Journal of English Language Teaching and Applied Linguistics

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EISSN : 2707-756X
Total articles ≅ 104
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Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 01-08; https://doi.org/10.32996/jeltal.2021.3.12.1

Abstract:
The purpose of this study was to investigate the erroneous use (misuse) of homographs among EFL learners of the College of Foreign Languages to determine the misuse of homographs among EFL learners, find out the ability of EFL learners to distinguish homographs, and enrich learners with different usage of some words included in the homographs. The sample of the study consisted of 30 participants, 15 each of male and female students, randomly selected from 7th – 8th levels of the College of Foreign Languages in Albaha University, Kingdom of Saudi Arabia. The participants were assigned to (2) different experiments. A homograph definition was given to them at the beginning of the experiments to make sure that they were equivalent and homogenous. Two different tests were undertaken by the students and the results were obtained. The findings revealed a significant deficiency of students in the first experiment in which they were required to give multi-meanings for each homographic word. This led to the conclusion that there is a serious learning problem as seen in the students’ competence and performance.
Bushra Wahid Ali, , Rabaa Said Mohamed Aljngawi
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 17-22; https://doi.org/10.32996/jeltal.2021.3.12.3

Abstract:
This study investigates why Arabic researchers do not employ English references and citations in their studies. Even though many colleges and universities teach English in their undergraduate and postgraduate stages, Arabic researchers face real challenges in using English language references. This is due to apparent weakness in their English language competency, and teaching, learning, and assessing at schools, colleges, and universities. As a result, graduates with poor English language skills from colleges and universities with various scientific credentials and specialties, particularly the humanistic specialization, are produced. This, in turn, has a significant impact on the quality of the research and studies they perform both before and after graduation. This weakness is also due to their independence and general ignorance of the English language, so they rely primarily on Arabic references, rarely using English language references. As a result, they miss out on a significant amount of information, valuable studies, significant research, and a vast amount of scientific areas. The study data consisted of 76 Arabic journals to determine to what extent Arabic researchers employ English references in their studies compared to Arabic ones. The findings revealed that the researchers depend on Arabic references when they do their research. Indeed, this will impact the overall quality of Arabic research and development, resulting in a frail motivation towering over the world's correspondences. Some recommendations were made to develop remedies and enhance researchers in the Arab world.
Thanh Diem Dang, Thi Thu Han Mai, Thi Lien Nguyen
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 45-51; https://doi.org/10.32996/jeltal.2021.3.11.6

Abstract:
His article presents the results of a study designed to measure the evaluation of learners on an online English course. A survey questionnaire was distributed to 20-course attendees, who are tourism workers in Ninh Binh province. The results of the survey reveal learners’ positive attitudes towards (1) the course content, (2) the course approach, (3) the course materials, (4) the course management, and (5) the perceived course outcomes. Besides, semi-structured interviews were carried out to pinpoint the difficulties learners encountered throughout the course. Based on the preliminary analyses of this questionnaire form, suggestions for a more efficient application of this online course are proposed.
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 52-64; https://doi.org/10.32996/jeltal.2021.3.11.7

Abstract:
The objective of this research is to reveal the application of the Cooperative, Integrated Reading and Composition (CIRC) method to increase the reading comprehension of Indonesian EFL learners at junior schools. The CIRC method is one of the teaching methods that English teachers adjust to encourage their students to learn reading comprehension (Gupta & Ahuja, 2015); Zarei, 2012). One reason the researcher investigates reading is in the late time, the EFL learners are very less to spend their time on their reading habits (Derinalp, 2021). The EFL learners are very less to spend their time on their reading habits (Fan, 2016). Reading comprehension is one of the important skills of a language. Much information from the text form problematic issues (Riazi, 2017). It needs a complex skill to acquire this language skill. Therefore, the language learner who concerns with transforming information must prepare a strategy to work. This research applied a quasi-experimental method with a non-equivalent control group design. This study took the junior high school students in Parepare, Indonesia, as its subjects. Two groups of students were involved in the study, one as an experimental group and one as the control group. The data were collected using a comprehension test of the reading content. Management of analytical data was tested by the t-test and the accumulation of the percentage value. The results showed that CIRC improves the reading comprehension of Indonesian junior high students.
, Rosalva Quito, Louis Macías
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 11-31; https://doi.org/10.32996/jeltal.2021.3.11.3

Abstract:
Reading represents a significant skill for knowledge acquisition. Nevertheless, many people cannot read properly, which may entail a serious limitation to their study, work, or other aspirations. The purpose of this research work is to determine the reading comprehension level and reading speed of English language students at the University of Cuenca, Ecuador, as well as the impact of sociodemographic factors and the use of reading strategies on these levels. The participants were 400 students who were taking English courses during September 2019 to February 2020 semester. The students completed a questionnaire on sociodemographic factors, took reading tests to determine their reading speed and comprehension, and then completed another questionnaire on reading strategies. The results show a high level of reading comprehension in English but a below-average reading speed, in part due to certain external factors. Given these results, research-based intervention is highly recommended to improve reading levels.
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 39-44; https://doi.org/10.32996/jeltal.2021.3.11.5

