{"title":"What Completes an Excellent Teacher? Care in Higher Education English Language Teaching","authors":"","doi":"10.58304/ijts.20230301","DOIUrl":"https://doi.org/10.58304/ijts.20230301","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":"48822414","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":"Beyond Academic Grades: Reflections on My Care for University Students' Holistic Development in Singapore","authors":"","doi":"10.58304/ijts.20230306","DOIUrl":"https://doi.org/10.58304/ijts.20230306","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":"49456174","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 study explored the relationship between foreign language anxiety, motivation and intercultural communication competence of Chinese university students in top-notch programs. 223 undergraduate students from a leading university in China participated in the study by filling in a battery of questionnaire including the modified versions of Gardner’s Classroom Anxiety Scale and Attitude towards English, Noels et al.’s Language Learning Orientations Scale, Chen and Starosta’s intercultural sensitivity scale, and Portalla and Chen’s intercultural effectiveness scale. 10 of the participants then joined in the follow-up interviews, sharing their personal experience of English learning and intercultural communication. Results indicated that: (1) these students experienced a low-to-medium level of anxiety, and a medium-to-high level of motivation in general, in which intrinsic motivation appeared to be at a higher level than the extrinsic motivation; (2) there was a statistically significant negative correlation between their English use anxiety and English learning motivation; (3) they have experienced a low level of interaction confidence and interaction enjoyment in intercultural communication, and they had also expressed medium to high level in other aspects, for example interactant respect and interaction attentiveness; (4) as for the relationship with intercultural communication competence, the English use anxiety had statistically significant negative correlations with most aspects, while different aspects of English learning motivation had a statistically significant positive correlation with each other. Implications for future research and teaching were also discussed.
{"title":"Foreign Language Anxiety, Motivation and Intercultural Communication Competence of Chinese Top University Students","authors":"Huameng Yang, Xia Wu","doi":"10.58304/ijts.20230308","DOIUrl":"https://doi.org/10.58304/ijts.20230308","url":null,"abstract":"The study explored the relationship between foreign language anxiety, motivation and intercultural communication competence of Chinese university students in top-notch programs. 223 undergraduate students from a leading university in China participated in the study by filling in a battery of questionnaire including the modified versions of Gardner’s Classroom Anxiety Scale and Attitude towards English, Noels et al.’s Language Learning Orientations Scale, Chen and Starosta’s intercultural sensitivity scale, and Portalla and Chen’s intercultural effectiveness scale. 10 of the participants then joined in the follow-up interviews, sharing their personal experience of English learning and intercultural communication. Results indicated that: (1) these students experienced a low-to-medium level of anxiety, and a medium-to-high level of motivation in general, in which intrinsic motivation appeared to be at a higher level than the extrinsic motivation; (2) there was a statistically significant negative correlation between their English use anxiety and English learning motivation; (3) they have experienced a low level of interaction confidence and interaction enjoyment in intercultural communication, and they had also expressed medium to high level in other aspects, for example interactant respect and interaction attentiveness; (4) as for the relationship with intercultural communication competence, the English use anxiety had statistically significant negative correlations with most aspects, while different aspects of English learning motivation had a statistically significant positive correlation with each other. Implications for future research and teaching were also discussed.","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":"44146713","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}
Plagiarism is becoming more widespread at Canadian universities, but what are English-as-a-second-language (ESL) student perspectives on their challenges to avoid plagiarism and university strategies to support students? This paper presents a study of English-for-academic-purpose (EAP) writing students at a Canadian university. The study employed semi-structured individual qualitative interviews with 20 students who had completed an advanced writing course. The course discussed plagiarism and APA 7 th edition extensively. The participants represented ten countries and ten first languages. One 60-minute interview per participant was conducted online. The data were analyzed qualitatively for recurrent themes. Research findings indicate that the predominant cause of the participants' challenges was their lack of experience using citations before entering the university. Thus, the participants found APA 7th edition hard to observe initially and paraphrasing an enormous challenge. Based on the participant perspectives and related literature, the paper proposes a strategy to implement from the semester start comprising: (1) interactive training workshops with explanations, models, templates, resources, and student practice with citations and academic writing, (2) access to self-correction software like Turnitin and Grammarly Premium, and (3) simultaneous oral-written teacher feedback (Hu, 2019).
