Pub Date : 2023-10-12DOI: 10.61508/refl.v30i3.268439
Patsawut Sukserm, Punchalee Wasanasomsithi
Writing is one of the most crucial skills for EFL students and also one of the most difficult to acquire. Many students face difficulties when it comes to writing in English. To address this challenge, this study examined whether or not combining inquiry-based learning with visual literacy could enhance EFL students’ writing proficiency in four areas: content, organization, grammatical structures, and vocabulary. An intact group of 20 secondary school students from a private school in northeastern Thailand participated in this mixed-methods study, and data were collected using writing tests, student portfolios, and focus group interviews. Quantitative data were analyzed by means of descriptive and inferential statistics, while qualitative data were analyzed using content analysis. Results of the Wilcoxon signed rank test revealed a significant improvement in students’ writing scores (Z = -3.946*, p < .05) with a medium effect size after implementing the inquiry-based learning with visual literacy model. Qualitative analysis revealed that students actively engaged in the learning process, which helped enhance their writing ability. The study findings suggest that an inquiry-based learning with visual literacy model had a positive impact on EFL students’ writing ability, as evidenced by the improved quality of their written texts. This study contributes to the existing literature on the use of inquiry-based learning to enhance EFL writing ability and emphasizes the importance of visual literacy in promoting student engagement and learning outcomes.
写作是英语学习者最重要的技能之一，也是最难掌握的技能之一。许多学生在英语写作方面遇到困难。为了应对这一挑战，本研究考察了探究式学习与视觉素养相结合是否能提高英语学生在四个方面的写作能力:内容、组织、语法结构和词汇。来自泰国东北部一所私立学校的20名中学生参与了这项混合方法的研究，数据是通过写作测试、学生作品集和焦点小组访谈收集的。定量资料采用描述统计和推理统计，定性资料采用内容分析。Wilcoxon sign rank检验结果显示，学生的写作成绩显著提高(Z = -3.946*， p <.05)，在实施探究性学习与视觉识字模式后，具有中等效应量。定性分析表明，学生积极参与学习过程，这有助于提高他们的写作能力。研究结果表明，基于探究的视觉素养学习模式对EFL学生的写作能力有积极的影响，其书面文本的质量得到了提高。本研究对现有的探究性学习提高英语写作能力的文献进行了补充，并强调了视觉素养在促进学生参与和学习成果方面的重要性。
{"title":"From Pen to Pixels: Enhancing EFL Learners’ Writing Abilities Through the Use of Inquiry-Based Learning and Visual Literacy Model","authors":"Patsawut Sukserm, Punchalee Wasanasomsithi","doi":"10.61508/refl.v30i3.268439","DOIUrl":"https://doi.org/10.61508/refl.v30i3.268439","url":null,"abstract":"Writing is one of the most crucial skills for EFL students and also one of the most difficult to acquire. Many students face difficulties when it comes to writing in English. To address this challenge, this study examined whether or not combining inquiry-based learning with visual literacy could enhance EFL students’ writing proficiency in four areas: content, organization, grammatical structures, and vocabulary. An intact group of 20 secondary school students from a private school in northeastern Thailand participated in this mixed-methods study, and data were collected using writing tests, student portfolios, and focus group interviews. Quantitative data were analyzed by means of descriptive and inferential statistics, while qualitative data were analyzed using content analysis. Results of the Wilcoxon signed rank test revealed a significant improvement in students’ writing scores (Z = -3.946*, p < .05) with a medium effect size after implementing the inquiry-based learning with visual literacy model. Qualitative analysis revealed that students actively engaged in the learning process, which helped enhance their writing ability. The study findings suggest that an inquiry-based learning with visual literacy model had a positive impact on EFL students’ writing ability, as evidenced by the improved quality of their written texts. This study contributes to the existing literature on the use of inquiry-based learning to enhance EFL writing ability and emphasizes the importance of visual literacy in promoting student engagement and learning outcomes.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136058287","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 : 2023-10-12DOI: 10.61508/refl.v30i3.268438
Sayamol Panseeta, Richard Watson Todd
This research investigates whether there are relationships between the choices of concept reiterations and interlocutors’ orientations, between the choices of concept reiterations and contexts of communication, and between affective connotations of paraphrase, interlocutors’ orientations and contexts of communication. The data were collected from four different contexts, namely, the Hotel, Forum, Court, and Debate corpora. The results suggested no clear relationship between interlocutors’ orientations and the choices of concept reiterations but the contexts of communication were likely to influence choices of reiterations, especially in the use of repetitions and the purposeful shift of paraphrase connotations to achieve the professional goals of communication in the Hotel and Court corpora which are the contexts where interlocutors are bound by their social roles.
