Journal of Contemporary Language Research
Journal of Contemporary Language Research or JCLR (ISSN: 2980-8065) is a reviewed quarterly publication concerned with different aspects of applied linguistics, language teaching and testing, and translation. JCLR is a venue for studies that demonstrate sound research methods and a theoretical base with a visible practical application which can be generalized. The scope of JCLR includes the following fields: Teaching English as a second or foreign language, English language teachers’ training and education, Language teaching methodologies, Pedagogical techniques, Classroom-centered research, Cross-cultural studies, Testing and evaluation, Applied linguistics, Language and culture. The DOI prefix code of the journal is 10.58803/JCLR. JCLR publishes articles quarterly in March, June, September, and December. Journal Name: Journal of Contemporary Language Research Journal Initials: JCLR Journal Abbreviation: J. Contemp. Lang. Res. ISSN: 2980-8065 Publisher: Rovedar DOI Prefix: 10.58803/JCLR Frequency: Quarterly ------------------------------------------------ Journal Statistics Average time to preliminary assessment: 10 days Average time to review: 28 days Average time to publish: 42 days Submissions: 19 Accepted articles: 10 Acceptance rate: 52% Accepted Articles Published for Free: 50%
The mediating role of goal orientation in the relationship between intercultural sensitivity and speaking performance in EFL learners
Introduction: Although research on intercultural awareness in language learning studies has generated substantial literature, particularly on individual differences such as motivation and willingness to communicate, no comparable attention has been equally directed at achievement-related constructs such as goal orientations in relation to intercultural sensitivity and learning outcomes. In this vein, this study aimed to explore this under-researched area by focusing on goal orientation as the primary source of learner variance. Not only did it seek to examine the correlation between goal orientation and one’s intercultural disposition, but it also sought to verify whether such an association might well have a significant bearing on one’s learning outcomes. Methodology: The experimental process began by administering psychometric tests to 212 intermediate-level English learners, of whom 19 participants took part in two rounds of a speaking performance task. The selection of the latter, being the best scorers on the two goal profiles, was justified by the testing nature of the empirical course. The main participants were clustered into low-Mastery/high-Performance and high-Mastery/low-Performance groups, and their intercultural sensitivity level was determined based on a validated 15-item scale. The experimental procedure drew on interview tasks, led with native and non-native interlocutors, and considered repeated measures of fluency and complexity to account for how both goal and intercultural variables jointly shaped oral performance. Results: The findings attested to the systematic relationship between one’s goal orientation and their level of intercultural sensitivity. Moreover, there was a significant effect of such an association on participants’ processing biases. Conclusion: Building on these results, it is suggested to consider individual differences in any future research and curricular effort when it comes to intercultural awareness.
Copyright (c) 2025 Journal of Contemporary Language Research https://creativecommons.org/licenses/by/4.0
Rethinking L2 Japanese Writing Assessment: Comparing Holistic and Analytic Rating among Persian-Speaking Learners
Introduction: Writing assessment in Japanese as a second language has traditionally relied on holistic approaches, yet questions remain about whether analytic methods provide more diagnostic information for diverse learner populations. This study aimed to compare holistic and analytic assessment methods in evaluating Japanese compositions written by Persian-speaking learners, examining which linguistic components best predicted overall writing quality. Methodology: Thirty-six Persian-speaking Japanese learners at intermediate proficiency level enrolled at the University of Tehran wrote 400-character compositions on assigned topics. Participants included students from both the Department of East Asian Languages and Literatures and the Japanese Language Institute Public Program. Four experienced Japanese language instructors evaluated each composition using both holistic and analytic rubrics. The holistic rubric employed a single-score approach, while the analytic rubric assessed five components: vocabulary, grammar, content, organization, and mechanics. The study conducted Pearson correlation analyses and multiple regression analyses to examine relationships between scoring methods and identify predictive components. Results: Analysis revealed a strong correlation between holistic and analytic total scores), validating both assessment approaches. Among analytic components, vocabulary emerged as the strongest predictor of holistic scores, followed by content and grammar. Organization and mechanics demonstrated non-significant predictive power. Learner surveys indicated that 65% of participants preferred analytic assessment due to clearer diagnostic feedback for improvement. Conclusion: Vocabulary proficiency served as the primary driver of perceived writing quality among Persian-speaking Japanese learners, challenging traditional grammar-focused pedagogies. Analytic assessment methods provided superior diagnostic value for learners from non-kanji countries in second language Japanese contexts, offering clearer pathways for instructional intervention and learner development.
Exploring Blending in the Morphological Construction of Native Brand Names in Eastern Nigeria
Introduction: This study investigates blending as a creative morphological strategy in brand name formation and examines the factors that motivate its use. Methodology: Drawing on Dressler’s (1987) Natural Morphology Theory, it highlights both the natural and innovative dimensions of blending in brand naming. Following Mathew’s 1974 model and Mattiello’s (2013) model, the analysis applies two main classification systems: word class and morphological structure. The word class classification includes brand names formed from Igbo nouns and verbs, combinations of loanwords and Igbo terms, English nouns and verbs, pseudo-morphemes, adjectives, and translated forms. The morphological classification distinguishes among morphotactical blends (total and partial), morphophonological blends (overlapping and non-overlapping), and morphosemantic blends (attributive and coordinate). Data were collected from the Onitsha Relief Market, Anambra State, Nigeria. Results: The analysis reveals that morphophonological blends are the most iconic among the identified types. Blending in the data demonstrates both creative and adaptive linguistic tendencies, reflecting natural morphological processes. The findings indicate that blending in brand naming functions primarily as a creative linguistic process rather than a productive one. Conclusion: In conclusion, the use of blending is motivated by phonological/graphological, morphological, and semantic considerations, showcasing the dynamic interplay between linguistic innovation and communicative intent in brand creation.
Harnessing the Power of Corpus Linguistics in Language Education: A Student-Centered Approach
Introduction: Corpus linguistics (CL) has emerged as a valuable approach in language education, yet skepticism persists among future foreign language teachers regarding its necessity and effectiveness. This study investigates whether hands-on experience with corpora and natural language processing (NLP) tools can shift pre-service teachers’ perceptions and enhance their appreciation for corpus-based methods in language teaching. Methodology: A structured teacher-training course was implemented, during which participants created their own corpora and utilized NLP tools to develop teaching materials. Pre- and post-course questionnaires were administered to assess changes in attitudes towards CL. The chi-square tests were used to analyze the significance of the collected data. Results: Findings indicated a significant positive shift in perceptions. Engagement with CL tools led to increased appreciation for data-driven methodologies, with participants expressing a greater likelihood of incorporating these tools into their future teaching practices. The chi-square analysis confirmed the statistical significance of these changes. Conclusion: Practical engagement with CL and related technologies can effectively address initial skepticism among teacher trainees. These results advocate for the inclusion of CL components in teacher training curricula to promote innovative, data-driven language teaching practices and bridge the gap between skepticism and effective application.
Academic Achievement in EFL Learners: The Role of Emo-Sensory Intelligence, L2 Ego, and Class Attendance
Introduction: Although psychological and affective variables are known to influence second language learning, limited research has examined the predictive role of emo-sensory intelligence, L2 ego, and willingness to attend class in the academic achievement of intermediate EFL learners. Purpose: This study aimed to investigate these associations and explore students’ perceptions of how these factors affect their academic performance Methodology: The study followed an explanatory sequential mixed-methods design. In the quantitative phase, 206 university-level EFL learners were selected through convenience sampling. Participants completed three validated instruments assessing emo-sensory intelligence, L2 ego, and willingness to attend class. In the qualitative phase, six students were purposively sampled for semi-structured interviews to gain deeper insight into their academic experiences. Quantitative data were analyzed using Pearson product-moment correlation and multiple regression analysis to examine relationships and predictive power. Qualitative data were coded thematically, and inter-coder reliability was calculated to ensure consistency in theme identification. Results: Pearson correlation analyses revealed significant positive relationships among all three psychological constructs and academic achievement. Multiple regression analysis identified willingness to attend class as the strongest predictor of academic performance. Thematic analysis of interview data, supported by high inter-coder reliability, yielded seven recurrent themes: emotional challenges, instructional methods, sensory appreciation, emotional feedback, classroom attractiveness, learner energy, and stress. Conclusion: Findings highlighted the importance of psychological engagement and emotional resonance in language learning. This study sheds new light on how psychological traits including emotional and neurological support from teachers in the classroom impacts student engagement and learning.
