International Journal of English Language Studies

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EISSN : 2707-7578
Total articles ≅ 72
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, Junilyn Tingson
International Journal of English Language Studies, Volume 3, pp 01-06; https://doi.org/10.32996/ijels.2021.3.10.1

Abstract:
This study aimed to explore how the teachers address the reading comprehension difficulties of students in Printed Modular Distance Learning (PMDL) amid the prohibition of the traditional face-to-face session during the COVID-19 pandemic. This study used the semi-structured interview to gather in-depth data from the four Junior High School English teachers who are handling the students in the PMDL. Consequent to the pandemic, the researcher gave interview guide sheets and used audio recorders to document the responses accurately. This study utilized thematic analysis. The study showed that teachers managed to ascertain or find out students' reading comprehension difficulties through assessment scores or task outputs then verified through the background of the students from their previous English teachers. Moreover, teachers guide the students who adopt PMDL in improving their reading comprehension skills by keeping open communication and close collaboration with the parents or guardians and providing reinforcement activities.
, I Ketut Darma Laksana, I Nengah Sudipa
International Journal of English Language Studies, Volume 3, pp 14-21; https://doi.org/10.32996/ijels.2021.3.10.3

Abstract:
The phenomenon of using language in cyberspace or social media has indeed a trend with various contemporary applications, with the aim of being more effective and efficient in communicating. The benefits of technology cannot be reached by its advantages and besides that, it also cannot be ignored from the negative side. It is possible that with various applications, it is easy to spread fake news text on social media. The text of fake news on social media, information in this study is used as a data source and at the same time used as an object of study on Facebook, WhatsApp, Twitter, and other media accounts. The aim of this study was to describe in depth the problem of the phenomenon of the spread of fake news texts on social media, this is adjusted to the problems raised in this study. The purpose is to find out and analyze the language criteria used in hoax text news texts on social media. This research was a type of qualitative descriptive research. By using van Dijk's version of the critical discourse study theory as a theoretical framework with the aim of revealing the phenomenon of language use in depth, both micro and macro, with the point of view of discourse as a text, social cognition, and context. Furthermore, methods and the techniques of data collection in this study. As the first step by way of observation, the next step was documentation that was supported by instruments in the form of questionnaires and analysis tables. Based on the results of data analysis, several things were found as follows: (1) criteria for hoax news texts on social media, consisting of (a) fake news texts on S social media are only humorous; (b) have low modality (c) motivation to want to cheat relatively (d) have incomplete information (e), not high plagiarism. Thus all of these things are indeed true empirically that the condition of the text of hoax news on social media is as described previously. All of this has become a widespread discussion regarding the concept of hoax news itself.
International Journal of English Language Studies, Volume 3, pp 07-13; https://doi.org/10.32996/ijels.2021.3.10.2

Abstract:
A central theme in second language acquisition is Interlanguage, an idea grounded on the concept that the human brain activates an innate psychological structure in a second language learning process. It is a system that is constructed by second language learners. There is a distinct language system in second language learners’ utterances which is quite different from the native speakers (Selinker 1972, p. 209-241). Interlanguage varies under diverse contexts, e.g., one domain of IL can be different from another one in terms of fluency, accuracy, and complexity. However, interlanguage can cease developing or fossilize, in any of its developmental stages due to the complexities a learner faces in acquiring a second language. According to Mitchell et al. (2013, p.60), under the platform of interaction, feedback, modified input, negotiation for meaning, and modified input come together to facilitate second language acquisition. It is evident from this point that Feedback and Negotiation are interrelated. This paper proposes to discuss these two subjects under the umbrella term interaction and argues the role of both of them on interlanguage development, concluding with an analysis of these techniques and the pedagogical implications.
Patrick Totto, Andy Ramos
International Journal of English Language Studies, Volume 3, pp 09-22; https://doi.org/10.32996/ijels.2021.3.9.2

