Pub Date : 2024-03-20DOI: 10.24093/awej/vol15no1.4
Farida Shukurova
This article explores various aspects of task-based language teaching, a method of foreign language teaching. The current paper will analyze recent studies on task-based Teaching of a foreign language will be analyzed in a way, and its advantages and various manifestations. First, the nature of task-based language learning and its role in communication will be discussed. Later, the main characteristics of this method, the roles of teacher and student will be studied. Finally, the advantages and disadvantages of this method will be discussed. In traditional learning (grammar translation, listening-speaking) the language is taught to foreigners or second language learners in a group. In this case, the focus is on the language itself. Rather, it is not any information that language carries or how it is used. The teacher’s goal is to teach his students new vocabulary and grammatical rules of the language.
{"title":"ForeignLanguage Teaching Methods in Task-Based Learning","authors":"Farida Shukurova","doi":"10.24093/awej/vol15no1.4","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.4","url":null,"abstract":"This article explores various aspects of task-based language teaching, a method of foreign language teaching. The current paper will analyze recent studies on task-based Teaching of a foreign language will be analyzed in a way, and its advantages and various manifestations. First, the nature of task-based language learning and its role in communication will be discussed. Later, the main characteristics of this method, the roles of teacher and student will be studied. Finally, the advantages and disadvantages of this method will be discussed. In traditional learning (grammar translation, listening-speaking) the language is taught to foreigners or second language learners in a group. In this case, the focus is on the language itself. Rather, it is not any information that language carries or how it is used. The teacher’s goal is to teach his students new vocabulary and grammatical rules of the language.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"25 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226789","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.25
Zinat A Tabassum, Mohd Rashid Bin Mohd Saad
The rising trend of blended learning, combining online and traditional classroom learning, shows its efficacy for teaching English as a foreign or second language. Utilizing the community of inquiry framework, it aims to establish effective online learning environments and merge them with blended learning to teach English to non-native speakers. The significance of this research lies in evaluating how this integration affects English teaching as a foreign or second language. The main research question, covering the last decade, investigates this approach’s specific challenges and long-term impacts on language learning. This study uses PRISMA guidelines to analyze Web of Science, Scopus, and Google Scholar data. It includes a manual selection of highly cited studies for a systematic review methodology. Through a theoretical lens, it assesses predictors and outcomes and identifies trends in English as a foreign or second language oral instruction. The findings highlight the dimensions of knowledge, research methodologies, effectiveness, skill enhancement, and obstacles in integrating the community of inquiry with blended learning. Conclusively, the study offers recommendations to improve instructional quality and support the development of students, educators, and stakeholders for the continued growth of this pedagogical integration.
将在线学习与传统课堂学习相结合的混合式学习是一种方兴未艾的趋势，它在英语作为外语或第二语言的教学中显示出了巨大的功效。本研究利用 "探究社区 "框架，旨在建立有效的在线学习环境，并将其与混合式学习结合起来，向母语非英语的学生教授英语。这项研究的意义在于评估这种融合如何影响作为外语或第二语言的英语教学。主要研究问题涵盖过去十年，调查这种方法的具体挑战和对语言学习的长期影响。本研究采用 PRISMA 准则分析 Web of Science、Scopus 和 Google Scholar 数据。本研究采用系统综述的方法，人工选择了高引用率的研究。通过理论视角，本研究评估了英语作为外语或第二语言口语教学的预测因素和结果，并确定了趋势。研究结果强调了知识、研究方法、有效性、技能提高以及将探究社区与混合式学习相结合的障碍等方面。最后，研究提出了一些建议，以提高教学质量，支持学生、教育工作者和利益相关者的发展，促进这种教学法整合的持续发展。
{"title":"A Decadal Examination of Community of Inquiry and Blended Learning in EFL/ESL Development: A Systematic Review","authors":"Zinat A Tabassum, Mohd Rashid Bin Mohd Saad","doi":"10.24093/awej/vol15no1.25","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.25","url":null,"abstract":"The rising trend of blended learning, combining online and traditional classroom learning, shows its efficacy for teaching English as a foreign or second language. Utilizing the community of inquiry framework, it aims to establish effective online learning environments and merge them with blended learning to teach English to non-native speakers. The significance of this research lies in evaluating how this integration affects English teaching as a foreign or second language. The main research question, covering the last decade, investigates this approach’s specific challenges and long-term impacts on language learning. This study uses PRISMA guidelines to analyze Web of Science, Scopus, and Google Scholar data. It includes a manual selection of highly cited studies for a systematic review methodology. Through a theoretical lens, it assesses predictors and outcomes and identifies trends in English as a foreign or second language oral instruction. The findings highlight the dimensions of knowledge, research methodologies, effectiveness, skill enhancement, and obstacles in integrating the community of inquiry with blended learning. Conclusively, the study offers recommendations to improve instructional quality and support the development of students, educators, and stakeholders for the continued growth of this pedagogical integration.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"347 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140227927","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.7
