Pub Date : 2023-09-30DOI: 10.32832/english.v17i2.14688
Aryawira Pratama
This research aims to explore the perception of English students at an Islamic University in Jambi regarding the use of Blended Learning in the post-Covid condition. Blended Learning, which combines traditional face-to-face instruction with online learning, has been shown in previous research to have a significant impact on learning, particularly during the Covid-19 pandemic. To assess the participants' perception of Blended Learning, a survey method was employed, utilizing a questionnaire as a tool to gather data. The questionnaire focused on three dimensions: Blended Learning benefits, Blended Learning challenges, and the assessment of course quality based on Blended Learning. The findings of this research indicate that the participants provided an average assessment of the benefits associated with Blended Learning, a high assessment of the challenges faced when implementing this approach, and an average assessment of the course quality based on Blended Learning. These results shed light on the English students' perceptions of Blended Learning in the context of post-Covid education.
{"title":"STUDENTS’ PERCEPTION ON BLENDED LEARNING IN ENGLISH CLASS AT POST COVID CONDITION","authors":"Aryawira Pratama","doi":"10.32832/english.v17i2.14688","DOIUrl":"https://doi.org/10.32832/english.v17i2.14688","url":null,"abstract":"This research aims to explore the perception of English students at an Islamic University in Jambi regarding the use of Blended Learning in the post-Covid condition. Blended Learning, which combines traditional face-to-face instruction with online learning, has been shown in previous research to have a significant impact on learning, particularly during the Covid-19 pandemic. To assess the participants' perception of Blended Learning, a survey method was employed, utilizing a questionnaire as a tool to gather data. The questionnaire focused on three dimensions: Blended Learning benefits, Blended Learning challenges, and the assessment of course quality based on Blended Learning. The findings of this research indicate that the participants provided an average assessment of the benefits associated with Blended Learning, a high assessment of the challenges faced when implementing this approach, and an average assessment of the course quality based on Blended Learning. These results shed light on the English students' perceptions of Blended Learning in the context of post-Covid education.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038273","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 : 2023-09-30DOI: 10.32832/english.v17i2.14689
Bonza Sheilla Luthfia Rahman, Salim Nabhan
Nowadays the use of technology media is inevitable in EFL classrooms. However, the study pertaining to the use of the Hello application that focuses on learning vocabulary is still relatively limited. Therefore, this study aims to explore students' perspectives on using the Hello English application for English vocabulary learning. This research used a qualitative case study. The data were collected through interviews, observation, and document reviews from the 9th-grade students at a state junior high school in Sidoarjo, East Java, Indonesia. The data were then analyzed using thematic analysis. The result revealed two main themes: the benefits and concerns associated with using the Hello English application for vocabulary learning. The students perceived benefits of the application including improving their understanding, pronunciation, and expansion of English vocabulary, along with enjoyable learning experiences. However, students encountered challenges, such as technical difficulties and struggles with advanced games. In addition, the students overcame these issues with the assistance of others. The study might have implications on the understanding of the enactment in using the technological application for EFL vocabulary learning.
