Weightage to English as a Second Language Given By +2 Students

Vol. 2 No. 3

Year: 2012

Issue: July-September

Title: Weightage to English as a Second Language Given By +2 Students 

Author Name: B. William Dharma Raja, V. Selvarasu 

Synopsis: 

The study focuses on the significance of the English language and the inevitability to have proficiency in English in order to bloom in the modern world. It analyses the weightage given by the +2 students to ESL. The objectives of the study were to find out the level of weightage to English subject given by the students; to find out whether there is any significant difference in weightage to English subject given by the students on with regard to the selected attributive variables such as sex, age, nature of the school, type of the school and location of the school. The methodology employed in gathering information was a survey method. Scale on Weightage to English Subject (SWES), prepared by the authors, consisting of 34 statements, was used as tool. The sample comprised 290 students covering 131 boys and 159 girls. The collected data were treated using Mean, Standard Deviation, Pearson product moment correlation, t test, Analysis of variance and Scheffe test. The result of this study indicated that the students gave moderate level of weightage to English subject. Comparing to boys, girl students gave more weghtage to study English subject. The government school students gave more weightage compared to the aided school students. Educational implications to the findings are also portrayed.

Interactional Metadiscourse in Turkish Postgraduates’ Academic Texts: A Comparative Study of How They Introduce and Conclude

Vol. 2 No. 3

Year: 2012

Issue: July-September

Title: Interactional Metadiscourse in Turkish Postgraduates’ Academic Texts: A Comparative Study of How They Introduce and Conclude 

Author Name: Erdem Akbas 

Synopsis: 

This study explores interactional metadiscourse resources in master’s dissertations (introductions and conclusions) of Turkish students written in Turkish and English. Interactional resources were identified according to Hyland and Tse’s (2004) framework by using WordSmith Tools (5.0). A statistically significant difference between two groups of writers was found in their introductions in terms of overall five subcategories whereas their uses of interactional metadiscourse in conclusions were statistically insignificant. Further analysis showed that Turkish writers of English predominantly used hedges, attitude markers and self-mentions. It is interesting to note that Turkish writers, while writing in their mother tongue, tended to build a strong relationship with their target readers in both of the sections by employing approximately twice engagement markers compared to their peers writing in English.

The Role of Interest Enhancement for L2 Learners

Vol. 2 No. 3

Year: 2012

Issue: July-September

Title: The Role of Interest Enhancement for L2 Learners 

Author Name: Samantha Rix 

Synopsis: 

This pilot study examines the role of   metacognitive awareness as a motivational strategy in second language learning.  The paper begins by exploring metacognitive strategies within the general language learning strategy framework, and then zooming in upon “interest enhancement” as a particular strategy that influences motivation and self-confidence.  In essence, this study is embedded in the paradigm of action classroom research and was initiated in response to a particular problem found among intermediate learners in an intensive English-for-Academic Purposes program.  Pre- and Post- Intervention interviews were carried out with the course instructor to define the problem and later to gather information on her perspective as to the intervention’s outcome.  During the Pre-intervention interview with the instructor, it was discovered that learners were unresponsive to their instructors’ techniques for test review because they did not see the value of it beyond the scope of the test.  To mitigate this problem, the instructor implemented the following two changes during her review sessions with the intent to increase metacognitive interest enhancement: 1) The provision of positive, overt oral feedback was provided for both correct and incorrect responses during the review; and 2) The provision of continual reinforcement of the out-of-class importance of the language and concepts under discussion .   Fourteen students (eleven Saudi Arabian, one Japanese, one Chinese, and one Rwandan) participated in the modified review session and were then asked to respond to a likert-type survey consisting of twelve questions that targeted interest enhancement on the following five sub-topics:  1) Understanding of the assignment; 2) Level of enjoyment; 3) Goals; 4) Classroom atmosphere; and 5) Feedback.  Results from the survey demonstrated an increase in participants’ self-reported levels of interest enhancement after the instructor’s modifications.  The paper will conclude with specific qualitative comments taken from the instructor’s post-intervention interview that suggest that the students’ motivation increased as a result of metacognitive interest enhancement techniques.

