Publisher: Al-Kindi Center for Research and Development (Total: 14 journals)   [Sort by number of followers]

Showing 1 - 14 of 14 Journals sorted alphabetically
Intl. J. of Biological, Physical and Chemical Studies     Open Access  
Intl. J. of English Language Studies     Open Access   (Followers: 5)
Intl. J. of Law and Politics Studies     Open Access   (Followers: 6)
Intl. J. of Linguistics, Literature and Translation     Open Access   (Followers: 2)
J. of Business and Management Studies     Open Access   (Followers: 1)
J. of Computer Science and Technology Studies     Open Access   (Followers: 1)
J. of Economics, Finance and Accounting Studies     Open Access   (Followers: 1)
J. of English Language Teaching and Applied Linguistics     Open Access   (Followers: 6)
J. of Environmental and Agricultural Studies     Open Access   (Followers: 2)
J. of Humanities and Social Sciences Studies     Open Access   (Followers: 1)
J. of Mathematics and Statistics Studies     Open Access  
J. of Mechanical, Civil and Industrial Engineering     Open Access   (Followers: 11)
J. of Medical and Health Studies     Open Access   (Followers: 7)
J. of World Englishes and Education Practices     Open Access   (Followers: 1)
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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 Homepage  [14 journals]
  • Teacher Attitudes Towards World Englishes at Tertiary Level

    • Authors: Merve Oğuzhan; Eyyüp Yaşar KÜRÜM
      Abstract: This study investigates the perceptions and attitudes of English teachers at the tertiary level about World Englishes, utilizing a qualitative-methods approach. Data were collected through semi-structured interviews with 14 teachers. The findings reveal that the majority of teachers view English as a crucial tool for global communication and professional development. Many teachers emphasize the significance of English in their professional lives, highlighting its role in teaching and connecting with the academic community. Additionally, the study underscores the importance of effective teaching skills over nativeness and flexibility in language use. Most teachers feel more comfortable speaking English with non-native speakers, citing familiarity and a non-judgmental environment. The preference for native teachers in teaching pronunciation and speaking skills is also noted. Overall, the study highlights the dynamic and inclusive nature of English as a global language and its multifaceted role in various aspects of life. These insights contribute to the understanding of English language teaching and the evolving perceptions of English in a globalized world.
      PubDate: Sun, 23 Jun 2024 00:00:00 +000
       
  • An Investigation into Teachers’ Concerns and Expectations of using
           Interactive Whiteboards to Teach English

    • Authors: Thi Phuong Thu Tran
      Abstract: Technology indeed plays an important role in education, and successfully integrating new technologies into the teaching and learning process is a major objective for educators and teachers. The interactive whiteboard (IWB) can stand out as a tool that teachers effectively utilize to enhance the effectiveness of the lessons in their classrooms. This study investigated the stages of concern and expectations of the teachers in the Faculty of Foreign Languages (FFL) at Dong Nai Technology University (DNTU) regarding the use of IWBs in teaching English. The study also explored the relationship between teachers’ stages of concern and, their teaching experience and their using IWB experience. Data collection involved the distribution of questionnaires to fifty-two teachers in FFL at DNTU. The results explored differences in the concern levels among the respondents, with two prominent stages of concern for the participants: Stage 4 (Consequence) and Stage 1 (Informational). The study indicated that there was no relationship between teachers’ stages of concern with their teaching experience and their IWB using experience. The study also showed the respondents had positive expectations of using IWBs in teaching English.
      PubDate: Sat, 22 Jun 2024 00:00:00 +000
       
  • Towards a Glocalized Learner Autonomy: A Systematic Review of Moroccan
           Higher Education