{"title":"The Influence of Contexts and Orientations on Interlocutors’ Choices of Concept Reiterations","authors":"Sayamol Panseeta, Richard Watson Todd","doi":"10.61508/refl.v30i3.268438","DOIUrl":"https://doi.org/10.61508/refl.v30i3.268438","url":null,"abstract":"This research investigates whether there are relationships between the choices of concept reiterations and interlocutors’ orientations, between the choices of concept reiterations and contexts of communication, and between affective connotations of paraphrase, interlocutors’ orientations and contexts of communication. The data were collected from four different contexts, namely, the Hotel, Forum, Court, and Debate corpora. The results suggested no clear relationship between interlocutors’ orientations and the choices of concept reiterations but the contexts of communication were likely to influence choices of reiterations, especially in the use of repetitions and the purposeful shift of paraphrase connotations to achieve the professional goals of communication in the Hotel and Court corpora which are the contexts where interlocutors are bound by their social roles.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136058131","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 : 2023-09-28DOI: 10.61508/refl.v30i3.268135
Derek Hopper, Neil Bowen
Many writing teachers believe that giving written corrective feedback (WCF) is an important part of learning to write. Equally, students like to receive it. However, most previous research on WCF has looked at its overall effectiveness, with less attention paid to the differences of opinion between students and their teachers, and the implications of these differences. Accordingly, our aim was to investigate further these differences by carrying out a partial replication of Amrhein and Nassaji (2010). Using a combination of multiple-choice questions, Likert scale items, and open-ended questions, we sampled the beliefs of 469 undergraduates and 40 of their teachers at two public Thai universities. Our findings revealed significant differences of opinion between both groups when it came to the ideal amount of WCF, preferred type of WCF for grammatical errors, and the most useful WCF for specific error types. Qualitative comments also highlighted the affective side of WCF, the realities of the task-at-hand for teachers, and a misalignment between theory and practice. Based on our findings, we make recommendations for teacher development, cross-cultural awareness in teaching writing, increased communication between students, teachers, and theorists, and the importance of assessment rubrics in the feedback process.
{"title":"Students’ and Teachers’ Beliefs about Written Corrective Feedback: Perspectives on Amount, Type, and Focus of Feedback in an EFL Setting","authors":"Derek Hopper, Neil Bowen","doi":"10.61508/refl.v30i3.268135","DOIUrl":"https://doi.org/10.61508/refl.v30i3.268135","url":null,"abstract":"Many writing teachers believe that giving written corrective feedback (WCF) is an important part of learning to write. Equally, students like to receive it. However, most previous research on WCF has looked at its overall effectiveness, with less attention paid to the differences of opinion between students and their teachers, and the implications of these differences. Accordingly, our aim was to investigate further these differences by carrying out a partial replication of Amrhein and Nassaji (2010). Using a combination of multiple-choice questions, Likert scale items, and open-ended questions, we sampled the beliefs of 469 undergraduates and 40 of their teachers at two public Thai universities. Our findings revealed significant differences of opinion between both groups when it came to the ideal amount of WCF, preferred type of WCF for grammatical errors, and the most useful WCF for specific error types. Qualitative comments also highlighted the affective side of WCF, the realities of the task-at-hand for teachers, and a misalignment between theory and practice. Based on our findings, we make recommendations for teacher development, cross-cultural awareness in teaching writing, increased communication between students, teachers, and theorists, and the importance of assessment rubrics in the feedback process.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135343453","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 : 2023-09-28DOI: 10.61508/refl.v30i3.268136
Bordin Chinda, Don Hinkelman
This qualitative study, conducted in Hokkaido, Japan, concerns the investigation of the teacher cognition and practice of English as a Foreign Language (EFL) assessment and the impact of a professional development (PD) program on the participants. The PD program was carried out as a series of seven in-service workshops with five native speakers of English teaching in Japanese schools and universities. The workshops aimed to provide these teachers with a basic theoretical and practical understanding of performance-based language assessment. Another major purpose of the PD was for the teachers to conduct research and publish a paper concerning language assessment. In the study, the recording of teacher reflections was used as the data collection method. From the analysis of the data, the findings show that the PD program has positively affected the teachers. They have learned about alternative ways to assess the students, gained greater self-reliance, and became confident as teacher-assessors.
