International Journal of Language and Literary Studies

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ISSN / EISSN : 2704-5528 / 2704-7156
Total articles ≅ 83
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International Journal of Language and Literary Studies, Volume 2, pp 271-279; doi:10.36892/ijlls.v2i3.389

Abstract:
Language Learning Strategies (LLSs) are specific actions, behaviors, steps, or techniques that the learners use them to improve their performance which is important for L2/FL learning and teaching. These strategies are as affecting factors on success or failure of the language learning process. Hence, this paper explores the English language learners’ learning strategies to develop their communicative competence within the theoretical stance of Oxford’s 1990 Language Learning Strategies (LLSs). The study is qualitative in nature where four participants were interviewed to understand their ontological perspectives and practices of different LLSs to enhance their communicative ability in English. The findings show the learners seemed to be usual strategy users. However, social, affective, and metacognitive strategies frequent strategies for developing their communicative competence. It further depicts learners are not always aware of the influence of consciously using language learning strategies for making their learning quicker and more effective. Thus, the teachers need to be the one who helps their students develop the awareness of language learning strategies and enable them to use a wider range of appropriate strategies for further success in their communicative competence.
Michael Jordan Fulgueras, Judy Bautista
International Journal of Language and Literary Studies, Volume 2, pp 257-270; doi:10.36892/ijlls.v2i3.228

Abstract:
This experimental study investigated the effects of flipped classroom in enhancing critical thinking and reading comprehension levels of 212 senior high school ESL learners in the Philippines; half of which received the conventional lecture-discussion approach to instruction and the other half received flipped learning approach. Both the control and the experimental groups were subjected to equal number of 15 instructional sessions. In order to establish the baseline data for each group in the critical thinking variable and the reading comprehension variable, pretests were conducted and were subsequently compared to posttest results. The t-test of two independent samples assuming equal variances was used to determine if there was a significant difference between the flipped classroom approach and the lecture-discussion approach with regard to enhancing critical thinking and reading comprehension levels. Results reveal that in both approaches, there were improvements in the critical thinking levels and the reading comprehension levels of the respondents. However, the results reveal that the respondents who received instruction using the flipped learning approach significantly outperform the respondents who received conventional instruction.
Housseine Bachiri, Rabha Sahli
International Journal of Language and Literary Studies, Volume 2, pp 240-256; doi:10.36892/ijlls.v2i3.326

Abstract:
Owing to the rapidly ubiquitous infection of Coronavirus in Morocco and other parts of the globe, a plethora of governments have urgently resorted to implement distance learning to save the current academic year from an evitable failure. Given the non-prevalence of information and communication technologies (ICTs) in Morocco, distance learning has been a quite bold attempt to officially continue education, even after the closure of schools and campuses, without interruption with a slightly adjusted grading scale in order to lead the boat of the current academic year to a safe harbor. In this regard, many underprivileged students have benefitted from free modems and laptops, the case of Euromed University of Fes (UEMF). This great initiative has enabled the aforementioned students to enjoy the full experience of distance learning. As for secondary schools and most public institutions, the supply of electronic devices has almost been lacking. One should know that the government has taken some modest initiatives, such as offering free access to a few platforms, national channels, and official pages of the aforesaid ministry, namely TelmidTICE. It must be noted that distance learning, in Morocco, has continuously undergone various challenges during COVID-19 ranging from content and pedagogy to assessment and evaluation. Having used both quantitative and qualitative research for the purpose of gathering relevant data by means of questionnaire and participant observation, we have been able to ferret out the real challenges that are structurally embedded and ramified in the application of distance learning whose infrastructure must be constantly buttressed via empirical research and quality teacher training to better respond to different learning needs and styles, and simultaneously combat digital illiteracy.
Katherine Akut
International Journal of Language and Literary Studies, Volume 2, pp 230-242; doi:10.36892/ijlls.v2i3.348

