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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 10 Issue 2 April - June 2020

Research Paper

The Attitudes Towards RP and Geordie Regional Variety of English Among Turkish Speakers of English: Some Implications for English Language Teaching

Cihat Atar* , Cahit Erdem**

* Department of English Language Teaching, Sakarya University, Sakarya, Turkey.

** Department of English Language Teaching, Afyon Kocatepe University, Turkey.

Atar, C., and Erdem, C. (2020). The Attitudes Towards RP and Geordie Regional Variety of English Among Turkish Speakers of English: Some Implications for English Language Teaching. i-manager's Journal on English Language Teaching, 10(2), 1-12. https://doi.org/10.26634/jelt.10.2.16592

Abstract

The aim of this paper is to find out the attitudes towards Geordie regional variety of English compared to Received Pronunciation (RP) among Turkish speakers of English. There is a recent trend in English as a Lingua Franca (ELF) studies which argue that there are different 'Englishes' and these Englishes have different attitude and prestige levels. However, there are not many studies on the attitude of second language (L2) speakers regarding the accents of British English in the UK. Therefore, this area needs more research. This a descriptive quantitative survey study and the participants are 34 Turkish L2 speakers of English. As for the data collection tool, this study utilizes an attitude test preceded by two audio recordings prepared by matched-guise technique. Having listened to the audio recordings, participants fill in attitude rating scales consisting of 3 dimensions: social status, social attractiveness and linguistic features. The analysis compares and contrasts how a non-standard dialect, Geordie, and RP are perceived. The analysis indicates that the participants have a significantly positive attitude towards RP and RP speakers are considered to have higher social status and linguistic competence while no significant difference is found for social attractiveness. The results of this study have implications for ELF studies, the status of native speakers and L2 teaching and learning.

References

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Research Paper

An Evaluation of Visuals in Iranian Domestically Developed English Textbooks: A Cultural Linguistics Perspective

Elaheh Rahimi* , Farzad Sharifian **

* Kerman Institute of Higher Education. Kerman, Iran.

** Monash University, Australia.

Rahimi, E., and Sharifian, F. (2020). An Evaluation of Visuals in Iranian Domestically Developed English Textbooks: A Cultural Linguistics Perspective. i-manager's Journal on English Language Teaching, 10(2), 13-26. https://doi.org/10.26634/jelt.10.2.16590

Abstract

Culture portrayal in ELT materials has developed as one of the popular realms of research in TEFL. To substantiate this, In the first phase, the present research employed Cultural Linguistics investigative framework to analyze Persian Cultural Conceptualisations (CCs) of visuals in EFL textbooks that are locally designed for Iranian high school students of grade 12. In the second stage, through semi-structured interviews with a group of 12 graders aged between 14 to 19, this study attempts to investigate whether CCs of visual artifacts enable students to engage critically with the materials to enhance their communication ability in a multicultural environment. As to the textbook analysis of the study, the results revealed that three themes of Persian cultural schemas of family gathering, hijab, and blood donation emerged from the EFL textbook for grade 12 in Iran. Also, the interview results showed that EFL textbooks in Iran fail to improve students' communication skills and does not fulfill Iranian students' communicative needs. The study concludes by offering practical pedagogical implications for material developers and textbook designers.

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Research Paper

The Effect of using Six Thinking Hats Strategy on the Development of Writing Skills and Creativity of Seventh Grade EFL Students

Ugyen Phuntsho* , Dumcho Wangdi **

* Sherubling Central School, Trongsa, Bhutan.

** Bajothang Higher Secondary School, Wangdue, Bhutan.

Phuntsho, U., and Wangdi, D. (2020). The Effect of Using Six Thinking Hats Strategy on the Development of Writing Skills and Creativity of Seventh Grade EFL Students. i-manager's Journal on English Language Teaching, 10(2), 27-35. https://doi.org/10.26634/jelt.10.2.16453

Abstract

The purpose of the study was to examine the effect of using Six Thinking Hats (STH) strategy on the development of writing skill and creativity of seventh grade EFL students. A pretest and posttest quasi-experimental research design was employed involving 65 (34 control, 31 experimental) seventh grade EFL students studying in one of the higher secondary schools under Trongsa district. The writing ability test was administered for both the groups to determine the differences in their learning achievements. The writing skill of English for the experimental group was taught using STH strategy while the control was taught using a conventional method. A t-test for the pretest revealed that there was no significant mean difference between the two groups, indicating a homogenous learning ability at the beginning (p=.78). However, the posttest analysis revealed a statistical significant difference between the mean scores of writing skills in favor of experimental group (M=15.17, SD=2.23) than the control group (M=11.89, SD=2.46) at p=.00, indicating the improvement of students writing skill and creativity due to the treatment of STH strategy.

