Showing papers in "English Language Teaching in 2013"

English-Teaching Problems in Thailand and Thai Teachers' Professional Development Needs

Abstract: This study surveys problems with English language teaching and learning and the professional development (PD) needs of high-school teachers in three provinces of three Secondary Educational Service Areas in Thailand. Both closed-and open-ended questionnaires were employed. The data was analyzed by frequency distribution and percentage; the problems and PD needs are herein presented from highest to lowest ranking. The study’s results may possibly be generalized so that local organizations and institutions of higher education can provide appropriate assistance and improve the English teaching situation in Thailand in general.

The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension.

Abstract: Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central role of reading comprehension in education success. One solution to the problem of poor reading comprehension is the learning of metacognitive reading strategy skills. Metacognitive reading strategy ability needs to be focused in language learning and teaching. The present study is an attempt to find out whether "meta-cognitive reading strategy awareness" enhances EFL students’ reading comprehension. Furthermore, it attempts to detect the relationship between metacognitive reading strategy awareness and reading comprehension. This paper focuses on the four main issues. First, it discusses the definition of metacognitive reading strategy, the significance of metacognitive reading strategy. Second, it reviews the process of metacognitive reading strategy. Third, definition of reading comprehension and different models of reading comprehension are reviewed. Fourth, the relationship between metacognitive reading strategy and reading comprehension will be discussed. Findings based on the review of the literature along with analysis of the data are of great significance and can be advantageous to improve EFL learners' metacognitive reading comprehension skill. Metacognitive reading comprehension skill has a positive effect on learning a second language and learners can gain the skills they need for effective communication in English.

Why Use Music in English Language Learning? A Survey of the Literature.

Abstract: The use of music and song in the English language-learning classroom is not new. While many teachers intuitively feel that music is beneficial in teaching English language, there is sometimes a lack of the theoretical underpinnings that support such a choice. There are examples in the literature to argue the strong relationship between music and language that are substantiated by research in the fields of cognitive science, anthropology, sociolinguistics, psycholinguistics, First Language Acquisition (FLA) and Second Language Acquisition (SLA).

Mobile Assisted Language Learning: Review of the Recent Applications of Emerging Mobile Technologies

Abstract: As mobile computing technologies have been more powerful and inclusive in people’s daily life, the issue of mobile assisted language learning (MALL) has also been widely explored in CALL research. Many researches on MALL consider the emerging mobile technologies have considerable potentials for the effective language learning. This review study focuses on the investigation of newly emerging mobile technologies and their pedagogical applications for language teachers and learners. Recent research or review on mobile assisted language learning tends to focus on more detailed applications of newly emerging mobile technology, rather than has given a broader point focusing on types of mobile device itself. In this paper, I thus reviewed recent research and conference papers for the last decade, which utilized newly emerging and integrated mobile technology. Its pedagogical benefits and challenges are discussed.

Podcast Applications in Language Learning: A Review of Recent Studies

Abstract: Many dynamic approaches have emerged due to computer technology in facilitating language learning skills. Podcasting is one such novel tool being exploited by teachers to deliver educational content and to encourage learning outside the classroom. Research on podcasting pedagogy suggests that podcasting greatly helps learners develop various skills of English language. The study reviewed twenty journal articles to determine the effects of podcast on ESL students’ language skills and attitude levels. It was found that podcasts greatly support learning not just in speaking and listening but also in other language skills and areas such as grammar, pronunciation and vocabulary.

The Use of Information and Communication Technology (ICT) in Teaching ESL Writing Skills

Abstract: Despite the existence of many studies showing positive effects of using Information and Communication Technology (ICT) in the teaching and learning process in general, the use of ICT in teaching writing skills in English as a Second Language (ESL) classrooms is still not very encouraging. This study attempts to seek findings on the use of ICT in the teaching of ESL writing skills in Malaysian secondary schools. This paper just reports one part of the findings obtained from a big project which was conducted in Malaysian secondary schools in five areas of Malaysia. This study focuses solely on the data collected from four English teachers in a secondary school in Kuala Lumpur who were interviewed by the researcher. This study revealed that the use of ICT in the teaching of ESL writing was very low. Advantages of using ICT were reported to be attracting students’ attention, facilitating students’ learning process, helping to improve students’ vocabulary and promoting meaningful learning. Disadvantages found included the difficult class control, distraction and the students’ tendency to use short forms in their writing. It was also revealed that teachers are generally weak in managing problems and planning activities involving the use of ICT in the teaching of ESL writing. The results of this study are hoped to provide insights to the Ministry of Education in Malaysia to improve the low use of ICT in teaching ESL writing skills.

