International TESOL & Technology Journal

Foreword

2023-01-12T05:14:16-07:00

The current issue of the International TESOL & Technology Journal (ITTJ) includes a selection of research articles contributed by authors from around the world focusing on the area of Second Language Acquisition. The authors are from China, Iran, Malaysia, United Arab Emirates, Jordan, and Saudi Arabia. These four articles include topics that deal with a range of Second Language Acquisition research areas and present innovative and thought-provoking findings in the field.

Effects of Content and Language Integrated Learning (CLIL) Instruction Models in Chinese STEM Program: a Comparative Study

2022-10-31T04:27:33-06:00

The English language is a challenge for Chinese students to understand the language of science in science, technology, engineering, and mathematics (STEM) cooperative educational programs in China. Previous general academic English courses in these programs are often criticized for form-focused instruction and language skills training, rather than developing cognitive skills and social awareness. The integration of sustainable development knowledge, for example, benefits STEM students both individually and in society. Therefore, effective course implementation is worth reconsideration. This comparative study investigated the effects of different instructional models (face-to-face, blended learning and flipped learning) on students’ learning outcomes and engagement levels when multiple learning aims of language improvement and social knowledge are considered in STEM cooperative educational programs. It collected data from three groups of 100 Chinese STEM-major undergraduate students each, with a quasi-experimental design and student engagement questionnaires. The Kruskal-Wallis test and an analysis of variance revealed a significant difference between experimental group 2 and the other two groups, while no significant differences were found between the first two groups. Findings also show that flipped blended learning, with modified teaching strategies and activities, improved the participants’ learning results and engagement levels. Simply adding technology seems insufficient to significantly affect learning outcomes and engagement in STEM programs. This research provides pedagogical implications for university teachers and other related stakeholders that effective technology enhanced CLIL must be ensured by adequate pedagogical support.

Academic Achievement in a Mandatory EFL Program in the UAE: Limiting Conditions for Autonomous Motivation and Competence Perceptions?

2022-08-22T13:11:56-06:00

The International English Language Testing System (IELTS) exam is used by many higher education institutions around the world to assess test-takers’ proficiency in English. A number of institutions in the United Arab Emirates (UAE) also use the exam, with a given Band score required for direct entry to majors taught in English. However, despite the exam’s importance and despite being one of the most prosperous countries in the Middle East, scores on the IELTS exam for UAE-based test-takers have consistently been amongst the lowest globally. In order to better understand why, and guided by the academic achievement literature, the present study examines the relationship between grades and a small number of student characteristics at a higher education institute in the country. Two studies (N = 166 and N = 80) were conducted using the Academic Self-Regulation Questionnaire (SRQ-A; Ryan & Connell, 1989), the Perceived Competence Scale (PCS; Williams & Deci, 1996), and PISA’s (Program for Student Assessment) Student Background Questionnaires (“OPEC: Technical report”, 2015) to measure students’ autonomous motives, competence, and wealth respectively. Results indicated that contrary to much of the relevant literature, participants’ autonomous motives and wealth were negatively associated with grades while the relationship between perceived competence and grades was weaker than expected. Explanations for these findings along with their implications are discussed.

Does Service-Learning Training Make a Difference?

2022-07-06T19:27:55-06:00

This study examines the potential effect of service-learning training on 38 EFL teachers from the public schools of the North-Eastern Badia Directorate of Education, Mafraq, Jordan. A quasi-experimental design was used, and the participants were randomly assigned into an experimental group (n=18) and a control group (n=20). The findings revealed statistically significant differences in the overall writing performance of the experimental group and that of the control group in favor of the former. The results also revealed that the use of service-learning training helped teachers form positive attitudes toward EFL writing.

Teachers' Views on Using the Writing Process Approach to Improve ESL Learners' Writing Skills

2022-10-20T01:06:27-06:00

Even though ESL students in Saudi universities are given intensive courses in writing essays, they are still unable to improve their English writing skills and find difficulty completing their writing. Finding an appropriate approach to teaching such as the process approach may or may not help to solve their writing problems effectively. This study aims to find out the perceptions and opinions of Saudi English teachers towards using the process approach of writing inside the classrooms. The study found that it is important to teach and motivate students to write through processes such as prewriting activities, drafting, revising, and editing. The majority of the participants thought that the students writing process strategy helps students to write critically and analytically. This can be noticed when students practice some activities and strategies that help them write critically such as brainstorming their minds, discussing with peers, collecting ideas, selecting appropriate vocabulary, and making outlines.