Pub Date : 2023-01-01DOI: 10.54513/joell.2023.10201
Fetene Getaw, T. Olana, Rufael Disasa
Understanding the beliefs that guide teachers’ decision making and actions in their classrooms could help educators adjust how they work with teachers to provide more targeted feedback, to support teachers‘ professional growth and development throughout their career. The ultimate aim of this study was to show the tripartite relationship among EFL teachers’ cognition, perceived and actual classroom practices of reading instruction at secondary schools in Addis Ababa. A descriptive survey research design was employed. Questionnaire, interview and classroom observation were used as major data collection instruments. Particularly, questionnaire and interview were used to explore teachers’ cognition, and perceived practices of reading instruction whereas classroom observation was done to assess their actual classroom practices. The study was held at six secondary schools found in Gulela sub city in Addis Ababa. 80 English language teachers who were active in the academic year of 2022 had taken part in filling the questionnaire. And classroom observation and interview were done with six EFL teachers. The study participants were selected purposively. Finally, the data attained via questionnaire was analyzed quantitatively by using SPSS, whereas data from interview and classroom observation were qualitatively narrated. The finding revealed that EFL teachers’ cognition of reading instruction and their actual classroom practices lied on the bottom up approach of reading instruction whereas the report of teachers’ perceived classroom practices indicated that they implement top-down approach. EFL teachers’ cognition of reading instruction was found to be contradicting with their perceived classroom practices but congruent with their actual classroom practices.
{"title":"THE TRIPARTITE RELATIONSHIP AMONG EFL TEACHERS’ COGNITION, PERCEIVED AND ACTUAL CLASSROOM PRACTICES OF READING INSTRUCTION","authors":"Fetene Getaw, T. Olana, Rufael Disasa","doi":"10.54513/joell.2023.10201","DOIUrl":"https://doi.org/10.54513/joell.2023.10201","url":null,"abstract":"Understanding the beliefs that guide teachers’ decision making and actions in their classrooms could help educators adjust how they work with teachers to provide more targeted feedback, to support teachers‘ professional growth and development throughout their career. The ultimate aim of this study was to show the tripartite relationship among EFL teachers’ cognition, perceived and actual classroom practices of reading instruction at secondary schools in Addis Ababa. A descriptive survey research design was employed. Questionnaire, interview and classroom observation were used as major data collection instruments. Particularly, questionnaire and interview were used to explore teachers’ cognition, and perceived practices of reading instruction whereas classroom observation was done to assess their actual classroom practices. The study was held at six secondary schools found in Gulela sub city in Addis Ababa. 80 English language teachers who were active in the academic year of 2022 had taken part in filling the questionnaire. And classroom observation and interview were done with six EFL teachers. The study participants were selected purposively. Finally, the data attained via questionnaire was analyzed quantitatively by using SPSS, whereas data from interview and classroom observation were qualitatively narrated. The finding revealed that EFL teachers’ cognition of reading instruction and their actual classroom practices lied on the bottom up approach of reading instruction whereas the report of teachers’ perceived classroom practices indicated that they implement top-down approach. EFL teachers’ cognition of reading instruction was found to be contradicting with their perceived classroom practices but congruent with their actual classroom practices.","PeriodicalId":42230,"journal":{"name":"Asiatic-IIUM Journal of English Language and Literature","volume":"25 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72769315","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 : 2023-01-01DOI: 10.54513/joell.2023.10107
Narendra Jadhav’s Outcaste: A Memoir is successful in constructing the dalit identity in the cosmopolitan terms and elaborating dalit politics into global perspective. He does not consider dalits to be located to one place, or even to one state or country but a community as citizen of the world. It is the story of Damu Runjaji Jadhav, the uneducated, engine-mechanic in Mumbai Railways and his family. As a dalit text, the memoir is beyond all shade of doubt, the representation of the assertive and vibrant dalit characters, the writing of dalit history and the formation of dalit identity in the global context. Damu is inspired by the philosophy espoused by Babasaheb Ambedkar and he also participated in Ambedkarite Movement. The slogan of ‘Educate, Organise and Agitate’ given by Babasaheb Ambedkar to his millions of untouchable brothers reverberates in the story. The influence of Dr. Ambedkar’s ideas made an activist out of Damu. He came to realize that it was not sufficient to remain content with being able to live one’s life and provide for the family. The aim of this paper is to emphasize that education helps the downtrodden to refine quality of life and liberate themselves from the exploitation of caste. The book ends with the realization that further change is required. The world has to stop treating dalits as different. It is up to the present generation to carry the torch lit by the tears and blood of their ancestors.
