Pub Date : 2023-12-15DOI: 10.24093/awej/vol14no4.21
Nguyen Tran Uyen Nhi, Asmaa AlSaqqaf
This paper aims to investigate whether the scaffolding model named “Diagnosing, Modelling and Sharing, Guiding, and Applying” enhances the EFL speaking skills among ESP learners at public university in Vietnam. It also attempts to explore these ESP learners’ perceptions towards this scaffolding-based module. The study employed The study employed a mixed method research approach with an explanatory sequential research design. The participants were a total of 50 first-year undergraduate students of the ESP Department at a public university in Vietnam, who were equally divided into two intact groups, namely the intervention group and the control group. The scaffolding model was implemented in the teaching module during the 16-week intervention. The results of the Wilcoxon test of the pretest and post-test of the intervention group revealed a significant difference in the EFL speaking performance among the Vietnamese ESP learners with a p value of 0.00, and an increase in the mean score of the pre-test from 5.5 to 6.7 in the post-test, and with a large effect size (r =.42). On the other hand, no significant result was reported from the control group (p=0.20, the pretest mean score= 5.80, and the post-test mean score=5.89). It is hoped that this study could provide a scaffolding framework that is compatible with the emerging needs of teaching innovation. This research also suggests a long-term strategy for innovating English teaching and learning, which is a core goal of Vietnam National Foreign Language Project 2030.
{"title":"Impact of a DMGA Scaffolding-Based Module on Improving the EFL Speaking Skills among Vietnamese ESP Learners","authors":"Nguyen Tran Uyen Nhi, Asmaa AlSaqqaf","doi":"10.24093/awej/vol14no4.21","DOIUrl":"https://doi.org/10.24093/awej/vol14no4.21","url":null,"abstract":"This paper aims to investigate whether the scaffolding model named “Diagnosing, Modelling and Sharing, Guiding, and Applying” enhances the EFL speaking skills among ESP learners at public university in Vietnam. It also attempts to explore these ESP learners’ perceptions towards this scaffolding-based module. The study employed The study employed a mixed method research approach with an explanatory sequential research design. The participants were a total of 50 first-year undergraduate students of the ESP Department at a public university in Vietnam, who were equally divided into two intact groups, namely the intervention group and the control group. The scaffolding model was implemented in the teaching module during the 16-week intervention. The results of the Wilcoxon test of the pretest and post-test of the intervention group revealed a significant difference in the EFL speaking performance among the Vietnamese ESP learners with a p value of 0.00, and an increase in the mean score of the pre-test from 5.5 to 6.7 in the post-test, and with a large effect size (r =.42). On the other hand, no significant result was reported from the control group (p=0.20, the pretest mean score= 5.80, and the post-test mean score=5.89). It is hoped that this study could provide a scaffolding framework that is compatible with the emerging needs of teaching innovation. This research also suggests a long-term strategy for innovating English teaching and learning, which is a core goal of Vietnam National Foreign Language Project 2030.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"148 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138997308","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 : 2023-12-15DOI: 10.24093/awej/vol14no4.1
Joel C Meniado
This study aimed to explore the impact of ChatGPT on English language teaching, learning, and assessment. Specifically, it aimed to answer the following questions: 1) How can ChatGPT enhance English language learning, teaching, and assessment? and 2) What are the issues associated with ChatGPT in terms of language teaching, learning, and assessment? Utilizing Rapid Literature Review as a methodology guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this study found that ChatGPT can support and enhance English language learning by providing meaning-focused inputs, offering scaffoldings during the production of meaning-focused outputs, giving feedback on the accuracy of learners’ language outputs, and facilitating fluency development through extensive language practice. Moreover, this study also found that ChatGPT can enhance English language teaching by assisting teachers in designing bespoke lesson plans, facilitating language learning inside and outside language classrooms, developing customized instructional materials, assessing L2 learning, and giving immediate, individualized feedback. However, despite the benefits it can provide to English language teachers and learners, its use in the classroom is faced with many issues such as inaccurate responses, academic dishonesty and plagiarism, skills deterioration, generic responses, inherent biases, privacy breaches, non-emotionality, technical limitations, educational inequity, and teacher job security threat. Detailed results and implications for policymaking and language teacher development are discussed.