The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen.

Abstract: This experimental study aims to investigate the effects of using cooperative learning to enhance the English reading comprehension and learning motivation of EFL freshmen by comparing the cooperative learning instruction and traditional lecture instruction. This experiment was implemented in a Freshman English Reading course, a two credit course, with two hours of instruction per week, over a full semester. Seventy-eight EFL freshmen taking Freshman English Reading courses participated in this study, with 44 participants in the experimental group and 34 in the comparison group. We employed a pretest-posttest comparison group quasi-experimental design. The experimental group received a reciprocal cooperative learning instruction, whereas the comparison group received a traditional lecture instruction. Both groups were administered three English-reading achievement tests and an English learning motivation scale. The data were analyzed by means, standard deviations, t tests, and one-way ANCOVA. The findings indicate statistically significant differences in favor of cooperative learning instruction on English reading comprehension, particularly among medium- and low-proficiency students. Cooperative learning instruction also created a significantly positive effect on student motivation toward learning English reading. In conclusion, we strongly suggest teachers use cooperative learning instruction in university-level EFL reading classes.

EFL Students' Perceptions of a Blended Learning Environment: Advantages, Limitations and Suggestions for Improvement.

Abstract: This study explores King Khalid University English as Foreign Language (EFL) students' views regarding the advantages and limitations of merging the features of face-to-face language instruction and online language learning via the Blackboard learning management system in a new pedagogical approach called Blended Learning. The study also examines students' suggestions for improving the quality of Blended Learning courses. The sample consists of 160 male students. The participants completed a 33-item questionnaire. The results indicate the clear advantages of this new experience in broadening students' reading opportunities and enriching their English vocabulary. Moreover, the component on advantages clearly demonstrates how Blended Learning provides an environment for more effective employment of indirect language learning strategies (Oxford, 1990) such as meta-cognitive strategies (arranging and planning learning), affective strategies (confidence enhancement), and social strategies (cooperating with others).The limitations and problems of Blended Learning highlighted by the respondents are followed by a number of practical suggestions for addressing these drawbacks, including solving technical problems, providing proper training to students, increasing the number of labs, and recognizing excellent performance of both instructors and students. Translating these suggestions into an action plan and a road map will enhance the effectiveness of using Blended Learning to create supportive learning opportunities for language learners.

Saudi English-Major Undergraduates' Academic Writing Problems: A Taif University Perspective

Abstract: This study attempted to investigate Saudi English-major undergraduates studying at Taif University to identify a) the types of academic writing Saudi English-major undergraduates carry out at English departments, b) Saudi English-major undergraduates' writing problems, c) the reasons behind Saudi English-major undergraduates' writing problems and d) the solutions to overcome Saudi English-major undergraduates' writing problems. To collect data for this purpose, senior faculty members were interviewed and a 32-item structured Likert-scale questionnaire was developed that was administered to 75 English-major students (sophomores, juniors & seniors) studying at foreign languages department, Taif University. Data generated through the questionnaire were subjected to descriptive analyses and mean and standard deviation were recorded using SPSS. The findings of this study reveal that Saudi English-major undergraduates are very weak in writing skills and commit lots of errors in their academic writings and are usually engaged in sentence-level or at the maximum at paragraph-level academic writing and they do not consider it important at this level to write different kinds of essays. It has been strongly recommended that the language courses should be increased to strengthen all the language skills in general and writing in particular, motivate the students to use English with the teachers as well as with each, introduce modern and novel teaching techniques, equip the classrooms with necessary audio-visual aids, diagnose students’ writing problems in the beginning of their studies at university, tailor the course contents according to their needs, introduce group/pair work, peer correction, use dictionaries frequently etc.

