- PEDAGOGY (1-9)
1. Title: ENHANCING ORAL PARTICIPATION ACROSS the CURRICULUM: SOME LESSONS from the EAP CLASSROOM
Author: John Trent
Dr. John Trent is currently involved in the delivery of teacher education
courses at the undergraduate and postgraduate level in Hong Kong. His
research interests focus on classroom interaction, language policy and
spoken discourse.
This article discussed about how Chinese L2 learners in a tertiary setting drew upon resources to meet the demands for their required participation in spoken activities within their English for Academic Purposes (EAP) classroom. It was noted that it’s very challenging for language learners from Asian backgrounds because of the collectivist culture in Chinese society, the traditional roles assigned to teachers and students, the need to maintain face, and a learning style that traditionally values memorization and rote learning. Their reticence (silence) have been attributed to cultural variables. In this Language class, a lot of emphasis is given to classroom discussions. The teacher put the responsibility for the learning outcomes of the entire group to the class, urging them to work together and help each other. Oral fluency was valued more than Linguistic fluency.
2. Title: LEARNER BELIEFS and LANGUAGE LEARNING
Dr. Ellis, who is known as the "Father of Second Language Acquisition", has served as the Director of the Institute of Language Teaching and Learning at the University of Auckland. Author of numerous student and teacher training textbooks for Prentice Hall and Oxford University Press, Prof. Ellis's textbooks on Second Language Acquisition and Grammar are core textbooks in TESOL and Linguistics programs around the world. Professor Ellis is a Distinguished Advisor to the Asian EFL Journal
This paper tried to understand how beliefs of the L2 learners are related to learning language proficiency. There were 2 test groups. One was in a 12 week study/immersion program in New Zealand and one group was getting their language education at a regular college classroom in Japan. After the study, it was concluded that the relationship between beliefs and learning proficiency evident in these studies is not very strong. It was concluded that there is an indirect relationship though. And that is, beliefs do not have a direct effect on language learning but are influenced by the actions that learners perform. If such is the case, then these cannot be ignored by teachers. If there is a mismatch between the teacher’s and students’ belief systems then it is very likely that it will lessen the amount of learning that we would find ideal. The author suggested the need for teachers to make their own beliefs explicit, to find out about their students’ beliefs, to help their students become aware of and to evaluate their own beliefs and to address any mismatch in their students’ belief systems.
3. Title: EDUCATIONAL SETTINGS & SECOND LANGUAGE LEARNING
Author: Rod Ellis
Chang Jiang Scholar of Shanghai International Studies University and University of Auckland
This paper looked into the relationship between different educational settings and second language learning. The possible outcomes given the different types of settings were also studied. One thing that’s apparent was the influencing factor in learning in a classroom of the relationship between the teacher and students. After the study, the author had identified some principles that would likely make language learning successful in educational settings. These are: the first language maintenance, perceptions of first language, social needs of the learners, target norms and initial learning.
4. Title: WHAT DO WE KNOW ABOUT LEARNING AND TEACHING SECOND LANGUAGES: IMPLICATIONS for TEACHING
Author: Francis Mangubhai
TESOL Teacher at University of Southern Queensland
This paper discusses the knowledge regarding second language acquisition/learning. It also touches at some insights from research into teacher knowledge and teachers' practical theories of teaching. The author made suggestions on how these insights might be used more effectively into classroom practice. But first, these insights and knowledge must be internalized by teachers for effectiveness. Also, the author stressed that no matter how researched-based or tried and tested these new ideas and techniques are, it must be adapted and implemented according to local conditions, the strengths of individual teachers and students, the available resources, the age of the learner, and the time available for teaching.
5. Title: THE METHODOLOGY OF TASK-BASED TEACHING
Author: Rod Ellis
University of Auckland
This paper discusses the methodological procedures for teaching tasks, particularly the procedures relating to how the tasks specified in a task-based syllabus can be converted into actual lessons. There are three phases for a task-based lesson: Pre-task, During-task and Post-task. But only the 'during task' phase is obligatory in task-based teaching. So technically, a task-based lesson consists of the students just performing a task. However, not leaving out the 'pre-task' or 'post-task' phases ensures that the task performance is put to it’s optimum effectiveness for language development.
