Welcome to our second issue of the MEXTESOL Journal on-line. In this issue we have seven articles from authors throughout the world: Japan, Malaysia, Mexico, the UK, and the United States. There are three refereed articles, three non-refereed articles and lastly an interview with Professor Rod Ellis.
The first refereed article, “Using learning objects in English language instruction at a Mexican university: Teacher innovation and student responses” is a contribution from Yoko Sakurai and Rachel Donelson. The authors define learning objects and showed how they were incorporated into the teaching and learning process in a Mexican university. The use of learning objects was found to be motivating for the students and promoted student centered learning. The authors also provide examples and recommendations for anyone who is interested in implementing learning objects in their teaching.
Mariza Méndez López, from the Universidad de Quintana Roo, has contributed the article “Speaking strategies used by BA ELT students in public universities in Mexico”. This refereed article explores the results of a questionnaire concerning the preference of speaking strategies that BA students have used in their learning. In order to find out these speaking strategies I invite you to read the article. To conclude the author recommends that teachers train their learners to use strategy so that they can better take advantage of their learning.
The next research article is by Radzuwan Bin Ab Rashid, who works at the University Sultan Zainal Abidin (UniSZA) in Malaysia. He carried out a study to see how children’s books could be used with less proficient language learners, specifically young adults, as a way to develop their vocabulary learning. Data was collected through pre and post tests of vocabulary, teacher interviews and the learners’ diaries. This study showed positive results and as well how the use of children’s books motivated the young adults.
Another article on educational technology is by Renee Denisse Munguia Vasquez and Jose Luis Ramirez Romero from the University of Sonora. They provide the readers with interesting and creative ideas how English teachers can create cartoons to use in their teaching English with the aid of computer tools.
The next article, “The English language in development” by Hywel Coleman, provides the readers with the complex concept of development and its relationship to English. Coleman also provides a variety of examples from throughout the word to support his ideas. It should be mentioned that this paper was commissioned by the British Council in 2010.
Often it is the case that we tell our language students to practice the language so that they may get ahead in their learning process. Hye-Yeon Lim and Wanda Griffith have written the article “Practice doesn’t make perfect” concerning the two strategies of practice and production and examples of each. They also provide valuable advice as how students can go beyond practicing the language and use language in real communication.
Lastly, we have “Past, Present and Future of Second Language Acquisition: An Interview with Rod Ellis”. Professor Ellis (Aukland University) is well known for his research in second language acquisition and in this interview we have the privilege to read his thoughts and opinions on a number of topics related to second language acquisition.
To conclude we hope you enjoy accessing articles from the MEXTESOL Journal on-line. I would also like to invite the readers to send any possible manuscript for publication in Spanish or English. Submission of articles is open throughout the year (nationaloffice@mextesol.org.mx).
As a reminder the 38th International MEXTESOL Convention with the theme of “New Challenges for the New Decade In ELT” will be held in Morelia, Michoacán from October 27th -30th, 2011. We hope to see you there!
In this article, the authors present their application of Learning Objects (LOs) in language classrooms. LOs are self-contained, web-based learning units which use multimedia formats to present various types of interactive learning activity experiences (ASTD & Smartforce 2002; Cramer 2007). Because of their availability on-line, students and teachers can access them at any time. Teachers and students can also create their own flexible learning paths using LOs as they decide what they need to learn or teach next. Some experts characterize LOs as a cutting-edge teaching tool in the twenty-first century (Wiley 2000; Cramer 2007), and the authors see great potential in using LOs in the language teaching field. After providing a detailed definition of an LO and discussing its advantages, the article describes an LO project that the authors have been developing and implementing in EFL and ESL teaching. Designed to support grammar and writing instruction, the LOs were used mainly with beginning to high-intermediate EFL students in a Mexican university. The authors explain how they designed the LOs and created a database to store the LOs. By using examples from their own practice, the authors illustrate successful methods of incorporating LOs in the language classroom. Finally, the authors reflect on the LO project. They share how Mexican EFL students responded to the LOs, and they conclude with ideas for expanding their own LO database, designing new LO databases, and finding new ways to improve the use of LOs in the language classroom.
This article reports the speaking strategies used by students who were studying for a BA in English Language Teaching (ELT) in five public Mexican universities. Students from these universities were given questionnaires concerning their use of speaking strategies. The results show that the strategies used most by students are: asking for repetition; use of paraphrasing or synonyms for unknown words; and asking for message clarification. Although there is a wide range of strategies in use, students tend to select strategies according to their level of language proficiency.
The main purpose of this study was to investigate whether stories originally written for children could be used to develop vocabulary learning among young adults who are less proficient in the English language. This study was also carried out to explore the perceptions of these not so proficient students and their teacher regarding the use of children’s stories in developing vocabulary learning. The study involved 15 students in a secondary school in Kelantan, Malaysia. All of the students were 14 years of age and had learned English as their second language. This study employed a one group pre-test and post-test experimental design. Triangulation, involving semi-structured interviews and written accounts in learning diaries, was used. Findings showed that children’s stories did contribute to the development of vocabulary learning among less proficient young adult learners. The use of children’s stories in developing vocabulary learning among less proficient young adult learners was also perceived positively by both the learners and the teacher as determined by the interviews.
In this paper, after defining comics and justifying and illustrating their potential as tools to enrich the process of English teaching and learning, we shall describe some techniques and programs that can be used by English teachers in order to create their own comics.
This paper attempts to identify the roles which the English language has been given (successfully or otherwise) in development. It begins with a brief discussion of how understanding of the concept of ‘development’ has changed over the last six decades and concurs with Amartya Sen’s view that ‘Development can be seen … as a process of expanding the real freedoms that people enjoy.’ The paper then examines four different roles that have been given to English: for employability, in international mobility, as a key for unlocking development opportunities and as a neutral language. The paper concludes that whilst there is evidence that English is important in these four roles, some caution is needed as well: English can be dangerously overused, it is not the only international language and there is a tendency to exaggerate its role. More research is needed before we can understand both the real value of English in development and the risks of using it inappropriately.
Practice is an essential component in learning a foreign language. However, practice alone is not sufficient. To become fluent, learners must move beyond the practice of a language to the production of the language. This paper examines the difference between the two strategies of practice and production. Examples of practice activities and production activities are elaborated. Specific ways in which production activities can be introduced into the ESL classroom are offered.
MEXTESOL Journal, vol 35, núm. 1, 2011, 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.
