tag:blogger.com,1999:blog-50079590289210252912024-03-14T01:03:50.281-07:00KUKUH DWI PAMUJIhttp://kukuhdwipamuji.blogspot.com/http://www.blogger.com/profile/15003552662471451250noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-5007959028921025291.post-24283432799367348432020-04-23T19:17:00.000-07:002020-04-25T04:29:01.537-07:00Having a nice accent, or being intelligible?<div align="center" class="MsoNormal" style="text-align: center;">
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<b><span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">Having
a nice accent, or being intelligible?<o:p></o:p></span></span></b></div>
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<b><span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;"><br /></span></span></b></div>
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<span style="font-family: verdana, sans-serif;">As English is used globally, the particular
varieties of English emerge in different parts of the world (Bamgose, 2001).</span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">Although American and British English are said to be the preferred standard varieties of English
(Matsuda, 2002), </span></span><span style="font-family: "verdana" , sans-serif;">a fact is that the international variety of English is actually non-existent (Kachru, 2012).</span><br />
<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;"><br /></span></span>
<span style="font-family: "verdana" , sans-serif;">Accommodating "the localized form of English" (Bolton, 2012,
p.1) is thus vital.</span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">One major reason is because today, English
is mostly learned (Kirkpatrick, 2003) and spoken (Kachru, 2012) by non-native
speakers living either in the outer or expanding circles </span></span><span style="font-family: "verdana" , sans-serif;">(for the concentric circle model of WE see Kachru, 1992).</span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">With different cultural and linguistic backgrounds, they use their
localized Englishes to communicate across countries, as an illustration, there are Indian farmers
importing the harvesting machinery from Japan, German professors teaching at
universities in Indonesia, Chinese football players attending football training
in Brazil, and so forth.<o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">Of course, this raises another concern. But
attention is no longer focused exclusively on which accent is more superior,
and the like. Instead, how and to what degree can they understand each other
messages? <o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">The issue of intelligibility is thus becoming evident (see Nelson, 2018; Smith & Nelson, 1985).<o:p></o:p></span></span><br />
<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;"><br /></span></span>
<span style="font-family: "verdana" , sans-serif;">To your knowledge, what factors determine the intelligibility of the localized Englishes?</span></div>
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<span style="font-family: "verdana" , sans-serif;"><b><span style="line-height: 107%;">References</span></b><span style="line-height: 107%;"><o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">Bamgbose, A. (2001). World Englishes
and globalization<i>. World Englishes, 20</i>(3),
357–363. doi:10.1111/1467-971x.t01-1-00220 <o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">Bolton, K. (2012). Varieties of World
Englishes. </span><span style="font-family: "verdana" , sans-serif; text-indent: -28.4px;">In C. A. Chapelle (Ed.), </span><i style="font-family: Verdana, sans-serif; text-indent: -28.4px;">The Encyclopedia of Applied Linguistics</i><span style="font-family: "verdana" , sans-serif; text-indent: -28.4px;">. Hoboken, NJ: John Wiley & Sons, Inc.</span><span style="font-family: "verdana" , sans-serif;"> doi:10.1002/9781405198431.wbeal1260<o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">Kachru, B. B. (1992). World Englishes:
Approaches, issues and resources.<i> Language Teaching, 25</i>(1). doi:10.1017/s0261444800006583<o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">Kachru, B. B. (2012). World Englishes:
Overview. In C. A. Chapelle (Ed.), <i>The Encyclopedia of Applied
Linguistics</i>. Hoboken, NJ: John Wiley & Sons, Inc. doi:10.1002/9781405198431.wbeal1349<o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">Matsuda,
A. (2002). "International understanding" through teaching world Englishes.
<i>World Englishes, 21</i>(3), 436–440. doi:10.1111/1467-971x.00262<o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">Kirkpatrick, A. (2003). English as
an ASEAN Lingua Franca: Implications for Research and Language Teaching.<i> Asian
Englishes, 6</i>(2), 82–91. doi:10.1080/13488678.2003.10801120<o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">Nelson, C. L. (2012). Intelligibility
in World Englishes.<i> </i>In C. A. Chapelle (Ed.), <i>The
Encyclopedia of Applied Linguistics</i>. Hoboken, NJ: John Wiley & Sons,
Inc. doi:10.1002/9781405198431.wbeal0550<o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">Smith, L. E., & Nelson, C. L.
