TESOL International Journal Teaching English to Speakers of Other Languages
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TESOL International Journal Teaching English to Speakers of Other Languages Volume 10 Issue 2 2015 ISSN 2094-3938 TESOL INTERNATIONAL JOURNAL Volume 10 Issue 2, 2015 Chief Editor Xinghua Liu Published by the TESOL International Journal http://www.tesol-international-journal.com © English Language Education Publishing Brisbane Australia This book is in copyright. Subject to statutory exception no reproduction of any part may take place without the written permission of the English Language Education Publishing 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 English Language Education Publishing. Chief Editor: Dr. Xinghua Liu ISSN. 2094-3938 TESOL International Journal Chief Editor Xinghua Liu Shanghai Jiao Tong University, China Associate Editors Andrew Pollard Fan-Wei Kung Curtin University, Australia Queen's University Belfast, UK Hanh thi Nguyen (also Production Editor) Khadijeh Jafari Hawaii Paci c University, USA Islamic AzaD University of Gorgan, Iran Reza Dashtestani University of Tehran, Iran Editorial Board Flora Debora Floris Jayoung Choi Petra Christian University, InDonesia Georgia State University, USA Tim Anderson Karyn E. Mallett University of British Columbia, CanaDa George Mason University, USA Maria Martinez Witte Lynda O'Brien Auburn University, USA University of Nottingham Ningbo, China Khalid Al-Jardani Mohammad Amini Farsani Ministry of EDucation, Oman Kharazmi University, Iran Marina Dodigovic Yutthasak Chuenchaichon Xi'an-Jiaotong Liverpool University, China Naresuan University, ThailanD Chili Li Haiyang Ai Fujian University of Technology, China The Pennsylvania State University, USA Rabia Hos Kamran Janfeshan Zirve University, Turkey Kermanshah Islamic AzaD University, Iran Peiling Zhao Tzu-shan Chang Central South University, China Wenzao Ursuline University of Languages, Taiwan Mark B. Ulla Hitomi Kambara MinDanao State University, Philippines University of Oklahoma, USA Yaser Khajavi Ashraf Atta Mohamed Safein Salem Shiraz university, Iran Center of ChilDren Evaluation anD Teaching, Egypt Sook Hee (Susan) LEE İsmail ÇAKIR Charles Sturt University, Australia Erciyes University，Turkey Behnam Behfrouz Ma Joji Bretaña - Tan ApplieD-Science University, Iran University of the Philippines, Philippines Ali Derakhshan Ali Arabmofrad Golestan University, Iran Golestan University, Iran Dean Jorgensen Yiying Li Gachon University, South Korea Wenzao Ursuline University of Languages, Taiwan Edsoulla Hiu Yui Chung Pino Cutrone University of CambriDge, UK Nagasaki University, Japan Chiu-hui (Vivian) Wu A. Shahin Sultana Wenzao Ursuline University of Languages, Taiwan B.S. AbDur Rahman University, Chennai, InDia Ta, Thanh Binh Rouhollah Askari Bigdeli Monash University, Australia Yasouj University, Iran Contents Foreword from the Editor Xinghua Liu The Effect of Instruction on Chinese EFL Learners’ Compliment Responses 1 Dongmei Cheng Jing Liang Japanese EFL University Students and the Study ABroad Experience: Examining L2 Development 24 and Program Satisfaction after Three Weeks in North America Pino Cutrone Brien Robert Datzman Practice of Differentiated Instruction and Alternative Assessments 48 with Young EFL Learners in Taiwan Yu-ju Hung The Effect of Text Enhancement on Learning and Recall of English Language Structures 64 And Its Interaction with Gender and Personality-Traits Mohammad Tajbakhsh Nasser Gharakhanloo Using Pre-Task Models to Promote Mining in Task-Based Language Teaching 80 Martin Hawkes Chinese EFL Learners’ Writing Strategy Use in Reading-to-Write and 97 Reading-Listening-Writing Tasks Xinling Zhang Yan Zhou Siyu Zhang Coherence and Organization in Narrative Discourse by Intermediate EFL Writers 110 Salah Alfarwan Schematic Structure and Linguistic Characteristics of Discussion Sections in 124 Applied Linguistics Research Articles Attapol Khamkhien EstaBlishing a Long-Term Reading HaBit in English as a Foreign Language: A Case Study 138 Kyung Sook Cho Stephen Krashen Foreword from the editor Xinghua Liu I am happy to welcome readers with a brief introduction of the nine papers in this issue. In the Krst paper, Dongmei Cheng andJing Liang compared the effectiveness of explicit and implicit instruction on Chinese EFL learners’ production of compliment responses and they found that both types of instruction were equally effective. In the second, Pino Cutrone and Brien Robert Datzman investigated the effects of a short-term (three-week) study abroad program on a group of Japanese EFL university students’ L2 proKciency. They found that the study-abroad students did not outperform their counterparts at home in TOEFL