Pub Date : 2022-12-30DOI: 10.15575/call.v4i2.14767
R. Sarah
The problem of social class becomes a unique object which would be discovered in the novel Pride and Prejudice. The study aimed to determine the influence of social class on British society and represent the reflection of social class in British society in the novel. A method used in this research was qualitative descriptive. Data that were collected were in the form of narration and dialogue in the novel Pride and Prejudice. Furthermore, this study used the Marxist concept (1995:25) to analyse the data. The findings of this research were the discovery of the impact of social class on British society in the novel Pride and Prejudice, namely Pride and Prejudice as the title in the novel and the invention of the forms of social class which can be found in the novel Pride and Prejudice, such as status, wealth, and power. Keywords: Marxist Theory, Jane Austen, Pride and Prejudice, social class
{"title":"WEALTH AND POWER IN THE NOVEL PRIDE AND PREJUDICE BY JANE AUSTEN","authors":"R. Sarah","doi":"10.15575/call.v4i2.14767","DOIUrl":"https://doi.org/10.15575/call.v4i2.14767","url":null,"abstract":"The problem of social class becomes a unique object which would be discovered in the novel Pride and Prejudice. The study aimed to determine the influence of social class on British society and represent the reflection of social class in British society in the novel. A method used in this research was qualitative descriptive. Data that were collected were in the form of narration and dialogue in the novel Pride and Prejudice. Furthermore, this study used the Marxist concept (1995:25) to analyse the data. The findings of this research were the discovery of the impact of social class on British society in the novel Pride and Prejudice, namely Pride and Prejudice as the title in the novel and the invention of the forms of social class which can be found in the novel Pride and Prejudice, such as status, wealth, and power. Keywords: Marxist Theory, Jane Austen, Pride and Prejudice, social class","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89881925","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 : 2022-12-30DOI: 10.15575/call.v4i2.16998
Y. Rahayu, Dewi Kustanti, Erfan Muhamad Fauzi
This study was done to find out more about how a person talks. Conversations between two or more people are usually inseparable from mistakes, uncooperative actions and often exceed expectations. Therefore, an observation in an interview between Paris Lee and Emma Watson is intended to examine the flouting maxim in the speeches made. This research uses qualitative methods with Grice’s supporting theories cooperative principle and flouting maxim. Several data are included in the flouting maxim, namely four data flouting maxim of quantity, three data flouting maxim of quality, four data flouting maxim of manner, and two data flouting maxim relation. From the data analysis, it can be known that the flouting maxim arises when one of the participants, Watson and Paris, insert implied meaning into their speech until they were not cooperative during the interview. Keywords: flouting maxim, cooperative principle, utterance, conversation, interview
{"title":"FLOUTING MAXIM IN EMMA WATSON’S “BEING 30 AND HAPPILY SINGLE” BRITISH VOGUE INTERVIEW","authors":"Y. Rahayu, Dewi Kustanti, Erfan Muhamad Fauzi","doi":"10.15575/call.v4i2.16998","DOIUrl":"https://doi.org/10.15575/call.v4i2.16998","url":null,"abstract":"This study was done to find out more about how a person talks. Conversations between two or more people are usually inseparable from mistakes, uncooperative actions and often exceed expectations. Therefore, an observation in an interview between Paris Lee and Emma Watson is intended to examine the flouting maxim in the speeches made. This research uses qualitative methods with Grice’s supporting theories cooperative principle and flouting maxim. Several data are included in the flouting maxim, namely four data flouting maxim of quantity, three data flouting maxim of quality, four data flouting maxim of manner, and two data flouting maxim relation. From the data analysis, it can be known that the flouting maxim arises when one of the participants, Watson and Paris, insert implied meaning into their speech until they were not cooperative during the interview. Keywords: flouting maxim, cooperative principle, utterance, conversation, interview","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"49 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83216676","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 : 2022-12-30DOI: 10.15575/call.v4i2.15329
Mia Ananda Derasta, Yuyun Nurulaen, Dian Nurrachman
ABSTRACT The study aimed to examine icons, indices, and symbols in Daud's speech connected to misconceptions about Islam through the semiosis method. Semiotics can be used in a variety of contexts. therefore, it is crucial to conduct study in this area to prevent misconceptions about Islam. The study has two issues: (1) the semiotic indicators in Daud Kim's vlog that are connected to misinterpretations of Islamophobic messaging (2) Daud Kim's vlog discusses misinterpreting messages about Islam's semiosis process. In order to reply to and examine the problems, Peirce's theory of triadic relation was used which illustrates the relationship between the represent, object, and interpretation in semiotics. The description of the semiosis process and how it relates to how the indicators should be interpreted were made evident in this study using the qualitative technique. The research's semiosis process: Every statement—verbal or nonverbal—began as a representamen, progressed to an object as the first point at that statement, and—from the relationship between representamen and object—became the interpretant in the end. As a consequence, the study discovered that Daud's statement can be strengthened by the semiosis process in order to avoid and clarify the mistaken message about Islam. It is possible to understand as far as feasible, the essence of the Islamic message through representation, object, and interpreter. Keywords: semiosis, Daud Kim, icon, index, and symbol