Rhetorical Move Structure in Corporate Annual Reports: Comparing Saudi and American Move Structures
Introduction: This study applied genre analysis to Saudi and American corporate annual report introductions to examine rhetorical moves, communicative purposes, and discourse structures across banking, energy, and digital sectors. Therefore, the current paper aimed to establish a model for rhetorical moves structure for the corporate introduction, bridging academic research and professional practice and addressing gaps in genre studies. Methodology: A mixed-method approach was employed, consisting of a more than 200,000-word corpus analysis and six expert interviews to address the research objectives. Results: The findings indicated a four-move rhetorical structure in annual report introductions, including setting the scene, market positioning, expressing gratitude, and looking forward, across three industries in Saudi Arabia and the U.S. and outlined cultural differences between discourse communities. Conclusion: This study analyzed corporate annual report introductions across three industries in two countries over five years, identifying a flexible four-move structure shaped by industry and cultural factors, providing insights for corporate writers and discourse researchers.
Towards Translation Practices in Traditional Chinese Medicine from the Perspective of Skopos Theory
Introduction: Traditional Chinese Medicine (TCM) is an integral part of China’s cultural heritage. Most existing studies focus on the translation of ancient TCM texts into foreign languages, while there is scarce research on translating the works of foreign scholars into Chinese. Therefore, the current research aimed to facilitate the intracultural translation of Chinese cultural texts originally written in English back into Chinese by examining practical examples from the aforementioned translation. Materials and methods: Guided by the Skopos Theory, the present study analyzes and discusses the translation principles and techniques utilized in the Chinese version of 88 Chinese Medicine Secrets by Angela Hicks, at the lexical, syntactical, and discoursal levels. Results: The findings highlight the importance of selecting contextually appropriate terminology to ensure accurate information transmission. Adjustments to sentence structures are necessary to align with the expression habits of the target language. Additionally, context plays a vital role in language comprehension, reflecting a perceptual, experiential, and practical discourse awareness. Conclusion: To effectively inherit and promote Chinese medicine culture, TCM translators should adhere to the principles of the Skopos Theory—specifically the Skopos rule, coherence rule, and fidelity rule—throughout the translation process.
Perceived Language Proficiency and Autonomous Motivation as Predictors to Perceived Communicative Competence in English
Introduction: The current study, following a sequential mixed-methods design, mainly aimed at investigating the possible predictors of perceived communicative competence (PCC) in English in perceived language proficiency (PLP) and autonomous motivation to learn English. Methodology: In doing so, 204 homogeneous university English-major students participated in this study based on convenience sampling, and a pool of six students joined the interview sessions based on purposive sampling. The Pearson product-moment correlation coefficient and the multiple regression were conducted to analyze the data. Results: The results obtained from the Pearson product-moment correlation coefficient confirmed that there was a medium, positive correlation between PLP and PCC in English, and also between autonomous motivation to learn English and PCC in English. Moreover, it was found that PLP was the best predictor of PCC in English. Following inter-coder reliability, the commonalities emerged from the students’ responses to the interviews yielded seven common themes, entailing good sense, desire to learn, participation, engagement, disengagement, teacher support, and ability to communicate fluently. Conclusion: The study yielded deeper insight into the effective role of factors, such as good sense, desire to learn, participation, and engagement in enriching their PLP and PCC. At the end, some practical implications are suggested for EFL learner and teachers.
Copyright (c) 2024 Journal of Contemporary Language Research https://creativecommons.org/licenses/by/4.0
Rhetorical Structures of Abstracts Written for TESOL International Conferences
Introduction: The current research aimed to investigate rhetorical move structures in abstracts written for TESOL international conferences by non-native speakers of English. Methodology: Sixty abstracts were collected from Vietnamese and Thai proceedings published by three universities. These abstracts were written for the TESOL conventions in the period 2018-2019. The study used the five-move scheme (I-P-M-R-D) adapted from Pho’s (2008) framework for move analysis with the assistance of the automatic text analysis and move occurrences soft wares AntMover and AntConc. Results: Results from the study showed that Methodology, Result, and Purpose sections played vital parts in abstract writing while Introduction and Discussion seized small portions in the corpus. While writing abstracts for TESOL conventions, the Method section is frequently repeated or embedded in the 60 target abstracts of the present study. The present study also indicated that the authors writing papers for TESOL conferences did not strictly follow the five-move sequence as expected due to word limitation and face-to-face mode of paper presentations at conventions. Non-linear move patterns were also recognized that are aligned with the findings of previous research studies. Conclusion: The findings of this study revealed that the abstracts written for TESOL international conferences in this research have followed the P-M-R order of an abstract rhetorical structure. This study's findings on rhetorical structures could be of great assistance in helping novice writers in composing well-structured abstracts for TESOL conferences.
Analyzing Thematic Structures in Queen Elizabeth II’s Christmas Speeches
Introduction: Political speech plays an important role in connecting various segments of society and fostering a sense of unity. This study aimed to investigate theme structure and thematic progression patterns in a collection of twenty Christmas speeches delivered by Queen Elizabeth II. Methodology: A corpus of 711 T-units was analyzed using a mixed-methods research design. Halliday’s (2014) thematic structure approach and Daneš’ (1974) thematic progression model were employed as frameworks for this study. Results: The research findings indicated that the topical theme was the most frequently utilized type, followed by a moderate usage of textual theme, while interpersonal theme was the least applied. Moreover, a predilection was shown towards unmarked themes over marked ones to enhance simplicity. The findings revealed that the predominant employed thematic pattern was the constant pattern, followed by the linear pattern to a slightly lesser degree, whereas the split pattern was scarcely utilized. The integration of these patterns yielded a harmonious flow of information and a cohesive arrangement for the textual composition. Conclusion: The analysis of theme structure and thematic progression patterns from 2001 to 2021 revealed that the Queen exhibited a consistent pattern of theme structure usage, while the usage of thematic progression varied depending on the topics addressed in each speech. These results along with other further investigations may be beneficial in training political sciences students, future politicians and public speakers.
Multimodal Analysis of the Public Opinion Response Discourse on Government New Media
Introduction: In the era of "Internet +," government new media plays an indispensable role in guiding positive public opinion. Despite the implementation of China’s Double Reduction policy, some local governments' responses to public opinion still need improvement. This study aimed to investigate the characteristics and patterns of the verbal and visual modes in public opinion response discourse on government new media and provide suggestions for these platforms to handle public events more effectively. Methodology: This study was conducted using multimodal analysis of 68 microblogs responding to the Double Reduction policy from the official Weibo of People’s Daily, Xinhua News Agency and CCTV News. Based on the systemic functional grammar and visual grammar, this research explored the verbal mode in terms of ideational, interpersonal and textual metafunctions and the visual mode in terms of the representational, interactive and compositional meanings of government new media discourse. Results: The findings indicated that verbal response from government new media mainly consisted of heading, hashtags and texts, and the visual includes images and videos. The visual mode was in line with the verbal mode to respond to public concerns at issue. The information conveyed was strengthened by the application of images or complemented by the images. Conclusion: This study contributes to establishing the image of government authority. By capturing the potential meaning of verbal and visual modes, this study also provides some suggestions for improving the discourse quality of government new media when responding to public events.
Implementation of Ungrading in Vietnamese EFL Education: A Qualitative Study of Teachers' Perspectives
Introduction: Ungrading is an innovative assessment method that emphasizes individual learning journeys over conventional grading systems. As an emerging topic in educational reform, it promises to enhance intrinsic motivation and engagement among students. Therefore, the current study aimed to assess both the advantages and challenges of implementing ungrading in Vietnamese EFL contexts. By focusing on the experiences of EFL teachers at various career stages, the study aims to uncover insights into the operational and cultural barriers, as well as the potential benefits of this non-traditional assessment approach. Methodology: The methodology of this study was rooted in qualitative research, utilizing semi-structured interviews to gather data. A total of nine Vietnamese EFL teachers from two different educational institutions participated in the study. These teachers represented a range of career stages, providing a diverse perspective on the adoption of ungrading. Thematic analysis was employed to interpret the data collected from these interviews. Results: The thematic analysis highlighted a range of challenges associated with the implementation of ungrading. Early-career teachers reported difficulties in adapting teaching methods and providing tailored feedback within existing constraints. Mid-career teachers faced resistance from students accustomed to traditional grading systems. Teachers nearing the end of their careers struggled with integrating ungrading into an entrenched grade-centric educational framework. Despite these challenges, significant benefits of ungrading were identified, such as increased student motivation, improved interactions between students and teachers, and the promotion of critical thinking and lifelong learning skills. Conclusion: The findings from this study shed light on the complexities of adopting ungrading in Vietnamese EFL contexts and indicate a substantial need for support and strategic planning in implementing such educational innovations. The study underscores the transformative potential of ungrading in language learning environments and emphasizes the importance of considering both cultural and institutional factors when introducing educational reforms. This research contributes to the broader discourse on alternative assessment methods, advocating for a more nuanced approach to evaluation in education.
