Pub Date : 2022-04-29DOI: 10.35974/acuity.v7i2.2777
Md. Mozaffor Hossain
Toni Morrison’s The Bluest Eye portrays, among other both white and black lives in a less significant mark, the life of a young black girl named Pecola Breedlove whose desperate longing for owning the bluest eyes so as to free herself from the shame and disgrace of her birthed identity has inspired the author to name the novel so. Morrison inserted into the protagonist her (Morrison’s) depraved experience of injustice, inequality, racial discrimination, social stigmatization and, above all, inborn physical outlook, wielded upon the black communities in America during her (Morrison’s) time. While brooding over the question why a black girl would hanker after the bluest eyes, I find the hints, specified descriptions and clarified answers provided by Morrison in the novel logically matched with “Symbolic Capital”, the last of the four capitals delineated by the French philosopher and public intellectual Pierre Bourdieu (1930-2002). Accordingly, this article seeks to appraise Pecola’s yearning for the bluest eyes in Toni Morrison’s The Bluest Eye through Bourdieu’s theory of “Symbolic Capital”.
{"title":"Longing for Symbolic Capital in Toni Morrison’s The Bluest Eye: A Bourdieun Estimation","authors":"Md. Mozaffor Hossain","doi":"10.35974/acuity.v7i2.2777","DOIUrl":"https://doi.org/10.35974/acuity.v7i2.2777","url":null,"abstract":"Toni Morrison’s The Bluest Eye portrays, among other both white and black lives in a less significant mark, the life of a young black girl named Pecola Breedlove whose desperate longing for owning the bluest eyes so as to free herself from the shame and disgrace of her birthed identity has inspired the author to name the novel so. Morrison inserted into the protagonist her (Morrison’s) depraved experience of injustice, inequality, racial discrimination, social stigmatization and, above all, inborn physical outlook, wielded upon the black communities in America during her (Morrison’s) time. While brooding over the question why a black girl would hanker after the bluest eyes, I find the hints, specified descriptions and clarified answers provided by Morrison in the novel logically matched with “Symbolic Capital”, the last of the four capitals delineated by the French philosopher and public intellectual Pierre Bourdieu (1930-2002). Accordingly, this article seeks to appraise Pecola’s yearning for the bluest eyes in Toni Morrison’s The Bluest Eye through Bourdieu’s theory of “Symbolic Capital”.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82335607","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}
Pub Date : 2022-04-29DOI: 10.35974/acuity.v7i2.2780
Emrah Dolgunsöz, Monireh Azimzadeh Yi̇ği̇t
Acquiring second/foreign language competence inherits target culture knowledge and awareness. In this regard, English Language Teaching (ELT) coursebooks play a significant role in culture acquisition especially in an English as a foreign language (EFL) context in which learners have little or no opportunity to practice English outside the classroom. Therefore, the purpose of this study was to investigate and compare the cultural content of local EFL textbooks used in two Muslim countries; Iran and Turkey. Kachru’s concentric model was used to explore cultural contents of Iranian and Turkish 9th grade EFL coursebooks and the data was analyzed through content analysis. Results showed that the Iranian coursebook was vastly filled with native culture along with a few subjects from expanding circle countries such as Russia and China. On the other hand, the main cultural focus of the Turkish EFL coursebook was inner-circle countries while little emphasis was made on native culture. The results were discussed in terms of intercultural competence and material design in the EFL context.
