English Language Teaching (ELT)
96 theses under this subject heading
Gender Differences in Using Compliment Responses Strategies: A Case Study
This study intended to investigate the English compliment response strategies as used by gender groups, to find out if there are significant differences in responding to compliments according to gender variable. One hundred students (50 female, 50 male) from the undergraduate Arabic students of Eastern Mediterranean University (EMU) participated in the study. In order to collect the data of the study, a borrowed Discourse Completion Test (DCT) consisting of 10 situations was used as an instrument of data collection. Mainly, the situations of the DCT were designed to collect responses to compliments addressed by the same and the opposite gender of the respondents. The situations of the DCT covered two main compliment topics, appearance and performance. In order to answer the research questions: what are the most feaquent CR strategies used by male and female Arabic undergraduate student of EMU to respond to compliments addressed by the same and the opposite gender? And are there any significant gender-based differences in using CR strategies between Arabic undergraduate students of EMU? The collected responses were coded and classified according to Herbert’s (1986) taxonomy of Compliment Responses (CRs). Then, SPSS program was used to calculate the frequencies of the responses and a cluster of independent-sample t-tests were done in to order to find any significant statistical gender-based differences in using compliment responses. The findings of the study showed that both female and male Arabic students of EMU preferred to show agreement with compliments addressed by both the same and the opposite gender. Also, findings of the study showed that there are significant statistical gender-based differences among Arabic students of EMU in using CR strategies. Analyses showed a significant female superiority in the use of CR agreement strategies, and that females showed more acceptance to compliments on both appearance and performance than males did. On the other hand, male students used more disagreement in responding to compliments on appearance addressed by males. These findings can be taken in consideration by English as Foreign Language (EFL) teachers and syllabus developers in order to raise awareness of communicative language teaching and using. Keywords: Gender Differences, Compliment Speech Act, Compliment Responses.
Academic Discourse Socialization of Graduate PhD Students
The present study explored the graduate students’ socialization through and to the oral academic discourse in the Department of Foreign Language Education (former ELT Department) in Northern Cyprus. Through an ethnographic design (comprising micro- and macro-perspectives) it provided attested discourse evidence and interview insights to the socialization experiences of the culturally and linguistically diverse candidates in the space of a graduate classroom, as well as across various spaces in the academic context. The results indicated that the students’ participation in the wholeclass academic discussions as well as outside the classroom discursive activities and practices was conducive to their gradual socialization to and through the oral academic discourse. Specifically, the students accrued epistemic stance, employed intertextuality, and constructed intersecting identities in that they enacted various discourse and situated identities as well as transported unique personal, academic and professional identities. The findings revealed that the socialization experiences of the PhD students were challenging, however rewarding in that they learnt to cope with their advanced academic studies through exercising their agency and were constructing academic identity as a form of competence in the graduate community. Keywords: oral academic discourse, participation, whole-class discussion, socialization, identity, novice/expert, intertextuality, stance, agency.
Evaluating an English Language Course for Nursing Students
This study aims to investigate into the English course for nursing in the faculty of nursing at Shahid-Beheshti University. More specifically, the study aims to identify the students’ and the instructor’s opinions about the course suggestions as regards the improvement of the English course, and the students’ need as perceived by themselves and the course instructor. This study has been designed as a case study which uses a mixed-methods approach to research. In other words, both qualitative and quantitative data were collected through the student questionnaire and instructor interview. The participants of the study were seventy nursing students in the third and fourth years of their study and one instructor in the faculty of nursing at Shahid-Beheshti University. The results of this study indicated that both the instructor and the students held positive attitudes toward the English course for nursing in terms of its aims and objectives, content and materials, teaching-learning process, and assessment. Also, the results highlighted the strengths of the English course for nursing as perceived by the participants of the study. Additionally, the results showed that the course had some weaknesses too. Based on the weaknesses, the participants suggested making some changes in the English course for nursing. For example, by extending the time of the class and adding more English courses to teach the students. They mentioned that academic writing skills and listening skills be must emphasize more in this course. Also, they agreed the technology should be integrated into the English course. Finally, the results of the study explained some implications about the English for course for nursing in the faculty of nursing at Shahid-Beheshti University in Tehran. Also, some recommendations are provided for future studies. Keywords: English for specific purposes (ESP), English for Nursing Purposes (ENP), Need analysis (NA).
