Background. There are many factors that affect the development of speaking in a foreign language. Drawing on the theories that state that competencies established in a native language will transfer across foreign languages, this study examines whether there is a relationship between native and foreign language speaking proficiency. Purpose. Although literature research indicates that native and foreign language acquisition processes are interrelated, there is a lack of studies comparing proficiency levels of native and foreign language speaking skills in adult learners. The purpose of this study was to examine the relationship between speaking competences in English as a Foreign Language and Czech as a Native Language in university students. Methods. A between-group design was used to compare two groups of fifty university students at two different levels of their speaking proficiency in English. Both groups were tested in speaking in Czech. Each test was assessed by an analytical rating scale examining four speaking sub-skills: accuracy, discourse, content and paralinguistics. The scores were analyzed using the F-Test for Equality of Variances and T-Test for the Differences between the Means. Results. The results showed that the group with the lower level of speaking proficiency in English achieved significantly worse scores for their speaking sub-skills in Czech than the group with the higher level of speaking proficiency in English. Implications. The study offers another piece of empirical evidence in support of the theories that state that competencies established in a native language will transfer across foreign languages and suggests the importance of the development of native language competence with regard to later proficiency in a foreign language.
{"title":"The Relationship between Native and Foreign Language Speaking Proficiency in University Students","authors":"E. Staňková, Renata Chlumska, Dana Zerzanova","doi":"10.17323/jle.2022.11501","DOIUrl":"https://doi.org/10.17323/jle.2022.11501","url":null,"abstract":"Background. There are many factors that affect the development of speaking in a foreign language. Drawing on the theories that state that competencies established in a native language will transfer across foreign languages, this study examines whether there is a relationship between native and foreign language speaking proficiency. \u0000Purpose. Although literature research indicates that native and foreign language acquisition processes are interrelated, there is a lack of studies comparing proficiency levels of native and foreign language speaking skills in adult learners. The purpose of this study was to examine the relationship between speaking competences in English as a Foreign Language and Czech as a Native Language in university students. \u0000Methods. A between-group design was used to compare two groups of fifty university students at two different levels of their speaking proficiency in English. Both groups were tested in speaking in Czech. Each test was assessed by an analytical rating scale examining four speaking sub-skills: accuracy, discourse, content and paralinguistics. The scores were analyzed using the F-Test for Equality of Variances and T-Test for the Differences between the Means. \u0000Results. The results showed that the group with the lower level of speaking proficiency in English achieved significantly worse scores for their speaking sub-skills in Czech than the group with the higher level of speaking proficiency in English. \u0000Implications. The study offers another piece of empirical evidence in support of the theories that state that competencies established in a native language will transfer across foreign languages and suggests the importance of the development of native language competence with regard to later proficiency in a foreign language.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44044636","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}
Background. Research interest in FLE and its associated factors has increased in recent years, especially regarding learner-internal factors. Happiness could potentially be one of the predictors of FLE. Purpose. This study aimed to investigate the link between foreign language enjoyment (FLE) and a measure of subjective happiness (SH). Methods. A total of 594 adult foreign language learners aged 16 to 72 participated in the study. Ten items extracted from the FLE scale and the SH scale translated and validated into Spanish were used to gather the data. Results. With a significant 3.6% shared variance between FLE and SH, the study found that participants with higher scores on FLE have higher scores on SH. However, the percentage of shared variance found is considerably higher for different subgroups (e.g., 6.7% for the older adolescent group and 10% for mature and senior adults). The results suggest that the relationship between personality variables and FLE may differ depending on learner-internal factors such as age, gender, competence level and foreign language. Implications. The study opens a new line of research into the interaction between FLE and happiness, and factors affecting it with a sample that, due to the wide range of participant ages and the number of participants beyond their twenties, is more representative of the adult foreign language learner population than is usually the case in studies of FLE.
