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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 9 Issue 4 October - December 2019

Article

The Native-Speaker Model in Japan: Failure, Success, or Cultural Manipulation?

Adam Crosby*

Kobe City College of Nursing, Kobe, Japan.

Crosby, A. (2019). The Native-Speaker Model in Japan: Failure, Success, or Cultural Manipulation? i-manager’s Journal on English Language Teaching, 9(4), 1-4. https://doi.org/10.26634/jelt.9.4.15231

Abstract

Although Japan spends vast amount of money every year on English education and Japanese university students study and are exposed to oral English for several years, there still persists a hesitance to use and speak English. This paper looks at educational policy in Japan and the adoption of the native-speaker model in Japan. Although the native-speaker model has been adopted in Japan and is considered prestigious, adopting a model that includes nonnative speakers of the outer circle nations would be motivational for Japanese learners of English. This paper signifies the misconception that the nativespeaker model is superior to the nonnative model.

References

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Research Paper

The Study of Ergativity Acquisition by Persian-Speaking Learners of English

Zahra Sadat Roozafzai*

ACECR Institute of Higher Education (Isfahan Branch), Iran.

Roozafzai, Z. S. (2019). The Study of Ergativity Acquisition by Persian-Speaking Learners of English. i-manager’s Journal on English Language Teaching, 9(4), 5-13. https://doi.org/10.26634/jelt.9.4.15562

Abstract

Considering the controversy about the nature of ergativity, the issue of whether a case morpheme is theta assigning or just structural case-marking, the present study tried to provide an evidence for either side or both. To this aim, the acquisition and use of ergative verbs were studied and possible explications of the errors were presented. According to the results, ergativity is not just a structural case, but a non-structural case marking. Besides, the uninterpretable features or feature trace can account for case errors and present potential explications for the agreement failure. Based on the principles and stages of the Contrastive Linguistics Hypothesis and Error Analysis, the results of the current study can be applicable for the practice of Teaching English as a Foreign Language (TEFL). After the linguistic description and explanation of the errors made by the Persian speakers, learning English as a foreign language, the TEFL practitioners can make use of the findings of the present study to see the points of difficulty and more focus on them.

References

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Research Paper

Peer Interaction in an EFL Context: Task Variety, Proficiency Level and Awareness of Learners

Zeynep Aysan-Sahintas* , Seda Okur, Muslume Demir*

* English Language Teaching Program, Middle East Technical University, Turkey.

Department of Curriculum and Instruction, Middle East Technical University, Turkey.

* Foreign Languages Unit, Çankaya University, Turkey.

Aysan-Sahintas, Z., Okur, S., and Demir, M. (2019). Peer Interaction in an EFL Context: Task Variety, Proficiency Level and Awareness of Learners. i-manager’s Journal on English Language Teaching, 9(4), 14-27. https://doi.org/10.26634/jelt.9.4.16091

Abstract

Examining the awareness of English as a Foreign Language (EFL) learners and their on-task behaviours during pair work activities in the classroom, this qualitative case study aimed to reveal the effectiveness of peer interaction in L2 learning and the factors that have an impact on the effectiveness of peer interaction in pair work tasks. The participants of the study consisted of a group of 21 adult learners in a higher education EFL context. Observations, field notes, audio-recordings of peer interaction during tasks and lastly semi-structured interviews were conducted to collect data. The findings show that the interaction in pair work activities in EFL classrooms can facilitate learning through cooperation and collaboration. In addition to this, the learners' awareness and behaviours are multidimensional since they are related to the 1) self, 2) peer & teachers, and 3) tasks. The results have implications for effective use of pair work activities in EFL classrooms.

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Research Paper

English Learners’ Attitudes toward English as an International Language: A Qualitative Inquiry

Muhammad Rahimi* , Maryam Pakzadian **

*School of Foreign Languages, Qilu University of Technology (Shandong Academy of Sciences), Jinan, China.