{"title":"What Are ESL Students' Academic Integrity Challenges and How Can Universities Help?","authors":"","doi":"10.58304/ijts.20230309","DOIUrl":"https://doi.org/10.58304/ijts.20230309","url":null,"abstract":"Plagiarism is becoming more widespread at Canadian universities, but what are English-as-a-second-language (ESL) student perspectives on their challenges to avoid plagiarism and university strategies to support students? This paper presents a study of English-for-academic-purpose (EAP) writing students at a Canadian university. The study employed semi-structured individual qualitative interviews with 20 students who had completed an advanced writing course. The course discussed plagiarism and APA 7 th edition extensively. The participants represented ten countries and ten first languages. One 60-minute interview per participant was conducted online. The data were analyzed qualitatively for recurrent themes. Research findings indicate that the predominant cause of the participants' challenges was their lack of experience using citations before entering the university. Thus, the participants found APA 7th edition hard to observe initially and paraphrasing an enormous challenge. Based on the participant perspectives and related literature, the paper proposes a strategy to implement from the semester start comprising: (1) interactive training workshops with explanations, models, templates, resources, and student practice with citations and academic writing, (2) access to self-correction software like Turnitin and Grammarly Premium, and (3) simultaneous oral-written teacher feedback (Hu, 2019).","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":"46691982","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":"Barriers to Education for Special Educational Needs Students at Japanese Universities","authors":"","doi":"10.58304/ijts.20230303","DOIUrl":"https://doi.org/10.58304/ijts.20230303","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":"41914007","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}
COVID-19 evidenced the need for emotional support and care by a generation of students widely exposed to information and communication technologies. This study aimed to explore professors' practices of caring for students to help them cope with their difficulties before, during, and after the pandemic in 2020 and 2021. The participants were thirty English preservice teachers and ten professors at an Ecuadorian national university. The BarOn model, adjusted by García et al. (2018), was used to collect information regarding the pandemic's impacts on the students' emotional well-being. The research team adjusted the instrument to the formats of in-depth interviews, observation checklist, and focus groups. The categories and subcategories selected were students' care, health and well-being, resilience, and perseverance before, during, and after the COVID-19 pandemic. The results confirmed that the participants, even with their developed autonomy and maturity levels, required the guidance of professors to cope with stress, anxiety, and depression caused by social distancing, economic impacts, and loss of loved ones during the pandemic. The study concluded that literature group reading, open dialogues promoted by professors, and mentoring could generate supportive environments to improve students' capacity to deal with dramatic events.
{"title":"Taking Care of Students Before, During, and After the Pandemic: The Case of an Ecuadorian University","authors":"","doi":"10.58304/ijts.20230304","DOIUrl":"https://doi.org/10.58304/ijts.20230304","url":null,"abstract":"COVID-19 evidenced the need for emotional support and care by a generation of students widely exposed to information and communication technologies. This study aimed to explore professors' practices of caring for students to help them cope with their difficulties before, during, and after the pandemic in 2020 and 2021. The participants were thirty English preservice teachers and ten professors at an Ecuadorian national university. The BarOn model, adjusted by García et al. (2018), was used to collect information regarding the pandemic's impacts on the students' emotional well-being. The research team adjusted the instrument to the formats of in-depth interviews, observation checklist, and focus groups. The categories and subcategories selected were students' care, health and well-being, resilience, and perseverance before, during, and after the COVID-19 pandemic. The results confirmed that the participants, even with their developed autonomy and maturity levels, required the guidance of professors to cope with stress, anxiety, and depression caused by social distancing, economic impacts, and loss of loved ones during the pandemic. The study concluded that literature group reading, open dialogues promoted by professors, and mentoring could generate supportive environments to improve students' capacity to deal with dramatic events.","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":"43551946","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":"Theoretical Exploration of the Lexical Availability Task as a Tool for the Selection of Vocabulary to be Taught in Class","authors":"","doi":"10.58304/ijts.20230202","DOIUrl":"https://doi.org/10.58304/ijts.20230202","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44231213","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":"Relationship Between Collocational Competence and Collocation Learning Strategies in an English for Specific Purposes Context","authors":"","doi":"10.58304/ijts.20230209","DOIUrl":"https://doi.org/10.58304/ijts.20230209","url":null,"abstract":"","PeriodicalId":34426,"journal":{"name":"International Journal of TESOL Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43111288","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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