Yahya Ghelichli, S. Seyyedrezaei, Zari Sadat Seyyedrezaei
Background. Language learning is a long and tedious process and some students may lose their initial interest, so their learning achievement might in turn decrease. Student engagement and self-regulation can be seen as influential in helping them to restore their enthusiasm and motivation. Engagement can assist students to be actively involved in their school work in order to become more motivated and interested in language learning. Further, self-regulation also seems to contribute to have students regulate their learning behavior and engagement, which could possibly play a role in their learning outcomes. Purpose. The purpose of this study was thus to investigate the relationships of self-regulation and student engagement with learning outcomes. Method. The participants, selected through convenience sampling, included 146 language learners learning English at the Iran Language Institute (ILI) Gorgan, Iran. They were given two questionnaires and a language proficiency test. Results. The obtained data were analyzed by using SPSS, version 26. The results of Spearman’s rho correlation tests indicated that there were statistically significant relationships of self-regulation and student engagement with learning outcomes, with student engagement having a stronger association with learning outcomes. Moreover, student engagement as a global construct was a better predictor of learning outcomes. Conclusion. Since student engagement is comparatively new in the realm of language education, the findings can contribute to our understanding of its role in learning outcomes. Besides, the results have pedagogical implications for language learners and language teachers alike.
{"title":"On the Relationship of Iranian EFL Learners’ Engagement and Self-regulation with Their Learning Outcomes","authors":"Yahya Ghelichli, S. Seyyedrezaei, Zari Sadat Seyyedrezaei","doi":"10.17323/jle.2023.12741","DOIUrl":"https://doi.org/10.17323/jle.2023.12741","url":null,"abstract":"Background. Language learning is a long and tedious process and some students may lose their initial interest, so their learning achievement might in turn decrease. Student engagement and self-regulation can be seen as influential in helping them to restore their enthusiasm and motivation. Engagement can assist students to be actively involved in their school work in order to become more motivated and interested in language learning. Further, self-regulation also seems to contribute to have students regulate their learning behavior and engagement, which could possibly play a role in their learning outcomes. \u0000Purpose. The purpose of this study was thus to investigate the relationships of self-regulation and student engagement with learning outcomes. \u0000Method. The participants, selected through convenience sampling, included 146 language learners learning English at the Iran Language Institute (ILI) Gorgan, Iran. They were given two questionnaires and a language proficiency test. \u0000Results. The obtained data were analyzed by using SPSS, version 26. The results of Spearman’s rho correlation tests indicated that there were statistically significant relationships of self-regulation and student engagement with learning outcomes, with student engagement having a stronger association with learning outcomes. Moreover, student engagement as a global construct was a better predictor of learning outcomes. \u0000Conclusion. Since student engagement is comparatively new in the realm of language education, the findings can contribute to our understanding of its role in learning outcomes. Besides, the results have pedagogical implications for language learners and language teachers alike.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42835241","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}
Introduction. The education sector has been severely affected by the pandemic caused by the sudden outbreak of coronavirus disease (COVID-19), despite the preventive measures taken and innovations brought to mitigate its effects. Purpose. This study investigated the impact of alienation experienced by EFL teachers as a result of obligatory social distancing that has become the new normal because of the COVID-19 pandemic. Further, it was determined whether gender, educational level, institution type, and years of experience in the profession were among the active determinants of work alienation. Methods. A mixed-method approach was adopted for this study. Quantitative data were collected using the Work Alienation scale, completed by 160 EFL teachers working at public and private schools in Mersin, Turkey. Qualitative data were gathered from the responses of 18 teachers within the survey group. The data collected from the scale were analysed, and the data from the open-ended survey were coded and classified into three themes. Results. The findings indicated that EFL teachers experienced low levels of work alienation during the pandemic, and the survey data provided thought-provoking examples of the damage caused by the pandemic. Although no significant differences were identified in alienation based on gender, institution type, and educational level, significant differences based on the years of experience were found in the powerlessness, meaninglessness, and isolation subscales, whereby teachers with 1–5 years of experience endured a higher level of work alienation than those with more experience. Conclusion. The findings of the study not only raise awareness regarding the importance of providing guidance to EFL teachers during the pandemic but also raise concerns about their wellbeing and digital literacy.
