Pub Date : 2019-11-30DOI: 10.3126/nelta.v24i1-2.27679
Madhu Neupane Bastola
In a general sense, a corpus refers to a collection of texts. More specifically, a corpus is a collection of naturally occurring machine-readab-le discourse put together for linguistic research (Adolphs, 2006; McEnery & Hardie, 2012) and the area of linguistics that studies a corpus is corpus linguistics. Corpus linguistics has been informed by empiricism as its philosophical base for the study of language (Adolphs, 2006; Aijmer, 2009; McEnery & Hardie, 2012; Sinclair & Carter, 2004; Stubbs, 2005, 2007) for making sense of naturally occurring language data (Tognini-Bonelli, 2001). It has been a fertile field of research because it has a broader application in different areas such as language teaching, professional communication, and academic writing, to name but three. Based on the nature and purpose of research, corpus research has been divided into three types: corpus-based, corpus-driven, and data-driven (Adolphs, 2006; McEnery & Hardie, 2012; Rayson, 2008; Tognini-Bonelli, 2001) Abstract
{"title":"A systematic analysis of a two-word concgram in Nepalese policy documents: A corpus-driven approach","authors":"Madhu Neupane Bastola","doi":"10.3126/nelta.v24i1-2.27679","DOIUrl":"https://doi.org/10.3126/nelta.v24i1-2.27679","url":null,"abstract":"In a general sense, a corpus refers to a collection of texts. More specifically, a corpus is a collection of naturally occurring machine-readab-le discourse put together for linguistic research (Adolphs, 2006; McEnery & Hardie, 2012) and the area of linguistics that studies a corpus is corpus linguistics. Corpus linguistics has been informed by empiricism as its philosophical base for the study of language (Adolphs, 2006; Aijmer, 2009; McEnery & Hardie, 2012; Sinclair & Carter, 2004; Stubbs, 2005, 2007) for making sense of naturally occurring language data (Tognini-Bonelli, 2001). It has been a fertile field of research because it has a broader application in different areas such as language teaching, professional communication, and academic writing, to name but three. Based on the nature and purpose of research, corpus research has been divided into three types: corpus-based, corpus-driven, and data-driven (Adolphs, 2006; McEnery & Hardie, 2012; Rayson, 2008; Tognini-Bonelli, 2001) Abstract","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116531847","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 : 2019-11-30DOI: 10.3126/nelta.v24i1-2.27693
L. Sharma
Students’ preference for the medium of academic reading texts has been diversified in the modern era. Some students’ preference for attaining information and knowledge has been confined only to print media, some are found to be attracted to electronic media and some prefer to use both electronic and print media for their academic purposes. This article is based on the cross sectional survey carried out at nine campuses across Makawanpur district, Nepal in the Academic Year 2018-2019. The purpose of this study is to investigate the Bachelor of Business Studies students’ preference regarding electronic and print media of reading texts. The researcher adopted simple random sampling to select 526 students from the population of 798 students. To collect data, the researcher used a questionnaire regarding the students’ preference for electronic and print medium of the reading texts. Frequency and percent statistics of students who preferred print medium of reading texts; and the frequency and percent statistics of students who preferred electronic medium of reading show that more students in the research study preferred the print medium of reading texts versus the electronic medium. The chi-square test of independence Ç2 (1) = 0.631, critical value = 3.841 and p > .05 show that statistically, there was no significant association between gender and the preferred medium of the academic reading texts.