English Language Teaching at Secondary School Level in Bangladesh: An Overview of the Implementation of Communicative Language Teaching Method

Vol. 2 No. 3

Year: 2012

Issue: July-September

Title: English Language Teaching at Secondary School Level in Bangladesh: An Overview of the Implementation of Communicative Language Teaching Method 

Author Name: Sofe Ahmed 

Synopsis: 

The concept of globalization has brought dynamism in each aspect of the world. The changes have also touched the field of English language teaching (ELT) throughout the world. Bangladesh is no more far from that transformation. It has already attempted to the innovation of ELT. The country has moved from long term-practiced Grammar Translation Method to Communicative Language Teaching Method for teaching second language, particularly English. But, efforts in the teaching of English language seem relatively lacking and not sufficient while considering the demand of time and motion going on throughout the world .With an extreme urge for the diversity in ELT in Bangladesh, the study will evaluate the real practices of CLT; roles and performances of teachers, and learners in CLT classroom. The current study has therefore been aimed to verify how far those claims of communicative textbook are successful, why the learners still lack in communication in English, what the obstacles are and finally how to remove those barriers. The present study, become a significant one as a systematic step in this case. And it is greatly expected that the proposed research will result useful solutions for the teachers and students to solve the problems in terms of English language teaching and learning by CLT not only in Bangladesh but also in other non-English countries. Language learning can never happen absolutely unless four basic skills are equally emphasized. Schools therefore arrange listening practices with the help of English video games, documentaries, movies etc. Bengali language should be for bidden for the teachers of English as well as for English classes. Reading materials should not be limited within the textbook merely rather the variety of realia should be used as mandatory reading resources. Students should first practice writing by illustrating pictures of real environment and day to day activities what they regularly deal with. The survey study has been carried out in different secondary schools through questionnaires.

The Role of Comic Reading Materials in Enhancing the Ability to Read in EFL

Vol. 2 No. 3

Year: 2012

Issue: July-September

Title: The Role of Comic Reading Materials in Enhancing the Ability to Read in EFL 

Author Name: Zahra Roozafza 

Synopsis: 

Reading is an extremely active, complex, mental and personal process that concerns both the reader and the text. It is now generally believed that a range of reader with text factors affect the reading process to a considerable extent. So, teachers of EFL need to be aware of the important role of teaching materials. Thus, this study investigated the impact of comic reading materials on reading comprehension. Six general texts and pictures were given to the control group and six comic materials were presented to experimental group in usual English classes during 20 sessions. At the end, a general reading comprehension test was administered to both groups and the resultswere subjected to relevant statistical analysis, t-test. The findings of this study revealed that teaching reading ability through comic texts and pictures is more efficient than teaching it through general texts and pictures.

ELT and Consciousness-Raising

Vol. 2 No. 3

Year: 2012

Issue: July-September

Title: ELT and Consciousness-Raising 

Author Name: Khalid Salim Saif Al-Jardani 

Synopsis: 

The paper highlights the concept of consciousness-raising. It relates it to different aspects of ELT such as explicit teaching, language awareness, language acquisition and practice. How these terms are related to the concept of consciousness-raising within the English Language teaching. Its main aim is to help learners to notice for themselves how the language is used naturally is highlighted as well as that C-R is mainly seen as getting learners to notice the grammar features, by applying them in tasks. C-R can be considered as different degrees of explicit teaching of grammar, the first step of the language acquisition process and language awareness. The paper also shows two examples of using this and their implications into the classroom. These were conducted in a class of grade 7 aged between 12-13 years old, in an Omani school. The paper highlights how pupils feet about doing the activities which allow them to practice the language more. This stresses that pupils can work on more than one structure at a time. Therefore, it helps to save time and effort instead of presenting each item in a lesson. On other hand, it also attempts to raise the pupils’ awareness of the target grammar which may lead to independent learning later on.

