Pub Date : 2024-03-20DOI: 10.24093/awej/vol15no1.13
Namirah Mohd Akahsah, Najwa Azizun, Bharathi Vijayan, Hariati Ibrahim @ Musa, Muhammad Ridhwan Saleh, Noor Hanim Rahmat
Transitioning from school to higher education institutions, learners may face many challenges, especially in coping with the new cultures of tertiary education. Learners entering universities come from a broad spectrum of diverse backgrounds, including various types of public and private secondary schools such as Full Boarding Schools, Vocational Colleges and Technical High Schools, Government-Aided Religious Schools, National Religious Secondary Schools, Sports Schools, Art Schools, The Royal Military Academy, MARA Junior Colleges of Science (MRSM), and many other private schools. Thus, it is pivotal that learning styles and strategies are redesigned to adapt to the demands of university education. The present study aims to discover the perception of learning strategy utilization among foundation studies learners. This quantitative research explores the relationship among cognitive, metacognitive self-regulation, and resource management as components of learning strategies as propounded by Wenden and Rubin (1987). A purposive sample of 297 participants, randomly selected among learners at the Centre of Foundation Studies, Universiti Teknologi MARA, responded to the survey. The survey utilized a 5-point Likert scale which comprises four sections. The results indicate that the three components of learning strategies positively correlate with one another. In addition, it is also found that metacognitive self-regulation positively influences learners by guiding them in supervising their learning process and resolving their confusion by referring back to their reading materials and seeking help from their peers. This finding is crucial to aid educators in employing suitable learning strategies for foundation learners to prepare them for their degree studies.
{"title":"An Investigation of How Foundation Learners Perceive Their Use of Learning Strategies","authors":"Namirah Mohd Akahsah, Najwa Azizun, Bharathi Vijayan, Hariati Ibrahim @ Musa, Muhammad Ridhwan Saleh, Noor Hanim Rahmat","doi":"10.24093/awej/vol15no1.13","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.13","url":null,"abstract":"Transitioning from school to higher education institutions, learners may face many challenges, especially in coping with the new cultures of tertiary education. Learners entering universities come from a broad spectrum of diverse backgrounds, including various types of public and private secondary schools such as Full Boarding Schools, Vocational Colleges and Technical High Schools, Government-Aided Religious Schools, National Religious Secondary Schools, Sports Schools, Art Schools, The Royal Military Academy, MARA Junior Colleges of Science (MRSM), and many other private schools. Thus, it is pivotal that learning styles and strategies are redesigned to adapt to the demands of university education. The present study aims to discover the perception of learning strategy utilization among foundation studies learners. This quantitative research explores the relationship among cognitive, metacognitive self-regulation, and resource management as components of learning strategies as propounded by Wenden and Rubin (1987). A purposive sample of 297 participants, randomly selected among learners at the Centre of Foundation Studies, Universiti Teknologi MARA, responded to the survey. The survey utilized a 5-point Likert scale which comprises four sections. The results indicate that the three components of learning strategies positively correlate with one another. In addition, it is also found that metacognitive self-regulation positively influences learners by guiding them in supervising their learning process and resolving their confusion by referring back to their reading materials and seeking help from their peers. This finding is crucial to aid educators in employing suitable learning strategies for foundation learners to prepare them for their degree studies.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140227287","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/vol15no1.18
Recep Bilgin
Many initiatives have been seized to integrate 21st-century skills into the curriculum. They encompass specific competencies under five areas, which are vital subjects, 21st-century themes, innovation, career, and literacy skills. Accordingly, the present qualitative study was carried out at Tishk International University in Erbil, Iraq on 50 first-year students, aged between 18 and 23 in 10 departments through semi-structured interviews, according to the principles of phenomenological research design in the fall semester of the 2023-2024 academic year. This study aimed to explore the attitudes of tertiary-level students toward 21st-century skills through the lens of practical reflections on their social, personal, and academic lives. Specifically, it aimed to address the following question: What 21st-century skills are more significant than others? The rationale for exploring university students’ perceptions of 21st-century skills and their practical applications was that students seemed perplexed regarding the significance of practical reflections in the Iraq context. Collected data were transcribed by the Go Transcribe application and classified based on the principles of content analysis. The findings revealed that reading, productivity, accountability, creativity, technology, and financial literacy were prioritized in each category by the participants, and they had novel ways to develop them regularly. The findings of this study can shed light on some points about the implementation of 21st-century skills with clear-cut strategies at educational institutions.