Vietnamese EFL Teachers’ Insights into the Impact of Their Emotional Maturity on Students' Engagement
Introduction: In recent years, there has been a growing interest in the role of emotional intelligence in educational settings. This is particularly relevant in the context of English as a foreign language (EFL) teaching, where educators not only teach a language but also navigate cultural and emotional barriers. The concept of emotional maturity, as a component of emotional intelligence, has gained attention for its potential influence on teaching effectiveness and student outcomes. Therefore, the current qualitative study aimed to investigate Vietnamese EFL teachers’ insights into the nuanced relationship between teachers’ emotional competencies and their ability to engage students in the learning process. Methodology: To gather data, semi-structured interviews were conducted with nine Vietnamese EFL teachers at varying stages of their careers, including novice, mid-career, and near-retirement stages. The study employed thematic analysis to identify and interpret patterns within the data, focusing on the impact of teachers' emotional maturity on student engagement. Results: The thematic analysis yielded three major themes. The first one was the significance of emotional regulation in promoting behavioral engagement in students. The second theme was the role of empathy as a key factor in fostering emotional engagement, and the third theme involved the influence of emotional support in enhancing cognitive engagement. These findings underscore the crucial role of teachers’ emotional competencies in facilitating different types of student engagement. Conclusion: The study concludes that emotional regulation, empathy, and emotional support are pivotal in enhancing behavioral, emotional, and cognitive engagement in students, respectively. It highlights the need for teacher training programs to include emotional intelligence training and emphasizes the importance of supporting teachers’ emotional well-being in educational institutions. The research offers valuable insights into the intersection of teacher emotional maturity and student engagement, presenting significant implications for educational practices and policies.
Predictors of EFL Teacher Effectiveness in their Online Classes
Introduction: Online education has been used more widely after COVID-19. This calls for teachers’ familiarity with technological tools and pushes them toward gaining computer literacy to improve their efficacy. Moreover, there is a growing recognition of the need to redefine professional identities in this context. This study was an attempt to investigate the relationships between EFL teachers’ professional identity and computer self-efficacy with their effectiveness in online classes. Methodology: To conduct the study, 100 EFL teachers from English language Institutes and schools in Bojnourd, Iran, participated in the study. They completed three questionnaires, namely, professional identity, computer self-efficacy, and online EFL teacher effectiveness. The obtained data were analyzed using two Spearman correlation coefficients and one regression analysis. Results: The findings indicated significant relationships between professional identity and computer self-efficacy with teacher effectiveness in online classes. Moreover, it was found that computer self-efficacy was a better predictor of online EFL teacher effectiveness. Conclusion: The findings indicated that teaching effectiveness is a crucial aspect of professional development in online education. This highlights the importance of educators possessing strong computer skills and actively reshaping their professional identities. By doing so, teachers can significantly enhance the success and practicality of their online classes, benefiting both students and the educational system as a whole.
Preserving Linguistic Diversity in the Digital Age: A Scalable Model for Cultural Heritage Continuity
In the face of the rapid erosion of both tangible and intangible cultural heritage globally, the urgency for effective, wide-ranging preservation methods has never been greater. Traditional approaches in cultural preservation often focus narrowly on specific niches, overlooking the broader cultural tapestry, particularly the preservation of everyday cultural elements. This article addresses this critical gap by advocating for a comprehensive, scalable model for cultural preservation that leverages machine learning and big data analytics. This model aims to document and archive a diverse range of cultural artifacts, encompassing both extraordinary and mundane aspects of heritage. A central issue highlighted in the article is the dominance of English, especially in popular culture, and its role in reshaping cognitive patterns, leading to the loss of traditional languages and cultures. This trend, favoring orality over literacy, amplifies the need for the preservation actions proposed. The article underscores the importance of establishing a more meaningful and comprehensive lingua franca as the first step in this endeavor. This approach is not just about safeguarding languages but also about preserving the nuanced ways in which different linguistic paradigms shape our understanding of the world. The paper explores how language evolution, translation nuances, and the unique perspectives inherent in various linguistic paradigms contribute to a rich cultural diversity. It also examines the impact of technology and social media on traditional cultural norms and the critical need for deliberate efforts to reinforce endangered languages and practices. The proposed model aims to bridge the gap between past and present cultural expressions, using technology to reinforce mother-tongue contexts and enhance the appreciation of diverse human identities and worldviews. Through this, the article presents a compelling case for a more inclusive and holistic approach to preserving the global tapestry of cultural heritage.
Exploring the Role of Multimodal Metaphor through Gestures in Middle School English Education
Introduction: As scholarly interest in metaphorical gestures has burgeoned in recent years, the exploration of these non-verbal communicative cues has primarily centered on domains, such as speeches, advertisements, and movies. Surprisingly, there exists a notable dearth of research specifically delving into the nuanced role of metaphorical gestures within the realm of English teaching, especially in middle school settings. This study sought to address this gap by strategically selecting two nationally recognized English courses taught in middle school English classrooms. The study aimed to explore the role of multimodal metaphor in gestures and provide some inspiration for middle school English teachers. Methodology: In this research, two videos from National Excellent Courses were selected for analysis using a multimodal annotation tool, namely EUDICO Linguistic Annotator (ELAN). The course selected was the middle school English teaching design course, and the students involved were from Beijing Normal University, China. All gestures analyzed were classified into three types of metaphors, namely ontological, structural, and orientational. Results: The findings indicated that ontological metaphors occurred most frequently, followed by orientational metaphors, with structural metaphors being the least frequent This research demonstrated the cognitive process of conceptual metaphor in classroom gestures with concrete examples. Conclusion: In contemporary middle school English classrooms, relying solely on textual material is insufficient for fully supporting the teaching process. This study substantiates that employing multimodal metaphors in gestures can enhance teachers’ ability to motivate students effectively and facilitate improved interaction and semantic communication. The study provides English teachers with valuable guidance on implementing multimodal teaching strategies utilizing metaphorical gestures.
Comparison of Translanguaging Pedagogies Used by Native and Non-native Teachers in EFL Writing Classes
Introduction: The present quantitative study aimed to compare the translanguaging pedagogies used by native and non-native EFL teachers in their academic writing classes in a Türkish university context. Translanguaging pedagogies included strategies such as switching between and speaking multiple languages, comparing languages and cultures, and making use of translation. Methodology: A native EFL teacher, a non-native EFL teacher, and their students (N = 32) were purposefully selected from the English pre-sessional program of a Türkish university. The native teacher is British, and the non-native teacher and the students are of Türkish nationality. Data was collected from two audio recordings of teachers’ academic writing classes. Data were analyzed through descriptive statistics such as the frequency of translanguaging pedagogies and English and Türkish words of the participants by using CLAN (Computerized Language ANalysis) Program. Results: The findings revealed differences between the teachers’ classes. In the non-native teacher’s class, language integration (students’ L1 and target language) was more intensive, compared to the session with the native teacher. The frequency of Türkish words was high and close to the frequency of English words in the non-native teacher’s classroom, while English was dominating Türkish in the native teacher’s session at a significant level. Similarly, the switches between languages were much more in the classroom of the non-native teacher. Another finding indicated that the non-native teacher made much more use of translanguaging pedagogies than her native counterpart. Apart from code-switching, the non-native teacher compared English and Türkish grammar and translated vocabulary, sentences, and her questions to the students very often. On the other hand, the native EFL teacher only compared American and British cultures. Conclusion: Native and non-native EFL teachers may approach translanguaging differently in the classroom, and this also affects the translanguaging behavior of their students accordingly. Further research is suggested with qualitative and longitudinal studies on native vs. non-native EFL teachers’ translanguaging. Implications were recommended at the end of the study.