**Isfahan University of Medical Sciences, Isfahan, Iran.

Rahimi, M., and Pakzadian, M. (2019). English Learners' Attitudes toward English as an International Language: A Qualitative Inquiry. i-manager’s Journal on English Language Teaching, 9(4), 28-40. https://doi.org/10.26634/jelt.9.4.16107

Abstract

This article reports on a qualitative study that investigated English learners' attitudes toward English as an International Language (EIL). Four major findings were identified in the current study. First, majority of the participants thought that English belongs to all its users, regardless of being its native speakers or not. Second, lack of knowledge of Outer Circle varieties led the students to stick to the two major Inner Circle varieties of English—American and British Englishes as standard norms. Third, majority of participants embraced localisation of English and considered it as a manifestation of local cultures. Furthermore, the learners admitted that their local government has attached great value to learning English, but they were concerned about the utilitarian view of education, since majority of the learners focus merely on obtaining high scores on English exams. Fourth, the learners expressed their dissatisfaction with the imbalanced contemporary English teaching and stated that developing communication competence should be the main goal of English instruction. Therefore, the authors suggest that effective measures be taken at policy making, materials development and pedagogy levels to promote the legitimacy of all varieties of English and meet the needs of today's English learners.

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The Relationship between First Year English Major Students' Language Learning Strategy Use and Learner Autonomy

Nam Thanh Ta* , Phuong Uyen Ngo, Tran Bao Thi Le*

*-*** Can Tho University of Technology, Can Tho, Vietnam.

Ta, N. T., Ngo, P. U., and Le, T. B. T. (2019). The Relationship between First Year English Major Students' Language Learning Strategy Use and Learner Autonomy. i-manager’s Journal on English Language Teaching, 9(4), 41-49. https://doi.org/10.26634/jelt.9.4.15996

Abstract

The present study investigated learner autonomy level and the use of language learning strategies in a sample of 163 firstyear English majors in university. The aim of the study was to find out the correlation between language learning strategies and autonomous learning. The data collection instruments included a self-rating questionnaire and an open-ended interview. Results indicated the participants were moderately autonomous learners and their overall frequency of strategy use was medium with the most frequent use of memory and social strategies and the least of compensation and Affective strategies. Pearson correlation indicated that there was a positive correlation between learner autonomy and overall language learning strategy as well as across the six strategy categories. Understanding the relationship between learners' strategy use and autonomy may enable EFL instructors to incorporate language learning strategy training in teaching to ultimately improve learners' English language skills.

References

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Research Paper

EFL Students and Instructors' Perceptions on How Digital Literacy is Perceived in the Turkish Context: A Qualitative Study

Ceyhun Yukselir* , Fatma Yuvayapan**

*-** Department of English Language and Literature, Osmaniye Korkut Ata University, Turkey.

Yukselir, C., and Yuvayapan, F. (2019). EFL Students' and Instructors' Views on How Digital Literacy is Perceived in the Turkish Context: A Qualitative Study. i-manager’s Journal on English Language Teaching, 9(4), 50-64. https://doi.org/10.26634/jelt.9.4.16608

Abstract

This study explores EFL students and instructors' perceptions on digital literacy to understand their perceptions towards using digital tools in English language classrooms. The participants (N=136, 46 females and 90 males) are EFL students enrolled at a state university located in southeast part of Turkey, who are studying in different departments ranging from engineering, aviation management to architecture and medicine in addition to EFL instructors (N=27, 20 females and 7 males) working in the same university. The study was designed as qualitative in nature in order to develop a deeper interpretation of participants' understanding of the concept of Digital Literacy (DL). An open-ended questionnaire with background information section was used as the data collection tool for both groups separately. The data collected were analysed by conducting content analysis. Findings indicate that EFL students and instructors' understanding of DL was centered on different concepts. EFL students considered DL skills as a tool to reach and analyse information on the net whereas these skills serve as a means of social interaction and communication for EFL instructors. The Implications of the findings are also discussed for EFL students and instructors in Turkey with regard to English language teaching field.

References

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Research Paper

A Critical Reflection of Constructivist Teaching in CLT at Higher Secondary Education in Bangladesh

Robiul Islam*

Department of English, Ishwardi Government College, Bangladesh.

Islam, M. R. (2019). A Critical Reflection of Constructivist Teaching in CLT at Higher Secondary Education in Bangladesh. i-manager’s Journal on English Language Teaching, 9(4), 65-77. https://doi.org/10.26634/jelt.9.4.16006

Abstract

In this study, the theory and practices of Communicative Language Teaching (CLT) have been investigated in English as a Foreign Language (EFL) classroom. The study applies constructivism learning theory in CLT for developing communicative competence among students of higher secondary education in Bangladesh. Though the national curriculum of Bangladesh has started CLT for decades, still, students' competence in using the English language for communication is questioned. In this reality, following constructivism theory, scaffolding, and cooperative learning strategies, lesson plans were prepared for the students of eleven grade in Bangladeshi college. After conducting the lessons, this researcher arranged a summative assessment, where he found that paradigm shifts in the instructional strategies of teaching English from lecture method to constructivist teaching in CLT would bring about a revolutionary change in achieving communicative competence of the students. Again, for effective implementation of CLT in EFL context like Bangladeshi colleges, proper class size, seating arrangement, a trained teacher and right context should be maintained strictly; otherwise, all efforts will go in vain.