Writing Error: A Review of Interlingual and Intralingual Interference in EFL Context

Abstract: This paper aims to review the theoretical concept of interlingual interference of the mother tongue, Thai to the target language, English and intralingual interference found in EFL student writing in Thai context with the attempt to define the existence of errors according to their sources. This review article also exemplifies some frequent errors normally found in Thai student writing based on three perspectives of interlingual interference; lexical, syntactic and discourse interference and seven aspects of intralingual interference; false analogy, misanalysis, incomplete rule application, exploiting redundancy, overlooking cooccurrence restrictions, hypercorrection and overgeneralization. The pedagogical implication for EFL context is also discussed.

Practices and Prospects of Learner Autonomy: Teachers' Perceptions

Abstract: Language learning process works through the learners’ own reflection on how they learn and it makes learners active in the sense that they learn to analyze their learning strategies. So they start making decisions, e.g., whether to improve them or not, and in which way. Generally, this trait is missing in traditional language teaching process and students are not expected to reflect upon their own learning, analyzing and evaluating their learning experience. Retrospective tasks, such as interviews, group discussion and structured questionnaires encourage learners to reflect upon learning and these retrospective activities may help learners to take responsibility for their language learning processes as autonomous learners and thus making a motivated learner. The role of the teacher is central to the development of learner autonomy (Hurd, Beaven, & Ortega, 2001; Benson, 2009). A teacher is required to create a classroom learning environment that is supportive of learner autonomy. This may involve the teacher first addressing learners’ past learning experiences, then slowly raising their awareness to the benefits of increased independence in their learning. Dickinson (1993) adds that learner training should aim to help learners develop the ability to take more responsibility for their own learning. To do this, a survey was conducted at Taif University English Language Centre (KSA) to collect the opinion of teachers regarding the practices and prospects of learner autonomy in their classrooms. The sample consisted of 60 teachers from different countries teaching English to Arab students at University level. The study focused on the teachers’ notion of learner autonomy, its practices and prospects in Saudi Arabian context. Findings stress that it is important to provide learner training together with the studies and make it an integral part of the teaching process so as to help learners become autonomous.

The Study of Student Motivation on English Learning in Junior Middle School -- A Case Study of No.5 Middle School in Gejiu

Abstract: Motivation plays an important role in foreign language learning. Learning motivation is to promote and guide and maintain learning activities which have been conducted an internal strength or internal mechanism. Learning motivation once formed, the student will use an active learning attitude to learn, and express a keen interest in learning, and can focus attention in class to master knowledge. Through the study of the theory of modern education, this paper discusses the definition of motivation, types of motivation; the role of motivation in English learning are analyzed. The subjects in the thesis are Gejiu middle school students, and the author designed a questionnaire on English motivation. The purpose of the study was to find out the unfavorable factors. According to the results and the related theory, the author presents some suggestions to arouse the students’ English motivation and improve the efficiency of English learning and teaching in Junior Middle School. Among the suggestions, the implications by the study include that students need motivation to help them learning English, they should establish the right goal to enhance them learning English well. Meanwhile, as an organizer in teaching, teacher should pay more attention to communicative learning that can stimulate students to learn effectively.

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Abstract: Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners’ performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners’ listening skill. The researcher was interested to know the correlation that could exist among the three variables: Listening Comprehension, Foreign Language Anxiety and Foreign Language Listening Anxiety. The participants of the study were 210 Iranian EFL students in Iran. The study revealed that there was -.414 correlations between FLLA and listening comprehension and -.214 correlations between FLA and listening comprehension whereas FLA and FLLA enjoyed a .513 correlation. It can be concluded that the relationship between Foreign Language Anxiety and Foreign Language Listening Anxiety of the participants are in accordance with each other. Furthermore the result shows that the impact of FLLA on Iranian students’ listening comprehension skill is significantly more problematic. Therefore it is recommended that FL teachers and learners should be more aware of the hindering effect of FLA and FLLA in particular on the process of teaching and learning the listening comprehension.

Using Graphic Organizers to Improve Reading Comprehension Skills for the Middle School ESL Students.

