i-manager Publications

i-manager's Journal on English Language Teaching (JELT)

Current Issue Vol. 14 Issue 4

Enhancing Bilingual Vocabulary in Government Secondary Schools: Challenges and Suggestions
The Impact of Mobile Learning Applications on the Motivation and Engagement of Iraqi ESP Medical Students in Vocabulary Learning
The Effect of Self-Assessment on High School Students' English Writing Achievement and Motivation
Novice ESL Teachers Experience with Online (E-Learning) Education
Language is Not Taught, It is Caught: Embracing the Communicative Approach in the Primary Classroom

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Volume 11 Issue 1 January - March 2021

Research Paper

Examining the Role of Reciprocal Teaching in Enhancing Reading Skill at First-Year Undergraduate Level in a Semi-Urban College, Bangladesh

Ashim Kumar Paul* , Protiva Rani Karmaker **

* Department of English, Ishwardi Government College, Pabna, Bangladesh, South Asia.

** Department of English, Institute of Modern Languages (IML), Jagannath University, Dhaka, Bangladesh.

Paul, A. K., and Karmaker, P. R. (2021). Examining the Role of Reciprocal Teaching in Enhancing Reading Skill at First-Year Undergraduate Level in a Semi-Urban College, Bangladesh. i-manager's Journal on English Language Teaching, 11(1), 1-12. https://doi.org/10.26634/jelt.11.1.17409

Abstract

Researches worldwide have so far provided weighty testimony to the fact that reciprocal teaching produces better efficacy in terms of imparting education including teaching the four skills of a language. On this consideration, the current study seeks to explore if reciprocal teaching enhances the extent of reading skill among undergraduate students. It has enacted experimental research model involving pre-test and post-test with two learner groups, i.e. experimental and control. Reciprocal teaching was effected on the experimental group while teacher-centered traditional teaching was given to the control one. The sample population included 40 first year undergraduate students, majoring in English in a semi-urban government college of Bangladesh, who were subsequently divided equally into a couple of groups namely experimental group and control group. Data were collected through the results of pre-test and post-test on reading comprehension tests consisting of Multiple Choice Questions (MCQ), filling in the blanks and guessing meaning. The findings distinctly revealed that the scores obtained by the two groups being taught in disparate learning ambiences were starkly unalike where reciprocal teaching resulted in much higher achievement than the traditional one. In addition to comprehensive content analysis and pragmatic quantitative research orientation in the crucial research topic, the study came up with commendable pedagogical implications that will help modify the existing teaching culture and inspire further research in the field.

References

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[32]. Salehi, M., & Vafakhah, S. (2013). A comparative study of Reciprocal Teaching Only (RTO) and Explicit Teaching of Strategies before Reciprocal Teaching (ET-RT) on reading comprehension of EFL learners. Australian Journal of Basic and Applied Sciences, 7(2), 148-155.

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Research Paper

How Student Teachers Regulate their Micro-Teachings: The Dynamics of Student Teachers' Self-Regulated Strategic Processes

Seval Kaygisiz* , Kemal Sinan Özmen**

*-** English Language Teaching Program, Gazi University, Ankara, Turkey.

Kaygisiz, S., and Özmen, K. S. (2021). How Student Teachers Regulate their Micro-Teachings: The Dynamics of Student Teachers' Self-Regulated Strategic Processes. i-manager's Journal on English Language Teaching, 11(1), 13-27. https://doi.org/10.26634/jelt.11.1.17614

Abstract

The present study aims to unveil what kind of self-regulated strategic processes student teachers go through before, during, and after their micro-teachings. To this end, the study was carried out with six third-grade student teachers enrolled in an English Language Teaching Programme at a state university in Ankara, Turkey. Data were collected adopting a qualitative approach via two different sets of interview sessions, observations and reflective journals, and were content analyzed. The ensuing findings revealed such self-regulated strategic processes as motivational, personal, metacognitive, behavioral, emotional and social, engaged by student teachers throughout their micro-teaching stages. Based on the findings, the implications were provided for second language teacher education programmes as well as suggestions for further research.

References

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Research Paper

Investigating Language Learning Strategy use by Bhutanese Undergraduate Students

Sonam Dhendup *

Ministry of Education, Thimphu, Bhutan.

Dhendup, S. (2021). Investigating Language Learning Strategy use by Bhutanese Undergraduate Students. i-manager's Journal on English Language Teaching, 11(1), 28-39. https://doi.org/10.26634/jelt.11.1.17552

Abstract

Language learning strategies have emerged as an important field of inquiry and have generated a massive amount of research output in the field of TESOL and applied linguistics. However, research that explores undergraduate student's language strategy use in two varying learning contexts is scarce. The purpose of this study was to investigate the differences in language learning strategy use and choice between gender and context. In this study, Oxford,1990's SILL questionnaire was administered to 30 Bhutanese undergraduate students. Their responses on six parts of SILL were subjected to mean, standard deviation, independent samples t-test, ANOVA and MANOVA. The results of an independent t-test showed differences between gender in ESL context while no statistical differences were observed between gender in EFL context. Further, ANOVA and MANOVA tests revealed that there were significant differences between the two learning contexts in terms of their language learning strategy use and choice. The study also showed that 'memory' strategy was least used (M=2.88; SD=.63) while social strategy (M=3.30; SD=.51) was the highly favoured strategy by Bhutanese students in general, but to a varying degree. Based on these findings, students studying in Australia seem to have scored relatively higher on the overall strategy use as opposed to their counterparts studying in Bhutan. Thus, the learning context of students can influence language learning strategy choice and their use.

