scholarly journals The Teachers’ Roles in Reducing the Interference of L1 in Audio-lingual Classrooms: A Qualitative Case Study in Malaysian Primary School

2021 ◽  
Vol 3 (2) ◽  
pp. 96-104
Author(s):  
Mohammad Naim Rahim ◽  
Sayed Ali Reza Ahmadi
Keyword(s):  
Primary School ◽  
Role Model ◽  
English Language ◽  
Qualitative Case Study ◽  
First Language ◽  
Main Concern ◽  
New Materials ◽  
Research Article ◽  
Analysis Technique

This research article explores the teachers’ roles in reducing L1 (First Language) interference in audio-lingual classrooms. The main concern of the audio-lingual method is to focus less on grammar and teaching it inductively. There is also an emphasis on pronunciation in this method. Using tapes, visual language aids, and new materials are presented in an interactive model. The teacher presents a new structure using communicative models, and there is less focus on L1. The study applies a qualitative case study and uses observation and interview data collection techniques in a particular primary school of Malaysia during the English language sessions. The thematic analysis technique is performed to categorize the significant findings into three main themes: teacher as a role model, teacher as an orchestra leader, and teacher as a motivator. The data from classroom observation is triangulated to determine how the data is closed to the interview. The finding shows the problematisation of using L1 in teaching L2 (Second Language) since the interference of L1 negatively impacts learning L2. The study contributes to the perspective that English teachers in audio-lingual classrooms are expected to understand their objective roles. The result also implies the teachers' significance to accept that using L1 in maxim spoils learning L2, especially in an audio-lingual classroom.

scholarly journals Exploring the Writing Challenges Faced by M.Phil. and Ph.D. Scholars: A Case

2021 ◽  
Vol VI (IV) ◽  
pp. 34-41
Author(s):  
Hina Iqbal ◽  
Muhammad Saeed
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Qualitative Case Study ◽  
Sampling Technique ◽  
Structured Interviews ◽  
Interactive Programming ◽  
Report Quality ◽  
Grammatical Errors ◽  
Language Courses

Academic writing plays a pivotal role in developing research proposals. The present study aimed to explore the grammatical errors that M.Phil/PhDs scholars commit in academic writing. The present study employed a qualitative case study designed to explore the challenges in the English language faced by the M.Phil and PhDs scholars. The 20 Ph.D. and 36 M.Phil scholars were selected by busing purposive sampling technique. Data were collected by using two self-developed semi-structured interviews protocol. Thematic analysis approach was employed for data analysis. The findings revealed that all the participants reported that correct use of tenses was a big hurdle that entailed the other grammatical mistakes and reduced the report quality because all the lexical aspects are linked with these mechanics. The study recommended that English language courses be offered to postgraduate, M. Phil and Ph.D. scholars to learn the technical aspects of the language and provide students with online interactive programming.

scholarly journals English Language University Teachers’ Difficulties in Research Engagement: A Case Study in Vietnam

2017 ◽  
Vol 2 (2) ◽  
pp. 91
Author(s):  
Huong Hoang Le
Keyword(s):  
English Language ◽  
Qualitative Case Study ◽  
Research Output ◽  
Structured Interview ◽  
Research Activity ◽  
University Teachers ◽  
Research Engagement ◽  
Cultural Framework ◽  
The One

The study uses a qualitative case study framed within a socio-cultural framework to investigate Vietnamese English language university teachers’ difficulties in their research engagement. The study was conducted among 21 English language university teachers in Hong Duc University in Vietnam. Skype semi-structured interview was employed to collect necessary data to explore teacher participants’ perceived obstacles to research. The findings of the study show that there was a gap between Vietnamese authorities’ expectations of research outputs and the realities of English language university teachers’ research capabilities. Such gap has caused serious challenges to those teachers and prevented them from effectively engaging in research. On the one hand, Vietnamese authorities hope to increase universities’ research output to keep up with the international academic ranking. On the other hand, the working realities of university teachers hinder their engagement in research. However, no official investigation has been done to reduce such gap and the enforcement of research activity in universities has been taken for granted. In this sense, the significance of this study is an opportunity for English language university teachers to voice their opinions about the enforced nature of research activity in universities in Vietnam.

scholarly journals Pronunciation Of The English Voiceless Postalveolar Affricate /tʃ/ In Yemeni EFL Learners’ Production

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Najah Ahmad Khamis ◽  
Rohaiza Jupri
Keyword(s):  
English Language ◽  
First Language ◽  
Final Word ◽  
Sound System ◽  
Postgraduate Students ◽  
Efl Learners ◽  
Case Study Design ◽  
The Difference ◽  
Quantitative Case Study

