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TESOL International Journal! TESOL International Journal! Teaching)English)to)Speakers)of)Other)Languages) ! ! Volume'11''Issue'1''''2016'' ' ' ' ISSN'209423938' 3 TESOL INTERNATIONAL JOURNAL Volume 11 Issue 1, 2016 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 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 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 Hanh thi Nguyen Dean Jorgensen Hawaii Pacic University, USA Gachon University, South Korea Reza Dashtestani Joseph P. Vitta University of Tehran, Iran Queen’s University Belfast, UK Fan-Wei Kung KhaDijeh JaFari Queen's University Belfast, UK Islamic Azad University of Gorgan, Iran Editorial Board Flora Debora Floris Jayoung Choi Petra Christian University, Indonesia Georgia State University, USA Tim AnDerson Lynda O'Brien University of British Columbia, Canada University of Nottingham Ningbo, China Maria Martinez Witte MohammaD Amini Farsani Auburn University, USA Kharazmi University, Iran Marina Dodigovic Yutthasak Chuenchaichon Xi'an-Jiaotong Liverpool University, China Naresuan University, Thailand Chili Li Haiyang Ai Hubei University of Technology, China University of Cincinnati, USA Rabia Hos Zhongbao Zhao Zirve University, Turkey Hunan Institute of Science and Technology, China Mark B. Ulla Tzu-shan Chang Mindanao State University, Philippines Wenzao Ursuline University of Languages, Taiwan Yaser Khajavi Hitomi Kambara Shiraz university, Iran University of Oklahoma, USA Sook Hee (Susan) LEE AshraF Atta MohameD SaFein Salem Charles Sturt University, Australia Sadat Academy for Management Sciences, Egypt Behnam BehFrouz İsmail ÇAKIR University of Buraimi, Oman Erciyes University, Turkey Ali Derakhshan Ma Joji Bretaña - Tan Golestan University, Iran University of the Philippines, Philippines Ta, Thanh Binh Ali ArabmofraD Monash University, Australia Golestan University, Iran Pino Cutrone Rouhollah Askari BigDeli Nagasaki University, Japan Yasouj University, Iran EDsoulla Chung Yu-Chih (Max) Lo University of Cambridge, UK National Chin-Yi University of Technology, Taiwan A. Shahin Sultana Yiying Li B.S.Abdur Rahman University, India Wenzao Ursuline University, Taiwan Chiu-hui (Vivian) Wu Wenzao Ursuline University of Languages, Taiwan Contents Foreword from the Editor Xinghua Liu The Transfer of Reading Rate Training to Other Texts 1 Nat Carney Understanding the Interplay between Context and Agency in a South Korean High School English Classroom 15 Dylan Glyn Williams Taiwanese College Teachers of English as Cultural Mediators 35 Yu-ju Hung Teachers’ Stated Beliefs on Coded Unfocused Corrective Feedback in EFL Writing at a Saudi University 52 Hamdan Farhan Alzahrani Language Functions in ESL Textbooks 65 Janet S. Casta Esther R. Hufana Effects of Implementing Cooperative Learning Method (CLM) on 81 Eleventh Graders’ Paragraph Writing Wondwosen Tesfamichael Stylistics in the Southeast Asian ESL or EFL Classroom: A Collection of Potential Teaching Activities 96 Wilkinson Daniel Wong Gonzales Eden R. Flores Foreword from the Editor Xinghua Liu I am pleased to present the papers in this issue to readers. In the Irst paper, Nathaniel Carney examined the possible transfer effects of a reading rate training course upon students’ general reading speed of other texts not covered in the course. The author found that learners’ gains in reading rate were generally carried over when reading other types of texts that were not included in the training course. By employing grounded theory, Dylan Glyn Williams in the second paper reported a semi-structured interview with a South Korean high school teacher of English and explored the relationship between context and agency in South Korean high school English classroom pedagogy. The study found that social and cultural factors shape the conditions of the teaching environment and in turn inJuencethe teacher’s and students’ agency. In the third paper, Yu-ju Hung triangulated data from a questionnaire survey and held interviews with Taiwanese English teachers who had obtained degrees abroad and were familiar with both local and Western contexts. The results demonstrated that there are social, cultural, and linguistic barriers to implementing communicative language teaching (CLT) in Taiwanese classrooms and that a successful implementation of CLT requires various degrees of adaptation in order to effectively respond to local expectations and needs. The study emphasizes the importance of teachers acting as cultural