Search results for: English language skills

Authors: Jacqueline Żammit

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Recent research indicates that the utilization of right-brain strategies holds significant implications for the acquisition of language skills. Nevertheless, the utilization of visual culture as a means to stimulate these strategies and amplify language retention among adults engaging in second language (L2) learning remains a relatively unexplored area. This investigation delves into the impact of visual culture on activating right-brain processes during the initial stages of language acquisition, particularly in the context of teaching Maltese as a second language (ML2) to adult learners. By employing a qualitative research approach, this study convenes a focus group comprising twenty-seven educators to delve into a range of visual culture techniques integrated within language instruction. The collected data is subjected to thematic analysis using NVivo software. The findings underscore a variety of impactful visual culture techniques, encompassing activities such as drawing, sketching, interactive matching games, orthographic mapping, memory palace strategies, wordless picture books, picture-centered learning methodologies, infographics, Face Memory Game, Spot the Difference, Word Search Puzzles, the Hidden Object Game, educational videos, the Shadow Matching technique, Find the Differences exercises, and color-coded methodologies. These identified techniques hold potential for application within ML2 classes for adult learners. Consequently, this study not only provides insights into optimizing language learning through specific visual culture strategies but also furnishes practical recommendations for enhancing language competencies and skills.

Keywords: visual culture, right-brain strategies, second language acquisition, maltese as a second language, visual aids, language-based activities

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Authors: Arburim Iseni, Afrim Aliti, Nagri Rexhepi

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This paper focuses mainly on an important aspect of student-linguistic errors. It aims to explore the nature of Albanian intermediate level or B1 students’ language errors and mistakes and attempts to trace the possible sources or causes by classifying the error samples into both inter lingual and intra lingual errors. The hypothesis that intra lingua errors may be determined or induced somehow by the native language influence seems to be confirmed by the significant number of errors found in Albanian EFL students in the Study Program of the English Language and Literature at the State University of Tetova. Findings of this study have revealed that L1 interference first and then ignorance of the English Language grammar rules constitute the main sources or causes of errors, even though carelessness cannot be ruled out. Although we have conducted our study with 300 students of intermediate or B1 level, we believe that this hypothesis would need to be confirmed by further research, maybe with a larger number of students with different levels in order to draw more steady and accurate conclusions. The analysis of the questionnaires was done according to quantitative and qualitative research methods. This study was also conducted by taking written samples on different topics from our students and then distributing them with comments to the students and University teachers as well. These questionnaires were designed to gather information among 300 students and 48 EFL teachers, all of whom teach in the Study Program of English Language and Literature at the State University of Tetova. From the analyzed written samples of the students and face-to-face interviews, we could get useful insights into some important aspects of students’ error-making and error-correction. These different research methodologies were used in order to comprise a holistic research and the findings of the questionnaires helped us to come up with some more steady solutions in order to minimize the potential gap between students and teachers.

Keywords: L1 & L2, Linguistics, Applied linguistics, SLA, Albanian EFL students and teachers, Errors and Mistakes, Students’ Assessment and Self-Assessment

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Authors: Meenalochana Inguva

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The context: The Center for Preparatory study is one of the strongest and most vibrant academic teaching units of the Sultan Qaboos University (SQU). The Foundation Programme English Language (FPEL) is part of a larger foundation programme which was implemented at SQU in fall 2010. The programme has been designed to prepare the students who have been accepted to study in the university in order to achieve the required educational goals (the learning outcomes) that have been designed according to Oman Academic Standards and published by the Omani Authority for Academic Accreditation (OAAA) for the English language component. The curriculum: At the CPS, the English language curriculum is based on the learning outcomes drafted for each level. These learning outcomes guide the students in meeting what is expected of them by the end of each level. These six levels are progressive in nature and are seen as a continuum. The study: A periodic evaluation of language programmes is necessary to improve the quality of the programmes and to meet the set goals of the programmes. An evaluation may be carried out internally or externally depending on the purpose and context. A self-study programme was initiated at the beginning of spring semester 2015 with a team comprising a total of 11 members who worked with-in the assigned course areas (level and programme specific). Only areas specific to FPEL have been included in the study. The study was divided into smaller tasks and members focused on their assigned courses. The self-study primarily focused on analyzing the programme LOs, curriculum planning, materials used and their relevance against the GFP exit standards. The review team also reflected on the assessment methods and procedures followed to reflect on student learning. The team has paid attention to having standard criteria for assessment and transparency in procedures. A special attention was paid to the staging of LOs across levels to determine students’ language and study skills ability to cope with higher level courses. Findings: The findings showed that most of the LOs are met through the materials used for teaching. Students score low on objective tests and high on subjective tests. Motivated students take advantage of academic support activities others do not utilize the student support activities to their advantage. Reading should get more hours. In listening, the format of the listening materials in CT 2 does not match the test format. Some of the course materials need revision. For e.g. APA citation, referencing etc. No specific time is allotted for teaching grammar Conclusion: The findings resulted in taking actions in bridging gaps. It will also help the center to be better prepared for the external review of its FPEL curriculum. It will also provide a useful base to prepare for the self-study portfolio for GFP standards assessment and future audit.