{"title":"Foreign Language Enjoyment and Subjective Happiness in Spanish Adult Learners","authors":"Elvira Barrios, Irene Acosta-Manzano","doi":"10.17323/jle.2022.13506","DOIUrl":"https://doi.org/10.17323/jle.2022.13506","url":null,"abstract":"Background. Research interest in FLE and its associated factors has increased in recent years, especially regarding learner-internal factors. Happiness could potentially be one of the predictors of FLE. \u0000Purpose. This study aimed to investigate the link between foreign language enjoyment (FLE) and a measure of subjective happiness (SH). \u0000Methods. A total of 594 adult foreign language learners aged 16 to 72 participated in the study. Ten items extracted from the FLE scale and the SH scale translated and validated into Spanish were used to gather the data. \u0000Results. With a significant 3.6% shared variance between FLE and SH, the study found that participants with higher scores on FLE have higher scores on SH. However, the percentage of shared variance found is considerably higher for different subgroups (e.g., 6.7% for the older adolescent group and 10% for mature and senior adults). The results suggest that the relationship between personality variables and FLE may differ depending on learner-internal factors such as age, gender, competence level and foreign language. \u0000Implications. The study opens a new line of research into the interaction between FLE and happiness, and factors affecting it with a sample that, due to the wide range of participant ages and the number of participants beyond their twenties, is more representative of the adult foreign language learner population than is usually the case in studies of FLE.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44178761","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}
Research Background: In any successful education system, teachers as the main driving forces of the learning process are at the forefront. To fulfill their responsibilities efficiently, they need to enhance their knowledge and professional expertise. Hence, the evaluation of teachers’ professional development is of paramount importance in EFL contexts.Purpose of the Study: In line with such a concern, the present study was conducted to investigate the underlying factors constituting a newly developed teachers’ professional development questionnaire in the EFL context of Iran.Methods: To this end, 242 Iranian EFL teachers with different experiences were conveniently requested to partake in this study. They were asked to respond to the questionnaire, which encompassed 76 items on a five-point Likert scale. After ensuring the reliability of the scale, to scrutinize the validity of the questionnaire, content validity and factor analysis were checked.Results: The results of Exploratory Factor Analysis (EFA) revealed that the questionnaire involved 7 factors, representing the teachers’ beliefs about various aspects of development, like means of development, needs, beneficiaries, motivators, methods, and obstacles of development. The results of Confirmatory Factor Analysis (CFA) also demonstrated that the questionnaire consists of seven factors, loading on items and sub-components of the model.Implications: This study can provide treasured pedagogical implications for EFL teachers, teacher educators, policymakers, and materials developers through raising their awareness and knowledge of teachers’ professional development and its underlying components.
{"title":"Developing and Validating a Professional Development Inventory: Novice and Experienced Teachers’ Perceptions in Focus","authors":"Masoomeh Estaji, Amirmasoud Molkizadeh","doi":"10.17323/jle.2022.11115","DOIUrl":"https://doi.org/10.17323/jle.2022.11115","url":null,"abstract":"Research Background: In any successful education system, teachers as the main driving forces of the learning process are at the forefront. To fulfill their responsibilities efficiently, they need to enhance their knowledge and professional expertise. Hence, the evaluation of teachers’ professional development is of paramount importance in EFL contexts.Purpose of the Study: In line with such a concern, the present study was conducted to investigate the underlying factors constituting a newly developed teachers’ professional development questionnaire in the EFL context of Iran.Methods: To this end, 242 Iranian EFL teachers with different experiences were conveniently requested to partake in this study. They were asked to respond to the questionnaire, which encompassed 76 items on a five-point Likert scale. After ensuring the reliability of the scale, to scrutinize the validity of the questionnaire, content validity and factor analysis were checked.Results: The results of Exploratory Factor Analysis (EFA) revealed that the questionnaire involved 7 factors, representing the teachers’ beliefs about various aspects of development, like means of development, needs, beneficiaries, motivators, methods, and obstacles of development. The results of Confirmatory Factor Analysis (CFA) also demonstrated that the questionnaire consists of seven factors, loading on items and sub-components of the model.Implications: This study can provide treasured pedagogical implications for EFL teachers, teacher educators, policymakers, and materials developers through raising their awareness and knowledge of teachers’ professional development and its underlying components.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49482797","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}
Background and Purpose: This perspective article supports the need of an alternative plurilingual model to teaching languages to assert immigrants’ identities in Canada. Approach: It examines the interplay between language and identity in immigration contexts, and investigates current language teaching models, including limitations, adopted in Canada. Although the article discusses the case of Quebec where the official language is French, it is not limited or restricted to a specific context. The case of Quebec is only given as an example to illustrate potential challenges immigrants might face in Canada. Results and Implication: This article sheds light on advantageous future research orientations pertaining to immigrants’ identities in the language learning process. It can also inform language policies and pedagogies in Canada and other immigration contexts.