mediators to help build teacher-student rapport, lower students’ psychological barriers, and construct a socioculturally appropriate environment for CLT. In the fourth paper, through a questionnaire survey on university English teachers’ beliefs on the use of coded unfocused corrective feedback, Hamdan Farhan Alzahrani found that although the surveyed teachers have an overall positive attitude towards this practice, they thought it might be more effective if used selectively and for high level motivated learners. Through a content analysis of Ive beginner ESL textbooks, Janet S. Casta and Esther R. Hufana identified in the Ifth paper some “general” and “speciIc” language functions. They reported that there is an unequal coverage and representation of each type of language function, that most general language functions are presented alongside speciIc language functions, and that all Ive ESL textbooks have allotted a greater portion of their content to informative functions. In the sixth paper, with a classroom-based quasi-experimental study, Wondwosen Tesfamichael investigated the effects of implementing the Cooperative Learning Method for students doing paragraph writing at YeKatit 12 Preparatory School, Ethiopia. After intervention, the study found that the experimental group signiIcantly outscored the control group on a paragraph writing post-test with regard to content, vocabulary, layout, grammar, and mechanics. In the Inal paper, Wilkinson Daniel Wong Gonzales and Eden R. Flores conducted a stylistic analysis of the syntactical/structural, lexical, and phonological features of a British ballad “The Charge of the Light Brigade”; they also shared Ive interesting classroom activities in syntax, phonology, and lexis which are intended to foster an exchange of ideas and opinions, deeper linguistic analysis, and active participation in a literature classroom. I would liKe to taKe this opportunity to thanK all of the authors for advancing the Ield by contributing insights into practical issues in language teaching in global contexts. Also, I am deeply thanKful to my editorial team for their hard worK in reviewing submissions and communicating with authors and reviewers. Particularly, for the production of this issue, I would liKe to give special thanKs to our new Associate Editor, Dean Jorgensen, who has tirelessly proofread all the papers in this issue, worKing with the authors through the often challenging pre-publication process to improve and strengthen the papers. Xinghua (Kevin) Liu School of Foreign Languages, Shanghai Jiao Tong University, China Email: [email protected] TESOL International Journal 1 The Transfer of Reading Rate Training to Other Texts Nat Carney* Kobe College, Japan Abstract This paper builds on recent research looking at how reading speed measures from a reading rate training course are reected in non-course texts. In this study, 23 !rst language (L1) Japanese English majors enrolled in a university level reading class completed 20 speed reading exercises with comprehension quizzes from an assigned textbook at the participants’ reading level. The 20 speed reading exercises were completed during a 15-week semester. Average reading and comprehension scores from these exercises were compared with timed readings and comprehension quiz scores on !ve other types of texts that students would probably encounter in their English study or daily lives, including a TOEIC test text, a TOEFL test text, a college textbook text, a newspaper article, and a graded reader. Timed readings and comprehension quizzes for these other texts were all carried out in the !nal !ve weeks of the 15-week semester. Results show a high correlation between reading speeds from the class textbook and reading speeds with other texts. However, when comprehension scores were incorporated into the relationship, the correlation was barely signi!cant. In light of this and other studies, further research into the relationship between reading rate training and comprehension is suggested. Keywords: reading rate, reading uency, uency training, transfer, reading comprehension Introduction Reading uency is a requisite part of good reading skill in a second language (L2) (Grabe, 2009, 2010) yet still may be under-researched (Yamashita & Ichikawa, 2010). One area that remains under-researched is reading rate training (Grabe, 2010), though recent years have seen a signi!cant increase in such research (e.g., Chang, 2010, 2012; Macalister, 2008,
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