    • Authors: Sara Kharroubi; Abdeljabbar El Mediouni
      Abstract: This systematic review explores the integration of learner autonomy within Moroccan Higher Education, focusing on its current state and the factors influencing its development and effectiveness. A qualitative thematic analysis was employed to review and synthesize existing literature, providing a comprehensive understanding of the topic. The review identifies a fragmented understanding of learner autonomy in Moroccan academia, with many studies relying on Western definitions and models. While theoretically sound, these models may not fully address the practical challenges in Moroccan classrooms. An emerging trend is the incorporation of self-regulated learning within autonomous learning frameworks, though its application remains underexplored. The review highlights a significant gap in research on practical strategies for fostering learner autonomy, with most studies focusing on perceptions and attitudes rather than actionable interventions. Methodologically, there is a notable dominance of quantitative approaches, which, while valuable, fail to capture the nuanced experiences of learners and educators, underscoring the need for qualitative research. The findings emphasize the necessity of a glocalized conception of autonomy, integrating local educational practices and cultural nuances to foster a more relevant approach. This review underscores the importance of engaging both teachers and students in developing and implementing autonomous learning strategies, ensuring that practices are grounded in classroom realities. By adopting a participant-centered research approach and embracing methodological diversity, more effective educational practices and policies can be developed, enhancing autonomous learning in Moroccan higher education.
      PubDate: Thu, 20 Jun 2024 00:00:00 +000
       
  • Advancing Inclusivity, Equity, and Diversity in English Language
           Education: Empowering Underrepresented Students in Africa

    • Authors: Akem Ojong; Eugene Hayford Addo
      Abstract: This study investigates the effects of English Medium Instruction (EMI) on African educational systems, focusing on the barriers to education that students encounter due to limited English proficiency in countries where English is not the native language. The authors employed a mixed methods approach, uncovering students' systemic challenges, particularly the high English proficiency requirements for university admissions, which risk excluding those with lower English fluency. By addressing the complex challenges that African students face with EMI, this study advocates for an educational system that respects and aids students from various linguistic backgrounds. The research emphasizes the critical role of English language skills in students’ academic success across all subjects, given the exclusive use of English for teaching. Drawing from a dataset of 36 participants, the study offers a range of pedagogical and policy recommendations to advance inclusivity, equity, and diversity in EMI settings. These recommendations include recognizing student diversity, implementing fluency-centered teaching methods, differentiated instruction, task-based and flipped classroom approaches, cultural exchange activities, the integration of bridge English courses into higher education, parental involvement, curriculum reform, focused teacher training, professional development, equitable resource allocation, bilingual education programs, controlled translanguaging adoption, and gradual policy implementation. These recommendations will help educational systems accommodate diverse linguistic backgrounds, provide essential language support, and promote a supportive academic environment. This paper contributes to the broader discussion on inclusion, equity, and diversity in second-language education, offering valuable insights and recommendations for policymakers, educators, and researchers.
      PubDate: Sun, 16 Jun 2024 00:00:00 +000
       
  • Integrated Pedagogy between Literature in English and English Language in
           Higher Education

    • Authors: Kabelo Ramolula
      Abstract: The concept of an integrated pedagogical approach in higher education has been discussed for years. Some institutions of higher learning offer Literature in English and English Language as separate academic disciplines. They do not consider the inherent interrelated pedagogical benefits each carries for the other. Consequently, students who major in any one of the two disciplines separately fail to hone the benefits of the integrated pedagogical set up. This study explored how Literature in English and English Language could be taught as integrated disciplines in higher education and the benefits of the integrated pedagogical approach. The study adopted a constructivist paradigm that holds that knowledge is a social construction; therefore, multiple experiences could be shared. It is qualitative in nature because it examines the depth of the integrated pedagogical approach and allows researcher’s interpret views. Data were generated from the literature review on integrated teaching between the two disciplines for the past six years. It was analyzed thematically. Language in/for/with content theory, reader response and schema theories formed the basis for the study. The results showed that lecturers could employ teaching methods such as stylistics and communicative approaches. Students could simultaneously gain language and content for the two disciplines because of their intrinsic relatedness. The study recommends that the two disciplines should be studied in juxtaposition in higher education because they each form the basis for the other and deal with language linguistically and literarily.
      PubDate: Fri, 14 Jun 2024 00:00:00 +000
       
  • Impact of ChatGPT on the Academic Writing Quality of Senior High School
           Students