{"title":"The Impact of ChatGPT on English Language Teaching, Learning, and Assessment: A Rapid Review of Literature","authors":"Joel C Meniado","doi":"10.24093/awej/vol14no4.1","DOIUrl":"https://doi.org/10.24093/awej/vol14no4.1","url":null,"abstract":"This study aimed to explore the impact of ChatGPT on English language teaching, learning, and assessment. Specifically, it aimed to answer the following questions: 1) How can ChatGPT enhance English language learning, teaching, and assessment? and 2) What are the issues associated with ChatGPT in terms of language teaching, learning, and assessment? Utilizing Rapid Literature Review as a methodology guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, this study found that ChatGPT can support and enhance English language learning by providing meaning-focused inputs, offering scaffoldings during the production of meaning-focused outputs, giving feedback on the accuracy of learners’ language outputs, and facilitating fluency development through extensive language practice. Moreover, this study also found that ChatGPT can enhance English language teaching by assisting teachers in designing bespoke lesson plans, facilitating language learning inside and outside language classrooms, developing customized instructional materials, assessing L2 learning, and giving immediate, individualized feedback. However, despite the benefits it can provide to English language teachers and learners, its use in the classroom is faced with many issues such as inaccurate responses, academic dishonesty and plagiarism, skills deterioration, generic responses, inherent biases, privacy breaches, non-emotionality, technical limitations, educational inequity, and teacher job security threat. Detailed results and implications for policymaking and language teacher development are discussed.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"49 4","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138997765","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 : 2023-12-15DOI: 10.24093/awej/vol14no4.3
Lubna Alnaeem, Amal Alwasidi
A primary effort has been exerted in the literature to examine how influential affective factors are in language learning. The present study extends these attempts and aims at reviewing the levels of shyness and willingness to communicate among EFL learners and the relation between these two affective factors and their impact on communication skills inside the class from the students’ perspectives. It sheds light on the need to consider the effects of these personal traits on students’ learning. 360 Saudi EFL learners at a Saudi public university completed the shyness and willingness to communicate scales. For further analysis, the researchers interviewed 27 students to explore their perceptions of how these two aspects affect their communication skills inside the class. Quantitative data analysis showed that most participants were at the mid-levels of both scales. Furthermore, there was a negative correlation between the participants’ shyness and their overall willingness to communicate and its subcategories, with the highest correlation value between shyness and these subcategories: strangers, meetings, and public speaking. Qualitative analysis exhibited the participants’ perceptions, misconceptions, correlations of the two variables, and determinants of the participants’ levels of shyness and WTC. The findings of this study shed light on the importance of considering these factors for more successful learning/teaching experiences.
{"title":"Shyness and Willingness to Communicate: Levels, Correlations, and Perspectives of Saudi EFL Learners","authors":"Lubna Alnaeem, Amal Alwasidi","doi":"10.24093/awej/vol14no4.3","DOIUrl":"https://doi.org/10.24093/awej/vol14no4.3","url":null,"abstract":"A primary effort has been exerted in the literature to examine how influential affective factors are in language learning. The present study extends these attempts and aims at reviewing the levels of shyness and willingness to communicate among EFL learners and the relation between these two affective factors and their impact on communication skills inside the class from the students’ perspectives. It sheds light on the need to consider the effects of these personal traits on students’ learning. 360 Saudi EFL learners at a Saudi public university completed the shyness and willingness to communicate scales. For further analysis, the researchers interviewed 27 students to explore their perceptions of how these two aspects affect their communication skills inside the class. Quantitative data analysis showed that most participants were at the mid-levels of both scales. Furthermore, there was a negative correlation between the participants’ shyness and their overall willingness to communicate and its subcategories, with the highest correlation value between shyness and these subcategories: strangers, meetings, and public speaking. Qualitative analysis exhibited the participants’ perceptions, misconceptions, correlations of the two variables, and determinants of the participants’ levels of shyness and WTC. The findings of this study shed light on the importance of considering these factors for more successful learning/teaching experiences.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"76 7","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998811","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 : 2023-12-15DOI: 10.24093/awej/vol14no4.12
Turgay Kucuk
This article examines the role, advantages, and obstacles associated with the utilization of Information and Communication Technology tools in the context of language learning and teaching. The primary objective of this study is to explore the advantages of technology tools throughout various domains of life, particularly in the context of education, encompassing students, instructors, and parents. Additionally, this study aims to investigate both the detriments and advantages associated with using these tools. This study utilized a Likert-scale questionnaire administered through Google Forms to gather student perspectives. Additionally, face-to-face interviews were done with a sample size of 31 students. Upon analysis of the findings, it was discovered that the students had a predominantly favorable disposition towards these instruments. They stated that these tools contributed to their language learning and improved language skills. According to the findings of the study, the mobile phone emerged as the predominant instrument among students, with a utilization rate of 84%. Furthermore, certain drawbacks have been identified through empirical investigations, in addition to the mentioned advantages. Recent findings indicate that the utilization of Information and Communication Technology (ICT) tools in educational settings has been associated with many negative consequences. These include the potential for distraction among students, their increased isolation, and the exacerbation of existing disparities among students from diverse economic backgrounds. The prevailing consensus derived from extensive study suggests that Information and Communication Technology (ICT) tools possess a greater number of benefits in the realm of language learning and instruction, as opposed to drawbacks.
