There has been a gradual change in Korean English curricula and education systems over recent decades to enhance the ability to communicate in English confidently in an increasingly globalized society. The Korean government has been initiating new policies in English curricula to improve the quality of English education in state schools; accordingly, English teacher education has also been intensified, with more attention to teaching speaking. Therefore, there is a need to investigate the impact of teacher preparation on classroom practice through empirical research considering Korean educational contexts. This study explores pre-service English teachers’ learning through initial teaching practice in the area of teaching speaking in Korea, which has seen major policy changes in recent years but has had limited empirical investigation. Two pre-service English teachers’ perceptions and practices of teaching speaking are examined, from the perspectives of influences on, and changes in their cognition. Data include classroom observations, semi-structured interviews in sequence, documents, and qualitative questionnaires. The overall findings show limited impact of the practicum on their cognition development, and incongruence between their cognitions and practices of teaching speaking due to the gap between theory and practice. Implications for improvements are discussed, as well as suggestions for further study.
{"title":"The Practicum and its Effects on the Development of Korean Pre-service English Teachers’ Perceptions of Teaching Speaking","authors":"Helen Jang","doi":"10.55593/ej.27105a6","DOIUrl":"https://doi.org/10.55593/ej.27105a6","url":null,"abstract":"There has been a gradual change in Korean English curricula and education systems over recent decades to enhance the ability to communicate in English confidently in an increasingly globalized society. The Korean government has been initiating new policies in English curricula to improve the quality of English education in state schools; accordingly, English teacher education has also been intensified, with more attention to teaching speaking. Therefore, there is a need to investigate the impact of teacher preparation on classroom practice through empirical research considering Korean educational contexts. This study explores pre-service English teachers’ learning through initial teaching practice in the area of teaching speaking in Korea, which has seen major policy changes in recent years but has had limited empirical investigation. Two pre-service English teachers’ perceptions and practices of teaching speaking are examined, from the perspectives of influences on, and changes in their cognition. Data include classroom observations, semi-structured interviews in sequence, documents, and qualitative questionnaires. The overall findings show limited impact of the practicum on their cognition development, and incongruence between their cognitions and practices of teaching speaking due to the gap between theory and practice. Implications for improvements are discussed, as well as suggestions for further study.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82129521","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}
Despite suggestions being a common speech act used by writing center tutors, very limited research is available on the use of suggestions in online writing center practice. Drawing upon multiple sources of data including the chat transcript, screen recording of the session, and final revised version of the writer’s text, this case study explores the types and frequency of the suggestion strategies employed by a tutor and the degree of writer uptake of tutor suggestions in a synchronous online writing center session. The findings indicate that the tutor’s use of suggestions throughout the session only led to a partial revision of the writer’s text. While factors contributing to the partial revision include overuse of indirect suggestion linguistic realization strategies (SLRSs) and addressing multiple errors at the same time, using multiple and more direct SLRSs appeared to contribute to successful uptake. The observations of the study suggest that, in order to increase the degree of uptake, tutors might consider addressing one error at a time, utilizing multiple suggestion strategies per error and focusing on using more direct rather than indirect suggestion strategies in order to provide suggestions more effectively in online synchronous writing center sessions.
{"title":"A Case Study on the Uptake of Suggestions in Online Synchronous Writing Center Sessions","authors":"O. Muranova, Svetlana Koltovskaia, Michol Miller","doi":"10.55593/ej.26104a2","DOIUrl":"https://doi.org/10.55593/ej.26104a2","url":null,"abstract":"Despite suggestions being a common speech act used by writing center tutors, very limited research is available on the use of suggestions in online writing center practice. Drawing upon multiple sources of data including the chat transcript, screen recording of the session, and final revised version of the writer’s text, this case study explores the types and frequency of the suggestion strategies employed by a tutor and the degree of writer uptake of tutor suggestions in a synchronous online writing center session. The findings indicate that the tutor’s use of suggestions throughout the session only led to a partial revision of the writer’s text. While factors contributing to the partial revision include overuse of indirect suggestion linguistic realization strategies (SLRSs) and addressing multiple errors at the same time, using multiple and more direct SLRSs appeared to contribute to successful uptake. The observations of the study suggest that, in order to increase the degree of uptake, tutors might consider addressing one error at a time, utilizing multiple suggestion strategies per error and focusing on using more direct rather than indirect suggestion strategies in order to provide suggestions more effectively in online synchronous writing center sessions.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78205707","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}
Although studies on peer feedback have identified several advantages for second language writing classes, the benefits of peer feedback to low-proficiency students have not been thoroughly investigated. This current study aims to determine how low-proficiency second-language students of English can improve their writing by giving and receiving peer feedback. Utilizing mixed methods, data collection and analyses were primarily conducted through posttest-only control-group design and focus group discussion (FGD). There were twenty university student participants randomly selected from two writing mixed-proficiency level classes. Framed under Vygotsky’s sociocultural theory, an analysis of the gains in writing ability measured from formative and summative writing samples indicated that the low-proficiency students, specifically in the experimental group, made more significant gains in their writing over the course of the semester than the high-proficiency students in both groups. Even though the results generally showed no significant difference, except for higher error avoidance efficiency between experimental and control groups and among the high-proficiency students in both groups, a significant difference was observed between the low-proficiency students in both groups (control group M = 81.6, experimental group M = 89.8, control group SD = 8.3, experimental group SD = 9.5, t(4) = -3.23, p = .032). This leads to the conclusion that low-proficiency students benefit from scaffolded peer feedback.
