This study investigated the role of self-regulated listening practice to authentic lecture podcas... more This study investigated the role of self-regulated listening practice to authentic lecture podcast in improving oral English for instructional purposes. It employed an experimental study design complemented by qualitative tools. The participants (56 teachers) were drawn from a population of upper secondary school subject area teachers. The data was generated through classroom observation scheme and in-depth interview. Independent sample t-test and thematic analysis were employed to analyze the quantitative data (from the observation) and qualitative data (from the interview) respectively. The results showed that a combined use of listening to authentic lecture podcast and self-regulated listening strategies play an important role in improving English language deficiency of teachers for instructional purposes across discourse functions of lesson introduction, definition, elaboration, hypothesizing and use of discourse markers. The discourse functions of questioning remain largely una...
Science, Technology and Arts Research Journal, 2016
The integrated teaching of content and language has emerged as one of the recent educational prac... more The integrated teaching of content and language has emerged as one of the recent educational practices with promising success in learning thinking, lexical gains and genres of academic language. Yet this pedagogical approach faced challenges in drawing the attention of learners to target language structures and attaining desired level of address this gap, three focus on form pedagogical tools namely, input enhancement, pushed output, and inner speech have been experimented in this study. Also, the study examined how degree of task complexity played out with the use of these pedagogical tools. The study employed quasi data analysis tools. The results demonstrates that learner inner speech helps to draw the attention of learners to target structures while the remaining two have limited or no impact. The procedures followed in experimentation of the interventions lend practical insights on how to fill this gap in CLIL practice.
International Journal of society, Culture &Language, 2013
With the advent of the distinctive characterization of academic language in the past thirty years... more With the advent of the distinctive characterization of academic language in the past thirty years, there has been a tremendous move in the ESL/EFL world towards formulating instructional techniques compatible with the very nature of these skills. As a part of this effort, this study investigated the role of content and language integrated learning (CLIL) approach in achieving these ends. The study employed quantitative tools of data collection and analysis. The results of the study revealed that this pedagogical approach is far better than the conventional approaches to the teaching of English for academic purposes (EAP) in raising academic genre awareness and thereby fostering writing skills indispensable for learners in the learning context at hand. Also, the procedures followed in the investigation process have important pedagogical implications in targeting academic language skills across various disciplines.
Asian-Pacific Journal of Second and Foreign Language Education
The aim of this study was to investigate what learners carry over from a general academic writing... more The aim of this study was to investigate what learners carry over from a general academic writing course to disciplinary writing settings and the variables constraining the quality of the outcome. Seven EFL university writing teachers and 58 students were selected using purposive and stratified sampling techniques. Data were generated using in-depth interview and document analysis. Thematic analysis and non-parametric statistical tools were employed to analyze the data. The findings showed that the students made limited learning transfer from the writing course to their writing settings across academic discourses. While surface level knowledge of grammatical features show better transfer, skills of discourse level writing processes, thinking strategies and vocabulary showed very poor transfer. A number of reasons are identified for the failure of learning transfer in the study setting. Among others, EAP teachers’ failure to bridge the EFL writing and content area writing practice co...
With the advent of the distinctive characterization of academic languagein the past thirty years,... more With the advent of the distinctive characterization of academic languagein the past thirty years, there has been atremendous move in the ESL/EFL world towardsformulatinginstructional techniques compatible with the very nature of these skills. As a part of this effort, this studyinvestigated the role of content and language integrated learning (CLIL) approach in achieving these ends. The study employed quantitative tools of data collection and analysis. The results of the study revealed that this pedagogical approach is far better than the conventional approaches to the teaching of English for academic purposes (EAP) in raising academic genre awareness and thereby fostering writing skills indispensable for learners in the learning context at hand.Also,the procedures followed in the investigationprocess have important pedagogical implications in targeting academiclanguage skills across various disciplines.
International Journal of Society Culture Language, Sep 1, 2013
With the advent of the distinctive characterization of academic language in the past thirty years... more With the advent of the distinctive characterization of academic language in the past thirty years, there has been a tremendous move in the ESL/EFL world towards formulating instructional techniques compatible with the very nature of these skills. As a part of this effort, this study investigated the role of content and language integrated learning (CLIL) approach in achieving these ends. The study employed quantitative tools of data collection and analysis. The results of the study revealed that this pedagogical approach is far better than the conventional approaches to the teaching of English for academic purposes (EAP) in raising academic genre awareness and thereby fostering writing skills indispensable for learners in the learning context at hand. Also, the procedures followed in the investigation process have important pedagogical implications in targeting academic language skills across various disciplines.
International Journal of society, Culture &Language, 2013
With the advent of the distinctive characterization of academic language in the past thirty years... more With the advent of the distinctive characterization of academic language in the past thirty years, there has been a tremendous move in the ESL/EFL world towards formulating instructional techniques compatible with the very nature of these skills. As a part of this effort, this study investigated the role of content and language integrated learning (CLIL) approach in achieving these ends. The study employed quantitative tools of data collection and analysis. The results of the study revealed that this pedagogical approach is far better than the conventional approaches to the teaching of English for academic purposes (EAP) in raising academic genre awareness and thereby fostering writing skills indispensable for learners in the learning context at hand. Also, the procedures followed in the investigation process have important pedagogical implications in targeting academic language skills across various disciplines.
