i-manager Publications

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

Most Cited

Volume 11 Issue 4 October - December 2021

Research Paper

Parallel Texts in EFL Reading Classroom: Can they Enhance EFL Vocabulary Learning through Reading?

Emrah Dolgunsöz* , Fatma Aydogar Kimsesiz **

* Department of ELT, Bayburt University, Turkey.

** Department of Translation, Ahi Evran University, Turkey.

Dolgunsoz, E., and Kimsesiz, F. A. (2021). Parallel Texts in EFL Reading Classroom: Can they Enhance EFL Vocabulary Learning through Reading? i-manager's Journal on English Language Teaching, 11(4), 1-10. https://doi.org/10.26634/jelt.11.4.17866

Abstract

Using L1 in L2 classrooms is still a topic of controversy, especially in EFL contexts. Parallel texts are bilingual language learning materials in which L1 translation of the L2 text is given on the same page with a proper alignment. These materials are quite popular for self-study but their efficiency in EFL classroom practice is still vague. This research aimed to examine any potential vocabulary learning benefits of parallel texts as EFL reading course materials through 5-weeks classroom instruction. With this aim, 30 beginner EFL learners were equally divided into two groups as the parallel text group and the traditional text group. Each group took 5-weeks reading instructions on Turkish-English false cognates either with parallel texts or monolingual texts. Learner performances were measured by weekly quizzes and by a final picture test. Learner opinions on parallel texts were also investigated through a semi-structured interview in line with the course experience questionnaire. The results showed that the learners who took instruction with parallel texts performed better in both types of tests but could not meet the expectations in the final picture test. Interview and questionnaire results indicated a positive attitude towards the use of parallel texts in EFL reading courses.

References

[1]. Canagarajah, S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. New York: Routledge.

[2]. Colina, S., & Lafford, B. A. (2017). Translation in Spanish language teaching: The integration of a “fifth skill” in the second language curriculum. Journal of Spanish Language Teaching, 4(2), 110-123.

[3]. Cook, V. (2001). Using the First Language in the Classroom. The Canadian Modern Language Review, 57 (3), 402–423.

[4]. Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced Mixed Methods Research Designs. Handbook of Mixed Methods in Social and Behavioral Research, 209(240), 209-240.

[5]. Cummins, J., Brown, K., & Sayers, D. (2007). Literacy, Technology, And Diversity: Teaching For Success In Changing Times(pp. 91-111). Boston, MA: Pearson.

[6]. Dolgunsoz, E. (2015). Measuring attention in second language reading using eye-tracking: The case of the noticing hypothesis. Journal of Eye Movement Research, 8(5), 1-18.

[7]. Edstrom, A. (2006). L1 use in the L2 classroom: One teacher's self-evaluation. Canadian Modern Language Review, 63(2), 275-292.

[8]. Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.

[9]. Floros, G. (2004). Parallel texts in translating and interpreting. Translation Studies in the New Millennium, 2, 33-41.

[10]. Gablasova, D. (2015). Learning technical words through L1 and L2: Completeness and accuracy of word meanings. English for Specific Purposes, 39, 62-74.

[11]. Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Baltimore, Maryland: Edward Arnold

[12]. Godfroid, A., Ahn, J., Choi, I., Ballard, L., Cui, Y., Johnston, S., & Yoon, H. J. (2018). Incidental vocabulary learning in a natural reading context: An eye-tracking study. Bilingualism: Language and Cognition, 21(3), 563-584.

[13]. Howatt, A. P. R. (1984). A History of English Language Teaching. Oxford: Oxford University Press.

[14]. Jiang, N. (2004). Semantic transfer and its implications for vocabulary teaching in a second language. The Modern Language Journal, 88(3), 416-432.

[15]. Kachru, B. B. (2006). The English language in the outer circle. World Englishes, 3, 241-255.

[16]. Kang, D. M. (2008). The classroom language use of a Korean elementary school EFL teacher: Another look at TETE. System, 36(2), 214-226.

[17]. Kelly, N., & Bruen, J. (2015). Translation as a pedagogical tool in the foreign language classroom: A qualitative study of attitudes and behaviours. Language Teaching Research, 19(2), 150-168.

[18]. Kiziltepe, Z. (2000). Attitudes and motivation of Turkish EFL students towards second language learning. ITL-International Journal of Applied Linguistics, 129(1), 141-168.

[19]. Ko, M. H. (2012). Glossing and second language vocabulary learning. Tesol Quarterly, 46(1), 56-79.

[20]. Laufer, B., & Girsai, N. (2008). Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation. Applied linguistics, 29(4), 694-716.

[21]. Laufer, B., & Ravenhorst-Kalovski, G. C. (2010). Lexical threshold revisited: Lexical text coverage, learners' vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15–30.

[22]. Laviosa, S. (2014). Translation and language education: Pedagogic approaches explored, New York: Routledge.

[23]. Li, X. (2018). Language enhancement for translation undergraduates: An evaluation of students' reactions and effectiveness of a comparable and parallel text analysis course. Journal of Multilingual and Multicultural Development, 39(6), 475-490.

