Classroom-Based Assessment plays a fundamental role in any standards-based system of education. Unlike large-scale assessments which focus on measurement, classroom-based assessment, as the foundation for all other types of assessments, aims learning. Despite this prominence, different aspects of it have not received the due attention specifically in EFL context of Iran. To this end, this descriptive survey study sought to examine the purposes, strategies, and procedures lied behind Iranian EFL teachers’ use of classroom assessment. In this study, the data were collected by involving 187 Iranian EFL teachers who completed a questionnaire (adopted from Cheng, Roger, & Hu, 2004). The results revealed that Iranian EFL teachers used assessment with mainly student-centered purposes. In assessing different skills, the teachers’ use of student-administered strategies was more prominent. Finally, varying patterns were reported in their assessment procedures. They also devoted more than 20% of their class time to assessment. Such findings would raise the teachers’ awareness regarding their classroom-based assessment practices as they compare teachers’ assessment strategies and practices across various educational setting.
{"title":"EFL Teachers’ Use of Classroom-Based Assessment Strategies: Assessment Purposes and Practices","authors":"Masoomeh Estaji, Amir Kardoust","doi":"10.56040/etek1825","DOIUrl":"https://doi.org/10.56040/etek1825","url":null,"abstract":"Classroom-Based Assessment plays a fundamental role in any standards-based system of education. Unlike large-scale assessments which focus on measurement, classroom-based assessment, as the foundation for all other types of assessments, aims learning. Despite this prominence, different aspects of it have not received the due attention specifically in EFL context of Iran. To this end, this descriptive survey study sought to examine the purposes, strategies, and procedures lied behind Iranian EFL teachers’ use of classroom assessment. In this study, the data were collected by involving 187 Iranian EFL teachers who completed a questionnaire (adopted from Cheng, Roger, & Hu, 2004). The results revealed that Iranian EFL teachers used assessment with mainly student-centered purposes. In assessing different skills, the teachers’ use of student-administered strategies was more prominent. Finally, varying patterns were reported in their assessment procedures. They also devoted more than 20% of their class time to assessment. Such findings would raise the teachers’ awareness regarding their classroom-based assessment practices as they compare teachers’ assessment strategies and practices across various educational setting.","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75603619","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}
Foreign language anxiety refers to the negative feelings that students experience when dealing with a writing assignment. This study aims to find whether the social networking site Facebook can re- duce foreign language writing anxiety, thus improving students' assignments quality. The present research uses a mixed methods design to triangulate the data gathered. The quantitative section of the study uses the Second Language Writing Anxiety Inventory to identify writing anxiety levels and the most common type of anxiety experienced by learners. The participants in this study were 29 undergraduate students of the last level of English at a polytechnic university in Guayaquil, Ec- uador. The Second Language Writing Anxiety Inventory was administered at the beginning and the end of the intervention to measure the differences. Results suggest that students could lower their anxiety levels. The qualitative section of the investigation relies on a semi-structured interview to get students' opinions on Facebook. It serves to support the results from the quantitative stage of the inquiry. This study is relevant as it shows current data reported from Latin America, which is very scarce. Thus, it bridges a gap in the literature. The study identifies several implications in the ad- ministrative area as well as in the practical domain.
