scholarly journals Speak like a Native English Speaker or Be Judged: A Scoping Review

2021 ◽  
Vol 18 (23) ◽  
pp. 12754
Author(s):  
Kim Hua Tan ◽  
Michelle Elaine anak William Jospa ◽  
Nur-Ehsan Mohd-Said ◽  
Mohd Mahzan Awang
Keyword(s):  
Multicultural Education ◽  
Scoping Review ◽  
Psychological Impact ◽  
Native English Speakers ◽  
English Speakers ◽  
Ripple Effect ◽  
Negative Consequences ◽  
Policy Makers ◽  
Efl Teachers ◽  
Health Experiences

This review aims to examine the discrimination and prejudices toward the accent of non-native English speakers and cyberbullying as the ripple effect of these negative consequences. Following Arksey and O’Malley’s framework of conducting a scoping review, 60 studies from 2012 to 2021 were retrieved from the ERIC and Google Scholar databases. The studies were reviewed from two aspects: (1) psychological impact on speakers with a non-native English accent, (2) attitudes toward non-native English accents from the victim’s and perpetrator’s perspectives. The findings suggested that speaking with a non-native English accent drew negative cognitive, affective, and behavioral experiences. Biases toward non-native English accents were due to the general derogatory perception of an accent and the comprehensibility of speakers’ accent and pronunciation. “Accent acceptability” can be inculcated at all levels of education, not only through multicultural education but also through the concerted effort of policy makers and practitioners to seriously address this social issue. Accent awareness can dispel unwarranted and undesirable judgements of non-native English accent speakers. Future studies should be conducted on the effects of social and mental health experiences, particularly of non-native ESL and EFL teachers, given that this may be the only profession required to teach “live” during the pandemic and thus be subjected to public praise or ridicule.

Exploring Cross-cultural Pragmatic Judgment of Two Groups of EFL Teachers on Formal Written Requests

2016 ◽  
Vol 6 (4) ◽  
pp. 693
Author(s):  
SIU Fiona Kwai-peng
Keyword(s):  
Hong Kong ◽  
Qualitative Analysis ◽  
Native English Speakers ◽  
Cross Cultural ◽  
English Speakers ◽  
Main Research ◽  
Amount Of Information ◽  
Efl Teachers ◽  
L2 Learners ◽  
Research Findings

This study examines the pragmatic judgments made on formal request letters written by adult L2 learners of English by two groups of EFL teachers at a university in Hong Kong. A pragmatic Judgment Questionnaire was completed by each of the sixteen teachers, comprising eight native Cantonese speakers (CSTs) and eight native English speakers (ESTs). Pragmatic judgment was examined by investigating four pragmatic variables -- i.e., politeness, directness, formality and amount of information. Main research findings suggest that there were no significant differences between the two groups of teachers in their pragmatic judgments except for their views on: a) what constituted “unnaturally polite” expressions, b) whether negative words would help achieve the purpose of a message, c) what supporting moves should be avoided, and d) what writing plans they preferred. Qualitative analysis revealed examples of "unnaturally polite" expressions (e.g., “forgive”) and supportive moves (e.g. compensating class teachers) considered appropriate by CSTs only.

scholarly journals Multicultural Education in a K-12 Modern Language Department: Reconciling the Professional Development Experience

2009 ◽  
Vol 11 (2) ◽  
Author(s):  
Martha Bigelow ◽  
Pamela Wesely ◽  
Lora Opsahl
Keyword(s):  
Professional Development ◽  
Multicultural Education ◽  
Best Practice ◽  
Development Program ◽  
Native English Speakers ◽  
English Speakers ◽  
Assessment Practices ◽  
Multicultural Curriculum ◽  
Modern Language ◽  
K 12

This paper explores how teachers in a K-12 foreign language (FL) department experienced a school-wide, sustained professional development program designed to integrate multicultural curriculum across all disciplines using James Banks’ (2005) framework while simultaneously revamping assessment practices through Wiggins and McTighe’s (1999) backward design for classroom assessment. Data reveal that the initiative challenged and affirmed teachers in terms of what is “multicultural” in a FL curriculum. While sustained and embedded professional development is touted as best practice in professional development, some teachers in this study experienced weariness from the process, which was sometimes perceived as having an unclear vision. Data also suggest some important differences in how the professional development initiative was perceived by U.S.-born, native English speakers and non-U.S.-born, nonnative English speakers. Challenges of and recommendations for meeting the disciplinary and individual teacher’s needs within a school-wide curriculum transformation initiative are discussed.

scholarly journals Developing and Validating an English Version of the meCUE Questionnaire for Measuring User Experience

