Need of a Syntax-based Interpretation for Learning English as a Second Language among Arabic Speakers

Volume 9 Issue 3 July - September 2019

Research Paper

Need of a Syntax-based Interpretation for Learning English as a Second Language among Arabic Speakers

Oveesa Farooq*

*Department of English, King Khalid University, Abha, Saudi Arabia.

Farooq, O. (2019). Need of a Syntax-based Interpretation for Learning English as a Second Language among Arabic Speakers. i-manager’s Journal on English Language Teaching, 9(3), 49-56. https://doi.org/10.26634/jelt.9.3.16032

Abstract

The fact that English is an internationally intelligible language, and therefore its use in the educational institutions of most non-English speaking countries is stressed upon. This impresses upon us the need of ELT (English Language Teaching) as a second language in such countries. Same is the case with Gulf countries, especially Saudi-Arabia. For learning any language, the knowledge of all the four branches of linguistics (Syntax, Semantics, Morphology, and Phonlogy) have a major role to play. It is very important to use functional and content words for the formation of sentences in that language. In order to gain this information, the learners of second language need to know the organization of these lexical and functional words in a language that is syntax of a language. So, the syntax based interpretation forms the basis of learning any language. The present paper focuses on the importance of syntax in learning English as a second language among Arabic speakers. It has been observed that the performance of majority of the native Arabic speakers is very poor when it comes to basic language skills listening, speaking, reading, and writing English. In classroom activities, using English in simple conversations among each other, conversations with teacher, writing simple passages, paragraphs or essays, role play, etc is even a bigger issue for them. The present study attempts to focus on the issues these students have and the need of syntax-based interpretation for learning English as a second language among Arabic speakers.

Teachers' Perceptions about Vocabulary Instruction through Flashcards at English Language Centers in the Mekong Delta City

Volume 9 Issue 3 July - September 2019

Research Paper

Teachers' Perceptions about Vocabulary Instruction through Flashcards at English Language Centers in the Mekong Delta City

Hong Gam Thi Nguyen* , Huan Buu Nguyen**

* English Language Center, Can Tho City, Vietnam.

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

Nguyen, H. G. T., & Nguyen, H. B. (2019). Teachers' Perceptions about Vocabulary Instruction through Flashcards at English Language Centers in the Mekong Delta City. i-manager’s Journal on English Language Teaching, 9(3), 36-48. https://doi.org/10.26634/jelt.9.3.15906

Abstract

This study reports on teachers' perceptions and reasons for choosing or avoiding flashcards to teach vocabulary with 61 teachers at English language centers in a Mekong Delta city, Vietnam. This study used a mixed-method design which combining both quantitative and qualitative methodologies. The data used in this study include questionnaires, interviews, and classroom observations. The findings reveal that teachers perceived flashcards as positive in teaching vocabulary to young learners. The findings also indicate that these learners could improve and remember vocabulary easily. However, flashcard preparation and expenses were reported as challenges in using flashcards to teach vocabulary.

Using Regression to Reduce L2 Teachers' Scoring Workload: Predicting Essay Quality from Several Rhetorical Moves

Volume 9 Issue 3 July - September 2019

Research Paper

Using Regression to Reduce L2 Teachers' Scoring Workload: Predicting Essay Quality from Several Rhetorical Moves

Kutay Uzun*

*Department of English Language Teaching, Trakya University, Edirne, Turkey.

Uzun, K. (2019). Using Regression to Reduce L2 Teachers' Scoring Workload: Predicting Essay Quality from Several Rhetorical Moves. i-manager’s Journal on English Language Teaching, 9(3), 27-35. https://doi.org/10.26634/jelt.9.3.15653

Abstract

Scoring essays written in L2 is one of the most arduous and time-taking tasks for language teachers due to the heavy work involved in the process. In this respect, the present study aimed to build a regression model to predict essay quality using only one or two rhetorical moves in the setting of an English Language Teaching department in Turkey. The corpus of the study consisted of 265 essays written by 105 students of English Language Teaching. The essays were written through one semester in a 2nd year English Literature course in the form of literary analysis essays which aimed to identify how an author or poet dealt with a theme or character in a literary work. For data analysis, the Genre-Based Literary Analysis Essay Scoring Rubric was initially used to score all the essays within the corpus. After the normality tests, two regression models were built in order to predict essay scores using the thesis statement scores and a combination of thesis statement and opinion statement scores. The results showed that the chosen rhetorical moves could significantly predict essay scores. Using predictive models, teachers can distinguish poor, mediocre, and good essays without scoring of whole essays.