{"title":"The Role of Plurilingual Pedagogy in Affirming Immigrants’ Identities in Canada","authors":"L. Zeaiter","doi":"10.17323/jle.2022.13682","DOIUrl":"https://doi.org/10.17323/jle.2022.13682","url":null,"abstract":"Background and Purpose: This perspective article supports the need of an alternative plurilingual model to teaching languages to assert immigrants’ identities in Canada. Approach: It examines the interplay between language and identity in immigration contexts, and investigates current language teaching models, including limitations, adopted in Canada. Although the article discusses the case of Quebec where the official language is French, it is not limited or restricted to a specific context. The case of Quebec is only given as an example to illustrate potential challenges immigrants might face in Canada. Results and Implication: This article sheds light on advantageous future research orientations pertaining to immigrants’ identities in the language learning process. It can also inform language policies and pedagogies in Canada and other immigration contexts.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44332498","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}
Research background: The effectiveness of Corrective feedback has been a controversial issue and thus a central part of second language writing instruction worldwide.Gap in knowledge and Purpose of the study: It has been argued that the provision of written corrective feedback can affect the complexity of the written text negatively, and the issue is not sufficiently investigated. Therefore, this studyinvestigated the effects of two types of comprehensive written corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners’ written syntactic complexity.Methods: This study was quasi-experimental and used a pretest-intervention-posttest-delayed-posttest design. Participants were 90 Turkish EFL upper-intermediate learners, whose L2 proficiency and L2 writing skills were controlled by administering the Oxford Placement Test and the IELTS Writing Task 2 test. They were assigned to three groups: DCF, ME, and NF (i.e., no feedback on grammatical errors).The treatment/control period lasted for five weeks. Every week, each participant wrote an essay of argument-led type in class and then received the specified feedback. No work was done on writing for the two-week interval between the posttest and delayed posttest. Lu’s (2010) web-based L2 Syntactic Complexity Analyser was utilised to calculate the syntactic complexity measures. The MANOVA test was utilized to find the results.Findings and Value added: It was revealed the ME group was not significantly different from the NF group. The DCF group significantly outperformed the ME group in the clauses per sentence (C/S) of the texts both in posttests and delayed-posttests. The DCF group also significantly outperformed the NF group in the clauses per T-unit (C/T), complex T-units per T-unit (CP/T), and C/S in posttests, but the positive effect of the DCF on CP/T was not durable after the two-week interval.
{"title":"The Effect of Comprehensive Written Corrective Feedback on EFL Learners’ Written Syntactic Complexity","authors":"M. Valizadeh","doi":"10.17323/jle.2022.12052","DOIUrl":"https://doi.org/10.17323/jle.2022.12052","url":null,"abstract":"Research background: The effectiveness of Corrective feedback has been a controversial issue and thus a central part of second language writing instruction worldwide.Gap in knowledge and Purpose of the study: It has been argued that the provision of written corrective feedback can affect the complexity of the written text negatively, and the issue is not sufficiently investigated. Therefore, this studyinvestigated the effects of two types of comprehensive written corrective feedback strategies: direct corrective feedback (DCF), and metalinguistic explanation (ME) on L2 learners’ written syntactic complexity.Methods: This study was quasi-experimental and used a pretest-intervention-posttest-delayed-posttest design. Participants were 90 Turkish EFL upper-intermediate learners, whose L2 proficiency and L2 writing skills were controlled by administering the Oxford Placement Test and the IELTS Writing Task 2 test. They were assigned to three groups: DCF, ME, and NF (i.e., no feedback on grammatical errors).The treatment/control period lasted for five weeks. Every week, each participant wrote an essay of argument-led type in class and then received the specified feedback. No work was done on writing for the two-week interval between the posttest and delayed posttest. Lu’s (2010) web-based L2 Syntactic Complexity Analyser was utilised to calculate the syntactic complexity measures. The MANOVA test was utilized to find the results.Findings and Value added: It was revealed the ME group was not significantly different from the NF group. The DCF group significantly outperformed the ME group in the clauses per sentence (C/S) of the texts both in posttests and delayed-posttests. The DCF group also significantly outperformed the NF group in the clauses per T-unit (C/T), complex T-units per T-unit (CP/T), and C/S in posttests, but the positive effect of the DCF on CP/T was not durable after the two-week interval.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42459785","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}
