i-manager Publications

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

Most Cited

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.

References

[1]. Abiodullah, M., Ahad, A., & Aslam, M. (2019). Assessing multiple intelligence of (5-7 years) students in early childhood education perspective. Journal of Educational & Instructional Studies in the World, 9(1), 29-35.

[2]. Alrabah, S., Wu, S., & Alotaibi, A. M. (2018). The Learning Styles and Multiple Intelligences of EFL College Students in Kuwait. International Education Studies, 11(3), 38-47.

[3]. Aygül, İ., & Koç, C. (2016). Tunceli Üniversitesi Meslek Yüksekokulu öğrencilerinin çoklu zeka alanları ile öğrenme stillerinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(37), 112-132.

[4]. Azar, A., İrfan, A. P., Presley, A. İ., & Balkaya, Ö. (2006). Çoklu Zekâ Kuramina Dayali Öğretimin Öğrencilerin Başari, Tutum, Hatirlama Ve Bilişsel Süreç Becerilerine Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 45-54.

[5]. Baleghizadeh, S., & Shayeghi, R. (2014). The relationship between perceptual learning style preferences and Multiple Intelligences among Iranian EFL learners. Innovations in Education and Teaching International, 51(3), 255-264. https://doi.org/10.1080/14703297.2013.785250

[6]. Brown, H. D. (2000). Principles of Language Learning and Teaching (Vol. 4). Longman, New York.

[7]. Cimermanová, I. (2013). Teaching English, accepting multiple intelligence types, through arts. International Journal of English language and translation, 1(3), 186-194.

[8]. Demir, R., & Aybek, B. (2012). An examination of learning styles and multiple ıntelligences fields of ninth grade students. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 2(4), 27-40.

[9]. Denig, S. J. (2004). Multiple intelligences and learning styles: Two complementary dimensions. Teachers College Record, 106(1), 96-111. https://doi.org/10.1111/j.1467-9620.2004.00322.x

[10]. Doruk, M. (2020). The relationship between the views of the pre-service mathematics teachers on proof and their multiple intelligence. Educational Sciences, 29, 79-94.

[11]. Dunn, R. (1983). Can students identify their own learning style? When it's important to them they can. Educational Leadership, 40(5), 60-62.

[12]. Dunn, R., Denig, S., & Lovelace, M. K. (2001). Two sides of the same coin or different strokes for different folks?. Teacher Librarian, 28(3), 9-9.

[13]. Eyüp, Y. U. R. T., & Polat, S. (2015). The effectiveness of multiple intelligence applications on academic achievement: A meta-analysis. Journal of Social Studies Education Research, 6(1), 84-122.

[14]. Fang, Y. (2020). The Practical Applications of the Multiple Intelligence Theory into the English Reading Classes for Primary Schools in China. (Unpublished MA Thesis), University of Wisconsin-Platteville.

[15]. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books, New York.

[16]. Gardner, H. (1999a). Intelligence Reframed. Multiple Intelligences for the 21^st Century. Basic Books, New York.

[17]. Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: educational implications of the theory of multiple intelligences. Educational Research Association, 18(8), 4-10.

[18]. Gardner, H., (1999b). The Disciplined Mind: What All Students Should Understand. Simon & Schuster, New York.

[19]. Gilakjani, A. P. (2012). Visual, auditory, kinaesthetic learning styles and their impacts on English language teaching. Journal of Studies in Education, 2(1), 104-113. https://doi.org/10.5296/jse.v2i1.1007

[20]. González-Treviño, I. M., Núñez-Rocha, G. M., Valencia-Hernández, J. M., & Arrona-Palacios, A. (2020). Assessment of multiple intelligences in elementary school students in Mexico: An exploratory study. Heliyon, 6(4), e03777. https://doi.org/10.1016/j.heliyon.2020.e03777

[21]. Gülşen, C. (2015). Çoklu zekâ alanları değerlendirme ölçeği geliştirilmesi çalışması. International Journal of Human Sciences, 12(2), 1918.

[22]. Gülşen, C., & Demir, M. (2017). Ilk ve ortaokul yöneticilerinin çoklu zeka alanlari ile liderlik stilleri arasindaki ilişki. Trakya Üniversitesi Sosyal Bilimler Dergisi, 19(2), 275-295.

[23]. Ibragimova, N. (2011). Multiple Intelligences Theory in Action in EFL Classes: A Case Study, (Doctoral dissertation, Eastern Mediterranean University (EMU)).

[24]. Iyitoglu, O., & Aydin, H. (2015). The relationship between multiple intelligence profiles and reading strategy use of successful English as a Foreign Language (EFL) readers. South African Journal of Education, 35(2), 1-11.