<p>Achieving a near-native speaker’s pronunciation is so essential for EFL learners. However, many factors contribute to the challenges faced by EFL learners, mainly due to the difference in the sound system of English Language and that of their first language. For this reason, Arab learners of English Language may mispronounce some English sounds. This paper analyzed one of the few problematic sounds to the Arab Yemeni EFL learners - the pronunciation of the English voiceless postalveolar affricate /ʧ/. The study which has a quantitative case study design uses four Yemeni EFL postgraduate students as its participants. The participants’ pronunciations of /tʃ/ sound in the initial, middle and final word-positions were analyzed using Praat phonetic software. The findings of the study showed that Yemeni EFL learners have difficulties in producing the /tʃ/ sound, especially in the initial and final positions, and deaffrication of /tʃ/  occurred in the  pronunciation of the four participants. The current study is expected to be of value, particularly for EFL learners, teachers, as well as material writers.</p><p> </p>

Reading in Mandarin and English: Using Reading Miscue Inventory and Retrospective Miscue Analysis with Adult English Language Learners

2014 ◽  
Author(s):  
◽  
Yang Wang
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
English Language ◽  
Native Language ◽  
First Language ◽  
Case Analysis ◽  
Reading Process ◽  
Instructional Tool ◽  
Evaluation Tool

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This qualitative case study explored five college ELLs' reading processes in their native Mandarin language and the English language. The purpose of this case study is 1) to discover the reading process of five native-Mandarin-speaking adult ELLs at a large Midwestern university; 2) to learn their perceptions of reading; and 3) to learn about their strategy use in reading the selected materials in both Mandarin and English. I met with each participant individually. In the beginning I did the reading interests inventory and the Burke Reading Interview in Mandarin and in English to learn about their beliefs in the two languages. I surveyed their reading metacognition in both languages. Then I selected four pieces of texts (two in Mandarin and two in English) for RMI and RMA with each reader. At the end, I did post-interviews and post-surveys. Through the study, I kept a double entry journal. Then I conducted within-case analysis and cross-case analysis. This study found 1) by the end the participants believed reading was to know the meaning in both languages and helping them to examine their reading in their first language makes them more successful in their second language; 2) the readers used all linguistic and pragmatic language cueing systems to construct meaning in both languages, and they relied more on linguistic cueing systems in English; 3) they used all natural reading strategies and other similar strategies in both languages, and applied unique strategies to construct meaning in English; 4) the RMA sessions helped the participants build their confidence and revalue their reading, especially in English; 5) the participants became more metacognitive through the RMA sessions, and highly proficient readers may not be the most metacognitive ones. This study suggests RMI is an effective reading evaluation tool for the reading process of the first language as well as the second language. Reading teachers and ELL teachers could use RMI to understand their students' reading process and re-evaluate their students' reading comprehension. This study also suggests RMA is an effective instructional tool. The RMA sessions could build the students' confidence, focus more on meaning, and uncover their reading strategies, as well as their strengths and weaknesses. ELLs need to read actively and closely for meaning; use their successful native language reading strategies and unique strategies in their English reading; experience aesthetic reading for pleasure and read various genres and different topics; and read aloud as long as it is meaningful. ELL teachers need to help the learners establish their belief about reading; use RMI as an evaluation tool; use RMA as an instructional tool and help readers embrace their good reading strategies; encourage them to use their successful native language reading strategies and unique English language reading strategies; and encourage readers to read widely outside of classroom.

scholarly journals Case Study: CUP between L1 and L2

2019 ◽  
Vol 2 (4) ◽  
pp. 32
Author(s):  
Sihong Wang
Keyword(s):  
Language Learning ◽  
English Language ◽  
First Language ◽  
Theoretical Concept ◽  
Related Factor ◽  
Positive Role ◽  
Study Process ◽  
L1 And L2 ◽  
Study Student

This case study project explores the English language learning process of a student named Abby*(name changed for confdentiality), an adult beginning learner studied at Abram Friedman Occupational Center (AFOC). The paper focuses on analyzing under the theoretical concept of Common Underlying Profciency model (CUP), especially the language transfer with the data collected from ten weeks of observation, interview with the case study student and her teacher, the chat with her classmates, and the samples of the student’s work. Data is acquired from the community, school, and classroom, to include all related factor that may influence and reflect the relationship between the student’s first language (L1) - Spanish and her second language (L2) - English. The paper intends to analyze the L1 of the case study student plays a positive role during the process of learning English via three sub-claims. Finally, the paper provides recommendations to support the student to use her L1 to promote English learning comprehensively and end with reflections on the case study process.

scholarly journals Reflecting Translanguaging in Classroom Practices: A Case Study