Abstract:
Developing 21st century reading competencies is one of the primary concerns of higher education institutions (HEIs). Initiatives have been undertaken to prepare the learners to function effectively in this technology-driven society. Hence, academic institutions integrate technology and the Internet in the teaching-learning processes. This study intends to determine the effectiveness of an instructional material on developing reading competencies using blended instruction. Dziuban, Hartman and Moskal, (2004) define blended instruction as a pedagogical approach that integrate the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment. Six lessons were implemented in the English 107 – College Reading Skills classes. The learners were provided with hypertext reading activities, individual and collaborative tasks, online discussions, online surveys and other extension activities which provided them with the opportunity to communicate their ideas on the topics discussed in class. To determine the effectiveness of the lessons, a one-group pretest and post-test design was used. The pre-test and post-test scores were compared using the paired t-test. Findings reveal that the students performed better after the implementation of the lessons in developing reading competencies using blended instruction. Moreover, majority of the students said that the lessons are interesting, meaningful, useful and enjoyable. It can be concluded that blended instruction effectively develops the students’ reading competencies.
Rose Aljanada, Aseel AlFaisal
International Journal of Language and Literary Studies, Volume 2, pp 94-107; doi:10.36892/ijlls.v2i3.347

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Oluwafemi Jolaoso, Ezekiel Olajimbiti
International Journal of Language and Literary Studies, Volume 2, pp 80-93; doi:10.36892/ijlls.v2i3.322

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Fazee Almuslimi
International Journal of Language and Literary Studies, Volume 2, pp 270-282; doi:10.36892/ijlls.v2i3.345

Abstract:
The present study aimed at discovering the difficulties that level two students in the English Department, Faculty of Education, Sana'a University-Sana'a in reading comprehension when reading cultural-based texts. To achieve the study objectives, a test was administered in which participants were required to read two texts; one was cultural-based and the other was ordinary. The study method was descriptive. 51 participants were randomly selected from the whole population (180 students). The obtained data from the instrument was analyzed by calculating frequencies and paired sample t-test using SPSS program. The results revealed that even though students face difficulties when reading cultural texts, there is no significant statistical difference in their performance in the cultural based test and the ordinary one in the three subskills under investigation in this study (the main idea, guessing meaning from the text, and making inferences). Some recommendations were suggested. It was ended with some important recommendations related to its results in which teachers and learners should take into account enhancing and activating both of cultural and structural schemata.
AymanE Edouihri, Yahya Yachouti
International Journal of Language and Literary Studies, Volume 2, pp 153-169; doi:10.36892/ijlls.v2i3.344

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Gopal Prasad Pandey
International Journal of Language and Literary Studies, Volume 2, pp 108-118; doi:10.36892/ijlls.v2i3.377

Abstract:
Motivations for choosing English teacher as a career have attracted considerable attention in recent years, and a number of research studies have been conducted to gain insights into pre-service and in-service teachers’ reasons for entering teacher education programmes. This study aimed at investigating motivating factors to choose English language teaching as a career. It also aimed at exploring the job satisfaction level of the participants, and the professional development activities they adopt to develop their professional competence. Five teachers of English who have been teaching English at different levels of education in Nepal for ten years now participated in this study. The narrative inquiry approach was adopted as a research design for this study. Interview was used as a tool for data collection. The study contains qualitative data only. The data were described and analyzed descriptively. The study revealed that the participants chose English teacher as career due to the influence of their role model English teachers; the love for the subject, the social prestige the English teachers deserved and the passion for teaching. The participants are satisfied with positions they hold as they have been able to help the adults to learn. Their motives for selecting job are guided by intrinsic motives such as interest, personal experience, intellectual fulfillment, and altruistic ones. The findings also indicated that they adopt different activities to develop their professional competence such as taking part in workshops, seminars, becoming members of professional community, attending ELT and applied linguistics conferences
Maha Dallagi
International Journal of Language and Literary Studies, Volume 2, pp 119-140; doi:10.36892/ijlls.v2i3.284

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