[25]. Jeevitha, S., & Vanitha, J. (2017). A study of multiple Intelligence in relating to learning style among higher secondary students. International Journal of Research- Granthaalayah, 5(6), 310-319. https://doi.org/10.29121/ granthaalayah.v5.i6.2017.2031

[26]. Kemal, O. Z., Berna, T., & Huuml; seyin, A. (2011). An examination of multiple intelligence domains and learning styles of pre-service mathematics teachers: Their reflections on mathematics education. Educational Research and Reviews, 6(2), 168-181. https://doi.org/10.5897/ERR2022.4241

[27]. Killioğlu, Z. F., Numan, İ., & KIZIL, F. (2019). Mimarlık öğrencilerinin çoklu zeka alanlarının incelenmesi. FSM İlmî Araştırmalar İnsan ve Toplum Bilimleri Dergisi, 14, 259-296. https://doi.org/10.16947/fsmia.667309

[28]. Lawrence, A. A. (2014). Multiple intelligence of prospective teachers. International Educational EJournal, 3(2), 112-118.

[29]. MacKeracher, D. (2004). Making Sense of Adult Learning. University of Toronto Press.

[30]. Ministry of National Education. (2018). İlköğretim Kurumları (2.-8. sınıflar) İngilizce Dersi Öğretim Programı. MEB Yay: Ankara.

[31]. Ministry of National Education. (2018). Ortaöğretim İngilizce Dersi (9. Ve 12. Sınıflar) Öğretim Programı. MEB Yay: Ankara.

[32]. Panahandeh, E., Khoshkhoonejad, A., Mansourzadeh, N., & Heidari, F. (2015). On the relationship between Iranian EFL learners' multiple intelligences and their learning styles. Theory and Practice in Language Studies, 5(4), 784-791. https://doi. org/10.17507/tpls.0504.14

[33]. Phillips, H. (2010). Multiple intelligences: Theory and application. Perspectives in Learning, 11(1), 4.

[34]. Pradana, A. B. A., Fidian, A., Hajron, K. H., & Putro, H. E. (2020). Relationships among linguistic intelligence, students' attitudes toward the use of ICT, and writing ability. Journal of Critical Reviews, 7(7), 590-593.

[35]. Prayitno, H. J., Sutopo, A., Ratih, K., Utami, R. D., Nugroho, R. T., & Zakaria, G. A. N. (2020). Humanism Learning Design Using Multiple Intelligence Approach in Life Skills of The Elementary School Students of Special Program in The Era of Global Communication and Education Disruption. Elementary Education Online, 19(4), 202-202. https://doi.org/10.17051/ilkonline.2020.04.122

[36]. Reid, J. M. (1984). Perceptual learning style preference questionnaire. Learning Styles in the ESL/EFL Cassroom, (pp. 202-204).

[37]. Rosas, D. J. M., & Torres, K. V. G. (2020). The importance of the multiple intelligence theory for the reading process in English. CIEX Journ@ l, (10), 59-59.

[38]. Şaban, A. (2004). Öğretme, öğrenmesüreci. Ankara: Nobel Yay.

[39]. Sadeghi, M. R. (2012). EFL Male and Female learning styles and multiple intelligences a case of iranian EFL University students. Research in English Language Pedagogy, 1(2), 20-28.

[40]. Šafranj, J. (2016). Logical/mathematical intelligence in teaching English as a second language. Procedia- Social and Behavioral Sciences, 232, 75-82. https://doi.org/10.1016/j.sbspro.2016.10.019

[41]. Seifoori, Z., & Zarei, M. (2011). The relationship between Iranian EFL learners' perceptual learning styles and their multiple intelligences. Procedia-Social and Behavioral Sciences, 29, 1606-1613. https://doi.org/10.1016/j.sbspro.2011.11.403

[42]. Sener, S., & Çokçaliskan, A. (2018). An investigation between multiple intelligences and learning styles. Journal of Education and Training Studies, 6(2), 125-132.

[43]. Şengül, S., & Caner, Ö. Z. (2008). İlköğretim 6. sınıf kesirler ünitesinde çoklu zekâ kuramına uygun öğretimin öğrenci tutumuna etkisi. İlköğretim Online, 7(3), 800-813.

[44]. Snyder, R. F. (1999). The relationship between learning styles/multiple intelligences and academic achievement of high school students. The High School Journal, 83(2), 11-20.

[45]. Tamilselvi, B., & Geetha, D. (2015). Efficacy in Teaching through" Multiple Intelligence" Instructional Strategies. i-manager's Journal on School Educational Technology, 11(2), 1-10. https://doi.org/10.26634/jsch.11.2.3700

[46]. TAŞGIN, A., & Korucuk, M. (2019). Meslek yüksekokulu öğrencilerinin çoklu zekâ alanlarının incelenmesi. Journal of Theoretical Educational Science, 12(2), 550-575. https://doi.org/10.30831/akukeg.426706

[47]. Tawalbeh, T. E. I. (2016). Investigating EFL learners' multiple intelligences in the preparatory year at Taif University. Theory & Practice in Language Studies, 6(7), 1347-1356.

