IOJET - International Online Journal of Education and Teaching
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ON THE TEACHABILITY OF COMMUNICATION STRATEGIES TO JORDANIAN EFL BEGINNERS: EXPLORATION AND REFLECTION
No full textThis study examines the effect of communication strategy instruction on Jordanian EFL students’ oral performance and strategy use. Following a thorough content analysis of units 10- 13 of the prescribed Action Pack textbook, the instructional material was designed and implemented over a duration of eight weeks. A three-task oral pre-/ post-test, a communication strategies-based observation checklist, and a 10-item scoring rubric were used to collect data from a purposeful sample of 24 sixth-grade students. The (predominantly interactional) communication strategies of approximation, circumlocution, repetition, appeal for help, self-repair, appeal for confirmation, appeal for clarification, and guessing were targeted. The data analysis, both quantitative and qualitative, suggests that the utilization of communication strategies in language instruction both improves oral performance and increases strategy use.Keywords: communication strategies, EFL, oral performance, strategy instructio
THE IMPACT OF BIOLOGY TEACHING BASED UPON MULTIPLE INTELLIGENCE THEORY ON ACADEMIC ACHIEVEMENT: A META-ANALYSIS STUDY
No full textThe purpose of this research is to synthesize the results obtained from experimental studies on the academic achievement of students based on the multiple intelligence theory in biology and to reveal the effect of different characteristics in the studies by meta-analysis method. In this study, the magnitude of the impact of 14 studies on the academic achievement of students of biology education based on multiple intelligence theory was analyzed. As a result of the meta-analysis, it was determined that teaching based on multiple intelligence theory affects academic achievement in a positive direction compared to the traditional teaching method and the effect size value was 1.308. This value is quite high compared by Cohen's scale. In the meta-analysis study duration of application, sample size, publication type variables were analyzed. It is seen that the highest effect values are in the graduate thesis (dg-t=1,549), 5-8 weeks (d5-8 weeks=2,007) and medium sample sizes (dmedium=1,427) (51n 75) according to the determined criteria.Keywords: Multiple Intelligence Theory, Biology Teaching, Meta-Analysis, Academic Achievemen
AN ANALYTIC LOOK AT A LANGUAGE COURSE DESIGN MODEL
No full textThis study aims to qualitatively examine and elaborate on the characteristics of the course design model devised by Graves (2000). Drawing upon the traditional components and principals of instructional design, Graves’ course design model is innovative or different in that it has been more specially developed for language course design purposes and thus is believed to be more suited to the nature of language courses with its consideration of the main elements or characteristics of language teaching and learning processes. This descriptive study centers upon the seven main examination criteria, which are in fact the main procedures as suggested by Graves (2000). These are a) defining context, b) conceptualizing content, c) organizing the course, d) formulating goals and objectives, e) assessing needs, f) developing materials and finally g) designing an assessment plan. In this essence, each criterion was first introduced and explained in detail before the researchers extend their critical outlook into the functionality and practical use of the relevant steps and strategies recommended by Graves (2000). This critical analysis and review on the Graves’ course design model revealed that the model employs the traditional components of the ADDIE generic and lends itself well also to be used in the other disciplines other than foreign languages. The final part of this report will provide suggestions as regards the potential application of the model specifically in English language curriculum development and more broadly in the curriculum and course development procedures pertaining to other discipline areas.Keywords: course design model, English language teaching, instructiona
EFL TEACHERS’ CONCEPTUALIZATIONS AND INSTRUCTIONAL PRACTICES OF CRITICAL THINKING
No full textThe structure of societies has been changing with the rapid progress of science and technology in the 21st century. In this new structuring era, education is the only valid method to raise individuals who are able to make effective decisions, solve problems and take responsibility for learning and thinking critically. For this reason, learning to think rationally and critically are the keys to educational reforms in a number of educational settings worldwide. In the literature about teaching critical thinking, teacher behaviors are regarded as the most influential variables for the development of critical thinking among students. However, teachers can implement instruction geared towards critical thinking only when they develop a conception of critical thinking. This qualitative study, conducted with five EFL teachers at a high school, aims at investigating in-service EFL teachers’ conceptualizations of critical thinking as well as the strategies they use to infuse critical thinking into their EFL courses. The findings indicate that participating teachers have adequate knowledge about critical thinking and they incorporate certain techniques to cultivate critical thinking among language learners. We recommend that there should be more focus on exploring critical thinking conceptions and practice among EFL teachers working at different levels
LANGUAGE TRAVEL SUPPLY: LANGUAGE TOURISM PRODUCT COMPOSITION
No full textA systematic review of literature up to date reflects great scholarly interest in the impacts of study abroad (SA) sojourns on foreign language learners’ communicative competence. This paper provides an overview on gains in sociolinguistic and pragmatic competences drawing upon research carried out in this field, which in broad terms supports the belief that both types of competences are effectively developed in SA stays. This article also offers a detailed account of the main constituents of the language tourism product -the travel component and the language learning component- with a special focus on the educational input and the language learning complements included in the latter. Thus, a fundamental part of the language tourism market system will be depicted from a supply perspective. Following an exploratory approach, a literature review was conducted in order to identify existing and missing knowledge in the field of language travel supply, and key aspects were pinpointed and classified. The taxonomy and underpinning concepts resulting from the categorisation of those key features may be considered the starting point for future investigations on SA programmes. The model offered in this exploratory study aims at constituting the underlying conceptual framework for subsequent research on the role of different SA programme design characteristics within the language tourism experience.