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Language Learning ◽  
Language Production ◽  
English Language ◽  
Classroom Practices ◽  
First Language ◽  
Language And Culture ◽  
Speaking Skill ◽  
Listening And Speaking ◽  
Bahasa Indonesia

<p>Strategies comes from Greek word “strategia” which means the art of planning and directing. Regarding to language learning, a strategy is used to achieve their goal depends on the skill they obtain. Specifically speaking skill is one of the productive skills that can be a challenging thing for university students who majored in English. Besides vocabulary, other element that support their language production is motivation. Avoiding in using Bahasa Indonesia can make them unmotivated sometimes. If this is the case, therefore the students might be passive learners in the classroom. Translanguaging  is a strategy in language learning that can motivate students keep learning the language by combining their first language with the foreign one. The following case study is intended to observe how do students use translanguaging. The study was a class observation involving four students majored in English Language and Culture Program at Bunda Mulia University. They were in fourth semester and enrolling in the Listening and Speaking Class. Apparently the result shows that students who use their first language in the speaking task help them in delivering information and telling stories.</p><p><em><br /></em></p><strong><em>Keywords: </em></strong><em>translanguaging strategies, speaking skill, language learning</em>

scholarly journals What Demotivates Foreign EFL Teachers? A Case Study in Turkish Context

2017 ◽  
Author(s):  
Turgay Han ◽  
Zinat Mahzoun
Keyword(s):  
Secondary School ◽  
English Language ◽  
School Administration ◽  
Qualitative Case Study ◽  
Effective Communication ◽  
Foreign Teachers ◽  
Face To Face ◽  
Efl Teachers ◽  
Field Notes

This article is the report of a qualitative case study proposed to investigate the demotivation factors of foreign EFL teachers in Turkish context. To that end, two foreign teachers of English language were chosen as the subjects at a primary/ secondary school in east of Turkey. Face-to-face interviews, profile forms, field notes and diaries were used to obtain the necessary data for the research. The findings indicated that lack of effective communication with school administration and colleagues and lack of interest, attention and respect from behalf of students were the main causes of demotivation at work for both teachers.

scholarly journals Enhancing Students – Pre Service Teacher Interaction Using First Language (L1) in English for Young Learners (EYL) Classes

2020 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Rina Wahyu Setyaningrum ◽  
Kharisma Naidi Warnanda Sabgini ◽  
Slamet Setiawan
Keyword(s):  
Interpersonal Communication ◽  
Primary Schools ◽  
English Language ◽  
First Language ◽  
Language Of Instruction ◽  
Young Learners ◽  
Long Run ◽  
The Impact ◽  
Pre Service Teacher

For any different objectives of teaching EYL at primary schools in Indonesia, qualified EYL teachers are urgently needed. Pre-service teaching program is expected to provide experience of using proper English language in classroom setting. This case study aimed at describing the first language (L1) instruction used by the pre-service teachers of English for Young Learners (EYL) at the Universitas Muhammadiyah Malang (UMM). The findings depicted that L1 was used as a language of instruction to explain the materials and to clarify the instruction given in L2. It is recommended for the pre-service teachers of EYL to use L2 with demonstration, L2 Context Clues, and L1 translation. Ultimately, the use of L1 in L2 teaching is mandatory to communicate the topic and enhance the students - pre-service teacher interactions. As for meeting the purpose of interaction, the use of L1 should involve actional, conversational, and non-verbal competences. In the long run, the impact of L1 in L2 learning in earlier levels can be recognized from good interpersonal communication in English.

scholarly journals The Teacher’s Beliefs and Practices on the Use of Digital Comics in Teaching Writing: A qualitative case study

2019 ◽  
Vol 3 (1) ◽  
pp. 45-60
Author(s):  
Muflikhatun Nisa Muyassaroh ◽  
Abdul Asib ◽  
Sri Marmanto
Keyword(s):  
Time Management ◽  
English Language ◽  
Qualitative Case Study ◽  
Teaching Writing ◽  
Vocational Students ◽  
Teacher Belief ◽  
Study Approach ◽  
The Subject ◽  
Teacher's Beliefs

In the industrial era 4.0, the use of digital comic as a multimodal teaching medium is seen as the new trend in EFL classrooms. Although many teachers had already used this medium, so far, there was not any study which inquires the use of comic in another setting such as vocational high schools. Considering this gap, this study aimed to explore teacher belief, practice, and problems in implementing digital comics to teach writing for vocational students. This study used a qualitative case study approach. The subject was an experienced English teacher who held M. A. in English language. As the findings, the teacher believed that the implementation of comics-manga was the best method to switch the vocational students’ stereotype on English; from English as the most difficult subject to English as the enjoyable subject. This medium was implemented by using the genre approach. However, as the consequence, the combination of digital comics and process approach confronted a major challenge, namely time management.

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