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Insights into L2 connected speech segmentation: A gating experiment with listeners of different English proficiency levels
No full textThe relative contribution of bottom-up (i.e. acoustic-phonetic) and top-down (i.e. contextual) cues for successful L2 online segmentation is still a matter of debate. This study used the gating paradigm to investigate the segmentation processes of adult L2 English listeners with different proficiency levels, by looking at the type of cues they exploit and how they revise their hypotheses as connected speech is progressively revealed. Twenty-one French and Tunisian undergraduates were selected from a larger pool (n=226) and identified as skilled (n=11) and unskilled (n=10) listeners based on their scores on standardized English listening and vocabulary tests. Descriptive statistics, analysis of variance and qualitative analysis were performed on the obtained data. Overall, this study provides supporting L2 evidence for the hierarchical nature of the multiple speech segmentation cues (Mattys et al., 2005). The results indicated an early effect of context on segmentation that was independent of L2 proficiency when the context is constraining. In non-constraining contexts, successful segmentation is delayed for both groups with L2 unskilled listeners needing far more bottom-up information to process input and revise their segmentation hypotheses. We conclude that, in online L2 speech segmentation, what distinguishes proficient from non-proficient listeners is their efficient processing of bottom-up cues. Pedagogical implications are provided hoping to help L2 English teachers (and materials developers) focus on bottom-up training to improve their learners’ real-time comprehension competence
Review of English Pronunciation Teaching Theory, Practice, and Research Findings
No full textEnglish Pronunciation Teaching: Theory, Practice and Research Findings, by Veronica G. Sardegna and Anna Jarosz, Multilingual Matters 2023. 282 Pages. 59.95 (Paperback), ISBN 9781800410480
Pre-service EFL teachers’ identity construction in relation to digital gamification: A social theory of learning perspective
No full textNowadays, digital technology is a vital aspect of teaching. Therefore, it is essential for pre-service teachers of English as a foreign language (EFL) to develop an identity that fits the current needs. In response to this demand, this study aims to explore pre-service EFL teachers’ identities in relation to digital technology, more particularly gamification. This study employs Wenger's social theory of learning especially the Engagement, Imagination, and Alignment modes of belonging. This study involved four pre-service EFL teachers from two different contexts in Indonesia. Data on participants' involvement in digital gamification were collected from the written history records of the participants and semi-structured interviews. Data which were collected during seven-week period of the participants’ teaching practice were analyzed to grasp how digital gamification influenced the development of their identities as pre-service EFL teachers. The findings indicate that the participants encountered identity struggles in using digital gamification to negotiate their identities when teaching practice in placement schools. Likewise, they claim to have developed a number of identities such as contemporary, tech-savvy, innovative, and up-to-date pre-service EFL teachers. The results of this study assert that initial teacher education would benefit from focusing on the identities of pre-service EFL teachers. This implies that pre-service EFL teachers need to continually maintain their ever-changing digital identities and that schools need to provide pre-service EFL teachers with additional technological resources.
 
Identity markers among Koreans in Germany and the United States: Language loss and food preferences
No full textKorean Americans and Korean Germans exhibit similarities in their upbringing and migration processes: The first generation, speaking Korean natively and solid in their identity as Koreans, attempt to raise their children with a Korean identity in a culture, where English or German is the mainstream language. Given their minority status in either country, passing on their native tongue is difficult. The second generation struggles in their ability to speak Korean, even though they are exposed to it at home and at Korean language school. Cultural concepts that are familiar to Koreans also prove difficult to translate, such as jeong or han. But consuming and talking about Korean food appears to be the gateway for second generation youth to their parents’ native country and culture, which they otherwise experience via mediated memories.
