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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 2 April - June 2022

Research Paper

Insights from Virtual Practicum Observation Tasks in Turkey during Covid-19

Ceylan Yangin Ersanli* , Burçak Yilmaz Yakişik**

* Department of English Language Education, Ondokuz Mayis University, Turkey.

** Department of English Language Education, Gazi University, Turkey.

Ersanli, C. Y., and Yakişik, B. Y. (2022). Insights from Virtual Practicum Observation Tasks in Turkey during Covid-19. i-manager’s Journal on English Language Teaching, 12(2), 1-15. https://doi.org/10.26634/jelt.12.2.18482

Abstract

With the declaration of COVID-19 as a global pandemic in March 2020, primary and secondary schools were closed abruptly, and pre-service teachers had to attend virtual practicum through online platforms. The present study investigates the implementation of emergency remote teaching in a practicum. The study aims at providing an insight into regular observation tasks submitted by pre-service teachers so as to explore the effects of the pandemic and virtual practicum on their professional growth. The study was conducted with 23 pre-service English language teachers taking virtual practicum at two state universities in Turkey. The study employs a qualitative content analysis on observation reports submitted by participants during the School Experience Course, conducted as the first part of the practicum in the fall semester of 2020. The findings indicate that the virtualisation of courses at schools and the practicum at faculties of education has brought about serious problems in equity and the intended learning goals. The digital divide poses a serious problem, especially for the economically disadvantaged. Although mentor teachers in practicum schools appear to improve on how to teach online, in-service training and governmental or institutional support about materials and learning management systems are still needed. Based on the findings of the study, the authors suggested that all stakeholders should make the best out of the emergency remote teaching experience and learn how to cope with it rather than view it as a temporary situation, as the COVID-19 pandemic might not be the last pandemic the world might encounter.

References

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[5]. Green, F. (2020). Schoolwork in Lockdown: New Evidence on the Epidemic of Educational Poverty. London: Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES) UCL.

[6]. Gudmundsdottir, G. B., & Hathaway, D. M. (2020). "We always make it work": Teachers' agency in the time of crisis. Journal of Technology and Teacher Education, 28(2), 239-250.

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[9]. La Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: Challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608. https://doi.org/10.1080/02607476.2020.1803051

[10]. Leacock, C. J., & Warrican, S. J. (2020). Helping teachers to respond to COVID-19 in the Eastern Caribbean: issues of readiness, equity and care. Journal of Education for Teaching, 46(4), 576-585. https://doi.org/10.1080/02607476.2020.1803733

[11]. Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during Coronavirus pandemic: The current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5(3), 1-11. https://doi.org/10.1007/s41062-020-00326-7

[12]. Moyo, N. (2020). Covid-19 and the future of practicum in teacher education in Zimbabwe: Rethinking the 'new normal'in quality assurance for teacher certification. Journal of Education for Teaching, 46(4), 536-545. https://doi.org/10.1080/02607476.2020.1802702

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[14]. Sahlberg, P. (2020). Will the pandemic change schools?. Journal of Professional Capital and Community, 5(3/4), 359–365. https://doi.org/10.1108/JPCC-05-2020-0026

[15]. Tabatadze, S., & Chachkhiani, K. (2021). Covid-19 and emergency remote teaching in the country of Georgia: Catalyst for educational change and reforms in Georgia?. Educational Studies, 57(1), 78-95. https://doi.org/10.1080/00131946.2020.1863806

[16]. UNICEF. (2020). Covid-19: Are Children Able to Continue Learning During School Closures? A Global Analysis of the Potential Reach of Remote Learning Policies. Retrieved from https://data.unicef.org/resources/remote-learning-reachability-factsheet/

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Research Paper

Relationship among EFL Reading Comprehension, Silent Reading Rate, Vocabulary, and Reading Motivation

Merve Savasci* , Ayşe S. Akyel**

* Department of Foreign Languages Education, Sakarya University, Turkey.

** Department of Foreign Language Education, Yeditepe University, Turkey.

Savasci, M. and Akyel, A. S. (2022). Relationship among EFL Reading Comprehension, Silent Reading Rate, Vocabulary, and Reading Motivation. i-manager’s Journal on English Language Teaching, 12(2), 16-30. https://doi.org/10.26634/jelt.12.2.18440

Abstract

As a subset of the large-scale research on several issues related to EFL reading comprehension and instruction, this study investigates the potential relationship among English as a Foreign Language (EFL) reading comprehension, silent reading rate, vocabulary knowledge (i.e., receptive and productive vocabulary knowledge), and reading motivation (i.e., intrinsic and extrinsic reading motivation), as well as the relative contribution of each of these factors to EFL reading comprehension. Data were collected through a reading comprehension and rate test, receptive and productive vocabulary tests, and a reading motivation questionnaire administered to university level EFL learners enrolled in a state university in Turkey. Findings indicated a positive, moderately significant correlation between receptive and controlled productive vocabulary knowledge (p < 0.05) and a weak but significantly positive correlation between silent reading rate and reading motivation (p < 0.05). Findings also showed that silent reading rate and intrinsic reading motivation significantly predicted EFL reading comprehension (p < 0.05). Implications for pedagogy and suggestions for future EFL reading research are discussed.

