Journal of English Language Teaching and Applied Linguistics

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EISSN : 2707-756X
Total articles ≅ 133
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Journal of English Language Teaching and Applied Linguistics, Volume 4, pp 10-23; https://doi.org/10.32996/jeltal.2022.4.3.2

Abstract:
Previous studies showed that educational context factors like schools could influence the English proficiency of students. One of the greatest predictors of proficiency among language learners is the type of school they are attending – either public or private. Empirical data also suggested that English proficiency had an impact on students’ performance in science and math courses. Hence, this study examined which type of senior high school (SHS) – public or private school – could produce more proficient students in using the English language. The data gathering process focused on SHS students from both public and private schools, who were enrolled in the academic track of Science, Technology, Engineering, and Mathematics (STEM). The study investigated their English proficiency and looked into their profile variates; the difference in their English proficiency in terms of grammar, vocabulary, and reading comprehension, which turned out to be significant whether they were in a public school or private school; the relationship between their English Proficiency and the type of school they attended which was also significant; and the relationship between their English proficiency and their academic performance in English courses which was found to have nothing to do with the former.
Lanlan Shi
Journal of English Language Teaching and Applied Linguistics, Volume 4, pp 01-09; https://doi.org/10.32996/jeltal.2022.4.3.1

Abstract:
Semantic and functional transformation of words is a common feature of all languages and has been one of the hot topics in language research. Being a common word in modern Chinese, “si” (death) has gone through the process of semantic transformation many times and has had multiple meanings. Previous researches mainly focus on the classification of various meanings of “death”, the differences and characteristics of the meaning of “si” (death) in different syntactic positions, and the intuitive research on the causes and paths of semantic transformation, but the latter is not systematical. In order to solve the problem, cognitive linguistics has put forward prototype category theory to find out the general rules of semantic and functional transformation. Prototype category theory emphasizes the motivation of the semantic transformation of words when guiding us to study the semantic transformation of words. Our study finds that the relationship between the new meanings derived from semantic transformation and the original meaning of “si” (death) can be reasonably explained by the prototype category theory in cognitive linguistics. This discovery proves from the reverse side that the prototype category is the main way of semantic and functional transformation of Chinese words, which fully demonstrates that the semantic and functional transformation of Chinese words conforms to the cognitive law of human beings, having strong motivation.
Amal Abdelsattar Metwally, Dalal Mahmoud Elgemei
Journal of English Language Teaching and Applied Linguistics, Volume 4, pp 73-85; https://doi.org/10.32996/jeltal.2022.4.2.7

Abstract:
The present paper is a corpus-based study that proposes a collocational criterion to computationally identify metaphor with special reference to metaphor in the Ever-Glorious Qur'ān. The study draws on studies on metaphors in the Ever-Glorious Qur'ān, the conceptual theory of metaphor (1980), studies on collocations as well as computational studies of metaphor, in general, to finally arrive at a collocational marker for metaphoricity toward a computational identification of metaphor in the Ever-Glorious Qur'ān. The study adopts a quantitative as well as a qualitative approach in investigating and analyzing metaphors in the corpus to contribute to the input of computer software for identifying metaphor candidates (i.e., lexical items that are likely to have been used metaphorically). The corpus of the study is two surahs from the Ever-Glorious Qur'ān, namely Sūrat Yūsuf and Sūrat Ar-Rā’d. The manual identification of metaphors on the two Sūrahs of the study is achieved by referring to authentic exegeses of the Ever-Glorious Qur'ān and interpreting the meanings of the Ever-Glorious Qur'ān. The paper ends by suggesting a collocational marker for metaphors in the Ever-Glorious Qur'ān, which could be adopted and applied to other corpora.
Journal of English Language Teaching and Applied Linguistics, Volume 4, pp 95-101; https://doi.org/10.32996/jeltal.2022.4.2.9

Abstract:
This study aims at examining the attitudes of English as a foreign language undergraduates’ towards learning basic writing skills through using Blackboard at the University of Tabuk for the academic year 2022/2023. The sample included 30 undergraduates selected purposively. It was distributed over two groups each 15 undergraduates (experimental and control groups). The theoretical framework of the study was based on Tubaishat and Lansari‘s (2011) Model of E-learning. The researcher used SPSS (Version.26) for data analysis. Findings showed statistically significant differences at level (0, 05) for the means of the achievement test for the two groups in favor of the experimental group that was taught using blackboard. Also, findings revealed statistical significance differences at level (0, 05) in developing the correlation between English as foreign language undergraduates towards basic writing skills as a result of the use of blackboard. This research recommends that the blackboard be activated in teaching all the subjects because of its positive effect on the achievement of the faculty members and developing their attitudes towards teaching English as a foreign language.
Ngoc Nguyen
Journal of English Language Teaching and Applied Linguistics, Volume 4, pp 125-139; https://doi.org/10.32996/jeltal.2022.4.2.12

Abstract:
The goal of this study is to see if there is a link between the usage of metacognitive reading strategies by non-English major students and their reading comprehension performance. This research was conducted at Dong Nai Technology University with 70 students ranging in age from 19 to 22 years old. Both quantitative and qualitative data were used in the investigation. These students were asked to complete a TOEIC reading test to assess their reading ability, followed by the Metacognitive Awareness of Reading Strategies Inventory (MARSI) (Mokhtari & Reichard, 2002) to assess their metacognitive use. Semi-structured interviews with four high scorers and four low scorers from the sample were used to acquire qualitative data. The findings demonstrated that students' metacognitive reading strategy use is at a moderate level, and the most frequent and least frequent strategies that they used are Problem-solving and Global strategies, respectively. Additionally, it found that more proficient readers used metacognitive strategies more frequently, more successfully, and more appropriately than less proficient readers and vice versa. Some qualitative results were also mentioned. The results of the study have some implications for both teachers and students to employ appropriate metacognitive reading strategies in second language acquisition.
Journal of English Language Teaching and Applied Linguistics, Volume 4, pp 86-94; https://doi.org/10.32996/jeltal.2022.4.2.8