{"title":"An Investigation of Turkish EFL Teachers’ Work Alienation During the COVID-19 Pandemic","authors":"Tuğçe Bilgi, Seden Eraldemir Tuyan","doi":"10.17323/jle.2023.13633","DOIUrl":"https://doi.org/10.17323/jle.2023.13633","url":null,"abstract":"Introduction. The education sector has been severely affected by the pandemic caused by the sudden outbreak of coronavirus disease (COVID-19), despite the preventive measures taken and innovations brought to mitigate its effects. \u0000Purpose. This study investigated the impact of alienation experienced by EFL teachers as a result of obligatory social distancing that has become the new normal because of the COVID-19 pandemic. Further, it was determined whether gender, educational level, institution type, and years of experience in the profession were among the active determinants of work alienation. \u0000Methods. A mixed-method approach was adopted for this study. Quantitative data were collected using the Work Alienation scale, completed by 160 EFL teachers working at public and private schools in Mersin, Turkey. Qualitative data were gathered from the responses of 18 teachers within the survey group. The data collected from the scale were analysed, and the data from the open-ended survey were coded and classified into three themes. \u0000Results. The findings indicated that EFL teachers experienced low levels of work alienation during the pandemic, and the survey data provided thought-provoking examples of the damage caused by the pandemic. Although no significant differences were identified in alienation based on gender, institution type, and educational level, significant differences based on the years of experience were found in the powerlessness, meaninglessness, and isolation subscales, whereby teachers with 1–5 years of experience endured a higher level of work alienation than those with more experience. \u0000Conclusion. The findings of the study not only raise awareness regarding the importance of providing guidance to EFL teachers during the pandemic but also raise concerns about their wellbeing and digital literacy.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47012141","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 research writing of novice Russian authors tend to be markedly different from that of expert academic writers from other countries. More specifically, Russian student writing has been characterized as wordy, difficult to comprehend, syntactically complex, and excessive in terms of nominalisation. One of the main manifestations of these characteristics is the deployment of a large number of prepositions and prepositional phrases. Purpose: The purpose of this paper is to investigate the causes of this excessive use of prepositions in Russian student writing and to provide suggestions for improvement. Methods: The quantitative analysis evaluates two self-compiled corpora using the computational linguistics tool Gramulator. The first corpus consists of published research papers written by international scholars of radio engineering. The second corpus comprises first drafts of research papers written by Russian graduate and postgraduate students majoring in radio engineering. The final qualitative analysis focuses largely on the student corpus. Results: The seven most common writing features identified were as follows: excessive of-phrases, nouns/verbal nouns instead of gerunds, nouns instead of infinitives of purpose, nominalized structures instead of relative clauses, ‘strong noun + weak verb’ structures instead of ‘strong’ verbs, grammatical errors, and repetitions. Each of these features is discussed and followed by suggestions that may help both reduce the excessive number of prepositions and prepositional phrases and improve other important features of the text. Implications: The results of this study are of interest to academic writing instructors as well as the developers of teaching materials and automated evaluation tools.
