Pub Date : 2023-02-01DOI: 10.61508/refl.v30i1.263555
Juthamas Thongsongsee, Sasa Watanapokakul
Word stress instruction has increasingly become a focus among EFL teachers. Owing to the phonological differences between the learner’s first language and English, EFL learners of different nationalities encounter varying degrees of difficulty when pronouncing English polysyllabic words. The majority of EFL students studying medicine tend to find it particularly challenging to pronounce English polysyllabic medical terms correctly. To gain better insights into this issue, this study aims to assess Thai medical students’ ability to correctly mark stress in English polysyllabic medical terms and to analyze their errors in identifying their stressed syllables. A purposive sampling was employed to recruit seventy-five mixed-ability first year medical students enrolled in the course entitled “Foundation English for Medical Profession II” of the academic year 2020 in a public university in Thailand to participate in the study. The participants were asked to pronounce 40 medical terms via Zoom, and the quantitative data were analyzed statistically. Nine students of mixed English ability took part in the semi-structured interviews, and thematic analysis was employed to analyze the qualitative data. In light of the key findings, pedagogical implications and recommendations are discussed and highlighted in the study, which found it evident that word stress instruction should be integrated in the EAP/ESP courses for medical students either as part of the core lessons or through supplementary online resources.
{"title":"An Analysis of Medical Students’ Performance on the Word Stress Patterns in English Polysyllabic Medical Terms","authors":"Juthamas Thongsongsee, Sasa Watanapokakul","doi":"10.61508/refl.v30i1.263555","DOIUrl":"https://doi.org/10.61508/refl.v30i1.263555","url":null,"abstract":"Word stress instruction has increasingly become a focus among EFL teachers. Owing to the phonological differences between the learner’s first language and English, EFL learners of different nationalities encounter varying degrees of difficulty when pronouncing English polysyllabic words. The majority of EFL students studying medicine tend to find it particularly challenging to pronounce English polysyllabic medical terms correctly. To gain better insights into this issue, this study aims to assess Thai medical students’ ability to correctly mark stress in English polysyllabic medical terms and to analyze their errors in identifying their stressed syllables. A purposive sampling was employed to recruit seventy-five mixed-ability first year medical students enrolled in the course entitled “Foundation English for Medical Profession II” of the academic year 2020 in a public university in Thailand to participate in the study. The participants were asked to pronounce 40 medical terms via Zoom, and the quantitative data were analyzed statistically. Nine students of mixed English ability took part in the semi-structured interviews, and thematic analysis was employed to analyze the qualitative data. In light of the key findings, pedagogical implications and recommendations are discussed and highlighted in the study, which found it evident that word stress instruction should be integrated in the EAP/ESP courses for medical students either as part of the core lessons or through supplementary online resources.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"171 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135201374","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 : 2020-04-27DOI: 10.61508/refl.v27i1.241791
Kim McDonough, T. González
Previous studies of prewriting discussions have focused narrowly on classifying the type of student talk e.g., content, organization, language) that occurred during a short planning period. However, less is known about how students’ interactions unfold across multiple prewriting discussions in an entire lesson. To gain further insight into the relationship between collaborative talk and individual writing, this case study explores how two ESL students, Lendina and Mateo, interact during three prewriting activities in one lesson. Data sources include transcripts of the students’ discussions, their narrative texts, and perceptions from the students, their teacher, and an observer. Findings revealed that their discussions were characterized by collaboration (e.g., equality, mutuality, and shared epistemic stance), with each activity contributing concepts and lexical expressions to the students’ narratives. Implications for instructors interested in integrating prewriting discussions into their classes are provided.