The Relationship between Efl Reading and Existential-Phenomenology

Vol. 2 No. 2

Year: 2012

Issue: April-June

Title: The Relationship between Efl Reading and Existential-Phenomenology 

Author Name: Leyla Tercanlioglu, Oktay Akarsu 

Synopsis: 

This study reviews an overall theoretical framework of two major phenomena: reading and existential-phenomenology. Nine different predominant theories in reading education, their attributes, effective reading techniques and educational studies of learners’ experiences towards effective reading will be examined with some basic issues to grasp the progression of learning theories applied throughout the centuries to assist learners and instructors to overcome difficulties with reading. Literature on existential phenomenology will be reviewed to display this approach and its importance in a research. The reviews of these theories and the approach lead to the proposal for the studies outlined subsequently in the thesis.

Efficacy of Self Regulated Strategy Instruction in Planning and Organization of Opinion essays of ESL/EFL writers at Tertiary Level

Vol. 2 No. 2

Year: 2012

Issue: April-June

Title: Efficacy of Self Regulated Strategy Instruction in Planning and Organization of Opinion essays of ESL/EFL writers at Tertiary Level 

Author Name: Maruthi Kumari Vaddapalli, Helen Woerner 

Synopsis: 

Writing is an essential academic skill. Effective writing is a complex process requiring the skillful use of techniques and strategies (Zimmerman and Reisemberg,1997). Unlike skilled writers, struggling writers lack certain strategies and techniques that could help them become effective writers. The present study investigates the effectiveness of SRSD with struggling EFL/ESL writers at the tertiary level. A classroom-based intervention study aimed to determine whether simplifying the writing task by automatizing certain mechanical elements through strategy training using SRSD reduces students’ cognitive load, allowing them to engage in higher order thinking processes. The study was conducted  at a university in Oman. Baseline, terminal and maintainance probes were administered to determine participants’ relative gains in task achievement, organization, lexis and grammar. The essays were evaluated using a conventional 9 point scale and the results were analyzed. The results revealed considerable gains in organization and lexis indicating that automatization of the more mechanical elements of the writing process enabled students to write better quality essays. These results indicate that SRSD can be an effective method of instruction for stuggling/underprepared EFL/ESL writers at the university level.

The Impact of Text Difficulty on EFL Learners’ Reading Comprehension and Vocabulary Learning

Vol. 2 No. 2

Year: 2012

Issue: April-June

Title: The Impact of Text Difficulty on EFL Learners’ Reading Comprehension and Vocabulary Learning 

Author Name: Lu-Fang Lin 

Synopsis: 

This study investigated which level of graded reader was most appropriate for Chinese-speaking learners of various English abilities and whether there were significant differences in comprehension and vocabulary acquisition when different English proficiency (EP) groups read texts of varying difficulty levels. Eight-two senior high school students in Taiwan were divided into low, medium and high EP groups (LEP, MEP, and HEP). They read graded readers at Level 2, Level 3, and Level 4 after class and completed comprehension and vocabulary tests, and a text difficulty questionnaire. The results show, first, that the most suitable graded readers for LEP, MEP, and HEP groups were found. Second, there were significant differences among the three EP groups in the comprehension and vocabulary test scores of these readers. Third, there was a significant correlation between text comprehension and vocabulary acquisition when each group read the text appropriate for its level of linguistic competency. Armed with the results, instructional recommendations are presented.

Inter language Variability and Mapping Problem: A Competence Or a Performance Effect?

Vol. 2 No. 2

Year: 2012

Issue: April-June

Title: Inter language Variability and Mapping Problem: A Competence Or a Performance Effect? 

