Oral performance

**The original printed version had several issues with symbol misplacement and formatting. This is the revised e-version.**

This chapter offers a detailed analysis of the prosodic evolution in Du Fu's pentasyllabic and heptasyllabic recent style poems, with a focus on the observance rate of prosodic rules across various phases of his life. Utilizing statistical analysis, it highlights significant variations in the application of ABA and xy prosodic systems, as well as the utilization of deviant forms. It also delineates stark contrasts between the prosodic behaviours of Du Fu's pentasyllabic and heptasyllabic poems throughout various phases of his career. While pentasyllabic poems maintained high organization and conformity to prosodic norms from the outset, it also exhibited a fluctuating observance to prosody. Conversely, heptasyllabic poems underwent a marked progression towards greater organization, achieving peak prosodic discipline by the third phase, and explored more diverse and innovative deviant uses in the later phases with the introduction of new deviant forms. By claiming himself as “getting more precise with poetry's rules”, Du Fu showed his clear understanding of the subtle auditory effects of different prosodic patterns and a sophisticated manipulation of prosody to match the emotional and stylistic demands of the poems. The analysis reveals a critical oversight in previous scholarship, which failed to recognize that Du Fu's Chengdu period should be divided into two distinct phases, each characterized by unique prosodic features. The identification of fluctuations in the strictness of prosodic rules, underscoring that Du Fu's versification adapted flexibly to his changing life circumstances.

With its constant advancements, technology has altered teaching and learning in certain ways in the modern era. One of the most widely used technology-based teaching strategies that has been overly popular in recent years is the use of digital media in English language training. Yet, anxiety is one of many emotional states that are significantly impacted by the changes in education brought about by the use of digital media and computer-based learning. Particularly, there is a gap in the literature on the level of anxiety among immigrating students planning to study abroad while trying to learn English in an EFL context. To address these, the current study was formulated to explore the effect of using digital media for language learning on reducing anxiety and boosting language proficiency of immigrant students in Iran. To suit the study objectives, a one-group pretest-posttest design was adopted and using a purposive sampling method, 12 male and female students were finally selected. Beck Anxiety Inventory and World English Placement Test were distributed among them in the pretest to determine their anxiety level, and language proficiency, respectively. A teaching protocol of 10 sessions, each lasting 90 minutes was adopted, and at the end of the experiments, the two instruments were distributed to determine the posttest scores of anxiety and language proficiency. The data were collected and transferred to SPSS Version 27 for further statistical analysis and interpretation. The results proved that the participants had sever anxiety level in the pretest, which was reduced to a significantly lower levels after using digital media for language learning. Moreover, it was found that there was a significant difference in the pretest and posttest scores of language proficiency of the immigrating students after using digital media for learning English, showing a significant improvement. Finally, it was found that there was a significant difference in the mean scores of males’ and females’ anxiety in the pretest but after the experiment, although both males and females showed significant reduction in their level of anxiety compared to the pretest, there was not a significant difference in the mean scores of the two groups. Overall, using digital media can assist in enhancing literacy skills among immigrant students in diverse aspects such as digital literacy, resulting in better literacy outcomes and further literacy development.

Laburpena. pulunpa egitasmoa, Euskal herriko Ikastolen Elkartean garatutako egitasmo pedagogiko integrala da, ikasleen arteko euskararen erabileran eta haien euskal kulturarekiko atxikimenduan eragiteko sortua. Ikastolen hizkuntza proiektuaren barnean kokatzen da eta Zirimola Ikastolen Aisialdi proiektua du oinarri. hizkuntza, emozioa, jolasa eta ludikotasuna hartzen ditu programaren ardatz, eta prozesuan bizi izandako emozioak baloratuta egiten zaio proiektuari jarraipena. horrela, helburua du ikasleen adimen emozionala landuz, konpetentzia emozionalak euskaratik garatzea. hori egiteko, etengabeko jarraipen eta ebaluazioa egiten zaion zortzi saio nagusiko programa proposatzen du, zeinetan, Euskal herriko antzinako egutegia jarraituz eta solztizio bakoitzari ongi etorria emanez, ikaslea eten gabe konektatzen den euskaraz, euskararekin, norbera bere buruarekin eta ondokoekin. • Hitz gakoak: hizkuntza, emozioak, jolasa, ludikotasuna. Abstract. pulunpa is a complete educational project run by the association of Ikastolas (Basque-language schools) in the Basque Country in order to influence the use of Basque among students and their adherence to Basque culture. It forms part of the Ikastola language project and is based on the Zirimola spare time project by the federation of Ikastolas. The programme concentrates on language, emotion, play and fun, and it is monitored by assessing the emotions experienced during the process. Its goal is to develop emotional competences using Basque, working on students' emotional intelligence. To do this it proposes a programme of eight main sessions with constant monitoring and assessment, in which, following the old Basque calendar and welcoming each of them, students connect continuously in Basque, with Basque, with themselves and with each other.