Keywords: curriculum planning, learning outcomes, reflections, self-evaluation

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Authors: Xun Sun, Le Li, Ce Mo, Lei Mo, Ruiming Wang, Guosheng Ding

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Cognitive control plays a central role in information processing, which is comprised of various components including response suppression and inhibitory control. Response suppression is considered to inhibit the irrelevant response during the cognitive process; while inhibitory control to inhibit the irrelevant stimulus in the process of cognition. Both of them undertake distinct functions for the cognitive control, so as to enhance the performances in behavior. Among numerous factors on cognitive control, bilingual experience is a substantial and indispensible factor. It has been reported that bilingual experience can influence the neural activity of cognitive control as whole. However, it still remains unknown how the neural influences specifically present on the components of cognitive control imposed by bilingualism. In order to explore the further issue, the study applied fMRI, used anti-saccade paradigm and compared the cerebral activations between high and low proficient Chinese-English bilinguals. Meanwhile, the study provided experimental evidence for the brain plasticity of language, and offered necessary bases on the interplay between language and cognitive control. The results showed that response suppression recruited the middle frontal gyrus (MFG) in low proficient Chinese-English bilinguals, but the inferior patrietal lobe in high proficient Chinese-English bilinguals. Inhibitory control engaged the superior temporal gyrus (STG) and middle temporal gyrus (MTG) in low proficient Chinese-English bilinguals, yet the right insula cortex was more active in high proficient Chinese-English bilinguals during the process. These findings illustrate insights that bilingual experience has neural influences on different components of cognitive control. Compared with low proficient bilinguals, high proficient bilinguals turn to activate advanced neural areas for the processing of cognitive control. In addition, with the acquisition and accumulation of language, language experience takes effect on the brain plasticity and changes the neural basis of cognitive control.

Keywords: bilingual experience, cognitive control, inhibition control, response suppression

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Authors: Jordan Shuler

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The goal of this study is to determine whether real-time language translation benefits ESL learners by contributing to overall equity in the classroom. Equity will be measured quantitatively through assessment performance and qualitatively through student survey. Two separate sections of students studying the same course will receive identical curriculum: one group, the control, will be taught in English and the other group in English with real-time translation into the students' first languages. The professor will use Microsoft Translator during lectures, in-class discussions, and Q&A time. The college is committed to finding new ways of teaching and learning, as outlined in Strategy 2022. If this research finds a positive relationship between language translation and student academic success, the technology will surely be encouraged for adoption by all George Brown College faculty. With greater acceptance, this technology could influence equity and pedagogy in the larger educational community.

Keywords: ESL learners, equity, innovative teaching strategies, language translation

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Authors: Abdel Rahman Altakhaineh, Mohamma Alaghawat, Hiba Alhendi

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This paper reports an investigation of the comprehension of English compound nouns by sixty Arabic-speaking English Foreign Language (EFL) learners majoring in English at the University of Jordan, Amman. The investigation focused on the problems that these learners may encounter in understanding certain types of compounds and their ability to use their L1 compound noun knowledge to produce the meaning of L2 compound nouns. Participants whose English proficiency level was advanced underwent a test to identify the meaning ofan underlined compound without using a dictionary. Theresponses to the three different types of compounds were analyzed usingTwo-Way repeated measures ANOVA, and the results showed that there were different endocentric and exocentric compound responses within subordinative compounds, with a statistically significant difference between the two in favor of endocentric compounds. We argue that the endocentric, especially subordinative endocentric compounds,weremore easily understood due to its representative nature, i.e., because the head represents the meaning of the whole compound. The study concludes with pedagogical implications for teaching compound nouns.

Keywords: morphology, compounding, SLA, arabic-speaking EFL learners

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Authors: Ikechi Gilbert

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Oral communication is the transmission of ideas or messages through the speech process. Acquiring competence in this area which, by its volatile nature, is prone to errors and inaccuracies would require the adoption of a well-suited teaching methodology. Efficient oral communication facilitates exchange of ideas and easy accomplishment of day-to-day tasks, by means of a demonstrated mastery of oral expression and the making of fine presentations to audiences or individuals while recognizing verbal signals and body language of others and interpreting them correctly. In Anglophone states such as Nigeria, Ghana, etc., the French language, for instance, is studied as a foreign language, being used majorly in teaching learners who have their own mother tongue different from French. The same applies to Francophone states where English is studied as a foreign language by people whose official language or mother tongue is different from English. The ideal approach would be to teach these languages in these environments through a pedagogical approach that properly takes care of the oral perspective for effective understanding and application by the learners. In this article, we are examining the communicative approach as a methodology for teaching oral communication in a foreign language. This method is a direct response to the communicative needs of the learner involving the use of appropriate materials and teaching techniques that meet those needs. It is also a vivid improvement to the traditional grammatical and audio-visual adaptations. Our contribution will focus on the pedagogical component of oral communication improvement, highlighting its merits and also proposing diverse techniques including aspects of information and communication technology that would assist the second language learner communicate better orally.