    • Authors: Mychol Maghamil; Shangrela Sieras
      Abstract: Emerging technologies are practical tools for addressing challenges in writing skill development. This study explores ChatGPT's impact on Grade 12 students' writing quality using a pretest-posttest experimental design. Fifty-four Grade 12 TVL students were randomly assigned to control and experimental groups. The participants underwent pretests and posttests and were examined by three raters. The quantitative data was analyzed using statistical tools: frequency, percentage, mean, and t-test. The findings of the study reveal that the academic writing quality of the participants during the pretest was poor and fair for the control group and fair for the experimental group. However, the experimental group's writing quality improved to a satisfactory level during the posttest, while the control group remained fair. Based on the significant difference in writing quality between the control and experimental groups, the study concludes that language models such as ChatGPT can impact the writing quality of Grade 12 TVL students in terms of content, grammar, mechanics, and organization. Therefore, integrating Chat GPT in teaching writing skills can be beneficial and efficient. The study's findings provide a foundation for creating suitable instructional materials and teaching strategies for writing skill development.
      PubDate: Sat, 08 Jun 2024 00:00:00 +000
       
  • Students’ Attitudes towards Teacher’ Using Minimal Pairs to Teach
           English Discrete Sounds: A Survey on First-Year English Majored Students
           at Dong Nai University

    • Authors: Vu Thu Ha
      Abstract: The current study was conducted to explore English as a Foreign Language (EFL) students’ attitudes towards teachers’ using minimal pairs to teach English discrete sounds. The participants of this research were fifty students who were English majored freshmen at Dong Nai University. For data collection, a questionnaire survey was designed and administered to fifty students. The result indicates that most students have positive perceptions of using the minimal pairs technique in improving their production of English language sounds. However, some students have difficulty in pronouncing the minimal pairs such as /t∫/ and /dʒ/, /θ/ and /ð/, /ʃ/ and /ʒ/. Therefore, some suggestions are proposed to help students solve these problems and produce and acquire English individual sounds more accurately.
      PubDate: Fri, 31 May 2024 00:00:00 +000
       
  • Teaching Practicum: Learning Journey Platform for Promoting Pre-Service
           Teachers’ Instructional Skills

    • Authors: Regina Wibawanti; Nanda Putri, Tiara Sephani, Misdi, Aisyah
      Abstract: Teaching practicum provides an opportunity for pre-service teachers to enhance their teaching skills. This study utilized a qualitative phenomenological design method to investigate the role of teaching practice in enhancing the instructional skills of pre-service English teachers at the elementary school level. Three pre-service English teachers participated in the study. Data were collected from the participants through reflections on their teaching practicum experiences. The findings indicated that the pre-service teachers initially experienced strong emotions and assumptions when they began teaching, yet the quality of their teaching improved during the practice. Teaching practicum was further identified as an effective means to enhance the teaching skills of pre-service English teachers.
      PubDate: Wed, 29 May 2024 00:00:00 +000
       
  • Level and Causes of Foreign Language Anxiety and Foreign Language
           Enjoyment in Indian ESL Students

    • Authors: Ian Minderman; Suma Parahakaran, Dalwinder Kaur
      Abstract: Foreign language anxiety and foreign language enjoyment are two phenomena which have been studied for decades in relation to foreign language learning. This quantitative study measured the level of foreign language anxiety and foreign language enjoyment in Indian ESL students in order to shine a light on the extent to which Indian ESL students experience these phenomena. In doing so, educators, policy-makers, and curriculum developers can approach education with these phenomena in mind in order to tailor their work to student needs. Through the implementation of previously validated research methods, this study found that Indian ESL students have considerably lower levels of foreign language anxiety than average when compared with other Asian nations. It was also found that Indian ESL students have similar levels of foreign language enjoyment when compared to other Asian nations. Admiration for those who speak foreign languages as well as studying in a fun and open academic environment contributed the most to their level of foreign language enjoyment, while having their mistakes made the center of attention contributed the most to their level of foreign language anxiety.
      PubDate: Wed, 29 May 2024 00:00:00 +000
       
  • Investigation of the Linguistic Landscape of Local People at
           ‘’Pantura”