Feeling of Foreign Language Anxiety Among Non-Native-Speaking Teachers Having their Postgraduate Program
Researchers and even language teachers have been concerned for a couple of decades with the concept of foreign languages anxiety in the field of English language teaching. Since the number of Non-Native-Speaking (NNS) teachers is globally growing (Selvi, 2011), this indicates a need to addressing teacher language anxiety more than ever. Therefore, the present study was set out to assess the foreign language anxiety among postgraduate students who were NNS teachers having their postgraduate program. This study was carried out with 48 international NNS teachers during their postgraduate program at Eastern Mediterranean University in Northern Cyprus to explore a such feeling. Two questionnaires (FLCAS and TFLAS) were administered with all participants in the current study. A group of eight participants were purposefully chosen from the total number of participants based on their level of anxiety and were asked to state their opinion in an open - ended written question scale (Affinities) about the foreign language anxiety sources. They were also interviewed in order to explore the impact of language anxiety on language teaching approaches. First, based on the results of FLCAS, the current study found that NNS teachers did experience different level of foreign language anxiety. The results demonstrated that some participants suffered from high levels of anxiety. Second, Class Arrangement, Genetic and Personal Characteristics, Anxieties, and Social and Cultural Factors were the main sources of their feeling of language anxiety. On other hand, the affinities Achievement, Motivation and Interests, and Individual Learning Approach were not found to be focal points that hinder the participants’ language learning in this study. Third, this study found that anxious postgraduates who were NNS teachers are highly susceptible to feelings of foreign language teacher anxiety which possibly affect their approach of teaching the target language. The results revealed that anxious postgraduates appeared to have a sense of perfectionism tendencies by showing their high demands for teaching the language anxiety. The study ends with recommendations for anxious teachers in order to alleviate their anxiety. Keywords: Foreign Language Learning Anxiety, Teacher Foreign Language Anxiety, Affinity, NNS teachers, Postgraduate Students.
Investigating the beliefs and preferences of pre-service teachers as regards grammar instruction in EFL context
ABSTRACT: This research study aimed to investigate the beliefs of pre-service teachers about the role of grammar in learning and teaching English as a foreign language (EFL), their preferences in teaching grammar, and their views about the departmental courses as regards the contribution of these courses to their readiness in teaching grammar upon graduation. Accordingly, the study addressed the following research questions: 1. What are the beliefs of the participating pre-service teachers about the role of grammar in learning and teaching English as a foreign language? 2. What are the preferences of pre-service teachers in teaching grammar? 3. How do the participating pre-service teachers evaluate the courses offered in the ELT department as regards the contribution of these courses to their readiness in teaching grammar upon graduation? The present study was carried out in the English Language Teaching (ELT) department of Eastern Mediterranean University (EMU) in Northern Cyprus. The study followed qualitative research design. In the study both a questionnaire and a number of interviews were administered to 66 students (i.e. pre-service teachers) to gather data. The first finding of the current study seemed to indicate that a great number of the participants believe in the essential role of grammar in learning and teaching English as a foreign language. Next, the participating pre-service teachers reported that they would probably prefer to teach grammar deductively in their own classes while many participants emphasized the importance of teaching grammar inductively. The findings of the study also revealed that majority of the participants found some of the departmental courses very useful because they thought these courses contributed highly to their readiness level in teaching grammar upon their graduation. In conclusion, the study provided useful findings and made related implications for pre-service English language teachers in raising their awareness towards grammar teaching and the academic staff in the ELT departments in designing and redesigning their courses. Keywords: Teachers’ beliefs, grammar instruction, pre-service teachers. …………………………………………………………………………………………………………………………………………………………………………………………………………
Using Storybooks to Teach English to Young Learners
This thesis would try to analyze and understand whether or not the use of stories will be beneficial to the children. The findings tried to help us to understand if the use of stories stimulated the children to learn the English language, and would stories increase the perception of the students towards the English language. The study was conducted at Alasya Primary School in Northern Cyprus, in total thirty two primary children aged between ten and eleven which contributed to the study. The participants were surveyed during interview with observation in the classroom, questionnaire. The researcher’s field notes were also included in the study. The questionnaire and interview questions were adapted from Gardner (2004). The interviews and questionnaire had been held one by one and due to the age of the participants. The method of analysis was statistical and Descriptive. The interviews were taped, copied and converted into English by the investigator. Using the statistical package 22 the findings were implemented. The overall results showed that the stories had a positive impact on the learners and that they motivated towards the lesson. According to the outcomes of the study, some implications for teaching and further research are suggested. Keywords: stories, motivation, young learners, motivation, cultural variances
Students' and instructors' perceptions of powerPoint use in ELT classrooms
The current study aimed to identify both the students’ ( graduate and undergraduate ) and the instructors’ perceptions of PowerPoint Presentation (PPP) use in ELT Classrooms. The study was conducted in the Department of Foreign Language Education ( FLE) at Eastern Mediterranean University (EMU). It also attempted to find out the differences in perceptions between the graduate and the undergraduate students as well as between the students and the instructors. This case study used mixed method approach to research. The participants of the study were 108 students ( graduate and undergraduate ) and 10 instructors of FLE Department at EMU. The data were collected using student and instructor questionnaires and interviews. The results showed that both the students and the instructors had positive perceptions regarding the use of PPP in ELT classes. They believed that PPP is an easy and interesting tool to use in the classrooms. However, they varied in their preferences concerning PPP. The data showed that the students preferred decorative and light colored backgrounds while the instructors had some uncertainties regarding these preferences. In addition, although the undergraduate and graduate students showed similarities in their perceptions regarding PPP use, they differed in their preferences. For instance, the graduate students believed that the slides should work as discussion points in the classrooms while the undergraduate students believed that slides should include interesting multimedia features. The findings of this study may have some practical implications for instructors and students. More specifically, they may help the instructors and the students to gain awareness about the important role of PPP in learning and teaching. Also, the findings may provide feedback for the instructors as regards their students’ preferences, so that they can integrate more effective PPPs into their classrooms. Moreover, the study has some suggestions for future studies such as focusing on the topics of motivation and learning styles in relation to PPP. Keywords: PowerPoint Presentation (PPP), PPP in ELT, Perceptions, Preferences.