{"title":"Novice Russian Research Writing: Prepositions and Prepositional Phrases","authors":"E. I. Shpit, Philip M. McCarthy","doi":"10.17323/jle.2023.15897","DOIUrl":"https://doi.org/10.17323/jle.2023.15897","url":null,"abstract":"Background: The research writing of novice Russian authors tend to be markedly different from that of expert academic writers from other countries. More specifically, Russian student writing has been characterized as wordy, difficult to comprehend, syntactically complex, and excessive in terms of nominalisation. One of the main manifestations of these characteristics is the deployment of a large number of prepositions and prepositional phrases. \u0000Purpose: The purpose of this paper is to investigate the causes of this excessive use of prepositions in Russian student writing and to provide suggestions for improvement. \u0000Methods: The quantitative analysis evaluates two self-compiled corpora using the computational linguistics tool Gramulator. The first corpus consists of published research papers written by international scholars of radio engineering. The second corpus comprises first drafts of research papers written by Russian graduate and postgraduate students majoring in radio engineering. The final qualitative analysis focuses largely on the student corpus. \u0000Results: The seven most common writing features identified were as follows: excessive of-phrases, nouns/verbal nouns instead of gerunds, nouns instead of infinitives of purpose, nominalized structures instead of relative clauses, ‘strong noun + weak verb’ structures instead of ‘strong’ verbs, grammatical errors, and repetitions. Each of these features is discussed and followed by suggestions that may help both reduce the excessive number of prepositions and prepositional phrases and improve other important features of the text. \u0000Implications: The results of this study are of interest to academic writing instructors as well as the developers of teaching materials and automated evaluation tools.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46233081","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}
Introduction: The JLE editors explore multilingual perspectives in language learning, education, and society, as compared with mono- and bilingual perspectives. The notion of a separate language system turned out to be far from today’s multilingual communications. The approaches to multiple language learning have dramatically changed towards multilingualism. The editorial review aims to consider the potential of the field for the JLE. Basic Terminology and Definitions: the JLE editors dwell upon the key terms applicable to the field of multilingualism, including multilingualism on its own, plurilingualism, bilingualism, multilinguality, polylingualism, metrolingualism, heteroglossia, and linguistic repertoire. Research on Multilingualism and beyond: in this section, the JLE readers can find a short review of the research publications on multilingualism, bilingualism, plurilingualism, and linguistic repertoire indexed in the Scopus database. Conclusion: multilingualism as a research field has a perspective for the Journal of Language and Education. Multilingualism is a many-faceted field, developing rather fast. Research on multilingualism may enrich the scope of the JLE and attract new readers.
{"title":"Multilingualism and Beyond: Implications for Education","authors":"Lilia K. Raitskaya, E. Tikhonova","doi":"10.17323/jle.2023.17581","DOIUrl":"https://doi.org/10.17323/jle.2023.17581","url":null,"abstract":"Introduction: The JLE editors explore multilingual perspectives in language learning, education, and society, as compared with mono- and bilingual perspectives. The notion of a separate language system turned out to be far from today’s multilingual communications. The approaches to multiple language learning have dramatically changed towards multilingualism. The editorial review aims to consider the potential of the field for the JLE. \u0000Basic Terminology and Definitions: the JLE editors dwell upon the key terms applicable to the field of multilingualism, including multilingualism on its own, plurilingualism, bilingualism, multilinguality, polylingualism, metrolingualism, heteroglossia, and linguistic repertoire. \u0000Research on Multilingualism and beyond: in this section, the JLE readers can find a short review of the research publications on multilingualism, bilingualism, plurilingualism, and linguistic repertoire indexed in the Scopus database. \u0000Conclusion: multilingualism as a research field has a perspective for the Journal of Language and Education. Multilingualism is a many-faceted field, developing rather fast. Research on multilingualism may enrich the scope of the JLE and attract new readers.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45549269","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: Like other professional institutions i.e., medical, law and engineering, at the University of Agriculture, Peshawar, all the core subjects are taught through English and all the exams (both oral and written) are conducted in English; hence, proficiency in English is an essential need of every student. As a majority of the agriculture students perform poorly in the core subjects due to their weakness in the English language, therefore, this study was undertaken to explore the attitudes of agriculture students towards the English language and its four skills i.e., listening, speaking, reading and writing. Purpose: The main goal of the study was to investigate the Agriculture students’ attitude towards the English language and its basic skills. Moreover, the present study is also an attempt to unearth the differences, if any, in the attitudes of the male and female students towards English. Method: This study employed a mixed-methods approach to address the research questions. To obtain valid and reliable results, the researcher considered application of both the quantitative and qualitative approaches to be very appropriate for the collection and analysis of data for the present study. The quantitative data were collected by means of a five-point Likert scale questionnaire with 30 closed items and was analyzed using SPSS version 20.0. The qualitative data were collected through semi-structured interviews from 30 purposively selected students and were analyzed using thematic analysis. Conclusion: The findings revealed that the agriculture students had positive attitudes towards the English language and its four skills. The study also highlighted that there was no statistically significant difference in the attitudes of students by their gender; however, the female students displayed slightly more positive attitudes towards English as compared to their male counterparts. A majority of the students regarded writing in English as a hard task. However, most students desired achieving high proficiency in all the four skills of English language.
