Pub Date : 2024-03-01DOI: 10.36892/ijlls.v6i1.1543
Karl Angelo Tabernero
As English language teachers explore existing writing assessment approaches and strategies, it is, however, inevitable to encounter challenges in the different phases of writing assessment. The challenge is not confined alone to the development of writing assessment tools but more so to the establishment of fair and reliable results for writing performance. It has been argued that the gap between norms and traditions among language schools is one root of such a challenge. One writing assessment practice may work for one setting but not another. Therefore, the present study is intended to discover the writing assessment approaches and strategies employed by junior high school English language teachers in the context and to identify the relevant challenges they encountered in utilizing such writing assessment practices. To meet the research objective, a qualitative investigation through a narrative inquiry approach was employed. The data were gathered from seven (7) English language teachers in a junior high school in Bataan, Philippines. Self-made, semi-structured interview guides were utilized. The shared narratives from the interviews served as data subjected to thematic analysis. The research investigation revealed that English language teachers generally utilize scoring rubrics and an analytical approach to assess junior high school students’ writing performance. As a result, they have found challenges in assessing writing performance due to strict adherence to the components of scoring rubrics, time constraints, and the poor writing competencies of students. To address the issues, the study suggests writing assessment programs and training that promote contextualization, ICT integration, and learning autonomy. English language teachers value the importance of systematic writing assessment practices while also recognizing the roles of emerging practices that will establish not only fairness but also effectiveness that is responsive to the development of the English writing competencies of the students.
{"title":"PRACTICES OF ENGLISH LANGUAGE TEACHERS IN ASSESSING JUNIOR HIGH SCHOOL STUDENTS’ WRITING PERFORMANCE","authors":"Karl Angelo Tabernero","doi":"10.36892/ijlls.v6i1.1543","DOIUrl":"https://doi.org/10.36892/ijlls.v6i1.1543","url":null,"abstract":"As English language teachers explore existing writing assessment approaches and strategies, it is, however, inevitable to encounter challenges in the different phases of writing assessment. The challenge is not confined alone to the development of writing assessment tools but more so to the establishment of fair and reliable results for writing performance. It has been argued that the gap between norms and traditions among language schools is one root of such a challenge. One writing assessment practice may work for one setting but not another. Therefore, the present study is intended to discover the writing assessment approaches and strategies employed by junior high school English language teachers in the context and to identify the relevant challenges they encountered in utilizing such writing assessment practices. \u0000To meet the research objective, a qualitative investigation through a narrative inquiry approach was employed. The data were gathered from seven (7) English language teachers in a junior high school in Bataan, Philippines. Self-made, semi-structured interview guides were utilized. The shared narratives from the interviews served as data subjected to thematic analysis. \u0000The research investigation revealed that English language teachers generally utilize scoring rubrics and an analytical approach to assess junior high school students’ writing performance. As a result, they have found challenges in assessing writing performance due to strict adherence to the components of scoring rubrics, time constraints, and the poor writing competencies of students. To address the issues, the study suggests writing assessment programs and training that promote contextualization, ICT integration, and learning autonomy. \u0000English language teachers value the importance of systematic writing assessment practices while also recognizing the roles of emerging practices that will establish not only fairness but also effectiveness that is responsive to the development of the English writing competencies of the students.","PeriodicalId":506434,"journal":{"name":"International Journal of Language and Literary Studies","volume":" May","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140092624","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 : 2024-03-01DOI: 10.36892/ijlls.v6i1.1595
Aananda Rai
This study explores the secondary-level students’ experiences in English as a medium of instruction in education. It aimed at identifying the challenges in English as a medium of instruction for the students in the Nepalese educational settings. It used narrative inquiry as a research method in order to explore the living experiences of the students regarding the practice of using the English language as a language of classroom instruction in the context where English is used as a non-native language. Semi-structured interview has been used as a research process for data collection and the interview guidelines have been used as research tools while collecting data from purposely selected seven student participants studying in the secondary level. This study has revealed that the students experience English as a medium of instruction as a practice to boost up their confidence personally as well as academically despite their EMI hardships in and outside their educational settings.
