scholarly journals The Effect of the Academic Attainment of ESL Teachers on Evaluation of ESL Learners' Errors: Educational Degree-Based Study

2017 ◽  
Author(s):  
Wael Abdeen
Keyword(s):  
Academic Attainment ◽  
Esl Teachers ◽  
Educational Degree ◽  
Esl Learners

scholarly journals The Effect of the Academic Attainment of ESL Teachers on Evaluation of ESL Learners’ Errors: Educational Degree-Based Study

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Wael Abdeen
Keyword(s):  
Second Language ◽  
Educational Attainment ◽  
Word Order ◽  
Native Speakers ◽  
Academic Attainment ◽  
Esl Teachers ◽  
Native Speakers Of English ◽  
Educational Degree ◽  
Esl Learners

This paper analyzes reactions and evaluations of 70 participants, native and non-native speakers of English to 32 errors written by learners of English as a second language, ESL. It investigates the effect of the academic attainment of ESL teachers on the evaluation of ESL error seriousness. The educational attainment of teachers, both native and non-native, include the B.A., M.A., and Ph.D. degrees. Participants in the study include 34 non-native Palestinian ESL teachers, 26 English native speaking ESL teachers, and 10 English native speakers who are not teachers. Errors in this study are taken from compositions written by Arab-Palestinian students. Eight error categories including prepositions, concord, word order, plural, pronouns, spelling, vocabulary, and verb form are used. Four correct sentences are also included. All participants for the study had to underline errors and evaluate them by indicating the points from 0-5 they would deduct for each error; 5 indicates very serious errors; 0 is for error-free sentences; “1” is for errors which can easily be excused; “2”, “3”, and “4” are means to show intermediate degrees of seriousness. Results of the study show that the three academic groups differ in their evaluation of errors. Whereas the Ph.D. groups are the most lenient, the M.A. groups are the least tolerant. The non-teachers are the most tolerant of all groups.

scholarly journals The Pragmatic Functions of Repetition in TV Discourse

2012 ◽  
Vol 10 (4) ◽  
pp. 445-460 ◽  
Author(s):  
Ghaleb Rabab'ah ◽  
Ali Farhan AbuSeileek
Keyword(s):  
Native Speakers ◽  
Natural Phenomenon ◽  
Esl Teachers ◽  
Language Functions ◽  
Pragmatic Analysis ◽  
Native Speakers Of English ◽  
Salient Features ◽  
Esl Learners ◽  
Tv Show ◽  
Interactional Discourse

Since repetition is a natural phenomenon used to perform various functions in interactional discourse, adopting a pragmatic analysis to the discourse of Dr. Phil and his guests on Dr. Phil's TV show, this study attempted to explore the pragmatic functions of such repetitions as used by English native speakers. The data were gathered from conversations between native speakers of English, and based on 7 full episodes of Dr. Phil's TV Show. The researchers watched, and studied these episodes on YouTube. The study revealed that one of the salient features of TV discourse is repetition, which is employed to perform a variety of language functions. Repetition was used to express emphasis, clarity, emotions, highlight the obvious, be questionable, express annoyance, persuasion, express surprise, give instructions, and as a filler in order to take time, when the speaker was searching for a proper word to say what would come next. The study concluded that these findings had significant implications for EFL/ESL teachers and the interlanguage development of EFL/ESL learners.

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

scholarly journals ESL Learners’ Sense of Alienation: An Exploratory Mixed Method Research on the Role of ESL Teachers’ Remarking Practices

2020 ◽  
Vol 13 (11) ◽  
pp. 59
Author(s):  
Misbah A. Khan ◽  
Misbah R. Khan ◽  
Iftikhar A. Chughtai
Keyword(s):  
Mixed Method ◽  
Speech Acts ◽  
Mixed Method Research ◽  
Politeness Theory ◽  
Esl Teachers ◽  
Classroom Activities ◽  
Evaluative Feedback ◽  
Low Performance ◽  
Esl Learners

The study attempts to highlight a major cause of learners’ detachment and low performance in ESL classrooms at graduation levels in Bahawalpur City, Punjab, Pakistan. In this connection, this study tries to focus on the role of teachers’ feedback remarks as a major cause of either instilling or accelerating sense of alienation among ESL learners. This study underpinned exploratory sequential mixed method research design to prove its hypotheses. The qualitative data shows that ESL learners receive evaluative remarks from their teachers in the form of 'face-threatening acts' more than ‘face-saving acts’ during classroom activities. Resultantly, they experience a sense of alienation from the language-related tasks and try to avoid the classroom situation feeling it a threat. The quantitative analysis shows the average range of sense of alienation experienced by learners which are highest in oral activities, lower in written tasks and lowest in comprehension-based activities. ESL teachers' evaluative feedback either instils or accelerates the sense of alienation among learners during various classroom activities. The type of alienation experienced more was an accelerated sense of alienation. This is why the majority of learners avoid getting engaged in the activities in which they find chances of losing self-image. Keeping the results in view, training sessions on ‘Face Wants, Politeness theory, and Speech Acts’ are recommended for ESL teachers to enhance their follow-up remarking practices. Moreover, there is a need to develop an anxiety-free classroom atmosphere to strengthen learners' autonomy and linguistic self-concept.

