As online learning continues to gain prominence, understanding the factors influencing learner motivation in virtual environments becomes crucial. This study aimed to investigate the impact of technology and circumstantial factors on the motivation of English language learners engaged in online settings. Through an online questionnaire, data will be collected from approximately 20 participants at Taif University or via crowdsourcing platforms. The questionnaire employed a five-point Likert scale to assess learner motivation and gather ratings on ten factors: five technology-related (device age, speed, display, audio quality, mobility) and five circumstantial (device availability, proficiency, commuting feasibility, external responsibilities, interest in the field). Statistical analysis using Spearman's correlation was conducted to examine the relationships between these factors and motivation. The research revealed that device and internet speed stood out as the most crucial technological determinant of student motivation, with a strong positive correlation coefficient of 0.63. The quality of audio during online lessons also emerged as significant, with a moderate positive correlation of 0.43 with motivation. Interestingly, device mobility did not exhibit a notable correlation with student motivation. Regarding circumstantial factors, students' general interest in pursuing the degree requiring online English learning was the most influential factor affecting motivation, with a strong positive correlation coefficient of 0.53. Students' proficiency in using devices for online learning was another crucial factor, showing a moderate positive correlation of 0.4 with motivation. Unexpectedly, proximity to educational institutions did not correlate significantly with motivation for online learning. However, students with additional responsibilities tended to be more motivated, potentially due to the flexibility of online education.
{"title":"The Impact of Technology on the Motivation of English Language Learners in Online Settings","authors":"N. Alqurashi","doi":"10.5430/wjel.v14n5p654","DOIUrl":"https://doi.org/10.5430/wjel.v14n5p654","url":null,"abstract":"As online learning continues to gain prominence, understanding the factors influencing learner motivation in virtual environments becomes crucial. This study aimed to investigate the impact of technology and circumstantial factors on the motivation of English language learners engaged in online settings. Through an online questionnaire, data will be collected from approximately 20 participants at Taif University or via crowdsourcing platforms. The questionnaire employed a five-point Likert scale to assess learner motivation and gather ratings on ten factors: five technology-related (device age, speed, display, audio quality, mobility) and five circumstantial (device availability, proficiency, commuting feasibility, external responsibilities, interest in the field). Statistical analysis using Spearman's correlation was conducted to examine the relationships between these factors and motivation. The research revealed that device and internet speed stood out as the most crucial technological determinant of student motivation, with a strong positive correlation coefficient of 0.63. The quality of audio during online lessons also emerged as significant, with a moderate positive correlation of 0.43 with motivation. Interestingly, device mobility did not exhibit a notable correlation with student motivation. Regarding circumstantial factors, students' general interest in pursuing the degree requiring online English learning was the most influential factor affecting motivation, with a strong positive correlation coefficient of 0.53. Students' proficiency in using devices for online learning was another crucial factor, showing a moderate positive correlation of 0.4 with motivation. Unexpectedly, proximity to educational institutions did not correlate significantly with motivation for online learning. However, students with additional responsibilities tended to be more motivated, potentially due to the flexibility of online education.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824410","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}
Digital game-based learning (DGBL) is a new approach in educational settings that aims to engage students, encourage curiosity, and provide a versatile learning experience. It has been integrated into educational settings due to the widespread use of digital games by students. This study examines the perceptions of integrating digital games into English as a Second Language (ESL) classroom among 89 second-year engineering students and 11 teachers at a private university in Chennai, India. Employing a mixed-methods research design, data were collected and analyzed using SPSS software. Unlike previous studies that focus solely on the positive aspects of DGBL, this research highlights both the benefits and potential drawbacks of integrating digital games into English language education. By comparing teachers’ and students’ perspectives, the findings emphasize the importance of careful selection and integration of digital games and reveal significant insights into the cognitive, affective, and social aspects of digital game-based language learning. These insights are crucial for guiding policy decisions, instructional practices, and resource development in language education. The study underscores the value of digital games as innovative educational tools and advocates for their thoughtful adoption of digital and technology-based teaching and learning in 21st-century in ELT practices can enhance multidisciplinary skill development.