{"title":"Exploring Students’ Perceptions Towards 21st Century Skills Through Novel Applications: A Comparative Study among EFL Learners in Iraq","authors":"Recep Bilgin","doi":"10.24093/awej/vol15no1.18","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.18","url":null,"abstract":"Many initiatives have been seized to integrate 21st-century skills into the curriculum. They encompass specific competencies under five areas, which are vital subjects, 21st-century themes, innovation, career, and literacy skills. Accordingly, the present qualitative study was carried out at Tishk International University in Erbil, Iraq on 50 first-year students, aged between 18 and 23 in 10 departments through semi-structured interviews, according to the principles of phenomenological research design in the fall semester of the 2023-2024 academic year. This study aimed to explore the attitudes of tertiary-level students toward 21st-century skills through the lens of practical reflections on their social, personal, and academic lives. Specifically, it aimed to address the following question: What 21st-century skills are more significant than others? The rationale for exploring university students’ perceptions of 21st-century skills and their practical applications was that students seemed perplexed regarding the significance of practical reflections in the Iraq context. Collected data were transcribed by the Go Transcribe application and classified based on the principles of content analysis. The findings revealed that reading, productivity, accountability, creativity, technology, and financial literacy were prioritized in each category by the participants, and they had novel ways to develop them regularly. The findings of this study can shed light on some points about the implementation of 21st-century skills with clear-cut strategies at educational institutions.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"35 s139","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140224776","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/vol15no1.2
Noha Almansour, Maram Almaneea
This study aims to investigate the use of language learning strategies among English as a foreign language university students and examine the effect of motivation, proficiency, and gender on learners’ use of these strategies. The significance of the study lies in its contribution to the field of second language learning and its potential to inform language educators, teachers, and curriculum developers about the strategies learners employ to enhance their learning experience. The study addressed two questions: a) what language learning strategies do Saudi EFL learners utilize most frequently in learning English? b) what is the impact of learners’ gender, motivation, and proficiency on their use of language learning strategies? The sample consists of 395 Saudi EFL students selected through purposive sampling. The study utilized a self-reported questionnaire to assess learners’ motivation and language learning strategies. The results revealed that EFL learners predominately utilized metacognitive and cognitive strategies, whereas affective strategies were the least frequently employed. The study demonstrated that motivation had the most significant effect on learners’ utilization of all strategies, with statistically significant differences observed across the different motivation groups. Furthermore, language proficiency had a notable impact on learners’ use of metacognitive, cognitive, and compensation strategies. However, there were no significant differences in the utilization of LLSs among male and female learners. The study has several pedagogical implications that can inform language educators, teachers, and learners in EFL settings.
{"title":"Effects of Motivation, Proficiency, and Gender on Saudi EFL Learners’ Utilization of Language Learning Strategies","authors":"Noha Almansour, Maram Almaneea","doi":"10.24093/awej/vol15no1.2","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.2","url":null,"abstract":"This study aims to investigate the use of language learning strategies among English as a foreign language university students and examine the effect of motivation, proficiency, and gender on learners’ use of these strategies. The significance of the study lies in its contribution to the field of second language learning and its potential to inform language educators, teachers, and curriculum developers about the strategies learners employ to enhance their learning experience. The study addressed two questions: a) what language learning strategies do Saudi EFL learners utilize most frequently in learning English? b) what is the impact of learners’ gender, motivation, and proficiency on their use of language learning strategies? The sample consists of 395 Saudi EFL students selected through purposive sampling. The study utilized a self-reported questionnaire to assess learners’ motivation and language learning strategies. The results revealed that EFL learners predominately utilized metacognitive and cognitive strategies, whereas affective strategies were the least frequently employed. The study demonstrated that motivation had the most significant effect on learners’ utilization of all strategies, with statistically significant differences observed across the different motivation groups. Furthermore, language proficiency had a notable impact on learners’ use of metacognitive, cognitive, and compensation strategies. However, there were no significant differences in the utilization of LLSs among male and female learners. The study has several pedagogical implications that can inform language educators, teachers, and learners in EFL settings.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"5 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225759","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/vol15no1.14
Turgay Kucuk
This study aims to investigate how the reading circle, also known as the literature circle method, affects students’ reading performances and lessons. his study will be an example study in helping students who do not like reading gain a reading habit. In this study, a mixed research method was applied by collecting both qualitative and quantitative data. At the beginning of the study, control and experimental groups were created using the stratified sampling method, and a pre-test was applied by an expert staff to see the students’ reading performances at the beginning of the study. The reading circle method was followed in the experimental group, and the traditional text reading and answering method was followed in the control group. During this five-week study, weekly tests were applied to both groups, and their reading performances were monitored. At the end of the study, post-tests and semi-structured interviews were applied to the students. According to SPSS t-statistics analysis, a significant difference of .001 was observed between the reading performances of the experimental group and the control group. In addition, students’ positive feedback about the reading circle method was recorded from the interview analysis. As a result, this study revealed that the reading circle method made a positive contribution to students’ reading performance. This study will shed light on other studies on reading in Iraq.
