| Publisher: Al-Kindi Center for Research and Development (Total: 14 journals) [Sort by number of followers]
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Journal of English Language Teaching and Applied Linguistics
Number of Followers: 3  Open Access journalISSN (Online) 2707-756X Published by Al-Kindi Center for Research and Development  [14 journals]
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- The Effects of Task-Based Language Teaching on EFL Learners’
Speaking Performance
Authors: Nguyễn Thị Lan Ngọc
Abstract: In spite of the current needs for human resources with the ability to communicate using English, most of Vietnamese learners still have many difficulties in speaking after a long time of study. In order to tackle this issue in English education, Task-based Language Teaching (TBLT) was strongly recommended by the Ministry of Education and Training with the aim to shift the educational view to a more supportive and efficient perspective for learners’ communicative competence. In this context, the study was conducted to explore the effects of TBLT on EFL students’ speaking performance. This quasi-experimental research was carried out on 60 participants from a hospitality college in Ho Chi Minh City. The students in the experimental group were instructed with TBLT for eight weeks while those in the control group were taught with a conventional method. The research data were gathered via two instruments of tests (pre- and post-test) to measure the students’ speaking performance before and after the treatment, and a questionnaire to discover their attitudes towards the implementation of TBLT. The analysis and interpretation of research data were conducted thanks to the use the software SPSS. Particularly, pre-test and post-test scores of the two groups were compared in terms of mean values with the employment of an independent samples t-test. As for the questionnaire, mean value and standard deviation of each item were calculated and interpreted. The findings indicated that TBLT significantly improves the students’ speaking ability and they have positive attitudes towards its employment in their speaking classes.
PubDate: Sat, 09 Sep 2023 00:00:00 +000
- An Exploration of Foreign Language Reading Anxiety of Young EFL Students
Authors: Liu Weiwei
Abstract: Despite the extensive research attention foreign language anxiety has received, most studies have focused on foreign language classroom anxiety or foreign language speaking anxiety of EFL learners at the university level. Foreign language reading anxiety (FLRA), particularly that of young EFL learners under the age of 12, has been understudied. The present study examined the foreign language reading anxiety level of 137 young EFL learners in a primary school in China. A questionnaire adapted from Saito et al.’s (1999) Foreign Language Reading Anxiety Scale was adopted to determine the level of students’ FLRA. The potential sources of their FLRA were identified with an adapted version of the questionnaire devised by Ahmad et al. (2013). Results of the present study indicate that young EFL learners generally have medium-level FLRA. In addition, textual features, including unknown words and unfamiliar words, have been identified as the main source of FLRA of young EFL learners, whereas personal factors are not as prominent as shown in previous studies conducted on adult EFL learners.
PubDate: Fri, 08 Sep 2023 00:00:00 +000
- Investigating Writer's Stance in University Academic Group
Discussions
Authors: Yau Ni Wan
Abstract: Online group discussion is a typical learning activity in academic English lessons at universities. Students exchange research ideas and evaluate each other's work. However, many non-English major undergraduates experience challenges in expressing their opinions and developing arguments during this discussion process. Stance analysis is a crucial linguistic tool for obtaining an understanding of how participants express their ideas. Using the stance framework proposed by Biber (2006), the aim of this study was to examine the main grammatical markers and relevant semantic categories found in written online group discussions. We intended to investigate the expressions of the writer's stance (such as stance adverbials, stance nouns, stance adjectives, and stance verbs) in academic group discussions by analyzing a corpus of texts from an online discussion within a university setting from a forum. A total of 34 online group discussions with a combined word count of 199,559 contributed by 187 Hong Kong Chinese undergraduate students comprised the dataset. To pinpoint stance lexical items that appeared in particular grammatical frames, the frequencies and roles of stance expressions were calculated and thoroughly examined. The results demonstrated that the most widely used grammatical stance expressions in these academic discourses to convey attitudes and opinions were stance adverbials and stance verbs. By examining the linguistic resources used by non-English major students to express their perspectives and attitudes, as well as how stance is manifested in the context of academic online discussions, this study provides insights for both linguistics and education.
