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
Data-Driven Learning (DDL) is a method for learning languages that involves analyzing language usage trends and finding patterns in language data, utilizing technology and statistics. One of the key benefits of DDL is that it allows students to focus on the most relevant and useful language data for their needs. Data-driven learning is an effective approach to language learning that can help students develop their language skills more quickly and efficiently by using data and technology to guide their learning. This case study aims to see if DDL has a positive effect on students' language achievement, digital literacy, and learning motivation. The study has enrolled 28 preparatory class students from a state university and seven native English speakers, comprising four Australians, one American, one Canadian, and one English individual. The native speakers are asked to verbally describe five images and respond to three pertinent questions. The audio recordings of their responses are transcribed by the students, and the data is then entered into AntConc, a corpus analysis toolkit. The students are able to investigate authentic English speech and recognize unknown linguistic structures. The study will clarify its findings and outcomes using quotations from the transcribed speech as well as the students' responses to the DDL activities. The findings imply that DDL is an effective method for teachers who are willing to experiment with alternative ways of teaching a language. It appears that using Data-Driven Learning (DDL) as a teaching strategy has produced largely positive results. Students seem to have responded favorably to the approach, and it has succeeded in increasing their awareness of language and how to study it. Additionally, it appears that DDL has improved learning circumstances over time for all students, particularly those who generally aren't motivated or engaged during traditional classes. The use of technology in the classroom has promoted group projects and boosted involvement from all students, including those with learning challenges.
The use of interactional metadiscourse markers in opinion paragraphs written by A2-level English learners was investigated in this research. Although metadiscourse is commonly studied in discourse analysis, pragmatics, and language teaching, there has been limited attention given to the writing of beginner-level language learners. Metadiscourse is typically associated with advanced English learners' writing behavior. However, this study recognizes that English learners at lower proficiency levels can also employ interactional metadiscourse markers, such as hedges, boosters, attitude markers, self-mentions, and engagement markers. The study scrutinized the opinion paragraphs of 20 university students at A2-level during the period of emergency remote teaching caused by the pandemic. The analysis of metadiscourse was carried out using Hyland's model for academic texts. The paragraphs of 10 students who attended online writing classes and 10 who did not were compared. The results showed that students who attended online classes attempted to use the metadiscourse markers they had learned in their writing lessons. On the other hand, students who did not attend online classes tended to use fewer interactional metadiscourse markers. The study proposes that students' writing and communication with their readers can be considerably impacted by teachers' attitudes, lesson materials, and sample paragraphs. Therefore, metadiscourse analysis can assist teachers and material developers in selecting appropriate materials for writing instruction.
This study aimed to investigate the development of English as a Foreign Language (EFL) learners' speaking skills and intercultural communication skills through three intercultural speaking tasks in the form of video blog recordings. EFL learners (N = 13) enrolled in the English preparatory class voluntarily participated in the study. The learners were clustered into six groups by drawing lots, and each group was given topics related to their course content, which required them to record a video blog at the end of each unit in a series of English course books. The study was designed as qualitative research. A structured written interview, classroom observation, and self-narratives were used to collect the data. Content analysis and thematic coding were utilized to analyze the obtained data from the research. The results revealed that intercultural speaking tasks are fruitful in lessening EFL learners' speaking anxiety and prejudice towards cultural differences. EFL learners developed empathy and tolerance towards cultural differences, deepening their cultural awareness in a positive way and accepting other cultures as they are while realizing their own cultural values and norms.
The effects of teaching speaking skills through the Flipped Classroom Model on English as a Foreign Language (EFL) students' autonomy, willingness to communicate, and anxiety while speaking English are examined in this study. With a quasi-experimental design, one control group (n = 27) and one experimental group (n = 28) were created for the quantitative phase of the study. The participants were pre-tested at the beginning of the term with three scales, including learner autonomy, willingness to communicate, and L2 speaking anxiety. After ten weeks of treatment in the experimental group, both groups were post-tested at the end of the term. In the qualitative phase, the students' ideas about their experience with flipped learning were gathered with four open-ended interview questions at the end of the intervention. Quantitative data were analyzed with SPSS 21.00. Paired sample t-tests and independent sample t-tests were run to test the effectiveness of the intervention. Qualitative data were analyzed manually through thematic analysis. The results of this study indicated that if implemented well in L2 speaking classes, the Flipped Classroom Model could significantly increase EFL students' autonomous learning and willingness to communicate. Moreover, it could considerably lower EFL students' speaking anxiety. Compared to the traditional classroom model, flipped learning provides various advantages to English language learners, especially those who aim to develop their speaking skills. Therefore, this model could be implemented in EFL-speaking classes to increase students' exposure to English both in and out of the classroom.
The “Threaded Bead” explores the societal perception of a career woman. This paper, therefore undertakes a linguistic stylistic analysis of the text with the aim of establishing its style in addition to interpreting its meaning. The method used is descriptive and analytical. The work appraises linguistic features such as: the grammatical, graphological, phonological and lexicon semantic features embedded in the text. In doing so, it explores themes such as: loose moral life, career woman, cultural alienation, female exploitation, marriage failures. The study concludes that modern feminist writers like Akorede use appropriate stylistic techniques to explore the role and perception of educated women in a typical African patriarchal society.
