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

Current Issue Vol. 13 Issue 4

Stephen Krashen's Theory of SLA: A Conceptual Framework
The Need for using English for Professional & Global Communication Today: A Critical Review
A Meta-Synthesis of Research on In-Service EFL Teachers' Needs for Inset Programs in Türkiye
A Study of Pre-Service English Language Teachers' Engagement with Faculty-School Collaboration at the English Fest
Assessing Self-Directed English Language Learning Strategies of YouTube Content Creators

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Volume 11 Issue 2 April - June 2021

Research Paper

Needs Analysis in Higher Education: A Case Study for English Language Achievement

Edgar Emmanuell Garcia-Ponce* , Irasema Mora-Pablo, M. Martha Lengeling*

* English Language Teaching and Applied Linguistics, University of Birmingham, UK.

Applied Linguistics, University of Kent, UK.

* Language Studies, University of Kent, UK.

García-Ponce, E. E., Mora-Pablo, I., and Lengeling, M. M. (2021). Needs Analysis in Higher Education: A Case Study for English Language Achievement. i-manager's Journal on English Language Teaching, 11(2), 1-11. https://doi.org/10.26634/jelt.11.2.17476

Abstract

Due to globalization, many universities around the world have started to strengthen academic and research practices with the view to meeting international standards. However, the higher education context of the study has faced the challenge to provide our students with successful language learning to prepare them for the job market. This challenge was the motivation for this research: to better understand the needs of our students' language achievement for their future jobs. Therefore, in order to examine how English teaching and learning can be improved in this context, we adopted a need analysis approach by conducting focus groups with university authorities (36 participants), English teachers (31 participants) and learners (54 participants) from different disciplines in a state university in central Mexico. Based on the participants' responses, the findings suggest that in the present context English teaching and learning should be redesigned to include practices which allow learners to develop language skills for their future career. To do this, we suggest a top-down strategic plan which promotes the inclusion of two major components (i.e. a general English coordination and content-based instruction) as a way to address the stakeholders' needs concerning linguistic limitations in this setting. This paper shows the importance of conducting needs analysis in higher education to determine how to enhance English teaching and learning from a context-sensitive perspective.

References

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[3]. Brown, J. D. (2009). Foreign and second language needs analysis. The handbook of language teaching (pp. 269-293). Wiley-Blackwell. https://doi.org/10.1002/ 9781444315783

[4]. Davies, P. (2009). Strategic management of ELT in public educational systems: Trying to reduce failure, increase success. TESL-EJ, 13(3), 1-22.

[5]. Garcia-Ponce, E. E., & Mora-Pablo, I. (2018). English language proficiency: A key to enhancing industrial recruitment and mobility in central Mexico. Retrieved from https://www.ugto.mx/conferencia-de-alfonso-pichardo/ campus-guanajuato/english-language-proficiency-a-keyto- enhancing-industrial-recruitment-and-mobility-incentral- mexico

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[8]. Kaewpet, C. (2009). A framework for investigating learner needs: Needs analysis extended to curriculum development. Electronic Journal of Foreign Language Teaching, 6(2), 209-220.

[9]. Long, M. H. (2005). Methodological issues in learner needs analysis. Second Language Needs Analysis (pp. 19–76). Cambridge University Press.

[10]. López, A. M. R., Herrera, A. R., & Hernández, L. L. G. (2015). Visión de la ANUIES frente a las actuales necesidades de formación de profesionales. ANUIES, (pp 1-13).

[11]. Lynch, B. K. (1996). Language program evaluation: Theory and practice. Cambridge University Press.

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[13]. Navarro, R. F. (2006). Enseñanza del inglés en nivel medio superior: el inglés en el contexto escolar (Doctoral dissertation, Tesis de pregrado). Universidad Pedagógica Nacional, Ciudad de México).

[14]. Patton, M. Q. (2002). Qualitative research and rd evaluation methods (3rd ed.). Sage Publications, (pp. 83).