    • Authors: Dewi Purnamasari; Ekha Shobichatus Sholekhah, Putri Nurkamaliah, Apandi, Herlina
      Abstract: Indonesia, with about 700 regional languages, is considered one of the most linguistically diverse countries in the world. The imposition of a national language and the global dominance of English constitute a danger to multilingualism. This article explores the utilization and manipulation of language in Cirebon by applying social semiotics in linguistic landscape studies. We juxtapose the conventional signage seen on government buildings with that of private enterprises, such as restaurants and retail. The national/regional language policy acknowledges the existence of tensions between macro and micro language policies, which pertain to the rights of private and individual language choice. The conflicts are analyzed. The investigation uncovers a clear and discernible arrangement in the linguistic environment, where public signs prominently showcase Indonesian, Javanese, and English languages, while personal signs exhibit Indonesian, English, as well as other foreign languages such as Korean, Japanese, and Mandarin. The research indicates that language choices are not random, emphasizing that the linguistic environment is a powerful instrument for rejuvenating endangered local languages, such as Javanese.
      PubDate: Tue, 28 May 2024 00:00:00 +000
       
  • Merits and Demerits of English Language Coursebooks Designs: A Scoping
           Review

    • Authors: Mohammed Almalki; Saleh ALzahrani, Fahd Mohammed Taleb Al-Olaqi
      Abstract: The evaluation process of English coursebooks in Saudi schools began long back when the English curriculum was updated in the 1980s. This paper reviews the works that have surveyed the Saudi English syllabi from the 1990s to the present. It aims to explore the timeline of the most prominent evaluation endeavors. The findings reveal that the common components of evaluations include content, form, learning tasks, and instruction methods. The majority of these attempts were executed using standardized checklists but implemented on a relatively small number of respondents. However, one study was conducted as part of a project launched by the Ministry of Education (MOE) for the development of the English curriculum. The distinctive satisfaction themes of merits among all evaluations were the visuals, syllabi appearance, and overall content. While teaching methods and the difficulty of tasks were highlighted as demerits. From a cultural perspective, syllabi tend to be contextualized in a Western way, based on the local Saudi culture. This paper recommends conducting a more comprehensive evaluation process online to cover more participants, developing a well-tailored checklist that suits the content and culture of Saudi Arabia, and considering the new technological changes in coursebooks.
      PubDate: Sat, 18 May 2024 00:00:00 +000
       
  • Exploring Communication Strategies in English Speaking Skills: A Study of
           Students at the University of Danang-University of Foreign Language
           Studies, Vietnam

    • Authors: Chau Nguyen Duong Nguyen; Thi Luu Ngoc Bao
      Abstract: The study focuses on communication strategies, specifically examining how they are perceived and used in English-speaking activities, as well as the impacts of verbal communications strategies (VCSs) on the performances of second-year English students from the Faculty of Foreign Language Teacher Education and the Faculty of English at the University of Danang-University of Foreign Language Studies (hereafter called EFL students for brief) as well as to propose appropriate solutions to assist them to improve their communication skills. Data were collected from 280 questionnaires, and the analysis of the in-depth interviews was conducted with 10 student informants and observations of 40 students in total. The findings show that most students were familiar with the term “communication strategies”, though they did not know exactly what the term referred to. Additionally, EFL second-years employed all twelve studied VCSs at various frequencies. Both positive and negative influences were reported, and judgement about errors from surrounding people was chosen as the biggest obstacle when applying VCSs. Several solutions were discussed in the study to solve these problems.
      PubDate: Fri, 10 May 2024 00:00:00 +000
       
  • Computer-Assisted Language Learning: Pros and Cons from the Perspective of
           Moroccan EFL Instructors

    • Authors: Rania Mjahad; Abderrahim El Karfa
      Abstract: The fast advancement of technology has profoundly impacted how we live, work, and even learn. In the education sector, technology plays a significant role as it has transformed the traditional methods of teaching and learning processes. Computer-assisted language learning and teaching is a concrete example of how technological development has revolutionised the field of education. Computers are incredibly powerful teaching instruments that can support many learning objectives. Therefore, the current study aims to investigate Moroccan high school teachers' perceptions about the potential pros and cons of computer technology in learning English as a foreign language (EFL). To attain the study's objective, the researchers employed a self-developed online questionnaire involving 112 participants. The research results indicate that EFL instructors in Fes-Meknes, Morocco, have positive perceptions regarding implementing CALL in their classrooms. The results suggest that the programs can motivate the learners, enhance their confidence, motivate them, and allow access to diversified educational material. Still, constraints related to financing, uneven access to technology, and scarcity of professional training for teachers are hindering the full implementation of CALL. The research recommends improving financial investment in the educational field, guaranteeing impartial access to technology and providing human resources with professional training to ensure the effective integration of CALL.
      PubDate: Sun, 05 May 2024 00:00:00 +000
       
