The present study aims to investigate the perceptions of pre-service and in-service teachers regarding the conventional methods and post-method pedagogy in Turkey. The participants of the study consist of 107 pre-service teachers from 14 different universities and 53 in-service teachers from different cities all over Turkey. An online questionnaire (Tigli, 2014) was used for data collection and fast evaluation in this study. The data derived from the questionnaire was analyzed to reveal the frequencies, means, and standard deviations. The results of the study yielded that Communicative Language Teaching (CLT) and Total Physical Response (TPR) are the two most highly favored teaching methods among pre-service and in-service language teachers. Even though they are supporting the idea of using language teaching methods in the classroom, they consider that there is not only single and best method. They agreed that methods can alter depending on the local needs, and teachers can mix a number of methods for a better teaching. With these results, they appear to support the fundamental idea of post-method pedagogy; autonomy of the teacher.
{"title":"Post/Method: Are They Compensating or Competing?","authors":"Görsev Sönmez Boran, Serkan Gürkan","doi":"10.17263/jlls.648550","DOIUrl":"https://doi.org/10.17263/jlls.648550","url":null,"abstract":"The present study aims to investigate the perceptions of pre-service and in-service teachers regarding the conventional methods and post-method pedagogy in Turkey. The participants of the study consist of 107 pre-service teachers from 14 different universities and 53 in-service teachers from different cities all over Turkey. An online questionnaire (Tigli, 2014) was used for data collection and fast evaluation in this study. The data derived from the questionnaire was analyzed to reveal the frequencies, means, and standard deviations. The results of the study yielded that Communicative Language Teaching (CLT) and Total Physical Response (TPR) are the two most highly favored teaching methods among pre-service and in-service language teachers. Even though they are supporting the idea of using language teaching methods in the classroom, they consider that there is not only single and best method. They agreed that methods can alter depending on the local needs, and teachers can mix a number of methods for a better teaching. With these results, they appear to support the fundamental idea of post-method pedagogy; autonomy of the teacher.","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76407542","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 : 2019-02-27DOI: 10.22236/jer_vol4issue1pp35-43
Ali Akbar Khansir, Farhad Pakdel
This article aims to provide an overview of some of the issues related to contrastive analysis hypothesis in second language learning. Contrastive hypothesis is one of the branches of applied linguistics which concerns with the study of two systems of languages between first language and target language. Contrastive hypothesis has fairly played an important role in language studies. Thus, in recent years, contrastive analysis has been used in language teaching contexts, syllabus design, and language classrooms by language teachers over the world. Many research works have been done by many language researchers in different aspects of contrastive hypothesis and also error analysis in the world. Language teachers always see contrastive analysis as a pedagogical imperative in target language and they use it as a functional approach in language classroom. However, contrastive hypothesis follows the errors of language learners in second language education.
{"title":"Contrastive Analysis Hypothesis and Second Language Learning","authors":"Ali Akbar Khansir, Farhad Pakdel","doi":"10.22236/jer_vol4issue1pp35-43","DOIUrl":"https://doi.org/10.22236/jer_vol4issue1pp35-43","url":null,"abstract":"This article aims to provide an overview of some of the issues related to contrastive analysis hypothesis in second language learning. Contrastive hypothesis is one of the branches of applied linguistics which concerns with the study of two systems of languages between first language and target language. Contrastive hypothesis has fairly played an important role in language studies. Thus, in recent years, contrastive analysis has been used in language teaching contexts, syllabus design, and language classrooms by language teachers over the world. Many research works have been done by many language researchers in different aspects of contrastive hypothesis and also error analysis in the world. Language teachers always see contrastive analysis as a pedagogical imperative in target language and they use it as a functional approach in language classroom. However, contrastive hypothesis follows the errors of language learners in second language education.","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44278117","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 : 2019-02-27DOI: 10.22236/jer_vol4issue1pp26-34
Rita Suswati, Syarbaini Saleh
This research investigates social media as the assessment for EFL students at State University of Medan (UNIMED) of second semester English educational program. This research focuses on how social media influences the students’ competences in writing skills. The problems are how it influences their ability to develop their ideas in writing; develop the reading & writing materials; change the students’ opinion on social media in writing class. Questionnaire was designed to get the students’ thought on social media matter, their intention of social media for study, particularly in reading and writing topic and the influence of social media on their ability in developing the idea in writing class. The instruments used in this research were social media as Facebook, WhatsApp and Instagram as a text in reading & writing class. The population consisted of 80 students from two classes of English educational program. Data was analyzed using Research & Development Method (R&D) and the Linkert Scale to get the percentage of students’ perception. The findings of this paper indicate that students more enjoy and engage in writing class using social media as their assessments; using social media to develop ideas on a topic; and being more creative in writing skills. However, control and development are still needed on this topic.