Difficulties in Dealing with English Prepositions of Place Encountered by Students with Native Arabic Language Background
This study investigated the errors that Arab EFL learners produce when they use the English spatial prepositions above, among, at, behind, below, between, in front of, on, and under. Also, the role of the mother tongue in producing such errors in using these ten prepositions was under investigation in this study. The participants of this study were 72 Arab students 48 males and 24 females, who study at the Foreign Languages and English Preparatory School, Eastern Mediterranean University. All the participants were Arabic native speakers, and they were from different Arabic countries which are: Libya, Yemen, Egypt, Bahrain, Jordan, Syria, Iraq, Palestine, and Morocco. A test consisted of two parts was used to collect data. The first part was fill-in-the-blank question which contained 30 questions about the ten prepositions of place (three questions for each preposition). And the second part was a picture incomplete sentence which had 20 incomplete sentences (two questions for each preposition). The data obtained from the participants was analyzed qualitatively by checking the answers and scoring the wrong answers for each preposition. Results showed that Arab EFL learners have the problem of substitution in using English prepositions of place. In addition, leaving the question with no answer was employed by the participants. The results about the role of the mother tongue found that negative transfer played a role in the production of these errors. Finally, the study provides implications for Arab EFL learners regarding the use of English spatial prepositions, and some suggestions for further research in this area. Keywords: Negative transfer, Substitution, Spatial prepositions, Language interference.
Exploring English Language Teachers’ Perceptions Towards LGBTQ Issues: A Case Study in Northern Cyprus
This study addresses a significant gap in English Language Teaching (ELT) literature by examining the incorporation of queer pedagogy in northern Cyprus. It investigates the perspectives of English language teachers in University Preparatory departments regarding discussions on queer issues within their classrooms. The aim is to bridge the theory-practice gap in ELT by exploring the impact of queer perspectives on instructional materials and the dynamics between educators and learners. In an effort to uncover the challenges faced by teachers in integrating queer pedagogy into their classrooms, this study revealed generational differences among teachers in their approach to LGBTQ issues. It also highlighted the pressing need for institutional support and resources to facilitate inclusive education practices. Data for this study was collected through a combination of questionnaires and interviews with in-service English language teachers. The study's findings are expected to raise awareness of the importance of incorporating queer pedagogy in EFL classrooms to create inclusive and supportive learning environments. Traditional EFL teaching methods have often neglected discussions on sexuality and gender identity, potentially marginalising queer students. By integrating queer pedagogy, this research aims to foster critical discussions about sexual and gender identities, challenge societal norms, and promote social justice. Ultimately, it seeks to equip educators to navigate and address these crucial aspects, contributing to a more comprehensive and supportive educational framework.
