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

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Enhancing Bilingual Vocabulary in Government Secondary Schools: Challenges and Suggestions
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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

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Volume 6 Issue 3 July - September 2016

Research Paper

Causes of the 'I can understand English but I can’t speak' Syndrome in Turkey

Abdullah Coskun*

*Assistant Professor, Department of English Translation and Interpretation, School of Foreign Languages, Abant Izzet Bayal University, Bolu, Turkey.

Coskun, A. (2016). Causes of the 'I can understand English but I can’t speak' Syndrome in Turkey,. i-manager’s Journal on English Language Teaching, 6(3), 1-12. https://doi.org/10.26634/jelt.6.3.8174

Abstract

The saying 'I can understand English but I can't speak' is so commonly used by Turkish people that it would be fair to state that not being able to speak English has almost become a syndrome in society. This study delves into the causes of this syndrome. In two state high schools, 293 high school students filled out a questionnaire including Likert-type items about the possible causes of this syndrome, and an open-ended question aiming to reveal their suggestions on how they can improve their speaking skills. The analysis of the quantitative data was done by means of Statistical Package for the Social Sciences (SPSS) 23, and the responses to the open-ended question were analyzed through content analysis. According to the results, it is commonly believed that they cannot speak English because of the focus on grammar rules in English lessons, differences between English and Turkish, lack of experience abroad, limited speaking practice opportunities outside the classroom, feeling anxious while speaking English, use of mother tongue by the teacher and the course books which do not include colloquial English. Therefore, some of the participants suggested having communication driven lessons and engaging in out of class speaking practice activities as ways of improving their speaking skills. It is hoped that such studies will help better understand the sources of failure in English as a Foreign Language (EFL) speaking, and begin to solve this problem more effectively.

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Research Paper

Functional Digital Literacy Calls for SOS by a Smuggled Afghan Boy:Teaching Phonics and Pragmatics for Survival Language

Lucia Y. Lu*

*Assistant Professor, Department of Reading and Literacy, Valdosta State University, USA.

Lu, L. Y. (2016). Functional Digital Literacy Calls for SOS by a Smuggled Afghan Boy: Teaching Phonics and Pragmatics for Survival Language. i-manager’s Journal on English Language Teaching, 6(3), 13-21. https://doi.org/10.26634/jelt.6.3.8175

Abstract

On April 8, 2016 when the class was discussing “digital literacy”, a shocking news story from London AP intrigued us. The news was about a brief text message delivered by Ahmed, a refugee Afghan boy of 6-year old. His text message flashed on the cellphone of Liz Clegg, a volunteer at a migrant camp in France. Clegg and other volunteers had handed out hundreds of basic cellphones to children living there, programming in a phone number for them to text in case of danger. The author read Ahmed's text message and tried to “sound it out”. My students figured out that the message was “invented spelling” which was Ahmed's call for SOS. The text message was in the Pashto language, and was identified as “broken English”on a no-frills cellphone. The police in London quickly set off a trans-Atlantic search and rescued Ahmed and the other 14 migrants who were smuggled in a locked refrigerator truck which was heading toward England. The author and her students defined this shocking text message as “digital literacy”. In this research, they embedded phonics and pragmatics into digital literacy to make literacy education more functional to ELLs like Ahmed whose first language is not English.

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Research Paper

Student Beliefs Towards Written Corrective Feedback: The case of Filipino High School Students

Roselle A. Balanga* , Irish Van B. Fidel, Mone Virma Ginry P. Gumapac*, Howell T. Ho**, Riza Mae C. Tullo*, Patricia Monette L. Villaraza, Camilla J. Vizconde***

---**Graduate, University of Santo Tomas, Manila, Philippines.

* English Teacher, High School Department, St. James College of Quezon City, Manila, Philippines.

Lecturer, Department of Biology, School of Science and Engineering, Ateneo De Manila University, Manila, Philippines.

