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Facilitative Effects of Feedback Delivered via a Social Q&A Platform in the English-Medium Instruction Context 社交问答平台在英语教学中的促进作用
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH
Journal of Asia TEFL
Pub Date : 2022-09-30 DOI: 10.18823/asiatefl.2022.19.3.7.852
Victoria Kim, Jeong-yeon Kim
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引用次数: 0
Revisiting Key Issues in Applying the Communicative Approach in Korea : Follow up after 26 Years of Implementation 重新审视在韩国应用交际法的关键问题：实施26年后的后续行动
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH
Journal of Asia TEFL
Pub Date : 2022-09-30 DOI: 10.18823/asiatefl.2022.19.3.12.962
Jihyeon Jeon, Judy Yin
While CLT has continued to be one of the most widely applied approach in teaching English as a foreign language (TEFL) worldwide, there has been numerous studies that have pointed out various obstacles in applying CLT in the East Asian context. Jeon (1997) identified key issues in implementing CLT in the Korean context and followed up on the same issues in Jeon (2009) to examine whether there had been any changes after 12 years of implementation. In particular, three research questions were considered: 1) What are the key issues in applying the communicative approach in Korea? 2) Is there an order of priority in the importance of these issues? and 3) Are there any changes in the importance of these issues after 12 years of implementation? The results showed that while some new issues had come up, the top key issues had remained the same. This was a surprising finding since there had not been any major changes in the top key issues 12 years after the first study and pointed out the persistent need to seek out obstacles over the years. As there had been a global upheaval in the educational context due to COVID-19, major changes in English education was expected. Accordingly, this study is another follow up study that focused on revisiting key issues regarding the implementation of CLT in the Korean EFL context. In order to identify the key issues, a three-round Delphi technique was used. A total of 36 teachers participated in identifying the key issues, ranking the issues and revisiting the ranked issues to see if there needs to be any adjustments. The results showed that, after 26 years of implementation, some of the key issues had been modified and have either increased or decreased their importance. While there were some issues that have newly emerged, the issues that had stayed in the top ranking have remained the same. This calls for an urgent need to address such issues as the curriculum continues to stress the importance of CLT in Korea. Without ameliorating the hindering factors, proper implementation of CLT will be challenging for English teachers in Korea. © 2022 AsiaTEFL All rights reserved.
虽然CLT教学法一直是世界范围内应用最广泛的外语教学方法之一，但已有大量研究指出了在东亚语境中应用CLT教学法的各种障碍。Jeon(1997)确定了在韩国背景下实施CLT的关键问题，并在Jeon(2009)中对同样的问题进行了跟进，以检查在实施12年后是否有任何变化。主要考虑了三个研究问题:1)在韩国应用交际教学法的关键问题是什么?2)这些问题的重要性是否有先后顺序?3)经过12年的实施，这些问题的重要性是否发生了变化?调查结果显示，虽然出现了一些新问题，但最重要的问题仍未改变。这是一个令人惊讶的发现，因为在第一次研究之后的12年里，最重要的问题没有任何重大变化，并指出多年来一直需要寻找障碍。由于新冠肺炎疫情，全球教育环境发生剧变，预计英语教育将发生重大变化。因此，本研究是另一项后续研究，重点是重新审视在韩国语语境中实施CLT的关键问题。为了确定关键问题，采用了三轮德尔菲法。共有36名教师参与了确定关键问题，对问题进行排名，并重新审视排名问题，以确定是否需要进行调整。结果表明，经过26年的实施，一些关键问题有所改变，其重要性有所提高或降低。虽然有一些问题是新出现的，但排名靠前的问题保持不变。这要求迫切需要解决课程继续强调CLT在韩国的重要性的问题。如果不改善这些阻碍因素，对韩国英语教师来说，正确实施CLT将是一项挑战。©2022 AsiaTEFL版权所有。
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引用次数: 0
Self-Directed Learning: Exploring the Continuous Professional Development of Native English-Speaking Teachers in South Korea 自主学习：探索韩国本土英语教师的持续专业发展
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH
Journal of Asia TEFL
Pub Date : 2022-09-30 DOI: 10.18823/asiatefl.2022.19.3.8.871
C. Binnie, Joshua Wedlock
It has been argued that self-directed professional development is a necessary component of continuous, lifelong teacher learning. Research has predominantly focused on top-down, institution-mandated professional development, however, a paucity of data exists concerning self-directed teacher professional development. Therefore, the aim of this project was to explore the self-directed professional development that native English-speaking teachers (NESTs) in South Korea engaged in, as well as assess if these behaviors matched their stated beliefs about self-directed professional development. Employing a mixed-methods approach, data was collected from 56 teachers who completed online questionnaires, and 11 teachers who participated in follow-up interviews. Analysis revealed that in the 12 months prior to the study, only 35 teachers engaged in self-directed professional development. Findings indicated that the teachers who held education degrees and were interested in an EFL/ESL career were the most likely to engage in self-directed professional development. Of the participants that did not engage in self-directed professional development, the preeminent factors hindering involvement were a lack of ambition and/or ambivalence, lack of necessity, a shortage of career advancement prospects, and the COVID-19 pandemic. It could be concluded that most NESTs in the study did not engage in enough professional development to increase student learning outcomes. © 2022 AsiaTEFL All rights reserved.
