The significance of English as a ‘Link language’ and as a ‘Global Language’ has increased in the past few decades. English is seen as ‘a language of career’ and ‘a passport for success’ in different walks of life. Active steps have been taken to impart knowledge of English in the ‘Outer Circle’. In the outer circle, English is used as a Second language and it includes countries like India, Singapore, Pakistan and Africa. While some research has been conducted on these varieties, much exhaustive work still needs to be done from the perspective of Standardizing these varieties. The present study sheds light on the attitudes of teachers, learners, curriculum designers, the corporate world and the decision makers in India towards the language variety they use. Though Indian English is considered to have achieved recognition and prestige in the past few years, it is observed that most of the Indian speakers of English still do not take ‘pride’ in asserting the fact that the variety of English that they speak is ‘Indian English’, and also quite often label the variety that they speak as either ‘British English’ or ‘American English’. It is felt that ‘Attitudes’ play a significant role in the growth or decay of a particular language variety. The study argues that the Attitudinal Identification with the variety that we speak is an essential paradigm for the growth of a language variety. The study cites some examples from different non-native varieties and it suggests some strategies that could be adopted so as to bring a shift in the people’s attitude.
{"title":"Attitudinal Identification: An Essential Paradigm for the Growth of Non-native Varieties","authors":"Madhuri Gokhale, Kampeeraphab Intanoo","doi":"10.5430/wjel.v14n2p318","DOIUrl":"https://doi.org/10.5430/wjel.v14n2p318","url":null,"abstract":"The significance of English as a ‘Link language’ and as a ‘Global Language’ has increased in the past few decades. English is seen as ‘a language of career’ and ‘a passport for success’ in different walks of life. Active steps have been taken to impart knowledge of English in the ‘Outer Circle’. In the outer circle, English is used as a Second language and it includes countries like India, Singapore, Pakistan and Africa. While some research has been conducted on these varieties, much exhaustive work still needs to be done from the perspective of Standardizing these varieties. The present study sheds light on the attitudes of teachers, learners, curriculum designers, the corporate world and the decision makers in India towards the language variety they use. Though Indian English is considered to have achieved recognition and prestige in the past few years, it is observed that most of the Indian speakers of English still do not take ‘pride’ in asserting the fact that the variety of English that they speak is ‘Indian English’, and also quite often label the variety that they speak as either ‘British English’ or ‘American English’. It is felt that ‘Attitudes’ play a significant role in the growth or decay of a particular language variety. The study argues that the Attitudinal Identification with the variety that we speak is an essential paradigm for the growth of a language variety. The study cites some examples from different non-native varieties and it suggests some strategies that could be adopted so as to bring a shift in the people’s attitude.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"53 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139601583","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}
Since technology provides adaptable, learner-centered opportunities for language acquisition, smartphones, and mobile applications have become indispensable in the era of Industrial Revolution 4.0, especially in higher education. Research indicates that both teachers and students view mobile learning as an effective tool for learning foreign languages and that mobile-assisted language learning (MALL) has made significant strides in offering resources and language exercises that can be completed at any time and place. The objective of this empirical study is to evaluate how mobile apps affect EFL students' English-speaking abilities and look into the relationship between skill development and app usage frequency. Additionally, it looks for potential moderating and mediating factors that affect how well mobile applications improve English speaking, illuminating the complex dynamics present in the EFL learning environment. The study used a concurrent embedded design and collected data on students' attitudes and views of smartphone English language learning apps (ELLA) through the use of a 26-item questionnaire. The questionnaire had a good degree of internal consistency with a score of 0.95 following data analysis, and t-tests were used to evaluate significant differences between groups. The data were gathered using a Likert scale. The results show that using mobile apps improves English-speaking abilities moderately but consistently, regardless of socioeconomic status. An important factor in this relationship is self-motivation. With beneficial ramifications for educators and legislators, the study highlights the potential of mobile apps as a useful tool for improving English proficiency among different student populations.
