Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

Download Full-text

A Study of Language Anxiety among English Language Learners in Saudi Arabia

10.31235/osf.io/nk4em ◽

2019 ◽

Author(s):

Badia Muntazer Hakim

Keyword(s):

English Language Learners ◽

Language Learning ◽

Language Learners ◽

English Language ◽

Group Discussion ◽

Structured Interview ◽

Language Teachers ◽

Target Language ◽

Language Anxiety ◽

Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

Download Full-text

Students’ Perception of Teachers’ Bilingual Language Use in EFL Classroom

Global Expert: Jurnal Bahasa dan Sastra ◽

10.36982/jge.v8i2.963 ◽

2020 ◽

Vol 8 (2) ◽

Author(s):

Desi Surayatika

Keyword(s):

Language Learning ◽

English Language ◽

Language Use ◽

First Language ◽

Language Instruction ◽

Target Language ◽

English Language Learning ◽

Classroom Language ◽

Students First ◽

English Classroom

ABSTRACTStudents’ perception of teachers’ bilingual language use was based on bilingual approach in English language learning in which the students’ first language ( L1 ) is combined with the target language ( L2 ) being studied to be a language instruction used by the teacher to conduct an English classroom. The purpose of this research was to find out the students’ perception toward the use of Bilingual language they are English and Indonesian by the teacher in EFL classroom. This research was a qualitative approach with the forty students as the sample. In collecting the data, questionnaire was used. The data was analyzed through Likert Scale in order to find out students’ perception of teachers’ bilingual language use in EFL classroom. Based on the result of data analysis and interpretation of the data gained from questionnaire, it indicates that students show their positive perceptions to the use of bilingual language done by the teacher as language instruction in their English classroom. Finally, the result of the research would give a contribution to the improvement of the classroom language instruction used by the teacher in an English language learning classroom particularly for teaching the students who were learning English as a foreign language ( EFL ).Keyword : Bilingual, Students’ Perception, language use, EFL classroomABSTRAKPersepsi siswa tentang penggunaan dua bahasa oleh guru didasarkan pada pendekatan bilingual dalam pembelajaran bahasa Inggris di mana bahasa pertama siswa ( L1 ) dikombinasikan dengan bahasa target (L2) yang dipelajari menjadi pengajaran bahasa yang digunakan oleh guru untuk melaksanakan pembelajaran bahasa Inggris di kelas. Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa terhadap penggunaan dua bahasa yaitu bahasa Inggris dan bahasa Indonesia oleh guru di kelas EFL. Penelitian ini menggunakan metode kualitatif dengan empat puluh siswa sebagai sampel. Dalam mengumpulkan data, kuesioner digunakan. Data dianalisis melalui Skala Likert untuk mengetahui persepsi siswa tentang penggunaan dua bahasa oleh guru di kelas EFL. Berdasarkan hasil analisis data dan interpretasi data yang diperoleh dari kuesioner, hal ini menunjukkan bahwa siswa memiliki persepsi positif terhadap penggunaan dua bahasa yang dilakukan oleh guru sebagai bahasa pengantar di kelas bahasa Inggris.. Pada akhirnya, hasil penelitian diharapkan dapat memberikan kontribusi pada peningkatan pengajaran bahasa Inggris di kelas yang digunakan oleh guru di kelas pembelajaran bahasa Inggris terutama untuk mengajar siswa yang belajar bahasa Inggris sebagai bahasa asing ( EFL ).Kata kunci : Dua bahasa, Persepsi Siswa, penggunaan bahasa, kelas EFL

Download Full-text

The Nose-Bleed Syndrome: A Study on the Attitude of the College Students towards English Language Learning and Their Linguistic Self-Confidence in a Multi-Cultural Context

JPAIR Multidisciplinary Research ◽

10.7719/jpair.v24i1.381 ◽

2016 ◽

Vol 24 (1) ◽

Author(s):

Annie Mae C. Berowa

Keyword(s):