This study set out to explore the impact of three levels of task planning on the accuracy of task-based oral performance with narrative task types among sixty Iranian sophomores majoring in Teaching English as a Foreign Language (TEFL) at Islamic Azad University -Tabriz Branch. It was hypothesized that simultaneous pre-task/on-line planning would lead to more accurate performance. To test the research hypothesis, a quasi experimental design was used with three levels of planning (pre-task planning (PTP), online task planning (OLP), pre/on-line task planning (POLP). The participants in the study included 60 pre-intermediate TEFL sophomores at Islamic Azad University-Tabriz Branch who were selected out of a population of 200 TEFL sophomores on the basis of their scores on a proficiency test and an oral pre-test. One-way ANOVA run on the post-test data indicated statistically significant effects on the accuracy of the participants' task-based oral performance under POLP planning condition. However, there was no significant effect on accuracy as a result of PTP and OLP planning. The independent samples t-test analysis revealed significant accuracy gains in the POLP groups whereas the same improvements were not observed in the PTP and OLP planners.

In the modern EFL paradigm, pre-task planning time is viewed as a norm. Pre-task planning time is one of the central concerns of teachers, test-developers, as well as researchers. Pre-task planning is planning a speech before performing a task, and it also involves rehearsal and strategic planning. The paper addresses the problem of pre-task planning advisability for A2 Russian EFL speakers. The research presented in this paper examines the structure, breakdown, repair, syntactic complexity, lexical diversity as well as the accuracy of the discourse produced by 145 Russian participants of the English language competition held in Kazan, Russia, in January 2020. The discourse analysis revealed that the pre-task time is used by A2 EFL speakers not only to focus on a dialog but also to elicit a topic text from memory, thus focusing on form rather than meaning. Hence, in A2 tests prioritizing meaning over form and measuring the ability for spontaneous speech, the one-minute pre-task plan...

The study of motivation is concerned with what makes people interested in learning a second language and what keeps them motivated to do so. In addition to factors which increase students' motivation, there are factors which reduce their motivation, that is, demotivation factors. The present study aimed at identifying the ideas of Iranian English as a Foreign Language (EFL) teachers and learners about demotivating factors affecting the learners' oral performance. 60 EFL teachers and 100 EFL learners from high schools in Sari, Iran were selected by convenience sampling. A demotivation questionnaire was used including 20 items in a Likert-scale format ranging from strongly disagree (1) to strongly agree (5). The results indicate that according to the language teachers' and learners' opinions, ' teachers' not being equipped with the required skills for teaching", "students' lack of mental health and good memory", "students' not receiving sufficient timely incentives", "teachers' lack of sufficient knowledge about the subject", and "students' lack of enough self-confidence" are the most important demotivating factors among the others.

Nos complace compartir con ustedes la 2° Circular del VII Simposio EDiSo: “Transversalidades, cruces y periferias. Enfoques metodológicos en los estudios de discurso y sociedad del siglo XXI” que tendrá lugar los días 2, 3 y 4 de julio de 2025 en la Universidad del País Vasco (sede Bilbao), España. En adjunto encontrarán las versiones en castellano, catalán, euskera, gallego/portugués e inglés, donde detallamos información relativa a las conferencias plenarias, la presentación y el envío de propuestas de comunicaciones individuales y para paneles abiertos y los plazos importantes.

📆 Desde ya les animamos a hacernos llegar sus contribuciones siguiendo las orientaciones indicadas tanto en la circular como en la página web del simposio: https://www.uik.eus/es/curso/vii-simposio-ediso

También les agradecemos de antemano su colaboración para difundir este llamado entre sus contactos.

¡Esperamos verles en Bilbao!

The character yín occurs with high frequency in the Quán Tángshī (QTS), where it signals a concept around which the identity, composition, performance, reception, and other aspects of Táng poetry all pivot. Reconstructing Táng poetic aurality thus requires an in-depth understanding of the concept of yín as it applies to oral performance, because of the close connection it enjoys with Táng poetry as well as all other aspects of Táng poetic activity.
The current paper is based on an investigation into the semantic development of yín and the changes in its relationship to poetry from the pre-imperial period to the Táng. It argues that yín only gradually entered the semantic field of poetic orality, and it did not rise to an “exclusive” intimacy with poetry until the Táng. The paper investigates the possible factors at work in causing the “rise” of yín and examines how these factors, as well as the connotations and associations the concept accumulated, anticipate its Táng usages. It then focuses on the QTS and ventures to pin down what turn out to be the quite essential traces of oral performances of poems in the mode(s) of yín during the Táng. What can also be observed in this chronologically arranged collection is a shift away from metaphoric or general usages of yín to more descriptive ones, and to the ever-growing importance of the genre of poetry, as well as the formation of self-identification by the poets.

Speaking is widely recognized as being the most important tool for communication that influences how students succeed in foreign language learning. In particular, given its importance to enhancing students’ oral performance, drama-based role plays are strongly connected to this language learning skill through English. Recent reforms in higher education in Vietnam have stressed the increased demands on universities to promote the quality of teaching and learning foreign languages at all levels to meet learners’ needs, particularly students’ capacity of interacting with others using English. However, research into the effects of drama-based role play activities on English as a foreign language (EFL) students’ oral performance is limited in the Mekong Delta. Moreover, students’ reluctance to interact in the target language is largely influenced by traditional speaking instruction, whereas speaking requires a more interactive and communicative learning environment. This paper therefore ...

