FELT - Focus on ELT Journal
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High school language division students’ perceptions of English as a Lingua Franca
Get PDFThis study aims to discover the perceptions of high school language division students towards English as a lingua franca in a Turkish province. For this purpose, a descriptive survey method was chosen via using a questionnaire consisting of 13 questions. The responses were rated on a 4-point Likert scale. The data were gathered from 85 students of three high schools in the fall term of the 2018/19 school year. Being analysed descriptively, the data revealed that most students believed in the importance of teachers’ teaching standard English pronunciation to students and that language teachers should teach good grammar to their students. In spite of the students’ strong-willed attitude towards pronunciation, they reported that their teachers seemed to have a higher expectation of their performance in grammar. The results also showcased that language division students desired their teachers to attach much importance to both pronunciation and grammar. Furthermore, as far as gender is concerned, more females than males perceived that native English speaking teachers (NESTs) are more effective teachers for language students, suggesting that government hire NESTs to teach English in Turkey. In conclusion, the findings suggest that the students strongly cling to normative perceptions about English as if it was still the language spoken primarily by native English speakers
A meta-analysis of the effect of bimodal subtitling on vocabulary learning among adult EFL learners
Get PDFoai:ojs2.focusonelt.com:article/1A meta-analysis is conducted to investigate the impact of English subtitling on EFL learners’ vocabulary improvement. This study is done by collecting and analyzing previous research investigated on the effect of bimodal subtitles on vocabulary learning among EFL learners in different contexts and settings. The main point is to systemize the existing literature on bimodal subtitle as a topic in relation to vocabulary learning, and to compare the results of different studies in this respect. Thus, second language development could be addressed through using bimodal subtitling as one effective teaching method for EFL learners. In an effort to investigate previous literature, a meta-analysis is developed to measure the overall effect size of the study and to guide English educators accordingly. Stata 14 is used for the analysis. The results extracted from the 10 papers found overall positive effect of bimodal subtitling on vocabulary learning among adult EFL learners
Effects of writing portfolio assessment at tertiary level intensive English program: An action research
Get PDFEvaluation is essential to any learning and teaching process. Writing portfolio assessment has become increasingly used for evaluating learners’ writing processes. Several scholars have proved that portfolio assessments have a positive impact on learners’ learning process, especially on enhancing students’ involvment and providing learners opportunities to learn from their own errors in writing. This study determined students’ attitudes toward the use of writing portfolio assessment and examined the effects of writing portfolio in a module course. Students’ opinions of portfolio assessment in the School of Foreign Languages of a south-easetrn state university were also studied to determine whether the portfolio assessment model was successful in helping learners to improve their writing abilities. The results revealed that most students generally possessed positive attitudes toward the use of portfolio. They claimed that portfolio assessments were very useful in assisting them in developing their writing skills, as well as positively affected their writing performances in quizzes and exams. In addition, a positive correlation was also identified among the scores of the portfolio, quizzes, and exams. This suggested that students with high scores on portfolio tended to achieve higher or similar scores on their writing quizzes and exams, and vice versa. This also indicated that performances on writing portfolio assessments may be predictive of students’ writing performance on writing exams
Editorial Note Letter from Editors-in-Chief: Editorial Note Letter from Editors-in-Chief
No full textOn behalf of the editorial board, it is our privilege and great pride to announce the launch and the very first issue of our journal 'Focus on ELT' (FELT). Devoted to and focused on solely to the English language teaching and learning, FELT is an open source journal and accepts articles written from a theoretical or applied perspective with the possible applications to the field of English language teaching and learning. To make FELT a high-calibre scientific publication venue, we have the following principles while accepting studies to the journal: FELT publishes fully refereed high-quality original research articles and studies for the benefit of teachers and researchers in the field of English Language Teaching. FELT accepts articles written from a theoretical or applied perspective with the possible applications to the field of English language teaching and learning. FELT follows stringent publication ethics and all submissions are undergone rigorous plagiarism check. If there is an issue with plagiarism in any of the submissions, these papers are withdrawn at any state of the publication process
Learning in scaffolded autonomous e-learning environments amongst EAP students in a UK university
Get PDFAs learners are working individually in e-learning environments, scholars have started to pay attention to research on providing guidance and help them to take responsibility for their own learning. Therefore, this study aimed to shed light on both learner autonomy and scaffolding in e-learning environments. 35 international English as a Foreign Language (EFL) students who were taking a course supported with online learning resources (OLRs) including the English for Academic Purposes (EAP) Toolkit participated in the study voluntarily. Before taking the course, they filled a pre-questionnaire about their perceptions of learning, whilst a post-questionnaire at the end of the course. In the meantime, they were observed three times while carrying out activities in the Toolkit, and interviewed afterwards. Data from observations, interviews and questionnaires have shown that e-learning through scaffolding facilitates EFL learners’ language learning and scaffolding has a significant impact on learner autonomy and vice versa. This study sets the grounds for learners to use scaffolding, teachers to implement scaffolding, institutions to provide a scaffolded autonomous e-learning environment and designers to set up that kind of environment in order to enable the educational equality and opportunity for all learners.Keywords: scaffolding e-learning learner autonomy EFL learners the EAP Toolkit 
How effective is TPRS for adult EFL learners with limited English proficiency?
Get PDFThis study examines the impact of ‘Teaching Proficiency through Reading and Storytelling’ (TPRS) on students’ grammar and vocabulary performance as well as their attitude toward learning English. The participants are 38 freshmen, 14 in experimental and 24 in control group, studying in the department of tourism and hospitality services of a 2-year vocational school at a state university in Turkey. A pre-test including grammar and vocabulary questions as well as an attitude questionnaire was used as pre-test and post-test in the beginning and end of a four-week intervention as the data gathering tool. TPRS technique was implemented for four sessions in the experimental group to teach target vocabulary and structures. While The Mann-Whitney U test was run to find out the differences between pre-test and post-test scores of control and experimental groups, Wilcoxon Signed Rank Test was employed to find out the differences between the pre-test and the post-test scores of experimental group. The results indicated that TPRS technique had positive impact on students’ grammar and vocabulary performance as the students in the experimental group outperformed the ones in the control group in the post-test. TPRS technique was also found to be effective in creating positive attitudes toward learning English. Some implications to employ TPRS in English classes as well as suggestions for further research were also provided