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

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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 12 Issue 1 January - March 2022

Research Paper

Investigating the Relationship between Multiple Intelligences and Perceptual Learning Styles of Turkish ELT Students

Mufit Senel Samsun *

Ondokuz Mayis University, Turkey.

Senel, M. (2022). Investigating the Relationship between Multiple Intelligences and Perceptual Learning Styles of Turkish ELT Students. i-manager’s Journal on English Language Teaching, 12(1), 1-14. https://doi.org/10.26634/jelt.12.1.18288

Abstract

This paper outlines an attempt to research the relationship between the multiple intelligence levels and the learning styles of Turkish English Language Teaching (ELT) students at a state university in Turkey. In this present study, 143 students took part at different grades. Data were collected by two different instruments, one of which was a "Perceptual Learning Style Preference Questionnaire" and the second one was "Multiple Intelligence Domains Evaluation Scale". The results of the data analyses revealed that the visual-spatial intelligence and visual learning style were the most dominant types of intelligence and learning styles. Furthermore, a statistically significant correlation was observed between the group learning style and linguistic, visual-spatial, interpersonal and intrapersonal intelligence. Correspondingly, it is believed that those findings will pave the ground to reconsider some critical points regarding the gap in the relevant literature since no related and similar study to identify the perceptual learning styles and the multiple intelligence levels of Turkish ELT students have been found in the Turkish context.

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Research Paper

Turkish Intermediate EFL Learners' Perceptual Learning Style Preferences and Willingness to Communicate Across Gender

Parisa Yeganehpour* , Elham Zarfsaz**

* Agri Ibrahim Cecen University, Foreign Language Schools, Agri, Turkey.

** Tokat Gaziosmanpasa University, Education Faculty, Tokat, Turkey.

Yeganehpour, P. and Zarfsaz, E. (2022). Turkish Intermediate EFL Learners' Perceptual Learning Style Preferences and Willingness to Communicate Across Gender. i-manager’s Journal on English Language Teaching, 12(1), 15-24. https://doi.org/10.26634/jelt.12.1.18265

Abstract

In the educational setting, learning style plays an important role since individuals are unlike in terms of their learning styles. As the area of modern language, teaching and learning has evolved over the last several decades. The instructors and students have seen a number of significant shifts in language teaching, learning techniques and approaches. The late 1970s saw the emergence of perceptual learning style theory in educational discourse. This research included one hundred English as a Foreign Language (EFL) students who were studying English at a public university in Turkey. The current research examined the link between learners' perceptual learning style and readiness to communicate, as well as the influence of gender on these relationships. After obtaining agreement from the participants, two questionnaires were sent to the students. Having ascertained the assumptions of normality of data, the researchers used Pearson correlation coefficient and Independent sample t-test as a parametric test for relationship and difference analysis. The results of the analysis revealed a positive and significant correlation between the participants' visual learning style, group learning style and kinesthetic learning style preferences and their willingness to communicate. Moreover, it was revealed that there was not any significant relationship between tactile learning style, auditory learning style and individual learning style preferences of participants and their willingness to communicate. Moreover, it was found that, gender does not make any significant difference on perceptual learning style preference of learners and their willingness to communicate.

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Research Paper

Using Voscreen to Enhance English Language Vocabulary Learning

Süleyman Alperen Altug* , Ahmet Önal**

* Department of English Translation and Interpreting, MardinArtuklu University, Turkey.

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

Altug, S. A., and Önal, A. (2022). Using Voscreen to Enhance English Language Vocabulary Learning. i-manager’s Journal on English Language Teaching, 12(1), 25-38. https://doi.org/10.26634/jelt.12.1.18276

Abstract

Technology is of great importance in the specification of methods, techniques and tools to be used in or out of the classrooms. Moreover, the COVID-19 pandemic has led to the shutdown of schools and forced the education to be maintained online which makes the research on Information and Communication Technology (ICT) tools, to be used in learning more necessary than ever. In order to fulfil the research need, and to present an appropriate ICT tool to be used in vocabulary teaching, this study aimed to analyse the effect of the VoScreen tool on students' vocabulary achievements and attitudes towards ICT tools in general. The participants of the study included 82 preparatory classes, A2 proficiency level students. Participants were divided into two groups as experiment and control groups. After all the participants took a vocabulary achievement test as the pre-test, 42 participants in the experiment group were asked to use VoScreen daily 20 minutes out of their classes. After the treatment process, all the participants were asked to take the same vocabulary achievement test as the post-test. The results of the study demonstrated that the utilization of VoScreen by the instructors and students might yield notable benefits for vocabulary teaching and learning.

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A Classroom Research Study on use of Oral Corrective Feedback at an EFL University

Seçkin Can* , Aysegül Daloglu**

* Department of English Language Teaching, Middle East Technical University, Ankara, Turkey.