Keywords: communication, competence, methodology, pedagogical component

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Authors: Christopher Celozzi, Sarah Kochav

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Our research investigates the numerous challenges faced by Chinese ESL university students enrolled in the medical and related healthcare professional fields. The over-arching research question is how gender influences classroom participation and learning. The second research question addressed is 'what instructional strategies may be utilized to promote student participation and language acquisition?'. Participants’ language ability has been assessed and evaluated in order to facilitate the establishment of a statistical baseline for the subsequent intervention. This research delves deeper into each individual’s personal and academic circumstances, in an effort to reveal any held intrinsic gender beliefs and social identities that may influence learning. Also considered is the impact on learning for a homogenized student population within a uniform, highly structured learning environment. Specially, what is the influence of China’s ‘one-child policy’ on individual learning habits? The impact of their millennial identity and reliance on social media is also examined. A qualitative methodology with a case study approach is employed, with interviews conducted among the participants. Student response to the intervention and selected remediation strategies are documented, analyzed and discussed. The findings of the study may serve to inform educator instructional practice, while advancing the student learner in their pursuit of English competency in highly competitive professions.

Keywords: Chinese students, gender, English, language acquisition

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Authors: Aji Budi Rinekso

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There are some common problems that are often faced by students in writing. The problems are related to macro and micro skills of writing, such as incorrect spellings, inappropriate diction, grammatical errors, random ideas, and irrelevant supporting sentences. Therefore, it is needed a teaching technique that can solve those problems. Dictogloss technique is a teaching technique that involves listening practices. So, it is a suitable teaching technique for students with auditory learning style. Dictogloss technique comprises of four basic steps; (1) warm up, (2) dictation, (3) reconstruction and (4) analysis and correction. Warm up is when students find out about topics and do some preparatory vocabulary works. Then, dictation is when the students listen to texts read at normal speed by a teacher. The text is read by the teacher twice where at the first reading the students only listen to the teacher and at the second reading the students listen to the teacher again and take notes. Next, reconstruction is when the students discuss the information from the text read by the teacher and start to write a text. Lastly, analysis and correction are when the students check their writings and revise them. Dictogloss offers some advantages in relation to the efforts of improving writing skills. Through the use of dictogloss technique, students can solve their problems both on macro skills and micro skills. Easier to generate ideas and better writing mechanics are the benefits of dictogloss.

Keywords: auditory learners, writing skills, dictogloss technique, second language learning

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Authors: Diyah Atiek Mustikawati

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Language register refers to a variety of a language used for particular purpose or in a particular social setting. Language register also means as a concept of adapting one’s use of language to conform to standards or tradition in a given professional or social situation. This descriptive study tends to discuss about the form of language register in transportation aspect, factors, also the function of use it. Mostly, language register in transportation aspect uses short sentences in form of informal register. The factor caused language register used are speaker, word choice, background of language. The functions of language register in transportations aspect are to make communication between crew easily, also to keep safety when they were in bad condition. Transportation language register developed naturally as one of variety of language used.

Keywords: language register, language variety, communication, transportation

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Authors: Farid Noor Romadlon

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Welcoming the ASEAN Economic Community and globalization, people need to have a good communication skill. Being able to speak English is one of important qualification in this skill and as global citizen. This study focused on fostering fresh graduate students’ confidence in speaking English. So, students have good performance in speaking. There were thirty (30) students from first semester of English Education Department who joined Intensive Course class as the subject. They had poor motivation to speak English since English is a foreign language which is not exposed in their environment. This study used Three Communicative Activities technique in twelve successive meetings totally. It was done in two cycles (six meetings for each) since there were some activities should be improved in the first session (cycle). Oral test was administered to find the quantitative result and observation conducted to strengthen the finding. The result indicated that Three Communicative Activities improved students’ confidence in speaking English. They had significant progress in their performance in the class. The technique which allowed students to have more spaces to explore and express their ideas to their friends increased their confidence in their performance. The group or cooperative activities stimulated students to think critically in the discussion and promoted their confidence to talk more.

Keywords: students’ confidence, three communicative activities, speaking, Muria Kudus University

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Authors: Rami Al-Sadi

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The assignment of lexical stress in English to its correct syllable is an enormous challenge to EFL learners, especially if their first language (L1) phonology is very different from English phonology. Arabic-speaking EFL learners not only stumble very frequently when it comes to placing the lexical stress in a given word, but they also seem to relegate the role of lexical stress as unimportant, mainly because in Arabic, unlike in English, lexical stress is not phonemic. This study aims at exploring the possible benefits of utilizing spectrographic representations of English words correctly pronounced, for the purpose of finding out how these spectrograms can provide a visual aid to the learners and help them rectify their stress placement errors as they see in real time spectrograms of the correct pronunciations juxtaposed on a computer screen with spectrograms of their own pronunciations for easy comparison. The study involved 120 students from the English Department at Prince Sattam bin Abdulaziz University in Saudi Arabia. 60 participants were taught the English lexical stress rules and also received spectrographic guidance on pronunciation; the other 60 received only verbal instruction on the stress rules and verbal feedback on their pronunciations. Statistical results showed that when the learners had the opportunity to ‘see’ their pronunciation mistakes, they were three times more likely to rectify their placement of lexical stress.

