Pub Date : 2024-08-10DOI: 10.32996/ijels.2024.6.3.7
Yassine Elfaizi, Zahra EL AOURI
This research article aims at providing a balanced model for an equitable quality education for all students regardless of their learning impairments or disabilities. For reaching this goal, numerous adaptations should occur in every mainstream school environment. These adaptations include the training of teachers, administrative staff, and parents. Other adaptations should cover teaching approaches, methods, techniques and curriculum content. Essential, too, is the actual involvement of parents and allied health professionals as well as placement of students with the same learning disabilities in inclusive classes. This model provides two diagrams that show and demonstrate how an educational system can balance education equality and education equity, through the adaptations that should be effectively applied to an ordinary school environment, to really move from the pre-existing practice (Integration), which only ensures education equality for students with disabilities just like their nondisabled peers, to the new practice (Inclusion), which guarantees equitable quality education for all learners, including those with disabilities.
{"title":"Inclusion between Equality and Equity: A Balance Model to an Equitable Quality Education for All","authors":"Yassine Elfaizi, Zahra EL AOURI","doi":"10.32996/ijels.2024.6.3.7","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.3.7","url":null,"abstract":"This research article aims at providing a balanced model for an equitable quality education for all students regardless of their learning impairments or disabilities. For reaching this goal, numerous adaptations should occur in every mainstream school environment. These adaptations include the training of teachers, administrative staff, and parents. Other adaptations should cover teaching approaches, methods, techniques and curriculum content. Essential, too, is the actual involvement of parents and allied health professionals as well as placement of students with the same learning disabilities in inclusive classes. This model provides two diagrams that show and demonstrate how an educational system can balance education equality and education equity, through the adaptations that should be effectively applied to an ordinary school environment, to really move from the pre-existing practice (Integration), which only ensures education equality for students with disabilities just like their nondisabled peers, to the new practice (Inclusion), which guarantees equitable quality education for all learners, including those with disabilities.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"11 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141920664","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 goal of this study is to evaluate how the Total Physical Response Method (TPRM) is utilised to carry out the processes of teaching and learning vocabulary. In this examination, qualitative research was used as the methodology. The observation approach is by far the most common one utilised by researchers when it comes to data collection. The researcher accessed films on YouTube with the intention of studying and analysing the process of how vocabulary is taught and learned. Dokuz Eyluy University in Turkey supplied the research participants; all of them were either students or faculty members at the university majoring in English language studies or professionals in the field of teaching instructors of foreign languages. The findings of the research reveal that students find it easier to memorise new vocabulary when they acquire it using this strategy for the study of vocabulary. This is indicated by the fact that students found it simpler to memorise the new vocabulary. Students are able to learn vocabulary in a way that is both interesting and pleasurable with the help of this method, which incorporates both verbal and physical activity into the learning process.
本研究的目的是评估如何利用 "全面身体反应法"（TPRM）来进行词汇教学和学习。本研究采用了定性研究的方法。迄今为止，观察法是研究人员在收集数据时最常用的方法。研究人员访问了 YouTube 上的影片，目的是研究和分析词汇的教与学过程。土耳其 Dokuz Eyluy 大学提供了研究参与者，他们都是该大学主修英语语言研究的学生或教员，或者是外语教学领域的专业人士。研究结果表明，当学生使用这种词汇学习策略来掌握新词汇时，他们会发现记忆新词汇更加容易。这表现在学生发现记忆新词汇更简单。在这种方法的帮助下，学生能够以一种既有趣又愉悦的方式学习词汇，在学习过程中既有语言活动又有身体活动。