{"title":"Empirical Study on the Influence of Mobile Apps on Improving English Speaking Skills in School Students","authors":"Kewin Anten Raj Jr, Anu Baisel","doi":"10.5430/wjel.v14n2p339","DOIUrl":"https://doi.org/10.5430/wjel.v14n2p339","url":null,"abstract":"Since technology provides adaptable, learner-centered opportunities for language acquisition, smartphones, and mobile applications have become indispensable in the era of Industrial Revolution 4.0, especially in higher education. Research indicates that both teachers and students view mobile learning as an effective tool for learning foreign languages and that mobile-assisted language learning (MALL) has made significant strides in offering resources and language exercises that can be completed at any time and place. The objective of this empirical study is to evaluate how mobile apps affect EFL students' English-speaking abilities and look into the relationship between skill development and app usage frequency. Additionally, it looks for potential moderating and mediating factors that affect how well mobile applications improve English speaking, illuminating the complex dynamics present in the EFL learning environment. The study used a concurrent embedded design and collected data on students' attitudes and views of smartphone English language learning apps (ELLA) through the use of a 26-item questionnaire. The questionnaire had a good degree of internal consistency with a score of 0.95 following data analysis, and t-tests were used to evaluate significant differences between groups. The data were gathered using a Likert scale. The results show that using mobile apps improves English-speaking abilities moderately but consistently, regardless of socioeconomic status. An important factor in this relationship is self-motivation. With beneficial ramifications for educators and legislators, the study highlights the potential of mobile apps as a useful tool for improving English proficiency among different student populations.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"4 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139602825","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}
Teaching foreign language learners literature appreciation can be a tricky task as it follows from a deep and clear understanding of literature as the first step. This study examines whether and how an AI tool (ChatGPT) can contribute to the literature appreciation skills of EFL learners. The study was conducted with a sample of 28 female EFL learners at Prince Sattam Bin Abdelaziz University (PSBAU), Saudi Arabia in the first semester of 2023 spanning a ChatGPT- based intervention period of three weeks. Results indicated that learners’ literature appreciation scores improved from 17.96 before the intervention to 22.21 afterwards with a probability value which was a statistically significant change. The parameters on which the improvement was observed were the ability to identify and interpret literary themes, symbols, and character development using the chatbot. The study employed a unique method of gathering real-time experiential data from the participants by encouraging them to share their ChatGPT interaction experiences after each interventional session. The participants reported gains over conventional learning including cоntext and nuances, general language proficiency by helping with error correction, cohesion, and coherence, identifying themes, motifs, symbolism, and character development, exposure to world literatures, adjustment to learners’ proficiency levels, cultural and historical information, and freedom to ask questions. Based on these results, the study highly recommends the integration of ChatGPT into the EFL classroom but with appropriate investment in educating the learners on the ethics of AI use as was done by the researcher here.
{"title":"The Impact of ChatGPT in Developing Saudi EFL Learners' Literature Appreciation","authors":"Albandary Ibrahim Alhammad","doi":"10.5430/wjel.v14n2p331","DOIUrl":"https://doi.org/10.5430/wjel.v14n2p331","url":null,"abstract":"Teaching foreign language learners literature appreciation can be a tricky task as it follows from a deep and clear understanding of literature as the first step. This study examines whether and how an AI tool (ChatGPT) can contribute to the literature appreciation skills of EFL learners. The study was conducted with a sample of 28 female EFL learners at Prince Sattam Bin Abdelaziz University (PSBAU), Saudi Arabia in the first semester of 2023 spanning a ChatGPT- based intervention period of three weeks. Results indicated that learners’ literature appreciation scores improved from 17.96 before the intervention to 22.21 afterwards with a probability value which was a statistically significant change. The parameters on which the improvement was observed were the ability to identify and interpret literary themes, symbols, and character development using the chatbot. The study employed a unique method of gathering real-time experiential data from the participants by encouraging them to share their ChatGPT interaction experiences after each interventional session. The participants reported gains over conventional learning including cоntext and nuances, general language proficiency by helping with error correction, cohesion, and coherence, identifying themes, motifs, symbolism, and character development, exposure to world literatures, adjustment to learners’ proficiency levels, cultural and historical information, and freedom to ask questions. Based on these results, the study highly recommends the integration of ChatGPT into the EFL classroom but with appropriate investment in educating the learners on the ethics of AI use as was done by the researcher here.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"16 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139600028","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}
The present study is to shed light on the nature and extent of the impact of English language proficiency on career advancement across a range of professional contexts by compiling and critically analyzing scientific research on the subject. The research shows on the connections between language proficiency, professional mobility, and socioeconomic circumstances by drawing on the ideas of linguistic capital, socio-linguistic adaptation, and globalized labour markets. Moreover, the English language has a significant influence on our workplaces and businesses. Regardless of differences in geography, society, politics, or religion, English has emerged as the dominant language in the global business community. Fieldwork was carried out at Vignan's Foundation for Science, Technology & Research, Andhra Pradesh. For this, Sudanese graduating EFL students were chosen from various courses of the institute.The findings show a significant relationship between job success and English language competency, particularly in fields where English is the predominant language of exchange. The extent of this advantage, however, it varies depending on the industry, the cultural setting, and the specific organizational policies. The findings highlight the importance of English education and training in workforce development plans, particularly in locations with a low native English-speaking population. Businesses may benefit from investing in language training as a means of retaining and developing talent. Policymakers may take these findings into account when creating educational curriculum and social interventions to address linguistic gaps on a larger scale. The investigation reveals a favorable correlation between professional advancement and proficiency in the English language.