This study investigated the role of self-regulated listening practice to authentic lecture podcas... more This study investigated the role of self-regulated listening practice to authentic lecture podcast in improving oral English for instructional purposes. It employed an experimental study design complemented by qualitative tools. The participants (56 teachers) were drawn from a population of upper secondary school subject area teachers. The data was generated through classroom observation scheme and in-depth interview. Independent sample t-test and thematic analysis were employed to analyze the quantitative data (from the observation) and qualitative data (from the interview) respectively. The results showed that a combined use of listening to authentic lecture podcast and self-regulated listening strategies play an important role in improving English language deficiency of teachers for instructional purposes across discourse functions of lesson introduction, definition, elaboration, hypothesizing and use of discourse markers. The discourse functions of questioning remain largely una...
Science, Technology and Arts Research Journal, 2016
The integrated teaching of content and language has emerged as one of the recent educational prac... more The integrated teaching of content and language has emerged as one of the recent educational practices with promising success in learning thinking, lexical gains and genres of academic language. Yet this pedagogical approach faced challenges in drawing the attention of learners to target language structures and attaining desired level of address this gap, three focus on form pedagogical tools namely, input enhancement, pushed output, and inner speech have been experimented in this study. Also, the study examined how degree of task complexity played out with the use of these pedagogical tools. The study employed quasi data analysis tools. The results demonstrates that learner inner speech helps to draw the attention of learners to target structures while the remaining two have limited or no impact. The procedures followed in experimentation of the interventions lend practical insights on how to fill this gap in CLIL practice.
International Journal of society, Culture &Language, 2013
With the advent of the distinctive characterization of academic language in the past thirty years... more With the advent of the distinctive characterization of academic language in the past thirty years, there has been a tremendous move in the ESL/EFL world towards formulating instructional techniques compatible with the very nature of these skills. As a part of this effort, this study investigated the role of content and language integrated learning (CLIL) approach in achieving these ends. The study employed quantitative tools of data collection and analysis. The results of the study revealed that this pedagogical approach is far better than the conventional approaches to the teaching of English for academic purposes (EAP) in raising academic genre awareness and thereby fostering writing skills indispensable for learners in the learning context at hand. Also, the procedures followed in the investigation process have important pedagogical implications in targeting academic language skills across various disciplines.
Asian-Pacific Journal of Second and Foreign Language Education
The aim of this study was to investigate what learners carry over from a general academic writing... more The aim of this study was to investigate what learners carry over from a general academic writing course to disciplinary writing settings and the variables constraining the quality of the outcome. Seven EFL university writing teachers and 58 students were selected using purposive and stratified sampling techniques. Data were generated using in-depth interview and document analysis. Thematic analysis and non-parametric statistical tools were employed to analyze the data. The findings showed that the students made limited learning transfer from the writing course to their writing settings across academic discourses. While surface level knowledge of grammatical features show better transfer, skills of discourse level writing processes, thinking strategies and vocabulary showed very poor transfer. A number of reasons are identified for the failure of learning transfer in the study setting. Among others, EAP teachers’ failure to bridge the EFL writing and content area writing practice co...
With the advent of the distinctive characterization of academic languagein the past thirty years,... more With the advent of the distinctive characterization of academic languagein the past thirty years, there has been atremendous move in the ESL/EFL world towardsformulatinginstructional techniques compatible with the very nature of these skills. As a part of this effort, this studyinvestigated the role of content and language integrated learning (CLIL) approach in achieving these ends. The study employed quantitative tools of data collection and analysis. The results of the study revealed that this pedagogical approach is far better than the conventional approaches to the teaching of English for academic purposes (EAP) in raising academic genre awareness and thereby fostering writing skills indispensable for learners in the learning context at hand.Also,the procedures followed in the investigationprocess have important pedagogical implications in targeting academiclanguage skills across various disciplines.
International Journal of Society Culture Language, Sep 1, 2013
With the advent of the distinctive characterization of academic language in the past thirty years... more With the advent of the distinctive characterization of academic language in the past thirty years, there has been a tremendous move in the ESL/EFL world towards formulating instructional techniques compatible with the very nature of these skills. As a part of this effort, this study investigated the role of content and language integrated learning (CLIL) approach in achieving these ends. The study employed quantitative tools of data collection and analysis. The results of the study revealed that this pedagogical approach is far better than the conventional approaches to the teaching of English for academic purposes (EAP) in raising academic genre awareness and thereby fostering writing skills indispensable for learners in the learning context at hand. Also, the procedures followed in the investigation process have important pedagogical implications in targeting academic language skills across various disciplines.
International Journal of society, Culture &Language, 2013
With the advent of the distinctive characterization of academic language in the past thirty years... more With the advent of the distinctive characterization of academic language in the past thirty years, there has been a tremendous move in the ESL/EFL world towards formulating instructional techniques compatible with the very nature of these skills. As a part of this effort, this study investigated the role of content and language integrated learning (CLIL) approach in achieving these ends. The study employed quantitative tools of data collection and analysis. The results of the study revealed that this pedagogical approach is far better than the conventional approaches to the teaching of English for academic purposes (EAP) in raising academic genre awareness and thereby fostering writing skills indispensable for learners in the learning context at hand. Also, the procedures followed in the investigation process have important pedagogical implications in targeting academic language skills across various disciplines.
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