Abstract:
The study was conducted to determine the performance and attitudes towards reading and writing of Grade 12 students in public schools of Cabagan, Isabela. There were 244 students involved in the study. Stratified random sampling was used in selecting the participants of the study. A quantitative research method was used in the study to determine performance and attitudes towards reading and writing. Frequency counts, percentage scores, the arithmetic mean, and Kendall’s Rank Correlation Tau was used to describe and analyze the data in the study. The findings of the study revealed that students' reading and writing performance were poor. However, their attitudes toward reading and writing were positive. Hence, the study demonstrated that there is a significant correlation between students’ attitudes and their reading and writing performance. Thus, the study supports DepEd’s "SulongEdukalidad" in creating programs to enhance learners' reading mastery and sustain its basic goal of producing quality learners enhanced by quality education. Language teachers should also be engaged and exposed to training to handle weak foundations of learners in basic academic (reading and writing) skills.
International Journal of English Language Studies, Volume 3, pp 45-56; https://doi.org/10.32996/ijels.2021.3.9.5

Abstract:
This paper studies the poem “Tiger” by Claude Mckay from a metaphorical perspective in order to find out and highlight all the possible hidden meanings about the quality of the white man characterized as a “tiger” in the expression “the white man is a tiger at my throat”. This study will be conducted under theories such as stylistics, hermeneutics and sociocriticism and thanks to those theories; we have explored the plurality of meanings of this sonnet by McKay. The meaning revolves around the white man and his role in the life and existence of black people, but also it sheds light on the new deals or bases or foundations which are race, hatred, power and money that the white people have implemented in human existence and the outcomes of those news deals and foundations in everyday life. It is therefore a metaphorical study at three levels in this paper which appreciate the relationships between different races and namely between black people and white people. Through images, symbols and metaphors, the characteristics of the white man in human existence have been presented.
International Journal of English Language Studies, Volume 3, pp 28-45; https://doi.org/10.32996/ijels.2021.3.9.4

Abstract:
Tudies that have investigated students’ perceptions of EGAP and ESAP instructions have generally focused on students’ perceived learning of the features of academic discourse that they can transfer to their subject-specific courses. Examining the processes that students go through when trying to adjust to EAP instruction has received little attention. The present study aimed to explore the challenges that Tunisian students faced when trying to adjust to the requirements of an ESAP course to which they had been introduced for the first time. Understanding these challenges can lead to a better understanding of the processes by which students move from the initial learning context to the transfer contexts (Lobato, 2003). The study was conducted over a period of two years and involved two student cohorts. A student cohort of 21 students participated during the academic year 2014-2015 and another cohort of 36 students participated during the academic year 2015-2016. The research consisted of a diary study, in that data were collected solely from the learner diaries that students were asked to keep as part of the learning activities. Results showed that ESAP instruction presented considerable challenges to students during the first semester of the course. These challenges often caused feelings of anger, disappointment, demotivation, and resistance. Despite these challenges, students’ adjustment to the course was clearly observed in the second semester. The findings also revealed that all participants developed a very positive attitude towards the ESAP model at the end of instruction. The findings suggest that ESAP instruction has a greater potential to promote learning transfer because it provides students with a more authentic learning environment. However, the implementation and success of this model in the various Tunisian academic settings depends, on the one hand, on the EAP teachers’ willingness to change their teaching beliefs and practices and, on the other hand, on their preparations to meet the challenges that such a teaching model can pose to teachers.
International Journal of English Language Studies, Volume 3, pp 01-08; https://doi.org/10.32996/ijels.2021.3.9.1

Abstract:
This research tried to identify the type of requests made by the students within a few Bangladeshi online classrooms. The study also aimed at focusing on possible gender differences between the students based on the requests they made. It adopted the research method used by Onem (2016), who investigated how men and women make requests and observed how they differ in the case of being polite and showing directness. Since there have been no previous studies conducted like this before, this paper analysed and categorized the types of requests by addressing the research gap. The theoretical framework relied on the Cross-Cultural Speech Act Realization Project (CCSARP), outlined by Blum-Kulka and Olshtain (1984). Three video records of online classes of “London School of English, Keraniganj, Dhaka, Bangladesh” were undertaken as the main data which was observed naturally followed by analysis and interpretation. The data analysis framework was also undertaken from the Cross-Cultural Speech Act Realization Project (CCSARP) theory by Blum-Kulka and Olshtain (1984). To analyse the data gathered from the videos, a particular coding scheme of (CCSARP) was used. The result obtained showed that the female students made around 62.5% requests while the male students did only around 37.5%. The requests made by the female students were not only significantly higher but they were more polite than the males. Therefore, this small-scale study is expected to help teachers and both male and female students improve their communication skills. The types of requests identified in this study might help students of both genders become aware of their request-making techniques and help the researchers understand the process of request-making in the students' minds.
International Journal of English Language Studies, Volume 3, pp 23-27; https://doi.org/10.32996/ijels.2021.3.9.3

