IOJET - International Online Journal of Education and Teaching
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EFFICACY OF MULTI-LEVEL EXTENSIVE READING IN YOUNG LEARNERS’ READING MOTIVATION
No full textReading has always been open to research and development of new theories in the field of English language education. Many language teachers find it hard to tailor the level of any reading text to a common level that can appeal to every single L2 learner and each language level in the classroom. The hard-copy reading materials or the course books at hand are mostly unbreakable or unable to provide the teachers with the ease of editing the content to tailor it for each individual student. The present study, therefore, aims to investigate the effect of extensive reading lessons through the use of tablets and designed on the grounds of differentiated instruction (DI) on students’ motivation and comprehension skills. The participants were 24 fifth grade Turkish EFL learners studying in a private k-12 school in Turkey. Data were collected from two questionnaires, Motivation for Reading Questionnaire (Wigfield & Guthrie, 1997) and Favourite Book Types (www.raz-plus.com) as well as semi-structured interviews. The findings revealed that there was a positive relationship between a students’ motivation for reading and multi-level extensive reading lessons. Besides, there was an improvement in the comprehension skills of the participants as well. Keywords: differentiated instruction, extensive reading, reading motivation, using tablets
FACTORS IN THE PROFESSIONAL IDENTITY DEVELOPMENT OF ALTERNATIVELY CERTIFIED ENGLISH LANGUAGES TEACHERS (ACELTS)
No full textThis study investigates the contributing factors that are influential in the professional identity development (PID) of alternatively certified English language teachers (hereafter as ACELTs). 12 English language teachers with alternative teaching certificates participated in the study. The data were collected through self-reflection journals, in-class observations and semi-structured interviews during a 15-week semester. The results obtained from the data revealed that there are two main categories of factors that affect the PID of ACELTs which are the external and the internal factors, that is, the professional identity of ACELTs is a combination of effects of the external and the internal factors. It was concluded that the external factors assume re(shaping) roles whereas the internal ones act as lenses through which the enforcements of the external factors are filtered. Moreover, the findings revealed the existence of a context-bound professional identity of ACELTs which is in search of professional development to break the routines created by the context and the enforcement of the administration.Keywords: teacher identity, professional development, alternative teaching certificate, alternatively certified English language teachers
BUILDING AWARENESS OF WORLD ENGLISHES AMONG UNIVERSITY PREPARATORY STUDENTS
No full textThe increasing number of non-native English speakers in the world has led to the use of varieties of English. Today, the number of speakers of English in the expanding circle has exceeded the number of speakers in the outer and inner circles. This has given rise to the scrutiny of English as a Lingua Franca (ELF). In this regard, the research and studies in this particular area have increased over the last decades. The purpose of this action research was to build awareness of World Englishes (WEs) among preparatory students at a private university in Turkey. The study was mainly concerned with acquainting the group with the term and raising consciousness about this subject matter. The research was conducted in a private university in İstanbul, Turkey to 20 preparatory students aged 18-21 with A2 level English proficiency. Adapted EFL materials including videos, dialogues, reading and listening texts were utilized. The data were collected through questionnaires and reflective essays. With regard to the results, the students had an idea about the concept of WEs and they became aware of the varieties of English to some extent; specifically, they displayed consciousness about the status of English across the world and sympathy toward WEs.Keywords: world Englishes, ELF, expanding circle, lingua franc
EXPLORING PRE-SERVICE ENGLISH TEACHERS’ COURSE EXPECTATIONS AND THEIR REALIZATION LEVELS THROUGH PORTFOLIOS
No full textThe purpose of the present study is to explore the expectations of pre-service English teachers from a course at the beginning of the term and realization levels of their expectations at the end as well as investigating the function of portfolios as an assessment tool from pre-service teachers’ points of view. The participants were 90 third-year pre-service teachers, who took the Teaching Language Skills I, and developed portfolios during the fall term, 2016-2017 Academic year. The data were obtained from the portfolios and semi-structured interviews and they were analyzed by using content analysis technique. The results revealed that pre-service English teachers expected to be trained in four different categories during the course Teaching Language Skills I, which are skills teaching, managing learning and teaching, course design, and teacher skills. It was also found that 60% of the expectations of pre-service English teachers were met by the course. Pre-service teachers also reported that they benefited from the course Teaching Language Skills I in terms of some aspects of language teaching without expecting to do so.Keywords: portfolio assessment, language teacher education, teaching language skills, course expectations
VALIDATION OF A TAILORED L2 MOTIVATIONAL SELF SYSTEM QUESTIONNAIRE THROUGH CONFIRMATORY FACTOR ANALYSIS
No full textThis study investigated the structure of a self-report motivation questionnaire which was designed on the basis of the most recent theory of second language (L2) motivation research devised by Zoltan Dörnyei; namely, L2 motivational self system (L2MSS). The data was collected through administering the questionnaire to a sample of 318 undergraduate students. The scores underwent confirmatory factor analysis (CFA). The results of the analyses demonstrated that the hypothesized model is a good fit for the data and the questionnaire is both valid and reliable as a measure of motivational attributes
USING POSTERS IN EFL CLASSROOM: AN ELEMENTARY SCHOOL CASE