{"title":"The Use of Social Media in Designing The Writing Assessment for EFL Students","authors":"Rita Suswati, Syarbaini Saleh","doi":"10.22236/jer_vol4issue1pp26-34","DOIUrl":"https://doi.org/10.22236/jer_vol4issue1pp26-34","url":null,"abstract":"This research investigates social media as the assessment for EFL students at State University of Medan (UNIMED) of second semester English educational program. This research focuses on how social media influences the students’ competences in writing skills. The problems are how it influences their ability to develop their ideas in writing; develop the reading & writing materials; change the students’ opinion on social media in writing class. Questionnaire was designed to get the students’ thought on social media matter, their intention of social media for study, particularly in reading and writing topic and the influence of social media on their ability in developing the idea in writing class. The instruments used in this research were social media as Facebook, WhatsApp and Instagram as a text in reading & writing class. The population consisted of 80 students from two classes of English educational program. Data was analyzed using Research & Development Method (R&D) and the Linkert Scale to get the percentage of students’ perception. The findings of this paper indicate that students more enjoy and engage in writing class using social media as their assessments; using social media to develop ideas on a topic; and being more creative in writing skills. However, control and development are still needed on this topic.","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49643964","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 : 2019-02-27DOI: 10.22236/JER_VOL4ISSUE1PP44-51
M. Andini
This study investigated the contribution of Facebook Group (FG) in writing activity and the students’ perception of using FG in writing activity. It is qualitative research - case study. It used purposive sampling technique involving three students at eleventh grade of Senior High School. Interview with open-ended was distributed as the technique of collecting data to allow the participants to explore their ideas. Thus, the data was analyzed by content analysis in which the data passed the process of data reduction, data display and conclusion and verification. The finding revealed that Facebook group just has contribution in pre-writing activity while the others’ activities were done in the classroom. Then, through the interview, the students’ stated that they felt comfortable in expressing their ideas through Facebook group, thus, they also felt motivated when their friends’ gave their comments on their statements.
{"title":"The Contribution of Facebook Group in Writing Activity","authors":"M. Andini","doi":"10.22236/JER_VOL4ISSUE1PP44-51","DOIUrl":"https://doi.org/10.22236/JER_VOL4ISSUE1PP44-51","url":null,"abstract":"This study investigated the contribution of Facebook Group (FG) in writing activity and the students’ perception of using FG in writing activity. It is qualitative research - case study. It used purposive sampling technique involving three students at eleventh grade of Senior High School. Interview with open-ended was distributed as the technique of collecting data to allow the participants to explore their ideas. Thus, the data was analyzed by content analysis in which the data passed the process of data reduction, data display and conclusion and verification. The finding revealed that Facebook group just has contribution in pre-writing activity while the others’ activities were done in the classroom. Then, through the interview, the students’ stated that they felt comfortable in expressing their ideas through Facebook group, thus, they also felt motivated when their friends’ gave their comments on their statements. ","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47021830","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 : 2019-01-30DOI: 10.22236/JER_VOL4ISSUE1PP1-7
Irena Kuzborska
This article is based on the plenary talk given at the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) (UICELL 2018) in Jakarta, Indonesia, 23 November 2018, and focuses on the explanation of reading as a communicative rhetorical act. Outlining the key features of such reading, it then considers the benefits of reading texts rhetorically. A specific focus is given to the role of rhetorical reading in writing. While the article acknowledges the limited research on the relationship, it provides some evidence that reading texts rhetorical can lead to both more effective reading and more effective writing. A specific technique on how to teach students to read texts rhetorically is also presented in this article.