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[18]. Stoller, F., & Grabe, W. (1997). The six-T's approach to content-based instruction. The contentbased classroom: perspectives on integrating language and content, (pp. 1- 13). Addison-Wesley Longman

[19]. West, R. (1994). Needs analysis in language teaching. Language teaching, 27(1), 1-19. https://doi.org/10.1017/ S0261444800007527

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Research Paper

Baby Steps in a Research Community: A Case Study of Turkish Undergraduate Students' First Scholarly Research Experiences

Şakire Erbay-Çetinkaya*

Department of English Language and Literature, Karadeniz Technical University, Trabzon, Turkey.

Cetinkaya, S. E. (2021). Baby Steps in a Research Community: A Case Study of Turkish Undergraduate Students' First Scholarly Research Experiences. i-manager's Journal on English Language Teaching, 11(2), 12-31. https://doi.org/10.26634/jelt.11.2.17366

Abstract

Research has gained a degree of recognition as a skill to develop at tertiary level, and a requirement to get a Bachelor's degree, for higher education is supposed to improve critical thinking, encourage innovation, thereby improving the quality of both teaching and research. Responding to the calls of earlier research to further explore students' attitudes towards various aspects of research, perceptions and experiences in other disciplines rather than solely arts, I captured my undergraduate English majoring students' personal research process with their attitudes, experiences and self-reported researcher identity to draw a holistic picture of the field both quantitatively and qualitatively with a case study. While the quantitative data came from a 33-item- scale to investigate attitudes towards research, the qualitative findings were reached by open-ended items. The findings show that they found research quite useful for their academic life, yet thought research could not be applied to daily life. Besides, most saw themselves as bad researchers due to lack of research experience and faced several research-related, affective, personality and health, technical, participant-related, timerelated and lecturer-related problems. Yet, they employed mostly indirect and also direct strategies in the process. The article ends with recommendations for satisfactory classroom implementations and informal classroom activities.

References

[1]. Adaboh, S., Akpalu, R., & Appiah, S. (2017). A study of student anxiety towards research in two undergraduate programmes in a Ghanaian university. International Journal of Humanities Social Sciences and Education (IJHSSE), 4(9),106-113. https://doi.org/10.20431/2349- 0381.0409013.

[2]. Belcher, W. L. (2009). Writing your journal article in 12 weeks: A guide to academic publishing success. London: Sage Publication.

[3]. Belgrave, K. L., & Jules, J. E. (2015). Students' attitudes towards research applying best practice principles through a student-centred approach. Paper Presented at the Regional Conference on Institutionalising Best Practice in Higher Education, UWI, St. Augustine, Trinidad and Tobago (pp. 24-26).

[4]. Brent, D. (2017). Senior students' perceptions of entering a research community. Written Communication, 34(3), 333-355. https://doi.org/10.1177/07410883177109 25

[5]. Büyüköztürk, Ş. (1997). Araştırmaya yönelik kaygı ölçeğinin geliştirilmesi. Kuram ve Uygulamada Eğitim Yönetimi, 12(12), 453-464.

[6]. Büyüköztürk, Ş. (1999). Araştırmaya yönelik kaygı ile cinsiyet, araştırma deneyimi ve araştırma başarısı arasındaki ilişki. Eğitim ve Bilim, 23(112), 29-34.

[7]. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York, NY: Routledge.

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[13]. Hartley, J. (2008). Academic writing and publishing: A practical handbook. New York, NY: Routledge.

[14]. Healey, M., Jordan, F., Pell, B., & Short, C. (2010). The research–teaching nexus: a case study of students' awareness, experiences and perceptions of research. Innovations in Education and Teaching International, 47(2), 235-246.https://doi.org/10.1080/14703291003718968

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[28]. Saracaloğlu, A. S., Varol, S. R., & Ercan, İ. E.(2005). Lisansüstü eğitim öğrencilerinin bilimsel araştırma kaygıları araştırma ve istatistiğe yönelik tutumları ile araştırma yetenekleri arasındaki ilişki. Buca Eğitim Fakültesi Dergisi,17, 187-199.

