Pub Date : 2023-03-18DOI: 10.30870/jels.v8i1.18266
Devika Adelita, Rahmah Fithriani
{"title":"Gamified EFL learning: Utilizing 4 Pics 1 Word Application in Vocabulary Class","authors":"Devika Adelita, Rahmah Fithriani","doi":"10.30870/jels.v8i1.18266","DOIUrl":"https://doi.org/10.30870/jels.v8i1.18266","url":null,"abstract":"","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"54 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75947880","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 : 2023-03-18DOI: 10.30870/jels.v8i1.18361
Nur Fadillah Nurchalis, Nurzamzam Nurzamzam
{"title":"The Ways to Optimize Mobile Phone Usage in English Instructional Activities","authors":"Nur Fadillah Nurchalis, Nurzamzam Nurzamzam","doi":"10.30870/jels.v8i1.18361","DOIUrl":"https://doi.org/10.30870/jels.v8i1.18361","url":null,"abstract":"","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"41 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73956340","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 : 2023-03-18DOI: 10.30870/jels.v8i1.18622
Muhammad Sulthon Ubaidillah, Daviq Rizal
{"title":"Textbook As A Medium of Interaction and Learning In English Language Learning; Qualitative Systematic Review","authors":"Muhammad Sulthon Ubaidillah, Daviq Rizal","doi":"10.30870/jels.v8i1.18622","DOIUrl":"https://doi.org/10.30870/jels.v8i1.18622","url":null,"abstract":"","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"71 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83857450","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}
Belle Beatriex Alemania, Jannah Mae Beltran, Mark Ian Betancor, Princess Jan Erika Eli, Michael Angelo Escueta, Mica Janelle Espiritu, Henelsie Mendoza
The implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines compelled education stakeholders to integrate translanguaging in teaching and learning. The sudden shift to a multilingual language learning framework proved to be challenging to both teachers and learners since education policy discourses continue to support monolingual classroom methodologies (Lin, 2013). However, little work has been done to investigate the attitudes of pre-service English language teachers (ELTs) in using translanguaging and the extent to which they are willing to accommodate other languages in their future second language (L2) classes. Thus, the present study explores the translanguaging attitudes and language positions of pre-service ELTs in a Philippine state university and compares their translanguaging attitudes and language positions by gender, year level, and academic performance. Data from 120 pre-service ELTs were gathered using the translanguaging attitudinal survey of Fang and Liu (2020) and the language positions survey questionnaire of Anderson and Lightfoot (2018). The responses were analyzed using descriptive statistics, t-test, and one-way analysis of variance (ANOVA). Findings revealed that the participants possess a positive view of translanguaging for content-oriented and classroom-oriented purposes. The majority of the participants also belong to the maximal position of Macaro’s (2001) continuum of perspective. There is also a significant difference between the participants’ translanguaging attitudes and language positions in relation to their year level. Overall, the results suggest a need for teacher education institutions (TEIs) to explicitly incorporate multilingual practices into their curriculum to increase the acceptance of using translanguaging in multilingual L2 classrooms
菲律宾实施以母语为基础的多语教育(MTB-MLE)，迫使教育利益相关者将翻译纳入教学。事实证明，突然转向多语言学习框架对教师和学习者都具有挑战性，因为教育政策话语继续支持单语课堂方法(Lin, 2013)。然而，很少有人调查职前英语教师(elt)在使用翻译语言方面的态度，以及他们在未来的第二语言(L2)课程中愿意融入其他语言的程度。因此，本研究探讨了菲律宾一所州立大学职前英语学习者的跨语言态度和语言地位，并将其跨语言态度和语言地位按性别、年级和学业成绩进行比较。使用Fang and Liu(2020)的跨语言态度调查和Anderson and Lightfoot(2018)的语言职位调查问卷收集了120名职前英语学习者的数据。采用描述性统计、t检验和单因素方差分析(ANOVA)对应答进行分析。调查结果显示，参与者对内容导向和课堂导向的翻译语言持积极态度。大多数参与者也属于Macaro(2001)视角连续体的最大位置。参与者的跨语言态度和语言立场也与他们的年级水平有显著差异。总体而言，研究结果表明，教师教育机构(TEIs)需要明确地将多语言实践纳入其课程，以提高在多语言第二语言课堂中使用翻译语言的接受度
{"title":"Examining the attitudes towards translanguaging and language positions of pre-service English language teachers","authors":"Belle Beatriex Alemania, Jannah Mae Beltran, Mark Ian Betancor, Princess Jan Erika Eli, Michael Angelo Escueta, Mica Janelle Espiritu, Henelsie Mendoza","doi":"10.59960/10.a5","DOIUrl":"https://doi.org/10.59960/10.a5","url":null,"abstract":"The implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines compelled education stakeholders to integrate translanguaging in teaching and learning. The sudden shift to a multilingual language learning framework proved to be challenging to both teachers and learners since education policy discourses continue to support monolingual classroom methodologies (Lin, 2013). However, little work has been done to investigate the attitudes of pre-service English language teachers (ELTs) in using translanguaging and the extent to which they are willing to accommodate other languages in their future second language (L2) classes. Thus, the present study explores the translanguaging attitudes and language positions of pre-service ELTs in a Philippine state university and compares their translanguaging attitudes and language positions by gender, year level, and academic performance. Data from 120 pre-service ELTs were gathered using the translanguaging attitudinal survey of Fang and Liu (2020) and the language positions survey questionnaire of Anderson and Lightfoot (2018). The responses were analyzed using descriptive statistics, t-test, and one-way analysis of variance (ANOVA). Findings revealed that the participants possess a positive view of translanguaging for content-oriented and classroom-oriented purposes. The majority of the participants also belong to the maximal position of Macaro’s (2001) continuum of perspective. There is also a significant difference between the participants’ translanguaging attitudes and language positions in relation to their year level. Overall, the results suggest a need for teacher education institutions (TEIs) to explicitly incorporate multilingual practices into their curriculum to increase the acceptance of using translanguaging in multilingual L2 classrooms","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"98 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82452149","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 idea of co-operativeness in conversations where people work together to produce shared meanings has become highly recognized in the literature on women’s language. In a conversation, women are seen to collaborate in the production of text, making the talk dialogic and not monologic. This paper looks into the usual features of all-female conversations to find out if women co-operate in the conversational floor. More specifically, the paper identifies aspects of interactional patterns such as topic development, interruptions, overlaps and minimal responses which may confirm co-operativeness in women talk. The paper includes three all-female conversations of college students, teachers
{"title":"Unmasking the gossipy chat: Co-operativeness in all-female conversations","authors":"Anne Richie Balgos","doi":"10.59960/10.a3","DOIUrl":"https://doi.org/10.59960/10.a3","url":null,"abstract":"The idea of co-operativeness in conversations where people work together to produce shared meanings has become highly recognized in the literature on women’s language. In a conversation, women are seen to collaborate in the production of text, making the talk dialogic and not monologic. This paper looks into the usual features of all-female conversations to find out if women co-operate in the conversational floor. More specifically, the paper identifies aspects of interactional patterns such as topic development, interruptions, overlaps and minimal responses which may confirm co-operativeness in women talk. The paper includes three all-female conversations of college students, teachers","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"58 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74207178","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 paper examines the reshaping of the English curriculum in higher education in the Philippines during the COVID-19 pandemic. With lockdown protocols enforced in the capital region Metro Manila, formal education has shifted to digital format. In this study, we focus on the case of a top-ranked university in Manila, which has implemented a full-scale online conversion of course content and delivery beginning Academic Year 2020-2021. Focusing on the English language curriculum, we explore online teaching as a figured world, a realm that shapes and is shaped by discourses and artifacts co-constructed by characters in this new landscape. This qualitative study presents the thematic analysis of institutional documents produced by policy makers and teachers that set the parameters for the digitization of English language units. The findings have implications for expanding epistemologies on the pandemic-induced, digital reconfiguration of higher education in Global South settings
{"title":"The digital reshaping of English instruction in a Philippine university during the time of pandemic","authors":"P. Tenedero, R. Lintao, M. Madrunio","doi":"10.59960/10.a2","DOIUrl":"https://doi.org/10.59960/10.a2","url":null,"abstract":"This paper examines the reshaping of the English curriculum in higher education in the Philippines during the COVID-19 pandemic. With lockdown protocols enforced in the capital region Metro Manila, formal education has shifted to digital format. In this study, we focus on the case of a top-ranked university in Manila, which has implemented a full-scale online conversion of course content and delivery beginning Academic Year 2020-2021. Focusing on the English language curriculum, we explore online teaching as a figured world, a realm that shapes and is shaped by discourses and artifacts co-constructed by characters in this new landscape. This qualitative study presents the thematic analysis of institutional documents produced by policy makers and teachers that set the parameters for the digitization of English language units. The findings have implications for expanding epistemologies on the pandemic-induced, digital reconfiguration of higher education in Global South settings","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"62 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84724333","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}
Research to date suggests that extensive reading (ER) can help develop learners’ language competence. Students who read a great deal in the target language are more likely to develop a higher overall proficiency. This article aimed to examine the extent, range, and nature of research activities on ER and identify gaps in the existing literature on the effects of ER on language learning. To identify relevant studies, EBSCOhost, ProQuest, and Web of Science databases were searched using the following search terms: extensive reading or graded readers or free voluntary reading (TI) and extensive reading or graded readers or free voluntary reading (AB). A total of 109 studies published from 2001– 2021 were then analysed to determine the characteristics and emergent themes of prior studies on ER. Our analysis revealed that the existing studies placed greater emphasis on improving learners’ reading attitudes than learners’ linguistic abilities and language use (e.g., speaking and writing skills). Given the potential impact of ER on students’ overall language development, not just increased reading proficiency and skills, the ER research base should be substantially expanded so that we know more about its effects on diverse aspects of language learning.