{"title":"Students’ Perceptions of The Use of ICT Tools in Language Preparatory School","authors":"Turgay Kucuk","doi":"10.24093/awej/vol14no4.12","DOIUrl":"https://doi.org/10.24093/awej/vol14no4.12","url":null,"abstract":"This article examines the role, advantages, and obstacles associated with the utilization of Information and Communication Technology tools in the context of language learning and teaching. The primary objective of this study is to explore the advantages of technology tools throughout various domains of life, particularly in the context of education, encompassing students, instructors, and parents. Additionally, this study aims to investigate both the detriments and advantages associated with using these tools. This study utilized a Likert-scale questionnaire administered through Google Forms to gather student perspectives. Additionally, face-to-face interviews were done with a sample size of 31 students. Upon analysis of the findings, it was discovered that the students had a predominantly favorable disposition towards these instruments. They stated that these tools contributed to their language learning and improved language skills. According to the findings of the study, the mobile phone emerged as the predominant instrument among students, with a utilization rate of 84%. Furthermore, certain drawbacks have been identified through empirical investigations, in addition to the mentioned advantages. Recent findings indicate that the utilization of Information and Communication Technology (ICT) tools in educational settings has been associated with many negative consequences. These include the potential for distraction among students, their increased isolation, and the exacerbation of existing disparities among students from diverse economic backgrounds. The prevailing consensus derived from extensive study suggests that Information and Communication Technology (ICT) tools possess a greater number of benefits in the realm of language learning and instruction, as opposed to drawbacks.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"331 12","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138996664","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 : 2023-12-15DOI: 10.24093/awej/vol14no4.2
Raquel Criado, Patricia González-Romero
In Foreign Language Teaching, investigating the multiple variables that intervene in first language use is essential to uncover learning processes and design optimal teaching practices. Past studies have mainly focused on identifying teachers’ reasons for their first language use, while research on learners’ views is scarce. This mixed-method case study aims to provide a comprehensive description of first language use in a foreign language classroom through the examination of its pedagogical functions and the corresponding views held by the teacher and his students. This article adds to the scholarly body of knowledge about the role of first language use in Foreign Language Teaching with the yielding of constructive insights from non-formal education–a non-previously researched context. Specifically, this study was conducted in “Mar Menor” Center of Adult Education (Southern Spain). The main research questions address the quantification of the pedagogical functions of first language use generated by the instructor in certain classes and the comparison of his views with those of his students, concerning L1 use in general teaching and his sessions. Data comprised classroom observations, teacher’s stimulated recalls, students’ diaries and questionnaires addressed to both sets of participants. The results revealed the multifunctional nature of the teacher’s first language use and a fairly degree of alignment between his views and those of his students. This study underscores the importance of fostering learners’ agency. Furthermore, its findings can potentially inform Foreign Language Teaching by deepening the understanding of the myriad of factors and perspectives involved in first language use.