本研究旨在探讨阅读圈（又称 "文学圈 "法）如何影响学生的阅读表现和课程。本研究将成为帮助不喜欢阅读的学生养成阅读习惯的范例研究。本研究采用混合研究法，收集定性和定量数据。研究开始时，采用分层抽样法设立了对照组和实验组，并由专家对学生在研究开始时的阅读表现进行了前测。实验组采用阅读圈方法，对照组采用传统的文本阅读和回答方法。在为期五周的研究中，每周对两组学生进行测试，并监测他们的阅读表现。研究结束后，对学生进行了后测和半结构化访谈。根据 SPSS t 统计分析，实验组与对照组的阅读成绩差异显著，均为 0.001。此外，访谈分析还记录了学生对阅读圈方法的积极反馈。因此，本研究揭示了阅读圈教学法对学生阅读成绩的积极贡献。这项研究将为伊拉克的其他阅读研究提供启示。
{"title":"The Positive Effect of the English Reading Circle Method on Students’ Reading Performance: Tishk University Case Study","authors":"Turgay Kucuk","doi":"10.24093/awej/vol15no1.14","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.14","url":null,"abstract":"This study aims to investigate how the reading circle, also known as the literature circle method, affects students’ reading performances and lessons. his study will be an example study in helping students who do not like reading gain a reading habit. In this study, a mixed research method was applied by collecting both qualitative and quantitative data. At the beginning of the study, control and experimental groups were created using the stratified sampling method, and a pre-test was applied by an expert staff to see the students’ reading performances at the beginning of the study. The reading circle method was followed in the experimental group, and the traditional text reading and answering method was followed in the control group. During this five-week study, weekly tests were applied to both groups, and their reading performances were monitored. At the end of the study, post-tests and semi-structured interviews were applied to the students. According to SPSS t-statistics analysis, a significant difference of .001 was observed between the reading performances of the experimental group and the control group. In addition, students’ positive feedback about the reading circle method was recorded from the interview analysis. As a result, this study revealed that the reading circle method made a positive contribution to students’ reading performance. This study will shed light on other studies on reading in Iraq.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"11 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140225353","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/vol15no1.20
Ebubekir Bozavlı
Listening is one of the most essential basic skills in foreign language learning. In recent years, technological advances have provided students with a wide range of digital applications, including podcasts, to improve their listening skills. This study aims to determine the impact of intensive listening to English podcasts on high school students’ comprehension skills and motivation to learn. The research centers on the following questions: “Does intensive podcast listening in a foreign language improve high school English learners’ language comprehension competence? Does intensive podcast listening in a foreign language provide retention in high school English learners’ listening skills? Does intensive podcast listening in a foreign language increase high school English learners’ motivation for language learning?” The study sample consists of 27 male and 27 female students studying in the 10th grade of Atatürk Anatolian High School affiliated with Erzurum National Education Directorate in the second semester of the 2022 academic year. The podcast listening practices with the participants were conducted in two 40-minute class hours each week for 12 weeks. Podcasts with an average duration of three to six minutes in the BBC Learning English application were used in the study. Qualitative and quantitative research methods were used in the study. Quantitative methods were used to analyze the data, and qualitative methods were used to interpret them. The survey results show that podcasts improve English high school students’ listening skills and increase their motivation to learn. Podcasts make high school students willing to listen and understand English.
