Category: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)

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Measuring Articulatory Distance for Consonants Towards a Learner-language-sensitive Pronunciation Training Tool Development

This study introduces the theoretical basis for the articulatory distance in foreign language learning context, which serves to find the efficient and optimal path to correctly pronounce the consonants of the target language in a learner-language-sensitive way, i.e. taking into account the operational difficulties for different learners who already have their own specific phonological system.

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The Wand of Mnemosyne: Sparkles Created on Vocabulary Learning

Language learners are constantly looking for a magic wand to wipe off all the learning pains on memorizing vocabulary. Fortunately, the goddess of memory, Mnemosyne, came to the mortal world to rescue those who suffer from severe vocabulary retention difficulties. When the wand of Mnemosyne is waved, learners’ burden on memorizing vocabulary may be relieved.

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Intelligibility of Korean-accented English: Effects of Listener’s Familiarity

The current research examines the Korean-accented English (KoE) intelligibility to give an account of the listener familiarity benefits (Interlanguage speech intelligibility benefit, Bent & Bradlow, 2003; Shared-L1 advantage, Harding, 2011). This study compares the intelligibility of KoE between four listener groups with different levels of the accent familiarity: two groups familiar with KoE (Korean-speaking learners

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The Influence of Immersion Education in China on Students’ English Learning Motivation

This study investigated the motivation of English learning among high school students in China. Half of the 40 participants received traditional English education and the other half received immersion education. The study compared the learning motivations of the two groups and analyzed the differences between the two sets of data. In addition, the research examined

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Action Research on Note-taking Instruction

The importance of note-taking skills for English for academic purposes (EAP) students and teachers is growing due to a rapid increase of English-medium instruction (EMI) courses offered in English as a Foreign Language (EFL) contexts. Note-taking is a complex process that involves comprehending aural input, identifying important information, and recording information. All of which is

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Enhancing Pragmatic Competence Through Pedagogical Intervention

The development of pragmatic competence is essential for foreign language learners to be able to produce meaningful communications in the target language. Studies addressing the realization of speech acts by second- or foreign-language learners (Bardovi-Harlig, 2001;Bardovi-Harlig & Hartford, 1990; Olshtain & Blum-Kulka, 1985) have found that even advanced language learners still often face challenges in

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No Identical Paths to Japanese High School Teachers’ Teaching English in English: What the TEM Analyses Tell Us

The Trajectory Equifinality Modeling (Valsiner & Sato, 2006) is an analytical method to identify the path taken by those who have reached a goal such as teaching English in English (TEE). The current research individually interviewed three female high school teachers in Okinawa, Japan, and investigated what events occurred and influenced them to carry out

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Explore Alternatives in On-line/On-Demand Type of Language Teaching – The Case of TOEIC Preparation Course in a Japanese University

With the spread of Covid-19, many of the universities in Japan were required to introduce on-line/on-demand courses all the sudden in 2020 academic year. Concerning this new teaching system, there has been a strong debate whether the above stated educational system has a positive influence on the students. Last Spring semester in the 2020 academic

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A Study of the Mutual Phonetic Resemblance Between Japanese Kyoiku Kanji and Chinese

This study investigated the mutual phonetic resemblance of Chinese ideograms between Japanese and Chinese using the official list (expanded in 2020) of Kyôiku kanji (Chinese ideograms in Japanese, taught at elementary school). The aim of this analysis was to determine ways to help learners from non-kanji backgrounds to quantify the phonetic gap between these two

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Learner Responses to Language Exchange Activities in a Technology-mediated Environment in the COVID-19 Era

In response to the pandemic, language teachers around the globe are transforming their face-to-face courses into online courses and developing technology-mediated online activities has become one of the pressing tasks. While the body of research on online teaching addressing current day issues is rapidly growing (e.g., Foreign Language Annals. 2020; 53), research exploring students’ reactions

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Attitudes of Filipino Senior High School Students Towards English: Implications for Teaching English

Attitude towards a language is a crucial factor in learning the target language. Language attitude can be behavioral, cognitive, or affective. This study aimed to determine the attitudes of senior high school students towards English according to their dimensions and compare them according to the learners’ gender and type of school, which could provide valuable

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University Speaking Assessment as Collaborative and Self-effective Skill Development

Educators generally agree that the mastery of speaking skills is a necessity for most EFL and ESL learners (Ounis, 2017). While scholars debate which aspect of speaking should be a priority, interactional or transactional, Klingen links both usages. 3 of Klingen’s (2000) 12 functions of speaking: personal, descriptive and explanatory are relevant to this project.