{"title":"SIGNS IN DAUD KIM'S STATEMENTS ON HIS YOUTUBE CHANNEL: THE CORRECTIONS OF MISTAKEN ISLAMIC UNDERSTANDING","authors":"Mia Ananda Derasta, Yuyun Nurulaen, Dian Nurrachman","doi":"10.15575/call.v4i2.15329","DOIUrl":"https://doi.org/10.15575/call.v4i2.15329","url":null,"abstract":"ABSTRACT The study aimed to examine icons, indices, and symbols in Daud's speech connected to misconceptions about Islam through the semiosis method. Semiotics can be used in a variety of contexts. therefore, it is crucial to conduct study in this area to prevent misconceptions about Islam. The study has two issues: (1) the semiotic indicators in Daud Kim's vlog that are connected to misinterpretations of Islamophobic messaging (2) Daud Kim's vlog discusses misinterpreting messages about Islam's semiosis process. In order to reply to and examine the problems, Peirce's theory of triadic relation was used which illustrates the relationship between the represent, object, and interpretation in semiotics. The description of the semiosis process and how it relates to how the indicators should be interpreted were made evident in this study using the qualitative technique. The research's semiosis process: Every statement—verbal or nonverbal—began as a representamen, progressed to an object as the first point at that statement, and—from the relationship between representamen and object—became the interpretant in the end. As a consequence, the study discovered that Daud's statement can be strengthened by the semiosis process in order to avoid and clarify the mistaken message about Islam. It is possible to understand as far as feasible, the essence of the Islamic message through representation, object, and interpreter. Keywords: semiosis, Daud Kim, icon, index, and symbol","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"184 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74167127","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 : 2022-12-28DOI: 10.29140/jaltcall.v18n3.775
G. Hoang
This study examines the implementation of Criterion , an automated writing evaluation system developed by ETS, as a source of diagnostic feedback on learners’ linguistic performance in a Vietnamese EFL writing classroom. Thirty-eight second-year English majors had access to Criterion for a five-month period. Data include Criterion error tags on students’ essays from multiple practice sessions, recorded think-aloud protocols as students engaged with the feedback for revisions, and first and revised drafts students submitted to Criterion . The main findings indicate Criterion ’s satisfactory precision and capacity to trigger vari-ous engagement strategies among learners, but reservations remain due to students’ modest response accuracy and lack of substantive revisions to their texts. Important implications for formative feedback practices in EFL writing classrooms and the adaptation of Criterion ’s technical capacities are accordingly presented.
{"title":"Feedback precision and learners’ responses: A study into ETS Criterion automated corrective feedback in EFL writing classrooms","authors":"G. Hoang","doi":"10.29140/jaltcall.v18n3.775","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n3.775","url":null,"abstract":"This study examines the implementation of Criterion , an automated writing evaluation system developed by ETS, as a source of diagnostic feedback on learners’ linguistic performance in a Vietnamese EFL writing classroom. Thirty-eight second-year English majors had access to Criterion for a five-month period. Data include Criterion error tags on students’ essays from multiple practice sessions, recorded think-aloud protocols as students engaged with the feedback for revisions, and first and revised drafts students submitted to Criterion . The main findings indicate Criterion ’s satisfactory precision and capacity to trigger vari-ous engagement strategies among learners, but reservations remain due to students’ modest response accuracy and lack of substantive revisions to their texts. Important implications for formative feedback practices in EFL writing classrooms and the adaptation of Criterion ’s technical capacities are accordingly presented.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49245268","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 : 2022-12-28DOI: 10.29140/jaltcall.v18n3.548
Judith Buendgens-Kosten
The potential of games to support language learning and acquisition – be it in the digital wilds or in the foreign language classroom – has often been discussed. In this article, I will look at digital games from an explicitly plurilingual perspective. I describe five existing games that demonstrate a plurilingual out - look ( Romanica, MElang-E, BabelAR, LoCALL, World of Languages ), focusing on their potential regarding modelling plurilingual competencies, fostering language awareness, and encouraging transformational play. I finish with a discussion of overall trends that can be observed across the five games and ramifications regarding pedagogy and future research.
