Pub Date : 2020-12-16DOI: 10.29140/jaltcall.v16n3.393
Marwa F. Hafour, Al-Shaimaa M. Al-Rashidy
This study examined the impact of storyboard-ing-based collaborative narrative writing using Google Docs on efl learners’ writing fluency, syntactic complexity, and overall performance. For this purpose, a cohort of 30 efl college learners was selected and exposed to a nine-week intervention where they collaboratively wrote storyboarding-based narratives on Google Docs. This study adopted a pretest posttest quasi-experimental mixed-method design in which both quantitative (writing tests) and qualitative (reflection as well as group and self-evaluation cloud forms) data were collected and analyzed. Results of the study revealed significant differences between students’ pretest and posttest mean scores on writing fluency and overall writing performance with a large effect size. Conversely, there was no significant difference between their mean scores on syntactic complexity. Qualitative results showed that most students appreciated the they were of much benefit them.
{"title":"Storyboarding-based collaborative narratives on Google Docs: Fostering EFL learners’ writing fluency, syntactic complexity, and overall performance","authors":"Marwa F. Hafour, Al-Shaimaa M. Al-Rashidy","doi":"10.29140/jaltcall.v16n3.393","DOIUrl":"https://doi.org/10.29140/jaltcall.v16n3.393","url":null,"abstract":"This study examined the impact of storyboard-ing-based collaborative narrative writing using Google Docs on efl learners’ writing fluency, syntactic complexity, and overall performance. For this purpose, a cohort of 30 efl college learners was selected and exposed to a nine-week intervention where they collaboratively wrote storyboarding-based narratives on Google Docs. This study adopted a pretest posttest quasi-experimental mixed-method design in which both quantitative (writing tests) and qualitative (reflection as well as group and self-evaluation cloud forms) data were collected and analyzed. Results of the study revealed significant differences between students’ pretest and posttest mean scores on writing fluency and overall writing performance with a large effect size. Conversely, there was no significant difference between their mean scores on syntactic complexity. Qualitative results showed that most students appreciated the they were of much benefit them.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47104899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-16DOI: 10.29140/jaltcall.v16n3.388
Ryan Lege, Euan Bonner
Virtual Reality ( vr ) has made significant inroads into both the consumer and professional sectors. As vr has matured as a technology, its overall practicality for use in education has also increased. However, due to the rapid evolution of the technology, the educational field struggles to stay informed of the latest advancements, changing affordances, and pedagogical applications. Even the authors’ own 2018 work that categorized vr technology for different educational applications, is no longer completely appli-cable to the current educational landscape. Though education struggles to keep up with technological developments, both researchers and practitioners have been contributing to a growing body of knowledge and experience. Accordingly, this article explores the progress of vr in educational research and classroom practice through three key questions: (1) What benefits does vr offer for education?, (2) What are the challenges to applying vr in an educational context?, and (3) Has vr matured to a point where it is useful for a wide range of educational purposes? Through a review of literature published from 2017– 2020, the authors explore these questions to provide a snapshot of how vr is being used in classrooms and educational research. The authors conclude with predictions for the future and suggestions for future research.
{"title":"Virtual reality in education: The promise, progress, and challenge","authors":"Ryan Lege, Euan Bonner","doi":"10.29140/jaltcall.v16n3.388","DOIUrl":"https://doi.org/10.29140/jaltcall.v16n3.388","url":null,"abstract":"Virtual Reality ( vr ) has made significant inroads into both the consumer and professional sectors. As vr has matured as a technology, its overall practicality for use in education has also increased. However, due to the rapid evolution of the technology, the educational field struggles to stay informed of the latest advancements, changing affordances, and pedagogical applications. Even the authors’ own 2018 work that categorized vr technology for different educational applications, is no longer completely appli-cable to the current educational landscape. Though education struggles to keep up with technological developments, both researchers and practitioners have been contributing to a growing body of knowledge and experience. Accordingly, this article explores the progress of vr in educational research and classroom practice through three key questions: (1) What benefits does vr offer for education?, (2) What are the challenges to applying vr in an educational context?, and (3) Has vr matured to a point where it is useful for a wide range of educational purposes? Through a review of literature published from 2017– 2020, the authors explore these questions to provide a snapshot of how vr is being used in classrooms and educational research. The authors conclude with predictions for the future and suggestions for future research.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46018500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-31DOI: 10.29140/jaltcall.v16n2.273
Gilbert Dizon, Daniel Tang
The ubiquity of smartphones and the grow-ing popularity of smart speakers have given rise to cloud-based, intelligent personal assistants ( ipa s), such as Siri and Google Assistant. However, little is known about the use of ipa s for Autonomous Second Language Learning ( asll ). Thus, the aims of this study were two-fold: to assess Japanese English as a Foreign Language ( efl ) students’ perceptions towards ipa s, also known as virtual assistants, for asll , and to better understand learner behavior of these technologies. A total of 14 Japanese university students were given smart speakers and interacted with a companion ipa , Amazon Alexa, over a two-month period in their homes. Moreover, the participants completed a survey consisting of Likert-scale items and open-ended questions to obtain their views of the ipa for asll . While the results indicated that the students had mostly favorable views of Alexa for l 2 learning, many of them did not actively engage with the virtual assistant during the data collection period. Furthermore, students tended to give up when faced with communication difficulties with the ipa . These findings highlight the potential of ipa s for asll and underscore the gap between what students say, and what they actually do, with language learning technology.