Hind Sabah Alrufaiey, Angham Abdulkadhim Alrikabi
A substantial aim of political communication is to engage specific groups of citizens through pragmatic policies and various media channels to convey messages and gain the audience’s acceptance effectively. This study investigates political communication as a form of discourse that occurs within political contexts, which involves the exchange of messages among political actors to address and resolve political issues. It is an interdisciplinary field encompassing aspects of psychology, economics, culture, society, and linguistics. This paper aims to give a satisfactory explanation for the question concerning effective communication characteristics: how might politicians utilize them in their speech to be more effective? This pragmatic study in discourse is devoted to analyzing the various effective syntactic structures that arise within political interactions according to Sperber and Wilson’s Theory of Relevance. The contribution of this study is evident as guidelines for further understanding the correlation between language and cognition. The researchers find that politicians seek to cognitively take advantage of the tendency of the audience to strive for relevance. In this way, expectations and attitudes are to be recognized and met by either interlocutors. The focal point of the study is the linguistic and inferential aspects of communication (verbal and non-verbal forms), represented in explicatures and implicatures. The study’s findings exhibit the politicians’ efforts in crafting their utterances optimally to meet the audience’s expectations of relevance, which could be used as an influential method for further studies concerning discourse and communication. This research paper aims to pragmatically exploit the effectiveness of the political interactions (extracts) in the House of Commons (UK parliamentary debates).
政治传播的一个重要目的是通过务实的政策和各种媒体渠道来吸引特定的公民群体，从而有效地传递信息并获得受众的认同。本研究将政治传播作为一种在政治背景下发生的话语形式，涉及政治行为体之间为处理和解决政治问题而进行的信息交流。它是一个跨学科领域，涉及心理学、经济学、文化、社会学和语言学等方面。本文旨在对有关有效沟通特征的问题做出令人满意的解释：政治家如何在他们的讲话中利用这些特征来提高效率？根据斯佩尔伯和威尔逊的 "相关性理论"（Theory of Relevance），这项语用学研究致力于分析政治互动中出现的各种有效句法结构。这项研究的贡献是显而易见的，它为进一步理解语言与认知之间的相关性提供了指导。研究人员发现，政治家试图在认知上利用受众追求相关性的倾向。这样，对话者的期望和态度就会得到认可和满足。研究的重点是交流的语言和推理方面（口头和非口头形式），表现为阐释和暗示。研究结果表明，政治家们努力以最佳方式表达自己的言论，以满足受众对相关性的期望，这可以作为一种有影响力的方法，用于有关话语和交流的进一步研究。本研究论文旨在务实地利用下议院（英国议会辩论）中政治互动（摘录）的有效性。
{"title":"A pragmatic Analysis of Effective Political Communication from a Relevance-Theoretic Perspective","authors":"Hind Sabah Alrufaiey, Angham Abdulkadhim Alrikabi","doi":"10.24093/awej/vol15no1.7","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.7","url":null,"abstract":"A substantial aim of political communication is to engage specific groups of citizens through pragmatic policies and various media channels to convey messages and gain the audience’s acceptance effectively. This study investigates political communication as a form of discourse that occurs within political contexts, which involves the exchange of messages among political actors to address and resolve political issues. It is an interdisciplinary field encompassing aspects of psychology, economics, culture, society, and linguistics. This paper aims to give a satisfactory explanation for the question concerning effective communication characteristics: how might politicians utilize them in their speech to be more effective? This pragmatic study in discourse is devoted to analyzing the various effective syntactic structures that arise within political interactions according to Sperber and Wilson’s Theory of Relevance. The contribution of this study is evident as guidelines for further understanding the correlation between language and cognition. The researchers find that politicians seek to cognitively take advantage of the tendency of the audience to strive for relevance. In this way, expectations and attitudes are to be recognized and met by either interlocutors. The focal point of the study is the linguistic and inferential aspects of communication (verbal and non-verbal forms), represented in explicatures and implicatures. The study’s findings exhibit the politicians’ efforts in crafting their utterances optimally to meet the audience’s expectations of relevance, which could be used as an influential method for further studies concerning discourse and communication. This research paper aims to pragmatically exploit the effectiveness of the political interactions (extracts) in the House of Commons (UK parliamentary debates).","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"43 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140224588","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.5
Saleema Abdulzahra Naait, Iman Mingher Alshemmery