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Research Paper

Expats using English with Undergraduates in Saudi Arabian Universities: Issues and Solutions

Oveesa Farooq* , Aadil Amin Kak, Sumaya Jehangir*

*-*** Department of Linguistics, University of Kashmir, Srinagar, India.

Farooq, O., Kak, A. A. and Jehangir, S. (2022). Expats using English with Undergraduates in Saudi Arabian Universities: Issues and Solutions. i-manager’s Journal on English Language Teaching, 12(2), 31-38. https://doi.org/10.26634/jelt.12.2.18467

Abstract

English is a global language and is used in educational institutions in English and non-English-speaking countries. The quality and effect of English as a Foreign Language (EFL) instruction at the undergraduate level in Saudi Arabia is a kind of challenge for the students as well as the teachers. It is a fact that English is an internationally intelligible language and is used as a lingua franca in Gulf countries where expat teachers and students have different L1 (native language) and use English to communicate with each other. Taking EFL undergraduate students into consideration, English is the language which helps them to convey their message to the instructor and vice versa, particularly in an atmosphere where the instructor is not Arabic. English is a common means of communication. A majority of people show an interest in learning English in order to communicate on an international, professional level. The basic function of English is communication. Speaking English allows one to opt for foreign universities and an opportunity to work abroad where English is spoken. This piece of work focuses on the use of English as a medium of instruction in the English classes of undergraduate EFL students in Saudi Arabia and the communication problems faced by both the teachers and the students. The paper also discusses the perceptions or points of view from both teachers and students towards giving preferences for using English, Arabic, or both and their frustrations and positive responses towards using English as a medium of instruction. The data was collected from 50 participants, of whom 30 were students and 20 were teachers. Undergraduate students and their English teachers responded to a questionnaire which was administered to know their perceptions about using English as a Medium of Instruction and the effect of the Arabic on their English. The paper finally discusses some solutions according to the data perceived by teachers and students for using English as a medium of instruction and also gives some recommendations which will improve their English learning skills at an early stage.

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Research Paper

Can Asynchronous Video-Mediated Oral Book Reports be the Solution for Foreign Language Speaking Anxiety?

Sevcan Bayraktar Çepni* , Neslihan Keleş, Gökhan Çepni*

*-*** Department of English Language Teaching, Trabzon University, Turkey.

Çepni, S. B., Keleş N. and Çepni, G. (2022). Can Asynchronous Video-Mediated Oral Book Reports be the Solution for Foreign Language Speaking Anxiety? i-manager’s Journal on English Language Teaching, 12(2), 39-52. https://doi.org/10.26634/jelt.12.2.18630

Abstract

This study investigates the potential of asynchronous video-mediated oral book report assignments to enhance learners' spoken performance and decrease their speaking anxiety. The participants were 42 B1 level preparatory students from the English Language Teaching department who were taking skills-based intensive English education in Turkey. The participants carried out extended speaking tasks in the form of oral book reports within two weeks over 12 weeks (6 oral book reports in total) in the fall term of the academic year 2021/2022. The assigned oral book report videos were analyzed in relation to five categories in the narration rubric, including scores for characters, setting, cohesion or transition, grammar, and pronunciation. In addition, two structured open-ended questionnaires were used to investigate the participants' perceptions of the task's value, their changing performance in the tasks, and perceived changes in their anxiety level over time. Semi-structured interviews were also held to shed more light on the potential of such assignments for language classes. The results indicated that regular video-mediated asynchronous oral book reports helped the participants develop their speaking performance and decrease their speaking anxiety over time. Overcoming time limitations, such assignments have the potential to be used in language classes where teachers can empower every voice.

References

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Research Paper

Can You See What Is Missing? Printed Corpus-Based Teaching Materials Can Help Out With Identifying L2 English Substitution and Ellipsis

Ufuk Girgin* , Zeynep Ölçü Dinçer**

* Department of English Language Teaching, Erciyes University, Kayseri, Turkey.