[24]. Ma, X. (2006, May). Champollion: A Robust Parallel Text Sentence Aligner. In LREC (pp. 489-492).

[25]. Macaro, E. (2001). Analyzing student teacher's code switching in the foreign language classrooms: Theories and decision making. The Modern Language Journal, 85, 531-548.

[26]. Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In Non-native language teachers (pp. 63-84). Springer, Boston, MA.

[27]. May, S. (2013). The Multilingual Turn: Implication for SLA, TESOL and Bilingual Education. New York: Routledge.

[28]. Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge University Press.

[29]. Pellicer-Sánchez, A. (2016). Incidental L2 vocabulary acquisition from and while reading: An eyetracking study. Studies in Second Language Acquisition, 38(1), 97-130.

[30]. Pellicer-Sánchez, A., & Schmitt, N. (2010). Incidental vocabulary acquisition from an authentic novel: Do things fall apart? Reading in a Foreign Language, 22(1), 31–55.

[31]. Proshina, Z. G. (2019). Elaborating on the expanding circle. World Englishes, 38(1-2), 233-244.

[32]. Rott, S. (1999). The effect of exposure frequency on intermediate language learners' incidental vocabulary acquisition and retention through reading. Studies in Second Language acquisition, 21(4), 589-619.

[33]. Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11 (2), 129–158.

[34]. Schmitt, N., Jiang, X., Grabe, W. (2011). The percentage of words known in a text and reading comprehension. The Modern Language Journal, 95(1), 26–43.

[35]. Stern, H. (1992). Issues and Options in Language Teaching. Oxford: Oxford University Press.

[36]. Tang, J. (2002). Using L1 in the English Classroom. English Teaching Forum, 40(1), 36–43.

[37]. Turnbull, M., Arnett, K. (2002). Teachers' uses of the target and first languages in second and foreign language classrooms. Annual Review of Applied Linguistics, 22, 204-218.

[38]. Uzun, L. & Salihoglu, M. (2009). English-Turkish cognates and false cognates: Compiling a corpus and testing how they are translated by computer programs. Poznań Studies in Contemporary Linguistics, 45(4),569-593.

[39]. Vogel, S., & Tribble, A. (2002). Improving statistical machine translation for a speech-to speech translation task. In Proceedings of the 7th International Conference on Spoken Language Processing (ICSLP-02), 1901-1904.

[40]. Webb, S. (2007). The effects of repetition on vocabulary knowledge. Applied Linguistics, 28(1), 46–65.

[41]. Webb, S., & Chang, A. (2015). How does prior word knowledge affect vocabulary learning progress in an extensive reading program? Studies in Second Language Acquisition, 37(4), 651–675.

[42]. Yetkin, N. (2011). Partial false friends in English-Turkish translations: Diplomatic texts. Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi, 28(1), 207-221.

Full Article (HTML)

Pdf

Research Paper

Move Analysis of Research Article Abstracts in Applied Linguistics Written by Filipino Academic Writers

Rodrigo Conception Morales* , Alvin Dumas, Jessie Rina Beroya*

- Schools Division of Paranaque City, Philippines.

Philippine Christian University, Manila, Philippines.

Morales, R. C., Dumas, A., and Beroya, J. R. (2021). Move Analysis of Research Article Abstracts in Applied Linguistics Written by Filipino Academic Writers. i-manager's Journal on English Language Teaching, 11(4), 11-21. https://doi.org/10.26634/jelt.11.4.17913

Abstract

Research Article Abstracts (RAAs) have become a time-saving educational device for members of any discourse communities while academically searching for possible academic endeavors such as reading literature, searching for theoretical assumptions, or probing possible research variables to be investigated. Demystifying how published research abstracts are structured would offer the second language learners, teachers and novice writers specifically Filipino academic writers who aspire to publish their work, with a wide range of rhetorical preferences in shaping their own abstracts. Therefore, this study aimed at analyzing the rhetorical moves and cyclicity of moves which are present in the published research article abstracts written by Filipino academic writers in applied linguistics. Thirty such abstracts were extracted from different applied linguistics journals and have been selected under similar contextual conditions. The results revealed that in terms of realized moves, the predominant move is Move 5-Discussing the Research (DTR) implying that the writers consider the move to be the most important. In terms of move occurrences, Move 2-Presenting the Research is present in all research abstracts. In the analysis of cyclicity of moves, the linear pattern consist all the moves preponderantly found in the abstracts examined. This pattern conforms to a certain claim that, for an abstract to be well structured, it is necessary that the moves are sequenced in one logically linear order. A number of pedagogical implications are provided for ELT and for future research.

References

[1]. Abarghooeinezhad, M., & Simin, S. (2015). A structural move analysis of abstract in electronic engineering articles. International Journal of Research Studies in Language Learning, 4(4), 69-80.

[2]. Alireza, B., & Samuel, M. (2012). Headlines in newspaper editorials: A contrastive study. International Research Journal of Social Sciences, 1(3), 1-7.