Metapragmatics is a relatively new field of study that attracts the attention of many scholars in linguistics; it refers to the use of language about language use. In trials of political figures, such as Saddam Hussein and William Clinton, Iraqi and American legal discourses have not been addressed that much, if ever, metapragmatically; thus, the study aims to analyze these discourses metapragmatically. This paper attempts to answer central questions about identifying the metapragmatic expressions, explaining their functions, and describing the layers of metapragmatic monitoring of the detected metapragmatic expressions in the Iraqi and American legal discourse. Accordingly, the objectives are to identify the metapragmatic expressions detected by specific indicators and investigate their functions and role in monitoring the Iraqi and American broadcast political court discourses. Some extracts of the two figures mentioned above are analyzed according to a developed model encompassing Caffi’s (2016) model, Hubler and Bublitz’s (2007) metapragmatic parameters, and Culpuper and Haugh’s (2014) metapragmatic awareness indicators, and forms. The current study is hoped to be helpful for those researchers interested in the fields of pragmatics, politics, and applied linguistics. Since metapragmatics deals with the pragmatic meaning of language, this study highlights the importance of metapragmatic expressions in promoting productive interaction and organizing communication within the court, regardless of the language used. Further investigation of metapragmatics is recommended while analyzing political, literary, religious, social, and media discourse to understand the functions of the metapragmatic utterances used in different settings.
{"title":"A Metapragmatic Analysis of Iraqi and American Political Legal Discourse","authors":"Saleema Abdulzahra Naait, Iman Mingher Alshemmery","doi":"10.24093/awej/vol15no1.5","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.5","url":null,"abstract":"Metapragmatics is a relatively new field of study that attracts the attention of many scholars in linguistics; it refers to the use of language about language use. In trials of political figures, such as Saddam Hussein and William Clinton, Iraqi and American legal discourses have not been addressed that much, if ever, metapragmatically; thus, the study aims to analyze these discourses metapragmatically. This paper attempts to answer central questions about identifying the metapragmatic expressions, explaining their functions, and describing the layers of metapragmatic monitoring of the detected metapragmatic expressions in the Iraqi and American legal discourse. Accordingly, the objectives are to identify the metapragmatic expressions detected by specific indicators and investigate their functions and role in monitoring the Iraqi and American broadcast political court discourses. Some extracts of the two figures mentioned above are analyzed according to a developed model encompassing Caffi’s (2016) model, Hubler and Bublitz’s (2007) metapragmatic parameters, and Culpuper and Haugh’s (2014) metapragmatic awareness indicators, and forms. The current study is hoped to be helpful for those researchers interested in the fields of pragmatics, politics, and applied linguistics. Since metapragmatics deals with the pragmatic meaning of language, this study highlights the importance of metapragmatic expressions in promoting productive interaction and organizing communication within the court, regardless of the language used. Further investigation of metapragmatics is recommended while analyzing political, literary, religious, social, and media discourse to understand the functions of the metapragmatic utterances used in different settings.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"88 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140224939","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.15
Fawzi Eltayeb Yousuf Ahmed, Zahir Adam Daff Alla Ahmed, Elsadig Hussein Fadlalla Ali, Sarah Osman Eltom Hamed
The study analyzes unity in descriptive paragraphs written by Saudi EFL learners at King Khalid University to find out the causes of unity errors in descriptive paragraphs. Paragraph writing is one of the most essential aspects of second language learning writing because it allows students to put their knowledge into practice and systematically convey their ideas. A random sample of fourteen English language teachers and ten EFL students is selected. The study employs testing and structured interviews for data collection. Sample paragraph analysis shows that 70 % of the learners do not compose unified descriptive paragraphs, whereas 30 % of the students write unified paragraphs that discuss only one topic. The interview analysis demonstrates that the lack of unity in the student’s writing is a result of various factors, including the impact of the EFL university learners’ mother tongue on target language writing, as well as a lack of activities and practice of basic writing techniques. Most EFL instructors believe that the challenges significantly impede students writing proficiency and influence their ability to construct unified descriptive paragraphs. The study concludes with several recommendations for both EFL teachers and students, hoping that they address the students’ challenges in the descriptive paragraph unity.