{"title":"Students’ preference for electronic and printed academic reading texts","authors":"L. Sharma","doi":"10.3126/nelta.v24i1-2.27693","DOIUrl":"https://doi.org/10.3126/nelta.v24i1-2.27693","url":null,"abstract":"Students’ preference for the medium of academic reading texts has been diversified in the modern era. Some students’ preference for attaining information and knowledge has been confined only to print media, some are found to be attracted to electronic media and some prefer to use both electronic and print media for their academic purposes. This article is based on the cross sectional survey carried out at nine campuses across Makawanpur district, Nepal in the Academic Year 2018-2019. The purpose of this study is to investigate the Bachelor of Business Studies students’ preference regarding electronic and print media of reading texts. The researcher adopted simple random sampling to select 526 students from the population of 798 students. To collect data, the researcher used a questionnaire regarding the students’ preference for electronic and print medium of the reading texts. Frequency and percent statistics of students who preferred print medium of reading texts; and the frequency and percent statistics of students who preferred electronic medium of reading show that more students in the research study preferred the print medium of reading texts versus the electronic medium. The chi-square test of independence Ç2 (1) = 0.631, critical value = 3.841 and p > .05 show that statistically, there was no significant association between gender and the preferred medium of the academic reading texts.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133437759","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 : 2019-11-30DOI: 10.3126/nelta.v24i1-2.27695
Samikshya Bidari
Storytelling has been a productive listening activity, which exposes students to lots of comprehensible input, and which has a theoretical principle, as stated by Krashen (1982). The job of a teacher is to create an atmosphere where they can engage the entire classroom, and with the art of storytelling, it never fails to attract young learners. Storytelling has been a device used in every era and different circumstances all over the world. Even in Nepal, much before the formal education began; the elderly members often told stories to educate younger members in the family. There are different kinds of stories that can be used in a classroom of young learners; some of them are traditional stories, fable tales, personal experience stories, and personal imagination stories. Any form of a story telling can be used in an English classroom, but it should match the theme of the lesson. While reading the story, picture plays a very powerful role, as it keeps the eyes as well as ears full on focus so the use of picture book has been widely used all over the world. According to Bader (1976, p.1), “a picture book is text, illustration, total design; an item of manufacture and a commercial product; a social, cultural, historic document; and foremost an experience for a [reader]. As an art form, it hinges on two facing pages and on the drama of the turning page.” as cited in Mourie (2015).
{"title":"Story-based teaching: Activities for young learners","authors":"Samikshya Bidari","doi":"10.3126/nelta.v24i1-2.27695","DOIUrl":"https://doi.org/10.3126/nelta.v24i1-2.27695","url":null,"abstract":"Storytelling has been a productive listening activity, which exposes students to lots of comprehensible input, and which has a theoretical principle, as stated by Krashen (1982). The job of a teacher is to create an atmosphere where they can engage the entire classroom, and with the art of storytelling, it never fails to attract young learners. Storytelling has been a device used in every era and different circumstances all over the world. Even in Nepal, much before the formal education began; the elderly members often told stories to educate younger members in the family. There are different kinds of stories that can be used in a classroom of young learners; some of them are traditional stories, fable tales, personal experience stories, and personal imagination stories. Any form of a story telling can be used in an English classroom, but it should match the theme of the lesson. While reading the story, picture plays a very powerful role, as it keeps the eyes as well as ears full on focus so the use of picture book has been widely used all over the world. According to Bader (1976, p.1), “a picture book is text, illustration, total design; an item of manufacture and a commercial product; a social, cultural, historic document; and foremost an experience for a [reader]. As an art form, it hinges on two facing pages and on the drama of the turning page.” as cited in Mourie (2015).","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127066232","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 : 2019-11-30DOI: 10.3126/nelta.v24i1-2.27678
Kesha Rana, Karna Rana
Secondary English course requires testing of four skills: listening, speaking, reading and writing independently. Secondary Education Examination (SEE) board conducts a written examination, which includes reading and writing skills, through different centres and English teachers are responsible to test students’ listening and speaking testsin their own schools and submit grades to District Education Office. Semi-structured interviews with secondary English teachers in private schools and school graduates investigated how the teacherspractise listening and speaking skills in the classrooms and administeraural-oral tests. Findings indicate that private schools in the capital city have mandated Englishonly for communication in school premises with an expectation to develop students’ English language proficiency. Teachers focused on centre-based written examination and less emphasised the teaching and testing of listening andspeaking skills. Teachers’ random assessment of students’ aural-oral skills without formal tests supported in declining the teaching of these skills. This article suggests that for realising the examination effective, sustainable system needs to be developed for teachers to teach all language skills equitably.
