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This research is aimed at questing adult EFL learners’ self-directed learning performance in an Indonesian University. A case study is purposely employed to probing the learning behavior performed by adult learners when English language learning is taken as the context of this research carried out. Three student teachers are determined to be interviewed to obtain data. The acquired data is analyzed using thematic analysis by Braun and Clarke (2006). The study discovers that the EFL learners performed various activities presenting their self-directed learning in terms of learning motivation, learning strategy, selfmonitoring, and social competence. This research contributes to body knowledge of English language learning at higher education in which a teacher will be able to choose or select appropriate teaching strategies dealing with learners’ learning behaviour promoting autonomous learning. The findings also suggest the learners to conduct learning process properly since selfdirected learning enables the learners to maximize their both internal and external potentials in order to achieve better English achievement.

Este proyecto se enfoca en las prácticas didácticas de siete profesores que trabajan en la Universidad Minuto de Dios con estudiantes con discapacidad visual en la Licenciatura en Enseñanza de Lenguas Extranjeras. La investigación surge de la necesidad de profundizar en las prácticas didácticas en el contexto de inglés como lengua extranjera (EFL) para estudiantes con discapacidad visual. El objetivo de este proyecto es analizar las prácticas didácticas de un grupo de siete profesores de una universidad privada y su influencia en los procesos de aprendizaje de estudiantes con discapacidad visual en un contexto de EFL. Los instrumentos de recolección de datos fueron las entrevistas cualitativas y un grupo focal para socializar diferentes prácticas didácticas utilizadas con estudiantes con discapacidad visual durante las clases de inglés. Este es un paradigma cualitativo, en el que el tipo de investigación es un estudio de caso. Los resultados encontraron que los profesores manejan los principios didácticos para fortalecer las prácticas didácticas con estudiantes con dificultades visuales. La conclusión de esta investigación es que los profesores están construyendo todos los principios pedagógicos y didácticos que pueden cumplir con el desarrollo de prácticas didácticas para ayudar a los estudiantes con discapacidad visual; sin embargo, no hay suficiente conocimiento sobre tecnología para asistirlos, lo que dificultaría la modificación de los materiales. Universidad Libre de Colombia --Facultad de educación -- Maestria en educación en énfasis en didéctica extranjera inglés This project focuses on the didactic practices of seven professors who work at Universidad Minuto de Dios with visually impaired students in the Bachelor of Foreign Language Teaching. The research arises from the need to deepen in didactic practices in the English as a foreign language (EFL) context for visually impaired students. The objective of this project is to analyze the didactic practices of a group of seven professors from a private university and their influence on the learning processes of visually impaired students in an EFL context. The data collection instruments were qualitative interviews and a focus group to socialize different didactic practices used with students with visual disabilities during the English classes. This is a qualitative paradigm, in which the type of investigation is a case study. The results found show that the professors manage the didactic principles to strengthen the didactic practices with students with visual difficulties. The conclusion of this research is that professors build up all the pedagogical and didactic principles to accomplish the development of didactic practices to assist visually impaired students; however, there is not enough knowledge about assistive technology, so it makes it difficult to modify the materials.

The widespread of English in the world is obvious. According to Population Reference Bureau, more than 527 million people around the world speak English as a first language, and more than 430 million people speak English as a second or foreign language around the world. In this sense, there have been many different ways to appreciate English globally, such as English as an International Language (EIL), World Englishes, and Lingua Franca. Still, not many language teachers consider English as above in the EFL classrooms. In particular, EIL is practically useful in broadening students’ understanding and scope of an English language. Hence, this essay encourages teachers to recognize and understand EIL. It also discusses EIL principles with hands-on examples so that they can appreciate a broader view of teaching and learning English and help their students learn English more flexibly and promote multiculturalism and multilingualism in the EFL context., {"references":["J. Jenkins, Current perspectives on teaching World Englishes and English as a lingua franca,TESOL Quarterly, 40(1), 2006, 157-181.","A. Matsuda,Principles and practices for teaching English as an international language (New York, NY: Multilingual Matters, 2012).","A. Matsuda, and P.K. Matsuda, World Englishes and teaching of writing, TESOL Quarterly, 44(2),2010, 369-374.","S.L. McKay, English as an international language: What it is and what it means for pedagogy, RELC Journal, 49(1), 2018, 9-23.","M. Modiano, International English in the global village. English Today, 15(2),1999, 22-28.","B.B. Kachru, Standards, codification and sociolinguistic realism: The English language in the outer circle, in R. Quirk and H.G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (Cambridge: Cambridge University Press, 1985) 11-30.","S.L. McKay, Teaching English as an international language: Rethinking goals and approaches (Oxford: Oxford University Press, 2002)."]}

With the spread of the Covid-19 pandemic, online education has been embraced as an instructional delivery mode to ensure continuity in all levels of education including higher education. Given the fact that the success of online learning heavily relies on the learner's ability to autonomously regulate their learning, this study focuses on self-regulatory behaviors of tertiary level EFL learners enrolled in an online intensive language preparatory program. Quantitative and qualitative data were gathered to explore learners' perceived levels of online self-regulation; the predictive role of online learning self-efficacy beliefs in their self-regulation; and the strategies they used to regulate their learning in online education. Findings revealed learners' moderate level of online self-regulation predicted by their self-efficacy beliefs. Moreover, EFL learners used a variety of strategies to regulate their learning before, during and after synchronous online classes.

Unexpected Covid-19 global outbreak in the world, has had a broad effect on people’s life and their daily activities. Globally, education at all levels as an important part of people’s lives has been influenced due to the pandemic of Covid-19. Teachers and students, as the key role players of education, have felt the impacts of online education both negatively and positively. Hence, this article aimed to collect and analyze perception of EFL and ESL learners and teachers toward online education during Covid-19 pandemic and put effort into finding some solutions for the negative effects of online learning. The selected previous studies about this topic were chosen from different published articles in multiple countries in EFL and ESL context. As a result, the article found that online education had a negative impact on the majority of the learners and teachers, although there were some positive impacts too.

The ability to communicate in the classroom is an essential point for teachers to convey lessons material well. Some experts state that communication is a form of verbal and nonverbal language. This study analyzes how pre-service teachers prepare to become professional English teachers in teaching English as a foreign language. By using two different theories, Brown (2007) and Hall (1959), the researchers investigate the extent to which pre-service teachers use verbal and non-verbal language in the practice of teaching English to elementary students. In collecting data, researchers conducted observations and interviews to research subjects. The researchers then analyzed the data in several stages and made conclusions. In a nutshell, all pre-service teachers with different levels, low and competent, use verbal and nonverbal language during their teaching practice. However, they have different academic contributions to their performance in teaching English to young learners.

This research paper attempts at studying the operation of literary texts teaching through Black English Vernacular (BEV) in EFL context, selecting the American novel: Uncle Tom’s Cabin, henceforth (UTC), (1852) by Harriet Beecher Stowe (1811-1896) as a parameter of research. Its main aim is to reveal and project the new venues for teaching literary texts through BEV in EFL classroom. The choice of this novel constitutes a luxuriant source of investigation. Additionally, it is abundant with various cultural elements used by its characters. The significance of the study relies on the examination and analysis of lexical items regarding the role of literature in the EFL context between the past and the present time. Also, with the difficulties of using literary texts as language tools in the EFL educational milieu. After implementing a stylistic analytical method on the selected novel, the results of the study end up by the selection of certain lexical entries from Black English that can be used as a reference in the teaching of literature in EFL contexts.