{"title":"Digital Game-Based Learning in Higher Education: ESL Teachers and Students Perceptions","authors":"Moniza Ray, Ajit Ilangovan","doi":"10.5430/wjel.v14n5p638","DOIUrl":"https://doi.org/10.5430/wjel.v14n5p638","url":null,"abstract":"Digital game-based learning (DGBL) is a new approach in educational settings that aims to engage students, encourage curiosity, and provide a versatile learning experience. It has been integrated into educational settings due to the widespread use of digital games by students. This study examines the perceptions of integrating digital games into English as a Second Language (ESL) classroom among 89 second-year engineering students and 11 teachers at a private university in Chennai, India. Employing a mixed-methods research design, data were collected and analyzed using SPSS software. Unlike previous studies that focus solely on the positive aspects of DGBL, this research highlights both the benefits and potential drawbacks of integrating digital games into English language education. By comparing teachers’ and students’ perspectives, the findings emphasize the importance of careful selection and integration of digital games and reveal significant insights into the cognitive, affective, and social aspects of digital game-based language learning. These insights are crucial for guiding policy decisions, instructional practices, and resource development in language education. The study underscores the value of digital games as innovative educational tools and advocates for their thoughtful adoption of digital and technology-based teaching and learning in 21st-century in ELT practices can enhance multidisciplinary skill development.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141824423","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 study aims to find out the most effective techniques used by EFL faculty members to enhance students' English oral commination skills of EFL university students at Prince Sattam ibn Abdul-Aziz University. 29 faculty members participated in answering the questions of the questionnaire. The data was gathered employing a 5-point Likert scale questionnaire and, it was scrutinized linguistically and statistically by applying the SPSS program. The findings reveal that applying some useful techniques has a positive influence on students' earning outcomes, especially English oral communication skills. The study recommends EFL instructors should vary teaching method techniques to engage students and minimize the amount of hesitation to speak in class. Also, EFL teachers should receive continuous and professional training sessions to help them cope with the updated and useful techniques of effective teaching methods.
{"title":"Operational Techniques Utilized by EFL Faculty Members for Bettering English Oral Communication Skills of EFL University Students","authors":"A. Yousif","doi":"10.5430/wjel.v14n5p605","DOIUrl":"https://doi.org/10.5430/wjel.v14n5p605","url":null,"abstract":"This study aims to find out the most effective techniques used by EFL faculty members to enhance students' English oral commination skills of EFL university students at Prince Sattam ibn Abdul-Aziz University. 29 faculty members participated in answering the questions of the questionnaire. The data was gathered employing a 5-point Likert scale questionnaire and, it was scrutinized linguistically and statistically by applying the SPSS program. The findings reveal that applying some useful techniques has a positive influence on students' earning outcomes, especially English oral communication skills. The study recommends EFL instructors should vary teaching method techniques to engage students and minimize the amount of hesitation to speak in class. Also, EFL teachers should receive continuous and professional training sessions to help them cope with the updated and useful techniques of effective teaching methods.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":" 53","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827305","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 research employs linguistic concept modeling to scrutinize the semantic variations between notions of wealth and poverty in English and Kazakh, aiming to discern their contrasting characteristics. The corpora in English and Kazakh encompassing varied genres, styles, and thematic content were examined through word frequency and co-occurrence to elucidate divergent contextual frames for the terms in both languages, unveiling cultural nuances and cognitive associations. The results indicate that in English, wealth is majorly associated with financial prosperity, real estate ownership, and the availability of resources for a comfortable lifestyle. Conversely, in Kazakh-language writings, the concept of wealth extends to encompass elements like family connections and devotion to the homeland, reflecting cultural priorities and lifestyles. A comparable distinction is evident when examining the contextual usage of the term poverty. The findings underscore the significance of exploring linguistic concepts within distinct cultural and cognitive frameworks, opening avenues for further comparative linguistic research.