在外语教学中，调查干预第一语言使用的多种变量对于揭示学习过程和设计最佳教学实践至关重要。以往的研究主要集中于确定教师使用第一语言的原因，而关于学习者观点的研究却很少。本项混合方法案例研究旨在通过考察第一语言在外语课堂中的教学功能以及教师和学生的相应观点，全面描述第一语言的使用情况。这篇文章从非正规教育--一种以前未曾研究过的环境--中获得了建设性的见解，从而为有关第一语言使用在外语教学中的作用的学术知识体系增添了新的内容。具体而言，本研究是在 "Mar Menor "成人教育中心（西班牙南部）进行的。研究的主要问题是对教师在某些课堂上使用第一语言的教学功能进行量化，并就教师在一般教学和课程中使用第一语言的情况，将教师的观点与学生的观点进行比较。数据包括课堂观察、教师的启发回忆、学生的日记和对两组参与者的问卷调查。研究结果表明，该教师的第一语言使用具有多功能性，他的观点与学生的观点相当一致。这项研究强调了培养学习者能动性的重要性。此外，通过加深对第一语言使用中涉及的各种因素和观点的理解，研究结果有可能为外语教学提供参考。
{"title":"Exploring First Language Use in Non-Formal Foreign Language Education: A Mixed- Method Approach","authors":"Raquel Criado, Patricia González-Romero","doi":"10.24093/awej/vol14no4.2","DOIUrl":"https://doi.org/10.24093/awej/vol14no4.2","url":null,"abstract":"In Foreign Language Teaching, investigating the multiple variables that intervene in first language use is essential to uncover learning processes and design optimal teaching practices. Past studies have mainly focused on identifying teachers’ reasons for their first language use, while research on learners’ views is scarce. This mixed-method case study aims to provide a comprehensive description of first language use in a foreign language classroom through the examination of its pedagogical functions and the corresponding views held by the teacher and his students. This article adds to the scholarly body of knowledge about the role of first language use in Foreign Language Teaching with the yielding of constructive insights from non-formal education–a non-previously researched context. Specifically, this study was conducted in “Mar Menor” Center of Adult Education (Southern Spain). The main research questions address the quantification of the pedagogical functions of first language use generated by the instructor in certain classes and the comparison of his views with those of his students, concerning L1 use in general teaching and his sessions. Data comprised classroom observations, teacher’s stimulated recalls, students’ diaries and questionnaires addressed to both sets of participants. The results revealed the multifunctional nature of the teacher’s first language use and a fairly degree of alignment between his views and those of his students. This study underscores the importance of fostering learners’ agency. Furthermore, its findings can potentially inform Foreign Language Teaching by deepening the understanding of the myriad of factors and perspectives involved in first language use.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"20 8","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138997778","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 : 2023-12-15DOI: 10.24093/awej/vol14no4.23
Wang, P. F., Puteri Zarina, M. K., Haddi, J. K.
Genre analysis has emerged as a crucial tool in deciphering and delineating the linguistic features of scholarly research articles. This article presents a comprehensive review of genre analysis in relation to academic writings, with a specific focus on research articles. By scrutinizing the structural components and rhetorical conventions manifested in academic discourse, genre analysis offers a framework for categorizing linguistic characteristics and communicative strategies employed in diverse genres. This review explores the application of genre analysis to thesis abstracts and presents case studies showcasing its implementation across various disciplines. Additionally, it discusses the challenges encountered in applying genre analysis to thesis abstracts. The article concludes by highlighting future directions for genre analysis in the context of thesis abstracts, emphasizing the significance of continued research and development in this area. Overall, this review contributes to the comprehension and advancement of genre analysis in academic writing, particularly in the realm of research articles and thesis abstracts.