(1985). International intelligibility of English: directions and
resources.<i> World Englishes, 4</i>(3), 333–342. doi:10.1111/j.1467-971x.1985.tb00423.x <o:p></o:p></span></span></div>
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<span style="line-height: 107%;"><span style="font-family: "verdana" , sans-serif;">@kukuh dwi pamuji<o:p></o:p></span></span></div>
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<br />http://kukuhdwipamuji.blogspot.com/http://www.blogger.com/profile/15003552662471451250noreply@blogger.com0tag:blogger.com,1999:blog-5007959028921025291.post-67492618020181455152020-04-22T01:45:00.001-07:002020-05-22T04:28:46.226-07:00A short look at a study on Extensive Reading by A. Mikami<div align="center" style="margin-bottom: .0001pt; margin: 0cm; text-align: center;">
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<b><span style="font-family: "verdana" , sans-serif;">A review of a study on ER by A Mikami<o:p></o:p></span></b><br />
<b><span style="font-family: "verdana" , sans-serif;"><br /></span></b></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<b style="font-family: verdana, sans-serif;">A Review</b></div>
<span style="font-family: "verdana" , sans-serif;"><o:p></o:p>
</span><br />
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<span style="font-family: "verdana" , sans-serif;">Mikami, A. (2017), Students' Attitudes
Toward Extensive Reading in the Japanese EFL Context. <i style="mso-bidi-font-style: normal;">TESOL Journal</i>, 8,
471-488. doi:<a href="https://doi.org/10.1002/tesj.283">10.1002/tesj.283</a><o:p></o:p></span></div>
<span style="font-family: "verdana" , sans-serif;"><o:p></o:p>
</span><br />
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<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: "verdana" , sans-serif;">A great deal of research has proved the
benefits of extensive reading (ER) in developing students’ L2 proficiency. The primacy of ER in helping students to develop their L2 proficiency has been reported
widely. But its integration in the school curriculum has rarely been initiated
due to several practical reasons. <o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: "verdana" , sans-serif;">A study conducted by Mikami (2017) casts
a light on the views and attitudes of EFL students toward implementation of ER
in EFL classroom settings. The article is appeared in one of the top tier
outlets in the field of TESOL (Wiley-Blackwell), which currently belongs to Q1
journals with H Index = 5 (<a href="http://www.scimagojr.com/">www.scimagojr.com</a>).<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: "verdana" , sans-serif;">The study is inspired by a lack of
concern on the practical implementation of ER in today’s EFL pedagogical
settings. It is an irony when something good both conceptually and
empirically does not get translated into practical implementations. Explained in
the study are several reasons why ER does not gain its popularity
including the limitation of classroom time in the school-curricula and the
inadequacy of ER resources. Since most of the voices are expressed by teachers, the study tries to delve into the students’ attitudes toward ER and their
motivation in doing ER in the classroom contexts.<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: "verdana" , sans-serif;">Using a questionnaire survey, the study involved 141 university students in Japan. They were purposively
selected through the maximum variation sampling (nonprobability sampling). What
is interested in the study is that the author only employs six simple questions
(no more than a half of the paper page); three questions each for quantitative
and qualitative data. Using descriptive statistics and Miles and Huberman’s
(1994) framework of qualitative content analysis, the data were analysed to
unpack the three questions posed. <o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: "verdana" , sans-serif;">Findings of the study inform
that the majority of the participants have no experiences of practicing ER previously.
The amount of time spent reading English books outside their textbooks is
relatively limited. But there are more students wanting to read more English books. Among
114 students, the percentages of students who express their negative feelings toward ER are
relatively similar to those expressing positive feelings, 45.93% and 40.74%
respectively. <o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: "verdana" , sans-serif;">Mikami’s (2017) study has successfully
brought an interesting issue in the area of EFL pedagogies, garnering an insight
into an ER practice from the perspective of the students. Collecting the data
simply using six questions might be inadequate by some expecting richer
data. However, if the readers are careful, some weaknesses of the research
have been addressed by the author at the near end of the article.<o:p></o:p></span></div>
<span style="font-family: "verdana" , sans-serif;"><o:p></o:p>
</span><br />
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: "verdana" , sans-serif;"><br /></span>
<span style="font-family: "verdana" , sans-serif;">Despite a need for improvement, the
arrangement of ideas is clear and the presentation of data is easy to follow.