Copyright (c) 2023 Journal of Contemporary Language Research https://creativecommons.org/licenses/by/4.0
Beyond the Red Pen: Using Dynamic Assessment to Mediate Writing Mechanics Issues among ESL Learners
Introduction: Dynamic assessment has demonstrated effectiveness in enhancing writing skills among ESL learners and may be especially useful in the improvement of writing mechanics by enabling individualized mediation and adaptive instruction. The major objectives of the current study were to examine the effectiveness of dynamic assessment in reducing writing mechanics errors among Pakistani learners in their essay drafts. The study also explored how experimental group students perceive the mediational intervention and dynamic assessment as an alternative approach to static assessment in improving writing mechanics. Methodology: To perform the study, a sequential explanatory design was used to explore the effect of dynamic assessment instruction on Pakistani ESL learners’ writing mechanics. The sequential explanatory design allowed us to understand the phenomenon under study more comprehensively by collecting both quantitative and qualitative data in sequence. The quantitative part of the study used an interventionist model, with a pretest-treatment-posttest design, while the qualitative part used semi-structured interviews. Following a quantitative test of the efficacy of treatment, the researchers interviewed the participants of the experimental group to investigate their perceptions of the mediation approach. The interviews were recorded, transcribed, and analyzed for recurring themes and sub-themes. Results: The quantitative findings of this study confirmed the significant impact of dynamic assessment and were consistent with previous research reporting it as an effective approach to improving writing skills. Regarding the qualitative findings, dynamic assessment positively affected students’ writing mechanics. Students reported that dynamic assessment could reduce writing anxiety, enhance self-efficacy, and provide ample opportunities to learn from their errors. Conclusion: The findings of the current study showed that the interaction between teachers and students during mediation significantly contributed to their writing development and helped them work toward self-regulation.
Construction of Language Landscape in Newly Built Ancient Cities: A Case of Yizhou Ancient City, China
Introduction: As China has increasingly ushered in the era of mass tourism, ancient city or town tourism has gained popularity across the country, and a significant number of new scenic spots in ancient towns have been constructed. However, these lovely spots typically rely on conventional tourist and catering. Many tourists focus more on the issue of how to study old cities’ cultural ambiance and internal features on a deeper level, as well as the depth of its connotations. This study examined the language landscape creation of the Yizhou Ancient City in Linyi, China, to delve into the language landscape building of newly built ancient town tourist attractions. Methodology: The data collection stage was mainly completed through field investigation, using digital cameras to shoot various language signs in the scenic spot. The data statistics stage mainly included random interviews, research objective determination, and data statistical analysis. Results: The results showed that the language signs in the scenic spot were mainly monolingual, supplemented by bilingual signs. There were two languages, Chinese and English, in which Chinese was the priority code, while English was a marginalized code in the language landscape of the scenic spot. The management department of scenic spots played a decisive role in constructing language landscapes. However, the managers of scenic spots and shop operators had not yet realized the economic value of language landscapes. The language landscape of Yizhou ancient City has the following problems: insufficient construction of a diversified language landscape, weak design sense of language landscape, lack of cultural connotation of language landscape, lack of innovation of language landscape construction and so on. Conclusion: It is suggested that the scenic spot management department should pay attention to different aspects in the future. They should pay attention to the potential value of language landscape construction, the unique linguistic landscape brand of the scenic spot should be constructed, and the multi-language needs of tourists.
Evidentiality in American Media's Coverage of China-related Epidemics from the Perspective of Critical Discourse Analysis
Introduction: The COVID-19 pandemic is one of the major public health events of the 21st century and has attracted global attention from the press since its outbreak. This research focused on the analysis of news coverage on the China-related epidemic by American media, aiming at revealing the features of evidentiality in the discourse and elucidating the underlying ideologies. This study can help news readers develop an objective and comprehensive understanding of China. Methodology: This study selected 40 China-related epidemic news reports from The New York Times and The Washington Post during the pandemic. The quantitative and qualitative analyses of the selected news were conducted through AntConc4.2.2 in light of Fairclough's (1992) three-dimensional model. Results: The results of this study indicated the pervasive use of evidentiality in the coverage of the China-related epidemic by U.S. media, wherein distinct evidential markers demonstrated varying frequencies and served different functions. In terms of news sources, American media predominantly relied on hearsay evidentials to attribute information, thereby bolstering the credibility of the reports while subtly conveying a skeptical stance toward China. In terms of reporting modes, the reporting mostly used indirect discourse and employed deduction and induction evidentials to express negative attitudes toward China. All the results were highly related to the social context. Conclusion: Generally, the research underscores the widespread incorporation of evidentials in news discourse, employed to specify or obscure sources of information. Furthermore, evidentials embed certain ideologies and attitudes, which may mislead readers.
From Motivation to Mastery: Unveiling the Impact of L2 Motivational Self-system on Attainment Scores among Iranian EFL Learners
Introduction: The acquisition of a second language has consistently emerged as a fundamental concern among students globally, paralleled by the enduring significance of motivation for second language learning. The primary objective of this study was to examine the intricate interplay between the motivational dimensions of the L2 self-system, encompassing the ideal L2 self, ought-to L2 self, and L2 learning experience, and their potential impact on the attainment test scores of Iranian pre-intermediates and intermediate EFL learners. By exploring the correlation between these specific motivational factors and the learners’ test performance, the study shed light on the nuanced dynamics and significance of these motivational constructs within Iran’s distinct cultural and educational context. Methodology: A descriptive correlational study was explicitly devised to ascertain the correlation between the L2 motivational self-system and the attainment test scores of Iranian pre-intermediates and intermediate EFL learners. A total of 150 students, encompassing both males and females, aged between 18 and 29 years, representing various academic disciplines, participated in this study. Ryan’s (2009) Motivational Factors Questionnaire was administered among the participants. The study involved the analysis of 21 items pertaining to ought-to L2 self, ideal L2 self, and L2 learning experience. Results: Adopting multiple regression analysis, it was indicated that the ideal L2 self and L2 learning experience were noteworthy predictors significantly impacting the attainment test scores. However, ought-to L2 self could not significantly predict the attainment test scores. Conclusion: By virtue of the valuable implications engendered by the findings of this study, they confer upon L2 pedagogy a distinctive advantage, empowering instructors with the capacity to promote the students’ ideal L2 self-concept, thereby optimizing their learning experience.
A Contrastive Analysis of Disagreement Speech act Used by Native Speakers of English and Iraqi EFL Learners in light of Politeness Strategies
Introduction: Effective communication often involves expressing disagreement while maintaining social harmony, which is influenced by cultural and linguistic norms. Native speakers of English typically employ various politeness strategies in their disagreement speech acts. However, Iraqi EFL learners may navigate these strategies differently due to variations in cultural norms and language proficiency. Therefore, the current study aimed to contrastively analyze the way Iraqi EFL learners and native English speakers perform the speech act of disagreement in light of politeness. Methodology: In this regard, a discourse completion test (DCT) was administered to 66 participants, comprising 33 Iraqi EFL students studying English as a foreign language (TEFL) and 33 native English speakers. The DCT was made up of scenarios that mirrored real-life circumstances in order to provoke responses from people who disagreed with them. Brown and Levinson’s (1987) theory of politeness was employed to analyze participants’ utterances. Results: The findings indicated that while expressing disagreement with people of higher, participants in both groups were more concerned with keeping their interlocutors’ positive faces. Furthermore, the study findings indicated that despite differences in the two groups of participants, Iraqi EFL learners utilized positive indirect politeness strategies more frequently than English native speakers. On the other hand, English native speakers applied direct and negative politeness strategies. Conclusion: Generally, the findings indicated that both groups tended to use the most direct type of disagreement as the social distance and power relation decreased.
Exploring EFL English Major Students’ Speaking Challenges and Their Strategies for Improvement
Introduction: In the face of global integration, the significance of mastering foreign languages for international communication has surged, especially for Vietnamese students and more specifically, for those majoring in English at Kien Giang University (KGU). Despite the importance, the challenges faced by these English-major students in honing their speaking skills and avenues to enhance their proficiency remain underexplored, especially within the KGU environment. The study primarily delved into the specific challenges that these students face in developing their speaking skills, and proposed strategies to overcome these challenges and bolster their speaking capabilities. Methodology: This research employed a qualitative research design, utilizing a questionnaire and interviews as its primary data collection tools, and engaged 77 male and female English-major students from KGU. Results: Analysis from the gathered data identified both intrinsic and extrinsic hurdles for the students, including limited vocabulary, apprehension about errors, and the lack of an immersive English-speaking milieu. Students shared common strategies for overcoming these challenges, which largely revolved around the use of technology, media, and interaction with proficient English speakers. The findings suggested that providing students with more opportunities to practice speaking, particularly with those proficient in the language, can be an effective way to improve their speaking challenges. Conclusion: The study underscores the critical need for KGU students to master English amidst global integration. It highlights the intrinsic and extrinsic challenges KGU English majors face in speaking proficiency. Given the findings and recommendations, educators and students can collaboratively tackle these challenges, enabling KGU English students to excel in a globally integrated world.