PubDate: Wed, 06 Sep 2023 00:00:00 +000
- A Critical Review of Collaborative Learning in Academic Writing Classes
Authors: Nguyen Ngoc Huy
Abstract: Writing has long been regarded as one of the most challenging skill in language education, as it requires only lexical resources and grammatical knowledge, but it demands social sensitivity. The emergence of the collaborative writing models has proved its significance in the ability to enhance academic writing performance. Collaborative writing allows learners to exchange ideas and expand the personal language repertoire. Learners are also able to enhance self reflection. However, the success of employing collaborative writing is still limited to certain factors. This paper is a critical review of the merits and reality of using collaborative writing in tertiary education. Certain recommendations are also made in this paper to optimise the effectiveness of collaborative writing in academic writing classes.
PubDate: Sat, 02 Sep 2023 00:00:00 +000
- Speech Acts of Aggression in American Animation Movies
Authors: Teeba Falah Thiab; Haider Bairmani
Abstract: The present study scrutinizes aggression as an influential social phenomenon in five American animation movies. Animation movies are often regarded as the finest form of entertainment, and children can learn a lot from them. However, they contain a huge number of aggressive scenes. Aggression and its social impacts have been examined from different perspectives. However, investigating aggression in American animation movies has not been conducted particularly from a pragmatic viewpoint. Thus, the present study attempts to bridge this gap by identifying types and causes of aggression pragmatically. The major goal of the study is to determine the types and causes of aggression performed by aggressors by looking at how speech acts are utilized to express each type and cause of aggression in the data that is being examined. To achieve the aim of the study, Searle’s (1969) classification of speech acts is adopted. The main conclusion of the study is that expressive speech acts are used in all types of aggression, with the highest frequency and percentages. Moreover, expressive speech acts are most frequently linked with the failure factor and the social learning factor as causes of aggression.
PubDate: Mon, 28 Aug 2023 00:00:00 +000
- The Comprehensive Instructional Language Learning Model: Exploring its
Feasibility and Characteristics
Authors: Youssef Baaqili
Abstract: The necessity for a comprehensive theoretical framework is underscored, given that current theories, such as behaviorism, cognitivism, or constructivism, concentrate on distinct facets of language learning. Scholars contend that language learning and teaching necessitate a comprehensive theoretical framework. The theory under consideration is characterized as possessing descriptive, instructional, and evaluative qualities, thereby offering a pragmatic framework for practitioners in English language teaching. This article introduces a comprehensive theoretical framework for language learning that seeks to encompass all the elements inherent in language learning, namely cross-linguistic applicability, psychological adequacy, contextual variables, and a comprehensive and cooperative learning process that is initiated with input, followed by competency building, and ends with engagement. The theory is expounded upon through the utilization of the Evaluative Matrix of a Comprehensive Instructional Language Learning Theory (EMCILLT), which evaluates the various aspects of the teaching-learning experience, utilizing Grice’s maxims (1975) quantity, quality, manner, and relevance. This comprehensive model that encompasses all the aspects of the learning process serves as a basis for comprehending and delineating the intricate nature of language learning. Moreover, it assists teachers in engaging in self-evaluation of their instructional strategies and practices and/or in evaluating methods, approaches, and techniques to enhance the overall teaching-learning experience.
PubDate: Thu, 17 Aug 2023 00:00:00 +000
- Phrase-frames in Low- and Intermediate-level EFL Learners’ Essays:
Variability, Structures, and Functions
Authors: Qidi Li
Abstract: A recent trend in formulaic language research has been investigating phrase-frames, which are discontinuous formulaic sequences with a variable slot. The current study aims to investigate the phrase-frames used by low- and intermediate-level learners of English as a foreign language (EFL). The phrase-frames are extracted from a self-compiled learner writing corpus across nine grades, and they are analyzed in terms of their variability, structures, and functions. The results show that as learners studied for more years, they would use phrase-frames that are more variable. Besides, they would use phrase-frames of different structures more flexibly, especially function word frames, and use phrase-frames for more varied functions. Through the research into the characteristics of phrase-frames and discussion about the reasons behind the differences between groups, this study contributes to a more comprehensive understanding of formulaic language development in low- and intermediate-level EFL learners and provides some insights into formulaic language teaching.