Abstract: “A picture is worth a thousand words.” In a modern-day classroom, students are surrounded by visual imagery through textbooks, notice boards, television, videos, or computers. Many middle school classrooms are filled with colorful pictures and photographs. However, it is unclear how – or if - these images impact the middle school ESL students who are developing reading comprehension. The focus of this article is on ESL middle school language learners’ use of these graphics as information organizers while comprehending a passage for main ideas, supporting details, facts, opinions, comparisons and contradictions. This article also examines and proposes different forms of graphic organizers for achieving better understanding of texts. Differences in performance between the students who are exposed to the use of graphic organizers and the students who are not similarly exposed have been analyzed in this article. The experimental and control groups of this research are middle school students in ESL classes. The analytical method, ANOVA, is used to project the performance difference between the controlled and experimental groups. The result of the post-test suggested that the experimental group students have improved in all the five types of reading questions compared to controlled group students. Therefore, using graphic organizers is effective in reading questions like (1) identifying the main idea, (2) finding the supporting details, (3) dealing with vocabulary and (4) fact and opinion & (5) making inferences. Furthermore, the pedagogical implication here is the use graphic organizers during reading comprehension sessions indirectly motivates the students to create their own graphic organizer for the passages they read and comprehend. This improves their creativity.

An Investigation of the Difficulties Faced by EFL Undergraduates in Speaking Skills

Abstract: Since speaking well in English is crucial for English language literature undergraduates, the present study aimed at describing difficulties that may be encountered at an EFL setting. The sample was stratified random as drawn from six Jordanian public universities. Survey questionnaires as well as semi-structured interviews were constructed. 64 students were interviewed out of 566 students who responded to a survey questionnaire. The findings of the study exposed a perceived failure of EFL students’ speaking skill in English was reported together with reasons that explain such perceived difficulty. The results of the study showed a ‘low’ speaking proficiency level among EFL undergraduates along with negligible instruction of the speaking skill at university courses’ level. More highlighted difficulties by this study were as these of: communication in L1, large classes, and lack of time.

Research Article Abstracts in Two Related Disciplines: Rhetorical Variation between Linguistics and Applied Linguistics

Abstract: The previous studies on abstracts (e.g., Santos, 1996; Samraj, 2002; Pho, 2008) illustrate that disciplinary variation in research article abstracts is discernible. However, the studies of abstracts from two related disciplines are still limited. The present study aimed to explore the rhetorical moves of abstracts in the fields of linguistics and applied linguistics by investigating 200 abstracts published between 2009-2012. Hyland’s (2000) model of five rhetorical moves was chosen as the analytical framework for the rhetorical structure. Findings indicated that there were three conventional moves in abstracts in linguistics, while there were four conventional moves in abstracts in applied linguistics. The findings have significant pedagogical implications for academic writing for novice writers in the two disciplines.

Adopting Social Networking Sites (SNSs) as Interactive Communities among English Foreign Language (EFL) Learners in Writing: Opportunities and Challenges

Abstract: As most traditional classroom environments in English as Foreign Language (EFL) still restrict learners’ collaboration and interaction in college writing classes, today, the majority of EFL learners are accessing Social Networking Sites (SNSs) as online communities of practice (CoPs) for adopting informal collaborative learning as a way of practicing English beyond the classroom. This study aimed to investigate the opportunities and challenges of SNSs as learning environment in writing in English. The study was conducted among 24 active and regular EFL learners joining the Only for English Learning Facebook (FB) CoP – a group developed and maintained by a few instructors in English – for EFL learners coming from different EFL Arab countries. The data was collected from the learners’ interactional exchanges in the weekly posted writing activities as well as their responses to online open questions posted by the instructor. Based on the mixed analysis of the data, the quantity of the EFL learners’ participation in the writing activities highly increased in the second session. Moreover, the learners were motivated to generate ideas, write their paragraphs and scaffold each other in paragraph writing. The findings also revealed that the EFL participants perceived this CoP as an interactive learning environment that contributed to enhancing their writing by engaging in learner-learner and learner-instructor interaction, information sharing, communicating and socializing with friends and developing a sense of belonging. However, a few challenges faced by the participants in such an online CoP were identified by the participants, and therefore, some valuable assistive features are suggested to be involved in the FB CoP for achieving further EFL development in the future.