{"title":"Secondary Level Students’ Experiences in English as a Medium of Instruction: A Nepalese Context","authors":"Aananda Rai","doi":"10.36892/ijlls.v6i1.1595","DOIUrl":"https://doi.org/10.36892/ijlls.v6i1.1595","url":null,"abstract":"This study explores the secondary-level students’ experiences in English as a medium of instruction in education. It aimed at identifying the challenges in English as a medium of instruction for the students in the Nepalese educational settings. It used narrative inquiry as a research method in order to explore the living experiences of the students regarding the practice of using the English language as a language of classroom instruction in the context where English is used as a non-native language. Semi-structured interview has been used as a research process for data collection and the interview guidelines have been used as research tools while collecting data from purposely selected seven student participants studying in the secondary level. This study has revealed that the students experience English as a medium of instruction as a practice to boost up their confidence personally as well as academically despite their EMI hardships in and outside their educational settings. ","PeriodicalId":506434,"journal":{"name":"International Journal of Language and Literary Studies","volume":"11 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140091165","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 : 2024-03-01DOI: 10.36892/ijlls.v6i1.1592
Monica Louise Yaneza, Claire Rose Miralles, Jv Andrew Morales, Geneva Cao, John Louie Cruz, Ma. Ericca Orga, Kurt Christian Reodava
Following the 2022 Program for International Student Assessment (PISA) test results, it was found out that the Philippines ranked 76th in reading comprehension among 81 PISA-participating countries. Students from the Philippines are still among the least proficient in the world in reading comprehension. With the country performing below the standards and criterion set by the organization, the researchers investigate internalized language prejudice as learners’ primary obstruction in acquiring the English language. Provided that the Oral Corrective Feedback (OCF) is essential for students’ learning process and performing separate functions in acquiring the English language, this paper aims to figure out their preferred OCF in acquiring the language. Furthermore, the proponents of the study delve into the reasons of the selected students when given an OCF in connection and relevance with how internalized language prejudice, stereotypes, and preconceived notions come into play in terms of the effectiveness of the English language learning and teaching. Lastly, the paper used mixed methods in gathering data: quantitative through an online survey form and qualitative through Focus Group Discussions (FGD).
{"title":"Preferred Oral Corrective Feedback through Existing Internalized Language Prejudice of Students in the Philippines","authors":"Monica Louise Yaneza, Claire Rose Miralles, Jv Andrew Morales, Geneva Cao, John Louie Cruz, Ma. Ericca Orga, Kurt Christian Reodava","doi":"10.36892/ijlls.v6i1.1592","DOIUrl":"https://doi.org/10.36892/ijlls.v6i1.1592","url":null,"abstract":"Following the 2022 Program for International Student Assessment (PISA) test results, it was found out that the Philippines ranked 76th in reading comprehension among 81 PISA-participating countries. Students from the Philippines are still among the least proficient in the world in reading comprehension. With the country performing below the standards and criterion set by the organization, the researchers investigate internalized language prejudice as learners’ primary obstruction in acquiring the English language. Provided that the Oral Corrective Feedback (OCF) is essential for students’ learning process and performing separate functions in acquiring the English language, this paper aims to figure out their preferred OCF in acquiring the language. Furthermore, the proponents of the study delve into the reasons of the selected students when given an OCF in connection and relevance with how internalized language prejudice, stereotypes, and preconceived notions come into play in terms of the effectiveness of the English language learning and teaching. Lastly, the paper used mixed methods in gathering data: quantitative through an online survey form and qualitative through Focus Group Discussions (FGD).","PeriodicalId":506434,"journal":{"name":"International Journal of Language and Literary Studies","volume":"12 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140086117","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 : 2024-03-01DOI: 10.36892/ijlls.v6i1.1617
Thamer Kalfut
The evaluation of L2 textbooks is an important aspect of curriculum development in L2 learning and teaching. It has been the subject of research since the 1970s. A large number of studies have been conducted to investigate the language skills, linguistic elements, or/and social factors presented in textbooks. However, even so, the issue of evaluation research approaches has not received very much critical attention. As a result, this research project is concerned with the methodology used in textbook research. It aims to provide an overview of current approaches to L2 textbook evaluation research, as well to highlight their major limitations. It reviews research methods used in previous studies targeting textbooks from grade one to grade twelve in various countries and reveals two main approaches. The first approach seeks to conduct a thorough assessment of one specific English textbook. L2 material researchers often use a Likert scale checklist to investigate the strengths and weaknesses of an entire English language textbook. The second approach evaluates an English textbook from a micro perspective, with a particular emphasis on one single aspect of it, such as reading or writing. These findings may help us to better understand current evaluation approaches used by textbook researchers and their limitations. It shows what needs to be done to improve this evaluation process in the future.