{"title":"Wealth/Poverty Opposition in English and Kazakh: A Comparative Study","authors":"Kamila Kerimbayeva, A. Beisenbai","doi":"10.5430/wjel.v14n5p596","DOIUrl":"https://doi.org/10.5430/wjel.v14n5p596","url":null,"abstract":"This research employs linguistic concept modeling to scrutinize the semantic variations between notions of wealth and poverty in English and Kazakh, aiming to discern their contrasting characteristics. The corpora in English and Kazakh encompassing varied genres, styles, and thematic content were examined through word frequency and co-occurrence to elucidate divergent contextual frames for the terms in both languages, unveiling cultural nuances and cognitive associations. The results indicate that in English, wealth is majorly associated with financial prosperity, real estate ownership, and the availability of resources for a comfortable lifestyle. Conversely, in Kazakh-language writings, the concept of wealth extends to encompass elements like family connections and devotion to the homeland, reflecting cultural priorities and lifestyles. A comparable distinction is evident when examining the contextual usage of the term poverty. The findings underscore the significance of exploring linguistic concepts within distinct cultural and cognitive frameworks, opening avenues for further comparative linguistic research.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826550","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}
Baharuddin Baharuddin, Lalu Jaswadi Putera, Lalu Ali Wardana, Santi Farmasari, Sukri, Muhammad
It is particularly intriguing to analyze the application of Baker's theory of translation equivalence through research on such brief texts as on signboard because it reveals a lot of interesting patterns. In order to make a signboard read in the least amount of time feasible and to get the word across to the reader in a more expedient manner, short phrases are frequently used. Texts taken from Lombok's newly emerging market for multilingual signboard served as the basis for this research's collection of data. This descriptive qualitative research aims to investigate the compatibility and applicability of the extended levels of Baker’s translation equivalence in the context of the collected data found on bilingual signboards at religious tourism sites on Lombok Island, particularly in relation to ethical, moral, and semiotic considerations. The study reveals the complex nature of translation equivalence in signboard, highlighting different levels such as word-level, grammatical, text-level, pragmatic, semiotic, and ethical equivalence. It offers practical insights for signboard designers, translators, and the tourism industry worldwide, providing essential information to unfamiliar tourists, contributing to their navigation and exploration of destinations. Additionally, the study underscores the significant role of signboard in tourism development, effective communication of information, intercultural understanding, and the growth of tourism in various destinations beyond Lombok.