[48]. Tekiner, A. (2005). The Relationship between Perceptual and Social Learning Styles and Multiple Intelligences and their Effects on English Proficiency of Turkish Young Adults Learning English as a Foreign Language, (Master's thesis, Middle East Technical University).

[49]. Villanueva, D. P., & De Vera, G. M. (2020). Development of multiple intelligence-based instructional design. ASEAN Multidisciplinary Research Journal, 5(1), 7-18.

[50]. Warren-Powell, C. R. (2017). Investigating How Teachers' Dominant Multiple Intelligence Influences Implementation of Differentiated Instruction in Secondary Science, (Doctoral dissertation, Capella University).

[51]. Wu, S. H., & Alrabah, S. (2009). A cross-cultural study of Taiwanese and Kuwaiti EFL students' learning styles and multiple intelligences. Innovations in Education and Teaching International, 46(4), 393-403. https://doi.org/10.1080/14703290903301826

[52]. Younas, M., Subhani, A., & Akram, H. (2015). English Language Learning: A Role of Multiple Intelligence. English for Specific Purposes World, (pp. 46).

[53]. Zorlu, Y., & Zorlu, F. (2019). Fen bilgisi öğretmen adaylarının çoklu zekâ alanları ile öğrenme biçim ve stillerinin incelenmesi: İlişkisel bir araştırma. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 49-78.

Full Article (HTML)

Pdf

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.

References

[1]. Alemi, M., Tajeddin, Z., & Mesbah, Z. (2013). Willingness to communicate in L2 English: Impact of learner variables. Journal of Research in Applied Linguistics, 4(1), 42-61.

[2]. Aliakbari, M., & Tazik, K. (2011). On the relationship between gender and perceptual language learning styles: the case of Iranian academic EFL learners. Educational Psychology, 31(6), 657-674. https://doi.org/10.1080/01443410.2011.592275

[3]. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1), 1-47.

[4]. Clément, R., Baker, S. C., & MacIntyre, P. D. (2003). Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of language and social psychology, 22(2), 190-209. https:// doi.org/10. 1177/0261927X03022002003

[5]. Dunn, R. (1995). Educating diverse learners: Strategies for improving current classroom practices. Bloomington. IN: Phi Delta Kappa.

[6]. Dunn, R. S., & Griggs, S. A. (1998). Learning styles and the nursing profession (No. 14). Jones & Bartlett Learning.

[7]. Ellis, R. (1997). SLA research and language teaching. Oxford University Press, 198 Madison Avenue, New York, NY 10016-4314.

[8]. Fahim, M., & Samadian, T. (2011). Sensory style preference of EFL students in Iran. Theory and Practice in Language Studies, 1(6), 644-651. https://doi.org/10.4304/tpls.1.6.644-651

[9]. MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of language and social psychology, 15(1), 3-26. https://doi.org/10.1177/0261927X960151001

[10]. MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in second language acquisition, 23(3), 369-388. https://doi.org/10.1017/S0272263101003035

[11]. MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x

[12]. McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40(1), 16-25. https://doi.org/10.1080/01463379209369817

[13]. McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: A cognitive view. Journal of Social Behavior and personality, 5(2), 19.

[14]. Reid, J. M. (1987). The learning style preferences of ESL students. TESOL quarterly, 21(1), 87-111. https://doi.org/10.2307/3586356

[15]. Reid, J. M. (1995). Learning Styles in the ESL/EFL Classroom. New York: Heinle & Heinle.

[16]. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press, 1-410.

[17]. Smith, D. M. (1997). 1997: Geography and ethics: a moral turn? Progress in Human Geography, 21(4), 583-590. https://doi.org/10.1191/030913297673492951

[18]. Sternberg, R. J. (1994). Allowing for Thinking Styles. Educational leadership, 52(3), 36-40.

[19]. Sternberg, R. J., & Grigorenko, E. L. (1997). Are cognitive styles still in style? American psychologist, 52(7), 700-712. https://doi.org/10.1037/0003-066X.52.7.700

[20]. Taheryan, A., & Ghonsooly, B. (2014). The role of single-sex and mixed-sex context on Iranian students' willingness to communicate. International Journal of English and Education, 3.

[21]. Vaezi, S., & Shahroosvand, H. R. (2015). Iranian EFL learners' and teachers' sensory preferences and the learners' speaking ability. International Journal of English Language Education, 3(2), 14-27. https://doi.org/10.5296/ijele.v3i2.7627

[22]. Zoghi, M., Yoosefi, M., Shokrzadeh, N., Masoomifar, L., Farsi, S., & Badiee, R. (2014). Investigating the Relationship of Willingness to Communicate with Learning Styles in Iranian EFL Learners, International J. Soc. Sci. & Education, 5(1), 130-136.

Full Article (HTML)

Pdf

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.