{"title":"STUDENTS’ PERSPECTIVES OF UTILIZING HELLO ENGLISH APPLICATION FOR ENGLISH VOCABULARY LEARNING: A QUALITATIVE CASE STUDY","authors":"Bonza Sheilla Luthfia Rahman, Salim Nabhan","doi":"10.32832/english.v17i2.14689","DOIUrl":"https://doi.org/10.32832/english.v17i2.14689","url":null,"abstract":"Nowadays the use of technology media is inevitable in EFL classrooms. However, the study pertaining to the use of the Hello application that focuses on learning vocabulary is still relatively limited. Therefore, this study aims to explore students' perspectives on using the Hello English application for English vocabulary learning. This research used a qualitative case study. The data were collected through interviews, observation, and document reviews from the 9th-grade students at a state junior high school in Sidoarjo, East Java, Indonesia. The data were then analyzed using thematic analysis. The result revealed two main themes: the benefits and concerns associated with using the Hello English application for vocabulary learning. The students perceived benefits of the application including improving their understanding, pronunciation, and expansion of English vocabulary, along with enjoyable learning experiences. However, students encountered challenges, such as technical difficulties and struggles with advanced games. In addition, the students overcame these issues with the assistance of others. The study might have implications on the understanding of the enactment in using the technological application for EFL vocabulary learning.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038112","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 : 2023-09-30DOI: 10.32832/english.v17i2.15154
Amalul Umam, Mutia Dara Malinda, Yani Awalia Indah, Movi Riana Rahmawanti
Assessment literacy, the thorough understanding of assessment, is essential in education. However, the development of teacher assessment literacy in Indonesia has been alarmingly slow. This study investigated the development of teacher assessment literacy in English classes using a descriptive qualitative research design with 33 items related to basic assessment concepts. The results showed that there has been no significant change in the literacy level of English teachers in Indonesia. This low literacy level has not been seriously addressed by the government or education units, which has had various negative consequences for students and teachers alike
{"title":"ASSESSING ENGLISH TEACHERS’ ASSESSMENT LITERACY IN INDONESIA CONTEXT","authors":"Amalul Umam, Mutia Dara Malinda, Yani Awalia Indah, Movi Riana Rahmawanti","doi":"10.32832/english.v17i2.15154","DOIUrl":"https://doi.org/10.32832/english.v17i2.15154","url":null,"abstract":"Assessment literacy, the thorough understanding of assessment, is essential in education. However, the development of teacher assessment literacy in Indonesia has been alarmingly slow. This study investigated the development of teacher assessment literacy in English classes using a descriptive qualitative research design with 33 items related to basic assessment concepts. The results showed that there has been no significant change in the literacy level of English teachers in Indonesia. This low literacy level has not been seriously addressed by the government or education units, which has had various negative consequences for students and teachers alike","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038113","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 : 2023-09-30DOI: 10.32832/english.v17i2.15150
Alan Jaelani, Nuraeni Nuraeni, Eska Perdana Prasetya, Sarvar Juraboev, Annisa Ayu Fadhilah, Indah Dwi Rizky, Monalisa Monalisa
This research investigates the iconic and timeless masterpiece song "Imagine" by John Lennon, seeking to unravel the profound messages and ideologies that lie beneath its evocative lyrics for peace, unity, and social change. The study employs Critical Discourse Analysis (CDA) by Teun A. van Dijk to conduct a comprehensive analysis of macrostructure, superstructure, and microstructure of the song. This research adopts a qualitative approach, utilizing content analysis and thematic analysis to explore the meanings and messages conveyed in the lyrics. Content analysis is employed to examine the explicit messages and themes presented in the song, while thematic analysis delves into the implicit meanings and underlying ideologies. This study finds that in the level of macrostructure, the vision of a utopian world free from religious, national, and materialistic barriers emerges as the central message, emphasizing the value and dignity of every individual. The superstructure analysis delves into the construction of the song's elements and their cohesive arrangement, highlighting its universal appeal and global consciousness to participate actively in creating positive change to build a better world. The microstructure analysis investigates the nuanced meanings conveyed by specific linguistic elements, such as rhetorical devices, lexical choices, emotive language, and direct address. Beyond its explicit messages, "Imagine" serves as a critique of societal constructs that perpetuate divisions and inequalities, challenging listeners to imagine alternative ways of organizing society based on compassion and shared humanity.