An Investigation into the Influence of Montessori Method on Professional Development of EFL Teachers and Productive Skills of Students with Autism
Educating students with special needs specifically those suffering from autism spectrum disorder is a challenging task and requires much effort, and professionality, and employment of further strategies than those applied to normal students. However, most teachers working with autistic students do not have adequate knowledge and skills required to teach to this group of students. Therefore, this qualitative study was designed to investigate the influence of the training of Montessori method on professional development of EFL teachers. This study also aimed to explore the influence of teachers’ training of Montessori method on L2 productive skills of students with autism. To this end, three EFL teachers who dealt with 10 students with autism from an educational center for autistic children in Iran were recruited to participate in a 10-week teacher training of Montessori Method. The theory and practice issues of Montessori education were introduced and discussed during four workshops which also included open discussions. While attending the workshops, Montessori Method were implemented in three English language classes of students with autism. Four instruments including approaches to teaching inventory, interviews, open discussion sessions, and observation were used to collect data. The results of the inventory indicated that the Montessori-oriented training changed the teachers’ approach of teaching English to the autistic students. teachers’ perceptions of their changes were characterized by adopting a role as a facilitator, extending teacherstudent relationship, incorporating material suitable for students with autism, providing an opportunity to learn more independently. Teachers also perceived that Montessori Method could be effective in teaching English to autistic students and it could improve their L2 productive skills, their motivation, foster more independence, and enhance their interaction with peers. This study yielded some implications for teachers, teacher educators and educational material developers. Keywords: Montessori Method, professional development, EFL teachers, autism, L2 productive skill
Students’ and Teachers’ Perceptions of an Effective English Language Teacher
The present study mainly aimed to investigate the students‟, instructors‟ and alumni‟s perceptions of an effective English language teacher in the English Language Teaching (ELT) Department at Eastern Mediterranean University (EMU). To this aim, personal qualities, professional qualities, pedagogical skills and classroom behaviors of effective English language teachers as perceived by the students, instructors and alumni were identified. The study was designed as a qualitative and quantitative (i.e. a mixed-type) case study. The participants included 82 undergraduate ELT students (student teachers), 10 instructors and 20 alumni. The data was collected through questionnaires, and semi-structured interviews from three groups of participants. The results of the study showed that the perceptions of each group of participants generally differed from another although some similarities were identified. According to the students and alumni, in order to be an effective English language teacher, professional qualities, pedagogical skills and classroom behaviors are more important than personal qualities. On the other hand, the instructors believed that the combination of all qualities is necessary for being an effective English language teacher. The overall findings of the study revealed that the highly important qualities of an effective English language teacher as perceived by the participants were: being fair, reducing students‟ anxiety, being good at classroom management, knowing students‟ names, correcting students without offending, being encouraging, approachable and patient, teaching speaking skills well, having good knowledge of vocabulary and having correct pronunciation, respectively. Although most of the qualities were perceived important, three qualities which are gender, being young and having lived in an English speaking country, were been perceived slightly important. In the light of the results of the study, some implications for pedagogy and further research are suggested. Keywords: effective teacher, English language, teacher qualities, perceptions
Anxiety in Foreign Language Learners: A Case Study of Kurdish Students
The study was carried out to investigate foreign language anxiety levels of high school students in grade 11th from a Kurdish setting in Kurdistan, Iraq, as well as to figure out the factors that are responsible for their anxiety. The sample population of this study consists of 87 students from two high schools in Irbil. All the participants in this study are native speakers of Kurdish studying English as a foreign language (EFL). The instruments used in this study are background questionnaire, Foreign Language Classroom Anxiety Scale (FLCAS), open ended questions and researcher’s field note. The results of this study show that public Kurdish high school students experienced language anxiety. The main factors causing anxiety in the context of this study are learners’ attitudes and beliefs regarding English language learning; classmates’ level of speaking ability; teacher-student interaction in class; the teacher’s questioning when students are not prepared; and unannounced pop quizzes; and the teacher’s explanation in class through explicit means. Among other significant factors are seeing others speaking better English; fear of being laughed at by others; others’ thoughts and reactions when they speak English. In this regard, the findings in this study are in line with those of previous studies, such as Chan and Wu (2004), Young (1991), Young (1994), MacIntyre (1995), Awan, et al. (2010). This study adds to the body of knowledge on the understanding of EFL learners' level of anxiety and factors that cause anxiety.