References

[1]. Alhumaid, K. (2019). Four ways technology has negatively changed education. Journal of Educational and Social Research, 9(4), 10-10. https://doi.org/10.36941/jesr

[2]. Al-Jarf, R. (2007). Teaching vocabulary to EFL college students online. Call-EJ Online, 8(2), 1-13.

[3]. Allen, V. F. (1983). Techniques in Teaching Vocabulary. Oxford University Press, 200 Madison Ave., New York.

[4]. Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34.

[5]. Altuğ, S. A., Sezgin, E. N., & Ahmet, Ö. N. A. L. (2019). Does Erasmus+ Programme Improve the Participants' Intercultural Communicative Competence? SDU International Journal of Educational Studies, 6(1), 1-17. https://doi.org/10.33710/sduijes.537034

[6]. Amraj, A. K. (2018). The Implementation of ICT-Based Materials and Metacognition Learning Strategy to Improve Students' Vocabulary. Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning, 87-96.

[7]. Antalyalı, Ö. L. & Çelik, R. (2017). Türkiye de Küresel Dijital Marka Hazırlamak: Voscreen Örneği. Literatürk Academia.

[8]. Arrosagaray, M., González-Peiteado, M., Pino-Juste, M., & Rodríguez-López, B. (2019). A comparative study of Spanish adult students' attitudes to ICT in classroom, blended and distance language learning modes. Computers & Education, 134, 31-40. https://doi.org/10.1016/j.compedu.2019.01.016

[9]. Azmi, N. (2017). The benefits of using ICT in the EFL classroom: From perceived utility to potential challenges. Journal of Educational and Social Research, 7(1), 111. https://doi.org/10.5901/jesr.2017.v7n1p111

[10]. Brown, H. D. & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (3^rd ed.). Pearson Education.

[11]. Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Language Policy Division, Directorate of School, Out-of- School and Higher Education, Council of Europe, 1-35.

[12]. Carter, R. (2012). Vocabulary: Applied linguistic perspectives. Routledge. pp.320. https://doi.org/10.43 24/9780203124659

[13]. Cevahir, E. (2020). SPSS ilenicelverianalizirehberi. Kibele, 1-161.

[14]. Chandra, V., & Lloyd, M. (2008). The methodological nettle: ICT and student achievement. British Journal of Educational Technology, 39(6), 1087-1098. https://doi.org/10.1111/j.1467-8535.2007.00790.x

[15]. Comi, S. L., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). Is it the way they use it? Teachers, ICT and student achievement. Economics of Education Review, 56, 24-39. https://doi.org/10.1016/j.econedurev.2016.11.007

[16]. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

[17]. Field, A. (2009). Discovering statistics using SPSS (3^rd ed.). Sage Publications.

[18]. Gu, P. Y. (2003). Vocabulary learning in a second language: Person, task, context and strategies. Tesl-Ej, 7(2), 1-25.

[19]. Guaqueta, C. A., & Castro-Garces, A. Y. (2018). The use of language learning apps as a didactic tool for EFL vocabulary building. English Language Teaching, 11(2), 61-71.

[20]. Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation with SPSS. Chapman and Hall/CRC. https://doi.org/10.1201/9781420011111

[21]. Huang, S. (2015). Mixed-method research on learning vocabular y through technology reveals vocabulary growth in second-grade students. Reading Psychology, 36(1), 1-30. https://doi.org/10.1080/02702711.2013.808723

[22]. Huckin, T., Haynes, M., & Coady, J. (Eds.). (1995). Second Language Reading and Vocabulary Learning. Cambridge University Press.

[23]. Karaaslan, H., Kilic, N., Guven-Yalcin, G., & Gullu, A. (2018). Students' reflections on vocabulary learning through synchronous and asynchronous games and activities. Turkish Online Journal of Distance Education, 19(3), 53-70. https://doi.org/10.17718/tojde.444640

[24]. Karaduman, G. (2018). Bağlantıcılık temelli mikroöğrenmenin yabancı dil öğreniminde uygulanabilirliği: Voscreen örneği (Doctoral dissertation, Anadolu University (Turkey)).

[25]. Kubiatko, M., & Haláková, Z. (2009). Slovak high school students' attitudes to ICT using in biology lesson. Computers in human behavior, 25(3), 743-748. https://doi.org/10.1016/j.chb.2009.02.002

[26]. Laufer, B., & Nation, P. (1999). A vocabulary-size test of controlled productive ability. Language testing, 16(1), 33-51. https://doi.org/10.1177/026553229901600103

[27]. Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. Oxford University Press.

[28]. Lewis, M. (1993). The Lexical Approach: The state of ELT and a way forward. Language Teaching Publications, pp.176.

[29]. Ma, Q. (2009). Second language vocabulary acquisition (Vol. 79). Peter Lang.

[30]. Ma, Q. (2013). Computer assisted vocabulary learning: Framework and tracking users' data. CALICO Journal, 230-243.