{"title":"Improving foreign language writing anxiety and writing performance through Facebook:\u0000Evidence from Ecuadorian undergraduate students","authors":"Felix David Estrella Ibarra","doi":"10.56040/ifdi1826","DOIUrl":"https://doi.org/10.56040/ifdi1826","url":null,"abstract":"Foreign language anxiety refers to the negative feelings that students experience when dealing with a writing assignment. This study aims to find whether the social networking site Facebook can re- duce foreign language writing anxiety, thus improving students' assignments quality. The present research uses a mixed methods design to triangulate the data gathered. The quantitative section of the study uses the Second Language Writing Anxiety Inventory to identify writing anxiety levels and the most common type of anxiety experienced by learners. The participants in this study were 29 undergraduate students of the last level of English at a polytechnic university in Guayaquil, Ec- uador. The Second Language Writing Anxiety Inventory was administered at the beginning and the end of the intervention to measure the differences. Results suggest that students could lower their anxiety levels. The qualitative section of the investigation relies on a semi-structured interview to get students' opinions on Facebook. It serves to support the results from the quantitative stage of the inquiry. This study is relevant as it shows current data reported from Latin America, which is very scarce. Thus, it bridges a gap in the literature. The study identifies several implications in the ad- ministrative area as well as in the practical domain.","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"388 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84991745","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}
Marco Octavio Cancino Avila, Gumor Castillo Fonseca
The implementation of gaming aspects such as competition, evolution, and learning based on a reward system in non-gaming environments is known as gamification (Deterding, 2012). A gamified approach to learning has been found to increase engagement and learning in educational contexts (Dicheva et al., 2015; Turkay & Kinzer, 2015). However, the impact of these approaches on L2 vocabulary learning has not been fully documented. To this end, the present mixed-methods study sought to assess the impact of a gamified approach to teaching vocabulary on the learning and retention of 51 ninth grade EFL learners and explore their perceptions towards the game. Results showed that participants who were exposed to the card game made immediate and delayed vocabulary gains that were as high as the gains made by learners who were taught vocabulary in a traditional classroom. This suggests that a gamified methodology in an EFL classroom can yield lexical development that is at least as effective as learning words by means of textbook activities. Additionally, the perceived advantages of a gamified approach were found to increase engagement and maintain levels of learning.
在非游戏环境中基于奖励系统的竞争、进化和学习等游戏元素的执行被称为游戏化。游戏化的学习方法可以提高教育环境中的参与度和学习(Dicheva et al.， 2015;Turkay & Kinzer, 2015)。然而，这些方法对二语词汇学习的影响尚未得到充分的证明。为此，本研究旨在评估游戏化词汇教学方法对51名九年级英语学习者的学习和记忆的影响，并探讨他们对游戏的看法。结果表明，接触纸牌游戏的参与者获得的即时和延迟词汇量的增长与在传统课堂上学习词汇的学习者的增长一样高。这表明，在英语课堂上使用游戏化方法可以产生词汇发展，至少与通过课本活动学习单词一样有效。此外，我们还发现游戏化方法的优势在于提高参与度和保持学习水平。
{"title":"Gamification: How does it impact L2 vocabulary learning and engagement?","authors":"Marco Octavio Cancino Avila, Gumor Castillo Fonseca","doi":"10.56040/ghcc1824","DOIUrl":"https://doi.org/10.56040/ghcc1824","url":null,"abstract":"The implementation of gaming aspects such as competition, evolution, and learning based on a reward system in non-gaming environments is known as gamification (Deterding, 2012). A gamified approach to learning has been found to increase engagement and learning in educational contexts (Dicheva et al., 2015; Turkay & Kinzer, 2015). However, the impact of these approaches on L2 vocabulary learning has not been fully documented. To this end, the present mixed-methods study sought to assess the impact of a gamified approach to teaching vocabulary on the learning and retention of 51 ninth grade EFL learners and explore their perceptions towards the game. Results showed that participants who were exposed to the card game made immediate and delayed vocabulary gains that were as high as the gains made by learners who were taught vocabulary in a traditional classroom. This suggests that a gamified methodology in an EFL classroom can yield lexical development that is at least as effective as learning words by means of textbook activities. Additionally, the perceived advantages of a gamified approach were found to increase engagement and maintain levels of learning.","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85246079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Gamified Pedagogy: Examining how a Phonetics App Coupled with Effective Pedagogy can Support Learning","authors":"R. Shroff, Christopher Keyes, Lian-Hee Wee","doi":"10.56040/rsck1718","DOIUrl":"https://doi.org/10.56040/rsck1718","url":null,"abstract":"","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"1 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141227902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Learning from the Linguistic Landscape: A Project-Based Learning Approach to Investigating English in Japan","authors":"Keith