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Volume 13 Issue 1 January - March 2023

Research Paper

The First Encounters of Primary School Students and Parents in Blended English Classes

Semra Aydin* , Ayfer Su-Bergil**

* Ministry of National Education, Amasya, Turkey.

** Department of Foreign Language Education, Amasya University, Amasya, Turkey.

Aydin, S., and Su-Bergil, A. (2023). The First Encounters of Primary School Students and Parents in Blended English Classes. i-manager’s Journal on English Language Teaching, 13(1), 1-21. https://doi.org/10.26634/jelt.13.1.19073

Abstract

This study investigates what blended English learning, the first of its kind at their school, means to primary school students and their parents. It aims to demonstrate how they experience and perceive blended English classes, particularly during their first encounter, in order to conceptualise the most commonly perceived benefits and to challenge the existing theoretical framework, Social Presence Theory. This study was conducted to help shareholders, specifically in a primarylevel English language education context, to exclude or reduce the barriers and maximise the benefits. To this end, a cross-sectional survey design was adopted, and 147 students and 138 parents participated in this study. Data was collected through questionnaires and calculated using the SPSS program. The data showed that primary school students and parents were generally pleased with their blended English class experiences. They found blended English learning experiences to be valuable and enhance their learning, especially in critical periods such as the COVID-19 pandemic. However, the face-to-face format is perceived more positively because of the limitations and challenges of blended and online English classes in terms of interactions and social elements. Based on the results, some implications and suggestions for further research are provided.

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Research Paper

The Use of Interactive Video Embedded Infographics in EFL Writing Courses with Flipped Classroom Learning Environment

Emrah Dolgunsöz* , Gurkan Yıldırım**

* Department of ELT, Bayburt University, Bayburt, Turkey.

** Department of Educational Technologies, Bayburt University, Bayburt, Turkey.

Dolgunsöz, E., and Yıldırım, G. (2023). The Use of Interactive Video Embedded Infographics in EFL Writing Courses with Flipped Classroom Learning Environment. i-manager’s Journal on English Language Teaching, 13(1), 22-33. https://doi.org/10.26634/jelt.13.1.19072

Abstract

Learning to write in English as a Foreign Language (EFL) has always been an issue for most learners since it requires intensive cognitive activity along with language proficiency. This mixed-methods study aimed to examine if interactive Video Embedded Infographics (VEI) could ease this process in a flipped classroom setting compared to traditional infographics. Twenty-four EFL learners equally divided into two groups as traditional infographics group and the video embedded infographics group participating in a 3-week intensive EFL writing training. Quantitative data was obtained through quizzes, a final exam, and a delayed exam, while semi-structured interviews were implemented to obtain qualitative data. Quantitative results showed no significant difference between groups in terms of test performance, indicating satisfactory scores for both groups. Qualitative findings revealed a positive tendency towards video embedded infographics, most learners found them concise, easy to use, and more compact. Participants also showed positive attitudes towards EFL writing courses in a flipped classroom setting, stating that they found it more practical, stress-free, and efficient compared to traditional EFL writing classrooms.

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Research Paper

Exploring the Imperative of Linguistic Plurality for Sustainable Development in Nigeria

Prisca O. Bob* , Priscilla U. Kwekowe, Elizabeth Nkechi Obiukwu*

- Department of English Language, Evangel University, Akaeze, Ebonyi State, Nigeria.

Department of General Studies, Federal College of Dental Technology and Therapy, Enugu, Nigeria.

Bob, P. O., Kwekowe, P. U., and Obiukwu, E. N. (2023). Exploring the Imperative of Linguistic Plurality for Sustainable Development in Nigeria. i-manager’s Journal on English Language Teaching, 13(1), 34-41. https://doi.org/10.26634/jelt.13.1.19021