{"title":"Teacher Cognition of EFL Assessment: A Case Study of Professional Development on Performance-based Language Assessment in Japan","authors":"Bordin Chinda, Don Hinkelman","doi":"10.61508/refl.v30i3.268136","DOIUrl":"https://doi.org/10.61508/refl.v30i3.268136","url":null,"abstract":"This qualitative study, conducted in Hokkaido, Japan, concerns the investigation of the teacher cognition and practice of English as a Foreign Language (EFL) assessment and the impact of a professional development (PD) program on the participants. The PD program was carried out as a series of seven in-service workshops with five native speakers of English teaching in Japanese schools and universities. The workshops aimed to provide these teachers with a basic theoretical and practical understanding of performance-based language assessment. Another major purpose of the PD was for the teachers to conduct research and publish a paper concerning language assessment. In the study, the recording of teacher reflections was used as the data collection method. From the analysis of the data, the findings show that the PD program has positively affected the teachers. They have learned about alternative ways to assess the students, gained greater self-reliance, and became confident as teacher-assessors.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135469980","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 : 2023-09-26DOI: 10.61508/refl.v30i3.268093
Unaree Taladngoen, Sasa Watanapokakul
{"title":"How Languages Work: An Introduction to Language and Linguistics","authors":"Unaree Taladngoen, Sasa Watanapokakul","doi":"10.61508/refl.v30i3.268093","DOIUrl":"https://doi.org/10.61508/refl.v30i3.268093","url":null,"abstract":"","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135722195","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 : 2023-09-25DOI: 10.61508/refl.v30i3.268078
Danuchawat Suwanasilp, Nunpaporn Durongbhandhu
With the emergence of new technology, computers have been used for language learning. This experimental study aimed to develop English Vocabulary with a Picture Application (EVP) for improving students’ daily English vocabulary memorization and examine the effectiveness of EVP used between an experimental group and a control group. EVP was designed on picture mnemonic technique based on a cognitive theory of multimedia learning. The participants were 48 undergraduate students who were randomly assigned to the experimental and the control group. Prior to the intervention, the participants of both groups were given a pre-test to determine their daily English vocabulary knowledge. Then, the experimental group received EVP, and the control group went through a traditional method. After the treatment, the post-test was administrated to both groups. The results manifested that the experimental group who received EVP noticeably outperformed their counterpart in the post-test. The participants also provided positive opinions regarding the use of EVP. In consequence, the findings implied that EVP could be an optional learning tool to enhance students’ daily English vocabulary. Further study could investigate the achievement of EVP in teaching vocabulary for different purposes in various contexts.
