EFL Learners Use of Formulaic Language in Oral Assessments: A Study on Fluency and Proficiency

Üstünbaş, Ümran; Ortaçtepe, Deniz

doi:10.16986/huje.2016017558

Cited by 5 publications

(13 citation statements)

References 52 publications

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“…Highlighting the role of formulaic expressions in vocabulary and language learning, Mutlu & Kaşlıoğlu's (2016) study involving 326 EFL learners studying at five high schools revealed a positive relationship between vocabulary size and receptive and productive knowledge of collocations. Turkish EFL learners’ use of formulaic language in oral proficiency exams has been found to be correlated with the task type as well as their fluency and overall language proficiency scores (Üstünbaş & Ortaçtepe 2016). In order to examine the use of lexical bundles, Öztürk & Durmuşoğlu-Köse (2016) compiled a corpus of 150 texts containing both Turkish and native English postgraduate students’ M.A.…”

Section: English Language Learning and Language Learnersmentioning

confidence: 99%

Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

Aydınlı¹,

Ortaçtepe²

2018

Lang. Teach.

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In this state-of-the-art review, we aim to build on Alptekin & Tatar's (2011) article covering research conducted in Turkey between 2005 and 2009, and survey published research in 31 Turkey-based journals between 2010 and 2016. As the second review paper on Turkey's English language teaching (ELT) agenda, our goal is twofold: first, to introduce the research of those researchers whose high-quality, Turkey-based work may not be known outside Turkish academia; and second, to point to recent scholarly developments that have occurred in Turkey and set these in the context of recent shifts in language teaching research worldwide. This paper presents approximately 140 articles that appeared in locally published peer-reviewed academic journals, and clearly demonstrates that Turkey as an English as a foreign language (EFL) context presents a vibrant research scene in language teaching. The reviewed works cover a wide spectrum of timely topics (e.g., computer-assisted language learning (CALL), the European Portfolio for Student Teachers of Languages (EPOSTL), language assessment, affective factors), and present findings that have much to contribute to current discussions in the field. Nevertheless, our review also reveals some concerning trends, including an almost exclusive emphasis on practical concerns over conceptual development; shortcomings in locating research within broader disciplinary debates; and few efforts to bring together and build on local research in a manner that might allow for original and creative influences on the broader discipline. It is therefore the further aim of this article to spark debates on these issues among Turkish scholars and contribute to the strengthening of the local disciplinary community.

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Section: English Language Learning and Language Learnersmentioning

confidence: 99%

Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

Aydınlı¹,

Ortaçtepe²

2018

Lang. Teach.

Self Cite

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“…Overall, there are ten articles that state that teachers have challenges with cultural or context differences found in textbooks (Abdul Abdul Aziz & Makhtar, 2021;Calafato, 2021;Gopal, Maniam & Nallaluthan, 2023;Lukas et al, 2020;Oi, 2018). Five articles state the challenges of teachers in the diversity in abilities and language level of the students (Calafato & Simmonds (2022); Gopal, Maniam & Nallaluthan (2023); Oi (2018); Towns (2020); Ustunbas & Ortactepe, (2016) and two articles stating time constraints as a challenge for teachers in using CEFR-Aligned English textbooks (Calafato (2021); Towns ( 2020)). Based on this thematic analysis, it can be concluded that all articles have at least one similarity in each theme and sub-theme that has been identified.…”

Section: Findings and Analysismentioning

confidence: 99%

The Use of CEFR-Aligned Textbooks among English Language Teachers: A Systematic Literature Review

Zulkiply,

Mohamad Nasri

2024

IJARPED

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The selection of appropriate and suitable English textbooks is crucial to enhance students' English proficiency. A good English textbook can positively impact students' learning and increase the quality of the English curriculum. Therefore, the CEFR-Aligned English textbook has been chosen in many non-speaking English countries, which is expected to enhance the quality of students' English language. This CEFR-Aligned English textbook is also able to meet the Common European Framework of Reference (CEFR) requirements, which is used widely in teaching English worldwide. However, concerns about how teachers can use this textbook effectively must be prioritised. Thus, this systematic literature review (SLR) was conducted to understand the challenges that teachers face and the strategies they use to overcome these challenges for future improvements. This study is also very important so the CEFR-Aligned English textbook can be used effectively and able to enhance students' English proficiency. It is also hoped to help second language learners and teachers worldwide to be able to use the book meaningfully and efficiently. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) method was used to analyse articles from four databases, namely Scopus, Web of Science (WOS), ERIC, and Science Direct. Only 13 articles published between 2013 and 2023, all written in English, were selected from 286 articles found using the keywords and search string based on the criteria needed. The findings identify two main themes: the challenges and strategies teachers face using the CEFR-Aligned textbook. Additionally, seven different sub-themes were also identified in the articles. This study provides a guideline for future research in using the CEFR-Aligned English textbook effectively among English language teachers.