Research on the Syntax-Semantics Interface of Numerals by He Chuansheng, 2020, IX + 345pp., ISBN: 9787572005688
Does Digital Literacy Provide Evidence for Iranian EFL Learners’ Cooperative Learning in Online Classrooms
Introduction: Technology can revolutionize how members of cooperative groups interact and work with others. Since digital literacy and cooperative skills are necessary for teachers’ success and students’ achievement, the current research aimed to find the relationship between EFL learners’ digital literacy and their attitude towards cooperative learning in online classes. Methodology: The present research followed a quantitative study using a correlational research design to investigate the relationship between Iranian EFL learners’ digital literacy and their attitudes toward cooperative learning in online classrooms. In this study, 210 participants, who were all Iranian EFL students in different fields of study and from different cities, were invited to participate. They were from both genders and of different ages. For data collection, the researcher used a Google form link sent via social media and students were asked to complete the questionnaires online. The responses from participants were collected and analyzed using SPSS. Mean, standard deviation, multiple linear regression, and independent sample t-tests were run to analyze the obtained data and check whether the results were significant. Results: The findings of the study indicated a significant relationship between the two variables, meaning that learners could learn and collaborate better with technology. Besides, the study results showed that the second component of digital literacy (technical dimension), as the best predictor, significantly predicts a 34% variance in learners’ attitudes toward cooperative learning. Moreover, there was no significant difference between men and women in digital literacy and their attitudes toward cooperative learning. Conclusion: The results of this study indicated that the participants had a favorable view of using digital literacy in their attitude toward cooperative learning. Therefore, there is a need to change the English classroom curriculum and employ a proper syllabus to integrate digital literacy.
EFL Learners’ Mobile Affordances: A Focus on Technophobia and Technophilia
Introduction: The rapid evolution of technology and the increasing use of e-learning in educational settings make mobile affordances an important consideration. However, some individuals may experience technophobia, fear, or anxiety towards technology, while others may feel technophilia, a positive attraction and enthusiasm towards it. The present research attempted to investigate the interrelationship between the Iranian EFL learners’ mobile affordances and their sense of technophobia and technophilia. Besides, it was aimed to determine any significant difference between Iranian EFL learners’ sense of technophobia and technophilia regarding their gender. Methodology: The study utilized a quantitative correlational research design. A total of 200 EFL learners participated in the study using the convenience sampling method. The data were collected using technophobia and technophilia questionnaire and mobile affordances inventory. A Pearson correlation test and two independent samples t-tests were performed to analyze the data collected. Results: The results of the Pearson correlation coefficient indicated an inverse and negative correlation between EFL learners’ mobile affordances and their sense of technophobia, while a relatively positive correlation between Iranian EFL learners’ mobile affordances perceptions and their sense of technophilia was found. Moreover, the findings revealed that gender was not a significant factor in explaining differences in technophilia and technophobia among EFL learners. Conclusion: The results indicated an inverse and negative correlation between EFL learners’ mobile affordances and their sense of technophobia. This suggests that as learners perceive more mobile affordances, their technophobia decreases. Additionally, this implies that as learners perceive more mobile affordances, their technophilia increases. The findings suggest that mobile affordances play a significant role in reducing technophobia and increasing technophilia among EFL learners. This highlights the importance of incorporating mobile technology in educational settings to promote positive attitudes toward technology.
The Role of Iranian EFL Learners’ Vocabulary Size in Vocabulary Use, Content, and Organization of Their Writing
Introduction: Previous inquiries in FL vocabulary knowledge targeted profoundly on the vocabulary pedagogical outcomes and writing improvement, however scant research has been done on the learners’ lexical competence in the writing process. In this spirit, the study endeavored to investigate the relationship between vocabulary size (VS) and vocabulary use, content, and organization in writing besides VS’s predictability in writing performance. Methodology: To this end, 30 intermediate EFL learners’ (15 males, 15 females) were administered on vocabulary size test (Nation, 2012) and Preliminary English Test of writing. The scores were analyzed and the results indicated significant positive relationships between VS and writing scores, and VS and vocabulary use scores. To investigate the predictability of VS in writing elements scores, regression analysis was applied. Results: The Linear regression revealed that VS variable accounts for 88.9% of vocabulary use in writing scores. The results proved the significant relationship between VS and writing on the one hand and VS and vocabulary used on the other hand. Conclusion: Based on the results, The study offers evidence that VS is a significant predictor in vocabulary use knowledge, which is vital for the and mastery of the required knowledge to be an effective writer.
Uncovering the Expectations of English as a Foreign Language Students: Key to Improving Teacher Expertise and Technological Pedagogical Content Knowledge Mastery
Introduction: In the current digital age, it is crucial for education to evolve to meet the changing demands of students. English language education is one such field that has been impacted by the growing expectation among students that their teachers use technology to facilitate learning. The objective of the present study was to assess the expectations of English as a Foreign Language (EFL) students regarding the proficiency of their English teachers in using technology for instructional purposes, using the Technological, Pedagogical, and Content Knowledge (TPACK) framework. Methodology: This study utilized a quantitative approach, and data was collected through a 22-item e-questionnaire to measure the students’ expectations of their English teachers’ TPACK competence. The sample consisted of 363 EFL students from two universities in the Mekong Delta, Vietnam. Results: The results showed that pedagogical knowledge was the most expected component by students, while technological knowledge was the least expected. To put it differently, the students desired their English teachers to excel in structuring lessons, managing the classroom, evaluating and assessing their progress, and being able to provide various learning experiences that catered to the unique requirements and preferences of individual learners. However, the students were not particularly concerned about their teachers’ proficiency in using various digital tools, hardware, software, and technological resources. Conclusion: The findings of this study highlighted the importance of improving English teachers’ TPACK competence through TPACK-centered professional development programs. This study provides practical strategies for the same and opens up avenues for future research in this field.
An Intercultural Comparison of Authors' Self-mention and Identity Construction in English Agricultural Abstracts by Chinese and International Writers
Introduction: Authors’ self-mention is unavoidably used in research articles; however, there are still controversial views on their use. The current study aims to find out what types of self-mentions are employed by Chinese and non-Chinese writers to construct different authorial identities and what causes the similarities and differences. Methodology: A corpus-based comparative analysis was conducted on agricultural research abstracts written by Chinese and non-Chinese writers to compare three types of entities by using Chi-square and Antconc. Results: It was revealed that abstracts by Chinese writers and non-Chinese ones were significantly different in their use of first-person plural forms and their determiners, research-oriented nouns, and discoursal nouns. Further, it was shown that different authorial identities as a researcher, discourse constructor, and arguer were constructed by human entities and inanimate entities with some preferred main verbs in specific tenses and voices. Conclusion: The present study showed that Chinese writers differed significantly from international writers in using self-mentions and authorial identities due to different views on personal involvement, pragmatic considerations, cultural background, and writing environment. It was also found that personal involvement coexists with the impersonality of the abstract in using self-mentions in abstract writing. The current study can be conducive to abstract writing for novice writers and second language learners in choosing different self-mentions to construct different authorial identities.
The Impact of Listening and Reading Skills Transfer on Speaking Accuracy, Fluency and Complexity of Iranian EFL Learners
Introduction: Over the past decades, enhancing learners’ speaking ability has been a major challenge for teachers and educators of English as a foreign language (EFL). Therefore, the current study aimed to see if reading and listening can boost students’ speaking ability in the process of skills transfer. Methodology: To explore the impact of reading and listening skills transfer on enhancing speaking accuracy, fluency, and complexity, two groups of EFL learners underwent a four-month intervention in which the effects of reading and listening skills on speaking ability were evaluated. One group was exposed to text, and the other group received audio input. Both groups gave summaries after working on different textual and audio tasks. After four months of treatment, both classes took a posttest. Results: The results showed that reading and listening, as a medium of input, boosted the speaking ability of learners. However, the class receiving listening input enjoyed a higher mean value in accuracy, fluency, and complexity and outperformed the class exposed to reading input. Conclusion: This study highlights the role of skills transfer theory while providing evidence for educators and practitioners to incorporate integrated skills practice when designing EFL courses.
The Effect of Empathy-enhancing Techniques on EFL Learners’ Empathy, Language Proficiency, and Perception of Classroom Activities
Introduction: Learning English as a foreign language has been affected by new teaching approaches in the field of teaching. There is a keen shift from studying teachers’ teaching to learners’ learning and learners’ psychological and social factors. Therefore, the current study aimed to examine the impact of empathy-enhancing techniques on EFL learners’ language proficiency, perception of classroom activities, and empathy. Methodology: To do so, three main variables were measured among 60 participants, divided into two groups of control and experimental. The Empathy Formative Questionnaire, Students’ Perceptions of Classroom Activities’ Scale, and Nelson English Language Test were utilized in order to evaluate students’ level of empathy, perceptions of classroom activities (interest, challenge, joy, and choice), and measure learners’ proficiency in both experimental and control groups. Unlike the control group, the experimental group was subjected to empathy-based tasks and activities. Results: The obtained result indicated that empathy-enhancing techniques had a positive and significant effect on learners’ empathy and language achievement but not on perception. Conclusion: Therefore, it can be suggested that enhancing empathy in learners and concentration on emotion positively affects language learning and diminishes recklessness.
