The Coronavirus 2019 pandemic has undeniably changed the educational scenario around the world. With schools and universities closing until further notice, initial teacher education had to be moved from a traditional setting to an entire online environment, making technology the fundamental support for its development. Considering that the current health emergency uncovered the scarcity of practice and empirical research about online teaching placement, this study aims to examine the use of technology as the pivotal tool that allowed EFL student teachers to continue learning to teach during the COVID-19 pandemic. Fourteen Chilean EFL student teachers undertaking their teaching experience remotely participated in this interpretative case-study. Data was collected through a semi-structured interview at two different points of their online teaching experience, and it was analysed using thematic analysis as a framework. The results show that adaptations to technological teaching strategies affected prospective teachers’ development of teaching skills. Nevertheless, this online placement prompted the interest and motivation to search and discover new technological tools to enhance school learners’ learning process, especially in a context where access to technology cannot be afforded by everyone. Student teachers also acknowledged that this once-in-a-lifetime experience would potentially contribute to their technology literacy and their future teacher development. As this health emergency has affected the education sector worldwide, implications for teacher education providers that have faced this transition in multiple contexts are discussed.
{"title":"Role of Technology during the COVID-19 Pandemic: The Case of EFL Online Teaching Placements","authors":"Astrid Morrison, Paulina Sepulveda-Escobar","doi":"10.56498/69122021","DOIUrl":"https://doi.org/10.56498/69122021","url":null,"abstract":"The Coronavirus 2019 pandemic has undeniably changed the educational scenario around the world. With schools and universities closing until further notice, initial teacher education had to be moved from a traditional setting to an entire online environment, making technology the fundamental support for its development. Considering that the current health emergency uncovered the scarcity of practice and empirical research about online teaching placement, this study aims to examine the use of technology as the pivotal tool that allowed EFL student teachers to continue learning to teach during the COVID-19 pandemic. Fourteen Chilean EFL student teachers undertaking their teaching experience remotely participated in this interpretative case-study. Data was collected through a semi-structured interview at two different points of their online teaching experience, and it was analysed using thematic analysis as a framework. The results show that adaptations to technological teaching strategies affected prospective teachers’ development of teaching skills. Nevertheless, this online placement prompted the interest and motivation to search and discover new technological tools to enhance school learners’ learning process, especially in a context where access to technology cannot be afforded by everyone. Student teachers also acknowledged that this once-in-a-lifetime experience would potentially contribute to their technology literacy and their future teacher development. As this health emergency has affected the education sector worldwide, implications for teacher education providers that have faced this transition in multiple contexts are discussed.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129873614","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 social distancing policy by nearly 200 countries and territories (Le et al., 2020) due to the quick widespread of the COVID-19 Pandemic triggered the online learning mode via various platforms, including Zoom, MS Teams, Google Meets or Hangouts. This change left many teachers and stakeholders concerns about creating and maintaining a virtual but dynamic and engaging EFL learning environment. Since the size of vocabulary and reading comprehension play an important role in acquiring other skills in English learning (Amirzai, 2021; Hartshorn et al., 2017), this study aimed to investigate the impacts of EFL students’ engagement when studying reading online through Zoom on the performance of vocabulary and reading comprehension. Forty-four intermediate-level students at a public university in Vietnam were placed into a control group and an experimental group based on the results of a pre-test. While students in the control group followed the traditional format with the teacher-centred mode, those in the experimental group experienced the student-centred mode with frequent use of breakout rooms for pair work, group work and screen sharing for giving answers, elaborating on explanations and hosting vocabulary activities. After ten weeks, all the participants were required to take the post-test and particularly those in the experimental group were asked to complete a questionnaire on their attitudes towards this new learning style. Descriptive statistics of the post-test scores indicated that the experimental students outperformed the control students in vocabulary and reading comprehension. Findings from the questionnaire revealed overall satisfaction towards this learning style, and more interestingly, there appeared a correlation between students’ attitudes and the post-test scores.