One of the important skills assessed in the academic program in Malaysian universities is oral presentations. The purpose of an oral presentation is to speak to a live audience formally about a specific topic. Despite being competent in their field of study, most of the students struggle in presenting their ideas due to their anxiety. Students may underperform in school because of anxiety and they will often avoid speaking in classroom settings. The main objective of this paper is to explain how telegram application could help to reduce their public speaking anxiety. Telegram is one of the platforms for Mobile Assisted Language Learning (MALL) in teaching English language skills. Hence, this ‘Spice Up and Speak Up Your Mind Bot App’ is developed through this application to help English learners to improve their English presentation skills. The use of Telegram application in the classroom promotes effective, productive and communicative teaching and learning activities as well as red...

Speaking is widely recognized as being the most important tool for communication that influences how students succeed in foreign language learning. In particular, given its importance to enhancing students’ oral performance, drama-based role plays are strongly connected to this language learning skill through English. Recent reforms in higher education in Vietnam have stressed the increased demands on universities to promote the quality of teaching and learning foreign languages at all levels to meet learners’ needs, particularly students’ capacity of interacting with others using English. However, research into the effects of drama-based role play activities on English as a foreign language (EFL) students’ oral performance is limited in the Mekong Delta. Moreover, students’ reluctance to interact in the target language is largely influenced by traditional speaking instruction, whereas speaking requires a more interactive and communicative learning environment. This paper therefore ...

Euskadi bezalaxe, Gales ere nazio elebiduna da eta bertako hizkuntza indigena, galesa, nazio nortasunaren eta lege-esparruaren funtsezko elementua da. Horrek inplikazioak ditu zerbitzu publikoetan, batez ere osasungintzan eta gizarte- zerbitzuetan; izan ere, arlo horietan, hizkuntza-beharrizanei modu ulerkorrean erantzutea ezinbestekoa da pazienteen segurtasuna eta duintasuna, baita zaintzaren kalitatea ere, bermatzeko. Artikulu honek osasungintzan eta gizarte-zerbitzuetan galesa indartzea helburu duten egungo politiketan txertatutako "eskaintza aktiboaren" printzipioa aztertzea du xede. Goi-mailako hezkuntzak duen rola nabarmentzen du galesezko bitartekoen eskaintza sendotzeko eta programa profesionaletan hizkuntzarekiko kontzientzia indartzeko. Hizkuntza handi bat nagusi duen osasun-sistema batean hizkuntza gutxituetako hiztunei osasun-zerbitzuak emateak erronka unibertsalak dakartza; hori ikusirik, gai hauek interesa pizten dute nazioarteko osasun-komunitatean eta elkar...

First of all, the researcher is deeply indebted to Prof. Dr. Awatef Sheir for all her generosity, kindness and motherly help. The researcher has the honour of being a poor student at this noble lady's school where she learned how to define her objective and concentrate her efforts on elaborating it. This research would have been impossible without her precise opinions, scientific remarks and creative ideas. The researcher is grateful to Dr. Mervat El-Hadedy for her precious advice, sincere help and generous assistance. Her constant guidance and support have all been of great value for the research.

This study investigates the relationship between three variables in the oral IELTS test-planning, proficiency and task-and was designed to enhance our understanding of how or whether these variables interact. The study questioned whether differences in performance resulted from one or two minutes of planning time. The study also aimed to identify the most effective strategies used by candidates in their planning. Ninety candidates, in two groups-intermediate and advanced-each undertook three tasks with no planning time, one minute or two minutes' planning time. All tasks were rated by two raters, and the transcripts of the speech samples subjected to a discourse analysis. 1. An investigation of the effectiveness and validity of planning time in Part 2, IELTS Speaking-Elder + Wigglesworth

The study aims to investigate the implementation of  the technique of Reader’s Theatre in the teaching learning process of speaking class at STKIP PGRI Jombang specially at subject of Speaking for Daily Communication. Since The objective of Speaking class is to improve and develop student’s speaking skill fluently, correctly and accurately, the technique of Reader’s Theatre is offered to help students to speak English very well. Students can speak with correct vocabulary, proper pronunciation and good grammar. The subject of the research is students of English department 2017 A and B. The research method isconducted by  describing all activities on speaking for daily communication by using Reader’s Theatre. To collect the data, the researcher uses the instrument by observing the condition of the class during the technique of reader’s theatre applied. The result of the research states that Reader’s Theatre can give a possitive activity to students involved in Speaking class. Students...

Though foreign language anxiety is widely recognized as a mental block against foreign language learning and conceived as its obvious factor, yet there are many inconsistent concepts mixing psychological and linguistic perspectives. Therefore, the purpose of this article is to present a systematic linguistic classification of the subtypes of foreign language anxiety.

