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 14 Issue 1 January - March 2024

Research Paper

Exploring the Influence of Cognitive Task Complexity on EFL Language Learning and Curriculum Development

Zahra Sadat Roozafzai*

ACECR Institute of Higher Education, Isfahan, Iran.

Roozafzai, Z. S. (2024). Exploring the Influence of Cognitive Task Complexity on EFL Language Learning and Curriculum Development. i-manager’s Journal on English Language Teaching, 14(1), 1-17. https://doi.org/10.26634/jelt.14.1.20492

Abstract

This study explores the role of cognitive task complexity in English as a Foreign Language (EFL) curriculum development and its impact on learner engagement, motivation, and learning outcomes. A mixed-methods approach, combining qualitative and quantitative methods, was employed to gain comprehensive insights into the topic. The qualitative component involved a case study at a selected language institution, including semi-structured interviews with curriculum designers, teachers, and learners, thematic analysis of curricular documents, and non-participant observations of EFL classes. The findings from these methods provided an in-depth understanding of cognitive task complexity integration, its challenges and benefits, and potential areas for improvement. In the quantitative component, an experimental design was utilized to examine the effects of cognitive task complexity on learner engagement, motivation, and learning outcomes. Participants were randomly assigned to either an experimental group, receiving instruction incorporating cognitively challenging tasks, or a control group, receiving instruction without a specific focus on cognitive task complexity. Learner engagement, motivation, and learning outcomes were assessed through pre- and post-intervention measures, including standardized language assessments such as IELTS, and classroom performance indicators such as course grades and teacher ratings. The study concludes that cognitive task complexity plays a crucial role in EFL curriculum development and can promote learner engagement, motivation, and language development when appropriately integrated and supported. Recommendations for educational practice, curriculum development, and future research are provided based on the study's findings.

References

[1]. Ayres, P., & Sweller, J. (2005). The split-attention principle in multimedia learning. The Cambridge Handbook of Multimedia Learning, 2, 135-146.

[2]. Balsells, A. S. (2005). Task-based language learning and teaching. Oxford University Press, 59 (1), 75–77.

[3]. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

[4]. Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332.

[5]. Ellis, R., & Shintani, N. (2014). Exploring Language Pedagogy through Second Language Acquisition Research. Routledge.

[6]. Gilabert, R., Barón, J., & Llanes, A. (2009). Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance. International Review of Applied Linguistics, 47(3-4), 367-395.

[7]. Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509-539.

[8]. Kim, Y. (2012). Task complexity, learning opportunities, and Korean EFL learners' question development. Studies in Second Language Acquisition, 34 (4), 627 – 658.

[9]. Moreno, R., & Mayer, R. E. (2000). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92(1), 117-125.

[10]. Paas, F., Tuovinen, J. E., Tabbers, H. K., & Van Gerven,P. W. (2003). Cognitive load measurement as a means to advance cognitive load theor y. Educational Psychologist, 38(1), 63-71.

[11]. Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12(1), 61-86.

[12]. Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27-57.

[13]. Robinson, P. (2011). Task-based language learning: A review of issues. Language Learning, 61(S1), 1-36.

[14]. Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62.

[15]. Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press.

[16]. Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.

[17]. Tindall-Ford, S., Chandler, P., & Sweller, J. (1997). When two sensory modes are better than one. Journal of Experimental Psychology: Applied, 3(4), 257-287.

[18]. Van Gerven, P. W., Paas, F., Van Merriënboer, J. J., Hendriks, M., & Schmidt, H. G. (2003). The efficiency of multimedia learning into old age. British Journal of Educational Psychology, 73(4), 489-505.

[19]. Van Merrienboer, J. J., & Sweller, J. (2005). Cognitive load theor y and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177.

[20]. Yin, R. K. (2003). Case Study Research: Design and Methods. Sage Publications.

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Research Paper

Domestic Violence in African Society: A Study of Chimamanda Adichie's Purple Hibiscus

Fidelis Awoke Nwokwu * , Prisca O. Bob , Ugochi P. Kwekowe *

* Department of English and Literary Studies, Ebonyi State University, Abakaliki, Nigeria.

-* Department of English Language, Evangel University, Akaeze, Ebonyi State, Nigeria.