听力是外语学习中最重要的基本技能之一。近年来，科技进步为学生提供了包括播客在内的各种数字应用，以提高他们的听力技能。本研究旨在确定精听英语播客对高中生理解能力和学习动机的影响。研究围绕以下问题展开："外语播客精听是否能提高高中英语学习者的语言理解能力？精听外语播客是否能保持高中英语学习者的听力技能？播客外语精听是否能提高高中英语学习者的语言学习积极性？研究样本包括 2022 学年第二学期就读于埃尔祖鲁姆国家教育局下属阿塔图尔克安纳托利亚高中 10 年级的 27 名男生和 27 名女生。参与者的播客收听练习在每周两节课40分钟的课时内进行，为期12周。研究使用的是 BBC Learning English 应用程序中平均时长为三至六分钟的播客。本研究采用了定性和定量研究方法。定量方法用于分析数据，定性方法用于解释数据。调查结果显示，播客提高了英语高中生的听力水平，增强了他们的学习动力。播客使高中生愿意听并理解英语。
{"title":"The Effects of Intensive English Podcast Listening on High School Students’ Comprehension Skills and Impact on Learning Motivations","authors":"Ebubekir Bozavlı","doi":"10.24093/awej/vol15no1.20","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.20","url":null,"abstract":"Listening is one of the most essential basic skills in foreign language learning. In recent years, technological advances have provided students with a wide range of digital applications, including podcasts, to improve their listening skills. This study aims to determine the impact of intensive listening to English podcasts on high school students’ comprehension skills and motivation to learn. The research centers on the following questions: “Does intensive podcast listening in a foreign language improve high school English learners’ language comprehension competence? Does intensive podcast listening in a foreign language provide retention in high school English learners’ listening skills? Does intensive podcast listening in a foreign language increase high school English learners’ motivation for language learning?” The study sample consists of 27 male and 27 female students studying in the 10th grade of Atatürk Anatolian High School affiliated with Erzurum National Education Directorate in the second semester of the 2022 academic year. The podcast listening practices with the participants were conducted in two 40-minute class hours each week for 12 weeks. Podcasts with an average duration of three to six minutes in the BBC Learning English application were used in the study. Qualitative and quantitative research methods were used in the study. Quantitative methods were used to analyze the data, and qualitative methods were used to interpret them. The survey results show that podcasts improve English high school students’ listening skills and increase their motivation to learn. Podcasts make high school students willing to listen and understand English.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"26 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226907","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/vol15no1.8
Zeynep Canli, Oktay Yagiz
Academic writing has been a focal point for research inquiry in the first and second languages. The present study aims to investigate non-native speakers of English writers’ knowledge, opinions, and preferences regarding academic writing in the first and second languages for publications and to identify the possible challenges these writers meet in their research articles in the first and second languages. The results will help academicians be aware of difficulties in the article sections and challenges in language use to overcome these problems and alleviate their recent experiences since they may be influenced negatively during the writing and publishing of an article. Therefore, this study contributes to the field because the implications may guide academicians while they write. A convergent-parallel design of mixed method designs was adopted. Data were obtained from structured questionnaires filled out by 440 participants and semi-structured interviews conducted with 30 participants. SPSS 21.0 was used to analyze the quantitative data using descriptive statistics and inferential analyses. Content analysis was used to analyze the qualitative data. The results showed that the academicians felt more confident when they wrote in their first language. The academicians had positive views about academic writing since they had self-confidence, self-motivation, and awareness of their academic status requirements. The abstract and results were the most manageable sections of the research articles, while the discussion section was slightly challenging. These academicians had more language use awareness in their first language. The study underlined the advantages and necessity of explicit AW instruction.