{"title":"Scaffolded Peer Feedback and Second Language Writing Proficiency: Implications for Inclusive ESL Teaching Practice","authors":"C. Casinto","doi":"10.55593/ej.26104a8","DOIUrl":"https://doi.org/10.55593/ej.26104a8","url":null,"abstract":"Although studies on peer feedback have identified several advantages for second language writing classes, the benefits of peer feedback to low-proficiency students have not been thoroughly investigated. This current study aims to determine how low-proficiency second-language students of English can improve their writing by giving and receiving peer feedback. Utilizing mixed methods, data collection and analyses were primarily conducted through posttest-only control-group design and focus group discussion (FGD). There were twenty university student participants randomly selected from two writing mixed-proficiency level classes. Framed under Vygotsky’s sociocultural theory, an analysis of the gains in writing ability measured from formative and summative writing samples indicated that the low-proficiency students, specifically in the experimental group, made more significant gains in their writing over the course of the semester than the high-proficiency students in both groups. Even though the results generally showed no significant difference, except for higher error avoidance efficiency between experimental and control groups and among the high-proficiency students in both groups, a significant difference was observed between the low-proficiency students in both groups (control group M = 81.6, experimental group M = 89.8, control group SD = 8.3, experimental group SD = 9.5, t(4) = -3.23, p = .032). This leads to the conclusion that low-proficiency students benefit from scaffolded peer feedback.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85890683","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}
Pedagogical and developmental perspectives on L2 pragmatics have undergone rapid development in recent years (Attardo & Pickering, 2021; Ren, 2021). However, the application of pragmatics to English language classrooms is still limited since it has not been systematically included in most L2 language courses and materials (Roever, 2021). Pragmatics and its Applications to TESOL and SLA, by Salvatore Attardo and Lucy Pickering, provides a deep overview of essential concepts in pragmatics and how one can apply those concepts to the pedagogy of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL). The authors devote this book to students, professionals, and novice researchers who are interested in the theoretical and practical sides of L2 pragmatics. The book consists of 11 chapters in which different fundamental and advanced pragmatics-related topics are highlighted.
{"title":"Review of Pragmatics and its Applications to TESOL and SLA by Salvatore Attardo & Lucy Pickering (2021)","authors":"Ebtehal Asiri","doi":"10.55593/ej.26104r1","DOIUrl":"https://doi.org/10.55593/ej.26104r1","url":null,"abstract":"Pedagogical and developmental perspectives on L2 pragmatics have undergone rapid development in recent years (Attardo & Pickering, 2021; Ren, 2021). However, the application of pragmatics to English language classrooms is still limited since it has not been systematically included in most L2 language courses and materials (Roever, 2021). Pragmatics and its Applications to TESOL and SLA, by Salvatore Attardo and Lucy Pickering, provides a deep overview of essential concepts in pragmatics and how one can apply those concepts to the pedagogy of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL). The authors devote this book to students, professionals, and novice researchers who are interested in the theoretical and practical sides of L2 pragmatics. The book consists of 11 chapters in which different fundamental and advanced pragmatics-related topics are highlighted.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79544205","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}
According to the IELTS official website, IELTS candidates usually score lower in the IELTS Writing test than in the other language skills. This is disappointing for the many IELTS candidates who fail to get the overall band score they need. Surprisingly enough, few studies have addressed this issue. The present study, then, is aimed at shedding some light on why IELTS candidates usually score lowest in writing by investigating IELTS candidates’ problems with the IELTS Academic Writing test. To this end, 10 Iranian IELTS candidates were interviewed concerning the difficulties they had with this test. The interview summaries were subjected to thematic analysis. The results suggested that IELTS candidates may face four main problems with the IELTS Academic Writing test: insufficient time, unclear and difficult-to-understand task instructions, “distant” topics, and overvaluation of advanced vocabulary and grammar in the scoring system. The study suggests that IELTS candidates’ problem of scoring lowest in the Writing test may not be entirely due to deficiencies in their writing skills, and that certain features of the IELTS Academic Writing test may aggravate undesirable testing outcomes. The implications of the results of the study are discussed.
