The Asian EFL Journal December 2020 Volume 27 Issue 5.1 Senior Editor: Paul Robertson 1 Published by the English Language Education Publishing Asian EFL Journal A Division of TESOL Asia Group Part of SITE Ltd Australia www.asian-efl-journal.com ©Asian EFL Journal 2020 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: English Language Education (ELE) Publishing Chief Editor: Dr. Paul Robertson Associate Production Editor: Ramon Medriano Jr. Assistant Copy Editor: Eva Guzman ISSN 1738-1460 2 Asian EFL Journal Research Articles. Vol. 27 Issue No. 5.1 December 2020 Table of Contents Tricia Barcelo Dealagdon, Nicole Joyce Teves, Manuel Tanpoco and Edison Estigoy …................................. 5 Reading and writing in the 21st Century: An Analysis of Preferences among Pre-service Language Teachers Farooq A. AlTameemy, Mohamed ElSayed Hussein and Fahd Shehail Alalwi……………………………...... 31 The Effect of Utilizing Wikis Collaborative Projects on Improving Saudi EFL Learners’ Writing Ismat Jabeen and Sarmad Munir……………………………………………………………..…...…………...... 53 Implicatures in Macbeth: A Pragmatic Study Ghassan Nawaf Jaber Alhomoud and Sayed M. Ismail……...…………………………………………….…… 71 The Articulation of Language of Anger in Arabic Language: A Contrastive Cultural Linguistic Approach Huda H. Khalil…………………………………………………………………………………………….…..…... 91 Attitude as a Tool for Critical Stylistics Analysis in Literary Discourse Mimouna Zitouni, Sana Dahmani and Salim Alshageri….………………………………..…………….…....... 113 William Shakespeare's A Midsummer Night’s Dream: A Light-Hearted Humorous Tone Nurturing A Feminist Undercurrent Hakima Guella, Géhane Essawy, Hind Alotaibi, Nora Al-Ageel and Anne Reboul …………………............. 130 Metalinguistic Negation among French L2 Learners: Evidence from Eye-tracking Experiments Amjad Sultan, Ansa Hameed and Akhtar Abbas…………….............................................................................. 148 Glocalizing English Language Teaching Curriculum: Teachers’ Views at Pakistan Military Academy Qasim Abbas Dhayef…………………………………………..…………………..………………….………….. 169 A Critical Linguistic Assessment of the Translation of Naguib Mahfouz's Midaq Alley Rasib Mahmood, Muhammad Usman Ghani and Akhter Habib shah…………………………….…………. 189 Pragmatic Competence and Implicature: Learning Process of Pakistani Graduates in English Mohammad Rezaul Karim and Moin Hasan ……..……………………..….………………………………….. 205 Virtual Classes during COVID 19 Pandemic in Tertiary Level in Saudi Arabia: Challenges and Prospects from the Students’ Perspective Sameena Khokhar, Habibullah Pathan, Muhammad Arslan Raheem and Muhammad Ajmal…………….. 220 English Language Teaching Methods: Their Development, Implication and Application in Language Classroom Adan Ahmad Dogar, Momina Ayub, Syed Wajahat Ali and Ikram Shah…………………………………….. 239 Learning Chinese as Foreign Language in Pakistani Universities: Understanding Motivations and Perceptions of Students Fouzia Ajmal, Saira and Muhammad Ajmal…………….……………………………………….….…….......... 253 The Coherence of the Curriculum, Textbook and Examination in English at Secondary Level in Pakistan 3 Bahia Zemni, Wiam Awwad and Chaouki Bounaas………................................................................................ 274 Audiovisual Translation and contextual dictionaries: An exploratory comparative study of Reverso Context and Almaany uses Nehru Pongsapan.................................................................................................................................................... 310 A Technique to Advancing Students’ Speaking Skill in a Foreign Language Classroom Feras Ali Mohammad Al-Habies ........................................................................................................................... 325 Investigating Study Anxiety and Its Effect on Gender and Year of Study among University EFL Students in Jordan Mohanad Alfiras, Janaki Bojiah and Amr Abdullatif Yassin.............................................................................. 339 COVID-19 Pandemic and the Changing Paradigms of Higher Education: A Gulf University Perspective Menia Mohammad Almenia and Majed Abdullah Alharbi................................................................................ 348 Power, Resistance, and Second Language Writers (L2): A Critical Qualitative Case Study Mahdi R. Aben Ahmed........................................................................................................................................... 