scholarly journals Teachers’ and Students’ Attitudes Toward the Implementation of the Politeness Principle in Classroom Interactions

2020 ◽  
Vol 4 (2) ◽  
pp. 42-60
Author(s):  
Kavi S. Mohammed
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Effective Interaction ◽  
Critical Role ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Students Attitudes

Politeness is considered to promote effective interaction between people. In the process of language teaching and learning, it is believed to enhance learning by providing a lively and friendly atmosphere in the classroom (Jiang, 2010). During classroom periods, including class policy, activities, and techniques, a teacher’s language plays a critical role; it also plays an important role while giving academic instructions, motivating the class, and during the evaluation of a student’s performance and participation. This paper approaches classroom interaction from a pragmatic perspective by adopting Leech’s politeness principle and maxims. It aims to answer the following 2 questions: first, “what are the teachers’ attitudes toward the implementation of the politeness principle during classroom interactions?” and second, “what are the students’ attitudes toward the implementation of the politeness principle during classroom interactions?” To achieve the aims of this study by finding answers to the questions, the researcher prepared 2 sets of questionnaires: 1 for the teachers in the English Department and 1 for the fourth year students in the same department at the College of Basic Education, Salahaddin University-Erbil, Erbil, Iran, for the academic year of 2018 to 2019. By analyzing the data collected, it was found that both the teachers and students have positive attitudes toward the politeness maxims and the implementation thereof during classroom interactions; furthermore, there was agreement between the teachers’ and students’ responses to the questionnaires for most of the politeness maxims except in 3 cases, which were for the maxims of sympathy, obligation (S to O), and feeling reticence.

scholarly journals Peer Assessment in EFL Writing Classes: Investigating Kurdish Students’ Attitudes

Twejer ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1255-1287
Author(s):  
Qismat M. Zahawi ◽  
Keyword(s):  
Academic Writing ◽  
Basic Education ◽  
Peer Assessment ◽  
Writing Classes ◽  
Assessment Technique ◽  
College Of Basic Education ◽  
Content Organization ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Grading Model

Peer assessment refers to students assessing their peers' work and providing grades and/or feedback. This study investigates Kurdish EFL students' attitudes toward peer assessment. To this end, the peer assessment technique will be utilised in teaching academic writing to second-year students in the English Department, College of Basic Education. Participants will be trained on how to assess their peers' writing by using Jacobs et al 's (1981) writing scale as a descriptor grading model. This scale provides five subscales for evaluating a written paragraph, namely: content, organization, vocabulary, language use, and mechanics. After implementing this model for 16 weeks, the students have shown positive attitudes toward implementing peer assessment in their writing classes as a practical assessment technique.

scholarly journals The Conception of Trauma in Depicting the Battlefields In Wilfred Owen’s War Poetry

2019 ◽  
Vol 8 (4) ◽  
pp. 371
Author(s):  
Taybat I. Dewali ◽  
Lazgin K. Barany
Keyword(s):  
English Language ◽  
Basic Education ◽  
War Poetry ◽  
College Of Basic Education ◽  
Political Sciences ◽  
Positive Attitudes ◽  
Significant Difference ◽  
College Of Law ◽  
Students Attitudes ◽  
College Of Engineering

This study aims at finding out the attitudes of non-English majors’ students at University of Duhok towards English language andearning, in general, and at University of Duhok in particular and exploring the reasons behind their attitudes. The study also investigates the differences in the participants' attitudes based on their major, gender, and studying level. For this purpose, a questionnaire mainly adopted from Gardner's (2004) "Attitude/Motivation Test Battery" was distributed to (259) students from six colleges affiliated to University of Duhok. These six colleges were divided into two groups: Sciences (College of Veterinary, College of Engineering, and College of Sciences) and Humanities (College of Law and Political Sciences, College of Economics and Administration, and College of Basic Education). The findings have revealed that students under study have expressed positive attitudes towards both the English language itself as a language and learning it as a subject of study. The study also has shown that there were no significant differences in the students' attitudes towards the study's variables due to gender and studying level, however, a significant difference based on the students' major was found.

scholarly journals Behaviors of EFL Students on Cyber Classes: Passive presence in Google Classroom; survey of causes and attitudes

2018 ◽  
pp. 08-34
Author(s):  
Mustafa Salem Braiek
Keyword(s):  
Language Proficiency ◽  
Classroom Interactions ◽  
Limited Participation ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Efl Students ◽  
Students Attitudes