Background: The link between context and identity is of paramount importance to language teaching and learning. Yet, less attention has been paid to the identity aspects in various EFL contexts. Purpose: This study examined the identity aspects of EFL learners attending both public and private English language classes through self-reflection.Method: In this mixed-methods design, 128 conveniently chosen EFL learners, including both genders, responded to the Identity Aspects Questionnaire, and 23 of those participants were invited to a follow-up semi-structured interview to triangulate the questionnaire data. The study conducted Paired Samples T-Test for quantitative data, whereas qualitative data underwent thematic analysis to extract and codify the themes.Results: The results revealed no significant differences for personal and relational identity aspects over these two EFL contexts, while collective and social ones reached differences. The qualitative data indicated that the EFL learners synergically adapt and adopt some identities through retention and creation. The shared identity between the two EFL classes mainly occurred in personal and relational aspects, while social and collective ones seemed relatively varied. The participants held both individualistic and collectivistic cultural dimensions in these two EFL classes. However, they were more idiocentric in private English language institutes and more socio-centric in public high schools. The discussion concerning identity issues indicated that EFL contexts affect the socializing process. The individuals position in a context according to their shared identities, while the varied identities lead them to form or adopt new identities. Implication: These findings could help ELT teachers and researchers to expand their perception of language learners’ identities in different EFL contexts.
{"title":"Dual Identity or Identity Duel: EFL Context Duality Force on Identity Aspects Formation Through Learners’ Self-Reflection","authors":"E. A. Salimi, Hadi Abedi","doi":"10.17323/jle.2022.11303","DOIUrl":"https://doi.org/10.17323/jle.2022.11303","url":null,"abstract":"Background: The link between context and identity is of paramount importance to language teaching and learning. Yet, less attention has been paid to the identity aspects in various EFL contexts. Purpose: This study examined the identity aspects of EFL learners attending both public and private English language classes through self-reflection.Method: In this mixed-methods design, 128 conveniently chosen EFL learners, including both genders, responded to the Identity Aspects Questionnaire, and 23 of those participants were invited to a follow-up semi-structured interview to triangulate the questionnaire data. The study conducted Paired Samples T-Test for quantitative data, whereas qualitative data underwent thematic analysis to extract and codify the themes.Results: The results revealed no significant differences for personal and relational identity aspects over these two EFL contexts, while collective and social ones reached differences. The qualitative data indicated that the EFL learners synergically adapt and adopt some identities through retention and creation. The shared identity between the two EFL classes mainly occurred in personal and relational aspects, while social and collective ones seemed relatively varied. The participants held both individualistic and collectivistic cultural dimensions in these two EFL classes. However, they were more idiocentric in private English language institutes and more socio-centric in public high schools. The discussion concerning identity issues indicated that EFL contexts affect the socializing process. The individuals position in a context according to their shared identities, while the varied identities lead them to form or adopt new identities. Implication: These findings could help ELT teachers and researchers to expand their perception of language learners’ identities in different EFL contexts.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44260973","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 Missing Course. Everything They Never Taught You About College Teaching: A Book Review","authors":"L. Giray","doi":"10.17323/jle.2022.13286","DOIUrl":"https://doi.org/10.17323/jle.2022.13286","url":null,"abstract":"","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46967017","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}
Background: Classroom-based research in second language acquisition (SLA) has focused in the last decade on the pedagogical implications concerning the mental representation of language but has not considered the didactic training of pre-service teachers. Empirical analyses have been concerned almost exclusively with the linguistic development of foreign language learners, who do not receive specific training to become language teachers. Purpose: Due to the lack of literature regarding simultaneous linguistic and didactic training with pre-service foreign language teachers, this exploratory classroom-based research analyses a case of linguistic and didactic dual training for pre-service primary education teachers of German in Spain, both when being trained to work as foreign language teachers, or as CLIL (Content and Language Integrated Learning) teachers. The objective is to assess the effectiveness of the dual training by measuring the degree of the pre-service teachers’ (N=4) willingness to communicate (WTC) before and after each practice session (N=14). This is a mixed-methods research where data were collected through (i) a questionnaire answered by the pre-service teachers and (ii) the lecturer’s linguistic and didactic excursuses. Results: The results show a high degree of WTC among the pre-service teachers, mainly as result of the Instructed Foreign Language Acquisition (IFLA)-based teaching practice model implemented, including linguistic training in German and didactic training (e.g., excursuses) in Spanish (L1). Factors like grouping increase the pre-service teachers’ WTC, while factors like talking to someone they know little about decrease it. However, personal traits need to be considered when it comes to WTC, even with individuals who share similar language proficiency.Implication: The innovation of this teacher training methodology lies in the coordinated combination of linguistic (i.e., IFLA-based teaching model) and didactic training. IFLA-based teaching practices are evaluated positively by the pre-service teachers in terms of linguistic and didactic training and WTC. Final recommendations are suggested about teaching methodology.
