المؤلفون: Revathi Gopal, Mahendran Maniam, Siti Shuhaida Shukor, Kanmani Neelamegam, Noor Alhusna Madzlan

المصدر: Studies in English Language and Education. 8:972-985

مصطلحات موضوعية: Linguistics and Language, Literature and Literary Theory, media_common.quotation_subject, Language and Linguistics, Readability, Education, Text comprehension, Language development, Index (publishing), Reading (process), Selection (linguistics), Mathematics education, Psychology, Grade level, media_common

الوصف: Text comprehension will suffer if the readability level is not accessible to the students. Readability formulas predict text complexity, assisting in appropriate text selection that complements students’ reading abilities to improve their language development. Therefore, the study aims to find out the reading index of the prose forms in the literature component catered to lower secondary school students ages 13 and 14 years old in Form One (seventh grade) and Form Two (eighth grade) classrooms in Malaysia. The reading index is measured by using four readability formulas which are Dale-Chall, Fog, SMOG, and Flesch-Kincaid that focuses on the words, sentences, syllables, and polysyllable words. These formulas are used to predict the level of difficulty of the prose forms. The reading index calculated from these readability formulas reveals the grade level of the prose forms. The grade level indicates the best age for reading and understanding the prose forms. Two prose forms were chosen as samples in the study. A passage is chosen from each prose form to be uploaded using the online tool. The indices obtained from the readability formulas predicted that both of the prose forms were below students’ reading age. The study implicates reading index must be taken into consideration in literary texts selection because it is an indicator of the years of education that an individual requires to comprehend the literary text clearly. Suitable reading material at students’ age level can enhance literature learning and teaching in the ESL classroom.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_________::a1e649963d42a31894268e41a34db622
https://doi.org/10.24815/siele.v8i3.20373

المؤلفون: Intan Safinas Mohd Ariff Albakri, Mohamad Syafiq Ya Shak, Dianna Suzieanna Mohamad Shah, Airil Haimi Mohd Adnan, Mohd Haniff Mohd Tahir

المصدر: Studies in English Language and Education. 8:1227-1247

مصطلحات موضوعية: Linguistics and Language, Vocabulary, Literature and Literary Theory, Descriptive statistics, media_common.quotation_subject, Variety (linguistics), Language and Linguistics, Spelling, Education, Content analysis, Reading (process), Mathematics education, Active listening, Psychology, Curriculum, media_common

الوصف: Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_________::af70f3aea173565a38078e92753109b4
https://doi.org/10.24815/siele.v8i3.19539

المؤلفون: Aránzazu García-Pinar

المصدر: Studies in English Language and Education. 8:901-916

مصطلحات موضوعية: Linguistics and Language, Literature and Literary Theory, media_common.quotation_subject, Self system, Qualitative property, Language and Linguistics, Ideal (ethics), Education, Public speaking, Self-confidence, Intervention (counseling), Mathematics education, Psychology, Goal setting, media_common, Ideal self

الوصف: Over the past fifteen years, research on second language (or L2) motivation has been dominated by Dörnyei’s influential paradigm, the L2 Motivational Self System. Students’ imagined visualisations are key components in this theory, as those students who have a clear ideal self-image with an L2 component will probably be more motivated to learn a language than others that have not established a desired future state goal for themselves. This article reports the qualitative findings of a mixed-method study that explored the effects of a multimodal intervention with influential speakers on changing the students’ attitudes in public speaking. Semi-structured interviews and open-ended questionnaires were conducted with 11 engineering undergraduates, who volunteered to take part in the present study. Qualitative data showed that the multimodal intervention accompanied by goal setting (i.e., students’ classroom oral presentations) triggered an increase in some students’ future speaking selves. Six of the eleven students demonstrated a slight development in their levels of linguistic self-confidence, which made their vision of their ideal L2 speaking selves more realistic and clearer. The article discusses the implications of these findings and calls for a pedagogical shift that embraces more opportunities to assess the multimodal skills and strategies students need to become fluent L2 speakers.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_________::d723b69abf110985578a9d63672c24b7
https://doi.org/10.24815/siele.v8i3.20504