{"title":"Intelligent personal assistants for autonomous second language learning: An investigation of Alexa","authors":"Gilbert Dizon, Daniel Tang","doi":"10.29140/jaltcall.v16n2.273","DOIUrl":"https://doi.org/10.29140/jaltcall.v16n2.273","url":null,"abstract":"The ubiquity of smartphones and the grow-ing popularity of smart speakers have given rise to cloud-based, intelligent personal assistants ( ipa s), such as Siri and Google Assistant. However, little is known about the use of ipa s for Autonomous Second Language Learning ( asll ). Thus, the aims of this study were two-fold: to assess Japanese English as a Foreign Language ( efl ) students’ perceptions towards ipa s, also known as virtual assistants, for asll , and to better understand learner behavior of these technologies. A total of 14 Japanese university students were given smart speakers and interacted with a companion ipa , Amazon Alexa, over a two-month period in their homes. Moreover, the participants completed a survey consisting of Likert-scale items and open-ended questions to obtain their views of the ipa for asll . While the results indicated that the students had mostly favorable views of Alexa for l 2 learning, many of them did not actively engage with the virtual assistant during the data collection period. Furthermore, students tended to give up when faced with communication difficulties with the ipa . These findings highlight the potential of ipa s for asll and underscore the gap between what students say, and what they actually do, with language learning technology.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45890262","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}
The study is conducted based on qualitative research design with descriptive analysis. The data are 67 passive construction in Indonesian and English as used in the novel “9 Summers 10 Autumns (Dari Kota Apel ke The Big Apple)” and translated into “9 Summers 10 Autumns (From the City of Apples to the Big Apple). The research problems are the first what are the corresponding equivalents of Indonesian passive in English as used in the Novel 9 Summers 10 Autumns and its translation, the second what is the translation method or procedure that used in the process of passive voice translation. The steps and procedures of discovering the answer to the both of research problems are shown under the discussion of research method which includes: (1) the data source, (2) method and technique of collecting the data consisting of observation method and note-taking technique; (3) method and technique of analyzing the data. The results of the study show that among the passive in Indonesian which can be identified in SL, most are marked by prefix di- (prefix di- + verb base) and (prefix di-+ verb base + suffix –kan, -i) which are also translated into passive in English (be+past participle ) with four types namely to infinitive translation, by agent translation (stated and implied) and the rest translated into active. This clearly reveals that some passives in SL are retained, namely translated into passive in English and some others are translated into actives. Second, from the whole data analysis the researcher found 4 types of translation methods or procedures used in the passive translation, namely literal translation, transposition, modulation, and adaptation.Keywords: Passive voice, translation procedures, novel
本研究采用定性研究设计与描述性分析相结合的方法。数据为小说《九夏十秋》(Dari Kota Apel ke The Big Apple)中使用的67种印尼语和英语被动语态，翻译成《九夏十秋》(从苹果之城到大苹果)。研究的问题一是小说《九夏十秋》中使用的印尼语被动语态在英语中的对应物是什么，二是被动语态翻译过程中使用的翻译方法或程序是什么。研究方法包括:(1)数据来源;(2)收集数据的方法和技术，包括观察法和笔记技术;(3)数据分析的方法和技术。研究结果表明，在印尼语中可以识别的被动语态中，大多数以前缀di-(前缀di-+动词基)和(前缀di-+动词基+后缀- kan， -i)标记，在英语中也被翻译为被动语态(be+过去分词)，有四种类型，即不定式翻译，代理翻译(陈述和暗示)，其余翻译为主动语态。这清楚地表明，第二语中的一些被动语被保留下来，即翻译成英语中的被动语，而另一些则被翻译成主动语。其次，从整个数据分析中，研究者发现被动翻译中使用的4种翻译方法或程序，即直译、转置、调制和改编。关键词:被动语态，翻译程序，小说
{"title":"THE TRANSLATION OF INDONESIAN PASSIVE VOICE INTO ENGLISH IN THE NOVEL 9 SUMMERS 10 AUTUMNS TRANSLATED BY MAGGIE TJIOJAKIN","authors":"Desica Amalia, Andang Saehu, Irman Nurhapitudin","doi":"10.15575/call.v1i1.8803","DOIUrl":"https://doi.org/10.15575/call.v1i1.8803","url":null,"abstract":"The study is conducted based on qualitative research design with descriptive analysis. The data are 67 passive construction in Indonesian and English as used in the novel “9 Summers 10 Autumns (Dari Kota Apel ke The Big Apple)” and translated into “9 Summers 10 Autumns (From the City of Apples to the Big Apple). The research problems are the first what are the corresponding equivalents of Indonesian passive in English as used in the Novel 9 Summers 10 Autumns and its translation, the second what is the translation method or procedure that used in the process of passive voice translation. The steps and procedures of discovering the answer to the both of research problems are shown under the discussion of research method which includes: (1) the data source, (2) method and technique of collecting the data consisting of observation method and note-taking technique; (3) method and technique of analyzing the data. The results of the study show that among the passive in Indonesian which can be identified