{"title":"A Cross-National Investigation of Cultural Representations in Iranian and Turkish ELT Coursebooks","authors":"Emrah Dolgunsöz, Monireh Azimzadeh Yi̇ği̇t","doi":"10.35974/acuity.v7i2.2780","DOIUrl":"https://doi.org/10.35974/acuity.v7i2.2780","url":null,"abstract":"Acquiring second/foreign language competence inherits target culture knowledge and awareness. In this regard, English Language Teaching (ELT) coursebooks play a significant role in culture acquisition especially in an English as a foreign language (EFL) context in which learners have little or no opportunity to practice English outside the classroom. Therefore, the purpose of this study was to investigate and compare the cultural content of local EFL textbooks used in two Muslim countries; Iran and Turkey. Kachru’s concentric model was used to explore cultural contents of Iranian and Turkish 9th grade EFL coursebooks and the data was analyzed through content analysis. Results showed that the Iranian coursebook was vastly filled with native culture along with a few subjects from expanding circle countries such as Russia and China. On the other hand, the main cultural focus of the Turkish EFL coursebook was inner-circle countries while little emphasis was made on native culture. The results were discussed in terms of intercultural competence and material design in the EFL context.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79876823","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}
Pub Date : 2022-04-28DOI: 10.35974/acuity.v7i2.2800
Ramazan Yetkin, Zekiye Özer
Individual differences in language learning have been under close scrutiny for several decades. However, there is still place to be filled in with new research to understand how and to what extent these differences relate to/effect language learning process. Both foreign language classroom anxiety (FLCA) and second language willingness to communicate (L2 WTC) have been key individual differences research paradigm in educational psychology and applied linguistics. To this end, the current study aims to disclose secondary school EFL learners’ FLCA/ L2 WTC levels and their causal relations/predictions by comparing participants’ age and gender differences. The participants were 131 secondary school students. Statistical results pointed out moderate levels of FLCA and WTC. When age and gender difference were compared, it was observed that both of the variables made significant difference on FLCA and WTC with females surpassing males in the scores. Similarly, regression analysis indicated age and gender as the significant predictors of WTC. Study findings were discussed and implications were withdrawn from the study results.
{"title":"Age, Gender, and Anxiety as Antecedents of Willingness to Communicate: Turkish EFL Context","authors":"Ramazan Yetkin, Zekiye Özer","doi":"10.35974/acuity.v7i2.2800","DOIUrl":"https://doi.org/10.35974/acuity.v7i2.2800","url":null,"abstract":"Individual differences in language learning have been under close scrutiny for several decades. However, there is still place to be filled in with new research to understand how and to what extent these differences relate to/effect language learning process. Both foreign language classroom anxiety (FLCA) and second language willingness to communicate (L2 WTC) have been key individual differences research paradigm in educational psychology and applied linguistics. To this end, the current study aims to disclose secondary school EFL learners’ FLCA/ L2 WTC levels and their causal relations/predictions by comparing participants’ age and gender differences. The participants were 131 secondary school students. Statistical results pointed out moderate levels of FLCA and WTC. When age and gender difference were compared, it was observed that both of the variables made significant difference on FLCA and WTC with females surpassing males in the scores. Similarly, regression analysis indicated age and gender as the significant predictors of WTC. Study findings were discussed and implications were withdrawn from the study results.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"1999 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88263838","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}
Pub Date : 2022-04-06DOI: 10.35974/acuity.v7i2.2607
Nuning Nur Naenah
English as a Second Language (ESL) is a mandatory class for international students when they come to study abroad, particularly those who come from unspoken English country. This study aims to identify the correlation between learning styles and attitude of AIIAS ESL and their academic achievement. The respondents of this study were thirty-two AIIAS ESL students. Using Pearson r correlation, this study showed that none correlated with the respondents' achievement among the six types of Reid’s learning style (the highest r-value is ≤ 0, 209 while the lowest is ≥ - 0, 263). In contrast, the attitude and achievement in this study showed a positive correlation. Among the three aspects of attitude, the emotion and achievement are significantly correlated (r value: 0.487; p value: 0.005). Meanwhile, the cognitive and attitude is significantly correlated with the r value: 0,427 (p value: =0.05). The weakest correlation with their attitude is behaviour where the r value is only 0.201 (p value: 0.269). Thus, students should be aware of their own learning styles to learn a new language better. In terms of attitude, students should maintain a positive attitude toward learning English to achieve good grades in their learning process