{"title":"The Role of English Speaking- Skills in Career Progression: A Case Study among Sudanese Undergraduate EFL Students","authors":"Md Sohel Rana, Rahamat Shaikh","doi":"10.5430/wjel.v14n2p349","DOIUrl":"https://doi.org/10.5430/wjel.v14n2p349","url":null,"abstract":"The present study is to shed light on the nature and extent of the impact of English language proficiency on career advancement across a range of professional contexts by compiling and critically analyzing scientific research on the subject. The research shows on the connections between language proficiency, professional mobility, and socioeconomic circumstances by drawing on the ideas of linguistic capital, socio-linguistic adaptation, and globalized labour markets. Moreover, the English language has a significant influence on our workplaces and businesses. Regardless of differences in geography, society, politics, or religion, English has emerged as the dominant language in the global business community. Fieldwork was carried out at Vignan's Foundation for Science, Technology & Research, Andhra Pradesh. For this, Sudanese graduating EFL students were chosen from various courses of the institute.The findings show a significant relationship between job success and English language competency, particularly in fields where English is the predominant language of exchange. The extent of this advantage, however, it varies depending on the industry, the cultural setting, and the specific organizational policies. The findings highlight the importance of English education and training in workforce development plans, particularly in locations with a low native English-speaking population. Businesses may benefit from investing in language training as a means of retaining and developing talent. Policymakers may take these findings into account when creating educational curriculum and social interventions to address linguistic gaps on a larger scale. The investigation reveals a favorable correlation between professional advancement and proficiency in the English language.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"53 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139602219","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}
W. A. Hatab, Mohammad Khaleel, Mohammed AL-Badawi, Alalddin Al-Tarawneh
Charles Dickens’s (1909) “Little Dorrit” and Al Tayeb Saleh’s (1997) “Nakhla Ala Al Jadwal” were the subject of this investigation. Using Halliday and Matthiessen’s (2014) model of thematic categorizations and functions, this research paper examined thematic structure functions in relation to Dickens’s and Saleh’s short stories. Hence, 234 English and 304 Arabic clauses were manually extracted from the short stories and analyzed regarding the proposed framework. The findings revealed that the use of topical themes was the highest and the interpersonal was the lowest in frequency while the textual themes were at some point in between the topical and interpersonal ones. The comparison also had no bearing on the topical themes because they were identical, but the textual and interpersonal themes recorded distinct results. In Arabic, the utilization of textual themes was higher but the implementation of interpersonal themes was more employed and exercised in English. Each of which indicates multifarious reasons and functions to be regarded to the author’s vantage point.