in SL, most are marked by prefix di- (prefix di- + verb base) and (prefix di-+ verb base + suffix –kan, -i) which are also translated into passive in English (be+past participle ) with four types namely to infinitive translation, by agent translation (stated and implied) and the rest translated into active. This clearly reveals that some passives in SL are retained, namely translated into passive in English and some others are translated into actives. Second, from the whole data analysis the researcher found 4 types of translation methods or procedures used in the passive translation, namely literal translation, transposition, modulation, and adaptation.Keywords: Passive voice, translation procedures, novel","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73182171","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}
This research analyzes women‘s issues in The Da Vinci Code novel by Dan Brown. In the novel there is a female character named Sophie Neveu . Sophie's role as a woman who can be relied upon in various situations makes her considered as woman who carries the spirit of feminism. The researchers decided to examine the role of Sophie Neveu as reflection of women's equality in The Da Vinci Code novel. The main theory used is Liberal Feminism by Betty Friedan. The form used in this research is qualitative and descriptive method in process of data analysis. The results of the discussion of this research are 1). Sophie Neveu play eleven roles of masculine qualities i.e. strong woman, competitive, courageous, unyielding, confident, independent, adventurous, aggressive, assertive, intelligent and generally acting as leaders, and; 2). The factors that make Sophie Neveu able to play this role is the background of her education. The conclusions of this research are masculine characteristics that can be owned by women and men, to become advanced individuals, women as part of the community must have equal opportunities as men in getting equal education, and the last that education is very important.Keywords: Characterization, Women‘s issues, Women equality, Liberal feminism, Masculine qualities
{"title":"THE ROLES OF SOPHIE NEVEU AS REFLECTION OF WOMEN’S EQUALITY IN DAN BROWN’S THE DA VINCI CODE NOVEL","authors":"Rahayu Rini, Pepi Siti Paturohmah, Ujang Suyatman","doi":"10.15575/call.v1i1.8802","DOIUrl":"https://doi.org/10.15575/call.v1i1.8802","url":null,"abstract":"This research analyzes women‘s issues in The Da Vinci Code novel by Dan Brown. In the novel there is a female character named Sophie Neveu . Sophie's role as a woman who can be relied upon in various situations makes her considered as woman who carries the spirit of feminism. The researchers decided to examine the role of Sophie Neveu as reflection of women's equality in The Da Vinci Code novel. The main theory used is Liberal Feminism by Betty Friedan. The form used in this research is qualitative and descriptive method in process of data analysis. The results of the discussion of this research are 1). Sophie Neveu play eleven roles of masculine qualities i.e. strong woman, competitive, courageous, unyielding, confident, independent, adventurous, aggressive, assertive, intelligent and generally acting as leaders, and; 2). The factors that make Sophie Neveu able to play this role is the background of her education. The conclusions of this research are masculine characteristics that can be owned by women and men, to become advanced individuals, women as part of the community must have equal opportunities as men in getting equal education, and the last that education is very important.Keywords: Characterization, Women‘s issues, Women equality, Liberal feminism, Masculine qualities","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78576762","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}
This research tells about translation method of preposition. Preposition is the word that simple to translated, but it is complicate to find the good word, because there are so many meaning in dictionary. Even the translator does not always get the meaning from dictionary. This purpose of research is analyzing the translation of simple and complex preposition used in “J.D. Salinger’s Novel The Catcher in The Rye. And to find out the kinds of translation methods in translating of simple and complex preposition on it. The method of research uses descriptive qualitative method. Technique of collecting data, the researcher uses documentation. Technique of analyzing data, the researcher uses constant comparative method by Glaser and Strauss with four steps are data reduction, data categorization, data synthetization and hypothesis. The result of research is translator use four translation method of preposition. There are literal translation, semantic translation, free translation and communicative translation. mostly translator uses literal translation. Preposition has many meaning in dictionary, that’s why there are no word-for-word because researcher things that translator is process the translation of preposition. There are many kinds of preposition. The researcher dividing become two parts, are simple and complex (Randolph Quirk,1985). Simple preposition mostly available than complex in the novel. Because simple preposition is easy to find in the novel.Keywords: preposition, literal translation, semantic translation, free translation, communicative translation