本研究调查了约翰·列侬的标志性和永恒的杰作歌曲“想象”，试图解开隐藏在其唤起和平，团结和社会变革的歌词下的深刻信息和意识形态。本研究采用Teun a . van Dijk的批评性话语分析(Critical Discourse Analysis, CDA)对歌曲的宏观结构、上层结构和微观结构进行综合分析。本研究采用定性分析的方法，运用内容分析和主题分析来探讨歌词所传达的意义和信息。内容分析主要考察歌曲所传达的显性信息和主题，而主题分析则深入研究歌曲的隐含意义和潜在的意识形态。本研究发现，在宏观结构层面，一个没有宗教、民族和物质障碍的乌托邦世界的愿景成为中心信息，强调每个人的价值和尊严。上层建筑分析则深入探讨了歌曲元素的构建及其衔接安排，突出了歌曲的普遍吸引力和积极参与创造积极变化以建设更美好世界的全球意识。微观结构分析研究了特定语言元素所传达的细微意义，如修辞手段、词汇选择、情感语言和直接称呼。除了其明确的信息，《想象》还批判了使分裂和不平等永续存在的社会结构，挑战听众想象基于同情和共同人性的其他组织社会的方式。
{"title":"UNRAVELLING THE VISION OF PEACE AND UNITY A CRITICAL DISCOURSE ANALYSIS OF JOHN LENNON'S IMAGINE","authors":"Alan Jaelani, Nuraeni Nuraeni, Eska Perdana Prasetya, Sarvar Juraboev, Annisa Ayu Fadhilah, Indah Dwi Rizky, Monalisa Monalisa","doi":"10.32832/english.v17i2.15150","DOIUrl":"https://doi.org/10.32832/english.v17i2.15150","url":null,"abstract":"This research investigates the iconic and timeless masterpiece song \"Imagine\" by John Lennon, seeking to unravel the profound messages and ideologies that lie beneath its evocative lyrics for peace, unity, and social change. The study employs Critical Discourse Analysis (CDA) by Teun A. van Dijk to conduct a comprehensive analysis of macrostructure, superstructure, and microstructure of the song. This research adopts a qualitative approach, utilizing content analysis and thematic analysis to explore the meanings and messages conveyed in the lyrics. Content analysis is employed to examine the explicit messages and themes presented in the song, while thematic analysis delves into the implicit meanings and underlying ideologies. This study finds that in the level of macrostructure, the vision of a utopian world free from religious, national, and materialistic barriers emerges as the central message, emphasizing the value and dignity of every individual. The superstructure analysis delves into the construction of the song's elements and their cohesive arrangement, highlighting its universal appeal and global consciousness to participate actively in creating positive change to build a better world. The microstructure analysis investigates the nuanced meanings conveyed by specific linguistic elements, such as rhetorical devices, lexical choices, emotive language, and direct address. Beyond its explicit messages, \"Imagine\" serves as a critique of societal constructs that perpetuate divisions and inequalities, challenging listeners to imagine alternative ways of organizing society based on compassion and shared humanity.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038264","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 : 2023-09-30DOI: 10.32832/english.v17i2.15101
Nurhadianty Rahayu, Siti Habsah, Deddy Suprapto
This study attempts to explore the potentiality of a fantasy film, i.e., Maleficent, to be used as a tool to sharpen language learners’ critical literacy toward the issue of gender construction. The purpose of the study is to unravel the genre of fantasy film as a space to deconstruct the way gender is represented. This study borrows the framework of postcolonial feminism in deconstructing and reconstructing the portrayal of the main female protagonist. As the study also discusses the insights of using film as a tool to facilitate language learning, the data is also gained from the teacher-student written and verbal reflection. The reflection data is then analyzed using narrative analysis proposed by (Creswell, 2012). The study gives insights into how fantasy films can be used for language teaching. The analysis of Maleficent as a powerful tool to sharpen language learners’ critical gender literacy.
{"title":"AN OVERLOOKED POTENTIAL OF A FANTASY FILM TO HONE CRITICAL GENDER LITERACY","authors":"Nurhadianty Rahayu, Siti Habsah, Deddy Suprapto","doi":"10.32832/english.v17i2.15101","DOIUrl":"https://doi.org/10.32832/english.v17i2.15101","url":null,"abstract":"This study attempts to explore the potentiality of a fantasy film, i.e., Maleficent, to be used as a tool to sharpen language learners’ critical literacy toward the issue of gender construction. The purpose of the study is to unravel the genre of fantasy film as a space to deconstruct the way gender is represented. This study borrows the framework of postcolonial feminism in deconstructing and reconstructing the portrayal of the main female protagonist. As the study also discusses the insights of using film as a tool to facilitate language learning, the data is also gained from the teacher-student written and verbal reflection. The reflection data is then analyzed using narrative analysis proposed by (Creswell, 2012). The study gives insights into how fantasy films can be used for language teaching. The analysis of Maleficent as a powerful tool to sharpen language learners’ critical gender literacy.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038265","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 : 2023-09-24DOI: 10.24093/awej/vol14no3.19
Shen Xiaolei, Lilliati Ismail, Hu Yurong, Wei Mengqi
The exploration of optimizing content knowledge representation and enhancing critical thinking capabilities in English as Foreign Language (EFL) learners’ writing still needs to be improved. Cultivating adept critical thinking skills and effective content knowledge representation is paramount for EFL learners, given its correlation with heightened writing proficiency. This study sought to examine critical thinking skills as a mediator in the correlation between strategies of content knowledge representation and writing proficiency among EFL learners. A total of 360 English as foreign language participants engaged in the California Critical Thinking Skills Test and responded to a questionnaire on strategies of content knowledge representation conducted at Kaifeng Science Technology and Communication College, China. Subsequently, participants undertook a writing task, and the outcomes underwent analysis using SPSS 26.0, incorporating descriptive analysis, correlational analysis, and AMOS 24.0 for mediating analysis. The findings unveiled a correlation between critical thinking skills and EFL learners’ writing proficiency, echoing the association observed between content knowledge representation strategies and writing proficiency. Furthermore, critical thinking skills were identified as a mediator, linking content knowledge representation strategies to writing proficiency among EFL learners. The combination of content knowledge representation and critical thinking skills emerged as a positive role in the writing process. This research underscored the paramount significance of critical thinking skills within a specialized discipline, highlighting their transformative potential for EFL learners’ writing competency and accentuating their functions in the broader writing pedagogy.