2016 ◽  
Vol 60 (1) ◽  
pp. 2063-2067 ◽  
Author(s):  
Michael Minge ◽  
Manfred Thüring ◽  
Ingmar Wagner
Keyword(s):  
User Experience ◽  
Mobile Applications ◽  
Native English Speakers ◽  
English Speakers ◽  
Digital Cameras ◽  
Negative Consequences ◽  
English Version ◽  
Online Study ◽  
Visual Aesthetics ◽  
Key Aspects

Based on the Component model of User Experience (CUE), a standardized questionnaire (meCUE) was developed measuring key aspects of user experience (UX) for interactive products. The questionnaire consists of 34 items and covers four components: product perceptions (usefulness, usability, visual aesthetics, status, commitment), user emotions (positive, negative), consequences of usage (intention to use, product loyalty), and overall judgment. The modules were separately validated in a series of studies. Therefore, meCUE can be easily adapted to specific research goals by simply choosing those modules which are required. The original German questionnaire was translated into an English version that was validated in an online study. Fifty-eight native English speakers assessed a wide variety of interactive products, such as cell phones, digital cameras, PCs, laptops, tablets, software and mobile applications. Results show that the English version reliably assesses the key components of UX and that the internal consistency of its scales is high.

The Professional Identity of EFL Teachers: The Complexity of Nativeness

2020 ◽  
Vol 35 (2) ◽  
pp. 5-24
Author(s):  
Adina Mannes ◽  
Yaacov J Katz
Keyword(s):  
Professional Identity ◽  
Native English Speakers ◽  
Language Teachers ◽  
English Speakers ◽  
Efl Teachers ◽  
Study Support ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Linguistic Backgrounds

The current study quantitatively examines the professional identity of 150 EFL teachers in the Israeli educational system. Findings indicate that native English-speaking teachers (“NESTs”) rate themselves higher than non-native English-speaking teachers. Still, fewer differences between the groups were found than predicted. While the results of this study support the idea of considering native English proficiency to be advantageous, the global situation of English use suggests that a different direction should be adopted. Taking advantage of the strengths of each group by embracing cooperation between teachers from different linguistic backgrounds could contribute to a stronger professional identity for language teachers, thus reducing the dichotomy between native English speakers and those who do not speak English natively.

scholarly journals Bridging the Gaps: Parental Involvement and Asian Non-native English Speakers’ Postsecondary Enrollment

2019 ◽  
Vol 3 (3) ◽  
pp. 1-33
Author(s):  
Ellen Yeh ◽  
Guofang Wan
Keyword(s):  
Parental Involvement ◽  
Postsecondary Education ◽  
Native English Speakers ◽  
English Speakers ◽  
Sociocultural Factors ◽  
Policy Makers ◽  
Postsecondary Enrollment ◽  
Enrollment Rates ◽  
Els 2002 ◽  
Multilevel Logistic Regression Model

While the number of the Asian non-native English speakers (NNESs) is increasing, their postsecondary education (PSE) enrollment rate has remained low in comparison to enrollment rates of Asian native English speakers (NESs). The achievement gap in postsecondary enrollment between NNESs and NESs has widened, due not only to content areas such as reading and language arts that require higher English proficiency but also sociocultural factors, such as parental involvement. The current study aims to investigate the extent to which parental involvement factors predict the likelihood of Asian NNESs PSE enrollment after controlling for socioeconomic and linguistic factors. This study, being an expansion of previous work, which explored parental involvement and NNESs' PSE in the U.S., uses the national representative data from the Education Longitudinal Study dataset in 2002 (ELS: 2002) and a binary multilevel logistic regression model analysis. The results indicate that parental involvement is related to a greater likelihood of attending PSE institutions. Among the various forms of parental involvement, parent-student involvement and parent-school involvement have the greatest impact on Asian NNESs' PSE enrollment. The results also showed that Asian NNESs' enrollment is higher if their parents participate in school volunteer work. Limitations, future studies, and implications for educators, parents and school policy makers will also be discussed.

Dynamics of Translanguaging

2021 ◽  
pp. 91-110
Author(s):  
Madhav P. Kafle
Keyword(s):  
Language Use ◽  
Native English Speakers ◽  
English Speakers ◽  
English Speaker ◽  
Negative Consequences ◽  
Linguistic Differences ◽  
Native English Speaker ◽  
Literacy Narrative ◽  
Teaching Of Writing

Many pedagogical studies on composition as well as programmatic and curricular structures tend to take for granted the fact that people fall either in the camp of monolingualism or multilingualism. Building on Horner, Lu, Royster, and Trimbur's translingual approach, which calls for a pedagogy that reflects the reality of language use, this chapter highlights how the concept of a linguistic continuum better serves us than that of the two diametrically opposite poles of monolingualism and multilingualism. Often, native English speakers are perceived as monolinguals and non-native English speakers as multilinguals. Reporting on a literacy narrative of a so–called native English speaker, whom the author calls Chrissie, the author seeks to illustrate how such a simple dichotomy is reductive and has negative consequences for acquiring literacies and potentially appreciating linguistic differences. Thus, this chapter has serious implications for the teaching of writing in particular, and pedagogy in general.