{"title":"Learning Styles and Attitude toward Achievement among English Second Language Students","authors":"Nuning Nur Naenah","doi":"10.35974/acuity.v7i2.2607","DOIUrl":"https://doi.org/10.35974/acuity.v7i2.2607","url":null,"abstract":"English as a Second Language (ESL) is a mandatory class for international students when they come to study abroad, particularly those who come from unspoken English country. This study aims to identify the correlation between learning styles and attitude of AIIAS ESL and their academic achievement. The respondents of this study were thirty-two AIIAS ESL students. Using Pearson r correlation, this study showed that none correlated with the respondents' achievement among the six types of Reid’s learning style (the highest r-value is ≤ 0, 209 while the lowest is ≥ - 0, 263). In contrast, the attitude and achievement in this study showed a positive correlation. Among the three aspects of attitude, the emotion and achievement are significantly correlated (r value: 0.487; p value: 0.005). Meanwhile, the cognitive and attitude is significantly correlated with the r value: 0,427 (p value: =0.05). The weakest correlation with their attitude is behaviour where the r value is only 0.201 (p value: 0.269). Thus, students should be aware of their own learning styles to learn a new language better. In terms of attitude, students should maintain a positive attitude toward learning English to achieve good grades in their learning process","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"456 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80129868","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}
Pub Date : 2022-03-23DOI: 10.35974/acuity.v7i2.2781
Parisa Yeganehpour, Elham Zarfsaz
We are now surrounded by information from television, the internet, and digital media. Multimedia connects us to diverse languages and civilizations. The usage of a variety of forms of multimedia has a number of advantages for foreign language acquisition. The purpose of this study was to determine the extent to which using television programs and subtitled television shows as semi-contextualized strategies aids vocabulary retention during language acquisition. This research was performed at a Turkish government university. The teacher divided the classes into two experimental groups ranging in age from 18-20. The research began with the administration of a pretest. Then, the newly concentrated terms were taught using two distinct teaching techniques: decontextualized and semi-contextualized instruction. The study was conducted during a semester in 14 sessions. After teaching the new terms using the two strategies, an instant post-test was conducted at the end of sessions. A delayed post-test was conducted three sessions later. Following that, the participants' scores were statistically examined. The study's findings indicated that there were no significant differences in vocabulary teaching strategies between semi-contextualized (TV program) and decontextualized (board monitoring). It should be emphasized that the researchers, as English teacher, anticipated differences between two strategies (preference for semi-contextualized technique) based on their own teaching experience.
{"title":"The Effect of Using De-contextualization and Semi-Contextualization Teaching Techniques on Turkish EFL Learners’ Vocabulary Learning","authors":"Parisa Yeganehpour, Elham Zarfsaz","doi":"10.35974/acuity.v7i2.2781","DOIUrl":"https://doi.org/10.35974/acuity.v7i2.2781","url":null,"abstract":"We are now surrounded by information from television, the internet, and digital media. Multimedia connects us to diverse languages and civilizations. The usage of a variety of forms of multimedia has a number of advantages for foreign language acquisition. The purpose of this study was to determine the extent to which using television programs and subtitled television shows as semi-contextualized strategies aids vocabulary retention during language acquisition. This research was performed at a Turkish government university. The teacher divided the classes into two experimental groups ranging in age from 18-20. The research began with the administration of a pretest. Then, the newly concentrated terms were taught using two distinct teaching techniques: decontextualized and semi-contextualized instruction. The study was conducted during a semester in 14 sessions. After teaching the new terms using the two strategies, an instant post-test was conducted at the end of sessions. A delayed post-test was conducted three sessions later. Following that, the participants' scores were statistically examined. The study's findings indicated that there were no significant differences in vocabulary teaching strategies between semi-contextualized (TV program) and decontextualized (board monitoring). It should be emphasized that the researchers, as English teacher, anticipated differences between two strategies (preference for semi-contextualized technique) based on their own teaching experience.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82024875","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}
Pub Date : 2022-03-23DOI: 10.35974/acuity.v7i2.2721
Rashad Mohammed Moqbel Al Areqih
Abstract Psychoanalytic criticism probes deeply into human behavior, uncovering unconscious anxieties, desires, and problems. This study examines Abdulrazak Gurnah’s Gravel Heart (2017) from a psychanalytic perspective, highlighting Salim’s different stages of life and tracing the troubles he encounters. Psychoanalytic theory is applied to the concepts of family and early childhood experiences, as well as defense mechanisms: fear of abandonment, social shame and inferiority, low self-esteem, avoidance, fear of intimacy, and death and loss. The theme of death and loss becomes a hallmark of Salim’s mysterious family, which is full of secrets. Despite Salim’s accomplishments as a teenager, he finds himself occupied by his family conflicts. Later, he accepts his uncle Amir’s invitation to move to the United Kingdom (UK) to attend college. This study found that Salim’s traumatic experiences at an early age influenced his future choices and behaviors, particularly when he moved to the UK and met friends of different races from all over the world, each with their own story, which was definitely varied from his own. Eventually, Salim became overwhelmed by feelings of social inferiority, loss, and failure because he could not change his fate to a more brilliant future. The mysteries he spent his life attempting to solve, ultimately about his father, uncovered that his alienation and isolation was because of the dishonor his mother brought to the family to save her brother, Amir, from jail. However, his father’s story was revealed too late to heal Salim’s past trauma.