{"title":"Bilingual Signboards on Lombok: Approaches to Acquiring the Translation Equivalence","authors":"Baharuddin Baharuddin, Lalu Jaswadi Putera, Lalu Ali Wardana, Santi Farmasari, Sukri, Muhammad","doi":"10.5430/wjel.v14n5p612","DOIUrl":"https://doi.org/10.5430/wjel.v14n5p612","url":null,"abstract":"It is particularly intriguing to analyze the application of Baker's theory of translation equivalence through research on such brief texts as on signboard because it reveals a lot of interesting patterns. In order to make a signboard read in the least amount of time feasible and to get the word across to the reader in a more expedient manner, short phrases are frequently used. Texts taken from Lombok's newly emerging market for multilingual signboard served as the basis for this research's collection of data. This descriptive qualitative research aims to investigate the compatibility and applicability of the extended levels of Baker’s translation equivalence in the context of the collected data found on bilingual signboards at religious tourism sites on Lombok Island, particularly in relation to ethical, moral, and semiotic considerations. The study reveals the complex nature of translation equivalence in signboard, highlighting different levels such as word-level, grammatical, text-level, pragmatic, semiotic, and ethical equivalence. It offers practical insights for signboard designers, translators, and the tourism industry worldwide, providing essential information to unfamiliar tourists, contributing to their navigation and exploration of destinations. Additionally, the study underscores the significant role of signboard in tourism development, effective communication of information, intercultural understanding, and the growth of tourism in various destinations beyond Lombok.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827572","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}
World Journal of English Language wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.World Journal of English Language is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: wjel@sciedupress.comReviewers for Volume 14, Number 5Abderrazak Zaafour, Almería University, SpainAbdul Syahid, Institut Agama Islam Negeri Palangka Raya, IndonesiaAbdulfattah Omar, The Australian National University, AustraliaAby John, RUDN University, IndiaAcep Unang Rahayu, Poltekpar NHI Bandung, IndonesiaAli Hussein Hazem, University of Patras, GreeceAna Maria Costa Lopes, Higher School of Education of the Polytechnic Institute of Viseu, PortugalAnna Maria Kuzio, University of Zielona Gora, PolandAntonio Piga, University of Cagliari, ItalyAravind B R, Kalasalingam Academy of Research and Education, IndiaAshraf Mansour, Jerash Private University, JordanAtyaf Hasan Ibrahim, Al Iraqia University, IraqAyman Khafaga, Suez Canal University, EgyptBadri Abdulhakim Mudhsh, University of Technology and Applied Sciences, OmanBeibei Ren, University of South Florida, USABerhane Gerencheal, Aksum University, EthiopiaChristian Jay Olandria Syting, University of Mindanao, PhilippinesDon Anton Balida, International College of Engineering and Management, OmanElsadig Hussein Fadlalla Ali, King Khalid University, Saudi ArabiaGhazwan Mohammed Saeed Mohammed, University of Bisha, Saudi ArabiaHerman, Universitas HKBP Nommensen Pematangsiantar, IndonesiaHiyam Al-Badareen, Al al-Bayt University , JordanHossein Salarian, University of Tehran, IranHouaria Chaal, Hassiba Ben Bouali University of Chlef, AlgeriaHussain Hamid Ali Ghazzaly, Al-Azhar University, EgyptInayatullah Kakepoto, Quaid-e-Awam University of Engineering Science & Technology, Nawabshah, PakistanJânderson Coswosk, Instituto Federal do Espírito Santo, BrazilJergen Jel A. Cinco- Labaria, Western Philippines University, PhilippinesKristiawan Indriyanto, Universitas Prima Indonesia, IndonesiaL. Santhosh Kumar, Kristu Jayanti College (Autonomous), IndiaLeila Lomashvili, Shawnee State University, USALihong Ding, Lanzhou University of Arts and Sciences, ChinaMaroua Benhamlaoui, University of