{"title":"A Study of Agriculture Students’ Attitudes towards English Language: A Case Study","authors":"K. Khan, Y. Hayat, Syed Munir Ahmad, Wasal Khan","doi":"10.17323/jle.2023.11927","DOIUrl":"https://doi.org/10.17323/jle.2023.11927","url":null,"abstract":"Background: Like other professional institutions i.e., medical, law and engineering, at the University of Agriculture, Peshawar, all the core subjects are taught through English and all the exams (both oral and written) are conducted in English; hence, proficiency in English is an essential need of every student. As a majority of the agriculture students perform poorly in the core subjects due to their weakness in the English language, therefore, this study was undertaken to explore the attitudes of agriculture students towards the English language and its four skills i.e., listening, speaking, reading and writing. \u0000Purpose: The main goal of the study was to investigate the Agriculture students’ attitude towards the English language and its basic skills. Moreover, the present study is also an attempt to unearth the differences, if any, in the attitudes of the male and female students towards English. \u0000Method: This study employed a mixed-methods approach to address the research questions. To obtain valid and reliable results, the researcher considered application of both the quantitative and qualitative approaches to be very appropriate for the collection and analysis of data for the present study. The quantitative data were collected by means of a five-point Likert scale questionnaire with 30 closed items and was analyzed using SPSS version 20.0. The qualitative data were collected through semi-structured interviews from 30 purposively selected students and were analyzed using thematic analysis. \u0000Conclusion: The findings revealed that the agriculture students had positive attitudes towards the English language and its four skills. The study also highlighted that there was no statistically significant difference in the attitudes of students by their gender; however, the female students displayed slightly more positive attitudes towards English as compared to their male counterparts. A majority of the students regarded writing in English as a hard task. However, most students desired achieving high proficiency in all the four skills of English language.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44321587","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}
H. Helaluddin, Misnah Mannahali, Duwi Purwati, A. Alamsyah, Hengki Wijaya
Research Background: In addition to mastering writing skills, students must also be able to develop critical and creative thinking skills. These two skills play an important role so that students can survive and compete in the world of work in the era of the industrial revolution 4.0. The gap in Knowledge and Purpose of the Study: Although there have been many experimental studies using problem-based learning in learning to write, the existing research is still inadequate in exploring the impact of this model on writing performance and critical and creative thinking skills. Method: This study uses a sequential mix-method design that combines quantitative and qualitative data collection and analysis techniques. The participants of this study were students from the Islamic Banking Study Program at UIN Sultan Maulana Hasanuddin Banten, as many as 61 people. Data were collected using questionnaires, essay writing tests, assessment rubrics, and interviews. Quantitative data were analyzed using SPSS 25.00 by running paired sample t-tests and one-way ANCOVA. In addition, data from semi-structured interviews were analyzed qualitatively using thematic analysis techniques. Findings and Value Added: research findings state that PBL positively influences writing performance and critical and creative thinking skills. The interviews showed that the students had positive attitudes and perceptions towards using the PBL method in learning to write to improve these three skills. The findings of this study are expected to increase knowledge about how students can improve writing performance, critical thinking, and creative thinking. In addition, it is also hoped that these findings can be an alternative in choosing writing learning methods.