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“…The literature includes a large number of studies conducted on formulaic expressions which, for instance, show a correlation observed between students' fluency, overall proficiency scores, and their utilization of formulaic expressions (Üstünbaş & Ortaçtepe, 2016); dealing with the syntactic and functional analysis of formulaic expressions in learners' written outputs (Allen, 2010); bringing together the most frequent collocations of spoken English (Shin & Nation, 2007); investigating semantically opaque formulaic expressions in textbooks (Hsu, 2014); examining structural and functional features of lexical bundles (Bal-Gezegin, 2019;Güngör & Uysal, 2016;Hyland, 2008); comparing the lexical bundle use of academics with those of learners (Cortes, 2004); and analyzing the use of lexical bundles in the articles of a specific academic discipline in two different languages (Cortes, 2008). Üstünbaş and Ortaçtepe (2016) examined students' use of formulaic expressions in oral proficiency exam. Examining the effects of different task types on the use of formulaic expressions, Üstünbaş and Ortaçtepe (2016) also analyzed the relationship between students' use of formulaic expressions and fluency and overall scores in oral proficiency exam.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Üstünbaş and Ortaçtepe (2016) examined students' use of formulaic expressions in oral proficiency exam. Examining the effects of different task types on the use of formulaic expressions, Üstünbaş and Ortaçtepe (2016) also analyzed the relationship between students' use of formulaic expressions and fluency and overall scores in oral proficiency exam. The researchers made content analyses of the textbook the students used throughout the semester and of the spoken discourse of students' oral examinations in terms of the use of formulaic expressions based on Kecskes' formulaic continuum (2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…For example, in order to determine the frequencies of lexical bundles, both mega corpora and specialized corpora have been investigated. Research articles (Bal-Gezegin, 2019;Cortes, 2004;Cortes, 2008), PhD dissertations (Bao & Liu, 2022;Hyland, 2008), master's theses (Hyland, 2008), classroom teaching discourse (Biber et al, 2004), textbooks (Biber et al, 2004;Hsu, 2014;Üstünbaş & Ortaçtepe, 2016), and oral proficiency exams (Üstünbaş & Ortaçtepe, 2016) appear in lexical bundle studies as specialized corpus data. On the other hand, although the frequency of the lexical bundles by itself means a lot, they do not contain pedagogical implications and do not contribute much to the language teaching studies carried out in the classroom environment.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Comparison of Lexical Bundles in Dissertations Categorized Based on Academic Disciplines

Yıldız

2023

Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi

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The present study aims to compare PhD dissertations, written by Turkish postgraduate students learning English as a foreign language, categorized based on the academic disciplines, in terms of the use of 4-word lexical bundles. To retrieve recurrent lexical bundles and to make their structural and functional analysis, various disciplines are grouped under two separate groups based on the academic fields such as hard and soft sciences. Also, English-major and non-English-major disciplines are compared to each other to see the variation in use of lexical bundles across disciplines. The findings reveal that ELT dissertations, representative of English-major disciplines, have three and four times as many lexical bundles as the dissertations written in the academic fields of soft and hard sciences, respectively. However, the academic fields produce almost the same number of lexical bundle types, suggesting that soft and hard sciences do not show variation in use of 4-word lexical bundles. With regard to the structural analysis of lexical bundles, it is found that lexical bundles most frequently appear in the syntactic categories of noun phrases and prepositional phrases. As for the functional distribution of lexical bundles, the findings indicate that the vast number of lexical bundles in each group function to be referential expressions

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EFL Learners Use of Formulaic Language in Oral Assessments: A Study on Fluency and Proficiency

Cited by 5 publications

References 52 publications

Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

Selected research in applied linguistics and English language teaching in Turkey: 2010–2016

The Use of CEFR-Aligned Textbooks among English Language Teachers: A Systematic Literature Review

Comparison of Lexical Bundles in Dissertations Categorized Based on Academic Disciplines

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