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Journal of English Language Teaching and Applied Linguistics
Number of Followers: 3  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2707-756X
Published by Al-Kindi Center for Research and Development Homepage  [14 journals]
  • Relationship between English Speaking Performance and Foreign Language
           Anxiety in Online Peer Learning

    • Authors: I-Ju Chen; Chieh-Hsiang Chuang, Kai-Ru Cheng
      Abstract: This study investigated the relationship between English speaking performance and foreign language anxiety before and after an online peer learning program at the college level. A total of 59 students enrolled in a one-semester English Speaking Communication course at a university in central Taiwan participated in the study. The course entailed a 7-week online peer learning program. The participants took a computer-based speaking proficiency test and completed the Foreign Language Classroom Anxiety Scale questionnaire before and after the program. The collected quantitative data were analyzed using descriptive statistics and the Pearson product-moment correlation coefficient. The results revealed that the participants experienced a moderate level of anxiety when taking the computer-based speaking test before and after attending the online peer learning program. A negative correlation was observed between foreign language anxiety and computer-based speaking performance before the online peer learning program. However, after the online peer learning program, a positive correlation was noted between anxiety and speaking performance. On the basis of these findings, this study provides pedagogical suggestions for second-language practitioners.
      PubDate: Sat, 26 Nov 2022 00:00:00 +000
       
  • Strategies for Effective Distance Learning in Foreign Language,
           Linguistics and Translation College Courses

    • Authors: Reima Al-Jarf
      Abstract: Due to Covid-19, there was a sudden shift to distance learning (DL) without prior preparation. Students and faculty surveys showed that 51% of the students were dissatisfied with EL, online communication with their instructors, had difficulty understanding the online class lectures and material and had concerns about exams. Even when face to face instruction was resumed in Fall 2021, some courses were still delivered online. It seems that some departments, colleges, and universities will continue to offer some courses online. To make the best use of online teaching and learning, this article proposes a model consisting of strategies for making distance teaching and learning in foreign language, linguistics and translation college courses effective, interactive, engaging and fun. Those strategies are: Using some free platforms, supplying devices and good infrastructure to both students and instructors, practicing using the platform, supplementing the platform with one or more technologies, orientation, training and support, telling the students about online class logistics, selecting online course material and resources, integrating global topics and participation goals in the class material, practicing a variety of language skills with online videos, blogs, mobile apps and others, using effective teaching techniques, assignments, and activities, giving feedback, motivating and engaging the students, online communication and interaction, nurturing the online classroom community, preparing and following effective and reliable online testing procedures, the instructor’s role in the distance learning environments, evaluating the students’ and faculty DL experience, and providing teachers’ professional development and support.
      PubDate: Sat, 26 Nov 2022 00:00:00 +000
       
  • English Language Teachers in South Korea: Issues of Whiteness and
           Native-speakerness

    • Authors: Takako Kawabata
      Abstract: This paper examines the status and identity of teachers of English as a foreign language in South Korea. In many parts of the world, English is taught as a second, foreign, or additional language. The status of native and non-native English-speaking teachers is debated often. However, the dichotomy is not as straightforward as it might appear because the difference between native and non-native speakers does not sufficiently describe the identities, linguistic abilities, and teaching skills that those teachers possess. Cho (2012) described two critical considerations for male Korean-American teachers of English in South Korea: (1) linguistic capital and the ideal of native English speakers in Asian countries and (2) the social status and identity of Asian-Americans as members of minority groups in the United States. In order to transcend the idealisation of the West and to support learners and teachers in South Korea, this paper discusses issues of whiteness and native-speakerness in relation to the two issues that Cho described by examining the backgrounds and characteristics of Korean Americans as well as English-as-a-foreign-language education in South Korea. In addition, the paper discusses the teaching experience and the abilities of English teachers. The analysis identifies the benefits and risks of commodifying linguistic capital. The findings contribute to the developments of English-language education not only in East Asian countries but also in the rapidly globalising world of the modern age, in which English competence is more valuable than ever.
      PubDate: Sat, 26 Nov 2022 00:00:00 +000
       
  • Predictors of Supervisor’s Support for Students Writing their
           Undergraduate Dissertations in Moroccan Open-Access Higher Education
           Institutions