有人认为，自我指导的专业发展是教师持续终身学习的必要组成部分。研究主要集中在自上而下、机构授权的专业发展上，然而，缺乏关于教师自主专业发展的数据。因此，本项目的目的是探索韩国英语母语教师（NEST）所从事的自主职业发展，并评估这些行为是否符合他们对自主职业发展的既定信念。采用混合方法，从56名完成在线问卷调查的教师和11名参加后续访谈的教师中收集数据。分析显示，在研究之前的12个月里，只有35名教师参与了自我指导的专业发展。研究结果表明，拥有教育学位并对EFL/ESL职业感兴趣的教师最有可能参与自主职业发展。在没有参与自主职业发展的参与者中，阻碍参与的突出因素是缺乏雄心和/或矛盾心理、缺乏必要性、缺乏职业发展前景以及新冠肺炎大流行。可以得出的结论是，研究中的大多数NEST没有参与足够的专业发展来提高学生的学习成绩。©2022 AsiaTEFL保留所有权利。
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引用次数: 1
Development and Validation of an Instrument Measuring EFL Teachers’ Perceptions and Practices in Learning-Oriented Assessment 英语教师在以学习为导向的评估中的认知和实践测量工具的开发与验证
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH
Journal of Asia TEFL
Pub Date : 2022-06-30 DOI: 10.18823/asiatefl.2022.19.2.26.726
Javad Gholami Domsky, Gholamreza Zareian, Hamid Ashraf, Hossein Khodabakhshzadeh
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引用次数: 0
Fostering University Students to Deal with Conflict through Critical Literacy in EFL Reading Class 通过英语阅读课的批判性素养培养大学生处理冲突的能力
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH
Journal of Asia TEFL
Pub Date : 2022-06-30 DOI: 10.18823/asiatefl.2022.19.2.1.398
Adunyarittigun Dumrong
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引用次数: 0
Traditional, Multiple-intelligence Based Instruction, and L2 Pragmatics Development 传统的多元智能教学与第二语言语用学发展
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH
Journal of Asia TEFL
Pub Date : 2022-06-30 DOI: 10.18823/asiatefl.2022.19.2.9.542
S. Gharibeh, Z. Mohammadnia, Mehdi Sarkhosh
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引用次数: 0
Investigating MAKE Patterns in Learner English Writing: What can Frequency Tell? 探究英语学习者写作中的MAKE模式:频率能告诉我们什么?
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH
Journal of Asia TEFL
Pub Date : 2022-06-30 DOI: 10.18823/asiatefl.2022.19.2.11.577
Zhi Yuying
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引用次数: 1
Fostering Iranian EFL Learners’ Listening Comprehension : Metacognitive Intervention through Integrated Experiential Listening Activities 培养伊朗英语学习者的听力理解:综合体验式听力活动的元认知干预
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH
Journal of Asia TEFL
Pub Date : 2022-06-30 DOI: 10.18823/asiatefl.2022.19.2.7.508
Farzad Mahmoudi Largani, Davood Mashhadi Heidar, R. Rahimy
{"title":"Fostering Iranian EFL Learners’ Listening Comprehension : Metacognitive Intervention through Integrated Experiential Listening Activities","authors":"Farzad Mahmoudi Largani, Davood Mashhadi Heidar, R. Rahimy","doi":"10.18823/asiatefl.2022.19.2.7.508","DOIUrl":"https://doi.org/10.18823/asiatefl.2022.19.2.7.508","url":null,"abstract":"","PeriodicalId":51808,"journal":{"name":"Journal of Asia TEFL","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42384765","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}
引用次数: 0
Analysis of CLIL Teachers’ Instruction on Language of Learning CLIL教师对学习语言的教学分析
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH
Journal of Asia TEFL
Pub Date : 2022-06-30 DOI: 10.18823/asiatefl.2022.19.2.22.691
C. Chien
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引用次数: 0
Korean Secondary EFL Learners’ Reading Comprehension Development through the Student-generated Reading Comprehension Test Development : From the Learning-oriented Assessment Approach 韩国中学英语学习者的阅读理解能力发展:基于以学习为导向的评价方法
IF 0.6 Q4 EDUCATION & EDUCATIONAL RESEARCH
Journal of Asia TEFL
Pub Date : 2022-06-30 DOI: 10.18823/asiatefl.2022.19.2.2.414
Gi Jung Kim
{"title":"Korean Secondary EFL Learners’ Reading Comprehension Development through the Student-generated Reading Comprehension Test Development : From the Learning-oriented Assessment Approach","authors":"Gi Jung Kim","doi":"10.18823/asiatefl.2022.19.2.2.414","DOIUrl":"https://doi.org/10.18823/asiatefl.2022.19.2.2.414","url":null,"abstract":"","PeriodicalId":51808,"journal":{"name":"Journal of Asia TEFL","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44021756","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}
引用次数: 0
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