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

Current Issue Vol. 13 Issue 4

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 7 Issue 1 January - March 2017

Research Paper

An Evaluation of a Self-Access Centre through EFL Learners' Eyes

Cem Balcikanli*

*Associate Professor, Department of ELT, Gazi University, Turkey.

Balcikanli, C. (2017). An Evaluation of a Self-Access Centre through EFL Learners’ Eyes. i-manager’s Journal on English Language Teaching, 7(1), 1-10. https://doi.org/10.26634/jelt.7.1.11391

Abstract

Learner autonomy has become a central concern in the recent history of language learning. Self-Access Centres (SACs) play a critical role in fostering learner autonomy specifically in EFL (English as a Foreign Language) settings. As SACs aim at enabling learning to occur independent of teaching, in these centres, language learners are given more opportunities to control their own learning and gain learning experiences and learning outcomes through collaborative endeavours. This study reports an evaluation of a SAC in the School of Foreign Languages of a state university in Ankara, Turkey, where it presents a challenging task to set up a SAC at a state university due to low budget provided to state universities. Using Gardner and Miller's (1999) and Morrison's (2008) frameworks, the study examines the effectiveness of a SAC in terms of learners' attitudes, behaviours, and experiences. Data derived from the interviews conducted with more than 200 EFL learners basically reveal the following points: First, the SAC provides opportunities specifically for learning outside the classrooms. Second, it offers possibilities for learners to reflect on their own learning processes, which is a key to the use of learner strategies. Third, it encourages learners to develop their autonomous skills through the exercise of out-of-class learning because in a collaborative setting, students interact with others in the Vygotskian sense. More importantly, students mention collaborative aspects of language learning, which has been given particular weight in recent years. In spite of the above mentioned findings, there is recognition of the practical problems of a SAC.

References

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[2]. Barrs, K., (2010). “What Factors Encourage High Levels of Student Participation in a Self-access Centre?” Studies in Self-Access Learning Journal, Vol.1, No.1, pp.10-16.

[3]. Benson, P., and Huang, J., (2008). “Autonomy in the Transition from Foreign Language Learning to Foreign Language Teaching”. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol.24, pp.421-439.

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[7]. Croker, R., and Ashurova, U., (2012). “Scaffolding Students' Initial Self-access Language Centre Experiences”. Studies in Self-Access Learning Journal, Vol.3, No.3, pp.237-253.

[8]. Gardner, D., and Miller, L., (1999). Establishing Self- Access. Cambridge University Press: Cambridge.

[9]. Gass, S.M., and Mackey, A., (2000). Stimulated Recall Methodology in Second Language Research. Lawrence Erlbaum Associates: Mahwah, NJ.

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[11]. Holec, H., (1981). Autonomy and Foreign Language Learning. Pergamon: Oxford.

[12]. Hughes, L.S., Krug, N.P., and Vye, S.L. (2012). “Advising Practices: A Survey of Self-access Learner Motivations and Preferences”. Studies in Self-Access Learning Journal, Vol.3, No.2, pp.163-181.

[13]. Irshad Husain, Muhammad Javed, and Parveen Munshi (2015). “English as Second Language: Students' Awareness of Learning Strategies used in Reading Comprehension”. i-manager's Journal on English Language Teaching, Vol.5(1), Jan–Mar 2015, Print ISSN 2231–3338, E-ISSN 2249-0752, pp.11-18.

[14]. Iskenderoglu, Z. (1992). The Relation between Turkish University Students' Educational and Social Background and their Attitude towards Self-directed Learning and Attendance at Self-access Centres. (Unpublished MA thesis) Bilkent University: Ankara.

[15]. Klassen, J., Detaramani, C., Lui, E., Patri, M., and Wu, J., (1998). “Does self-access language learning at the tertiary level really work?” Asian Journal of English Language Teaching, Vol.8, pp.55-80. Retrieved from http://www.cuhk. edu.hk/ajelt/vol8/art4.htm

[16]. Littlewood, W. (1999). “Defining and developing autonomy in East Asian contexts”. Applied Llinguistics, Vol.20, No.1, pp.71-94.

[17]. Malcolm, D., (2004). “Why should Learners Contribute to the Self-access Centre?” ELT Journal, Vol.58, No.4, pp.346-345.

[18]. Morrison, B., (2005). “Evaluating Learning Gain in a Self-access Language Learning Centre”. Language Teaching Research, Vol.9, No.3, pp.267-293.

[19]. Morrison, B., (2008). “The Role of the Self-access Centre in the Tertiary Language Learning Process”. System, Vol.36, No.2, pp.123–140.

[20]. Ortiz. J.Z.P. (2006). “Evaluating Students' Autonomous Learning through their uses of a Self-access Centre”. Colombian Applied Linguistics Journal, Vol.8, pp.53-73.