    • Authors: Najib Bouhout
      Abstract: With Higher Education (HE) rapidly changing, Moroccan supervisors of undergraduate dissertations adopted online technologies in technology-impoverished open-access institutions. Online supervision, however, is hardly studied in educational settings facing technological adversities in terms of infrastructure and training, nor is the topic researched for what it tells about the supervisor’s role and the level of support students receive in such contexts. Using a regression model from questionnaire data (N = 90), the present work seeks to understand how supervisors’ role links to the support they receive from their institutions, the number of supervisees, their technological pedagogical competence, and their perception of the academic skills of students. Technological-pedagogical competence, the number of supervisees, and supervisors’ perceptions of students’ academic skills largely determine how supervisors fulfil their roles. In contrast, institutional support in terms of training and technology infrastructure seems unrelated to the process. The present work suggests a few ways UD supervision can be more effective and calls for a more in-depth understanding of all the factors that affect supervision and teaching practices in general before making decisions that will affect higher education in the future. The issue is of paramount importance as the country is poised to reform undergraduate programs and institutionalize distance learning in post-pandemic Higher Education.
      PubDate: Wed, 23 Nov 2022 00:00:00 +000
       
  • Foreign Language Learning in Light of Cognitive Learning Theory

    • Authors: Shahla Abdul Kadhim Hadi
      Abstract: Language, with a capital initial, indicates the human system of verbal communication, which has a lot of variations represented by various languages spoken in the world. All languages involve the same mechanisms that govern their patterning because all humans have the same architecture of the cognitive system and follow the same cognitive learning principles in acquiring knowledge. While the cognitive processing mechanisms are unconscious and automatic in first language acquisition, they are effortful and can impose load on the cognitive system of the EFL learners due to factors internal to the texture of languages and some other external factors related to the cultures of individuals; which commits the learner to process multiple resources of information simultaneously before being able to schematize the new knowledge related to the target language. Accordingly, this paper discusses foreign language learning in light of cognitive learning theory with the aim of explaining why it can be hard on the EFL learners’ part to acquire the target language perfectly.
      PubDate: Sun, 20 Nov 2022 00:00:00 +000
       
  • Influence of Textual Schema on Secondary School Students’ Organisational
           and Mechanical Accuracy Skills in Continuous Writing

    • Authors: Odiaka; Stella Ifeyinwa, Areola, TitilayoAbosede
      Abstract: Previous studies have indicated that textual and content schemata influence literacy skills. This study was designed to investigate the influence of textual schema on students’ organisational and mechanical accuracy skills in writing. The population of participants included all the Senior Secondary School II students in Ibadan. A total number of one hundred and fifty (150) students, selected through a random sampling technique, took part in the study. The descriptive design of the ex post facto type was adopted in the study. A self-structured questionnaire on textual schema and an essay test within the readability level of candidates formed the instruments for data collection. Students’ essays were scored based on content, organisation, expression and mechanical accuracy: each aspect was scored based on 100%. Three hypotheses were raised and tested using the Pearson Product Moment Correlation Coefficient. It was discovered that students who had high levels of textual schema reflected adequate organisational and mechanical skills in their essay writing. Based on these findings, it was recommended that students should be exposed to a constant reading of books, ebooks, novels, newspapers, magazines and essays to enhance their textual schema for effective writing.
      PubDate: Sun, 20 Nov 2022 00:00:00 +000
       
  • An Alternative Way of Teaching Reading to High School Students

    • Authors: El Mehdi El Hamydy
      Abstract: The aim of the present study was to investigate the implementation and effect of an alternative way of teaching reading—Reciprocal Teaching (RT)— on the performance of Moroccan EFL common core students in four comprehension-monitoring skills, namely questioning, summarizing, clarifying, and predicting. The intervention, which is ten sessions long, used an instructional reading approach that combines guided practice, scaffolding, and active involvement. Seventy-two students participated in this study. These were tested on two different occasions: pre-test and post-test. The experimental group received instruction in RT, whereas the control group did not have any treatment. The scores of all participants in the pre-test were equal. However, the findings revealed that the experimental group gained comprehension-monitoring skills and reading performance, whereas the control group did not show any change from the pre-test to the post-test.
      PubDate: Wed, 09 Nov 2022 00:00:00 +000
       
  • Content Analysis of English Activity Books for the First Three Iraqi
           Primary Stages

    • Authors: Maysaa Yousif Naser; Shahla Abdul Kadhim Hadi
      Abstract: A content analysis of the activity books for the first three Iraqi primary stages has been conducted to determine which thinking skills are addressed in each book and what distributions they follow. A taxonomy of basic thinking skills has been designed to be the tool of analysis. Observation, comprehension, encoding, remembering, and organization are proposed as the lower level skills, while the higher level integrates classification, comparison, application, query, and problem identification. The labels lower and higher imply skills' functionality rather than their inferiority or superiority in comparison to each other. Lower level skills are seen as a base for others, and they involve simpler mental efforts as compared to those in the higher order level. The analysis proves the availability of all the skills in the proposed taxonomy and manifests that their diverse distributions are in harmony with their functional roles as either bases or boosters for other thinking skills.
      PubDate: Mon, 17 Oct 2022 00:00:00 +000
       