Abstract:
Reading fluency has been a persistent problem among learners. A couple of experimental studies reveal the existence of this problem in many primary and secondary schools as well. In the past century, experimental psychologists have popularized automaticity theory as a relevant paradigm in developing children’s reading fluency. The theory identifies four important aspects that feature automaticity, which are speed, autotomy, effortlessness, and lack of conscious awareness. This study adopted a documentary review where various studies were collected, thoroughly reviewed and finally examined for qualitative analysis. The study aimed at expanding understanding of reading fluency by examining roles prayed by teachers in the development of child’s reading fluency basing on automaticity theory. There were similar findings related to reading fluency and automaticity theory from various publications reviewed. However, this study considered three of them, which have shown significant information across the topic and have been cited in various books and world-class journals.
Jiaying Guo
International Journal of English Language Studies, Volume 3, pp 11-13; https://doi.org/10.32996/ijels.2021.3.8.2

Abstract:
In the 1980s, the cultural turn appeared in translation studies, which brought translation studies a great opportunity to draw nutrients from different disciplines. Narratology and Imagology take part in translation studies, which offers hope for the cultural turn in translation studies. Metalepsis is a term in Narratology that Genett defines that any intrusion by the extradiegetic narrator or narratee into the diegetic universe(or by diegetic characters into a metadiegetic universe, etc.), or the inverse (as in Cortazar), produces an effect of strangeness that is either comical (when, as in Sterne or Diderot, it is presented in a joking tone) or fantastic. This paper contrasts Uncle Tom’s Cabin with its translation Tang Mu Da Bo De Xiao Wu by Huang Jizhong in order to explore the variation of the image of African American based on lexicon and Metalepsis, in the hope of finding out the reason for variation of the image. The variation exists in translations so that the target readers could misunderstand the image in the source text. As for translators, attaching much importance to translating the source language's image should be caught first. The cliché and narrative strategies in the source text could be highly recognized.
International Journal of English Language Studies, Volume 3, pp 01-10; https://doi.org/10.32996/ijels.2021.3.8.1

Abstract:
The study employed the descriptive method of research with the questionnaires as the gathering tools. This method was used to gather necessary information regarding the communication process implemented at the Mandaue City College in Mandaue City, Cebu. The research subjects of the study were the second-year college students of Bachelor of Elementary Education college students of Mandaue City College. This study utilized a researcher-made survey questionnaire as the main tool in gathering the necessary data. The indicators on the questionnaire were based on the theories and principles of communication process and understanding by Wiggins and McTighe. The researcher prepared a questionnaire for the college students and the other for the college teachers. The questionnaire determines the level of competence of the college students in the communication process. It also includes the methods and the instructional materials used by the teachers in enhancing the communication process. The validation was done by having this instrument answered by 10 or 10 percent of the final number of college student respondents. This validating group was not part of the final group who provided the answers to the questions asked. Moreover, in relation to the level of competence of the student and teacher respondents in the communication process, it is exemplified that the college students are better at explaining compared to interpreting and applying. It is also revealed that the college teachers utilize varied teaching methods and techniques to the students in tertiary education. Furthermore, the following recommendations are hereby suggested: (1) The proposals of this study are presented to the administration of Mandaue City College for implementation and application in actual classroom practice. (2) The college students' interpreting skills be strengthened through the teacher’s employment of varied and engaging strategies to develop their ability to interpret critically. (3) Teachers should employ exercises that would develop their students’ applying skills through written and oral exercises.
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