This paper unveils the relative merits of multiplayer online battle arena (MOBA) games in EFL educational settings for educational purposes, particularly rechecking the influence of League of Legends (LoL) on the EFL learners’ ICC. We have used Byram’s (1997) Model as a framework of assessment for thematic analysis, and both the Cultural Intelligence Scale (CQS), modified by Gozzoli and Gazzaroli (2018) and the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) by Wu et al. (2013) to ensure a consistent questionnaire. Our participants were 75 Algerian EFL learners (Males=86,7%, Females= 13,3%) from different educational levels, aged 20.08 (SD= 2.99). The results indicate a need to design a more convenient MOBA game as a replace for LoL, as well as adopting a flexible assessment continuous guidance to ensure appropriate ICC instruction.
{"title":"MOBA Games in EFL Educational Settings For Intercultural Language Teaching","authors":"M. Ghaffour, Hanane Sarnou","doi":"10.24071/llt.v25i2.4505","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4505","url":null,"abstract":"This paper unveils the relative merits of multiplayer online battle arena (MOBA) games in EFL educational settings for educational purposes, particularly rechecking the influence of League of Legends (LoL) on the EFL learners’ ICC. We have used Byram’s (1997) Model as a framework of assessment for thematic analysis, and both the Cultural Intelligence Scale (CQS), modified by Gozzoli and Gazzaroli (2018) and the Assessment of Intercultural Competence of Chinese College Students (AIC-CCS) by Wu et al. (2013) to ensure a consistent questionnaire. Our participants were 75 Algerian EFL learners (Males=86,7%, Females= 13,3%) from different educational levels, aged 20.08 (SD= 2.99). The results indicate a need to design a more convenient MOBA game as a replace for LoL, as well as adopting a flexible assessment continuous guidance to ensure appropriate ICC instruction.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42863026","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}
Creating long-life learners has become a long-term educational goal in many educational settings including Indonesia. An initial step towards this goal is to develop autonomy in students. Currently, learner autonomy or independence in learning has been promoted in higher education through the concept of Merdeka Belajar (freedom of learning) by the Minister of Education and Culture. In high schools, the 2013 curriculum has also emphasized learner autonomy development. Thus it is necessary to look back at how teachers perceived the concept of learner autonomy long before the concept of Merdeka Belajar was introduced. This article reports a quantitative study that investigated English teachers’ perceptions of learner autonomy and its development in Indonesia. This study was conducted in 2014 using a questionnaire and involved 145 high school English teachers in Magelang Regency, Central Java, Indonesia. The findings revealed that these Indonesian teachers held positive perceptions of learner autonomy and strongly supported psychological elements of learner autonomy. These EFL teachers also showed strong support for social aspects of autonomy. These junior high school teachers perceived social interaction and cooperation as important for promoting learner autonomy in the Indonesian context.
{"title":"THE EFL TEACHERS’ PERCEPTIONS OF LEARNER AUTONOMY AND ITS DEVELOPMENT IN AN INDONESIAN CONTEXT","authors":"Dwi Agustina, Margaret Gleeson, Gillian Hubbard","doi":"10.24071/llt.v25i2.4801","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4801","url":null,"abstract":"Creating long-life learners has become a long-term educational goal in many educational settings including Indonesia. An initial step towards this goal is to develop autonomy in students. Currently, learner autonomy or independence in learning has been promoted in higher education through the concept of Merdeka Belajar (freedom of learning) by the Minister of Education and Culture. In high schools, the 2013 curriculum has also emphasized learner autonomy development. Thus it is necessary to look back at how teachers perceived the concept of learner autonomy long before the concept of Merdeka Belajar was introduced. This article reports a quantitative study that investigated English teachers’ perceptions of learner autonomy and its development in Indonesia. This study was conducted in 2014 using a questionnaire and involved 145 high school English teachers in Magelang Regency, Central Java, Indonesia. The findings revealed that these Indonesian teachers held positive perceptions of learner autonomy and strongly supported psychological elements of learner autonomy. These EFL teachers also showed strong support for social aspects of autonomy. These junior high school teachers perceived social interaction and cooperation as important for promoting learner autonomy in the Indonesian context.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47599066","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}
Made Gitanadya Ayu Aryani, M. Santosa, Putu Eka Dambayana
This study aimed to find out 1) the e-learning readiness level of students and teachers in Public Vocational High School Singaraja and 2) factors affecting teachers’ and students’ e-learning readiness level of Public Vocational High School Singaraja. It designed using mixed method through survey instrument consists of 3 dimensions (e-learning readiness, e-learning acceptance, e-learning training) and interview guide. The instruments validated by the experts and gained 0.666 from 70 students’ sample and 0.231 from 7 teachers’ sample. The reliability was 0.988 0.666 of 35 items and 0.933 0.231 of 38 items. The survey filled by 410 students and 15 English teachers meanwhile the interview answered by 10 students and 5 English teachers. The questionnaires showed they still need few improvements meanwhile interview results shown their e-learning readiness affected by features, benefits, challenges, familiarity, experience and personal innovativeness. Those results showing that e-learning benefits improve their readiness meanwhile e-learning challenges could lower the users’ readiness. It is considered to improve their readiness by reducing e-learning challenges to create comfortable e-learning access.