Nwokwu, F. A., Bob, P. O., and Kwekowe, U. P. (2024). Domestic Violence in African Society: A Study of Chimamanda Adichie's Purple Hibiscus. i-manager’s Journal on English Language Teaching, 14(1), 18-25. https://doi.org/10.26634/jelt.14.1.20335

Abstract

In the 21^st century, one of the major roles of the English language in building a corporate youth image for sustainable development, peace, and security in Nigeria is in the area of creative writing. Many scholars are concerned about domestic violence in African society, particularly in Nigeria, especially in Igbo society, where domestic violence is a serious subject matter. Women are subjected to lots of maltreatment, suppression, and relegation to the background as a result of man's chauvinism. The aim of this study is to examine forms of domestic violence in African society by using the work of Chimamanda Adichie's "Purple Hibiscus." The study adopts a brand of snail sense feminism propounded by Akaihi Adimura Ezeigbo as its theoretical framework, while thematic analysis is employed to analyze Adichie's "Purple Hibiscus," which captures many issues of domestic violence and provides insight into the world of domestic violence in African society. Another perspective advocates that African women can overcome domestic violence through education, maturity, and dialogue.

References

[1]. Adimora-Ezeigbo, A. (2010). Hands that Crush Stone. University Press PLC, Ibadan.

[2]. Bloom, S. S. (2008). Violence against Women and Girls: A Compendium of Monitoring and Evaluation Indicators. Measure Evaluation, Chapel Hill.

[3]. Bryson V. (1999). Feminist Debates: Issues of Theory and Political Practice. University Press, New York.

[4]. Chukwuma, H. (1994). The Identity of Self Introduction: Feminism in African Literature: Essays On Criticism. New tenevation Books.

[5]. Connolly, P. (1998). Racism, Gender Identities and Young Children: Social Relations in a Multi-Ethnic, Inner City Primary School. Routledge.

[6]. Emenyonu, E.N. (1999). Introduction to New Women's writing in African Literature. University Press, London.

[7]. Ezeigbo, T. A. (1996). Gender Issues in Nigeria: A Feminine Perspective. Vista, Lagos.

[8]. Fwangyil, G. A. (2011). A reformist-feminist approach to Chimamanda Ngozi Adichie's Purple Hibiscus. African Research Review, 5(3).

[9]. Gabi-Williams, O. (2021). Purple Hibiscus – Chimamanda Ngozi Adichie.

[10]. Gray, E. D. (1982). Patriarchy as a Conceptual Trap. Roundtable Press, Wesley.

[11]. Heise, L., Ellsberg, M., & Gottmoeller, M. (2002). A global overview of gender-based violence. International Journal of Gynecology & Obstetrics, 78, S5-S14.

[12]. Ifechelobi, J. N. (2014). Feminism: Silence and voicelessness as tools of patriarchy in Chimamanda Adichie's Purple Hibiscus. African Research Review, 8(4), 17-27.

[13]. Kolawole, M. E. (2004). Womanism and African Consciousness. Africa World Press/Red Sea Press, Trenton, New Jersey.

[14]. Nnaemeka, O. (1997). The Politics of (M) Othering: Womanhood, Identity and Resistance in African Literature. Routledge.

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[17]. Onukaogu, A. A., & Onyerionwu, E. (2010). Chimamanda Ngozi Adichie: The Aesthetics of Commitment and Narrative. Kraft Books Limited.

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[19]. Sofola, Z. (1998). Feminism and African womanhood. In 1st International Conference on Women in Africa and the African Diaspora, July 13-18, 1992, Nsukka, Nigeria. Indianapolis: Association of African Women Scholars (AAWS), Indiana University, Women's Studies Program, 1.

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Research Paper

Human and Non-Human: The Duality of Diaspora in Amitav Ghosh's Gun Island

Athithya Paramesh N. P. * , J. Amutha Monica **

*-** Department of English, Sathyabama Institute of Science and Technology, Chennai, Tamil Nadu, India.

Paramesh, A. N. P., and Monica, J. A. (2024). Human and Non-Human: The Duality of Diaspora in Amitav Ghosh's Gun Island. i-manager’s Journal on English Language Teaching, 14(1), 26-33. https://doi.org/10.26634/jelt.14.1.20382

Abstract

‘Diaspora' is a term that has undergone transformation throughout history. In its original sense, it referred to the Jewish population residing outside of their native land in Palestine. In its current usage, it encompasses any dispersion of people or linguistic and cultural phenomena originating from a localized source. The transnational narrative of Gun Island parallels the dispersion of both human and non-human animals caused by human-induced climate change. Humans migrate for various reasons, including environmental factors and economic opportunities, while non-human animals migrate solely due to pervasive climate change in the Anthropocene. This study argues that the novel invites readers to rethink the global perspective of diaspora from a more inclusive and ecological standpoint, recognizing that non- human animals also exhibit some features common to human diaspora groups. Examples include displacement from original habitats, encountering challenges in new environments, and bearing cultural or ecological relevance for source regions.