المؤلفون: Budsaba Kanoksilapatham, Todsapon Suranakkharin

المصدر: Studies in English Language and Education. 8:1006-1025

مصطلحات موضوعية: Linguistics and Language, Pride, Literature and Literary Theory, media_common.quotation_subject, Compromise, Primary education, Language and Linguistics, Education, Test (assessment), Task (project management), Local community, Globalization, Mathematics education, Psychology, Set (psychology), media_common

الوصف: In Thailand, concerns over the imperative need to improve its citizens’ English proficiency and the unsatisfactory English learning outcomes have long been present. In addition, ongoing globalization has raised another concern that Thainess is being eroded due to external influences. This study attempted to compromise these two seemingly conflicting forces by enhancing Thai students’ global English and maintaining local Thainess associated with three regions of Thailand. First, a set of instructional innovations for elementary English education was constructed in each region. These were based on prominent characteristics of local Thainess elicited through a questionnaire completed by local community members and subsequently implemented in Grade 4 classes at three schools in each region of Thailand for ten weeks. Next, two separate sets of pretests-posttests corresponding to each instructional set were constructed and administered to assess their local Thainess and English knowledge. Finally, to ensure that the knowledge gained from the instruction was put into practical use, a tour guide simulation task was conducted by the students. The analysis of the test scores demonstrates that localized lessons were beneficial, enhancing their local Thainess knowledge and associated English vocabulary. The accomplishment of the task thus represented their knowledge of local Thainess and English, contributing to a sense of pride in their nation and a sense of achievement in their English proficiency and instruction.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_________::fc7903eff827aabce6da3ddef8d14fad
https://doi.org/10.24815/siele.v8i3.19988

المؤلفون: Emil Fermin Ubaldo

المصدر: Studies in English Language and Education. 8:935-951

مصطلحات موضوعية: Linguistics and Language, Vocabulary, Collaborative writing, Class (computer programming), Literature and Literary Theory, business.industry, media_common.quotation_subject, Deliberation, Language and Linguistics, Preference, Education, Task (project management), Knowledge sharing, Mathematics education, Web application, business, Psychology, media_common

الوصف: This study explored learners’ attitudes toward collaborative writing in pairs and small groups (fours and sixes) in a synchronous web-based environment. Sophomore pre-service teachers in one intact class in the Philippines (n=31) completed the same collaborative writing tasks using Google Docs. In three separate out-of-class sessions, they first worked in pairs, and then they were assigned to either groups of four or groups of six in the succeeding two sessions. After completing the tasks, they were asked to complete a post-task questionnaire. The learners had an overall positive attitude toward peer collaborative writing in a web-based synchronous environment as it helps them to develop the content better, find appropriate vocabulary, and improve the grammatical and mechanical accuracy of the texts they produced. Students highly appreciated working in pairs and groups of four. In pairs, they felt that it is easier to manage text-chat deliberation, resolve concerns, and attend to each other’s suggestions. In groups of four, they acknowledged the increase of peer resources for knowledge sharing and in ensuring the accuracy of their language use. Hence, the majority complained that a group of six is not that conducive in a real-time text-chat environment. When asked about their preference, most students would prefer to work in a similar task and environment in pairs. These findings on learners’ attitudes toward collaborative writing concur with the previous literature in face-to-face educational settings and open new insights on synchronous web-based collaborative writing via text-chat.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_________::ae69df8a96648e66cf11bb578546ed7d
https://doi.org/10.24815/siele.v8i3.20079

المؤلفون: Lestari Setyowati, Sony Sukmawan

المصدر: Studies in English Language and Education. 8:1194-1208

مصطلحات موضوعية: Linguistics and Language, Literature and Literary Theory, Coronavirus disease 2019 (COVID-19), Significant difference, Systematic sampling, Hybrid learning, Language and Linguistics, Education, Documentation, Essay writing, Mathematics education, IBM, Psychology, Composition (language)