Keywords: Arabic-speaking EFL learners, lexical stress, pronunciation, spectrographic representation, stress placement

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Authors: Najib Khumaidillah

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A conversation needs skills to create the good flow of it. The skills also need to be paid attention by a host like Oprah Winfrey and Justin Bieber as an artist. This study is aimed at describing turn taking strategies and adjacency pairs used by the speakers. The data are from one segment of The Oprah Winfrey Show’s transcription with Justin Bieber. Those are analyzed by Stenstorm’s turn taking theories and adjacency pairs theories. From the analysis, it was found that both speakers use various turn taking strategies and adjacency pairs. These findings are hoped to be an example for non-native English speaker in doing English conversation and advance people’s comprehension of how to organize good conversation structure.

Keywords: adjacency pairs, conversation structure, the Oprah Winfrey show, turn taking

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Authors: Qiong Hu, Ming Yue

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Language variation signals the newest usage of language community, which might become the developmental trend of that language. The personal pronoun we is prescribed as a plural pronoun in grammar, but its number value is more flexible in actual use. Based on the homemade Friends corpus, the present research explores the number value of the first person pronoun we in nowadays American spoken English. With consideration of the subjectivity of we, this paper used ‘we+ PCU (Perception-cognation-utterance) verbs’ collocations and ‘we+ plural categories’ as the parameters. Results from corpus data and manual annotation show that: 1) the overall frequency of we has been increasing; 2) we has been increasingly used with other plural categories, indicating a weakening of its plural reference; and 3) we has been increasingly used with PCU (perception-cognition-utterance) verbs of strong subjectivity, indicating a strengthening of its singular reference. All these seem to support our hypothesis that we is undergoing the process of further grammaticalization towards a singular reference, though future evidence is needed to attest the bold prediction.

Keywords: number, PCU verbs, personal pronoun we,

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Authors: Ming Qian, Davis Qian

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This study compares the different organization structures of Chinese and English writing discourses in the engineering and scientific fields, and recommends approaches for translators to convert the organization structures properly. Based on existing intercultural communication literature, English authors tend to deductively give their main points at the beginning, following with detailed explanations or arguments afterwards while the Chinese authors tend to place their main points inductively towards the end. In this study, this hypothesis has been verified by the authors’ Chinese-to-English translation experiences in the fields of science and engineering (e.g. journal papers, conference papers and monographs). The basic methodology used is the comparison of writings by Chinese authors with writings of the same or similar topic written by English authors in terms of organization structures. Translators should be aware of this nuance, so that instead of limiting themselves to translating the contents of an article in its original structure, they can convert the structures to fill the cross-culture gap. This approach can be controversial because if a translator changes the structure organization of a paragraph (e.g. from a 'because-therefore' inductive structure by a Chinese author to a deductive structure in English), this change of sentence order could be questioned by the original authors. For this reason, translators need to properly inform the original authors on the intercultural differences of English and Chinese writing (e.g. inductive structure versus deductive structure), and work with the original authors to maintain accuracy while converting from one structure used in a source language to another structure in the target language. The authors have incorporated these methodologies into their translation practices and work closely with the authors on the inter-cultural organization structure mapping. Translating discourse organization structure should become a standard practice in the translation process.

Keywords: discourse structure, information structure, intercultural communication, translation practice

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Authors: Kazeem Oluwatoyin Ajape

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The study is concerned with the problem of how to improve the teaching of Arabic as a foreign language in Nigerian Higher Education System. The paper traces the historical background of Arabic education in Nigeria and also outlines the problems facing the language in Nigerian Institutions. It lays down some of the essential foundation work necessary for bringing about systematic and constructive improvements in the Teaching of Arabic as a Foreign Language (TAFL) by giving answers to the following research questions: what is the appropriate medium of instruction in teaching a foreign or second language? What is the position of English language in the teaching and learning of Arabic/Islamic education? What is the relevance of the present curriculum of Arabic /Islamic education in Nigerian institutions to the contemporary society? A survey of the literature indicates that a revolution is currently taking place in FL teaching and that a new approach known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adapted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language and also makes recommendations towards the development of the language in Nigerian Institutions of Higher Learning.

Keywords: Arabic Language, foreign language, Nigerian institutions, curriculum, communicative approach

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Authors: Sajjad Hussain

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Technology has revolutionized the way of communication around the globe. Its use and users are multiplying with every passing minute. The current study reveals the effect of SMS on the formal writing of the students. Students are the regular users of this service and have become addict to short language. This short language is understandable to a particular community and not to the whole as it does not adhere to the Standard English writing practices. Data has been collected from quiz, assignments text and through questionaries’ which supports this postulate that students are frequently practicing it in their formal writing. Certain corrosive measures needs to be taken to address the issue. Second language learners have been found it practicing to greater extent.