Author Name: Fatemeh Behjat, Firooz Sadighi 

Synopsis: 

One of the intricate properties of second language acquisition is that some types of grammatical feature appear to be acquired easily and in a native-like way, while others remain persistently difficult. There is much evidence related to the issue in the current empirical studies, and the issue raises an important explanatory problem for a theory of second language acquisition. In this paper, an attempt is made to shed light on the point whether the variability in morpho-syntactic features in adults’ L2 production is due to a competence or a performance effect. On the basis of the evidence gained through the literature in the field, it is concluded that both competence and performance effects are involved in the optionality of the use of inflectional morphology. This paper also reveals that through the development of interlanguage, there is nothing as impairment, whether local or global, to hinder the correct grammatical representation of underlying syntax; morphology will be learned, and morphological paradigms are gradually added to the lexicon, in the same way as words do.

Construct Validity in Formative Assessment: Purpose and Practices

Vol. 2 No. 2

Year: 2012

Issue: April-June

Title: Construct Validity in Formative Assessment: Purpose and Practices 

Author Name: Samantha Rix 

Synopsis: 

This paper examines the utilization of construct validity in formative assessment for classroom-based purposes.  Construct validity pertains to the notion that interpretations are made by educators who analyze test scores during formative assessment.  The purpose of this paper is to note the challenges that educators face when interpreting these scores and states that how the scores are used, instead of the actual score itself, is integral for conveying the two parts of the General Validity Theory; actions and structures.  The paper continues by intertwining the idea that validation can eventuate only if evidence is being supported by different sources.  Finally, the paper concludes by providing examples of how educators can prevent misinterpretation and deter bias whilst using the validity argument when conducting formative assessments.  

Discovery Learning Strategies in English

Vol. 2 No. 1

Year: 2012

Issue: January-March

Title: Discovery Learning Strategies in English 

Author Name: Singaravelu G 

Synopsis: 

The study substantiates that the effectiveness of Discovery Learning method in learning English Grammar for the learners at standard V.  Discovery Learning is particularly beneficial for any student learning a second language. It promotes peer interaction and development of the language and the learning of concepts with content. Reichert and Raimond (2005 ) suggest that Discovery learning is a highly student-centered and self-directed form of learning. According to Allen (2002), in an example of discovery learning in action, DaimlerChrysler uses guided discovery learning principles for teaching maintenance engineers to troubleshoot automotive electrical systems. Objectives of the study: 1.To diagnose the problems of the learners in learning English Grammar through conventional methods.2.To find out the significant difference in achievement mean score between the pre test of control group and post test of control group.3.To find out the significant difference in achievement mean score between the pre test of Experimental group and post test of Experimental group. 4.To find out the significant difference in achievement mean score between the post test of controlled group and the second post test of treatment given controlled group.5.To find out the impact of Discovery Learning Strategies in learning English Grammar. Methodology: Rotational group Experimental method was adopted in the study. Participants: Sixty students of studying in standard V from Bommanampalayam Middle School were selected as sample for the study. Instrumentation: Researcher’s self-made achievement test was used as instrumentation for the study. Procedure of the study: The following activities were designed 1.Diagnose the problems.2.Designing the Discovery learning.3.Face—to- Face interaction.4.Internet interaction.5.Team interaction.6.Team pair Table and 7.Presentation.  Findings: Discovery Learning Strategies is more effective than traditional methods in learning English Grammar for the learners at standard V. Educational implications: It can be implemented to all other the languages learning.

The Washback Effect of Konkoor on Teachers’ Attitudes toward Their Teaching

Vol. 2 No. 1

Year: 2012

Issue: January-March

Title: The Washback Effect of Konkoor on Teachers’ Attitudes toward Their Teaching 

Author Name: Parviz Birjandi, Servat Shirkhani 

Synopsis: 

Large scale tests have been considered by many scholars in the field of language testing and teaching to influence teaching and learning considerably. The present study looks at the effect of a large scale test (Konkoor) on the attitudes of teachers in high schools. Konkoor is the university entrance examination in Iran which is taken by at least one million candidates of entering Iranian universities. The data for the study comes from a questionnaire answered by high school teachers in Iran. Analyses of the results indicate that Konkoor influences teachers’ attitudes regarding different aspects of the language teaching program in Iran.