In general, food preferences seem to mirror migrants’ identities and identity processes: While abroad, the first generation cooks Korean food to cope with feelings of homesickness and to create community and a sense of belonging in the diaspora. As a result, Korean food, much more than the Korean language, seems to be the Korean identity marker that gets passed on successfully to the next generation. The second generation, whether in Germany or the United States, is familiar with and appreciates Korean food, while they also experiment with combining Korean food elements with American or German ones. Just like the first generation, the second-generation Koreans have also experienced their fair share of food shaming due to the odiferous nature of Korean food, but it is still part of their daily lives. In fact, the second generation deliberately chooses to include Korean food and combinations thereof in their life, as it has become a source of pride. Creating Korean German or Korean American dishes mirrors the second generation’s hybridity and fluidity of their perceived identities.
Since the command of the Korean language significantly declines among second-generation Koreans due to assimilation forces, many cannot claim fluency in their parents’ native language. Hence, cooking, eating, and talking about Korean food seems to be the remaining marker of Koreanness, other than their physical appearance
Affordances of an international campus for intercultural learning: Views from MA students and faculty in two US-based teacher education programs
No full textThis paper reports on a qualitative study which is part of a larger project on the affordances of an international campus for intercultural (IC) learning. The research examined two MA programs at a US postgraduate institution, TESOL and International Education Management, and two groups of participants, 9 students and 8 faculty members. The participants discussed intercultural interaction and learning opportunities outside coursework in semi-structured interviews. A thematic content analysis showed heavy workload as an obstacle to more meaningful on-campus interaction, the lack of the points of entry to host-country student groups for incoming (international) students, and challenges for off-campus encounters. The findings pointed to a disconnect between faculty and student perceptions: although faculty believed that students should avail themselves of IC opportunities, they did not actively encourage engagement in on-campus activities. The paper discusses the IC learning assumptions attached to a highly international program profile in comparison to the support in place, arguing that active on- and off-campus activities, coursework, and teacher guidance should work in unison to allow for IC learning
Online Etymology Dictionary: A Review of https://www.etymonline.com/
No full textThe proliferation of computer- and mobile-assisted technologies has created manifold learning opportunities, one being online or electronic dictionaries (ODs or EDs) that foster and advance word searches and boost lexicographic guidance. One such linguistic resource is Harper’s (2001) online etymology dictionary (OED) (https://www.etymonline.com/) that comes with web and mobile versions. In this context, this review intended to evaluate the aforementioned dictionary as per the adapted framework of Topal (2022). The OED’s potential advantages were cited as etymological, cultural-historical, cross-linguistic awareness/understanding, lexical enhancement, and use as an academic resource. On the other hand, possible downsides were specified as linguistic complexity, lack of pronunciation histories, textual-visual distractions, linguistic/content-related inaccuracies, limited language interaction, and internet dependency. Recommendations for updates and upgrades were made concerning the web and mobile versions. Prospective studies of qualitative and quantitative nature were urged for corroboration of review findings
Higher education EFL online success model: An adaptation to the DeLone and McLean IS Success Model
No full textThis study aims to adapt and extend the DeLone and McLean Information System (IS) success model in the context of an online English as a Foreign Language (EFL) higher education foundation program. The objective is to enhance teaching, learning, and knowledge-sharing experiences within a virtual community of practice (vCoP). The research involved eight experienced full-time university lecturers with master's degrees in English language teaching as participants. They were presented with six open-ended questions followed by interviews. The study addresses the gap between research and practice by assessing the effectiveness of the model in measuring knowledge-sharing and user interaction within the EFL vCoP. The findings highlight the need for tailored models in specific online learning domains, such as EFL, rather than applying a generalized approach to education. The findings have practical implications for designing and evaluating online educational programs and communities, ultimately enhancing the quality of online learning experiences. The study proposes potential indicators of success, paving the way for future research in the field of online education. By identifying and refining these indicators, educators and researchers can better assess the impact of online learning platforms and communities on student outcomes, engagement, and knowledge-sharing