*** Chairperson, Department of English, University of Santo Tomas, Manila, Philippines.

Balanga, R. A., Fidel, I. V. B., Gumapac, M. V. G. P., Ho, H. T., Tullo, R. M. C., Villaraza, P. M. L., and Vizconde, C. J. (2016). Student beliefs towards Written Corrective Feedback: the case of Filipino high school students. i-manager’s Journal on English Language Teaching, 6(3), 22-38. https://doi.org/10.26634/jelt.6.3.8176

Abstract

The study identified the beliefs of high school students toward Written Corrective Feedback (WCF), based on the framework of Anderson (2010). It also investigated the most common errors that students commit in writing stories and the type of WCF students receive from teachers. Data in the form of stories which were checked by teachers were gathered from 83 students from a private sectarian school. Survey-questionnaires regarding beliefs in WCF were also administered. Five types of written corrective feedback were identified: direct feedback, indirect feedback, focused feedback, unfocused feedback and reformulation. Results also showed that students strongly agree that having good grammar is important in academic writing and academic success. They also strongly agreed on the statement: written corrective feedback (any written indication to show that an error has occurred) helped improve my grammar. The most common error found among the data was on the misuse or non-use of punctuations.

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Research Paper

Power Of Pen: Expressive Writing As An Intervention Tool On Exposure To Thin-Ideal Images With Dietary Restraint And Self-Compassion As Covariates

Dennis* , Angelo Emil Gagani**

* Learning Support Coach, Additional Learning Support, South Essex College, Essex, United Kingdom.

** PG Scholar, Graduate School, University of Santo Tomas, Manila, Philippines.

Relojo, D., and Gagani, A. E. (2016). Power of Pen: Expressive Writing as an Intervention Tool on Exposure to Thin-Ideal Images with Dietary Restraint and Self-Compassion as Covariates. i-manager’s Journal on English Language Teaching, 6(3), 39-45. https://doi.org/10.26634/jelt.6.3.8177

Abstract

Expressive Writing (EW) has been recognised as an intervention tool for thin-ideal images. However, to date, there are limited studies which investigated its efficacy to involve dietary restraint and self-compassion as moderating variables. The present work assessed the efficacy of EW in improving levels of body satisfaction and positive affect among 140 Filipino female university students ageing 18-25. They were tested in groups and wrote either about life goals (n = 46), positive experiences (n = 49) or a control topic (n = 46). It further examined how EW could benefit people on the basis of their levels of dietary restraint and self-compassion. Results demonstrated that EW has no significant effect on body satisfaction and positive affect. However, it was revealed that dietary restraint and self-compassion have moderating effects.

References

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[19]. Racine, S. E., Burt, S. A., Iacono, W. G., McGue, M., & Klump, K. L. (2011). “Dietary restraint moderates genetic risk for binge eating”. Journal of Abnormal Psychology, Vol.120, No.1, pp.119. doi:10.1037/a0020895

[20]. Relojo, D. (2015). “A randomised controlled trial on brief expressive writing as an intervention tool on exposure to thin-ideal images”. Journal on Innovation in Psychology, Education and Didactics, Vol.19, No.2, pp.295-306.

[21]. Smyth, J. M., Hockemeyer, J. R., & Tulloch, H. (2008). “Expressive writing and post-traumatic stress disorder: Effects on trauma symptoms, mood states, and cortisol reactivity”. British Journal of Health Psychology, Vol.13, No.1, pp.85-93. doi:10.1348/135910707x250866

[22]. Troop, N. A., Chilcot, J., Hutchings, L., &Varnaite, G. (2013). “Expressive writing, self-criticism, and self-reassurance”. Psychology and Psychotherapy: Theory, Research and Practice, Vol.86, No.4, pp.374-386. doi:10.1111/j.2044-8341.2012.02065.x

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Review Paper

Do Modification and Interaction Work? – A Critical Review of Literature on The Role of Foreigner Talk in Second Language Acquisition

John Paul O. Dela Rosa* , Diana C. Arguelles**

* PhD Scholar, Faculty of Arts and Languages, Philippine Normal University, Manila, Philippines.