The Uses of Smartphones among EFL Learners and their Effects on Vocabulary Learning in Foreign Language English Preparatory School
There have been so many developments and innovations in technology recently and technology use is a way of life for most of us. The smartphone is the most known one and it is used by many. This study attempts to find how EFL learners use smartphones and what effects smartphones might have on their learning English vocabulary. This experimental study was conducted at Eastern Mediterranean University in English Preparatory School. A total of 60 learners from four intermediate level preparatory classes participated in this study. Survey design and experimental design was conducted. Both quantitative and qualitative research methods technique were used. A Background questionnaire was administered in order to decide on which smartphone application to use. Based on the results of this questionnaire, WhatsApp was employed. Pre-test was administered to both experimental and control group to measure participants‟ knowledge of the given words. As part of an experimental design, 30 experimental group of learners received WhatsApp messages via the smartphone containing a number of target words. On the other hand, another 30 control group learner received the same target words in a handout in a traditional way simultaneously. Each target word entry involved a definition, an example, word parts, visual illustration, associations, and collocations. A total of twenty-one words were presented to both the experimental and control group learners in a period of 10 days. A post-test was administered after all target words were sent out to measure the effect of the new application on vocabulary learning. In addition to the post-test, the participants were asked to complete a questionnaire on smartphone use. Lastly, the researcher had a semi-structured interview with two participant volunteers in order to gather further information about the use of the smartphone (i.e. WhatsApp) in a vocabulary learning experiment. The results of the study show that the preparatory EFL learners use their smartphones for both personal purposes and educational purposes. Moreover, smartphones seem to promote the learners‟ English language learning and specifically vocabulary learning. Particularly, vocabulary learning via WhatsApp has a statistically significant effect on learners‟ vocabulary learning. The findings of the study suggest that teachers should integrate smartphone applications such as WhatsApp into vocabulary. Also, this application seems to be useful in promoting autonomy in vocabulary learning because it gives the learners the chance to recycle vocabulary in their own time and it assist learners in developing their vocabulary learning skills whenever and wherever they wish. Keywords: Vocabulary learning, target words, smartphones, applications, Mobile Assisted Language Learning, WhatsApp
The Use of the Linguistic Landscape of a University Campus for English Language Teaching and Learning Purposes
This study will give account on the possible use of the linguistic landscape of a university campus for pedagogical purposes. The study was conducted at the Department of Foreign Language Education (FLE), in the Eastern Mediterranean University (EMU), the only state university of the Turkish Republic of Northern Cyprus. Qualitative research has been used for the purpose of receiving direct reactions on the multilingual campus from prospective teachers of English language. 13 MA students from the department of FLE participated in the interview which revealed data on their reflections on signs used in the campus of EMU and their perceptions on the idea of including linguistic landscape into the language learning process. The findings of the study show that prospective teachers of English have positive perceptions about the use of linguistic landscape as a tool for pedagogical purposes, believe in its power and benefits, and are generally willing to include it into their own teaching. Furthermore, the results provide data on how signs are used in the campus of the university and how the participants interpret them. Signs have been categorized and analyzed with a focus on language use and language policy of the university. Moreover, several ways of integrating the linguistic landscape into language education have been summarized and presented in line with previous studies. The findings should make an important contribution to the field of sociolinguistics by demonstrating the usefulness of our surroundings and its benefit in language education and furthermore raise awareness of prospective language teachers. Keywords: Linguistic Landscape, EMU Campus, English Language Teaching, Language Learning, Signs
Investigating Oral Communication Strategies Used by Registrar’s Office Employees in an International University Context: A Case Study
The global spread of English has led to both the use of English as a lingua franca and as well as the emergence of new diversities of spoken English acknowledged as „World Englishes‟. This enlarging use of English in all domains of life including the higher education contexts necessitates mutual intelligibility among second language (L2) users for effective communication. In the pursuance of this aim, L2 users need to employ some oral communication strategies (OCSs). Given the fact that Eastern Mediterranean University (EMU) is an English-medium university which accommodates international students from 106 different countries, English is used as a lingua franca within the campus including the Registrar‟s Office (RO). However, there is no study conducted to investigate the strategies used by the employees to communicate with the non-Turkish speaking international students successfully. This study, then, aims to explore the oral communication strategies used by the RO employees to overcome oral communication breakdowns with the international non-Turkish speaking students at EMU. To achieve this goal, a mixed methods approach was followed to elicit data from 40 RO employee participants through Oral Communication Strategy Inventory (OCSI). In addition, 12 participants were interviewed to triangulate the findings obtained via the survey. After analyzing the collected data, the major findings of this study showed that RO employees mostly negotiated for meaning while speaking and listening. Findings of the study are justifiable as the RO employees have no other choice but maintaining successful communication with international non-Turkish speaking students in order to fulfill their needs. This study aims to fill the gap in the literature about oral communication breakdown in the English language taking place between the RO employees and the students in an international university context. The findings of this study can inform both the university administrators and syllabus designers to work in collaboration for designing an ESP course for the employees to improve their oral communication skills and strategies in English. Keywords: Oral communication strategies (OCSs), English as a lingua franca (EFL), oral communication breakdowns (OCBs), Registrar‟s Office (RO), English at workplace