{"title":"Approaches and Limitations of L2 Textbook Evaluation Research","authors":"Thamer Kalfut","doi":"10.36892/ijlls.v6i1.1617","DOIUrl":"https://doi.org/10.36892/ijlls.v6i1.1617","url":null,"abstract":"The evaluation of L2 textbooks is an important aspect of curriculum development in L2 learning and teaching. It has been the subject of research since the 1970s. A large number of studies have been conducted to investigate the language skills, linguistic elements, or/and social factors presented in textbooks. However, even so, the issue of evaluation research approaches has not received very much critical attention. As a result, this research project is concerned with the methodology used in textbook research. It aims to provide an overview of current approaches to L2 textbook evaluation research, as well to highlight their major limitations. It reviews research methods used in previous studies targeting textbooks from grade one to grade twelve in various countries and reveals two main approaches. The first approach seeks to conduct a thorough assessment of one specific English textbook. L2 material researchers often use a Likert scale checklist to investigate the strengths and weaknesses of an entire English language textbook. The second approach evaluates an English textbook from a micro perspective, with a particular emphasis on one single aspect of it, such as reading or writing. These findings may help us to better understand current evaluation approaches used by textbook researchers and their limitations. It shows what needs to be done to improve this evaluation process in the future.","PeriodicalId":506434,"journal":{"name":"International Journal of Language and Literary Studies","volume":"2 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140084131","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 : 2024-03-01DOI: 10.36892/ijlls.v6i1.1377
Somsuvra Midya, Binod Mishra
This paper looks at the operational mechanics of narcissistic rage as a subversive force within the poignant depiction of communal violence in Githa Hariharan’s novel Fugitive Histories, utilizing a psychoanalytical lens inspired by the insights of Kohut. This exploration aims to unravel the intricate nexus between the phenomenon of riot and narcissistic tendencies, scrutinizing the concept of collective narcissism as it pertains to social communities. Employing Kohut’s in-depth study of group psychology, the research delves into the transformative dynamics of narcissistic rage and its consequential impact on instances of communal upheaval. The paper culminates in a discussion highlighting the potential role of empathy as a mitigating agent against the perils of narcissistic rage.