The importance of academic writing is prevalent especially for the students taking English-medium instruction (EMI). After the intensive language lessons in the School of Foreign Languages, students must reach a certain level (B2) in order to pursue their academic studies in English. In addition to their departmental courses, freshmen in some EMI departments are offered “Academic Writing” course while some others do not have this opportunity. Thus, this study has tried to determine the efficiency and the benefits of this course for the freshmen in this university. For the purpose of the study, 5 freshmen that took “Academic Writing” course in the spring semester and 6 other freshmen who were not offered this course were assigned to write an academic essay on a given topic by the researcher. After the submission of their papers, the researcher had semi-structured interviews with each participant. Data were analyzed qualitatively via manual coding. It was found that the students who took “Academic Writing” course were more successful than their peers who were not given this opportunity in terms of grammar and vocabulary knowledge as well as the content formation in their academic papers. Akademik yazmanın önemi, özellikle İngilizce eğitim alan öğrencilerin bölüm dersleri için açıktır. Yabancı Diller Yüksek Okulu’ndaki yoğun dil derslerinin ardından, bu öğrenciler İngilizce akademik çalışmalarını sürdürebilmeleri için belirli bir düzeye (B2) gelmek zorundadır. Bölüm derslerine ek olarak, İngilizce eğitim veren bazı bölümlerdeki birinci sınıf öğrencilerine “Akademik Yazım” dersi verilirken, bazıları bu fırsata sahip değildir. Böylelikle bu çalışma, bu dersin üniversite birinci sınıf öğrencilerine kazandırdığı etkinlik ve faydaları belirlemeye çalışmıştır. Araştırmanın amacı doğrultusunda, bahar döneminde “Akademik Yazım” dersini alan 5 birinci sınıf öğrencisi ve bu dersi almayan diğer 6 birinci sınıf öğrencisi, araştırmacı tarafından verilen bir konuda akademik bir makale yazmaları için görevlendirilmiştir. Araştırmacı, makalelerin gönderilmesinden sonra her katılımcıyla yarı yapılandırılmış görüşmeler yapmıştır. Veriler manuel kodlama yoluyla nitel şekilde analiz edilmiştir. “Akademik Yazım” dersini alan öğrencilerin, akademik makalelerindeki içerik oluşumunun yanı sıra gramer ve kelime bilgisi bilgileri açısından da bu dersi almayan akranlarına göre daha başarılı olduğu görülmüştür.

The beginning of the twentieth century was the time when the ELT theoreticians and academics prohibited the use of mother tongue with the assumption that teaching and learning a new language in the exclusive and monolingual approach must be better-off. After obtaining its dominance in language teaching methodology, this monolingual approach began to be questioned. Moreover, what is up-to-date in works of literature and theories is not essentially indicating what actually arrives on the scene in the EFL classroom practices. The students' own-language (OL) has survived over the years. This research explored the lecturers' beliefs about the use of own-language by focusing on certain variables in the context of EFL. The findings clearly provide shreds of evidence that their beliefs about own-language, particularly in their classroom practices, are more complicated than generally presented in the ELT literature. Subsequently, the results could offer a description of how the lecturers use the own-language based on their own beliefs. The report also confirms that own-language is unavoidable and becomes a part of new language learning. Lastly, some considerations for ELT teachers, lecturers, and further researchers are provided at the end of the discussions. Key words: native language use, lecturers’ beliefs, EFL context Abstrak:Awal abad kedua puluh adalah saat dimana para ahli teori dan akademisi pengajaran Bahasa Inggris melarang penggunaan bahasa ibu dengan asumsi bahwa bahasa baru harus diajarkan dan dipelajari secara eksklusif dan dengan satu bahasa. Setelah memperoleh dominasinya dalam metodologi pengajaran bahasa, pendekatan monolingual ini mulai dipertanyakan. Selain itu, apa yang terbaru dalam literatur dan teori tidak serta merta mencerminkan apa yang sebenarnya terjadi dalam praktik kelas Bahasa Inggris. Kenyataannya, bahasa sendiri telah bertahan selama bertahun-tahun. Penelitian ini mengeksplorasi kepercayaan dosen tentang penggunaan bahasa sendiri dengan berfokus pada variabel-variabel tertentu dalam konteks Pengajaran Bahasa Inggris. Temuan dari penelitian ini jelas membuktikan bahwa kepercayaan mereka tentang bahasa sendiri, khususnya dalam praktik kelas, lebih rumit daripada yang umumnya disajikan dalam literatur pengajaran Bahasa Inggris. Selanjutnya, hasil penelitian ini menyajikan deskripsi tentang bagaimana umumnya para dosen menggunakan bahasa sendiri berdasarkan kepercayaan mereka. Laporan penelitian ini juga menegaskan bahwa bahasa sendiri tidak dapat dihindari dan bahkan menjadi bagian dari pembelajaran sebuah bahasa baru. Terakhir, beberapa pertimbangan untuk guru, dosen, dan peneliti selanjutnya dalam dunia pengajaran Bahasa Inggris disediakan di bagian akhir diskusi. Kata kunci: bahasa ibu, persepsi dosen, konteks EFL

This study aims at investigating: (1) levels of autonomous learning from three groups of students with different periods of study, (2) EFL students’ beliefs towards learner autonomy and their lecturers’ roles in promoting learner autonomy. The participants of this study were three groups of EFL students at English Department in their second, fourth, and sixth semesters. The data were obtained through questionnaire surveying Autonomous Learning Scale to find out the students’ levels of autonomy and interview to figure out their beliefs about learner autonomy and the roles of lecturers to promote autonomous learning. This study revealed that all group of students were classified as being in the mediate level of autonomy. From the interviews conducted to nine participants representing each group, it was found that to become autonomous, learners need to develop the ability to evaluate their own learning. Moreover, out-of-class activities were believed to enhance learner autonomy since the activities will provide students with self-responsibility to manage the tasks. Last, in terms of the lecturers’ roles in the classroom, most participants perceived that the lecturers still had a dominant role in controlling teaching and learning, particularly in the classroom context. This dominant role eventually led students to become less autonomous circumstances, both inside and outside classrooms . ABSTRAK Penelitian ini bertujuan untuk mengetahui: (1) tingkat pembelajaran mandiri dari tiga kelompok mahasiswa Bahasa Inggris dengan periode studi yang berbeda, dan (2) keyakinan mahasiswa Bahasa Inggris terhadap pembelajaran mandiri dan peran para dosen pengajar dalam mendukung pembelajaran mandiri di kelas. Para partisipan penelitian ini adalah tiga kelompok mahasiswa yang belajar di Jurusan Pendidikan Bahasa Inggris di semester kedua, keempat, dan keenam. Data diperoleh melalui angket survei Autonomous Learning Scale untuk mengetahui tingkat pembelajaran mandiri mahasiswa dan melalui wawancara untuk mengetahui pandangan mereka tentang pembelajaran mandiri dan peran dosen pengajar untuk mempromosikan pembelajaran mandiri. Hasil yang didapat dari penelitian ini adalah bahwa semua kelompok siswa dari tiga periode studi yang berbeda diklasifikasikan dalam pembelajaran mandiri tingkat menengah. Dari wawancara yang dilakukan kepada sembilan peserta yang mewakili setiap kelompok, diketahui bahwa untuk menjadi mandiri, mahasiswa perlu mengembangkan kemampuan untuk mengevaluasi pembelajaran mereka sendiri. Selain itu, kegiatan di luar kelas diyakini dapat meningkatkan pembelajaran mandiri karena kegiatan tersebut akan mengembangkan tanggung jawab dalam mengelola tugas. Begitu pun dalam hal peran dosen di ruang kelas, sebagian besar mahasiswa merasa bahwa dosen masih memiliki peran dominan dalam mengendalikan proses belajar mengajar, terutama di dalam kelas. Peran dominan dosen ini pada akhirnya menyebabkan mahasiswa menjadi kurang mandiri baik di dalam maupun di luar kelas. How to Cite : Hermagustiana, I., Anggriyani, D. (2019). Language Learner Autonomy: The Beliefs of English Language Students. IJEE (Indonesian Journal of English Education), 6 (2), 133-142. doi:10.15408/ijee.v6i2.15467