This study aimed at investigating the effect of the storytelling strategies on improving the language speaking skills of grade-six elementary school boys in Sudan. It was designated to find out the effects of using storytelling on developing language speaking skills. It was assumed that there are statistically significant differences between the mean scores of the experimental group students and their peers in the control group on the language speaking skills test due to the storytelling technique. The total sample was 63 where there were 31 students in the experimental group and 32 in the controlled group. Pre-test and post-test were used to collect the data. The results of the study showed that there was a substantial effect of the storytelling technique on language speaking skills in favor of the experimental group. The results proved that English language traditional techniques don't meet the need of the students or attract their interest to improve their English language. Storytelling techniques were found very helpful to promote language speaking skills. The study recommended that teachers should be subjected to intensive training to cope with the learners' needs and to be aware of the communicative approach necessities.

Anxiety has been the most researched emotion-related topic in second and foreign language learning. A great number of these research have concentrated on the causes of anxiety when speaking English, which is influenced by a number of elements such as linguistic, psychological, physiological, and cultural factors.
Nisya Rahmaini Marpaung an Rahmah Fithriani, 2023, published an article entitled “ENGLISH SPEAKING ANXIETY AMONG INDONESIAN JUNIOR HIGH SCHOOL STUDENTS: UNVEILING CAUSES AND SOLUTIONS” in the Teaching English Linguistics Literature Usage (TELL-US), pages 146–163.

Laburpena. Gasteizen euskarak edo euskaran Gasteizek utzitako arrastoarekin mapa bat irudikatzea izan da lan honen helburua. Egitasmoak 2011an Topaguneak-Euskara Elkarteen Federazioak-egindako eskaera bati erantzuten dio, hau da, Gasteizek eta Euskarak komunean duten historiaren ibilbide gidatua antolatzea Arabako Mintzalagun egitasmoen egunerako. Lana bost ataletan antolatuta dago: 1) Filologia eta historia, 2) Irakaskuntza eta Hezkuntza, 3) Gizarte Mugimenduak, 4) Helduen alfabetatze eta euskalduntzea eta 5) Kultura: bertsolaritza, literatura eta musika. Egindako azterketaren emaitza laburbiltzen du lan honek, eta irakurlearen esku jartzen ditu gure euskal aztarnen arrastoak jarraitzeko zertzelada batzuk. • Hitz-gakoak: historia soziolinguistikoa, euskara, kultura euskalduna, filologia.

This study aimed to examine the EFL (English as a foreign language) students’ oral presentation of storytelling. The students performed retelling of narratives such as fables, legends, myths, and fairy tales using their smartphones and video recorder. The participants of the study were 19 students enrolled in the Drama in ELT (English Language Teaching) course at Universitas Syiah Kuala, Banda Aceh, Indonesia. It employed participant observation and interviews to collect data. The results of the study revealed that for non-language aspects, the lowest score was for ‘dress code’ (M=2.1), meaning that the students did not make any efforts to dress and use props that were related to the stories they were telling. While for the language aspects, the lowest score was for ‘communicative abilities with the audience’ (M= 1.2). This shows that even though the participants recorded their performance, and there was no audience watching them directly, they still faced barriers and a lack of con...

Speaking is widely recognized as being the most important tool for communication that influences how students succeed in foreign language learning. In particular, given its importance to enhancing students’ oral performance, drama-based role plays are strongly connected to this language learning skill through English. Recent reforms in higher education in Vietnam have stressed the increased demands on universities to promote the quality of teaching and learning foreign languages at all levels to meet learners’ needs, particularly students’ capacity of interacting with others using English. However, research into the effects of drama-based role play activities on English as a foreign language (EFL) students’ oral performance is limited in the Mekong Delta. Moreover, students’ reluctance to interact in the target language is largely influenced by traditional speaking instruction, whereas speaking requires a more interactive and communicative learning environment. This paper therefore ...

Teaching social studies requires more engaging and more student-centered strategies. The use of technology as pedagogy in this digital era is a typical picture in teaching social studies courses. Technology-integrated teaching is also a trend now due to educational disruption brought about by the COVID-19 pandemic. This one-group prepost-test action research investigated the effects of Computer-Assisted Instruction (CAI) on motivation and academic performance in social studies among students in a public secondary school in Zambales, Philippines. Findings revealed that the students had a fair level of motivation (M=3.20) towards the subject before the intervention and had a high motivation (M=3.59) after their exposure to CAI. The class had an average (M=23.18) academic performance in social studies before the intervention and had improved to above average (M=37.82) after the treatment. There was a significant difference in the motivation and academic performance of students after the application of the CAI. The study recommends the use of CAI in teaching select concepts in social studies to improve students' motivation and academic performance. Contextualization of CAI is also recommended specifically in this era of disruptive technologies and era of educational disruption.

Speaking is widely recognized as being the most important tool for communication that influences how students succeed in foreign language learning. In particular, given its importance to enhancing students’ oral performance, drama-based role plays are strongly connected to this language learning skill through English. Recent reforms in higher education in Vietnam have stressed the increased demands on universities to promote the quality of teaching and learning foreign languages at all levels to meet learners’ needs, particularly students’ capacity of interacting with others using English. However, research into the effects of drama-based role play activities on English as a foreign language (EFL) students’ oral performance is limited in the Mekong Delta. Moreover, students’ reluctance to interact in the target language is largely influenced by traditional speaking instruction, whereas speaking requires a more interactive and communicative learning environment. This paper therefore ...