{"title":"‘A Community Under Siege’: Analysing Kohut’s Thoughts of ‘Narcissistic Rage’ in Githa Hariharan’s Fugitive Histories","authors":"Somsuvra Midya, Binod Mishra","doi":"10.36892/ijlls.v6i1.1377","DOIUrl":"https://doi.org/10.36892/ijlls.v6i1.1377","url":null,"abstract":"This paper looks at the operational mechanics of narcissistic rage as a subversive force within the poignant depiction of communal violence in Githa Hariharan’s novel Fugitive Histories, utilizing a psychoanalytical lens inspired by the insights of Kohut. This exploration aims to unravel the intricate nexus between the phenomenon of riot and narcissistic tendencies, scrutinizing the concept of collective narcissism as it pertains to social communities. Employing Kohut’s in-depth study of group psychology, the research delves into the transformative dynamics of narcissistic rage and its consequential impact on instances of communal upheaval. The paper culminates in a discussion highlighting the potential role of empathy as a mitigating agent against the perils of narcissistic rage.","PeriodicalId":506434,"journal":{"name":"International Journal of Language and Literary Studies","volume":"14 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140084982","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 : 2024-03-01DOI: 10.36892/ijlls.v6i1.1585
Anca Cighir
2020 was the most challenging year of our lives so far: Covid-19 was our enemy; it was everywhere, on each and every continent, except Antarctica. We were living in a dystopian world and could not see any way out. Besides isolating ourselves and wearing masks everywhere, we had no means to protect ourselves and our loved ones. The only way to stay in touch with our peers and loved ones were our phones and the internet. The internet connected us to people all over the world, we were not alone, we shared feelings and we shared memes. Internet memes were the easiest genre of communication as they expressed so much in such a short time: with only two clicks (copy and paste) we were able to share it with all the people we wanted to. Our research focuses on the analysis of conceptual metaphors found in Internet memes during the Covid-19 pandemic in order to better understand what kept a lot of the people sane during those days.
{"title":"Importance of Background Knowledge in Covid-related Internet Memes","authors":"Anca Cighir","doi":"10.36892/ijlls.v6i1.1585","DOIUrl":"https://doi.org/10.36892/ijlls.v6i1.1585","url":null,"abstract":"2020 was the most challenging year of our lives so far: Covid-19 was our enemy; it was everywhere, on each and every continent, except Antarctica. We were living in a dystopian world and could not see any way out. Besides isolating ourselves and wearing masks everywhere, we had no means to protect ourselves and our loved ones. The only way to stay in touch with our peers and loved ones were our phones and the internet. The internet connected us to people all over the world, we were not alone, we shared feelings and we shared memes. Internet memes were the easiest genre of communication as they expressed so much in such a short time: with only two clicks (copy and paste) we were able to share it with all the people we wanted to. \u0000Our research focuses on the analysis of conceptual metaphors found in Internet memes during the Covid-19 pandemic in order to better understand what kept a lot of the people sane during those days.","PeriodicalId":506434,"journal":{"name":"International Journal of Language and Literary Studies","volume":"20 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140087536","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 : 2024-03-01DOI: 10.36892/ijlls.v6i1.1569
Ghadah Albarqi
The Elicited Imitation Test (EIT) is a testing tool that has been used to measure the second language (L2) proficiency for L2 research. The EIT construct is, nevertheless, still not comprehensively investigated in EFL contexts. This study aims to contribute to this field by examining the extent to which complexity (indexed by lexical diversity, mean length of utterance), accuracy (percentage of error-free clauses) and fluency (breakdown, self-repair, speed) (CAF) can predict EIT performance in a Saudi context. A total of 66 learners were recruited to narrate picture stories. Multiple regression analysis was employed to answer the research questions. The findings show that speed fluency, filled pauses, and accuracy are key indicators of EIT performance. This implies that faster and more accurate L2 speech with fewer pauses is likely associated with a better EIT performance. Additionally, the data highlights the validity of EIT as an assessment instrument across various linguistic settings.