La presente monografía es una revisión sistemática de la literatura (RSL) que tiene como objetivo revisar cualitativamente la literatura que utiliza series de televisión para desarrollar la competencia pragmática en contextos de inglés como lengua extranjera. Cuando se enseña en un contexto de inglés como lengua extranjera, el desarrollo de la competencia pragmática tiende a pasarse por alto en las aulas. Además, los estudiantes no tienen la necesidad real de usar el lenguaje fuera de clase ya que hay pocas oportunidades de enfrentar una situación comunicativa; por lo tanto, es necesario proponer una estrategia o herramienta que ayude a los educadores a desarrollar la competencia pragmática. En ese sentido, las series de televisión parecen ser un elemento de la realia que satisface estas necesidades debido a su vasta cantidad de comunicación auténtica. Por lo tanto, el presente documento propone una revisión sistemática de la literatura con el fin de revisar los estudios sobre el tema antes mencionado, de modo que sus resultados puedan ser recopilados, comparados y mostrados. Para seleccionar los archivos, se crearon algunos criterios de inclusión y exclusión. Posteriormente, los documentos fueron filtrados mediante una herramienta para valoración de la calidad de estudios y analizados en una matriz analítica. Una vez hecho el análisis, los trece documentos finales fueron divididos en dos capítulos de la monografía en los cuales fueron presentadas las implicaciones pedagógicas y pragmáticas. The present monographic document is a systematic literature review that aims to qualitatively revise the literature that uses TV series in order to develop pragmatic competence in EFL contexts. When teaching in an EFL context, the development of pragmatic competence tends to be overlooked in the classrooms. Additionally, students do not have the real need of using the language outside of class since there are few opportunities of facing a communicative situation; therefore, it is necessary to propose a strategy or tool that helps educators to develop pragmatic competence. In that sense, TV series appear to be an element of realia that fulfills these needs due to their vast amount of authentic communication. Hence, the present document proposes a systematic literature review (SLR) in order to revise studies on the aforementioned subject, so their outcomes can be compiled, compared, and displayed. In order to select the papers, some inclusion and exclusion criteria were created. Then, the documents were filtered through a tool for Study Quality Assessment and analyzed in an Analytical Matrix. Once the analysis was done, the 13 final documents were divided into two chapters of the monograph in which the pedagogical and pragmatic implications were presented. Pregrado Licenciado(a) en Bilingüismo con Énfasis en Inglés Table of Contents Justification 9 Research Question 12 Objectives 12 General objective 12 Specific objectives 12 Theoretical Framework 12 Literature Review 13 Conceptual Framework 17 Pragmatic Competence 18 TV series 24 Methodology 29 Context 30 Planning Stage 30 Review Protocol 30 Search strategy 31 Conducting the Review Stage 34 Study selection criteria 34 Study Quality Assessment 35 Reporting the Review Stage 36 Data Extraction Strategy 37 Data synthesis 37 TV Series to Develop Pragmatic Competence 40 TV SERIES TO DEVELOP PRAGMATIC COMPETENCE 8 Chapter 1: Teaching Proposals, Techniques, and Tools 43 Teaching Proposals 44 Interventional Treatment Techniques 50 Captioned/Subtitled Conditions 58 Chapter 2: Pragmatic Aspects 63 Speech acts 63 Other Pragmatic Aspects 72 Conclusions 78 References 83 Appendices 90 Appendix 1. Study Quality Assessment 90 Appendix 2. Analytical Matrix 90

This research was conducted to measure Persian EFL students’s degree of willingness to write in English. To reach the goal, semi-structured interviews were conducted, deriving inspiration from earlier works of McCrosky and Baer (1985), MacIntyre, Dornyei, Clement, and Noels (1998), and Yashima (2002) on willingness to communicate. The participants of the study were 29 individuals comprising 23 university students from different majors and 6 writing experts with academic statuses varying from BA holders in TEFL to university professors in applied linguistics. They were interviewed in two separate layers via employing the Delphi technique. Content analysis was conducted on the interviews and the components were extracted; the WTW questionnaire was then designed and developed for the first time and was validated via conducting factor analysis and was then administered to 257 university and IELTS students. The final version of the questionnaire included 38 items after having been factor analyzed. The results indicated that there are four factors underlying the construct of willingness to write, which are interlinguaprofession, cognition, involvement, and technology. The findings of the study can bring considerable benefits to EFL students to recognize the influential factors on their degree of willingness to write (WTW) and try to boost the facilitating factors to become more autonomous learners. Academic EFL/ESL writing teachers can enhance their students’ writing ability via embarking upon new strategies through which they can make learners more willing to write by promoting learners’ involvement and engagement in writing, as one of the findings of this study.

Based on the premise that reading is an important source of knowledge and linguistic input, the present study hypothesized that Algerian EFL students do not read enough to allow adequate and continuous vocabulary learning to take place which negatively impacts their language proficiency. Therefore, the study endeavoured to scrutinize the reading habits of our students taking as case study Djillali Liabes English Department undergraduate students and using a quantitative approach with a questionnaire as a data collection tool. As expected, the findings uncovered the poor reading habits of our EFL students and pointed to the home as well as the classroom environment as the main agents sharing responsibility for this problematic situation.

Kemajuan teknologi telah memberikan dampak yang sangat penting bagi dunia pendidikan, khususnya dalam konteks English Foreign Language (EFL). Kahoot! merupakan salah satu inovasi yang dapat digunakan guru untuk meningkatkan keterlibatan siswa dalam sesi pembelajaran sebagai media dalam proses belajar mengajar. Penelitian ini dilakukan untuk mengetahui persepsi siswa terhadap pemanfaatannya. Penelitian ini dilakukan dengan penelitian kualitatif karena untuk mendeskripsikan persepsi siswa terhadap Kahoot! pemakaian. Partisipan dari penelitian ini adalah 38 mahasiswa semester VI Pendidikan Bahasa Inggris di salah satu Perguruan Tinggi Vokasi di Riau. Pengumpulan data dilakukan melalui kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa 10 siswa memiliki persepsi positif dalam Perceived Usefulness, 9 siswa memiliki persepsi positif dalam Perceived Ease of Use, 11 siswa memiliki persepsi positif dalam Sikap terhadap Using, 13 siswa memiliki persepsi positif dalam Behavioral Intention to Use, dan 3 siswa memiliki persepsi positif dalam Actual System Use. Penelitian ini membuktikan bahwa persepsi siswa terhadap Kahoot! positif dalam proses belajar mengajar.

This study is about the development and validation process of the Computerized Oral Proficiency Test of English as a Foreign Language (COPTEFL). The test aims at assessing the speaking proficiency levels of students in Anadolu University School of Foreign Languages (AUSFL). For this purpose, three monologic tasks were developed based on the Global Scale of English (GSE, 2015) level descriptors. After the development of the tasks, it was aimed to develop the COPTEFL system and then compare the test scores and test-takers’ perspectives on monologic tasks between the COPTEFL and the face-to-face speaking test. The findings from these quantitative and qualitative analyses provided substantial support for the validity and reliability of the COPTEFL and inform the further refinement of the test tasks.