Using Processing Instruction for the Acquisition of English Present Perfect of Filipinos

Vol. 2 No. 1

Year: 2012

Issue: January-March

Title: Using Processing Instruction for the Acquisition of English Present Perfect of Filipinos 

Author Name: Jonathan Pangilinan Erfe, Rachelle Lintao 

Synopsis: 

This is an experimental study on the relative effects of Van Patten’s Processing Instruction (PI) (1996, 2002), a “psycholinguistically-motivated” intervention in teaching second-language (L2) grammar, on young-adult Filipino learners of English. A growing body of research on this methodological alternative, which establishes form-meaning connection via processing of linguistic input leading to the L2 learner’s developing system, has shown its superiority over the precedent long-held approach to grammar teaching. Traditionally, grammar instruction is “output-oriented”, that is, students are instantly tasked to produce morpho-syntactic and/or lexical items through language drills. However, the use of the present perfect aspect in English, for one, is still a persistent error among Filipinos, even at the tertiary level, as evidenced in the results of college entrance examinations and teachers’ formative and summative assessments.  Two groups of sophomore students — a Processing Instruction (PI) group (experimental) and a traditional instruction (TI) group (control) — enrolled in a coeducational private university in Manila, Philippines, served as subjects of the study. These groups were pre-tested prior to the instructional treatment of the English present perfect: PI to the experimental group and production-based lessons to the TI group. A post test was administered, from which the scores obtained by the subjects were then statistically analyzed using Paired-Samples and Independent Samples T tests. Results reveal significant gains in post production and delayed production tests for both the TI and PI groups and in delayed interpretation for PI group only.  Furthermore, results indicate that the PI group performed better than the TI group in all the three tasks mentioned. These results suggest the superiority of PI over TI.

Requirements and Constraints of Bed Trainees in Communicative English

Vol. 2 No. 1

Year: 2012

Issue: January-March

Title: Requirements and Constraints of Bed Trainees in Communicative English 

Author Name: G. Subramonian, D. Hallen 

Synopsis: 

English is described as a language of modernization in the scientific era and widely used language in the Mass Media. There are several factors — linguistic, physical and psychological that affects listening, reading and writing comprehension. These influential factors were analysed in the present study by adopting the survey method in which Communicative English Requirement scale (CERS) and Constraints in communicative English check list (CCEC) tools were used to collect the relevant data from the respondents. Totally 250 samples of prospective teachers were analysed and findings predict that significant difference exists based on gender, residential locality and on branch of study.

A Move-Analytic Contrastive Study on the Introductions of American and Philippine Master’s Theses in Architecture

Vol. 2 No. 1

Year: 2012

Issue: January-March

Title: A Move-Analytic Contrastive Study on the Introductions of American and Philippine Master’s Theses in Architecture 

Author Name: Rachelle Lintao, Jonathan Pangilinan Erfe 

Synopsis: 

This study purports to foster the understanding of profession-based academic writing in two different cultural conventions by examining the rhetorical moves employed by American and Philippine thesis introductions in Architecture using Swales’ 2004 Revised CARS move-analytic model as framework. Twenty (20) Master’s thesis introductions in Architecture published from 2003-2010 were culled randomly. Results show apparent differences between the two corpora. The Philippine corpus comprises a structured pattern that includes the following elements in order: background of the project, statement of the problem, significance of the study, scope and delimitation and definition of terms. Meanwhile, the American corpus follows a free-flowing structure with varied elements. Two predominant conclusions may be drawn from this study.  Firstly, each profession operates within a context that has its own dynamics and constraints. Another significant conclusion is the role of culture in terms of following writing conventions. Americans, having individualistic culture, tend to be more free-flowing in terms of their introduction structure.  The Filipinos, on the other hand, having collectivist orientation, follow certain formats and structure in their introductions.