{"title":"Maintaining Unity in the Descriptive Paragraph Writing of Saudi EFL University Students: Challenges and Remedies","authors":"Fawzi Eltayeb Yousuf Ahmed, Zahir Adam Daff Alla Ahmed, Elsadig Hussein Fadlalla Ali, Sarah Osman Eltom Hamed","doi":"10.24093/awej/vol15no1.15","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.15","url":null,"abstract":"The study analyzes unity in descriptive paragraphs written by Saudi EFL learners at King Khalid University to find out the causes of unity errors in descriptive paragraphs. Paragraph writing is one of the most essential aspects of second language learning writing because it allows students to put their knowledge into practice and systematically convey their ideas. A random sample of fourteen English language teachers and ten EFL students is selected. The study employs testing and structured interviews for data collection. Sample paragraph analysis shows that 70 % of the learners do not compose unified descriptive paragraphs, whereas 30 % of the students write unified paragraphs that discuss only one topic. The interview analysis demonstrates that the lack of unity in the student’s writing is a result of various factors, including the impact of the EFL university learners’ mother tongue on target language writing, as well as a lack of activities and practice of basic writing techniques. Most EFL instructors believe that the challenges significantly impede students writing proficiency and influence their ability to construct unified descriptive paragraphs. The study concludes with several recommendations for both EFL teachers and students, hoping that they address the students’ challenges in the descriptive paragraph unity.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"31 49","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226504","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.22
Koleeyoh Jeh-do, Varavejbhisis Yossiri, Muhammadsukree Hayeesani, Smith Vongsvivut, N. Paramal
This research aims to explore the development of the local standardized tests, Yala Rajabhat University Test of English Proficiency or YRU-TEP, tailored to specific regions, and explore the test aligning with the Common European Framework of Reference for Languages compared to another standardized test, English Discoveries. This study focuses on the context of Thai English as a foreign language learners’ context. To write the test items, Can-Do statements were employed as the expert panel discussed and agreed on the objectives of each skill assessed in each item. In contrast, each item was evaluated through the Index of Item Objective Congruence by the experts. Three hundred experimental groups of test takers have been involved through purposive random sampling. To explore if the YRU-TEP aligns with the CEFR proficiency levels, another standardized test, English Discoveries developed by the ETS has been employed. The experimental test takers took both tests, and the scores were calculated following the cutoff scores to see if they were equivalent. The results showed that 98.67% of the scores had equally the same CEFR levels. However, challenges exist in implementing CEFR-aligned writing assessments in this context. Addressing these challenges involves adapting CEFR to the Thai context, ensuring cultural relevance, refining assessment criteria, and effective resource management. This endeavor contributes to standardizing language proficiency assessment practices and enhancing the quality of EFL education, especially in the case of local tests like the YRU-TEP.