Developing a Vocational English for Specific Purposes Curriculum for the Department of Electric and Energy

Volume 9 Issue 3 July - September 2019

Research Paper

Developing a Vocational English for Specific Purposes Curriculum for the Department of Electric and Energy

Gökhan Öztürk* , Betül Bal-Gezegin**

*Department of Foreign Language Education, Anadolu University, Turkey.

** Department of English Language Teaching, Amasya University, Turkey.

Öztürk, G., & Bal-Gezegin, B. (2019). Developing a Vocational English for Specific Purposes Curriculum for the Department of Electric and Energy. i-manager’s Journal on English Language Teaching, 9(3), 16-26. https://doi.org/10.26634/jelt.9.3.16127

Abstract

This paper outlines the process of the design of an English for Specific Purposes (ESP) course in an EFL context based on learners' real-world needs and perceptions of various stakeholders on these needs. The specific course chosen for this study is called “Vocational English Course” (called VEC hereafter) for the department of Electric and Energy. The target group enrolled in the course consists of undergraduate students from a vocational school at a state university in Turkey. In order to identify the needs specific to the target context, an environment (situation) and a needs analysis were carried out with questionnaires and interviews to gather information related to the context, language needs, and methods of language teaching and learning. The results of the surveys and the interviews indicated the variety of students' needs which had not been realized previously. By focusing on both students' needs, learning styles and perceptions as well as other stakeholders' expectations and views, and by strengthening the connection between the learner and the target workplace, the content was improved for an ESP course based on the curriculum design model of Nation and Macalister in their book Language Curriculum Design. In the light of the findings of this study, conclusions are drawn, and suggestions are made regarding the development of a needs-based curriculum for vocational English courses.

Causes of Low English Language Proficiency among Sudanese University Graduates

Volume 9 Issue 3 July - September 2019

Research Paper

Causes of Low English Language Proficiency among Sudanese University Graduates

Abuelgasim Sabah Elsaid Mohammed* , Abdulgalil Salih**

*Department of English Language and Literature, Prince Sattam Ibn Abdulaziz University, Saudi Arabia.

** Gazera University, Sudan.

Mohammed, A. S. E., & Salih, A. (2019). Causes of Low English Language Proficiency among Sudanese University Graduates. i-manager’s Journal on English Language Teaching, 9(3), 6-15. https://doi.org/10.26634/jelt.9.3.15865

Abstract

English language has become a global language that is widely taught as a foreign language all over the world. The aim of Teaching English as a Foreign Language (TEFL) is to enable learners communicate through English. Any failure in achieving this aim needs investigation and quick response. This study aims at identifying the causes of Sudanese tertiary students low English language proficiency and the possible actions to be taken to deal with these causes. The study adopted open ended questionnaire to collect data. A total of 180 participants took part in the study. Results reveal that the Sudanese university students' low level of English language is caused by the context, teachers, general education, curriculum, and the students themselves. The respondents suggest that dealing with these factors could be through review of government and universities policies toward English language, teacher training, curriculum review, and raising students' motivation.

Bilingual Education: Segmented Assimilation or Selective Acculturation

Volume 9 Issue 3 July - September 2019

Article

Bilingual Education: Segmented Assimilation or Selective Acculturation

Socorro Mendoza*

*Concordia University, River Forest, Illinois, USA.

Mendoza, S. (2019). Bilingual Education: Segmented Assimilation or Selective Acculturation i-manager’s Journal on English Language Teaching, 9(3), 1-5. https://doi.org/10.26634/jelt.9.3.14997

Abstract

This paper examines the different theoretical perspectives of bilingual education in the United States. One theoretical perspective is not feasible in fully understanding the diverse nature of Bilingual education and language acquisition, and therefore a combination of theoretical perspectives are analyzed. The examination of cultural assimilation and segmented assimilation and the role it has within Bilingual education will help gain perspective from those in the program. This exploration of theories will also help schools understand the perspective of the families and identify ways to support these families and increase parental involvement that will contribute to academic success.