{"title":"Teaching and testing of English listening and speaking in secondary schools in Nepal: Pretend for praxis?","authors":"Kesha Rana, Karna Rana","doi":"10.3126/nelta.v24i1-2.27678","DOIUrl":"https://doi.org/10.3126/nelta.v24i1-2.27678","url":null,"abstract":"Secondary English course requires testing of four skills: listening, speaking, reading and writing independently. Secondary Education Examination (SEE) board conducts a written examination, which includes reading and writing skills, through different centres and English teachers are responsible to test students’ listening and speaking testsin their own schools and submit grades to District Education Office. Semi-structured interviews with secondary English teachers in private schools and school graduates investigated how the teacherspractise listening and speaking skills in the classrooms and administeraural-oral tests. Findings indicate that private schools in the capital city have mandated Englishonly for communication in school premises with an expectation to develop students’ English language proficiency. Teachers focused on centre-based written examination and less emphasised the teaching and testing of listening andspeaking skills. Teachers’ random assessment of students’ aural-oral skills without formal tests supported in declining the teaching of these skills. This article suggests that for realising the examination effective, sustainable system needs to be developed for teachers to teach all language skills equitably.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125930719","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 : 2019-11-30DOI: 10.3126/nelta.v24i1-2.27685
Ganga Laxmi Bhandari
In Nepal, Twitter has recently been one of the fastest means of communication and information sharing app. This social networking site is used to express ideas, communicate messages, dispute opinions and expression of others and vent frustrations. What is striking is the use of hybridity or bilingualism in tweets in which Nepali and English are used freely and almost inseparably not just in chitchats but also in communicating information of public importance. Curious to see if such hybridity has the potential to contribute to changing perspectives on teaching and learning English, a brief study was undertaken in November-December 2018 as well as in June 2019. The study included selection of random tweets within the specific period of time and their analysis in terms of the currency and diversity of opinions expressed. The results show that hybridity is popular among Nepali tweeters not just in casual expressions, but also in serious communications, such as in formal complaints/notices, advertisements and commentaries on issues of public concern. The result also indicates that the ELT community cannot remain aloof of the language pattern
{"title":"Language hybridity among Nepali Twitter users: Trend and possible implications","authors":"Ganga Laxmi Bhandari","doi":"10.3126/nelta.v24i1-2.27685","DOIUrl":"https://doi.org/10.3126/nelta.v24i1-2.27685","url":null,"abstract":"In Nepal, Twitter has recently been one of the fastest means of communication and information sharing app. This social networking site is used to express ideas, communicate messages, dispute opinions and expression of others and vent frustrations. What is striking is the use of hybridity or bilingualism in tweets in which Nepali and English are used freely and almost inseparably not just in chitchats but also in communicating information of public importance. Curious to see if such hybridity has the potential to contribute to changing perspectives on teaching and learning English, a brief study was undertaken in November-December 2018 as well as in June 2019. The study included selection of random tweets within the specific period of time and their analysis in terms of the currency and diversity of opinions expressed. The results show that hybridity is popular among Nepali tweeters not just in casual expressions, but also in serious communications, such as in formal complaints/notices, advertisements and commentaries on issues of public concern. The result also indicates that the ELT community cannot remain aloof of the language pattern","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124784359","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 : 2019-11-30DOI: 10.3126/nelta.v24i1-2.27697
Yogendra Kharel
The book entitled Professional Development for Language Teachers: Strategies for Teachers Learning, consisting of twelve chapters along with preface and appendix, attempts to examine different strategies for professional development for a language teacher. It further provides personal account of authors and language teachers activities such as journal writing, peer observation, action research and so on. Besides, it portrays illustrative examples of how and when such activities can be useful in language teaching and their advantages together with their limitations. The opening chapter presents an overview of the nature of professional development and a conceptual framework for the book as a whole. The remaining eleven chapters presents eleven procedures for professional development in language teaching. Each chapter is organized in a straightforward and non-technical way. The goal, methodology, advantages and problems, and practical examples in the form of vignettes with questions provide how teachers in differentparts of the world have applied their activities in their own classrooms. In addition, reflection questions at the end of vignette allow readers to consider the application of given approach in their own teaching contexts and serve as possible topics forinvestigation.
