Search results
1 – 10 of 593Daniel Sidney Fussy and Hassan Iddy
This study aims to explore motives behind teachers' and students' use of translanguaging and how they use it in Tanzanian public secondary school classrooms.
Abstract
Purpose
This study aims to explore motives behind teachers' and students' use of translanguaging and how they use it in Tanzanian public secondary school classrooms.
Design/methodology/approach
Data were collected using interviews and non-participant observations.
Findings
The findings indicate that translanguaging was used to facilitate content comprehension, promote classroom interaction and increase students' motivation to learn. Translanguaging was implemented using three strategies: paraphrasing an English text into Kiswahili, translating an English text into its Kiswahili equivalent and word-level translanguaging.
Practical implications
By highlighting the motivations for translanguaging and corresponding strategies associated with translanguaging pedagogy in the Tanzanian context, this study has significant practical implications for teachers and students to showcase their linguistic and multimodal knowledge, while fostering a safe learning space that relates to students' daily experiences.
Originality/value
The study offers new insights into previous research on the role of language-supportive pedagogy appropriate for teachers and students working within bi-/multilingual education settings.
Details
Keywords
John J. Sailors, Jamal A. Al-Khatib, Tarik Khzindar and Shaza Ezzi
The Islamic world spans many different languages with different language structures. This paper aims to explore one way in which language structure affects consumer response to…
Abstract
Purpose
The Islamic world spans many different languages with different language structures. This paper aims to explore one way in which language structure affects consumer response to the marketing of cobrands.
Design/methodology/approach
Two between subject experiments were conducted using samples of participants from Saudi Arabia and the USA. The first manipulated partner brand category similarity and brand name order, along with the structure of the language used to communicate with the market. The data for this study includes Arabic speakers in Saudi Arabia as well as English speakers in the USA. The second study explores how targeting a population fluent in multiple languages of varied structure nullifies the findings from the first study and uses Latino participants in the USA.
Findings
This study finds that when brands come from similar product categories, name order did not affect cobrand evaluations, but it did when the brands come from dissimilar product categories. Here, evaluations of the cobrand are enhanced when the invited brand is in the position that adjectives occupy in the participant’s language. The authors also find that being proficient in two languages, each with a different default order for adjectives and nouns, quashes the effect of name order otherwise seen when brands from dissimilar product categories engage in cobranding.
Originality/value
By examining the impact of language structure on the effects of cobrand evaluation and conducting studies among participants with differing dominant languages, this research can rule out simple primacy or recency effects.
Details
Keywords
Arda Arikan and Mehmet Galip Zorba
This study aims to examine the outcome of an online project to inform preservice English language teachers regarding the United Nations’ Sustainable Development Goals (SDGs).
Abstract
Purpose
This study aims to examine the outcome of an online project to inform preservice English language teachers regarding the United Nations’ Sustainable Development Goals (SDGs).
Design/methodology/approach
A qualitative research method was used to understand participants’ overall knowledge. In total, 30 preservice teachers were selected from a larger pool after considering their grade point averages, sex, university affiliations and geographical backgrounds to ensure a balanced distribution and diversity. Qualitative data were collected through written productions, video recordings and a postproject survey.
Findings
Findings revealed that preservice teachers deepened their understanding of SDGs and adopted a positive attitude toward SDGs while increasing their pedagogical awareness and knowledge of teaching English in response to SDGs. They also regarded literary texts as a valuable resource for teaching SDGs.
Originality/value
This study contributes to the literature by demonstrating that literary works are valuable for educating preservice teachers on integrating SDGs. A detailed overview of the project and its outcomes can guide practitioners and teacher educators in integrating SDGs into their education programs and English language teaching.
Details
Keywords
Ning Chen and Chinaza Solomon Ironsi
This paper examines the relationship between linguistic profiling and English language teachers’ career development.
Abstract
Purpose
This paper examines the relationship between linguistic profiling and English language teachers’ career development.
Design/methodology/approach
This paper collected data from 20 participants using a qualitative approach. Semi-structured interview guides were used to collect qualitative data on this topic.
Findings
After collecting and analyzing the data, the results showed that linguistic profiling results in demotivation and low self-esteem and can spur career development among non-native English teachers.
Originality/value
This paper advances scientific knowledge by providing empirical evidence showing that while linguistic profiling has some negative influences, it can spur career development among non-native English teachers.
