‘An Investigation of Intermediate EAP Students’ and Teachers’ Attitude towards Teacher Self-disclosure’ – Mohammad Ali Ayatollahi & Lida Moradizadeh Kermani

Abstract

Much research has been carried out on teacher self disclosure in the field of education in general and applied linguistics in particular. In spite of thorough research, popularity, and benefits, there are some gaps in the research of this area. To fill the gap, this study was set out to investigate the effects of teacher self disclosure on EAP students’ attitude toward self disclosures in language classes. Moreover, the present study attempted to if teacher self disclosure changes and approximates students’ attitude toward teachers’ attitude or not. The researcher recruited 60 students and 25 teachers to participate in the present study. The student participants were divided into two groups _control and experimental group_ and the treatment was mild doses of teacher self disclosure. Through using a quasi-experimental design, the researcher gathered the data through administering a questionnaire. The gathered data from pretest and post test questionnaire, using t-test procedure, were compared to find answers for this study’s research questions. The results indicated that there is a significant difference between teachers and students in terms of their attitude toward teacher self disclosure. Moreover, the results revealed that teachers self disclosure significantly affects students’ attitudes. However, further analysis of the data showed that even after students received treatment, there was yet a significant difference between teachers and students in terms of their attitude toward teacher self disclosure. The findings have implications for EFL teachers and course designers.

Index Terms: Teacher self disclosure, attitude toward learning, EAP.

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‘Evaluation of Two ESP textbooks for Nursing Students’ – Fatemeh Alipanahi & Neda Ghorbani

Abstract

This study aimed at evaluating the quality of two ESP textbooks: English for the Students of Nursing and Medical Terminology, and also comparing them from the viewpoints of students and teachers who used them in order to provide a clear picture of the current status of these textbooks. In this research, two forms of survey questionnaires were utilized to elicit the viewpoints of the participants including 54 nursing students and 1 teacher. Students’ questionnaire comprised of 23 items and teacher’s questionnaire comprised of 38 items which explored 7 main parts: practical considerations, layout and design, activities, skills, language type, subject and content and conclusion. There were also the students’ profile and needs analysis forms. Three kinds of computations were done on the gathered data: per-statement analysis, per-classification analysis, and two paired samples t-test to elicit the attitudes of the students and their teacher regarding these two textbooks, ESN and MT. The results indicated that teacher and students were not satisfied with most of the criteria which English for the Students of Nursing should fulfill. Moreover, the results showed no significant difference between the students’ and teacher’s opinions.

Index Terms: ESP; Materials; Materials evaluation; Textbook evaluation.

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‘The Relationship between Emotional Intelligence and Reading Com-prehension of Iranian EFL Learners’ – Fatemeh Alipanahi & Hadis Tariverdi

Abstract

This study investigated the relationship between reading comprehension and emotional intelligence (EI). In addition, the present study focuses on different components of EI and different correlations that they may have with reading comprehension. To do so, PET (2011) as proficiency test was given to 72 upper-intermediate EFL learners majoring in English Translation at Zanjan University. From among them, 50 learners constituted the participants of the study. Then, the researcher administered the Bar-On’s (1995) Emotional Quotient Inventory and a reading comprehension test to the participants to investigate any relationship between EI and reading. These administrations also led to investigating the possible relationship between different components of EI and reading. Pearson correlation coefficient revealed a significant relationship between EI and reading comprehension (r=.68). Similarly, a significant correlation was found between EI subscales and reading comprehension (r= .71).The findings of this study can lead EFL teachers and language planners to think of effective and sensitive instruction methodologies and materials through identifying and understanding students’ significant individual differences. As findings show, emotional intelligence is one of the various aspects of the individual differences whose fostering can assist students in adapting to the environmental demands and pressures of the college environment.

Index Terms: emotional intelligence, reading comprehension, EFL learners.

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‘Feedback and Learning English Collocation’ by Fatemeh Alipanahi & Maryam Naghiloo

Abstract

This study investigated the effects of feedbacks on collocation learning by intermediate EFL learners. Fifty five intermediate EFL learners from a language institute constituted the participants of the study. They were females, aging from 17 to23. Oxford Placement Test (OPT) (2004) was administered to the population to have participants of approximately equal level of English language proficiency. 42 homogenous learners were selected and were randomly assigned into three experimental groups. . Then, in order to choose the unfamiliar collocations to be instructed during experiment—the researcher selected 140 collocations and administered them to the selected learners. There were 100 collocations with which learners were unfamiliar. During the instruction, each group received one type of feedback; Group A received direct feedback, Group B received indirect feedback, and Group C received self-correction feedback. There was no control group. At the end, a post-test was administrated to the groups. The results of One-Way ANOVA and Paired-Samples t-test revealed that feedbacks had positive effect on collocation learning of the students; however, students in indirect feedback group outperformed the direct and self-correction feedback groups. The results can lead EFL teachers and practitioners to carefully examine specific educational context and learners’ needs before the application of different feedbacks.

Index Terms: Collocation, Direct feedback, Indirect feedback, Self-correction feedback.

