Journal of English Language Teaching and Applied Linguistics

Journal Information
EISSN : 2707-756X
Total articles ≅ 79

Latest articles in this journal

Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 14-29; doi:10.32996/jeltal.2021.3.7.2

“Promoting Oral Skills through Communicative Activities” is the title of the study carried out at Amizade secondary school, grade 12, day shift. It was observed that most grade 12 teachers did not give emphasis on oral activities in their lessons. The problem of not giving emphasis on communicative activities was identified during supervision of Teaching Practice III. Thus, the objectives of this research were to find out why most teachers of English at Amizade secondary school did not use communicative activities in English Language Teaching ( ELT); Describe the benefits of using oral activities in ELT at Amizade Secondary School; Analyse oral activities used by teachers at Amizade Secondary School; Propose simple ways of teachers get their students to communicate with each other in the classroom. Seventy-five students and two teachers were involved in the research process. In addition, it was also the aim of this study to familiarize teachers of English from Amizade Secondary School with the effectiveness of using oral activities in their English Language Classes. The researcher used a blending of qualitative and quantitative approaches and techniques and instruments, including direct classroom observation, two sets of a questionnaire consisting of the research instruments (the first was a questionnaire for teachers –qt; and the second was a questionnaire for students - qs). In this research, both open and closed questions were employed to discover why most teachers at Amizade Secondary school did not use communicative activities in their lessons.
, Faizatul Azira Hassan, Aliceson Linda, Noor Ashikien Ahmad, Melor Md Yunus, Ashairi Suliman
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 30-39; doi:10.32996/jeltal.2021.3.7.3

English as a Second Language emerges as an essential language to acquire and impacts most of the education system. The scenario also requires our young learners to master the language to polish their interpersonal and communication skills to prepare them for a developing nation. This research aims to study whether using the Pick and Speak board game can help enhance speaking skills among primary school pupils. The research applied quasi-experimental research to obtain data. 67 Year 3 pupils from four suburban schools in Sarawak were identified as the research sample. The researchers grouped them into high achievers, intermediate and low achievers. Pupils were given questionnaires to get their feedback to support the data finding from the pre-test and post-test. With the aid of this board game intervention, pupils are expected to construct sentences using present continuous tense and describe their daily routines orally. The study indicated that using Pick and Speak board game impacts pupils' speaking performance, especially in vocabulary and pronunciation, followed by grammar and fluency aspects during the learning process. The researchers hoped that this board game innovation would benefit both the teachers and young learners as the alternative teaching aid to teach and develop their speaking skills with grammatical errors free. Most importantly, the Pick and Speak board game offers an effective way of improving teaching efficiency, encouraging the element of collaborative and competition in a non-threatening environment.
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 60-69; doi:10.32996/jeltal.2021.3.7.5

With the rise of bilingual and multilingual approaches to teaching a second/foreign language, an overwhelming majority of second language acquisition (SLA) researchers have emphasized the important role of the use of mother tongue (L1) in a second language (L2) class and have argued that the use of L2 positively contributes to the cognitive development of students. However, what aspect of L1 should be used in an L2 class have not been specified explicitly. This study set out to investigate the extent to which teachers believe in the efficacy of the use of L1 metalanguage and the extent to which they use it in their classes in the English as a Foreign Language (EFL) context of Qatar. The second aim was to assess students’ beliefs regarding the extent to which the use of L1 metalanguage in an L2 class facilitated their learning process. Most importantly, the study aimed to investigate whether there was a discrepancy between students’ expectations and teachers’ agendas regarding the use of L1 metalanguage in L2 classrooms. The hypothesis that underpinned this study was that the use of L1 metalanguage to explain structural concepts in L2 contributed to crosslinguistic and metalinguistic awareness. The study adopted a qualitative approach; two questionnaires were developed, one for students and one for teachers. The questionnaire consisted of 5-point Likert scale statements and questions. Twenty-six undergraduate students and eight teachers participated in the study. The students’ proficiency level in English was elementary. The teachers were recruited on the basis of their native Arabic language proficiency. The findings suggested that both teachers and students viewed the use of Arabic in their English classes positively, and that no substantial discrepancy was observed between the students and the teachers over the issue of the use of Arabic in class. A minor discrepancy was that whereas the teachers were inclined to use Arabic slightly more for the teaching of grammar than the teaching of vocabulary, the students believed that the use of Arabic for learning vocabulary was more beneficial to their learning than it was for learning grammar.
, Peace Fiadzomor
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 01-13; doi:10.32996/jeltal.2021.3.7.1

Research article (RA) abstracts constitute an important genre in higher education. Previous research on the RA abstract has often combined abstracts from journals from the same discipline, with the view of revealing possible intra/inter-disciplinary, cross-linguistic, cross-cultural, etc. variations. The present study analysed empirical RA abstracts from TESOL Quarterly, a well-recognised journal in Applied Linguistics, with the view of revealing their rhetorical structure and linguistic peculiarities. Hundred (100) empirical RA abstracts collected from the website of the journal constituted the data for the study. The data were analysed, with attention to the move structure (kinds, frequency, and sequencing of moves) as well as the linguistics realisation of moves. The study revealed that TESOL Quarterly empirical RA abstracts feature a five-move structure, with the Purpose and Product moves being Obligatory and the Introduction, Method, and Conclusion moves being core moves. It was also revealed that the abstracts were characterised by nine move sequences, with the five-move sequence (M1>M2>M3>M4>M5) dominating. The study also revealed that each move was characterised by unique configurations of linguistic features, particularly tense, voice, and grammatical subject roles. This study contributes to scholarship on RA abstracts. It also has implications for pedagogy and practice, and serves as a trigger for further studies.
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 40-59; doi:10.32996/jeltal.2021.3.7.4