{"title":"Let Their Voices be Heard: IELTS Candidates’ Problems with the IELTS Academic Writing Test","authors":"Sajjad Arefsadr, E. Babaii","doi":"10.55593/ej.26104a3","DOIUrl":"https://doi.org/10.55593/ej.26104a3","url":null,"abstract":"According to the IELTS official website, IELTS candidates usually score lower in the IELTS Writing test than in the other language skills. This is disappointing for the many IELTS candidates who fail to get the overall band score they need. Surprisingly enough, few studies have addressed this issue. The present study, then, is aimed at shedding some light on why IELTS candidates usually score lowest in writing by investigating IELTS candidates’ problems with the IELTS Academic Writing test. To this end, 10 Iranian IELTS candidates were interviewed concerning the difficulties they had with this test. The interview summaries were subjected to thematic analysis. The results suggested that IELTS candidates may face four main problems with the IELTS Academic Writing test: insufficient time, unclear and difficult-to-understand task instructions, “distant” topics, and overvaluation of advanced vocabulary and grammar in the scoring system. The study suggests that IELTS candidates’ problem of scoring lowest in the Writing test may not be entirely due to deficiencies in their writing skills, and that certain features of the IELTS Academic Writing test may aggravate undesirable testing outcomes. The implications of the results of the study are discussed.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76150364","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}
Writeabout is a web-based application specialized in writing that enables the implementation of synchronous and asynchronous formative writing tasks and the provision of written and oral feedback. Nonetheless, empirical research on the effects of this software on students' learning outcomes is extremely scarce. Thus, this study designed an English course incorporating formative online writing tasks and feedback mediated by Writeabout for 933 non-English major students (77.6% female, 22.4% male) at one autonomous university in southern Thailand. The pre- and posttest writing scores of students were compared, and a significant difference was noticed (t (932) = 38.49, p <.001). Formative online writing activities were found to predict students' accomplishments on the posttest writing (F (932) = 11.03, p <.001). Female and male students would receive similar learning outcomes in this case, but their proficiency levels would result in variances. The current study advances our understanding of how incorporating an online application may benefit EFL students.
Writeabout是一个基于网络的专门用于写作的应用程序，它可以实现同步和异步的形成性写作任务，并提供书面和口头反馈。然而，关于该软件对学生学习成果影响的实证研究却极为匮乏。因此，本研究为泰国南部一所自治大学的933名非英语专业学生(77.6%女生，22.4%男生)设计了一门包含形成性在线写作任务和Writeabout中介反馈的英语课程。学生写作成绩前后比较，差异有统计学意义(t (932) = 38.49, p < 0.001)。形成性网络写作活动可以预测学生的后测写作成绩(F (932) = 11.03, p <.001)。在这种情况下，女性和男性学生会得到相似的学习结果，但他们的熟练程度会导致差异。目前的研究促进了我们对在线申请如何使英语学生受益的理解。
{"title":"Using Writeabout as a Tool for Online Writing and Feedback","authors":"Budi Waluyo, Aisah Apridayani, Safnil Arsyad","doi":"10.55593/ej.26104int","DOIUrl":"https://doi.org/10.55593/ej.26104int","url":null,"abstract":"Writeabout is a web-based application specialized in writing that enables the implementation of synchronous and asynchronous formative writing tasks and the provision of written and oral feedback. Nonetheless, empirical research on the effects of this software on students' learning outcomes is extremely scarce. Thus, this study designed an English course incorporating formative online writing tasks and feedback mediated by Writeabout for 933 non-English major students (77.6% female, 22.4% male) at one autonomous university in southern Thailand. The pre- and posttest writing scores of students were compared, and a significant difference was noticed (t (932) = 38.49, p <.001). Formative online writing activities were found to predict students' accomplishments on the posttest writing (F (932) = 11.03, p <.001). Female and male students would receive similar learning outcomes in this case, but their proficiency levels would result in variances. The current study advances our understanding of how incorporating an online application may benefit EFL students.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82898394","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}
Research has shown that second language (L2) learners generally lack multiword expression knowledge, and L2 researchers and practitioners have tried various techniques to assist L2 learners to acquire it more efficiently. This study adopted an under-researched technique—repeated oral reading—to enhance the retention of high-frequency multiword items by 62 EFL college students divided into experimental (n =38) and control (n =24) groups. Fifteen unfamiliar multiword items comprising only known individual words were selected through a pre-test based on a theme-based text. All students received a formal instruction first, followed by the experimental group orally reading the text six times under a time constraint. A two-week delayed post-test was used to test students’ retention of four dimensions of multiword knowledge: aural forms and aural meanings, and written meanings and use. Except for use, the experimental group significantly outperformed the control group in the other three dimensions. Four fixed factors (oral reading speed, prior vocabulary knowledge, dimensions of multiword knowledge, and the number of words per item) were analyzed via GLMM. Results showed three factors had significant effects on retaining multiword items except oral reading speed. Based on the results, pedagogical implications are discussed and suggestions are made.