[3]. Al-Zubaidi, A. G. (2013). Analyzing the rhetorical structure of linguistics dissertation abstracts written by Iraqi EFL graduates. Journal of the College of Education for Human Sciences-IbnRushd-University of Baghdad, 204(2), 1-32.

[4]. Ben-Rafael, E., Shohamy, E., Amara, M.H., & TrumperHecht, N. (2006). Linguistic landscape as symbolic construction of the public space: The case of Israel. International Journal of Multilingualism, 3, 7-30.

[5]. Bhatia, V. K., (1993). Analyzing Genre: Language use in Professional Settings. London: Longman.

[6]. Borg, S., & Al-Busaidi, S. (2012). Teachers' beliefs and practices regarding learner autonomy. ELT Journal.

[7]. Dong, H. L., & Huan, X. (2010). Generic structure of research article abstracts. Cross-Cultural Communication, 6(3), 36-44.

[8]. Dos Santos, M. B. (1996). The textual organization of research paper abstracts in applied linguistics. Text & Talk, 16(4), 481-500.

[9]. Graetz, N. (1985). Teaching EFL students to extract structural information from abstracts. In J. M. Ulign& A. K. Pugh (Eds.), Reading for professional purposes: Methods and materials in teaching languages (pp. 123-135).

[10]. Gustilo, L. (2011). Modal auxiliaries in Philippine English newspapers: A corpus-based analysis. Philippine ESL Journal, 6, 81-109.

[11]. Huckin, T. (2006). Abstracting from abstracts. In M. Hewings (ed.), Academic Writing in Context: Implications and Applications (pp. 93-103). Birmingham: The University of Birmingham press.

[12]. Hyland, K. (2000). Disciplinary Discourses: Social Interactions in Academic Writing. London, UK: Longman.

[13]. Kanoksilapatham, B. (2011). Civil engineering research article Introductions: Textual structure and linguistic characterization. The Asian ESP Journal, 7(2), 55-84.

[14]. Leech, G. N., & Short, M, H. (1981). Style in Fiction. A Linguistic Introduction to English Fictional Prose.

[15]. Moreno, A.I. (2008). The importance of comparable corpora in cross-cultural studies. In U. Connor, E. Nagelhout, & W. Rozycki (Eds.), Contrastive Rhetoric: Reaching to Intercultural Rhetoric (pp. 25-41). Amsterdam, the Netherlands: John Benjamins.

[16]. Pho, P. D. (2008). Research article abstracts in applied linguistics and educational technology: A study of linguistic realizations of rhetorical structure and authorial stance. Discourse Studies, 10(2), 231-250.

[17]. Ren, H., & Li, Y. (2011). A comparison study on the rhetorical moves of abstracts in published research articles and master's foreign-language theses. English Language Teaching, 4(1), 162-166.

[18]. Salager-Meyer, F. (1990). Discoursal flaws in medical English abstracts: A genre analysis per research-and texttype. Text-Interdisciplinary Journal for the Study of Discourse, 10(4), 365-384.

[19]. Samraj, B. (2005). An exploration of a genre set: Research article abstracts and introductions in two disciplines. English for Specific Purposes, 24(2), 141-156.

[20]. San, L. Y., & Tan, H. (2012). A comparative study of the rhetorical moves in abstracts of published research articles and students' term papers in the field of computer and communication systems engineering. International Journal of Applied Linguistics and English Literature, 1(7), 40-50.

[21]. Scollon, R., & Scollon, S. W. (2003). Discourses in Place: Language in the Material World. New York, NY: Routledge.

[22]. Suntara, W., & Usaha, S. (2013). Research article abstracts in two related disciplines: Rhetorical variation between linguistics and applied linguistics. English Language Teaching, 6(2), 84-99.

[23]. Swales, J., & Feak, C. (1994). An Academic Writing for Graduate Students: Essential Tasks and Skills. Ann Arbor, MI: University of Michigan Press.

[24]. Swales, J., (1990). Genre Analysis: English in Academic and Research Setting. Cambridge: Cambridge University Press.

[25]. Tseng, F. P. (2011). Analyses of move structure and verb tense of research article abstracts in applied linguistics journals. International Journal of English Linguistics, 1(2), 27-39.

Full Article (HTML)

Pdf

Research Paper

Review of the Graduate Studies Conducted Between 2010 and 2019 on English Language Assessment and Evaluation in Turkey

Ahmet Erdost Yastibas*

Gazi University, Ankara, Turkey.

Yastibas, A. E. (2021). Review of the Graduate Studies Conducted Between 2010 and 2019 on English Language Assessment and Evaluation in Turkey. i-manager's Journal on English Language Teaching, 11(4), 22-30. https://doi.org/10.26634/jelt.11.4.17958

Abstract

Content analysis studies have become popular in Turkey. Different content analysis studies have been made on different aspects of English language teaching in Turkey, but they have not focused on the graduate research on English language assessment and evaluation in Turkey. Therefore, the present study aimed to review the graduate studies on English language assessment and evaluation in Turkey. It was designed as a descriptive content analysis study. The number of the graduate studies conducted by Turkish researchers on English language assessment and evaluation that were contentanalyzed in the present study was 248. The findings of the present study indicated that English language assessment and evaluation was studied more in the M.A. theses than it was in the Ph.D. dissertation. They also showed that the number of the graduate studies on English language assessment and evaluation fluctuated between 2010 and 2015, though it increased steadily between 2016 and 2019. It was also found that the feedback was the most commonly studied research topic, while listening assessment and performance assessment were among the least commonly researched topics. The findings were discussed, and the suggestions for further studies were made.

