Archives for August 2016

‘The Relationship between Emotional Intelligence and Language Learning Strategies of Iranian EFL Learners’ by Seyyed Rasool Mirghasempour & Mohammad Rajabpour

Abstract

Following the introduction of new approaches in the area of intelligence- intelligence quotient, multiple intelligence, and recently the emergence of emotional intelligence- the emotional intelligence (henceforth EI) is taken into consideration as a crucial factor in the domains of learning and teaching, nowadays. The present study was intended to find the relationship between EI and using language learning strategies. To achieve this goal, initially 55 language learners at upper-intermediate level from four classes of boys and girls in an English language institute in Iran were randomly selected. Then, the Dominoes-70 test, aka D-70, was administered to homogenize the learners based on their IQ level. Next, through D-70, 48 homogenous students with the same level of intelligent quotient were assigned to this study. Subsequently, the Bar-On Emotional Quotient inventory (Bar-On EQ-i) and Oxford’s Strategy Inventory for Language Learning (SILL) were administered in order to obtain the participants’ total level of EI and also to identify different learning strategies that learners use in their learning process, respectively. To analyze the data, the Pearson correlational coefficient and independent t-test were used. Results suggest that: 1. There is not a meaningful difference between males and females in their use of language learning strategies. 2. There is a significant relationship between the students’ total level of EI and language learning strategies both in females and males. 3. There is not a significant difference regarding the subjects’ total level of EI and their genders.

Index Terms: Dominoes-70, Emotional Intelligence (EI), EFL learner, Language Learning Strategies.

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Volume 6 – Issue 4

  1. Game-Based Language Learning: Activities for ESL Classes with Limited Access to Technology
    Author/s: Sadeqa Ghazal & Smriti Singh
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  2. Teaching Contextual Vocabulary for Group Discussion Skills Using Formulaic Expressions in the ESL Classroom
    Author/s: Dr. K.N. Shoba
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  3. Improving Teaching through Action Research; Perceptions, Practices and Problems (3Ps): Voices from Secondary Level Teachers in an EFL Context
    Author/s: Janak Singh Negi
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  4. Investigating the Concept of Politeness among the Students of Junior and Senior High Schools
    Author/s: Razzagh Kiyani & Mehdi Bagheri Hariry
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  5. Using E-learning Techniques and Tools for Enhancing Main English Language Skills
    Author/s: Khaled Kordi Tamandani and Mehrnaz Jahanshahi
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  6. The Effect of the Bidialectism of Gilaki Intermediate Learners in Contrast to Monolinguals of Farsi Speakers in Learning Speaking Skill of English as a Foreign Language
    Author/s: Faridodin Rostami Shirkoohi, Behnam Behforouz
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  7. The Effect of Iranian EFL Learners` Social Class on Their English Language Learning Strategies: A Sociolinguistic Perspective
    Author/s: Azizeh Chalak & Mahshid Kourang Beheshti
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‘Teaching Contextual Vocabulary for Group Discussion Skills Using Formulaic Expressions in the ESL Classroom’ by Dr. K.N. Shoba

Abstract

Group Discussion (GD) is considered as a modern method of assessment of students’ overall personality for selection in interviews towards employment especially in the Indian context. It is also well-known that teachers of English train their students using several strategies to create adequate awareness among students to acquire the essential skills to participate and perform in GDs. Along with personality skills like Assertiveness, Critical Thinking, Leadership, language skills like appropriate Vocabulary for Agreeing, Disagreeing, Summarizing ideas also become indispensable to succeed in a group discussion. However, ESL learners find it difficult to initiate ideas, transit smoothly between ideas and argue politely. Many a time, they come across as aggressive and not assertive. In spite of valid arguments, the discourse markers or rather their lack thereof, create barriers in communication, especially in a GD. This conceptual study analyses the use of formulaic expressions or prefabricated chunks to help learners use them in the most appropriate contexts.

Keywords: Key Words: Contextual Vocabulary, Group Discussion, Formulaic Expressions, Lexical Chunks..

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‘Game-Based Language Learning: Activities for ESL Classes with Limited Access to Technology’ by Sadeqa Ghazal & Smriti Singh

Abstract

Playing games is often believed to be an educationally unproductive activity in strictly traditional educational settings. The prevailing Indian educational system is no different. It puts a lot of onus on rote-learning which is clearly what Paulo Freire calls the ‘banking concept of education’ in which knowledge is merely transferred from one person to another. In an ESL class, such an approach reduces language learning to merely a process of re-production and does not allow co-creation of knowledge. Driven by learner-centred pedagogy, we propose adopting game-based language learning for ensuring learner engagement and developing intrinsic motivation. The immense and complex role that learner engagement, autonomy, and motivation have to play in the overall learning process is adequately addressed in game-based learning. This paper presents an argument in favour of adopting game-based language learning in ESL classes. The paper describes the benefits of game-based language learning and three non-digital games that can be used and adapted in ESL classes with limited or restricted access to computers and other technical devices. When carefully blended with text-based instruction, game-based learning can be very useful in enriching ESL learning in mainstream classrooms.

Keywords: ESL learning, game-based learning, learner-centred pedagogy, non-digital games, motivation.

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