scholarly journals THE USE OF EVALUATIVE LANGUAGE IN EFL TEACHERS’ REFLECTIVE JOURNAL WRITING: A CORPUS BASED STUDY

Elia ◽  
2020 ◽  
pp. 47-76
Author(s):  
Isabel Alonso-Belmonte
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Computer Assisted ◽  
Reflective Journals ◽  
Language Choices ◽  
Efl Teachers ◽  
Evaluative Language ◽  
Overall Evaluation ◽  
Professional Teaching ◽  
Journal Entries

This article presents a computer-assisted discourse analysis of the main topics and evaluative parameters used by student teachers of English as a Foreign Language (EFL) in their reflective journals. By applying Bednarek’s parameter-based approach to the study of evaluation, 329 reflective journals (aprox. 90,000 words) were analyzed by using the UAM Corpus Tool. The correlation of three sources of data – topic analysis, evaluative parameters and keywords – allowed to uncover the most typical evaluative language choices made by EFL student teachers in their reflective journals and their overall evaluation of their training process during their practicum studies. Results show that most journal entries pivot around the figure of the secondary student of EFL and that student teachers feel confident enough as to explicitly assess products, performances, and human behavior along the emotivity and the expectedness parameters. Findings are discussed in relation to the development of the EFL student teachers’ professional teaching identity and on the contextual factors that promote it or hinder it.

Bringing the Attitudinal System of Affect to the EFL/ESL Classroom as a Way of Further Critical Education and Reflection: An Analysis of Affectual Language in Two American Presidents’ Inauguration Speeches

2018 ◽  
Vol 6 (3) ◽  
pp. 61
Author(s):  
Yaser Hadidi ◽  
Golsa Khodadadi
Keyword(s):  
Critical Pedagogy ◽  
Foreign Language ◽  
Systemic Functional Linguistics ◽  
Human Beings ◽  
Critical Education ◽  
Simple Analysis ◽  
Presidential Candidates ◽  
Efl Teachers ◽  
Evaluative Language ◽  
New Framework

Appraisal/Evaluation within Systemic Functional Linguistics (SFL) is a rather new framework for the analysis of evaluative language, focusing on how human beings reveal their emotions directly or indirectly, how they take stances, and how they align or dis-align themselves with social subjects. Through an attitudinal analysis of the system of Affect in lucid and teacher-friendly ways, this paper aims to smoothly invite ESL/EFL teachers into possible employment of this model in classes of intermediate levels and above, to align themselves with and avoid losing sight of the constant need to maintain a critical pedagogical atmosphere in foreign language literacy and education. To this end, we provide a simple analysis of the affectual language of two inauguration speeches delivered by two American presidential candidates, geared to equipping teachers with some quick tools of reflective and critical pedagogy and use the exploration and display of different categories of Affect in the classroom to engage students in critical reflection on the world and everyday events.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals A STUDY OF PROPER PRONUNCIATION AS A FACTOR OF SUCCESSFUL COMMUNICATION

2017 ◽  
Vol 5 ◽  
pp. 778-783
Author(s):  
Vesna Prodanovska-Poposka
Keyword(s):  
Foreign Language ◽  
Common Core ◽  
English Language ◽  
Successful Communication ◽  
Language Knowledge ◽  
Efl Teachers ◽  
Overall Evaluation ◽  
Self Assessments ◽  
The Common

Speaking as a productive skill is one of the very first obstacles that foreign language users face when using the language. Knowledge of a language does not refer to the correct and proper pronunciation however, being able to produce sounds, words or utterances in their proper way does not refer to proficiency of a language nor can it assess the overall level of the user of that particular language. The aim of this study is to present the components of speaking as a productive skill emphasizing the role of acquiring proper pronunciation as a factor for effective communication. The study also presents the most significant "common core" of English pronunciation as a lingua franca, details of the requested phonological competence as knowledge set by the Common European Framework of Languages: Learning, Teaching and Assessment and viewpoints of EFL teachers and authors. Additionally, the study includes data from EFL self- assessments from University students in Macedonia regarding their speaking and pronunciation skills and overall evaluation from their assessor –an English language instructor.