This study determined the respondents’ level and causes of their anxiety and the strategies that they use in the context of English language learning (ELL). Also, it identified the language strategies that predict success in overcoming the students’ ELL anxiety. Descriptive-correlational design was used in the study. It involved 171 Grades 9 and 10 indigenous peoples of selected schools in the province of Ilocos Norte. It used two gathering tools: Horowitz et al. (1986) Foreign Language Classroom Anxiety Scale (FLCAS) and Strategy Inventory for Language Learning (SILL) adopted from Oxford (1990). The data gathered from FLCAS made use of descriptive analysis to compute the means and SILL were analysed using averages, percentages and ranks. Pearson r and multiple regression analysis were used to determine the language strategies that could predict respondents’ language learning anxiety and language strategies.The salient findings are: 1) the selected grades 9 and 10 Indigenous peoples...

Conducted in a semi-public school in Chile, this action research study aims at determining the change in 18 English as a foreign language young learners’ performance regarding their understanding of instructions after being exposed to an audiovisual materials-based teaching strategy. With the use of a lesson observation report for assessing the way they follow instructions and a Likert scale to analyze their attitudes towards the strategy, findings show there was a positive change in their performances and that these learners regard this strategy as beneficial, which supports the belief that the inclusion of audiovisual aids benefits young learners when learning English.

The study examined 128 non-English majors who had finished one year of intensive English at university. The findings show that EFL students at Thai Nguyen University are at moderate level of speaking anxiety (M=67.45; n=128). The findings also indicated that the causes of speaking anxiety came from MSOSA4 (Fear of making mistakes), MSOSA8 (Fear of being laughed at), MSOSA9 (Lack of confidence), MSOSA20 (Fear of negative evaluation), and MSOSA14 (Fear of being the focus of attention). The study also found that students who had higher levels of anxiety gained lower academic proficiency in speaking. The mean of levels of proficiency for Low anxiety (M = 2.22, SD = 0.70) was significantly larger than that for High anxiety (M = 1.68, SD = 0.66), p = .002. The mean of levels of proficiency for Medium anxiety (M = 2.02, SD = 0.60) was significantly larger than that for High anxiety (M = 1.68, SD = 0.66), p = .026.

The Present study aimed at improving EFL preparatory school students' reading skills using constructivism-based reading modules. The study adopted the Quasi experimental design using 60 students of the second year preparatory school students in Mansoura College Language school who were divided into two groups: the experimental group which received the proposed constructivismbased program in reading and the control group. Instruments designed and used in the current study were:1) a reading skills questionnaire for determining the reading skills necessary for EFL preparatory school students at Mansoura College Language School , 2)A pre-post reading skills test for assessing students 'reading skills before and after receiving the program. Results of the study indicated that there were statistically significant differences between the mean scores of the experimental group and the control group in the post application of the reading skills test in favor of the experimental group. And also there were statistically significant differences between the mean scores of the experimental group students on the pre-and post application of the reading skills text in favor of the post one.

Speaking is widely recognized as being the most important tool for communication that influences how students succeed in foreign language learning. In particular, given its importance to enhancing students’ oral performance, drama-based role plays are strongly connected to this language learning skill through English. Recent reforms in higher education in Vietnam have stressed the increased demands on universities to promote the quality of teaching and learning foreign languages at all levels to meet learners’ needs, particularly students’ capacity of interacting with others using English. However, research into the effects of drama-based role play activities on English as a foreign language (EFL) students’ oral performance is limited in the Mekong Delta. Moreover, students’ reluctance to interact in the target language is largely influenced by traditional speaking instruction, whereas speaking requires a more interactive and communicative learning environment. This paper therefore ...

The aim of this study was to investigate the implementation of Storytelling with Puppets in introducing English to Kindergarten B of Al Azhar School Pontianak and also to overcome the children's barriers in learning English. The research design of this study was a classroom action research which consisted of two cycles, each of which consisted of one meeting. The preliminary study was done as verifying problem stage before conducting the cycle 1. The cycle 2 needed to be done because the cycle 1 had not reached the criteria of success. The second cycle was done by doing an improvement on the activity. The cycles of this study consisted of four steps namely: planning the action, acting on the plan, observing the action and reflecting on the observation. Each cycle consisted of three main stages: pre-activity, main activity, and post-activity. The subjects of the study were 23 children of kindergarten B of Al-Azhar School Pontianak in the year of 2011/2012. There were two kinds of technique of data collecting in this research, namely: measurement and observation techniques. The writer then provided two models of instrument to collect data, namely: observation checklist/field notes and test. As a result, the kindergarten B's English achievement indicated that there was an improvement from cycle 1 to cycle 2. It was found that the kindergarten students were good at pronouncing the words and also they were able to understand the meaning of English words. From the results of this research, students' pronunciation ability was categorized as expected-developed and the students' understanding of the meaning of words was categorized as expected-developed. By having this result, the use of storytelling with puppets had changed the children's learning behavior toward English language learning.