Fréres Mentouri- Constantine 1 , AlgeriaMelania Terrazas Gallego, University of La Rioja, SpainMohamad Amin Shirkhani, University of sistan and baluchestan, IranMohamad Fadhili bin Yahaya, Universiti Teknologi Mara Perlis Branch, MalaysiaMounir Jilani Ben Zid, Sultan Qaboos University, OmanMozhgan Ghassemiazghandi, Universiti Sains Malaysia, MalaysiaMuhammed Ibrahim Hamood, University of Mosul, IraqNitin Malhotra, Amity University Madhya Pradesh, IndiaNuriadi Nuriadi, University of Mataram, IndonesiaOlena Andrushenko, Universität Augsburg, GermanyOmsalma Ahmed, University of Hail, Saudi Ara
World Journal of English Language（《世界英语语言杂志》）感谢以下人士协助本期稿件的同行评审工作。世界英语语言杂志》正在招募审稿人。如果您有兴趣成为审稿人，我们欢迎您的加入。请联系我们获取申请表：wjel@sciedupress.comReviewers for Volume 14, Number 5Abderrazak Zaafour, Almería University, SpainAbdul Syahid, Institut Agama Islam Negeri Palangka Raya, IndonesiaAbdulfattah Omar, The Australian National University, AustraliaAby John, RUDN University, IndiaAcep Unang Rahayu, Poltekpar NHI Bandung, IndonesiaAli Hussein Hazem, University of Patras, GreeceAna Maria Costa Lopes、Anna Maria Kuzio，波兰 Zielona Gora 大学Antonio Piga，意大利卡利亚里大学Aravind B R，印度 Kalasalingam 研究与教育学院Ashraf Mansour，约旦杰拉什私立大学Atyaf Hasan Ibrahim，伊拉克 Al Iraqia 大学Ayman Khafaga，埃及苏伊士运河大学Badri Abdulhakim Mudhsh，技术与应用科学大学、阿曼 Beibei Ren，美国南佛罗里达大学Berhane Gerencheal，埃塞俄比亚阿克苏姆大学Christian Jay Olandria Syting，菲律宾棉兰老岛大学Don Anton Balida，阿曼国际工程与管理学院Elsadig Hussein Fadlalla Ali，沙特阿拉伯哈立德国王大学Ghazwan Mohammed Saeed Mohammed，沙特阿拉伯比沙大学Herman，印度尼西亚HKBP Nommensen Pematangsiantar大学Hiyam Al-Badarea，印度尼西亚比沙大学Hiyam Al-Badareen，约旦 Al al-Bayt 大学Hossein Salarian，伊朗德黑兰大学Houaria Chaal，阿尔及利亚 Hassiba Ben Bouali Chlef 大学Hussain Hamid Ali Ghazzaly，埃及 Al-Azhar 大学Inayatullah Kakepoto，巴基斯坦 Quaid-e-Awam 工程科技大学NawabshahJânderson Coswosk，巴西 Federal do Espírito Santo 学院Jergen Jel A.Cinco- Labaria，菲律宾西菲律宾大学Kristiawan Indriyanto，印度尼西亚第一大学L.Santhosh Kumar, Kristu Jayanti College (Autonomous), IndiaLeila Lomashvili, Shawnee State University, USALihong Ding, Lanzhou University of Arts and Sciences, ChinaMaroua Benhamlaoui, University of Fréres Mentouri- Constantine 1 、Mohamad Fadhili bin Yahaya, Universiti Teknologi Mara Perlis Branch、穆罕默德-易卜拉欣-哈穆德，伊拉克摩苏尔大学尼廷-马尔霍特拉，中央邦阿米蒂大学、Nuriadi Nuriadi，印度尼西亚马打兰大学Olena Andrushenko，德国奥格斯堡大学Omsalma Ahmed，沙特阿拉伯海尔大学Özkanal, Ümit, 土耳其埃斯基谢希尔 Osmangazi 大学P.Jayakumar, St. Joseph's College of Engineering, IndiaPatsawut Sukserm, Chulalongkorn University Language Institute (CULI), ThailandPrincess H. Policarpio, Angeles University Foundation , PhilippinesRamesh Manickkam, Vel Tech Rangarajan Dr. Sagunthala R&D Institute of Science and Technology, IndiaS.Priya, Subbalakshmi Lakshmipathy 理学院，印度S.Sakthivel, B.S. Abdur Rahman 新月科技学院，印度S.V.Dhanawade, Vivekanand College (Autonomous) Kolhapur, IndiaSafi Eldeen Alzi'abi, Jerash University, JordanSaif Ali Abbas Jumaah, University of Mosul, IraqSantri Djahimo, Nusa Cendana University, IndonesiaSara Mansouri、伊斯兰阿扎德大学纳杰法巴德分校，伊朗Şenel, Müfit, 19 Mayıs 大学，土耳其Servais Dieu-Donné Yédia DADJO, 阿波美-卡拉维大学，贝宁Shalini Yadav, Compucom 技术与管理学院，印度Shangrela Genon-Sieras、Sonthaya Rattanasak，泰国素万那普 Rajamangala 科技大学 Telal Mirghani Khalid，卡塔尔教育和高等教育部 Wahaj Unnisa Warda，沙特阿拉伯萨塔姆本阿卜杜勒阿齐兹王子大学 Zijun SHEN，中国四川传媒大学