[31]. Ma, Q. (2017). Technologies for teaching and learning L2 vocabulary. The handbook of technology and second language teaching and learning, 45-61. https://doi.org/10.1002/9781118914069.ch4

[32]. Mansur, M., & Fadhilawati, D. (2019). Applying Kahoot to Improve the Senior High School Students’ Vocabulary Achievement. VELES: Voices of English Language Education Society, 3(2), 164-173. https://doi.org/10.29408/veles.v3i2.1591

[33]. Maximo, R., & Sadowki, M. (2000). Effects if rote, context, keyword, and context/keyword method on retention of vocabulary in EFL classroom. Language Learning, 50(2), 385-412. https://doi.org/10.1111/0023-8333.00121

[34]. McCarthy, M. (1990). Vocabulary. Oxford University Press.

[35]. Nation, I. S. P. (2011). Research into practice: Vocabulary. Language Teaching, 44(4), 529-539. https://doi.org/10.1017/S0261444811000267

[36]. O'Dell, F., Read, J., & McCarthy, M. (2000). Assessing vocabulary. Cambridge university press.

[37]. Ratminingsih, N. M., Mahadewi, L. P. P., & Divayana, D. G. H. (2018). ICT-Based Interactive Game in TEYL: Teachers' Perception, Students' Motivation, and Achievement. International Journal of Emerging Technologies in Learning, 13(9). https://doi.org/10.3991/ijet.v13i09.8170

[38]. Richards, J. C. (1976). The role of vocabulary teaching. TESOL quarterly, 77-89. https://doi.org/10.2307/3585941

[39]. Salomon, A., & Kolikant, Y. B. D. (2016). High-school students' perceptions of the effects of non-academic usage of ICT on their academic achievements. Computers in Human Behavior, 64, 143-151. https://doi.org/10.1016/j.chb.2016.06.024

[40]. Scrinever, J. (2005). Learning Teaching: A Guidebook for English Language Teacher, Great.

[41]. Taylan, U. (2018). VoScreen online foreign language learning environment. Journal of Educational Technology and Online Learning, 1(1), 60-69. https://doi.org/10.31681/jetol.376754

[42]. Tellier, M. (2008). The effect of gestures on second language memorisation by young children. Gesture, 8(2), 219-235. https://doi.org/10.1075/gest.8.2.06tel

[43]. Thao, Q. T., & Tai, P.T. (2017). The importance of intercultural communicative competence in English language teaching and learning. In Proceedings of the 5^th TESOL Conference (pp. 629-641). Ho Chi Minh City Publishing House of Economics.

[44]. Ur, P. (2012). A course in English language teaching. Cambridge University Press.

Full Article (HTML)

Pdf

Research Paper

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

[1]. Alamri, B., & Fawzi, H. (2016). Students' preferences and attitude toward oral error correction techniques at Yanbu University College. English Language Teaching, 9 (11), 59- 66.

[2]. Braidi, S. M. (1995). Reconsidering the role of interaction and input in second language acquisition. Language Learning, 45, 141-175. https://doi.org/10.1111/j.1467-770.1995.tb00965.x

[3]. Büyükbay, S. (2007). The Effectiveness of Repetition as Corrective Feedback, (Doctoral dissertation, Bilkent Universitesi (Turkey)).

[4]. Coskun, A. (2010). A classroom research study on oral error correction. Humanizing Language Teaching Magazine, 12(3), 1-12.

[5]. Değirmenci, N., & Aydin, S. (2017). Foreign language teachers' perceptions of error correction in speaking classes: A qualitative study. The Qualitative Report, 22(1), 123-135. https://doi.org/10.46743/2160-3715/2017.2584

[6]. Diab, R. L. (2007). Error correction and feedback in the EFL writing classroom: comparing instructor and student preferences. English Teaching Forum, 44(3), 172-185.

[7]. Duff, P. A., & Li, D. (2004). Issues in Mandarin language instruction: Theory, research, and practice. System, 32(3), 443-456. https://doi.org/10.1016/j.system.2004.05.001

[8]. El Tatawy, M. (2002). Corrective feedback in second language acquisition. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 2(2), 3. https://doi.org/10.7916/D8M90858

[9]. Ellis, R., & Sheen, Y. (2006). Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition, 28(4), 575-600. https://doi.org/10.1017/S027226310606027X

[10]. Jabbari, A. A., & Fazilatfar, A. M. (2012). The role of error types and feedback in Iranian EFL classrooms. International Journal of English Linguistics, 2(1), 135-148.

[11]. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford, UK: Pergamon.

[12]. Kubota, M. (1991). Corrective feedback by experienced Japanese EFL teachers. Institute for Research in Language Teaching Bulletin, 5(1), 1-25.

[13]. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching (2^nd ed.). Oxford, UK: Oxford University Press.