This thesis examines nonhuman phenomenological experiences, communication, and sensory perception in Barbara Gowdy’s The White Bone. Drawing on literary and pedagogical theories by Roman Bartosch, Monika Fludernik, Marco Caracciolo, David Herman, and Judith Langer, the thesis argues that Gowdy’s novel employs narrative strategies and devices that involve nonhuman experientiality evoked from sensorial configurations, narration, and textual cognitive and embodied experiences. These represented experiences disrupt human primacy by establishing a disorientation that challenges the anthropocentric bias in the novel and decenters the human reader. Moreover, the thesis offers suggestions for using the novel in conjunction with envisionment building to discuss animal alterity and anthropocentrism in the Swedish EFL classroom.

วารสารวิจัยราชภัฏเชียงใหม่, 22, 2, 54-70

Summary The main aim of this study is to probe into major impediments in teaching literary criticism to the Persian speaking Iranian students of translation studies and to argue in which ways teaching literary criticism may be a successful undertaking in the educational establishments in globally less widely taught and learnt languages like Persian. For this purpose, following a mandatory literary criticism course, 35 male and 65 female graduate students from Fars and Isfahan universities were selected through convenience sampling and encouraged to fill in “record-of-work” forms, including reflection on learning strategies as well as their personal experiences and impressions. Next, to triangulate the results, fifty participants were selected to partake in semi-structured interviews, and findings were sorted and content analyzed based on Oxford’s (1990) dimensions of Strategy Inventory for Language Learning (SILL) and the tenets of grounded theory. It was revealed that there exist major defects with the current socio-pragmatic and pedagogical status of teaching literary criticism to the Iranian MA students and educational gaps are typically ascribed to the learners’ cultural conditions in Iranian EFL context. Results can hopefully provide EFL teachers with ways to recover defects in teaching literary criticism in less widely taught and learnt languages and provide learners with immediate feedback to meet cultural requirements in doing literary criticism.

Research literature consistently suggests that EFL (English as a foreign language) students’ motivation is affected by some teaching factors (Falout et al., 2009; Kim et al., 2018; Lamb, 2017). The main purpose of this study is to identify exactly which teaching factors adversely affect students’ motivation to study English at higher secondary (HS) level (grade 11 and 12) in Bangladeshi EFL context. To collect qualitative data an interview protocol was developed based on the teaching factors identified in some selected studies conducted in Asian EFL contexts (Kikuchi, 2009; Sakai & Kikuchi, 2009; Trang & Baldauf, 2007; Quadir, 2017). A total number of 40 grade 12 completers were interviewed to collect students’ perceptions. Miles and Huberman’s (1994) qualitative data analysis procedure was applied to analyze the data. From the analysis five distinct factors, which adversely affect students’ motivation, are identified in descending order: teachers’ instructional styles and teaching method, private tutoring, teachers’ personality and behavior, teachers’ competence and classroom management, and teachers’ attitude and commitment. Most of these factors comprise further sub-components which detect the underlying sources of students’ disinterest. For amelioration of the situations some feasible implications are discussed addressing the identified factors.

A review of literature on pragmatic competence reveals that less attention is given to the enrichment of cross-cultural pragmatic awareness in the classroom. The study focuses on the need to survey and discuss communicative dynamics in classroom situations and the importance of enhancing cross-cultural pragmatic competence in the English as a foreign language (EFL) context. We believe that enhancing students’ cross-cultural pragmatic competence will provide students with a sustainable learning environment, which is crucial for the quality of education. The investigation involves a mixed approach of quantitative and qualitative methods by using a questionnaire for EFL students and interview guide questions for both EFL students and teachers. For quantitative analysis, the participants involved in this research include 200 EFL students of different nationalities, and for the qualitative analysis, the participants include 10 teachers and 20 EFL students in a university in North Cyprus. The study’s findings indicate that students lack cross-cultural pragmatic knowledge and must be provided with classroom activities for social interaction and to develop explicit and implicit communicative competencies in EFL as a target language. Findings further reveal that EFL students are not endowed with cross-cultural pragmatic competence by the EFL teachers who provide little attention to pragmatic knowledge and classroom activities in the EFL context.

Critical pedagogy is derived from critical thinking which is considered as a postmodern approach and a newly developed paradigm in thinking about education. Critical pedagogy (CP) provides recommendations and guidelines to account for social relations and injustice in human education. This study aimed at elaborating on ILI language teachers’ awareness of critical pedagogy components and the extent to which they can employ these issues in their teaching experience. To this end, 100 language teachers teaching English at Iran Language Institute (ILI) were chosen randomly to participate in the study. Since this was a mixed design study, the data gathered through CP questionnaire and the interview phase threw lights on some significant facts in this regard. The researcher made use of various statistical procedures such as descriptive statistics, factor analysis, as well as grounded theory in order to analyze both quantitative and qualitative data. Results revealed that although majority of the instructors in ILI seem to be aware of critical pedagogy principles, they do not feel free to implement them in their language classes due to some obstacles of which the topdown and centralized educational systems were known to be the most significant one. Moreover, it was revealed that obstacles in implementing CP principles in language classes will not prepare students to get familiar with these issues.

This study introduces the construct of teacher leadership in the Saudi EFL higher education context. The key aims of this study are to understand the notion of teacher leadership from the EFL teachers’ perspective, to identify various leadership roles EFL teachers undertake in this context, and to explore challenges associated with teacher leadership practices in the hierarchical leadership structures of Saudi Arabian universities. The participants of the study were 12 EFL teachers who shared their perceptions of teacher leadership practices in the Saudi EFL context. Two data collection tools were used to gather qualitative data; semi-structured interviews and open-ended questionnaires. The data were thematically analysed using NVivo10 that led to four major categories and one key theme. The findings suggest that teacher leadership is a novel concept in the Saudi EFL context and teacher leaders operate in hierarchical leadership structures. Interestingly, their wide range of instructional and operational leadership roles are similar to the three historical waves of teacher leadership in the US school context. The impact of hierarchical structures on teacher leadership practices is evidently found as EFL teacher leaders encounter several challenges, such as heavy administrative workload and lack of autonomy. Nevertheless, their intragroup shared leadership practices help them overcome these challenges and contribute to organizational effectiveness.

Communicative language teaching has emerged in second and foreign language pedagogy due to the inadequacy of previous language teaching methods to enhance English as a foreign language (EFL) learners’ communicative competence. However, old language teaching methods, mainly, grammar-translation and audio-lingual, are still prevalent in EFL contexts. One of the reasons behind EFL teachers’ hesitance to shift entirely to communicative language teaching (CLT) is the absence of clear guidance, including examples for classroom activities appropriate for this approach. Thus, the aim of this study is, first, to bridge this gap by suggesting digital storytelling as a classroom activity that is well-aligned with the principles of the communicative language approach. Second, to assess the effectiveness of digital storytelling activity on improving some linguistic aspects of students’ communicative competence. To this end, the study incorporated a case study design using multiple qualitative methods such as participant observation, semi-structured interviews and analysis of participants’ scripts and recordings to measure the improvement, if any. Participants were a class of 32 10th graders who collaboratively created five digital stories over 12 weeks. Results showed students’ favourable views to digital storytelling activity, particularly the ample opportunities it creates for communication inside the classroom. As for communicative competence, improvement in phonology, grammar, and lexicon were the most notable. Finally, suggestions for effective integration and possible future research venues based on these findings are provided.