{"title":"Dual Training in Language Didactics of Foreign Language/CLIL Pre-Service Primary Education Teachers in Spain","authors":"J. L. Estrada-Chichón, Francisco Zayas-Martínez","doi":"10.17323/jle.2022.11520","DOIUrl":"https://doi.org/10.17323/jle.2022.11520","url":null,"abstract":"Background: Classroom-based research in second language acquisition (SLA) has focused in the last decade on the pedagogical implications concerning the mental representation of language but has not considered the didactic training of pre-service teachers. Empirical analyses have been concerned almost exclusively with the linguistic development of foreign language learners, who do not receive specific training to become language teachers. Purpose: Due to the lack of literature regarding simultaneous linguistic and didactic training with pre-service foreign language teachers, this exploratory classroom-based research analyses a case of linguistic and didactic dual training for pre-service primary education teachers of German in Spain, both when being trained to work as foreign language teachers, or as CLIL (Content and Language Integrated Learning) teachers. The objective is to assess the effectiveness of the dual training by measuring the degree of the pre-service teachers’ (N=4) willingness to communicate (WTC) before and after each practice session (N=14). This is a mixed-methods research where data were collected through (i) a questionnaire answered by the pre-service teachers and (ii) the lecturer’s linguistic and didactic excursuses. Results: The results show a high degree of WTC among the pre-service teachers, mainly as result of the Instructed Foreign Language Acquisition (IFLA)-based teaching practice model implemented, including linguistic training in German and didactic training (e.g., excursuses) in Spanish (L1). Factors like grouping increase the pre-service teachers’ WTC, while factors like talking to someone they know little about decrease it. However, personal traits need to be considered when it comes to WTC, even with individuals who share similar language proficiency.Implication: The innovation of this teacher training methodology lies in the coordinated combination of linguistic (i.e., IFLA-based teaching model) and didactic training. IFLA-based teaching practices are evaluated positively by the pre-service teachers in terms of linguistic and didactic training and WTC. Final recommendations are suggested about teaching methodology.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41511173","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}
V. Phạm, Tuyen Thi Thanh Tran, Ngoc Hoang Vy Nguyen
Background: The innovation of an extensive journal writing approach has made a big difference in the field of teaching academic writing. Previous studies found mixed results relating to whether journal writing could help students enhance their writing accuracy. Purpose: The purpose of the current study is to investigate whether extensive journal writing (EJW) affects EFL high school students’ writing accuracy and fluency in the writing classroom.Method: Sixty students in one of the high schools located in Tra Vinh city participated in the study. The quasi-experimental study was conducted in ten weeks. The participants were divided into two groups, namely the control group and the experimental group. Students’ writing papers, including pre-tests and post-tests, were collected for data analysis. Inter-raters were employed for analytic rating scales and written errors analysis. Results: The results show that extensive journal writing had significant effects on the students’ writing performances compared to those of students in the control group. Additionally, the number of words written in the students’ post-test was increasing. Implication: The current study’s findings were innovative to the body of literature as the EJW could help students enhance their writing performances.