Copyright (c) 2022 Journal of Contemporary Language Research https://creativecommons.org/licenses/by/4.0
An Investigation of Engagement Resources in the World Cup 2022 Newspaper Articles in the Arab World Media
Introduction: Investigating patterns of dialogic engagement in newspaper articles can help inform novice writers of effective writing strategies that can increase their readers’ engagement and interest. The study aimed to identify the linguistic features used to engage and sustain readers’ interest in sports newspaper articles and explore related research within a systemic functional linguistics framework. Methodology: A corpus of 9,000 words from 14 different sports newspaper articles was analyzed using the UAM Corpus Tool software following Appraisal Theory proposed by Martin and White (2005). Results: The study revealed that writers of sports news employed various linguistic and discourse strategies, including evaluative language, to create engagement. The findings suggest that heteroglossic instances were more common, compared to monoglossic ones. Moreover, the writers preferred to use contract resources more frequently than expand resources. Disclaim resources had a higher frequency than proclaim resources, while attribute and entertainment resources were almost equally used. Conclusion: According to the findings, sports news writers use a range of grammatical structures and vocabulary choices to create a sense of immediacy and establish the relevance of the reported events.
Examining Merits and Demerits of Master's Virtual Programs of English from Students’ Perspectives in light of ‎Motivation and Self-Efficacy
Introduction: Due to the current situation (coronavirus pandemic) as well as time and place ‎restrictions, the replacement of traditional classes with online courses is prevailing, and ‎instructors and learners rarely attend in a classroom. Thus, an unexpected immersion in virtual ‎learning revealed the advantages and disadvantages of virtual education. The present study ‎aimed to explore the merits and the demerits of the virtual master’s program of the English department ‎of universities regarding students' perspectives on motivation and self-efficacy. Methodology: The researchers developed and validated an instrument ‎that measured online students' self-efficacy and motivation toward the virtual programs. Relying on the semi-structured interviews and open-ended ‎questions, the researchers developed a 21-item scale on a 5-point Likert scale. The designed scale distributed among 151 students from four universities in ‎Mashhad, Iran. Exploratory factor analysis and confirmatory factor analysis as well as correlational analysis were performed to answer the research questions. The SEM model was used to explore the interrelationships among attitudes toward virtual ‎programs, self-efficacy, and motivation Results: The obtained results indicate an acceptable level of reliability for the scale (0.82). The findings indicated that the independent variable of the virtual program of the ‎university positively had a direct relationship with the dependent variables of the study, which were motivation ‎and self-efficacy. Conclusion: Based on the findings, it can be concluded that virtual education still needs new expertise and more developed skills from educational designers and programmers to students and instructors.
Pragmatics Online, Kate Scott. Routledge: New York (2022), ix +168 pp.
The Third Person Pronoun and Demonstrative Resolution in Mandarin Chinese and Discourse Prominence
Introduction: The third person pronoun and demonstrative resolution are influenced by multiple factors in Mandarin Chinese. The factors influencing reference choice and the relations between discourse prominence and pronoun resolution are discussed. It suggests discourse prominence is an essential organizational principle in reference resolution. The factors that influence pronoun resolution in Mandarin Chinese might be studied and explained from the perspective of discourse prominence. Methodology: A formal operational scheme with conditional inference recursive partitioning tree and random forest analysis analyzing discourse data collected from a picture-sequence-based narrative elicitation method is provided. Results: The results confirmed the idea that the discourse prominence-lending cues, including thematic role, animacy, grammatic role, topic, referential distance, and mentioned number, influence pronoun resolution in Mandarin Chinese. Animacy and reference distance might be involved in the important variances, and reference distance relates to topic maintenance, discourse dynamicity, and structural attracting. Conclusion: The findings demonstrated that the discourse prominence-lending cues influence pronoun resolution in Mandarin Chinese. The third person pronouns often signal topic maintenance and high discourse prominence, while demonstratives often signal topic shift and low discourse prominence. Moreover, demonstratives often signal focus reinforcement. Therefore, topic and focus are also considered as the two crucial elements affecting pronoun resolution in Mandarin Chinese.
The Phonological Change in Hebrew Words Borrowed into Palestinian Arabic in the Hebron City
Introduction: Phonology is one of the core subfields of linguistics that involves the organization and use of human speech sounds, or phonemes, in a language. Over time, the pronunciation principles of a language may change, resulting in a phenomenon called phonological change. Phonological change occurs when language users modify the distribution of phonemes in a language. The current study aimed to explain the phonological changes that occur in Hebrew words borrowed into Palestinian Arabic in Hebron city, using a borrowing scale and to explain the differences in phonological forms between Hebrew and Palestinian Arabic by comparing the original Hebrew words with the borrowed Hebrew words in terms of the phonetic modifications made in Palestinian Arabic. Methodology: The study involved 100 Arabic-speaking Palestinians of both genders residing in Hebron city, most of whom spoke Hebrew and worked with Jews regularly. Face-to-face interviews were conducted with each participant to achieve the objectives of the study. The interviews were recorded, and the questions focused on their profession, favorite meals, daily routines, frequently visited places, education, and technology. A total of 32 hours of conversations were recorded and analyzed. Results: The results indicated that the most common types of phonological changes in Palestinian Arabic were the substitution phenomenon (consonant substitution and vowel substitution), epenthesis, and deletion. Conclusion: It can be concluded that the lexical borrowing of Hebrew words by Palestinian Arabic has led to various phonological changes to the Palestinian Arabic lexicon in Hebron.
The Effect of Pre-task Planning on the Speaking Accuracy of Iranian EFL Learners
Introduction: Speaking is at the heart of second language learning. Nowadays, it is believed that pre-task planning, which is planning prior to performing a task, may enhance the speech production of learners. Therefore, the current study aimed to determine the effect of pre-task planning on the speaking accuracy of EFL intermediate learners. Methodology: The participants in this study were 90 male and female EFL learners studying English at language institutes in Iran. To investigate the effect of individual and group pre-task planning on learners’ accuracy in speaking, the participants were randomly divided into three equal-in-number groups. In this regard, 30 participants were in individual pre-task planning, group pre-task planning, and no-planning groups. The obtained results of the pretests and post-tests were compared. Results: The findings of the study revealed a positive meaningful relationship between pre-task planning time and speaking accuracy of Iranian EFL learners. It was found that individual pre-task planning was significantly more effective than group pre-task planning in terms of accuracy in Iranian EFL learners’ speaking. The findings indicated pre-tasking could improve learners’ speaking accuracy, compared to no-planning. Conclusion: The obtained results of the current study may help language teachers, particularly syllabus designers, design pedagogical activities that pay specific attention to accuracy in language production so that learners can develop these elements of language production in a good balance.
A Study of the Conceptual Basis and Inferential Model of the Question and Answer Cold Jokes
Question and answer cold joke (QACJ) is a language phenomenon with particular formal, semantic, and pragmatic features. Its existing analytical mode remains relatively simple, and rarely involves its conceptual basis and implicature inferring. The current study aimed to dig out its inferential model based on its conceptual basis under a comprehensive perspective. The particular formal and semantic features of the QACJ have laid the foundation for its four conceptual bases (i.e., intersected question and answer form, indirectly correlated logic, garden-path inferring, cold but humorous effect). Gudied by an integrated analytical framework, its forward and backward inferring models based on its conceptual bases have been proposed. The garden-path relevance inferring mechanisms are the red-light and the crossroad mechanisms, both relating to the presupposition entailing, optimal-relevance verification, and context shifting, all aiming at a phase in cold humor effect.
Perspectives on English Language Teaching and Learning during COVID-19 Pandemic
Introduction: Since its outbreak, the COVID-19 pandemic has affected the worldwide education systems, leading to school closures in many countries as well as changes in the whole educational system. Therefore, there has been a rapid shift from face-to-face education to emergency online teaching. English language teaching and learning is an integral flow in this stream of online processes. Hence, this study aimed to explore both teachers’ and students’ perspectives on English language teaching and learning during COVID-19 pandemic. Methodology: The participants included 23 English as Foreign Language learners and 18 teachers. The respondents took part in semi-structured interviews and filled out the questionnaire. Thematic analysis was performed to analyze the obtained data. Results: The findings from qualitative data revealed that all the participants, as learners, agreed upon the positive influences of online English learning in terms of skill development. Besides, they also considered the flexibility of class schedules and a variety of online assignments as the biggest advantages while bothering with some disadvantages such as internet/technical and health problems. As for English language teachers, speaking skill was the most challenging skill to help students; moreover, some of their concerns included difficulties in class management, online interaction, facilitation, assessment, and digital literacy. Nevertheless, they confirmed the advantages of online resources, new knowledge of technological issues, and development of learner autonomy. Conclusion: Overall, the research appeals to more support from university officials to improve the quality of online English teaching and learning. It also contributes to making both teachers’ and learners’ voices heard during the coronavirus quarantine.