{"title":"THE TRANSLATION METHOD OF PREPOSITION ON J.D SALINGER’S NOVEL OF THE CATCHER IN THE RYE TRANSLATED BY GITA WIDYA LAKSMINI","authors":"Lisa Nurhanifah, Dewi Kustanti, Nurholis Nurholis","doi":"10.15575/call.v1i1.8804","DOIUrl":"https://doi.org/10.15575/call.v1i1.8804","url":null,"abstract":"This research tells about translation method of preposition. Preposition is the word that simple to translated, but it is complicate to find the good word, because there are so many meaning in dictionary. Even the translator does not always get the meaning from dictionary. This purpose of research is analyzing the translation of simple and complex preposition used in “J.D. Salinger’s Novel The Catcher in The Rye. And to find out the kinds of translation methods in translating of simple and complex preposition on it. The method of research uses descriptive qualitative method. Technique of collecting data, the researcher uses documentation. Technique of analyzing data, the researcher uses constant comparative method by Glaser and Strauss with four steps are data reduction, data categorization, data synthetization and hypothesis. The result of research is translator use four translation method of preposition. There are literal translation, semantic translation, free translation and communicative translation. mostly translator uses literal translation. Preposition has many meaning in dictionary, that’s why there are no word-for-word because researcher things that translator is process the translation of preposition. There are many kinds of preposition. The researcher dividing become two parts, are simple and complex (Randolph Quirk,1985). Simple preposition mostly available than complex in the novel. Because simple preposition is easy to find in the novel.Keywords: preposition, literal translation, semantic translation, free translation, communicative translation","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90408218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-30DOI: 10.29140/jaltcall.v16n1.290
Carolin Fuchs
This ethnographic case study explores intercultural and ethnographic engagement by undergraduate Hong Kong students enrolled in an Intercultural Communication course at a public research university. Ethnographic projects originated from virtual exchanges with undergraduates in a professional writing course at a private research institution on the East Coast in the us. Using a discourse approach as taught in the course, Hong Kong teams explored, analyzed, and reflected on intercultural communication topics as experienced in social networking sites. Hong Kong teams elicited from their us partners information on their personal, institutional, and professional contexts. Online interactions took place on Facebook over 10 weeks, and Hong Kong teams were encouraged to analyze their online interactions for an ethnographic project, a course requirement. The author investigates Hong Kong students’ prior experiences and expectations, and if and how Hong Kong students engaged with counterparts in the us on Facebook to collect information on their topic, issn 1832-4215 Vol. 16, no.1 Pages 3–27 https://doi.org/10.29140/jaltcall.v16n1.290
{"title":"”Soy estudiante de ingles :)” - A telecollaborative approach to intercultural and ethnographic engagement in a Hong Kong university course","authors":"Carolin Fuchs","doi":"10.29140/jaltcall.v16n1.290","DOIUrl":"https://doi.org/10.29140/jaltcall.v16n1.290","url":null,"abstract":"This ethnographic case study explores intercultural and ethnographic engagement by undergraduate Hong Kong students enrolled in an Intercultural Communication course at a public research university. Ethnographic projects originated from virtual exchanges with undergraduates in a professional writing course at a private research institution on the East Coast in the us. Using a discourse approach as taught in the course, Hong Kong teams explored, analyzed, and reflected on intercultural communication topics as experienced in social networking sites. Hong Kong teams elicited from their us partners information on their personal, institutional, and professional contexts. Online interactions took place on Facebook over 10 weeks, and Hong Kong teams were encouraged to analyze their online interactions for an ethnographic project, a course requirement. The author investigates Hong Kong students’ prior experiences and expectations, and if and how Hong Kong students engaged with counterparts in the us on Facebook to collect information on their topic, issn 1832-4215 Vol. 16, no.1 Pages 3–27 https://doi.org/10.29140/jaltcall.v16n1.290","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41861696","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}
Vera Kavita Hartoyo, Agus Salim Mansyur, Toneng Listiani