6. Title: WHAT CAN EFL TEACHERS LEARN FROM IMMERSION LANGUAGE
TEACHING?
Author: Francis Mangubhai
University of Southern Queensland
This article discusses the effectiveness of using the techniques used in Immersion Language Teaching to facilitate more learning input that teachers provide for their second language learners. The author argued that EFL teachers can increase the second language input in their classes by adopting some of the immersion language teaching techniques which are: Questioning downward, Rephrasing, Recast, Modelling or Demonstrating, and the Use of Visuals and Realia. These techniques lead to a greater focus on meaning and understanding the second language without having to revert back to Grammar Translation. The techniques also are viewed as good teaching techniques, per se, that teachers and educators can use even for other context learning.
7. Title: THE ROLE of the FIRST LANGUAGE in FOREIGN LANGUAGE LEARNING
Author: Paul Nation
School of Linguistics and Applied Language Studies at Victoria University
of Wellington, New Zealand.
School of Linguistics and Applied Language Studies at Victoria University
of Wellington, New Zealand.
This article discusses how L1 (first language) and L2 (second language) shouldn’t be viewed as one or the other but rather seeing the first language as a useful tool and should be used as such when needed. It’s up to the teacher then to help learners develop and optimize their proficiency in English. There should be a balanced approach for looking at the role of the first language in the classroom and at the same time recognizing the extreme importance of the maximum use of the second language.
8. Title: ASSESSING ELLs in ESL or MAINSTREAM CLASSROOM: QUICK FIXES for
BUSY TEACHERS
BUSY TEACHERS
Author: Laureen A. Fregeau and Robert D. Leier
University of South Alabama and Auburn University
This article discussed ways and gave suggestions on how teachers can provide accommodation when doing assessment for the English Language Learners in their classrooms. The authors talked about simple strategies like giving the students more time to complete the tests, grading only the test items that they’ve completed, allowing them to use picture dictionaries, making use of study buddies and cooperative groups, etc. They also suggested incorporating other forms of assessments. Some examples are: incorporating dialogue journals, incorporating portfolio assessments, and incorporating authentic assessments. The latter are real world challenges that relates to the students life, like completing a certain task or project and journal writing. It is critical to federal funding, especially with the NCLB mandate that teachers indicate the accommodation that their ESL students are receiving.
9. Title: THE TRAFFIC COP SYNDROME
Author: Eric Pollock
Kyunghee University of Seoul, Korea.
This paper considers the role of the language instructor in the classroom and notes that it is generally misunderstood by students in an EFL situation. The language teachers’ role is seen and likened to that of a traffic cop. One who’s directing traffic and making sure everything’s going smoothly and no accidents happen. It has been suggested that the teacher minimized the amount of English that they use in class to offer the students the most amount of available class time for their own practice. And, it has been also suggested that the teacher speaks for most of the class, classroom teacher performs a variety of role and that the students reproduce the material outside of class. These two approaches reduce the teacher to being simply a traffic cop. But in reality, language teachers perform a variety of roles. They teach, facilitate, motivate, listen, counsel and so on. The author is suggesting that language teachers shouldn’t try to be traffic cops just directing the traffic so everything goes well, but it’s not informative or educational. Teachers shouldn’t settle for low and unchallenging learning goals for our students. We should do whatever it takes to get the job done and give the gift of thinking and learning to our students.
- LEARNING STRATEGIES (10 -15)
10. Title: MOTIVATING WRITERS: THE POWER of CHOICE
Author: Galon A. Melendy
Mahidol University International College, Thailand
This research article looked into the effectiveness of the power of choice of proximal academic goals as a strategy for boosting student motivation in writing. It was determined if students are willing to perform more difficult tasks if given the choice and to determine if students who choose to pursue more difficult tasks realize for themselves any measurable benefit. The results showed that more half of the study group, given the choice, opted for more challenging tasks. It was inferred that these students were more motivated to learn. Motivation is crucial for learning and as teachers, we shouldn’t discount other avenues to connect it to our students. The students also realized measurable benefits by their willingness to do more practice and do more preparations before assessments. It was implied from the post data of this study that goal setting and providing opportunities for learners to select their own goals can help motivate students to learn.