{"title":"The Effects of Repeated Oral Reading Practice on the Retention of High-Frequency Multiword Items for EFL Learners: Multiple Dimensions","authors":"A. Chang","doi":"10.55593/ej.26104a9","DOIUrl":"https://doi.org/10.55593/ej.26104a9","url":null,"abstract":"Research has shown that second language (L2) learners generally lack multiword expression knowledge, and L2 researchers and practitioners have tried various techniques to assist L2 learners to acquire it more efficiently. This study adopted an under-researched technique—repeated oral reading—to enhance the retention of high-frequency multiword items by 62 EFL college students divided into experimental (n =38) and control (n =24) groups. Fifteen unfamiliar multiword items comprising only known individual words were selected through a pre-test based on a theme-based text. All students received a formal instruction first, followed by the experimental group orally reading the text six times under a time constraint. A two-week delayed post-test was used to test students’ retention of four dimensions of multiword knowledge: aural forms and aural meanings, and written meanings and use. Except for use, the experimental group significantly outperformed the control group in the other three dimensions. Four fixed factors (oral reading speed, prior vocabulary knowledge, dimensions of multiword knowledge, and the number of words per item) were analyzed via GLMM. Results showed three factors had significant effects on retaining multiword items except oral reading speed. Based on the results, pedagogical implications are discussed and suggestions are made.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81909170","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}
M. Kazemian, Mohammadreza Khodareza, Fatemeh Khonamri, R. Rahimy
Intercultural Competence Assessment (ICA) has recently become a central issue in applied linguistics in general, and language testing and assessment in particular. The present paper aims to investigate the difference between native and non-native assessment experts’ beliefs about incorporating ICA in the Language Proficiency Assessment (LPA). Basic qualitative research design was employed and questions were emailed to 97 native and non-native language testing and assessment experts of whom 32 participants returned their responses (response rate = 33%). Moreover, 10 of the experts were interviewed to triangulate the data. The data were analyzed qualitatively and quantitatively. The results demonstrated that there were no significant differences between native experts and non-native experts’ attitudes towards whether ICA should be included in the LPA. Despite this finding, some native speaker experts strongly disagreed with the notion while some other non-native scholars supported it. This study may be helpful to Teaching English as a Foreign Language (TEFL) assessment experts who argue for the inclusion of ICA in the LPA, believing that such an inclusion would benefit not only second language proficiency assessment but also efforts in designing more effective instructional syllabuses.