  • Insights into Teaching Figurative Languages in Poetry using Advertisement
           Medium: A Case study

    • Authors: Roseline Jesudas; Udhya Sajeevlal
      Abstract: Advertisements are used in foreign language teaching, but this genre is appealing rarely in literature teaching, particularly in poetry. Poetry is one of the interesting genres to teach in the classroom. The intention of teaching poetry is, at times, imbalanced. Teachers forget the significant role of poetry since the main focus is on the exam compared to understanding and interpreting the information. This paper examines the main arguments for using advertisements in poetry teaching to teach figurative language. This research article focuses on some of the appealing uses of figurative language in advertisements and how literature faculty could exploit them in the poetry classroom. This paper aims to examine the effectiveness of using advertisements and slogans as supplementary materials for teaching poetry and how the advertisements connect the content culturally and could help the students understand figurative devices’ implied and literal meanings. For this purpose, the data was collected from 120 students from 3 different semesters (2020-2021-Term-I, 2020-2021-Term-II & 2021-2022-Term-I). This study was carried out to analyze the effectiveness of teaching literary devices using advertisements. This study adopted a quantitative and qualitative research method. Based on the analysis of the study, it was concluded that the general impact of using advertisements as supplementary material in poetry teaching is highly positive, and it also has a great impact on student performance.
      PubDate: Sun, 09 Oct 2022 00:00:00 +000
       
  • The problems of Fluency in Spoken English among EFL Learners in Sudanese
           Universities

    • Authors: ELTAYEB ELBASHIR
      Abstract: This research aims to investigate the problems and challenges which is usually experienced by English learners in the Sudanese university when trying to speak English. It also checks the problems that students face when learning the English language in Sudanese universities and try to find remedies to this problem. The research uses a questionnaire, interviews, and descriptive methods in the collection of data about fluency in the English language in universities in, the Sudan University of Khartoum as an example. The data was then statistically analyzed using the SPSS program. The results showed that there are various problems that hinder English learning in the universities and among them include: under-qualified teachers, unsuitable teaching materials, and the methods used in teaching are also poor. The other problem is the psychological factor that makes student lack motivation while learning English. The study also contains ways in which these problems can be handled so as to bring efficiency in learning and teaching English in Sudanese universities.
      PubDate: Wed, 05 Oct 2022 00:00:00 +000
       
  • Hybrid Clil-Based Speaking Model Designed and Developed by Considering
           Students’ Learning Style toward Students Speaking Performance

    • Authors: Rigel Sampelolo; Perdy Karuru, Theresyam kabanga
      Abstract: This study is based on the perspective that considering students’ learning styles in the design and development of learning material is crucial. Furthermore, by considering the promises offered by CLIL (content and language integrated learning) – as reported in many scholarly-published articles – claiming that CLIL is effective in addressing the learning of content and language, this study attempts to explore and examine the effects of taking into account students’ learning style in the design and development of English speaking model. A total of 39 6th-semester students participated in the study. In dealing with the design of a hybrid CLIL-based speaking model, the 4D model was applied. This publication is restricted to informing the implementation and assessment phases. Diagnostic and achievement tests reveal that significant difference exists – meaning that the participants successfully enhance their speaking scores. This study suggests English teachers and lecturers involve students’ learning preferences as one of the key aspects of speaking material design and development as it potentially enhances participants' academic achievement.
      PubDate: Thu, 29 Sep 2022 00:00:00 +000
       
  • Usefulness of Social Model of Disability for Teaching Visually Impaired
           English Language Learners

    • Authors: Emel Saeed; Zahida Mansoor
      Abstract: Visually disabled people confront numerous problems in learning and completing typical activities due to their peculiar physical condition. This study aims to focus on the usefulness of the Social Model of Disability for English Language Teaching to visually impaired students in the institute of Pakistan. The visually students are those who study with other students in the same public sector. We are comparing Punjab University and Lahore College of Women University with the other universities that are not using the social model of disability Government graduate college of science and Samanabad College. The results indicate that the Social Model of Disability can help disabled students and teachers understand each other better. The way language is taught in their institution provides them with the same possibilities to study language as other students; it was demonstrated that students believe that their language teacher is assisting them in overcoming language learning hurdles. So, it has been concluded that Punjab University and Lahore College of Women University are using the social model of disability in their teaching of visually impaired students, while the Government graduate college of science and Samanabad college is not using this social model in their teaching.
      PubDate: Mon, 26 Sep 2022 00:00:00 +000
       
 
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