A MULTI-PERSPECTIVE EVALUATION OF TEACHING SKILLS OF ELT STUDENT TEACHERS
No full textReflective practices in teacher education programs can play a critical role in enhancing the teaching quality. However, since student teachers’ self-evaluations are not adequate on their own, they need to receive as much feedback as possible from other sources. In this study, a multi-perspective evaluation was provided to contribute to the teaching skills of student teachers. To this end, 15 ELT student teachers took part in an extra-curricular project to teach 1 lesson in a language classroom. Each lesson was recorded and evaluated first by themselves, then by the language learners in this classroom, and finally by 3 trainers based on the recordings using Teacher Evaluation Form. In addition, discussion sessions with each student teacher were held to share the comparative evaluation and gather contributions. The results of the quantitative and qualitative data analysis revealed that student teachers’ self-evaluations were significantly different, yet they were lower unlike what was hypothesized. In addition, this reflective process contributed to their reflective skills, teaching skills, and self-awareness for their professional development.Keywords: teaching skills, reflection, self-evaluation, video-based evaluation, a multi-perspective observation
STUDENTS’ OPINIONS ABOUT SCIENCE AND TECHNOLOGY IN TURKEY AND THE UNITED STATES: A CROSS-CULTURAL STUDY
No full textThe aim of this study is to determine the thoughts of Turkish and American middle school students on science and technology. One intact school was assigned randomly for this study from both countries. The sampling of the study contains 479 students (363 Turkish students, 116 American students) from two countries aged between 11 and 13. The data for the study were obtained by using ROSE Survey. The results of the study revealed similarities and dissimilarities on science and technology between the students of the two countries. The findings of the study are thought to improve the education of universal science and technology and to contribute to the researchers doing research on comparative education and cultural diversity and to the literature of international science education.Keywords: curriculum and instruction, science education, middle school
APPLICATION OF CORPUS TO TRANSLATION TEACHING: PRACTICE AND PERCEPTIONS
No full textTranslation courses are a vital part of undergraduate English Language Teaching (ELT) programs and the importance of finding new ways to enhance student learning in this context cannot be stressed enough. It is reported that second language (L2) learners of English tend to produce incorrect or deviant collocations in their L2 written outputs, be it their academic or casual writing or translation products due to failure to recognize them as expressions to be learnt. In this regard, this study sought to implement the Data-driven Learning (DDL) approach in the ELT translation course to raise L2 learners’ consciousness of verb-noun collocations and assess the effectiveness of the approach using a pre-experimental pre-test/post-test design and a survey to evaluate the effectiveness of the instruction. In the study, 16 participants (13 females and 3 males) completed a six-week program. The results obtained from the Wilcoxon signed-rank test applied to compare the mean ranks of the learners’ pre-test and post-test scores indicated a significant improvement in the collocational knowledge of the targeted expressions from Pre-test to Post-test 1 (Z = -3.519, p = .005). Survey results indicated that the majority of the students found the corpus application in the translation course beneficial as a pedagogical resource with the exception of a few students, who stated that they experienced difficulties due to unfamiliar vocabulary and limited number of examples in the collocate output.Keywords: collocation, data-driven learning, concordance, consciousness-raising, translatio
A DESCRIPTIVE STUDY ON THE PROFILE OF SOME POTENTIAL ENGLISH LANGUAGE TEACHERS
No full textThis study aims to investigate why high school students might wish to choose teaching as a career. Who chooses teaching and why is important for policy makers the teacher is an important variable in determining the quality of education. Countries, especially developing ones, are aware that they need to train better teachers who would educate citizens of the 21st century. Teacher recruitment policies also play a role in the selection and maintenance of practicing teachers. This study aims to (1) investigate the motives of high school students who wish to major in English, and most of whom may become English language teachers as a result of alternative recruitment policies; (2) to find out some information about the student’s language learning beliefs and habits. The opinions of their parents and their language teachers have also been looked into to uncover any persuasion or dissuasion from people around the entrants. Three questionnaires were developed by the researchers to gather information from 86 students, 30 parents and 29 teachers. The data of the study were analyzed via frequency distributions and percentages to demonstrate the motives and profiles of students and the opinions and influence of parents and teachers. The findings suggest that students may choose teaching English as a career because they like it and they are interested in the language and its culture. Teaching is also regarded as an advantageous job by students and their parents. Language teachers persuade students who have some perceived ability to teach and who like languages. The findings show that because of the entrance exam used for selection, students may lack proficiency in skills that are not assessed
MEASURING ENGLISH LANGUAGE TEACHER CANDIDATES’ INTERCULTURAL SENSITIVITY: A KEY ELEMENT TO FOSTER INTERCULTURAL COMMUNICATIVE COMPETENCE
No full textA multicultural and global society makes intercultural communication an indispensable part of communication. As an affective dimension of intercultural communicative competence, intercultural sensitivity has drawn the attention of scholars throughout the past years. However, there is still a misperception about intercultural sensitivity with other cognitive, affective and behavioral domains of intercultural communication such as intercultural awareness, intercultural adroitness and intercultural communicative competence. Important scholars in the field define intercultural sensitive persons as those who are conscious in their interactions and accept interlocutors’ ideas without judgment of their personal complexity. In this angle, English language teachers’ sensitivity towards other cultures has significant meaning to make language learners better foreign language learners and speakers. Thus, the current study aims to investigate English Language Teacher candidates’ intercultural sensitivity level. In this study, ISS (intercultural sensitivity scale, Chen and Starosta, 2000) is used to measure the results of the 61 student teachers who participated in the study. Participants’ intercultural sensitivity levels are analyzed in SPSS due to interaction engagement, respect for cultural differences, interaction confidence, enjoyment and attentiveness. The results show that English language teacher candidates enjoy interacting with people from other cultures and they are sensitive towards cultural differences and complexities.Keywords: Intercultural Communication, Intercultural Sensitivity, Culture, English Language Teachers