{"title":"Validating Pecorari, Shaw and Malmström's (2019) Academic Vocabulary Test – Form 1: Evidence from Rasch-based Analyses and Retrospective Focus-group Interviews","authors":"","doi":"10.58304/ijts.20240203","DOIUrl":"https://doi.org/10.58304/ijts.20240203","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":"188 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456071","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}
{"title":"The Acquisition of English Articles by Chinese EFL College Students","authors":"","doi":"10.58304/ijts.20240101","DOIUrl":"https://doi.org/10.58304/ijts.20240101","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":"4 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140507952","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}
{"title":"Investigating L2 Explicit Knowledge and Its Reflection in Written Proficiency of Turkish EFL Learners","authors":"","doi":"10.58304/ijts.20230402","DOIUrl":"https://doi.org/10.58304/ijts.20230402","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135875713","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}
With the expectation that ESL learning will be optimized when teachers and students share the same perceptions of teaching and learning priorities and challenges, this study sought to identify perceptions of TESOL faculty and their ESL learners in terms of the relative difficulty of English language skills such as reading, writing, listening, and speaking, and the associated areas of language development including grammar, vocabulary, and pronunciation. This study analyzed the quantitative and qualitative survey responses of 278 ESL learners and 52 TESOL practitioners. This research found stark differences between student and teacher perceptions of the relative difficulty of the language skills examined in this study. Overall, students viewed the included language skills to be slightly difficult, with relative equal difficulty across skills. However, the TESOL practitioners viewed each of the language skills to be much more difficult than the students considered them to be. Moreover, teachers perceived the most difficult skill to be writing followed by listening, reading, vocabulary, grammar, pronunciation, and speaking. Implications of these findings are discussed.
{"title":"ESL Learner and TESOL Practitioner Perceptions of Language Skill Difficulty","authors":"","doi":"10.58304/ijts.20230401","DOIUrl":"https://doi.org/10.58304/ijts.20230401","url":null,"abstract":"With the expectation that ESL learning will be optimized when teachers and students share the same perceptions of teaching and learning priorities and challenges, this study sought to identify perceptions of TESOL faculty and their ESL learners in terms of the relative difficulty of English language skills such as reading, writing, listening, and speaking, and the associated areas of language development including grammar, vocabulary, and pronunciation. This study analyzed the quantitative and qualitative survey responses of 278 ESL learners and 52 TESOL practitioners. This research found stark differences between student and teacher perceptions of the relative difficulty of the language skills examined in this study. Overall, students viewed the included language skills to be slightly difficult, with relative equal difficulty across skills. However, the TESOL practitioners viewed each of the language skills to be much more difficult than the students considered them to be. Moreover, teachers perceived the most difficult skill to be writing followed by listening, reading, vocabulary, grammar, pronunciation, and speaking. Implications of these findings are discussed.","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":"9 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135875711","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}
Despite the prevalence of exam-focused textbooks and practice tests, few studies have examined how students react to their input. A listener may need to reach a certain proficiency level to be able to benefit from the input and listening practice. Given the importance of L2 vocabulary knowledge for listening comprehension, this study used multiple methods to investigate the relationship between lexical threshold and listening comprehension. A vocabulary level test was designed to measure whether the participants knew 2000 high frequency words in English. Four classes of 73 secondary students in Grade 11 in Hong Kong responded to four listening tasks during their end of term examination. Cluster analysis was used to group students on the basis of their listening proficiency. Three profiles of students were identified to infer what they could comprehend based on the amount of lexical knowledge they had. Clear trends emerged in terms of listening fluency. Students in the cluster with high listening scores reached or approached the lexical threshold. They displayed an ability to identify main ideas and specific details, taking notes fluently. The borderline group showed readiness for comprehension when listening support was provided. The third group showed low achievement in English learning largely unable to grasp key words. The paper discusses the challenges faced by students in listening comprehension with reference to lexical threshold. Implications for curriculum design and materials development are discussed.
{"title":"Exploring the Impact of Lexical Threshold on Listening Comprehension","authors":"","doi":"10.58304/ijts.20230403","DOIUrl":"https://doi.org/10.58304/ijts.20230403","url":null,"abstract":"Despite the prevalence of exam-focused textbooks and practice tests, few studies have examined how students react to their input. A listener may need to reach a certain proficiency level to be able to benefit from the input and listening practice. Given the importance of L2 vocabulary knowledge for listening comprehension, this study used multiple methods to investigate the relationship between lexical threshold and listening comprehension. A vocabulary level test was designed to measure whether the participants knew 2000 high frequency words in English. Four classes of 73 secondary students in Grade 11 in Hong Kong responded to four listening tasks during their end of term examination. Cluster analysis was used to group students on the basis of their listening proficiency. Three profiles of students were identified to infer what they could comprehend based on the amount of lexical knowledge they had. Clear trends emerged in terms of listening fluency. Students in the cluster with high listening scores reached or approached the lexical threshold. They displayed an ability to identify main ideas and specific details, taking notes fluently. The borderline group showed readiness for comprehension when listening support was provided. The third group showed low achievement in English learning largely unable to grasp key words. The paper discusses the challenges faced by students in listening comprehension with reference to lexical threshold. Implications for curriculum design and materials development are discussed.","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":"9 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135875712","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}
{"title":"The Effects of Transcript Use on Advanced ESL Listening Comprehension","authors":"","doi":"10.58304/ijts.20230404","DOIUrl":"https://doi.org/10.58304/ijts.20230404","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":"8 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135875717","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}
{"title":"From English Major to Statistics Expert and Language Education Researcher: An Interview with Chuang Wang","authors":"","doi":"10.58304/ijts.20230311","DOIUrl":"https://doi.org/10.58304/ijts.20230311","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45363625","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}
{"title":"TESOL in the New Era: Introduction to the Special Column for the 2022 Global English Education China Assembly","authors":"","doi":"10.58304/ijts.20230307","DOIUrl":"https://doi.org/10.58304/ijts.20230307","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46875198","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}
{"title":"Faculty-Student Interaction and Well-Being: The Call for Care in Higher Education","authors":"","doi":"10.58304/ijts.20230302","DOIUrl":"https://doi.org/10.58304/ijts.20230302","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47437057","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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