[14]. Lee, J. (2007). Corrective feedback and learner uptake in English immersion classrooms at the primary level in Korea. English Teaching, 62(4), 311-334. http://doi.org/10.15858/engtea.62.4.200712.311

[15]. Long, M. (1996). The role of the linguistic environment in second language acquisition. Handbook of Second Language Acquisition, (pp. 413-468). San Diego, CA: Academic Press.

[16]. Lyster, R. (1998). Recasts, repetition, and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20(1), 51-81. https://doi.org/10.1017/S027226319800103X

[17]. Lyster, R. (1998a). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48(2), 183-218.

[18]. Lyster, R. (2001). Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 51(1), 265-301.

[19]. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner up take: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 20, 37–66.

[20]. Nassaji, H. (2007). Elicitation and reformulation and their relationship with learner repair in dyadic interaction. Language Learning, 57(4), 511-548.

[21]. Oladejo, J. A. (1993). Error correction in ESL: Learner's preferences. TESL Canada Journal, 10(2), 71-89.

[22]. Öztürk, G. (2016). An investigation on the use of oral corrective feedback in Turkish EFL classrooms. Journal of Language and Linguistic Studies, 12 (2), 22-37.

[23]. Panova, I. and R. Lyster (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36(4), 572-595.

[24]. Park, I. (2012). Asking different types of polar questions: The interplay between turn, sequence, and context in writing conferences. Discourse Studies, 14(5), 613-633.

[25]. Richards, J. C., & Rogers T. S. (1986). Approaches and Methods in Language Teaching. Cambridge, UK: Cambridge University Press.

[26]. Sert, O. (2017). Creating opportunities for L2 learning in a prediction activity. System, 70, 14-25. https://doi.org/10.1016/j.system.2017.08.008

[27]. Simard, D., & Jean, G. (2011). An exploration of L2 teachers' use of pedagogical interventions devised to draw L2 learners' attention to form. Language Learning, 61(3), 759-785. http://doi.org/10.1111/j.1467-9922.2011.00656.x

[28]. Stagg Peterson, S., & McClay, J. (2010). Assessing and providing feedback for student writing in Canadian classrooms. Assessing Writing, 15, 86-99.

[29]. Swain, M. (1995). Three functions of output in second language learning. Principles and Practice in Applied Linguistics: Studies in Honor of HG Widdowson, 125-144.

[30]. Swain, M., & Lapkin, S. (2000). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82, 320–337.

[31]. Truscott, J. (1999). The case for “The case against grammar correction in L2 writing classes”: A response to Ferris. Journal of Second Language Writing, 8(2), 111-122. https://doi.org/10.1016/S1060-3743(99)80124-6

[32]. Tsang, W. K. (2004). Feedback and uptake in teacher-student interaction: An analysis of 18 English lessons in Hong Kong secondary classrooms. RELC Journal, 35(2), 187-209.

[33]. Uyanıker, P. (2018). Turkish Teachers' and Students' Preferences of Error Correction in Different Levels of Proficiency. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (45), 116-130.

[34]. White, L., Spada, N., Lightbown, P. M., & Ranta, L. (1991). Input enhancement and L2 question formation. Applied linguistics, 12(4), 416-432. https://doi.org/10.1093/applin/12.4.416

[35]. Yang, Y. (2009). Feedback and uptake in Chinese EFL classrooms: In search of instructional variables. Journal of Asia TEFL, 6(4), 1-22.

[36]. Yoshida, R. (2008). Teachers' choice and learners' preference of corrective feedback types. Language Awareness, 17(1), 78-93.

Full Article (HTML)

Pdf

Research Paper

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.

References

[1]. Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (Ed.). Handbook of Research in Second Language Teaching and Learning (pp. 757–771). New Jersey: Lawrence Erlbaum Associates.

[2]. Cohen, A. D. (2008). Speaking strategies for independent learning: A focus on pragmatic performance. In S. Hurd & L. Tim (Eds.). Language Learning Strategies in Independent Settings (pp. 119–139). Bristol: Multilingual Matters.

[3]. Cohen, A. D., & Griffiths, C. (2015). Revisiting LLS research 40 years later. TESOL Quarterly, 49(2), 414-429.

[4]. Donato, R., & MacCormick, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal, 78(4), 453–464.

[5]. Dongyu, Z., & Du Wanyi, F. (2013). Sociocultural theory applied to second language learning: Collaborative learning with reference to the Chinese context. International Education Studies, 6(9), 165–174. https://doi.org/10.5539/ies.v6n9p165

[6]. Doolittle, P. E., & Camp, W. G. (1999). Constructivism: The career and technical education perspective. Journal of Vocational and Technical Education, 16(1) 1–19.

[7]. Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Ealbaum.

[8]. Dreyer, C., & Oxford, R. L. (1996). Learning strategies and other predictors of ESL proficiency among Afrikaans speakers in South Africa. In R. L. Oxford (Ed.), Language Learning Strategies around the World: Cross Cultural Perspectives (pp. 61–74). Honolulu: University of Hawai'i, Second Language Teaching & Curriculum Center.

