Pub Date : 2023-09-24DOI: 10.24093/awej/vol14no3.27
Ebubekir Bozavlı
In the last century, technology has become more commonplace than ever. Its effect continues to increase day by day in the field of education, training, and in many aspects of social life. Today people cannot protect themselves from its influence, which mostly leads to addiction. The present study aims to determine the relation between learners’ addiction to technology and the use of technology in foreign languages. The research is to address the following questions: “Are foreign language learners addicted to technology, and to what extent do they utilize technology in their learning of a foreign language?” The respondents consist of 277 students, male and female from the departments of English, French, and German language education. A survey consisting of 35 closed-ended questions was given to students in the three departments. The 5 Likert scale with 35 items was also used. The results were analyzed using descriptive statistics by means of the Spss program. The findings of the study revealed that the participants’ level of technology addiction is medium, and their competence in using technology in foreign language learning is low. Furthermore, the results indicate a significant difference in favor of upper grades in the use of technology.
{"title":"The Relationship between the Use of Technology and Technology Addiction in Learning Foreign Language","authors":"Ebubekir Bozavlı","doi":"10.24093/awej/vol14no3.27","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.27","url":null,"abstract":"In the last century, technology has become more commonplace than ever. Its effect continues to increase day by day in the field of education, training, and in many aspects of social life. Today people cannot protect themselves from its influence, which mostly leads to addiction. The present study aims to determine the relation between learners’ addiction to technology and the use of technology in foreign languages. The research is to address the following questions: “Are foreign language learners addicted to technology, and to what extent do they utilize technology in their learning of a foreign language?” The respondents consist of 277 students, male and female from the departments of English, French, and German language education. A survey consisting of 35 closed-ended questions was given to students in the three departments. The 5 Likert scale with 35 items was also used. The results were analyzed using descriptive statistics by means of the Spss program. The findings of the study revealed that the participants’ level of technology addiction is medium, and their competence in using technology in foreign language learning is low. Furthermore, the results indicate a significant difference in favor of upper grades in the use of technology.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"2 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":"135924033","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/vol14no3.16
Hatice Çeşme, Birgül Akdağ Çimen
There has been a growing interest in online EFL teaching studies after the COVID-19 outbreak. However, the majority of the studies have centered around students’ perspectives. The studies examining the issue from EFL teachers’ perspectives, on the other hand, are relatively scarce. Therefore, this study qualitatively investigated EFL teachers’ perceptions and experience in this critical process to bridge the gap in the literature. For the study, the data were collected through written semi-structured interviews with 25 EFL teachers in Turkey. Five themes with several categories emerged based on the thematic analysis of the data with MAXQDA 2020 package program. The teachers commonly focused on the challenges of emergency online teaching and suggested potential solutions. The primary stemmed from the poor communication between teachers and students due to low engagement levels and technology-related issues. The teachers also struggled to find proper online EFL teaching materials since they had no or little experience in online education and did not know how find teaching resources. They suggested providing EFL teachers with workshop opportunities to learn how to tackle technology-related problems and improve their online material developing skills. This study may extend the relevant literature by providing a deeper insight into EFL teachers’ practices and recommendations for practitioners of online teaching
{"title":"Through the Lens of EFL Teachers: Teaching Online on Lockdown","authors":"Hatice Çeşme, Birgül Akdağ Çimen","doi":"10.24093/awej/vol14no3.16","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.16","url":null,"abstract":"There has been a growing interest in online EFL teaching studies after the COVID-19 outbreak. However, the majority of the studies have centered around students’ perspectives. The studies examining the issue from EFL teachers’ perspectives, on the other hand, are relatively scarce. Therefore, this study qualitatively investigated EFL teachers’ perceptions and experience in this critical process to bridge the gap in the literature. For the study, the data were collected through written semi-structured interviews with 25 EFL teachers in Turkey. Five themes with several categories emerged based on the thematic analysis of the data with MAXQDA 2020 package program. The teachers commonly focused on the challenges of emergency online teaching and suggested potential solutions. The primary stemmed from the poor communication between teachers and students due to low engagement levels and technology-related issues. The teachers also struggled to find proper online EFL teaching materials since they had no or little experience in online education and did not know how find teaching resources. They suggested providing EFL teachers with workshop opportunities to learn how to tackle technology-related problems and improve their online material developing skills. This study may extend the relevant literature by providing a deeper insight into EFL teachers’ practices and recommendations for practitioners of online teaching","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"77 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":"135924288","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/vol14no3.20