{"title":"EDUCATION LIBERATES THE DOWNTRODDEN FROM THE SHACKLES OF CASTE DISCRIMINATION: A STUDY ON NARENDRA JADHAV’S ‘OUTCASTE: A MEMOIR’","authors":"","doi":"10.54513/joell.2023.10107","DOIUrl":"https://doi.org/10.54513/joell.2023.10107","url":null,"abstract":"Narendra Jadhav’s Outcaste: A Memoir is successful in constructing the dalit identity in the cosmopolitan terms and elaborating dalit politics into global perspective. He does not consider dalits to be located to one place, or even to one state or country but a community as citizen of the world. It is the story of Damu Runjaji Jadhav, the uneducated, engine-mechanic in Mumbai Railways and his family. As a dalit text, the memoir is beyond all shade of doubt, the representation of the assertive and vibrant dalit characters, the writing of dalit history and the formation of dalit identity in the global context. Damu is inspired by the philosophy espoused by Babasaheb Ambedkar and he also participated in Ambedkarite Movement. The slogan of ‘Educate, Organise and Agitate’ given by Babasaheb Ambedkar to his millions of untouchable brothers reverberates in the story. The influence of Dr. Ambedkar’s ideas made an activist out of Damu. He came to realize that it was not sufficient to remain content with being able to live one’s life and provide for the family. The aim of this paper is to emphasize that education helps the downtrodden to refine quality of life and liberate themselves from the exploitation of caste. The book ends with the realization that further change is required. The world has to stop treating dalits as different. It is up to the present generation to carry the torch lit by the tears and blood of their ancestors.","PeriodicalId":42230,"journal":{"name":"Asiatic-IIUM Journal of English Language and Literature","volume":"15 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80852224","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 : 2023-01-01DOI: 10.54513/joell.2023.10308
Dr. Bindu Karanwal, Mrs. Bhumika Singh
The educational landscape in India is poised for a significant transformation through the adoption of the National Education Policy 2020, which aims to instil a sense of pride and rootedness in Indian culture and knowledge systems among students. This paper delves into the need for a paradigm shift in education, emphasizing the incorporation of Indian Knowledge Traditions (IKT) into the curriculum. The aim is to facilitate the holistic development of students by imbibing values, ethics, and wisdom from ancient Indian texts and philosophies. The paper underscores the historical contributions of India to various fields, such as mathematics, science, medicine, and philosophy, often overlooked due to the influence of Western education. The urgency to integrate IKT arises from the gaps in the modern education system, which predominantly emphasizes specialized skills rather than holistic personality development. The benefits of integrating IKT are manifold, including nurturing cultural awareness, fostering a positive sense of identity, and promoting ethical decision-making. The paper underscores the role of educational boards like NCERT, ICSE, and NIOS in developing dedicated IKT courses, which can also be offered through online platforms. To realize these goals, collaboration with traditional scholars and experts, training of teachers in IKT, and interdisciplinary research are proposed.