Implementing Audio-Visual Materials (Videos), as an Incidental Vocabulary Learning Strategy, in Second/Foreign Language Learners' Vocabulary Development: A Current Review of the Most Recent Research

Volume 9 Issue 2 April - June 2019

Review Paper

Implementing Audio-Visual Materials (Videos), as an Incidental Vocabulary Learning Strategy, in Second/Foreign Language Learners' Vocabulary Development: A Current Review of the Most Recent Research

Amirreza Karami*

* Department of Curriculum and Instruction, University of Arkansas, USA.

Karami, A. (2019). Implementing Audio-Visual Materials (Videos), as an Incidental Vocabulary Learning Strategy, in Second/Foreign Language Learners' Vocabulary Development: A Current Review of the Most Recent Research. i-manager’s Journal on English Language Teaching, 9(2), 60-70. https://doi.org/10.26634/jelt.9.2.15519

Abstract

Vocabulary teaching and learning has always been a difficult task for both language teachers and learners since every language learner needs to learn a large number of words for successful communication in the target language. To alleviate the vocabulary learning process, teachers and researchers are looking for new vocabulary learning strategies not only to teach vocabulary easily but also to enhance language learners' vocabulary knowledge as well. Audio-visual materials, as an incidental vocabulary learning strategy, seem to be beneficial in second/foreign language classrooms. The current literature review focuses on audio-visual materials and their effects on vocabulary learning by reviewing the most recent research studies carried out to investigate the effects of this strategy on the enhancement of vocabulary knowledge of the second/foreign language learners. To do this, three 2018 research studies from different international, peer-reviewed journals - Computer Assisted Language Learning, Language Learning & Technology, and Studies in Second Language Acquisition - were selected and discussed. The results of this literature review highlighted the positive effects of implementing audio-visual materials on vocabulary learning. The results also showed that audio-visual materials can help language learners to improve their vocabulary knowledge of the target language. The vocabulary knowledge of the second/foreign language learner can be enhanced incidentally through watching videos and hearing words in meaningful contexts and communication. A brief summary of each research study as well as some guidelines for future research were provided.

Implementing Dynamic Assessment in Assessing Vocabulary Development: What the Literature Says

Volume 9 Issue 2 April - June 2019

Review Paper

Implementing Dynamic Assessment in Assessing Vocabulary Development: What the Literature Says

Amirreza Karami* , Kristina M. Howlett**, Freddie A. Bowles***

*_***Department of Curriculum and Instruction, University of Arkansas, USA.

Karami, A., Howlett, K. M., & Bowles, F. A. (2019). Implementing Dynamic Assessment in Assessing Vocabulary Development: What the Literature Says. i-manager’s Journal on English Language Teaching, 9(2), 52-59. https://doi.org/10.26634/jelt.9.2.15518

Abstract

The current literature review reports the results of four international research studies conducted within recent years to investigate the effectiveness of implementing Dynamic Assessment (DA) in assessing vocabulary development of English language learners. The results of the literature review highlight the positive effects of implementing DA in vocabulary acquisition despite the fact that the researchers found few studies that discussed DA for vocabulary development. This literature review includes a brief summary of the current research from 2015-2018, limiting the findings of DA to vocabulary development, and suggesting guidelines for implementing DA in language classrooms and for future research. The theoretical background of DA supports its applicability to classroom practices, based on the sociocultural theory of Vygotsky. The opportunity provided for the learners during the implementation of DA furthers cognitive, language, and developmental skills. The finding of this literature review highlights the applicability of DA in language classrooms for vocabulary development from the point of view of sociocultural theory.

Exploring Challenges in Writing EFL Master Theses: Students and Supervisors' Perspectives

Volume 9 Issue 2 April - June 2019

Research Paper

Exploring Challenges in Writing EFL Master Theses: Students and Supervisors' Perspectives

Saman Ebadi* , Fereshteh Pourahmadi**

*_**Department of Applied Linguistics, Razi University, Kermanshah, Iran.