There are many psychological factors negatively affecting English language learners. This research aims to investigate the psychological factors, negatively affecting 85 English Second Language (ESL), University of Bahrain, Department of English Language & Literature students’ lack of self-confidence when speaking English with their classmates, especially classmates of the opposite gender, through conducting 2 classroom observations, administering a self-assessed questionnaire, & analyzing data using IBM SPSS; Statistical Package for the Social Sciences. Moreover, it was found from the conducted 2 classroom observations that students lack self-confidence when speaking English with their classmates regardless of their classmates’ gender, and from the self-assessed questionnaire that female students feel more confident speaking English with classmates of the same gender than with classmates of the opposite gender and that the students’ self-confidence was negatively affected when speaking English with classmates of the opposite gender principally due to psychological factors. This is as (1) 3.74 of the students agree that they feel confident when speaking English with classmates of the same gender, whereas 3.07 are Neutral to the same statement, (2) 14 out of the 17 verbal and non-verbal signs showing the 85 ESL DELL UOB students’ lack of self-confidence when speaking English with their classmates received a higher percentage when students are speaking English with classmates of the opposite gender, compared to classmates of the same gender, & (3) the verbal signs showing students’ lack of self-confidence when speaking English with their classmates of the opposite gender were more frequent (6 out of 7 received 30% and above) than the verbal signs showing students’ lack of self-confidence when speaking English with their classmates of the same gender (3 out of 7 received 30% and above). Furthermore, the Bivariate Correlation test conducted using IBM SPSS indicated that the relationship between the student's gender and their self-confidence when speaking English with classmates of the same and/or opposite gender is negative. Additionally, effective pedagogical implications for both the students and instructors to boost their students’ self-confidence when speaking English with their classmates are suggested.

Laburpena. Arrue proiektuak EAEko ikasleen eskola-giroko hizkuntza-erabilera aztertzea helburu nagusi duen proiektua da. Eusko Jaurlaritzako Hezkuntza, Unibertsitate eta Ikerketa Sailaren eta Sozio-linguistika Klusterraren arteko lankidetzaz 2007an sortu zen, eta 2010. urtean Hezkuntza Saileko ISEI-IVEIk egiten duen EAEko hezkuntzaren ebaluazio-sisteman, ikasleen hizkuntza-erabilerari buruzko datu-bilketa txertatu zen. Horrela, EAEko ikastetxe guztietan eginiko Ebaluazio Diagnostikoaren bitartez LMH4ko eta DBH2ko ikasleen eskolako hizkuntza-erabilerei buruzko datuak bildu ziren. Datu horien analisi-txostena 2012. urtearen amaieran zabaldu genuen, eta artikulu honetan duzue azterketa hura egiteko baliatu genituen ikuspegi eta erreferentzia teorikoen deskribapena. Era berean, lerro hauetara ekarri ditugu 2011ko datuen azterketaren gainean hainbat ikerlarik eta adituk eginiko analisien eta pro-posamenen erreferentzia. • Hitz-gakoak: eskola-giroko hizkuntza-erabilera, hizkuntza-gertaera...

The aim of this study was to determine the effects of different types of language tasks performed in Second Life (SL) on the oral performance of beginners of Chinese as a Second Language (CSL), focusing on oral accuracy. The 30 CSL beginners who participated in this study were randomly divided into two groups (n = 15 per group), required to perform two different types of language tasks: information-gap and reasoninggap. During the study, both the Mandarin oral accuracy and the learning motivation of both groups were measured and analyzed to determine to what extent performing the two different task types could contribute to the two dependent variables (i.e., accuracy and motivation). All the learners improved significantly in oral communication competence, with those performing the reasoning-gap task improving significantly more than those performing the information-gap task. It was also found that almost all the learners exhibited positive learning motivation and appreciated the ta...

EuskaraElkarlanean idatzitako artikulu honen abiapuntua 2015eko IkerGazte kongresuaren izen bereko mahai-inguruan kokatzen da, non ikerlariei haien ikerketa esparru eta esperientziatik bost galdera komunei erantzuteko eskatu zitzaien. Ondorengo orrialdeetan lau hizlarien proposamenak jasotzen dira, labur, eta ondoren bakoitzak besteen proposamenei erantzuteko tartea hartu du. Mahai-ingurua oinarri hartuta hiztun berriak eta euskararen biziberritzea aztergai dituzten ikerlari eta ikerketa lerroen arteko hausnarketa komun bat abiarazi eta etorkizunerako lankidetza aukerak bultzatu nahi izan da elkarrizketari bidea zabaltzeko asmoz. EnglishThe starting point of this article written in collaboration is the roundtable discussion bearing the same name as the 2015 IkerGazte conference. In it, researchers were asked to respond to five common questions from the fields and experiences of their research. This article briefly covers the proposals of the four speakers and that is followed by sho...

Although research and pronouncements have identified the increased relevance of ‘soft’ skills for future professionals in accounting, graduates continue to exhibit deficiencies in those skills. Employers and practitioners emphasize that the dynamic business environment requires more than just technical knowledge; excellent teamwork, communication and analytical skills are also of paramount importance. Despite numerous attempts to improve teamwork skills there is evidence that the responses to the acknowledged deficiencies have not been successful and there is a lack of understanding about the constraints that could hinder the skills development. Some results point to anxiety towards communication as a reason for the unwillingness to interact in group situations and therefore as a constraint for skills development, although the connection between communication apprehension and development of teamwork skills has not been investigated. Therefore, the present study examines the relation...