{"title":"EMBEDDING INDIAN KNOWLEDGE TRADITIONS IN SCHOOL EDUCATION","authors":"Dr. Bindu Karanwal, Mrs. Bhumika Singh","doi":"10.54513/joell.2023.10308","DOIUrl":"https://doi.org/10.54513/joell.2023.10308","url":null,"abstract":"The educational landscape in India is poised for a significant transformation through the adoption of the National Education Policy 2020, which aims to instil a sense of pride and rootedness in Indian culture and knowledge systems among students. This paper delves into the need for a paradigm shift in education, emphasizing the incorporation of Indian Knowledge Traditions (IKT) into the curriculum. The aim is to facilitate the holistic development of students by imbibing values, ethics, and wisdom from ancient Indian texts and philosophies. The paper underscores the historical contributions of India to various fields, such as mathematics, science, medicine, and philosophy, often overlooked due to the influence of Western education. The urgency to integrate IKT arises from the gaps in the modern education system, which predominantly emphasizes specialized skills rather than holistic personality development. The benefits of integrating IKT are manifold, including nurturing cultural awareness, fostering a positive sense of identity, and promoting ethical decision-making. The paper underscores the role of educational boards like NCERT, ICSE, and NIOS in developing dedicated IKT courses, which can also be offered through online platforms. To realize these goals, collaboration with traditional scholars and experts, training of teachers in IKT, and interdisciplinary research are proposed.","PeriodicalId":42230,"journal":{"name":"Asiatic-IIUM Journal of English Language and Literature","volume":"2018 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136004954","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 : 2023-01-01DOI: 10.54513/joell.2023.10303
None Ragamayee K, None Dr.K.Lalitha Bai
The quest for identity and the struggle to identify oneself with the surroundings resulting in a sense of alienation and estrangement is experienced by the protagonists of the women’s writing. This paper attempts to focus on the common features of the characters in the novels of the two women authors Anita Desai and Margaret Atwood. Most of the protagonists of Desai can be classified under two categories, one with disturbed, obsessed, oversensitive, aesthetic sensibility while the others are a little tough, stubborn, sarcastic, and cynical about the situations and the people around. Whether it is Maya, Monisha, Sita and Tara who belong to the first category or Nirode, Amla, Nanda and Sophie who belong to the second category, it all begins with the feeling of that estrangement which leads to the zenith though they chose different endings. Margaret Atwood opines that the central reality of Canada or Canadian literature depends wholly on the concept of survival and existence. Similar to those of Desai, Atwood’s heroines attempt to discover their inner self as they feel that they are like emotional refugees seeking shelter in a terrain that they cannot identify themselves with. Most of her characters, especially women feel emotionally maimed and undergo a constant turmoil to connect with the now and present.
{"title":"SENSE OF ALIENATION AND EMOTIONAL ESTRANGEMENT –A COMPARATIVE STUDY OF ANITA DESAI AND MARGARET ATWOOD’S HEROINE","authors":"None Ragamayee K, None Dr.K.Lalitha Bai","doi":"10.54513/joell.2023.10303","DOIUrl":"https://doi.org/10.54513/joell.2023.10303","url":null,"abstract":"The quest for identity and the struggle to identify oneself with the surroundings resulting in a sense of alienation and estrangement is experienced by the protagonists of the women’s writing. This paper attempts to focus on the common features of the characters in the novels of the two women authors Anita Desai and Margaret Atwood. Most of the protagonists of Desai can be classified under two categories, one with disturbed, obsessed, oversensitive, aesthetic sensibility while the others are a little tough, stubborn, sarcastic, and cynical about the situations and the people around. Whether it is Maya, Monisha, Sita and Tara who belong to the first category or Nirode, Amla, Nanda and Sophie who belong to the second category, it all begins with the feeling of that estrangement which leads to the zenith though they chose different endings. Margaret Atwood opines that the central reality of Canada or Canadian literature depends wholly on the concept of survival and existence. Similar to those of Desai, Atwood’s heroines attempt to discover their inner self as they feel that they are like emotional refugees seeking shelter in a terrain that they cannot identify themselves with. Most of her characters, especially women feel emotionally maimed and undergo a constant turmoil to connect with the now and present.","PeriodicalId":42230,"journal":{"name":"Asiatic-IIUM Journal of English Language and Literature","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136005149","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 : 2023-01-01DOI: 10.54513/joell.2023.10202
Nima Wangchuk
Student perceptions of what constitutes good academic writing (AW) in higher education often differ. This is reflected in written assignments, which frequently fall below the expected standard. In seeking to develop the writing skills of students and propose potential solutions to writing difficulties, a study was conducted in Gedu College of Business Studies, (GCBS) Royal University of Bhutan. (RUB). This paper reports the findings generated using unmoderated focus groups of second-year students and third-year students of Bachelor of Business Administration (BBA) & Bachelor of Commerce (B. Com) GCBS. The findings indicated that students’ perceptions of what constitutes AW differed. The barriers to academic writing that were identified were lack of time and confidence, lack of extended writing, lack of reading and understanding of academic texts or journals, referencing and academic jargon.