[9]. Ellis, R. (2008). The Study of Second Language Acquisition. New York: Oxford University Press.

[10]. Foley, J., & Thompson, L. (2003). Language Learning: A Lifelong Process. London: Routledge.

[11]. Foxcroft, C., & Roodt, G. (2018). Introduction to Psychological Assessment in the South African Context (5^th ed.). Cape Town: Oxford University Press.

[12]. Frawley, W., & Lantolf, J. P. (1985). Second language discourse: A Vygotskyan perspective. Applied Linguistics, 6(1), 19–44.

[13]. Gascoigne, C. (2008). Independent second language reading as an independent process. In S. Hurd, & L. Tim (Eds.), Language Learning Strategies in Independent Settings (pp. 67–83). Bristol: Multilingual Matters.

[14]. Gredler, M., & Shields, C. (2004). Does no one read Vygotsky's words? Commentar y on Glassman. Educational Researcher, 33(2), 21-25. https://doi.org/10.3102/0013189X033002021

[15]. Gregersen, T., & MacIntyre, P. D. (2014). Capitalizing on Language Learners' Individuality. From Premise to Practice. Bristol: Multilingual Matters.

[16]. Griffiths, C. (2004). Language-Learning Strategies: Theory and Research (Vol. 1). AIS St Helens, Centre for Research in International Education.

[17]. Griffiths, C. (2013). The Strategy Factor in Successful Language Learning. Bristol: Multilingual Matters.

[18]. Griffiths, C., & Cansiz, G. (2015). Language learning strategies: An holistic view. , 5(Studies in Second Language Learning and Teaching3), 473–493. https://doi.org/10.14746/ssllt.2015.5.3.7

[19]. Griffiths, C., & Oxford, R. L. (2014). The twenty-first century landscape of language learning strategies: Introduction to this special issue. System, 43, 1–10. https://doi.org/10.1016/j.system.2013.12.009

[20]. Howie, S., Combrinck, C., Roux, K., Tshele, M., Mokoena, G., & Palane, N. M. (2017). PIRLS Literacy 2016: Progress in International Reading Literacy Study 2016: South African Children's Reading Literacy Achievement. Centre for Evaluation and Assessment (CEA), Faculty of Education, University of Pretoria.

[21]. Hsia, L. H., Huang, I., & Hwang, G. J. (2016). Effects of different online peer-feedback approaches on students' performance skills, motivation and self-efficacy in a dance course. Computers & Education, 96, 55–71. https://doi.org/10.1016/j.compedu.2016.02.004

[22]. Hsiao, T. Y., & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal, 86(3), 368-383. https://doi.org/10.1111/1540-4781.00155

[23]. Huang, X., & Van Naerssen, M. (1987). Learning strategies for oral communication. Applied Linguistics, 8(3), 287–307. https://doi.org/10.1093/applin/8.3287

[24]. Hugo, A. J. (2008). Primary school teachers' opinions of their ESL learners' language abilities. Journal for Language Teaching, 42(2), 63–75.

[25]. Kamper, G. D., Mahlobo, E. B., & Lemmer, E. M. (2003). The relationship between standardised test performance and language learning strategies in English second language: A case study. Journal for Language and Teaching, 37(2), 164–178.

[26]. Kozulin, A., & Presseisen, B. Z. (1992). Mediated Learning: the contributions of Vygotsky and Feuerstein in Theory and Practice. In Annual Meeting of the Educational Research Association, 1-39.

[27]. Lantolf, J. P. (2013). Sociocultural theory: A dialectical approach to L2 research. In The Routledge Handbook of Second Language Acquisition (pp. 57-72). Routledge.

[28]. Lantolf, J. P., & Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education: Vygotskian Praxis and the Research/Practice Divide. Routledge.

[29]. Lantolf, J. P., Thorne, S. L., & Poehner, M. E. (2014). Sociocultural theory and second language development. In Theories in Second Language Acquisition (pp. 221-240). Routledge.

[30]. Lantolf, J., &Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.

[31]. McCafferty, S. G. (1994). The use of private speech by adult ESL learners at different levels of proficiency. In J. Lantolf, & G. Appel (Eds.), Vygotskian Approaches to Second Language Research (pp. 117–134). New Jersey: Ablex Publishing Corporation.

[32]. Moloi, M. Q., & Chetty, M. (2010). The SACMEQ III project in South Africa: A Study of the Conditions of Schooling and the Quality of Education. Pretoria: Department of Basic Education.

[33]. Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307-322. https://doi.org/10.2307/3587650

[34]. O'Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. New York: Cambridge University Press.

[35]. Omair, A. (2015). Selecting the appropriate study design for your research: Descriptive study designs. Journal of Health Specialties, 3(3), 153–156.

