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Eurasian Journal of Applied Linguistics
Number of Followers: 8  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2149­-1135 - ISSN (Online) 2149-1135
Published by Hacettepe University Homepage  [11 journals]
  • The Role of Psychological Capital in Language Learners’ Willingness to
           Communicate, Motivation, and Achievement

    • Authors: Gholam Hassan Khajavy; Hossein Makiabadi, Samaneh Abdi Navokhi
      Abstract: By shifting the focus of studies in applied linguistics from negative psychology to positive psychology, psychological capital (PsyCap) consisting of self-efficacy, hope, optimism, and resilience can be an influential factor in the language classrooms. Prior studies have emphasized the role that PsyCap plays in management, though little attention has been given to it in education. Therefore, to address this gap, this research intends to assess the role of PsyCap in learners’ second/foreign (L2) willingness to communicate (WTC), L2 motivational self system, and L2 achievement. To achieve this goal, 317 Iranian English as a foreign language (EFL) learners took part in the present study and completed the measures of PsyCap, L2 WTC, and L2 motivational self system. The findings of structural equation modeling demonstrated that the learners’ PsyCap was a positive significant predictor of L2 WTC, L2 motivational self system, and L2 achievement. These findings confirm the influential role of PsyCap in language education. Based on the findings, some recommendations were presented on how to apply PsyCap to the realm of language education.
      PubDate: Wed, 27 Nov 2019 11:10:15 +030
  • Enhancing Critical Awareness through Socratic Pedagogy

    • Authors: Seher Balbay
      Abstract: Socratic pedagogy is an approach to teaching through questioning mainstream practices without being judgmental in an effort to understand, empathize and reach more objective conclusions about reality. This study explores the effects of its use on student teachers’ critical awareness skills during their participation in a Spoken English course given at a Foreign Language Education Department in Turkey. This qualitative study was conducted with freshman students and the intervention lasted one academic year. Individual and focus group interviews, and observation notes based on student performance in class were used as data collection tools. The results clearly indicate the development of students’ critical awareness of political, economic and culture-related issues regarding language teaching settings, and they generated deeper insight to multiple aspects of teaching English. Students displayed an understanding of the consequences of political decisions as well as the economic dimensions of educational commitments, and expressed a positive attitude towards cultural diversity after a yearlong Socratic pedagogy intervention.
      PubDate: Wed, 27 Nov 2019 11:10:15 +030
  • Review of Linguistic Pragmatics of Intercultural Professional and Business

    • Authors: Cüneyt Demir
      Abstract: Linguistic Pragmatics of Intercultural Professional and Business Communication, Elena N. Malyuga and Svetlana N. Orlova. Springer, Cham / Switzerland (2018). 145 pp., Hardcover: $109.99, ISBN:978-3-319-68743-8, eBook: $84.99, ISBN:978-3-319-68744-5
      PubDate: Wed, 27 Nov 2019 11:10:15 +030
  • Review of Corpus Linguistics for Vocabulary: A Guide for Research

    • Authors: Amare Birhan
      Abstract: Corpus Linguistics for Vocabulary: A Guide for Research. Pawel Szudarski. London/New York: Routledge (2018). X+228, PP. ISBN 978-1-1-138-18722-1. £29.99.
      PubDate: Wed, 27 Nov 2019 11:10:15 +030
  • Corrective Feedback on Writing in EFL Context: Comparison of Two

    • Authors: Mine Gündüz Kartal; Derin Atay
      Abstract: Although there is a disagreement among researchers on the effectiveness of corrective feedback (CF) in L2 writing (Ferris, 1999; Truscott, 1996; Truscott 1999), many studies proved that CF improves L2 learners’ accuracy in writing over time. Therefore, instead of investigating the effectiveness of CF, some researchers carried out studies to investigate the effectiveness of different methods, techniques, approaches of applying CF (e.g. Bitchener, Young & Cameron, 2005; Chandler, 2003; Tootkaboni & Khatib, 2014) in L2 writing. Similarly, this current study was conducted to investigate the effects of two different corrective feedback types on L2 written performances. The first corrective feedback type is explicit feedback (cognitive-interactionist approach) in which the feedback is given directly, the other corrective feedback type is graduated feedback (sociocultural approach) in which the feedback is given as an assistance. The study conducted in one of the private universities in Turkey, with 11 Turkish EFL students. The students in the Explicit Feedback Group (n=5), and the students in the Graduated Feedback Group (n=6) completed their opinion paragraphs and received feedback according to the group they were assigned. After two weeks, the same procedure was applied to find out if there were any changes over time. The results of the study showed that the students in the Graduated Feedback Group were more successful in terms of doing self-correction than the students in the Explicit Feedback Group.
      PubDate: Wed, 27 Nov 2019 11:10:14 +030
  • Integration of Task-based Language Assessment into Young Learner

