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- Volume 5, Issue 1, 2023
Language Teaching for Young Learners - Volume 5, Issue 1, 2023
Volume 5, Issue 1, 2023
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L1 use and patterns of interaction of young EFL learners in a collaborative writing task
Author(s): Agurtzane Azkaraipp.: 7–29 (23)More LessAbstractResearch on L1 use among young EFL learners is scarce and has been mainly conducted with oral tasks, while collaborative writing (CW) tasks have been underexplored. CW provides learners with many opportunities for L2 development, especially when they work in collaborative patterns of interaction. In research with young EFL learners, the relationship between L1 use, CW and patterns of interaction has not been studied yet, and it is important to assess the extent to which the patterns of interaction formed in CW tasks play a role in L1 use by these learners, because these three factors have been claimed to impact L2 development. Thus, this study examines whether the patterns of interaction formed played a role in the L1 use and functions of 56 young EFL learners while they worked on a CW task at two different times. The findings indicated that these EFL learners showed mainly parallel/passive or collaborative patterns of interaction at both testing times, that the L1 was used mainly for metacognitive issues, although differences existed from pattern to pattern, and that a collaborative pattern of interaction resulted in more L1 use. The results are discussed following the pedagogical implications of these findings for the EFL classroom.
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The affordances of an intercultural e-portfolio
Author(s): Anastasia Hanukaevpp.: 30–58 (29)More LessAbstractThis paper explores teachers’ perceptions of the affordances of an e-portfolio of intercultural competence (EPIC). The EPIC was implemented during an 8-week intervention carried out in a Norwegian lower secondary school. Data were collected from various sources (e.g., learners’ texts, focus group interviews), but this paper draws on the data from three individual teacher interviews conducted in the spring semester 2018. This study extends our understanding of the way an e-portfolio can be integrated into the English as a foreign language (EFL) classroom as a tool for promoting intercultural competence. The findings underscore the affordances of the e-portfolio to track the learners’ reflections on their own complex selves and others; moreover, the use of the e-portfolio enabled the teachers to create flexible and varied learning spaces, which in turn provided opportunities for intercultural language learning. Pedagogical implications are provided on how foreign language (FL) teachers might support intercultural competence development through the use of the e-portfolio.
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ELT coursebooks for primary school learners
Author(s): Mei Peng, Yangyang Shi and Ping Zhangpp.: 59–84 (26)More LessAbstractThis article reports on the findings of a comparative study on songs in four English coursebook series for primary school learners, with two published in China and another two in the UK. Detailed analysis focuses on the number, the coverage, the teaching purposes, and the instructional arrangements of songs. The findings show that although the total number of songs in coursebooks from China outnumbers that from the UK, no correlation exists between learners’ grade levels and the number of songs in each fascicle. The study further demonstrates that the purposes of songs in all four series are mainly to arouse learners’ interest, to improve pronunciation, and to enhance vocabulary and sentence structure understanding, revealing a lack of due attention to fostering learners’ intercultural awareness. Regarding the pedagogical approach and other instructional arrangements, British coursebooks feature a more diversified approach, highlighting the integration of learners’ physical, psychological and cognitive development, whereas Chinese coursebooks concentrate on providing simplistic and unified instructions which may pose a challenge for novice teachers but an opportunity for experienced teachers. Based on the findings, recommendations are offered to future coursebook writers.
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Extramural English for early language learning
Author(s): Signe Hannibal Jensen and Jørgen T. Lauridsenpp.: 85–109 (25)More LessAbstractDue to the online global presence of English, many EFL learners encounter English outside the classroom from an early age. This study examined teachers’ perceptions of the language learning affordances, challenges, and benefits in the early English classroom (ages 7–11) of English learnt outside school (extramural English (EE), Sundqvist & Sylvén, 2016). A mixed-methods approach, including a survey, interviews, and data from Facebook interest groups on teaching English, was used to gauge teacher perceptions. Results showed that generally teachers had positive attitudes towards the learning potentials of EE (especially related to fostering vocabulary learning) and for creating motivation for learning English. Teachers found less benefits of playing digital games than from watching YouTube videos. Teachers also reported demotivation in students stemming from being bored in class or from feeling behind compared to others, i.e., personal expectations of English skills were high. The study points to a need for focus in teacher education on the benefits of extramural activities for their students’ learning (especially gaming). This means fostering awareness in prospective teachers of the importance of incidental learning processes as these are key in the global English context. Moreover, sharing ideas for integrating EE into teaching practices is needed.
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Review of Frisch & Rymarczyk (2021): Current Research into Young Foreign Language Learners’ Literacy Skills
Author(s): Yvonne Knospepp.: 110–113 (4)More LessThis article reviews Current Research into Young Foreign Language Learners’ Literacy Skills
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Review of Kolb & Schocker (2021): Teaching English in the Primary School. A Task-Based Introduction for Pre- and In-Service Teachers
Author(s): David Valentepp.: 114–118 (5)More LessThis article reviews Teaching English in the Primary School. A Task-Based Introduction for Pre- and In-Service Teachers
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