{"title":"Right strategies enhance professional development of language teacher","authors":"Yogendra Kharel","doi":"10.3126/nelta.v24i1-2.27697","DOIUrl":"https://doi.org/10.3126/nelta.v24i1-2.27697","url":null,"abstract":"The book entitled Professional Development for Language Teachers: Strategies for Teachers Learning, consisting of twelve chapters along with preface and appendix, attempts to examine different strategies for professional development for a language teacher. It further provides personal account of authors and language teachers activities such as journal writing, peer observation, action research and so on. Besides, it portrays illustrative examples of how and when such activities can be useful in language teaching and their advantages together with their limitations. The opening chapter presents an overview of the nature of professional development and a conceptual framework for the book as a whole. The remaining eleven chapters presents eleven procedures for professional development in language teaching. Each chapter is organized in a straightforward and non-technical way. The goal, methodology, advantages and problems, and practical examples in the form of vignettes with questions provide how teachers in differentparts of the world have applied their activities in their own classrooms. In addition, reflection questions at the end of vignette allow readers to consider the application of given approach in their own teaching contexts and serve as possible topics forinvestigation.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131997104","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 : 2019-11-30DOI: 10.3126/nelta.v24i1-2.27680
J. Paudel, Pratiksha Neupane
Graffiti is prevalent in modern cities across the world. It represents a range of issues and ideas, and its meaning can be interpreted socially, culturally, and politically. It features distinct forms of language. Using Multimodal Discourse Analysis (MDA) approach, this study analyses the contents, language and linguistic features of 44 graffiti arts found in the Kathmandu Valley to interpret the meanings of the graffiti. The results of this study reveal multiple issues such as culture, politics, gender discrimination and violence against women. The use of language and linguistics in the graffiti seems distinct in terms of word choice, syntactic structure, and rhetorical devices. It was found that the graffitists used multiple modes such as sign, symbol, color, words with images and stylish writing structures. The study will be of great importance to the researchers who want to analyze the language of graffiti and interpret the meanings they denote and to contribute to the body of existing literature on linguistic studies of graffiti. It is also useful for course designers and educators as they can incorporate graffiti in the courses and use them as resource materials in the classroom.
{"title":"Contents and the language used in graffiti: A case of Kathmandu Valley","authors":"J. Paudel, Pratiksha Neupane","doi":"10.3126/nelta.v24i1-2.27680","DOIUrl":"https://doi.org/10.3126/nelta.v24i1-2.27680","url":null,"abstract":"Graffiti is prevalent in modern cities across the world. It represents a range of issues and ideas, and its meaning can be interpreted socially, culturally, and politically. It features distinct forms of language. Using Multimodal Discourse Analysis (MDA) approach, this study analyses the contents, language and linguistic features of 44 graffiti arts found in the Kathmandu Valley to interpret the meanings of the graffiti. The results of this study reveal multiple issues such as culture, politics, gender discrimination and violence against women. The use of language and linguistics in the graffiti seems distinct in terms of word choice, syntactic structure, and rhetorical devices. It was found that the graffitists used multiple modes such as sign, symbol, color, words with images and stylish writing structures. The study will be of great importance to the researchers who want to analyze the language of graffiti and interpret the meanings they denote and to contribute to the body of existing literature on linguistic studies of graffiti. It is also useful for course designers and educators as they can incorporate graffiti in the courses and use them as resource materials in the classroom.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126896185","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 : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23346
Shahnaz Mahmud
English language teachers customarily rule out the use of mother tongue for teaching English. Reflecting on the theoretical underpinnings and empirical research on the use of mother tongue (L1) in English classroom and its ongoing debate the present study aims to explore teachers’ and students’ perceptions of it. A mixed method approach using questionnaire and interview is employed to analyze Bangladeshi university teachers’ and students’ belief and perceptions of teaching English with the help of L1. The study also attempts to discuss the strengths and weaknesses of using L1. Results indicate that both teachers and students perceive the necessity of judicious use of L1 to facilitate learning and acquisition of English as a foreign language (EFL).
