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Editorial: In Honour of Rebecca L. Oxford’s Contributions to Language Learning Strategies, Language Teaching, and Peacebuilding
Get PDFI first got to know Rebecca when I was researching a topic for my own PhD back in the 1990s. As anyone who has trodden this path will know, trying to find something novel, feasible, and about which one can be sufficiently excited to sustain the enthusiasm through the hours of work involved, is no easy ask. Then I came across an article on language learning strategies by John Green and Rebecca (1995) in a journal which had recently arrived in the Auckland Institute of Studies (AIS) library, where I was working at the time, and I knew this was it. I wrote to Rebecca asking for permission to use the SILL (Strategy Inventory for Language Learning) in my thesis, permission which she unhesitatingly gave, and which resulted in the completion of my thesis some years later (Griffiths, 2003). She also invited me to join her on conference presentations, a number of which we have done together in many places around the world in the years since. There have also been a number of joint publications, such as the special issue on language learning strategies with System (2014)
Language Learning Strategies, Proficiency And Gender: The Case of Palestinian University Students
Get PDFThis case study, conducted at a Palestinian university, explored the language learning strategies employed by learners of English as a foreign language and the relationship with proficiency. Furthermore, since gender is often considered a major variable in learning success in some areas of the world, the study wished to explore the role of gender in strategy use and level of proficiency in the Palestinian context. The study included 109 (41 male, 68 female) students studying in English preparatory courses prior to entering the university. The data were gathered through an original 60-item language learning strategy questionnaire, modelled to some extent on the Strategy İnventory for Language Learning or SILL (Oxford, 1990) and constructed from material contributed by the students themselves. The results indicated that students reported medium to frequent strategy use, which was not significantly related to proficiency level, and there were only three significant gender differences according to strategy use, in favor of the females. This suggests that gender is not a salient influence in these students' strategy use or levels of proficiency. This article concludes by suggesting implications both for the immediate context of the study and also for environments beyond the location of the current study
The Relationship between EFL Learners’ First Impression of their Instructors and their Speaking Performance
Get PDFThe paper examines the relationship between EFL learners' first impressions of their instructors and their speaking performance. The study employed a mixed-methods approach, combining a test and a questionnaire to provide a comprehensive analysis. The participants were 81 EFL learners at Taif University. The results revealed that the correlation coefficient (r) for the scores and all the constructs was small and not significant, indicating that the first impression of the students of their instructors did not affect their performance on the speaking test. We observed that the correlations among the constructs ranged from medium to high positive correlations. The study used a questionnaire to collect data on the factors that influence the first impression of the instructors, such as physical appearance, attitude, and communication style. The results showed that physical appearance and attitude were the most significant factors that affected the first impression of the instructors. The study also found that the participants who had a positive first impression of their instructors tended to perform better in speaking tasks and had higher levels of motivation and engagement
On the Relationship between Neuro-Linguistic Programming and Professional Identity: A Case Study of EFL Teachers
Get PDFThe present study investigates the application of Neuro-Linguistic Programming (NLP) as an innovative approach in second language teaching (SLT) to explore its impact on the professional identity of English as a Foreign Language (EFL) teachers. Employing a sequential explanatory mixed methods design, the research involved 148 Iranian EFL teachers of both genders. The quantitative phase employed NLP and Teacher Professional Identity questionnaires, with a selected group of 20 teachers participating in a four-week NLP training workshop designed to enhance their understanding and application of NLP in classroom discourse. A researcher-designed observation checklist measured teachers' use of NLP techniques. The subsequent qualitative phase involved two rounds of semi-structured interviews with the workshop participants. Spearman rho analysis revealed a significant positive correlation between NLP and the professional identity of EFL instructors. Thematic analysis of qualitative data further affirmed NLP's potential to enhance teaching quality and contribute to teachers' professional identity development. These findings underscore the substantial role of NLP in positively influencing teachers' professional development.