Prospective EFL Teachers' Perceptions of Using CALL in the Classroom

2019 ◽  
pp. 189-204
Author(s):  
Anıl Rakıcıoğlu-Söylemez ◽  
Sedat Akayoğlu
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Education Program ◽  
Computer Assisted ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Teacher Education ◽  
Teachers Perspectives ◽  
Language Context

The study focuses on prospective English as a foreign language (EFL) teachers' perspectives on the use of computer-assisted language learning (CALL) resources in teaching English as a foreign language context. One hundred and six prospective EFL teachers enrolled in a teacher education program participated in the study, completed a survey on the perceived used of CALL in a classroom, and attended semi-structured face-to-face interviews with the researchers. Thus, the study aimed to identify the prospective EFL teachers' perceptions of their existing skills to integrate CALL into the future professional practices. The common perceptions and strategies of the prospective EFL teachers to use and integrate CALL into the language classes were examined and reported. In addition, pre-service teachers' perceived benefits and challenges of using CALL in EFL teaching contexts will be addressed from the participants' perspectives. Finally, the study provides implications for further research in addition to recommendations for EFL teacher education programs.

scholarly journals Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University

2020 ◽  
Vol 11 (4) ◽  
pp. 474-489
Author(s):  
Manssour Habbash
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Computer Assisted Language Learning ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Efl Teachers ◽  
The University

Recent decades have witnessed unprecedented growth in the educational technology industry. Such significant developments have made Computer Assisted Language Learning an indispensable constituent of the teaching methodology in English as a Foreign Language classes. Meanwhile, several studies report that English as a Foreign Language teachers in many parts of the world is in shortage of skills required for Computer Assisted Language Learning integration in their classes and teaching methods. In view of the variances in different parts of the world as to the status of Computer Assisted Language Learning integration, the current study aims at exploring challenges that English as a Foreign Language teachers, at the University of Tabuk, Saudi Arabia, are assumed to confront in employing Computer Assisted Language Learning as an integral constituent in their classroom teaching methodology. With this end, the study is carried out in light of the question ‘Are the EFL teachers able to integrate CALL applications effectively in their classroom teaching methodology?’ The study employs a mixed-methods research design in which quantitative and qualitative approaches are used in both data collection and analysis. The required data for analysis was collected by using a questionnaire of Likert items that were distributed to a convenient random sample of EFL teachers working at the English language Institute (ELI) at the University of Tabuk. Quantitative data were analyzed statistically with the support of excel and SPSS whereas qualitative data were analyzed in light of invitational theory proposed by Purkey and Novak (1992). The results of the analysis are significant in drawing inferences that help in making valid conclusions and decisions for designing and developing suitable teacher professional development programs for successful integration of CALL in their EFL classrooms.

scholarly journals Mediation in Teletandem

2018 ◽  
Vol 22 (36) ◽  
pp. 153-177
Author(s):  
Maria Cristina Reckziegel Guedes Evangelista ◽  
Ana Cristina Biondo Salomão
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Reflective Journals ◽  
Wide Range ◽  
Collaborative Context ◽  
Brazilian Students ◽  
Collaborative Language ◽  
The Relationship ◽  
Journal Entries

The collaborative context of language learning in Teletandem (TELLES; VASSALLO 2006) involves the principles of autonomy, reciprocity and separation of languages, as well as the mediation of the partnerships (in Vygotskian terms). This article aims to discuss the formats of teletandem mediation, by focusing on the strategies used to reconcile the management of interactions (SALOMÃO 2008) through reflective journals in our specific educational context This qualitative investigation is based on the analysis of a corpus of reflective journals produced after teletandem sessions by Brazilian students and the feedback offered by the mediators. The Brazilian participants wrote journal entries after practicing teletandem with speakers of the following foreign languages: English, German, Italian, and Spanish. They address a wide range of topics, covering aspects of technology, foreign language learning, methodological issues, as well as comments on the relationship with their partners. The data suggest great potential of the journals and the feedback for participants, mediators and coordinators to evaluate specific issues of collaborative language learning in the teletandem, as well as other relevant aspects for the pedagogical supervision of the project.

Toward an Understanding of Preservice English as a Foreign Language Teachers’ Acceptance of Computer-Assisted Language Learning 2.0 in the People’s Republic of China

2017 ◽  
Vol 56 (1) ◽  
pp. 74-104 ◽  
Author(s):  
Bing Mei ◽  
Gavin T. L. Brown ◽  
Timothy Teo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Equation Modeling ◽  
People’S Republic Of China ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
People's Republic Of China ◽  
Republic Of China ◽  
Efl Teachers ◽  
Facilitating Conditions