Language Learning ◽

Cultural Context ◽

English Language ◽

Group Discussion ◽

The Philippines ◽

Target Language ◽

English Language Learning ◽

State University ◽

Job Interviews ◽

Self Confidence

The expression “nose-bleed!” has become the most popular expression among Filipinos when asked to speak in English. In the Philippines, English is the most feared language. This fear is seen in classes where students feel so anxious that they may mispronounce a word or that they may commit grammatical inaccuracies. This also happens during job interviews when most of the applicants would sweat out while using English. The study was undertaken to determine the profile of the select students as respondents of the study, their attitude towards English language learning, and the situation/s that they feel linguistically confident in using the target language in a multi-cultural context. The study was conducted at the Mindanao State University (MSU), Main Campus, in the Islamic City of Marawi. The study utilized both quantitative and qualitative data collection and analysis procedures. Survey questionnaire and Focus Group Discussion (FGD) were employed. The questionnaire was administered to 129 randomly selected Job Enabling English Proficiency (JEEP) Program students, and then the FGD was conducted to probe further certain points that require illumination. It was concluded that the respondents have a positive attitude toward learning the English language. It was also disclosed that the linguistic self-confidence of the respondents leaned more on the situation-specific self-confidence.

Download Full-text

Student Language Anxiety in Learning English (A survey to non-English Major students in rural area)

IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) ◽

10.21093/ijeltal.v2i2.55 ◽

2018 ◽

Vol 2 (2) ◽

pp. 95

Author(s):

Tuti Hidayati

Keyword(s):

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Negative Evaluation ◽

Target Language ◽

Language Anxiety ◽

Language Class ◽

Language Classroom ◽

English Major ◽

English Classroom

Learners’ difficulties in learning a foreign language cannot merely be linked to the lack of ability or intelligence. Language anxiety or the feeling of tension, apprehension, fearfulness, and worry in language class had been pointed to greatly influence learner’s progress in mastering the target language. Highly anxious learners were found to achieve less and had low motivation. This study reports a survey investigating the level of language anxiety and its perceived causes and discusses some alternatives to deal with it. The participants were 114 non-English major students in State Islamic College of Teungku Dirundeng Meulaboh in West Aceh. Data were collected employing Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz, and Cope, (1986). The finding indicated that the students participating in the study exhibited a moderate level of language anxiety obtaining FLCAS mean score 102.17. The main cause of language anxiety was attributed to fear of negative evaluation with the highest average mean 3,5. Communication apprehension and test anxiety were in the second and third rank with the average mean 3,3 and 3,1 respectively. Meanwhile, English classroom items were perceived to contribute the least to the students’ tense experience given the average mean 2,7. It is suggested that making the learners realize that they are not alone experiencing anxiety in learning a foreign language is crucial. Furthermore, it is important that teachers embrace a supportive and non-threatening role to provide a more effective foreign language learning.

Download Full-text

Sastra dan Pembelajaran Bahasa Jepang

JAPANEDU Jurnal Pendidikan dan Pengajaran Bahasa Jepang ◽

10.17509/japanedu.v2i2.8709 ◽

2017 ◽

Vol 2 (2) ◽

pp. 87

Author(s):

Fajria Noviana

Keyword(s):