迄今为止的研究表明，泛读有助于培养学习者的语言能力。大量阅读目标语言的学生更有可能发展出更高的整体熟练程度。本文的目的是考察关于ER的研究活动的程度、范围和性质，并找出现有文献中关于ER对语言学习影响的空白。为了确定相关研究，我们使用以下搜索词对EBSCOhost、ProQuest和Web of Science数据库进行了检索:广泛阅读或分级阅读或免费自愿阅读(TI)和广泛阅读或分级阅读或免费自愿阅读(AB)。然后分析了2001年至2021年发表的109项研究，以确定先前关于ER的研究的特征和新主题。我们的分析显示，现有的研究更强调提高学习者的阅读态度，而不是学习者的语言能力和语言使用(如口语和写作技能)。考虑到英语阅读对学生整体语言发展的潜在影响，而不仅仅是提高阅读水平和技能，我们应该大幅扩大英语阅读的研究基础，以便我们更多地了解它对语言学习各个方面的影响。
{"title":"Extensive reading research: What have we learned and what questions remain?","authors":"Maria Hidayati, W. Renandya, Y. Basthomi","doi":"10.59960/10.a1","DOIUrl":"https://doi.org/10.59960/10.a1","url":null,"abstract":"Research to date suggests that extensive reading (ER) can help develop learners’ language competence. Students who read a great deal in the target language are more likely to develop a higher overall proficiency. This article aimed to examine the extent, range, and nature of research activities on ER and identify gaps in the existing literature on the effects of ER on language learning. To identify relevant studies, EBSCOhost, ProQuest, and Web of Science databases were searched using the following search terms: extensive reading or graded readers or free voluntary reading (TI) and extensive reading or graded readers or free voluntary reading (AB). A total of 109 studies published from 2001– 2021 were then analysed to determine the characteristics and emergent themes of prior studies on ER. Our analysis revealed that the existing studies placed greater emphasis on improving learners’ reading attitudes than learners’ linguistic abilities and language use (e.g., speaking and writing skills). Given the potential impact of ER on students’ overall language development, not just increased reading proficiency and skills, the ER research base should be substantially expanded so that we know more about its effects on diverse aspects of language learning.","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"84 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76208536","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 study examines how Filipino language news interviews in television broadcasting fit into Brown and Levinson’s (1987) politeness concepts and Culpeper’s (1996) impoliteness theory. It focuses specifically on what (im)politeness strategies are employed within the confines of two key elements in broadcast interviews, namely, turn-taking and question design. Underpinned by (im) politeness theories and with conversational analysis (CA) in media discourse as a method, this qualitative inquiry is an attempt to fill in the gap from a lack of empirical data in CA involving broadcast texts in Southeast Asian and Filipino contexts. Findings show a tendency for broadcast interviewers to use polite markers, honorifics
{"title":"“Double padded” politeness: (Im)politeness in broadcast interviews by GMA-7’s Jessica Sojo and ABC-5’s Raffy Tulfo","authors":"R. I. Santos","doi":"10.59960/10.a4","DOIUrl":"https://doi.org/10.59960/10.a4","url":null,"abstract":"This study examines how Filipino language news interviews in television broadcasting fit into Brown and Levinson’s (1987) politeness concepts and Culpeper’s (1996) impoliteness theory. It focuses specifically on what (im)politeness strategies are employed within the confines of two key elements in broadcast interviews, namely, turn-taking and question design. Underpinned by (im) politeness theories and with conversational analysis (CA) in media discourse as a method, this qualitative inquiry is an attempt to fill in the gap from a lack of empirical data in CA involving broadcast texts in Southeast Asian and Filipino contexts. Findings show a tendency for broadcast interviewers to use polite markers, honorifics","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"14 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82898070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-09DOI: 10.17576/3l-2022-2804-10
Teun de Rycker
{"title":"Interactional Inhospitableness: A Re-Analysis of the Mansplaining Incident in Rebecca Solnit’s (2008) Essay “Men Explain Things to Me”","authors":"Teun de Rycker","doi":"10.17576/3l-2022-2804-10","DOIUrl":"https://doi.org/10.17576/3l-2022-2804-10","url":null,"abstract":"","PeriodicalId":44950,"journal":{"name":"3L-Language Linguistics Literature-The Southeast Asian Journal of English Language Studies","volume":"64 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85788672","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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