** Department of Foreign Language Education, Middle East Technical University, Ankara, Turkey.

Can, S., and Daloglu, A. (2022). A Classroom Research Study on use of Oral Corrective Feedback at an EFL University. i-manager’s Journal on English Language Teaching, 12(1), 39-55. https://doi.org/10.26634/jelt.12.1.18365

Abstract

This study aims to investigate which types of errors lead to which types of corrective feedback and their distribution in university preparatory school speaking classes. Discourse analytic principles were used to analyze the learners' errors and types of oral corrective feedback in communicatively oriented speaking classes. The frequency and distribution of error types and corrective feedback are examined. Three instructors teaching English speaking courses at B1 level of the Common European Framework of Reference for Languages in different classes participated in the study. The data, consisting of six videotaped lessons, were transcribed for coding and analysis according to the system proposed by Lyster and Ranta (1997). First, four error types and seven types of corrective feedback were coded and then, the relationship between the feedback type and error type was examined. The results showed that the most commonly used feedback type is recast. This is followed by a translation and explicit correction. Metalinguistic feedback, elicitation, clarification requests, and repetitions are not common feedback types. Looking at the relationship between the type of corrective feedback and the type of error, grammatical errors were the most common type, but were corrected the least. On the other hand, lexical errors were the least frequent but were the most frequently corrected error type.

References

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Language Learning Strategies of High and Low Performing Second Language Learners: A Socio Cultural Perspective

Petronella Nondumiso Nompilo Machimana* , Gerhard Genis**

*-** Department of Humanities Education, University of Pretoria, Pretoria, South Africa.

Machimana, P. N. N., and Genis, G. (2022). Language Learning Strategies of High and Low Performing Second Language Learners: A Socio Cultural Perspective. i-manager’s Journal on English Language Teaching, 12(1), 56-69. https://doi.org/10.26634/jelt.12.1.18343

Abstract

This paper explores and compares the language learning strategies of high and low performing second language (L2) learners participating in peer tutoring. The participating learners were grouped into high and low performing learners based on their scores in English second language. The classification of strategies by Griffiths into base, core and plus strategies was used to gain an in-depth understanding of the strategies used by the high and low performing second language learners. A descriptive research design was used to identify and interpret the strategies which the learners used in this study. Sociocultural theory was applied to frame and understand the results of this study. The results show that the learners used strategies at a high frequency and that low and high performing learners prefer different types of strategies. It is evident that high performing learners predominantly use cognitive and metacognitive strategies while low performing learners predominantly use social and memory strategies. These findings confirm Vygostky's sociocultural theory, which postulates that learning begins as a social activity but progresses into an internalised activity when the individual is able to self-regulate. The implication of these findings is that L2 learners need support through constructivist social interaction to enable them to transition from otherregulation and social regulation to self-regulation to enhance their L2 performance.

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Volume 12 Issue 1 January - March 2022

Investigating the Relationship between Multiple Intelligences and Perceptual Learning Styles of Turkish ELT Students

Mufit Senel Samsun *

Ondokuz Mayis University, Turkey.

Senel, M. (2022). Investigating the Relationship between Multiple Intelligences and Perceptual Learning Styles of Turkish ELT Students. i-manager’s Journal on English Language Teaching, 12(1), 1-14. https://doi.org/10.26634/jelt.12.1.18288

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Turkish Intermediate EFL Learners' Perceptual Learning Style Preferences and Willingness to Communicate Across Gender

Parisa Yeganehpour* , Elham Zarfsaz**

* Agri Ibrahim Cecen University, Foreign Language Schools, Agri, Turkey. ** Tokat Gaziosmanpasa University, Education Faculty, Tokat, Turkey.

Yeganehpour, P. and Zarfsaz, E. (2022). Turkish Intermediate EFL Learners' Perceptual Learning Style Preferences and Willingness to Communicate Across Gender. i-manager’s Journal on English Language Teaching, 12(1), 15-24. https://doi.org/10.26634/jelt.12.1.18265

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Using Voscreen to Enhance English Language Vocabulary Learning

Süleyman Alperen Altug* , Ahmet Önal**

* Department of English Translation and Interpreting, MardinArtuklu University, Turkey. ** Department of English Language Teaching, SüleymanDemirel University, Turkey.

Altug, S. A., and Önal, A. (2022). Using Voscreen to Enhance English Language Vocabulary Learning. i-manager’s Journal on English Language Teaching, 12(1), 25-38. https://doi.org/10.26634/jelt.12.1.18276

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A Classroom Research Study on use of Oral Corrective Feedback at an EFL University

Seçkin Can* , Aysegül Daloglu**

* Department of English Language Teaching, Middle East Technical University, Ankara, Turkey. ** Department of Foreign Language Education, Middle East Technical University, Ankara, Turkey.

Can, S., and Daloglu, A. (2022). A Classroom Research Study on use of Oral Corrective Feedback at an EFL University. i-manager’s Journal on English Language Teaching, 12(1), 39-55. https://doi.org/10.26634/jelt.12.1.18365

Abstract

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Language Learning Strategies of High and Low Performing Second Language Learners: A Socio Cultural Perspective

Petronella Nondumiso Nompilo Machimana* , Gerhard Genis**

*-** Department of Humanities Education, University of Pretoria, Pretoria, South Africa.

Machimana, P. N. N., and Genis, G. (2022). Language Learning Strategies of High and Low Performing Second Language Learners: A Socio Cultural Perspective. i-manager’s Journal on English Language Teaching, 12(1), 56-69. https://doi.org/10.26634/jelt.12.1.18343

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* Agri Ibrahim Cecen University, Foreign Language Schools, Agri, Turkey.

** Tokat Gaziosmanpasa University, Education Faculty, Tokat, Turkey.

* Department of English Translation and Interpreting, MardinArtuklu University, Turkey.

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

* Department of English Language Teaching, Middle East Technical University, Ankara, Turkey.

** Department of Foreign Language Education, Middle East Technical University, Ankara, Turkey.