{"title":"ACADEMIC WRITING: CHALLENGES AND WAYFORWARD A PERSPECTIVE FROM UNDERGRADUATE STUDENTS","authors":"Nima Wangchuk","doi":"10.54513/joell.2023.10202","DOIUrl":"https://doi.org/10.54513/joell.2023.10202","url":null,"abstract":"Student perceptions of what constitutes good academic writing (AW) in higher education often differ. This is reflected in written assignments, which frequently fall below the expected standard. In seeking to develop the writing skills of students and propose potential solutions to writing difficulties, a study was conducted in Gedu College of Business Studies, (GCBS) Royal University of Bhutan. (RUB). This paper reports the findings generated using unmoderated focus groups of second-year students and third-year students of Bachelor of Business Administration (BBA) & Bachelor of Commerce (B. Com) GCBS. The findings indicated that students’ perceptions of what constitutes AW differed. The barriers to academic writing that were identified were lack of time and confidence, lack of extended writing, lack of reading and understanding of academic texts or journals, referencing and academic jargon.","PeriodicalId":42230,"journal":{"name":"Asiatic-IIUM Journal of English Language and Literature","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136138678","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 : 2023-01-01DOI: 10.54513/joell.2023.10215
Ms. Swati Mohite, Dr. Pradnya Vijay Ghorpade
The African classical tradition finds its development in African novel as African novels deals with variety of themes such as art, religion, apartheid, culture, tradition, ironies of life, colonial and post-colonial realities etc. African and Caribbean writing often celebrates black womanhood in a move towards a specifically African feminism. Mother is a person who nurtures and protects. African Literature in all ages celebrates motherhood and gives prime focus to motherhood in women’s’ life. Flora Nwapa, the Mother of female African Literature in English also treats motherhood as her main theme. Nwapa through her works portrays Igbo culture and Igbo Tradition. The lead characters in Efuru and Idu log for motherhood in their life and suffer in life because of it. Though successful in life in all other aspects they are considered incomplete because they are barren. Both the works deals with Motherhood and marriage as its prime focus and suffering of a woman and her quest for selfhood in the family and in society at large.
{"title":"AFRICAN WOMEN’S QUEST FOR MOTHERHOOD IN FLORA NWAPA’S NOVELS EFURU AND IDU","authors":"Ms. Swati Mohite, Dr. Pradnya Vijay Ghorpade","doi":"10.54513/joell.2023.10215","DOIUrl":"https://doi.org/10.54513/joell.2023.10215","url":null,"abstract":"The African classical tradition finds its development in African novel as African novels deals with variety of themes such as art, religion, apartheid, culture, tradition, ironies of life, colonial and post-colonial realities etc. African and Caribbean writing often celebrates black womanhood in a move towards a specifically African feminism. Mother is a person who nurtures and protects. African Literature in all ages celebrates motherhood and gives prime focus to motherhood in women’s’ life. Flora Nwapa, the Mother of female African Literature in English also treats motherhood as her main theme. Nwapa through her works portrays Igbo culture and Igbo Tradition. The lead characters in Efuru and Idu log for motherhood in their life and suffer in life because of it. Though successful in life in all other aspects they are considered incomplete because they are barren. Both the works deals with Motherhood and marriage as its prime focus and suffering of a woman and her quest for selfhood in the family and in society at large.","PeriodicalId":42230,"journal":{"name":"Asiatic-IIUM Journal of English Language and Literature","volume":"65 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86592771","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 : 2023-01-01DOI: 10.54513/joell.2023.10203
Peace Chinwendu Israel, Nancy Boadu, Richard Johnson
This qualitative study investigated classroom graffiti in connection to language, meaning and cognition. The aim was to unearth the intersection between the inscriptions on the walls of classrooms, the cognitive processes involved in such discourse and the context. The theoretical orientation hinged on a combination of cognitive discourse analysis (Tenbrink, 2015) and socio-semiotic approaches of language study (Halliday & Matthiessen, 1999). Through the purposive sampling technique, 40 classroom graffiti were captured from the classroom walls at Swedru School of Business, a senior high school in the Agona West Municipality in the Central Region of Ghana. The graffiti were captured with a Samsung smart phone camera within the months of February and March, 2023. The findings revealed that the following themes (ideologies) were expressed in classroom graffiti: violence/threat, vulgarity, warning, nickname, love/encouragement and awareness, with violence/threat being the most recurring ideology and awareness the least. It was concluded that there is a strong connection between graffiti and cognition and evaluating the form of language in any socio-cultural setting is synonymous to evaluating the cognitive tendencies of the members of such community.