{"title":"A Psychoanalytic Reading of Abdulrazak Gurnah’s Gravel Heart","authors":"Rashad Mohammed Moqbel Al Areqih","doi":"10.35974/acuity.v7i2.2721","DOIUrl":"https://doi.org/10.35974/acuity.v7i2.2721","url":null,"abstract":"Abstract \u0000Psychoanalytic criticism probes deeply into human behavior, uncovering unconscious anxieties, desires, and problems. This study examines Abdulrazak Gurnah’s Gravel Heart (2017) from a psychanalytic perspective, highlighting Salim’s different stages of life and tracing the troubles he encounters. Psychoanalytic theory is applied to the concepts of family and early childhood experiences, as well as defense mechanisms: fear of abandonment, social shame and inferiority, low self-esteem, avoidance, fear of intimacy, and death and loss. The theme of death and loss becomes a hallmark of Salim’s mysterious family, which is full of secrets. Despite Salim’s accomplishments as a teenager, he finds himself occupied by his family conflicts. Later, he accepts his uncle Amir’s invitation to move to the United Kingdom (UK) to attend college. This study found that Salim’s traumatic experiences at an early age influenced his future choices and behaviors, particularly when he moved to the UK and met friends of different races from all over the world, each with their own story, which was definitely varied from his own. Eventually, Salim became overwhelmed by feelings of social inferiority, loss, and failure because he could not change his fate to a more brilliant future. The mysteries he spent his life attempting to solve, ultimately about his father, uncovered that his alienation and isolation was because of the dishonor his mother brought to the family to save her brother, Amir, from jail. However, his father’s story was revealed too late to heal Salim’s past trauma. ","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86253714","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}
Pub Date : 2022-02-18DOI: 10.35974/acuity.v7i2.2696
K. Wijaya
Abstract Metacognitive strategy can bring about varied fruitful influential impacts toward academic reading enterprises endured by graduate university EFL learners. In this present small-scale qualitative study, the researcher aimed to profoundly investigate English Education Master Students’ perceptions on metacognitive strategy in academic reading. To achieve this research objectivity, this study employed a qualitative content analysis method to obtain more specific portrayals out of the gathered data. 10 online Likert-scale questionnaire items were distributed to 18 English Education Master Students, batch 2019, Sanata Dharma University, Yogyakarta. After obtaining the intended data from this first research instrument, the researcher also planned to make use of 5 open-ended written narrative inquiry questions to be responded to by 3 randomly selected interviewees derived from similar research samplings. Two major-specific themes were revealed namely: (1) Metacognitive strategy has successfully promoted more positive academic reading behaviors and (2) Metacognitive strategy allowed graduate university EFL learners to achieve more fruitful academic reading outcomes. The main conclusion of these aforementioned findings is the internalization of metacognitive strategy at the beginning of academic reading dynamics is indispensably crucial in which graduate university EFL learners can potentially transform into more mature, strategic, critical, and proficient L2 academic readers. Keywords: Metacognitive strategy, academic reading, students’ perceptions
{"title":"English Education Master Students' Perceptions on Metacognitive Strategy in Academic Reading","authors":"K. Wijaya","doi":"10.35974/acuity.v7i2.2696","DOIUrl":"https://doi.org/10.35974/acuity.v7i2.2696","url":null,"abstract":"Abstract \u0000Metacognitive strategy can bring about varied fruitful influential impacts toward academic reading enterprises endured by graduate university EFL learners. In this present small-scale qualitative study, the researcher aimed to profoundly investigate English Education Master Students’ perceptions on metacognitive strategy in academic reading. To achieve this research objectivity, this study employed a qualitative content analysis method to obtain more specific portrayals out of the gathered data. 10 online Likert-scale questionnaire items were distributed to 18 English Education Master Students, batch 2019, Sanata Dharma University, Yogyakarta. After obtaining the intended data from this first research instrument, the researcher also planned to make use of 5 open-ended written narrative inquiry questions to be responded to by 3 randomly selected interviewees derived from similar research samplings. Two major-specific themes were revealed namely: (1) Metacognitive strategy has successfully promoted more positive academic reading behaviors and (2) Metacognitive strategy allowed graduate university EFL learners to achieve more fruitful academic reading outcomes. The main conclusion of these aforementioned findings is the internalization of metacognitive strategy at the beginning of academic reading dynamics is indispensably crucial in which graduate university EFL learners can potentially transform into more mature, strategic, critical, and proficient L2 academic readers. \u0000Keywords: Metacognitive strategy, academic reading, students’ perceptions \u0000 ","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"282 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86791574","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}
Pub Date : 2022-02-18DOI: 10.35974/acuity.v7i2.2643