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Research Paper

A Path Analytic Exploration into Predictors of Willingness to Communicate among English as a Foreign Language Learners

Tutku Basoz * , Ismail Hakki Erten **

* Department of English Language Teaching, Balikesir University, Balikesir, Turkey.

** Department of English Language Teaching, Hacettepe University, Ankara, Turkey.

Basoz, T., and Erten, I. H. (2020). A Path Analytic Exploration into Predictors of Willingness to Communicate Among English as a Foreign Language Learners. i-manager's Journal on English Language Teaching, 10(2), 36-53. https://doi.org/10.26634/jelt.10.2.16672

Abstract

The present study explored the probable interrelationships between willingness to communicate in a second language (L2 WTC), ideal L2 self, ought-to L2 self, L2 learning experience, imagery capacity, L2 motivation, L2 anxiety, vocabulary size, and course achievement through path analysis. This quantitative study was carried out with 701 English as a Foreign Language (EFL) learners studying at a state university in Turkey. A composite survey instrument and a vocabulary test were used to collect the data. The hypothesized path model of L2 WTC was found to show good fit to the data. The study marked the first step towards demonstrating the significant effect of imagery capacity on L2 WTC. Both direct and indirect influences of L2 motivation and ideal L2 self on L2 WTC were revealed. Pedagogical implications of the results and possible suggestions for further research were provided.

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Case Study

EFL Teachers’ Views about Technology Integration in English Language Teaching: A Case Study

Furkan Canbay*

School of Foreign Languages, Atatürk University, Turkey.

Canbay, F. (2020). EFL Teachers' Views About Technology Integration in English Language Teaching: A Case Study. i-manager's Journal on English Language Teaching, 10(2), 54-63. https://doi.org/10.26634/jelt.10.2.16425

Abstract

This study aimed to investigate EFL teachers' views about technology integration in English language teaching. It was a case study carried out in mixed method. The participants were 9 EFL teachers working in a foundation secondary school. 10 open ended questions and TPACK-EFL survey were used in data collection process. The data which were gained from the TPACK-EFL survey were analysed through SPSS 19.0 program. The teachers' TPACK levels were examined with the survey. The data collected by means of open ended questions were coded by the researcher and interpreted in terms of themes. Their opinions, expectations and practices were dealt with by the open ended questions. They were provided an in-service training about using technology for teaching English to young learners to improve themselves. The findings showed that the teachers had a positive view towards technology integration in language education. They included it in some of their teaching applications.

References

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Survey Paper

The Implementation of Synchronous Online Chatting in EFL/ESL Contexts: A Survey of Empirical Studies

Dodi Siraj Muamar Zain*

Department of Curriculum and Instruction, University of Arkansas, USA.

Zain, D. S. M. (2020). The Implementation of Synchronous Online Chatting in EFL/ESL Contexts: A Survey of Empirical Studies. i-manager's Journal on English Language Teaching, 10(2), 64-79. https://doi.org/10.26634/jelt.10.2.16838

Abstract

Synchronous online chatting has been mundanely employed in language classrooms as a supporting instructional medium. To explore the current state of research and inform future studies, this article examines the past studies on the use of Synchronous online text chatting in English as second/foreign language courses. Using frequently referred databases for instructional language studies such as ProQuest, JSTOR, EBSCO, Web of Science, ERIC with additional papers from two language instructional-focused journals, CALICO and Language learning and technology (LLT), this study delves into twentysix past research-based articles published within 2010 to 2019. Explicitly, this article constructs an analysis that covers the designs, objectives, contexts, participants and instructional contents of the studies. The key topics are later described comprising; instructional strategies, effects on Language performance, socio-cultural interaction, motivation and potential areas for development. Finally, this article provides a summary of the pedagogical implications and identifies the potential areas for further studies in synchronous online text chatting in the context of English as a foreign language (EFL) and English as a second language (ESL).

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The Implementation of Synchronous Online Chatting in EFL/ESL Contexts: A Survey of Empirical Studies

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Department of Curriculum and Instruction, University of Arkansas, USA.

Zain, D. S. M. (2020). The Implementation of Synchronous Online Chatting in EFL/ESL Contexts: A Survey of Empirical Studies. i-manager's Journal on English Language Teaching, 10(2), 64-79. https://doi.org/10.26634/jelt.10.2.16838

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* Department of English Language Teaching, Sakarya University, Sakarya, Turkey.

** Department of English Language Teaching, Afyon Kocatepe University, Turkey.

* Kerman Institute of Higher Education. Kerman, Iran.

** Monash University, Australia.

* Sherubling Central School, Trongsa, Bhutan.

** Bajothang Higher Secondary School, Wangdue, Bhutan.

* Department of English Language Teaching, Balikesir University, Balikesir, Turkey.

** Department of English Language Teaching, Hacettepe University, Ankara, Turkey.