A Case Study on the Acquisition of English Hyperbolic Expressions by EFL Undergraduate Students with Different Native Language Backgrounds
ABSTRACT: It has been proven that certain language exponents in a foreign language are more difficult than others. This is especially obvious when we deal with such language exponents as idiomatic expressions or formulaic language in which the meaning of the whole expression is not the entire meaning of each part making them. It would be interesting in this regard to define the role of the learners’ native language transfer in acquiring idiomatic or formulaic expressions. It would also be interesting to find out whether there exists any relationship between the learners’ levels of proficiency. Thus, the study purports to focus on both native language transfer and the relationship between the learners’ proficiency level and their acquisition of the target language's figures of speech. To achieve the purpose of the study, the research methodology chosen is based on quantitative and qualitative methods. The research design consists of a multiple choice test and a translation task based on McCarthy and Carter’s (2004) categorization of hyperbole and other expression taken from various sources. The study involvedparticipants of two different native languages. The data were collected from the departments of English in both the University of Mosul and the University of Duhok where the Arabic and Kurdish languages are spoken respectively by the EFL learners. It has been found out that learners understand metaphorical expressions which have identical or very similar Arabic and Kurdish correspondents more frequently. It has also been found out that the language transfer occurs when respondents are unsure of the metaphorical meaning. Thus, when respondents do not understand an expression, this occurs due to native language intervene along with other factors such as semantic transparency and linguistic structure of the items given, linguistic and pragmatic proficiency, and the context. Data analysis has also verified the hypothesis that the acquisition of idiomatic expressions is directly dependent on the learners’ level of foreign language proficiency. Keywords: hyperbole expressions, formulaic language, foreign language, Arabic and Kurdish, language transfer . …………………………………………………………………………………………………………………………
Teaching Speaking Skills in an English Language Teaching Department
The present study evaluates the Oral Communication Skills II course (ELTE 108) offered in the undergraduate program of the Department of English Language Teaching (ELT) at Eastern Mediterranean University (EMU) in terms of teaching speaking skills. In this evaluation study, a mixed method approach was used; both qualitative and quantitative data collection methods were used. The participants of the study were twenty – six undergraduate students who were enrolled in ELTE 108 course and the two instructors who were teaching the course. The data were collected through a student questionnaire, teacher interviews and classroom observations. The results of the study show that the Oral Communication Skills II course is effective in improving the students’ speaking skills as perceived by the students and their instructors. In other words, the students and instructors have positive attitudes towards the course, but at the same time they suggest some changes to make the course more effective. More specifically, the results of the study revealed that the course has some strengths and weaknesses as perceived by the instructors and the students. From the students’ perspective, the results show that the main strength of the course is that it has helped them to learn how to give presentations, impromptu speeches and engage in a discussion, while one of the main weak points is that visual aids were not used sufficiently in the class. In relation to the teachers’ perspective, they stated that the strong points of the course are that it provided the students with the theoretical knowledge of delivering presentations, impromptu speeches and also it helped the students to develop inter-cultural and inter-personal skills. One of the major findings of this study is that listening activities were very limited. The findings of this study may provide feedback to the instructors as regards the effectiveness of the course so that they can make the necessary improvements.
Integrative and Instrumental Motivation of Libyan ELT Undergraduate Students Towards Learning English
The current study aimed to explore the motivation level and motivation type (whether they are integratively or instrumentally motivated) of ELT undergraduate Libyan students towards learning English. It also attempts to explore the major factors which influence the motivation of ELT undergraduate students in learning English. The study was conducted at the University of Sebha, specifically in the Department of English Language Teaching (ELT), which is located in the south of Libya. This case study used a quantitative method. 118 ELT undergraduate students participated in this research. The data collection instrument was a student's questionnaire. The collected data were analyzed by using SPSS 20 software programme. The results showed that the motivation of students for learning English is high. In addition, they are more instrumentally than integratively motivated to learn English language. Furthermore, it was revealed by the results that the factors which contribute to learner's motivation are mixed between integrative and instrumental motives. Lastly, the implications, limitations of the study, as well as further research studies suggestions were also provided at the end of this study. Keywords: Motivation, Integrative, Instrumental, ELT students