Fatma Ki̇msesi̇z
As verbal folklore genres, proverbs are an essential part of cultural, social, and linguistic patterns in a given language, yet with universal tendencies present in all languages. As cultural mirrors of a given culture, proverbs may pose a resemblance in meaning and structure across cultures. There are growing appeals for translation studies that revolve around contrasting and investigating equivalent proverbs in the source language and the target language. This is the focus of the current study that aims to examine the performance of Turkish learners of English in translating selected English proverbs in terms of their interlingual equivalents in Turkish based on the theory of re-conceptualization on a comparative basis. Through the study, as an initial step 15 English proverbs were selected and examined under the scope of their re-conceptualization degrees to indicate their level of equivalency in three distinct levels as highly equivalent, roughly equivalent, and non-equivalent proverbs. As a second step, 80 learners of EFL at A2 levels participated in translating 3 groups of proverbs, and later their performance in translating these proverbs was examined and analyzed. The study is a quantitative study and the data was collected through papers uploaded by the learners on an online education program that enables remote learning called AYDEP (Ahi Qualification-Based Education Program), administered by Kırşehir Ahi Evran University. The results indicated that learners performed better in translating maximally equivalent interlingual English proverbs than roughly equivalent proverbs, and they translated and interpreted non-equivalent proverbs differently. Given these points, intertwining an intercultural affinity between the source language and the target language, interlingual equivalent proverbs prove to have facilitating roles in associating English proverbs with Turkish equivalents.
{"title":"EFL Learners’ Performances on Associating English proverbs with Equivalent Turkish Proverbs: A Cross-Cultural Study","authors":"Fatma Ki̇msesi̇z","doi":"10.35974/acuity.v7i2.2643","DOIUrl":"https://doi.org/10.35974/acuity.v7i2.2643","url":null,"abstract":"As verbal folklore genres, proverbs are an essential part of cultural, social, and linguistic patterns in a given language, yet with universal tendencies present in all languages. As cultural mirrors of a given culture, proverbs may pose a resemblance in meaning and structure across cultures. There are growing appeals for translation studies that revolve around contrasting and investigating equivalent proverbs in the source language and the target language. This is the focus of the current study that aims to examine the performance of Turkish learners of English in translating selected English proverbs in terms of their interlingual equivalents in Turkish based on the theory of re-conceptualization on a comparative basis. Through the study, as an initial step 15 English proverbs were selected and examined under the scope of their re-conceptualization degrees to indicate their level of equivalency in three distinct levels as highly equivalent, roughly equivalent, and non-equivalent proverbs. As a second step, 80 learners of EFL at A2 levels participated in translating 3 groups of proverbs, and later their performance in translating these proverbs was examined and analyzed. The study is a quantitative study and the data was collected through papers uploaded by the learners on an online education program that enables remote learning called AYDEP (Ahi Qualification-Based Education Program), administered by Kırşehir Ahi Evran University. The results indicated that learners performed better in translating maximally equivalent interlingual English proverbs than roughly equivalent proverbs, and they translated and interpreted non-equivalent proverbs differently. Given these points, intertwining an intercultural affinity between the source language and the target language, interlingual equivalent proverbs prove to have facilitating roles in associating English proverbs with Turkish equivalents.\u0000 \u0000 ","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88851993","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}
Pub Date : 2022-02-14DOI: 10.35974/acuity.v7i2.2616
Ahmet Erdost Yastıbaş, Meltem Huri Baturay, Abdullah Ertaş
According to the literature, foreign language teacher attrition and retention (FLTAR) have been studied less, the studies on FLTAR have been made in developed countries more, and these studies have generally focused on the reasons of FLTAR. Therefore, the present study aimed to find out the reason(s) that may cause attrition and retention among foreign language teachers (i.e., English language teachers [EL]) in a developing country (i.e., Turkey). 100 Turkish EL teachers participated in this qualitative study. The data collected through a semi-structured written interview were content analyzed. According to the findings, there were three main groups of EL teachers with four or five sub-groups formed depending on the participants’ year of teaching experience: the ones who wanted to stay in the job, who wanted to leave the job, and who both wanted to leave and stay in the job. The findings also showed that the participants wanted to stay in the job and/or leave it for several reasons such as passion for teaching, working conditions, and learning something new, which is significant to know because understanding what may cause EL teacher attrition and retention can help sustain teacher quality in English language teaching.