Ebadi, S. & Pourahmadi, F. (2019). Exploring Challenges in Writing EFL Master Theses: Students and Supervisors’ Perspectives. i-manager’s Journal on English Language Teaching, 9(2), 42-51. https://doi.org/10.26634/jelt.9.2.15431

Abstract

This study is intended to explore challenges in writing master theses from postgraduate English as Foreign Language (EFL) students' and supervisors' perspectives. To do so, 40 EFL postgraduate students and 10 supervisors were selected nonrandomly based on availability sampling from five major Iranian universities. Qualitative data were gathered via semistructured interviews the results of which were analyzed by utilizing thematic analysis. The findings revealed a number of main challenges faced by postgraduate students in writing master theses as reported by supervisors and the students themselves, some of which were common challenges for both groups. The main common challenge reported by both the students and supervisors was the students' lack of research knowledge including the inability to write academically using academic vocabularies, lack of research design knowledge such as analyzing data by SPSS software and choosing a researchable topic. Implications of the study for universities, EFL postgraduate students, and their supervisors are discussed in this study.

Iranian EFL Teachers' Writing Assessment Beliefs, Literacy, and Training Needs: Do Majors Matter?

Volume 9 Issue 2 April - June 2019

Research Paper

Iranian EFL Teachers' Writing Assessment Beliefs, Literacy, and Training Needs: Do Majors Matter?

Fatemeh Soltanpour* , Mohammadreza Valizadeh**

*Kar Higher Education Institute, Qazvin, Iran.

**School of Foreign Languages, Istanbul Gelisim University, Istanbul, Turkey..

Soltanpour , F., & Valizadeh, M. (2019). Iranian EFL Teachers’ Writing Assessment Beliefs, Literacy, and Training Needs: Do Majors Matter?. i-manager’s Journal on English Language Teaching, 9(2), 26-41. https://doi.org/10.26634/jelt.9.2.15381

Abstract

This study gauged the current level of Iranian EFL (English as a Foreign Language) teachers in Writing Assessment Literacy (WAL) and identified their training needs in this area. Further, this research investigated the teachers' beliefs about scoring accuracy in writing assessment, general assessment issues in writing classrooms, and different writing assessment methods. 146 participating Iranian EFL teachers were divided into two groups of TEFL (Teaching English as a Foreign Language) and Non-TEFL, based on their university degrees, so the mentioned issues were explored in terms of the teachers' majors in order to find any significant associations between the teachers' majors and the raised issues or any significant differences between the two groups of teachers' beliefs in the above-mentioned subjects. Quantitative data were collected via a questionnaire. A significant association was found between the teachers' majors and the status of receiving prior writing assessment training. Moreover, comparative analyses between the TEFL and Non-TEFL groups revealed significant differences in all areas of WAL training, as well as the teachers' beliefs about general assessment issues in writing classrooms and different writing assessment methods. However, regarding the teachers' self-report about the perceived level of training need and the teachers' beliefs about writing scoring accuracy, no significant differences were found between the two groups in majority of WAL areas and belief statements. To improve the condition, amending of the language teacher education programs is a vital step to be taken in Iran.

Language Teacher Autonomy in Turkish EFL Context: Relations with Teachers' Autonomy and Job Satisfaction Levels

Volume 9 Issue 2 April - June 2019

Research Paper

Language Teacher Autonomy in Turkish EFL Context: Relations with Teachers' Autonomy and Job Satisfaction Levels

Ali Dincer*

*Department of English Language Teaching, Erzincan Binali Yildirim University, Erzincan, Turkey.

Dincer, A. (2019). Language Teacher Autonomy in Turkish EFL Context: Relations with Teachers’ Autonomy and Job Satisfaction Levels. i-manager’s Journal on English Language Teaching, 9(2), 11-25. https://doi.org/10.26634/jelt.9.2.15470

Abstract

International reports suggest that teacher autonomy is diminishing across the world. With a centralized education system, Turkish teachers have the lowest level of professional independence in the education system and their students have the lowest level of English proficiency among many countries. Despite the important role that teachers play in their students' success, there is a scarcity of research on language teachers' autonomy and their job satisfaction in the field of foreign or second language (L2) instruction. Given that, this study aims to investigate the relationships between English as a Foreign Language (EFL) teachers' actual and desired levels of autonomy and their job satisfaction in Turkey. A total of 102 EFL teachers working in public schools completed teacher autonomy scales about their actual and desired control discipline, curriculum, classroom environment, assessment, pedagogy, and professional development. They also rated their job satisfaction and expressed their opinion regarding their autonomy and job satisfaction in teaching English. Findings showed that the teachers' actual autonomy levels were significantly lower than their desired levels across all possible areas of control. The highest discrepancy between actual and desired teacher autonomy was present in the areas of classroom environment and curriculum. Surprisingly, teacher autonomy levels were not significantly related to job satisfaction. Qualitative data partially supported the findings, showing that teachers want more control over curricula. In addition, external factors, such as curriculum, classroom environment, and salary, and internal factors, such as self-evaluation, the joy of teaching, and student motivation, were linked to the levels of teacher autonomy and job satisfaction. The study discusses implications for improving teacher autonomy and job satisfaction in EFL contexts in Turkey and across the world as well.

