Spring is almost here and we are proud to present our first issue of the MEXTESOL Journal for 2015. This issue consists of three refereed articles, a vintage article, an interview and a book review. These contributions come from the United States, Iran, Mexico and the United Kingdom.
The first article is titled “Teaching Academic Vocabulary in Graduate ESL Writing Courses: A Review of Literature and Pedagogical Suggestions” by Rui Ma (University of the Pacific, USA). This refereed article provides an extensive review of research carried out on academic vocabulary for non-native graduate students who take English writing classes. Pedagogical implications show that more attention needs to be paid to teaching academic vocabulary.
Our second article, “A Comparison of EFL Teachers and Students’ Beliefs about Language Learning”, is refereed and is a contribution from Karim Sadeghi and Heidar Abdi, both from Urmia University, Iran. This article explores and compares the use of language learning beliefs of teachers and students using Horwitz’s (1985) “Beliefs about Language Learning Inventory” (BALLI) in Iran.
Maria Iliana Castilla (Texas A&M University, Kingsville) has submitted her article “El Rol de las Experiencias fuera del Salón de Clases para los Estudiantes Internacionales en Programas Intensivos de Inglés como Segundo Idioma” (“The Role of Experiences outside of the Classroom of International Students in Intensive English as a Second Language Programs”). This refereed article looks at five international students and how their out-of-classroom experiences influenced their learning English as a second language. This research is of interest because it goes beyond the classroom and considers other experiences and contexts as well as providing recommendations for teachers.
Next we have the vintage article “Editorial: In Defense of Non-Native Speaking Teacher” by JoAnn Miller in 1995 when she was Editor of the MEXTESOL Journal. This marks twenty years since it was published and we are revisiting the theme of non-native speaker teachers. We hope you enjoy reading this editorial and enjoy reflecting on this prevalent theme of our profession in Mexico and other parts of the world.
We have an interesting contribution titled “Tips for Effective Online Learning” by Josefina Santana from the Universidad Panamericana. This contribution is an interview of Nicole Eustice, an expert on the theme of distance learning. In Eustice’s view, there are different factors that make online learning effective. She mentions that providing clear instructions to students and ensuring students’ interaction are two factors. This interview is presented in two parts and will be continued in the next issue. That is why we must not miss the second part coming soon!
Lastly we offer a book review of Teaching Materials and the Roles of EFL/ESL Teachers: Practice and Theory (Ian McGrath, 2013). This review is by Darío Luis Banegas (University of Warwick, UK). According to Banegas, McGrath offers an interesting view on the creation, evaluation and use of teaching materials and this is analyzed considering both theoretical and practical issues. Throughout his review, Banegas discusses how the book can be of great use to teacher educators since it could benefit future teachers’ discussions on the use and creation of teaching materials. In his final note, however, Banegas warns his readers not to expect every teaching material to be covered by McGrath’s book since the author basically focuses on course books.
Having finished this issue, we would like to invite people to think about how they can contribute to the MEXTESOL Journal with an article (refereed or non-refereed), book review, or a commentary article. Also it should be mentioned that the call for participation for the 42nd International MEXTESOL Convention will be open until May 15, 2015. The theme for this year’s convention is “Building the Future Today: English Language Teaching and Learning Breakthroughs” in Cancun. We hope to see you there from November 5-8th!
Based on a comprehensive review of relevant research, this study investigated graduate ESL writers’ needs of explicit academic vocabulary instruction and how academic vocabulary is currently taught in ESL writing courses. The investigation revealed a discrepancy between students’ needs and pedagogical practices. Although research studies have demonstrated that graduate ESL writers need academic vocabulary instruction, academic vocabulary has traditionally received (and continues to receive) little or no attention in graduate ESL writing courses. The conclusions from the review justify new initiatives of teaching academic vocabulary explicitly to graduate ESL writers, therefore research-based pedagogical suggestions and guidelines are proposed.