** Department of English Language Teaching, Hakkari University, Hakkari, Turkey

Girgin, U., and Dinçer, Z. Ö. (2022). Can you see what is Missing? Printed Corpus-Based Teaching Materials can Help Out with Identifying L2 English Substitution and Ellipsis. i-manager’s Journal on English Language Teaching, 12(2), 53-66. https://doi.org/10.26634/jelt.12.2.18400

Abstract

One of the inspirational forms of integrating technology into Second Language (L2) teaching is using 'corpora'. In this study, corpora were used to develop printed instructional materials to teach grammatical cohesive devices that are not sufficiently represented in L2 English course books. Specifically, the aim was to understand whether the indirect Data- Driven Learning (DDL) application through teacher-prepared corpus-based materials could help out 56 learners with identifying L2 English substitution and ellipsis and also how they would reflect on their experiences by studying with such sources. The change in the learners' proficiencies was measured by comparing their pre and post test scores. In addition, the learners wrote reflections. These reflections were thematically analyzed. Results indicated that the learners improved their skills in identifying L2 English substitution and ellipsis. Considering the subcategories of substitution and ellipsis, it was found that the highest levels of development were observed in substitution clauses and ellipsis verbs. Reflections showed that the learners benefitted from using the printed materials in the learning of the structures. However, they also revealed some pitfalls, such as text difficulty and a lack of thematic cohesion. Some practical suggestions were discussed to promote L2 English learning through printed corpus-based teaching materials.

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Volume 12 Issue 2 April - June 2022

Insights from Virtual Practicum Observation Tasks in Turkey during Covid-19

Ceylan Yangin Ersanli* , Burçak Yilmaz Yakişik**

* Department of English Language Education, Ondokuz Mayis University, Turkey. ** Department of English Language Education, Gazi University, Turkey.

Ersanli, C. Y., and Yakişik, B. Y. (2022). Insights from Virtual Practicum Observation Tasks in Turkey during Covid-19. i-manager’s Journal on English Language Teaching, 12(2), 1-15. https://doi.org/10.26634/jelt.12.2.18482

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Relationship among EFL Reading Comprehension, Silent Reading Rate, Vocabulary, and Reading Motivation

Merve Savasci* , Ayşe S. Akyel**

* Department of Foreign Languages Education, Sakarya University, Turkey. ** Department of Foreign Language Education, Yeditepe University, Turkey.

Savasci, M. and Akyel, A. S. (2022). Relationship among EFL Reading Comprehension, Silent Reading Rate, Vocabulary, and Reading Motivation. i-manager’s Journal on English Language Teaching, 12(2), 16-30. https://doi.org/10.26634/jelt.12.2.18440

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Expats using English with Undergraduates in Saudi Arabian Universities: Issues and Solutions

Oveesa Farooq* , Aadil Amin Kak**, Sumaya Jehangir***

*-*** Department of Linguistics, University of Kashmir, Srinagar, India.

Farooq, O., Kak, A. A. and Jehangir, S. (2022). Expats using English with Undergraduates in Saudi Arabian Universities: Issues and Solutions. i-manager’s Journal on English Language Teaching, 12(2), 31-38. https://doi.org/10.26634/jelt.12.2.18467

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Can Asynchronous Video-Mediated Oral Book Reports be the Solution for Foreign Language Speaking Anxiety?

Sevcan Bayraktar Çepni* , Neslihan Keleş**, Gökhan Çepni***

*-*** Department of English Language Teaching, Trabzon University, Turkey.

Çepni, S. B., Keleş N. and Çepni, G. (2022). Can Asynchronous Video-Mediated Oral Book Reports be the Solution for Foreign Language Speaking Anxiety? i-manager’s Journal on English Language Teaching, 12(2), 39-52. https://doi.org/10.26634/jelt.12.2.18630

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Can You See What Is Missing? Printed Corpus-Based Teaching Materials Can Help Out With Identifying L2 English Substitution and Ellipsis

Ufuk Girgin* , Zeynep Ölçü Dinçer**

* Department of English Language Teaching, Erciyes University, Kayseri, Turkey. ** Department of English Language Teaching, Hakkari University, Hakkari, Turkey

Girgin, U., and Dinçer, Z. Ö. (2022). Can you see what is Missing? Printed Corpus-Based Teaching Materials can Help Out with Identifying L2 English Substitution and Ellipsis. i-manager’s Journal on English Language Teaching, 12(2), 53-66. https://doi.org/10.26634/jelt.12.2.18400

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* Department of English Language Education, Ondokuz Mayis University, Turkey.

** Department of English Language Education, Gazi University, Turkey.

* Department of Foreign Languages Education, Sakarya University, Turkey.

** Department of Foreign Language Education, Yeditepe University, Turkey.

Oveesa Farooq* , Aadil Amin Kak, Sumaya Jehangir*

Sevcan Bayraktar Çepni* , Neslihan Keleş, Gökhan Çepni*

* Department of English Language Teaching, Erciyes University, Kayseri, Turkey.

** Department of English Language Teaching, Hakkari University, Hakkari, Turkey