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Volume 6 – Issue 6

  1. ICT and its role in English Language Teaching ClassroomsAuthor/s: R. D. Gomathi & D. Ramya
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  2. Modes of Learning English as a Second Language and the Role of Motivation: A case study on the second year students of the Faculty of Arts, University of JaffnaAuthor/s: Dr. Mrs. Shanmugayogini Ravindran
    Abstract | Access Full Paper
  3. Exploring Short Stories to Design Tasks for Developing Language Profi-ciency and Life ValuesAuthor/s: Dr. P. Bharathi & Dr. V. Aparna Reddy
    Abstract | Access Full Paper
  4. The Relationship between Emotional Intelligence and Reading Com-prehension of Iranian EFL Learners
    Author/s: Fatemeh Alipanahi & Hadis Tariverdi
    Abstract | Access Full Paper
  5. Evaluation of Two ESP textbooks for Nursing Students
    Author/s: Fatemeh Alipanahi & Neda Ghorbani
    Abstract | Access Full Paper
  6. An Investigation of Intermediate EAP Students’ and Teachers’ Attitude towards Teacher Self-disclosure
    Author/s: Mohammad Ali Ayatollahi & Lida Moradizadeh Kermani
    Abstract | Access Full Paper

‘Exploring Short Stories to Design Tasks for Developing Language Profi-ciency and Life Values’ – Dr. P. Bharathi & Dr. V. Aparna Reddy

Abstract

English language teaching in Engineering colleges has the dual aim of developing proficiency in language skills and inculcating ethical values. This can be done effectively by adapting authentic literary texts and designing tasks to achieve the aims. It is a common conviction that language and literature are complementary to each other where language gives meaning and shape to the ideas and emotions that are culturally bound. So language cannot be taught in isolation where it becomes incomplete and perilous. In this paper a short story by O. Henry, “The Last Leaf “ is selected and  various  tasks   pertaining to  developing language skills as well as ethical values  are presented . Tasks related to character building, soft skills and sensitivity to life values are highlighted where by the interest of students in language learning can be enhanced.

Keywords: ELT, ESL.

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‘Modes of Learning English as a Second Language and the Role of Motivation: A case study on the second year students of the Faculty of Arts, University of Jaffna’ – Dr. Mrs. Shanmugayogini Ravindran

Abstract

The introduction of technology has altered the modes of learning and teaching of English as a second language. More and more online courses are being introduced. The learners find short cuts to obtain diploma and degree certificates. The private tuition centers too are becoming a challenge to face to face modes of learning. Unlike the earlier times the present day learners and teachers of ESL face a lot of challenges. Hence they need to be stimulated to learn and teach ESL.

The current study is aimed at exploring the role of motivation in ESL learning on the second year students of the Faculty of Arts, University of Jaffna.  Fifteen members of staff from the English Language  Teaching Centre  were interviewed and sixty  second year students were administered a questionnaire comprising 20 item rating from ‘very interesting’ to ‘boring’. It was hypothesized that motivation plays a crucial role in learning ESL. The hypothesis was tested using the data collected from the questionnaire survey and interview with the staff and the results have been discussed in favour of the research questions formed in this study. The study revealed the fact that motivation plays an important role in learning ESL.

Keywords: Modes of learning, motivation, ESL.

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‘ICT and its role in English Language Teaching Classrooms’ – R. D. Gomathi & D. Ramya

Abstract

The Present scenario technology has contributed a lot to the society. Moreover it has changed the methodology of teacher-centered to learner-centered through ICTs. It is the term that is widely in use to explain the novel technologies that rely chiefly on computers, internet, satellite and all wireless technologies. In addition to that, the technologies that are considered conventional such as radio, telephone and television have been considered as Information and Communication Technologies. These abled tools are now used together to form a networked environment on English Language Teaching. It enhances the interest of the students and commits themselves to work effectively. The usage of ICT in English Language Teaching is the need of an hour and the teacher is expected to follow both traditional and innovative pedagogies in teaching and learning modes.

Keywords: ELT, ICT.

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‘Methods to Post Method: Need for Overhauling Teacher Education’ by Dr. Sanjiv Kumar Choudhary & Rajni Singh

Abstract

Attempts have been made to find a solution for bridging the gap between the actual and the expected outcomes of English language teaching at various levels. ELT experts over the time have tried to address this issue by prescribing and implementing new teaching approaches and methods because an effective English teaching was thought to be about using a method correctly by applying its prescribed principles and techniques. However at the end of 20th century Professor Kumaravadivelu’s concept of Post Method has initiated a fresh discussion on relevance of teaching approaches and methods. Today the discussion on Post Method teaching has gained enormous significance since both teachers as well as students are coming to the class everyday with lots of new experiences gained by using Information and Communication Technology (ICT).This paper tries to examine the existing teacher education programme in the light of current discussion on Post Method English language teaching and highlights the need for overhauling it so that it could address the challenges arising due to emergence and growth of ICT.

Index Terms: ELT, Post Method, ICT, teacher education programme, new challenges.

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‘Recent Developments in ESP and its challenges’ by Rashmi Rekha Borah

Abstract

Language-centered and learning-centered approaches to course design are the outcome of the final reason of origin of ESP, which believe in the principle that learning is totally determined by the learners. Teaching English language is a great profession nowadays. However, it does not always carry success stories. What the learners need to learn when they set out on the task of learning the English language? Is using technology which is the trend now in ELT would suffice the need of the students in a country like India. The teaching and learning process has been affected by the fast development in science, economy and technology (internet communications tools) and of course from increasing contact with the whole world. That is why the significance of English is growing, it is emerging to be the international language.  ESP has come up with lots of developments over the years recent being the technology enhanced learning. The focal point has been shifted from the teacher to the learner. In ESP online learning is seen as a complement and extension of classical forms of learning. However the paper revolves around the fact that not even the best online course can fully replace the personal contact with a teacher, or the human relationships that develop in a group. So, online learning can facilitate traditional learning but cannot replace or eliminate the teacher for the all-round development of the learner as far as enhancing the language skills of the learners are concerned.

Index Terms: ESP, English Language Teaching.

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