    • Authors: İskender Hakkı Sarıgöz; Fatıma Nur Fişne
      Abstract: Task-based language assessment (TBLA) is a way of providing information about language learning in   authentic settings. Not only does it present language learners with a meaningful and embedded context of assessment but also promotes communication in the target language. Within the framework of TBLA, this study aims to integrate the 4th grade language testing into language learning process through ILTPY (Integrated Language Testing Program for Young Learners). ILTPY includes ten-unit assessment tasks which have been developed in accordance with the young learners’ characteristics and the 4th grade curricular objectives at state primary schools affiliated with the Ministry of National Education (MoNE) in Turkey. In order to test the effectiveness of ILTPY, two-unit assessment tasks were employed in the 4th grade classrooms. At the end of the two-unit implementation, follow-up interviews were conducted with the students and teachers in order to understand the influence of ILTPY on language learning process. The study findings show that the assessment tasks in ILTPY significantly increased the level of language attainment in the 4th grade. The two-unit implementation motivated a majority of language learners by offering them to reinforce what they had learnt. The students’ increasing enthusiasm and participation, and the opportunity for professional development motivated most of the language teachers to teach English and assess the students as emphasized in ILTPY. However, task development and implementation were regarded as the demotivating factors in view of practicality. The assessment tasks mostly met the young learners’ needs of assessment, but they should be supported with more visuals and technology. Finally, it is considered that ILTPY generally affected language learning positively.
      PubDate: Wed, 27 Nov 2019 11:10:14 +030
  • Pre-service Language Teachers’ Use of Social Networking Sites for
           Language Learning: A Quantitative Investigation

    • Authors: Osman Solmaz
      Abstract: This study examined pre-service language teachers’ attitudes towards social networking site (SNS) use for language learning, their SNS practices for improving their target languages, and the relationship between them. 279 English and German language teacher candidates participated in the surveys designed for the present study. The statistical analyses of the data revealed that pre-service language teachers had positive perceptions towards SNS use for the purpose of language development and they took advantage of SNSs to improve their target languages. It was also found that variables such as participants’ departments, years of study, and self-reported SNS literacies significantly affected their attitudes towards SNS use and their SNS practices. Finally, the quantitative data obtained confirmed a significant correlation between teacher candidates’ attitudes and their SNS practices for language learning in general and for particular skills. The results are discussed within the context of relevant scholarship, and the study is concluded with recommendations for future research.
      PubDate: Wed, 27 Nov 2019 11:10:14 +030
  • Variations in the Citation Use and Perceptions in Writing the Literature
           Review by EFL Postgraduates

    • Authors: Nayef Jomaa Jomaa; Siti Jamilah Bidin
      Abstract: Academically, citation is pivotal since it presents justifications for the arguments and a demonstration of the writer’s position. Despite the increasing number of studies on citations, little knowledge has been reported regarding the citation use and practices of EFL students within the ESL context. Hence, the present study aimed at investigating the extent of variation in the citation practices in the literature review of PhD theses in Applied Linguistics and Information Technology. The study analysed the citations qualitatively focusing mainly on several aspects, including using types of citations, the variety of the citations based on the type of the clauses in each citation, and the perspectives of EFL Arab postgraduates on using citations. A purposeful sampling was adopted in selecting the literature review of 20 PhD theses and nine EFL Arab candidates of Applied Linguistics and Information Technology. The results show the dominance of the integral citation in the literature review of Applied Linguistics and Information technology. The inter-disciplinary comparison also reported similarity in terms of the high frequency of using citations with clauses complexes. The discourse-based interviews revealed that EFL Arab postgraduates depended on the integral citation to highlight ideas, attract the reader’s attention, affirm the credibility of the cited information, and refer to the type of the information. The little available information on using citations and the possible effect of their native language may lead EFL Arab postgraduates to have their own strategies regarding citations use. Consequently, EFL postgraduate students probably need explicit instructions on the use of citations.
      PubDate: Wed, 27 Nov 2019 11:10:14 +030
  • Using Contrastive Terminology Analysis in Teaching a Foreign Language

    • Authors: Chunxiang Wu; Jennifer Helen Baccanello
      Abstract: This study focuses on teaching Chinese for Special Purposes (CSP) and explores how terminology used in Chinese commercial contracts can be taught using a contrastive terminology analysis. Firstly, we outline the contextual differences that exist between commercial contracts drafted in Chinese and those drafted in English. Secondly, we describe the method of contrastive semantic analysis and show how it can be paired with corpus linguistics in order to help L2 Chinese learners acquire vocabulary used in Business Chinese, focusing specifically on Chinese commercial contracts. Thirdly, we shall explore the semantic equivalence between lexical items of different languages. Lastly, we present a semantic analysis of terminology found in Chinese and English commercial contracts. We hope that the theoretical framework presented in this paper will be of use to teachers of Chinese for Special Purposes.
      PubDate: Wed, 27 Nov 2019 11:10:14 +030
  • It was found that…: Introductory it Patterns by Native and
           Non-Native Authors