{"title":"An Investigation into the Effect of Problem-based Learning on Learners’ Writing Performance, Critical and Creative Thinking Skills","authors":"H. Helaluddin, Misnah Mannahali, Duwi Purwati, A. Alamsyah, Hengki Wijaya","doi":"10.17323/jle.2023.14704","DOIUrl":"https://doi.org/10.17323/jle.2023.14704","url":null,"abstract":"Research Background: In addition to mastering writing skills, students must also be able to develop critical and creative thinking skills. These two skills play an important role so that students can survive and compete in the world of work in the era of the industrial revolution 4.0. \u0000The gap in Knowledge and Purpose of the Study: Although there have been many experimental studies using problem-based learning in learning to write, the existing research is still inadequate in exploring the impact of this model on writing performance and critical and creative thinking skills. \u0000Method: This study uses a sequential mix-method design that combines quantitative and qualitative data collection and analysis techniques. The participants of this study were students from the Islamic Banking Study Program at UIN Sultan Maulana Hasanuddin Banten, as many as 61 people. Data were collected using questionnaires, essay writing tests, assessment rubrics, and interviews. Quantitative data were analyzed using SPSS 25.00 by running paired sample t-tests and one-way ANCOVA. In addition, data from semi-structured interviews were analyzed qualitatively using thematic analysis techniques. \u0000Findings and Value Added: research findings state that PBL positively influences writing performance and critical and creative thinking skills. The interviews showed that the students had positive attitudes and perceptions towards using the PBL method in learning to write to improve these three skills. The findings of this study are expected to increase knowledge about how students can improve writing performance, critical thinking, and creative thinking. In addition, it is also hoped that these findings can be an alternative in choosing writing learning methods.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45805823","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}
Objectives. Taking into account the positive association observed between lexical abilities and academic performance in children, this research aims to compare the expressive vocabulary skills and the organization of the lexical-semantic network in early school-aged children diagnosed with developmental language disorder (DLD) and their typically developing (TD) peers. Method. The sample included 57 participants (aged 7 and 8 years), 27 children diagnosed with DLD and 30 TD children. The Boston Naming Test and Word Association Task were employed to assess lexical abilities. Results. The findings revealed that children with DLD produced significantly fewer correct answers and a higher number of errors during the naming task when compared to their typically developing peers. Moreover, children with DLD provided significantly fewer developmentally mature types of associations and significantly more developmentally immature ones. Conclusion. The study results indicate that children with DLD continue to display significant lexical deficits during school-age, encompassing both vocabulary breadth and depth. These findings highlight the importance of implementing additional intervention approaches that focus on semantic aspects to prevent further language deterioration and mitigate the potential negative impact of lexical impairments on the academic achievements of these children.
{"title":"Vocabulary Breadth and Depth in Early School-Aged Children with Developmental Language Disorder – Evidence from Serbian Speaking Children","authors":"Bojana Drljan, Nevena Ječmenica, Ivana Arsenić","doi":"10.17323/jle.2023.12652","DOIUrl":"https://doi.org/10.17323/jle.2023.12652","url":null,"abstract":"Objectives. Taking into account the positive association observed between lexical abilities and academic performance in children, this research aims to compare the expressive vocabulary skills and the organization of the lexical-semantic network in early school-aged children diagnosed with developmental language disorder (DLD) and their typically developing (TD) peers. \u0000Method. The sample included 57 participants (aged 7 and 8 years), 27 children diagnosed with DLD and 30 TD children. The Boston Naming Test and Word Association Task were employed to assess lexical abilities. \u0000Results. The findings revealed that children with DLD produced significantly fewer correct answers and a higher number of errors during the naming task when compared to their typically developing peers. Moreover, children with DLD provided significantly fewer developmentally mature types of associations and significantly more developmentally immature ones. \u0000Conclusion. The study results indicate that children with DLD continue to display significant lexical deficits during school-age, encompassing both vocabulary breadth and depth. These findings highlight the importance of implementing additional intervention approaches that focus on semantic aspects to prevent further language deterioration and mitigate the potential negative impact of lexical impairments on the academic achievements of these children.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47362285","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}
Introduction. World Englishes (WE) is an important topic, especially regarding pre-service English teachers' attitude and awareness towards the plurality of WE in English language teaching (ELT) practices. Many previous studies have discussed language attitude and language awareness separately. In contrast, research into the relationship between language attitude and awareness towards WE, especially in the context of pre-service English teachers, has not been widely explored. Purpose. This study aims to fill the gap by researching the relationship between language attitudes and awareness of WE among pre-service English teachers, and its implication for their teaching practice. Method. This study employed a mixed-method approach using correlational and interview-based research. The research data was obtained from 62 respondents who filled out questionnaires from three universities in Jakarta and Tangerang, Indonesia. In addition, there were nine interviewees. Results. The results showed a weak relationship between Indonesian language attitude and awareness of WE pre-service English teachers. Respondents indicated a positive attitude towards WE but had moderate awareness. Conclusion. We concluded that pre-service English teachers view WE as an essential topic, but they tend not to teach WE because they have to obey the school curriculum.