{"title":"Rhetorical Reading for Writing Strategies","authors":"Irena Kuzborska","doi":"10.22236/JER_VOL4ISSUE1PP1-7","DOIUrl":"https://doi.org/10.22236/JER_VOL4ISSUE1PP1-7","url":null,"abstract":"This article is based on the plenary talk given at the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) (UICELL 2018) in Jakarta, Indonesia, 23 November 2018, and focuses on the explanation of reading as a communicative rhetorical act. Outlining the key features of such reading, it then considers the benefits of reading texts rhetorically. A specific focus is given to the role of rhetorical reading in writing. While the article acknowledges the limited research on the relationship, it provides some evidence that reading texts rhetorical can lead to both more effective reading and more effective writing. A specific technique on how to teach students to read texts rhetorically is also presented in this article.","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49264437","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 : 2019-01-30DOI: 10.22236/JER_VOL4ISSUE1PP8-25
Christine Ong
The usage of Learning Management System (LMS) conducted in Blended Learning style is believed to increase students’ academic performance and their self-directed learning. Nonetheless, the success of students’ behavioural intention to use these e-learning platforms still remains unclear due to factors like self-directed learning, computer self-efficacy, satisfaction and perceived enjoyment and ESL. This preliminary study aims to incorporate factors that impact students’ self-directed learning of English language in achieving behavioural intention to use LMS with an extended model namely, SDLTAM, generalised for the Malaysian educational institutions. The original Technology Acceptance Model 1 by Davis (1989) was used as a theoretical framework of this study. However, the last variable Actual Use was excluded in this study. A sample of 338 respondents from both private and public universities in Malaysia took part in the 48-items survey. The data were analysed through Structural Equation Modelling through SPSS AMOS 24. The SEM AMOS revealed that the factors were found to moderately fit into the proposed model. This could be misspecification within the model and some items within a factor were more correlated to each other than others.
{"title":"Malaysian Undergraduates’ Behavioural Intention to Use LMS: An Extended Self-Directed Learning Technology Acceptance Model (SDLTAM)","authors":"Christine Ong","doi":"10.22236/JER_VOL4ISSUE1PP8-25","DOIUrl":"https://doi.org/10.22236/JER_VOL4ISSUE1PP8-25","url":null,"abstract":"The usage of Learning Management System (LMS) conducted in Blended Learning style is believed to increase students’ academic performance and their self-directed learning. Nonetheless, the success of students’ behavioural intention to use these e-learning platforms still remains unclear due to factors like self-directed learning, computer self-efficacy, satisfaction and perceived enjoyment and ESL. This preliminary study aims to incorporate factors that impact students’ self-directed learning of English language in achieving behavioural intention to use LMS with an extended model namely, SDLTAM, generalised for the Malaysian educational institutions. The original Technology Acceptance Model 1 by Davis (1989) was used as a theoretical framework of this study. However, the last variable Actual Use was excluded in this study. A sample of 338 respondents from both private and public universities in Malaysia took part in the 48-items survey. The data were analysed through Structural Equation Modelling through SPSS AMOS 24. The SEM AMOS revealed that the factors were found to moderately fit into the proposed model. This could be misspecification within the model and some items within a factor were more correlated to each other than others.","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43752558","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 : 2018-09-10DOI: 10.22236/jer_vol3issue2pp204-221
Tasnima Aktar, I. Ahmed
It is argued that learners’ metacognitive awareness of strategy use is significantly associated with their achievement in reading comprehension. In order to ascertain this association, the present researcher carries out the investigation to substantiate the existing findings. This current study is a partial replication of Carrell (1989) and Vogely (1995) with regard to their methods and objectives. The objectives of this research are to explore the higher secondary-level EFL learners’ perceptions of themselves as readers, of their use of comprehension and repair strategies, of difficulties as well as the effectiveness of reading strategies, and its relationship with their reading comprehension, if any. For this investigation, quantitative data collected from 148 higher secondary-level EFL learners via a modified Metacognitive Awareness Strategy Questionnaire (MASQ; Carrell, 1989) and a reading comprehension test were analyzed through statistical tools available in SPSS. The results reveal that learners possess a moderate awareness of reading strategies, and their perceptions of effective strategies and of the difficulty of strategy use are significantly and positively related to their reading comprehension. Based on the findings, pedagogical implications are discussed and scope for future studies is recommended.