[29]. Spronken-Smith, R., Mirosa, R., & Darrou, M. (2014). Learning is an endless journey for anyone': undergraduate awareness, experiences and perceptions of the research culture in a research-intensive university. Higher Education Research & Development, 33(2), 355-371. https://doi.org/ 10.1080/07294360.2013.832169

[30]. Taşdemir, M., & Taşdemir, A. (2011). Ögretmen adaylarinin bilimsel arastirmalari inceleme yeterlikleri. Selcuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (26), 343- 353.

[31]. Turner, N.,Wuetherick, B., & Healey, M. (2008). International perspectives on student awareness, experiences and perceptions of research: Implications for academic developers in implementing research‐based teaching and learning. International Journal for Academic Development,13(3), 199-211. https://doi.org/10.1080/ 13601440802242333

[32]. Visser-Wijnveen, G. J., van der Rijst, R. M., & van Driel, J. H. (2016). A questionnaire to capture students' perceptions of research integration in their courses. Higher Education, 71(4), 473-488. https://doi.org/10.1007/s10 734-015-9918-2

[33]. Visser-Wijnveen, G. J., van Driel, J. H., van der Rijst, R. M., Visser, A., & Verloop, N. (2012). Relating academics' ways of integrating research and teaching to their students' perceptions. Studies in Higher Education, 37(2), 219-234. https://doi.org/10.1080/03075079.2010.536913

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[35]. Yaşar, M. (2014). Developing an attitude scale related to scientific research methods course: Validity and reliability. Journal of Educational Sciences Research, 4(2), 109-129.

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Research Paper

A Model for Communicative Error Correction in Saudi EFL Freshman Students' Writing

Reima Al-Jarf*

King Saud University, Riyadh, Saudi Arabia.

Al-Jarf, R. (2021). A Model for Communicative Error Correction in Saudi EFL Freshman Students' Writing. i-manager's Journal on English Language Teaching, 11(2), 32-41. https://doi.org/10.26634/jelt.11.2.17719

Abstract

Many EFL teachers spend a lot of time marking students' written assignments and correcting their spelling, grammatical, punctuation, organization and idea generation errors in detail. The more mistakes students make the more meticulously they mark and correct mistakes. Despite meticulous error correction, students continue to make the same mistakes over and over again. Teachers' correction of written assignments does not seem to be effective in reducing students' errors and enhancing their ability to write correctly and effectively. The present study proposes a model for correcting students' errors effectively. In this model, students are encouraged to write for communication and not to worry about spelling, grammatical, punctuation or capitalization mistakes. Students do written assignments or part of them in the class. While doing the written exercises and writing their paragraphs, the teacher monitors students' work and provides individual help. She gives communicative feedback that focuses on meaning and highlights only errors related to rules or skills under study in a particular chapter. Feedback is provided on the occurrence and location of errors, but no correct forms are given. Self-editing and peer-editing are encouraged. Extra credit is given for good paragraphs every time the students write a paragraph in the class.

References

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[2]. Chan, A. Y., Kwan, B. S., & Li, D. C. (2002). An algorithmic approach to error correction: Correcting three common errors at different levels. JALT JOURNAL, 24(2), 201-216.

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[5]. Ferris, D., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161-184. https://doi.org/ 10.1016/S1060-3743(01)00039-X

[6]. Ferris, D. R. (2004). The “grammar correction” debate in L2 writing: Where are we, and where do we go from here? Journal of Second Language Writing, 13(1), 49-62. https:// doi.org/10.1016/j.jslw.2004.04.005

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[14].Leki, I. (1991). The preferences of ESL students for error correction in college‐level writing classes. Foreign Language Annals, 24(3), 203-218. https://doi.org/10.1111/ j.1944-9720.1991.tb00464.x

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Research Paper

The Cultural Dimension of a Foreign Language Curriculum: A Comparative Study on Turkey and Russia

Ceren Isikli*

Gendarmerie and Coast Guard Academy, Modern Languages Department, Ankara, Turkey.