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The Effects and Challenges of Adopting the CLIL Approach at a Japanese University: Exploring Ways to Provide Language Support Effectively

This study reports on the results and challenges of implementing the CLIL (Content and Language Integrated Learning) approach in an all-English lecture course for Japanese university students who took a content course in English for the first time. Specifically, this study illustrates the language support as well as language related activities included in the course

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Learning International Literacy and News English Through Cross-disciplinary Instructional Modules

Discussing international affairs demands multidisciplinary knowledge and communication strategies from partakers. The demand is elevated for nonnative English speakers when critical ideas are exchanged for controversial topics in English. This research explores the value of an innovative ESP training featuring interactive educational technology and cross-disciplinary team-teaching, to introduce international literacy to 26 college-level Taiwanese English

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Investigating the Impact of Acquiring Formulaic Language on Improving the Written Skills of Intermediate Level Students in a Bridge Programme

This presentation introduces to the audience the outcome of a study that investigated the impact of teaching formulaic Language on improving the written skills of intermediate level students in a Bridge Programme at an American University in Dubai. Formulaic Language forms an integral part of the lexicon (e.g. Martinez and Schmitt, 2012); they have been

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(Re)thinking English Teacher Education in Brazil: Undergraduate Students and Teacher Educators’ Perspectives on Multiliteracies and English as a Lingua Franca

Globalization has challenged distribution and understanding of knowledge causing instability and uncertainty for teacher education. This paper presents the results of a doctoral research on teacher education and the challenges posed to educators involving multiliteracies, English as a lingua franca – ELF and translingual practices. Seven teacher educators and twenty-one undergraduates of the Portuguese-English languages

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Stories on YouTube: Can This Be an Effective Learning Tool to Improve Listening and Reading Comprehension Skills?

Use of online learning opportunities among language teachers and learners has become one of the commonly utilized tools as they provide effective means (convenient, accessible, authentic and sometimes free) to learn a foreign language. Research shows that online learning opportunities, particularly YouTube – a popular video sharing and viewing platform creates more meaningful and independent

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A Simple Yet Effective Tool as a Medium to Empower Learner Autonomy

Developing learner autonomy can be a long and arduous journey but it is what language educators aspire to achieve. Discover a simple tool that streamlines learning and self-assessment and prompts learners to take ownership of learning by examining their own comprehension, identifying areas for improvement and setting goals for each learning task. With a simple

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Field Trips in English Teaching in Vietnam

It’s years since the dawn of field trips which have been widely used as an effective tool in foreign language teaching and learning. With their advantages, field trips perform the functions of improving the language skills for learners. To find out the positive effects of field trips, the paper focuses on giving an overview on

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English Language Teaching Innovation from the Learning Strategies of High-performing Students in a Government University in Ayutthaya, Thailand

This study aims to (1) investigate students’ English learning strategies, (2) analyze the learning strategies of high-performing students, and (3) construct innovative lesson plans based on successful learners. The purposive sample included 35 students majoring in English for International Communication who enrolled in 22 English-related subjects at Rajamangala University of Technology Suvarnabhumi. This study used

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Renovating Language Labs to Facilitate Classroom Interaction in Language Education

Language labs are widely used in language education. The labs enable teachers to listen to individual students through headsets connected to computers. They also enable students to practice listening and speaking using their individual workstation. In recent years, peer interaction has been demonstrated as an effective pedagogy in language education. Yet, since traditional labs were

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Identifying Variables in English as Medium of Instruction: A Trajectory Equifinality Modeling Analysis of Two English Teachers in Japan

The Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) has long tried to change the medium of instruction (MI) for secondary school English education. Released in March, 2018, a new course of study states that junior high school English should be taught in English. This reinforces an earlier announcement for MI in senior

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Transferring Results of Intercultural Communication Research to Business English Classroom: Structure and Register Fluctuation in Business Emails from British, Polish, and Spanish Companies

Emails are the most common communication means in the present business world. A broad range of email studies focused on cultural variations in business email writing, but very few approached intercultural business communication in Europe. In one of them, Gómez-Moreno and Skorczynska (2013) described variations concerning the prototypical move structure and register in a corpus

