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
Beauty in Brevity: Capturing the Narrative Structure of Flash Fiction by Filipino Writers
Exploring the Coalescence of Language and Literature through A Stylistic Analysis of Cristina Pantoja Hidalgo's “When It's A Grey November In Your Soul”
Oral Communication in Accounting Practice: Perspectives from the Philippines
Developing ESL/ EFL Learners' Grammatical Competence through Communicative Activities
Solidarity and Disagreements: Social Dimensions in Cooperative Writing Group
Move Sequences In Graduate Research Paper Introductions And Conclusions
Interactional Metadiscourse in Turkish Postgraduates’ Academic Texts: A Comparative Study of How They Introduce and Conclude
English Language Teaching at Secondary School Level in Bangladesh: An Overview of the Implementation of Communicative Language Teaching Method
The Relationship Between Iranian EFL Learners' BeliefsAbout Language Learning And Language Learning Strategy Use
Examining the Role of Reciprocal Teaching in Enhancing Reading Skill at First-Year Undergraduate Level in a Semi-Urban College, Bangladesh
As English is widely accepted as a lingua franca in today's world, the importance of the language has been acknowledged globally in the present case. To rank the countries in terms of their English language proficiency, the EF Proficiency Index is prepared each year. In this study, five countries having the highest scores according to the Index (2021) were taken into account together with the English language curricula of the top five ranking EFL countries (Netherlands, Austria, Denmark, Singapore, and Norway). The English language teaching programs of these countries were analysed and compared in terms of the starting age, language assessment, and course content, adding to the comparison list a low-ranking country, Turkey. The data elicited through document analysis propounded the idea that overall, the objectives of English language curricula in these five countries have many common features and similarities. On the other hand, developing positive attitudes towards learning English is emphasised in the Turkish EFL context, and four basic language skills are treated separately in different grades. While other countries give prominence to communicative competence and communication skills together with the cognitive side of the language learning process, the affective components of the language learning process are emphasised in Turkey. Contemporary formative assessment techniques are also recommended in this continuum.
Making use of the methodological framework of conversation analysis, the present study aims to investigate story-based classroom discourse with young learners of English in an EFL context. The data were collected from a private IB school following the Primary Years Programme (PYP) curriculum. The participants were 24 young learners who were under the age of 6 and two teachers. To present the interactional organisation of the classroom interaction, 16 hours of story-based lessons in two kindergarten classrooms were audio-recorded and transcribed in detail. The data was analysed from a discourse-analytic perspective. Although the study had hypothesised that learner initiatives would be more frequent in the post-story stages, the findings showed that the pre-story stages created more engaging learning environments. Based on the findings, the implications were provided for EFL classrooms as well as suggestions for further research.
This paper presents a reflective account of tertiary level Turkish learners of English language about their emergency remote learning experiences amid Covid-19 pandemic. The participants of this case study were the preparatory year students of the English Language and Literature undergraduate programme at Iğdır University in two successive years, covering the second half of the 2019–2020 spring semester and the entire 2020–2021 academic year. In an online survey form of open-ended questions, the students were asked to reflect on their experiences during the instruction and assessment processes of pandemic-driven Emergency Remote Teaching (ERT) with a specific focus on the development of foreign language skills. Student answers were coded through thematic analysis, and the main themes and categories were determined. The findings indicated both the affordances and shortcomings of ERT. Reflecting on their performance in the instruction and assessment practices, the students reported improvement in all language skill areas to varying extents, most effectively in writing, along with challenges, especially in the development of oral skills (speaking and listening) and in the assessment of productive skills (writing and speaking). The reasons are discussed in the light of available literature, and implications for future experiences are provided.
This study aims to investigate the Turkish EFL learners' willingness to communicate, tolerance of ambiguity, and parental encouragement levels. Moreover, the study also explored the influencing factors on the learners' willingness to communicate and tolerance to ambiguity. A mixed-methods research design was applied in the study with the participation of 151 preparatory school students. The results pointed out that those Turkish EFL learners possessed a willingness to communicate, a tolerance of ambiguity, and high parental encouragement levels.
Computer-Assisted Language Learning (CALL) has evolved into an integral part of today's classrooms as a direct result of technological advancements. One of the most remarkable outcomes of CALL is the widespread use of Computer- Mediated Feedback (CMF) in classrooms. Notwithstanding that the previous studies have offered an insight into CMF, it has been noticed that the role of teachers in its implementation has received very little attention in the literature. However, the attitudes of teachers have a key role in determining the efficacy of the materials, techniques, and processes that are integrated into instruction. In view of the aforementioned, in this mixed-method research study including 48 participants, the attitudes of English as a Foreign Language (EFL) teacher toward CMF are examined, and the underlying factors are identified. The correlation between academic theory and practise is also analyzed. The findings of this research, which were obtained via Statistical Packages for the Social Sciences (SPSS) Version 26.0 and NVivo, have revealed that the vast majority of teachers have favourable attitudes toward CMF. However, traditional feedback is prioritised over CMF for a variety of reasons. This suggests that the attitudes espoused by teachers are not consistent with their teaching practicum experiences.