Move Sequences in Graduate Research Paper Introductions and Conclusions

Vol. 2 No. 1

Year: 2012

Issue: January-March

Title: Move Sequences in Graduate Research Paper Introductions and Conclusions 

Author Name: Marilu Rañosa Madrunio 

Synopsis: 

Graduate students submit academic papers at the end of the term as part of their coursework. Such papers contain introduction moves which may be troublesome and conclusion moves which may contain sub-moves not really required. This paper is aimed at assessing what particular moves are employed in the introduction and conclusion sections of 21 graduate research papers submitted in one leading university in Manila.  Ten of these were written by MA students while 11 were written by Ph.D. students.  The study employed the framework proposed by Swales and Feak (1994) pertaining to moves in research paper introductions and Yang and Allison’s (2003) framework for analyzing the conclusion section. Findings revealed that in the Introduction section, all MA and PhD students employed Move 1 with majority employing 2-3 sub-moves. With regard to Move 2, 10 of the 21 papers employed the sub-move Indicating a gap; three employed the sub-move Counter-claiming; the rest did not employ any sub-move at all.  With respect to Move 3, results showed that the most commonly used sub-moves were Outlining purposes and Announcing present research.  Finally with regard to the Conclusion section, most writers employed Moves 1, 3 and 2, in that order.  However, the sub-move Evaluating methodology was not at all utilized as part of Move 2. 

Interactive Multimedia Package in Ameliorating Communicative Skill in English

Vol. 1 No. 4

Year: 2011

Issue: October-December

Title: Interactive Multimedia Package in Ameliorating Communicative Skill in English 

Author Name: Singaravelu G 

Synopsis: 

The study enlightens the effectiveness of Interactive-Multimedia Package in developing communicative skill in English at standard VI. Present methods of developing communicative skill are ineffective to the students in improving their communicative competencies in English. Challenging interactive Multimedia Package can be helped to enhance the communicative competency for the suitable communicative transactions of oral as well as written in English. The researcher endeavoured to prepare a Multimedia Package for enriching application oriented and life-long utilisation in English for the students of standard VI. Objectives of the study: 1.To prepare a Multimedia Package for developing the communicative skill in English.2.To find out the significant difference in achievement mean score between the pre test of control group and the post test of control group.3.To find out the significant difference in achievement mean score between the pre test of Experimental group and the post test of Experimental group.4.To find out the impact of Multimedia Package in improving communicative skill in English. Methodology: Quasi   Experimental method was adopted in the study. Sample: Eighty Students of standard VI from Govt Higher Secondary school, Kalveeranpalayam were selected as sample for the study. Forty twostudents were considered as Controlled group and thirty eight students were considered as Experimental group. Tool: Researcher’s self-made achievement test was used as a tool for the study. Validity of the tool was established by the opinion of the juries.      Reliability of the tool was established by the split-half method. Statistical technique:’t’ test was used to analyse the study.

Teaching vocabulary through games- a sanguine step

Vol. 1 No. 4

Year: 2011

Issue: October-December

Title: Teaching vocabulary through games- a sanguine step 

Author Name: Beena Anil 

Synopsis: 

Vocabulary is predominant in improving one’s communicative skill.  Language is more powerful when it is being used perfectly. Teachers should consider the background of learners and aid them to learn and develop their vocabulary in many interesting ways especially through games. This paper deals with a productive and a logical study, done on a set of college students to improve the vocabulary of first generation learners at college level through games. Learners should be exposed to develop basic skills namely listening, speaking, reading and writing. Print and visual media help learners to acquire more words interestingly.

Causes of Problems in Learning English as A Second Language as Perceived by Higher Secondary Students

Vol. 1 No. 4

Year: 2011

Issue: October-December

Title: Causes of Problems in Learning English as A Second Language as Perceived by Higher Secondary Students 

Author Name: B. William Dharma Raja 

Synopsis: 