  • Scope, Strengths and Limitations of EFL Vocabulary Research in Iraq: A
           Country in Focus

    • Authors: Amjed Alrickaby
      Abstract: Examining previous research plays a crucial role in informing policy decisions, educational policies, and researchers about present conditions and future endeavours. While the landscape of English as a Foreign Language (EFL) vocabulary research in Iraq remains largely unexplored, this study undertakes a systematic review of existing research to delineate its scope, strengths, and limitations. An analysis of 24 studies meeting established criteria is categorized into four research strands: (1) vocabulary learning enhancement, (2) vocabulary learning strategies, (3) evaluation of vocabulary teaching techniques, and (4) vocabulary learning achievement. Each strand is examined for its characteristics, research designs, strengths, and limitations. Findings reveal that while research in the first strand meets sampling requirements, it often lacks educational foundations, fails to track actual usage, employs inadequate effectiveness measurements, exhibits questionable learning outcomes, faces uncontrollable variables, and raises concerns about applicability. Studies in the second strand primarily target university students, sometimes overlook sampling requirements, and neglect participants’ backgrounds and personal variables. Research in the third strand adequately recruits participants but focuses solely on pre-university education, with gaps in research design regarding treatment duration. Studies in the fourth strand exhibit shortcomings in achievement measurement methods. Recommendations and suggestions for future research, derived from this systematic review, aim to address identified gaps and enhance the quality of EFL vocabulary research in Iraq.
      PubDate: Sun, 05 May 2024 00:00:00 +000
       
  • Water as Metaphor of Human Beings in English and Vietnamese Poems

    • Authors: Luu Quy Khuong; Trang Luu
      Abstract: This study aims to investigate the conceptual metaphors of water, which are metaphorically used to describe human beings, emotions, behaviours and relationships in English and Vietnamese poems. Based on the theory of cognitive linguistics and conceptual metaphors of Kövecses (2002) and Lakoff and Johnson (1980), this study examined 200 English and Vietnamese samples from a collection of poems written in the nineteenth and twentieth centuries. Through the application of descriptive, quantitative, and qualitative approaches and contrastive analysis, the study reveals that there are 6 categories of water images which are metaphorically used to characterize human beings. The study also finds out the similarities and differences between conceptual metaphors of water symbolizing human beings in English and Vietnamese poems. This investigation is hoped to improve our understanding of how metaphorical phenomena are interpreted across languages and enhance the process of teaching and learning English.
      PubDate: Fri, 03 May 2024 00:00:00 +000
       
  • Enhancing Teachers' Competency In Using Video Games To Boost Students'
           English Vocabulary And Learning Motivation

    • Authors: Thi Yen Nhi Ha; Thach Vu Huynh, Nhu Yen Nhi Huynh, Thi Hong Tuyen Le
      Abstract: In Vietnam, a significant number of university and college students are avid gamers, leading the author to recognize the potential of video games in motivating them to learn English. However, there is limited research on teachers' perspectives in this area. Hence, the author decides to conduct action research to explore how teachers can enhance their skills to effectively incorporate video games into their classes. This study involved 16 teachers and 24 students from the author's school. The teachers were surveyed through interviews and questionnaires, while the students were tasked with playing a selected video game. Combining the teachers' feedback with the author's observations of student progress yielded satisfactory results. The findings demonstrated that there was a substantial change in the students' vocabulary learning performance and increased motivation between the pre- and post-tests. The results of this study suggest that using video games in English classrooms can improve students' motivation and glossary achievements among Vietnamese university students.
      PubDate: Sat, 13 Apr 2024 00:00:00 +000
       