It is not surprising that such simple-looking study appears at one of the
well-respected journals in the area of TESOL. But more importantly, it is
necessary to take into account the pedagogical implications of this study. To
gain larger benefits from ER, supporting the incorporation of its
practice in the EFL curricula is of vital importance.</span><br />
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<span style="font-family: "verdana" , sans-serif;">@kukuh dwi pamuji</span></div>
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http://kukuhdwipamuji.blogspot.com/http://www.blogger.com/profile/15003552662471451250noreply@blogger.com0tag:blogger.com,1999:blog-5007959028921025291.post-25889468852997647112020-04-21T20:15:00.001-07:002020-04-23T21:40:35.627-07:00Learner autonomy and the use of technology<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "verdana" , sans-serif;"><b>Learner autonomy and the use of technology </b><o:p></o:p></span></div>
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<span style="font-family: "verdana" , sans-serif;">Learner autonomy has been widely discussed in the area of
both second and language classroom (e.g., Thomson, 1998; Luke, 2006; Humphreys
& Wyatt, 2013; Kormos & Csizer; 2013). Its positive advantages have
been revealed by several recent studies. It is said that promoting learner
autonomy could widen learners’ opportunities to learn beyond the classroom (Kormos
& Csizer, 2013) and enhance their motivation (Dickinson, 1995).</span></div>
</div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: "verdana" , sans-serif;">Defined as "the ability to charge of one’s own learning" (Holec, 1981, p.3 cited in Benson, 2007), learner autonomy is not a novel
concept in second and foreign language pedagogies. It is often described as a
freedom (Benson, 2007) for learners to self-direct their learning (Trebbi,
2008) with an emphasis on their personal goals and strategies (Little, 1999).
To be autonomous, learners should be able to recognize what they are doing, set
their own goals of learning, employ their own strategies, monitor their
progress, and self-assess their learning (Dickinson, 1995).<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0cm; text-align: justify;">
<span style="font-family: "verdana" , sans-serif;">In today’s EFL classrooms, learner autonomy could be
promoted through engaging the recent technology. Today’s technology enables
learners to access resources easily wherever and whenever they want (Reinders,
2018). It also helps them in monitoring and supporting each other’s learning (Reinders,
2018). To see more on the benefits of using technology to promote learner
autonomy, the following studies are worth of looking at (see Luke, 2006;
Bhattacharya & Chauhan, 2010; Eneau & Develotte, 2012)<o:p></o:p></span><br />
<span style="font-family: "verdana" , sans-serif;"><br /></span>
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<b style="font-family: verdana, sans-serif;">References</b></div>
</div>
</div>
<div style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span style="font-family: "verdana" , sans-serif;">Benson, P. (2007). Autonomy in language teaching and
learning. <i>Language Teaching</i>, 40, 21-40 doi:10.1017/S0261444806003958<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span style="font-family: "verdana" , sans-serif;">Bhattacharya, A., & Chauhan, K. (2010). Augmenting
learner autonomy through blogging<i>. ELT Journal, 64</i>(4),
376–384. doi:10.1093/elt/ccq002 <o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span style="font-family: "verdana" , sans-serif;">Dickinson, L. (1995). Autonomy and motivation a literature
review. <i>System</i>, <i>23</i>(2), 165-174. <a href="https://doi.org/10.1016/0346-251X(95)00005-5">https://doi.org/10.1016/0346-251X(95)00005-5</a><o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span style="font-family: "verdana" , sans-serif;">Eneau, J., & Develotte, C. (2012). Working together
online to enhance learner autonomy: Analysis of learners’ perceptions of their
online learning experience<i>. ReCALL, 24</i>(01),
3–19.doi:10.1017/s0958344011000267<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span style="font-family: "verdana" , sans-serif;">Humphreys, G., & Wyatt, M. (2013). Helping
Vietnamese university learners to become more autonomous.<i> ELT Journal,
68</i>(1), 52–63. doi:10.1093/elt/cct056<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span style="font-family: "verdana" , sans-serif;">Kormos, J., & Csizér, K. (2013). The interaction of
motivation, self-regulatory strategies, and autonomous learning behavior in
different learner groups.<i> TESOL Quarterly, 48</i>(2),
275–299.doi:10.1002/tesq.129<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 1.0cm; margin-right: 0cm; margin-top: 0cm; text-align: justify; text-indent: -1.0cm;">
<span style="font-family: "verdana" , sans-serif;">Little, D. (1999). Learner autonomy is more than a western
cultural construct. In S. Cotterall & D. Crabbe (Eds.), <i>Learner
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