{"title":"Challenges and Benefits of Developing CEFR for Languages-Aligned Writing Assessments for Thai EFL Learners: A Case Study on Yala Rajabhat University Test of English Proficiency","authors":"Koleeyoh Jeh-do, Varavejbhisis Yossiri, Muhammadsukree Hayeesani, Smith Vongsvivut, N. Paramal","doi":"10.24093/awej/vol15no1.22","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.22","url":null,"abstract":"This research aims to explore the development of the local standardized tests, Yala Rajabhat University Test of English Proficiency or YRU-TEP, tailored to specific regions, and explore the test aligning with the Common European Framework of Reference for Languages compared to another standardized test, English Discoveries. This study focuses on the context of Thai English as a foreign language learners’ context. To write the test items, Can-Do statements were employed as the expert panel discussed and agreed on the objectives of each skill assessed in each item. In contrast, each item was evaluated through the Index of Item Objective Congruence by the experts. Three hundred experimental groups of test takers have been involved through purposive random sampling. To explore if the YRU-TEP aligns with the CEFR proficiency levels, another standardized test, English Discoveries developed by the ETS has been employed. The experimental test takers took both tests, and the scores were calculated following the cutoff scores to see if they were equivalent. The results showed that 98.67% of the scores had equally the same CEFR levels. However, challenges exist in implementing CEFR-aligned writing assessments in this context. Addressing these challenges involves adapting CEFR to the Thai context, ensuring cultural relevance, refining assessment criteria, and effective resource management. This endeavor contributes to standardizing language proficiency assessment practices and enhancing the quality of EFL education, especially in the case of local tests like the YRU-TEP.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"19 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226126","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.3
Emine Kuluşaklı, Gülten Genç
The main aim of the current study is to explore the profiles of language awareness of distance and face-to-face EFL learners. The study sheds light on the need to consider the effects of language awareness in distance and face-to-face education as language awareness is essential in foreign language learning in both education types and needs to be improved to make learners know much about how to use English. The main question addressed by the research is whether there are any differences between the language awareness of distance and face-to-face EFL learners regarding course type, gender, and age. The context of the study is Türkiye, where English is taught as a foreign language in higher education institutions. The study uses a survey method and includes 157 language learners distance and 225 face-to-face, 382 learners attending a state university in Türkiye. The study’s results unveiled significant differences between distance and face-to-face language learners regarding language awareness. There was an apparent disparity between distance-learning and face-to-face approaches in linguistic awareness and communicative awareness, as the face-to-face learning group scored significantly higher in these dimensions. While distance and face-to-face learners had close scores in the dimensions of cultural awareness and metacognitive awareness, the findings revealed that face-to-face learners scored somewhat higher, which helps to explain how the physical classroom setting may have some influence on learners’ cultural sensitivity and metacognitive awareness. The results suggested that distance education learners should improve their consciousness about language and have the necessary instruction to enhance their language awareness. Keywords: Distance education, face-to-face education, foreign language learning, higher education, language awareness,
{"title":"English Language Awareness of Distance and Face-to-Face Learners in Turkish Higher Education","authors":"Emine Kuluşaklı, Gülten Genç","doi":"10.24093/awej/vol15no1.3","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.3","url":null,"abstract":"The main aim of the current study is to explore the profiles of language awareness of distance and face-to-face EFL learners. The study sheds light on the need to consider the effects of language awareness in distance and face-to-face education as language awareness is essential in foreign language learning in both education types and needs to be improved to make learners know much about how to use English. The main question addressed by the research is whether there are any differences between the language awareness of distance and face-to-face EFL learners regarding course type, gender, and age. The context of the study is Türkiye, where English is taught as a foreign language in higher education institutions. The study uses a survey method and includes 157 language learners distance and 225 face-to-face, 382 learners attending a state university in Türkiye. The study’s results unveiled significant differences between distance and face-to-face language learners regarding language awareness. There was an apparent disparity between distance-learning and face-to-face approaches in linguistic awareness and communicative awareness, as the face-to-face learning group scored significantly higher in these dimensions. While distance and face-to-face learners had close scores in the dimensions of cultural awareness and metacognitive awareness, the findings revealed that face-to-face learners scored somewhat higher, which helps to explain how the physical classroom setting may have some influence on learners’ cultural sensitivity and metacognitive awareness. The results suggested that distance education learners should improve their consciousness about language and have the necessary instruction to enhance their language awareness. Keywords: Distance education, face-to-face education, foreign language learning, higher education, language awareness,","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"66 s301","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140224026","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.24
Syed Sarwar Hussain, Abdulwadood Khan
The study examined the relationship between Speech Act Theory and the Communicative Approach in assessing foreign languages, emphasizing the theoretical foundations and everyday applications of each approach. The study aims to present the theoretical and practical connections between these two approaches and highlight the emphasis on real-world communication in the Communicative Approach. The opening section examines Speech Act Theory as a forceful linguistic framework for analyzing the semiotic functions of language, elucidating how speeches not only communicate information but also enact actions within communicative encounters. The speech act theory’s illocutionary, perlocutionary, and locutionary actions are explained in depth, emphasizing that language usage is dynamic and how its context affects interpretation. Examining existing research on Speech Act Theory, the Communicative Approach, and their applications in language assessment, the paper investigated the Communicative Approach to Foreign Language Testing, which deviates from conventional paradigms for language evaluation and builds on Speech Act Theory. It was found that the Communicative Approach, which has its roots in Speech Act Theory, emphasizes the practical use of language in real-world contexts. The results shed light on the theoretical foundations of the Communicative Approach, enhancing its application in practice.