{"title":"Collaboration before Writing: Exploring How Student Talk Contributes to English L2 Written Narratives","authors":"Kim McDonough, T. González","doi":"10.61508/refl.v27i1.241791","DOIUrl":"https://doi.org/10.61508/refl.v27i1.241791","url":null,"abstract":"Previous studies of prewriting discussions have focused narrowly on classifying the type of student talk e.g., content, organization, language) that occurred during a short planning period. However, less is known about how students’ interactions unfold across multiple prewriting discussions in an entire lesson. To gain further insight into the relationship between collaborative talk and individual writing, this case study explores how two ESL students, Lendina and Mateo, interact during three prewriting activities in one lesson. Data sources include transcripts of the students’ discussions, their narrative texts, and perceptions from the students, their teacher, and an observer. Findings revealed that their discussions were characterized by collaboration (e.g., equality, mutuality, and shared epistemic stance), with each activity contributing concepts and lexical expressions to the students’ narratives. Implications for instructors interested in integrating prewriting discussions into their classes are provided.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"142 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141209791","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 : 2020-04-27DOI: 10.61508/refl.v27i1.241972
Lin Hai
{"title":"The Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice","authors":"Lin Hai","doi":"10.61508/refl.v27i1.241972","DOIUrl":"https://doi.org/10.61508/refl.v27i1.241972","url":null,"abstract":"","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141209659","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 : 2020-04-27DOI: 10.61508/refl.v27i1.241822
Nitchaya Wattanavorakijkul
As we are now approaching the first quarter of the 21st century, the impact of globalisation has increased the importance of intercultural competence. This study aims to measure the degree of intercultural sensitivity of 30 English major students who have participated in the US Work Travel program. In this study, an online survey adopted from Chen and Starosta (2000)’s Five-Factor Model of Intercultural Sensitivity was used to collect the data. Although participants were English majors who had high level of English proficiency, the level of their intercultural sensitivity was not high enough to claim that it resulted from the program. In addition, they reported not to have much confidence and motivation to interact with people from different cultural backgrounds. Therefore, the program might not actually benefit and help Thai students to develop intercultural skills, the skills needed to meet the challenges of the 21st century. It is hoped that this study could be useful for teachers, or even parents, to decide whether or not, they would support the students to participate in the program in the future.
{"title":"Measuring Intercultural Sensitivity of Thai University Students: Impact of their Participation in the US Summer Work and Travel Program","authors":"Nitchaya Wattanavorakijkul","doi":"10.61508/refl.v27i1.241822","DOIUrl":"https://doi.org/10.61508/refl.v27i1.241822","url":null,"abstract":"As we are now approaching the first quarter of the 21st century, the impact of globalisation has increased the importance of intercultural competence. This study aims to measure the degree of intercultural sensitivity of 30 English major students who have participated in the US Work Travel program. In this study, an online survey adopted from Chen and Starosta (2000)’s Five-Factor Model of Intercultural Sensitivity was used to collect the data. Although participants were English majors who had high level of English proficiency, the level of their intercultural sensitivity was not high enough to claim that it resulted from the program. In addition, they reported not to have much confidence and motivation to interact with people from different cultural backgrounds. Therefore, the program might not actually benefit and help Thai students to develop intercultural skills, the skills needed to meet the challenges of the 21st century. It is hoped that this study could be useful for teachers, or even parents, to decide whether or not, they would support the students to participate in the program in the future.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141209663","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 : 2020-04-27DOI: 10.61508/refl.v27i1.241971
Paul Horness
Formulaic language, such as lexical phrases as hot as hell or pass the buck, in English is common in daily usage. Although formulaic language is common, the lexical phrases are often excluded from word lists. Second language learners of English need to use formulaic language to enhance their proficiency level. Beyond incorporating lexical phrases to word lists, other methods should be examined. This study examined the mnemonic benefit of noticing alliterative and assonant phrases with low and high proficiency learners of English. Previous research has shown that highlighting the concepts of alliteration and assonance is beneficial in recalling monosyllabic two-word units such as pet peeve or bite size. This study inquired whether the mnemonic effect is effective with longer lexical phrases beyond two-syllable phrases even when deliberative learning is not involved. Students from two public universities in Japan participated in the semester-long activity. The participants were asked to classify the phrases into different categories, and then recall the phrases over time. The results indicate that the mnemonic effect is not as clear with longer lexical phrases than it is with monosyllabic lexical phrases. Recall for alliterative expressions seemed to be better than for assonant expressions, but similar to non-salient expressions. Lower proficiency learners seem to process the longer lexical phrases similar to higher proficiency learners so the benefit of noticing alliterative and assonant expressions might be equal for both groups.