370 Evaluating English Language Programs in Saudi Private Colleges According to Four CEA Standards from Students’ Perspectives A. Sathikul Ameen, Shouket Ahmad Tilwani and Akhter Habib Shah............................................................. 391 Enhancing Basic Writing Skills in English through Classroom Activities at the Tertiary Level with Special Focus on the Slow Learners in The New College Clarinda C. Galiza and Apol Joy D. Cagayan...................................................................................................... 404 The 3 D’s in Writing Proficiency: A Basis for Language Enhancement Program Marie Claudette M. Calanoga, Loraine Tattao, Cynthia B. Julian and Maribel F. Malana…………............. 415 English Performance of Students’ and their Participation to Extra-Curricular Activities: Bases for Intervention Programs 4 Asian EFL Journal Research Articles. Vol. 27 Issue No. 5.1 December 2020 Reading and writing in the 21st Century: An Analysis of Preferences among Pre-service Language Teachers Tricia Barcelo Dealagdon [email protected] Western Mindanao State University Nicole Joyce Teves [email protected] Western Mindanao State University Manuel Tanpoco [email protected] De La Salle University Edison Estigoy Xi’an International Studies University Bio-profiles: Tricia Barcelo Dealagdon and Nicole Joyce Teves are presently enrolled in the Bachelor of Secondary Education Program of the College of Teacher Education, Western Mindanao State University with English Language as area of specialization. Manuel Roman Tanpoco is an Assistant Professor of the Ramon V. del Rosario College of Business of the De La Salle University. He holds a Doctor of Education in Educational Management degree from the Philippine Women’s University, a Master of Education in Mathematics degree from the Philippine Normal University, and a Master of Business Administration degree from the University of Bradford. His research interests include: Curriculum Development and Innovation, Mathematics Education, Educational Leadership, Business and Entrepreneurship Education, Marketing, and Business Strategy and Innovation. 5 Edison Estigoy is a former Instructor in Education courses with quasi assignment as Internal Quality Audit Team Leader for ISO 9001:2015. Currently, He is a Language Foreign Teacher in Xi’an International Studies University, China. Actively collaborating with researchers in line with the area of Education, Administration, Language and other disciplines. Abstract This study analyzed the reading and writing preferences of 150 male and female preservice language teachers in seven (7) higher education institutions. A descriptive- quantitative-correlational design was utilized to determine these preferences, identify the relationship between these preferences, and whether there is significant difference between genders in terms of these preferences. The results and findings of the study showed the majority of the pre-service teachers still prefer to read printed materials and write manually over their digital counterparts. When it comes to gender, both male and female pre-service teachers gave the same responses by favoring writing by hand and reading through print. These results illustrate a backward viewpoint in terms of reading and writing preferences on the part of the pre-service teachers. This “backward” preferences, which in turn become actual practices can be attributed to the “anxiety” toward digitalization and sometimes the “inaccessibility” of these technologies to the preservice language teachers. These findings, however, provide an important evidence to introduce the concept of biliteracy for further teacher training on the foundational skills of reading and writing in the digital world. Keywords: preservice language teachers, reading and writing preferences, printed materials, biliteracy, digital world Introduction Reading and writing are noted to play key roles in learning. Relative to this, Alharbi (2015) maintained that reading and writing result in functional activities, and impact positively on learners’ academic success (Klimova, 2013). Simply put, learners who excel in these skills are most likely to achieve academically, which implies the dire need for the successful teaching of the mentioned macro skills among learners at different educational levels. On another note, in the past, these skills are realized through ‘traditional means’ – reading using print resources and writing utilizing pen and paper. Noticeably, print-based reading and paper-pencil-based writing, the traditional formats in which the skills are realized