由于COVID-19大流行的快速蔓延，近200个国家和地区(Le et al.， 2020)采取了社交距离政策，引发了通过各种平台(包括Zoom, MS Teams, Google Meets或Hangouts)的在线学习模式。这种变化让许多教师和利益相关者关注如何创造和维护一个虚拟的、动态的、引人入胜的英语学习环境。由于词汇量的大小和阅读理解在英语学习中获得其他技能方面起着重要作用(Amirzai, 2021;Hartshorn et al.， 2017)，本研究旨在探讨英语学生在通过Zoom学习在线阅读时的参与对词汇和阅读理解表现的影响。根据预测结果，将44名越南公立大学的中级水平学生分为对照组和实验组。对照组的学生遵循传统的以教师为中心的模式，而实验组的学生则经历了以学生为中心的模式，他们经常使用分组讨论室进行结对活动、小组活动和屏幕共享来给出答案、阐述解释和主持词汇活动。十周后，所有的参与者都被要求参加后测，特别是实验组的参与者被要求完成一份关于他们对这种新的学习方式的态度的调查问卷。描述性统计结果显示，实验组学生在词汇和阅读理解方面的表现优于对照组学生。问卷调查的结果显示了对这种学习方式的总体满意度，更有趣的是，学生的态度和测试后的分数之间出现了相关性。
{"title":"EFL Teaching and Learning via Zoom during COVID-19: Impacts of Students’ Engagement on Vocabulary Range and Reading Comprehension Skills","authors":"Tien Thinh Vu, Diem Bich Huyen Bui","doi":"10.56498/71122021","DOIUrl":"https://doi.org/10.56498/71122021","url":null,"abstract":"The social distancing policy by nearly 200 countries and territories (Le et al., 2020) due to the quick widespread of the COVID-19 Pandemic triggered the online learning mode via various platforms, including Zoom, MS Teams, Google Meets or Hangouts. This change left many teachers and stakeholders concerns about creating and maintaining a virtual but dynamic and engaging EFL learning environment. Since the size of vocabulary and reading comprehension play an important role in acquiring other skills in English learning (Amirzai, 2021; Hartshorn et al., 2017), this study aimed to investigate the impacts of EFL students’ engagement when studying reading online through Zoom on the performance of vocabulary and reading comprehension. Forty-four intermediate-level students at a public university in Vietnam were placed into a control group and an experimental group based on the results of a pre-test. While students in the control group followed the traditional format with the teacher-centred mode, those in the experimental group experienced the student-centred mode with frequent use of breakout rooms for pair work, group work and screen sharing for giving answers, elaborating on explanations and hosting vocabulary activities. After ten weeks, all the participants were required to take the post-test and particularly those in the experimental group were asked to complete a questionnaire on their attitudes towards this new learning style. Descriptive statistics of the post-test scores indicated that the experimental students outperformed the control students in vocabulary and reading comprehension. Findings from the questionnaire revealed overall satisfaction towards this learning style, and more interestingly, there appeared a correlation between students’ attitudes and the post-test scores.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128335809","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}
In the spring of 2020, many educational institutions around the world were thrust into novel and challenging situations due to the spread of COVID-19. These situations have been highly consequential for educators and students. The purpose of this study was to explore how the motivation of four Japanese, second-year university students to learn English as a foreign language (EFL) was affected by the sudden shift to virtual learning and scaling down of their study abroad program following international travel restrictions brought about by the COVID-19 pandemic (referred to hereinafter as “the pandemic”). Interpretative phenomenological analysis (IPA) was adopted to analyze the data obtained from semi-structured interviews. The five themes that emerged from the interviews suggested that the students’ motivation to learn English remained stable despite the shift to online learning and modification of the study abroad program. In this regard, the following was observed: (1) All participants expressed that they inherently enjoyed learning English; (2) They imagined themselves using English in their future work or travel; (3) They derived motivation from other EFL learners; (4) They realized the practical benefits of online learning; (5) They became proactive in seeking ways to supplement their EFL studies. Themes 1, 2, and 3 applied to the participants even before the pandemic. Themes 4 and 5 emerged as they had to adjust their studying practices in response to the pandemic-induced restrictions. The findings of this study provide insights into how EFL learners’ motivation has been affected by the pandemic, and they serve as an important reference for students and educators in the EFL field.
