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Chinglish in College English Writing: Problem Analysis and Solutions
Li Fengjie,
Zhang Yingying
Issue:
Volume 3, Issue 5, September 2015
Pages:
275-284
Received:
2 July 2015
Accepted:
9 July 2015
Published:
21 July 2015
Abstract: For Chinese college students, writing is a pretty weak point of learning English, which was typically embodied by the Chinglish that appears frequently in English compositions. The thesis aims to analyze the specific examples of the Chinglish based on the writing assignment by Chinese college students. Furthermore, the solutions and strategies of correcting the Chinglish in English writing are put forward.
Abstract: For Chinese college students, writing is a pretty weak point of learning English, which was typically embodied by the Chinglish that appears frequently in English compositions. The thesis aims to analyze the specific examples of the Chinglish based on the writing assignment by Chinese college students. Furthermore, the solutions and strategies of c...
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Peer Written Corrective Feedback on E-Mails: A Comparison of Static, Dynamic, and Integrated Partnership
Niloofar Seyed Golshan,
Vahid Hedayati
Issue:
Volume 3, Issue 5, September 2015
Pages:
285-291
Received:
20 July 2015
Accepted:
25 July 2015
Published:
6 August 2015
Abstract: That learners could gain benefit from written corrective feedback provided by their peers has already been established by a large bulk of empirical research and rational argumentation. However, to what extent peer feedback is effective, and what type of peer feedback provision could best cast positive results on the writing proficiency of L2 learners is still a heat topic of debate and controversy. This study, however, looks at the quality of the peer feedback provision from a whole novel angle, and that is drawing a comparison between the peer written corrective feedback which is always provided by a fixed partner, by a varying randomly assigned partner, or by a hybrid of both fixed and random partners for the first and the second half of the treatment period. To investigate this empirically, three 35-member groups of intermediate learners were assigned to the three modes of feedback provision, and received a treatment of 22 sessions. The Analysis of the Variance on the post-test results depicted the existence of a statistically significant difference between the progress rates of L2 writing progress in the learners of the three groups. The Post-Hoc Scheffe Test determined that the significant difference was between the fixed partner and random partner groups, and also between the fixed partner and the integrated partner group. Overall, the learners who received written corrective feedback from various partners in the whole treatment period staged the most successful performance in the post-test.
Abstract: That learners could gain benefit from written corrective feedback provided by their peers has already been established by a large bulk of empirical research and rational argumentation. However, to what extent peer feedback is effective, and what type of peer feedback provision could best cast positive results on the writing proficiency of L2 learne...
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Willingness to Communicate in Synchronous and Face-to-Face Conversation Modes: A Case Study
Issue:
Volume 3, Issue 5, September 2015
Pages:
292-297
Received:
12 July 2015
Accepted:
28 July 2015
Published:
11 August 2015
Abstract: Willingness to communicate (WTC) has recently received increasing attention across disciplines of second language acquisition and communication. Part of this attention has been directed towards contexts where this willingness might fundamentally increase—that is online setting. This paper is a case study of an Iranian university student who has been subject to investigation under two modes of synchronous chat and face to face conversation. These two environments have been investigated for grammatical accuracy in terms of correct use of noun pluralization, modifier-noun order, dropping of preposition, and subject-verb agreement. Results indicated that the learner was more willing to communicate in synchronous chat environment with fewer errors in the above mentioned areas rather than the face to face setting. Some pedagogical implications have also been suggested.
Abstract: Willingness to communicate (WTC) has recently received increasing attention across disciplines of second language acquisition and communication. Part of this attention has been directed towards contexts where this willingness might fundamentally increase—that is online setting. This paper is a case study of an Iranian university student who has bee...