查尔斯-狄更斯（1909 年）的《小杜丽》和 Al Tayeb Saleh（1997 年）的《Nakhla Ala Al Jadwal》是本研究的主题。本研究论文采用 Halliday 和 Matthiessen（2014 年）的主题分类和功能模型，研究了狄更斯和萨利赫短篇小说的主题结构功能。因此，本文从短篇小说中人工提取了 234 个英语分句和 304 个阿拉伯语分句，并根据提出的框架进行了分析。研究结果表明，专题主题的使用频率最高，人际主题的使用频率最低，而文本主题的使用频率则介于专题主题和人际主题之间。比较结果也与主题无关，因为它们是相同的，但文本主题和人际主题的结果却截然不同。在阿拉伯语中，文本主题的使用率较高，但在英语中，人际主题的使用率更高。这一切都表明，作者的视角具有多方面的原因和作用。
{"title":"A Contrastive Study on the Thematic Structure Functions of English and Arabic Short Stories","authors":"W. A. Hatab, Mohammad Khaleel, Mohammed AL-Badawi, Alalddin Al-Tarawneh","doi":"10.5430/wjel.v14n2p324","DOIUrl":"https://doi.org/10.5430/wjel.v14n2p324","url":null,"abstract":"Charles Dickens’s (1909) “Little Dorrit” and Al Tayeb Saleh’s (1997) “Nakhla Ala Al Jadwal” were the subject of this investigation. Using Halliday and Matthiessen’s (2014) model of thematic categorizations and functions, this research paper examined thematic structure functions in relation to Dickens’s and Saleh’s short stories. Hence, 234 English and 304 Arabic clauses were manually extracted from the short stories and analyzed regarding the proposed framework. The findings revealed that the use of topical themes was the highest and the interpersonal was the lowest in frequency while the textual themes were at some point in between the topical and interpersonal ones. The comparison also had no bearing on the topical themes because they were identical, but the textual and interpersonal themes recorded distinct results. In Arabic, the utilization of textual themes was higher but the implementation of interpersonal themes was more employed and exercised in English. Each of which indicates multifarious reasons and functions to be regarded to the author’s vantage point.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"42 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139602335","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}
Masculinity is considered as behavior and attributes expected out of men. It is a socially constructed concept that is shaped by gender roles, societal expectations, and power dynamics that vary across cultures and historical periods. The studies concerning men, masculinity, and nature relations emerged as a response to the essentialized notion of associating men with culture, patriarchy, oppression, and women with nature, rather than focusing on the complexity of masculinities and their relation with nature. Further, Ecomasculinity and Ecological masculinism are Western concepts and frameworks that evolved out of the studies concerning men-nature relationships. Considering the plurality of masculinity and the nuances of men-nature relationships, this paper explores the intersection of men, masculinity, and nature in Tribal society in the context of South India. The study employs textual analysis as a method to explore men-nature relationships. The text considered for the analysis is the novel Huntsman by Lakshmi Saravanakumar, translated into English by Aswini Kumar. The novel presents an indigenous tribal society rooted in the forest with interpersonal connections between humans and non-humans. The paper demonstrates how the concept of Home, Indigeneity, and life in tribal society caters to the construction of the notion of masculinity, which emphasizes caring attitudes toward nature. The perspective of indigenous society challenges the traditional notion of masculinity as dominant and oppressive. This paper argues that masculine discourse in Tribal society is counter-hegemonic, and is built on caring towards humans and nonhumans rather than domination.
{"title":"Tribal Masculinity: An Alternative of Anti-ecological Masculinity","authors":"Pavithra E, R. Raju","doi":"10.5430/wjel.v14n2p253","DOIUrl":"https://doi.org/10.5430/wjel.v14n2p253","url":null,"abstract":"Masculinity is considered as behavior and attributes expected out of men. It is a socially constructed concept that is shaped by gender roles, societal expectations, and power dynamics that vary across cultures and historical periods. The studies concerning men, masculinity, and nature relations emerged as a response to the essentialized notion of associating men with culture, patriarchy, oppression, and women with nature, rather than focusing on the complexity of masculinities and their relation with nature. Further, Ecomasculinity and Ecological masculinism are Western concepts and frameworks that evolved out of the studies concerning men-nature relationships. Considering the plurality of masculinity and the nuances of men-nature relationships, this paper explores the intersection of men, masculinity, and nature in Tribal society in the context of South India. The study employs textual analysis as a method to explore men-nature relationships. The text considered for the analysis is the novel Huntsman by Lakshmi Saravanakumar, translated into English by Aswini Kumar. The novel presents an indigenous tribal society rooted in the forest with interpersonal connections between humans and non-humans. The paper demonstrates how the concept of Home, Indigeneity, and life in tribal society caters to the construction of the notion of masculinity, which emphasizes caring attitudes toward nature. The perspective of indigenous society challenges the traditional notion of masculinity as dominant and oppressive. This paper argues that masculine discourse in Tribal society is counter-hegemonic, and is built on caring towards humans and nonhumans rather than domination.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"65 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139613388","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 article aims at exploring the translation strategies adopted in translating from Arabic into English the idiomatic expressions found in Al Qurmiya, a historical novel by the Jordanian writer Samiha Krais (1998/2011). Fifty-five idioms in the Arabic text have been selected and compared with their counterparts in the English text with the aim of finding out how they have been translated. Applying Mona Baker’s (2018) idioms translation model, the researcher examines the translation strategies employed in the translated version The Tree Stump by Nesreen Akhtarkhavari (2019) and analyzes the extent of their effective transference of the meanings of the selected idioms from the source language into the target language. Results show that the strategies applied in the translation are similar to those in Baker’s model and that paraphrasing is the most frequently used strategy followed by the strategy of “using an idiom of similar meaning but dissimilar form”.