  • Using the Flipped Classroom Model to Improve Non-English Major
           Students’ Speaking Skills

    • Authors: Tuyen Le; Huynh Nhu Yen Nhi, Ha Thi Yen Nhi, Le Thi Hanh
      Abstract: The flipped classroom model (FCM) is currently a prominent topic in education circles. While there's been discussion about its positive impacts, there's limited empirical evidence in the literature regarding whether FCM can truly improve the oral proficiency of non-English major learners. In this study, FCM was utilized to explore its benefits in terms of improving students’ oral proficiency. The data was collected through one set of questionnaires, in-class observations and a pre- and post-test with a speaking rubric to check the effect of FCM on students’ speaking skills. In this study, there were 60 non-English major students of Dong Nai Technology University (DNTU) in Vietnam. In class A (the flipped group), 30 students studied the course using FCM, while the remaining students in class B (the traditional group) studied the course using traditional methods. Findings reveal that the use of FCM not only improved students’ speaking skills but also enhanced learners’ motivation. The results can serve as a guide when developing oral proficiency for non-English major students.
      PubDate: Mon, 08 Apr 2024 00:00:00 +000
       
  • Students’ Attitudes towards the Use of Gamification in English Classes
           at Dong Nai Technology University

    • Authors: Thi Thanh Van Nguyen
      Abstract: Recently, there has been a noticeable implementation of gamification in teaching and learning. Gamification has proven to help integrate students' educational process by increasing their engagement with instructional materials and increasing their competency level. Therefore, incorporating gamification into the classroom can improve English learning. This study assessed students' attitudes towards the use of gamification in English language classes at Dong Nai Technology University. The data were gathered via online surveys. 120 students participated in this study, and they were given questionnaires. The survey was a closed-ended, Likert-type questionnaire. The research found that most students have a positive opinion of gamification in English language classes. However, there are still issues with gamification technologies that need to be taken into account and resolved.
      PubDate: Mon, 08 Apr 2024 00:00:00 +000
       
  • EFL Classroom Presentation Anxiety and Foreign Language Anxiety Among
           Chinese College Students: Based on Tobias' Model

    • Authors: Zeyu Chen
      Abstract: This study aimed to explore Chinese college students' anxiety when conducting English presentations and its correlation with anxiety in the three stages of English learning. Using a questionnaire survey, this study collected data on college students' anxiety when performing English presentations and analyzed the relationship between these data and anxiety in the three stages of Tobias' Model. This study is the first to correlate and analyse presentation anxiety with Tobias' Model, which fills the research gap in the related field. The findings show that college students generally have high presentation anxiety and feel anxious at different stages, including input, process and output. In addition, it is found that presentation anxiety is closely related to all stages, with the strongest link to the output stage. Based on the results of the study, this paper puts forward suggestions for the presentation session in the English classroom for college students.
      PubDate: Mon, 08 Apr 2024 00:00:00 +000
       
 
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Publisher: Al-Kindi Center for Research and Development (Total: 14 journals)   [Sort by number of followers]

Showing 1 - 14 of 14 Journals sorted alphabetically
Intl. J. of Biological, Physical and Chemical Studies     Open Access  
Intl. J. of English Language Studies     Open Access   (Followers: 5)
Intl. J. of Law and Politics Studies     Open Access   (Followers: 6)
Intl. J. of Linguistics, Literature and Translation     Open Access   (Followers: 2)
J. of Business and Management Studies     Open Access   (Followers: 1)
J. of Computer Science and Technology Studies     Open Access   (Followers: 1)
J. of Economics, Finance and Accounting Studies     Open Access   (Followers: 1)
J. of English Language Teaching and Applied Linguistics     Open Access   (Followers: 6)
J. of Environmental and Agricultural Studies     Open Access   (Followers: 2)
J. of Humanities and Social Sciences Studies     Open Access   (Followers: 1)
J. of Mathematics and Statistics Studies     Open Access  
J. of Mechanical, Civil and Industrial Engineering     Open Access   (Followers: 11)
J. of Medical and Health Studies     Open Access   (Followers: 7)
J. of World Englishes and Education Practices     Open Access   (Followers: 1)
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JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


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