{"title":"Reviewer Acknowledgements for World Journal of English Language, Vol. 14, No. 5","authors":"Joe Nelson","doi":"10.5430/wjel.v14n5p663","DOIUrl":"https://doi.org/10.5430/wjel.v14n5p663","url":null,"abstract":"World Journal of English Language wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.World Journal of English Language is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: wjel@sciedupress.comReviewers for Volume 14, Number 5Abderrazak Zaafour, Almería University, SpainAbdul Syahid, Institut Agama Islam Negeri Palangka Raya, IndonesiaAbdulfattah Omar, The Australian National University, AustraliaAby John, RUDN University, IndiaAcep Unang Rahayu, Poltekpar NHI Bandung, IndonesiaAli Hussein Hazem, University of Patras, GreeceAna Maria Costa Lopes, Higher School of Education of the Polytechnic Institute of Viseu, PortugalAnna Maria Kuzio, University of Zielona Gora, PolandAntonio Piga, University of Cagliari, ItalyAravind B R, Kalasalingam Academy of Research and Education, IndiaAshraf Mansour, Jerash Private University, JordanAtyaf Hasan Ibrahim, Al Iraqia University, IraqAyman Khafaga, Suez Canal University, EgyptBadri Abdulhakim Mudhsh, University of Technology and Applied Sciences, OmanBeibei Ren, University of South Florida, USABerhane Gerencheal, Aksum University, EthiopiaChristian Jay Olandria Syting, University of Mindanao, PhilippinesDon Anton Balida, International College of Engineering and Management, OmanElsadig Hussein Fadlalla Ali, King Khalid University, Saudi ArabiaGhazwan Mohammed Saeed Mohammed, University of Bisha, Saudi ArabiaHerman, Universitas HKBP Nommensen Pematangsiantar, IndonesiaHiyam Al-Badareen, Al al-Bayt University , JordanHossein Salarian, University of Tehran, IranHouaria Chaal, Hassiba Ben Bouali University of Chlef, AlgeriaHussain Hamid Ali Ghazzaly, Al-Azhar University, EgyptInayatullah Kakepoto, Quaid-e-Awam University of Engineering Science & Technology, Nawabshah, PakistanJânderson Coswosk, Instituto Federal do Espírito Santo, BrazilJergen Jel A. Cinco- Labaria, Western Philippines University, PhilippinesKristiawan Indriyanto, Universitas Prima Indonesia, IndonesiaL. Santhosh Kumar, Kristu Jayanti College (Autonomous), IndiaLeila Lomashvili, Shawnee State University, USALihong Ding, Lanzhou University of Arts and Sciences, ChinaMaroua Benhamlaoui, University of Fréres Mentouri- Constantine 1 , AlgeriaMelania Terrazas Gallego, University of La Rioja, SpainMohamad Amin Shirkhani, University of sistan and baluchestan, IranMohamad Fadhili bin Yahaya, Universiti Teknologi Mara Perlis Branch, MalaysiaMounir Jilani Ben Zid, Sultan Qaboos University, OmanMozhgan Ghassemiazghandi, Universiti Sains Malaysia, MalaysiaMuhammed Ibrahim Hamood, University of Mosul, IraqNitin Malhotra, Amity University Madhya Pradesh, IndiaNuriadi Nuriadi, University of Mataram, IndonesiaOlena Andrushenko, Universität Augsburg, GermanyOmsalma Ahmed, University of Hail, Saudi Ara","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823996","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 research attempted to know the reality and effects of using Duolingo to develop English language skills for EFL learners in Jordan. The descriptive analytical approach was used to describe and analyze the phenomenon being investigated. Moreover, the sample included 500 first year EFL learners who were randomly selected from the Jordanian universities. They were asked to respond to the questionnaire items, by selecting the option that better describes the degree of their agreement or disagreement regarding each item of the questionnaire. The results reflected that the Jordanian EFL learners are aware of the effectiveness of Duolingo in developing their English language skills. The arithmetic means related to the effects of using Duolingo to develop English listening, reading, writing and speaking skills ranged between 3.09 and 4.01.