References

[1]. Alptekin, C., & Tatar, S. (2011). Research on foreign language teaching and learning in Turkey (2005–2009). Language Teaching, 44, 328-353.

[2]. Arikan, A. (2019). Creating language teacher communities. In G. YangınEkşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 1-14). Portugal: University of Évora.

[3]. Aydın, S. (2009). Test anxiety among foreign language learners: A review of literature. Journal of Language and Linguistic Studies, 5(1), 127-137.

[4]. Aydınlı, J., & Ortaçtepe, D. (2018). Selected research in applied linguistics and English language teaching in Turkey: 2010–2016. Language Teaching, 51(2), 210-245.

[5]. Balçıkanlı, C., & Özmen K. S. (2019). Teacher autonomy. In G. YangınEkşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 15-36). Portugal: University of Évora.

[6]. Bal-Gezegin, B., & Seferoglu, G. (2019). Continuing professional development for language teachers. In G. YangınEkşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 59-76). Portugal: University of Évora.

[7]. Basol, H. Ç., & Sarıçoban, A. (2019). The Common European Framework of Reference for Languages (CEFR) and language teacher education. In G. YangınEkşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 77-94). Portugal: University of Évora.

[8]. Bozyigit, E., & Koç, B. (2019). A review of studies on teacher efficacy: From 2000 to 2018. In G. Yangın Ekşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 137-160). Portugal: University of Évora.

[9]. Çakir, A., & Fisne, F. N. (2019). Assessment and evaluation in English language teaching: Review of the research articles from 2000 to 2018. In G. Yangın Ekşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 207-224). Portugal: University of Évora.

[10]. Çalık, M., & Sözbilir, M. (2014). Parameters of content analysis. Education and Science, 39(174), 33-38.

[11]. Çelen, B. (2019). Motivations for teaching English: A review of journal articles on L2 teacher motivation. In G. YangınEkşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 241-258). Portugal: University of Évora.

[12]. Çelik, Ş., & Aydın, S. (2018). A review of research on the use of native language in EFL classes. The Literacy Trek, 4(2), 1-14.

[13]. Cephe, P. T., & Müjdeci, Ş. (2019). A review of comparative evaluation studies in language teacher education from 2000 to 2018. In G. Yangın Ekşi, L. Guerra, D. Werbiń ska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 259-272). Portugal: University of Évora.

[14]. Cesur, K., Kök, K., & Aydın, Ç. (2018). Content analysis of abstracts on ELT research available in Turkish journal park academic platform. ELT Research Journal, 7(2), 58-77.

[15]. Demir, Y., & Koçyiğit, M. (2018). A systematic review of research on English language teacher education published in three flagship journals (1997-2016). Eğitim Kuram ve Uygulma Araştırmaları Dergisi, 4(1), 128-138.

[16]. Dündar, E., & Merç, A. (2017). A critical review of research on curriculum development and evaluation in ELT. European Journal of Foreign Language Teaching, 2(1), 136-164.

[17]. Education First (2020). EF English proficiency index. A Ranking of 100 countries and regions by English skills.

[18]. Eksi, G., & Sükür, M. (2019). A review of studies in computer-mediated communication from 2013 to 2018. In G. Yangın Ekşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 307-326). Portugal: University of Évora.

[19]. Erduyan, I. (2019). Theoretical issues in identity in ELT classroom interaction research. In G. Yangın Ekşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 225-240). Portugal: University of Évora.

[20]. Guerra, L., & Bayyurt, Y. (2019). A review of research on the influence of English as a lingua franca on English language teaching. In G. Yangın Ekşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 363-384). Portugal: University of Évora.

[21]. Güngör, M. N., & Akcan, S. (2019). A review of research on the professional identity of novice language teachers from 2005 to 2018. In G. Yangın Ekşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 273-292). Portugal: University of Évora.

[22]. Güngör, M. N., & Eksi, G. (2019). A review of research on teaching English to young learners in EFL contexts (2008-2018). In G. YangınEkşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 481-504). Portugal: University of Évora.

[23]. Hismanoglu, M. (2019). A content analysis on articles related to English (L2) pronunciation teaching. Journal of Language and Linguistic Studies, 15(2), 633-648.

[24]. Inal, D., Özdemir, E., Kıray, G., & Oral, Y. (2016). Review of doctoral research in English language teaching and learning in Turkey (2009–2013). Language Teaching, 49, 390-410.

[25]. Kirmizi, O. (2012). Research trends in M.A. ELT programs in Turkey. Procedia – Social and Behavioral Sciences, 46, 4687-4691.