An Analysis of the High School English Curriculum in Turkey from an Elf Perspective

Volume 9 Issue 2 April - June 2019

Research Paper

An Analysis of the High School English Curriculum in Turkey from an Elf Perspective

Ali Karakas*

*Department of English Language Teaching, Mehmet Akif Ersoy University, Burdur, Turkey.

Karakas, A. (2019). An Analysis of the High School English Curriculum in Turkey from an Elf Perspective. i-manager’s Journal on English Language Teaching, 9(2), 1-10. https://doi.org/10.26634/jelt.9.2.15512

Abstract

Recently, there has been some redesigning in the English language teaching curriculum in Turkey as a consequence of overall educational reforms. However, there has, so far, been no research that has investigated the current high school English curriculum in light of the recent linguistic developments in the field of English language teaching. Thus, the current study explores the high school English curriculum to determine whether there is any reference to the current status of English as a lingua franca in general and its implications for teaching in particular. The data consisting of curricular documents and observation reports on teachers' practises were analysed through a combination of qualitative content analysis and negative analysis. The curricular data analyses show that there is a limited mention of ELF and in name only, with almost no reference to ELF principles for teaching. Similarly, the analyses of observational data indicate that teachers follow a traditional way of teaching English without paying much attention to the current status of English and how they should prepare students for real-world English use. Overall, the results suggest that there is little space for ELF in the current curriculum at the level of policy and nearly none at the level of practice.

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

Volume 9 Issue 1 January - March 2019

Research Paper

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

Abderrahmane Babni*

*Assistant Professor, The 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.

The Reasons behind the Poor Performance of Saudi Students in IELTS

Volume 9 Issue 1 January - March 2019

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, 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.

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

Volume 9 Issue 1 January - March 2019

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., 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.

Textese Categories and Textese Application in L2 Class Discussion

Volume 9 Issue 1 January - March 2019

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 Ballesteros- Lintao, R. (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.

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

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.

An Overview on Skill-Based L2 Anxieties: Definitions, Research Trends and Future Perspectives

Volume 8 Issue 4 October - December 2018

Review Paper

An Overview on Skill-Based L2 Anxieties: Definitions, Research Trends and Future Perspectives

Gökhan Öztürk*

Faculty Member, Department of Foreign Language Education, Anadolu University, Turkey.

Öztürk, G. (2018). An Overview on Skill-Based L2 Anxieties: Definitions, Research Trends and Future Perspectives i-manager’s Journal on English Language Teaching, 8(4), 49-60. https://doi.org/10.26634/jelt.8.4.14903

Abstract

Due to its influential nature on foreign language learning process, foreign language anxiety has been the focus of numerous studies in the literature of second language acquisition. In addition to its validation as a separate construct in late 80s, the last two decades have also witnessed the confirmation of skill-based anxieties as independent and unique phenomena. Based on this, the paper reports a brief review of research studies conducted on skill-based anxieties; Foreign Language Speaking Anxiety, Foreign Language Reading Anxiety, Foreign Language Listening Anxiety, and Foreign Language Writing Anxiety, in various contexts in the last two decades. The methodological perspectives used in the studies, their contexts and the important findings derived from them are presented in an orderly manner arguing their contribution to the understanding of each skill-based anxiety. Finally, suggestions for research perspectives that will guide researchers for further studies in order to present a better understanding of these phenomena are discussed.

An Analysis of Preferred Methods of Teaching and Learning English Language in Bangalore, India

Volume 8 Issue 4 October - December 2018

Research Paper

An Analysis of Preferred Methods of Teaching and Learning English Language in Bangalore, India

Vivek Varghese* , Prakat Karki**

* M.Phil. Scholar, Department of English Language and Literature, Christ (Deemed to be) University, Karnataka, India.