PubDate: Sun, 13 Aug 2023 00:00:00 +000
- A Corpus-based Study on Shell Nouns in “N + that” Construction in
Popular Science Discourse: Rachel Carson’s Works as Example
Authors: Na Xie
Abstract: By adopting the corpus-based approach, the present study compares the frequency of use, semantic distribution, and stance expression of shell nouns in the “N + that” clause in popular science discourse compared with academic writing. The results show that, firstly, the frequency of use of shell nouns in the “N + that” clause in popular science is lower than that in academic discourse. Secondly, the semantic coverage of shell nouns in popular science discourse is smaller than that in academic discourse, but its semantic proportion distribution is roughly the same, mainly including mental and linguistic shell nouns. Thirdly, in popular science discourse and academic discourse, the proportion of shell nouns with epistemic stances occupies an absolute advantage, while the proportion of shell nouns with attitudinal stances is less. The proportion of shell nouns expressing attitudinal stance in popular science discourse is greater than that in academic discourse.
PubDate: Tue, 11 Jul 2023 00:00:00 +000
- A Wmatrix-based Analysis of Proximization Strategy of Environmental
Discourse: A Case of Silent Spring
Authors: Juanjuan Liu
Abstract: Proximization Theory has been a hotted theory utilized in the field of critical discourse analysis. Silent Spring is a pioneer work describing how chemicals cause harm to the environment. This paper, under the guidance of Proximization Theory and semantic domains provided by the corpus tool Wmatrix, attempts to analyze the proximization strategies used in Silent Spring about the effects of chemicals on the environment. Based on three aspects of Proximization Theory: space, time and axiology, the paper investigates the frequencies and instances of proximization strategies used in Silent Spring. Besides, the paper also summarizes the specialized characteristics of proximization strategies in Silent Spring, which may lay a foundation for further research on environmental discourse: 1) Silent Spring frequently uses spatial proximzation strategies to emphasize the actual harms of chemicals to the environment. 2) In terms of temporal strategies, Silent Spring prefers the perfect tense to highlight the longitude of harm of chemicals. 3)In terms of axiological strategies, Silent Spring shows the conflict of ideologies between the two opposite parts in the discourse through the author’s evaluations of the harms of chemicals.
PubDate: Sun, 02 Jul 2023 00:00:00 +000
- The Impact of Positive Psychology-based Classroom on English Speaking
Teaching and Learning of EFL College Students
Authors: Caixia Wu
Abstract: Positive psychology (PP) insists that a positive environment can promote intrinsic motivation and self-construction. To explore and verify whether a positive classroom environment in English speaking teaching can enhance EFL college students’ classroom engagement and boost their speaking proficiency and examine the practice of applying a PP-based positive classroom environment to spoken language teaching of EFL college students, this research takes two English classes in Z University as the research objects, employing PP as the theoretical framework to create a positive classroom environment, adopting a combination of quantitative and qualitative research methods, and conducts a comparative experiment for one semester. The research finds that speaking teaching of EFL college students based on a positive classroom environment can enhance EFL students’ classroom engagement and boost their speaking proficiency. To go a step further, this research, based on the teaching practice, summarizes the methods and strategies of creating a positive classroom environment and provides a teaching sample for reference, thus offering theoretical support and practical recommendations for speaking teaching and learning of EFL college students.