{"title":"PREPARING FOR NEW LEARNING: PUBLIC VOCATIONAL HIGH SCHOOL STUDENTS’ AND TEACHERS’ E-LEARNING READINESS SINGARAJA IN THE EFL INSTRUCTION","authors":"Made Gitanadya Ayu Aryani, M. Santosa, Putu Eka Dambayana","doi":"10.24071/llt.v25i2.3060","DOIUrl":"https://doi.org/10.24071/llt.v25i2.3060","url":null,"abstract":"This study aimed to find out 1) the e-learning readiness level of students and teachers in Public Vocational High School Singaraja and 2) factors affecting teachers’ and students’ e-learning readiness level of Public Vocational High School Singaraja. It designed using mixed method through survey instrument consists of 3 dimensions (e-learning readiness, e-learning acceptance, e-learning training) and interview guide. The instruments validated by the experts and gained 0.666 from 70 students’ sample and 0.231 from 7 teachers’ sample. The reliability was 0.988 0.666 of 35 items and 0.933 0.231 of 38 items. The survey filled by 410 students and 15 English teachers meanwhile the interview answered by 10 students and 5 English teachers. The questionnaires showed they still need few improvements meanwhile interview results shown their e-learning readiness affected by features, benefits, challenges, familiarity, experience and personal innovativeness. Those results showing that e-learning benefits improve their readiness meanwhile e-learning challenges could lower the users’ readiness. It is considered to improve their readiness by reducing e-learning challenges to create comfortable e-learning access.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47481819","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 teaching-learning process in Indonesia was mostly done online due to the Covid-19 pandemic. This sudden shift caused challenges for EFL teachers. Aside from providing linguistic lessons, EFL teachers also struggled in providing literature lessons, as it had distinct ways of teaching from linguistics. However, only a few studies researched the teachers’ challenges in teaching literature online and the ways they solved them. Therefore, this study aims to explore the teachers’ challenges in teaching literature in an online environment and their strategies to deal with them. This study used a narrative inquiry method and the data were gathered with a semi-structured interview from senior high school teachers. the results showed that the teachers faced challenges with their technology uses, including internet, websites, applications, and gadgets; students, including their internet, understanding, and participation; and subject delivery, including material adjustments, students’ interests, and accessible activities. Teachers’ strategies were: having asynchronous classes, posting materials ahead, utilizing WhatsApp, helping students’ technology experience, assisting their online learning, providing accessible learning activities, using familiar literary works, and giving less demanding activities. This study can help the teachers to identify their challenges in teaching literature in an online environment and find the solutions.