** Research Associate, Cognition, Affect and Behavioral (CAB) Lab, Department of Psychology, Christ (Deemed to be) University, Karnataka, India.

Varghese, V., and Karki, P. (2018). An Analysis of Preferred Methods of Teaching and Learning English Language in Bangalore, India. i-manager’s Journal on English Language Teaching, 8(4), 36-48. https://doi.org/10.26634/jelt.8.4.14869

Abstract

The study investigated the preferred methods of teaching and learning English language among a sample of teachers and students from higher secondary schools in Bangalore, India. A total of 67 participants took part in this study which included 30 students (m=14, f=16) and 37 teachers (m=16, f=21). The Communicative Language Teaching (CLT) method was found to be the most preferred method of teaching English language among the teachers, whereas the Situational Language Teaching (SLT) was the least preferred method of teaching English language. Similarly, using written content in terms of books, newspapers, journals, etc., was found to be the most preferred method of learning language for the students, followed by learning through informal interaction. The least preferred method of learning English according to the students was the use of audio resources. Gender variability in preferences was also tested using independent samples t-tests, which revealed that male teachers gave significantly higher preference ratings for the direct method and audio lingual method in teaching, whereas male students also gave significantly higher preference ratings for the audio resources method in learning than their respective female counterparts. Both male and female teachers preferred the CLT method of teaching the most, while the use of written content was selected as the most preferable by both male and female students in terms of learning English language.

The Relationship between Language Learning Strategies and Vocabulary Size among Iraqi EFL University Students

Volume 8 Issue 4 October - December 2018

Research Paper

The Relationship between Language Learning Strategies and Vocabulary Size among Iraqi EFL University Students

Ismael R. Faraj* , Mehmet Kiliç**

*_** Department of English Language Teaching, Faculty of Education, Gaziantep University, Gaziantep, Turkey.

Faraj, I. R., and Kiliç, M. (2018). The Relationship between Language Learning Strategies and Vocabulary Size among Iraqi EFL University Students. i-manager’s Journal on English Language Teaching, 8(4), 21-35. https://doi.org/10.26634/jelt.8.4.15077

Abstract

This study examines the relationship between Language Learning Strategies (LLSs) and Vocabulary Size (VS). For this purpose, a total of 122 undergraduate Iraqi EFL learners at a state university were recruited. To investigate LLSs, a questionnaire was administered while the assessment of VS was done with Vocabulary Levels Test (VLT). To amplify quantitative results, a qualitative element in the form of semi-structured interviews with a group of eight students was conducted. The results revealed that the average reported frequency of strategy use across all students was moderate. Additionally, the students with High Vocabulary Size (HVS) and Low Vocabulary Size (LVS) employed metacognitive strategies most frequently. Results also revealed a significant correlation between LLSs and HVS. Moreover, a statistically significant difference was obtained between the learners with HVS and LVS with regard to their use of LLSs. On the other hand, the results from the interviews showed the priority of the students with HVS in LLS use. It was concluded that the comments and remarks of the participants urged the need to strategy training. Regarding VS, more efforts are needed to enhance learners' VS, especially for technical vocabulary.

Use of Suggestopedia to Improve Students’ Listening Skill in English Language

Volume 8 Issue 4 October - December 2018

Research Paper

Use of Suggestopedia to Improve Students’ Listening Skill in English Language

Muhammad Ali Mustapha*

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

Mustapha, M. A. (2018). Use of Suggestopedia to Improve Students’ Listening Skill in English Language. i-manager’s Journal on English Language Teaching, 8(4), 16-20. https://doi.org/10.26634/jelt.8.4.14914

Abstract

The objective of this study is to examine the use of suggestopedia to improve students’ listening skill in English language. The study design used for this study was quasi-experiment. Pretest and posttest were applied to the groups selected. The population for the study comprised of 268 senior secondary school students in level two (SS II) of 2016/2017 academic session. The study was limited to two schools because of timeframe and the nature of the research. The participants were grouped into experimental and control group. The sample size of 80 students was drawn from the two schools using purposive sampling technique. The data collected were analyzed using Statistic Package for Social Sciences (SPSS). Independent t-test was used to compare the differences between the groups. The results obtained from the study revealed that the use of suggestopedia method improved students’ listening skill in English language. The findings indicated that students taught using suggestopedia method performed better than the ones taught using conventional methods. Therefore, it is recommended that language pedagogy should be incorporated into the curriculum of teacher training colleges and universities to allow student-teachers benefit from latest methods used in teaching English language.