Barrs","doi":"10.56040/ktbr1711","DOIUrl":"https://doi.org/10.56040/ktbr1711","url":null,"abstract":"","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141225750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Effects of Scaffolded Peer Review Training on the Quality of Texts Produced by Students of French as a Foreign Language","authors":"Thi Bich Thuy Do","doi":"10.56040/tbtd1727","DOIUrl":"https://doi.org/10.56040/tbtd1727","url":null,"abstract":"","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"25 S60","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141225669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"We are Mobile Magicians but Digital Refugees: Helping Prospective English Teachers Explore Technology and Ubiquitous Learning","authors":"Tony Cripps","doi":"10.56040/tncp171a","DOIUrl":"https://doi.org/10.56040/tncp171a","url":null,"abstract":"","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"28 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141227222","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}
With the rising popularity of extensive reading (ER) in Japanese language teaching, three types of ER have been identified: classroom-based ER (instigated by the teacher), out-of-class ER (optionally organized by the teacher/facilitator out of class), and autonomous out-of-class ER (instigated by the learner). Although ER encourages learners to extensively read in the L2 both in and out of class, it is unknown whether engagement in out-of-class ER leads learners to become more autonomous in their ER. In this study, the authors investigated the effectiveness of out-of-class Japanese ER sessions with international students at a Japanese university. A group of around ten students gathered voluntarily for weekly sessions led by a facilitator to read selected books. After eight months, six participants, who were leaving the sessions, were interviewed. Seven months later, three of these six were interviewed again on whether they had continued practicing out-of-class ER autonomously. Based on the analysis, the authors discuss whether out-of-class ER may encourage autonomous ER and, if so, what aspects of it may contribute to the process. The pedagogical implications of this are discussed, including suggestions for enhancing learner autonomy beyond the classroom, as well as issues relevant for future research.
{"title":"Out-of-Class Extensive Reading in Japanese as a Second Language: Enhancing Learner Autonomy Beyond the Classroom","authors":"Wataru Takahashi, Tae Umino Umino","doi":"10.56040/wttu1714","DOIUrl":"https://doi.org/10.56040/wttu1714","url":null,"abstract":"With the rising popularity of extensive reading (ER) in Japanese language teaching, three types of ER have been identified: classroom-based ER (instigated by the teacher), out-of-class ER (optionally organized by the teacher/facilitator out of class), and autonomous out-of-class ER (instigated by the learner). Although ER encourages learners to extensively read in the L2 both in and out of class, it is unknown whether engagement in out-of-class ER leads learners to become more autonomous in their ER. In this study, the authors investigated the effectiveness of out-of-class Japanese ER sessions with international students at a Japanese university. A group of around ten students gathered voluntarily for weekly sessions led by a facilitator to read selected books. After eight months, six participants, who were leaving the sessions, were interviewed. Seven months later, three of these six were interviewed again on whether they had continued practicing out-of-class ER autonomously. Based on the analysis, the authors discuss whether out-of-class ER may encourage autonomous ER and, if so, what aspects of it may contribute to the process. The pedagogical implications of this are discussed, including suggestions for enhancing learner autonomy beyond the classroom, as well as issues relevant for future research.","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"2 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141227895","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}
T. Tagle, C. Díaz, P. Etchegaray, P. Alarcón, M. Quintana, L. Ramos
The purpose of this study is to identify the types of professional knowledge, which are activated by pre-service teachers of English, when they design a lesson plan. This study utilized the qualitative research methodology. As research subjects, 60 pre-service EFL teachers from three universities located in Chile were considered. Nonparticipant observation and a semi-structured interview with stimulated recall were used as techniques to generate data. Content analysis was employed to process the data by means of ATLAS.ti software. The findings suggest that the participants mobilize different types of professional knowledge when they design a lesson plan. These involve content knowledge, general pedagogical knowledge, pedagogical content knowledge, curricular knowledge, knowledge of learners, and knowledge of educational contexts. It is recommended that EFL preservice education fosters prospective teachers’ reflection on their teaching practices so that they can reshape, in a progressive and permanent way, their professional knowledge connected to successful teaching practices. Lesson Planning: What Types of Professional Knowledge are Activated by Chilean Pre-Service EFL Teachers?