{"title":"Strategies of Content Knowledge Representation and EFL Learners‘ English Writing Proficiency: Mediating Role of Critical Thinking Skills","authors":"Shen Xiaolei, Lilliati Ismail, Hu Yurong, Wei Mengqi","doi":"10.24093/awej/vol14no3.19","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.19","url":null,"abstract":"The exploration of optimizing content knowledge representation and enhancing critical thinking capabilities in English as Foreign Language (EFL) learners’ writing still needs to be improved. Cultivating adept critical thinking skills and effective content knowledge representation is paramount for EFL learners, given its correlation with heightened writing proficiency. This study sought to examine critical thinking skills as a mediator in the correlation between strategies of content knowledge representation and writing proficiency among EFL learners. A total of 360 English as foreign language participants engaged in the California Critical Thinking Skills Test and responded to a questionnaire on strategies of content knowledge representation conducted at Kaifeng Science Technology and Communication College, China. Subsequently, participants undertook a writing task, and the outcomes underwent analysis using SPSS 26.0, incorporating descriptive analysis, correlational analysis, and AMOS 24.0 for mediating analysis. The findings unveiled a correlation between critical thinking skills and EFL learners’ writing proficiency, echoing the association observed between content knowledge representation strategies and writing proficiency. Furthermore, critical thinking skills were identified as a mediator, linking content knowledge representation strategies to writing proficiency among EFL learners. The combination of content knowledge representation and critical thinking skills emerged as a positive role in the writing process. This research underscored the paramount significance of critical thinking skills within a specialized discipline, highlighting their transformative potential for EFL learners’ writing competency and accentuating their functions in the broader writing pedagogy.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924289","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 : 2023-09-24DOI: 10.24093/awej/vol14no3.18
Ahlam Al-Najhi, Hanaa Samaha
Academic work is usually evaluated by the quality of its abstract which serves as a concise summary of the research findings. Therefore, the study aims to investigate the rhetorical structure of Move1 in the abstracts of post-graduate dissertations from both Hard Science and Soft Science disciplines. The paper intends to answer three main questions: how is Move1 manifested in terms of its text length? What are the most frequently used Sub-Move patterns of Move1? What are the most common lexical collocations used in Move1? To answer these questions, the study uses Santos’ (1996) framework to analyze a corpus of 100 abstracts selected randomly, 50 from Hard Science and 50 from Soft Science. The findings have revealed that Move1 in Soft Science might use more sentences than those in Hard Science. The findings have also shown that both disciplines rely on Sub-Move-A, stating current knowledge, and Sub-Move2, stating the research gap, as essential for communicating their ideas while the other Sub-Moves were rarely used. In terms of lexical collocations, while post-graduates in both disciplines frequently used the Adjective+Noun lexical collocation as their preferred structure to construct M1, the use of the other lexical collocations varied in both disciplines. The study concluded that Move1 is considered obligatory in situating the research, establishing its context, and capturing and communicating findings. Besides the pedagogical implications suggested, the study’s findings hopefully contribute to the development of abstract move-schema theory, enhance scholarly understanding of Move1 characteristics, and guide future research in the field.