PubDate: Sun, 02 Jul 2023 00:00:00 +000
- Exploring the Relationship between Teacher-student Interaction Patterns
and Language Learning Outcomes in TESOL Classrooms
Authors: Anwar Alshuraiaan
Abstract: This study explores students' perceptions and experiences of teacher-student interaction in TESOL classrooms within the context of universities in Kuwait. The research aims to understand the relationship between teacher-student interaction patterns and language learning outcomes. Employing a qualitative research design, data were collected through semi-structured interviews and student reflections to gain deeper insights into students' perspectives. Thematic analysis was employed to analyze the data and identify key themes. The findings reveal the importance of interactive and engaging classroom environments, highlighting the impact of teacher-student interaction on language proficiency development, speaking fluency, and overall learner engagement. Cultural factors, classroom dynamics, and instructional practices were identified as influential factors shaping the quality and effectiveness of teacher-student interaction. The study contributes to the existing literature by addressing gaps in understanding teacher-student interaction in TESOL classrooms, specifically within the Kuwaiti context. The findings provide valuable insights for educational practitioners, curriculum developers, and policymakers, informing the design of instructional practices that optimize language learning outcomes through effective teacher-student interaction.
PubDate: Thu, 29 Jun 2023 00:00:00 +000
- Weighing up the Effect of Contextual Cues in Learning English Phrasal
Verbs: Is Context the Answer to Avoidance'
Authors: Sultan Alhatmi
Abstract: Research on English phrasal verbs indicates that these lexical units are problematic and hence difficult to deal with by EFL learners. Thus, one common strategy learners use when encountering phrasal verbs is avoidance: i.e. simply to avoid decoding them in spoken or written content as well as avoid using them in their own speech or writing. This study examines whether contextual cues, i.e. written or spoken context surrounding phrasal verbs, could be of any help to EFL learners in dealing with such lexical units both in receptive and productive tasks. A total of 60 English majors at King Abdulaziz University sat at two separate testing sessions in which they were tested on their recognition as well as recall of 30 preselected unknown English phrasal verbs. Using a between-groups design, the subjects were randomly allocated to three intact groups based on the amount of phrasal verb contextual cues they were exposed to during the first testing session: no contextual cues (control group), sentential-level cues (treatment group 1), and paragraph-level cues (treatment group 2). A receptive multiple-choice test on the target phrasal verbs was conducted during the first session followed by a productive fill-in-the-blank cloze test on the second session. The results of one-way between-groups ANOVA indicate that the paragraph-level cues group outperformed both the no contextual cues group as well as the sentential-level cues one on the receptive measure. However, none of the three groups exhibited any significant differences in their performance on the productive measure. These findings emphasize the role of contextual cues in decoding English phrasal verbs in the receptive mode (i.e. during listening or reading tasks) but call for exploring alternative routes to contextual cues in aiding EFL learners’ use of these lexical units in the productive mode (i.e. during speech or writing tasks).
PubDate: Tue, 27 Jun 2023 00:00:00 +000
- Syntactic Complexity Development in English Grammar Pedagogy
Authors: Qianwen Liu; Xiaoyan Xu
Abstract: In line with the recommendation that syntactic complexity-focused instruction should be provided to EFL learners at the university level, the present study modified the traditional teaching content of English grammar in China into a syntactic complexity-focused syllabus. We examined translations by 52 first-year undergraduate students enrolled in an English Grammar course in pre- and post-tests to determine whether explicit teaching of syntactically complex structures could lead to the development of syntactic complexity. The results demonstrate that the mean length of clauses, the number of appositive clauses and sophisticated structures in the post-test were significantly higher than the ones in the pretest, while the number of clause, adverbial clauses and attributive clauses decreased, which means students used fewer subordinate clauses but more reduced structures. In addition, linguistic descriptions for the differences between two tests as well as students’ responses to syntactic complexity-focused instruction, were provided to fully understand the nature and characteristics of their syntactical change and pedagogical implications are drawn from these findings.
PubDate: Tue, 27 Jun 2023 00:00:00 +000