No full textIt is assumed that vocabulary learning is an important component of learning a second or foreign language. There is also an agreement that it is central to language and of critical importance to the typical language learner. Since vocabulary knowledge is what foreign language learners most need, it is necessary to facilitate this process. The present study aims to determine the effect of posters on the vocabulary learning of students without any teacher instruction. It also aims to explore gender differences in learning vocabulary items on posters. The participants of the study include 54 fourth graders, studying at an elementary school in Muğla. The study was carried out during 2015-2016 academic year. The data were gathered by means of a vocabulary test containing 30 items that was used as the pre and post-test. Data analysis showed that posters in language classrooms helped vocabulary learning process. The mean score of the experimental group has increased from M=6.72 to M=14.24. Moreover, a significant difference was determined between the scores of females and males. The study showed that the post-test scores of females (M= 16.15) and males (M=12.69) were significantly different. It can be concluded that in foreign language classrooms utilizing from posters can be beneficial.Keywords: posters, teacher instruction, peripheral learning, vocabular
SELF-DEVELOPMENT STRATEGIES FOR THE ENHANCEMENT OF EFL TEACHERS
No full textThe study is a follow-up to two earlier empirical searches conducted on the state of EFL in Nigeria but with a global relevance. It is born out of a passion to provide impetus to teachers and a transformation in the state of EFL in Nigeria in particular and the world in general; in view of the lackadaisical disposition observed among many teachers of English. UNESCO (2014, p. 9) declares that an educational system is only as good as its teachers. Hence professional self-development (PSD) is germane to the process of promoting excellent English language learning. The paper explicates the concept of PSD , the different strategies such as self-orientation, self-mentoring, peer-coaching, critical incidents, action research, teaching portfolios, teacher support groups, journal writing, among others; beams a searchlight on the challenges of PSD like economic downturn and unfriendly work environment, provides counsel to EFL teachers by enumerating the benefits of PSD which include deep rooted satisfaction and confidence, respect and honour, relevance and growth with its attendant intellectual and material gains. It concludes that PSD is a composite act that enhances not only the teacher but also the learners, learning, the language and the world.Keywords: self-development, strategies, teachers, EF
TEACHER IDENTITY AND TRANSNATIONAL EXPERIENCE: A CASE OF AN EFL TEACHER FROM GEORGIA TEACHING IN TURKEY
No full textThe article presents a case study of an experienced non-native EFL teacher with educational background and teaching experience from her home country Georgia, and with a present EFL teaching position in her host country Turkey. Based on interview and graphic elicitation data, the study explored the changes which her teacher identity had undergone after interaction between her Georgian background and new Turkish context. These changes were investigated from social constructivist perspective in terms of culture, professional development, reflectivity, motivation, theory-practice integration and collaboration. Data were analyzed through structural, in vivo, open and theory-driven coding. The results indicated three main changes involving the following themes: (1) intercultural competence, (2) teacher development, and (3) collaboration. These transformations were identified with the development of three sub-identities respectively: intercultural, professional and social. The findings are consistent with multifaceted and dynamic nature of teacher identity. As for implementations, transnational teaching experience should be fostered by institutions and intercultural competency should be integrated into teacher education disciplines. Keywords: intercultural context, social constructivism, teacher identity, transnational experienc
LEARNING AND STUDY STRATEGIES INVENTORY (LASSI) AND ITS RELATIONSHIP WITH UNIVERSITY STUDENTS' ACADEMIC ACHIEVEMENT
No full textLack of learning and study strategies (LASS) is one of the most important reasons for frustration and academic failure in student, so learning and study strategies resemble a tool applied in solving academic problems, assisting the students to develop the skills required in their academic course. Identifying and enhancing these strategies helps the person go through college education successfully depending on their own capabilities, discovering and strengthening them. So, the aim of the present study is the use of Learning and Study Strategies Inventory (LASSI) and its relationship with university students' academic achievement. The study results did not show remarkable relationship between the three main LASS and academic achievement (AA) among students of Guilan University of Medical Science and levels of LASS are very low among these students. Concerning the criticality of the students' AA, the academicians of this university are recommended to take some measures in order to decrease academic failure and improve it via boosting the students' knowledge and skill.Keywords: study strategies, students, academic achievement, learnin
THE ROLE OF PHONOLOGY, MORPHOLOGY, AND ORTHOGRAPHY IN ENGLISH SPELLING PERFORMANCES OF TURKISH STUDENTS ACROSS GRADES 6, 7, and 8
No full textThe purpose of the present study was to explore the role of English as a foreign language (EFL) phonology, morphology, and orthography knowledge of native Turkish EFL students in predicting the EFL spelling performance across grade levels. Tests tapping into various metalinguistic knowledge in English including EFL real and pseudoword spelling and English phonological, morphological, and orthographic processing skills were administered to 6th, 7th and 8th graders. Statistical analyses of the data revealed converging results that these skills are highly correlated with each other and they each have an impact on the EFL spelling outcomes of Turkish middle graders. Further regression analyses suggested that Turkish middle graders’ EFL phonology knowledge predicted their real and pseudoword spelling outcomes the most compared to their EFL morphology and orthography knowledge. The results of the present study were discussed in terms of the phonetic nature of Turkish language as well as the EFL pedagogy. The key findings aimed to inform foreign language teachers about the roles of phonological, morphological, and orthographic processing skills in English word spelling