International Journal of English Language and Literature Studies

The pedagogical effectiveness of the programmed learning of English tenses: A pedagogical experiment

Thu, 10 Oct 2024 00:00:00 -0500

The current study aims to investigate the effectiveness of a programmed approach to teaching English verb tenses. This approach is essential for enhancing grammar instruction in the classroom. A total of 23 first-year students from Toraighyrov University participated in both studies. Before the experiments, the participants were divided into two groups. During the first stage of the experiment (2021–2022), both groups started with a similar level of English proficiency assessed through admission exams. There was a noticeable difference in the initial proficiency between the two groups during the second stage (2022–2023). After completing the learning process, the participants underwent a post-assessment to measure their progress in using tense forms. In a second experiment, the order of events was reversed. In this study, the criterion measures method, statistical method, statistical analysis of the test, and data collection and analysis were employed. Based on the preliminary findings, students experienced enhanced learning and engagement when studying English grammar using programmed learning methods compared to traditional approaches. It was concluded that programmed learning helps students to memorize and comprehend grammar concepts more efficiently through structured progression and immediate feedback, indicating that it is a viable approach to teaching grammar.

A linguistic study of politeness in academic request emails sent by undergraduates to their professors in Jordan

Murad Al Kayed, Othman Al-Shboul, Wajed Al Ahmad, Raeda Ammari — Wed, 11 Dec 2024 00:00:00 -0600

The present study explored how Jordanian EFL students employed politeness strategies in academic request emails sent to their professors. The sample of the study included 116 request emails. These emails were collected between October 2023 and December 2023. The researchers examined each email and codified them according to the level of directness, forms of address, and politeness modifiers. The findings of the study demonstrated students’ lack of the appropriate pragmatic knowledge to form their request emails. Moreover, this study found that students relied for the most part on the following three politeness modifiers: interrogatives, embedded sentences and the politeness marker “please”. The study concluded that the lack of linguistic knowledge, the limited experience in writing academic emails, the impact of Arabic culture, the effect of technology in the format of emails and the absence of feedback from professors were the major reasons for composing inappropriate request emails by Jordanian EFL students. EFL teachers may use the findings of the study to improve the linguistic knowledge of students in writing formal academic requests.

Unlocking pragmatic competence: The influence of intercultural communication on Thai learners during the study abroad program

Thongpanh Malivong, Apisak Sukying — Thu, 12 Dec 2024 00:00:00 -0600

This mixed-methods study examines how intercultural communication influences social interaction and pragmatic competence in Thai learners of English during a 12-week study abroad program. Sixteen individuals with varied educational backgrounds were given a questionnaire, an assessment tool measuring pragmatic competence and a semi-structured interview. The quantitative data were analyzed using descriptive and inferential statistics whereas the qualitative data were transcribed and coded to identify patterns. The findings demonstrated a significant enhancement in social interaction and pragmatic competence due to intercultural communication. The average scores increased from 40.83% to 68.75%. The results uncovered a complex relationship between the ability to interact effectively across cultures, active participation in social activities, and the development of pragmatic competence. The qualitative data highlighted that engaging in meaningful conversations with native and non-native English speakers enhanced L2 learners’ pragmatic competence. Additionally, the study found that intercultural communication, social contact, and pragmatic competence gradually improved throughout the study abroad period. This study showed that study abroad programs significantly improved learners’ pragmatic competence through immersive intercultural communication and social interactions. The results indicate that study abroad programs promote linguistic and cultural growth providing learners with crucial communication abilities that allow them to thrive in an interconnected world.

Chinese college EFL students’ perceptions towards online English listening comprehension assessments in the post-COVID era

Wenqiang Deng, Xichun Feng, Hongyuan Feng — Thu, 12 Dec 2024 00:00:00 -0600

This study investigates Chinese college English as Foreign Language (EFL) students’ perceptions and challenges in online English listening comprehension assessment in the post-COVID era. A quantitative approach was employed to examine students’ perceptions and their challenges in online English listening comprehension assessment. A 5-point Likert scale questionnaire including sections of background information, perceptions and challenges was administered to 138 undergraduates and 125 postgraduates in China. Participants are EFL learners who have experience with online English listening comprehension assessments. The collected data were then analyzed using descriptive statistics and independent sample t-tests. The results showed that undergraduates and postgraduates positively perceived the benefits of online listening assessments in general with the main challenges encountered being time pressure, technical difficulties, and anxiety. Additionally, the findings indicated that no significant differences between undergraduate and postgraduate students in terms of their perceptions and challenges faced. This study recommends teachers leverage the flexibility and immediacy of online assessments to enhance learning outcomes to provide more effective pedagogical support and technological solutions. However, challenges like time pressure and technical support still need to be addressed.