Abstract

Linguistic plurality is a situation in which a speech community speaks more than one language. It is a complex sociolinguistic phenomenon that helps explain the complexity of human nature. Human beings cannot exist in isolation and are therefore inclined towards interaction and transaction. The need and desire to interact leads to language contact, where two or more languages co-exist and are constantly used by people who share definitive interests. Linguistic homogeneity is illusory, since there is hardly any linguistic community that is absolutely monolingual. Despite the complexity of linguistic diversity, the world has recorded tremendous developments in the arts, sciences, and technology. This highlights the strength that lies in diversity. The utilitarian nature of multilingualism can be explored for the growth and development of human society, as language is a key factor in development. Although multilingualism might pose a threat to nationalism, it is apparently the basis of nationhood in Nigeria, having existed even before colonization. The purpose of this paper is to explore the importance of linguistic plurality for sustainable development. This study uses a descriptive and qualitative methodology, heavily relying on the nativist theory and the framework of Role and Reference Grammar (RRG) as its major underpinnings. Drawing from these frameworks, the paper observes that language acquisition occurs naturally with the presence of the Language Acquisition Device (LAD), and consequently, languages are used to perform functional roles. The scope of this work is limited to multilingualism and sustainable development in Africa, with particular emphasis on Nigeria.

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Research Paper

English Language Teachers' Assessment Procedure during Covid19 Pandemic: Challenges and Solutions

Gülşah Öz* , Zeynep Çetin Köroğlu**

*-** Department of Foreign Languages Education, Aksaray University, Aksaray, Turkey.

Öz, G., and Köroğlu, Z. Ç. (2023). English Language Teachers' Assessment Procedure during Covid19 Pandemic: Challenges and Solutions. i-manager’s Journal on English Language Teaching, 13(1), 42-53. https://doi.org/10.26634/jelt.13.1.19058

Abstract

The aim of the current research is to investigate the language assessment literacy perceptions of EFL (English as a Foreign Language) teachers working at state primary, middle, and high schools in Turkey. Another purpose of the study was to investigate how EFL teachers adapted their language assessment skills to the online teaching context during the Covid- 19 pandemic, and to what extent. Additionally, challenges and solutions of teachers in transforming their language assessment skills into online education were investigated. A mixed-methods study was employed as the research design. The study obtained and triangulated both qualitative and quantitative data to enhance its validity. In the quantitative phase, Vogt and Tsagari (2014)'s LAL questionnaire which includes three factors i.e. Language Testing and Assessment (LTA), classroom-focused LTA, and purposes of testing, content and concepts of LTA was administered to the participants. The quantitative data were descriptively analysed through the SPSS program in order to identify EFL teachers' training levels and needs in online language assessment. The qualitative data for the study were gathered through written structured interviews with (n) EFL teachers and analyzed using inductive methods. The study's findings revealed that the teachers have a high level of assessment literacy in terms of both face-to-face and online assessment and are familiar with basic assessment tools. However, there is a gap between their theoretical knowledge of assessment and their classroom practices. Additionally, the teachers expressed a need for more in-service training in assessing the skills of English language learners in online environments.

References

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[2]. Al-Bargi, A. (2022). Exploring online writing assessment amid Covid-19: Challenges and opportunities from teachers' perspectives. Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges, (2), 3-21.

[3]. Arif, Z., & WIBOWO, F. E. (2020). Online Assessment Implemented by English Teachers at SMA Al-Islam 1 Surakarta during Pandemic COVID-19 (Doctoral dissertation, IAIN Surakarta).

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[5]. Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1-6.

[6]. Büyükkarci, K. (2016). Identifying the areas for English language teacher development: A study of assessment literacy. Pegem Journal of Education and Instruction, 6(3), 333-346.

[7]. Chung, S. J., & Choi, L. J. (2021). The development of sustainable assessment during the COVID-19 pandemic: The case of the English language program in South Korea. Sustainability, 13(8), 4499.

[8]. Köroğlu, Z. Ç. (2020). Assessing language learning in technology-enhanced environments. In ICT-Based Assessment, Methods, and Programs in Tertiary Education (pp. 45-64). IGI Global.

[9]. Ghanbari, N., & Nowroozi, S. (2021). The practice of online assessment in an EFL context amidst COVID-19 pandemic: views from teachers. Language Testing in Asia, 11, 1-18.

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Research Paper

School Culture: English Language Teachers' Perceptions

Surendra Prasad Bhatt*

Kathmandu University, Dhulikhel, Nepal.