{"title":"Evaluating the Efficacy of Total Physical Response (TPR) in Video-Based Vocabulary Instruction: A Case Study at Dokuz Eylul University, Türkiye","authors":"Ratna Ratna, Hengki Hengki, Mutmainnah Muthmainnah","doi":"10.32996/ijels.2024.6.3.3","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.3.3","url":null,"abstract":"The goal of this study is to evaluate how the Total Physical Response Method (TPRM) is utilised to carry out the processes of teaching and learning vocabulary. In this examination, qualitative research was used as the methodology. The observation approach is by far the most common one utilised by researchers when it comes to data collection. The researcher accessed films on YouTube with the intention of studying and analysing the process of how vocabulary is taught and learned. Dokuz Eyluy University in Turkey supplied the research participants; all of them were either students or faculty members at the university majoring in English language studies or professionals in the field of teaching instructors of foreign languages. The findings of the research reveal that students find it easier to memorise new vocabulary when they acquire it using this strategy for the study of vocabulary. This is indicated by the fact that students found it simpler to memorise the new vocabulary. Students are able to learn vocabulary in a way that is both interesting and pleasurable with the help of this method, which incorporates both verbal and physical activity into the learning process.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"35 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141819674","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 : 2024-07-18DOI: 10.32996/ijels.2024.6.3.2
Yousra Lahmiyed, ✉. N. Slimani, Khadija Anasse
This study aims to investigate the process of fostering inclusivity for children with autism spectrum disorder (ASD) within educational contexts, with a specific focus on understanding the efficacy of Applied Behavior Analysis (ABA) and Assessment of Basic Language and Learning Skills (ABLLS) programs. It draws from experiences gained through collaboration with professionals and parents at the Princesse Lalla Meryem Pour Enfants Autistes Institute in Tangier. Set within the dynamic landscape of Morocco's disability support and education sector, this research unfolds within the framework of the Princesse Lalla Meryem Pour Enfants Autistes Institute in which ABA and ABLLS programs are used extensively, complemented by individualized support provided by dedicated assistants for each student. Furthermore, cognitive behavioral therapy is integrated into the educational approach. The overarching goal of the organization is to equip children with ASD with the necessary skills to integrate successfully into mainstream educational institutions. By employing a participatory action research methodology, this study engages closely with professionals, parents, and autistic students. Qualitative interviews, observations, and collaborative reflections serve as key methods to understand the nuances and effectiveness of ABA, ABLLS, and cognitive behavioral therapy in fostering inclusivity. Initial findings highlight the pivotal role of individualized support and evidence-based interventions such as ABA, ABLLS, and cognitive behavioral therapy in promoting the inclusion of children with ASD. Insights gleaned from the experiences of both professionals and parents shed light on promising practices and areas for further enhancement in preparing autistic children for successful integration into mainstream educational institutions. This study enriches the existing literature by providing firsthand insights into the practical applications of ABA, ABLLS, and cognitive behavioral therapy within the context of an inclusive educational organization in Morocco. By bridging theory and practice along with incorporating diverse perspectives, the study aims to inform the development of more effective inclusive policies and practices, ultimately contributing to the successful integration of children with ASD into mainstream educational settings.
本研究旨在调查在教育环境中促进自闭症谱系障碍（ASD）儿童包容性的过程，尤其侧重于了解应用行为分析（ABA）和基本语言与学习技能评估（ABLLS）计划的功效。该书借鉴了丹吉尔 Princesse Lalla Meryem Pour Enfants Autistes 研究所的专业人士和家长的合作经验。在摩洛哥残疾人支持和教育部门的动态背景下，本研究在 Princesse Lalla Meryem Pour Enfants Autistes 学院的框架内展开，该学院广泛采用 ABA 和 ABLLS 课程，并由专职助理为每个学生提供个性化支持。此外，认知行为疗法也被纳入教育方法中。该组织的总体目标是让患有自闭症的儿童掌握必要的技能，成功融入主流教育机构。本研究采用参与式行动研究方法，与专业人员、家长和自闭症学生密切联系。定性访谈、观察和合作反思是了解 ABA、ABLLS 和认知行为疗法在促进包容性方面的细微差别和有效性的关键方法。初步研究结果凸显了个性化支持和循证干预（如 ABA、ABLLS 和认知行为疗法）在促进包容 ASD 儿童方面的关键作用。从专业人员和家长的经验中获得的启示，揭示了在帮助自闭症儿童成功融入主流教育机构方面有前途的做法和需要进一步改进的地方。本研究丰富了现有的文献资料，为摩洛哥一家全纳教育机构实际应用 ABA、ABLLS 和认知行为疗法提供了第一手资料。通过将理论与实践相结合，并纳入不同的视角，本研究旨在为制定更有效的全纳政策和实践提供信息，最终帮助患有自闭症的儿童成功融入主流教育环境。
{"title":"From Awareness to Action: Fostering Inclusivity for Students with Disabilities","authors":"Yousra Lahmiyed, ✉. N. Slimani, Khadija Anasse","doi":"10.32996/ijels.2024.6.3.2","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.3.2","url":null,"abstract":"This study aims to investigate the process of fostering inclusivity for children with autism spectrum disorder (ASD) within educational contexts, with a specific focus on understanding the efficacy of Applied Behavior Analysis (ABA) and Assessment of Basic Language and Learning Skills (ABLLS) programs. It draws from experiences gained through collaboration with professionals and parents at the Princesse Lalla Meryem Pour Enfants Autistes Institute in Tangier. Set within the dynamic landscape of Morocco's disability support and education sector, this research unfolds within the framework of the Princesse Lalla Meryem Pour Enfants Autistes Institute in which ABA and ABLLS programs