**Secondary School English Teacher I, Dapdap High School, Province of Tarlac, Philippines.

Rosa, J. P. O. D., and Arguelles, D. C. (2016). Do Modification And Interaction Work? – A Critical Review of Literature on the Role of Foreigner Talk in Second Language Acquisition,. i-manager’s Journal on English Language Teaching, 6(3), 46-60. https://doi.org/10.26634/jelt.6.3.8178

Abstract

This critical review of literature provides a detailed description of foreigner talk as a simplified register and critically discusses findings entrenched in studies done about this SLA issue. The studies cited are classified as researches concerning foreigner talk that occurs in both natural and classroom settings. Based on the critical review, more research investigations have to be done to enrich the area of foreigner talk in second language acquisition and learning. The most important consideration is the need to conduct more researches that would validate both the positive and negative effects of foreigner talk in the process of acquiring and learning a second language as well as a foreign language like English. The emergence of significant concerns on the study of FT is also highlighted in this presentation which include how researchers regarded the effectiveness of both input modifications and interactional adjustments along with the occurrence of negotiation of meaning and the use of communication strategies in the SLA process. The paper also presents empirical data on the effectiveness of NNS-NNS interactions in second language learning in contrast with interactions occurring between Native Speakers (NSs) and Nonnative Ones (NNSs). Finally, the paper deals with what could be done to address the “inconclusiveness” of relevant research findings on foreigner talk.

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Volume 6 Issue 3 July - September 2016

Causes of the 'I can understand English but I can’t speak' Syndrome in Turkey

Abdullah Coskun*

*Assistant Professor, Department of English Translation and Interpretation, School of Foreign Languages, Abant Izzet Bayal University, Bolu, Turkey.

Coskun, A. (2016). Causes of the 'I can understand English but I can’t speak' Syndrome in Turkey,. i-manager’s Journal on English Language Teaching, 6(3), 1-12. https://doi.org/10.26634/jelt.6.3.8174

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Functional Digital Literacy Calls for SOS by a Smuggled Afghan Boy:Teaching Phonics and Pragmatics for Survival Language

Lucia Y. Lu*

*Assistant Professor, Department of Reading and Literacy, Valdosta State University, USA.

Lu, L. Y. (2016). Functional Digital Literacy Calls for SOS by a Smuggled Afghan Boy: Teaching Phonics and Pragmatics for Survival Language. i-manager’s Journal on English Language Teaching, 6(3), 13-21. https://doi.org/10.26634/jelt.6.3.8175

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Student Beliefs Towards Written Corrective Feedback: The case of Filipino High School Students

Roselle A. Balanga* , Irish Van B. Fidel**, Mone Virma Ginry P. Gumapac***, Howell T. Ho****, Riza Mae C. Tullo*****, Patricia Monette L. Villaraza******, Camilla J. Vizconde*******

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Power Of Pen: Expressive Writing As An Intervention Tool On Exposure To Thin-Ideal Images With Dietary Restraint And Self-Compassion As Covariates

Dennis* , Angelo Emil Gagani**

* Learning Support Coach, Additional Learning Support, South Essex College, Essex, United Kingdom. ** PG Scholar, Graduate School, University of Santo Tomas, Manila, Philippines.

Relojo, D., and Gagani, A. E. (2016). Power of Pen: Expressive Writing as an Intervention Tool on Exposure to Thin-Ideal Images with Dietary Restraint and Self-Compassion as Covariates. i-manager’s Journal on English Language Teaching, 6(3), 39-45. https://doi.org/10.26634/jelt.6.3.8177

Abstract

References

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Do Modification and Interaction Work? – A Critical Review of Literature on The Role of Foreigner Talk in Second Language Acquisition

John Paul O. Dela Rosa* , Diana C. Arguelles**

* PhD Scholar, Faculty of Arts and Languages, Philippine Normal University, Manila, Philippines. **Secondary School English Teacher I, Dapdap High School, Province of Tarlac, Philippines.

Rosa, J. P. O. D., and Arguelles, D. C. (2016). Do Modification And Interaction Work? – A Critical Review of Literature on the Role of Foreigner Talk in Second Language Acquisition,. i-manager’s Journal on English Language Teaching, 6(3), 46-60. https://doi.org/10.26634/jelt.6.3.8178

Abstract

References

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Roselle A. Balanga* , Irish Van B. Fidel, Mone Virma Ginry P. Gumapac*, Howell T. Ho**, Riza Mae C. Tullo*, Patricia Monette L. Villaraza, Camilla J. Vizconde***

* Learning Support Coach, Additional Learning Support, South Essex College, Essex, United Kingdom.

** PG Scholar, Graduate School, University of Santo Tomas, Manila, Philippines.

* PhD Scholar, Faculty of Arts and Languages, Philippine Normal University, Manila, Philippines.

**Secondary School English Teacher I, Dapdap High School, Province of Tarlac, Philippines.