{"title":"SENIOR HIGH SCHOOL TEACHERS’ CHALLENGES AND COPING STRATEGIES IN TEACHING LITERATURE IN ONLINE ENVIRONMENT","authors":"Erina Andriani","doi":"10.24071/llt.v25i2.3598","DOIUrl":"https://doi.org/10.24071/llt.v25i2.3598","url":null,"abstract":"The teaching-learning process in Indonesia was mostly done online due to the Covid-19 pandemic. This sudden shift caused challenges for EFL teachers. Aside from providing linguistic lessons, EFL teachers also struggled in providing literature lessons, as it had distinct ways of teaching from linguistics. However, only a few studies researched the teachers’ challenges in teaching literature online and the ways they solved them. Therefore, this study aims to explore the teachers’ challenges in teaching literature in an online environment and their strategies to deal with them. This study used a narrative inquiry method and the data were gathered with a semi-structured interview from senior high school teachers. the results showed that the teachers faced challenges with their technology uses, including internet, websites, applications, and gadgets; students, including their internet, understanding, and participation; and subject delivery, including material adjustments, students’ interests, and accessible activities. Teachers’ strategies were: having asynchronous classes, posting materials ahead, utilizing WhatsApp, helping students’ technology experience, assisting their online learning, providing accessible learning activities, using familiar literary works, and giving less demanding activities. This study can help the teachers to identify their challenges in teaching literature in an online environment and find the solutions.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47908431","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 mainly focuses on three objectives: introduces the concept of storyboard teaching, highlights its usefulness in higher education as a variant in online and offline courses or as an adapting teaching materials tool according to the learners’ needs and context of learning, and then recommends its use in the classroom especially in language and literature, mixed with other innovative teaching techniques. Moreover, the current paper focuses on how storyboarding provides platforms for the students to be active, creative, and critical thinkers and learning is not limited to only remembering while they analyze their works, reflect, and progress. The researchers have highly recommended incorporating the storyboarding technique in the higher education classrooms and fusing it with other innovative techniques to make a classroom interesting, engaging and interactive. Adding the storyboarding approach, students get motivation, feel confident and competent after the completion of mapping out their ideas visually, cognitively and creatively.
{"title":"STORYBOARDING: A MODEL TECHNIQUE FOR THE LANGUAGE LEARNING PROCESS","authors":"Rizwana Wahid, Ahtisham Aziz","doi":"10.24071/llt.v25i2.4253","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4253","url":null,"abstract":"The current paper mainly focuses on three objectives: introduces the concept of storyboard teaching, highlights its usefulness in higher education as a variant in online and offline courses or as an adapting teaching materials tool according to the learners’ needs and context of learning, and then recommends its use in the classroom especially in language and literature, mixed with other innovative teaching techniques. Moreover, the current paper focuses on how storyboarding provides platforms for the students to be active, creative, and critical thinkers and learning is not limited to only remembering while they analyze their works, reflect, and progress. The researchers have highly recommended incorporating the storyboarding technique in the higher education classrooms and fusing it with other innovative techniques to make a classroom interesting, engaging and interactive. Adding the storyboarding approach, students get motivation, feel confident and competent after the completion of mapping out their ideas visually, cognitively and creatively.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43734986","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}
As English plays an increasingly important role in today's job market, several studies have shown a direct correlation between English and employability. In Algeria, many Algerians believe that good English skills can help them get better jobs. However, in today's 21st century, as studies have proven, college graduates are more employable if they have skills that meet the demands of the modern workplace. The question that arises from this study is whether Algerian students majoring in English have the skills that will enable them to pursue successful careers. As far as we know, few studies address skill gaps among Algerian major students. Therefore, this study aims to examine the discrepancies between the skills that Algerian English major students are taught in comparison to the set of skills required for employment. To address this, this work applied a quantitative approach using a questionnaire administered to 40 undergraduate students from the Department of English at Ibn Khalodun University in Tiaret, Algeria. Key findings of this research revealed a gap in teamwork and research analysis skills, which are top-notch competencies for employers.