Keywords: information technology, SMS, messaging, communication, social media, internet, language

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Authors: Noah Brandon

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Grammatical gender can create a restrictive roadblock for the usage of gender-inclusive language. This research describes grammatical gender structures used in English, Dutch, and German and considers how these structures restrict the implementation of gender inclusivity in spoken and written discourse. This restriction is measured by the frequency with which gender-inclusive & generic masculine forms are used and by the morphosyntactic complexity of the gender-inclusive forms available in these languages. These languages form a continuum of grammatical gender structures, with English having the least articulated structures and German having the most. This leads to a comparative analysis intended to establish a correlation between the complexity of gender structure and the difficulty of using gender-inclusive forms. English, on one side of the continuum, maintains only remnants of a formal grammatical gender system and imposes the fewest restrictions on the creation of neo-pronouns and the use of gender-inclusive alternatives to gendered agentive nouns. Next, the Dutch have a functionally two-gender system with less freedom using gender-neutral forms. Lastly, German, on the other end, has a three-gender system requiring a plethora of morphosyntactic and orthographic alternatives to avoid using generic masculine. The paper argues that the complexity of grammatical gender structures correlates with hindered use of gender-inclusive forms. Going forward, efforts will focus on gathering further data on the usage of gender-inclusive and generic masculine forms within these languages. The end goal of this research is to establish a definitive objective correlation between grammatical gender complexity and impediments in expressing socially constructed gender.

Keywords: sociolinguistics, language and gender, gender, Germanic linguistics, grammatical gender, German, Dutch, English

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Authors: Yacoub Aljaffery

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Many English writing instructors try to avoid creative writing in their classrooms thinking they need to teach essay rules and organization skills. They seem to forget that creative writing has do’s and don’ts as well. While academic writing is different from fiction writing in some important ways (although perhaps the boundaries are fruitfully blurring), there is much that can be writerly selves. The differences between creative writing and academic writing are that creative writing is written mainly to entertain with the creativity of the mind and academic writing is written mainly to inform in a formal manner or to incite the reader to make an action such as purchase the writer’s product. In this research paper, we are going to find out how could Arabic speaking students, who are learning academic writing in universities, benefit from creative writing such as literature, theatrical scripts, music, and poems. Since Arabic language is known as poetic language, students from this culture tend to like writing with creativity. We will investigate the positive influence of creative writing rules on academic essays and paragraphs in universities, and We will prove the importance of using creative writing activities in any academic writing classroom.

Keywords: ESL teaching, motivation, teaching methods, academic writing , creative writing

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Authors: Shereen Yehia El Ezabi

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The transition from the advanced to the superior level of Arabic proficiency is widely known to pose considerable challenges for English speaking students of Arabic as a Foreign Language (AFL). Apart from the increasing complexity of the grammar at this juncture, together with the sprawling vocabulary, to name but two of those challenges, there is also the somewhat less studied hurdle along the way to superior level proficiency, namely, the seeming opacity of many aspects of Arab/ic culture to such learners. This presentation tackles one specific dimension of such issues: religious references in literary texts. It illustrates how carefully constructed translation activities may be used to expand and deepen students’ understanding and use of them. This is shown to be vital for making the leap to the desired competency, given that such elements, as reflected in customs, traditions, institutions, worldviews, and formulaic expressions lie at the very core of Arabic culture and, as such, pervade all modes and levels of Arabic discourse. A short story from the collection “Stories from Our Alley”, by preeminent novelist Naguib Mahfouz is selected for use in this context, being particularly replete with such religious references, of which religious expressions will form the focus of the presentation. As a miniature literary work, it provides an organic whole, so to speak, within which to explore with the class the most precise denotation, as well as the subtlest connotation of each expression in an effort to reach the ‘best’ English rendering. The term ‘best’ refers to approximating the meaning in its full complexity from the source text, in this case Arabic, to the target text, English, according to the concept of equivalence in translation theory. The presentation will show how such a process generates the sort of thorough discussion and close text analysis which allows students to gain valuable insight into this central idiom of Arabic. A variety of translation methods will be highlighted, gleaned from the presenter’s extensive work with advanced/superior students in the Center for Arabic Study Abroad (CASA) program at the American University in Cairo. These begin with the literal rendering of expressions, with the purpose of reinforcing vocabulary learning and practicing the rules of derivational morphology as they form each word, since the larger context remains that of an AFL class, as opposed to a translation skills program. However, departures from the literal approach are subsequently explored by degrees, moving along the spectrum of functional and pragmatic freer translations in order to transmit the ‘real’ meaning in readable English to the target audience- no matter how culture/religion specific the expression- while remaining faithful to the original. Samples from students’ work pre and post discussion will be shared, demonstrating how class consensus is formed as to the final English rendering, proposed as the closest match to the Arabic, and shown to be the result of the above activities. Finally, a few examples of translation work which students have gone on to publish will be shared to corroborate the effectiveness of this teaching practice.

