Pub Date : 2021-12-31DOI: 10.46451/ijts.2021.12.02
{"title":"Measuring Chinese EFL Learners’ Implicit and Explicit Knowledge of Relative Clauses","authors":"","doi":"10.46451/ijts.2021.12.02","DOIUrl":"https://doi.org/10.46451/ijts.2021.12.02","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42206816","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 : 2021-12-31DOI: 10.46451/ijts.2021.12.05
{"title":"Formative Assessment in Higher Education Classrooms: Second Language Writing Learning","authors":"","doi":"10.46451/ijts.2021.12.05","DOIUrl":"https://doi.org/10.46451/ijts.2021.12.05","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43354541","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 : 2021-12-31DOI: 10.46451/ijts.2021.12.14
{"title":"Intercultural Communication and Applied linguistics - Extending Horizons: An Interview with Lixian Jin","authors":"","doi":"10.46451/ijts.2021.12.14","DOIUrl":"https://doi.org/10.46451/ijts.2021.12.14","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41926154","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 : 2021-12-31DOI: 10.46451/ijts.2021.12.01
{"title":"TESOL in the New Era: Introduction to the 2021 Global English Education China Assembly Special Issue","authors":"","doi":"10.46451/ijts.2021.12.01","DOIUrl":"https://doi.org/10.46451/ijts.2021.12.01","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42968667","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 : 2021-12-31DOI: 10.46451/ijts.2021.12.08
Huang
From the 2000s, attitudinal studies on “China English (CE)” and incorporating CE into English Language Teaching (ELT) have emerged because of CE’s legitimacy as a variety of “New English” and its pedagogical implications being widely recognised. However, no settled conclusions have been made on students’ attitudes towards CE, which could also be constantly shifting. Furthermore, the reliability and validity of existing attitude questionnaires on CE and teaching CE have not been tested, and the impact factors of attitudes toward CE and teaching CE have seldom been explored quantitively. Given these research gaps, the present study investigates students’ attitudes towards CE and the idea of incorporating CE into university ELT. The methods include a questionnaire and statistical approaches such as exploratory factor analysis and factorial MANOVA. The results suggest that the CE and teaching CE scale comprises nine factorial dimensions with acceptable reliability and validity. Furthermore, Chinese university students hold mixed attitudes towards CE and generally negative attitudes towards teaching CE. The results have also revealed that students’ academic discipline and understanding of the “World Englishes” concept are statistically significant predictors of their attitudinal response in some areas. Based on these findings, the study suggests that it is still too early for CE to be taught in the classroom, but the discussions around this topic should not stop. At the same time, various endeavours could be tried to lay the foundation for CE to be incorporated in ELT. Recommendations for future attitudinal studies on CE and teaching CE are also proposed.
{"title":"Chinese University Students’ Attitudes Towards China English and Teaching China English: Influential Factors","authors":"Huang","doi":"10.46451/ijts.2021.12.08","DOIUrl":"https://doi.org/10.46451/ijts.2021.12.08","url":null,"abstract":"From the 2000s, attitudinal studies on “China English (CE)” and incorporating CE into English Language Teaching (ELT) have emerged because of CE’s legitimacy as a variety of “New English” and its pedagogical implications being widely recognised. However, no settled conclusions have been made on students’ attitudes towards CE, which could also be constantly shifting. Furthermore, the reliability and validity of existing attitude questionnaires on CE and teaching CE have not been tested, and the impact factors of attitudes toward CE and teaching CE have seldom been explored quantitively. Given these research gaps, the present study investigates students’ attitudes towards CE and the idea of incorporating CE into university ELT. The methods include a questionnaire and statistical approaches such as exploratory factor analysis and factorial MANOVA. The results suggest that the CE and teaching CE scale comprises nine factorial dimensions with acceptable reliability and validity. Furthermore, Chinese university students hold mixed attitudes towards CE and generally negative attitudes towards teaching CE. The results have also revealed that students’ academic discipline and understanding of the “World Englishes” concept are statistically significant predictors of their attitudinal response in some areas. Based on these findings, the study suggests that it is still too early for CE to be taught in the classroom, but the discussions around this topic should not stop. At the same time, various endeavours could be tried to lay the foundation for CE to be incorporated in ELT. Recommendations for future attitudinal studies on CE and teaching CE are also proposed.","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44623653","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 : 2021-12-31DOI: 10.46451/ijts.2021.12.13
{"title":"Bilingualism, Education and English: An interview with Hugo Baetens Beardsmore","authors":"","doi":"10.46451/ijts.2021.12.13","DOIUrl":"https://doi.org/10.46451/ijts.2021.12.13","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42664275","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 : 2021-12-31DOI: 10.46451/ijts.2021.12.06
Zhangwei Chen, Jingxuan Ren
The present study examined Chinese university EFL (English as a foreign language) undergraduates’ classroom anxiety and listening anxiety in online English language classrooms. 261 freshmen from a Chinese state-owned university answered a 56-item questionnaire on their English language classroom and listening anxiety. Findings from the survey data were as follows: (1) the participants were slightly higher than intermediate level in both overall English classroom anxiety and overall English listening anxiety; (2) gender does not play a significant role in differentiating undergraduates’ overall English classroom anxiety, overall English listening anxiety, and their subscales; (3) the ELCAS and its subscales were significantly positively intercorrelated and correlated with the ELLAS and its subscales; (4) students’ classroom anxiety and listening anxiety predicts each other. The results of the study add to the limited number of studies on foreign language anxiety in online learning environment and can offer teachers pedagogical suggestions inclusive of providing more opportunities for students to practice spoken English, relieving students’ fear of the new instruction technology by changing task assignment, and endeavoring to help students with technical problems.