Details
Keywords
The aim of this article is to address some aspects of a cross-cultural interview study conducted in a PhD research project. This is done by reflecting on and discussing the…
Abstract
Purpose
The aim of this article is to address some aspects of a cross-cultural interview study conducted in a PhD research project. This is done by reflecting on and discussing the influence of language and culture on the research process, as experienced by the researcher.
Design/methodology/approach
The experiences have been taken from an interview study with fifteen American participants in which the researchers were Norwegian. The interviews were conducted in English.
Findings
By offering insights into experiences of the research process in a cross-cultural interview study, the article connects the discussion to the concepts of positionality and reflexivity. These concepts are found to be especially relevant when managing differences between the researcher and participants in cross-cultural studies, and for improving the trustworthiness of the research.
Practical implications
The experiences and reflections discussed in the article may be useful to other researchers in similar (cross-cultural) research contexts and situations.
Originality/value
This article has been inspired by the experience of conducting research in a second language and in a different country. By drawing on a researcher’s point of view, this article reflects on these aspects when working as a visiting researcher doing international research.
Details
Keywords
Kardi Nurhadi, Yazid Basthomi, Urip Sulistiyo, Utami Widiati and Misdi Misdi
While many works have reported adopting exploratory practice (EP) principles in language teaching research, only a few studies have explored the enactment of EP in an online…
Abstract
Purpose
While many works have reported adopting exploratory practice (EP) principles in language teaching research, only a few studies have explored the enactment of EP in an online extensive reading of students majoring in English education. Given the relative paucity of attention to the use of EP as the practitioner research in English language teaching (ELT), the present EP investigates how students understand online extensive reading practice mediated by online group discussion and extensive reading logs, where the first author served as the online extensive reading practice instructor.
Design/methodology/approach
The exploratory practice focuses on incorporating research into pedagogy and fastens the importance of the quality-of-life in the classroom. The data were collected through students reading logs and semi-structured interviews. The collected data were analyzed using the thematic analysis. In this case, there were six phases including familiarizing with the data, generating initial codes, searching for the themes, reviewing the themes, defining the theme and writing up.
Findings
The findings reveal that online group work driven by EP enables everybody to engage in learning activities. EP assists the students in perceiving their potential and gaining a better awareness of the need to devote themselves to the class. In the EP activities, they work together to build a peaceful situation to advance the quality of learning in EFL classrooms.
Research limitations/implications
The present study’s limitation is the small sample. Apart from that, the research results cannot be generalized to other places.
Practical implications
This study suggests that EP is suitable to create a mutual understanding among the learners and teachers. To conclude, English language competency can be achieved in a pleasant atmosphere through EP.
Originality/value
The present study succeeded in adding new literature studies related to EPs by discussing online group discussions and their challenges during the learning process. These aspects were identified through reading logs and interviews with students. Thus, it focuses on the implementation and challenges of online group discussions.
Details
Keywords
Wagdi Rashad Ali Bin-Hady and Jamal Kaid Mohammed Ali
This study probed the impact of using learning technologies (LT) on developing Yemeni English as a foreign language (EFL) students' autonomy and creativity toward English language…
Abstract
Purpose
This study probed the impact of using learning technologies (LT) on developing Yemeni English as a foreign language (EFL) students' autonomy and creativity toward English language learning. Also, the research gauged if LT impacts learners' autonomy and creativity across gender and university-type variables.
Design/methodology/approach
The study utilized a valid and reliable questionnaire, comprising 20 close-ended items, which was administered to 109 Yemeni EFL undergraduate students.
Findings
The researchers found that LT positively impacts learners' creativity and autonomy, with mean scores of 4.09 and 3.86, respectively. Furthermore, the results showed a medium correlation between creativity and autonomy with a correlation coefficient of r = 0.63 at a probability of Sig = 0.00. Likewise, the results revealed that LT impacted female learners' creativity more significantly than their male counterparts (Sig = 0.047). Nevertheless, no significant differences were found pertaining to the impact of LT on students' autonomy across public and private universities (Sig = 0.213).
Social implications
EFL teachers are advised to encourage their students' autonomy and creativity throughout their lifelong learning journey in order to adapt to the ever-changing demands of the world.
Originality/value
This study investigates the impact of learning technology on Yemeni EFL students' autonomy and creativity.
Details
Keywords
Rida Afrilyasanti, Eko Suhartoyo and Utami Widiati
Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills…
Abstract
Purpose
Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills (HOTS). Besides, this paper also explores how e-portfolios enhance students’ speaking skills. The study is carried out to improve the current state by identifying and solving problems in specific contexts.