are used extensively, complemented by individualized support provided by dedicated assistants for each student. Furthermore, cognitive behavioral therapy is integrated into the educational approach. The overarching goal of the organization is to equip children with ASD with the necessary skills to integrate successfully into mainstream educational institutions. By employing a participatory action research methodology, this study engages closely with professionals, parents, and autistic students. Qualitative interviews, observations, and collaborative reflections serve as key methods to understand the nuances and effectiveness of ABA, ABLLS, and cognitive behavioral therapy in fostering inclusivity. Initial findings highlight the pivotal role of individualized support and evidence-based interventions such as ABA, ABLLS, and cognitive behavioral therapy in promoting the inclusion of children with ASD. Insights gleaned from the experiences of both professionals and parents shed light on promising practices and areas for further enhancement in preparing autistic children for successful integration into mainstream educational institutions. This study enriches the existing literature by providing firsthand insights into the practical applications of ABA, ABLLS, and cognitive behavioral therapy within the context of an inclusive educational organization in Morocco. By bridging theory and practice along with incorporating diverse perspectives, the study aims to inform the development of more effective inclusive policies and practices, ultimately contributing to the successful integration of children with ASD into mainstream educational settings.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":" 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141826188","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 : 2024-07-12DOI: 10.32996/ijels.2024.6.3.1
Yuchan Lin
Nowadays, we are living in the information era with frequent commercial activities. As an effective way to spread information, we can see advertisements almost everywhere in our lives. The characteristics of advertising determine the regular use of rhetoric in both Chinese and English ads. However, the application of rhetoric in both Chinese and English promotion involves a similar discipline. This thesis intends to explore the effects of advertising on different rhetorical devices by analyzing three rhetorical devices, including the figure of speech, parody, and pun. Additionally, this thesis also compares the uniqueness and similarities of rhetorical devices used in English and Chinese advertising styles. By comparing how these devices are used in Chinese and English advertisements, marketers and businesses can understand the language nuances deeply to develop context-relevant advertisements.
{"title":"The Comparison of Rhetoric in Chinese and English Commercial Advertisements","authors":"Yuchan Lin","doi":"10.32996/ijels.2024.6.3.1","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.3.1","url":null,"abstract":"Nowadays, we are living in the information era with frequent commercial activities. As an effective way to spread information, we can see advertisements almost everywhere in our lives. The characteristics of advertising determine the regular use of rhetoric in both Chinese and English ads. However, the application of rhetoric in both Chinese and English promotion involves a similar discipline. This thesis intends to explore the effects of advertising on different rhetorical devices by analyzing three rhetorical devices, including the figure of speech, parody, and pun. Additionally, this thesis also compares the uniqueness and similarities of rhetorical devices used in English and Chinese advertising styles. By comparing how these devices are used in Chinese and English advertisements, marketers and businesses can understand the language nuances deeply to develop context-relevant advertisements.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"97 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141652753","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 : 2024-06-16DOI: 10.32996/ijels.2024.6.2.27
Thi Hong Duyen Nguyen, Nguyen Thi Anh Dao
On the implementation level of the National Foreign Language Project for the period 2008 – 2020, now extended to 2025 in Vietnam, Level 3/6 – VNFLPF (B1- CEFR) has been set as the learning outcomes for high school language learners. The English curriculum for Vietnamese upper secondary schools was promulgated, and guiding documents were launched, officially supporting EFL teachers in teaching and assessing language learners effectively to achieve the required learning outcomes. This paper reports the findings from an investigation into high school EFL teachers’ practices of assessing language learners in a city in Central Vietnam using interviews and assessment samples. From the findings, practical suggestions are made with the hope of providing a valuable basis for both learning improvement and teaching development.