诱发性模仿测试（EIT）是一种测试工具，一直被用于测量第二语言（L2）能力的 L2 研究。然而，EIT 结构在 EFL 环境中仍未得到全面研究。本研究旨在通过考察复杂性（以词汇多样性、平均语篇长度为指标）、准确性（无差错分句百分比）和流利性（分解、自我修复、速度）（CAF）在多大程度上可以预测沙特语境中的 EIT 成绩，从而为该领域做出贡献。共招募了 66 名学习者讲述图画故事。研究采用多元回归分析法来回答研究问题。研究结果表明，速度流利度、停顿饱满度和准确度是 EIT 成绩的关键指标。这意味着，语速更快、更准确、停顿更少的 L2 语音可能与更好的 EIT 表现相关。此外，这些数据还强调了 EIT 作为一种评估工具在不同语言环境中的有效性。
{"title":"Predicting Elicited Imitation Performance from Complexity, Accuracy and Fluency (CAF) of L2 Oral Production","authors":"Ghadah Albarqi","doi":"10.36892/ijlls.v6i1.1569","DOIUrl":"https://doi.org/10.36892/ijlls.v6i1.1569","url":null,"abstract":"The Elicited Imitation Test (EIT) is a testing tool that has been used to measure the second language (L2) proficiency for L2 research. The EIT construct is, nevertheless, still not comprehensively investigated in EFL contexts. This study aims to contribute to this field by examining the extent to which complexity (indexed by lexical diversity, mean length of utterance), accuracy (percentage of error-free clauses) and fluency (breakdown, self-repair, speed) (CAF) can predict EIT performance in a Saudi context. A total of 66 learners were recruited to narrate picture stories. Multiple regression analysis was employed to answer the research questions. The findings show that speed fluency, filled pauses, and accuracy are key indicators of EIT performance. This implies that faster and more accurate L2 speech with fewer pauses is likely associated with a better EIT performance. Additionally, the data highlights the validity of EIT as an assessment instrument across various linguistic settings.","PeriodicalId":506434,"journal":{"name":"International Journal of Language and Literary Studies","volume":"33 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140084182","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 : 2024-03-01DOI: 10.36892/ijlls.v6i1.1512
Shahzad Ahmad
Contrary to Communicative Language Teaching ideology, translanguaging exploits the collective linguistic output that potentially adds to the language learning capacity of learners. It has emerged as an empowering tool for bi/multilingual learners of a language. The following research questions will be asked: 1) How can translanguaging enrich students’ writing skills in the Target Language (TL)? 2) What are the drawbacks that may be encountered? 3) How does translanguaging go beyond the conventional approach to classroom learning? The study will focus on the mixed method approach employing a semi structured questionnaire and interviews. Anderson’s (2017 as cited in Turnbull, 2019) translanguaging continuum will be used as a reference point for this research. The results will be collated to examine the difference in responses and to see which strategy produces more favourable outcomes. This study will help to legitimize the use of translanguaging in the classroom as a means of maximizing students' potential of meaning-making activity.
{"title":"TRANSLANGUAGING: STUDENTS AS MEANING MAKING CONTRIBUTORS","authors":"Shahzad Ahmad","doi":"10.36892/ijlls.v6i1.1512","DOIUrl":"https://doi.org/10.36892/ijlls.v6i1.1512","url":null,"abstract":"Contrary to Communicative Language Teaching ideology, translanguaging exploits the collective linguistic output that potentially adds to the language learning capacity of learners. It has emerged as an empowering tool for bi/multilingual learners of a language. The following research questions will be asked: 1) How can translanguaging enrich students’ writing skills in the Target Language (TL)? 2) What are the drawbacks that may be encountered? 3) How does translanguaging go beyond the conventional approach to classroom learning? The study will focus on the mixed method approach employing a semi structured questionnaire and interviews. Anderson’s (2017 as cited in Turnbull, 2019) translanguaging continuum will be used as a reference point for this research. The results will be collated to examine the difference in responses and to see which strategy produces more favourable outcomes. This study will help to legitimize the use of translanguaging in the classroom as a means of maximizing students' potential of meaning-making activity. \u0000 ","PeriodicalId":506434,"journal":{"name":"International Journal of Language and Literary Studies","volume":"124 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140090208","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 : 2024-03-01DOI: 10.36892/ijlls.v6i1.1527
Chiung-Ying Huang
This paper discusses the trans-cultural affinities between Whitman and Baudelaire through the question of the flâneur, a figure whose emergence coincides with the booming development of economic industry in the nineteenth century. Although there is no historical evidence that Whitman had any real connection with Baudelaire in his life, both Baudelaire and Whitman are all poets of modern life and have mutual infatuation with modernity. Both poets also innovatively demonstrate their poetic strength by establishing a poetic world dominated by visual images, with their poetic visions deeply rooted in the frank realities of modern urban life, unveiling a particular Modernist mode of urban experience. In investigating a possible link between Baudelaire and Whitman, this paper concludes that the relationship between the two poets is one of confluence rather than influence. Though deployed in the mode of the flâneur, Whitman’s poetics is in essence apart from this French model. More than simply a flâneur, Whitman is the poet of the city, the crowds, the body, the soul, and the nation. Discussing the roles of the flâneur in Whitman and Baudelaire, this paper manages to introduce new material for a comparative study between the two poets.