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Oral Discourse Analysis in a Master’s Classroom: A Cross-Cultural Approach

The purpose of this communication is to present the results of a study about some teaching experiences applying oral discourse analysis in a Language and Technology Master’s Degree classroom in Spanish with Chinese students. We take into consideration the studies on oral specialized language and theories related to communication strategies. In conjunction with the invocation

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Teaching English to Refugees in Greece: The Case of Lexena School – Challenges and Possibilities

In the last year Greece has experience an influx of refugees, this has been associated with forces having a highly destructive character, resulting in a continuing transformation of existing notions concerning the proper forms of teaching and boundaries of such fundamental phenomena as culture and education. Integration processes have also involved dramatic changes in national

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Contrastive Interlanguage Analysis of Modal Auxiliary Verb Usage by Japanese Learners of English in Argumentative Essays

This research concludes that Japanese non-native English speakers (JNNSs) use modal auxiliary verbs in a way that differs from what native speakers (NSs) use from two perspectives: frequency of occurrence and verb phrase structures (VPSs) where modals occur. To lead this conclusion, JNNSs’ usage of nine central modals (‘can’, ‘could’, ‘may’, ‘might’, ‘shall’, ‘should’, ‘will’,

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An Exploratory Study about Korean Students’ Perceptions of the Effectiveness of English Medium Instruction Courses and Their Use of Language Learning Strategies

English Medium Instruction (EMI) in university courses is expected to have positive effects on university students’ English language learning in non-English-speaking countries since they can learn English on campus (Macaro, 2018). For successful second language learning, efficient use of L2 learning strategies is essential (Oxford, 2017; Cohen & Wang, 2018). The goal of this study

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A Critical Discourse Analysis of English Listening Sections of Korean College Scholastic Tests

I conducted a critical discourse analysis of the English listening sections of the 2019 and 2018 Korean College Scholastic Ability Tests (hereafter CSAT), which are national college entrance examinations in Korea for the year of 2019 and 2018 with the following two research questions: 1) Are the ways of speaking socially determined and appropriate in

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Exploring CLIL Tasks in EFL Classrooms: Development of Mock English Television Advertisements for Raising Intercultural and Media Awareness

This study aimed to investigate the effects of having Japanese university students create mock English television advertisements as a CLIL (Content and Language Integrated Learning) task for developing intercultural and media awareness in English communication classes. After a preliminary study in a different class, an advertising development task was introduced as a part of the

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Language Learning Behind the Screen: Movies for Second Language Acquisition

Teaching English through movies, TV-shows, and video clips is a relatively modern way of enhancing language acquisition. The benefits of using American movies for improving students’ English language proficiency have been studied by many researchers (e.g., Webb, 2011; Gormly, 2013; Lavaur & Bairstow, 2011; Etemadi, 2012) who supported the idea that, unlike traditional ESL instruction,

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Utilizing U.S. TESOL Undergraduate Internship Students to Improve Japanese College Students’ English Skills and the TESOL Students’ Teaching Skills

The purpose of this presentation is to demonstrate how utilizing U.S. TESOL undergraduate internship students can help improve Japanese college students’ English skills effectively in an EFL environment as well as help develop the interns’ teaching skills. The internship students spend about six weeks at Konan University during the spring semester during which they are

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Annexation of Co-curricular Activities: Experiencing and Assessing Grammar Competence in EFL Context

Over the past few years the annexation of co-curricular activities (CCAs) in experiencing learning and assessing grammar competence have increasingly been filtered into educational discourse in EFL context. The empirical evidence based on questionnaires shows that traditional methods in grammar learning do not foster learners’ potential development and confidence in assessment tests. Learners are taught

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No-Level Brick Japanese Language Education: Understanding Learning as Participation in Practice Through a Communities of Practice Perspective

Drawing upon No-Level Brick (NoLBrick) Japanese Language Education (JLE) project at an Italian university, this study explores how a group of undergraduate students interested in JLE develops their JLE Communities of Practice (Wenger 1998; CoP) and what effect the CoP comes to have on their view of JLE. CoP which views learning as participation in

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No-Level Brick Foreign Language Education: Definition of the Field and Explanation of the Purposes – Japanese Language Classroom as Case Study