游戏支持语言学习和习得的潜力——无论是在数字领域还是在外语课堂上——经常被讨论。在这篇文章中，我将从一个明确的多语言的角度来看待数字游戏。我描述了五款展示多语言外观的现有游戏（Romanica、MElang-E、BabelAR、LoCALL、World of Languages），重点介绍了它们在建模多语言能力、培养语言意识和鼓励转换游戏方面的潜力。最后，我讨论了五场比赛的总体趋势，以及教育学和未来研究的影响。
{"title":"Digital games and the development of plurilingual competence","authors":"Judith Buendgens-Kosten","doi":"10.29140/jaltcall.v18n3.548","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n3.548","url":null,"abstract":"The potential of games to support language learning and acquisition – be it in the digital wilds or in the foreign language classroom – has often been discussed. In this article, I will look at digital games from an explicitly plurilingual perspective. I describe five existing games that demonstrate a plurilingual out - look ( Romanica, MElang-E, BabelAR, LoCALL, World of Languages ), focusing on their potential regarding modelling plurilingual competencies, fostering language awareness, and encouraging transformational play. I finish with a discussion of overall trends that can be observed across the five games and ramifications regarding pedagogy and future research.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49605278","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 : 2022-12-28DOI: 10.29140/jaltcall.v18n3.764
Shawn Andersson
Digital game-based language learning (DGBLL) is a field that promotes language learning by combining game entertainment and mechanics inducive to learning. Researchers have proposed evidence of various language-learning benefits, yet downsides persist, such as negative stigmas, a lack of participation of non-gam-ers, and potential adverse consequences from splitting one’s attention between controlling the gameplay and learning language. Recently, watching gameplay popularity has seen exponential growth, yet the potential for language-learning applications has not been considered. Soliciting stakeholders’ experience, attitudes, and perceived effectiveness is a critical determiner of user adoption for new technologies and predicting implementation success. This study first addresses the merit of watching gameplay as a pedagogical method through an overview of the available literature, concentrating on areas of insufficiency and opportunity. It then investigates students’ experience and perceptions to consider feasibility from a practical standpoint through a survey of 139 university students in Japan. The main findings include a higher proportion of watchers than players, including a higher percentage of females, and positive responses regarding ease of use, learning opportunities, and preference, especially for learners who play or watch games. But learners also expressed a need for scaffolding support while voicing limitations in the perceived quality and practicality of the learned language.
{"title":"Japan university EFL students’ experience, attitudes, and perceived effectiveness of watching gameplay for language-learning purposes","authors":"Shawn Andersson","doi":"10.29140/jaltcall.v18n3.764","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n3.764","url":null,"abstract":"Digital game-based language learning (DGBLL) is a field that promotes language learning by combining game entertainment and mechanics inducive to learning. Researchers have proposed evidence of various language-learning benefits, yet downsides persist, such as negative stigmas, a lack of participation of non-gam-ers, and potential adverse consequences from splitting one’s attention between controlling the gameplay and learning language. Recently, watching gameplay popularity has seen exponential growth, yet the potential for language-learning applications has not been considered. Soliciting stakeholders’ experience, attitudes, and perceived effectiveness is a critical determiner of user adoption for new technologies and predicting implementation success. This study first addresses the merit of watching gameplay as a pedagogical method through an overview of the available literature, concentrating on areas of insufficiency and opportunity. It then investigates students’ experience and perceptions to consider feasibility from a practical standpoint through a survey of 139 university students in Japan. The main findings include a higher proportion of watchers than players, including a higher percentage of females, and positive responses regarding ease of use, learning opportunities, and preference, especially for learners who play or watch games. But learners also expressed a need for scaffolding support while voicing limitations in the perceived quality and practicality of the learned language.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47163836","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 : 2022-12-28DOI: 10.29140/jaltcall.v18n3.654
Bao Nguyen
{"title":"The role of technology and technology training in language teachers’ professional development in the private sector","authors":"Bao Nguyen","doi":"10.29140/jaltcall.v18n3.654","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n3.654","url":null,"abstract":"","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47904416","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 : 2022-12-28DOI: 10.29140/jaltcall.v18n3.600
Lesley Fearn
English as a Foreign Language (EFL) is crucial in most secondary schools within the EU and many other schools worldwide. Some teachers are integrating Online Community Projects (OCPs) into their curricula to provide a means of communication that motivates learning and incites learner-centred methods. This collaborative Action Research study reports on the perspectives and experiences of EFL teachers teaching in secondary schools in three European countries: the north and south of Italy, the east of Norway and the west of Sweden. Data were collected from six EFL teachers: four were users of OCPs, while the other two had chosen not to use them. Methods used to gather data were individual face-to-face interviews and open-question questionnaires. The results showed that all teachers perceived that working on OCPs could benefit professional develop - ment and their students’ language skills. The choice not to use OCPs was related to the lack of time and difficulties in assessment. This research provides a lens through which to examine the advantages and disadvantages of integrating OCPs into the EFL curricula. It has implications for teachers wishing to include OCPs in their curriculum.
