The Asian EFL Journal December 2018 Volume 20, Issue 12.2
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The Asian EFL Journal December 2018 Volume 20, Issue 12.2 Senior Editors: Paul Robertson 1 Published by the English Language Education Publishing Asian EFL Journal A Division of TESOL Asia Group Part of SITE Ltd Australia http://www.asian-efl-journal.com ©Asian EFL Journal 2018 This book is in copyright. Subject to statutory exception no reproduction of any part may take place without the written permission of the Asian EFL Journal Press. No unauthorized photocopying All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior written permission of the Asian EFL Journal. [email protected] Publisher: Dr. Paul Robertson Chief Editor: Dr. Paul Robertson Associate Production Editor: Ramon Medriano Jr. Assistant Copy Editor: Eva Guzman ISSN 1738-1460 2 Table of Contents Foreword Ramon Medriano Jr. ………………………………………………………………………………….…... 5 Research Articles William Pearson …………………………………………………………………………………………………….. 8 Utilising Facebook Community Groups for IELTS Preparation: A Thematic Analysis Nuchwana Luanganggoon ………………………………………………………………………………………..… 60 Exploring the CLIL Practices in a Thailand Public University: A Comparison of Undergraduate and Graduate Classrooms Abdulaziz Alfehaid ………………………………………………………………………………………………..… 83 Using English as Medium of Instruction in a Saudi University: Experiences and Implications Dianping Liu ……………………………………………………………………………………………………….... 131 A Survey Study on Secondary School Students' Key Competences in English in China Malinee Prapinwong …………………………………………………………………………………………..……. 154 Blended Learning Course Design and Implementation to Foster the Intercultural Awareness of Preservice Teachers in an EFL Context Hee Jun Choi………………………………………………………………………………………………………… 176 The Mediating Effect of Academic Engagement on the Relationship Between Temperament and EFL Speaking and Listening Performance Denise A. Sabio and Rachelle B. Lintao ……………………………………………………………………..…….. 198 The language of PDU30: A discourse analysis of selected speeches of President Rodrigo Duterte Shujen Lee Chang, Shin-Da Lee and Shu-Ping Lee ……………………………………………………………… 252 Divergent Effects of Direct and Semi-direct Oral Assessment on Psychological Anxiety and Physiological Response in EFL College Students Fatemeh Karimi, Azizeh Chalak and Reza Biria ……………………………………………………………….… 270 The Impact of Pre-listening Activities on Iranian EFL Learners’ Listening Comprehension Performance Khaled Almudibry…………………………………………………………………………………………………… 290 An Investigation into University EFL Learners’ Perceptions of Native Versus Non-native English Teachers Fatchul Mu’in, Yusuf Al-Arief , Yusuf Al-Arief and Raisa Fadilla ………………………………….…………… 311 Investigating Teacher Professional Development: English Teachers’ Learning Activities as Learners Ikhfi Imaniaha and Nargis……………………………………………………………………………….….……… 348 Teacher’s Job Performance on Teaching English for Young Learners Zerah D. Esmero, Sunliegh C. Gador and Karina M. Sumabon ………………………………………………… 361 Phonetic Changes and Syntactic Patterns of the Porohanon Dialect 3 Mary Ann P. Malimas, Julie Ann D. Carreon and Natt Wesley Peña …………………………………………… 387 Critical Discourse Analysis of Filipino Women Politicians’ Campaign Speeches Asian EFL Submission Guidelines ………………………………………………………………………………….. 405 4 Foreword The second issue of Asian EFL Journal’s December Edition presents approaches in teaching the different areas of English. It covers studies on classroom practices, language competence, teaching modalities, student performance and also includes studies on discourse analysis. With pressure coming from the school, family and friends, students who are about to take one of the standardized tests that assesses language skills, the IELTS, are driven into utilizing a popular platform to collaborate with peers. William Pearson investigated how students are using social media platforms like Facebook, in discussing test uncertainties, preparation and administrative aspects. Also, it was known that students use Facebook to collaborate with peers to obtain feedback on their performances in the different skills included in the test. Luanganggoon’s study on the use of CLIL in a public university in Thailand proved that this approach has its advantages and disadvantages to undergraduate and graduate students. This approach focused much on research-based learning thus affecting the effectiveness in developing individual communicative skills of students. It was further known that due to Thai students’ level of competence in the English language, CLIL practice should allow more learning objectives developing communicative competence and capability. Alfehaid looked into the experiences of