Cyber classes provide space for teachers and students to extend and consolidate classroom interactions, engage in meaningful discussions and share ideas, information, and relevant materials. The potential merits of cyber classes are obviously bound to the amount of time and effort invested therein by the involved parties, i.e. teachers and students. The current study aims at investigating the causes of limited participation of EFL students in Google Classroom as the recently adapted cyber class platform at Misurata University, as well as exploring the EFL students’ attitudes toward Google Classroom. 58 EFL students at the department of English in Misurata University responded to a questionnaire probing their displayed behaviors on cyber classes. Even though the results showed that most EFL students had positive attitudes toward using Google Classroom, they tend to be passive users of cyber classes due to technological concerns, language proficiency to some extent, and failure to perceive tangible outcomes.

scholarly journals Translanguaging in L3 Spanish Classrooms: Practices and Attitudes

2020 ◽  
Vol 84 ◽  
pp. 65-75
Author(s):  
Xiaozhou (Emily) Zhou ◽  
XiaoLing Huang ◽  
Jili He
Keyword(s):  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Classroom Talk ◽  
Third Language ◽  
Positive Attitudes ◽  
Crucial Component ◽  
Teachers And Students ◽  
Language Classrooms ◽  
Students Attitudes

Abstract. Research into pedagogical translanguaging in second/foreign language education has largely been focused on the interplay between two languages, one of which is usually English. Little attention has been paid to the practice of trilingual translanguaging (translanguaging between three languages), and how this can be helpful in the acquisition of a third language. This study, conducted in two Spanish as a third language classrooms in a Chinese university, aims to explore teachers’ translanguaging practices as well as the teachers’ and students’ attitudes to these practices. Analysis of data collected through audio-assisted classroom observation, interviews, and questionnaires reveals that teachers proactively and flexibly mobilize their multilingual resources in classroom talk. Students in general express positive attitudes towards teachers’ translanguaging practices, and express a wish to experience a greater amount of bilingual translanguaging between English (L2) and Spanish (L3). Meanwhile, having access to the views of L3 learners on teachers’ classroom talk proves to be a crucial component in the understanding of how L3 teaching and learning can take place in the most effective way. This study calls for further research into translanguaging practice in multilingual classrooms and its impact on students’ learning.

scholarly journals Using Student-Generated Web Comics on Pixton as a Tool for Learning Shakespearean Drama

2019 ◽  
Vol 8 (2S9) ◽  
pp. 800-803
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
English Literature ◽  
Control Group ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Post Test ◽  
Students Attitudes ◽  
Effective Teaching And Learning ◽  
Experimental Group

The study examined the effectiveness of using student-generated web comics on Pixton as a tool for enhancing students’ performance in meaning making and learning Shakespearean drama among tertiary level students in university. This study explored students’ attitudes towards generating web comics in learning Shakespearean drama. This study was conducted on 35 students who were studying English literature in one of the universities in Iran. This study employed a true experimental of posttest-only control-group research design with a mixed-method approach. The students were chosen based on purposive sampling and were randomly allocated into control group and experimental group. The control group had undergone conventional approach of learning the drama while the experimental group experienced learning through generating web comics in order to learn and construct the meaning of the drama. The instruments used to gather data in this research were post-test and a questionnaire on students’ attitudes. The students were given a post-test after learning the Hamlet play written by W. Shakespeare. The questionnaire was distributed to the students in experimental group after conducting the treatment and post-test. Quantitative data derived from the analysis of post-test were tabulated in descriptive statistics and an Independent T-test. Students’ answers in post-test were also analysed qualitatively. The results of the questionnaire were coded as numerical scores of frequency and percentage for statistical analysis. The findings of the study revealed that the students who used generating web comics attained a better performance and higher academic achievement in meaning making and learning Shakespearean drama compared to the students who were exposed to conventional learning method. The students also developed strongly positive attitudes towards use of student-generated web comics in learning the drama. This study will help teachers and students to create a new positive environment in the classroom with integration of technology, in which they can feel the enjoyment in effective teaching and learning process of Shakespearean drama.

scholarly journals Non-English Majors’ Attitudes towards Using YouTube to Improve Speaking Skills

2021 ◽  
pp. 38-48
Author(s):  
Nguyen Dinh
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Descriptive Statistics ◽  
Affective Attitudes ◽  
Positive Attitudes ◽  
English Majors ◽  
Teachers And Students ◽  
English Speaking ◽  
Students Attitudes ◽  
Speaking Skills

This study aimed to explore students’ attitudes towards using YouTube to improve speaking skills at the context of a Binh Duong based university. A total of one hundred and fifty students participated in the research. Both quantitative and qualitative data was obtained through two instruments, namely questionnaires and interview. For analysing the data collected, descriptive statistics and content analysis were employed. The results of the study revealed that non-English majors hade positive attitudes towards using YouTube to improve speaking skills. More interestingly, the findings revealed that they had affective attitudes towards the use of YouTube higher than the cognitive and behavioural attitudes. The study also made several suggestions for both teachers and students with the aim of contributing a small part to the teaching and learning of English speaking skills.

scholarly journals Perspectivas metodológicas para a análise da interação na sala de aula de língua estrangeira