References

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

Current Issue Vol. 14 Issue 4

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Volume 9 Issue 4 October - December 2019

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Adam Crosby*

Kobe City College of Nursing, Kobe, Japan.

Crosby, A. (2019). The Native-Speaker Model in Japan: Failure, Success, or Cultural Manipulation? i-manager’s Journal on English Language Teaching, 9(4), 1-4. https://doi.org/10.26634/jelt.9.4.15231

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The Study of Ergativity Acquisition by Persian-Speaking Learners of English

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ACECR Institute of Higher Education (Isfahan Branch), Iran.

Roozafzai, Z. S. (2019). The Study of Ergativity Acquisition by Persian-Speaking Learners of English. i-manager’s Journal on English Language Teaching, 9(4), 5-13. https://doi.org/10.26634/jelt.9.4.15562

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Peer Interaction in an EFL Context: Task Variety, Proficiency Level and Awareness of Learners

Zeynep Aysan-Sahintas* , Seda Okur**, Muslume Demir***

* English Language Teaching Program, Middle East Technical University, Turkey. ** Department of Curriculum and Instruction, Middle East Technical University, Turkey. *** Foreign Languages Unit, Çankaya University, Turkey.

Aysan-Sahintas, Z., Okur, S., and Demir, M. (2019). Peer Interaction in an EFL Context: Task Variety, Proficiency Level and Awareness of Learners. i-manager’s Journal on English Language Teaching, 9(4), 14-27. https://doi.org/10.26634/jelt.9.4.16091

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English Learners’ Attitudes toward English as an International Language: A Qualitative Inquiry

Muhammad Rahimi* , Maryam Pakzadian **

*School of Foreign Languages, Qilu University of Technology (Shandong Academy of Sciences), Jinan, China. **Isfahan University of Medical Sciences, Isfahan, Iran.

Rahimi, M., and Pakzadian, M. (2019). English Learners' Attitudes toward English as an International Language: A Qualitative Inquiry. i-manager’s Journal on English Language Teaching, 9(4), 28-40. https://doi.org/10.26634/jelt.9.4.16107

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The Relationship between First Year English Major Students' Language Learning Strategy Use and Learner Autonomy

Nam Thanh Ta* , Phuong Uyen Ngo**, Tran Bao Thi Le***

*-*** Can Tho University of Technology, Can Tho, Vietnam.

Ta, N. T., Ngo, P. U., and Le, T. B. T. (2019). The Relationship between First Year English Major Students' Language Learning Strategy Use and Learner Autonomy. i-manager’s Journal on English Language Teaching, 9(4), 41-49. https://doi.org/10.26634/jelt.9.4.15996

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EFL Students and Instructors' Perceptions on How Digital Literacy is Perceived in the Turkish Context: A Qualitative Study

Ceyhun Yukselir* , Fatma Yuvayapan**

*-** Department of English Language and Literature, Osmaniye Korkut Ata University, Turkey.

Yukselir, C., and Yuvayapan, F. (2019). EFL Students' and Instructors' Views on How Digital Literacy is Perceived in the Turkish Context: A Qualitative Study. i-manager’s Journal on English Language Teaching, 9(4), 50-64. https://doi.org/10.26634/jelt.9.4.16608

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A Critical Reflection of Constructivist Teaching in CLT at Higher Secondary Education in Bangladesh

Robiul Islam*

Department of English, Ishwardi Government College, Bangladesh.

Islam, M. R. (2019). A Critical Reflection of Constructivist Teaching in CLT at Higher Secondary Education in Bangladesh. i-manager’s Journal on English Language Teaching, 9(4), 65-77. https://doi.org/10.26634/jelt.9.4.16006

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Zeynep Aysan-Sahintas* , Seda Okur, Muslume Demir*

* English Language Teaching Program, Middle East Technical University, Turkey.

Department of Curriculum and Instruction, Middle East Technical University, Turkey.

* Foreign Languages Unit, Çankaya University, Turkey.

*School of Foreign Languages, Qilu University of Technology (Shandong Academy of Sciences), Jinan, China.

**Isfahan University of Medical Sciences, Isfahan, Iran.

Nam Thanh Ta* , Phuong Uyen Ngo, Tran Bao Thi Le*