{"title":"CLASSROOM GRAFFITI: INVESTIGATING LANGUAGE AND COGNITION","authors":"Peace Chinwendu Israel, Nancy Boadu, Richard Johnson","doi":"10.54513/joell.2023.10203","DOIUrl":"https://doi.org/10.54513/joell.2023.10203","url":null,"abstract":"This qualitative study investigated classroom graffiti in connection to language, meaning and cognition. The aim was to unearth the intersection between the inscriptions on the walls of classrooms, the cognitive processes involved in such discourse and the context. The theoretical orientation hinged on a combination of cognitive discourse analysis (Tenbrink, 2015) and socio-semiotic approaches of language study (Halliday & Matthiessen, 1999). Through the purposive sampling technique, 40 classroom graffiti were captured from the classroom walls at Swedru School of Business, a senior high school in the Agona West Municipality in the Central Region of Ghana. The graffiti were captured with a Samsung smart phone camera within the months of February and March, 2023. The findings revealed that the following themes (ideologies) were expressed in classroom graffiti: violence/threat, vulgarity, warning, nickname, love/encouragement and awareness, with violence/threat being the most recurring ideology and awareness the least. It was concluded that there is a strong connection between graffiti and cognition and evaluating the form of language in any socio-cultural setting is synonymous to evaluating the cognitive tendencies of the members of such community.","PeriodicalId":42230,"journal":{"name":"Asiatic-IIUM Journal of English Language and Literature","volume":"18 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87309266","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 : 2023-01-01DOI: 10.54513/joell.2023.10101
Caste is a stigma in Indian society and has hampered its growth. Because of this, a section of society has perpetually dictated the lower castes. The upper caste has tormented Dalits economically and socially for primary needs such as water, an essential need for both humans and animals. The upper castes have forbidden the right to water to a lower caste. The upper classes felt that a touch of Dalit would contaminate the water. If a Dalit happened to trod into a pond, the Indian priest had to sanctify the defiled water with a yajna. This situation led to many heart-rending casualties. This paper will investigate how the denial of even the fundamental right to water has rendered trouble in the lives of Dalits in India. Though the Dalit leaders had launched Satyagraha for Dalits to use a public tank in Maharashtra, the upper caste Hindus banned, the lower caste Hindus' access to water bodies. The present study will shed light on water issues, specifically in Dalit literature by non-Dalit writers. Do upper caste Hindus still keep separate water bodies for themselves? To what degree have progressive writers displayed it in their writings?
{"title":"WATER CRISIS IN DALIT LITERAURE : FICTION AND REALITY","authors":"","doi":"10.54513/joell.2023.10101","DOIUrl":"https://doi.org/10.54513/joell.2023.10101","url":null,"abstract":"Caste is a stigma in Indian society and has hampered its growth. Because of this, a section of society has perpetually dictated the lower castes. The upper caste has tormented Dalits economically and socially for primary needs such as water, an essential need for both humans and animals. The upper castes have forbidden the right to water to a lower caste. The upper classes felt that a touch of Dalit would contaminate the water. If a Dalit happened to trod into a pond, the Indian priest had to sanctify the defiled water with a yajna. This situation led to many heart-rending casualties. This paper will investigate how the denial of even the fundamental right to water has rendered trouble in the lives of Dalits in India. Though the Dalit leaders had launched Satyagraha for Dalits to use a public tank in Maharashtra, the upper caste Hindus banned, the lower caste Hindus' access to water bodies. The present study will shed light on water issues, specifically in Dalit literature by non-Dalit writers. Do upper caste Hindus still keep separate water bodies for themselves? To what degree have progressive writers displayed it in their writings?","PeriodicalId":42230,"journal":{"name":"Asiatic-IIUM Journal of English Language and Literature","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89551496","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 : 2023-01-01DOI: 10.54513/joell.2023.10113
Megersa Bejiga, T. Olana, Zeleke Teshome
The usage of the mother-tongue in EFL classroom should not go beyond what is necessary for effective target language learning. Most studies are concerned with how MT is used in TL classroom than how much it is used. This study, therefore, aimed to investigate the extent mother-tongue (Amharic and/or Afan Oromo) use by teachers and students in grade nine. A case study research design was used in which observation was the main data collection tool, and data was analyzed quantitatively. The result of teachers’ extent of mother-tongue use showed a ratio of 11% MT to 89% TL. This implied that teachers’ use of MT is considered optimal as (Macaro’s, 2011) standard that teachers’ should use 80% of lesson time in TL. On the other hand, students’ finding showed a ratio of 47% of MT to 53% of TL use. It implied that students’ use of MT is well beyond what is considered optimal by (Atkinson’s, 1987) standard that a ratio of about 5% native language to about 95% TL may be more profitable. Students’ incompetence in TL was seen as major factor for students’ use of MT in English classroom. Based on these findings, the researcher recommended that students should be given sufficient opportunity to use TL in English classroom, and teachers should also be well trained on how to manage MT use in English classroom.