الوصف: This study aimed to investigate the effect of using news as authentic materials for essay writing skills. This experimental study employed the one-group pre-test and post-test design to 18 fourth-semester students who joined the Essay Writing Course in one of the universities in Indonesia. These students were selected through systematic random sampling and went through treatments for 12 meetings where they were taught in a hybrid learning setting. The first four meetings used the conventional face-to-face classroom interaction. The rest of the meetings were done online because of the outbreak of COVID 19. The instruments to collect data were tests and documentation. Before they were given to the students, the teaching materials, pre-test, and post-test designs were tested and validated. The authentic materials were news texts about global issues such as poverty, environmental protection, gender, race and ethnicities, and diseases. Two raters scored the students’ writing by using Jacobs ESL Composition Profile. The researchers used IBM SPSS 25 software to analyze the data. The results of a paired sample t-test analysis showed that there was no significant difference in the students’ writing scores before and after using news as authentic materials (p = .959 α = 0.05). The paper further discusses the implications of this study for theoretical and practical use.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_________::c3ecabbead1bdd330f63219c70db36e0
https://doi.org/10.24815/siele.v8i3.19851

المؤلفون: Misrah Mohamed, Raja Nor Safinas Raja Harun, Aireen Aina Bahari, Haddi Junaidi Kussin, Norfaizah Abdul Jobar

المصدر: Studies in English Language and Education. 8:1111-1122

مصطلحات موضوعية: Linguistics and Language, Argumentative, Literature and Literary Theory, First language, Collaborative learning, Language and Linguistics, Education, Argumentation theory, Mathematics education, Thematic analysis, Psychology, Sociocultural evolution, Curriculum, Qualitative research

الوصف: The writing of argumentative essays promotes higher-order thinking skills amongst students regardless of their level of studying only when it involves collaborative argumentation. Hence, argumentation researchers recommend that teachers use group argumentation to teach argumentative essays since Vygotsky’s sociocultural theory believed that group argumentation improves students’ writing skills. The study’s objective is to explore the use of group argumentation during the teaching of argumentative essays in English as a Second Language (ESL) classrooms in Malaysia. Hence, the involvement of practitioners is significant so that the full extent of the problem is known rather than being interpreted solely by researchers. This qualitative study was conducted on nine ESL teachers through convenience sampling. Data was collected through online interviews and analyzed using thematic analysis. The findings demonstrated that ESL teachers did not practice group argumentation when teaching argumentative essays. They resorted to the whole-class discussion instead. Five factors contribute to the negligence of group argumentation in ESL classrooms, that is, time, pressure to deliver curriculum, students’ attitude, students’ speaking skills, and the use of the first language (L1). The findings indicated that it is necessary to promote the teaching of argumentative essay writing using group argumentation as one of the teaching approaches in secondary schools to ensure students reap the benefits of collaborative learning to improve their argumentation skills.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_________::798fe656747384ff78fdb0ee591253d9
https://doi.org/10.24815/siele.v8i3.19287

المؤلفون: Ahn Nguyet Nguyen, Kiki Juli Anggoro

المصدر: Studies in English Language and Education. 8:1177-1193

مصطلحات موضوعية: Linguistics and Language, Literature and Literary Theory, Qualitative interviews, media_common.quotation_subject, First language, Common European Framework of Reference for Languages, Qualitative property, Academic achievement, Language and Linguistics, Education, Content analysis, Perception, Mathematics education, Psychology, Competence (human resources), media_common

