Volume 5 Issues 3&4 (2016-12-31)

Volume 5 Issues 1&2 (2016-06-30)

Volume 4 Issues 3&4 (2015-12-31)

Volume 4 Issues 1&2 (2015-06-30)

Volume 3 Issue 4 (2014-12-31)

Volume 3 Issue 3 (2014-09-30)

Volume 3 Issue 2 (2014-06-30)

Volume 3 Issue 1 (2014-03-31)

Volume 2 Issue 4 (2013-12-31)

Volume 2 Issue 3 (2013-09-30)

Volume 2 Issue 2 (2013-06-30)

Volume 2 Issue 1 (2013-03-31)

Volume 1 Issue 2 (2012-12-31)

Volume 1 Issue 1 (2012-09-30)

Journal: Language and Communication Quarterly

Volume 3 Issue 3 (2014-09)


Article 1:
Investigating Pre-service English Teachers’ Metacognitive Awareness
Hacettepe University, Turkey

This study investigated pre-service English teachers’ metacognitive awareness. Since little research has been done in studying the metacognitive awareness of teachers who are required as part of their teaching to model metacognitive skills so as to help learners consider what goes on during the learning process, it was important to explore pre-service English teachers’ levels of metacognitive awareness, and to determine relationships among metacognitive awareness levels and other independent variables such as gender, grade point average (GPA), and type of practice school. The Metacognitive Awareness Inventory for Teachers (MAIT) was used to collect data from 87 pre-service English teachers enrolled in an English language teaching department at a major state university in Ankara, Turkey. Findings revealed that overall, the participants had a high level of metacognitive awareness and that there were significant relationships between the components of metacognition, as well as between GPA and metacognitive awareness. However, the results did not reveal any significant differences among the metacognitive awareness levels of the participants by either gender or the type of practice school. On the basis of the evidence currently available, this study proposes that metacognitive training is beneficial for trainee teachers and that it deserves instructional time for language teachers. It is argued that further studies into practicing and prospective language teachers’ metacognition are needed for a growing body of literature for the subject.


Article 2:
Analysis of EFL College Students’ Freewriting: Focusing on Errors in the Use of Verbs
Iowa State University, United States

Despite the growing importance of fluency over accuracy as a consequence of the communicative approach in ESL/EFL teaching, the reduction of errors to achieve linguistic competence has been regaining attention in language learning in recent years. This study was conducted to identify and describe the written verb-form errors found in the 211 freewriting samples of eight first-year university students in a two-month long intensive English program in Thailand. Data for this study were analyzed to determine the types and frequency of verb-form errors. Participants’ verb-form errors were identified and categorized under four category types: omission, addition, misformation and ordering. The findings revealed that the participants made the greatest number of errors in omission verb-forms (49.34%) in the area of the third person singular verb (-s/-es/-ies). Errors of addition (35.27%), especially in serial verb construct (e.g., Be verb + verb + verb; verb + auxiliary verb + verb), were ranked as the second most frequent error, followed by misformation errors (13.51%) primarily in the violation of subject-verb agreement; while verb-form errors of ordering had the least number of errors (1.88%). Errors affect the readability and quality of their writing, so Thai learners’ verb-form errors have to be identified so that they can be equipped with the basics of producing error-free writing. The study result contributes to the preparation of teaching materials concerning parts of verb use that should be emphasized. Additionally, understanding linguistic differences between Thai and English should also be provided to reduce first language interference.


Article 3:
Investigating the Impact of Wikis on Writing Performance of EFL Students
Fırat University, Turkey

The use of technology has become an indispensable part of current generation of students often referred to as “digital natives” across the world. To make the educational activities compatible with the present day life itself, an increasing number of universities are seeking to provide students with more flexible and innovative language learning environments through Web 2.0 technologies. One powerful Web 2.0 tool that has recently attracted great attention in the field of second or foreign language teaching (L2) is wikis. Informed by the constructivist model of learning and by theories in L2 writing, this study aims to explore the impact of incorporating wikis into a writing course on writing performance of English as a foreign language (EFL) students. Through a quasi-experimental research design, students in the control group (n=17) received only in-class process-oriented writing instruction, and the experimental group students (n=20) integrated wiki tools into their writing process. The main data for the study were collected through writing performance pre-test and post-test. The findings indicated that using wikis had a positive impact on the overall writing performance of the participants in the experimental group. This study, therefore, recommends that EFL teachers employ wikis when they seek the ways of promoting their instructional practices through technology-enhanced environment."


Article 4:
CALL FOR PAPERS/PROPOSALS
Untested Ideas Research Center, United States

The 3rd Untested Ideas International Research E-Conference
Identifying Untested Practices
June 26 – 28, 2015


Article 5:
CALL FOR BOOK EDITORS
Untested Ideas Research Center, United States

The 3rd Untested Ideas International Research E-Conference
Identifying Untested Practices
June 26 – 28, 2015

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