From Call to Mall: The Effectiveness of Podcast on EFL Higher Education Students' Listening Comprehension

Abstract: Despite recognition that language can best be learned in an authentic context, and a growing emphasis on the importance of using technology to improve listening skills, only limited research in this area exists in a Saudi context. To add to this research, this quantitative study examines the influence of podcasting on the listening comprehension of 46 female Saudi EFL students in higher education. The randomly selected participants were divided into two groups: a control and an experimental group, and given a six week treatment. A T-test and questionnaire were employed, and the results indicate significant differences between the two groups, favoring the experimental group.

Problem-based learning in the English language classroom

Abstract: The purpose of this study was to investigate the effects of the problem-based learning approach (PBL) on students in language classes in two areas: course content and language development. The study was conducted on 128 students, grouped into the experimental and control groups, and employed an experimental research design. The syllabus, textbook, and instructor were controlled for both groups. The findings of the study showed that in terms of course content, both groups improved but in terms of language the PBL group showed more improvements. The PBL group showed improvements in the post-writing test, that is, their essays were richer in terms of support and arguments for each point, while the non-PBL did not show much difference in their post-writing test. This indicates that students could still acquire the course content with minimal content instruction. The limitations of the study and suggestions for further research are offered at the end of the paper.

Factors Negatively Affect Speaking Skills at Saudi Colleges for Girls in the South

Abstract: This study investigated factors negatively affect English language speaking skills in Saudi colleges for girls in the South in terms of: a) Instructors. b) Students. c) Curriculum and textbook. d) English Language teaching methods and exercises. e) Teaching and learning environment. To collect data for the study, a questionnaire papers were distributed to 150 students studying at Mhayeal and Almajardah colleges of King Khalid University (KKU) at English languages department, and 10 female instructors were interviewed about the students’ questionnaire information. Data generated were subjected to descriptive and analytical approach using SPSS. The findings were: 1. Using Arabic in class affect students' proficiency. 2. Students fear speaking English Language in public and can’t make a phone conversation, presentation in English without Arabic translation. 3. Curriculum of listening and speaking does not contain enough exercises for speaking skills. 4. Instructors do not use strategies that develop speaking such as: role-play, debates, and presentation - assignment. 5. More time is devoted to listening skills than speaking skills. 6. Labs are not used for teaching listening and speaking skills. 7. Rarely CD is used as speaking model. 8. More than 30 students are in listening and speaking class. It has been strongly recommended: 1. Prohibit the students from using Arabic in English Language classes. 2. Use motivating teaching strategies such as: cultural debatable topics, discussions, role-play, and presentations - assignment to develop speaking proficiency. 3. Teach Listening and speaking course in the lab. 4. Increase the time of listening and speaking course to six hours instead of three to develop speaking proficiency. 5. Activate English club and societies inside the colleges. 6. Students’ number in listening and speaking class must not exceed 30.

Students' Perceptions of Effective EFL Teachers in University Settings in Cyprus

Abstract: This study sought to identify what characteristics and teaching behaviours describe effective EFL University teachers as perceived by Cypriot students. Data were collected by means of a questionnaire and focus group interviews. Findings have provided evidence that effective language teaching seems to be related to a more learner-centred approach to language learning and teaching, which, in turn, assumes a more assisting, mediating role for the language teacher. According to the participants of this study, an effective EFL teacher is no longer considered one who has a directive and authoritarian role in the learning process but one who takes into consideration his/her students’ individual differences, language anxiety, abilities and interests and design learning environments accordingly. Language teachers’ skills in using technology and engaging students in meaningful classroom interactions by involving them in group tasks designed around real life topics and authentic language use have also been emphasised. Participants’ views call for EFL teachers in university settings to move beyond the traditional focus-on-form approach to language teaching which views language learning as an individual activity, to the adoption of the communicative approach to language teaching which acknowledges the social aspect of learning and as such, it depends upon meaningful interactions with peers. EFL teachers working in tertiary education should use these findings as a yardstick to better understand themselves and the needs of their students for the enhancement of the learning process.