2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Roberta Ferroni ◽  
Fernanda Landucci Ortale
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Foreign Language Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Teachers And Students

Resumo Este artigo apresenta diferentes perspectivas metodológicas para o estudo da interação na sala de aula de língua estrangeira. Com um corpus coletado em aulas de italiano como língua estrangeira, são ilustrados três modelos, decorrentes das seguintes abordagens: a funcional, a etnometodológica e a etnográfica. Esperamos, com este estudo, demonstrar que a análise da interação constitui um instrumento potencialmente rico para propiciar espaços de análise e reflexão, no âmbito da formação de professores, sobre a configuração das interações entre professor e aluno. Tais posturas reflexivas podem contribuir, sobremaneira, para a compreensão e o aprimoramento do processo de ensinar e aprender línguas. Palavras-chave: Interação em sala de aula. Ensino de língua estrangeira. Formação de professores.   Abstract This article presents different methodological perspectives for studying foreign language classroom interactions. Based on a corpus collected in classes where Italian was being taught as a foreign language, we illustrate three models derived from the following approaches: functional, ethnomethodological and ethnographic. We hope to demonstrate in this article that the analysis of interactions between teachers and students is a potentially rich instrument for studies and reflections within the field of teacher education. These reflections may contribute greatly to the understanding and improvement of the process of teaching and learning languages. Keywords: Classroom interaction. Foreign language teaching. Teacher education.

scholarly journals Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study

2021 ◽  
Vol 12 (4) ◽  
pp. 349-365
Author(s):  
Khulud Ali Tubayqi ◽  
Mazeegha Ahmed Al Tale’
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Arabic Language ◽  
Microsoft Excel ◽  
Thematic Content Analysis ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Actual Interaction

Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.

scholarly journals Teachers' and students' attitudes towards reading and writing: Do they correlate to students' achievement in English?

2021 ◽  
Vol 8 (1) ◽  
pp. 143-156
Author(s):  
Titus Terver Udu
Keyword(s):  
English Language ◽  
Attitude Scale ◽  
Language Teachers ◽  
Reading And Writing ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Students Attitudes ◽  
Senior Secondary ◽  
Attitudes Towards Reading

This survey tested the null hypothesis that teachers’ and students’ attitudes towards reading and writing do not simultaneously predict students’ achievement in the English language. The researcher utilized a sample of 38 teachers and 492 senior secondary school students from 12 schools in Benue State, Nigeria, for the study. The researcher developed and utilized the English Language Students’ Attitude Scale (ELSAS), English Language Teachers’ Attitude Scale (ELTAS), and Reading and Writing Achievement Test (RWAT) for data collection. An estimate of internal consistency was obtained through Cronbach’s Alpha and Kuder Richardson’s reliability methods and found to be 0.76 for ELSAS, 0.68 for ELTAS, and 0.81 for RWAT. Data analysis was by multiple regression statistics. The findings revealed that both English language teachers and students have a positive attitude towards reading and writing (F3, 492 = 0.160, p0.05) implying that teachers and students’ attitudes towards reading and writing jointly predicted students’ achievement in the English language in senior secondary schools. To conclude, learning would be facilitated if both teachers and students hold positive attitudes towards reading and writing, and this, in turn, could impact the students’ achievement in the English language. It was recommended that teachers should plan reading and writing instruction that can help students develop positive attitudes to these skills and parents should help in the development of these skills at home.

scholarly journals Attitudes of the students of the College of Basic Education Towards the Implementation of Moodle System in Managing University E-Courses to Enhance the Learning Process in Kuwait

2021 ◽  
Vol 11 (1) ◽  
pp. 62
Author(s):  
Ahmad Alfailakawi
Keyword(s):  
Learning Process ◽  
Basic Education ◽  
Reliability And Validity ◽  
Female Students ◽  
The Public ◽  
College Of Basic Education ◽  
Students Attitudes ◽  
Applied Education ◽  
Academic Year ◽  
And Training

The study aimed at investigating the Attitudes of the students of the College of Basic Education Towards the implementation of Moodle System in managing University E-Courses to Enhance the Learning Process in Kuwait. The researcher used the descriptive analytical method and then developed a questionnaire to measure students’ attitudes towards the use of Moodle system in E-courses management. The study tool was divided into two domains; striving for the benefit of Moodle system and the importance of using the Moodle system, the study tool’s reliability and validity were verified. The study sample consisted of (397) bachelor (male and female) students from the college of Basic Education in the Public authority for applied education and training in Kuwait. The findings revealed that the student’s tendency towards using Moodle system in university E-courses management came medium. The results also showed no statistically significant differences due to the effect of sex in all domains and the full degree. The existence of statistically significant differences due to the academic level’s effect in all fields and the differences came in favor of the first and second academic year in all domains and the full degree.

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