{"title":"An Interpretative Phenomenological Analysis of Japanese EFL Learners’ Motivation during the COVID-19 Pandemic","authors":"Stephanie Keith Lim","doi":"10.56498/76122021","DOIUrl":"https://doi.org/10.56498/76122021","url":null,"abstract":"In the spring of 2020, many educational institutions around the world were thrust into novel and challenging situations due to the spread of COVID-19. These situations have been highly consequential for educators and students. The purpose of this study was to explore how the motivation of four Japanese, second-year university students to learn English as a foreign language (EFL) was affected by the sudden shift to virtual learning and scaling down of their study abroad program following international travel restrictions brought about by the COVID-19 pandemic (referred to hereinafter as “the pandemic”). Interpretative phenomenological analysis (IPA) was adopted to analyze the data obtained from semi-structured interviews. The five themes that emerged from the interviews suggested that the students’ motivation to learn English remained stable despite the shift to online learning and modification of the study abroad program. In this regard, the following was observed: (1) All participants expressed that they inherently enjoyed learning English; (2) They imagined themselves using English in their future work or travel; (3) They derived motivation from other EFL learners; (4) They realized the practical benefits of online learning; (5) They became proactive in seeking ways to supplement their EFL studies. Themes 1, 2, and 3 applied to the participants even before the pandemic. Themes 4 and 5 emerged as they had to adjust their studying practices in response to the pandemic-induced restrictions. The findings of this study provide insights into how EFL learners’ motivation has been affected by the pandemic, and they serve as an important reference for students and educators in the EFL field.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130987592","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}
Paul Dummett and John Hughes. National Geographic Learning: Boston, USA, 2019. Pp. viii
保罗·达米特和约翰·休斯。国家地理学习:波士顿，美国，2019。Pp.八世
{"title":"Critical Thinking in ELT: A Working Model for the Classroom","authors":"Thiri Soe","doi":"10.56498/6112021","DOIUrl":"https://doi.org/10.56498/6112021","url":null,"abstract":"Paul Dummett and John Hughes. National Geographic Learning: Boston, USA, 2019. Pp. viii","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117117804","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 compared the effects of employing the senior review activity in two modes of anonymous and non-anonymous reviews. There were seven senior students who have made reviews on the essay writing drafts of two junior classes on the same topic. It was found that the two groups of junior students had positive attitudes toward the mode of reviews they participated in and that senior students had made more constructive comments on junior students’ writing when their names were not disclosed. The findings on senior students’ attitudes also informed that even though they had no problems with the review conditions of either being anonymous or non-anonymous, they preferred to know whose work they were reviewing. The paper discusses some implications for the application of a review activity in a writing classroom as well as directions for future studies.
{"title":"Effects of Anonymity and Non-Anonymity on Students’ Writing Reviews and Corrections","authors":"Napak-on Sritrakarn","doi":"10.56498/2112021","DOIUrl":"https://doi.org/10.56498/2112021","url":null,"abstract":"This study compared the effects of employing the senior review activity in two modes of anonymous and non-anonymous reviews. There were seven senior students who have made reviews on the essay writing drafts of two junior classes on the same topic. It was found that the two groups of junior students had positive attitudes toward the mode of reviews they participated in and that senior students had made more constructive comments on junior students’ writing when their names were not disclosed. The findings on senior students’ attitudes also informed that even though they had no problems with the review conditions of either being anonymous or non-anonymous, they preferred to know whose work they were reviewing. The paper discusses some implications for the application of a review activity in a writing classroom as well as directions for future studies.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129792163","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 aims to explore the production and perception of geminate consonants of Thai learners of English. This study seeks to answer three research questions. First, are there any significant differences in the production of different types of English geminate consonants among five groups of participants (four groups of non-native speakers of English and one group of native speakers of English)? Second, does the level of English proficiency of the English learners affect the production and perception of English geminate consonants? Third, do English orthographic forms affect the pronunciation of Thai learners of English? To answer these three questions, the researcher compared the performance of 90 students from three different levels of language proficiency (low intermediate, high intermediate, and advanced) and of 15 Thai university instructors with the performance of eight native speakers of English. The researcher examined the performance of the participants by using two tasks: reading aloud and dictation. Even though the statistical results showed a significant difference only in the production of lexical geminates between native and non-native English speakers, it should be noted that the students from the lower levels of language proficiency seemed to have greater difficulty in identifying English geminates in regular speech. Ultimately, the researcher would like to argue that teaching pronunciation is not just about teaching students how to produce the correct sounds. It is also about helping them to hear the sounds correctly, so that they can understand what they hear.
