10 January 2005, Volume 15 Issue 1

    

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  Education and Gender-inclusive Language Practice in English: Evidence from Singapore¹

  Anne PAUWELS, Joanne WINTER

  Asian Journal of English Language Teaching. 2005, 15(1): 1-24. https://doi.org/10.65961/AJELT-2005-1-001

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  In this case study we examine the gender-inclusive language practices among Singaporean education professionals and tertiary students. Drawing upon corpus data, survey results, and interviews, we explore questions of usage and awareness of gender-inclusive language. In particular we focus on the use of gender-inclusive epicene pronouns (e.g., he or she and singular they). The results are mixed with corpus data indicating an absence of gender-inclusive pronoun use whilst the survey data reveals feminisation (he or she) as the emerging strategy for participants. We also investigate the role of education as an initiating trajectory for change through awareness and first contact with the issue and attitudes towards policy and practice in reversing linguistic discrimination in Singapore. Survey participants resoundingly support institutional domains as sites that need to take up and promote gender-inclusive language. Localised resistance and degrees of lack of commitment figure prominently in the dominant finding for classroom settings, but personal practices are largely gender-inclusive.
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  Cognitive Strategies Adopted by Chinese Students When Writing in English

  Junju WANG

  Asian Journal of English Language Teaching. 2005, 15(1): 25-42. https://doi.org/10.65961/AJELT-2005-1-002

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  This study investigated the cognitive strategies adopted by three groups of Chinese EFL learners when writing in English. With data collected from a questionnaire, think-aloud protocols, real-time observation, stimulated recalls and written texts, it aimed to explore (a) the cognitive strategies used, (b) within- and cross-group similarities and variations, and (c) the relationship between English proficiency and cognitive strategy use. Qualitative data from think-aloud protocols were transcribed, segmented, coded, and analyzed. Relevant information was elicited from the questionnaire, observation notes, written texts and transcripts of stimulated recalls. Quantitative data were treated with SPSS for descriptive analysis, ANOVA tests and correlation analysis. The results indicated that altogether the students had adopted 14 cognitive strategies. In addition to withingroup similarities and variations, cross-group comparisons showed a general descending tendency in cognitive strategy use, consistent patterns in the use of two groups of cognitive strategies, and rising, descending, rising-descending and descending-rising tendencies in specific strategy use. Statistical analysis indicated correlations between linguistic proficiency and the use of some cognitive strategies.
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  Using Electronic Discussions to Develop Skills in the Language Classroom

  Caroline Mei Lin HO

  Asian Journal of English Language Teaching. 2005, 15(1): 43-68. https://doi.org/10.65961/AJELT-2005-1-003

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  This paper offers language teachers insights into the nature of electronic discussion and information exchange through a study of writing in an environment which extends beyond the traditional use of pen and paper among young people who may be separated in time and space from each other. The focus is on how participants in an electronic discussion forum (EDF) for young people engage with each other in discussion on a range of topics. Of specific interest is the nature of computer-mediated agreement and disagreement among participants within an online asynchronous environment. Through an analysis of electronic message content, specific discourse features and strategies are identified which shape the dynamics and levels of electronic discussion. Pedagogical implications are highlighted for the classroom practitioner in the hope of raising language teachers' awareness of the dynamics involved in the electronic exchange of viewpoints and opinions, and to better empower them to help students engage with each other more effectively in this fast-changing, dynamic age of information and communications technology (ICT).
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  The Role of Film in ELT: A Case Study of a Hong Kong Classroom

  Stacey Wai Chuen NG

  Asian Journal of English Language Teaching. 2005, 15(1): 69-94. https://doi.org/10.65961/AJELT-2005-1-004

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  With its visual attraction, engaging effect, and wide appeal, film has become an increasingly popular content medium in the ELT classroom. This article reports on a study which investigated the use of film to enhance students' English at a university in Hong Kong. The study analyzed the students' opinions and behavioral patterns in the learning process in great depth and detail. Results of the analysis show that based on the students' past experience in general, films had helped to improve their listening and speaking skills, knowledge on authentic conversations including slang and idiomatic expressions, familiarity with foreign culture, and critical thinking skills. Five important factors in the course affecting the learning process were identified: the instructor, the students, choice of film, cultural differences, and film knowledge taught. Finally, the study shows that after taking the course, students perceived themselves to have made improvements in listening, critical thinking, presentation and discussion skills, as well as the knowledge on foreign culture.
Reviews
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  Enriching ESOL Pedagogy: Readings and Activities for Engagement, Reflection, and Inquiry

  Reviewed by Karen ENGLANDER

  Asian Journal of English Language Teaching. 2005, 15(1): 95-98. https://doi.org/10.65961/AJELT-2005-1-005

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  English Language Learning and Technology

  Reviewed by Caroline M. L. HO

  Asian Journal of English Language Teaching. 2005, 15(1): 99-104. https://doi.org/10.65961/AJELT-2005-1-006

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  Learning Strategies in Foreign and Second Language Classrooms

  Reviewed by Lawrence Jun ZHANG

  Asian Journal of English Language Teaching. 2005, 15(1): 105-112. https://doi.org/10.65961/AJELT-2005-1-007

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  Vocabulary

  Reviewed by Ali SHEHADEH

  Asian Journal of English Language Teaching. 2005, 15(1): 113-116. https://doi.org/10.65961/AJELT-2005-1-008

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