{"title":"English Vocabulary with a Picture Application for Enhancing Thai EFL Students’ Daily English Vocabulary Memorization","authors":"Danuchawat Suwanasilp, Nunpaporn Durongbhandhu","doi":"10.61508/refl.v30i3.268078","DOIUrl":"https://doi.org/10.61508/refl.v30i3.268078","url":null,"abstract":"With the emergence of new technology, computers have been used for language learning. This experimental study aimed to develop English Vocabulary with a Picture Application (EVP) for improving students’ daily English vocabulary memorization and examine the effectiveness of EVP used between an experimental group and a control group. EVP was designed on picture mnemonic technique based on a cognitive theory of multimedia learning. The participants were 48 undergraduate students who were randomly assigned to the experimental and the control group. Prior to the intervention, the participants of both groups were given a pre-test to determine their daily English vocabulary knowledge. Then, the experimental group received EVP, and the control group went through a traditional method. After the treatment, the post-test was administrated to both groups. The results manifested that the experimental group who received EVP noticeably outperformed their counterpart in the post-test. The participants also provided positive opinions regarding the use of EVP. In consequence, the findings implied that EVP could be an optional learning tool to enhance students’ daily English vocabulary. Further study could investigate the achievement of EVP in teaching vocabulary for different purposes in various contexts.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135867433","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 : 2023-09-25DOI: 10.61508/refl.v30i3.268077
Mustafa Yildiz
The current research investigates the lexical coverage of reading passages required for achieving the minimal and optimal levels of reading comprehension in a foreign language. More specifically, the aim of the study is to identify the word frequency bands within the reading passages in the English tests of The Higher Education Institutions Examination that surpass the 95% and 98% lexical coverage thresholds needed for minimal and optimal reading comprehension. Fifty reading passages in the exams held in the last decade (2012-2021) were analyzed in the Compleat Web VP system to determine their lexical coverage. The results indicate that when the reading passages are analyzed separately, the vocabulary needed for minimal reading comprehension varies between 2,000 and 18,000 word families. Similarly, the vocabulary required to achieve an optimal level of reading comprehension ranges from 3,000 to 18,000 word families. In addition, upon analyzing reading passages grouped by year, it becomes evident that the word families necessary for achieving minimal and optimal levels of reading comprehension are found in the 4K and 8K word frequency bands, respectively. These findings suggest that when developing a curriculum for the entire high school period, emphasis should be placed on teaching the most frequent 8,000 word families to avoid inconsistency between taught and tested vocabulary. Furthermore, given the substantial number of word families to be addressed, it is important to establish opportunities for both intentional and incidental vocabulary teaching methods. Moreover, it is essential to acquaint learners with vocabulary learning strategies that enable them to acquire vocabulary indirectly.
当前的研究旨在探讨达到外语阅读理解的最低和最佳水平所需要的阅读段落的词汇覆盖。更具体地说，本研究的目的是确定高等教育机构考试英语测试阅读文章中超过最低和最佳阅读理解所需的95%和98%词汇覆盖率阈值的单词频带。本文在Compleat Web VP系统中分析了过去十年(2012-2021)考试中的50篇阅读文章，以确定它们的词汇覆盖范围。结果表明，当阅读文章被单独分析时，最低限度的阅读理解所需的词汇量在2000到18000个单词族之间。同样，达到最佳阅读理解水平所需的词汇量在3000到18000个单词族之间。此外，在分析按年份分组的阅读文章后，很明显，达到最低和最佳阅读理解水平所需的词族分别存在于4K和8K单词频带中。这些发现表明，在制定整个高中阶段的课程时，应该把重点放在教授最常见的8000个单词家族上，以避免教学词汇和测试词汇之间的不一致。此外，由于要处理的词汇族数量庞大，为有意和附带的词汇教学方法创造机会是很重要的。此外，让学习者熟悉词汇学习策略，使他们能够间接地获得词汇，这是至关重要的。
{"title":"Lexical Coverage Required for Minimal and Optimal Levels of Reading Comprehension in the English Tests of the Higher Education Institutions Examination","authors":"Mustafa Yildiz","doi":"10.61508/refl.v30i3.268077","DOIUrl":"https://doi.org/10.61508/refl.v30i3.268077","url":null,"abstract":"The current research investigates the lexical coverage of reading passages required for achieving the minimal and optimal levels of reading comprehension in a foreign language. More specifically, the aim of the study is to identify the word frequency bands within the reading passages in the English tests of The Higher Education Institutions Examination that surpass the 95% and 98% lexical coverage thresholds needed for minimal and optimal reading comprehension. Fifty reading passages in the exams held in the last decade (2012-2021) were analyzed in the Compleat Web VP system to determine their lexical coverage. The results indicate that when the reading passages are analyzed separately, the vocabulary needed for minimal reading comprehension varies between 2,000 and 18,000 word families. Similarly, the vocabulary required to achieve an optimal level of reading