapping at a higher vocational college in China and made a survey to study its effectiveness. Through practice, the authors found that using mind mapping to teach English vocabulary can enhance students' vocabulary memory and application, making learning more interesting and effective, and improving students' self-learning abilities. In addition, the researchers use Constructivism Theory and Knowledge Visualization Theory to analyze and discuss the survey structure in detail, and draw proper conclusions. The article also provides detailed guidance on how to use mind mapping to organize, classify, and review English vocabulary, and shares some practical teaching experience.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90777563","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}
Corrective feedback with its potential role in oral interaction, and teacher’s questions with the capacity to engage the learners in conversational activities led to the investigation of their roles in speaking accuracy of EFL learners. Teacher’s display and referential questions were employed along with explicit (explicit correction, metalinguistic clue, elicitation) and implicit (conversational recast, repetition, clarification request) corrective feedback to create opportunities for the learners to participate in interaction, to modify their errors, and to produce accurate output. Therefore,112 learners who attended 10 intact classes of 15 session terms in one control and four experimental groups were homogenized through administering a PET. In all groups, accuracy was focused while learners were engaged in conversational activities. In the first and second experimental groups teacher’s display questions were implemented followed by the provision of explicit and implicit feedback types. However, the third and fourth experimental groups were asked to answer teacher’s referential questions who received explicit and implicit corrective feedback respectively. To measure the learners’ speaking accuracy, both pre and posttests of speaking were recorded and transcribed to estimate the percentage of error free clause. An analysis of covariance indicated that in learners’ speaking accuracy; both teacher’s display and referential questions with either explicit or implicit feedback types were significantly effective; there were no significant differences between the effectiveness of teacher’s display and referential questions with explicit corrective feedback; and teacher’s referential questions were significantly more effective than display questions with implicit feedback types. The substantial enhancement of EFL learners’ speaking accuracy bears testimony that in interactional view, communicative behavior resulting from the questioning and corrective feedback paves the way for a higher level of accurate output.
{"title":"Navigating Teacher’s Display and Referential Questions to Enhance Learners’ Speaking Accuracy: A Case of Explicit and Implicit Corrective Feedback","authors":"S. Erfani, M. Karimi","doi":"10.5539/elt.v16n5p31","DOIUrl":"https://doi.org/10.5539/elt.v16n5p31","url":null,"abstract":"Corrective feedback with its potential role in oral interaction, and teacher’s questions with the capacity to engage the learners in conversational activities led to the investigation of their roles in speaking accuracy of EFL learners. Teacher’s display and referential questions were employed along with explicit (explicit correction, metalinguistic clue, elicitation) and implicit (conversational recast, repetition, clarification request) corrective feedback to create opportunities for the learners to participate in interaction, to modify their errors, and to produce accurate output. Therefore,112 learners who attended 10 intact classes of 15 session terms in one control and four experimental groups were homogenized through administering a PET. In all groups, accuracy was focused while learners were engaged in conversational activities. In the first and second experimental groups teacher’s display questions were implemented followed by the provision of explicit and implicit feedback types. However, the third and fourth experimental groups were asked to answer teacher’s referential questions who received explicit and implicit corrective feedback respectively. To measure the learners’ speaking accuracy, both pre and posttests of speaking were recorded and transcribed to estimate the percentage of error free clause. An analysis of covariance indicated that in learners’ speaking accuracy; both teacher’s display and referential questions with either explicit or implicit feedback types were significantly effective; there were no significant differences between the effectiveness of teacher’s display and referential questions with explicit corrective feedback; and teacher’s referential questions were significantly more effective than display questions with implicit feedback types. The substantial enhancement of EFL learners’ speaking accuracy bears testimony that in interactional view, communicative behavior resulting from the questioning and corrective feedback paves the way for a higher level of accurate output.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91112124","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 paper repopulates faculty and students’ perceptions and attitudes towards ESP in EFL context. It uncovers both parties’ patricians’ thoughts about the significance of ESP in Saudi for the provision professional strength and contemporary suitability language practices in academics and institutions by EFL learners. It has revealed that teachers have shown ESP effectiveness for students of EFL program to inculcate language stuffs and solve learners’ queries. Also, Instructors concluded that the emergence of ESP flourishes learner’s knowledge of language for the codification in specific domains. Correspondingly, learners have expressed their discernments of ESP contents to capitalize them in real life situations. ESP materials assist the learners leading to use language accordance to circumstances. The research has illustrated that ESP replacement with EGP is lucrative to drive effectively learners to prepare them for current challenges of English use. Obtaining collective insights of both teachers and students demonstrated positive implications about ESP. They consciously negotiated and reflected regarding ESP constructive impacts on EFL learners. Moreover, the researcher used two questionnaires to conduct this study from faculty and students of EFL. Their perceptions and attitudes about ESP have identified significant disparity in comparison with EGP. Data have been analyzed through difference of all participants’ options selections. Thus, it could be concluded that ESP is considered more effectual rather than EGP for EFL learners in Saudi environment.