{"title":"Capture to Communicate: Rhetorical Move 1 in the Abstracts of Hard and Soft Science Post-Graduate Dissertations","authors":"Ahlam Al-Najhi, Hanaa Samaha","doi":"10.24093/awej/vol14no3.18","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.18","url":null,"abstract":"Academic work is usually evaluated by the quality of its abstract which serves as a concise summary of the research findings. Therefore, the study aims to investigate the rhetorical structure of Move1 in the abstracts of post-graduate dissertations from both Hard Science and Soft Science disciplines. The paper intends to answer three main questions: how is Move1 manifested in terms of its text length? What are the most frequently used Sub-Move patterns of Move1? What are the most common lexical collocations used in Move1? To answer these questions, the study uses Santos’ (1996) framework to analyze a corpus of 100 abstracts selected randomly, 50 from Hard Science and 50 from Soft Science. The findings have revealed that Move1 in Soft Science might use more sentences than those in Hard Science. The findings have also shown that both disciplines rely on Sub-Move-A, stating current knowledge, and Sub-Move2, stating the research gap, as essential for communicating their ideas while the other Sub-Moves were rarely used. In terms of lexical collocations, while post-graduates in both disciplines frequently used the Adjective+Noun lexical collocation as their preferred structure to construct M1, the use of the other lexical collocations varied in both disciplines. The study concluded that Move1 is considered obligatory in situating the research, establishing its context, and capturing and communicating findings. Besides the pedagogical implications suggested, the study’s findings hopefully contribute to the development of abstract move-schema theory, enhance scholarly understanding of Move1 characteristics, and guide future research in the field.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924291","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 : 2023-09-24DOI: 10.24093/awej/vol14no3.25
Yue Yin, Norhanim Abdul Samat
In recent years, educational institutions, administrators, and college EFL teachers in China have advocated for increased emphasis on fostering English undergraduates’ higher-order thinking skills. The relevant studies are widely limited in theoretical approaches without extensive empirical examination of Chinese English undergraduates’ higher-order thinking. Therefore, it is significant to conduct empirical research to explore English undergraduates’ higher-order thinking attitudes and skills separately. This study also assesses their correlation and the impact of different learning stages and language proficiencies on these aspects. By doing this, the study holds substantial significance for empirical inquiries into the characteristics of English undergraduates’ HOTS, serving as the reference for Chinese EFL teachers to implement higher-order thinking instructions. A quantitative design of questionnaires and tests was employed on a sample of 240 Chinese-English undergraduates from Hebei Finance University. The data analysis contained descriptive statistical analysis, independent-sample T-test, one-way ANOVA, and Pearson correlation analysis. The findings show that although the responding participants have relatively positive attitudes toward higher-order thinking skills, they exhibit variations in their ability to utilize them. Differences in learning stages and language proficiency do not significantly influence the development of the respondents’ higher-order thinking skills. There is no significant correlation between higher-order thinking attitudes and skills among the participants, indicating that having a positive inclination to higher-order thinking differs from having the skills to think.
{"title":"Insights into Chinese College English Undergraduates’ Higher Order Thinking Skills","authors":"Yue Yin, Norhanim Abdul Samat","doi":"10.24093/awej/vol14no3.25","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.25","url":null,"abstract":"In recent years, educational institutions, administrators, and college EFL teachers in China have advocated for increased emphasis on fostering English undergraduates’ higher-order thinking skills. The relevant studies are widely limited in theoretical approaches without extensive empirical examination of Chinese English undergraduates’ higher-order thinking. Therefore, it is significant to conduct empirical research to explore English undergraduates’ higher-order thinking attitudes and skills separately. This study also assesses their correlation and the impact of different learning stages and language proficiencies on these aspects. By doing this, the study holds substantial significance for empirical inquiries into the characteristics of English undergraduates’ HOTS, serving as the reference for Chinese EFL teachers to implement higher-order thinking instructions. A quantitative design of questionnaires and tests was employed on a sample of 240 Chinese-English undergraduates from Hebei Finance University. The data analysis contained descriptive statistical analysis, independent-sample T-test, one-way ANOVA, and Pearson correlation analysis. The findings show that although the responding participants have relatively positive attitudes toward higher-order thinking skills, they exhibit variations in their ability to utilize them. Differences in learning stages and language proficiency do not significantly influence the development of the respondents’ higher-order thinking skills. There is no significant correlation between higher-order thinking attitudes and skills among the participants, indicating that having a positive inclination to higher-order thinking differs from having the skills to think.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924293","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}
Inadequate English vocabulary knowledge hampers English-medium university students’ comprehension of lecture and reference materials. Thus, the researchers aimed to specifically develop an intervention for vocabulary knowledge enhancement, which is a theme-based content-based instruction vocabulary module for first-semester Diploma in Tourism Management students using the ASSURE model. The rationale behind the vocabulary module development is that students tend to acquire vocabulary faster when they learn it through a familiar and meaningful context. Upon completion of the module’s development, it was examined for validity and reliability. Content validation of the module was evaluated by four experts using the Content Validity Index and Percentage Calculation Method. Meanwhile, the module’s reliability was tested in a pilot study using Cronbach’s alpha test on reliability questionnaire results and paired sample t-test comparison of pre and post-test scores of students’ vocabulary knowledge. The pilot study involved 20 students with varied English language proficiency levels at an English-medium university in Malaysia. Findings of content validation by four experts and module validation by the pilot study indicate that not only does the module have high validity and good reliability, but also succeeds in increasing the students’ post-test vocabulary knowledge scores compared to their pre-test scores. Overall, this study contributes empirical evidence for English as a Second Language (ESL) vocabulary module development. It also proves that a valid and reliable module must be developed by referring to an instructional design model, reviewed by subject matter experts, and tested with the target audience through a pilot study.