[26]. Koçyiğit, M., & Erdem, C. (2018). A content analysis of graduate research on English preparatory programs at universities. International Journal of Human Sciences, 15(3), 1466-1480.

[27]. Köksal, D., & Ulum, Ö. G. (2019). Language teacher education and standardization: A review of related articles. In G. YangınEkşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 449-466). Portugal: University of Évora.

[28]. Kurt, Y., Cavalheiro, L., & Pereira, R. (2019). Studies on ELF-awareness in English language teacher education. In G. YangınEkşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 433-448). Portugal: University of Évora.

[29]. KuruGönen, S. I., & Asuman, A. (2019). A review of studies on CALL teacher education: Trends and issues. In G. YangınEkşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 343-362). Portugal: University of Évora.

[30]. Mutlu, G. (2015). Strategy training in language learning: A review of available research in Turkey. Necmettin Erbakan University Journal of Social Science, 1(1), 35-58.

[31]. Özmen, K. S., Cephe, P. T., & Kınık, B. (2016). Trends in doctoral research on English language teaching in Turkey. Kuramve Uygulamada Eğitim Bilimleri, 16(5), 1737-1759.

[32]. Öztekin, E., & Candan, E. (2019). The role of corpora in language teaching. In G. Yangın Ekşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 327-342). Portugal: University of Évora.

[33]. Özüdogru, F. (2018). Analysis of curriculum evaluation studies conducted in foreign language education: 2005-2016. Journal of Language and Linguistic Studies, 14(2), 113-134.

[34]. Peker, B. G. (2019). Teacher knowledge and research agendas. In G. Yangın Ekşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 111-136). Portugal: University of Évora.

[35]. Sarıçoban, A., Tunaz, M., & Muyan, M. (2019). Studies related to own language (L1) use in ELT from 2000 to 2018. In G. YangınEkşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 421-432). Portugal: University of Évora.

[36]. Şimşek, M. R., & Dündar, E. (2017). Investigating EFL coursebook research in Turkey: Trends in graduate theses of the 2001-2013 period. Kuramve Uygulamada Eğitim Bilimleri, 17(3), 969-1014.

[37]. Solak, E. (2014). The content analysis of the research papers on foreign language education in Turkey. International Journal of English and Education, 3(3), 167-178.

[38]. Sönmez, H. (2019). Review of studies focused on bilingualism. Journal of Language and Linguistic Studies, 15(3), 1045-1068.

[39]. Yagız, O., Aydın, B., & Akdemir, A. S. (2016). ELT research in Turkey: A content analysis of selected features of published articles. Journal of Language and Linguistic Studies, 12(2), 117-134.

[40]. Yağiz, O., Ötügen, R., Kaya, F., & Aydin, B. (2014). A literature review analysis of the Turkish scholars' research articles in ELT and applied linguistics. Procedia-Social and Behavioral Sciences, 158, 389-393.

[41]. Yangın Ersanlı, C. (2019). A review of studies on content and language integrated learning (CLIL) from 2011 to 2018. In G. YangınEkşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 293-306). Portugal: University of Évora.

[42]. Yılmaz Yakışık, B. (2019). Reflective teaching in the field of foreign language teacher education: Studies from 2000 to 2018. In G. YangınEkşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 181-206). Portugal: University of Évora.

[43]. Zehir Topkaya, E.,& Erarslan, A. (2019). An integrative research review of studies on teaching anxiety from 2000 to 2018. In G. YangınEkşi, L. Guerra, D. Werbinska, & Y. Bayyurt (Eds.), Research trends in English language teacher education and English language teaching (pp. 385-400). Portugal: University of Évora.

Full Article (HTML)

Pdf

Research Paper

An Outlook on the Pre-Service EFL Teachers' Intercultural Competence in Turkey

Deren Basak Akman Yesilel*

Department of English Language Teaching, Ondokuz Mayis University, Samsun, Turkey.

Yesilel, D. B. A. (2021). An Outlook on the Pre-Service EFL Teachers' Intercultural Competence in Turkey. i-manager's Journal on English Language Teaching, 11(4), 31-46. https://doi.org/10.26634/jelt.11.4.18004

Abstract

Due to the global changes, i.e., technological improvements, migratory movements, exchange students, etc., the geographical frontiers between nations have been removed. This caused an increase in everyday contact among people from different cultural backgrounds. English is used for that purpose. Considering this, there seems to be a necessity to explore pre-service English as a Foreign Language (EFL) teachers' intercultural awareness level in the Turkish setting. This study explores pre-service EFL teachers' Intercultural Competence (IC) concerning some variables such as gender, age, overseas experience, etc. For that reason, 184 pre-service EFL teachers participated in the current study voluntarily. The data were gathered via the Intercultural Competence Scale consisting of 30 items with a 6-point likert scale. The results revealed that participants achieved a high level of intercultural competence. The results of the male participants were significantly different than their female counterparts. The findings also indicated that overseas experience contributed to their IC. There was a significant relationship between IC and their grades. Fourth-year preservice EFL teachers performed better compared to second-year pre-service EFL teachers. No significant relationship was found regarding age and graduated high school. Considering these findings, it is suggested that more intercultural emphasis should take place in pre-service EFL teacher training programs in Turkey.