A Survey of Translation Language Learning Strategy Use by English Translation Majors
Language learning strategies have been investigated extensively, however, translation language learning strategies have not been addressed adequately. Also, the research to date has rarely involved language learners and teachers in relation to strategy use. Moreover, the number of studies on the use of translation language learning strategies and related beliefs by translation majors is very limited. Therefore, the present study explored translation students’ beliefs about the role of translation, use of translation language learning strategies and their instructors’ related beliefs at the Department of Translation and Interpretation, Faculty of Arts and Sciences, Eastern Mediterranean University, North Cyprus. This survey administered questionnaires to students, and conducted interviews with their teachers. The survey revealed that the translation students held favourable beliefs about translation from L2 to L1 and from the native to the target languages. Specifically, they had positive beliefs about the role of translation in learning the English lexicogrammar, developing receptive and productive skills, and overall, in promoting progress in L2. The translation majors’ beliefs about translation were consistent with their reported use of translation language learning strategies, in relation to the frequent use of translation language learning strategies for reading and speaking in L2 without resorting to thinking in L1 and frequent employment of L2-L1 dictionaries for learning English. Triangulation of the translation students’ and instructors’ survey reports revealed promising congruence regarding their beliefs about the role of translation and use of translation language learning strategies. Congruence was found across all respondents’ reports on their beliefs about the role of translation in learning the target language, in relation to using translation for understanding the differences and similarities between Turkish and English, and promising congruence regarding the use of the mother tongue. Finally, the present survey provided important implications for the context of instruction and also made suggestion for further research. Keywords: Translation, Translation Language Learning Strategy, Beliefs, Translation Students, Translation Instructors
Kurdish Novice English Language Teachers’ Perceptions on their Teaching Practices and Needs: A Case Study
The present study aimed to investigate into Kurdish novice English language teachers’ perceptions on their teaching practices and needs. The study also aimed to identify their perceptions on the teacher education programs they had gone through and to what extent they had prepared them for the process of teaching. For this purpose, the teachers’ perceptions regarding their difficulties, challenges and needs in their first year(s) of teaching were identified. This study is a mixed method case study, which applies a descriptive -interpretive method. Sixty – three Kurdish novice English teachers who are teaching in basic and preparatory schools of General Educational Directorate of Erbil participated in this study. Thirty – three teachers were from the basic level while thirty teachers were teaching in preparatory level. Both qualitative and quantitative data were collected from two different sources: teacher questionnaire and teacher interviews. The results of the study indicate that in general, Kurdish novice English language teachers found some aspects in their first year(s) of teaching difficult, some neither difficult nor easy and some others easy. The results also show that teaching about target culture, hiring practices and dealing with special needs of students were their main problems. The results at the same time show that the teachers were in need of support from their administrators, interaction with experienced English teachers and a continuous training program. As regards the teacher education program, the results show that teacher education program they completed did not fully satisfy them and they believed that their needs were not met. Based on the results, some implications for improving the teacher education in Kurdistan regional government of Iraq and suggestions for further studies have been recommended. The implications can help teacher education programs to be more effective and help novice teachers more to face less problems and provide them with their needs.
Parental Beliefs Regarding Children’s Native and English Language Acquisition: The Case of Northern Nigeria as a Multilingual Context
The research attempted to investigate the parental beliefs regarding their children’s native and English language acquisition in the context of multilingual Northern Nigeria. The study was conducted in Northern Nigeria involving 104 participants from Nasarawa State Polytechnic, Lafia Nasarawa State, Nigeria. The study used the mixed methods research where both quantitative and qualitative data were gathered through the use of Beliefs about Language Learning Inventory (BALLI) questionnaire and semi-structured interview. Out of the total sample, 18 participants were randomly selected for the interview. Findings of this present study reveal that parental beliefs on their education and attitudes enhance their children’s English language acquisition. This research acquaints parents with information to adjust to their children’s native and English language acquisition and, would provide government with relevant knowledge to be used in adopting and implementing useful educational policies on children’s native and English language acquisition in the context of multilingual Northern Nigeria. Considering the coverage of this study conducted within just an institution, similar studies could be replicated in other parts of Northern Nigeria with more number of institutions at having greater number of participants. Keywords: English and indigenous language acquisition, Attitudes, Multilingualism, Bilingualism.