الوصف: The demand for foreign teachers of English as a Foreign Language (EFL) has been high in non-English speaking countries, including Thailand. As foreigners have resided in the country for several years, they picked up students’ first language (L1) competence. Several foreign teachers, to some extent, utilized this mastery of L1 to assist the English instruction. This research aimed to explore how students with different Common European Framework of Reference for Languages (CEFR) levels perceive foreign English teachers’ use of L1. Three hundred twenty students from Walailak University participated in the survey. A quantitative survey and qualitative interview were used to collect data. Descriptive and inferential statistics were performed to analyze quantitative data, while content analysis was administered to investigate the qualitative data. The quantitative findings revealed a significant difference in students’ perceptions, Welch’s F(2,68.42)=11.304, p .05. The qualitative findings exposed that students in level A1 had significantly different perceptions compared to those in levels A2 and B1. Students who supported L1 integration disclosed that it ameliorated communication, enhanced learning motivation, and improved academic achievement. Additionally, students who opposed L1 expressed that English’s full usage developed their learning motivation and academic accomplishment.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_________::66bb575a7ae44c5f68af8a7e30b59768
https://doi.org/10.24815/siele.v8i3.19629

المؤلفون: Thadius Marhendra Adi Kristanto, Adria Vitalya Gemilang, Anselmus Sudirman

المصدر: Studies in English Language and Education. 8:1061-1079

مصطلحات موضوعية: Linguistics and Language, Literature and Literary Theory, Perspective (graphical), Reflective writing, Metacognition, Context (language use), Language and Linguistics, Education, Group cohesiveness, Critical thinking, Conceptual framework, Mathematics education, Psychology, Coherence (linguistics)

الوصف: English as a foreign language (EFL) university students use reflective journals as learning logs to express or capture their ideas within a scientific conceptual framework. The objectives of this research are to (1) describe the power of reflective journal writing in communicating ideas, and (2) identify the aspects of reflective journal writing that aid learning in an EFL context. The reflective journals were written by 21 EFL university students. This research takes a qualitative approach, with the primary data coming from several reflective journals (N=124) while the secondary data coming from EFL students’ interviews (N=15). The research results showed that reflective journals were useful for students to make critical reflections and self-discovery responses to writing topics. The students learned to focus on writing components such as order, unity, coherence, cohesiveness, content, and organization of ideas through reflective journal writing. The students’ perspectives on aspects of reflective journal writing were primarily concerned with macro-and micro-level linguistic issues, as evidenced from the interview results. Writing a reflective journal necessitated their ability to reformulate thoughts, provide details, and solve problems. Furthermore, critical thinking, metacognitive skills, and self-reflections became increasingly important in helping the students to develop their ability to write reflective journals.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_________::8d965443159986fef4701494e71889da
https://doi.org/10.24815/siele.v8i3.19105

المؤلفون: Mohammad Ali Salmani Nodoushan

المصدر: Studies in English Language and Education. 8:869-884

مصطلحات موضوعية: Linguistics and Language, Literature and Literary Theory, business.industry, Status quo, media_common.quotation_subject, Test quality, Coaching, Language and Linguistics, Education, Test (assessment), Mathematics education, Quality (business), business, Function (engineering), Psychology, Curriculum, media_common

الوصف: It has been argued in the literature on (language) testing that any act of testing/assessment can impact (a) educators’ curriculum design, (b) teachers’ teaching practices, and (c) students’ learning behaviors. This quality of any given testing situation or act of assessment has been called washback, or backwash if you will. Washback falls into the two categories of positive or negative—that is, beneficial or harmful. After an overview of the existing scholarly knowledge on washback, this paper argues that washback is not necessarily a test quality. Drawing on the notion of test method facets, the paper lends support to claims that see washback as a main function of teaching, learning, and policy-making situations or conditions rather than a quality of any given test. The paper also argues that the concepts of facet design and analysis including formal research designs, structural hypothesis testing, and measurement are inevitable and inescapable in any comprehensive model of washback. A possible borderline between backwash and washback is also proposed.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_________::e0820d1b972676548a6f4a7ab69ce7b1
https://doi.org/10.24815/siele.v8i3.21406