Publisher: Lulu Press (Total: 1 journals)   [Sort by number of followers]

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J. of Applied Linguistics and Language Research     Open Access   (Followers: 29)
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Journal of Applied Linguistics and Language Research
Number of Followers: 29  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2376-760X
Published by Lulu Press Homepage  [1 journal]
  • Korean EFL Children’s Working Memory, Vocabulary, and Reading
           Comprehension: A Path Analysis Approach

    • Authors: Jiwon Shin
      Pages: 1 - 11
      Abstract: This study aims to investigate the relationships among working memory, vocabulary acquisition, and reading comprehension for young English as a Foreign Language (EFL) learners in South Korea. To identify children’s working memory, receptive vocabulary knowledge, and reading comprehension skills, the conceptual span task, picture vocabulary size test, and STAR reading test were conducted with 88 children. The results of this study are as follows. First, the influence of vocabulary acquisition on reading comprehension was found to be significant. Second, working memory had a direct effect on vocabulary acquisition but not on reading comprehension. These results imply that working memory should be considered as one of the several factors that can influence vocabulary acquisition. Furthermore, it is necessary to reduce the working memory requirement to prevent learners’ memories from being overloaded.
      PubDate: 2022-08-21
      Issue No: Vol. 9, No. 3 (2022)
  • Multimodal Discourse Analysis of Caricatures about Electricity Shortages
           in Iraqi Facebook Pages

    • Authors: Ahmed Hamid Abdulrazzaq
      Pages: 12 - 23
      Abstract: This paper evaluates some electricity-related caricatures selected from a number of Iraqi Facebook pages. Using Kress and van Leeuwen’s visual grammar framework, the study elucidates how deliberate visual pictures are produced to convey and spread ideas, beliefs, and identities in one of the most prominent forms of social media. Iraq’s current state of affairs can be deduced from examining the caricatures concerning electricity. The study demonstrates this through several textual modes that enabled Iraqi caricature artists to convey their ideological stances to their audience.  
      PubDate: 2022-08-21
      Issue No: Vol. 9, No. 3 (2022)
  • Enhancing Students’ Oral Proficiency in Competency Based-Approach
           Context: Focusing on Secondary Schools in Ouéme Region

    • Authors: Désiré Christel Zinsouvi, Morel Marly Mensah, Dotou Johanness Assogba, Innocent Sourou Koutchadé
      Pages: 24 - 38
      Abstract: Recent years have seen many exciting developments in language teaching at the level of syllabus and methodology, with the growth of interesting new approaches challenging our traditional views. Thus, in Benin context, the Competency Based Approach (CBA) replaced the Objective Based Approach (OBA) of English teaching and, offers an open field to explore various methods, techniques, strategies, all based rather on the learners’ skills development and cognitive process than a simple and pure acquisition of knowledge. The reasons which account for carrying out this research work are related to the necessity to highlight the difficulties faced by different actors with the implementation of CBA and to study factors that enhance oral communication. To reach these goals, questionnaires are designed to investigate teachers’ and students’ objectives and strategies to reach their goals and overcome the challenges of this 21st century. We also use class observation to check the conditions in which lessons take place. The findings of this study have shown that most of EFL teachers lack training. In addition, this study reveals that curricula, activities and teaching methods are the corner stone of efficient teaching/learning. Some communicative activities with appropriate strategies in CBA context (dialogues, role play) are recommended in order to establish teaching/learning situations where teachers and students are as highly motivated as possible to take the challenge of language usage in their daily life.
      PubDate: 2022-09-01
      Issue No: Vol. 9, No. 3 (2022)
  • The Relationship between EFL Learners’ Vocabulary Learning Strategies,
           Successful Intelligence, and Language Performance

    • Authors: Mohammad Mohammadi, Khoshnam Ebrahimian
      Pages: 39 - 56
      Abstract: Learning vocabulary is considered as a crucial element in attaining a high level of proficiency in the target language for EFL learners. Moreover, paying attention to personal features of the learners like successful intelligence is an important factor in language learning contexts. The current study intended at exploring the relationship between vocabulary learning strategies that EFL learners use, their successful intelligence and their language performance. The participants of the study were 63 male EFL learners at Goldis Language Institute. The instruments were Strategy Inventory for Language Learning (SILL) prepared by Oxford (1990), which measures six strategies with 27 questions. The second instrument was Successful Intelligence questionnaire, developed by Sternberg and Grigorenko in 2002 with 36 items. Learner’s final exam scores were considered as the rate of their language performance. Pearson Correlation Coefficient was used to analyze the collected data. Multiple Regression was administered to see which of these components predict language performance more. The obtained results revealed that there is a significant relationship between learners’ successful intelligence, vocabulary-learning strategy, and their language performance. The findings of the present study can provide several pedagogical implications that can be useful for both EFL teachers and learners.
      PubDate: 2022-10-18
      Issue No: Vol. 9, No. 3 (2022)
  • Study Orchestration, Perceived Locus of Causality, and Learning Outcomes
           among Iranian Intermediate EFL Learners

    • Authors: Maryam Ebrahimi
      Pages: 57 - 69
      Abstract: EFL learners’ perceptions to learning can be strongly effective on the acceptance of an approach (Van Rossum & Schenk, 1984). Therefore, this study aims to scrutinize the possible relationship between study orchestration, perceived locus of causality and Iranian EFL learners' learning outcome. The participants of study were 100 Iranian EFL learners (64 female; 46 male) and their native language is Farsi or Turkmen which were selected based on convenience sampling. In order to answer the research questions, three instruments were used, including study orchestration questionnaire, Perceived Locus of Causality questionnaire (PLOC) Scale, and Oxford Quick Placement Test. Learners were asked to participate through several Iranian EFL learners’ groups on a different social media or face-to-face. The results showed that the locus of causality and study orchestration have significant positive relationship among Iranian EFL learners. There is a significant relationship between study orchestration and academic achievement (r = 0.724) and there is a significant relationship between study orchestration and academic achievement (r = 0.724). The results of this study have implications for educators, school counselors, college counselors, and counselor educators by adding to the limited body of knowledge on the strength-based factors of the relationship between motivation, hope, and resilience and their effects on academic achievement.
      PubDate: 2022-11-17
      Issue No: Vol. 9, No. 3 (2022)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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