{"title":"Should teachers use L1 in EFL classroom?","authors":"Shahnaz Mahmud","doi":"10.3126/NELTA.V23I1-2.23346","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23346","url":null,"abstract":"English language teachers customarily rule out the use of mother tongue for teaching English. Reflecting on the theoretical underpinnings and empirical research on the use of mother tongue (L1) in English classroom and its ongoing debate the present study aims to explore teachers’ and students’ perceptions of it. A mixed method approach using questionnaire and interview is employed to analyze Bangladeshi university teachers’ and students’ belief and perceptions of teaching English with the help of L1. The study also attempts to discuss the strengths and weaknesses of using L1. Results indicate that both teachers and students perceive the necessity of judicious use of L1 to facilitate learning and acquisition of English as a foreign language (EFL).","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"176 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122457542","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 : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23369
Gobinda Niroula
Larsen-Freeman, D. (2000, second edition). Techniques and Principles of Language Leaching. Oxford, UK: Oxford University Press, Pages: 189. Price- U$ 80. ISBN: 9780194423601
{"title":"A method does not deskill teachers, rather it empowers them","authors":"Gobinda Niroula","doi":"10.3126/NELTA.V23I1-2.23369","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23369","url":null,"abstract":"Larsen-Freeman, D. (2000, second edition). Techniques and Principles of Language Leaching. Oxford, UK: Oxford University Press, Pages: 189. Price- U$ 80. ISBN: 9780194423601","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130221735","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 : 2018-12-31DOI: 10.3126/NELTA.V23I1-2.23357
T. Le
In Vietnam, English is a foreign language. Therefore, students do not have many opportunities to practise speaking outside the classroom. Inside the classroom, teachers focus on teaching grammar explicitly. To enable students to practise their speaking skills, Facebook closed groups were employed as a learning platform. Seventeen students were asked to record their speech on suggested topics, post them on Facebook closed groups and comment on their friends’ works within six weeks. The first and final recordings were employed to analyse in terms of fluency and complexity. These students were also interviewed after the course. They supposed that voice recording enabled them to have opportunities to practise their speaking skills. The first and final recordings showed that students improved their fluency and lexical complexity but not for syntactic complexity.
{"title":"Voice Recording in second language outside the classroom: Process and product","authors":"T. Le","doi":"10.3126/NELTA.V23I1-2.23357","DOIUrl":"https://doi.org/10.3126/NELTA.V23I1-2.23357","url":null,"abstract":"In Vietnam, English is a foreign language. Therefore, students do not have many opportunities to practise speaking outside the classroom. Inside the classroom, teachers focus on teaching grammar explicitly. To enable students to practise their speaking skills, Facebook closed groups were employed as a learning platform. Seventeen students were asked to record their speech on suggested topics, post them on Facebook closed groups and comment on their friends’ works within six weeks. The first and final recordings were employed to analyse in terms of fluency and complexity. These students were also interviewed after the course. They supposed that voice recording enabled them to have opportunities to practise their speaking skills. The first and final recordings showed that students improved their fluency and lexical complexity but not for syntactic complexity.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131132588","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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