{"title":"Understanding Reasons That May Cause Attrition and Retention among English Language Teachers in a Developing Country","authors":"Ahmet Erdost Yastıbaş, Meltem Huri Baturay, Abdullah Ertaş","doi":"10.35974/acuity.v7i2.2616","DOIUrl":"https://doi.org/10.35974/acuity.v7i2.2616","url":null,"abstract":"\u0000According to the literature, foreign language teacher attrition and retention (FLTAR) have been studied less, the studies on FLTAR have been made in developed countries more, and these studies have generally focused on the reasons of FLTAR. Therefore, the present study aimed to find out the reason(s) that may cause attrition and retention among foreign language teachers (i.e., English language teachers [EL]) in a developing country (i.e., Turkey). 100 Turkish EL teachers participated in this qualitative study. The data collected through a semi-structured written interview were content analyzed. According to the findings, there were three main groups of EL teachers with four or five sub-groups formed depending on the participants’ year of teaching experience: the ones who wanted to stay in the job, who wanted to leave the job, and who both wanted to leave and stay in the job. The findings also showed that the participants wanted to stay in the job and/or leave it for several reasons such as passion for teaching, working conditions, and learning something new, which is significant to know because understanding what may cause EL teacher attrition and retention can help sustain teacher quality in English language teaching. \u0000","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86774812","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}
Pub Date : 2022-02-07DOI: 10.35974/acuity.v7i1.2581
Kretsai Woottipong
The purpose of this quasi-experimental research was to study the effects of self-regulated strategy development (SRSD) instruction with explicit generalization training prompted by Constructivist Self-regulating Virtual Composing Activities (CSRVCA) on students’ reported use of self-regulatory strategies, their self-efficacy to write and writing performance. The sample group in this study was 86 high school students who were selected through the use of convenience sampling, then 44 students were assigned to a control group and 42 students were in an experimental group. The students from the experimental group received regular writing classes integrated with constructivist virtual writing instruction, while those from the control group received regular writing classes, required by the school curriculum and syllabus. Instruments included surveys, writing tests, and students’ reflective journals. Data were collected through semi-structured interviews and reflective journals to triangulate quantitative results. The results revealed that the students from the experimental group had a significantly higher level of deploying self-regulatory strategies than those in the control group. They also had a higher level of perceived writing self-efficacy than the students in the control group. Although both groups showed improvement in writing scores, the experimental group outperformed the students in the control group in the post and the delayed post-tests.
{"title":"Facilitating Learners’ Self-Regulated Learning Skills and Self-Efficacy to Write in English Using Technologies","authors":"Kretsai Woottipong","doi":"10.35974/acuity.v7i1.2581","DOIUrl":"https://doi.org/10.35974/acuity.v7i1.2581","url":null,"abstract":"The purpose of this quasi-experimental research was to study the effects of self-regulated strategy development (SRSD) instruction with explicit generalization training prompted by Constructivist Self-regulating Virtual Composing Activities (CSRVCA) on students’ reported use of self-regulatory strategies, their self-efficacy to write and writing performance. The sample group in this study was 86 high school students who were selected through the use of convenience sampling, then 44 students were assigned to a control group and 42 students were in an experimental group. The students from the experimental group received regular writing classes integrated with constructivist virtual writing instruction, while those from the control group received regular writing classes, required by the school curriculum and syllabus. Instruments included surveys, writing tests, and students’ reflective journals. Data were collected through semi-structured interviews and reflective journals to triangulate quantitative results. The results revealed that the students from the experimental group had a significantly higher level of deploying self-regulatory strategies than those in the control group. They also had a higher level of perceived writing self-efficacy than the students in the control group. Although both groups showed improvement in writing scores, the experimental group outperformed the students in the control group in the post and the delayed post-tests.","PeriodicalId":33744,"journal":{"name":"Acuity","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74683202","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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