{"title":"EFL teachers’ perceptions of online community projects in secondary school education","authors":"Lesley Fearn","doi":"10.29140/jaltcall.v18n3.600","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n3.600","url":null,"abstract":"English as a Foreign Language (EFL) is crucial in most secondary schools within the EU and many other schools worldwide. Some teachers are integrating Online Community Projects (OCPs) into their curricula to provide a means of communication that motivates learning and incites learner-centred methods. This collaborative Action Research study reports on the perspectives and experiences of EFL teachers teaching in secondary schools in three European countries: the north and south of Italy, the east of Norway and the west of Sweden. Data were collected from six EFL teachers: four were users of OCPs, while the other two had chosen not to use them. Methods used to gather data were individual face-to-face interviews and open-question questionnaires. The results showed that all teachers perceived that working on OCPs could benefit professional develop - ment and their students’ language skills. The choice not to use OCPs was related to the lack of time and difficulties in assessment. This research provides a lens through which to examine the advantages and disadvantages of integrating OCPs into the EFL curricula. It has implications for teachers wishing to include OCPs in their curriculum.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41994926","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 : 2022-07-28DOI: 10.29140/jaltcall.v18n2.539
Dian Marissa
This action research examined the process of integrating students’ out-of-school digital literacy into a second language composition class and the role of social mediation in developing learner agency. It involved EFL students with pre-basic and basic proficiency (pre-A1 to A1-A2 on the CEFR level) in a Saudi Arabian uni -versity. Using socially mediated view of literacy and learner agency as a theoretical framework, this study reveals the complex ways in which the students composed multimodal texts while relying on their agency to utilize the digital tools. Data sources include interviews with the students, teacher-researcher reflec -tions, and the students’ multimodal texts. The data reveal that through three distinct bridging practices, the students skillfully navigated through different reading sources and digital tools when they composed their multimodal texts ( technological bridging ), thus affording the opportunities for them to express themselves authentically ( identity bridging) and to engage with the text that they composed meaningfully ( semiotic bridging ). However, there was a trade-off in terms of the teacher’s role in facilitating learner agency and linguistic accuracy. Focus on content lowered the bar on acceptable grammar mistakes. This insight corroborates existing literature on the need for a balanced pedagogical focus on content and accuracy in multimodal composition. This study has implications for teachers who wish to reimagine EFL composition by connecting it to students’ literacy practices, particularly to those with pre-basic and basic proficiency. learner
{"title":"Bridging out-of-school digital literacy through multimodal composition for EFL students with developing proficiency","authors":"Dian Marissa","doi":"10.29140/jaltcall.v18n2.539","DOIUrl":"https://doi.org/10.29140/jaltcall.v18n2.539","url":null,"abstract":"This action research examined the process of integrating students’ out-of-school digital literacy into a second language composition class and the role of social mediation in developing learner agency. It involved EFL students with pre-basic and basic proficiency (pre-A1 to A1-A2 on the CEFR level) in a Saudi Arabian uni -versity. Using socially mediated view of literacy and learner agency as a theoretical framework, this study reveals the complex ways in which the students composed multimodal texts while relying on their agency to utilize the digital tools. Data sources include interviews with the students, teacher-researcher reflec -tions, and the students’ multimodal texts. The data reveal that through three distinct bridging practices, the students skillfully navigated through different reading sources and digital tools when they composed their multimodal texts ( technological bridging ), thus affording the opportunities for them to express themselves authentically ( identity bridging) and to engage with the text that they composed meaningfully ( semiotic bridging ). However, there was a trade-off in terms of the teacher’s role in facilitating learner agency and linguistic accuracy. Focus on content lowered the bar on acceptable grammar mistakes. This insight corroborates existing literature on the need for a balanced pedagogical focus on content and accuracy in multimodal composition. This study has implications for teachers who wish to reimagine EFL composition by connecting it to students’ literacy practices, particularly to those with pre-basic and basic proficiency. learner","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49333604","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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