Language is a very important means of communication. It is very difficult to think of a society without language. It sharpens people’s thoughts and guides and controls their entire activity. It is a carrier of civilization and culture (Bolinger, 1968). In the case of the mother tongue, the child learns it easily, due to the favourable environment and by the great amount of exposure to the language. But, learning a second language requires conscious efforts to learn it and the exposure to the second language in most cases is limited (Bose, 2007). Majority of the students have favoured classroom instruction for the second language acquisition (James, 1996). There are so many factors affect the process of learning a second language, including attitude, self-confidence, motivation, duration of exposure to the language, classroom conditions, environment, family background, and availability of competent teachers (Verghese, 2009). Here the authors took up a study on analysing the various reasons for the problems faced by the second language learner. The reasons identified were: environment, attitude and teacher’s competence. Environment and family background play vital role in success of learning process. For example, countries like India, where majority of the people are farmers, have the poor background in education. Moreover, the income of majority of the families is not adequate. Hence, the parents are not interested in giving good education background to their children. In contrast, they are willing to engage the children in some jobs in order to earn money. This is the very basic reason and the affecting factor in teaching. Attitude is yet another affective factor in learning a second language. Attitude is the way that you think and feel about something. The successful acquisition of a second language seems to some extent, contingent upon learners’ views of the language learning environment, the learning situation, and how they view the target language and its speakers (Narayanan et al., 2008). Like the environment and attitude, teacher’s competence is also a variable factor that affects the second language learning. He should be proficient in the language; his knowledge of and expertise in methods and techniques of language teaching should be of a reasonably high standard (Verghese, 2009).

A Corpus-based Study on use of Copular Verbs by Chinese School Children Learning English in China

Vol. 1 No. 4

Year: 2011

Issue: October-December

Title: A Corpus-based Study on use of Copular Verbs by Chinese School Children Learning English in China 

Author Name: Ailing Du 

Synopsis: 

By adopting corpus-based approach in this research study, we examined the various aspects of the copular verbs used by Chinese school children learning English. This study revealed that Chinese school children use copular verbs less frequently than native English speakers; they select a limited variety of copular verbs and less often use complements after most of those copular verbs which most often lack variety as well. We also made an attempt to explore relevant factors causing such differences among English learners in China and studied the related implications and limitations to these effects.

A Perspective Evaluation of Problem-Based Learning In Esl Classroom In The Malaysian Higher School Certificate Program

Vol. 1 No. 4

Year: 2011

Issue: October-December

Title: A Perspective Evaluation of Problem-Based Learning In Esl Classroom In The Malaysian Higher School Certificate Program 

Author Name: Radzuwan Ab Rashid 

Synopsis: 

This study was initiated to explore how pre-university students who enrolled in the Malaysian Higher School Certificate program perceived their experiences in learning ESL through Problem-Based Learning (PBL). This small scale study involved 35 pre-university students in an upper sixth form in a secondary school in Kelantan, Malaysia. Participants were given three sets of self-administered questionnaire with a 5 point Likert scale adapted from Fauziah et al. (2004). The questionnaires were aimed to explore the students’ perspectives regarding the use of PBL in ESL, student-peer collaboration and student-facilitator collaboration involved in the learning process after they have gone through two PBL learning sessions. Descriptive statistic which involved frequency counts was used to analyze the data. The findings revealed that majority of the students had positive views regarding the use of PBL, student-peer collaboration and student-facilitator collaboration in promoting language learning and enhancing their thinking skills. However, in comparison, student-peer collaboration is perceived as less positive than student-facilitator collaboration. This implies that problem-based learning, if carefully guided by the facilitator, could be an effective approach in developing critical thinking skills and fostering language learning among pre-university students.

Arguing In L2: Discourse Structure and Textual Metadiscourse In Philippine Newspaper Editorials

Vol. 1 No. 4

Year: 2011

Issue: October-December

Title: Arguing In L2: Discourse Structure and Textual Metadiscourse In Philippine Newspaper Editorials 

Author Name: Veronico N. Tarrayo, Marie Claire T. Duque 

Synopsis: 