{"title":"Testing EFL Communication: Speech Act Theory and the Communicative Approach","authors":"Syed Sarwar Hussain, Abdulwadood Khan","doi":"10.24093/awej/vol15no1.24","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.24","url":null,"abstract":"The study examined the relationship between Speech Act Theory and the Communicative Approach in assessing foreign languages, emphasizing the theoretical foundations and everyday applications of each approach. The study aims to present the theoretical and practical connections between these two approaches and highlight the emphasis on real-world communication in the Communicative Approach. The opening section examines Speech Act Theory as a forceful linguistic framework for analyzing the semiotic functions of language, elucidating how speeches not only communicate information but also enact actions within communicative encounters. The speech act theory’s illocutionary, perlocutionary, and locutionary actions are explained in depth, emphasizing that language usage is dynamic and how its context affects interpretation. Examining existing research on Speech Act Theory, the Communicative Approach, and their applications in language assessment, the paper investigated the Communicative Approach to Foreign Language Testing, which deviates from conventional paradigms for language evaluation and builds on Speech Act Theory. It was found that the Communicative Approach, which has its roots in Speech Act Theory, emphasizes the practical use of language in real-world contexts. The results shed light on the theoretical foundations of the Communicative Approach, enhancing its application in practice.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"102 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225034","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.1
Jana Kamenická, Z. Kráľová, Alexandra Grmanová
The knowledge of native phrases and idiomatic expressions is considered to be an essential aspect of one’s fluency in a foreign language and can advance learners toward more excellent proficiency in foreign language acquisition. However, not much research has been dedicated to how they are implemented in the school textbooks. This research work aims to examine the occurrence of phraseological units in the four selected English textbooks for B1 and B2 levels, which are recommended for use at secondary grammar schools and secondary vocational schools in Slovakia by the Ministry of Education. They aim to prepare the secondary school learners for their final school-leaving exams – which are based on and in line with the Common European Framework of Reference for Languages requirements for the specific proficiency levels. To fill the gap in present studies, a detailed analysis was implemented, which included not only the exercises explicitly aimed at phraseological units but also the parts of the textbook, which dealt with the formulaic language implicitly. The main question posed dealt with the categories of phraseological units and their distribution in the analyzed textbooks. Phraseological units were identified, classified, analyzed, and counted by quantitative content analysis. The results showed that although there were phraseological units found in all analyzed textbooks, their distribution and classification differed significantly. Once they were included in the very limited number and variety of exercises, they were never used or mentioned again. Moreover, their explanation was absent or insufficient. The listed findings indicate that learners might encounter significant issues when trying to advance toward higher EFL proficiency levels.