[21]. Palfreyman, D., (2001). The Socio-cultural Construction of Learner Autonomy and Learner Independence in a Tertiary EFL Institution. (Unpublished Doctoral Thesis). Canterbury Christ Church University College.

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[23]. Rose, H., and Elliott, R. (2010). “An investigation of student use of a self-access English-only speaking area”. Studies in Self- Access Learning Journal, Vol.1, No.1, pp.32-46.

[24]. Smith, R., (2008). “Learner Autonomy”. ELT Journal, Vol.62, No.4, pp.395-397.

[25]. Yamaguchi, A., (2011). “Fostering Learner Autonomy as Agency: An Analysis of Narratives of a Student Staff Member Working at a Self-access Learning Centre”. Studies in Self-Access Learning Journal, Vol.2, No.4, pp.268-280.

[26]. Yumuk, A., (2002). “Letting Go of Control to the Learners: The Role of the Internet in Promoting a more Autonomous View of Learning in an Academic Translation Course”. Educational Research, Vol.44, No.2, pp.141-156.

[27]. Abbas Ali Zarei and Nooshin Baharestani (2014). “Language Learning Strategy Use across Proficiency Levels”. i-manager's Journal on English Language Teaching, Vol.4(4), Oct - Dec 2014, Print ISSN 2231–3338, EISSN 2249-0752, pp.27-38.

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Research Paper

Philosophy of Education Subscales: Predictors of EFLTeachers' Professional Development

Hamid Ashraf* , ZH. Kafi**

* Assistant Professor, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Iran.

** Ph.D Student, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Iran.

Ashraf, H., and Kafi, Z. H. (2017). Philosophy of Education Subscales: Predictors of EFL Teachers’ Professional Development. i-manager’s Journal on English Language Teaching, 7(1), 11-19. https://doi.org/10.26634/jelt.7.1.11403

Abstract

The present study aimed at investigating the relationship between Iranian EFL, English as a foreign language, male and female instructors' philosophy of education and their professional development to see whether there is any significant relation between the type of philosophy of education that teachers hold and their professional development. It also attempted to find out whether Iranian EFL instructors' philosophy of education subscales can be considered as some significant predictors of their professional development or not. Consequently, 300 Iranian EFL male and female instructors teaching at English language institutes in Mashhad, Tehran, and Bojnord, in Iran, took part in the study. The participants were asked to fill out two questionnaires, Professional Development Inventory along with Teachers' Philosophy of Education Inventory simultaneously, in order to elicit their ideas about the aforementioned issues. To analyze the data, Multiple Regression was employed. The results exhibited that "Perennialism" as one of the philosophy of education subscales was considered to have the only significant relation with Iranian EFL teachers' professional development along with being the only significant predictor of their professional development. Finally, pedagogical implications along with suggestions for further studies are discussed.

References

[1]. Ardashkin, I.B., (2015). “Philosophy of education as a social development factor: World trends and prospects for Russia”. Procedia - Social and Behavioral Sciences, Vol.166, pp.277 - 286.

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[14]. Mosha, H.J., (2004). “New direction in teacher education for quality improvement in Africa”. Papers in Education and Development, Vol.24, pp.45-68.

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Research Paper

Rethinking Intercultural Communication Competence in English Language Teaching: A Gap Between Lecturers' Perspectives and Practices in a Southeast Asian Tertiary Context

Quyen Phuong Vo*

*Lecturer, School of Foreign Languages, Can Tho University, Vietnam.

Vo, O. P. (2017). Rethinking Intercultural Communication Competence in English Language Teaching: A Gap Between Lecturers’ Perspectives and Practices in a Southeast Asian Tertiary Context. i-manager’s Journal on English Language Teaching, 7(1), 20-29. https://doi.org/10.26634/jelt.7.1.11404

Abstract

It is undeniable that the existence of internationalization has given a great deal of influences within various fields of worldwide nations, namely science, technology, economics, politics, and even education. One of its obvious results is the emergence of intercultural communication and English language has then become as a bridge for cross-cultural communication, thanks to its worldwide lingua franca. For these reasons, Intercultural Communication Competence (ICC) should be more concerned in English Language Teaching (ELT) tertiary contexts. Although ICC in ELT has been long discussed in the previous studies of Vietnamese tertiary contexts, its investigations are revealed differently and separately with regard to its theoretical analysis in this context or its practices in English classrooms. This study aims to gain an indepth understanding on this issue by investigating English teachers' perceptions and practices on ICC in ELT in the context of Vietnamese southern tertiary institutions. The study uses a mixed method, namely a survey questionnaire and interviews to English lecturers from six southern universities in Vietnam. The findings of the study reveal the positive attitudes of English lecturers on ICC in ELT, but certain challenges confronted by their implementations have been highlighted. As a result, some possible measures to enhance ICC engagement in ELT in this context are proposed.