References

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[4]. Gilson, E. (2022). Planetary Los Angeles: Climate realism and transnational narrative in Amitav Ghosh's Gun Island (2019). Comparative American Studies an International Journal, 19(2-3), 269-288.

[5]. Goffman, E., & Steinbeck, J. (2006). Environmental Refugees: How Many, How Bad?. CSA Discovery Guides, 7, 1-15.

[6]. Khazaal, N., & Almiron, N. (2021). Like an Animal: Critical Animal Studies Approaches to Borders, Displacement, and Othering. Brill.

[7]. Luo, X. (2020). Translation and diaspora literature. Asia Pacific Translation and Intercultural Studies, 7(1), 1-2.

[8]. De Barros, A. E., Morato, R. G., Fleming, C. H., Pardini, R., Oliveira-Santos, L. G. R., Tomas, W. M., ... & Prado, P. I. (2022). Wildfires disproportionately affected jaguars in the Pantanal. Communications Biology, 5(1), 1028.

[9]. Roy, B. (2023). Precarity, climate change and migrant labour amitav ghosh's eco-aesthetics. Critical South Asian Studies, 1(1), 57-71.

[10]. De, A. (2021). Human/Non-human interface and the affective uncanny in amitav ghosh's gun Island. Revista Interdisciplinar de Literatura e Ecocrítica, 7(1), 62-79.

[11]. Samkaria, A. (2022). Postcolonial nonhuman blurring (b) orders in migrant ecologies: A postanthropocentric reading of Amitav Ghosh's" Gun Island". Ecozon@: European Journal of Literature, Culture and Environment, 13(2), 26-40.

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Review Paper

Exploring Essential Soft Skills for Maximizing Employability of English Graduates in Bangladesh

Robiul Islam* , Happy Kumar Das **

* University of Rajshahi, Bangladesh.

** Institute of Education and Research, University of Rajshahi, Bangladesh.

Islam, R., and Das, H. K. (2024). Exploring Essential Soft Skills for Maximizing Employability of English Graduates in Bangladesh. i-manager’s Journal on English Language Teaching, 14(1), 34-53. https://doi.org/10.26634/jelt.14.1.20287

Abstract

Soft skills, absolute knowledge, various skills, positive attitudes, values, beliefs, and habit are vital for graduates' professional, social, and personal success. Many graduate and postgraduate students struggle to adapt their learning to their daily lives and work. Thus, Bangladeshi graduates face substantial unemployment. Knowing and practicing soft skills during school helps them meet workplace needs. Therefore, soft skills training must be included in the curriculum to help students use soft skills gleaned from English literature in real life. This study assesses the soft skills needed for employment by English graduates of tertiary colleges affiliated with Bangladesh's National University (NU). The study reviewed national and international government documents, published and unpublished studies, online resources, and researchers' experiences and observations. The outcomes were categorized thematically to determine the most essential soft skills for English graduates' employability. Finally, drawing from lessons learned from national and international perspectives, some policy gaps have been explored in Bangladesh, and some policy suggestions have been made to implement soft skills training in the curriculum of English language and literature courses at NU-affiliated colleges. The findings suggest studying instructional methodologies, classroom management, question sets, teacher preparation, assessment systems, soft skills instruction, mentorship, and counseling. After reviewing the literature, the researcher finds that English graduates need 49 sub-skills in twelve soft skills: Communications, interpersonal, self-management, people management, collaboration, emotional intelligence, time management, problem-solving, decision-making, critical thinking, leadership, and creativity. Upon evaluating the literature, the study found that while soft skills can be improved in the English curriculum, the instruction for implementation is unclear.

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Psychoanalytical Perspective of Shakespeare's Characters in Love

M. Malathy * , Senthil Kumar Sivamathiah**

*-** Department of English, Sathyabama Institute of Science and Technology, Semmenjeri, Chennai, India.