Abstract:
During the covid 19 pandemic, online learning, and its terms are not strange things in East Nusa Tenggara. The establishment of Learning from home was started from March to June 2020 to prevent the spread of Covid-19. This research is a case study of eleven English teachers who serve in certain areas around East Nusa Tenggara; five teachers of Senior High School/Vocational School, five teachers of Junior High School, and one Elementary School teacher. Its purpose was to describe the methods in the English teaching-learning process in a pandemic situation. The data of this descriptive study were obtained through WhatsApp non-facial interviews and analyzed by reducing and categorizing similar results. The results showed that the teachers applied two methods, both offline and online. From March to June 2020, the teachers managed their classes in the online process by using some applications. Whereas, in the Uneven Semester 2020-2021, the safe areas return to face-to-face learning in limited learning duration. The most prominent obstacle in online learning was the limitation of gadgets since the students did not have adequate tools. Financially, parents' income has decreased for they could not meet the needs of internet data packages. Students who returned to their hometown also experienced problems regarding network services. These conditions cause more obstacles to teachers in managing online classes. Therefore, teachers implemented several strategies to solve these obstacles by creating a WhatsApp group or arranging them into small groups based on their locations and there were students with smartphones to browse for materials or send the assignments. In addition, students were allowed to consult and collect the assignments at school based on scheduled agreements. The situation continues to Even Semester 2020-2021 and gradually turned to limited face-to-face meetings at school in the Uneven Semester 2021-2022.
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 07-10; https://doi.org/10.32996/jeltal.2021.3.11.2

Abstract:
There is no doubt that agism is an important topic of study, especially in academic circles, as we aim to build towards a more inclusive and equitable environment for those whom we benefit. In the succeeding annotated bibliography, a list of resources that can aid in the teaching of aging to undergraduates, particularly, although not exclusively, in the context of general education or humanities coursework, and specifically, in the discipline of composition studies is put forward. These resources include content on why agism is important as a topic, its importance in the university classroom, and ideas as to how this can be done most effectively. To achieve this, this annotated bibliography draws from evidence in research related to gerontology, educational psychology, and social justice pedagogy, amongst other areas. It is hoped that this paper can serve as a guide to academics interested in educating and empowering their students to become more aware of this major form of discrimination
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 32-38; https://doi.org/10.32996/jeltal.2021.3.11.4

Abstract:
It is the dream and aspirations of every nation to achieve development. Hence, the policies and laws of any nation whether developed or developing is geared towards achieving development in every sector. To promote socio-economic development globally, the United Nations Sustainable Development Goals were signed (SDGs). The SDGs are the seventeen goals set and signed by the 193 UN member nations in 2015 and agreed to be achieved by 2030. They represent a shared commitment by all member countries of which Nigeria is one to promote and ensure inclusive and equitable quality education and life-long learning opportunities for all, good health and well being for all, gender equality and empowerment of women and girls among other time-bound goals through partnership. Before the SDGs were the eight Millennium Development Goals which were signed in 2000 by 189 heads of state to eradicate inter alia hunger and poverty, diseases, gender inequalities etc. Four years after the 2015 target of the MDGs and four years into the SDGs 2030 target, there is still gender disparity in access to quality education between the boy-child and the girl-child in favour of the former in many countries including Nigeria. This paper therefore examines and tries to find answers to the following questions: (a) how do respondents perceive girl-child education? (b) What factors pose the greatest challenge to gender parity in access to quality education and training in Nigeria? The paper concludes with cogent recommendations.
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 01-06; https://doi.org/10.32996/jeltal.2021.3.11.1

Abstract:
The institutionalization of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines through the Department of Education order no. 74. series of 2009 outlining aspirations for a culture-centered mother tongue-based instruction is positioned to focus on the acquisition of language content and allow the learners to experience a theoretically based, well-planned educational program that provides a strong foundation for literacy using the cognitive skills and comprehension of academic content from day one. However, the dynamic process of teaching and learning brought many factors contributing to the implementation of the program as the key language policy of the Philippines. With this, the researcher examined the extent of program implementation through the use of qualitative and quantitative data. The study employed validated and standardized survey instruments and used Statistical Package for the Social Sciences (SPSS) to analyze the gathered data, and it applied descriptive analysis to determine the level or degree of implementation. Also, the perspectives of language teachers were taken into account to ensure a better view of the panorama as they are the end-users. Findings suggested that (1) the policy has been implemented to a great extent by the teachers; teachers have a good grasp of the program. Also, (2) teachers are providing relevant and responsive delivery of instruction in order to capitalize the learner's capability.
Journal of English Language Teaching and Applied Linguistics, Volume 3, pp 09-15; https://doi.org/10.32996/jeltal.2021.3.10.2

Abstract:
In the late 1970s, linguists such as George Lakoff, Mark Johnson, and Michael Reddy began to realize that metaphor was extremely common and related to thought and action. Indeed, they claimed that “our conceptual system…is fundamentally metaphoric in nature” (Lakoff and Johnson, 1980). Owing to this, metaphor is used in all-out endeavours: socially, economically, politically, etc. From this perspective, this paper analyzes the use of metaphor in a corpus of speeches delivered by a prominent figure in Ghanaian politics. This is none other than one of the pioneers of African emancipation, the former and first president of the Republic of Ghana Dr. Kwame Nkrumah, in his fight for Independence for Ghana and African unity. It portrays the use of metaphor as a powerful tool to convey information, thereby making it more convincing to serve its intended purpose. It also reveals how Dr. Kwame Nkrumah (Ghana’s first president) used rhetoric to achieve his political aims. It unravels the metaphors used in his speech delivered on 10th July 1953, which is collected from samples of his speeches published online. Secondly, this paper adopts the use of MIPVU (which is a systematic and transparent procedure for identifying linguistic metaphors). It achieves inter-coder reliability and does not identify conceptual metaphors. By adopting MIPVU, lexical units of the sentences will be examined and then the contextual meaning of the unit will be established to determine more basic meaning. If the contextual meaning contrasts with the basic meaning but can be understood in comparison with it, then the unit will be marked as a metaphor. When the metaphor was identified, I used critical discourse analysis (CDA) methodology for data analysis. This paper's findings clearly demonstrate that the metaphor is predominant in political discourse and can actually trigger social action.
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