Bridging the gap between ELF and L2 learners’ use of communication strategies: Rethinking current L2 assessment and teaching practices

Chan, Jim Yee Him

doi:10.1016/j.system.2021.102609

Cited by 9 publications

(15 citation statements)

References 45 publications

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“…The writing process is composed of prewriting, composing (drafting), revising, and editing, indicating that the whole process is not a fixed sequence but rather dynamic and unpredictable (Flores, 2021;Qiu & Lee, 2020). A principled eclectic approach for foreign language writing instruction, indicating the integral need to search for the most effective and efficient approach to enhance students' writing skills (Cekaite, 2017;Chan, 2021;Meşe & Sevilen, 2021). The principled eclectic approach adapts imported mainstream instructional approaches to local needs and stresses the creation of local practices.…”

Section: Discussionmentioning

confidence: 99%

Influence of Writing Attribute on English Writing Performance of Pre-Service Technical Teachers

Olowoyeye¹,

Charles²

2022

Indonesian J. Educ. Res. Rev.

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This study examines the effect of writing attributes on the English writing performance of pre-service engineering teachers. This research adopts descriptive research with a survey type. The population for this study was all pre-service teachers. The target population is pre-service teachers in the three (3) selected Educational Colleges. A multi-stage sampling procedure was adopted for this study. The data collection instrument was an adapted questionnaire. Descriptive and inferential statistics were used to answer research questions and test the proposed hypothesis with product and service solution statistics (SPSS) version 20.0 at a significance level of 0.05. The findings show that pre-service teachers have sufficient attributes in writing English. There is no significant difference between male and female teachers' English writing in the South West. The study concludes that writing attributes are an essential element that determines pre-service teachers' performance in English, and there is no significant effect between pre-service teachers and women on their writing attributes. It is recommended that governments at all levels should provide schools with sufficient teachers, provide training and training opportunities for teachers, and grant grants and seminars for teaching staff.

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Section: Discussionmentioning

confidence: 99%

Influence of Writing Attribute on English Writing Performance of Pre-Service Technical Teachers

Olowoyeye¹,

Charles²

2022

Indonesian J. Educ. Res. Rev.

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“…As touched upon in the introduction, communication strategies (CSs) can be understood as a vital component of communicative competence and hence as important for successful language use (Canale & Swain, 1980). They are particularly relevant in oral communication and comprise a range of different means of conveying messages and negotiating meaning, such as buying oneself time to think, checking if the interlocutor has understood, or asking for help (Chan, 2021;Dörnyei & Scott, 1997;Goh, 2019). CSs have traditionally been researched from two different angles: a psycholinguistic one and an interactional one (Bøhn & Myklevold, 2018).…”

Section: Communication Strategiesmentioning

confidence: 99%

“…According to the psycholinguistic view, CSs are regarded as strategies language learners adopt in order to solve communication problems, such as when a learner's lack of linguistic resources prevents her from getting her message across (Bialystok, 1990;Bøhn & Myklevold, 2018;Lam, 2010). The interactional view, on the other hand, has focused on how language learners negotiate meaning in interaction (Corder, 1983;Tarone, 1980; see also Chan, 2021). Hence, both psycholinguistic and interactional CSs can be resources for meeting both cognitive and social demands in face-to-face interaction, such as the use of paraphrasing when speaking, employing clarification questions when listening, or using modified input to negotiate meaning in spoken interaction (Pica, 2002;Sato et al, 2019).…”

Section: Communication Strategiesmentioning

confidence: 99%

Oral skills and learner agency in the foreign language classroom

Ramberg

Bøhn²

2023

NJLTL

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Learner agency is frequently advocated as a basic principle of contemporary language education, involving learner engagement and autonomy. This principle is supported by research in the fields of Self-Regulated Learning (SRL) and formative assessment (FA). These two perspectives may be further linked to models of feedback in the sense that feedback is not only related to feedback on tasks, but also to learning strategies and self-regulation. Related to this, there is evidence that self-assessment (SA) and communication strategies (CSs) have potential for advancing student learning in the language learning classroom. In the national curricula of foreign languages in the Nordic countries, the concepts of learner agency and self-regulated learning are emphasized as important for developing students’ proficiency. However, in the research literature, little attention has been paid to the combined strategies of SRL and agency in relation to learners’ oral skills. In this article, we discuss factors influencing the usefulness and effectiveness of feedback and how SRL and FA, more specifically SA and CSs, may promote oral skills in the foreign language classroom. Finally, we stress the need for more empirical studies, involving teachers and researchers, examining SRL strategies and learner agency in a Nordic school context. Keywords: Learner agency; formative assessment; self-regulated learning; student involvement, communication strategies

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“…Every individual cannot be separated from other people and desires to communicate and interact with other individuals. Along with the times, good communication and adjustment skills are needed for adolescent development, especially in education (Brown et al, 2021;Chan, 2021;Kim et al, 2012). This is because the world of education plays an essential role in shaping quality human resources and national character (Muhtar & Dallyono, 2020;Zhao et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Self-Concept and Assertive Behavior of Students

Kusumawati

Rakhmawati

Hartini

2021

IJERR

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Adolescents are required to be open and firm in expressing their opinions and thoughts to others without losing their self-confidence. However, the data shows that 3.69% still behave and speak dishonestly, 2.30% of students find it challenging to communicate. The purpose of this study is to analyze the relationship between self-concept and student assertive behavior. This study uses a quantitative ex post facto method. The total population used is 101 students. The instrument used in this research is the self-concept scale and the students' assertive behavior scale. The reliability analysis using Cronbach's Alpha formula was obtained from the assertive behavior scale of 0.864, the self-concept scale of 0.894. This figure is then consulted with the product-moment table for N=34, with a 5% significance level of 0.339. The value of the coefficient of determination R2 generated is 0.284, which means that 28.4% of assertive behavior is influenced by self-concept, while the remaining 71.6% can be influenced by other variables not examined. BK teachers should provide guidance and counseling services according to the needs of students. Students who have a high category should be given individual counseling immediately. According to the needs of students at that time.

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Bridging the gap between ELF and L2 learners’ use of communication strategies: Rethinking current L2 assessment and teaching practices

Cited by 9 publications

References 45 publications

Influence of Writing Attribute on English Writing Performance of Pre-Service Technical Teachers

Influence of Writing Attribute on English Writing Performance of Pre-Service Technical Teachers

Oral skills and learner agency in the foreign language classroom

The Relationship Between Self-Concept and Assertive Behavior of Students

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