The Effect of Large Classes on English Teaching and Learning in Saudi Secondary Schools

Abstract: The effect of class size on teaching and learning English as a foreign language (EFL) has been through a contentious debate among researchers for a long time. Before the 1950's the concern about the effect of class size and the learning outcomes of students in such classes waned for some time. Yet, researchers have reconsidered the case once again and up to now it is a field of investigation. Therefore, through reviewing the existing literature on this area and examples culled from the teachers' experience, the aim of the present study are twofold: (1) to ascertain the impact of large classes on the teaching and learning outcomes, and (2) to suggest appropriate strategies Saudi secondary teachers can utilize in their large classes to facilitate English teaching and learning. To reach the aim of this study, six Saudi English teachers from two public schools were interviewed to express their perceptions about teaching in large classes. Research results present that all participants find it daunting to teach large classes. Teachers also comment that despite their efforts to elevate the level of language learning in such context, the outcome of their students is considered to be unsatisfactory. They believe that this can be contributed to the fact that there are big numbers of students in one class and wish for the number to be reduced. The study findings shed the light on some useful and effective methods to be applied in large classes which may facilitate the language teaching and learning.

Foreign Language Reading Anxiety in a Jordanian EFL Context: A Qualitative Study.

Abstract: In the last two decades, investigating the sources of foreign language anxiety in general has increasingly attracted the attention of many researchers in the field of foreign language teaching. However, the sources of anxiety that influence the acquisition of certain specific language skills such as reading in particular have rarely been investigated. Thus, the aim of this study was to explore and understand the underlying problems and factors that contribute to reading anxiety faced by EFL students at Yarmouk University, Jordan. It was a qualitative exploration of the sources of English language reading anxiety for which observation, semi-structured interviews and diaries were collected from six informants with different levels of English language proficiency. The findings of the study revealed that there were two aspects of foreign language reading anxiety: personal factor and text feature. Under the concept of personal factor there were also two main sources of foreign language reading anxiety, which are: afraid of making errors and worry about reading effects. On the other hand, there were three main sources of foreign language reading anxiety under the concept of text feature, which are: unknown vocabulary, unfamiliar topic, and unfamiliar culture. The five main sources of foreign language reading anxiety were arranged according to their occurrences and percentages in the study. Moreover, recommendations were proposed.

Metacognition and Second/Foreign Language Learning

Abstract: Metacognition appears to be a significant contributor to success in second language (SL) and foreign language (FL) learning. This study seeks to investigate empirical research on the role metacognition plays in language learning by focusing on the following research questions: first, to what extent does metacognition affect SL/FL learning? Second, what are the factors shown to influence metacognition of learners in the area of second/foreign language learning? Data from 33 studies published between 1999 and 2013 were coded based on a coding scheme adapted from previous systematic reviews (e.g., Norris & Ortega, 2001; Plonsky, 2011). The findings of the review show that the metacognitive interventions have the possibility to promote language performance, but, on the whole, mixed evidence was found for the effectiveness of the intervention in enhancing metacognitive awareness/strategy use. The results also indicate that several factors appeared to affect L2 learners’ metacognition. This review expands our understanding of the role of metacognition in language learning and will lead to pedagogical implications for SL/FL learning and teaching. Limitations of the existing studies and directions for future research are also discussed.

The Impact of Teachers’ Age, Gender and Experience on the Use of Information and Communication Technology in EFL Teaching

Abstract: The integration of information and communication technology (ICT) into language teaching and learning depends on many factors. Some of these factors are associated with teachers. Teachers play a crucial role in the integration of ICT. This study investigates the impact of teacher's age, experience, and gender on the integration of ICT into language teaching. This study utilized a mixed-method approach of investigation, which applies both qualitative and quantitative methods. The instruments used for data collection were a survey and an interview. The survey was administered to 46 in-service EFL teachers working at Najran University, Saudi Arabia. Ten out of these participants were interviewed. The results indicate that there is no significant difference in using ICT between the two groups of teachers according to their age and experience. However, the results indicate that there is a difference between male and female teachers in using ICT in language teaching. Female teachers reported less use of ICT in their instruction than male teachers. Some suggestions are offered to improve the situation of ICT integration into language learning in EFL contexts.