Wafa Aljuaythin
Agreement attraction errors are one of the errors that language users make, and psycholinguists examine as a window into how language processing functions. Agreement attraction errors arise if a sentence has a complex noun phrase with the main noun acting as the controller of agreement and a local noun acting as the attractor for agreement. Earlier research has shown that phrases tend to have more agreement errors than clauses among native speakers of English. This study investigated whether agreement attraction errors are more in phrases than clauses among non-native English speakers with varying proficiency levels from Saudi Arabia, as little has been done on non-native speakers of English. The study used a forced-choice task by instructing the participants to select either singular or plural verbs for each complex noun phrase that was displayed. The quantity and quality of their agreement errors—whether in prepositional phrases or relative clauses—were examined in the study. Furthermore, it contrasted reaction time for items with prepositional phrases to items with relative clauses. Proficiency level was also reviewed to determine how it affected agreement attraction errors. No statistically significant difference was found between the two types, but processing items with prepositional phrases took longer than processing items with relative clauses. Despite past research suggesting that agreement errors are more common in phrases than clauses, the current study did not find this difference to be of significance. The complexity of both sorts of errors is equal among the sample, and proficiency proved to be irrelevant.
{"title":"Agreement Attraction Errors among Saudi Non-Native English Speakers","authors":"Wafa Aljuaythin","doi":"10.24093/awej/vol14no3.20","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.20","url":null,"abstract":"Agreement attraction errors are one of the errors that language users make, and psycholinguists examine as a window into how language processing functions. Agreement attraction errors arise if a sentence has a complex noun phrase with the main noun acting as the controller of agreement and a local noun acting as the attractor for agreement. Earlier research has shown that phrases tend to have more agreement errors than clauses among native speakers of English. This study investigated whether agreement attraction errors are more in phrases than clauses among non-native English speakers with varying proficiency levels from Saudi Arabia, as little has been done on non-native speakers of English. The study used a forced-choice task by instructing the participants to select either singular or plural verbs for each complex noun phrase that was displayed. The quantity and quality of their agreement errors—whether in prepositional phrases or relative clauses—were examined in the study. Furthermore, it contrasted reaction time for items with prepositional phrases to items with relative clauses. Proficiency level was also reviewed to determine how it affected agreement attraction errors. No statistically significant difference was found between the two types, but processing items with prepositional phrases took longer than processing items with relative clauses. Despite past research suggesting that agreement errors are more common in phrases than clauses, the current study did not find this difference to be of significance. The complexity of both sorts of errors is equal among the sample, and proficiency proved to be irrelevant.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"24 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":"135924290","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/vol14no3.11
Ammar Alammar, Eman Abdel-Reheem Amin
Researchers and educators have different opinions on the use of AI-driven automated paraphrasing tools (APTs). Such tools can improve students’ writing performance but may result in accusations of plagiarism if students do not use them appropriately. This study aimed to examine EFL students’ perceptions of using APTs in their academic writing process. It fills a gap in the literature by highlighting the roles, appropriateness, and effectiveness of APTs use and identifying their advantages and disadvantages. During a research project course, the participants used APTs while writing their research papers. A questionnaire and semi-structured interviews were used to identify students’ perceptions of using APTs and to determine the advantages, disadvantages, and drawbacks of using them. The findings showed that EFL students’ perceptions toward using APTs are favorable; they view them as useful tools that have a significant impact on their academic writing process. The study recommended that APTs are helpful to EFL students but that students must not overly rely on them. Students must learn how to paraphrase to check the appropriateness of the texts produced by APTs.