Communication Negotiation Strategies of Senior High School English Teachers with Students Using Online Resources

Volume 8 Issue 4 October - December 2018

Research Paper

Communication Negotiation Strategies of Senior High School English Teachers with Students Using Online Resources

Kamille C. Salazar* , Camilla J. Vizconde**

* Undergraduate, Department of English Language Studies (ELS), University of Santo Tomas, Philippines.

** Professor and Chairperson, Department of English, University of Santo Tomas, Philippines.

Salazar, K. C., and Vizconde, C. J. (2018). Communication Negotiation Strategies of Senior High School English Teachers with Students Using Online Resources. i-manager’s Journal on English Language Teaching, 8(4), 1-15. https://doi.org/10.26634/jelt.8.4.14901

Abstract

The senior high school curriculum has only been implemented recently by the Department of Education in the Philippines; therefore studies delving into teaching and learning in these levels are very limited including the negotiations of teachers with students through online resources. Using Goldwich's (2009) framework as guide, the negotiations of the teachers were determined through interviews, where five English teachers express how they negotiated and how the use of the online resources help in the development of the linguistic competence of students in learning of the English language. The study also looked into the perspectives of the teachers towards the use of technology in their instruction following Davis’ (1989) Technology Acceptance Model (TAM). After the narratives of the teachers, three themes referring to the negotiation strategies were articulated in this study: snug, simple, and systematic. Snug referred to the teachers' strategies in preparation for the tasks; simplicity referred to the clarity and brevity of the teachers' strategies; and systematic referred to strategies that are logical and procedural enabling students to follow the teachers' instructions. After evaluating the use of technology in their instruction, the teachers' statements show that the linguistic competence of the students are developed through the constant exposure they have with the activities they conduct online and the tasks they need to accomplish.

A Study on Language Anxiety and Fear of Negative Evaluation among Secondary Level Language Teachers

Volume 8 Issue 3 July - September 2018

Research Paper

A Study on Language Anxiety and Fear of Negative Evaluation among Secondary Level Language Teachers

K. Malini * , C. Janakavalli **

* Ph.D. Scholar (Education), Sri Sarada College of Education (Autonomous), Salem, TamilNadu, India.

** Former Principal, Sri Sarada College of Education (Autonomous), Salem, TamilNadu, India.

Malini, K., & Janakavalli, C. (2018). A Study on Language Anxiety and Fear of Negative Evaluation among Secondary Level Language Teachers. i-manager’s Journal on English Language Teaching, 8(3), 43-51. https://doi.org/10.26634/jelt.8.3.14146

Abstract

Language anxiety is the feeling of anxiety, worry, nervousness, and apprehension proficient in learning or using a second or foreign language. The feelings may branch from any second language structure whether it is related with the innovative skills of speaking and writing or the receptive skills of reading and listening. Fear of negative evaluation is observed among English language teachers when they are incompetent of assembly and lack of proper social thought which is an apprehension towards evaluations by others and preclusion of evaluative situations. This study focused on the language anxiety and fear of negative evaluation of secondary school language teachers in Salem district. The investigator adopted normative survey method. Language anxiety and fear of negative evaluation questionnaire was the tool used for data collection. 90 secondary level language teachers were taken as the sample of the study using purposive sampling technique. Descriptive and inferential analyses were used for analyzing the data. This study aims to examine the language anxiety and fear of negative evaluation in secondary level language teachers. The findings of the study showed that there is significant high positive relationship between language anxiety and fear of negative evaluation among secondary level of language teachers.

Using Voice Thread to Enhance Speaking Accuracy: A Case Study of Iranian EFL Learners

Volume 8 Issue 3 July - September 2018

Research Paper

Using Voice Thread to Enhance Speaking Accuracy: A Case Study of Iranian EFL Learners

Saman Ebadi* , Ahmad Asakereh**

* Associate Professor of Applied Linguistics, Razi University, Kermanshah, Iran.