Keywords: superior level proficiency in Arabic as a foreign language, teaching Arabic as a foreign language, teaching idiomatic expressions, translation in foreign language teaching

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Authors: Chien Chin-Wen

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Collaborative teaching has different teaching models and station teaching is one type of collaborative teaching. Station teaching is not commonly practiced in elementary school English education and introduced in language teacher education programs in Taiwan. In station teaching, each teacher takes a small part of instructional content, working with a small number of students. Students rotate between stations where they receive the assignments and instruction from different teachers. The teachers provide the same content to each group, but the instructional method can vary based upon the needs of each group of students. This study explores thirty-four Taiwanese pre-service elementary school English teachers’ knowledge about station teaching and their competence demonstrated in designing activities for and delivering of station teaching in an English remedial education to six sixth graders in a local elementary school in northern Taiwan. The participants simultaneously enrolled in this Elementary School English Teaching Materials and Methods class, a part of an elementary school teacher education program in a northern Taiwan city. The instructor (Jennifer, pseudonym) in this Elementary School English Teaching Materials and Methods class collaborated with an English teacher (Olivia, pseudonym) in Maureen Elementary School (pseudonym), an urban elementary school in a northwestern Taiwan city. Of Olivia’s students, four male and two female sixth graders needed to have remedial English education. Olivia chose these six elementary school students because they were in the lowest 5 % of their class in terms of their English proficiency. The thirty-four pre-service English teachers signed up for and took turns in teaching these six sixth graders every Thursday afternoon from four to five o’clock for twelve weeks. While three participants signed up as a team and taught these six sixth graders, the last team consisted of only two pre-service teachers. Each team designed a 40-minute lesson plan on the given language focus (words, sentence patterns, dialogue, phonics) of the assigned unit. Data in this study included the KWLA chart, activity designs, and semi-structured interviews. Data collection lasted for four months, from September to December 2014. Data were analyzed as follows. First, all the notes were read and marked with appropriate codes (e.g., I don’t know, co-teaching etc.). Second, tentative categories were labeled (e.g., before, after, process, future implication, etc.). Finally, the data were sorted into topics that reflected the research questions on the basis of their relevance. This study has the following major findings. First of all, the majority of participants knew nothing about station teaching at the beginning of the study. After taking the course Elementary School English Teaching Materials and Methods and after designing and delivering the station teaching in an English remedial education program to six sixth graders, they learned that station teaching is co-teaching, and that it includes activity designs for different stations and students’ rotating from station to station. They demonstrated knowledge and skills in activity designs for vocabulary, sentence patterns, dialogue, and phonics. Moreover, they learned to interact with individual learners and guided them step by step in learning vocabulary, sentence patterns, dialogue, and phonics. However, they were still incompetent in classroom management, time management, English, and designing diverse and meaningful activities for elementary school students at different English proficiency levels. Hence, language teacher education programs are recommended to integrate station teaching to help pre-service teachers be equipped with eight knowledge and competences, including linguistic knowledge, content knowledge, general pedagogical knowledge, curriculum knowledge, knowledge of learners and their characteristics, pedagogical content knowledge, knowledge of education content, and knowledge of education’s ends and purposes.

Keywords: co-teaching, competence, knowledge, pre-service teachers, station teaching

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Authors: Yao Chen

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Empathy is crucial for teachers working with teenagers in secondary school. Despite that, little attention was paid to English language teachers’ experiences of empathy in class. Empathy contains cognitive, emotional, and behavioral components that are manifested in the teaching practice. The qualitative study focused on how Chinese ELT teachers expressed empathy in interaction with students in public high schools and private institutions and what factors might lead them to show empathy in different ways. Four participants were invited to attend the individual interviews to share their stories about their empathic experiences. Classroom observation was conducted to investigate teachers’ language use in teaching and non-verbal communication with students to witness their behavior of expressing empathy. Through thematic analysis, three main themes relevant to different types of empathy in teachers’ interaction with students were generated: 1) perspective taking, 2) emotional connections, 3) action taking. Based on the participants’ statements of their personal experiences, the discussion concluded the reasons for their differences in expressing empathy. The result underlined the significance of the role of empathy in building a rapport with students and motivating their language learning. Further implications for the role of empathy in ELT teachers’ professional development are also discussed.

Keywords: teacher empathy, experiences, interaction with students, ELT class

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Authors: Samantha Rix

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The purpose of this research paper is to investigate the cognitive processing of learners who receive input but produce very little or no output, and who, when they do produce output, exhibit a similar language proficiency as do those learners who produced output more regularly in the language classroom. Previous studies have investigated the benefits of output (with somewhat differing results); therefore, the presentation will begin with an investigation of what may underlie gains in proficiency without output. Consequently, a pilot study was designed and conducted to gain insight into the cognitive processing of low-output language learners looking, for example, at quantity and quality of noticing. This will be carried out within the paradigm of action classroom research, observing and interviewing low-output language learners in an intensive English program at a small Midwest university. The results of the pilot study indicated that autonomy in language learning, specifically utilizing strategies such self-monitoring, self-talk, and thinking 'out-loud', were crucial in the development of language proficiency for academic-level performance. The presentation concludes with an examination of pedagogical implication for classroom use in order to aide students in their language development.