This study described the discourse structure and textual metadiscourse in newspaper editorials in the Philippines where English is used as a second language or L2.  Specifically, it sought answers to the following questions: (1) What discourse features characterize the structure of the following parts of Philippine newspaper editorials — orientation block, exposition block, and summation block?; and (2) What textual metadiscourse strategies exist in the newspaper editorials — connectors and code glosses? Data examined were the 24 newspaper editorials published in 2010 by two leading Philippine broadsheets, namely, Philippine Daily Inquirer and The Philippine Star.  Frequency and percentage counts were utilized in the analysis.             Findings revealed that the discourse structure of Philippine newspaper editorials followed the two-move pattern in the orientation, exposition, and summation blocks.  With regard to the steps used, the orientation block frequently employed the general statement and elaboration steps.  The exposition block, in addition, relied more on the use of specific statements.  The summation block, on the other hand, commonly used the conclusion and evaluation steps.  Regarding the use of connectors, Philippine newspaper editorials were built more on the additive relation, using a progressive or accumulative strategy.  In addition, the genre examined used more simple connectors, such as the additive and, or, and also, adversative but and yet, and causal because and so.  In terms of code glosses, editorialists seemed to use more parenthetical definitions to provide adequate clarifications and exemplifications in the proposition or content.

Teachers’ Role in Fostering Reading Skill: Effective and Successful Reading

Vol. 1 No. 4

Year: 2011

Issue: October-December

Title: Teachers’ Role in Fostering Reading Skill: Effective and Successful Reading 

Author Name: G. Rexlin Jose, B. William Dharma Raja 

Synopsis: 

Reading bestows enjoyment and enlightenment. It unlocks the unknown. It is a complex cognitive activity that is indispensable for the kind of knowledge society. So the students of today’s world must know how to learn from reading and to enter the present literate society.  One who reads can lead others to light.   People who read can be free because reading banishes ignorance and superstition. Reading has the power to revolutionize everyone’s ways of thinking and living. It makes everyone think critically and creatively. Teachers must emphasize all kinds of reading, especially critical reading which is not just reading on the lines but it deals with reading between and beyond the lines. A critical reader challenges the author’s assumptions, inferences, and conclusions, and judges the accuracy, reliability, quality and value of what he reads on the basis of sound criteria or standards developed through previous experiences. This kind of reading paves clear path for students to acquire better comprehensive ability through SQ3R techniques, computer multimedia and other activities such as skimming and scanning. Although there are ways and means to acquire reading skill, there are a few factors which affect it severely. Teachers must be careful in avoiding these hindrances and make their wards’ reading easy, effective and successful. Teachers are the prime source for students in cultivating their reading habit. Their advice and encouragement will help the students move a step further in developing their attitude towards reading. Teachers can teach phonetics to readers of initial stage and help them pronounce the sounds of letters and words properly. They should also emphasize writing task in the primary grade as it is directly associated with reading programme. They can teach them syllabication to recognize new words. Special assistance may be given to students with regard to the selection of materials for reading based on their age, time and capacity and determine their reading levels. They must realize that they have to play major role in encouraging and engaging the students to become voracious readers.

Effect of Instructional Media in the Learning of English Grammar on the Achievement of Teacher Training Students at Namakkal District

Vol. 1 No. 3

Year: 2011

Issue: July-September

Title: Effect of Instructional Media in the Learning of English Grammar on the Achievement of Teacher Training Students at Namakkal District 

Author Name: Dr. Evangelin Arulselvi 

Synopsis: 

The present study is aimed at finding the effect of Instructional software program in the learning of grammar on the achievement of teacher training students of Namakkal District. Parallel group experimental method was adopted in this study. A sample of 80 students studying in the teacher training college were selected on the basis of their knowledge in English grammar. 40 students were involved in conventional learning of English grammar and another 40 were considered for learning grammar based on instructional media. The instrument of the study was an instructional software program used for teaching particular grammar items. Achievement test was used after establishing validity and reliability. It is evident from the analysis that instructional media played a significant role in the learning of English grammar. Experimental group students have made significant higher gains in learning grammar in comparison to conventional group students. In light of the findings of this study, it was recommended that English teachers use Computer Aided Instructions in their teaching.