Despite the rapid proliferation of information and communication technologies, there exists a paucity of empirical research on the causes of the current low acceptance of computer-assisted language learning (CALL) by English as a foreign language (EFL) teachers in the People’s Republic of China (PRC). This study aims to remedy this situation through the identification of factors influencing preservice EFL teachers’ intention to adopt Web 2.0 technologies for language learning purposes in the PRC. Based on the technology acceptance model and the technological pedagogical content knowledge model, a hypothesized seven-factor model was tested via structural equation modeling with data obtained from 295 preservice EFL teachers in the PRC. The results revealed that intention to use CALL 2.0 was predicted most strongly by facilitating conditions. This finding can help stakeholders to make informed decisions about various aspects of facilitating conditions to effectively enhance preservice EFL teachers’ acceptance of CALL 2.0 in the PRC.

scholarly journals Revisiting Computer-Assisted Language Teaching: What Else Do Tertiary-Level EFL Teachers Need to Know?

2021 ◽  
Vol 16 (15) ◽  
pp. 226
Author(s):  
Xiaodong Zhang
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Computer Assisted ◽  
Efl Context ◽  
Interactive Spaces ◽  
Efl Teachers ◽  
Technological Level ◽  
Learning Interest ◽  
Technological Affordances ◽  
The Relationship

Computer-assisted language teaching (CALT) is widely used in teaching English as a foreign language (EFL) in college. As illustrated by the existing research, CALT is valuable in that it can leverage technological affordances (e.g., multimodal resources or interactive spaces) in motivating students’ learning interest. However, beyond the technological level, CALT treats language (i.e., vocabulary and grammar) separately from content de/construction (e.g., questions-based content comprehension). This means that to further improve CALT in the EFL context, the students’ understanding of the relationship between language and content, which contributes to the success of literacy activities, must be fostered pedagogically. As such, this paper introduces systemic functional linguistics and argues for its use as a complementary tool for students’ improved engagement in CALT. It also offers recommended practices for teachers in this regard.

scholarly journals The role of reflection during the first teaching experience of foreign languag pre-service teachers: an exploratory-case study

2012 ◽  
Vol 14 (2) ◽  
pp. 24 ◽  
Author(s):  
Gabriel Cote Parra
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Teaching Experience ◽  
Educational Institutions ◽  
Public High Schools ◽  
Reflective Journals ◽  
Reflection On Action ◽  
Study Sites

This qualitative study engaged four foreign language student teachers in a reflective practice while completing their practicum. The classroomsof four educational institutions comprised the study sites: two public high schools, one private primary school and one public university, alllocated in a northwestern Colombian town. The researchers gathered data through student teachers’ reflective journals, one-on-one interviewsand classroom observations. Findings revealed that reflection on action and reflections in action (Schön, 1987) enabled participants to redirectteaching processes. In regards to Van Manen’s (1977) three levels of reflection, this study found that although all the student teachers reachedthe first and second level of reflection, only two participants reached the third level, critical reflection.

scholarly journals Computer Assisted Language Learning Integration Challenges in Saudi Arabian English as a Foreign Language Classes: The Case of EFL Teachers at Tabuk University

2021 ◽  
Author(s):  
Manssour Habbash
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Computer Assisted Language Learning ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Efl Teachers ◽  
The University

Recent decades have witnessed unprecedented growth in the educational technology industry. Such significant developments have made Computer Assisted Language Learning an indispensable constituent of the teaching methodology in English as a Foreign Language classes. Meanwhile, several studies report that English as a Foreign Language teachers in many parts of the world is in shortage of skills required for Computer Assisted Language Learning integration in their classes and teaching methods. In view of the variances in different parts of the world as to the status of Computer Assisted Language Learning integration, the current study aims at exploring challenges that English as a Foreign Language teachers, at the University of Tabuk, Saudi Arabia, are assumed to confront in employing Computer Assisted Language Learning as an integral constituent in their classroom teaching methodology. With this end, the study is carried out in light of the question ‘Are the EFL teachers able to integrate CALL applications effectively in their classroom teaching methodology?’ The study employs a mixed-methods research design in which quantitative and qualitative approaches are used in both data collection and analysis. The required data for analysis was collected by using a questionnaire of Likert items that were distributed to a convenient random sample of EFL teachers working at the English language Institute (ELI) at the University of Tabuk. Quantitative data were analyzed statistically with the support of excel and SPSS whereas qualitative data were analyzed in light of invitational theory proposed by Purkey and Novak (1992). The results of the analysis are significant in drawing inferences that help in making valid conclusions and decisions for designing and developing suitable teacher professional development programs for successful integration of CALL in their EFL classrooms.

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