学术写作一直是第一语言和第二语言研究调查的焦点。本研究旨在调查非英语母语作者对第一语言和第二语言学术论文写作的了解、看法和偏好，并找出这些作者在用第一语言和第二语言撰写研究文章时可能遇到的挑战。研究结果将有助于学术界人士意识到文章章节中的困难和语言使用中的挑战，以克服这些问题并减轻他们最近的经历，因为他们在文章写作和发表过程中可能会受到负面影响。因此，本研究对该领域有所贡献，因为其影响可能会指导院士们的写作。本研究采用收敛-平行混合方法设计。数据来自 440 名参与者填写的结构化问卷和对 30 名参与者进行的半结构化访谈。使用 SPSS 21.0 软件对定量数据进行了描述性统计和推理分析。内容分析法用于分析定性数据。结果显示，院士们在用母语写作时更有自信。院士们对学术写作有积极的看法，因为他们有自信心、自我激励和对学术地位要求的认识。摘要和结果是研究文章中最容易处理的部分，而讨论部分稍有难度。这些院士的母语语言使用意识较强。研究强调了明确的 AW 教学的优势和必要性。
{"title":"A Contrastive Investigation into the Non-native Speakers of English Academicians’ Academic Writing Cognitions and Challenges in the First and Second Languages","authors":"Zeynep Canli, Oktay Yagiz","doi":"10.24093/awej/vol15no1.8","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.8","url":null,"abstract":"Academic writing has been a focal point for research inquiry in the first and second languages. The present study aims to investigate non-native speakers of English writers’ knowledge, opinions, and preferences regarding academic writing in the first and second languages for publications and to identify the possible challenges these writers meet in their research articles in the first and second languages. The results will help academicians be aware of difficulties in the article sections and challenges in language use to overcome these problems and alleviate their recent experiences since they may be influenced negatively during the writing and publishing of an article. Therefore, this study contributes to the field because the implications may guide academicians while they write. A convergent-parallel design of mixed method designs was adopted. Data were obtained from structured questionnaires filled out by 440 participants and semi-structured interviews conducted with 30 participants. SPSS 21.0 was used to analyze the quantitative data using descriptive statistics and inferential analyses. Content analysis was used to analyze the qualitative data. The results showed that the academicians felt more confident when they wrote in their first language. The academicians had positive views about academic writing since they had self-confidence, self-motivation, and awareness of their academic status requirements. The abstract and results were the most manageable sections of the research articles, while the discussion section was slightly challenging. These academicians had more language use awareness in their first language. The study underlined the advantages and necessity of explicit AW instruction.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"82 s359","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140223999","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/vol15no1.6
Nermeen Singer
This review article explores the potential of social media platforms in teaching English as a second language and expanding language learning horizons. The article discusses various strategies and activities that utilize social media to enhance language learning, such as using multimedia resources, leveraging interactive features and tools, and promoting authentic language input and exposure to native speakers. Language teachers present success stories and case studies highlighting the implementation of social media in teaching. The review also examines research findings and measurable impacts of social media on language learning, including increased language proficiency, enhanced intercultural competence, and improved motivation and engagement. Additionally, the article addresses challenges and considerations associated with social media use, such as privacy concerns, managing information overload, and promoting inclusivity in access to technology. The article concludes by emphasizing the transformative potential of social media in expanding language learning horizons. It highlights the importance of social media in creating dynamic and interactive learning environments beyond traditional classroom boundaries. Furthermore, the article discusses the future implications of social media in English as a second language education, emphasizing the need for educators to stay informed, adapt to emerging trends, and explore innovative approaches. Overall, this review article underscores the significance of social media in language teaching and the opportunities it offers to enhance language learning experiences. It provides insights and recommendations for educators and researchers interested in harnessing the potential of social media platforms for teaching English as a second language.