This study investigated the transfer of ten learning outcomes from an ESAP writing course to subject-specific courses. It was a longitudinal study carried over one academic year. It followed 40 undergraduate students of English under normal classroom conditions. A mixed-methods approach was used. It included analysis of students’ written exams from four subjects, student semi-structured interviews, and a student questionnaire. Elements from Barnett and Ceci’s (2002) transfer taxonomy were also used. They helped classify the targeted learning outcomes in terms of specificity/generality and helped distinguish between near and far transfer contexts. Results showed that the transfer of the ten learning outcomes to the near and far transfer contexts was affected by the specificity/generality of the learned skill in the first place. The learning outcomes that were classified as specific transferred more easily to both the near and far transfer contexts, while the more complex learning outcomes transferred in a constrained manner. The findings suggest that an ESAP writing course that is informed by teaching for transfer principles offers students a more authentic learning environment to hone their writing skills and to transfer these skills to other contexts. However, this transfer can be a very slow process.
Tran Tin Nghi, Luu Quy Khuong
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 01-06; doi:10.32996/jeltal.2021.3.6.1

English majored students have a positive influence on intercultural awareness in learning a foreign language. In their classes, they are often asked to discuss some academic matters in British cultural beliefs. Although they have a high level of proficiency in English communication, there often encountered misunderstandings between them when they interpret things or present academic matters. As a result, students cannot achieve plurilingual and pluricultural competence in the course. This paper was conducted to investigate communication problems between Vietnamese learners of English and Native teachers at HUFI. The data were collected from 28 participants who are third-year students and four different lecturers from different countries. The findings revealed that sources were mainly clustered for the following reasons: perceptual and language differences, information overload, inattention time pressures, distraction/noise emotions, complexity in organizational structure, and poor retention. The perceptual and language differences, information overload, and emotions were mainly responsible for the quality of communication. This paper can help students engage in awareness-raising activities that promote understanding in some contacts and discussions.
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 66-71; doi:10.32996/jeltal.2021.3.6.9

From the cross-linguistic perspective and cognitive linguistic theory, this study has analysed the rules of multi-layered modifiers in English, Chinese, and Vietnamese, pointing out their common points and differences. Although all three languages belong to the SVO (subject-verb-object) type but modifiers in English and Chinese are in front of the core words, which shows that English and Chinese belong to the language in the left branch, but modifiers in Vietnamese, they are behind the core words which shows that Vietnamese belongs to the right branch. All the three languages have one thing in common, whether they are on the left or on the right branch, in which modifiers have the closest relationship with the core words that will stand nearest to them. Other modifiers that have a non-intimate relationship with the core words will stand further away from them. Thus, mastering this feature of the three types of languages will help in language teaching and learning.
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 107-112; doi:10.32996/jeltal.2021.3.6.15

It has been commonly recognized that many Vietnamese students encounter difficulties in communicating and speaking the English language. This study aims to explore the problems influencing university students’ performance in learning English speaking skills. The author carried out this research by surveying 178 English-majored freshmen at Ho Chi Minh City University of Food Industry. The findings from the analyzed quantitative data revealed that the respondents’ difficulties mainly came from internal factors. The internal factors were categorized into five main aspects: overuse of L1, weak listening and pronunciation, lack of topical knowledge and ideas, shyness and nervousness, and fear of mistakes and criticism. Some other external factors having less impact on the students’ speaking performance involved practicing time, the content of the topics, IELTS-oriented speaking tests, and lecturers’ support. This study was expected to help students overcome their internal problems and suggest some recommendations to minimize the undesirable effects of negative factors.
Pham Ngoc Son
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 32-41; doi:10.32996/jeltal.2021.3.6.5

The aim of this paper is to figure out the difficulties the students of Bachelor of Business English in Ho Chi Minh City University of Food Industry (HUFI) face in commercial correspondence. During the 4th semester of Bachelor of Business English, students in HUFI study the course of commercial correspondence. The major barrier for these students is their inability to use terminology and syntax correctly. For this purpose, data were collected from 100 students from two Business-English-majored classes in HUFI using timed Grammaticality Judgment Tests proposed by Ellis, R. (2005). The results showed that most students were not familiar with terminology commonly used in commerce; they failed to use formal English language syntax in their correspondence writing. In the post-test interviews, students shared that they were not equipped with enough terminology used in commerce, and it was so complicated to use grammar correctly in commercial correspondence. The findings in this paper may serve as a foundation to figure out factors that need to be considered when designing materials and teaching business English.
Le Vu Ngan Ha
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 26-31; doi:10.32996/jeltal.2021.3.6.4

It is undeniable that most students learning English as a foreign language at universities face many problems. This study was conducted to explore some reasons that impact HUFI students low English Learning. The subjects of this quantitative research were the third-year students in two classes—each respondent listed 10 reasons why students are poor in English performance. The study's findings revealed some primary factors, including firstly, the majority students stated that they were not confident enough to use English in class because of shyness and concern about making mistakes. Second, students lack fundamental knowledge and skills. Third, students do not have opportunities to practise English with native teachers because of big size classes. Fourth, students are not satisfied with some teachers’ teaching methods. Last but not least, students are not well-motivated, encouraged and instructed to apply some effective learning strategies.
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