{"title":"Metacognitive awareness of strategy use in EFL reading comprehension in Bangladesh","authors":"Tasnima Aktar, I. Ahmed","doi":"10.22236/jer_vol3issue2pp204-221","DOIUrl":"https://doi.org/10.22236/jer_vol3issue2pp204-221","url":null,"abstract":"It is argued that learners’ metacognitive awareness of strategy use is significantly associated with their achievement in reading comprehension. In order to ascertain this association, the present researcher carries out the investigation to substantiate the existing findings. This current study is a partial replication of Carrell (1989) and Vogely (1995) with regard to their methods and objectives. The objectives of this research are to explore the higher secondary-level EFL learners’ perceptions of themselves as readers, of their use of comprehension and repair strategies, of difficulties as well as the effectiveness of reading strategies, and its relationship with their reading comprehension, if any. For this investigation, quantitative data collected from 148 higher secondary-level EFL learners via a modified Metacognitive Awareness Strategy Questionnaire (MASQ; Carrell, 1989) and a reading comprehension test were analyzed through statistical tools available in SPSS. The results reveal that learners possess a moderate awareness of reading strategies, and their perceptions of effective strategies and of the difficulty of strategy use are significantly and positively related to their reading comprehension. Based on the findings, pedagogical implications are discussed and scope for future studies is recommended.","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44288088","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 : 2018-09-10DOI: 10.22236/JER_VOL3ISSUE2PP142-151
Asma Dabiri
This study examined raters’ decision making variations in a writing assessment task focusing on individual differences in decision-making style (DMS). The participants’ of the study were six TEFL instructors. A rating scale obtained from Turner and Upshur, 2002 and a General Decision Making Style Inventory questionnaire, GDMSI, obtained from Scott and Bruce (1995) were administered to raters. The results showed the raters’ behaviors were not equally the same in the same rating situations. These discrepancies suggested individual socio-cognitive differences in accounting for some rater variability in scoring. In addition, characteristics of the texts (not just individual cognitive characteristics) favored certain decision-making behaviors. Accordingly, a re-visioning of the one-size-fits-all approach that is currently the norm in the training of raters for scoring writing assessments is needed. Further, a more individualized approach to rater training is needed. If the individual decision-making style to a great extent is dependent on basic cognitive abilities that are stable and not easily changed, then the decision support systems need to be flexible in order to match the needs of the individual decision makers.
本研究考察了评分者在写作评估任务中的决策差异，重点关注决策风格(DMS)的个体差异。该研究的参与者是六位TEFL教师。对评分者使用Turner and Upshur(2002)的评分量表和Scott and Bruce(1995)的一般决策风格问卷(GDMSI)。结果表明，在相同的评分情境下，评分者的行为并不完全相同。这些差异表明个体的社会认知差异在解释评分的一些变异性。此外，文本的特征(不仅仅是个体认知特征)有利于某些决策行为。因此，有必要重新考虑目前在培训写作评分员时采用的一刀切的方法。此外，还需要一种更加个性化的训练方法。如果个体的决策风格在很大程度上依赖于稳定且不易改变的基本认知能力，那么决策支持系统就需要具有灵活性，以适应个体决策者的需求。
{"title":"Raters’ Decision Making Variations in Scoring Writing Samples","authors":"Asma Dabiri","doi":"10.22236/JER_VOL3ISSUE2PP142-151","DOIUrl":"https://doi.org/10.22236/JER_VOL3ISSUE2PP142-151","url":null,"abstract":"This study examined raters’ decision making variations in a writing assessment task focusing on individual differences in decision-making style (DMS). The participants’ of the study were six TEFL instructors. A rating scale obtained from Turner and Upshur, 2002 and a General Decision Making Style Inventory questionnaire, GDMSI, obtained from Scott and Bruce (1995) were administered to raters. The results showed the raters’ behaviors were not equally the same in the same rating situations. These discrepancies suggested individual socio-cognitive differences in accounting for some rater variability in scoring. In addition, characteristics of the texts (not just individual cognitive characteristics) favored certain decision-making behaviors. Accordingly, a re-visioning of the one-size-fits-all approach that is currently the norm in the training of raters for scoring writing assessments is needed. Further, a more individualized approach to rater training is needed. If the individual decision-making style to a great extent is dependent on basic cognitive abilities that are stable and not easily changed, then the decision support systems need to be flexible in order to match the needs of the individual decision makers.","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45106957","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 : 2018-07-23DOI: 10.22236/JER_VOL3ISSUE2PP193-203
R. Irawan
This research aimed at describing students’ speaking anxiety in EFL classroom at occupation level. It investigated EOP students’ speaking anxiety levels, their sources of anxiety and their coping strategies to reduce it. This research involved eight students from two classes with different English abilities and employed a qualitative research design, embracing the characteristics of a case study conducted in PT Rekacipta Miratama Bekasi from December 2016 to March 2017. Three kinds of instruments were applied for this research: classroom observation, questionnaires (adapted from Foreign Language Classroom Anxiety Scale by Horwitz), and semi-structured interview. The data were collected by means audio and video recording to capture students’ sources of anxiety and their coping strategies and collaborated with a semi-structured interview. Those data were transcribed and coded by using the categorization from