The Journal of AsiaTEFL

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    아시아영어교육학회 [Asia TEFL]
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    사회과학 > 교육학
  • 십진분류
    KDC 370 DDC 374
Vol.15 No.2 (26건)

Contexts, Problems and Solutions in International Communication : Insights for Teaching English as a Lingua Franca

Chan Yee Him, Jim

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.257-275

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The globalisation of English in recent decades has focused scholarly attention on the use of English as a lingua franca (ELF) where second language English speakers are the overwhelming majority. This emerging field of research has significant implications for English language teaching (ELT) because it reveals the real-life use of English in international communication. Against this background, this study reports on the first-hand experiences of a wide range of English users in Hong Kong through interviews specifically focused on language use contexts, problems and solutions. The findings suggest that although the daily use of English by the interviewed English speakers tended to be context-specific and perhaps individualised according to its occupational nature, many of those interviewed reported that they had encountered similar problems with international communication, including accent variations, telephoning and cultural differences. It was also found that the participants altered their language use when communicating with English speakers with different language and cultural backgrounds and in different situations. This study highlights some important observations and recommendations based on the challenges and the solutions suggested by the people interviewed, with wider implications for the choice of appropriate ELT goals and approaches for contemporary English language education.


Korean English Learners’Use of Lexical Bundles in Speaking

Maribel N. Zipagan, Kyoung Rang Lee

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.276-291

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This study explored the role of lexical bundles in the language development of L2 learners; the frequency, structural forms (patterns), and functions of formulaic utterances used by Korean English learners in a controlled environment across different proficiency levels were examined. Conscientious procedures were taken to identify and analyze lexical bundles of L2 learners’ spoken data, since few studies have examined these, while some have compared written data. The oral response of 58 Korean English learners were transcribed and compared across three levels (novice, intermediate, and advanced). This study seemed to confirm the findings of previous studies, in that there could be an upward trend in language development as proficiency increases. It is worth noting the participants used lexical bundles in a limited manner similarly across the three proficiency levels, which was less frequent and less diverse in terms of structural and functional patterns when they had to produce oral data rather than written data. The results can be of significant help for learners to improve their English speaking, and for teachers to diagnose their students’ speaking proficiency effectively, and should thus be integrated in English teaching curricula. The details of the results and implications are provided.


Celebrating Local, Going Global : Use of Northern Thainess-Based English Lessons

Budsaba Kanoksilapatham, Todsapon Suranakkharin

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.292-309

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In response to the growing interest in the use of local culture in English language teaching (ELT), this current study highlights the positive impacts of northern Thainess-based instructional materials on learners’ English learning. With a focus on the northern region of Thailand, a set of instructional innovations for English elementary education was developed based on the context of northern Thainess as voiced by the community through the completion of a questionnaire. The innovations were subsequently implemented in a Grade 4 class (N=49), aiming at instilling northern Thainess cultural awareness in young learners and providing them with an opportunity to practise speaking English in authentic contexts. The success of the instruction and the use of innovations were assessed by a pre/post-test on northern Thainess and a simulated tour guide task performed by these young learners. Both the significant improvement in the learners’ northern Thainess knowledge and the satisfactory level to which they could successfully perform the role of a tour guide were reported. On the basis of these key findings, insightful pedagogical implications and future research suggestions are provided.


Investigating the Effects of Metacognitive Instruction in Listening for EFL Learners

Ayako Kobayashi

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.310-328

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A Comparison of Teacher’s and Senior Students’ Feedback : Student Attitudes and Their Writing Improvement