** Ph.D. Student in Applied Linguistics, Razi University, Kermanshah, Iran.

Ebadi, S., & Asakereh, A. (2018). Using Voice Thread to Enhance Speaking Accuracy: A Case Study of Iranian EFL Learners. i-manager’s Journal on English Language Teaching, 8(3), 29-42. https://doi.org/10.26634/jelt.8.3.13998

Abstract

The present study investigated the possible contribution of Voice Thread (VT) website to the Iranian EFL learners' speaking accuracy in terms of using correct form of hypothetical conditional sentences. Moreover, the language learners' perception of the website was also explored. To this end, 18 English literature freshmen from a state university in Iran were recruited for the study. The participants were randomly assigned to control (n=9) and experimental groups (n=9). The control group performed merely face-to-face tasks while the experimental group conducted face-to-face and asynchronous online speaking tasks using VT website. The results of the mixed methods study revealed that both groups enhanced their speaking accuracy and the experimental group failed to outperform the control group. Furthermore, the findings of a semi-structured interview, which were corroborated by those of dairy writing, indicated that even though the experimental group appreciated the significance of the website, they assumed that it could not cater to their needs. The findings of the study encourage teachers and researchers alike to pay due attention to learners' perception of their learning experience in general and their experience with Computer Assisted Language Learning (CALL) in particular.

The Roles of Possible Selves in Iranian EFL Learners' L2 Learning Motivation

Volume 8 Issue 3 July - September 2018

Research Paper

The Roles of Possible Selves in Iranian EFL Learners' L2 Learning Motivation

Hamid Mousavi*

Lecturer, Department of English language, Binaloud Institute of Higher Education, Iran.

Mousavi, H. (2018). The Roles of Possible Selves in Iranian EFL Learners' L2 Learning Motivation. i-manager’s Journal on English Language Teaching, 8(3),18-28. https://doi.org/10.26634/jelt.8.3.14300

Abstract

Motivation as one of the most important areas in language learning has been extensively investigated based on various models and theories. Recent motivational theories on L2 learning emphasized the importance of the possible 'selves' in motivating learners. This paper analyzes and compares the two constructs of Ought-to L2 self and Ideal L2 self in Iran EFL context, considering Dörnyei's (2009) L2 Motivational Self System as the main theoretical framework. Participants in this study are 216 B.A. senior students majoring in English. A questionnaire comprising seven motivational dimensions was used as the data collection device. Analysis of the results revealed that although both of these constructs are significant and may overlap, Ought-to L2 self construct mainly mediates for explaining Iranian EFL learners' motivation. Therefore, language learning motivation in unique context of Iran is greatly affected by extrinsic factors.

An Investigation of the Professional Development Agenda of Turkish EFL Student Teachers

Volume 8 Issue 3 July - September 2018

Research Article

An Investigation of the Professional Development Agenda of Turkish EFL Student Teachers

Galip Kartal* , Kemal Sinan Özmen**

* Assistant Professor, Department of English Language Teaching, Necmettin Erbakan University, Konya, Turkey.

** Associate Professor, Department of English language Teaching, Gazi University, Ankara, Turkey.

Kartal, G., & Özmen, K. S. (2018). An Investigation of the Professional Development Agenda of Turkish EFL Student Teachers. i-manager’s Journal on English Language Teaching, 8(3),7-17. https://doi.org/10.26634/jelt.8.3.14498

Abstract

Teacher Professional Development (PD) is crucial for sustaining the quality of teaching. This study aims at investigating PD plans of English student teachers and the factors affecting those plans. The data were collected through a survey applied to 101 participants, and semi-structured interviews with 20 student teachers studying at an English Language Teaching (ELT) program of a large state University in Turkey. Survey findings showed that the majority of the student teachers have PD plans. The analysis of the interview data indicated that there were academically oriented (scholarly oriented pursuits, career-oriented pursuits), occupational, and teaching methodology plans. In addition, there were plans for improving English proficiency, using technology effectively, motivating learners, and teaching speaking skills. Factors affecting student teachers' plans included but not limited to practicum experience, competence-based issues and family reasons. The findings are discussed in line with the conditions of second language teacher education programs in Turkey, namely program entry and exit requirements, as well as teaching motivation and English proficiency.