Alwasilahs’ coding strategy (2002) and obtained by quantifying questionnaires in order to know the students’ anxiety levels. The first finding reveals that the students who categorized as an anxious and a mildly anxious level had the highest percentage (each of them was 37%), while those who categorized as a relaxed and a very relaxed level had the lower of percentage (each of them was 17%). Secondly, the research participants who categorized as an anxious and a mildly anxious level stated that all FLA sources that are a communication apprehension, a test anxiety, and a fear of negative evaluation had similar percentages (each of them 33.34%). Lastly, coping strategies that all anxious students used in this research were anticipation that belonged to compromise behaviors. Keywords: Speaking Anxiety, Anxiety Levels, Anxiety Sources, Coping Strategies to Reduce FLA, EOP Students
{"title":"EFL Learners’ Speaking Anxiety in an EOP Program","authors":"R. Irawan","doi":"10.22236/JER_VOL3ISSUE2PP193-203","DOIUrl":"https://doi.org/10.22236/JER_VOL3ISSUE2PP193-203","url":null,"abstract":"This research aimed at describing students’ speaking anxiety in EFL classroom at occupation level. It investigated EOP students’ speaking anxiety levels, their sources of anxiety and their coping strategies to reduce it. \u0000This research involved eight students from two classes with different English abilities and employed a qualitative research design, embracing the characteristics of a case study conducted in PT Rekacipta Miratama Bekasi from December 2016 to March 2017. Three kinds of instruments were applied for this research: classroom observation, questionnaires (adapted from Foreign Language Classroom Anxiety Scale by Horwitz), and semi-structured interview. The data were collected by means audio and video recording to capture students’ sources of anxiety and their coping strategies and collaborated with a semi-structured interview. Those data were transcribed and coded by using the categorization from Alwasilahs’ coding strategy (2002) and obtained by quantifying questionnaires in order to know the students’ anxiety levels. \u0000The first finding reveals that the students who categorized as an anxious and a mildly anxious level had the highest percentage (each of them was 37%), while those who categorized as a relaxed and a very relaxed level had the lower of percentage (each of them was 17%). Secondly, the research participants who categorized as an anxious and a mildly anxious level stated that all FLA sources that are a communication apprehension, a test anxiety, and a fear of negative evaluation had similar percentages (each of them 33.34%). Lastly, coping strategies that all anxious students used in this research were anticipation that belonged to compromise behaviors. \u0000 \u0000Keywords: Speaking Anxiety, Anxiety Levels, Anxiety Sources, Coping Strategies to Reduce FLA, EOP Students","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47623361","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 : 2018-07-23DOI: 10.22236/jer_vol3issue2pp152-167
Roxanne Miller
Today’s students want immediate feedback on their writing which instructors often cannot provide. They embrace the internet and want to use it for learning. To keep pace with these desires, Roxifyonline was created. It is a new online Computer Assisted Language Learning (CALL) tool that provides automated essay feedback for use by students worldwide. The program was originally written for ESL learners in Hong Kong, but is now being used by students throughout the Asia Pacific region. It is based on both empirical research and that of other academics. The program is robust enough to be used for general academic writing from upper secondary through post-graduate levels. It is a free Independent Learning (IL) tool. The program utilizes vocabulary to identify possible errors and provides online IL links to aid in the correction of possible errors in writing. Unlike other programs, it does not provide suggested corrections. This can help students to become more autonomous in their learning. Comparisons can be made between drafts, and there is an annotation function which can allow for more individualized peer and teacher feedback.
{"title":"ROXIFYonline: Helping Students Improve Their Writing through Online Feedback","authors":"Roxanne Miller","doi":"10.22236/jer_vol3issue2pp152-167","DOIUrl":"https://doi.org/10.22236/jer_vol3issue2pp152-167","url":null,"abstract":"Today’s students want immediate feedback on their writing which instructors often cannot provide. They embrace the internet and want to use it for learning. To keep pace with these desires, Roxifyonline was created. \u0000 \u0000It is a new online Computer Assisted Language Learning (CALL) tool that provides automated essay feedback for use by students worldwide. The program was originally written for ESL learners in Hong Kong, but is now being used by students throughout the Asia Pacific region. It is based on both empirical research and that of other academics. The program is robust enough to be used for general academic writing from upper secondary through post-graduate levels. \u0000 \u0000It is a free Independent Learning (IL) tool. The program utilizes vocabulary to identify possible errors and provides online IL links to aid in the correction of possible errors in writing. Unlike other programs, it does not provide suggested corrections. This can help students to become more autonomous in their learning. Comparisons can be made between drafts, and there is an annotation function which can allow for more individualized peer and teacher feedback.","PeriodicalId":55744,"journal":{"name":"Journal of ELT Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43599273","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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