Napak-on Sritrakarn

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.329-348

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Based on the concepts of Zone of Proximal Development (ZPD), this study compared the effects of feedback given from teacher and senior students on Thai EFL (English as a Foreign Language) students’ writing. The research participants were 33 students majoring in English who were undertaking an English Essay Writing Course and 22 senior students who have already passed the course. The data were collected from a questionnaire, semi-structured interviews, a group discussion, and the students’ writing drafts. The results showed that students found the senior feedback helpful to improve their writing drafts, and they felt comfortable to receive feedback from senior students; however, they had low confidence towards the comments. With regards to teacher comments, students found them helpful to raise their awareness in terms of tenses, grammar, and structure. However, the limitations of teacher feedback were pointed out in terms of confusing comments, stress, and timing. Finally, the analysis of the effects of feedback types on students’ improvements showed that metalinguistic corrective feedback (CF) made by both teacher and senior students led to most of the effective corrections. Based on the findings, the implications and directions for future research will be discussed.


READ+ vs. READ : Investigating Extensive Reading and Vocabulary Knowledge Development Among Malaysian Remedial ESL Learners

Debbita Tan Ai Lin, Ambigapathy Pandian, Paramaswari Jaganathan

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.349-364

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Research supports extensive reading (ER), which draws on incidental learning, as a primary tool for second/foreign language vocabulary knowledge development. However, while it is deemed useful for vocabulary learning, the claim that ER on its own is sufficient for learners to experience significant lexical gains has been challenged. Instead, a more fitting measure appears to be a combination of incidental and intentional vocabulary learning, with ER followed by explicit vocabulary study. Given the issue of Malaysian tertiary students lacking English vocabulary knowledge, this quasi-experimental study implemented a method incorporating ER using graded readers and explicit vocabulary study (READ+) to observe its effectiveness for receptive and productive vocabulary knowledge development, as compared against another method (READ) in which only ER was utilised. The study was conducted in a Malaysian public university employing two groups of participants. Each group comprised 14 Malaysian undergraduates of the MUET Band 1 to Band 3 cohort undergoing a preparatory English language course at the university. Pre-, post- and delayed post-testings were carried out using the Vocabulary Knowledge Scale. Results from statistical analyses indicate that the READ+ group performed significantly better than the READ group for both receptive and productive vocabulary knowledge recall and retention.


Technology and Language – What Works and What Does Not : A Meta-analysis of Blended Learning Research

Malissa Maria Mahmud

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.365-382

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This meta-analysis examines the effectiveness of technology employed in language-related blended-learning research by summarizing the outcomes of the measured dependent variables of 59 samples. The effect sizes yielded from the samples were acquired by applying Cohen’s (1988; 1992) d formula. The estimation was done using the standardized mean difference score, divided by the standard deviation pooled across the treatment and control groups. The findings denote that there is an overall effectiveness to blended-learning; however, the disparity of the effect sizes found implies that the effectiveness is contingent and reliant to the context and how technology is applied. There were also instances of negative effect sizes, suggesting hidden factors that adversely altered the outcomes of the technological intervention. The review also discovered that there is a pattern for performance to be used predominantly as the dependent variable in assessing the effectiveness of the technology. Nevertheless, this should not limit the use of performance as the only measure. Other dependent variables, such as motivation and attitudes, warrant consideration as indicators for measuring the efficacy of a blended-learning intervention.


The Effects of Online Collaborative Writing and TOEIC Writing Test- Preparation on L2 Writing Performance

Daniel R. Bailey, Christopher Judd

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.383-397

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This paper compares the effects of Online Collaborative Writing (OCW) and the Test of English for International Communication (TOEIC) writing training on second language (L2) writing performance with respect to lexical variation, syntactic complexity, and writing accuracy between two groups of South Korean university students. Treatments consisted of OCW through posting in private Facebook groups, while students in the TOEIC group practiced answering TOEIC writing questions. In addition to tracking changes in L2 writing performance, this study investigated the efficacy of OCW towards TOEIC writing goals outside the context of explicit TOEIC writing training in order to provide additional modes of preparation for the TOEIC test. This quasi-experimental study, conducted over an eight-week period, collected writing samples from a pre- and post-writing task consisting of items that are conceptually similar to both OCW and TOEIC writing questions. Results revealed students in the OCW group increased in L2 writing accuracy at a statistically significant level indicating social media platforms like Facebook can assist students in meeting the accuracy criteria of the TOEIC writing test. Both groups wrote fewer adjectives in task 2, but the decrease was only statistically significant for the TOEIC group. Pedagogical implications and future research directions are discussed.