An Investigation into materials used in English courses from various perspectives: A case study
ABSTRACT: The aim of the study is to find out whether the English courses offered to Tourism and Hospitality Management students meet their needs both in terms of the materials offered and the ways that these materials are presented. The rationale behind the choice of this topic is based on our observations that the English courses they take fail in some points. The choice was also motivated by the fact that in most faculties, including the Faculty of Tourism and Hospitality Management, the language of instruction is English, and the aim of these courses is to enhance the students’ level of English language proficiency to learn their subject courses. The setting of the study is Tourism and Hospitality Management Faculty at the Eastern Mediterranean University. The participants were 106 students majoring in Tourism and Hospitality Management in academic year 2013 and four English language teachers who were teaching English for specific purposes courses at the faculty. In order to increase the reliability, the researcher triangulated the data sources. In other words, the researcher used (a) a questionnaire for students, (b) semi-structured interviews with English teachers and (c) classroom observations. Also, the researcher analyzed the materials they used in order to find out the perceptions of both the students in terms of their perceived needs and the teachers’ perceptions of students’ needs. The data were processed by using SPSS to get descriptive statistics. In other words, the methods employed by the study was qualitative. The result of the present study is that learners’ needs are, generally, met by the materials used in the Tourism and Hospitality Management Faculty in terms of language skills, language content areas, and learning style, but with a slight difference in some exercises. Limitations, pedagogical implications and recommendations for future research are provided. Keywords: ESP, EAP, EOP, EGP, learning styles (LS), need analysis. …………………………………………………………………………………………………………………………………………………………………………………………………………
An investigation into the use of L1 in EFL classes in the Kurdistan region of Iraq
The present study aimed to identify the attitudes of students and teachers toward the use of L1 (Kurdish) in English as a foreign language (EFL) classes in basic and high schools in the city of Erbil in the Kurdistan Region of Iraq. It also investigated if attitudes of the learners change across different levels of study and gender. Besides, it tried to find out the students’ and the teachers’ perceived needs for L1 use in their classes. Finally, it looked into the students’ and the teachers’ actual uses of L1 to see when, where, and for what purposes they use it and to identify whether level of study and gender affect the students’ use of Kurdish. This research study was designed as a case study in which qualitative and quantitative methods of data collection were employed. The participants included 98 students and 4 teachers from 7th grade and 11th grade classes. The data was collected through a student questionnaire, a teacher questionnaire, teacher interviews, and classroom observations. The results of the study showed that the teachers and students were positive toward the use of Kurdish in English classes. However, the students were more positive than the teachers. While students believed that Kurdish can often be used in English classes, the teachers preferred moderate and sometimes use of it. The results also showed that the attitudes of 11th grade students were more positive than those of 7th grade students and that the difference between them was statistically significant. Similarly, the female students showed more positive attitudes than the male students did toward the use of Kurdish; yet, the difference was not statistically significant. It was found that the teachers use Kurdish usually because the students’ proficiency level was not adequate to understand English-only classes. Moreover, they thought it helps students understand and learn better, it helps teaching new vocabulary and difficult topics, and it saves time. Students reported that they use Kurdish because they think they are not proficient in English enough to speak it and it helps them understand and learn English. The results of the classroom observations showed that teachers and students used Kurdish extensively in different situations and for a variety of purposes while very little English was used by them. Finally, the findings showed that 11th grade students used much more L1 than 7th grade students did and that male students used more Kurdish than female students did. However, the difference between males’ and females’ use of Kurdish was not very considerable. In the light of the findings of the study, some pedagogical implications for a judicious and moderate use of L1 and implications for further research were proposed. Keywords: student attitudes, teacher attitudes, L1 (Kurdish), L2 (English), use of L1, gender, level of study
An Investigation of Technological Pedagogical Content Knowledge (TPACK) of Pre-service English Teachers: A Case Study
This research attempts to investigate the perceptions of pre-service EFL (English as a foreign language) teachers studying in the English Language department in the University of Duhok, regarding their Technological Pedagogical Content Knowledge (TPACK). It also aims to explore their perceptions about how well the program they attend to contributes to their TPACK, as well as the suggestions of the pre-service EFL teachers and the instructors of the department for further development of pre-service teachers’ TPACK. The study has followed a mixed-methods approach utilizing both quantitative and qualitative data. For the quantitative data, Başer et al.’s (2016) TPACK-EFL survey has been used to gather data from 72 pre-service teachers (46 male and 26 female). To achieve the aims of the study and answer its questions, qualitative data were gathered through interviews conducted with ten pre-service teachers and five instructors. The results of the study have demonstrated the participating pre-service teachers’ agreement on possessing quite a bit of all seven TPACK components. When each component of TPACK is considered, the most important components were found to be Content Knowledge (CK) and the least important one was Technological Pedagogical Content Knowledge (TPACK). When looked at from the ‘gender’ perspective, the study findings reveal that female participants claim the possession of Content Knowledge (CK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK) more than their male counterparts. Male participants, on the other hand, were found to have the Pedagogical Content Knowledge (PCK) more than female participants, based on their responses to the survey. The findings showed no significant differences between respondents according to their age toward dealing with the TK, CK, PK, PCK, TCK, TPK, and TPACK. Regarding how well the program at the University of Duhok helped the pre-service teachers develop their TPACK, the results indicated that the contribution of the department is usually limited with some tools such as PowerPoint used in class presentations. The participants highlighted the need for more focused training not only for the pre-service teachers but also for the instructors in order to enhance the abilities, skills, and technology awareness of the pre-service teachers. Keywords: Technological Pedagogical Content Knowledge (TPACK), English as a Foreign Language (EFL), Pre-service Teachers of English, University of Duhok