{"title":"The Reality and Effects of Using Duolingo to Develop English Language Skills for EFL Learners in Jordan","authors":"Kholod Naser Olimat","doi":"10.5430/wjel.v14n5p627","DOIUrl":"https://doi.org/10.5430/wjel.v14n5p627","url":null,"abstract":"This research attempted to know the reality and effects of using Duolingo to develop English language skills for EFL learners in Jordan. The descriptive analytical approach was used to describe and analyze the phenomenon being investigated. Moreover, the sample included 500 first year EFL learners who were randomly selected from the Jordanian universities. They were asked to respond to the questionnaire items, by selecting the option that better describes the degree of their agreement or disagreement regarding each item of the questionnaire. The results reflected that the Jordanian EFL learners are aware of the effectiveness of Duolingo in developing their English language skills. The arithmetic means related to the effects of using Duolingo to develop English listening, reading, writing and speaking skills ranged between 3.09 and 4.01.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826347","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}
Dictatorial dissertations occupy a prominent place in academic communication and advancement. This genre applies its intricate lexical and grammatical patterns to shape its effectiveness and these patterns need to be studied. The study aims to investigate the discussion section of the doctoral dissertations from ten leading British universities. The objective of the study is to explore the lexico-grammatical similarities and differences between ELT and Linguistics dissertations. It also attempts to analyze how far the lexico-grammatical choices used in the discussion section of ELT dissertations are similar to or different from those of Linguistics. The corpus used in this study consists of 200 discussion sections: 100 from ELT and 100 from Linguistics. A random sampling technique was used to collect data which consisted of publicly available dissertations. Biber’s Tagger was used to annotate grammatical and lexical features. To find out the significant interaction between the selected disciplines, a factorial ANOVA was used. The study is significant in terms of providing insight into the preferred lexico-grammatical patterns used by the students. It further explains how two different disciplines – Linguistics and ELT, make various lexico-grammatical choices. The findings of the study will help the researcher from around the world, particularly the ones from non-English speaking countries, in terms of familiarizing them with the conventions involved in writing a dissertation.
{"title":"Exploring Lexico-grammatical Patterns in Doctoral Dissertations: A Multidimensional Analysis","authors":"Ebtesam Abdulhaleem, Sadia Ali","doi":"10.5430/wjel.v14n3p162","DOIUrl":"https://doi.org/10.5430/wjel.v14n3p162","url":null,"abstract":"Dictatorial dissertations occupy a prominent place in academic communication and advancement. This genre applies its intricate lexical and grammatical patterns to shape its effectiveness and these patterns need to be studied. The study aims to investigate the discussion section of the doctoral dissertations from ten leading British universities. The objective of the study is to explore the lexico-grammatical similarities and differences between ELT and Linguistics dissertations. It also attempts to analyze how far the lexico-grammatical choices used in the discussion section of ELT dissertations are similar to or different from those of Linguistics. The corpus used in this study consists of 200 discussion sections: 100 from ELT and 100 from Linguistics. A random sampling technique was used to collect data which consisted of publicly available dissertations. Biber’s Tagger was used to annotate grammatical and lexical features. To find out the significant interaction between the selected disciplines, a factorial ANOVA was used. The study is significant in terms of providing insight into the preferred lexico-grammatical patterns used by the students. It further explains how two different disciplines – Linguistics and ELT, make various lexico-grammatical choices. The findings of the study will help the researcher from around the world, particularly the ones from non-English speaking countries, in terms of familiarizing them with the conventions involved in writing a dissertation.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"6 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139957472","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}
English for Specific Purposes (ESP) is pivotal for academic, professional, and vocational pursuits, facilitating access to global opportunities. Despite its recognition, some countries, like Kosovo, have not integrated it into vocational education. This study, conducted in Kosovo, assessed ESP’s impact on vocational learners and the repercussions of its non-application. A four-month pilot program involving 23 11th grade students was conducted, dividing them into control and experimental groups. The research investigated ESP’s impact on academic achievement and language mastery without prior exposure. Research questions addressed the impact of ESP on academic achievement and the possibility of language mastery without prior exposure. Hypotheses proposed that ESP significantly affects students’ achievements across diverse fields and that the lack of ESP in vocational upper-secondary education results in lower performance in English courses. After collecting and analysing the data, it was found that experimental group learners showed far better results in each section they were assessed, i.e., in writing, speaking, listening, and vocabulary, compared to the control group. It was observed that each student in the experimental group showed progress in each of the four sections of particular English for informatics in less than four months. However, learners in the control group made only a very small amount of progress. Thus, ESP is considered a must and must have the attention it requires. The countries that have not yet implemented ESP are urged to do so in order to prevent further regress of these learners of their fundamental right to an education that is in line with stated requirements.