{"title":"Strategies Used in Arabic-English Translation of Idioms in Samiha Krais’s Novel Al Qurmiya","authors":"Nisreen T. Yousef","doi":"10.5430/wjel.v14n2p271","DOIUrl":"https://doi.org/10.5430/wjel.v14n2p271","url":null,"abstract":"This article aims at exploring the translation strategies adopted in translating from Arabic into English the idiomatic expressions found in Al Qurmiya, a historical novel by the Jordanian writer Samiha Krais (1998/2011). Fifty-five idioms in the Arabic text have been selected and compared with their counterparts in the English text with the aim of finding out how they have been translated. Applying Mona Baker’s (2018) idioms translation model, the researcher examines the translation strategies employed in the translated version The Tree Stump by Nesreen Akhtarkhavari (2019) and analyzes the extent of their effective transference of the meanings of the selected idioms from the source language into the target language. Results show that the strategies applied in the translation are similar to those in Baker’s model and that paraphrasing is the most frequently used strategy followed by the strategy of “using an idiom of similar meaning but dissimilar form”.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"51 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139611805","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}
Language exchange is based on teaching (the native language) and learning (the foreign language) in tandem. There are numerous language exchange applications (LEAs) on smartphones that connect language exchange partners from all over the world. This study investigates the trustworthiness of these applications and whether they are genuinely used for exchanging the target language or used as a camouflage for finding friends and building relationships. The study was conducted using a case-study approach focusing on two identical language exchange applications. Research tools included questionnaires and observation. The participants were active LEA users and included male and female language learners. The empirical data collected from LEAs and the qualitative data analysis will first look into application authenticity, user honesty and the most common misuse of the LEAs. It then attempts to gauge users’ attitude towards LEAs. Finally, it puts forward some recommendations for implementing LEAs amongst application developers, educators and adult learners.
{"title":"It’s Tandem, not Tinder! Interrogating Authenticity and Trustworthiness of Language Exchange Applications in Adult Learners: A Central Asian and Middle Eastern Perspective","authors":"Masuda Wardak","doi":"10.5430/wjel.v14n2p293","DOIUrl":"https://doi.org/10.5430/wjel.v14n2p293","url":null,"abstract":"Language exchange is based on teaching (the native language) and learning (the foreign language) in tandem. There are numerous language exchange applications (LEAs) on smartphones that connect language exchange partners from all over the world. This study investigates the trustworthiness of these applications and whether they are genuinely used for exchanging the target language or used as a camouflage for finding friends and building relationships. The study was conducted using a case-study approach focusing on two identical language exchange applications. Research tools included questionnaires and observation. The participants were active LEA users and included male and female language learners. The empirical data collected from LEAs and the qualitative data analysis will first look into application authenticity, user honesty and the most common misuse of the LEAs. It then attempts to gauge users’ attitude towards LEAs. Finally, it puts forward some recommendations for implementing LEAs amongst application developers, educators and adult learners.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"71 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139613320","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 explores the written corrective feedback (WCF) behaviors of English as a foreign language (EFL) students in an EFL context and the individual and contextual factors that shape these behaviors. Ten students from the English language and translation department were interviewed and their WCF behaviors were explored. The participants were aged between 19 and 23 years, and had studied at least two writing courses taught by different instructors at a Saudi University. The findings revealed that most students had positive affective attitudes toward WCF. Most of them appreciated receiving both positive and negative comments, as the former were encouraging, while the latter helped improve their writing skills. Students’ behavioral responses to WCF varied; while some students were eager to read the feedback and correct their errors, others could correct them only when a second draft was requested. Additionally, most students relied on instructors for error correction, while only a few attempted more autonomous approaches to correction using textbooks or electronic resources. This variation in behavior could be attributed to the students’ different levels of motivation to improve their writing skills and their different individual goals for the writing course. Moreover, students’ responses to WCF were influenced by contextual factors such as the type of WCF received, the instructor’s professionalism and relationship with the students, number of assignments, and time constraints.