{"title":"EXTENT OF MOTHER-TONGUE USE IN ENGLISH CLASSROOM","authors":"Megersa Bejiga, T. Olana, Zeleke Teshome","doi":"10.54513/joell.2023.10113","DOIUrl":"https://doi.org/10.54513/joell.2023.10113","url":null,"abstract":"The usage of the mother-tongue in EFL classroom should not go beyond what is necessary for effective target language learning. Most studies are concerned with how MT is used in TL classroom than how much it is used. This study, therefore, aimed to investigate the extent mother-tongue (Amharic and/or Afan Oromo) use by teachers and students in grade nine. A case study research design was used in which observation was the main data collection tool, and data was analyzed quantitatively. The result of teachers’ extent of mother-tongue use showed a ratio of 11% MT to 89% TL. This implied that teachers’ use of MT is considered optimal as (Macaro’s, 2011) standard that teachers’ should use 80% of lesson time in TL. On the other hand, students’ finding showed a ratio of 47% of MT to 53% of TL use. It implied that students’ use of MT is well beyond what is considered optimal by (Atkinson’s, 1987) standard that a ratio of about 5% native language to about 95% TL may be more profitable. Students’ incompetence in TL was seen as major factor for students’ use of MT in English classroom. Based on these findings, the researcher recommended that students should be given sufficient opportunity to use TL in English classroom, and teachers should also be well trained on how to manage MT use in English classroom.","PeriodicalId":42230,"journal":{"name":"Asiatic-IIUM Journal of English Language and Literature","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88875334","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 : 2023-01-01DOI: 10.54513/joell.2023.10210
Peicheng Ina Wei
This article focuses on the importance of intercultural communicative competence (ICC) and its significance in language learning. The paper provides an overview of effective strategies for enhancing students' ICC in classroom discourse, such as questioning skills and oral corrective feedback (OCF). By employing these techniques, teachers can enhance students' critical thinking and language proficiency, ultimately equipping them with the skills needed to navigate intercultural communication successfully. However, the article notes that the use of OCF requires careful consideration and execution in the context of classroom discourse. Overall, this article provides a comprehensive guide for language teachers to improve their students' ICC and to prepare them for successful communication in diverse cultural settings. Teachers and educators ought to pay attention to social and contextual aspects of language use, learners' language proficiency, individual differences, and learning context when giving feedback to students.
{"title":"UNLOCKING ESL AND EFL LEARNERS’ INTERCULTURAL COMMUNICATIVE COMPETENCE: THE USE OF QUESTIONING SKILLS AND FEEDBACK STRATEGIES","authors":"Peicheng Ina Wei","doi":"10.54513/joell.2023.10210","DOIUrl":"https://doi.org/10.54513/joell.2023.10210","url":null,"abstract":"This article focuses on the importance of intercultural communicative competence (ICC) and its significance in language learning. The paper provides an overview of effective strategies for enhancing students' ICC in classroom discourse, such as questioning skills and oral corrective feedback (OCF). By employing these techniques, teachers can enhance students' critical thinking and language proficiency, ultimately equipping them with the skills needed to navigate intercultural communication successfully. However, the article notes that the use of OCF requires careful consideration and execution in the context of classroom discourse. Overall, this article provides a comprehensive guide for language teachers to improve their students' ICC and to prepare them for successful communication in diverse cultural settings. Teachers and educators ought to pay attention to social and contextual aspects of language use, learners' language proficiency, individual differences, and learning context when giving feedback to students.","PeriodicalId":42230,"journal":{"name":"Asiatic-IIUM Journal of English Language and Literature","volume":"94 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84124564","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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