{"title":"https://awej.org/a-metapragmatic-analysis-of-iraqi-and-american-political-legal-discourse/","authors":"Nermeen Singer","doi":"10.24093/awej/vol15no1.6","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.6","url":null,"abstract":"This review article explores the potential of social media platforms in teaching English as a second language and expanding language learning horizons. The article discusses various strategies and activities that utilize social media to enhance language learning, such as using multimedia resources, leveraging interactive features and tools, and promoting authentic language input and exposure to native speakers. Language teachers present success stories and case studies highlighting the implementation of social media in teaching. The review also examines research findings and measurable impacts of social media on language learning, including increased language proficiency, enhanced intercultural competence, and improved motivation and engagement. Additionally, the article addresses challenges and considerations associated with social media use, such as privacy concerns, managing information overload, and promoting inclusivity in access to technology. The article concludes by emphasizing the transformative potential of social media in expanding language learning horizons. It highlights the importance of social media in creating dynamic and interactive learning environments beyond traditional classroom boundaries. Furthermore, the article discusses the future implications of social media in English as a second language education, emphasizing the need for educators to stay informed, adapt to emerging trends, and explore innovative approaches. Overall, this review article underscores the significance of social media in language teaching and the opportunities it offers to enhance language learning experiences. It provides insights and recommendations for educators and researchers interested in harnessing the potential of social media platforms for teaching English as a second language.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"33 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226486","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/vol15no1.9
Ismail Abdulwahhab Ismail
The training of oral and written summarization is embedded in Cognitive Apprenticeship Theory (CAT). This study examines how this form of intervention can improve the long-term reading comprehension skills of students at the Intermediate level; under a program to train translators in English/French into Arabic. It assesses the effectiveness of individual learning and cooperative study methods. One group was given personalized learning, another collaborative; both were split further into spoken and written groups. The 120 students in this cohort all came from the translation studies department at Al-Noor University College (all under age 23). During the six sessions, a delayed post-test used summarization and cooperation scales. The results obtained from one-way ANOVA clarify the impact of summarization training, with verbal groups performing better than written and control learning. In the delayed post-test, groups engaged in collaborative learning notably improved. According to survey results, questions about teacher and student feedback offer mainly positive evaluations of summarization strategies and collaborative learning in translation studies. This study stresses the advanced reading skills in translation studies students gained through summarization training or collaborative learning. This study investigates if there are significant differences in the delayed improvement of reading skills among Translation Department students due to different patterns of summarization training, individually and collaboratively. It also investigates whether there is a significant difference in the delayed effects on reading skills between collaborative and individual approaches, as well as summarizing strategies perception among teachers and students working in Translation Departments
{"title":"Enhancing Translation Competence: Investigating Summarization Impact on English/French to Arabic Translation.","authors":"Ismail Abdulwahhab Ismail","doi":"10.24093/awej/vol15no1.9","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.9","url":null,"abstract":"The training of oral and written summarization is embedded in Cognitive Apprenticeship Theory (CAT). This study examines how this form of intervention can improve the long-term reading comprehension skills of students at the Intermediate level; under a program to train translators in English/French into Arabic. It assesses the effectiveness of individual learning and cooperative study methods. One group was given personalized learning, another collaborative; both were split further into spoken and written groups. The 120 students in this cohort all came from the translation studies department at Al-Noor University College (all under age 23). During the six sessions, a delayed post-test used summarization and cooperation scales. The results obtained from one-way ANOVA clarify the impact of summarization training, with verbal groups performing better than written and control learning. In the delayed post-test, groups engaged in collaborative learning notably improved. According to survey results, questions about teacher and student feedback offer mainly positive evaluations of summarization strategies and collaborative learning in translation studies. This study stresses the advanced reading skills in translation studies students gained through summarization training or collaborative learning. This study investigates if there are significant differences in the delayed improvement of reading skills among Translation Department students due to different patterns of summarization training, individually and collaboratively. It also investigates whether there is a significant difference in the delayed effects on reading skills between collaborative and individual approaches, as well as summarizing strategies perception among teachers and students working in Translation Departments","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"2 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140227992","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/vol15no1.12
Eman Rashed Alkatheery, Dania Adel Salamah, Ghuzayyil Mohammed Al-Otaibi
Translation instructors typically select texts based on what they think students need. However, their translation experience may not extend beyond teaching translation. Furthermore, previous research reported a gap between translator training and the translation job market. As translation courses should cater to the needs of the translation profession, the current study was motivated by the importance of identifying the professional needs of undergraduate translation students in the English Language Program at the College of Language Sciences, King Saud University, to identify any gap between the Program’s requirements and workplace practices. Using questionnaires, interviews, and the analysis of relevant documents, the researchers attempted to identify the most frequent fields, genres, skills, and evaluation criteria professional translators encounter at the workplace. The graduates of the Program under investigation, reported that the most frequent translation fields in the job market were the business translation and legal translation. Furthermore, the most common genres were terms and conditions, policies, reports, agreements and contracts, and website content. The analysis of the documents and interview data showed that the genres addressed in the legal translation course align with the genres encountered at the workplace. In addition, the evaluation criteria adopted by course instructors are well-aligned with the aspects emphasized by employers. In general, some significant discrepancies were found between the Program and the job market regarding genres and fields. Thus, it is recommended that course specifications and objectives are revised in light of job market needs.
