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Journal of English Language Teaching and Applied Linguistics
Number of Followers: 6

This is an Open Access Journal

Open Access journal
ISSN (Online) 2707-756X
Published by Al-Kindi Center for Research and Development

[14 journals]

A Case Study of Salar Family Education in Trilingual Environment Based on
the Theory of Trilingual Acquisition
- Authors: Xiaoyan Han; Hema Vanita Kesevan
  Abstract: This study is based on trilingual acquisition and explores the influence of parental education and a trilingual environment through a case analysis of children's language acquisition in Salar families. The mother language (L1) is Salar, the second language (L2) is Mandarin, and the third language (L3) is English. The children's acquisition of three languages and the acquisition process in a trilingual environment and family education were explored deeply through observation and interviews. The study results show that children are more likely to acquire the three languages in a trilingual environment. However, relying only on family education without providing a trilingual environment makes it generally more difficult for children to acquire three languages than in a trilingual environment.
  PubDate: Tue, 06 Aug 2024 00:00:00 +000
Language Acceptability of Texts in Legal Education: A Case Study from the
Perspective of LCT Semantic Density
- Authors: Wentao Xu
  Abstract: Language acceptability can be defined as the interaction of complexity and context-dependence of meanings, or semantic density and semantic gravity in Legitimation Code Theory (LCT). This study explores language acceptability in legal education through the lens of semantic density in LCT. Using an American judicial opinion as the data, this study demonstrates how language acceptability can be explored at three levels—text, sentence and word through the analysis of semantic density. The dynamics of language acceptability is also taken into account. This study can serve as a reference for evaluating the language acceptability of legal texts, thereby offering a tool for teaching legal language.
  PubDate: Tue, 06 Aug 2024 00:00:00 +000
Stylometric Analysis of AI Chatbot-Generated Emails: Are Students Losing
Their Linguistic Fingerprint'
- Authors: Jokha Al Hosni
  Abstract: The integration of artificial intelligence (AI) in education, particularly through AI chatbots like ChatGPT, Copilot, Gemini, and Bing, has revolutionized second language teaching and learning. These chatbots, which utilize advanced natural language processing and machine learning algorithms, hold great potential. They can operate complex cognitive tasks, provide immediate feedback, enhance motivation and self-confidence, reduce anxiety and improve language skills. Despite these advantages, concerns about academic integrity, loss of unique voice, and lack of emotional depth have emerged. This research aims at conducting a stylometric analysis on 25 AI chatbot-generated emails produced by undergraduate English language learners at Sultan Qaboos University. By examining stylistic features like tone, lexical density, lexical diversity, choice of words, repetition, formality level and emotional depth, the study will provide insights into the strengths and limitations of AI chatbots in enhancing email writing skills while preserving the unique voice of student writing. Findings reveal that AI-generated emails are characterized by a repetitive structure, a high level of formality and politeness, a high lexical diversity and a lack of emotional depth and personal anecdotes. The outcomes of this research will shed light on the awareness and skills students need to acquire to optimize the use of AI chatbots without losing their linguistic fingerprint.
  PubDate: Tue, 06 Aug 2024 00:00:00 +000
Overcoming Challenges: Implementing the CEFR in Thai Secondary School
English Classrooms
- Authors: Onwanya Sriwongsa; Apisak Sukying
  Abstract: In 2016, the Thai Ministry of Education (MOE) introduced the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001) as a guideline for teachers in primary and secondary schools. The CEFR is a six-point scale (A1-C2) that describes a language learner’s proficiency. This study investigated how Thai EFL teachers implement the CEFR in the classroom. The participants were 300 Thai EFL teachers from public secondary schools in Northeastern Thailand, each with at least three years of teaching experience. Convenience sampling was used to select participants. Quantitative data were collected through a seven-point Likert scale questionnaire. In contrast, qualitative data were obtained from semi-structured interviews with 10 participants, purposefully chosen based on their willingness indicated in the survey questionnaire. Descriptive statistics, percentages, and standard deviation were used to analyse the quantitative data, while the qualitative data were coded into CEFR domains. The quantitative results showed that Thai EFL teachers moderately implement the CEFR in their classrooms. The study highlighted a significant need for better CEFR implementation in language teaching. The qualitative findings corroborated those teachers moderately applied the CEFR. The overall findings suggest that teachers and curriculum developers need more CEFR training, and further research is recommended.
  PubDate: Tue, 30 Jul 2024 00:00:00 +000
The Importance of Listening and Speaking in a Successful English Language
Acquisition in Classrooms: Moroccan EFL Classrooms as a Case Study
- Authors: Amelhay Asmae; Sakale Sana
  Abstract: Listening and speaking are paramount skills that are usually neglected by most teachers in EFL classrooms. Just as a baby, immersed in a sea of spoken language, gradually progresses from attentive listening to initial word production, so too should EFL instruction prioritize the development of these receptive and productive skills sequentially. This study delves into an essential aspect, yet most of the time, it is ignored by EFL Moroccan teachers. First, it underscores the importance of listening and speaking in boosting and improving fluency and accuracy. Furthermore, many reasons contribute to the neglect and marginalization of these abilities in Moroccan EFL classes. Thus, this study looks at the problems pedagogues experience. Second, the study explores a variety of practical activities that teachers can use to develop the listening and speaking skills of their students effectively. In a nutshell, this study shows that the deliberate integration of listening and speaking activities into the learning process can significantly improve student proficiency.
  PubDate: Thu, 25 Jul 2024 00:00:00 +000

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