This paper reports on a study that investigated language learning beliefs of 100 intermediate and upper intermediate EFL students (74 females and 26 males with an average age of 15) and 80 EFL teachers (36 females and 44 males with an average age of 29) in Iran. For this purpose, data were collected using a 34-item self-report questionnaire (Horwitz’s Beliefs about Language Learning Inventory – BALLI, 1985). This inventory included items on aptitude, nature of language learning, learning and communication strategies, and motivation. The overall difference between teachers and students in their beliefs was also investigated by running an independent t-test which showed a significant and meaningful difference between teachers’ and students’ beliefs. The findings of the current study suggest that a number of beliefs, such as “The most important part of learning a new language is learning new words” may be detrimental to language teaching and learning if focus on vocabulary prevents learners from paying attention to other language components, and that action should be taken to modify these beliefs to facilitate the language learning/teaching process.
The present article seeks to investigate by means of a narrative research the relationship between experiences outside the classroom and the processes associated with learning English as a second language. Participants were five international students, three of whom attended the intensive English program offered by Texas A&M University—Kingsville. The study adopted a singular, subjective perspective of the role of experiences outside the classroom based on their own learning experiences of each participant. The work done for each story involved the collection and analysis of data through exploratory interviews, with which participants sought to present their personal stories about the phenomenon of experiences outside the classroom and the importance of these experiences in learning English as a second language. In addition to the general considerations from the analysis of the five stories in this article the uniqueness of each story is also presented showing the subjectivities of each participant and their perception of the contexts in which these singularities are interwoven. This, in order to extend the concepts that are about learning English as a second language and the social, cultural and educational context in which this learning takes place. From the analysis of the stories conclusions are drawn concerning the possibilities and pedagogical implications of the narrative inquiry. The work ends pointing to a series of recommendations that deal with the systematic incorporation of experiences outside the classroom within intensive English programs to foster meaningful and authentic learning.
Keywords: experiencias fuera del salón de clases, programas intensivos de inglés, aprendizaje situado
When we decided to incorporate the section of Vintage Articles, I went through the archives and read a number of articles, looking for articles that we could revisit and republish. One that caught my attention was from JoAnn Miller, who is our present Editor of Refereed Articles. As the Editor of the MEXTESOL Journal in 1995, she wrote “Editorial: In Defense of Non-Native Speaking Teacher”. Twenty years later I realize how relevant this theme still is and how it is a part of our professional history. Like JoAnn, I am a native speaker of English who has lived more years outside of my native country in Mexico and I have witnessed how non-native speakers have been treated unjustly throughout the years and how they have gained a better position, yet more needs to be done. It is with great pleasure that we republish JoAnn Miller’s editorial.
MEXTESOL Journal, vol 39, núm. 1, 2015, es una Publicación cuadrimestral editada por la Asociación Mexicana de Maestros de Inglés, MEXTESOL, A.C., Versalles 15, Int. 301, Col. Juárez, Delegación Cuauhtémoc, C.P. 06600 Mexico, D.F., Mexico, Tel. (55) 55 66 87 49, journal@mextesol.org.mx. Editor responsable: M. Martha Lengeling. Reserva de Derechos al uso Exclusivo No. 04-2015-092112295900-203, ISSN: 2395-9908, ambos otorgados por el Instituto Nacional de Derecho del Autor. Responsable de la última actualización de este número: Asociación Mexicana de Maestros de Inglés, MEXTESOL, A.C. JoAnn Miller, Versalles 15, Int. 301, Col. Juárez, Delegación Cuauhtémoc, C.P. 06600 Mexico, D.F., Mexico. Fecha de última modificación: 31/08/2015. Las opiniones expresadas por los autores no necesariamente reflejan la postura del editor de la publicación. Se autoriza la reproducción total o parcial de los textos aquí publicados siempre y cuando se cite la fuente completa y la dirección electrónica de la publicación.