Design/methodology/approach
This investigation was designed to seek the improvement of the students’ higher-order thinking and speaking skills after the implementation of the e-portfolio. Action research was chosen because action research is suitable to bring change and improvement in the system or assume to bring progress in the system. This study was designed in two phases, featuring reflection and connection between previous and new data.
Findings
By completing this action research study, the authors assisted students in improving their higher-order thinking and speaking skills. The improvement was related to the indicators for learning success, which were explained in this research. The HOTS criteria include the capacity to analyze essential facts and arguments that the students presented in their spoken works logically and critically.
Research limitations/implications
HOTS encompasses critical, logical, creative and metacognitive thinking skills. Future research should go further into the usage of e-portfolios in the development of students’ metacognitive capacities. Moreover, because this investigation was carried out using action research methods, it is crucial to recognize that no generalizability can be offered for the findings.
Practical implications
The study’s findings should also benefit practitioners and instructors endeavoring to enhance students’ e-portfolios, critical thinking and digital skills in the classroom.
Social implications
The discussion focuses on important development topics. Everyone, not just students, should be encouraged to participate in creating and developing our technological future. The analysis offers unique and essential perspectives into what to explore for such a substantial attempt as implementing digital technology, specifically to construct an e-portfolio.
Originality/value
Despite the widespread usage of e-portfolios in English as a foreign language (EFL) instruction, there is a lack of research on how e-portfolios can enhance EFL students’ HOTS and speaking abilities. Hence, this study addresses a deficiency in existing research by examining the potential of e-portfolios to enhance students’ HOTS and oral communication skills within the context of EFL.
Details
Keywords
Shu Fan, Shengyi Yao and Dan Wu
Culture is considered a critical aspect of social media usage. The purpose of this paper is to explore how cultures and languages influence multilingual users' cross-cultural…
Abstract
Purpose
Culture is considered a critical aspect of social media usage. The purpose of this paper is to explore how cultures and languages influence multilingual users' cross-cultural information sharing patterns.
Design/methodology/approach
This study used a crowdsourcing survey with Amazon Mechanical Turk to collect qualitative and quantitative data from 355 multilingual users who utilize two or more languages daily. A mixed-method approach combined statistical, and cluster analysis with thematic analysis was employed to analyze information sharing patterns among multilingual users in the Chinese cultural context.
Findings
It was found that most multilingual users surveyed preferred to share in their first and second language mainly because that is what others around them speak or use. Multilingual users have more diverse sharing characteristics and are more actively engaged in social media. The results also provide insights into what incentives make multilingual users engage in social media to share information related to Chinese culture with the MOA model. Finally, the ten motivation factors include learning, entertainment, empathy, personal gain, social engagement, altruism, self-expression, information, trust and sharing culture. One opportunity factor is identified, which is convenience. Three ability factors are recognized consist of self-efficacy, habit and personality.
Originality/value
The findings are conducive to promoting the active participation of multilingual users in online communities, increasing global resource sharing and information flow and promoting the consumption of digital cultural content.
Details
Keywords
Rasha Abdullah Alshaye, Amr Selim Wannas and Mohamed Saeed Bakr
The search for new techniques to teach English nowadays has been more than ever. These techniques have to be interesting and enjoyable in order to lower the anxiety levels of…
Abstract
Purpose
The search for new techniques to teach English nowadays has been more than ever. These techniques have to be interesting and enjoyable in order to lower the anxiety levels of students when learning English (Bakhsh, 2016). That is why many scholars and teachers look forward to integrating technology into language teaching. Social media platforms (SMPs) are among these techniques since millions of people around the world utilize them for daily interaction. Yet, teaching English for specific purposes (ESPs) relies on learners’ needs and employs an eclectic approach in delivering its course content. For this reason, the current study reviewed articles that tackled the topic of teaching or learning ESP from SMPs so as to uncover their effect and the attitude or motivation of learners.
Design/methodology/approach
The researchers used the PRISMA flowchart model in order to identify, screen and include articles in the study.
Findings
The results revealed that SMPs are effective in teaching and learning ESP writing, speaking and vocabulary. Yet, the included studies showed that learners’ attitude toward SMPs is positive as they believe that they are motivating and interesting.
Research limitations/implications
Some aspects of social media have turned out to be beneficial in the learning process and they need further investigation from ESP practitioners and scholars.
Originality/value
According to the study, it is crystal clear that the various social networks and platforms are beneficial and helpful for improving ESP productive skills.
Details