scholarly journals ESL TEACHERS’ STRATEGIES TO FOSTER HIGHER-ORDER THINKING SKILLS TO TEACH WRITING

2020 ◽  
Vol 17 (Number 2) ◽  
pp. 195-226
Author(s):  
Charanjit Kaur Swaran Singh ◽  
Revathi Gopal ◽  
Nor Azmi Mostafa ◽  
Rhashvinder Kaur Ambar Singh ◽  
Eng Tek Ong ◽  
...  
Keyword(s):  
Data Collection ◽  
Secondary Schools ◽  
Classroom Observation ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Teaching Writing ◽  
Esl Teachers ◽  
Higher Order Thinking Skills ◽  
Esl Learners

Purpose - This research focuses on ESL teachers’ strategies to foster higher-order thinking skills to teach writing to weak ESL learners in two selected secondary schools in Malaysia. ESL teachers’ strategies to foster higher-order thinking skills to teach writing to weak ESL learners were captured and encapsulated to enable the ESL learners to understand and master higher order thinking to improve their writing. Methodology – A qualitative descriptive case study design was employed in the study. The sample was based on a snowball sampling and 4 ESL teachers were selected from two different secondary schools in Malaysia. The main data collection method was classroom observation while thematic analysis was used for data analysis. Each teacher was observed twice. Classroom observation forms and video recordings were used as a main source in data collection. Findings – Findings showed that ESL teachers selected strategies to foster higher-order thinking skills to teach writing including the general procedures in implementing higher-order thinking skills for teaching writing and major considerations at each stage of the implementation. ESL teachers exposed learners to the general procedures of the higher-order thinking skills which were explaining and helping students to understand what higher-order thinking is, leading students to connect to concepts in writing, helping students to infer through real-life situations, using more graphic organizers and teaching problem-solving skills. Significance – The findings can be used to guide decisions on higher-order thinking skills training for ESL teachers, educators and curriculum developers regarding the thinking skills strategies to be mastered in teaching writing.

Exploring the Use of Story bird Application for Rural ESL Teachers’ Professional Development

2021 ◽  
Vol 12 (3) ◽  
pp. 1200-1210
Author(s):  
Aizan Yaacob Et.al
Keyword(s):  
Teaching Methods ◽  
Rural Areas ◽  
Digital Technology ◽  
Native Speaker ◽  
Listening Skills ◽  
Esl Teachers ◽  
Policy Makers ◽  
Crucial Information ◽  
Teachers Professional Development ◽  
Esl Learners

While there has been a growing interest in the use of Storybird application, most of them focused on students’ writing in the native speaker context and very few examined speaking and listening skills for rural ESL learners. Besides, these earlier studies rarely focused on the teachers. The present study examined the use of Storybird application for rural ESL teachers. It highlights the effectiveness of Storybird application based on the teachers’ and experts’ perspectives. A survey was conducted to 89 primary ESL teachers from rural areas in the Northern state of Malaysia, and 8 teachers were later trained to use Storybird application and developed their own teaching materials to suit their learners’ needs. Multiple methods consisted of survey, interview, observation, and reflections were employed, while the ADDIE instructional design model was used to guide the research procedures. The findings revealed that the integration of Storybirdapplication has improved teachers’ digital skills, teaching methods and materials, and enhanced their creativity and motivation. This study provides crucial information regarding the effectiveness of Storybird application which can inform teachers, policy makers, and researchers on digital technology integration for rural ESL context.

scholarly journals Error Correction in ESL: Learner's Preferences

1993 ◽  
Vol 10 (2) ◽  
pp. 71 ◽  
Author(s):  
James A Oladejo
Keyword(s):  
Error Correction ◽  
Classroom Practice ◽  
Recent Time ◽  
Language Learner ◽  
The Other ◽  
Esl Teachers ◽  
Language Classroom ◽  
The One ◽  
Standardized Practice ◽  
Esl Learners

This paper reports the findings of two studies which attempt to identify the preferences and expectations of intermediate and advanced ESL learners regarding error correction. These are compared with some popular opinions of linguists and ESL teachers which have influenced error correction in the language classroom in recent time. Certain important differences are observed between learners' preferences 1. IN1RODUCTION and expectations on the one hand, and the opinions and practice of linguists/ teachers on the other. The paper concludes that, if the error correction is to be effective, classroom practice cannot afford to be based rigidly on any standardized practice derived from the opinions of linguists and teachers alone, but it must be flexible enough to incorporate the preferences and needs of the language learner.

Technologies Use with ESL Learners in New York State: Preliminary Report

2000 ◽  
Vol 22 (3) ◽  
pp. 265-284 ◽  
Author(s):  
Carla Meskill ◽  
Jonathan Mossop
Keyword(s):  
New York ◽  
Preliminary Report ◽  
New York State ◽  
Literacy Skills ◽  
The State ◽  
Esl Teachers ◽  
Specific Population ◽  
Preliminary Research ◽  
Initial Interviews ◽  
Esl Learners

This report presents preliminary research concerning a specific population of learners: learners whose native language is not English and who attend school in the state of New York. Our research focused on how English as a Second Language (ESL) teachers in the state view and use technologies to help develop their students' literacy skills. Data from a statewide survey and from initial interviews with fifty-six ESL teachers who use technologies in their teaching are discussed.

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