References

[1]. ACTFL. (1996). Standards for foreign language learning: preparing for the 21st century.

[2]. ACTFL. (2021). World-readiness standards for learning languages.

[3]. Almeida, J., Simoes, A. R., & Costa, N. (2012). Bridging the gap between conceptualisation and assessment of intercultural competence. Procedia- Social and Behavioral Sciences, 69, 695-704.

[4]. Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64.

[5]. Atay, D., Kurt, G., Çamlıbel, Z., Ersin, P. & Kaslıoğlu, Ö. (2009). The role of intercultural competence in foreign language teaching. Inonu University Journal of the Faculty of Education, 10(3), 123-135.

[6]. Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70.

[7]. Belli, S. A. (2018). A study on ELT students' cultural awareness and attitudes towards incorporation of target culture into language instruction. Dil ve Dilbilimi Çalışmaları Dergisi, 14(1), 102-124.

[8]. Bennett, M. J. (1997). How not to be a fluent fool: Understanding the cultural dimension of language. New Ways in Teaching Culture, 16-21.

[9]. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.

[10]. Byram, M., Gribkova, B. & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg: Council of Europe.

[11]. Çalışkan, G. (2009). Creating cultural awareness in language classrooms (Unpublished MA Thesis). Ankara: Hacettepe University.

[12]. Cetinavci, U. R. (2012). Intercultural communicative competence in ELT. Procedia-Social and Behavioral Sciences, 46, 3445-3449.

[13]. ÇetinKöroğlu, Z. (2016). An investigation on intercultural communicative competence's integration into textbooks; Language instructors' perspectives. Kastamonu Education Journal, 24(2), 619-632.

[14]. Chao, T. (2014). The development and application of an intercultural competence scale for university EFL learners. English Teaching and Learning, 38(4), 79-124.

[15]. Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th ed.). London: Routledge.

[16]. Council of Europe. (2007). From linguistic diversity to pluralingual education: Guide for the development of language education policies in Europe.

[17]. Çubukçu, F. (2013). Pre-service English teachers' intercultural sensitivity. International Journal of Human Sciences, 10(1), 832-843.

[18]. Damen, L. (1997). Culture learning: The fifth dimension in the language classroom. USA: AddisonWesley. [19]. Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internalization. Journal of Studies in International Education, 10, 241-266.

[20]. Demircioğlu, Ş. &Çakır, C. (2015). Intercultural competence of English language teachers in International Baccalaurate World Schools in Turkey and abroad. Journal of Language and Linguistic Studies, 11(1), 15-32.

[21]. Erdemir, N. (2019). Exploring learners' media preferences to develop intercultural competence. Başkent University Journal of Education, 6(2), 353-364.

[22]. Estaji, M., & Rahimi, A. (2018). Exploring teachers' perception of intercultural communicative competence and their practices for teaching culture in EFL classrooms. International Journal of Society, Culture & Language, 6(2), 1-18.

[23]. Galeano, R., & Torres, K. M. (2014). Teaching culture in US foreign language classrooms: meeting goals of ıntercultural competence? The Journal of Language Learning and Teaching, 4(2), 63-75.

[24]. Güneş, G. & Mede, E. (2019). Integration of intercultural communicative competence (ICC) in an EFL course: Perceptions of students and teachers. İnönü University Journal of the Faculty of Education, 20(2), 352-363.

[25]. Heidari, A., Saeed, K., & Zonoobi, R. (2014). The role of culture through the eyes of different approaches to and methods of foreign language teaching. Journal of Intercultural Communication, 34(6).

[26]. Hismanoglu, M. (2011). An investigation of ELT students' intercultural communicative competence in relation to linguistic proficiency, overseas experience and formal instruction. International Journal of Intercultural Relations, 35(6), 805-817.

[27]. Hong, S. (2008). The role of heritage students in incorporating culture into language teaching. South Asia Language Pedagogy and Technology, 1, 1-10.

[28]. Klopf, D. W., & McCroskey, J. C. (2007). Intercultural communication encounters. Boston: Pearson Education.

[29]. Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford: Oxford University Press.

[30]. Lei, W. (2021). A Survey on preservice English teachers' intercultural communicative competence in China. English Language Teaching, 14 (1), 37-47.

[31]. Leon, N. (2014). Developing intercultural competence by participating in intensive intercultural service-learning, Michigan Journal of Community Service Learning, 17-30.

[32]. Lopez-Rocha, S. (2016). Intercultural communicative competence: creating awareness and promoting skills in the language classroom. In C. Goria, O. Speicher& S. Stollhans (Eds.), Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration (pp. 105-111). Dublin: Research-publishing.net

[33]. McKay, S. L. (2003). Toward an appropriate EIL pedagogy: Re-examining common ELT assumptions. International Journal of Applied Linguistics, 13(1), 1-22.