{"title":"Assessment Samples in EFL Teachers’ Practices of Classroom Assessment: Implications for Learning Improvement and Teaching Development","authors":"Thi Hong Duyen Nguyen, Nguyen Thi Anh Dao","doi":"10.32996/ijels.2024.6.2.27","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.27","url":null,"abstract":"On the implementation level of the National Foreign Language Project for the period 2008 – 2020, now extended to 2025 in Vietnam, Level 3/6 – VNFLPF (B1- CEFR) has been set as the learning outcomes for high school language learners. The English curriculum for Vietnamese upper secondary schools was promulgated, and guiding documents were launched, officially supporting EFL teachers in teaching and assessing language learners effectively to achieve the required learning outcomes. This paper reports the findings from an investigation into high school EFL teachers’ practices of assessing language learners in a city in Central Vietnam using interviews and assessment samples. From the findings, practical suggestions are made with the hope of providing a valuable basis for both learning improvement and teaching development.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"14 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335731","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 : 2024-06-16DOI: 10.32996/ijels.2024.6.2.26
Akem Solange Ojong, Eugene Hayford Addo
This paper investigates the transformative role of creative tools in promoting inclusion and motivation within the English Language Classroom. With the increasing diversity in educational settings, it is imperative to employ methods that not only accommodate different learning styles but also promote a sense of belonging and enthusiasm for learning. Using a systematic review methodology, our paper examines various innovative pedagogical strategies, such as the Flipped Classroom model, Copilot, Google Classrooms, Flipgrid, digital storytelling, gamification, and collaborative projects which have been integrated into ESL curricula to address student inclusion, motivation, and participation. Through an analysis of empirical studies and pedagogical theories, the paper discusses the positive outcomes of these tools in terms of student motivation, participation, and overall language development. Our paper further sheds light on the significance of adopting creative approaches to teaching that align with the principles of inclusive education and learner-centered pedagogy. The paper concludes with some recommendations and directions for future research and practice.
{"title":"Innovative Pedagogical Strategies: Fostering Inclusion and Motivation in the ESL Classroom","authors":"Akem Solange Ojong, Eugene Hayford Addo","doi":"10.32996/ijels.2024.6.2.26","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.26","url":null,"abstract":"This paper investigates the transformative role of creative tools in promoting inclusion and motivation within the English Language Classroom. With the increasing diversity in educational settings, it is imperative to employ methods that not only accommodate different learning styles but also promote a sense of belonging and enthusiasm for learning. Using a systematic review methodology, our paper examines various innovative pedagogical strategies, such as the Flipped Classroom model, Copilot, Google Classrooms, Flipgrid, digital storytelling, gamification, and collaborative projects which have been integrated into ESL curricula to address student inclusion, motivation, and participation. Through an analysis of empirical studies and pedagogical theories, the paper discusses the positive outcomes of these tools in terms of student motivation, participation, and overall language development. Our paper further sheds light on the significance of adopting creative approaches to teaching that align with the principles of inclusive education and learner-centered pedagogy. The paper concludes with some recommendations and directions for future research and practice.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"1 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335507","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 : 2024-06-14DOI: 10.32996/ijels.2024.6.2.24
A. O. Eziechine, Queen O. Esene
Human trafficking has been described as a crime that involves the recruitment of people and compelling or coercing them to provide labour or services or to engage in commercial sex acts. Men, women, and children of all ages and from all backgrounds have become victims of this crime, which occurs in every region of the world. The baby factory phenomenon is the latest form of human trafficking and sex slavery in Nigeria. Although relatively new in Nigeria, this latest trend of human trafficking is rapidly flourishing and gradually gaining ground as a big enterprise in different parts of the country. The baby factory practices involve young women who are held captive and forced to produce babies for sale or trafficking. This is obviously a very dangerous trend that requires serious attention because of the physical, mental, and psychological effects of the baby making activities. This paper, therefore, explores the factors responsible for the growth of the clandestine business as depicted in Irene Agunloye’s Disposable Womb. The paper adopts the analytical method of data analysis since the data for the analysis are sourced from the play text. The findings reveal that women’s desperation and patronage of the baby factories are due to the stigmatisation of childless couples in Nigeria. This desperation has led to an increase in the demand for babies. The derivable financial benefits from the baby harvesting business have also contributed to the growth of the industry, which results in physical, psychological, and sexual violence to the victims. The paper condemns the evil practice and proffers possible solutions.