scholarly journals The Backyard of EFL Teaching: Issues Behind L1 Prosodic Interference in Russian English

2015 ◽  
Vol 1 (4) ◽  
pp. 37-44
Author(s):  
Ekaterina Popkova
Keyword(s):  
Native English Speakers ◽  
Target Language ◽  
English Speakers ◽  
Prosodic Features ◽  
Cultural Image ◽  
Language Classroom ◽  
Efl Teachers ◽  
Efl Teaching ◽  
Cultural Schemata ◽  
Negative Perceptions

Modern EFL teaching in Russia pays much attention to variations in the cultural schemata represented by students’ L1 and the target language, as well as behavioral patterns of their speakers. However, teaching practitioners scarcely address certain issues of Russian L1 prosodic interference that cause attitudinal confusion on the part of native English speakers. The study explores the wrong pragmatic effects created in English due to the transfer of Russian intonation contours and the reasons behind the failure of Russian EFL teachers to address the issue. Specifically, it investigates English speakers’ negative perceptions of Russian L1 intonation and examines Russian teachers’ practices and beliefs with regard to the place of intonation in a language classroom. The paper draws on findings from recent studies on effects of Russian L1 prosodic features in English and the results obtained from a survey conducted by the author among 29 Russian EFL teachers. The paper argues that whereas L1 intonation interference seriously affects learners’ cultural image, its role in EFL teaching is significantly undervalued as compared to that of grammar and vocabulary. It concludes by suggesting practical ways to facilitate intonation teaching in a Russian EFL classroom.

scholarly journals PERCEPTIONS OF THE SERIOUSNESS OF MISPRONUNCIATIONS OF ENGLISH SPEECH SOUNDS

2015 ◽  
Vol 19 (1) ◽  
pp. 70
Author(s):  
Moedjito Moedjito ◽  
ITO Harumi
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Native English Speakers ◽  
English Speakers ◽  
School Teachers ◽  
Efl Learners ◽  
Pronunciation Instruction ◽  
Efl Teachers ◽  
English Pronunciation ◽  
Paper Form

The present study attempts to investigate Indonesian EFL teachers' and native English speakers' perceptions of mispronunciations of English sounds by Indonesian EFL learners. For this purpose, a paper-form questionnaire consisting of 32 target mispronunciations was distributed to Indonesian secondary school teachers of English and also to native English speakers. An analysis of the respondents' perceptions has discovered that 14 out of the 32 target mispronunciations are pedagogically significant in pronunciation instruction. A further analysis of the reasons for these major mispronunciations has reconfirmed the prevalence of interference of learners native language in their English pronunciation as a major cause of mispronunciations. It has also revealed Indonesian EFL teachers' tendency to overestimate the seriousness of their learners' pronunciations. Based on these findings, the study makes suggestions for better English pronunciation teaching in Indonesia or other EFL countries.

Exploring Modes, Strategies, and Psychosocial Consequences of Cyberbullying Perpetration and Victimization Among University Students

2020 ◽  
Vol 34 (4) ◽  
pp. 787-817 ◽  
Author(s):  
Hira Kanwal ◽  
Humaira Jami
Keyword(s):  
University Students ◽  
Social Networking Sites ◽  
Psychological Impact ◽  
Social Consequences ◽  
Cyber Victimization ◽  
Psychological Consequences ◽  
Negative Consequences ◽  
Psychosocial Consequences ◽  
Interview Guide ◽  
Depth Interviews

The purpose of the study was to explore modes, strategies, and consequences of cyberbullying perpetration and victimization among university students. In-depth interviews of 14 volunteer university students (8 male and 6 female) were conducted who volunteered to participate in the study in which 10 participants were “cybervictims” whereas 4 were “cyberbully-victim”. Interview guide was used for conducting unstructured interviews. Thematic analysis of the interviews revealed different experiences in cyberspace with respect to gender and role (cybervictim and cyberbully-victim) in experiencing cyberbullying and cyber-victimization. Three themes emerged that is psychological consequences (emotional, behavioral, and cognitive), social consequences (family and peers), and change in lifestyle (online, offline, and academic). Facebook was found to be the most prevalent mode of cyberbullying. The cyberbully-victim participants derived more happiness while bullying and had revengeful attitude; whereas, cybervictims experienced more depression, increased family surveillance, social isolation, and became aware of negative consequences of social networking sites, became more vigilant and conscious in cyberspace. Moreover, the consequences reported by cyberbully-victim were distrust on security settings, low academic achievement, and their peers learnt from their cyberspace experience. Perception of cyber-victimization was different across gender and its psychological impact was more pronounced for girls than boys. The results and implications were discussed in Pakistani context.

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