{"title":"Exploring the Relationship between Language Attitude and Language Awareness towards World Englishes: A case of Indonesian pre-service English Teachers","authors":"HG Retno Harsanti, Yassir Nasanius","doi":"10.17323/jle.2023.13057","DOIUrl":"https://doi.org/10.17323/jle.2023.13057","url":null,"abstract":"Introduction. World Englishes (WE) is an important topic, especially regarding pre-service English teachers' attitude and awareness towards the plurality of WE in English language teaching (ELT) practices. Many previous studies have discussed language attitude and language awareness separately. In contrast, research into the relationship between language attitude and awareness towards WE, especially in the context of pre-service English teachers, has not been widely explored. \u0000Purpose. This study aims to fill the gap by researching the relationship between language attitudes and awareness of WE among pre-service English teachers, and its implication for their teaching practice. \u0000Method. This study employed a mixed-method approach using correlational and interview-based research. The research data was obtained from 62 respondents who filled out questionnaires from three universities in Jakarta and Tangerang, Indonesia. In addition, there were nine interviewees. \u0000Results. The results showed a weak relationship between Indonesian language attitude and awareness of WE pre-service English teachers. Respondents indicated a positive attitude towards WE but had moderate awareness. \u0000Conclusion. We concluded that pre-service English teachers view WE as an essential topic, but they tend not to teach WE because they have to obey the school curriculum.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41834229","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: Positive psychology in the field of applied linguistics has recently shifted its focus from L2 learners to L2 teachers as teachers have been revealed to be a pivotal external affordance for the emergence of learners’ positive emotions such as enjoyment. Exploring the link between teacher-related constructs can provide deep insights into L2 teachers’ emotional agency within L2 classroom context. Purpose: The current study seeks to examine the association between English as a foreign language (EFL) instructors’ enjoyment of foreign language teaching (i.e., personal enjoyment, student appreciation, and social enjoyment) and humor styles (i.e., self-enhancing, affiliative, aggressive, and self-defeating humor styles). Materials and Methods: In order to examine this association, 244 (151 males and 93 females) Turkish EFL instructors voluntarily completed self-report scales measuring their foreign language teaching enjoyment and humor styles. Results: Results of the structural equation modeling (SEM) indicated that higher levels of student appreciation and social enjoyment are correlated with higher levels of affiliative and self-enhancing humor. In addition, greater degrees of personal enjoyment, student appreciation, and social enjoyment are correlated with lower levels of aggressive humor, while self-defeating humor was unrelated to any of the enjoyment indices. There was also no significant gender difference for any humor styles. Conclusion: The findings are discussed in view of implications for teacher well-being.