Second Language ◽

Language Learning ◽

Small Group ◽

Short Story ◽

Group Discussion ◽

Small Group Discussion ◽

Reading And Writing ◽

Language Class

Tulisan ini bertujuan untuk memaparkan manfaat penggunaan sastra dalam pembelajaran bahasa asing, khususnya bahasa Jepang. Metode yang digunakan adalah salah satu dari tiga metode yang dikemukakan Lazar mengenai penggunaan sastra dalam pembelajaran bahasa, yaitu a language-based approach. Dalam sesi small group discussion dalam kelas, para mahasiswa dapat menceritakan ulang cerpen berbahasa Jepang dengan kalimat mereka sendiri, bahkan mereka dapat menambahkan pendapat mereka mengenai cerpen ini. Oleh karena itu, pemanfaatan karya sastra dalam pembelajaran bahasa dapat dikatakan sangat efektif untuk meningkatkan kemampuan mahasiswa dalam menguasai bahasa Jepang sebagai bahasa kedua.This article aims to discuss the value of reading and writing literature in second language, especially in Japanese. A language-based approach, that is one of three Lazar’s methods of literature’s application in language learning, was used in this research. In small group discussion in language class, students can retell the Japanese short story in their own words, and even add their opinions about the story. Therefore, the application of literature in language learning is very effective to improve students’ ability of mastering second language.

Download Full-text

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

University of Chitral Journal of Linguistics and Literature ◽

10.33195/uochjll/3/1/03/2019 ◽

2019 ◽

Vol 3 (1) ◽

Keyword(s):

Language Learning ◽

Undergraduate Students ◽

Critical Analysis ◽

English Language ◽

Language Teaching ◽

Language Skills ◽

Primary Source ◽

English For Academic Purposes ◽

Target Language ◽

Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

Download Full-text

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

University of Chitral Journal of Linguistics and Literature ◽

10.33195/jll.v3i1.104 ◽

2019 ◽

Keyword(s):

Language Learning ◽

Undergraduate Students ◽

English Language ◽

Language Teaching ◽

Language Skills ◽

Primary Source ◽

English For Academic Purposes ◽

Target Language ◽

Teaching Principles ◽

Language Needs

Download Full-text

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

The Art of Teaching English as a Foreign Language ◽

10.36663/tatefl.v1i1.83 ◽

2021 ◽

Vol 1 (1) ◽

pp. 55-62

Author(s):

Made Surya Mahendra ◽

Ni Luh Putu Eka Sulistia Dewi ◽

Ida Ayu Made Istri Utami

Keyword(s):

Language Learning ◽

English Language ◽

Language Education ◽

Target Language ◽

Education Students ◽

English Language Education ◽

Motivation Factors ◽

Integrative Motivation ◽

Language Attitude ◽

Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

Download Full-text

Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.36.24212 ◽

2018 ◽

Vol 7 (4.36) ◽

pp. 624

Author(s):

A. Delbio ◽

M. Ilankumaran

Keyword(s):

Second Language Acquisition ◽

Language Learning ◽

English Learners ◽

English Language ◽

Native Speaker ◽

Technical Information ◽

Target Language ◽

Main Role ◽

Learning And Teaching ◽

The Brain

English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills. This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.

Download Full-text

Educational Policy: Voices from Local English Teachers and Students towards National Exam in Yogyakarta

Metathesis Journal of English Language Literature and Teaching ◽

10.31002/metathesis.v4i2.2801 ◽

2020 ◽

Vol 4 (2) ◽

pp. 217

Author(s):

Laser Romios ◽

Nindya Primandita ◽

Novilda Angela Saragih

Keyword(s):

Language Learning ◽

English Language ◽

Group Discussion ◽

Sampling Technique ◽

English Teachers ◽

School Level ◽

Learning Activity ◽

Structured Interviews ◽

Teachers And Students ◽

The Government

This study is aimed at exploring the voices of English teachers and students of a state senior high school towards the National Exam policy and its implementation in Indonesia. Several theories of psychology and language learning were applied in this study as the theoretical framework. This study used a descriptive qualitative method. The participants were chosen by purposive sampling technique. The data for this study were garnered through a Focus Group Discussion (FGD) conducted to the selected twelfth-grade students and semi-structured interviews done to two English teachers. Both data were analyzed descriptively. Upon the analysis, two paramount themes prevailed: (1) the negative response towards the implementation and accuracy of National Exam (NE) policy in Indonesia; and (2) unintended impacts of NE policy on teaching and learning activity, students’ motivation, and English Language Learning and Curriculum. This study offers information for the government as the policymaker, school leaders, teachers, and researchers to understand how the NE is implemented at the school level.

Download Full-text