students and the implications of the use of English as a medium of instruction in the classroom. It was found that students and instructors favored the use of EMI and it made a significant development in student’s proficiency yet problems on language proficiency is still affecting lecture comprehension, academic writing, lexical resource, and grammar. China’s recent national education reform on the development of key competencies in all subjects prompted Dianping Liu to explore the gap in the process of putting the reform into practice. The current exam-centered and knowledge-centered education in China is seen as a stumbling block in developing the key language competence of students thus the reform will eventually put the missing link into these areas. This interplay between language and culture gave Malinee Prapinwong motivation to study how intercultural awareness develops language proficiency through the use of a blended course design. The integration of technology in the classroom accelerates acquisition of both language 5 and culture and Prapinwong was able to maximize students’ learning time through the use of this design. Also, her introduction of activities such as E-pal writing partners and exchange student interaction provided a better avenue for students to understand culture and how culture affects the language. Choi’s study identified the correlation among temperament factors, academic engagement and speaking and listening performance in young EFL learners. It was found that academic engagement accounts for part of their tasks orientation and speaking and listening performance; kids who are more pro-social were likely to show higher level of academic engagement and better performance in listening and speaking activities. The highest-ranking bureaucrat in the Philippines is gaining popularity because of his language and his style in discourse. This led Sabio and Lintao to investigate the stylistic and reasoning strategies imbedded in the Philippine president’s speeches. This discourse study explains his use of language as a tool for persuasion and as representation of himself to others. Students in an EFL classroom sometimes experience fear, reluctance and negative self- perception during oral assessment thus contributing to this debilitating factor affecting their performance, anxiety. It was found that psychological and physiological anxieties in direct oral assessment are more obvious than in a semi-direct assessment, but it didn’t affect the assessment scores. It was suggested to use semi-direct oral assessment as a practicable way to simulate speaking. Listening should not be ignored as an important macro skill to develop. Karimi, Chalak and Biria studied the impact of using pre-listening activities to enhance listening skills. It was further noted that vocabulary preparation and content related support as kinds of pre-listening activities improved the listening comprehension performance of the students. There should be no debate regarding native speakers and non-native speakers in teaching English. Almudibry investigated EFL learners’ perceptions of native and non-native English teachers in a university setting and found that students favor NESTs over NNESTs in terms of teaching reading, listening and speaking yet NNESTs were favored in the area of teaching writing and gained positive perception in the areas of identification of learner’s difficulties and understanding learner’s culture. Mu’in, Al-Arief, Amelia and Fadilla looked into the problem of professional development for teachers in Indonesia. Teachers spend most of their time in the classroom teaching, yet we can’t 6 deny the fact that they too, should grow professionally by receiving an upgrade in their instructional knowledge and skills through TPD programs. A descriptive qualitative study on the levels of competency in pedagogy for TEYL was done by Imaniah and Nargis to assess the skills of soon-to-be teachers. They concluded that most of trainee students are effective in planning and preparation for learning, classroom management, and delivery instruction but need improvement in doing monitoring, assessment and follow up during the teaching simulation. Esmero, Gador and Sumabon analyzed the Porohanon dialect spoken by the people in the island of Poro, Camotes Cebu Philippines. The study focused on phonetic changes and dominant syntactic patterns of the dialect as they tried to posit that is it indeed a variation of the Cebuano language. Women studies in the area of political discourse and CDA is not as populated as their male counterpart. Malimas, Carreon and Peña investigated how Filipino women politicians construct their campaign speeches in order to gain public support in the lens of CDA. The study revealed