    • Authors: Fatih Güngör
      Abstract: Introductory it pattern, as in it was found that, is of significance in academic writing but the use of introductory it might be challenging especially for native- and non-native students and non-native academic writers. However, few studies have been conducted to compare the use of introductory it pattern by native and non-native scholars. This study investigates the frequencies, variability and functions of the introductory it patterns in the research articles of native and non-native academic professionals. The study uses data from the MCRA-L1 and MCRA-L2 corpora of MCRA (Multilingual Corpus of Research Articles) corpus. The size of each corpus was one million words. In order to extract introductory it patterns, four-word lexical bundles were searched for through WordSmith Tools with a cut-off point of 5 times per million words for 4-, 5- and 6-word bundles. The results revealed that there were 38 different introductory it patterns in the MCRA-L1 and 66 in the MCRA-L2, and the frequency and percentages showed the tendency of the Turkish authors to overuse the introductory it-structures in their research articles.
      PubDate: Wed, 27 Nov 2019 11:10:14 +030
  • On the Impacts of Pressured vs. Unpressured On-line Task Planning on EFL
           Students’ Oral Production in Classroom and Testing Contexts

    • Authors: Vahid Panahzadeh; Bita Asadi
      Abstract: The literature on task planning abounds with studies in laboratory or classroom contexts; however, the contribution of task planning to the testing context has remained a largely uncharted area of enquiry. The current study is primarily focused on exploring the impacts of pressured vs. unpressured on-line task planning conditions on EFL students’ oral production in classroom and testing contexts. The participants of the study comprised a total of 14 Iranian intermediate adult female EFL students from a private language institute in Tehran. Two parallel task cards- part 2 of IELTS Speaking Test- were given to students with and without any time pressure for task completion in the two different contexts in fulfilment of the requirement for promotion for the next instructional period. All performances were measured through fluency and coherence (FC), lexical resource (LR), and grammatical range and accuracy (GRA) indices. To compare the impacts of pressured and unpressured on-line task planning in the classroom and testing contexts, paired samples t-tests were conducted in SPSS. It was found that the removal of time pressure on students’ task performance significantly impacted on their GRA in the classroom context. Regarding the testing context, it was found that, as with the classroom context, pressured on-line task planning led to higher FC compared to other indices. Also, it was found that unpressured on-line task planning had a statistically significant impact on students’ GRA. Moreover, the authors observed that a trade-off effect exists between students’ GRA and FC and their LR in the testing context; in other words, the more the students were stressed out to accomplish the test task and to produce correct sentences to get higher scores, the less they took risks to try extensive vocabulary and the lower their LR became.
      PubDate: Wed, 27 Nov 2019 11:10:13 +030
  • Correlates of Listening Comprehension in L1 and L2: A Meta-analysis

    • Authors: Tuncay Karalık; Ali Merç
      Abstract: The present meta-analysis aimed to explore the correlates of listening comprehension in first (L1) and second language (L2). In this regard, the overall average correlation scores, obtained from several primary studies retrieved from several databases, between linguistic (vocabulary size, vocabulary depth, syntactic knowledge), cognitive (working memory, metacognitive skills), and affective factors (anxiety and self-concept) and oral comprehension were measured. The results of the analysis revealed that in terms of strengths of association with listening comprehension, linguistic correlates were superior to cognitive correlates in L2 listening comprehension. There existed positive correlations with large effect sizes between vocabulary and grammar knowledge and listening comprehension while working memory yielded a positive correlation with a small effect size. Metacognitive skills, on the other hand, demonstrated a positive correlation with L2 listening comprehension with a large effect size. A similar pattern was observed in L1 listening comprehension with smaller strengths of association. Vocabulary and grammar knowledge yielded positive correlations with L1 listening comprehension and the effect size was medium while working memory weakly correlated with listening comprehension. An important distinction between L1 and L2 listening comprehension was observed in the affective domain. Anxiety and self-concept which were not reported to correlate with L1 listening comprehension were found to display large correlations with listening comprehension in L2. Overall, it was found that listening comprehension in both L1 and L2 is a multi-faceted process with different types of components involved.
      PubDate: Wed, 27 Nov 2019 11:10:13 +030
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Heriot-Watt University
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