Increasing L2 Learners’ well-being: An EMPATHICS intervention study
No full textThis article reports on an intervention related to L2 learner well-being based on Oxford’s (2016) EMPATHICS theoretical framework. The intervention was conducted at a women’s university in Tokyo in three of the researcher’s own first-year, compulsory, four-skills English-language classes. Forty-six learners agreed to take part in the study. To operationalize Oxford’s (2016) framework, the author drew on several areas of the literature, including grit, trait-EI, self-efficacy, L2 motivation, L2 learner autonomy, mindsets, and language-learning strategies. Data collection instruments used consisted of a forty-five item self-assessment tool, a six-item mini-survey to indicate learners’ pre-existing levels of L2 well-being, a self-report homework handout to facilitate learners’ overall reflective process, and an End-of-intervention Evaluation Report. The ten-week intervention consisted of: (1) having the learners self-assess their use of strategy-related tactics in class one and completing the L2 well-being mini-survey; (2) learners providing a written reflection and/or taking action and providing a written report about their actions after class five times across the term related to tactics in the self-assessment with the help of written advice from the researcher; and (3) the researcher providing guidance about multiple tactics in class and having the learners focus on those tactics when completing relevant activities in class. It was hoped that the overall intervention would encourage positive change in learners’ L2 well-being. Practical and theoretical implications are discussed, and avenues for future research are suggested
Examining Fijian first-year university students’ English proficiency on CEFR levels
No full textEnglish is the main lingua franca among the various ethnolinguistic groups in Fiji. This results in a sociocultural problem when students enter universities from different high school backgrounds. To this end, this study analysed the level of difference in writing abilities at the beginning of the first year of study and at the end of the first-year program of undergraduate students. The goal was to generate new insights that could inform ongoing efforts towards ameliorating academic English language proficiency in Fiji. The study took place at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university program. This study used the Common European Framework of Reference for Languages (CEFR) to evaluate student writing skills and for the development of curricula to meet students’ needs. The study employed quantitative research design to a longitudinal language testing research context. The CEFR was successful in gauging the student’s preparedness for university study and work life. Out of the 120 students, it was observed that from the 62 students who were at the A1 level at the end beginning of the year progressed to levels B1 and B2. Out of 62, 21 moved to B1 where 41 moved to B2. Further, 49 students from A2 level also progressed as 44 of these students had B2 and another 5 made substantial improvement by moving up to C1 level. The findings of this study can be used in improving support systems to enhance the smooth transition of multilingual students from high school through university and into the workforce. The analyses have the potential to provide insights into how Fijian undergraduate students are performing compared to students in other countries and how the EFL curriculum might be adapted to students’ needs
Teachers’ perceptions of machine translation as a pedagogical tool
No full textThe role of Machine Translation (MT) within the L2 classroom has proven controversial. While many students value MT to support various learning objectives, teachers fear its potential to promote passive learning, and undermine academic integrity. Nonetheless, improved reliability and accessibility of MT, combined with student attitudes, makes it increasingly hard to “Google-proof” the classroom. Alternatively, MT might be incorporated into the classroom, while highlighting to students its limitations. A key factor in this dynamic is the attitude of classroom teachers. The current study details the development of a pilot translation app, Transpose, which then acted as discussion prompt to explore teachers’ attitudes towards MT in focus groups. Participants were four UK language teachers working with various age groups and in various contexts. The Transpose app exploited possible advantages of MT by visually comparing the syntactic structure of source and target languages. A thematic analysis found that, overall, teachers viewed translation as an important pedagogical tool. Regarding MT, views were mixed. They enthusiastically suggested novel uses, such as supporting children with English as an Additional Language, yet also felt that such technology was best employed to support independent study in advanced learners. Technological and institutional factors still prevent the seamless integration of IT-related methods within classroom contexts. Overall, while teachers expressed positive attitudes towards translation, and a cautious acceptance of the place the Transpose app could take within the classroom, there remain attitudinal barriers to widespread adoption