{"title":"A Review of Genre Analysis of Academic Writings","authors":"Wang, P. F., Puteri Zarina, M. K., Haddi, J. K.","doi":"10.24093/awej/vol14no4.23","DOIUrl":"https://doi.org/10.24093/awej/vol14no4.23","url":null,"abstract":"Genre analysis has emerged as a crucial tool in deciphering and delineating the linguistic features of scholarly research articles. This article presents a comprehensive review of genre analysis in relation to academic writings, with a specific focus on research articles. By scrutinizing the structural components and rhetorical conventions manifested in academic discourse, genre analysis offers a framework for categorizing linguistic characteristics and communicative strategies employed in diverse genres. This review explores the application of genre analysis to thesis abstracts and presents case studies showcasing its implementation across various disciplines. Additionally, it discusses the challenges encountered in applying genre analysis to thesis abstracts. The article concludes by highlighting future directions for genre analysis in the context of thesis abstracts, emphasizing the significance of continued research and development in this area. Overall, this review contributes to the comprehension and advancement of genre analysis in academic writing, particularly in the realm of research articles and thesis abstracts.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"27 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138997874","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 : 2023-12-15DOI: 10.24093/awej/vol14no4.22
A. Farooqui
Writing assignments have been considered challenging for English as a Second Language (ESL) students. Several studies have investigated writing difficulties, primarily focusing on lexical and grammatical problems. However, few studies have explored challenges at various stages of writing. This research examines teachers’ views on the challenges ESL tertiary students face when writing descriptive essays in the three primary stages: pre-writing, during writing, and post-writing. It also explores the factors contributing to these challenges and provides suggestions for overcoming them. Explanatory research was conducted by collecting quantitative and qualitative data from a web-based questionnaire and semi-structured interviews and analyzing those datasets separately. Fifteen English teachers participated in the online survey, and five teachers underwent individual interviews. This research reveals the problems ESL tertiary students encounter at the different stages of writing essays. In the pre-writing stage, students struggled most with outlining. During writing, they worked most on avoiding plagiarism, writing well-structured sentences, and linking between sentences. In the post-writing stage, they worked most with editing and revising. The teachers identified a lack of knowledge and creativity, over-dependence on teacher feedback, and unawareness of the writing process as the main factors behind these difficulties. The teachers suggested numerous solutions to overcome the challenges, including continuous writing training, teacher guidance, and increasing students’ awareness about writing stages by applying different digital techniques.
{"title":"Writing Assignments Difficulties, Factors, and Solutions: ESL Teachers’ Perspectives","authors":"A. Farooqui","doi":"10.24093/awej/vol14no4.22","DOIUrl":"https://doi.org/10.24093/awej/vol14no4.22","url":null,"abstract":"Writing assignments have been considered challenging for English as a Second Language (ESL) students. Several studies have investigated writing difficulties, primarily focusing on lexical and grammatical problems. However, few studies have explored challenges at various stages of writing. This research examines teachers’ views on the challenges ESL tertiary students face when writing descriptive essays in the three primary stages: pre-writing, during writing, and post-writing. It also explores the factors contributing to these challenges and provides suggestions for overcoming them. Explanatory research was conducted by collecting quantitative and qualitative data from a web-based questionnaire and semi-structured interviews and analyzing those datasets separately. Fifteen English teachers participated in the online survey, and five teachers underwent individual interviews. This research reveals the problems ESL tertiary students encounter at the different stages of writing essays. In the pre-writing stage, students struggled most with outlining. During writing, they worked most on avoiding plagiarism, writing well-structured sentences, and linking between sentences. In the post-writing stage, they worked most with editing and revising. The teachers identified a lack of knowledge and creativity, over-dependence on teacher feedback, and unawareness of the writing process as the main factors behind these difficulties. The teachers suggested numerous solutions to overcome the challenges, including continuous writing training, teacher guidance, and increasing students’ awareness about writing stages by applying different digital techniques.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"50 5","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138998966","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 : 2023-12-15DOI: 10.24093/awej/vol14no4.26
A.N. Babayeva, Zeynab Alekberova
The purpose of the research is to identify the key components of the modern methodology of teaching English in the example of Ganja State University in Azerbaijan. Research is significant due to the global importance of English as the primary international language and its role in modernizing education systems worldwide. The main question of the research is to find out the impact of the key components of the modern methodology of teaching English on the formation of the necessary competencies in young specialists. For this purpose, the main tasks were solved: the key requirements for modern methods of teaching English were analyzed, the current state of education in Azerbaijan as a whole was characterized, and the methods for improving the modern educational process were proposed. The main directions of research are predetermined by the lack of theoretical and methodological development of this issue as well as its increasing practical significance. The leading method of studying this issue is the analysis of the most popular and effective methods of teaching English in modern conditions, determining the need for their synthesis in the formation of competent young professionals. Also, ways of further development of the most effective methods were modeled. The study examined foreign experts’ materials to comprehensively assess the significance of learning foreign languages in contemporary settings. It identified vital English teaching methods based on current trends and expert research. These findings hold practical value for improving English instruction at Ganja State University in Azerbaijan.