{"title":"ELT Scholars’ Attitudes towards Inclusion of Intercultural Competence Assessment in Language Proficiency Tests","authors":"M. Kazemian, Mohammadreza Khodareza, Fatemeh Khonamri, R. Rahimy","doi":"10.55593/ej.26104a6","DOIUrl":"https://doi.org/10.55593/ej.26104a6","url":null,"abstract":"Intercultural Competence Assessment (ICA) has recently become a central issue in applied linguistics in general, and language testing and assessment in particular. The present paper aims to investigate the difference between native and non-native assessment experts’ beliefs about incorporating ICA in the Language Proficiency Assessment (LPA). Basic qualitative research design was employed and questions were emailed to 97 native and non-native language testing and assessment experts of whom 32 participants returned their responses (response rate = 33%). Moreover, 10 of the experts were interviewed to triangulate the data. The data were analyzed qualitatively and quantitatively. The results demonstrated that there were no significant differences between native experts and non-native experts’ attitudes towards whether ICA should be included in the LPA. Despite this finding, some native speaker experts strongly disagreed with the notion while some other non-native scholars supported it. This study may be helpful to Teaching English as a Foreign Language (TEFL) assessment experts who argue for the inclusion of ICA in the LPA, believing that such an inclusion would benefit not only second language proficiency assessment but also efforts in designing more effective instructional syllabuses.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80030489","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 outbreak of COVID-19 in 2020 put the education system worldwide in a critical situation with a sudden shift from the traditional face-to-face to the online mode of instruction. Many studies have been conducted over the past two years to investigate teachers’ struggle with this abrupt transition; however, a complete picture of their emotional battle throughout the whole pandemic has not yet been depicted due to the short study durations. By analyzing rich datasets collected from semi-structured interviews with nine EFL teachers working at the tertiary level, we were able to outline their emotional changes and coping strategies for emotional regulation throughout the span of two years, from the beginning to the end of the mandatory online teaching period. It was found that, in general, the participants’ changes in emotions can be illustrated with a wave curve, which is divided into five phases with quite distinctive characteristics. The findings also highlighted the complexity and changeability of teachers’ emotional experiences, as well as the five major coping strategies utilized by the teachers to enhance their emotional well-being. Finally, several recommendations applicable for both teachers and stakeholders in future crises are proposed.
{"title":"EFL Teachers’ Emotions at Online Teaching throughout the COVID-19 Pandemic: Changes and Coping Strategies","authors":"H. Nguyen, T. Pham","doi":"10.55593/ej.26104a13","DOIUrl":"https://doi.org/10.55593/ej.26104a13","url":null,"abstract":"The outbreak of COVID-19 in 2020 put the education system worldwide in a critical situation with a sudden shift from the traditional face-to-face to the online mode of instruction. Many studies have been conducted over the past two years to investigate teachers’ struggle with this abrupt transition; however, a complete picture of their emotional battle throughout the whole pandemic has not yet been depicted due to the short study durations. By analyzing rich datasets collected from semi-structured interviews with nine EFL teachers working at the tertiary level, we were able to outline their emotional changes and coping strategies for emotional regulation throughout the span of two years, from the beginning to the end of the mandatory online teaching period. It was found that, in general, the participants’ changes in emotions can be illustrated with a wave curve, which is divided into five phases with quite distinctive characteristics. The findings also highlighted the complexity and changeability of teachers’ emotional experiences, as well as the five major coping strategies utilized by the teachers to enhance their emotional well-being. Finally, several recommendations applicable for both teachers and stakeholders in future crises are proposed.","PeriodicalId":66774,"journal":{"name":"对外汉语教学与研究","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90637092","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}
Damar Isti Pratiwi, Armyta Puspitasari, Ainun Fikria
While writing has evolved away from the conventional method of using pens and paper in favor of digital tools (Li et al., 2019), English teachers continue to face difficulties in teaching writing. This study shows how mind-mapping and the program, Writeabout, can be merged for online writing classes in English for Specific Purposes (ESP) clasrooms. It reports on a classroom-based research with a qualitative research design which includes class observations and essay analysis of first-year undergraduate students enrolled in the Railway Mechanical Technology program in Indonesia during the academic year 2020/2021. The analysis of students’ essays via TOEIC-adopted writing criteria showed that the students lacked competence in vocabulary (range: 2-5), grammar (range: 2-5), and sentence quality (range: 2-5). However, their text organization skills were a bit higher (range: 3-7), which was likely due to the course instructions’s incorporation of mind-mapping techniques. The findings revealed that incorporating the mind-mapping technique and the Writeabout application into online writing lessons can have a positive effect on students’ writing.
虽然写作已经从使用笔和纸的传统方法演变为使用数字工具(Li et al.， 2019)，但英语教师在写作教学中仍然面临困难。这项研究表明，思维导图和Writeabout程序可以合并到专门用途英语(ESP)课堂的在线写作课程中。它报告了一项基于课堂的研究，采用定性研究设计，包括课堂观察和文章分析，研究对象是2020/2021学年印度尼西亚铁路机械技术专业的一年级本科生。根据托业考试的写作标准对学生的作文进行分析，学生在词汇(范围:2-5)、语法(范围:2-5)和句子质量(范围:2-5)方面的能力不足。然而，他们的文本组织能力略高(范围:3-7)，这可能是由于课程指导结合了思维导图技术。研究结果表明，将思维导图技术和Writeabout应用程序结合到在线写作课程中，可以对学生的写作产生积极影响。
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