Laburpena. kolonbiako Chocóko enberek XX. mendearen amaieran erabaki zuten euren hizkuntza idazterako bidean jartzea, eskolan hobeto txerta dadin. Lehenago, alboratuta zuten idaztearen aukera, gizartea eta kultura babestearren. Chocóko orewA elkarte indigenoak eta Quibdóko universidad Claretiana FuCLA delakoak enberera hizkuntzaren idaztea bultzatzeko ekimena jarri zuten abian 2010ean: Fortalecimiento del uso de la lengua nativa en el proceso de educación escolar para las comunidades embera en el Departamento del Chocó. upV-ehuko Munduko hizkuntza aniztasunaren uNeSCo katedrari laguntza eskatu zioten. Artikulu honetan, 2010-2012 aldian garatutako lana zein izan den azalduko da. • Hitz-gakoak: enberera hizkuntza, hizkuntza-aniztasuna, estandarizazioa, alfabetatzea, eskola-materiala sortzea, irakasleen gaitasuna, hizkuntza-lankidetza.

The purpose of the article is to offer an explanation of the intertextual density characteristic of the poetry of Russian modernism. Intertextuality is viewed from two perspectives — the reader’s and the author’s. In terms of perceiving the text, intertextuality is not needed to “encode” the meaning of a work (according to Taranovsky’s and Ronen’s ideas, derived from the large intertextual theory) — it implements a memorial function (maintains the memory of significant canonical texts) and brings the reader special cognitive pleasure. The main focus of the article is on the author’s perspective. The citation thinking of modernist poets may be comprehended through the categories of folklore studies, first of all, within the framework of the model of epic storytelling. The use of this theory allows one to give a systematic explanation of the intertextuality of many poets (first of all, V. Khodasevich, but also other poets with neoclassical features or with an intense dialogue with literary tradition) and to see in the consciousness of the modernist writer features peculiar to the consciousness of the bearer
of the folklore tradition. Particular attention is paid to the topics, the lexical cliches and to work with tradition in modernist lyrics, as well as to the mechanisms of text generation.

Задача статьи — предложить объяснение цитатной плотности, характерной для поэзии русского модернизма. Интертекстуальность рассматривается из двух перспектив — читательской и авторской. В плане восприятия текста цитатность нужна не для того, чтобы «закодировать» смысл произведения, — она реализует мемориальную функцию (поддерживает память о значимых текстах канона) и приносит читателю особое когнитивное удовольствие. Основной акцент в статье сделан на перспективе автора. Цитатное мышление модернистских поэтов предлагается осмыслять в категориях фольклористики, прежде всего в рамках модели эпического сказительства. Использование этой теории позволяет дать системное объяснение цитатности многих поэтов (прежде всего Владислава Ходасевича) и увидеть в сознании литератора-модерниста черты, присущие сознанию носителя фольклорной традиции. Особое внимание уделяется топике, лексическим клише и работе с традицией в модернистской лирике, а также механизмам текстопорождения.

At present, emerging technologies, such as machine learning, deep learning, or various forms of artificial intelligence are penetrating different fields of education, including foreign language education (FLE). Moreover, the current young generation was born into the technological environment, and they perceive technologies as being an indispensable part of their everyday life. However, they mainly use technologies in their informal learning, but there is not much research into emerging technologies in FLE, namely in teaching and learning English as an applied language. Therefore, the purpose of this systematic review is to identify, bring together, compare and analyze all of the technologies that are currently efficiently employed in foreign language teaching and learning, and based on the findings of the detected experimental studies, we provide specific pedagogical implications on how to use these technologies in the acquisition of English as an applied language at the university...

As technology advances, the teaching-learning process becomes more robust. In addition to technological possibilities and opportunities, the functions that academics give to technology have an impact on its effective application in the field of education. In this study, it is intended to investigate technologically based studies in the field of English language instruction. The study evaluated research articles published in the journals "Language Learning & Technology" "The Journal of the European Association for Computer Assisted Language Learning" and "Computer Assisted Language Learning" in 2020 and 2021 and indexed by the Web of social science. The articles were thematically analyzed. Examined were the study's objective, methods and approaches, technological instruments, and data collection tools. The primary factor is how technology is utilized in the study. Particularly in language education, the role of technology in teaching English as a sec...