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Vietnamese Vowels Produced by Australian Vietnamese Speakers
Dao Muc Dich,
Nguyen Thi Anh Thu
Issue:
Volume 3, Issue 5, September 2015
Pages:
298-306
Received:
26 August 2015
Accepted:
2 September 2015
Published:
14 September 2015
Abstract: This paper reported a study that acoustically examined the vowel features of Vietnamese language used by the Vietnamese community in Australia. Vowels produced by older (n=10) and younger (n=10) Vietnamese Australians residing in Brisbane, Australia, were acoustically examined and compared with those produced by corresponding older (n=10) and younger (n=10) Vietnamese residing in Ho Chi Minh/Can Tho City, Vietnam. The results showed that (i) almost all vowel tokens produced by the four groups of speakers were acoustically significantly different in vowel space; (ii) the Younger Vietnamese Australian residents’ tokens of vowels which look similar in conventional Vietnamese orthography tended to cluster with each other; (iii) the vowel productions of the Younger Vietnamese residents in Australia tended to occupy higher and/or more front regions than those of the Younger Vietnamese residents in Vietnamese group in terms of the acoustic vowel space; and (iv) the vowel tokens produced by the Older Vietnamese residents in Australia and Older Vietnamese residents in Vietnam groups occupied different regions in the acoustic vowel space.
Abstract: This paper reported a study that acoustically examined the vowel features of Vietnamese language used by the Vietnamese community in Australia. Vowels produced by older (n=10) and younger (n=10) Vietnamese Australians residing in Brisbane, Australia, were acoustically examined and compared with those produced by corresponding older (n=10) and young...
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Enhancing Iranian EFL In-Service Teachers’ Self-Efficacy Beliefs for Technology Integration
Issue:
Volume 3, Issue 5, September 2015
Pages:
307-312
Received:
19 July 2015
Accepted:
4 August 2015
Published:
17 September 2015
Abstract: In recent decades successful teachers’ using technology in their classrooms has been the center of vigorous debates in the field of teacher education. The present study investigated the self-efficacy beliefs of Iranian EFL in-service English as a foreign language teachers’ for technology integration. The study first explored the perceived self-efficacy beliefs for technology integration. Second, it investigated the factors that might influence the teachers’ technology integration practices; as a result, whether there was a mismatch between the teachers' self-efficacy beliefs and their technology integration. The participant who took part in this research were 30 in-service English language teachers working in the high schools of Zahedan. The necessary information is collected via Self-efficacy for Technology Integration Scale. In the qualitative phase, structured interviews were conducted with 12 volunteer teachers of English. The findings indicated that the participants had high levels of perceived self-efficacy for technology integration. Further, the interview results explored external/environmental and personal factors affecting teachers’ technology integration practices. The study specifically concluded that there was a mismatch between the teachers’ perceived self-efficacy beliefs for technology integration and their actual practices in the classroom.
Abstract: In recent decades successful teachers’ using technology in their classrooms has been the center of vigorous debates in the field of teacher education. The present study investigated the self-efficacy beliefs of Iranian EFL in-service English as a foreign language teachers’ for technology integration. The study first explored the perceived self-effi...
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Internal and External Factors Affecting Learning English as a Foreign Language
Soheil Mahmoudi,
Asgar Mahmoudi
Issue:
Volume 3, Issue 5, September 2015
Pages:
313-322
Received:
25 August 2015
Accepted:
8 September 2015
Published:
17 September 2015
Abstract: This study investigated the effects of internal and external factors on learning English as a foreign language from Iranian EFL learners’ points of view. Copies of a 30-item Lickert-scale questionnaire, addressing internal and external factors or principle components, were distributed among about 140 postgraduate students of ELT in three universities in Iran. The collected data were then subjected to Principle Component Analysis (PCA). The findings revealed that while internal and external components are distinguishable, many of the variables do not heavily load on the principle component to which they theoretically belong. After separating the non-correlating variables it became clear that most of these variables are very important variables. Further analysis indicated that it is possible to divide internal variables to cognitive and affective and external variables to environmental and curricular. The conclusion reached was that the importance of variables should not be judged based on their nature but based on the importance accorded to them by the respondents. It was also concluded that extreme attention paid to internal variables should be balanced against external variables.
Abstract: This study investigated the effects of internal and external factors on learning English as a foreign language from Iranian EFL learners’ points of view. Copies of a 30-item Lickert-scale questionnaire, addressing internal and external factors or principle components, were distributed among about 140 postgraduate students of ELT in three universiti...
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