[34]. Moeller, A. K., & Nugent, K. (2014). Building intercultural competence in the language classroom. Faculty Publications: Department of Teaching, Learning and Teacher Education.

[35]. Özüorçun, F. (2014). Teachıng culture as a fıfth language skıll. Journal of International Social Research, 7(29).680-685.

[36]. Phillips, J. K. & Abbott, M. (2011). A decade of foreign language standards: Impact, influence, and future directions.

[37]. Rosyidi, A., & Purwati, O. (2018). Revealing intercultural communicative competence in an EFL high school textbook. Advances in Social Science, Education and Humanities Research, 108, 65-69.

[38]. Saeedie, Z., & Salehabadi, S. (2019). Big-c-culture and little-c-culture genres: the effect of input flooding on speaking accuracy. Teaching English Language, 13(1), 27-55.

[39]. Saraswati, G. P. D. (2017). Intercultural communicative competence (ICC) in teaching speaking material used in English Department of UniversitasNegeri Semarang. Journal of Language and Literature. 11(2), 158-164.

[40]. Sarıçoban, A., & Öz, H. (2014). Research into preservice English teachers' intercultural communicative competence (ICC) in Turkish context. Anthropologist, 18(2), 523-531.

[41]. Sarıgöz, İ. H. (2014). The effects of foreign language learning on intercultural awareness of non-native EFL teacher trainees. International Online Journal of Education and Teaching (IOJET), 1(5), 332-346.

[42]. Sercu, L. (2005). Teaching foreign languages in an intercultural world. In Sercu et al. (Eds.). Foreign Language Teachers and Intercultural Competence: An International Investigation. Clevedon: Multilingual Matters Ltd.

[43]. Sevimel-Şahin, A. (2020). A survey on the intercultural communicative competence of ELT undergraduate students. Eurasian Journal of Applied Linguistics, 6(2), 141-153.

[44]. Shemshadsara, Z. G. (2012). Developing cultural awareness in foreign language teaching. English Language Teaching, 5(3), 95-99.

[45]. Smakova, K., & Paulsrud, B. (2020). Intercultural communicative competence in English language teaching in Kazakhstan. Issues in Educational Research, 30(2), 691-707.

[46]. Spooner-Lane, R., Tangen, D., Mercer, K. L., Hepple, E., & Carrington, S. (2013). Bridging intercultural competence one “patch” at a time. Hindawi Publishing Corporation Education Research International, 2013, 1-9.

[47]. Tomalin, B. (2008). Culture the fifth language skill. British Council.

[48]. Tran, T. Q., & Duong, T. M. (2018). The effectiveness of the intercultural language communicative teaching model for EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 3(6), 1-17.

[49]. UNESCO (2017). E2030: Education and skills for the 21st century.

[50]. Valpa, A. (2020). Kachru model “the three circles of English”.

[51]. Zhang, X., & Zhang, J. (2015). English language teaching and intercultural communication competence. International Journal for Innovation Education and Research, 3(8), 55-59.

Full Article (HTML)

Pdf

Research Paper

Sense of Self-Efficacy in using English as a Medium of Instruction: A Case of Teachers of Subjects other than English in various Philippine Faculties

Xavier Aquino Velasco* , Jonna Baynoza Malacaste**

* College of Graduate Studies and Teacher Education Research, Philippine Normal University, Philippines.

** Vicente P. Trinidad National High School, Philippines.

Velasco, X. A., and Malacaste, J. B. (2021). Sense of Self-Efficacy in using English as a Medium of Instruction: A Case of Teachers of Subjects other than English in various Philippine Faculties. i-manager's Journal on English Language Teaching, 11(4), 47-55. https://doi.org/10.26634/jelt.11.4.18024

Abstract

The need to connect with learners is essential to successfully transfer learning. Thus, the medium of instruction plays a very important role. One indicator that would tell us if success is attained in teaching various subject areas is also influenced by the medium of instruction which is employed in the classroom. It is on this premise that the researcher wanted to examine the efficacy beliefs of teachers of subjects other than English in various faculties in the Philippines in terms of their perceived English language proficiency level and their use of English as a medium of instruction. Global English's adapted form of Business English Proficiency Level Scale was used to validate the competency level across various scopes including, English language familiarity, language application on various fields or disciplines, usage of communication skills in various contexts, such as in demonstration, discussion, conference, meeting, etc., In-depth analysis and understanding of complexity and nuances in different teaching related circumstances and the capability to substantially contribute in discourse related to teaching-related investigations, problems, and resolutions. It is evident in the results that the self-reported English proficiency was positively correlated with the perceived efficacy of the respondents. The findings also showed that for the respondents to appear proficient in using communicative based strategies, the respondents had to exude more confidence in using English as a mode of instruction.

References

[1]. Balce, M. E. (2010). Teaching quality science education in Filipino. Methodology, 4(5), 14-20.

[2]. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1-26.

[3]. Eggen, P., & Kauchak, D. (2010). Educational Psychology: Windows on classrooms (8th Ed.). New Jersey (pp. 196-217).