Keywords: cognitive processing, language learners, language proficiency, learning strategies

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Authors: Heba Mustafa Abdullah

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The research aimed at examining the effect of using a suggested blended learning (BL) strategy on developing EFL pre- intermediate students. The study adopted the quasi-experimental design. The sample of the research consisted of a group of 26 EFL pre- intermediate students. Tools of the study included a listening comprehension checklist and a pre-post listening comprehension test. Results were discussed in relation to several factors that affected the language learning process. Finally, the research provided beneficial contributions in relation to manipulating BL strategy with respect to language learning process in general and oral language learning in particular.

Keywords: blended learning, english as a foreign language, listening comprehension, oral language instruction

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Authors: Ikram Metalsi

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English as a Medium of Instruction known as (EMI) is expanding rapidly in the world. A growing volume of research has been dedicated to investigating its implementation. However, considerably less attention has been given to understanding EMI in a context where its implementation has been discussed but not yet put into practice. One such context is Algeria, where talks about a possible implementation of EMI have been going on for some time. The present study examines the current discourses and university lecturers’ attitudes towards the potential implementation of EMI as well as investigating the current implicit and explicit language policies in scientific courses in Algerian state universities. The focus is specifically on Engineering departments, as this field has gained worldwide importance in EMI research (Macaro et al. 2018), and, traditionally, French has been the MOI for Engineering in Algerian universities. Using the ROADMAPPING framework (Dafouz and Smit 2016) and the mixed method research approach, the present work explores the language in education policy (LEP) and planning situation in Algeria, the current media of instruction as well as the status and use of the English language in the scientific courses of the tertiary sector. Finally, the current study explores the perceived challenges and benefits of the implementation of EMI programmes from teachers’ perspectives with a particular focus on agency and how this potential policy implementation and teachers’ perceptions of agency around it may reflexively influence their professional identity.

Keywords: media of instruction, language in education policy, lecturers attitudes, teacher agency, professional identity

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Authors: Adriana Salgado, Sandra Castaneda, Ivan Perez

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Learning to read and write is a complex process involving several cognitive skills, contextual, and cultural environments. The basis of this development is linguistic skills, such as the ability to name and understand vocabulary, retell a story, phonological awareness, letter knowledge, among others. In children with autism spectrum disorder (ASD), one of the main concerns is related to language disorders. Nevertheless, most of the children with ASD are able to decode written information but have difficulties in reading comprehension. The research of these processes in the Spanish-speaking population is limited. However, the increasing prevalence of this diagnosis (1 in 115 children) in Mexico has implications at different levels. Educational research is an important area of interest in ASD children, such as emergent literacy. Reading and writing expand the possibilities of academic, cultural, and social information access. Taking this information into account, the objective of this research was to identify the relationship between language skills, alphabet knowledge, phonological awareness, and early reading and writing in ASD Spanish-speaking children. The method used for this research was based on tasks that were selected, adapted and in some cases designed to measure initial reading and writing, as well as language skills (naming, receptive vocabulary, and narrative skills), phonological awareness (similar phonological word pairs, beginning sound awareness and spelling) and letter knowledge, in a sample of 45 children (38 boys and 7 girls) with prior diagnosis of ASD. Descriptive analyses, as well as bivariate correlations, cluster analysis, and canonical correspondence, were obtained for the data results. Results showed that variability was large; however, it was possible to characterize the sample in low, medium, and high score groups regarding children performance. The low score group (46.7% of the sample), had a null or deficient performance in language skills and phonological awareness, some could identify up to five letters of the alphabet, showed no early reading skills but they could scribble. The middle score group was characterized by a highly variable performance in different tasks, with better language skills in receptive and naming vocabulary, some narrative, letter knowledge, and phonological awareness (beginning sound awareness) skills. The high score group, (24.4% of the sample) had the best performance in language skills in relation to the sample data, as well as in the rest of the measured skills. Finally, scores were canonically correlated between naming, receptive vocabulary, narrative, phonological awareness, letter knowledge and initial learning of reading and writing skills for the high score group and letter knowledge, naming and receptive vocabulary for the lower score group, which is consistent with previous research in typical and ASD children. In conclusion, the obtained data is consistent with previous studies. Despite large variability, it was possible to identify performance profiles and relations based on linguistic, phonological awareness, and letter knowledge skills. These skills were predictor variables of the initial development of reading and writing. The above has implications for a future program and strategies development that may benefit the acquisition of reading and writing in ASD children.