Given the importance of reflective practice in education, little research has been done to investigate how EFL teachers and EFL learners perceive reflective teaching. Since reflection calls for disclosing the underlying views, understandings, and beliefs behind actions on the part of teachers, it is expected that the teachers can provide some deeper insights into reflective teaching employed in their classroom (Richards & Lockhart, 1996). The study was undertaken in light of current psychometric thinking about how a new instrument should be validated. The aim of the current research was to construct and validate an instrument measuring EFL teachers’ perceptions of reflective teaching. Through inquiry in the review of the related literature and interview with EFL teachers and EFL learners, a reflective teaching perception questionnaire was constructed in a five-point Likert scale format. In order to establish the construct validity of the new questionnaire, it underwent factor analysis with a sample of 200 EFL teachers and 100 EFL learners. The piloting and testing of the tentative scale through exploratory and confirmatory data analyses reduced the instrument to an 8-factor model with 37 items. By means of Cronbach’s alpha, the reliability of the instrument was obtained to be 0.916. The results of factor analyses yielded the dimensions of technicality, criticality, inquiry, creativity, teacher’s characteristics, learner’s factors, advantages of reflective teaching, and obstacles to reflective teaching. The study provides some applications of this instrument in the context of language teaching as well.

In this study, the most and the least common vocabulary learning strategies was explored among Eastern Mediterranean University international students. Besides, the role of personal factors such as gender and English proficiency level of students were considered. After distributing the questionnaire, the data were analyzed applying t-test and ANOVA. It was revealed that the level of importance of vocabulary learning strategy use was moderate for the EMU international students. Furthermore, it was found that metacognitive strategies and social strategies are the most and the least common vocabulary learning strategies respectively utilized by EMU international students for learning vocabulary. Regarding the role of gender and proficiency level, the t-test and ANOVA results indicated that gender was an effective factor; whereas, proficiency was not an influential factor in preference of students for using vocabulary learning strategies. Male students preferred detrimental strategies but females preferred metacognitive strategies.

The article aim is to shed light on the problem of reading in EFL context and also refer to non – Latin Arabic alphabet learners‘ challenges. Researcher tried to analyze myriad research articles to explore the common EFL learners‘ difficulties and problems on the way of English reading and comprehension and bunch together the implemented methods (techniques) and go through generated suggestions and feasible solutions. The marshal factors will provide benefits to educators in EFL context (EFL school teachers, university lecturers, people whose concern is EFL development).

The present study investigated the effect of collaborative strategic reading on the Iranian EFL students’ achievements in English reading comprehension and vocabulary. To this cause, a true experimental design was utilized to examine the differences in students’ achievements in reading comprehension and vocabulary gain under two different treatments of collaborative strategic reading and traditional instruction. A sample of QPT was conducted to check the general language proficiency of students and save their homogeneity. Forty students were randomly divided into two experimental and control groups. Two pretests of reading comprehension and vocabulary were also administrated to know their initial levels of the skills. The experimental group received instruction on reading comprehension and vocabulary via collaborative strategic reading. The control group, however, received the usual processes of teaching reading comprehension and vocabulary. Two posttests of reading comprehension and vocabulary were administered to the both groups. Both descriptive and inferential statistics were used to analyze the data. The findings showed that providing collaborative strategic reading affected the students' reading comprehension and vocabulary acquisition in the experimental group. The findings can be beneficial to teachers to favor pair or group work on the grounds that it forces participation and offers more opportunities for language use.&nbsp

1970'ler dil öğrenimi ve öğretimi alanındaki araştırmada odağın süreç-sonuç yaklaşımından uzaklaşıp öğretmenlerin ve onların bilişlerinin çalışmasına kaydığı bir paradigma değimine tanık oldu. Bu değişim öğretimin yalnızca davranışsal olarak değil aynı zamanda bir bilişsel süreç ve öğretmenlerin de "dış reçetelerin mekanik uygulayıcıları" (Borg, 2006, s. 7) değil de sınıftaki karar vericiler olarak görülmesine sebep oldu. Öğretmen bilişi öğretmenlerin ne bildiği, ne düşündüğü ve neye inandığını araştıran ayrı bir araştırma alanı olarak ortaya çıktı. Takip eden on yıllarda öğretmen inanışlarının doğası, nasıl gelişip değiştikleri ve öğretmen inanışları ile uygulamaları arasındaki ilişkiyi konu alan artan sayıda araştırma yapıldı. Öğretim ortamı öğretmen inanışları ve bu inanışların uygulanmasını etkileyen faktörlerden biridir. Bu çalışma yabancı dil olarak İngilizce bağlamının ana dili İngilizce olan bir öğretmenin öğretmen inanışları üzerindeki etkisini anlamaya çalışmaktadır. Bu amaçla, Türkiye'de çalışan ana dili İngilizce olan bir öğretmen amaçlı örnekleme yoluyla seçildi. Veri toplama altı aylık bir süre boyunca gözlem, yarı yapılandırılmış derinlemesine görüşme, anlatı, ev ziyareti ve günlük tutma gibi veri toplama araçları kullanılarak yapıldı. Gözlem ve görüşmeler kaydedildi, çözümlendi ve ilgili ve yinelenen temalar için kodlandı. Veriler açık, eksensel ve seçici kodlama aşamaları kullanılarak analiz edildi (Strauss & Corbin, 1998). Açık kodlama aşamasında, veriler paragraf paragraf bağlamın katılımcının öğretmen inanışlarının oluşumu ve sınıf uygulamaları üzerindeki etkisini gösteren örnekleri tespit etmek amacıyla kodlandı. Eksensel kodlama evresinde, veriler kodlama paradigması kullanılarak yeni şekillerde birleştirildi. Elde edilen temalar benzerlikler, sebep-sonuç ilişkileri vs. tespit etmek amacıyla yeniden analiz edildi. Açık kodlama aşamasında ulaşılan alt kategoriler özellik ve boyut tespiti için analiz edilerek eksensel kodlama aşamasında ana kategorilere ulaşıldı. Son aşama olan seçici kodlama evresinde temel kategori tanımlandı ve diğer kategorilerle ilişkisi sistematik bir yolla yapıldı. Bu işlem eksensel kodlama evresinde ulaşılan ana kategorilerin ortak özellikleri, sonuçları, ilişkileri vs. göz önünde bulundurularak yapıldı. Mevcut çalışma bağlamın öğretmenlerin inanışları ve onların pedagojik uygulamaları üzerinde belli bir etkiye sahip olduğunu buldu. Çalışma aynı zamanda katılımcı öğretmenin inanışlarında meydana gelen değişimin bilişsel olmaktan çok davranışsal olduğu ve bağlamın etkisinin öğretmenlerin hangi inanışları uygulama koyduğu konusunda daha belirgin olduğu sonucuna vardı., The 1970s witnessed a paradigm shift in research into language learning and teaching with focus moving away from process-product approach to the study of teachers and their cognitions. This shift in research led teaching to be viewed as a cognitive process not merely in terms of behaviour, and teachers as decision makers in the classroom not as "mechanical implementers of external prescriptions" (Borg, 2006, p. 7). Teacher cognition emerged as a separate domain of research that investigates what teachers know, think and believe. Over the following decades, a growing number of studies were conducted on the nature of teacher beliefs, how they develop and change and the relationship between teacher beliefs and practice. Teaching context is one of the factors that influence the formation of teacher beliefs and the enactment of these beliefs. The present study is an attempt at understanding the influence of EFL setting on teacher beliefs of a native English-speaking teacher. To this end, a single native speaker English teacher, who was working in Turkey, was selected through purposeful sampling. Data collections tools such as observations, in-depth semi-structured interviews, narrative accounts, house visit, and journal keeping were utilized over the course of six months to gather data. Observations and interviews were audiotaped, transcribed and coded for recurrent, relevant themes. The data were analysed using open, axial and selective coding stages (Strauss & Corbin, 1998). In the open coding phase, the data were coded paragraph by paragraph for instances indicating the influence of context on the formation or modification of the participant's teacher beliefs and his classroom practices. In axial coding, the data were combined in new ways using the coding paradigm. The resulting themes were analysed to find out similarities, cause-effect relationships etc. The subcategories created in the open coding stage were analysed for their properties and dimensions and thereby creating main categories in the axial coding process. The final stage, selective coding, involved defining the base category and establishing its relationship with the other categories in a systematic manner. It required considering shared characteristics, consequences, relationships and so forth of main categories reached at in axial coding phase. The current study found that context has certain influence on teachers' beliefs and teachers' pedagogical practices. This study also found that the changes that occurred in the participant teacher's beliefs were behavioural rather than cognitive and that the context's influence on which beliefs teachers enact in practice is relatively more marked.