{"title":"The Effects of Extensive Journal Writing on the Vietnamese High-School Students’ Writing Accuracy and Fluency","authors":"V. Phạm, Tuyen Thi Thanh Tran, Ngoc Hoang Vy Nguyen","doi":"10.17323/jle.2022.12361","DOIUrl":"https://doi.org/10.17323/jle.2022.12361","url":null,"abstract":"Background: The innovation of an extensive journal writing approach has made a big difference in the field of teaching academic writing. Previous studies found mixed results relating to whether journal writing could help students enhance their writing accuracy. Purpose: The purpose of the current study is to investigate whether extensive journal writing (EJW) affects EFL high school students’ writing accuracy and fluency in the writing classroom.Method: Sixty students in one of the high schools located in Tra Vinh city participated in the study. The quasi-experimental study was conducted in ten weeks. The participants were divided into two groups, namely the control group and the experimental group. Students’ writing papers, including pre-tests and post-tests, were collected for data analysis. Inter-raters were employed for analytic rating scales and written errors analysis. Results: The results show that extensive journal writing had significant effects on the students’ writing performances compared to those of students in the control group. Additionally, the number of words written in the students’ post-test was increasing. Implication: The current study’s findings were innovative to the body of literature as the EJW could help students enhance their writing performances.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42232846","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}
Background: Several studies in interlanguage pragmatics have reported Russian directive speech acts to take a particular position within the dimensions of linguistic politeness and (in)directness, when compared to some Germanic and Romance languages extensively studied in this framework.Purpose of the study: The present paper aimed to investigate the role of language specific cues to politeness in Russian requests by examining their perception by native speakers and L2 learners in a scenario of teacher-student interaction.Methods: An experiment was conducted in which L1 and L2 groups rated the politeness of teacher directives in Russian on a discrete 7-point scale. Three variables were controlled for in the experimental design: the directness of the speech act (manifested in the choice between an imperative or an interrogative construction), verbal aspect, and the type of nuclear pitch accent.Findings: The obtained data generally corroborate existing studies, demonstrating that both native Russian speakers and learners of Russian with Chinese L1 do not judge as impolite direct imperative strategies employed in teacher requests. Though both groups of participants similarly relied on intonational cues in their judgements, the L2 learners did not perform target-like in evaluating the pragmatics of verbal aspect. Within the native group, the usage of imperfective verbs both in direct and conventionally indirect constructions was perceived as a highly salient indicator of impoliteness. Conversely, the size of this effect in L2 judgements did not reach a significance level, implying that this language specific cue is not acquired through incidental learning at pre-intermediate or intermediate proficiency levels.Conclusions: Taken together, these findings highlight the importance of explicit pragmatic instruction even for students who have sufficient experience studying abroad; furthermore, they outline new directions for empirical studies in Russian from the perspective of interlanguage pragmatics.
{"title":"Perception of Prosodic and Aspectual Cues to Politeness in Teacher Directives in L1 and L2 Russian","authors":"P. Duryagin, M. Fokina","doi":"10.17323/jle.2022.11859","DOIUrl":"https://doi.org/10.17323/jle.2022.11859","url":null,"abstract":"Background: Several studies in interlanguage pragmatics have reported Russian directive speech acts to take a particular position within the dimensions of linguistic politeness and (in)directness, when compared to some Germanic and Romance languages extensively studied in this framework.Purpose of the study: The present paper aimed to investigate the role of language specific cues to politeness in Russian requests by examining their perception by native speakers and L2 learners in a scenario of teacher-student interaction.Methods: An experiment was conducted in which L1 and L2 groups rated the politeness of teacher directives in Russian on a discrete 7-point scale. Three variables were controlled for in the experimental design: the directness of the speech act (manifested in the choice between an imperative or an interrogative construction), verbal aspect, and the type of nuclear pitch accent.Findings: The obtained data generally corroborate existing studies, demonstrating that both native Russian speakers and learners of Russian with Chinese L1 do not judge as impolite direct imperative strategies employed in teacher requests. Though both groups of participants similarly relied on intonational cues in their judgements, the L2 learners did not perform target-like in evaluating the pragmatics of verbal aspect. Within the native group, the usage of imperfective verbs both in direct and conventionally indirect constructions was perceived as a highly salient indicator of impoliteness. Conversely, the size of this effect in L2 judgements did not reach a significance level, implying that this language specific cue is not acquired through incidental learning at pre-intermediate or intermediate proficiency levels.Conclusions: Taken together, these findings highlight the importance of explicit pragmatic instruction even for students who have sufficient experience studying abroad; furthermore, they outline new directions for empirical studies in Russian from the perspective of interlanguage pragmatics.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49640573","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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