{"title":"Theoretical and Practical Aspects of Modern Methods of Teaching English at the Ganja State University","authors":"A.N. Babayeva, Zeynab Alekberova","doi":"10.24093/awej/vol14no4.26","DOIUrl":"https://doi.org/10.24093/awej/vol14no4.26","url":null,"abstract":"The purpose of the research is to identify the key components of the modern methodology of teaching English in the example of Ganja State University in Azerbaijan. Research is significant due to the global importance of English as the primary international language and its role in modernizing education systems worldwide. The main question of the research is to find out the impact of the key components of the modern methodology of teaching English on the formation of the necessary competencies in young specialists. For this purpose, the main tasks were solved: the key requirements for modern methods of teaching English were analyzed, the current state of education in Azerbaijan as a whole was characterized, and the methods for improving the modern educational process were proposed. The main directions of research are predetermined by the lack of theoretical and methodological development of this issue as well as its increasing practical significance. The leading method of studying this issue is the analysis of the most popular and effective methods of teaching English in modern conditions, determining the need for their synthesis in the formation of competent young professionals. Also, ways of further development of the most effective methods were modeled. The study examined foreign experts’ materials to comprehensively assess the significance of learning foreign languages in contemporary settings. It identified vital English teaching methods based on current trends and expert research. These findings hold practical value for improving English instruction at Ganja State University in Azerbaijan.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"89 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138996147","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 : 2023-12-15DOI: 10.24093/awej/vol14no4.25
Saban Kara
The twenty-first century has witnessed an unprecedented pace of environmental issues with catastrophic consequences. Accordingly, an increasing number of initiatives have been seized to solve ecological problems in cooperation. In this regard, integrating eco-friendly practices into EFL classes has received considerable attention globally. However, the effects of ecology-oriented writing instruction have not been explored thoroughly in the Iraq context. Thus, this study was carried out to fill this gap in the literature with 30 EFL learners who studied at a language preparatory school of a private university in the spring semester of the 2022-2023 Academic Year in Erbil. Participants, whose ages were between 18 and 24, were chosen through the convenience sampling method. The study lasted eight weeks when data were gathered via writing exams and interviews in this explanatory sequential mixed-methods research design study. Control group students were exposed to traditional instruction, while experimental group students’ lessons were enriched by ecology-oriented writing topics. The in-depth analysis was performed through SPSS 27 and NVivo. The former revealed that experimental group students increased their writing competence more substantially than the control group students. Likewise, interview findings unearthed that students’ awareness about ecological problems increased dramatically in the experimental group, while the difference was not significant in the control group. The findings of this study may drive authorized bodies to integrate eco-friendly approaches into academic writing lessons on a global scale.
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Pub Date : 2023-12-15DOI: 10.24093/awej/vol14no4.8
Bnar Najmaddin Mustafa, Jamal Anwar Taha
This study aims to understand the difficulties young Kurdish language learners face with developmental language disorder in bilingual settings and to evaluate their impact on English as a foreign language acquisition. Underscoring the significance of this research, the study’s primary objective is to determine the characteristics of developmental language disorder in this context and their implications for academic assimilation. The Clinical Evaluation of Language Fundamentals assessment was selected to achieve this primary objective due to its suitability for assessing the British population’s linguistic characteristics and age group. Seven subtests were chosen to comprehensively evaluate various aspects of language proficiency, allowing for a thorough evaluation of the participants’ language skills. This research expands its significance. These initiatives include more extensive investigations, innovative participant recruitment methods, exploration of cultural influences, longitudinal studies to discover long-term effects, critical analysis of intervention strategies, examination of the complex relationship between emotional regulation and language development, investigation of genetic and environmental factors contributing to developmental language disorder, and evaluation of the far-reaching consequences. Upon analysis of the collected data, several significant findings shed light on the efficacy of individualised approaches in mitigating communication and academic difficulties in individuals with developmental language disorders.
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