Malathy, M., and Sivamathiah, S. K. (2024). Psychoanalytical Perspective of Shakespeare's Characters in Love. i-manager’s Journal on English Language Teaching, 14(1), 54-61. https://doi.org/10.26634/jelt.14.1.20381

Abstract

This paper delves into the intricate realm of Shakespearean characters in love, employing a psychoanalytical lens to unravel the depths of their emotions, desires, and conflicts. Drawing on psychoanalytic theories, particularly those of Sigmund Freud and Carl Jung, this paper aims to dissect the subconscious motivations and psychological intricacies of characters such as Romeo and Juliet, Orsino and Viola, and other iconic figures. Through this analysis, the paper seeks to offer a nuanced understanding of how Shakespeare masterfully crafted characters whose emotional journeys resonate with universal human experiences. In addition to exploring the psychoanalytical aspects of Shakespearean characters' love, this paper also investigates the socio-cultural influences shaping their romantic dynamics. By examining the historical context in which these plays were written and performed, it aims to illuminate the ways in which societal norms and expectations intersect with individual psychology to influence characters' behaviors and choices. Furthermore, it analyzes how Shakespeare's portrayal of love reflects broader themes of power, gender, and identity, shedding light on the complex interplay between personal desire and societal constraints in Renaissance England. Through this multidimensional approach, it endeavors to provide a comprehensive examination of Shakespearean love that resonates with contemporary audiences while honoring the timeless brilliance of the Bard's storytelling.

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

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Volume 14 Issue 1 January - March 2024

Exploring the Influence of Cognitive Task Complexity on EFL Language Learning and Curriculum Development

Zahra Sadat Roozafzai*

ACECR Institute of Higher Education, Isfahan, Iran.

Roozafzai, Z. S. (2024). Exploring the Influence of Cognitive Task Complexity on EFL Language Learning and Curriculum Development. i-manager’s Journal on English Language Teaching, 14(1), 1-17. https://doi.org/10.26634/jelt.14.1.20492

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Domestic Violence in African Society: A Study of Chimamanda Adichie's Purple Hibiscus

Fidelis Awoke Nwokwu * , Prisca O. Bob **, Ugochi P. Kwekowe ***

* Department of English and Literary Studies, Ebonyi State University, Abakaliki, Nigeria. **-*** Department of English Language, Evangel University, Akaeze, Ebonyi State, Nigeria.

Nwokwu, F. A., Bob, P. O., and Kwekowe, U. P. (2024). Domestic Violence in African Society: A Study of Chimamanda Adichie's Purple Hibiscus. i-manager’s Journal on English Language Teaching, 14(1), 18-25. https://doi.org/10.26634/jelt.14.1.20335

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Human and Non-Human: The Duality of Diaspora in Amitav Ghosh's Gun Island

Athithya Paramesh N. P. * , J. Amutha Monica **

*-** Department of English, Sathyabama Institute of Science and Technology, Chennai, Tamil Nadu, India.

Paramesh, A. N. P., and Monica, J. A. (2024). Human and Non-Human: The Duality of Diaspora in Amitav Ghosh's Gun Island. i-manager’s Journal on English Language Teaching, 14(1), 26-33. https://doi.org/10.26634/jelt.14.1.20382

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Exploring Essential Soft Skills for Maximizing Employability of English Graduates in Bangladesh

Robiul Islam* , Happy Kumar Das **

* University of Rajshahi, Bangladesh. ** Institute of Education and Research, University of Rajshahi, Bangladesh.

Islam, R., and Das, H. K. (2024). Exploring Essential Soft Skills for Maximizing Employability of English Graduates in Bangladesh. i-manager’s Journal on English Language Teaching, 14(1), 34-53. https://doi.org/10.26634/jelt.14.1.20287

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Psychoanalytical Perspective of Shakespeare's Characters in Love

M. Malathy * , Senthil Kumar Sivamathiah**

*-** Department of English, Sathyabama Institute of Science and Technology, Semmenjeri, Chennai, India.

Malathy, M., and Sivamathiah, S. K. (2024). Psychoanalytical Perspective of Shakespeare's Characters in Love. i-manager’s Journal on English Language Teaching, 14(1), 54-61. https://doi.org/10.26634/jelt.14.1.20381

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Fidelis Awoke Nwokwu * , Prisca O. Bob , Ugochi P. Kwekowe *

* Department of English and Literary Studies, Ebonyi State University, Abakaliki, Nigeria.

-* Department of English Language, Evangel University, Akaeze, Ebonyi State, Nigeria.

* University of Rajshahi, Bangladesh.

** Institute of Education and Research, University of Rajshahi, Bangladesh.