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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
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

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Volume 9 Issue 1 January - March 2019

Research Paper

“It’s in My Blood”: An Expatriate English Language Teacher’s Pedagogical Practices and Identity

Zeynep Aysan-Sahintas*

Research Assistant, Department of Foreign Language Education, Middle East Technical University, Turkey.

Aysan-Sahintas, Z. (2019). “It’s in My Blood”: An Expatriate English Language Teacher’s Pedagogical Practices and Identity. i-manager’s Journal on English Language Teaching, 9(1), 1-13. https://doi.org/10.26634/jelt.9.1.15175

Abstract

In recent years, increasing numbers of English language teachers have started to work internationally. As a result, expatriate English language teachers experience a challenging situation in which they have to adapt to a new environment which may be ethnically, linguistically and/or culturally different than theirs as well as working for reconstructing and reshaping pedagogical practices and professional identities. How expatriate English language teachers, then, accommodate their pedagogical practices and professional identities to others' linguistic and cultural diversity to become accomplished professionals becomes an enthralling issue. Therefore, the aim of this study is to offer an account of pedagogical practices and professional identity of an accomplished expatriate teacher of English as a Foreign Language (EFL). Based on deep semi-structured interviews conducted with a single participant, the findings reveal that her pedagogical practices and professional identity basically stand on three pillars: cooperation with the students, colleagues and administration; linguistically and culturally responsive teaching; and inclusive approach. They indicate that she has been affected deeply by her own as well as the other stakeholders' past and current socio-cultural background in such a way that shapes her teaching and identity.

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Research Paper

Textese Categories and Textese Application in L2 Class Discussion

B. C. Totanes* , R. B. Lintao**

* MA Graduate, Philippine Normal University/Teacher, Science High School (Department of Education-Taguig-Pateros Division), Philippines.

** Associate Professor, Department of English, University of Santo Tomas (UST), Manila, Philippines

Totanes, B. C., and Lintao, R. B. (2019). Textese Categories and Textese Application in L2 Class Discussion. i-manager’s Journal on English Language Teaching, 9(1), 14-31. https://doi.org/10.26634/jelt.9.1.15249

Abstract

The present study seeks to determine significant similarities and differences of teacher-textism and student-textism styles. It also investigates on the use of textism in the actual class discussion shared by the participants of the study. To wit, results show that textism is significantly utilized by both teachers and students (12.84%). The texting styles stipulated are contraction, clipping, onomatopoeia, sound representation, abbreviation, acronymy, letter dropping, emoticons and some novel styles (AbuSA'aleek, 2013; Bieswanger, 2007; Lee, 2006; Smith 2003). Likewise, this paper opens awareness to the use of textese as a “conscious” activity in violating grammar and lexical rules, and building connection among users. Moreover, the inevitable use of textese in class discussion has been brought to light. Based on the FGD responses, four functionalities of textism in L2 (Second Language) class context are drawn: (1) Small Group Language Functionality; (2) Hook/Engagement Functionality; (3) Low Filter Functionality; and (4) Learning Comprehension Functionality.

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Research Paper

Use of Computer Assisted Instruction to Improve Students` Reading Skill in English Language

Mohammed Abba Habib * , Muhammad Ali Mustapha, Hajjakaltum Ali*

, Lecturer, Department of Science Education, University of Maiduguri, Nigeria.

Lecturer, Department of Arts Education, University of Maiduguri, Nigeria.

Habib, M. A., Mustapha, M. A., and Ali, H. (2019). Use of Computer Assisted Instruction to Improve Students` Reading Skill in English Language. i-manager’s Journal on English Language Teaching, 9(1), 32-37. https://doi.org/10.26634/jelt.9.1.15294

Abstract

This paper examines the use of Computer Assisted Instruction (CAI) to develop students’ Reading Skill in English Language. Two objectives and two research questions were formulated to guide the study. Senior Secondary School Students two (SS II) of a selected school were the participants of this study. Due to the timeframe and nature of the research, only forty students in SS II were selected to constitute the sample size using purposive sampling technique. Twenty control and twenty treatment group were formed to test the effect of the CAI. Pre and posttest were applied to measure the effect of CAI. The findings of the study revealed that use of Computer Assisted Instruction improves students’ reading skill in English language. Therefore, it is recommended that educational stakeholder should ensure that ICT facilities are sufficiently available in schools and language teachers should be adequately trained to utilize computers in their instructions.

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Research Paper

The Reasons behind the Poor Performance of Saudi Students in IELTS

Mohsen Alzahrani*

Doctoral Student, Department of Educational Leadership and Policy Studies, University of Denver, Colorado, USA.