{"title":"Development, Validity, and Reliability of a Theme-based CBI Vocabulary Module for ESL Post-secondary Tourism Management Students at an English-medium University","authors":"Nurhamizah Ishak, Nooreen Noordin, Liliati Ismail, Siti Salina Mustaim","doi":"10.24093/awej/vol14no3.22","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.22","url":null,"abstract":"Inadequate English vocabulary knowledge hampers English-medium university students’ comprehension of lecture and reference materials. Thus, the researchers aimed to specifically develop an intervention for vocabulary knowledge enhancement, which is a theme-based content-based instruction vocabulary module for first-semester Diploma in Tourism Management students using the ASSURE model. The rationale behind the vocabulary module development is that students tend to acquire vocabulary faster when they learn it through a familiar and meaningful context. Upon completion of the module’s development, it was examined for validity and reliability. Content validation of the module was evaluated by four experts using the Content Validity Index and Percentage Calculation Method. Meanwhile, the module’s reliability was tested in a pilot study using Cronbach’s alpha test on reliability questionnaire results and paired sample t-test comparison of pre and post-test scores of students’ vocabulary knowledge. The pilot study involved 20 students with varied English language proficiency levels at an English-medium university in Malaysia. Findings of content validation by four experts and module validation by the pilot study indicate that not only does the module have high validity and good reliability, but also succeeds in increasing the students’ post-test vocabulary knowledge scores compared to their pre-test scores. Overall, this study contributes empirical evidence for English as a Second Language (ESL) vocabulary module development. It also proves that a valid and reliable module must be developed by referring to an instructional design model, reviewed by subject matter experts, and tested with the target audience through a pilot study.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924296","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 : 2023-09-24DOI: 10.24093/awej/vol14no3.3
Eman T. Rayes, Nuha K. Albelaihi
The present study attempts to investigate the implementations of Bandura’s processes of observational learning from an EFL faculty perspective at Umm Al-Qura University English Language Centre. As a prominent skill-learning theory in psychology and education, Bandura’s social learning theory introduced elemental cognitive stages known as observational learning processes that are necessary for acquiring any skill. Knowledge of these processes provides EFL/ESL teachers with theoretical principles to facilitate teaching and learning the complex skills of the English language. The study aims to identify the EFL faculty awareness level of Bandura’s observational learning processes and assess the extent to which their teaching practices endorse observational learning. Also, to examine the relationship between EFL faculty awareness and practices. The study participants consisted of (41) EFL faculty members during the academic year 2021-2022. The researchers developed a web-based survey to collect the information and used descriptive statistics for analysis. The findings revealed that the faculty members’ overall awareness and practices levels of Bandura’s observational learning are high. However, the results indicated the existence of a misconception regarding the concept of modeling and observation held by some of the faculty members. Also, results indicated a significant relationship at (0.05) level between EFL faculty awareness and practices suggesting the applicability of Bandura’s observational learning in the EFL context. The study provides substantial insights for EFL/ESL teachers and researchers regarding the importance of observational learning in teaching and developing language skills. The research concludes with the need for raising awareness procedures and suggestions for future research.
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