{"title":"Modeling the Association between EFL Instructors’ Foreign Language Teaching Enjoyment and Humor Styles","authors":"Mehdi Solhi, Majid Elahi Shirvan","doi":"10.17323/jle.2023.15928","DOIUrl":"https://doi.org/10.17323/jle.2023.15928","url":null,"abstract":"Background: Positive psychology in the field of applied linguistics has recently shifted its focus from L2 learners to L2 teachers as teachers have been revealed to be a pivotal external affordance for the emergence of learners’ positive emotions such as enjoyment. Exploring the link between teacher-related constructs can provide deep insights into L2 teachers’ emotional agency within L2 classroom context. \u0000Purpose: The current study seeks to examine the association between English as a foreign language (EFL) instructors’ enjoyment of foreign language teaching (i.e., personal enjoyment, student appreciation, and social enjoyment) and humor styles (i.e., self-enhancing, affiliative, aggressive, and self-defeating humor styles). \u0000Materials and Methods: In order to examine this association, 244 (151 males and 93 females) Turkish EFL instructors voluntarily completed self-report scales measuring their foreign language teaching enjoyment and humor styles. \u0000Results: Results of the structural equation modeling (SEM) indicated that higher levels of student appreciation and social enjoyment are correlated with higher levels of affiliative and self-enhancing humor. In addition, greater degrees of personal enjoyment, student appreciation, and social enjoyment are correlated with lower levels of aggressive humor, while self-defeating humor was unrelated to any of the enjoyment indices. There was also no significant gender difference for any humor styles. \u0000Conclusion: The findings are discussed in view of implications for teacher well-being.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48781312","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. Despite the growing interest of second language acquisition (SLA) researchers in the languaging process, a few studies have been done on its dynamic attributes in various writing tasks. Purpose. This study investigated how online written languaging (WL) might impact English-as-a-Foreign-Language (EFL) learners’ performance on form-focused writing tasks with production-based and comprehension-based output orientation in Google Docs, and how the output orientation of form-focused writing tasks could determine the WL attributes of quantity and focus. Methods. To do so, 112 Iranian EFL university students were selected and assigned to four parallel groups. In an eight-week experiment, two groups worked on gap-filling tasks (production-based) and two groups on error-identification tasks (comprehension-based) in parallel ±WL conditions. Results. Statistical analysis indicated a significant interaction between task output orientation and WL production. So, on both production-based and comprehension-based tasks, the +WL groups outperformed the ˗WL groups. Moreover, in the +WL condition, the task output orientation determined the quantity of WL episodes, but not their focus on grammar (G-WL) and lexis (L-WL) in production-based and comprehension-based tasks. As such, the +WL group who completed the production-based tasks produced much more WL episodes than the +WL group who completed the comprehension-based tasks. Yet, both groups equally produced more L-WL episodes than G-WL episodes. Сonclusion. The study had several implications for language teachers to maximize learning opportunities by teaching how to language in various writing tasks on online platforms. The L2 teachers are also recommended to adopt an alternative approach to translation as a form-focused writing task.
{"title":"An Output-oriented Approach to the Impact of Online Written Languaging on Form-Focused Writing Tasks","authors":"Natasha Pourdana","doi":"10.17323/jle.2023.13801","DOIUrl":"https://doi.org/10.17323/jle.2023.13801","url":null,"abstract":"Background. Despite the growing interest of second language acquisition (SLA) researchers in the languaging process, a few studies have been done on its dynamic attributes in various writing tasks. \u0000Purpose. This study investigated how online written languaging (WL) might impact English-as-a-Foreign-Language (EFL) learners’ performance on form-focused writing tasks with production-based and comprehension-based output orientation in Google Docs, and how the output orientation of form-focused writing tasks could determine the WL attributes of quantity and focus. \u0000Methods. To do so, 112 Iranian EFL university students were selected and assigned to four parallel groups. In an eight-week experiment, two groups worked on gap-filling tasks (production-based) and two groups on error-identification tasks (comprehension-based) in parallel ±WL conditions. \u0000Results. Statistical analysis indicated a significant interaction between task output orientation and WL production. So, on both production-based and comprehension-based tasks, the +WL groups outperformed the ˗WL groups. Moreover, in the +WL condition, the task output orientation determined the quantity of WL episodes, but not their focus on grammar (G-WL) and lexis (L-WL) in production-based and comprehension-based tasks. As such, the +WL group who completed the production-based tasks produced much more WL episodes than the +WL group who completed the comprehension-based tasks. Yet, both groups equally produced more L-WL episodes than G-WL episodes. \u0000Сonclusion. The study had several implications for language teachers to maximize learning opportunities by teaching how to language in various writing tasks on online platforms. The L2 teachers are also recommended to adopt an alternative approach to translation as a form-focused writing task.","PeriodicalId":37020,"journal":{"name":"Journal of Language and Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49486482","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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