A number of studies in the field of language testing emphasized the vital
role of an achievement test positively or negatively on English language teaching and
learning (washback). The study sets out to analyze the test papers of the teachers at the
Faculty of Languages and Translation, University of Aden/Yemen, collect data on
teachers' attitudes toward designing and administrating tests, investigate the kind of
washback do teacher-made achievement tests have on students, investigate the kind of
washback do teacher-made achievement tests on teachers and investigate the extent to
what teacher-related factors play a role in washback.
This study focused on the utilization of quantitative research approach.
Triangulation was employed through conducting three data collection instruments:
documents analysis, teacher questionnaire and student questionnaire. Evaluation
Checklist, which adapted from previous studies, was used to analyze 32 teachers' test
papers. In addition, the researcher conducted the wider population sampling.
Accordingly, 42 questionnaires were distributed to 42 teachers. The total number of the
third year students in the two departments is 477. Therefore, the researcher depended on
the attendance sheet by which (50) students were selected randomly from each group of
the two departments: English (Business) and Translation. In the case of this study, the
inter-rater reliability was conducted for documents analysis using Spearman-Brown
Coefficient. While the internal reliabilities were employed to the questionnaires’ items
using Cronbach’s Alpha.
The findings of the study have revealed that he results of the test papers analysis (documents analysis) have revealed that
teacher-made achievement tests had the criterion of test reliability while they had
not the criteria of test validity and test authenticity.
 The results of the teacher questionnaire have revealed that in designing tests,
teachers always consider: identifying the target language skills and/ abilities,
determining number of test items, medium and time, determining test
techniques/types of questions and determining scoring procedures. Whereas other
teachers sometimes consider: describing test purpose (s), determining test topics and
specifying criteria for success. In administrating tests, the majority of teachers
expressed their agreement ''strongly agree'' to consider preparing the place of
testing, arrangement of testing materials and equipment and determining the time of
testing. Similarly, other teachers expressed their agreement ''agree'' to consider the
preparation of the physical conditions in administrating tests. However; giving clear
written/oral instructions and reading the instructions of test questions had lower
percentages.
 The results of questionnaires: student and teacher questionnaire have revealed that
there was a positive washback '' agree'' of teacher-made tests on the development of
students' language skills and abilities and students' motivation. However, most of the
students expressed their disagreement to that teachers write notes on their mid￾semester test papers. Moreover, the results of students questionnaire have revealed that
the texts that were used for listening and reading tests were not authentic in the way
that encounter their needs as Translation and Business English students.
The results of teacher questionnaire have revealed that there was a positive washback
of teacher-made tests on teachers' teaching techniques, teaching materials and the use of test-taking strategies. After conducting a test, however; more than half of the teachers
rarely gave the students feedback on areas they were weak in to help them improve in
future.
 The results of teacher questionnaire have revealed that teachers' beliefs played a role
in washabck. However, more than half of the teachers expressed their disagreement to
that they have enough background knowledge on various testing techniques. While a
high majority of the teachers (38 out of 39) expressed their disagreement to that they
have enough background knowledge on the essential requirements for designing good
tests namely test reliability, test validity and test authenticity. With regard to the role
of teachers' teaching experiences in washback, the results of teacher questionnaire and
documents analysis have revealed that teachers' teaching experiences did not play a
vital role in washback.
Based on the results of the study, it is recommended that:
 language testing and assessment course should be incorporated in the syllabus of
teacher training programme for the undergraduate students of B.A. at English
language departments/ Faculties of Education, University of Aden.
 Faculty of Languages should execute remedial workshops for teachers to train them
on English language testing and assessment .
 For promoting a positive washback of achievement tests, teachers should use test￾taking strategies.
 More focus should be on test content validity. Heads of departments should execute
a remedial work for teachers by creating a continuous and systematic evaluation
involving distribution of an execution sheet of the course contents on the prescribed
time as well as observation of classroom practices.

This study aimed at bridging CSL students' learning both inside and outside the classroom. Mobile seamless learning technology was used to enhance their Mandarin performances. Forty-one overseas Chinese students participated in this study. The Mandarin Chinese performances was collected and analyzed to determine the effects of mobile seamless learning on Mandarin Chinese learning by overseas Chinese students. Analysis of the results showed that overseas Chinese students were benefited from connecting the gaps between inside and outside the classroom learning.

This study aimed at exploring whether a language learner's level could influence the effectiveness of using a mobile device on the oral output and the attitudes of learning Mandarin Chinese. The participants were 34 overseas Chinese students, aged between 17 and 23. They were randomly assigned to two groups: the Real-World-Context group and the Classroom-Context group. The participants in the former group visited shops on the streets of Taipei, Taiwan. During the activity, they could receive multimedia learning materials through mobile devices. On the other hand, the participants of the latter group stayed in a situated classroom set as a street, and their learning materials were printed on the paper. In this group, some students acted as the shopkeepers, while others acted as the customers. The results showed that in the Real-World-Context group, the learners' Mandarin levels played a part in deciding the range of improvements and the attitudes.

The aim of this study was to determine the effects of different types of language tasks performed in Second Life (SL) on the oral performance of beginners of Chinese as a Second Language (CSL), focusing on oral accuracy. The 30 CSL beginners who participated in this study were randomly divided into two groups (n = 15 per group), required to perform two different types of language tasks: information-gap and reasoninggap. During the study, both the Mandarin oral accuracy and the learning motivation of both groups were measured and analyzed to determine to what extent performing the two different task types could contribute to the two dependent variables (i.e., accuracy and motivation). All the learners improved significantly in oral communication competence, with those performing the reasoning-gap task improving significantly more than those performing the information-gap task. It was also found that almost all the learners exhibited positive learning motivation and appreciated the task-based learning activities designed in SL. Both groups made significant improvement in the affective dimension. Furthermore, the reasoning-gap group received significantly higher scores in the educational-context-related dimension (attitude toward SL as the Mandarin Chinese learning environment) than the information-gap group did.