The research is a pragmatic study on positive politeness strategies employed by the main characters in “ Greatest Showman” and “Chappie” films in the context of differences certain the century society. the researcher use Brown and Levinson’s theory of positive politeness theory. Politeness is the way of self strategies in communication to others, in order to received their meanings well. The objectives of this research are to find out the types of positive politeness strategies by main character in the setting 19th Century society (Greatest Showman film) and 21st Century setting society (Chappie film) and to find out factors affecting main character to choice that strategies. The researcher used a qualitative method since the data engaged are displayed in the form of strings of words. The result shows that Phineas in “Greatest Showman” that can be conclude in 19th century society, generally showed social class, kept family relation well, and respected for abnormal people. Diffrent with Deon in “Chappie” film that can be conclude in 21st century society, people concern with technology development, a lot of gangster who do the crime, and people communicate only in certain interests.Keywords: Pragmatics, Politeness Strategy, Movie Script
{"title":"POSITIVE POLITENESS STRATEGY IN “GREATEST SHOWMAN” (19TH CENTURY SOCIETY) AND “CHAPPIE” (21ST CENTURY SOCIETY) MOVIE SCRIPT","authors":"Vera Kavita Hartoyo, Agus Salim Mansyur, Toneng Listiani","doi":"10.15575/CALL.V1I2.6447","DOIUrl":"https://doi.org/10.15575/CALL.V1I2.6447","url":null,"abstract":"The research is a pragmatic study on positive politeness strategies employed by the main characters in “ Greatest Showman” and “Chappie” films in the context of differences certain the century society. the researcher use Brown and Levinson’s theory of positive politeness theory. Politeness is the way of self strategies in communication to others, in order to received their meanings well. The objectives of this research are to find out the types of positive politeness strategies by main character in the setting 19th Century society (Greatest Showman film) and 21st Century setting society (Chappie film) and to find out factors affecting main character to choice that strategies. The researcher used a qualitative method since the data engaged are displayed in the form of strings of words. The result shows that Phineas in “Greatest Showman” that can be conclude in 19th century society, generally showed social class, kept family relation well, and respected for abnormal people. Diffrent with Deon in “Chappie” film that can be conclude in 21st century society, people concern with technology development, a lot of gangster who do the crime, and people communicate only in certain interests.Keywords: Pragmatics, Politeness Strategy, Movie Script","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79138456","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 : 2019-08-31DOI: 10.29140/jaltcall.v15n2.164
Bradley D. F. Colpitts, Travis H. Past
Kwansei Gakuin University, Japan thpast87@gmail.com The present study compared the efficacy of computer-mediated peer corrective feedback (cf) among two groups of high-proficiency (n=11) and low-proficiency (n=19) postsecondary Japanese efl students. They completed a 10-week process writing composition, during which the students were given explicit instruction in metalinguistic peer cf. They then received cf from their peers and instructors. The researchers conducted a quantitative analysis of compositions, and the students’ perceptions of the process were elicited using qualitative surveys. The results corroborate previous studies which found low-proficiency learners lack the aptitude to engage in meaningful peer cf. However, the qualitative portion of the study found that both proficiency groups had largely positive views of the peer cf process and revealed some interesting distinctions between the groups.
{"title":"A comparison of computer-mediated peer corrective feedback between high and low-proficiency learners in a Japanese EFL writing classroom","authors":"Bradley D. F. Colpitts, Travis H. Past","doi":"10.29140/jaltcall.v15n2.164","DOIUrl":"https://doi.org/10.29140/jaltcall.v15n2.164","url":null,"abstract":"Kwansei Gakuin University, Japan thpast87@gmail.com The present study compared the efficacy of computer-mediated peer corrective feedback (cf) among two groups of high-proficiency (n=11) and low-proficiency (n=19) postsecondary Japanese efl students. They completed a 10-week process writing composition, during which the students were given explicit instruction in metalinguistic peer cf. They then received cf from their peers and instructors. The researchers conducted a quantitative analysis of compositions, and the students’ perceptions of the process were elicited using qualitative surveys. The results corroborate previous studies which found low-proficiency learners lack the aptitude to engage in meaningful peer cf. However, the qualitative portion of the study found that both proficiency groups had largely positive views of the peer cf process and revealed some interesting distinctions between the groups.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44725539","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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