comprehension ranges from 3,000 to 18,000 word families. In addition, upon analyzing reading passages grouped by year, it becomes evident that the word families necessary for achieving minimal and optimal levels of reading comprehension are found in the 4K and 8K word frequency bands, respectively. These findings suggest that when developing a curriculum for the entire high school period, emphasis should be placed on teaching the most frequent 8,000 word families to avoid inconsistency between taught and tested vocabulary. Furthermore, given the substantial number of word families to be addressed, it is important to establish opportunities for both intentional and incidental vocabulary teaching methods. Moreover, it is essential to acquaint learners with vocabulary learning strategies that enable them to acquire vocabulary indirectly.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135867434","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 : 2023-09-20DOI: 10.61508/refl.v30i3.267999
Monthon Kanokpermpoon
A challenge to curriculum designers is what to adapt and include in Foundation English (FE) courses for tertiary education. In Thailand, it is important to explore how Thai EFL university students perceive their own needs in terms of English language learning. The present study aims to explore their perceived needs and to make use of the needs to design appropriate components of FE in a public university in Thailand. An online questionnaire comprising self-rated items on English language skills and written responses was used to capture data from 145 randomly selected university students enrolled in an FE course at the university in the second semester of academic year 2022. The results revealed that speaking was the most wanted-to-learn skill for communication. Moreover, seven other factors were found for the design of FE surrounding English for Academic Purposes (EAP) and English for Specific Purposes (ESP). The components of EAP for FE included Academic English Skills, Advanced Reading Skills, and Paragraph Writing. The elements of ESP for FE included Content-based Language Learning and Career English. These findings have implications for the design of FE curriculum and course component development.
{"title":"Foundation English Course Development for Thai Tertiary Education: Learners’ Perceived Needs and Factor Analysis","authors":"Monthon Kanokpermpoon","doi":"10.61508/refl.v30i3.267999","DOIUrl":"https://doi.org/10.61508/refl.v30i3.267999","url":null,"abstract":"A challenge to curriculum designers is what to adapt and include in Foundation English (FE) courses for tertiary education. In Thailand, it is important to explore how Thai EFL university students perceive their own needs in terms of English language learning. The present study aims to explore their perceived needs and to make use of the needs to design appropriate components of FE in a public university in Thailand. An online questionnaire comprising self-rated items on English language skills and written responses was used to capture data from 145 randomly selected university students enrolled in an FE course at the university in the second semester of academic year 2022. The results revealed that speaking was the most wanted-to-learn skill for communication. Moreover, seven other factors were found for the design of FE surrounding English for Academic Purposes (EAP) and English for Specific Purposes (ESP). The components of EAP for FE included Academic English Skills, Advanced Reading Skills, and Paragraph Writing. The elements of ESP for FE included Content-based Language Learning and Career English. These findings have implications for the design of FE curriculum and course component development.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136379634","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 : 2023-09-15DOI: 10.61508/refl.v30i3.267906
Montserrat Iglesias, Cristina Tarazona
The use of Flipgrid as a platform that can contribute to Second Language Acquisition (SLA) has been understudied. The bibliographic and descriptive research presented in this article seeks to review past investigations on Flipgrid to date. The article also describes and evaluates the implementation of this tool through a pedagogical project to record and share videos, as well as to provide peer feedback. A total of 47 undergraduate learners of Spanish and English as a foreign language in the United States and Spain participated in this project, which focused on the topic of applying for a job. Following a mixed-methods approach, a bibliometric analysis across Scopus and Web of Science databases was conducted and performance indicators of four project tasks uploaded to Flipgrid were examined. Finally, evaluation questionnaires completed by 46 participants were analyzed by means of descriptive and inferential statistics. Qualitative data was processed through content analysis and categorization. The results confirm that language learners’ engagement and peer feedback were effectively fostered, and that the advantages of using Flipgrid to promote SLA clearly outweigh the disadvantages.