{"title":"Written Corrective Feedback in EFL Context: Contextual and Individual Factors Influencing Students’ Responses","authors":"Nada A Alkhalaf, Ahmad I. Alhojailan","doi":"10.5430/wjel.v14n2p260","DOIUrl":"https://doi.org/10.5430/wjel.v14n2p260","url":null,"abstract":"This study explores the written corrective feedback (WCF) behaviors of English as a foreign language (EFL) students in an EFL context and the individual and contextual factors that shape these behaviors. Ten students from the English language and translation department were interviewed and their WCF behaviors were explored. The participants were aged between 19 and 23 years, and had studied at least two writing courses taught by different instructors at a Saudi University. The findings revealed that most students had positive affective attitudes toward WCF. Most of them appreciated receiving both positive and negative comments, as the former were encouraging, while the latter helped improve their writing skills. Students’ behavioral responses to WCF varied; while some students were eager to read the feedback and correct their errors, others could correct them only when a second draft was requested. Additionally, most students relied on instructors for error correction, while only a few attempted more autonomous approaches to correction using textbooks or electronic resources. This variation in behavior could be attributed to the students’ different levels of motivation to improve their writing skills and their different individual goals for the writing course. Moreover, students’ responses to WCF were influenced by contextual factors such as the type of WCF received, the instructor’s professionalism and relationship with the students, number of assignments, and time constraints.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"47 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139613536","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}
Oral Communication Apprehension casts a long shadow for many Jordanian students, hindering their ability to thrive in an immersive language environment. This qualitative study examined the inner workings of Oral Communication Apprehension (OCA) fifteen Jordanian students at Al al-Bayt University, exploring the specific psychological processes and mechanisms that fuel this anxiety. Through in-depth interviews, the research investigates how students experience OCA both inside and outside the classroom, revealing a complex interplay of factors. Fear of negative judgment, avoidance behaviors, speaking anxiety, lack of confidence in English skills, and persistent self-criticism intertwine and reinforce each other, creating a vicious cycle that impedes fluency and engagement. This research builds on existing knowledge on OCA and anxiety, offering valuable insights into the unique experiences of Jordanian learners and the specific challenges they face. Finally, the study suggests that pedagogical implications can be used to reduce and alleviate the negative impacts of these psychological factors on the smoothness of oral communication and speaking fluency.
口语交际焦虑症给许多约旦学生蒙上了一层阴影，阻碍了他们在沉浸式语言环境中茁壮成长。这项定性研究考察了 Al al-Bayt 大学 15 名约旦学生口语交际焦虑（OCA）的内部运作情况，探索了助长这种焦虑的具体心理过程和机制。通过深入访谈，研究调查了学生在课堂内外是如何体验 OCA 的，揭示了各种因素之间复杂的相互作用。害怕负面评价、回避行为、口语焦虑、对英语技能缺乏自信以及持续的自我批评相互交织、相互强化，形成了一个阻碍流利表达和参与的恶性循环。本研究以现有的关于口语焦虑和焦虑的知识为基础，对约旦学习者的独特经历及其面临的具体挑战提出了宝贵的见解。最后，研究表明，可以利用教学意义来减少和减轻这些心理因素对口语交际和口语流利性的负面影响。
{"title":"Exploring Psychological Mechanisms of OCA in Jordanian Universities: A Case Study of Al al-Bayt University","authors":"Rashad Faleh Alhasan, Khatra Amar","doi":"10.5430/wjel.v14n2p310","DOIUrl":"https://doi.org/10.5430/wjel.v14n2p310","url":null,"abstract":"Oral Communication Apprehension casts a long shadow for many Jordanian students, hindering their ability to thrive in an immersive language environment. This qualitative study examined the inner workings of Oral Communication Apprehension (OCA) fifteen Jordanian students at Al al-Bayt University, exploring the specific psychological processes and mechanisms that fuel this anxiety. Through in-depth interviews, the research investigates how students experience OCA both inside and outside the classroom, revealing a complex interplay of factors. Fear of negative judgment, avoidance behaviors, speaking anxiety, lack of confidence in English skills, and persistent self-criticism intertwine and reinforce each other, creating a vicious cycle that impedes fluency and engagement. This research builds on existing knowledge on OCA and anxiety, offering valuable insights into the unique experiences of Jordanian learners and the specific challenges they face. Finally, the study suggests that pedagogical implications can be used to reduce and alleviate the negative impacts of these psychological factors on the smoothness of oral communication and speaking fluency.","PeriodicalId":505938,"journal":{"name":"World Journal of English Language","volume":"22 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139612265","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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