Today, we frequently observe social discriminations. These are tightly connected to stereotypes and intolerance toward others’ values differing to ours. Many of us do not have/take the chance to become aware of and question even our own values and ideologies behind them. Dialogue through a (foreign) language is considered as a ‘must’ toward social cohesion

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No-Level Brick Japanese Language Education: Expectations Toward Language Teaching

This study explores dynamic relationships between students and student-facilitators, aiming to explore how student expectations influence their relationship and thus language learning experience and outcomes in No-Level Brick (NoLBrick) dialogic Japanese as a foreign language course at an Italian university. This research focuses on participants’ expectations toward language education as they profoundly influence their learning

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A Study of the Mutual Phonetic Resemblance between Japanese and Chinese: Quantification of the Difficulty of Phonetic Cross-comprehension

This study investigated mutual phonetic resemblances of Chinese ideograms in both Japanese and Chinese by analyzing a database of 1078 kanji (Chinese ideograms in Japanese) extracted from the two volumes of the Japanese grammar textbook Minna no Nihongo. The aim of this analysis was to help learners of Chinese (or of Japanese, or both simultaneously)

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A Review of Foreign Language Education Policy Researches in China Through Bibliometric Analysis of CSSCI: History, Content and Trend

This research investigates the structure and dynamics of foreign language policy and planning research in China over the last twenty years by using CiteSpace, a well-established software for bibliometric analysis. The purpose is to aid researchers and policymakers overseas and domestic to attain a clear picture of current state of this field. 203 articles were

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Using Mobile Games to Enhance English Vocabulary Knowledge: A Case Study of Thai Employees in an International Workplace

Vocabulary knowledge is significantly important for English language communication. However, research studies have reported that English as a foreign language (EFL) were lack of sufficient English words to use for speaking and writing. The issue is currently also being problematic for employees in many international workplaces who specialized in other skills rather than English, but

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The Challenges of Implementing Task Based Language Approach in ESL Classes

This presentation introduces to the audience the outcome of a study that compares the Task-based Language Teaching (TBLT) approach and the Traditional Form-Focused approach when embedded within an Intensive English language learning programme for university students (IELP). It attempts to detect which of the two teaching approaches can be considered as both engaging and applicable

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A One Semester Research Study on the Effects of Extensive Reading on Students’ Receptive Vocabulary Size

Extensive Reading has been touted as beneficial for improving students’ reading fluency, speed, confidence, and vocabulary. This paper examines whether some of these claims are true for a group of students over a 14-week semester. Administering vocabulary level tests at the start and end of the semester does not indicate that there is a greater

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Perceptions of EFL Instructors on Negotiation of Meaning Strategies from a Global Perspective

The world has had a major shift to more communicative approaches in English Language Teaching. As new perspectives are adopted such as WEs (World Englishes) and ELF-aware pedagogy in language teaching, the demands for more authentic and real-life tasks and activities are increasing in English language teaching classes. In this regard, employment and teachability of

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What is Expected of Us? – Study Abroad and Expected Roles of Native and Local Teachers

As study abroad with English has become popular for university students in Japan, in-country language preparation courses have become a popular option. These courses allow Japanese students to acquire not only English but also academic skills before they actually progress into foreign universities. Although the demand for these courses are increasing, the number of studies

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The History of English Education in Japan: Focusing on Its Dawn

How did the English education start in Japan? A strong need to foster human resources to handle situations in the English language (instead of Dutch) arose from “the Nagasaki Harbour Incident” of HMS Phaeton in 1808. Facing a foreign power, the Japanese saw that a simple fact – nobody understood English – might have led

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Comparing Vocabulary Profiles of Asian L2 Written English in the ICNALE Corpus

This brief study examines the vocabulary profiles of Asian EFL students’ written English in the International Corpus Network of Asian Learners of English (ICNALE; Ishikawa). The ICNALE corpus is a collection of written and spoken texts from 2800 learners of English across 10 different Asian countries. The texts included in this corpus were composed under

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Basic Research and Ethical Inquiry for EFL Students: Implementation and Reflection

Ethical inquiry and reasoning are essential types of critical thinking. Developing and understanding research skills are necessary components of a university education. This presentation will detail the rationale, design, implementation, and instructor reflection of an integrated research skills, ethical inquiry, and essay writing unit in an undergraduate, low to low-intermediate proficiency, English as a Foreign