Effects of Video-based e-Learning on EFLAchievement : The Mediation Effect of Behavior Control Strategies

Soo Eun Chae

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.398-413

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The current study aimed to investigate whether video-based e-learning (i.e., the Educational Broadcasting Service (EBS)) influences the achievement of Korean high school students (years 2-3) in English as a foreign language (EFL) through the mediation of their use of behavior control strategies. The study used data from the 2010 and 2011 Korean Education Longitudinal Study of 2,309 students. Structural equation modeling was used to analyze whether the behavior control strategies mediated consistent use of EBS with high school students and whether video-based e-learning led to an increase or a decrease in the students’ EFL achievement test scores. In general, consistent EBS use resulted in changes in the high school students’ EFL achievement test results with the mediation of the behavior control strategies. However, a decrease model showed slightly better model-data fit than an increase model because in the decrease model the time management and resource use strategies had a significant negative relationship to decreases in the EFL test scores between year 2 and year 3. As a significant function of time management, EBS use seemed to work in preventing decreases in EFL achievement.


Culture and Interculture in Saudi EFL Textbooks : A Corpus-Based Analysis

Sultan Almujaiwel

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.414-428

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Effectiveness of Teacher and Peer Feedback : Through the Lens of Korean Tertiary Writing Classroom

Jeongyeon Park

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.429-444

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This classroom-based research attempted to explore whether teacher and peer feedback can be effectively implemented in an EFL writing classroom at the tertiary level. Characteristics of teacher and peer feedback, students’ use of feedback along with perceived usefulness, and complementing effects of teacher and peer feedback were analyzed. Twenty students enrolled in an academic writing course participated in the study. Students engaged in drafting, revising, and editing stages of writing under the process approach. Data gathered were essay drafts, a survey on teacher and peer feedback, and interviews. The study found that teacher and peer feedback included various categories (e.g., identification, suggestion) and areas (e.g., thesis, organization) of feedback, yet teacher feedback was more balanced than peer feedback. Students found both teacher and peer reviews helpful and recognized the benefits of each, but they favored and incorporated more of the teacher feedback. The interviews, however, revealed that most students appreciated peer feedback because they could learn new perspectives and expressions. Students also felt less obliged to accept all of peers’ comments, compared to teachers’ feedback, leading them to critically evaluate their usefulness. Active verbal interactions and in-depth trainings were suggested to make both types of feedback more meaningful.


Drafted Writing Assignments : Why Are They Not Used in Iranian EFL Contexts?

Hooman Saeli

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.445-452

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Enhancing L2 English Learning through Mobile-Assisted TBLT : EFL Learners’ Perspectives

Tzu-Hua Chen, Chih-Cheng Lin

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.453-461

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A Critical Analysis of Tasks in Senior High School EFL Textbooks in Indonesia

Dewi Satria Elmiana

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.462-470

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Exploring the Teacher Role in English MA Class Presentations

LI Lijun

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.471-478

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Topics and Transitivity Choices in Iranian Learners’ English Writings

Sara Yazdani, Atiyeh Kamyabi Gol

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.516-529

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Teaching Grammar : A Survey of Teacher’s Beliefs and Attitudes in Bhutan

Jigme Dorji

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.530-541

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Norms and Pedagogical Models with Special Reference to Indian English

Mriganka Choudhury

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.542-549

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The Influence of Learners’ Socioeconomic Status on Learning English as a Foreign Language

Nykoll Pinilla-Portiño

아시아영어교육학회 The Journal of AsiaTEFL Vol.15 No.2 2018.06 pp.550-558

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