英语中的公式化语言，如 hot as hell 或 pass the buck 等词性短语，在日常使用中很常见。虽然公式化语言很常见，但词组往往被排除在单词表之外。英语第二语言学习者需要使用公式化语言来提高他们的熟练程度。除了将词性短语纳入单词表之外，还应研究其他方法。本研究考察了注意到拟声词和同音词短语对低水平和高水平英语学习者的记忆作用。以往的研究表明，突出押韵和同音的概念有利于记忆单音节双词单位，如 pet peeve 或 bite size。本研究探讨了在不涉及斟酌学习的情况下，记忆效果是否对双音节短语以外的较长词组有效。来自日本两所公立大学的学生参加了为期一学期的活动。参与者被要求将短语分为不同的类别，然后随着时间的推移回忆这些短语。结果表明，与单音节词组相比，较长词组的记忆效果并不明显。异音表达的记忆效果似乎比同音表达好，但与非异音表达相似。水平较低的学习者处理较长词汇短语的能力似乎与水平较高的学习者相似，因此注意到拟声词和同音词表达对这两组学习者的好处可能是相同的。
{"title":"ESL Students Use of Alliteration and Assonance in Recalling Formulaic Language","authors":"Paul Horness","doi":"10.61508/refl.v27i1.241971","DOIUrl":"https://doi.org/10.61508/refl.v27i1.241971","url":null,"abstract":"Formulaic language, such as lexical phrases as hot as hell or pass the buck, in English is common in daily usage. Although formulaic language is common, the lexical phrases are often excluded from word lists. Second language learners of English need to use formulaic language to enhance their proficiency level. Beyond incorporating lexical phrases to word lists, other methods should be examined. This study examined the mnemonic benefit of noticing alliterative and assonant phrases with low and high proficiency learners of English. Previous research has shown that highlighting the concepts of alliteration and assonance is beneficial in recalling monosyllabic two-word units such as pet peeve or bite size. This study inquired whether the mnemonic effect is effective with longer lexical phrases beyond two-syllable phrases even when deliberative learning is not involved. Students from two public universities in Japan participated in the semester-long activity. The participants were asked to classify the phrases into different categories, and then recall the phrases over time. The results indicate that the mnemonic effect is not as clear with longer lexical phrases than it is with monosyllabic lexical phrases. Recall for alliterative expressions seemed to be better than for assonant expressions, but similar to non-salient expressions. Lower proficiency learners seem to process the longer lexical phrases similar to higher proficiency learners so the benefit of noticing alliterative and assonant expressions might be equal for both groups.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"11 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141209893","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 : 2020-04-24DOI: 10.61508/refl.v27i1.241721
Tabtip Kanchanapoomi, Wannapa Trakulkasemsuk
Laughter is a common feature found in daily conversations as an element showing amusement. However, laughter can also appear in serious talk such as business meetings (Murata, 2007; Markaki, et al., 2010). This paper scrutinizes laughter use between Thai and Burmese participants in a business meeting held in Yangon, Myanmar, and examines laughter functions and factors stimulating laughter to occur. The business meeting data was collected using the ethnographic method - a participant observation, extensive field notes, interviews and audio recordings. The data were analyzed based on the framework of laughter adapted from Hayakawa (2003) and Murata & Hori (2007); the findings reveal that laughter was used as a communication strategy and occurred in the meeting both in a relaxed atmosphere and in a serious discussion with different intentions - to have fun, to make fun of work, to ease the tension and to threaten other interlocutors.
{"title":"Laughter: A Communication Strategy in Business Meeting between Thai and Burmese Professionals","authors":"Tabtip Kanchanapoomi, Wannapa Trakulkasemsuk","doi":"10.61508/refl.v27i1.241721","DOIUrl":"https://doi.org/10.61508/refl.v27i1.241721","url":null,"abstract":"Laughter is a common feature found in daily conversations as an element showing amusement. However, laughter can also appear in serious talk such as business meetings (Murata, 2007; Markaki, et al., 2010). This paper scrutinizes laughter use between Thai and Burmese participants in a business meeting held in Yangon, Myanmar, and examines laughter functions and factors stimulating laughter to occur. The business meeting data was collected using the ethnographic method - a participant observation, extensive field notes, interviews and audio recordings. The data were analyzed based on the framework of laughter adapted from Hayakawa (2003) and Murata & Hori (2007); the findings reveal that laughter was used as a communication strategy and occurred in the meeting both in a relaxed atmosphere and in a serious discussion with different intentions - to have fun, to make fun of work, to ease the tension and to threaten other interlocutors.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"128 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141210256","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 : 2020-04-24DOI: 10.61508/refl.v27i1.241698
D. Loo
This study examines the support for developing graduate students’ language awareness in academic writing drafts through the provision of grammar lessons and feedback – indirect and metalinguistic. The study was conducted in a basic academic writing module, offered to both masters’ and PhD students (n=48) at a university in Singapore. To gauge whether language awareness was supported, students completed three surveys and the researcher analyzed errors and their subsequent revisions in students’ written drafts. The survey results showed students’ positive perception towards grammar lessons and feedback, in terms of their usefulness and valuable impact on writing skills. Nonetheless, when students’ written drafts were examined, it was noted that the impact of feedback was largely centered on the revision of grammar within drafts of the same task, instead of other higher order writing skills or in a new writing task. To ensure that IF and MF are effective in supporting language awareness, it is recommended that students be socialized with feedback practices of an instructor, and to be cognizant of their study setting. Moreover, writing instructors should configure learning objectives to reflect the developing nature of academic literacy.