{"title":"The Structure and the Distribution of Phraseological Units in Intermediate and Upper- Intermediate EFL Textbooks","authors":"Jana Kamenická, Z. Kráľová, Alexandra Grmanová","doi":"10.24093/awej/vol15no1.1","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.1","url":null,"abstract":"The knowledge of native phrases and idiomatic expressions is considered to be an essential aspect of one’s fluency in a foreign language and can advance learners toward more excellent proficiency in foreign language acquisition. However, not much research has been dedicated to how they are implemented in the school textbooks. This research work aims to examine the occurrence of phraseological units in the four selected English textbooks for B1 and B2 levels, which are recommended for use at secondary grammar schools and secondary vocational schools in Slovakia by the Ministry of Education. They aim to prepare the secondary school learners for their final school-leaving exams – which are based on and in line with the Common European Framework of Reference for Languages requirements for the specific proficiency levels. To fill the gap in present studies, a detailed analysis was implemented, which included not only the exercises explicitly aimed at phraseological units but also the parts of the textbook, which dealt with the formulaic language implicitly. The main question posed dealt with the categories of phraseological units and their distribution in the analyzed textbooks. Phraseological units were identified, classified, analyzed, and counted by quantitative content analysis. The results showed that although there were phraseological units found in all analyzed textbooks, their distribution and classification differed significantly. Once they were included in the very limited number and variety of exercises, they were never used or mentioned again. Moreover, their explanation was absent or insufficient. The listed findings indicate that learners might encounter significant issues when trying to advance toward higher EFL proficiency levels.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"7 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226458","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 : 2024-03-20DOI: 10.24093/awej/vol15no1.19
Xiao Xie, V. Nimehchisalem, Mei Fung Yong, Ngee Thai Yap
Although peer feedback is a prevailing practice to promote evaluative judgement, its influence on the development of this higher-order cognitive ability has not yet been adequately explored. Specifically, there is a dearth of research that examines the benefit of providing and receiving peer feedback in developing students’ understanding of assessment standards of writing. The purpose of this study is to explore students’ perceptions of how different feedback roles influenced their three types of evaluative judgement of ESL argumentative writing, namely hard, soft and dynamic evaluative judgement. During five weeks, 24 undergraduate students enrolled in an English argumentative writing course at a Malaysian public university were randomly assigned to three distinct peer feedback roles, namely feedback provider, feedback receiver, or feedback outsider, to participate in the peer feedback activities. Thematic analysis of pre- and post-intervention surveys indicated that different feedback roles varied in facilitating the development of evaluative judgement. Despite the limitation of domain-specific knowledge, strategically integrating peer feedback into writing course design afforded students opportunities to cultivate the three types of evaluative judgement. This study translates the theoretical framework of evaluative judgement into identifiable goals within the course of English argumentative writing and sheds light on the cognitive mechanisms inherent in different feedback roles, which enables educators and researchers to better dissect peer feedback curriculum design and student-centred assessment activity.
{"title":"Malaysian Students’ Perceptions towards Using Peer Feedback to Cultivate Evaluative Judgement of Argumentative Writing","authors":"Xiao Xie, V. Nimehchisalem, Mei Fung Yong, Ngee Thai Yap","doi":"10.24093/awej/vol15no1.19","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.19","url":null,"abstract":"Although peer feedback is a prevailing practice to promote evaluative judgement, its influence on the development of this higher-order cognitive ability has not yet been adequately explored. Specifically, there is a dearth of research that examines the benefit of providing and receiving peer feedback in developing students’ understanding of assessment standards of writing. The purpose of this study is to explore students’ perceptions of how different feedback roles influenced their three types of evaluative judgement of ESL argumentative writing, namely hard, soft and dynamic evaluative judgement. During five weeks, 24 undergraduate students enrolled in an English argumentative writing course at a Malaysian public university were randomly assigned to three distinct peer feedback roles, namely feedback provider, feedback receiver, or feedback outsider, to participate in the peer feedback activities. Thematic analysis of pre- and post-intervention surveys indicated that different feedback roles varied in facilitating the development of evaluative judgement. Despite the limitation of domain-specific knowledge, strategically integrating peer feedback into writing course design afforded students opportunities to cultivate the three types of evaluative judgement. This study translates the theoretical framework of evaluative judgement into identifiable goals within the course of English argumentative writing and sheds light on the cognitive mechanisms inherent in different feedback roles, which enables educators and researchers to better dissect peer feedback curriculum design and student-centred assessment activity.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225781","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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