{"title":"INVESTIGATING EMPLOYABILITY SKILL GAPS AMONG ENGLISH MAJOR STUDENTS IN ALGERIA","authors":"A. Mehdaoui","doi":"10.24071/llt.v25i2.4912","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4912","url":null,"abstract":"As English plays an increasingly important role in today's job market, several studies have shown a direct correlation between English and employability. In Algeria, many Algerians believe that good English skills can help them get better jobs. However, in today's 21st century, as studies have proven, college graduates are more employable if they have skills that meet the demands of the modern workplace. The question that arises from this study is whether Algerian students majoring in English have the skills that will enable them to pursue successful careers. As far as we know, few studies address skill gaps among Algerian major students. Therefore, this study aims to examine the discrepancies between the skills that Algerian English major students are taught in comparison to the set of skills required for employment. To address this, this work applied a quantitative approach using a questionnaire administered to 40 undergraduate students from the Department of English at Ibn Khalodun University in Tiaret, Algeria. Key findings of this research revealed a gap in teamwork and research analysis skills, which are top-notch competencies for employers. ","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44373129","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}
A plethora of studies have investigated the effects of peer evaluation (PE) and automated writing evaluation (AWE) on the writing products and perspectives of English as a foreign language (EFL) students. However, few studies compare students' preferences regarding its utilization to evaluate their essays. This study aimed to determine which method EFL college students prefer for evaluating the quality of their English academic writing. For data collection, a questionnaire was distributed to determine the frequency with which students utilize feedback. Twenty students enrolled in English Education completed the questionnaire. The open-ended interview was then administered to three students in order to gain a deeper understanding of their perspectives on these two modes of evaluation. Frequency count and thematic analysis were utilized to analyze the data. The results indicate that students favor using peer feedback over Grammarly, the AWE software used in this study, for two reasons. First, they view their peers as their real audience, and second, they value their peers' comments more than Grammarly's. However, Grammarly also received positive point as the students enjoys writing with this tool. Therefore, it is believed that the combination of these two s will result in the most essay writing progress.
{"title":"PEER AND AUTOMATED WRITING EVALUATION (AWE): INDONESIAN EFL COLLEGE STUDENTS’ PREFERENCE FOR ESSAY EVALUATION","authors":"Rita Seroja Br Ginting, Rahmah Fithriani","doi":"10.24071/llt.v25i2.4879","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4879","url":null,"abstract":"A plethora of studies have investigated the effects of peer evaluation (PE) and automated writing evaluation (AWE) on the writing products and perspectives of English as a foreign language (EFL) students. However, few studies compare students' preferences regarding its utilization to evaluate their essays. This study aimed to determine which method EFL college students prefer for evaluating the quality of their English academic writing. For data collection, a questionnaire was distributed to determine the frequency with which students utilize feedback. Twenty students enrolled in English Education completed the questionnaire. The open-ended interview was then administered to three students in order to gain a deeper understanding of their perspectives on these two modes of evaluation. Frequency count and thematic analysis were utilized to analyze the data. The results indicate that students favor using peer feedback over Grammarly, the AWE software used in this study, for two reasons. First, they view their peers as their real audience, and second, they value their peers' comments more than Grammarly's. However, Grammarly also received positive point as the students enjoys writing with this tool. Therefore, it is believed that the combination of these two s will result in the most essay writing progress.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48651473","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}
Caecilia Tutyandari, Christina Lhaksmita Anandari, Priyatno Ardi
This study aims to explore the implementation of virtual peer mentoring in Micro Teaching classes and to identify common teaching aspects assessed by peer observers. Employing an online observation form and focus group discussion, data were collected to address the research questions. The participants were 59 English language education students enrolled in three classes of Micro Teaching. Every student was assigned to do an observation on their peer teacher and give feedback to their performance. At the end of the semester, nine student teachers, representing the three Micro Teaching classes, were invited to a forum group discussion. The current research findings suggest that peer virtual peer mentoring is perceived positively by the participants. Breakout rooms in Zoom platform is a useful tool to give them more personal interactions, especially when sharing the result of observation. Even though giving feedback virtually is a challenge for the student teachers, they appear to see the activity as a valuable process. When observing and commenting on their peer teachers, they also do self-evaluation and reflection. Their peer teaching performance is a way to assess their own performance. Furthermore, other findings reveal common teaching aspects observed, namely linguistic aspects, pedagogical skills, and communication skills.