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Research Paper

Accounting Students' Perspective of Work-Relevant Communication Skills: Evidence From a Philippine University

Pia Patricia P. Tenedero*

*Assistant Professor, Department of English, University of Santo Tomas, Philippines.

Tenedero, P.P.P. (2017). Accounting Students’ Perspective of Work-Relevant Communication Skills: Evidence From a Philippine University. i-manager’s Journal on English Language Teaching, 7(1), 30-42. https://doi.org/10.26634/jelt.7.1.11405

Abstract

To further probe the alignment (or misalignment) of university and industry priorities in terms of English language skills development of future accountants, this study extends the earlier investigation of employers' perception on the communication skills needed by entry-level accountants. Using conjoint analysis, this research examines the outlook of 302 graduating accounting students on the communication skills that they consider relevant to their target career. The respondents answered a researcher-made questionnaire by ranking 16 skills set in the order of their perceived importance for employment in audit firms. Results show that accounting majors perceive interview skills to be the most important communication skill related to employability, followed by reading and communication technology. Such views are relatively consistent with employers' perspectives. However, writing and listening are ranked lower by the students than employers. Analysis of gender variance further shows that female students give higher importance to reading than their male counterpart.

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Review Paper

Direct Instruction in Second Language Acquisition: A Critical Review of Related Literature

Hjalmar Punla Hernandez*

*Assistant Professor, English Division, Department of Humanities, University of the Philippines Los Baños, Philippines.

Hernandez, P. H. (2017). Direct Instruction in Second Language Acquisition: A Critical Review of Related Literature. i-manager’s Journal on English Language Teaching, 7(1), 43-56. https://doi.org/10.26634/jelt.7.1.11406

Abstract

Second Language Acquisition (SLA), as a sub – discipline in applied linguistics, is rapidly growing and changing (Ellis & Shintani, 2014). As such, it has yielded stirring issues on both naturalistic and instructed settings causing reviews and/or investigations by language researchers. This paper accordingly serves as a humble attempt at critically reviewing the related literature of instructed SLA particularly direct instruction as situated in the landscape of language teaching. Initially, the paper kicks-off with the essentials of direct instruction. It subsequently delves into the importance of such th instruction, and this extends to the analysis of notably empirical studies conducted in the 20 century and currently st empirical studies in the 21 century. In regards of these, the paper arrives at conclusions, recommendations, and trajectories for future SLA studies.

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An Evaluation of a Self-Access Centre through EFL Learners' Eyes

Cem Balcikanli*

*Associate Professor, Department of ELT, Gazi University, Turkey.

Balcikanli, C. (2017). An Evaluation of a Self-Access Centre through EFL Learners’ Eyes. i-manager’s Journal on English Language Teaching, 7(1), 1-10. https://doi.org/10.26634/jelt.7.1.11391

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Philosophy of Education Subscales: Predictors of EFLTeachers' Professional Development

Hamid Ashraf* , ZH. Kafi**

* Assistant Professor, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Iran. ** Ph.D Student, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Iran.

Ashraf, H., and Kafi, Z. H. (2017). Philosophy of Education Subscales: Predictors of EFL Teachers’ Professional Development. i-manager’s Journal on English Language Teaching, 7(1), 11-19. https://doi.org/10.26634/jelt.7.1.11403

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Rethinking Intercultural Communication Competence in English Language Teaching: A Gap Between Lecturers' Perspectives and Practices in a Southeast Asian Tertiary Context

Quyen Phuong Vo*

*Lecturer, School of Foreign Languages, Can Tho University, Vietnam.

Vo, O. P. (2017). Rethinking Intercultural Communication Competence in English Language Teaching: A Gap Between Lecturers’ Perspectives and Practices in a Southeast Asian Tertiary Context. i-manager’s Journal on English Language Teaching, 7(1), 20-29. https://doi.org/10.26634/jelt.7.1.11404

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Accounting Students' Perspective of Work-Relevant Communication Skills: Evidence From a Philippine University

Pia Patricia P. Tenedero*

*Assistant Professor, Department of English, University of Santo Tomas, Philippines.

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Direct Instruction in Second Language Acquisition: A Critical Review of Related Literature

Hjalmar Punla Hernandez*

*Assistant Professor, English Division, Department of Humanities, University of the Philippines Los Baños, Philippines.

Hernandez, P. H. (2017). Direct Instruction in Second Language Acquisition: A Critical Review of Related Literature. i-manager’s Journal on English Language Teaching, 7(1), 43-56. https://doi.org/10.26634/jelt.7.1.11406

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* Assistant Professor, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Iran.

** Ph.D Student, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Iran.