{"title":"A Study of Chinese University EFL Learners’ Online English Classroom Anxiety and Listening Anxiety","authors":"Zhangwei Chen, Jingxuan Ren","doi":"10.46451/ijts.2021.12.06","DOIUrl":"https://doi.org/10.46451/ijts.2021.12.06","url":null,"abstract":"The present study examined Chinese university EFL (English as a foreign language) undergraduates’ classroom anxiety and listening anxiety in online English language classrooms. 261 freshmen from a Chinese state-owned university answered a 56-item questionnaire on their English language classroom and listening anxiety. Findings from the survey data were as follows: (1) the participants were slightly higher than intermediate level in both overall English classroom anxiety and overall English listening anxiety; (2) gender does not play a significant role in differentiating undergraduates’ overall English classroom anxiety, overall English listening anxiety, and their subscales; (3) the ELCAS and its subscales were significantly positively intercorrelated and correlated with the ELLAS and its subscales; (4) students’ classroom anxiety and listening anxiety predicts each other. The results of the study add to the limited number of studies on foreign language anxiety in online learning environment and can offer teachers pedagogical suggestions inclusive of providing more opportunities for students to practice spoken English, relieving students’ fear of the new instruction technology by changing task assignment, and endeavoring to help students with technical problems.","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42519980","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 : 2021-12-31DOI: 10.46451/ijts.2021.12.04
{"title":"Does Teacher Engagement Matter? Exploring Relationship Between Teachers’ Engagement in Professional Development and Teaching Practice","authors":"","doi":"10.46451/ijts.2021.12.04","DOIUrl":"https://doi.org/10.46451/ijts.2021.12.04","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41966777","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 : 2021-12-31DOI: 10.46451/ijts.2021.12.07
{"title":"University Students’ Attitudes Toward EMI in the Chinese Mainland: A Study of the Moderating Variables","authors":"","doi":"10.46451/ijts.2021.12.07","DOIUrl":"https://doi.org/10.46451/ijts.2021.12.07","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70511380","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 : 2021-09-30DOI: 10.46451/ijts.2021.10.06
Eric K. Ku, Gavin Furukawa
English has a complex status in Japan. On the one hand, it is considered “foreign” in the sense of being the go-to, in-demand foreign language of study. On the other hand, it has had a strong influence in Japanese society in ways that are unique to Japan, such as the use of katakanago ‘Western loanwords’ as part of Japanese. This complex status is paired with equally complex attitudes towards the role of English in Japan. In this paper, we explore the connection between the status of English and attitudes towards English in Japan, or what we call “EFL + α” (meaning ‘with something extra or something special’ in Japanese). We examine data from a variety of sources in the public Japanese discourse relating to English use, ranging from online chat boards to official government documents. Based on our data, we notice three prevailing attitudes towards English use in Japan: English as an assumed necessity, English as unnecessary and overvalued, and English as a marker of general communication ability and intelligence. Finally, we suggest approaching the concept of “EFL + α” as a way of making sense of “English in Japan” not only as what is (i.e., variety of English is used in Japan), but also as what is being done (i.e., social and cultural practices around the role of English in Japan).
{"title":"“EFL + α”: Attitudes Towards English Use in Japan Around Necessity, Value, and Ability","authors":"Eric K. Ku, Gavin Furukawa","doi":"10.46451/ijts.2021.10.06","DOIUrl":"https://doi.org/10.46451/ijts.2021.10.06","url":null,"abstract":"English has a complex status in Japan. On the one hand, it is considered “foreign” in the sense of being the go-to, in-demand foreign language of study. On the other hand, it has had a strong influence in Japanese society in ways that are unique to Japan, such as the use of katakanago ‘Western loanwords’ as part of Japanese. This complex status is paired with equally complex attitudes towards the role of English in Japan. In this paper, we explore the connection between the status of English and attitudes towards English in Japan, or what we call “EFL + α” (meaning ‘with something extra or something special’ in Japanese). We examine data from a variety of sources in the public Japanese discourse relating to English use, ranging from online chat boards to official government documents. Based on our data, we notice three prevailing attitudes towards English use in Japan: English as an assumed necessity, English as unnecessary and overvalued, and English as a marker of general communication ability and intelligence. Finally, we suggest approaching the concept of “EFL + α” as a way of making sense of “English in Japan” not only as what is (i.e., variety of English is used in Japan), but also as what is being done (i.e., social and cultural practices around the role of English in Japan).","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48700872","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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