In English as a foreign language (EFL) contexts, the absence of authentic language learning situations outside the classroom presents a significant challenge to improving students' English communication skills. Specific obstacles in the learning environment can also result in students’ limited use of English inside the classroom. These issues ultimately affect students’ English speaking capacity. Focusing on the Saudi EFL context, this paper attempted to identify the causes of Saudi students’ low proficiency in English communication and provide some recommendations to address these issues. The most significant findings of the paper were: (1) reforming specific Ministry of Education and Higher Education policies in Saudi Arabia is crucial; (2) the Saudi education system should reinforce the use of contemporary approaches to teaching that emphasise problem solving and critical thinking skills and put students in charge of their own learning; and (3) the ministry should consider converting some Saudi public schools into bilingual schools.

This paper presents a new approach for a four-level EAP course to meet the recently emerged needs to internationalize and improve undergraduate science and engineering programs at a typical research university in China's mainland. The biggest challenges for the course were students' inadequate entry-level English proficiency, English teachers' insufficient subject knowledge, a complete lack of appropriate textbooks, along with stakeholders' conflicting appeals but their common belief in the vital role of academic English to students' career and the university's prestige. To address these challenges, a new solution was formulated characteristic of a compromise between the narrow-angle and wide-angle EAP perspectives and an integration of skills development, content acquisition, and genre awareness, with the aim to prepare students for the cognitive and linguistic demand in scientific communication and to bridge the gap between their entry level English proficiency and research writing and presentation abilities. Accordingly, four typical genres in scientific communication were selected as the main types of teaching materials – science popularizations, semi-popularizations, technical reports, and research articles – representing a continuum with increasing technicality levels. Students' positive feedback suggests the novel approach might be an important contribution to the ongoing quest by EAP practitioners worldwide for context-specific pedagogical practices.

The current study's purpose is twofold. It attempts to investigate how frequently oral corrective feedback (reactive focus on form) is used in communicative-based classes and also examines the role of teachers’ gender in provision of corrective feedback that leads to learners’ uptake of different linguistic features. For this purpose, all teacher-learner moves in the error correction sequences were identified and transcribed from the audio-recordings. In order to obtain data on the amount of learners’ uptake from error correction and teachers’ awareness about error correction, the researchers used an introspective measure (self-report) and a semi-structured interview. Given the results obtained, the study concludes that there is a need to highlight the necessity of raising EFL teachers’ attention to make informed decisions in using reactive focus on form. Also analysis showed that female teachers use more corrective feedback moves rather than male ones, but uptake happens more for male learners rather than female ones.

Cheating and plagiarism spread like pandemics in many educational contexts and are difficulty to detect, fight and also to understand. The purpose of this exploratory study is to investigate what first-year students of English at a large Hungarian university believe to be the main reasons for plagiarism. Twenty-five students were asked to express their views in a free opinion essay. Perceived reasons were categorized into twelve main groups based on the literature and the reasons for plagiarism provided by faculty members at the same university. The most often mentioned reasons included saving time and effort and unintentional plagiarism.

In spite of the significant role of teachers in the efficacy of classroom management particularly in teaching English as a Foreign Language, the issue has not been addressed sufficiently especially in relation with other individual variables. Hence, this study made an attempt to investigate the association between Iranian EFL teachers’ classroom management, reflective thinking and transformational leadership style. 247 English Foreign Language teachers took part in the study. To measure the variables of the study, Teachers Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), Reflective Thinking Scale (Choy & Oo, 2012) and Multifactor Leadership Questionnaire(Avolio, Bass & Jung, 1995) were used. Structural Equation Modeling (SEM) was applied to test the hypothesized model of associations. After confirming the hypothesized model (= 1.275; RMSEA=.02; RMR =.03; GFI =.97; AGFI =.93; NFI =.97; CFI =.99; IFI =.99), the results revealed significant internal correlations among the main as well as the sub-scales of the study. Multiple regression analysis further confirmed the direction of the path model proposed for the study. Generally, it was concluded that reflective thinking and transformational leadership improve teachers' efficacy of classroom management which, in turn, facilitates teaching processes. Implications are discussed.

WOS: 000425963200010 The aim of this study is to determine students' use of plural in speaking in an EFL context. To this end, 48 students' speaking exams, which were recorded during the oral exams in 2014-2015 academic year, were transcribed by the researchers and the students' use of plural was analyzed. It is important to note that not all the input was obtained from only one exam, but rather a progressive use of plural in English was analyzed with the data obtained from three different exams. As a result of the analysis, it was found that while students can use the plural appropriately with high-frequency words, they were found to use the singular form of an item in contexts where the plural form would be more appropriate. Considering the issue from a progressive perspective, it was found that this tendency did not persist in the long-run. While students from the ELT department were found to use plural appropriately, early level students were found to use plural "s" inappropriately. It was concluded that students' L1 (Turkish) and overgeneralization of rules in L2 might interfere with their use of plural in the early level, but the effect of L1 diminishes in the upper levels. (C) 2017 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL).

Second language learners have the most difficulty in acquiring the third person –s morpheme. Ironically, however, this morpheme continued to occupy the beginning stages of language learning until very recently. Our interest in studying the third person –s morpheme is not only because it creates complexity for learners but also as much of the prior research is descriptive. In this research we wished to unearth whether or not this difficulty also applied to Turkish language learners of English, and if so, we would make an attempt to explain why it was so. We additionally wanted to see what factors, if any, cause this intricacy for Turkish learners of English. Another significance of this study lies in the fact that although the related literature abounds in research on the acquisition of 3rd person singular morpheme, there is little research particularly focusing on Turkish EFL learners. The existing few research on this issue taps on Turkish learners’ acquisition of inflectional morphemes in general, not specifically the third person –s.

Learning a foreign language is a challenging process in which learners need motivation and encouragement through the use of modern techniques. The present paper investigates the effects digital stories may have on Iranian pre-intermediate EFL learners’ listening comprehension. To this end, the researchers carried out a quasi-experimental research in a language institution in Tabriz (Iran). In total, forty, 11-14-year-old female students participated in this research. Twenty students were in the experimental group and twenty in the control group. The Preliminary English Test (PET) was administered at the beginning of the study to check whether all participants were homogeneous in terms of English language proficiency. A pre-test of listening comprehension was designed to gather initial data on the learners' listening skill prior to the treatment. The experimental group was presented with digital stories in a technology-equipped classroom. After the treatment, a post-test was administered to both groups to test the learners' progression in listening comprehension. Then, using an ANCOVA test, the performance of two groups was compared.The findings indicated that the experimental group outperformed the control group in the final test. The results raise interesting issues related to the use of technology in the context of foreign language learning, substantiating the link between technology rich environment and improved language learning.