{"title":"Production and Perception of Geminate Consonants in English Words by Thai Learners of English: Implications for English Teaching and Learning","authors":"Suthathip Thirakunkovit","doi":"10.56498/4112021","DOIUrl":"https://doi.org/10.56498/4112021","url":null,"abstract":"The present study aims to explore the production and perception of geminate consonants of Thai learners of English. This study seeks to answer three research questions. First, are there any significant differences in the production of different types of English geminate consonants among five groups of participants (four groups of non-native speakers of English and one group of native speakers of English)? Second, does the level of English proficiency of the English learners affect the production and perception of English geminate consonants? Third, do English orthographic forms affect the pronunciation of Thai learners of English? To answer these three questions, the researcher compared the performance of 90 students from three different levels of language proficiency (low intermediate, high intermediate, and advanced) and of 15 Thai university instructors with the performance of eight native speakers of English. The researcher examined the performance of the participants by using two tasks: reading aloud and dictation. Even though the statistical results showed a significant difference only in the production of lexical geminates between native and non-native English speakers, it should be noted that the students from the lower levels of language proficiency seemed to have greater difficulty in identifying English geminates in regular speech. Ultimately, the researcher would like to argue that teaching pronunciation is not just about teaching students how to produce the correct sounds. It is also about helping them to hear the sounds correctly, so that they can understand what they hear.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129898175","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}
In the fall semester of 2019, 237 Japanese university students were placed into three groups, 97 in an extensive listening group, 104 in an intensive listening group, and 42 in a control group. Participants were given a 100-question TOEIC listening test to assess L2 listening proficiency and then placed into their respective groups. During the 14-week semester, students completed six listening assignments adhering to either principle of extensive or intensive listening (as well as a control group that received no L2 listening homework). At the end of the semester, students were given another 100-question TOEIC listening test. Results indicated that the mean difference between the pre and post-test scores was significantly larger for the EL group than the IL group t(193) = 2.14, p <.05. Among the suggestions for future research are a codification of EL and IL methodologies, a linkage of testing instruments to account for variability in testing conditions, and greater scrutiny of the participants' adherence to the intervention.
在2019年秋季学期，237名日本大学生被分为三组，97人在广泛听力组，104人在强化听力组，42人在对照组。参与者先做了100道托业听力测试，以评估第二语言的听力水平，然后被分到各自的小组。在为期14周的学期中，学生们完成了六项听力作业，这些作业遵循了广泛或强化听力的原则(以及没有收到第二语言听力作业的对照组)。学期结束时，学生们又进行了一次100道托业听力测试。结果显示，EL组测试前和测试后得分的平均差异显著大于IL组t(193) = 2.14, p < 0.05。在对未来研究的建议中，包括对EL和IL方法的编纂，测试工具的联系，以解释测试条件的可变性，以及对参与者对干预的坚持进行更严格的审查。
{"title":"Comparing the Effectiveness of L2 Extensive and Intensive Listening Approaches","authors":"Omar Karlin, Sayaka Karlin","doi":"10.56498/3112021","DOIUrl":"https://doi.org/10.56498/3112021","url":null,"abstract":"In the fall semester of 2019, 237 Japanese university students were placed into three groups, 97 in an extensive listening group, 104 in an intensive listening group, and 42 in a control group. Participants were given a 100-question TOEIC listening test to assess L2 listening proficiency and then placed into their respective groups. During the 14-week semester, students completed six listening assignments adhering to either principle of extensive or intensive listening (as well as a control group that received no L2 listening homework). At the end of the semester, students were given another 100-question TOEIC listening test. Results indicated that the mean difference between the pre and post-test scores was significantly larger for the EL group than the IL group t(193) = 2.14, p <.05. Among the suggestions for future research are a codification of EL and IL methodologies, a linkage of testing instruments to account for variability in testing conditions, and greater scrutiny of the participants' adherence to the intervention.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131485581","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 book offers a critical exploration of definitions, methodologies, and ideologies of English-medium instruction (EMI) and contributes to new understandings of translanguaging as theory and pedagogy across diverse contexts. It demonstrates the affordances and constraints that translanguaging processes present in relation to EMI classrooms.
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