On the Relationship of Iranian EFL Learners’ Vocabulary Depth with Their Writing Vocabulary Use, Fluency, and Organization
Introduction: Recent years have witnessed a growing interest in investigating L2 English productive and receptive vocabulary knowledge in writing. Previous inquiries focused heavily on the pedagogical effects of teaching vocabulary on writing. A less investigated area is learners’ lexical competence involvement in the complicated writing process regarding their subcomponents. To bridge the research gap, the present study examined the alleged relationship between the elements of vocabulary depth (collocation and synonym) and the writing skill’s subcomponents (vocabulary use, content, and organization). Methodology: Thirty intermediate English as a foreign language (EFL) learners’ writing scores on the Preliminary English Test were compared and correlated to the depth of vocabulary knowledge (DVK). The writing texts were given a holistic score, and several lexical measures were calculated. Results: The results indicated significant relationships between DVK and writing, synonym and vocabulary use, synonym and content, collocation and vocabulary use, and collocation and writing scores. The result of multiple linear regression revealed the double impact of collocation as a predictor of writing scores. Conclusion: The findings showed the predictable pedagogical value of practicing collocation in EFL writing enhancement.
A Longitudinal Study of Foreign Language Boredom Experienced by English Major Students in a Blended English Reading Course
Introduction: Boredom is a negative psychological and emotional experience prevalent in foreign language classrooms. However, it has long been neglected by researchers and foreign language teachers. In this context, the present study investigated boredom experienced by college English majors in a blended English reading course. Research efforts revolved around students’ overall boredom level, gender differences, and dynamic changes in boredom. Methodology: This study adopted a quantitative research method, and the instrument was a quantitative questionnaire adapted from the Foreign Language Learning Boredom Scale. A total of 174 EFL learners (60 males and 114 females) in the second year of English majors from a private university in Southwest China filled out the online version of FLLBS in weeks 3, 9, and 15 during the fall semester of 2022-2023 academic year. Results: The findings demonstrated that participants’boredom was at a moderate level. Moreover, except in foreign language class boredom at Time 2 and over-challenging or meaningless task boredom at Time 3, there existed no significant gender differences. Finally, a complicated picture was painted regarding the dynamic changes in boredom levels over time, and different patterns were found. Conclusion: College EFL learners do feel bored in the learning process, which should not be neglected by language teachers and researchers. This study enriched the research on foreign language boredom and can provide enlightenment to EFL teaching.
The Impact of Digital Games on Students’ Willingness to Communicate in a Flipped Classroom Context
Introduction: The ability to use language for communicative purposes is significant in learning English as a foreign language. The present study investigated the effect of digital games on intermediate EFL learners’ Willingness to Communicate (WTC) in a flipped classroom context. Methodology: Of 90 female intermediate EFL learners, 60 participants were selected based on their performance on an Oxford Placement Test. The subjects were then divided into an experimental and a control group. After that, the participants in the two groups filled out the WTC questionnaire as a pre-test. Following that, in the experimental group, the researcher used Fun Easy Learning Game Software in a flipped instruction mode to instruct 50 vocabulary items that were identified as unknown to the learners. As for the control group, the learners followed the conventional method of instruction and thus followed the syllabus of the institute. The learners in this group were instructed on the same 50 vocabulary items but did not receive any content in a flipped instruction mode via games. The treatment lasted 10 sessions, and at the end, the participants in both groups were given the WTC questionnaire as a post-test. Results: The results of statistical analysis indicated that the use of digital games significantly affected intermediate students’ WTC in a flipped classroom context. Learners in the experimental group outperformed their counterparts in the control group. Conclusion: Based on the findings, EFL teachers are encouraged to employ digital games in a flipped instruction mode to enhance EFL learners’ WTC.
The Effect of Bilingual-Word-List versus Semantic Network Practices on EFL Lexical Competence
Introduction: The crucial role of lexis over other language elements in language learning prompts the argument of finding the most suitable way to enhance vocabulary learning among the studies in the educational arena. Among various word learning strategies, semantic network practices have received the least attention from researchers. Accordingly, the present follow-up study aimed to touch upon effective vocabulary learning, in general, and compare semantic network practices with the most common learning strategy implemented by EFL learners (learning from bilingual word lists), in particular. Methodology: The project investigated the effectiveness of the two treatments among 114 EFL university students of both genders who were assigned to two experimental groups to receive the treatments and the third group of 43 EFL learners as the control group. Word Associates Test (WAT) and Original Levels Test (OLT) were administered as pre-tests to research subjects. The participants in experimental groups received four pamphlets every other week. After eight weeks, the WAT and OLT were re-administered to the same sample as the post-tests to check the effect of the treatments on the breadth and depth of vocabulary knowledge. Results: The comparative results indicated that both treatments had significant effects on the depth and breadth of vocabulary knowledge. The obtained results of the post-tests revealed the stronger role of semantic network practices on the depth of vocabulary knowledge than bilingual word lists. The comparisons of the mean scores of synonyms and collocations of WAT post-test in experimental groups indicated that class A (an experimental group who received sematic network practices) significantly outperformed class B (an experimental group who received bilingual word lists) in collocations. Conclusion: The study concluded that the FL learners’ mastery of new vocabulary knowledge is possible through obtaining a deep understanding of the acquired words.
An Investigation of Culture Specific Items in English Textbooks Taught at Iraqi State-run High Schools and Private Institutes
Introduction: The issue of culture has been a controversial topic in foreign language teaching. One of the best resources for familiarizing foreign language learners with another language culture is textbook. Therefore, the current study aimed to investigate the culture-specific items in in terms of Kachru’s (1985) concentric circles in English textbooks used in state-run schools and private language institutes in Iraq. Methodology: Two textbooks of New Interchange series and English for Iraq series were analyzed in terms of their culture-specific items using Newmark’s (1988) framework. Cultural items related to categories of ecology, material culture, social culture, organizations, customs and ideas, gestures and habits as well as anthroponyms, were identified, and their frequency counts were computed. The Chi-square test was run to test the significance of each category. Results: The results of a Chi-square test indicated that there were no significant differences between New Interchange and English for Iraq series in terms of culture-specific items related to “the expanding circle”. However, a significant difference was found between the two series of textbooks as to the culture-specific items related to “the inner circle”. With regard to cultural items related to the Iraqi native culture, Organizations, Customs, Activities, Procedures, and Concepts were found to be the most frequent items, while Anthroponyms turned out to be the least frequent cultural items reflected in English for Iraq series of textbooks. Conclusion: It can be concluded that English textbooks published in English speaking countries (inner circle) and those published in non-native countries, such as Iraq, include items from expanding circle countries.
An Investigation of Dark Jokes Translation Strategies in Persian Subtitled Versions of Joker Movie
Introduction: Humor does travel cross-linguistic and cultural barriers. Humor is a crucial aspect of mass entertainment and intercultural communication. The translation of humor is also a challenging task for translators as they should have sufficient knowledge of the source and target languages to comprehend the context of the situation. Regardless of the growing interest in Audiovisual Translation, subtitling humor, particularly dark jokes, in movies remains on the periphery of translation studies. This study aimed to determine the strategies used by Iranian translators in subtitling dark jokes in movies based on Molina and Albir’s (2008) model. Methodology: The corpus of the study consisted of a crime and drama film entitled Joker (2019) movie. In the selected movie, 24 dark jokes were identified. To achieve the study objective, two Persian-subtitled versions of the Joker movie were analyzed. The obtained data were described using descriptive statistics (i.e., frequency, percentage) and the Chi-Square test. The obtained results indicated that Amplification, Literal Translation, and Modulation were the most frequently applied strategies in subtitling jokes. Results: A chi-square test of independence showed that Iranian translators had different strategies in the subtitling of dark jack. Of different employed strategies, the literal translation was the first commonly used strategy. Conclusion: The research findings can enhance translation students, subtitlers, and fansubbers’ understanding of the subtitling strategies being adopted by translators in subtitling dark jokes in movies.