{"title":"Investigating the Professional Needs of Undergraduate Translation Students at the College of Language Sciences, King Saud University","authors":"Eman Rashed Alkatheery, Dania Adel Salamah, Ghuzayyil Mohammed Al-Otaibi","doi":"10.24093/awej/vol15no1.12","DOIUrl":"https://doi.org/10.24093/awej/vol15no1.12","url":null,"abstract":"Translation instructors typically select texts based on what they think students need. However, their translation experience may not extend beyond teaching translation. Furthermore, previous research reported a gap between translator training and the translation job market. As translation courses should cater to the needs of the translation profession, the current study was motivated by the importance of identifying the professional needs of undergraduate translation students in the English Language Program at the College of Language Sciences, King Saud University, to identify any gap between the Program’s requirements and workplace practices. Using questionnaires, interviews, and the analysis of relevant documents, the researchers attempted to identify the most frequent fields, genres, skills, and evaluation criteria professional translators encounter at the workplace. The graduates of the Program under investigation, reported that the most frequent translation fields in the job market were the business translation and legal translation. Furthermore, the most common genres were terms and conditions, policies, reports, agreements and contracts, and website content. The analysis of the documents and interview data showed that the genres addressed in the legal translation course align with the genres encountered at the workplace. In addition, the evaluation criteria adopted by course instructors are well-aligned with the aspects emphasized by employers. In general, some significant discrepancies were found between the Program and the job market regarding genres and fields. Thus, it is recommended that course specifications and objectives are revised in light of job market needs.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"340 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140228090","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}
Learning formulaic language, such as idioms, is considered one of the greatest difficulties encountered by EFL learners. The aim of the present study is twofold: first, to examine the effect of using humorous videos on learners’ ability to understand and remember English idioms; second, to investigate students’ attitudes towards learning idioms through humorous videos as a multimedia instructional method. The sample of this study consisted of 50 Saudi female EFL undergraduate learners in the English department at Imam Mohammad Ibn Saud Islamic University, Saudi Arabia. The participants were divided into two groups of 25 students; an experimental group and a control group. The data of the study was collected via three research instruments: pre-test, immediate and delayed post-tests, and an attitudinal questionnaire. A pre-test was given to both groups at the beginning of the study to ensure that they were equivalent. Proceeding this, the experimental group was instructed using humorous videos, while the control group was instructed in the traditional method. Finally, both groups underwent post-tests to measure the performance effects on two levels of idiomatic knowledge: recall and transfer. Results showed that there was a statistically significant difference between the performance of the experimental group and the control group; indicating a positive effect on the experimental group’s recall and transfer. Thus, the study concludes that the use of humorous videos appears to improve learners’ ability to understand and remember English idioms, in addition to indicating that learners hold a positive attitude towards learning idioms through humorous videos as a multimedia instructional method.
{"title":"The Effect of Multimedia on L2 Idiom Learning: Using Instructional Humorous Videos with Saudi Female EFL Undergraduate Learners","authors":"Manal Ayedh Saeed Dajem","doi":"10.24093/awej/th.270","DOIUrl":"https://doi.org/10.24093/awej/th.270","url":null,"abstract":"Learning formulaic language, such as idioms, is considered one of the greatest difficulties encountered by EFL learners. The aim of the present study is twofold: first, to examine the effect of using humorous videos on learners’ ability to understand and remember English idioms; second, to investigate students’ attitudes towards learning idioms through humorous videos as a multimedia instructional method. The sample of this study consisted of 50 Saudi female EFL undergraduate learners in the English department at Imam Mohammad Ibn Saud Islamic University, Saudi Arabia. The participants were divided into two groups of 25 students; an experimental group and a control group. The data of the study was collected via three research instruments: pre-test, immediate and delayed post-tests, and an attitudinal questionnaire. A pre-test was given to both groups at the beginning of the study to ensure that they were equivalent. Proceeding this, the experimental group was instructed using humorous videos, while the control group was instructed in the traditional method. Finally, both groups underwent post-tests to measure the performance effects on two levels of idiomatic knowledge: recall and transfer. Results showed that there was a statistically significant difference between the performance of the experimental group and the control group; indicating a positive effect on the experimental group’s recall and transfer. Thus, the study concludes that the use of humorous videos appears to improve learners’ ability to understand and remember English idioms, in addition to indicating that learners hold a positive attitude towards learning idioms through humorous videos as a multimedia instructional method.","PeriodicalId":505235,"journal":{"name":"Arab World English Journal","volume":"15 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139450970","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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