{"title":"Baby Factory Syndicate: An Emerging Trend of Trafficking in Agunloye’s Disposable Womb","authors":"A. O. Eziechine, Queen O. Esene","doi":"10.32996/ijels.2024.6.2.24","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.24","url":null,"abstract":"Human trafficking has been described as a crime that involves the recruitment of people and compelling or coercing them to provide labour or services or to engage in commercial sex acts. Men, women, and children of all ages and from all backgrounds have become victims of this crime, which occurs in every region of the world. The baby factory phenomenon is the latest form of human trafficking and sex slavery in Nigeria. Although relatively new in Nigeria, this latest trend of human trafficking is rapidly flourishing and gradually gaining ground as a big enterprise in different parts of the country. The baby factory practices involve young women who are held captive and forced to produce babies for sale or trafficking. This is obviously a very dangerous trend that requires serious attention because of the physical, mental, and psychological effects of the baby making activities. This paper, therefore, explores the factors responsible for the growth of the clandestine business as depicted in Irene Agunloye’s Disposable Womb. The paper adopts the analytical method of data analysis since the data for the analysis are sourced from the play text. The findings reveal that women’s desperation and patronage of the baby factories are due to the stigmatisation of childless couples in Nigeria. This desperation has led to an increase in the demand for babies. The derivable financial benefits from the baby harvesting business have also contributed to the growth of the industry, which results in physical, psychological, and sexual violence to the victims. The paper condemns the evil practice and proffers possible solutions.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"16 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141339131","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 : 2024-06-14DOI: 10.32996/ijels.2024.6.2.25
Imane Messaoudi, Sana Sakale
Interpersonal skills are one of the fundamental in demand soft skills in the 21st century. They are essential in that they have a great impact on one’s creativity and team dynamics in the workplace, as they enable individuals to interact positively and work effectively with others. They help with the management of challenging interactions in a controlled and focused manner, and also with providing a lasting impact. Accordingly, the present paper aims at demonstrating how emotional intelligence can be promoted through interpersonal skills, specifically in the workplace. This will be exhibited by introducing the different communication styles out there (analyzer, driver, relater, and expresser), determining how one’s communication style may be perceived and adapted as needed using words, tone, pace, and non-verbal cues, demonstrating active listening skills and questioning styles to explore issues and enhance understanding, behaving assertively, instead of aggressively, and stating one’s view with increased confidence. Determining ways to build and maintain trust to increase influence, personal reputation and eminence, providing and receiving feedback effectively, identifying conflict responses styles, and recognizing when and how to use conflict resolution processes. Touching upon all these interpersonal aspects and working on developing them comes with a great deal of emotional monitoring, control, and professional success. At the workplace, it is important to not only excel at our work, but also pay attention to the way we approach our personal interactions, as they can be either deal makers or breakers.