11. Title: LEARNING VOCABULARY THROUGH GAMES
THE EFFECTIVENESS of LEARNING VOCABULARY THROUGH GAMES
Author: Nguyen Thi Thanh HuyenKhuat Thi Thu Nga
This article looked at the effectiveness of games in the classroom for vocabulary learning. The authors observed classes and interviewed teachers and students about their perceptions about it. In a Communicative Language Teaching classroom, playing vocabulary games is one of the activities which requires students to actively communicate with their classmates, using their own language. Games are believed to be just for fun and very little learning occurs during it. But having collected the data from observations, interviews, reflections and having applied the selected games themselves, the authors surmised that games does contribute to vocabulary learning. This happens if they give students a chance to learn, practice and to review the English language in a relaxed and pleasant atmosphere. They found that students are demanding a new way of teaching vocabulary. They concluded that learning vocabulary through games is one effective and interesting way that can be applied in any classrooms.
12. Title: THREE WAYS to MOTIVATE CHINESE STUDENTS in EFL LISTENING CLASSES
Author: Xiaoying Wang
Beijing Foreign Studies University, China
This article talked about the strategies that a teacher can use and integrate into an EFL listening classroom to motivate the students. The author, after having observed and experienced in the past the lack of interest and focus of her students to listening to the lessons started making changes to her teaching. She started allotting some time for doing needs analysis and goal setting. She changed ways for managing each class. She changed her ways for assessing students. She found out that journal writing can be used even for a listening course. She learned that it is important to help students understand their own listening process and difficulties and help them specific, realistic goals for themselves. It is imperative that teachers try to make every lesson purposeful and well structured. And teachers shouldn’t take for granted creating a cooperative environment in the classroom and creating a relaxed atmosphere to induce more learning.
13. Title: USING CHILDREN'S LITERATURE for READING and WRITING STORIES
Author : Yuh-Mei Chen
Associate professor at the National Chung Cheng University
(Taiwan)
This article talked about the advantages of using literature in language learning, and explained why children’s literature is suitable for EFL (English as Foreign Language) learners. It’s concluded that children literature can be a very useful resource for ESL learners. There are a variety of ways that it can be integrated into the learning process. There’s of course reading and discussion, there’s the role playing the parts activities, and the practice of generating their own ideas for their own stories among others. The students can use multimedia in presenting or creating their own stories. It can also boost their self-esteem as beginner writers.
14. Title: CREATING an AUTHENTIC EFL LEARNING ENVIRONMENT to ENHANCE STUDENT MOTIVATION to ENGLISH
Authors: Wen-chi Vivian Wu and Pin-hsiang Natalie Wu
Chien-kuo Technology University, Taiwan
This paper studied what the perceptions are of students at a Taiwanese technical university concerning its EFL learning environment in three aspects: the physical environment, instructional arrangements, and social interaction. It also looked into the relationship between motivation and learning context. The post data clearly showed that the EFL environment in these three aspects was considered by students to be a hindrance to their learning, and that student motivation positively correlated with the learning environment. Some recommendations by the author to improve motivation in the classroom are: having multimedia in the classrooms, like overhead-mounted computer projectors and speakers to perk up the students’ interest to learn English; setting and meeting learning goals for both the teacher and students; making sure that the activities when doing communicative and cooperative learning fall within the students comfort zone; more contact with native speakers. Technology can play a very important part in the latter if there’s . One way of having contact with native speakers of English would be through audio and video conferencing people around the world.
15. Title: MONOLINGUAL and BILINGUAL ENGLISH LEARNERS in one CLASSROOM: ‘WHO IS AT A DISADVANTAGE?’
Author: Seyed Hassan Talebi and Mojtaba Maghsuodi
University of Mysore, India
People who are bilinguals have always been considered to have certain advantages over their monolingual counterparts These have been confirmed by research studies throughout the world. They have the best of both worlds knowing two cultures and being able to communicate to a variety of people, read and understand more literature, having two sets of traditions, ideas and behaving. Studies have also shown that bilinguals have been shown to have a much higher level of linguistic awareness. This article investigated how monolingual and bilingual ESL learners perform on reading comprehension tests in mixed-mono/bilingual classrooms. They did their study on 157 pre-university students from randomly selected colleges. The results showed that there is an indicative difference in the reading comprehension scores of these monolingual and bilingual ESL learners. It goes without saying that bilinguals have an advantage over monolinguals in the reading skill department. And since the latter are at a disadvantage compared to their bilingual peers, it is suggested that when teaching reading we pay enough attention to the monolinguals that are a little disadvantage versus their bilingual peers.