Keywords: autism, autism spectrum disorders, early literacy, emergent literacy

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Authors: Wannakarn Likitrattanaporn

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The purposes of this investigation were to investigate the effects of applying linguistic principles and teaching techniques in teaching English through experimenting the Adapted English Lessons and to determine the teachers’ opinions as well as students’ opinions towards the Adapted Lessons. The subjects of the study were 5 Thai teachers, who teach English, and 85 Grade 10 mixed-ability students at Triamudom Suksa Pattanakarn Ratchada School, Bangkok, Thailand. The research instruments included the Adapted English Lessons, questionnaires asking teachers’ and students’ opinions towards the Adapted Lessons and the informal interview. The data from the research instruments was collected and analyzed concerning the teachers’ and students’ opinions towards adapting linguistic principles and teaching techniques. Linguistic principles of minimal pair and articulatory phonetics and teaching techniques of mimicry-memorization; vocabulary substitution drills, language pattern drills, reading comprehension exercise, practicing listening, speaking and writing skill and communicative activities; informal talk and free writing are applied. The data was statistically compiled according to an arithmetic percentage. The results showed that the teachers and students have very highly positive opinions towards adapting linguistic principles for teaching and learning phonological accuracy. Teaching techniques provided in the Adapted English Lessons can be used efficiently in the classroom. The teachers and students have positive opinions towards them too.

Keywords: applying linguistic principles and teaching techniques, teachers’ and students’ opinions, teaching English, the adapted English lessons

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Authors: Stephanie Ho

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This project utilizes principles derived from the Surrealist movement to prioritize creative and critical thinking in secondary English Language Arts (ELA). The implementation of Surrealist-style pedagogies within an ELA classroom will be rooted in critical, radical pedagogy, which addresses the injustices caused by economic-oriented educational systems. The use of critical pedagogy will enable the subversive artistic and political aims of Surrealism to be transmitted to a classroom context. Through aesthetic reading strategies, appreciative questioning and dialogue, students will actively critique the power dynamics which structure (and often restrict) their lives. Within the ELA domain, cost-effective approaches often replace the actual “arts” of ELA. This research will therefore explore how Surrealist-oriented pedagogies could restore imaginative freedom and deconstruct conceptual barriers (normative standards, curricular constraints, and status quo power relations) in secondary ELA. This research will also examine how Surrealism can be used as a political and pedagogical model to treat societal problems mirrored in ELA classrooms. The stakeholders are teachers, as they experience constant pressure within their practices. Similarly, students encounter rigorous, results-based pressures. These dynamics contribute to feelings of powerlessness, thus reinforcing a formulaic model of ELA. The ELA curriculum has potential to create laboratories for critical discussion and active movement towards social change. This proposed research strategy of Surrealist-oriented pedagogies could enable students to experiment with social issues and develop senses of agency and voice that reflect awareness of contemporary society while simultaneously building their ELA skills.

Keywords: arts-informed pedagogies, language arts, literature, surrealism

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Authors: Abdul Wahid

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Inner speech, also known as verbal thinking, self-talk or private speech, is characterized by the subjective language experience in the absence of overt or audible speech. It is a psychological form of verbal activity which is being rehearsed without the articulation of any sound wave. In Psychology, self-limiting speech means the type of speech which contains information that inhibits the development of the self. People, in most cases, experience inner speech in their first language. It is very frequent in Bangladesh where the Bangla (L1) speaking students lose track of speech during their presentations in English (L2). This paper investigates into the long pauses (more than 0.4 seconds long) in English (L2) presentations by Bangla speaking students (18-21 year old) and finds the intervention of Bangla (L1) inner speech as one of its causes. The overt speeches of the presenters are placed on Audacity Audio Editing software where the length of pauses are measured in milliseconds. Varieties of inner speech questionnaire (VISQ) have been conducted randomly amongst the participants out of whom 20 were selected who have similar phenomenology of inner speech. They have been interviewed to describe the type and content of the voices that went on in their head during the long pauses. The qualitative interview data are then codified and converted into quantitative data. It was observed that in more than 80% cases students experience self-limiting inner speech/self-talk during their unwanted pauses in L2 presentations.

Keywords: Bangla-English Bilinguals, inner speech, L1 intervention in bilingualism, motor schema, pauses, phonological loop, phonological store, working memory

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Authors: Pooja Booluck

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A U-shaped learning curve entails a three-step process: a good performance followed by a bad performance followed by a good performance again. U-shaped curves have been observed not only in language acquisition but also in various fields such as temperature face recognition object permanence to name a few. Building on previous studies of the curve child language acquisition and Second Language Acquisition this empirical study seeks to investigate the relevance of the U-shaped learning model to the acquisition of the difference between cest and il est in the English Learners of French context. The present study was developed to assess whether older learners of French in the ELF context follow the same acquisition pattern. The empirical study was conducted on 15 English learners of French which lasted six weeks. Compositions and questionnaires were collected from each subject at three time intervals (after one week after three weeks after six weeks) after which students work were graded as being either correct or incorrect. The data indicates that there is evidence of a U-shaped learning curve in the acquisition of cest and il est and students did follow the same acquisition pattern as children in regards to rote-learned terms and subject clitics. This paper also discusses the need to introduce modules on U-shaped learning curve in teaching curriculum as many teachers are unaware of the trajectory learners undertake while acquiring core components in grammar. In addition this study also addresses the need to conduct more research on the acquisition of rote-learned terms and subject clitics in SLA.

Keywords: child language acquisition, rote-learning, subject clitics, u-shaped learning model

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