{"title":"The Flâneur in Baudelaire and Whitman","authors":"Chiung-Ying Huang","doi":"10.36892/ijlls.v6i1.1527","DOIUrl":"https://doi.org/10.36892/ijlls.v6i1.1527","url":null,"abstract":"This paper discusses the trans-cultural affinities between Whitman and Baudelaire through the question of the flâneur, a figure whose emergence coincides with the booming development of economic industry in the nineteenth century. Although there is no historical evidence that Whitman had any real connection with Baudelaire in his life, both Baudelaire and Whitman are all poets of modern life and have mutual infatuation with modernity. Both poets also innovatively demonstrate their poetic strength by establishing a poetic world dominated by visual images, with their poetic visions deeply rooted in the frank realities of modern urban life, unveiling a particular Modernist mode of urban experience. In investigating a possible link between Baudelaire and Whitman, this paper concludes that the relationship between the two poets is one of confluence rather than influence. Though deployed in the mode of the flâneur, Whitman’s poetics is in essence apart from this French model. More than simply a flâneur, Whitman is the poet of the city, the crowds, the body, the soul, and the nation. Discussing the roles of the flâneur in Whitman and Baudelaire, this paper manages to introduce new material for a comparative study between the two poets.","PeriodicalId":506434,"journal":{"name":"International Journal of Language and Literary Studies","volume":" 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140091377","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 : 2024-01-09DOI: 10.36892/ijlls.v5i4.1463
Brahim Mrissa, Khadija Anasse
This study examines the impact of computer-based gamification on English language learning among adult and young learners. In order to gauge any potential impact of this teaching technique on learners, empirical research has been conducted using a quantitative design. Relevant data was collected using two quantitative data collection instruments; a questionnaire and a proctored test. The questionnaire sought to get insights into adult learners’ perspectives with regard to web-based learning while the test measured any impact of using Kahoot on English language performance and retention. The current study showed that the use of Kahoot positively affects learners' performance, motivation, engagement, and retention of English language skills and components. Besides, this research offers valuable recommendations to ESL teachers and designers of teaching materials as well, suggesting more integration of gamification in language teaching programs to enhance motivation and enjoyment in the EFL classroom. Furthermore, it emphasizes some advantages and drawbacks of integrating web-based gamification in teaching.
{"title":"Enhancing EFL Learning Through Computer-Based Gamification: An Investigation of Impact.","authors":"Brahim Mrissa, Khadija Anasse","doi":"10.36892/ijlls.v5i4.1463","DOIUrl":"https://doi.org/10.36892/ijlls.v5i4.1463","url":null,"abstract":"This study examines the impact of computer-based gamification on English language learning among adult and young learners. In order to gauge any potential impact of this teaching technique on learners, empirical research has been conducted using a quantitative design. Relevant data was collected using two quantitative data collection instruments; a questionnaire and a proctored test. The questionnaire sought to get insights into adult learners’ perspectives with regard to web-based learning while the test measured any impact of using Kahoot on English language performance and retention. The current study showed that the use of Kahoot positively affects learners' performance, motivation, engagement, and retention of English language skills and components. Besides, this research offers valuable recommendations to ESL teachers and designers of teaching materials as well, suggesting more integration of gamification in language teaching programs to enhance motivation and enjoyment in the EFL classroom. Furthermore, it emphasizes some advantages and drawbacks of integrating web-based gamification in teaching. \u0000 ","PeriodicalId":506434,"journal":{"name":"International Journal of Language and Literary Studies","volume":"60 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139535345","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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