- TECHNOLOGY IN THE CLASSROOM (16 - 18)
16. Title: TECHNOLOGY and CHANGE in ENGLISH LANGUAGE TEACHING (ELT)
Author: Huw Jarvis
Mr. Jarvis has 20 years' experience of working as an EFL\ESL practitioner, teacher trainer and researcher. He is a member of the Higher Education Research Centre at the University of Salford.
Technology and the internet have clearly changed and influenced the way we use English as a global language. This article discussed the many ways that technology are affecting change in English Language Teaching. Computers are seen as more than a tool for developing new language skills. It can be inferred that this information superhighway goes in conjunction with task-based approaches and challenges everyone in the field of English Language Teaching.
17. Title: THE INTERNET AS A VALUABLE RESOURCE
Author: Dave Sperling
California State University
Creator of the well-known ESL/EFL website, Dave's ESL Cafe, as well as the author of 'The Internet Guide for English Language Teachers’
This paper briefly discussed how the internet can be used as a powerful learning tool and an indispensable resource for both the teachers and language learners. The possibilities are endless in the use of the internet to make language learning motivating, fun, interesting and exciting. As teachers, we should never be afraid to get out of our comfort zone and try. We should encourage our language learners to venture out and use all these limitless resource at the tip of their fingertips to develop their proficiency of English as their second language.
18. Title: A BLOG as a TOOL for REFLECTION for ELL
Author: Jo Maynard
Jo Mynard has taught English in Spain, Ireland, England, the United Arab Emirates and Japan where she has lived since April 2005. She has an Ed.D. in TEFL from the University of Exeter (UK) and an M.Phil in Applied Linguistics from Trinity College Dublin. She is an Associate Professor of English language at Koryo International College in Aichi, Japan.
url: http://www.philippine-esl-journal.com/Volume-1-jm.php
The purpose of this research study was to understand more about whether blogs could be a tool that students might use without prompting, to reflect on their learning. The study subjects were 22 female Japanese who kept voluntary blogs in their free time throughout a semester they spent studying English in the UK. They used their blogs to write about their daily activities and to write about their language learning and reflected on it. The findings from the study suggest that yes, blog could be a tool that teachers can use as a way of encouraging and motivating students to reflect on their learning.
- CULTURE (19 - 20)
19. Title: JAPANESE EFL STUDENTS’ PREFERENCES TOWARD CORRECTION of CLASSROOM ORAL ERRORS
Author: Akemi Katayama
The University of Texas at Austin, U.S.A.
url: http://www.asian-efl-journal.com/Dec_2007_ak.php
This article investigated Japanese EFL learners’ attitudes and preferences
with regard to classroom oral error correction. After the study, it was found out that majority of these Japanese EFL students welcomed the correction of their errors in pragmatics. There was also a positive reaction to having their phonological errors corrected.
20. Title: CHARACTER OR CULTURE?
IMPLICATIONS FOR THE CULTURALLY DIVERSE CLASSROOM
Author: Michel Englebert
Honam University, Gwan-san Gu So-bong Dong 59-1, Gwangju, S. Korea.
url: http://www.asian-efl-journal.com/04_me.php
This article discusses at how each of us is a part of a certain group or community and culture that observes norms and practices that are but normal to the group but may be unfathomable to another. As teachers teaching the English language to learners from different culture, we should be culturally sensitive and accepting of others’ eccentricities, if you may. We should remember that these learners bring with them their culture and different learner’s beliefs along with their limited knowledge of the language. We should refrain from passing quick moral judgments on others who have different cultural values than us. Having an open mind is the the key to living in cross-cultural harmony.
Hi:
ReplyDeleteOnly 4 of your 20 summaries came from journals other than Asian EFL. You might want to intersperse some variety from other resources. It makes for a more complete research picture.
-j-