{"title":"THE IMPLEMENTATION OF VIRTUAL PEER MENTORING IN MICRO TEACHING CLASSES","authors":"Caecilia Tutyandari, Christina Lhaksmita Anandari, Priyatno Ardi","doi":"10.24071/llt.v25i2.4213","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4213","url":null,"abstract":"This study aims to explore the implementation of virtual peer mentoring in Micro Teaching classes and to identify common teaching aspects assessed by peer observers. Employing an online observation form and focus group discussion, data were collected to address the research questions. The participants were 59 English language education students enrolled in three classes of Micro Teaching. Every student was assigned to do an observation on their peer teacher and give feedback to their performance. At the end of the semester, nine student teachers, representing the three Micro Teaching classes, were invited to a forum group discussion. The current research findings suggest that peer virtual peer mentoring is perceived positively by the participants. Breakout rooms in Zoom platform is a useful tool to give them more personal interactions, especially when sharing the result of observation. Even though giving feedback virtually is a challenge for the student teachers, they appear to see the activity as a valuable process. When observing and commenting on their peer teachers, they also do self-evaluation and reflection. Their peer teaching performance is a way to assess their own performance. Furthermore, other findings reveal common teaching aspects observed, namely linguistic aspects, pedagogical skills, and communication skills.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46346809","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 examines the representation of moral values in textbooks designed for adult learners of English as a foreign language in China. Guiding the analysis is a view of critical pedagogy. Content analysis is employed to analyze the following questions: What moral values are embedded in the textbooks for university EFL students? Do the coursebooks contribute to developing cultural awareness both of the target culture and of the learner’s? Is the treatment of moral values in those textbooks adequate to develop students’ critical thinking? The study concludes that coursebooks are imbued with moral and cultural values, which may be explored by teachers who could create opportunities to cultivate students’ critical thinking.
{"title":"EXPLORING MORAL VALUES IN ENGLISH COURSEBOOKS FOR UNIVERSITY STUDENTS IN CHINA","authors":"Jing Wang","doi":"10.24071/llt.v25i2.4937","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4937","url":null,"abstract":"This article examines the representation of moral values in textbooks designed for adult learners of English as a foreign language in China. Guiding the analysis is a view of critical pedagogy. Content analysis is employed to analyze the following questions: What moral values are embedded in the textbooks for university EFL students? Do the coursebooks contribute to developing cultural awareness both of the target culture and of the learner’s? Is the treatment of moral values in those textbooks adequate to develop students’ critical thinking? The study concludes that coursebooks are imbued with moral and cultural values, which may be explored by teachers who could create opportunities to cultivate students’ critical thinking.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44037050","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}
Globalization brings linguistic globalization together into modern life, with a great increase in the use of English as lingua franca(ELF) for various purposes all around the world. In recent years, there has been a rising number of publications focusing on ELF and its components, such as identity, accents, etc. Nevertheless, a question remains whether there is difference between the use of English accents for daily and professional use of tertiary-level learners, who use English both in daily life and close to using English in their immediate future professional life, and its effects on communicative competencies of the learners. Hence, the central intention of this study is to determine self-perceived English accents of tertiary-level learners, and it is of interest to analyze the effect of self-perceived accents on their communicative competence for daily and professional purposes. Data, collected from 105 tertiary-level learners majoring in different departments at a state university in Turkey with a survey and a focus group interview have demonstrated that learners prefer British, followed by American English as ideal accents; however, they also care about the properties of accents, mostly intelligibility, for both language use. Additionally, learners emphasize the importance of native-like English accent for professional purposes and believe if they have a native-like accent, they will establish effective communication by gaining reputation and prestige in their future careers.
{"title":"SELF-PERCEIVED ENGLISH ACCENTS OF TERTIARY-LEVEL LEARNERS FOR PROFESSIONAL AND DAILY PURPOSES","authors":"Nermin Punar Özçelik","doi":"10.24071/llt.v25i2.4817","DOIUrl":"https://doi.org/10.24071/llt.v25i2.4817","url":null,"abstract":"Globalization brings linguistic globalization together into modern life, with a great increase in the use of English as lingua franca(ELF) for various purposes all around the world. In recent years, there has been a rising number of publications focusing on ELF and its components, such as identity, accents, etc. Nevertheless, a question remains whether there is difference between the use of English accents for daily and professional use of tertiary-level learners, who use English both in daily life and close to using English in their immediate future professional life, and its effects on communicative competencies of the learners. Hence, the central intention of this study is to determine self-perceived English accents of tertiary-level learners, and it is of interest to analyze the effect of self-perceived accents on their communicative competence for daily and professional purposes. Data, collected from 105 tertiary-level learners majoring in different departments at a state university in Turkey with a survey and a focus group interview have demonstrated that learners prefer British, followed by American English as ideal accents; however, they also care about the properties of accents, mostly intelligibility, for both language use. Additionally, learners emphasize the importance of native-like English accent for professional purposes and believe if they have a native-like accent, they will establish effective communication by gaining reputation and prestige in their future careers.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48733326","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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