[4]. Faez, F. (2011). Reconceptualizing the native/nonnative speaker dichotomy. Journal of Language, Identity and Education, 10(4), 231-249.

[5]. Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.

[6]. Grossman, P. L., Reynolds, J. A., Ringstaff, C., & Sykes, G. (1985). From English major to English teacher: New approaches to an old problem (Knowledge growth in a profession series). Stanford, CA: Stanford University School of Education.

[7]. Hashemi, M. (2011). Language Stress And Anxiety Among The English Language Learners. Procedia - Social and Behavioral Sciences, 30(0), 1811-1816.

[8]. Jia, Y., Eslami, Z. R., & Burlbaw, L. M. (2006). ESL teachers' perceptions and factors influencing their use of classroom-based reading assessment. Bilingual Research Journal, 30(2), 407-430.

[9]. Johnson, K. E. (1992). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83-108.

[10]. Khader, K. T., & Mohammad, S. (2010). Reasons behind non-English major University Students' achievement gap in the English language in Gaza strip from students' perspecti ves.

[11]. Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers' relatedness with students: An underemphasized aspect of teachers' basic psychological needs. Journal of Educational Psychology, 104(1), 150-165.

[12]. Lange, D. L. (1990). A blueprint for a teacher development program. In J.C. Richards & D. Nunan (Eds.). Second Language Teacher Education (pp. 245-268). Cambridge, England: Cambridge University Press.

[13]. Ormrod, J. E. (2006). Educational Psychology: Developing learners (5th Ed.). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall

[14]. Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.

[15]. Wilson, S. M., & Wineburg, S. S. (1988). Peering at history through different lenses: The role of disciplinary perspectives in teaching history. Teachers College Record, 89(4),525-539.

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

Current Issue Vol. 13 Issue 4

Most Read

Most Cited

Volume 11 Issue 4 October - December 2021

Parallel Texts in EFL Reading Classroom: Can they Enhance EFL Vocabulary Learning through Reading?

Emrah Dolgunsöz* , Fatma Aydogar Kimsesiz **

* Department of ELT, Bayburt University, Turkey. ** Department of Translation, Ahi Evran University, Turkey.

Dolgunsoz, E., and Kimsesiz, F. A. (2021). Parallel Texts in EFL Reading Classroom: Can they Enhance EFL Vocabulary Learning through Reading? i-manager's Journal on English Language Teaching, 11(4), 1-10. https://doi.org/10.26634/jelt.11.4.17866

Abstract

References

Full Article (HTML)

Pdf

Move Analysis of Research Article Abstracts in Applied Linguistics Written by Filipino Academic Writers

Rodrigo Conception Morales* , Alvin Dumas**, Jessie Rina Beroya***

*-** Schools Division of Paranaque City, Philippines. *** Philippine Christian University, Manila, Philippines.

Morales, R. C., Dumas, A., and Beroya, J. R. (2021). Move Analysis of Research Article Abstracts in Applied Linguistics Written by Filipino Academic Writers. i-manager's Journal on English Language Teaching, 11(4), 11-21. https://doi.org/10.26634/jelt.11.4.17913

Abstract

References

Full Article (HTML)

Pdf

Review of the Graduate Studies Conducted Between 2010 and 2019 on English Language Assessment and Evaluation in Turkey

Ahmet Erdost Yastibas*

Gazi University, Ankara, Turkey.

Yastibas, A. E. (2021). Review of the Graduate Studies Conducted Between 2010 and 2019 on English Language Assessment and Evaluation in Turkey. i-manager's Journal on English Language Teaching, 11(4), 22-30. https://doi.org/10.26634/jelt.11.4.17958

Abstract

References

Full Article (HTML)

Pdf

An Outlook on the Pre-Service EFL Teachers' Intercultural Competence in Turkey

Deren Basak Akman Yesilel*

Department of English Language Teaching, Ondokuz Mayis University, Samsun, Turkey.

Yesilel, D. B. A. (2021). An Outlook on the Pre-Service EFL Teachers' Intercultural Competence in Turkey. i-manager's Journal on English Language Teaching, 11(4), 31-46. https://doi.org/10.26634/jelt.11.4.18004

Abstract

References

Full Article (HTML)

Pdf

Sense of Self-Efficacy in using English as a Medium of Instruction: A Case of Teachers of Subjects other than English in various Philippine Faculties

Xavier Aquino Velasco* , Jonna Baynoza Malacaste**

* College of Graduate Studies and Teacher Education Research, Philippine Normal University, Philippines. ** Vicente P. Trinidad National High School, Philippines.

Abstract

References

Full Article (HTML)

Pdf

* Department of ELT, Bayburt University, Turkey.

** Department of Translation, Ahi Evran University, Turkey.

Rodrigo Conception Morales* , Alvin Dumas, Jessie Rina Beroya*

- Schools Division of Paranaque City, Philippines.

Philippine Christian University, Manila, Philippines.

* College of Graduate Studies and Teacher Education Research, Philippine Normal University, Philippines.

** Vicente P. Trinidad National High School, Philippines.