{"title":"Engineering and Technology Faculty’s and Students’ Perceptions and Attitudes towards ESP in EFL Context in Saudi Arabia","authors":"A. Qadi","doi":"10.5539/elt.v16n5p20","DOIUrl":"https://doi.org/10.5539/elt.v16n5p20","url":null,"abstract":"This paper repopulates faculty and students’ perceptions and attitudes towards ESP in EFL context. It uncovers both parties’ patricians’ thoughts about the significance of ESP in Saudi for the provision professional strength and contemporary suitability language practices in academics and institutions by EFL learners. It has revealed that teachers have shown ESP effectiveness for students of EFL program to inculcate language stuffs and solve learners’ queries. Also, Instructors concluded that the emergence of ESP flourishes learner’s knowledge of language for the codification in specific domains. Correspondingly, learners have expressed their discernments of ESP contents to capitalize them in real life situations. ESP materials assist the learners leading to use language accordance to circumstances. The research has illustrated that ESP replacement with EGP is lucrative to drive effectively learners to prepare them for current challenges of English use. Obtaining collective insights of both teachers and students demonstrated positive implications about ESP. They consciously negotiated and reflected regarding ESP constructive impacts on EFL learners. Moreover, the researcher used two questionnaires to conduct this study from faculty and students of EFL. Their perceptions and attitudes about ESP have identified significant disparity in comparison with EGP. Data have been analyzed through difference of all participants’ options selections. Thus, it could be concluded that ESP is considered more effectual rather than EGP for EFL learners in Saudi environment.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80149139","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 explores the effect of communication apprehension in both L1 and L2 on proficiency in word stress of Japanese university students. Two structured, closed-ended questionnaires, the Personal Report of Communication Apprehension (PRCA) and the Foreign Language Classroom Anxiety Scale (FLCAS) were utilized along with speaking scores. A target word in an exclamatory sentence was used to examine word stress that affects intelligibility in spoken English. Acoustic correlates of the differences between stressed and unstressed syllables were investigated with four acoustic parameters: fundamental frequency (fo) range, fo slope, duration, and intensity. Results showed that of the four parameters, word stress represented by fo range and fo slope showed a significant negative correlation with L1 communication apprehension. In addition, speaking scores were related to L1 communication apprehension and word stress proficiency represented by fo range. These findings also suggest the effect of communication apprehension on English prosody as demonstrated by fo. In addition, speaking scores were related to L1 communication apprehenison and proficiency in word stress represented by fo range. These findings suggest the effect of communication apprehension on English speaking skills.
{"title":"Effects of L1 and L2 Communication Apprehension on Speaking Skills of Japanese University Students","authors":"H. Nakamura, Bettina Begole","doi":"10.5539/elt.v16n5p1","DOIUrl":"https://doi.org/10.5539/elt.v16n5p1","url":null,"abstract":"This study explores the effect of communication apprehension in both L1 and L2 on proficiency in word stress of Japanese university students. Two structured, closed-ended questionnaires, the Personal Report of Communication Apprehension (PRCA) and the Foreign Language Classroom Anxiety Scale (FLCAS) were utilized along with speaking scores. A target word in an exclamatory sentence was used to examine word stress that affects intelligibility in spoken English. Acoustic correlates of the differences between stressed and unstressed syllables were investigated with four acoustic parameters: fundamental frequency (fo) range, fo slope, duration, and intensity. Results showed that of the four parameters, word stress represented by fo range and fo slope showed a significant negative correlation with L1 communication apprehension. In addition, speaking scores were related to L1 communication apprehension and word stress proficiency represented by fo range. These findings also suggest the effect of communication apprehension on English prosody as demonstrated by fo. In addition, speaking scores were related to L1 communication apprehenison and proficiency in word stress represented by fo range. These findings suggest the effect of communication apprehension on English speaking skills.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"61 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72965720","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 potential of machine translation to enhance English language proficiency in university-level education has been the subject of much discussion. This paper presents empirical evidence that supports the notion that learners' English proficiency can improve or remain steady when machine translation is used. The study spanned a one-year period and involved administering objective tests to measure changes in English proficiency. Despite its potential, there is a dearth of empirical evidence on the effectiveness of machine translation in foreign language education. This paper fills this gap by presenting a positive case study of a specific class size. However, the paper acknowledges the need for further research to better understand the mechanisms through which machine translation contributes to improvements or stabilizations in English proficiency.
{"title":"Exploring the Effectiveness of Machine Translation for Improving English Proficiency: A Case Study of A Japanese University's Large-scale Implementation","authors":"Chiho Toyoshima, Tsukasa Yamanaka, Kazuhiro Odagiri, Kohei Sugiyama","doi":"10.5539/elt.v16n5p10","DOIUrl":"https://doi.org/10.5539/elt.v16n5p10","url":null,"abstract":"The potential of machine translation to enhance English language proficiency in university-level education has been the subject of much discussion. This paper presents empirical evidence that supports the notion that learners' English proficiency can improve or remain steady when machine translation is used. The study spanned a one-year period and involved administering objective tests to measure changes in English proficiency. Despite its potential, there is a dearth of empirical evidence on the effectiveness of machine translation in foreign language education. This paper fills this gap by presenting a positive case study of a specific class size. However, the paper acknowledges the need for further research to better understand the mechanisms through which machine translation contributes to improvements or stabilizations in English proficiency.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81089250","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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