Isikli, C. (2021). The Cultural Dimension of a Foreign Language Curriculum: A Comparative Study on Turkey and Russia. i-manager's Journal on English Language Teaching, 11(2), 42-54. https://doi.org/10.26634/jelt.11.2.17589

Abstract

This study investigates cultural standards in the context of foreign language teaching from the perspective of two countries: Turkey and Russia. It compared both countries in terms of how they treat culture in foreign language education. The purpose was to identify commonalities and differences in cultural standards between the two countries. During the analysis of curricular documents, three domains of cultural standards were identified for each country: (1) Foreign culture domain, (2) Home culture domain, and (3) Intercultural relations domain. Document analysis was conducted based on online database materials from two primary sources: the Ministry of National Education of Turkey and the Ministry of National Education of Russia. As this study demonstrated the educational policies of the two countries whilst steered towards the attainment of culture-related competencies of foreign language learners, it revealed some important differences in how they define cultural standards according to the three categories of cultural standard domains. As a result, it appears Russia's foreign language curriculum outweighs that of Turkey in the domain of home culture and intercultural relations References.

References

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[4]. Arefyev, A. L. (2017). National and foreign languages in the Russian system of education. Social-Political Research Institution of the Russian Academy of Science. Retrieved from https://docplayer.ru/52654187-Nacionalnye-iinostrannye- yazyki-v-rossiyskoy-sisteme-obrazovaniya.html

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[14]. Gunday, R. (2013). Sociolinguistic approach to foreign language teaching in terms of multilingualism and multiculturalism. Turkish Studies – International Periodical for the Languages, Literature and History of Turkish and Turkic, 8(10), 313-330.

[15]. Köşker, G., & Gülmez, G. (2018). The role of the teacher in building intercultural communication skills in foreign language teaching: Teachers' views with examples from France and Turkey. Journal of Qualitative Research in Education, 6(1), 157-171.

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Research Paper

Teacher Written Feedback Preferences of University Prep-class Students in a Foreign Language Writing Course

Derya Tuzcu-Eken*

Department of Foreign Languages at KIrklareli University, K?rklareli, Turkey.

Tuzcu-Eken, D. (2021). Teacher Written Feedback Preferences of University Prep-class Students in a Foreign Language Writing Course. i-manager's Journal on English Language Teaching, 11(2), 55-68. https://doi.org/10.26634/jelt.11.2.17593

Abstract

The current paper is a mixed method study which aimed to find out teacher written feedback preferences of a group of prep-class students at a public university in Turkey. The written corrective feedback preferences of 37 students with high level of proficiency in English were examined via a questionnaire and an interview. The study lasted for two semesters. The findings of this long term study indicated that the students preferred the course teacher to provide feedback for each error in their assignments. Besides, the students believed that the feedback provided by their teacher enhanced their writing skill. However, most of the time, the students did not rewrite their texts in the light of the feedback provided to them when they were not instructed to do so. The generally preferred feedback type was form-focused direct feedback whereas the least preferred types were meaning-focused content related feedback and form-focused indirect feedback. Finally, the feedback preferences of the students did not change even if the practices of the course teacher changed over time. Instead, there was a decrease in the students' contentment of the teacher feedback as the practices of the course teacher changed from the first term to the second.

References

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

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Edgar Emmanuell Garcia-Ponce* , Irasema Mora-Pablo, M. Martha Lengeling*

* English Language Teaching and Applied Linguistics, University of Birmingham, UK.

Applied Linguistics, University of Kent, UK.

* Language Studies, University of Kent, UK.