使用Flipgrid作为促进第二语言习得(SLA)的平台已经得到了充分的研究。本文中提出的参考书目和描述性研究旨在回顾迄今为止对Flipgrid的过去调查。本文还通过一个教学项目来描述和评估该工具的实施，以记录和分享视频，并提供同行反馈。在美国和西班牙共有47名西班牙语和英语作为外语的本科学习者参与了这个项目，该项目以求职为主题。采用混合方法，对Scopus和Web of Science数据库进行了文献计量分析，并对上传至Flipgrid的四个项目任务的绩效指标进行了检查。最后，对46名参与者填写的评价问卷进行描述性统计和推理统计分析。定性数据通过内容分析和分类处理。结果证实，语言学习者的参与和同伴反馈得到了有效的培养，并且使用Flipgrid促进二语习得的优势明显大于劣势。
{"title":"Second Language Acquisition and Cross-Cultural Awareness Using Flipgrid in Higher Education","authors":"Montserrat Iglesias, Cristina Tarazona","doi":"10.61508/refl.v30i3.267906","DOIUrl":"https://doi.org/10.61508/refl.v30i3.267906","url":null,"abstract":"The use of Flipgrid as a platform that can contribute to Second Language Acquisition (SLA) has been understudied. The bibliographic and descriptive research presented in this article seeks to review past investigations on Flipgrid to date. The article also describes and evaluates the implementation of this tool through a pedagogical project to record and share videos, as well as to provide peer feedback. A total of 47 undergraduate learners of Spanish and English as a foreign language in the United States and Spain participated in this project, which focused on the topic of applying for a job. Following a mixed-methods approach, a bibliometric analysis across Scopus and Web of Science databases was conducted and performance indicators of four project tasks uploaded to Flipgrid were examined. Finally, evaluation questionnaires completed by 46 participants were analyzed by means of descriptive and inferential statistics. Qualitative data was processed through content analysis and categorization. The results confirm that language learners’ engagement and peer feedback were effectively fostered, and that the advantages of using Flipgrid to promote SLA clearly outweigh the disadvantages.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135487056","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 : 2023-09-11DOI: 10.61508/refl.v30i3.267833
Marco Cancino, Issis Nuñez
Individuals are increasingly exposed to diverse cultures in their work, education, and social life. In multicultural classrooms, intercultural sensitivity (IS) and inter cultural communicative competence (ICC) are relevant concepts that allow for an understanding of teachers’ perceptions as they interact with learners from other cultures. However, English as a Foreign Language (EFL) research has not thoroughly addressed the implications of teachers’ attitudes and contextual phenomena in the process of promoting interaction and integration in a multicultural setting. Therefore, the main goals of this mixed-methods study were to explore the relationship between the attitudes of 61 EFL Chilean teachers towards the multicultural EFL classroom and their intercultural sensitivity perceptions, as well as assess how their intercultural sensitivity influenced their perceived ICC in that setting. The teachers completed the Teacher Multicultural Attitude Survey (TMAS) and the intercultural sensitivity scale (ISS), which was followed by semi-structured interviews with eight teachers. Results revealed high levels of multicultural awareness and intercultural sensitivity displayed by the teachers, but qualitative findings suggested that even though teachers may display high awareness and empathy towards cultural diversity, they may not know how to tackle ICC in the classroom and lack a principled approach to effectively communicate with learners from other cultures. Pedagogical implications in the EFL classroom are also discussed.
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