Keywords: Neuro-linguistic programming (NLP); teacher professional identity (TPI), EFL teachers, second language teaching (SLT), professional development
 
A Holistic Approach to ChatGPT, Gemini, and Copilot in English Learning and Teaching
Get PDFArtificial Intelligence (AI) has penetrated English language learning and teaching, and this penetration parallels a surge of research on its potential and challenges for learners and teachers altogether. This paper provides a glimpse of the status quo of generative (Gen) AI in contexts where English is not used natively. Adopting a holistic approach to researching these GenAI tools, the study takes three large language models (LLMs) as its focus: ChatGPT, Gemini (formerly Bard) and Copilot (formerly Bing Chat). The discussion focuses on how such chatty LLMs bolster learners’ command of English and support teaching it innovatively. It is organized around aspects of effectiveness and challenges in four parts. The first is about LLMs and how they shape new pathways for more interactive English learning. The second sketches how these language models are invested for enriching formal learning, self-directed learning, interactive content, feedback, and learning materials. The third part beds on teachers, including planning teaching, assessment, and professional development. The fourth part culminates in concerns associated with GenAI in English programs. The study charts territories for further research to paint both sides of a complete picture of GenAI in language education
Exploring the Relationship between English Proficiency and Influential Factors on Productive Knowledge of Multi-Word Units to Create Effective Learning Materials
Get PDFThe study explored the impact of proficiency, frequency, L1 – L2 congruency, and semantic transparency on the knowledge of multi-word units (MWUs) among Iranian L2 learners (N = 256). A gap-filling test was used to assess learners' productive knowledge, employing a high-frequency MWU list created with the lemmatised concgramming method. The list, which included 11,212 MWUs across four frequency levels, was ranked by L1 – L2 congruency and semantic transparency. As revealed by regression models with bootstrapping, the results showed a significant positive correlation between MWU knowledge and proficiency (IELTS scores). It was observed that knowledge of MWUs decreased with lower frequency, and participants scored higher on congruent and transparent items. The study also found that frequency and semantic transparency influenced IELTS scores, with a significant interaction between congruency and incongruent items. These findings underscore the crucial role of L1 – L2 congruency in learning MWUs and provide hope for educators, as they offer insights to enhance learning by prioritising L1 – L2 congruency in English MWU resources. This study's findings can potentially lead to improved language teaching methodologies and curriculum design, offering a pathway to optimise learning outcomes
Undergraduate students’ voices on the role of tutorial-based dialogic feedback in developing academic writing skills
Get PDFThis study explores undergraduate students’ perspectives of experiencing tutorial-based dialogic feedback (DF) aimed at enhancing their academic writing skills required for successful completion of English for Academic Purposes (EAP) writing courses. To achieve this aim, an interview-based qualitative study was conducted in a renowned institution of higher education in Bangladesh. The generated data were analysed using an inductive thematic analysis approach, which yielded the findings of this study. The key findings suggest that DF has possible significant prospects to be employed in EAP writing courses working alongside written corrective feedback (WCF). DF helps students better comprehend and effectively apply WCF in both the revised and final drafts of their assignments, potentially resulting in enhanced academic writing. The successful implementation of the DF framework, as proposed by Yang and Carless (2013), may ultimately lead to improvements in academic writing skills. Consequently, this study contributes South Asian evidence-based research to the existing body of knowledge on the pedagogical use of DF. 
Hermeneutic Encounters: English Teachers’ Professional Growth and Identity Formation in Light of Gadamer’s Fusion of Horizons
Get PDFThis study employs Gadamer’s fusion of horizons framework to explore the transformative role of professional development (PD) workshops in shaping the professional identity and practices of young learners’ English language teachers. Using a qualitative phenomenological design, data were collected through semi-structured interviews with seven teachers. The findings reveal four key themes: Personal Transformation, Changes in Teaching Practices, Evolving Professional Identity, and the Impact of Professional Development. These results highlight the critical importance of reflective practices in PD programs by enabling teachers to critically examine their beliefs, values, and instructional methods. By fostering greater self-awareness and role clarity, such programs not only enhance pedagogical skills but also contribute to the development of a strong professional identity. The implications highlight the need for tailored PD initiatives that support teachers in navigating the complexities of teaching young learners while encouraging their continuous growth and professional evolution
Lean in Higher Educational Institutes: A Literature Review
Get PDFThe application of Lean practices in higher educational institutes has gained tremendous attention in recent years as the sector strives to improve operational efficiency, enhance student outcomes, and efficiently manage resources. A comprehensive literature review is presented in this paper on the application of Lean methodologies in higher educational institutes. This paper seeks to answer the following research questions: 1) How is Lean methodology adopted by researchers in higher educational institutes? 2) Which Lean tools and methods are most suitable in higher educational institutes? 3) What are the barriers and challenges associated with implementing Lean in higher educational Institutes? 4) What is the future of Lean implementation in higher educational institutes? This literature review comprises a wide range of journal articles published in the last five years, from 2019 to 2023, retrieved from various academic databases, including Emerald Insight, Science Direct, Taylor and Francis, Web of Science, and Wiley Online. PRISMA protocol is used to collect and arrange the journal articles (36% analytical and 64% applied Lean) under several themes: (1) curriculum review and teaching methodology; (2) administration; (3) student satisfaction; (4) lean waste identification and elimination; and (5) barriers and challenges. The paper concludes that the Lean philosophy, which was originally formulated for the manufacturing sector, has been successfully adapted and applied to educational institutes. The application of Lean in higher educational institutes resulted in streamlined processes, waste reduction, and increased staff and student satisfaction levels. However, it also highlights the barriers and challenges such as cultural barriers, resistance to change, lack of knowledge among staff and students, and lack of leadership commitment. Overall, the review paper adds up to the existing body of knowledge by integrating and summarizing the key findings and trends in the application of Lean methodologies in higher education
Examining the Comprehension of Effective Sentences through Grammaticality Judgment Tests and the Implication on Writing Instruction
Get PDFStudents are required to master effective sentences to support their writing skills. However, students often struggle with comprehending and constructing effective sentences due to their limited proficiency and competence. This research examines the comprehension of effective sentences through grammaticality judgment tests and its implications for writing instruction. This research employs mixed methods. Two hundred three first-semester students from Universitas Muhammadiyah Malang were selected for research using purposive sampling. Data was collected using grammaticality judgment tests and semi-structured interviews. Data analysis was carried out quantitatively using the Mann-Whitney U Test and qualitatively to describe patterns of findings. The results showed that 57% of students comprehended quite well, and 25% comprehended. Learners' comprehension of effective sentences is predominantly concerned with language efficiency rather than grammatical structure and lack of explicit linguistic knowledge. Effective sentences, especially parallelism, clarity, and explicit linguistic knowledge, are partially understood. The Mann-Whitney U Test shows that first- and second-language students comprehend effective sentences identically. Furthermore, male and female learners are dissimilar in their ability to comprehend effective sentences. Writing learning can emphasise mastery of effective sentences, explicit language knowledge, and collaborative writing based on language acquisition order and student gender. These findings can be applied to writing instruction by improving students' mastery of effective sentences in collaborative writing