References

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Research Paper

Critical English Teachers and Criticizing Pre-Servicing: A Descriptive Single Case Study

Eser Ordem* , Omer Gokhan Ulum**

* Adana Alparslan Turkes Science and Technology University, Adana, Turkey.

** Mersin University, Mersin, Turkey.

Ordem, E., and Ulum, O. G. (2021). Critical English Teachers and Criticizing Pre-Servicing: A Descriptive Single Case Study. i-manager's Journal on English Language Teaching, 11(1), 40-49. https://doi.org/10.26634/jelt.11.1.17524

Abstract

Studies on pre-service English teachers have been on the rise since 1980s. However, some terms have been rarely discussed in detail, although critical pedagogy has produced significant insights into language teaching and learning. Scholars in the field have been repeatedly using the term 'pre-service English teachers'. However, this term is problematic in nature because it hardly refers to English teachers' conception of action and transformation. This study aims to examine the views of 30 prospective critical English teachers because labeling a group in Social Science can be transformative and emancipatory. Therefore, instead of using pre-service English teachers, we prefer to use prospective critical English teachers. A semi-structured interview form including 10 questions was composed, and the participants were also asked to keep a diary for four weeks. In addition, 20 articles published between 2010 and 2018 were also included in the study to show the frequency of the terms labeling them. The results show that the participants' ideas were scarcely taken seriously and that they were hardly involved in the process of preparing the curriculum and the syllabus. They also believe that a more democratic and participatory approach should be adopted so that they can transform the discipline of English language teaching.

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Review Paper

Text-Related Videos and Reading Comprehension: A Brief Review of Research in the Last 20 Years

Amirreza Karami* , Freddie A. Bowles, Carly Ann Liggett *

- Department of Curriculum and Instruction, College of Education and Health Professions, University of Arkansas, U.S.A.

Manor New Tech Middle School, Manor, Texas.

Karami, A., Bowles, F. A., and Liggett, C. A. (2021). Text-Related Videos and Reading Comprehension: A Brief Review of Research in the Last 20 Years. i-manager's Journal on English Language Teaching, 11(1), 50-62. https://doi.org/10.26634/jelt.11.1.17393

Abstract

This literature review provides language teachers and researchers with an overview of the studies conducted in the last 20 years regarding the use of text-related videos to teach reading comprehension in second/foreign language classrooms. Articles were systematically selected from six data bases: Google Scholar, Quick Search, Wiley Online Library, ERIC, ProQuest Central, and Web of Science. The findings show that the utilization of text-related videos is beneficial in second/foreign language classrooms and can lead to more successful reading comprehension. Suggestions, implications of the study, and directions for future research were discussed in detail.

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i-manager's Journal on English Language Teaching (JELT)

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Volume 11 Issue 1 January - March 2021

Examining the Role of Reciprocal Teaching in Enhancing Reading Skill at First-Year Undergraduate Level in a Semi-Urban College, Bangladesh

Ashim Kumar Paul* , Protiva Rani Karmaker **

* Department of English, Ishwardi Government College, Pabna, Bangladesh, South Asia. ** Department of English, Institute of Modern Languages (IML), Jagannath University, Dhaka, Bangladesh.

Paul, A. K., and Karmaker, P. R. (2021). Examining the Role of Reciprocal Teaching in Enhancing Reading Skill at First-Year Undergraduate Level in a Semi-Urban College, Bangladesh. i-manager's Journal on English Language Teaching, 11(1), 1-12. https://doi.org/10.26634/jelt.11.1.17409

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Critical English Teachers and Criticizing Pre-Servicing: A Descriptive Single Case Study

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* Adana Alparslan Turkes Science and Technology University, Adana, Turkey. ** Mersin University, Mersin, Turkey.

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Text-Related Videos and Reading Comprehension: A Brief Review of Research in the Last 20 Years

Amirreza Karami* , Freddie A. Bowles**, Carly Ann Liggett ***

*-** Department of Curriculum and Instruction, College of Education and Health Professions, University of Arkansas, U.S.A. *** Manor New Tech Middle School, Manor, Texas.

Karami, A., Bowles, F. A., and Liggett, C. A. (2021). Text-Related Videos and Reading Comprehension: A Brief Review of Research in the Last 20 Years. i-manager's Journal on English Language Teaching, 11(1), 50-62. https://doi.org/10.26634/jelt.11.1.17393

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* Department of English, Ishwardi Government College, Pabna, Bangladesh, South Asia.

** Department of English, Institute of Modern Languages (IML), Jagannath University, Dhaka, Bangladesh.

* Adana Alparslan Turkes Science and Technology University, Adana, Turkey.

** Mersin University, Mersin, Turkey.

Amirreza Karami* , Freddie A. Bowles, Carly Ann Liggett *

- Department of Curriculum and Instruction, College of Education and Health Professions, University of Arkansas, U.S.A.

Manor New Tech Middle School, Manor, Texas.