International Conference on Teaching and Learning English as an Additional Language (GlobELT) -- APR 14-17, 2016 -- Antalya, TURKEY WOS: 000387499800024 Due to the popularity of foreign language learning (FLL) and using the language meaningfully, the pedagogy of language learning has recently regarded the importance of willingness to communicate (WTC) in second and FLL and communication. Therefore, the present study aims to investigate the Turkish preparatory class students' WTC levels and the effects of individual differences on their WTC levels. 73 students, who are studying English as a foreign language (EFL) in the preparatory class in the foreign language department in Amasya University, serve as the participants of the study. The scale prepared by McCroskey (1992) is utilized to measure the students' WTC and some demographic information of students are gathered to make contributions to the relationship between their WTC and the other demographic variables such as proficiency level, length of studying, being abroad, and communicating with foreigners. Moreover, the students' WTC levels are related to their overall speaking skills defined by a 5 point likert-type scale ranged from "1= weak", "2=adequate", "3=good", "4=excellent" and "5=No idea because I didn't do such an activity.", filled by the speaking course instructors. In the statistical procedure, a series of independent samples t-tests and one-way ANOVAs were applied to provide the answers to the related research questions. The results show that preparatory class students have mostly weak and adequate overall speaking skills which can be related with the activities the instructors and the curriculum include for the course content or the ability of instructors' material adaptation. The importance of the present study lies in its theoretical contributions to the WTC research and the pedagogical implications for both teaching and learning process in EFL context. (C) 2016 The Authors. Published by Elsevier Ltd.

This paper draws on the conclusions of previous studies (Boers 2011) and some aspects of a larger research study into the use of conceptual metaphors as primary criteria in choosing which idioms should ultimately be taught to EFL/ESL learners. A hypothesis is set forth which argues that Croatian and English idioms that stem from shared conceptual metaphors are examples of idiomatic expressions that should take precedence in EFL/ESL curricula since they are likely to be learned with greater ease and may facilitate the retention of other instances of L2 vocabulary. A list of 24 English idioms was formed and grouped according to the nature of their underlying motivation (metaphor-based or culturally-based). Idioms unknown to the participants (university level EFL learners) were identified by means of a two-part questionnaire (Part 1) and their definitions were attempted by the same participants when the idiomatic examples were provided in context (Part 2). The results were then cross-compared with the conceptual status of each idiom yielding the results which are in favor of accepting the hypothesis on the facilitative effect of conceptual metaphor on idiom learning.

This study explores the effects of teaching apologies at a discourse level on a group of Spanish learners of English as a foreign language both in the short and in the long-term. It adopts a one-group pre-, postand delayed post-test design to particularly examine the effectiveness of a pedagogical model on learners’ appropriate use of apology formulas not only after immediately receiving instruction, but also five months later. An interactive discourse completion test was used to analyse learners’ performance when apologising in different contrasting scenarios. Results show that the types of apology formulas produced by learners in the pretest differ significantly from those produced in the post-test, as well as in the delayed post-test. After receiving instruction, learners produced more elaborated apologetic responses attending to the sociopragmatic aspects involved in the different situations, a performance that was maintained over time. These results seem to demonstrate the positive benefits of instruction to foster learners’ pragmatic knowledge in terms of both frequency and variety of apology formulas not only in the short-term but also in the long-term. Este estudio explora el efecto de enseñar disculpas a un nivel discursivo a un grupo de estudiantes españoles que aprenden inglés como lengua extranjera tanto a corto como a largo plazo. Adopta pues un diseño de un grupo, pre- post- y post-test a largo plazo para examinar en concreto la eficacia de incorporar un modelo de enseñanza en el uso apropiado de fórmulas de disculpa no solo inmediatamente después de recibir la instrucción, sino también cinco meses más tarde. Se utilizó un test interactivo para completar el discurso y analizar el comportamiento de los estudiantes cuando pedían disculpas en diferentes situaciones. Los resultados indican que los tipos de fórmulas de disculpa que utilizan los estudiantes en el pre-test difieren significativamente de las utilizadas tanto en el post-test como en test distribuido a largo plazo. Después de recibir instrucción, los estudiantes usaron respuestas de disculpa más elaboradas prestando atención a los aspectos sociopragmáticos de cada situación, un comportamiento que se mantuvo a largo plazo. Estos resultados parecen demostrar los beneficios positivos de la enseñanza para fomentar el conocimiento pragmático de los estudiantes tanto en la frecuencia como en la variedad de fórmulas de disculpa no solo a corto sino también a largo plazo.

Yazılı dil üretimi için düzeltici dönüt bakımından öğretmen-öğrenci anlaşması İngilizce'nin ikinci dil olarak okutulduğu bazı yerlerde çalışılmıştır fakat farklı bağlamlarda daha çok çalışmalara ihtiyaç vardır. Bu yüzden bu çalışma İngilizce'nin yabancı dil olarak okutulduğu bir bağlamda yazılı düzeltici dönüt hakkında öğrenci ve öğretmen görüşleri arasındaki benzerlikleri ve farklılıkları bulmayı ve yazılı hata yaklaşımında eğitimsel uygulamalar sunmayı amaçlamaktadır. Bu amaçla İngilizce'nin yabancı dil olarak okutulduğu bir bağlamda 34 İngilizce öğretmenine ve 34 İngilizce öğrenene bir anket uygulanmış ve birkaç açık uçlu soruya cevap vermeleri istenmitştir. Elde edilen veri istatistiksel yöntemlerle ve betimleyici nitel analiziyle çözümlenmiştir. Iki grup arasında yazılı düzeltici dönütün miktarı ve türü açısından herhangi farklılıklar olmamasına rağmen (t (66) = 0.406; p > 0.05), açık uçlu soruların bulgularında bazı farklılıklar mevcut olduğu bulunmuştur. Buna ek olarak, aynı grup içerisinde bazı farklılıklara rastlanmıştır, yani, öğrencilerin ve öğretmenlerin kendi aralarında yazılı düzeltici dönütün kullanımıyla ilgili bazı farklılıklar vardır. Eğer öğretmenler öğrencileri, yazı eğitiminin başında ne tür yazılı dönütün verileceğini ve onlardan ne beklendiği konusunda onları bilgilendirirse, öğrenciler kendi rolleri ve verilen dönütün uzun vadedeki değeri hakkında farkındalık kazanacaklardır.

Electronic portfolios are one of the potentially influential e-learning developments that could successfully find its way into language learning classes all around the world, although in Iranian EFL context students are not entirely familiar with them yet. The primary objective of this paper was to answer questions regarding the effect of e-portfolio on the students’ writing proficiency. Also, the potential effect of gender on their use of electronic portfolio was investigated as well. 157 male and female Iranian English-major students were involved in the study during one academic semester. The data obtained from a quasi-experimental design, comparing electronic portfolio assessment and conventional method of teaching writing, was quantitatively analyzed. The findings revealed that the application of e-portfolio has a significant effect on students’ writing proficiency. However, gender had no impact on their use of e-portfolio.

Proceedings of the 1st GlobELT Conference on Teaching and Learning English as an Additional Language -- APR 16-19, 2015 -- Antalya, TURKEY WOS: 000380512200077 The aim of this study is to determine the effects of vocabulary size and vocabulary depth on reading performance in EFL context. To this end, Vocabulary Size Test by Nation and Beglar (2007), Words Associate Test by Read (1998), and a reading performance test, the reliability of which was found to be 381 were administered to 361 university students. In the analysis of the data, linear regression and Pearson correlation statistics were used. The results showed that vocabulary size and vocabulary depth were both significantly correlated to reading performance, but vocabulary depth predicted reading performance better. (C) 2015 The Authors. Published by Elsevier Ltd.