EFL students' reflections on peer scaffolding in making a collaborative oral presentation

Abstract: Informed by sociocultural theory and previous research on peer scaffolding in second language (L2) learning, which largely focuses on collaborative writing in English as a second language (ESL) contexts, this study investigates the ways in which Vietnamese English as a foreign language (EFL) students provide peer scaffolding to each otherduring a collaborative presentation task and how they benefit from this experience. Data were collected from 12 participants through reflective reports and interviews. Content analysis of data suggests six categories of peer scaffolding behaviours among the students, namely workload sharing, pooling ideas and resources, technology support, peer feedback, support in answering the audience’s questions, and affective support and the benefits that the students gained from them. The findings demonstrate that collaborative pair work creates learning conditions where peers provide mutual help, which supports previous research findings. The identified peer scaffolding behaviours also show important features suggested in the literature. Although peer scaffolding has been largely studied in L2 writing, it remains a new area of research in L2 speaking discourse. This study extends the literature to this under-researched area and offers a number of pedagogical and theoretical implications based on the findings.

Language Learning Motivation among Malaysian Pre-University Students.

Abstract: The study describes and examines Malaysian pre-university students' integrative and instrumental motivation toward learning English language. In this study, 182 non-English major students in one of the Malaysian public universities are selected to fill out a questionnaire reflecting their attitudes and motivation towards learning English. The findings indicate that Malaysian pre-university students have very high motivation and positive attitudes towards leaning English and that they are more instrumentally motivated. Based on the findings some suggestions and recommendations for teachers have been highlighted.

Pre-Service English Teachers' Beliefs on Speaking Skill Based on Motivational Orientations.

Abstract: This study aimed to explore pre-service English teachers’ perceptions of teaching speaking in Turkey, the importance they give to this language skill, and their self-evaluation of their speaking competence. With case design and maximum variation sampling approach, seven pre-service English teachers’ beliefs about speaking skills were gathered in regard to motivational orientations based on Self-determination theory (Deci & Ryan 2002) and the data was analyzed according to interview questions. Findings revealed that the subjects, whether they were intrinsically or extrinsically motivated to speak English, had negative ideas about speaking instruction in Turkey though they all agreed that it was the most important language skill. The findings also showed that they felt incompetent in oral communication though they had different motivational orientations about speaking English. The findings are significant for understanding speaking instruction in English language classrooms from a motivational perspective and helpful for enhancing learners’ speaking ability with intrinsic motivation.

The Effects of the Peer Feedback Process on Reviewers' Own Writing.

Abstract: The purpose of this study is to determine which is more beneficial to improving learner writing: reviewing peer texts or one’s own text. The study took place over one semester at a Japanese university with 51 students enrolled in two writing classes at two proficiency levels. The students at the lower proficiency level reviewed peer texts, while those at the higher proficiency level reviewed their own texts. Multiple task sheets were used in both classes for students to give detailed feedback on texts. To examine gains in writing quality, a comparative analysis was conducted on writing samples collected at the beginning and the end of the semester. A questionnaire survey was also conducted to investigate the students’ perceptions towards the tasks. The results of the analysis indicated that the students who focused on reviewing their own texts made more total gains in score than did the students who focused on reviewing peer texts. On the other hand, a significant correlation was observed between score gains and perceived effectiveness of the task with the students who focused on reviewing peer texts. The pedagogical implications of the results are discussed.

Willingness to Communicate in English: A Study of Malaysian Pre-Service English Teachers

Abstract: Language instruction in Malaysia emphasizes the significance of the English language. This study investigates Malaysians’ willingness to communicate (WTC) in English as a second language (ESL). A hypothesized model that integrates WTC in English, communication apprehension and competence, motivation, and language learning communication strategies was tested using structural equation modelling. The results show that Language learning communication strategies directly affect motivation, self-perceived communication competence, and WTC in English. Further, the results also demonstrate that motivation influences the two components of communication confidence and influences WTC indirectly through the two variables self-perceived communication competence and communication apprehension. The final model correlates well with the data, thereby indicating the potential of using Language learning communication strategies with WTC constructs to account for ESL communication.