Bhatt, S. P. (2023). School Culture: English Language Teachers' Perceptions. i-manager’s Journal on English Language Teaching, 13(1), 54-65. https://doi.org/10.26634/jelt.13.1.19166

Abstract

Teachers, students, and the administrative body are the key components of school culture as they comprise overall school activities. If these components are not adequately channelled, teachers cannot achieve a high level of professional commitment and performance. With this mindset, this study explores Nepalese English language teachers' perceptions of school culture and its role in their professional commitment. The perceptions and practises of three English language teachers who teach English at secondary schools in the Kathmandu Valley are investigated. The findings revealed that school culture is the place for professional roles and responsibilities. Similarly, Nepalese English language teachers perceive school as a language lab and a place for changing, modifying, and correcting professional behaviours. Additionally, they perceive school culture as a system of standards, beliefs, and rules that govern how people behave in social, cultural, and religious contexts. Moreover, they believe school culture affects their wellbeing and professional growth. In the case of practice, healthy relations in school developed an excellent spirit of performance, whereas domination and discouragement by the school leaders reduced personal commitment and increased the chances of teacher burnout. A good level of teacher commitment and confidence was achieved with the family environment in school, but the unintellectual ideologies of school owners and leaders did not focus on teachers' development, resulting in teacher disappointment. Mutual understanding, supportive nature, cooperative behaviour, and a learning attitude among school staff were expected for better commitment and performance by English language teachers.

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

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Volume 13 Issue 1 January - March 2023

The First Encounters of Primary School Students and Parents in Blended English Classes

Semra Aydin* , Ayfer Su-Bergil**

* Ministry of National Education, Amasya, Turkey. ** Department of Foreign Language Education, Amasya University, Amasya, Turkey.

Aydin, S., and Su-Bergil, A. (2023). The First Encounters of Primary School Students and Parents in Blended English Classes. i-manager’s Journal on English Language Teaching, 13(1), 1-21. https://doi.org/10.26634/jelt.13.1.19073

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The Use of Interactive Video Embedded Infographics in EFL Writing Courses with Flipped Classroom Learning Environment

Emrah Dolgunsöz* , Gurkan Yıldırım**

* Department of ELT, Bayburt University, Bayburt, Turkey. ** Department of Educational Technologies, Bayburt University, Bayburt, Turkey.

Dolgunsöz, E., and Yıldırım, G. (2023). The Use of Interactive Video Embedded Infographics in EFL Writing Courses with Flipped Classroom Learning Environment. i-manager’s Journal on English Language Teaching, 13(1), 22-33. https://doi.org/10.26634/jelt.13.1.19072

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Exploring the Imperative of Linguistic Plurality for Sustainable Development in Nigeria

Prisca O. Bob* , Priscilla U. Kwekowe**, Elizabeth Nkechi Obiukwu***

*-** Department of English Language, Evangel University, Akaeze, Ebonyi State, Nigeria. *** Department of General Studies, Federal College of Dental Technology and Therapy, Enugu, Nigeria.

Bob, P. O., Kwekowe, P. U., and Obiukwu, E. N. (2023). Exploring the Imperative of Linguistic Plurality for Sustainable Development in Nigeria. i-manager’s Journal on English Language Teaching, 13(1), 34-41. https://doi.org/10.26634/jelt.13.1.19021

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English Language Teachers' Assessment Procedure during Covid19 Pandemic: Challenges and Solutions

Gülşah Öz* , Zeynep Çetin Köroğlu**

*-** Department of Foreign Languages Education, Aksaray University, Aksaray, Turkey.

Öz, G., and Köroğlu, Z. Ç. (2023). English Language Teachers' Assessment Procedure during Covid19 Pandemic: Challenges and Solutions. i-manager’s Journal on English Language Teaching, 13(1), 42-53. https://doi.org/10.26634/jelt.13.1.19058

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School Culture: English Language Teachers' Perceptions

Surendra Prasad Bhatt*

Kathmandu University, Dhulikhel, Nepal.

Bhatt, S. P. (2023). School Culture: English Language Teachers' Perceptions. i-manager’s Journal on English Language Teaching, 13(1), 54-65. https://doi.org/10.26634/jelt.13.1.19166

Abstract

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* Ministry of National Education, Amasya, Turkey.

** Department of Foreign Language Education, Amasya University, Amasya, Turkey.

* Department of ELT, Bayburt University, Bayburt, Turkey.

** Department of Educational Technologies, Bayburt University, Bayburt, Turkey.

Prisca O. Bob* , Priscilla U. Kwekowe, Elizabeth Nkechi Obiukwu*

- Department of English Language, Evangel University, Akaeze, Ebonyi State, Nigeria.

Department of General Studies, Federal College of Dental Technology and Therapy, Enugu, Nigeria.