Hedging academic claims has been recognized as one of integral pragmatic features of academic writing in which most EFL academic writers seem to face substantial problems. Explicit instruction has been proposed by some scholars as an effective approach to make EFL writers aware of the importance, different forms, and pragmatic functions of hedging devices some of which are polysemous and polypragmatics (e.g., Hyland 1996a). The present study with the aim of shedding more light on the effectiveness of explicit instruction in improving the pragmatic knowledge of Iranian EFL learners in terms of hedging devices, investigates the acquisition and use of English modal auxiliaries as hedging strategies via applying a direct teaching strategy in the classroom. To this end a sample of 37 undergraduate students majoring in different fields of study were recruited and assigned into a control and experimental group. Explicit instruction of the modal auxiliaries as hedging resources was applied for the treatment group while the control group received only the regular academic writing instruction. A pretest and a posttest were administered to the two groups. The descriptive analysis of the scores as well as the results of the t-tests revealed a significant progress in the participants’ linguistic and pragmatic knowledge of modal auxiliaries as hedges in the treatment group. The results also indicated that the experimental group outperformed the control group in acquiring and using modal verbs to hedge their claims. The findings of the study provide insightful implications for the administrators of educational programs.

Introduction. With regard to the interal/external frame of reference model of academic self-concept development the present study aimed at testing its theoretical assumptions within the verbal domain – namely to analyze the relations between achievement and self-concept in the native language German (L1) and the foreign language English (L2). Due to inconsistent re-search findings in this field the focus of analyses was on identifying differential patterns of dimensional comparison processes as they might depend on students’ achievement level in both subject areas and on students’ gender.Method. Data were gathered in a sample of 256 ninth grade students from German innercity grammar schools. For measuring students’ self-concepts two subject-specific scales were used. For measuring their achievement in each language subject latest grades as well as teacher competency ratings were used. Relations among constructs were analyzed by means of a structural equation modeling approach including multiple group comparisons between the female and male subsample.Results. No dimensional comparison effects could be demonstrated. Neither negative contrasting nor positive assimilation effects across both language subjects occured. Furthermore, multiple group comparisons of structural equation analyses lent strong support for the invariance model. Thus, despite significantly apparent achievement and self-concept differences between female and male learners in the L1 German gender did not moderate the relations between achievement and self-concept variables across both language subjects.Discussion. In the female as well as in the male subsample self-concept formation in both language subjects appears to be mainly affected by social comparison effects. This finding not only confirms previous research results in the field, but also contributes to clarify the role of gender in the internal/external frame of reference model – concerning the issue of dimensional comparison within the verbal domain, at least.

The purpose of this study is to identify whether writing performance in students of English as a foreign language (EFL) is related to writing apprehension, self-efficacy in writing, and/or attitudes towards writing. The subjects were tertiary-level EFL188 students at Çukurova University School for Foreign Languages (YADIM) in Turkey. Three instruments were used to collect data: a writing apprehension test (WAT), a self-efficacy in writing scale (SWS), and a questionnaire on attitudes towards writing (WAQ). The study was carried out in two phases. The first phase involved adapting the WAT and WAQ so these would be tailored to our study population. In the second phase, all subjects were tested with all three instruments in a 2-hour period on the same day. WAT, SWS and WAQ were administered in the first hour, and students were then given 45 minutes to write a composition on a given topic. The compositions were graded and these marks were taken to indicate students' overall writing performance points. The results of the study suggest that, in these tertiary-level EFL students, writing apprehension and writing performance are negatively correlated, writing apprehension and writing self-efficacy are negatively correlated, and writing apprehension and attitude towards writing are positively correlated. Writing apprehension and writing attitude are supposed to be negatively correlated but although WAQ was devised to test attitude, it has subscales that measure apprehension, too. That is why the result regarding the relationship between writing apprehension and attitude towards writing is surprising.

Having used an integrated approach comprising language-based approaches and stylistics as a pedagogical framework, the present paper serves to illustrate the impact of the proposed way of literature teaching in the Turkish EFL context. The main focus of the paper is to investigate and reflect the responses of Turkish undergraduates to the proposed teaching approach which is hoped to encourage students to experience literary texts directly as a part of a process of meaning-creation. The study groups involved in the research consisted of two comparable groups; an experimental group and a control group. However, only the experimental group students were exposed to the proposed teaching approach. The students in the control group, on the other hand, kept undergoing the teaching process they were used to having. In order to reveal the students’ responses to teaching methodologies employed in their classes, qualitative and quantitative investigations of the data gathered through interviews, questionnaires and field notes both in the experimental group and control group were compared and contrasted. The analyses of the data revealed significant differences in the nature of the students’ responses to the teaching approaches they received in their control and experimental groups. It was observed that there was a significant relation between the teaching methodologies employed in both classes, and levels of motivation, involvement and appreciation of the literary texts under study. The findings suggested that application of the proposed teaching approach significantly increased levels of students’ involvement and changed the classroom dynamics in a positive way Le présent travail a pour but d’exposer quelles sont les influences d’une méthode d’enseignement de littérature, composé de “language-based” et “stylistics”, que l’on applique dans un cadre pédagogique dans des classes “Turkish EFL”. La focalisation de la présente étude est d’étudier et de révéler les réactions des étudiants de licence turcs envers cette méthode qui vise à les encourager à considérer les textes littéraires comme une partie du processus direct de la création de signification. Le groupe d’enquête sur lequel on travaille est divisé en deux groupes comparables tels que le groupe expérimen tal et celui de contrôle. Mais, c’est seulement les étudiants du groupe expérimental qui ont subi cette méthode proposée. Ceux du groupe de contrôle ont suivi la méthode traditionnelle. Pour révéler les réactions des étudiants sur les méthodes appliquées dans leurs classes, les données qualitatives et quantitatives, obtenues par des interviews, des questionnaires et des notes d’observation, ont été comparées les unes avec les autres. Les analyses des données obtenues ont montré que les réactions des étudiants de deux différents groupes sont, elles-aussi, différentes. Les motivations et les participations des étudiants sont directement liées à la méthode appliquée dans la classe. Selon les suites de ce travail, il est clair que la méthode proposée a augmenté considérablement le niveau de motivation et de participation des étudiants.

The aim of this paper is to focus on “please” as one of the most frequent modifiers used to mitigate the impositive speech act of requesting. However, apart from this main function, scant attention has been paid to the analysis of learners’ use of this device when performing other functions, such as marking the utterance as a directive, begging for cooperative behaviour from the addressee or emphasising what a speaker says. Therefore, the present study investigates the use and function of “please” by Spanish EFL learners engaged in two oral spontaneous tasks eliciting request use. Results show that i) “please” is one of the most frequent modifiers employed by learners when requesting, ii) it is mainly used in its mitigating function, and iii) it is always placed at the end of the request move. Considering these results, pedagogical intervention is suggested by exposing learners to film scenes, a rich source of pragmatic input in foreign language contexts.

The main focus of the present paper is creative use of language in various texts, and potential language awareness strategies that English as a Foreign Language (EFL) teacher may employ in his/her classes. To this end, the paper dwells on the relevance of using representational material in EFL classes, and argues on the importance of the recognition that it takes imagination and an ability to be aware of language use to learn a foreign language. Throughout the paper, it is also emphasised that when creatively employed, representational materials can lead to a move beyond the traditional four skills of listening, speaking, reading and writing to the utilisation of the crucial but often ignored or taken for granted fifth skill: thinking.