PBT tests. Participants’ attitudes and concerns during the program were also discussed. Yu-ju Hung presented in the third paper the practice of differentiated instruction with second-graders in an EFL classroom in Taiwan and found that this approach was beneKcial for students’ language learning with the majority of students perceiving the learning experience positively. In the fourth paper, Mohammad Tajbakhsh and Nasser Gharakhanloo studied the effects of textual enhanced grammar teaching in comparison to traditional explicit grammar teaching on students’ achievement and recall of grammatical structures. It was found that students in the explicit grammar explanation group performed better than those who received textually enhanced materials. The interrelationship between instruction methods and participants’ individual differences was also examined. In the Kfth paper, Martin Hawkes investigated the effects of listening to pre-task models upon priming before students perform meaning-focused tasks in a basic English communication course for Krst year non-English majors at a Japanese university. The Kndings demonstrated that pre-task modelling activities positively affected students’ strategies and patterns of interaction, and thus suggested that pre-task modelling may be a useful option for teachers using task- based language teaching (TBLT) in their classrooms. In the sixth paper, Xinling Zhang, Yan Zhou, and Siyu Zhang studied Chinese EFL learners’ writing strategy use in reading-to-write and reading-listening-writing integrated tasks and they found that the majority of participants used discourse synthesis strategy, self-regulatory strategy, and test-wiseness strategy in both tasks during the writing process. Salah Alfarwan, in the seventh paper, analyzed narrative patterns and some of the cohesive features found in English narrative compositions produced by Saudi university English majors. Both proKciency-related patterns of organizational features and an L1 transfer effect upon these students’ English compositions were found. In the eighth paper, Attapol Khamkhien studied the rhetorical and linguistic features of the Discussion Sections of Applied Linguistics research articles which were selected from a Thai research article database. The analysis identiKed three rhetorical moves of this particular section, namely ‘Move 1: Reviewing the present study,’ ‘Move 2: Analysing and extending from results,’ and ‘Move 3: Evaluating the study’. In the last paper, Kyung Sook Cho and Stephen Krashen offered a case observation of how an adult Korean EFL learner developed her English by engaging in self-selected English reading materials over a course of four years and eight months. They argued in support of the positive impact of free voluntary reading on language development. I would like to take this opportunity to thank my editorial team. They have been so cooperative and devoted. Without their enthusiasm and professionalism, the publication of TESOL International Journal would not be possible. Also, I would like to extend many sincere thanks to our external reviewers. Without the work of these generous professionals, a quick and high-quality reviewing process would be impossible. These external reviewers are: Brian Rugen, Joseph P. Vitta, Daguo Li, Hui Li, Dean Jorgensen, Li Zhang, Jiying Yu, Minh Thi Thuy Nguyen, Jean Kirschenmann, Xiaoling Ji, Jinsong (Jason) Fan, and Xinling Zhang. Xinghua Liu School of Foreign Languages, Shanghai Jiao Tong University, China Email: [email protected] TESOL International Journal 1 The Effect of Instruction on Chinese EFL Learners’ Compliment Responses Dongmei Cheng* Texas A&M University-Commerce, USA Jing Liang Nankai University, China Abstract This study used a pretest-posttest design to compare the effectiveness of explicit and implicit instruction on Chinese EFL learners’ (N=41) production of compliment responses (CRs). A video of naturalistic conversations containing CRs by native English speakers was shown to both instruction groups, along with 180 minutes of in-class instruction. The instruction differed in that the explicit group received metapragmatic information on the target feature while the implicit group did not. The tests consisted of naturalistic role-plays and conversations with a native English speaking interlocutor. Participants’ CRs were rated using an analytic rubric containing three criteria: semantic strategies, grammar and vocabulary, as well as pronunciation and intonation. The results showed that both types of instruction were equally effective in facilitating participants’ production of CRs. Implications for the use of performance-based assessments in interlanguage pragmatic research and suggestions for L2 instruction