{"title":"Lesson Planning: What Types of Professional Knowledge are Activated by Chilean Pre-Service EFL Teachers?","authors":"T. Tagle, C. Díaz, P. Etchegaray, P. Alarcón, M. Quintana, L. Ramos","doi":"10.56040/tadi1723","DOIUrl":"https://doi.org/10.56040/tadi1723","url":null,"abstract":"The purpose of this study is to identify the types of professional knowledge, which are activated by pre-service teachers of English, when they design a lesson plan. This study utilized the qualitative research methodology. As research subjects, 60 pre-service EFL teachers from three universities located in Chile were considered. Nonparticipant observation and a semi-structured interview with stimulated recall were used as techniques to generate data. Content analysis was employed to process the data by means of ATLAS.ti software. The findings suggest that the participants mobilize different types of professional knowledge when they design a lesson plan. These involve content knowledge, general pedagogical knowledge, pedagogical content knowledge, curricular knowledge, knowledge of learners, and knowledge of educational contexts. It is recommended that EFL preservice education fosters prospective teachers’ reflection on their teaching practices so that they can reshape, in a progressive and permanent way, their professional knowledge connected to successful teaching practices. Lesson Planning: What Types of Professional Knowledge are Activated by Chilean Pre-Service EFL Teachers?","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"8 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141226134","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 purpose of this study is to investigate how the novice teachers’ experiences of conducting action research in a teacher education program affect their teaching in their individual classroom context and their ability for self-development. The M.A. Japanese language teacher education program at the institution, where the authors of this paper teach, requires students to conduct action research while they are engaged in a three-semester long teaching practicum. This requirement aims to equip students with, not only teaching skills, but also the abilities and attitudes necessary to continue growing professionally throughout their careers. We conducted in-depth interviews with the four graduates of the program, who have been engaged in Japanese language teaching either in Japan or abroad. The analysis of the data indicates that their action research experience still has an impact on their daily teaching, especially on their reflective practices. Even in an informal manner, all of them continue to reflect on their everyday teaching and think about ways to improve it. We tentatively concluded that once acquired, these reflective skills may remain and continue to be a powerful tool for their professional development in the long term.
{"title":"Impact of Action Research Experience on Novice Language Teachers","authors":"A. Sugiyama, Atsuko Sajiki, Hitoshi Horiuchi","doi":"10.56040/asas1715","DOIUrl":"https://doi.org/10.56040/asas1715","url":null,"abstract":"The purpose of this study is to investigate how the novice teachers’ experiences of conducting action research in a teacher education program affect their teaching in their individual classroom context and their ability for self-development. The M.A. Japanese language teacher education program at the institution, where the authors of this paper teach, requires students to conduct action research while they are engaged in a three-semester long teaching practicum. This requirement aims to equip students with, not only teaching skills, but also the abilities and attitudes necessary to continue growing professionally throughout their careers. We conducted in-depth interviews with the four graduates of the program, who have been engaged in Japanese language teaching either in Japan or abroad. The analysis of the data indicates that their action research experience still has an impact on their daily teaching, especially on their reflective practices. Even in an informal manner, all of them continue to reflect on their everyday teaching and think about ways to improve it. We tentatively concluded that once acquired, these reflective skills may remain and continue to be a powerful tool for their professional development in the long term.","PeriodicalId":38893,"journal":{"name":"Electronic Journal of Foreign Language Teaching","volume":"31 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141226826","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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