{"title":"Interpersonal Skills: A Gateway to Emotional Intelligence in the Workplace","authors":"Imane Messaoudi, Sana Sakale","doi":"10.32996/ijels.2024.6.2.25","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.25","url":null,"abstract":"Interpersonal skills are one of the fundamental in demand soft skills in the 21st century. They are essential in that they have a great impact on one’s creativity and team dynamics in the workplace, as they enable individuals to interact positively and work effectively with others. They help with the management of challenging interactions in a controlled and focused manner, and also with providing a lasting impact. Accordingly, the present paper aims at demonstrating how emotional intelligence can be promoted through interpersonal skills, specifically in the workplace. This will be exhibited by introducing the different communication styles out there (analyzer, driver, relater, and expresser), determining how one’s communication style may be perceived and adapted as needed using words, tone, pace, and non-verbal cues, demonstrating active listening skills and questioning styles to explore issues and enhance understanding, behaving assertively, instead of aggressively, and stating one’s view with increased confidence. Determining ways to build and maintain trust to increase influence, personal reputation and eminence, providing and receiving feedback effectively, identifying conflict responses styles, and recognizing when and how to use conflict resolution processes. Touching upon all these interpersonal aspects and working on developing them comes with a great deal of emotional monitoring, control, and professional success. At the workplace, it is important to not only excel at our work, but also pay attention to the way we approach our personal interactions, as they can be either deal makers or breakers.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"20 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141340697","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}
Culturally Sustaining Systemic Functional Linguistics (henceforth CSSFL) embodied inquiry with multilingual youth is an analytical exploration. This CSSFL provides practical contributions in terms of the issues of young participatory learning, such as youth learning, power of performance, spatial learning, and student agency. The CSFL emerges from the three important tenets of the CS curriculum: a) culturally sustaining practices, b) the design and re-design of SFL-informed multimodal, and c) the literacy of reflection. In particular, the present study provides how pre-service teachers obtained inspiration for a pedagogical implication where readers can engage in research-driven, multimodal resources, as well as how teachers enable meaning-making activities for their students. In addition, the present study explores the role of multimodal activities such as theatre groups, hip-hop music, and performative arts in contributing to the engagement of physical and linguistic.
{"title":"A Case Study of Pre-Service English Teachers in Reviewing an SFL-Oriented Academic Source Text","authors":"Nailah Alya Faizah, ✉. Rafly, Walida Armansha, Bintang Aqila Bagja, Dian Farijanti","doi":"10.32996/ijels.2024.6.2.23","DOIUrl":"https://doi.org/10.32996/ijels.2024.6.2.23","url":null,"abstract":"Culturally Sustaining Systemic Functional Linguistics (henceforth CSSFL) embodied inquiry with multilingual youth is an analytical exploration. This CSSFL provides practical contributions in terms of the issues of young participatory learning, such as youth learning, power of performance, spatial learning, and student agency. The CSFL emerges from the three important tenets of the CS curriculum: a) culturally sustaining practices, b) the design and re-design of SFL-informed multimodal, and c) the literacy of reflection. In particular, the present study provides how pre-service teachers obtained inspiration for a pedagogical implication where readers can engage in research-driven, multimodal resources, as well as how teachers enable meaning-making activities for their students. In addition, the present study explores the role of multimodal activities such as theatre groups, hip-hop music, and performative arts in contributing to the engagement of physical and linguistic.","PeriodicalId":514576,"journal":{"name":"International Journal of English Language Studies","volume":"25 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347360","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 : 2024-06-12DOI: 10.32996/ijels.2024.6.2.22
Nguyen Van Huy, ✉. Nguyen, Thanh Nam, Bui Ngoc Bon
Speaking in a foreign language demands both attentiveness and proficiency in the language itself so that the other person may understand the speech's substance more easily. With the aid of an electronic engine based on Google Scholar data, we undertook a series of data gathering activities to explore the link between competent and mindful English speaking. We want to use this data in a number of international journal articles that address these two factors. Following collection, the data is examined thoroughly as part of a descriptive qualitative research using a coding system. We make sure that the data findings adhere to fair and trustworthy criteria before making any inferences. After discussing the results, we can draw the conclusion that speaking English as a second language calls for careful and competent proficiency in order for the other person to grasp what is being said. This discovery should thus be helpful to many people who are learning English.
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