Abstract:
This research study investigated the attitudes and motivation toward English language learning in senior high schools using Accra Senior High School as a case study. The study employed a quantitative approach using descriptive-correlational design to investigate the relationship between students’ motivation and attitude in the learning of the English language toward their English language achievement. This study adopted a questionnaire to gather data from 100 English students and 5 English teachers who were randomly selected through a simple random and convenience non-probability sampling technique. The findings revealed that students are instrumentally driven to learn the English language in comparison to integrative and personal motivation. The majority of the students indicated they learn English because they need it for their studies. The majority also indicated they learn English because it makes it easier to contact English-speaking people and get a well-paid job. Second, students' attitude towards the learning of the English language was found to be positive. The study revealed students were very interested in speaking the English language. The teachers attested to this and revealed students take active participation in class and make an effort to speak English. Lastly, there existed a moderate positive and statistically significant correlation between English learners' motivations (r = .45) and attitudes (r = .35) towards the English language with their English performance. It was concluded that as English learners’ motivations and attitudes in learning the English language grow, their English Performance improves. In addition, there existed a strong positive correlation between English learners' motivations in the English language and their attitudes towards the language. This implied that learners' motivation in learning English had an influence on their attitude towards the English language. The study recommends that instructors or teachers should assist in the creation of an environment that is favourable to reducing feelings of nervousness or shyness.
Lin Yi
Journal of English Language Teaching and Applied Linguistics, Volume 4, pp 01-10; https://doi.org/10.32996/jeltal.2022.4.2.1

Abstract:
Conflict talk, also known as controversial discourse, is a kind of confrontational communicative behavior arising from differences between two or more parties in views, interests and desires. This study regards conflict talk as a kind of compound speech act. Based on the observation and interpretation of the linguistic data, this study mainly collects the conflict talks between couples in the American sitcom Modern Family and adopts both qualitative and quantitative approaches to analyze the pragmatic characteristics and pragmatic functions of the conflict talks between American couples from the perspective of locutionary act, illocutionary act, perlocutionary effect on the theoretical basis of the speech act theory. The research verifies the feasibility of speech act theory in analyzing conflict talks between couples in Modern Family. It helps us to understand conflict talks between couples from the point of pragmatics better.
, Tran Trung Nghia, Pham Hong Thy, Ha Thi Yen Nhi
Journal of English Language Teaching and Applied Linguistics, Volume 4, pp 102-112; https://doi.org/10.32996/jeltal.2022.4.2.10

Abstract:
This study focuses on the influences of self-efficacy beliefs in English learning between male and female university students. There was a total sample of 128 university Non-English majors from Dong Nai Technology University in Bien Hoa city. The quantitative component used a questionnaire asking about students’ background and their self-efficacy beliefs in learning English. Ten students were individually interviewed to be able to clarify the reasons that affected their self-efficacy beliefs and their English performance. T-test was used to find out the gender differences in self-efficacy level and English achievement degree. The result showed that there was a positive relationship between self-efficacy and achievement. Differences between male and female students in their confidence levels and English learning performance were found. The thesis finishes with a set of recommendations for teachers to pay attention to the importance of self-efficacy because it influences learning English achievement.
Pham Minh Thu Ngo, Thi Yen Nhi Ha
Journal of English Language Teaching and Applied Linguistics, Volume 4, pp 51-167; https://doi.org/10.32996/jeltal.2022.4.2.14

Abstract:
In recent years, due to the remarkable explosion of the Internet and technology as well as the globalization orientation, language teaching has witnessed many new and innovative teaching methods and materials in ESL classrooms. Many teachers have taken advantage of this trend and made the language classroom more attractive with visual aids and interactive teaching methods using technology. Moreover, besides traditional classroom contexts with textbooks, instructors or teachers, whiteboards, and markers, learners themselves nowadays have better access to many other channels of language learning, such as Youtube, one of the most internationally popular platforms, Netflix, BBC, Ted Talks, the news, radio podcasts, etc. where they can actually learn the language as well as an approach to the content they want at their own homes. In fact, it is undoubtedly true that in recent days, it is very difficult to find a teenager or young adult without a smartphone or Internet access, and young Vietnamese students are not excluded. The sharp increase of high school and university students who own a Youtube or Netflix account and the amount of time they spend watching TV shows, viral video clips, soap operas, or movies every day made the researcher wonder if we could use these endless captivating sources of materials to actually enhance learners’ motivation and listening ability in Vietnamese ESL classrooms.
, Mohammed Moubtassime
Journal of English Language Teaching and Applied Linguistics, Volume 4, pp 53-66; https://doi.org/10.32996/jeltal.2022.4.2.5

Abstract:
This study seeks to investigate the effect of the flipped classroom model on university students’ writing proficiency. To evaluate the state of the art in the Moroccan context, this study utilizes a pre-test/post-test quasi-experimental design with control groups. The sample of this research consists of (148) first-year university students enrolled in the department of English studies. This sample is divided into experimental and control groups to meet the objectives of the research design. For the purpose of data collection, this study uses a pre-test and a post-test of writing achievement. The data collected for this research is analyzed using independent samples t-tests. The findings of this study disclose that the flipped classroom model has a significant positive impact on students’ paragraph-writing skills in general and on the writing of most of the paragraph’s constructs in particular. The findings of this study suggest that English language teachers need to adopt student-centered teaching/learning models that integrate face-to-face with online learning modalities in order to improve students’ writing proficiency.
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