Alzahrani, M. (2019). The Reasons behind the Poor Performance of Saudi Students in IELTS. i-manager’s Journal on English Language Teaching, 9(1), 38-49. https://doi.org/10.26634/jelt.9.1.15375

Abstract

The purpose of this phenomenological study is to investigate the challenges and barriers that Saudi graduate students experience with the English entrance exam, the International English Language Testing System (IELTS). The sample of this study consisted of six Saudi graduate students and two English teachers from two different English schools in Denver, Colorado, United State of America. Qualitative methodology and analysis were used in the study to collect and analyze the data. Two major themes emerged from the data: “Inadequate preparation for IELTS test” and “Limited access to academic English”. Under these main themes, the sub- themes are reported. These findings could lead to implications and future research on the phenomena.

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Research Paper

Computer-Mediated Communication and Language Education: Focus on Written Communication

Abderrahmane Babni*

Assistant Professor, Department of English, Polydisciplinary Faculty of Errachidia, Moulay Ismail University, Meknes, Morocco.

Babni, A. (2019). Computer-Mediated Communication and Language Education: Focus on Written Communication. i-manager’s Journal on English Language Teaching, 9(1), 50-58. https://doi.org/10.26634/jelt.9.1.14781

Abstract

It is apparent that the internet-based and computer-mediated tools can be considered as the most recent step in the development of communication technologies. This paper aims at investigating the type of impact computer-mediated communication (CMC) tools' use has on Moroccan EFL university students' writing skills and performance. Two research instruments were used to collect the needed data, a questionnaire and a writing task. The findings reveal that the use of CMC tools has a positive impact on students' writing skills and performance. Yet, the results obtained from the writing task show that the use of CMC tools has a detrimental impact on students' academic written productions because most students failed to confine to the standards of academic writing in terms of layout, organization, style, level of formality, grammar, content, mechanics and tone.

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

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Volume 9 Issue 1 January - March 2019

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Zeynep Aysan-Sahintas*

Research Assistant, Department of Foreign Language Education, Middle East Technical University, Turkey.

Aysan-Sahintas, Z. (2019). “It’s in My Blood”: An Expatriate English Language Teacher’s Pedagogical Practices and Identity. i-manager’s Journal on English Language Teaching, 9(1), 1-13. https://doi.org/10.26634/jelt.9.1.15175

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Textese Categories and Textese Application in L2 Class Discussion

B. C. Totanes* , R. B. Lintao**

* MA Graduate, Philippine Normal University/Teacher, Science High School (Department of Education-Taguig-Pateros Division), Philippines. ** Associate Professor, Department of English, University of Santo Tomas (UST), Manila, Philippines

Totanes, B. C., and Lintao, R. B. (2019). Textese Categories and Textese Application in L2 Class Discussion. i-manager’s Journal on English Language Teaching, 9(1), 14-31. https://doi.org/10.26634/jelt.9.1.15249

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Use of Computer Assisted Instruction to Improve Students` Reading Skill in English Language

Mohammed Abba Habib * , Muhammad Ali Mustapha**, Hajjakaltum Ali***

*,*** Lecturer, Department of Science Education, University of Maiduguri, Nigeria. ** Lecturer, Department of Arts Education, University of Maiduguri, Nigeria.

Habib, M. A., Mustapha, M. A., and Ali, H. (2019). Use of Computer Assisted Instruction to Improve Students` Reading Skill in English Language. i-manager’s Journal on English Language Teaching, 9(1), 32-37. https://doi.org/10.26634/jelt.9.1.15294

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The Reasons behind the Poor Performance of Saudi Students in IELTS

Mohsen Alzahrani*

Doctoral Student, Department of Educational Leadership and Policy Studies, University of Denver, Colorado, USA.

Alzahrani, M. (2019). The Reasons behind the Poor Performance of Saudi Students in IELTS. i-manager’s Journal on English Language Teaching, 9(1), 38-49. https://doi.org/10.26634/jelt.9.1.15375

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Computer-Mediated Communication and Language Education: Focus on Written Communication

Abderrahmane Babni*

Assistant Professor, Department of English, Polydisciplinary Faculty of Errachidia, Moulay Ismail University, Meknes, Morocco.

Babni, A. (2019). Computer-Mediated Communication and Language Education: Focus on Written Communication. i-manager’s Journal on English Language Teaching, 9(1), 50-58. https://doi.org/10.26634/jelt.9.1.14781

Abstract

References

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* MA Graduate, Philippine Normal University/Teacher, Science High School (Department of Education-Taguig-Pateros Division), Philippines.

** Associate Professor, Department of English, University of Santo Tomas (UST), Manila, Philippines

Mohammed Abba Habib * , Muhammad Ali Mustapha, Hajjakaltum Ali*

, Lecturer, Department of Science Education, University of Maiduguri, Nigeria.

Lecturer, Department of Arts Education, University of Maiduguri, Nigeria.