{"title":"EFL Students’ Perception of Using AI Paraphrasing Tools in English Language Research Projects","authors":"Ammar Alammar, Eman Abdel-Reheem Amin","doi":"10.24093/awej/vol14no3.11","DOIUrl":"https://doi.org/10.24093/awej/vol14no3.11","url":null,"abstract":"Researchers and educators have different opinions on the use of AI-driven automated paraphrasing tools (APTs). Such tools can improve students’ writing performance but may result in accusations of plagiarism if students do not use them appropriately. This study aimed to examine EFL students’ perceptions of using APTs in their academic writing process. It fills a gap in the literature by highlighting the roles, appropriateness, and effectiveness of APTs use and identifying their advantages and disadvantages. During a research project course, the participants used APTs while writing their research papers. A questionnaire and semi-structured interviews were used to identify students’ perceptions of using APTs and to determine the advantages, disadvantages, and drawbacks of using them. The findings showed that EFL students’ perceptions toward using APTs are favorable; they view them as useful tools that have a significant impact on their academic writing process. The study recommended that APTs are helpful to EFL students but that students must not overly rely on them. Students must learn how to paraphrase to check the appropriateness of the texts produced by APTs.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"16 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":"135924463","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}
{"title":"Columns: Black Youth Futures: A Call for Collective Dreaming","authors":"S. R. Toliver","doi":"10.58680/ej202332635","DOIUrl":"https://doi.org/10.58680/ej202332635","url":null,"abstract":"Toliver shares her experiences as a student and teacher to discuss why centering Black youth futures is important in English language arts classrooms.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687417","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}
Preview this article: Poetry: The Weight of Words, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ej/113/1/englishjournal32641-1.gif
{"title":"Poetry: The Weight of Words","authors":"Karen Moroski-Rigney","doi":"10.58680/ej202332641","DOIUrl":"https://doi.org/10.58680/ej202332641","url":null,"abstract":"Preview this article: Poetry: The Weight of Words, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ej/113/1/englishjournal32641-1.gif","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687430","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}
A Latina teacherresearcher advocates for cultivating spaces of acompañamiento by centering student voices, stories, and knowledge through book clubs and young adult literature.
{"title":"Creating Spaces of Acompañamiento in the English Language Arts Classroom","authors":"Sandra Saco","doi":"10.58680/ej202332631","DOIUrl":"https://doi.org/10.58680/ej202332631","url":null,"abstract":"A Latina teacherresearcher advocates for cultivating spaces of acompañamiento by centering student voices, stories, and knowledge through book clubs and young adult literature.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687431","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}
Josh Thompson, Layla Aldousany, Jacquay Durant, Rex Ovalle, Lisa Scherff
Preview this article: High School Matters: Moments of Teaching with Hope and for Justice from the Secondary Section Steering Committee, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ej/113/1/englishjournal32625-1.gif
{"title":"High School Matters: Moments of Teaching with Hope and for Justice from the Secondary Section Steering Committee","authors":"Josh Thompson, Layla Aldousany, Jacquay Durant, Rex Ovalle, Lisa Scherff","doi":"10.58680/ej202332625","DOIUrl":"https://doi.org/10.58680/ej202332625","url":null,"abstract":"Preview this article: High School Matters: Moments of Teaching with Hope and for Justice from the Secondary Section Steering Committee, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ej/113/1/englishjournal32625-1.gif","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687416","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}
Preview this article: Poetry: Liberal Learning 101, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ej/113/1/englishjournal32639-1.gif
{"title":"Poetry: Liberal Learning 101","authors":"Cathy Smith Bowers’s","doi":"10.58680/ej202332639","DOIUrl":"https://doi.org/10.58680/ej202332639","url":null,"abstract":"Preview this article: Poetry: Liberal Learning 101, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ej/113/1/englishjournal32639-1.gif","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687418","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 critical curation explores representations of joy, grounded in the scholarship and writing of Gholdy Muhammad and Ross Gay.
这个重要的策展探讨了快乐的表现，以戈迪·穆罕默德和罗斯·盖伊的学术和写作为基础。
{"title":"Columns: Critical Curations: Curating Joy","authors":"Nicole Amato, Katie Priske","doi":"10.58680/ej202332636","DOIUrl":"https://doi.org/10.58680/ej202332636","url":null,"abstract":"This critical curation explores representations of joy, grounded in the scholarship and writing of Gholdy Muhammad and Ross Gay.","PeriodicalId":45153,"journal":{"name":"Arab World English Journal","volume":"374 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135687419","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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