English Cohesive Devices Used by Indonesian EFL Learners in Their Writing
Introduction: Cohesive devices are regarded as an important linking marker in organizing the sequence of the idea. The purpose of this study was to find out the cohesive English devices used by Indonesian EFL students in their writing. It also dealt with the factors affecting students’ writing ability with regard to English cohesive mastery. Methodology: Participants in the current study were 100 sixth-semester EFL students studying at universities in Kupang, Indonesia. The instruments used were fill-in-the-blank tests and a sequence of pictures. The analysis of collected data revealed that the respondents were able to use references and conjunction in the fill-the-blank writing tasks. Results: It was found that substitution and ellipsis were considered difficult cohesive devices for students. The findings also confirmed that the respondents had problems using an ellipsis based on a sequence of pictures in their writing. The obtained results indicated that the Indonesian students favored using reference and conjunction cohesive devices. Various factors, such as a lack of teachers’ knowledge in introducing cohesive devices to students, can affect Indonesian learners' use of cohesive devices. Conclusion: The results of this research provided a general understanding of cohesive devices in Indonesian EFL learners’ writing. This will help to identify students’ problems in using cohesive devices, such as overuse, underuse, or never use of certain cohesive devices. Teachers are suggested to introduce the devices, such as substitution and ellipsis, in writing class.
Developing the Speaking Ability of EFL Learners through Scaffolding
Introduction: The role of productive skills in social interactions is becoming more and more evident in modern communities. This study aimed to determine the effect of scaffolding on EFL learners’ speaking skills. Methodology: A total of 60 EFL students were recruited in the current study. The subjects were divided into two equal groups, namely experimental and control. Teaching speaking in the experimental group was centered on activities that offered the most aid to the students. To enhance their motivation, they were given tunes, a casual setting, and the opportunity to converse while taking turns and waiting. The control group attended a regular speaking class. Results: After conducting the pre-tests and post-tests, it was found that scaffolding could significantly improve EFL learners’ foreign language speaking skills. Scaffolding was beneficial to language learning as it aided the learning process by providing learners with linguistic support in genuine circumstances, linking their prior knowledge to the texts, and promoting interaction among learners. Conclusion: Based on the findings, EFL teachers are encouraged to employ digital games in a flipped instruction mode to enhance EFL learners’ willingness to communicate.
Processing Referentially Ambiguous Pronouns by Adult Learners of English as a Foreign Language
Introduction: Processing ambiguous pronouns by L1 speakers of English has been the subject of a great bulk of research. Only a few studies, however, have investigated the ambiguity resolution of pronouns by people for whom English is a second or foreign language. In this study, the researchers employed a picture selection task to explore how adult Iranian EFL learners treated ambiguous pronouns. Methodology: The materials were 20 experimental items in four different conditions (i.e., manipulation of neither noun phrases [NP1] nor NP2, NP1 manipulation, both NPs manipulation and NP2 manipulation) plus 30 filler items. The principal purpose of this study was to investigate whether the manipulation of NPs by attaching extra content/semantic information to them had any impact on their accessibility and how the participants associated ambiguous pronouns with NPs when attempting to choose an antecedent. Results: The results confirmed the idea that increasing the length of an NP is an important mechanism employed by EFL learners in the process of ambiguity resolution of pronouns. The results also indicated that the NP length mechanism was a better predictor of accessibility in comparison with other mechanisms, such as the primacy effect, the subject rule, and the grammatical role. Conclusion: The findings demonstrated that when an NP carries extra-linguistic information compared to other NPs, it might have a better chance of being selected as the referent of an ambiguous pronoun.
Cross-cultural Study of Grit among Iranian, Turkish, and Iraqi EFL Learners
Introduction: Positive psychology has been a buzzword in language learning and teaching practices recently. Among different concepts, grit, a tendency to maintain stamina to tackle long-term challenges, has received significant but inadequate consideration. Therefore, the current study aimed to investigate the role of grit in learning English as a foreign language (EFL) by Iranian, Turkish, and Iraqi learners. Methodology: Using a non-experimental and descriptive design, the present study explored three cohorts from Iranian, Turkish, and Iraqi learning contexts to compare EFL learners’ grit to examine whether language played a role in their perseverance of effort combined with passion. A total of 684 EFL learners participated in the study from three different cultures. The data for the study were collected via Google form employing the domain-specific L2 grit scale designed by Teimouri et al. (2020). Results: The findings revealed that Persian learners’ grit in language learning was higher than the other two groups in terms of proficiency level. Moreover, regardless of the EFL learners’ first language, learners at advanced levels had the highest mean, followed by the intermediate and elementary groups. However, there was no significant interaction between the first language and proficiency. Conclusion: In conclusion, grit can act as a strong predictor of EFL learners’ achievement as their level of English proficiency increases. The findings could benefit material developers and teachers and help them consider grit as a predictor of achievement for EFL learners.
From Functionalism to Language Development: A Comparison of FCE and Summit Books
Introduction: This paper aimed to analyze FCE and Summit books which are among popular English language teaching textbooks. In particular, this study was an attempt toward the objective analysis of reading passages by finding the differences and similarities of the books in terms of their processes. Methodology: To conduct the study, a corpus of 1964 clauses from reading passages of the two books named Ready for First Certificate of English FCE and Summit was formed, classified, and coded. The corpus was then analyzed based on Halliday and Mattheisen’ (2004) transitivity system. Results: The findings of the study revealed that there were significant differences between Summit and FCE books in terms of relational, existential, and verbal processes. Conclusion: The findings of this study suggest that analyzing the schemas of the texts not only reveals the mindsets of their authors, but also can be an objective method for better understanding of a text The results were also discussed from an educational perspective, and suggestions were made for future research.
Education and Grammaticality Judgments on Persian Principles and Parameters
Introduction: The innateness of language faculty and universal constraints, especially its independency from other mental disciplines, is a robust theory yet under investigation. This study is another contribution to making decisions on competence through performance. Methodology: The project applied an expressive grammaticality judgment task on principles and parameters of the Persian language and tested 24 native speakers’ claims on the statements in question. Results: The children judged sentence stimuli of two types (principles and parameters), each having two subcategories (Structure dependency and Projection principles, Head and Null-subjects (5-year-old) performance on principle- and parameter-judgments differed from their older counterparts (9-year-old), indicating the superior ability of the school-age group in distinguishing grammatically well-formed and ill-formed Persian principles and parameters. Conclusion: Since the older group attended elementary level (third grade), the interpretation of such results may pertain to education
The Interrelationships of Iranian EFL Learners' Reflective Thinking, Ego State, and Learning Style
Introduction: Individual differences arise from several factors like affect, behavior, reflective thinking, cognition, and motivation which can crucially bring differences among learners. Ego state and learning style are among these differences. The present study aimed to investigate the interrelationships of Iranian EFL learners’ reflective thinking, ego state, and learning style. Methodology: To conduct the study, 200 male and female English learners from different universities in Mashhad, Iran, were selected based on convenience sampling. The instruments of the study were three questionnaires, namely Reflective Thinking Questionnaire (Kember et al., 2000), Learning Style Questionnaire (Honey & Mumford, 1986b), and Ego State Questionnaire (Hay, 1996). Results: The analysis of data revealed that the proposed model had a perfect fit with the empirical data after modification. Moreover, the results of the Pearson correlation indicated that total learning style correlated positively and significantly with students’ reflective thinking. Moreover, learning style correlated positively and significantly with internal parent and internal adult. Conclusion: The findings indicated that internal adult is a significant positive predictor of all four learning styles.
Attitude System Realization of News Texts in Light of Appraisal Theory
Introduction: Journalistic texts, as a common source of knowledge, are meant to be realistic and emotionless. However, the ideologies and emotions of journalists can be traced while representing the same event in various ways using different media. Accordingly, the present study aimed to clarify the evaluative realizations of the news texts using the Appraisal Model. The present study also scrutinized the occurrence of the appraisal sub-categories throughout the text using the sentence as a unit of analysis. Methodology: Having employed Systemic Functional Linguistics (SFL) and drawing on Appraisal Theory proposed by Martin and White (2005), this article examined three semantic regions of meaning, namely affect, judgment, and appreciation. Results: By analyzing aspects of clause grammar relevant to the three dimensions of meanings, the article marked “judgment” as the highest frequent sub-system in the delivered speech, followed by the other two sub-systems of “affect” and “appreciation”. Moreover, results obtained from the analysis of the mentioned aspects corroborated the ideological orientations acting upon the speakers. Conclusion: The interpretations of the delivered speech in this article construed the appraisal system as the path to achieving the interpersonal function of language in light of SFL.