{"title":"Is Language Awareness Supported by Grammar Lessons, Indirect and Metalinguistic Feedback? An Examination of Graduate Students’ Writing Across Drafts","authors":"D. Loo","doi":"10.61508/refl.v27i1.241698","DOIUrl":"https://doi.org/10.61508/refl.v27i1.241698","url":null,"abstract":"This study examines the support for developing graduate students’ language awareness in academic writing drafts through the provision of grammar lessons and feedback – indirect and metalinguistic. The study was conducted in a basic academic writing module, offered to both masters’ and PhD students (n=48) at a university in Singapore. To gauge whether language awareness was supported, students completed three surveys and the researcher analyzed errors and their subsequent revisions in students’ written drafts. The survey results showed students’ positive perception towards grammar lessons and feedback, in terms of their usefulness and valuable impact on writing skills. Nonetheless, when students’ written drafts were examined, it was noted that the impact of feedback was largely centered on the revision of grammar within drafts of the same task, instead of other higher order writing skills or in a new writing task. To ensure that IF and MF are effective in supporting language awareness, it is recommended that students be socialized with feedback practices of an instructor, and to be cognizant of their study setting. Moreover, writing instructors should configure learning objectives to reflect the developing nature of academic literacy.","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"127 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141210275","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 : 2020-04-24DOI: 10.61508/refl.v27i1.241750
Krittaya Thongyoi, Kornwipa Poonpon
The study aims to investigate phrasal complexity measures that can predict EFL students’ academic writing proficiency. Academic English written test responses were derived from written responses from the Khon Kaen University Academic English Language Test (KKU-‐AELT). Five hundred and thirty written responses were separated into groups based on their writing scores. Sixty-‐six phrasal complexity measures (Kyle, 2016) were analyzed for this study. The Tool for the Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC), a computational tool for phrasal complexity analysis, was used to calculate the average numbers of occurring measures in written responses. Phrasal complexity measures occurring in written responses were analyzed with the independent t-‐test. Then, 11 significant phrasal complexity measures, derived from the independent t-‐test, were entered into Binary logistic regression in order to examine potential phrasal complexity measures that can predict proficiency levels. The results revealed three phrasal complexity measures that can predict academic writing for higher proficiency level students.
本研究旨在探讨能够预测 EFL 学生学术写作水平的短语复杂性测量方法。学术英语书面测试的答卷来自孔敬大学学术英语语言测试（KKU--AELT）的书面答卷。五百三十份书面答卷根据其写作分数被分为不同的组别。本研究分析了 66 个短语复杂性测量指标（Kyle，2016 年）。句法复杂性和复杂性自动分析工具（TAASSC）是一种用于短语复杂性分析的计算工具，用于计算书面回答中出现的短语复杂性测量的平均数量。对书面回答中出现的句法复杂性量进行了独立的 t 检验分析。然后，将独立 t 检验得出的 11 个重要的短语复杂度测量值输入二元逻辑回归，以研究能够预测熟练水平的潜在短语复杂度测量值。结果显示，有三种短语复杂性测量方法可以预测高水平学生的学术写作。
{"title":"Phrasal Complexity Measures as Predictors of EFL University Students’ English Academic Writing Proficiency","authors":"Krittaya Thongyoi, Kornwipa Poonpon","doi":"10.61508/refl.v27i1.241750","DOIUrl":"https://doi.org/10.61508/refl.v27i1.241750","url":null,"abstract":" The study aims to investigate phrasal complexity measures that can predict EFL students’ academic writing proficiency. Academic English written test responses were derived from written responses from the Khon Kaen University Academic English Language Test (KKU-‐AELT). Five hundred and thirty written responses were separated into groups based on their writing scores. Sixty-‐six phrasal complexity measures (Kyle, 2016) were analyzed for this study. The Tool for the Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC), a computational tool for phrasal complexity analysis, was used to calculate the average numbers of occurring measures in written responses. Phrasal complexity measures occurring in written responses were analyzed with the independent t-‐test. Then, 11 significant phrasal complexity measures, derived from the independent t-‐test, were entered into Binary logistic regression in order to examine potential phrasal complexity measures that can predict proficiency levels. The results revealed three phrasal complexity measures that can predict academic writing for higher proficiency level students. ","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"125 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141210104","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}
J Sochalski, L H Aiken, A M Rafferty, J Shamian, G Müller-Mundt, J M Hunt, P Giovannetti, H F Clarke
{"title":"Building multinational research.","authors":"J Sochalski, L H Aiken, A M Rafferty, J Shamian, G Müller-Mundt, J M Hunt, P Giovannetti, H F Clarke","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":36332,"journal":{"name":"rEFLections","volume":"24 3","pages":"20-3"},"PeriodicalIF":0.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"21084739","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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