[36]. Ortega, L. (2013). Second language acquisition. In J. Simpson (Ed.), The Routledge Handbook of Applied Linguistics (pp. 171–184). Abingdon: Routledge/Taylor & Francis Group.

[37]. Oxford, R. L. (1990). Language Learning Strategies. What Every Teacher Should Know. New York: Heinle & Heinle.

[38]. Oxford, R. L. (2003). Language learning styles and strategies: Concepts and relationships. International Review of Applied Linguistics in Language Teaching, 41, 271–278. https://doi.org/10.1515/iral.2003.012

[39]. Oxford, R. L., & Gkonou, C. (2018). Interwoven: Culture, language, and learning strategies. Studies in Second Language Learning and Teaching, 8(2), 403–426. http://doi.org/10.14746/ssllt.2018.8.2.10

[40]. Oxford, R. L., Rubin, J., Chamot, A.U., Schramm, K., Lavine, R., Gunning, P., & Nel, C. (2014). The learning strategy prism: Perspectives of learning strategy experts. System, 43, 30–49. https://doi.org/10.1016/j.system.2014.02.004

[41]. Ozfidan, B., Machtmes, K. L., & Demir, H. (2014). Socio-cultural factors in second language learning: A case study of adventurous adult language learners. European Journal of Educational Research, 3(4), 185–191. https://doi.org/10.13140/RG.2.1.4534.5042

[42]. Pawlak, M., & Kiermasz, Z. (2018). The use of language learning strategies in a second and third language: The case of foreign language majors. Studies in Second Language Learning and Teaching, 8(2), 427–443. https://doi.org/10.14746/ssllt.2018.8.2.11

[43]. Petrogiannis, K., & Gavriilidou, Z. (2015). Strategy inventory for language learning: Findings of a validation study in Greece. In C. Mafalda (Ed.), Education Applications & Developments (pp. 223–236). Portugal: World Institute for Advanced Research and Science.

[44]. Quek, A., & Alderson, A. (2002). An Activity Theory Approach to Understanding the Difficulty of Applying Web Engineering in Practice. Technical report. United Kingdom: Staffordshire University, School of Computing.

[45]. Rubin, J. (1975). What the “Good Language Learner” can teach us. TESOL Quarterly, 9(11), 41–90. https://doi.org/10.2307/3586011

[46]. Sefotho, M. P., & Makalela, L. (2017). Translanguaging and orthographic harmonisation: A cross-lingual reading literacy in a Johannesburg school. Southern African Linguistics and Applied Language Studies, 35(1), 41-51. https://doi.org/10.2989/16073614.2016.1272423

[47]. Siedlecki, S. L. (2020). Understanding descriptive research designs and methods. Clinical Nurse Specialist, 34(1), 8-12. https://doi.org/10.1097/NUR.0000000000000493

[48]. Soleimani, M., Modirkhamene, S., & Sadeghi, K. (2017). Peer-mediated vs. individual writing: Measuring fluency, complexity, and accuracy in writing. Innovation in Language Learning and Teaching, 11(1), 86–100. https://doi.org/10.1080/17501229.2015.1043915

[49]. Spaull, N. (2013). South Africa's Education Crisis. The Quality of Education in South Africa 1994–2011. Johannesburg: Centre for Development and Enterprise.

[50]. Spaull, N., & Kotze, J. (2015). Starting behind and staying behind in South Africa: The case of insurmountable learning deficits in mathematics. International Journal of Educational Development, 41, 13–24. https://doi.org/10.1016/j.ijedudev.2015.01.002

[51]. Stern, H. (1975). What can we learn from good language learners? Canadian Modern Language Review, 34, 304-318.

[52]. Thorne, S. L., & Tasker, T. (2011). Sociocultural and cultural-historical theories of language development. In The Routledge Handbook of Applied Linguistics (pp. 487-500). Routledge.

[53]. Tsuei, M. (2017). Learning behaviours of lowachieving children's mathematics learning in using of helping tools in a synchronous peer-tutoring system. Interactive Learning Environments, 25(2), 147–161. https://doi.org/10.1080/10494820.2016.1276078

[54]. Van Compernolle, R. A. (2014). Sociocultural Theory and L2 Instructional Pragmatics (Vol. 74). Multilingual Matters.

[55]. Van Staden, S., & Howie, S. (2014). Reflections on creemers' comprehensive model of educational effectiveness for reading literacy: South african evidence from PIRLS 2006. Perspectives in Education, 32(3), 172-192.

[56]. Vygotsky, L. S., & Cole, M. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard university press.

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

Current Issue Vol. 14 Issue 4

Most Read

Most Cited

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

Abstract

References

Full Article (HTML)

Pdf

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

References

Full Article (HTML)

Pdf

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

References

Full Article (HTML)

Pdf

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

References

Full Article (HTML)

Pdf

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

References

Full Article (HTML)

Pdf

* 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.