{"title":"The Impact of ESP on Vocational Upper-Secondary Learners: A Pilot Study","authors":"Osman Osmani","doi":"10.5430/wjel.v14n3p148","DOIUrl":"https://doi.org/10.5430/wjel.v14n3p148","url":null,"abstract":"English for Specific Purposes (ESP) is pivotal for academic, professional, and vocational pursuits, facilitating access to global opportunities. Despite its recognition, some countries, like Kosovo, have not integrated it into vocational education. This study, conducted in Kosovo, assessed ESP’s impact on vocational learners and the repercussions of its non-application. A four-month pilot program involving 23 11th grade students was conducted, dividing them into control and experimental groups. The research investigated ESP’s impact on academic achievement and language mastery without prior exposure. Research questions addressed the impact of ESP on academic achievement and the possibility of language mastery without prior exposure. Hypotheses proposed that ESP significantly affects students’ achievements across diverse fields and that the lack of ESP in vocational upper-secondary education results in lower performance in English courses. After collecting and analysing the data, it was found that experimental group learners showed far better results in each section they were assessed, i.e., in writing, speaking, listening, and vocabulary, compared to the control group. It was observed that each student in the experimental group showed progress in each of the four sections of particular English for informatics in less than four months. However, learners in the control group made only a very small amount of progress. Thus, ESP is considered a must and must have the attention it requires. The countries that have not yet implemented ESP are urged to do so in order to prevent further regress of these learners of their fundamental right to an education that is in line with stated requirements.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"33 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139957202","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}
Argumentative writing is problematic for Thai EFL learners. This study aims to determine the effects of an argumentative correspondence writing course in an ESP for Science classroom. The course was designed from the genre-based approach, including stance and engagement by Hyland (2005) and ESP material design by Hutchinson and Waters (1987). The experiment involved 40 participants studying in a science field in a public university in Thailand. The study used a one-group pretest and posttest design. The research instruments were a knowledge test and a writing test for scientific argumentative correspondence. The results revealed statistically meaningful differences between the pretest and posttest scores, indicating that the students increased their abilities and gained higher test scores through completing the course. The findings suggest that instruction of writing scientific argumentative correspondences is effective and should be included in ESP science courses, especially as a foundation for writing longer texts in scientific genres.
{"title":"The Effects of Using Scientific Genre to Promote Undergraduate Students’ English Academic Writing in an ESP Course","authors":"Kultida Khammee, Apiwit Liang-itsara, Singhanat Nomnian, Seongha Rhee","doi":"10.5430/wjel.v14n3p170","DOIUrl":"https://doi.org/10.5430/wjel.v14n3p170","url":null,"abstract":"Argumentative writing is problematic for Thai EFL learners. This study aims to determine the effects of an argumentative correspondence writing course in an ESP for Science classroom. The course was designed from the genre-based approach, including stance and engagement by Hyland (2005) and ESP material design by Hutchinson and Waters (1987). The experiment involved 40 participants studying in a science field in a public university in Thailand. The study used a one-group pretest and posttest design. The research instruments were a knowledge test and a writing test for scientific argumentative correspondence. The results revealed statistically meaningful differences between the pretest and posttest scores, indicating that the students increased their abilities and gained higher test scores through completing the course. The findings suggest that instruction of writing scientific argumentative correspondences is effective and should be included in ESP science courses, especially as a foundation for writing longer texts in scientific genres.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"7 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139957466","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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