Volume 20, Number 2, December 2023
DOI: 10.56040/e-flt.202

Editorial DOI: 10.56040/koos2020

Articles

Ayşegül Okumuş and Nurdan Gürbüz

Subtitles and Captions: An Instrument for Intentional or Incidental Learning?

DOI: 10.56040/aong2021

Abstract
Audio-visual materials such as TV series and films offer multiple semiotic modes and authentic language input for language learning. This case study sought to depict English as a Foreign Language (EFL) learners’ habits of utilising subtitles and captions for incidental and intentional learning of grammar and vocabulary through on-screen texts, subtitles and captions. The target group was determined through criterion sampling because they were expected to watch English TV series or films to be eligible to take part in the study. A survey and inter-view were employed to gather data from 113 Turkish EFL learners studying at the tertiary level. The quantitative data were analysed descriptively, while the qualitative data were analysed using a constant comparative method (Creswell & Poth, 2016). The findings revealed that, by watching captioned TV series and films, most of the participants performed intentional learning of vocabulary and grammar, whereas some are engaged in incidental learning. The strategies used by EFL learners for intentional learning of vocabulary and grammar were also provided.

Nansia Kyriakou

Greek-Cypriot Teachers’ Use of Translanguaging Spaces in Elementary Preparatory Classrooms in a Post-lock-down Era

DOI: 10.56040/nskk2022

Abstract
Due to COVID-19, the sense of teaching space has a more fluid meaning than ever before, especially for lan-guage minority learners. A diversity sample of nineteen elementary teachers who teach Greek as an additional language, participated in walking interviews to identify the current situation in preparatory classrooms in Cy-prus, after the lockdown phases. This multiple-case study reports on whether teachers enabled translanguaging spaces to evolve by reporting on a collage of collective knowledge, generated by both participants and their respective spaces via walking interviews, photographs, and field notes. The together spaces reported in this paper, using Rowe’s (2018) six principles for designing and creating instructional spaces to support translanguaging, contribute to the re(configuration) of translanguaging teaching and learning spaces in official educational contexts.

Fouad Akki et al.

Writing Ability across Descriptive and Argumentative Genres of Discourse among Moroccan EFL Students

DOI: 10.56040/fmsb2023

Abstract
This study compares and correlates descriptive and argumentative writing abilities of 80 undergraduate semes-ter six students studying English as a foreign language. To achieve this objective, a writing proficiency test was used to measure the students’ descriptive and argumentative abilities. Subsequently, paired-samples t-tests, Pearson Product-moment correlation, and simple linear regression were run to analyze the data. Although the findings showed that descriptive writing scores are greater than argumentative writing scores, there is still pos-itive correlation between descriptive and argumentative writing (r = .76, p < .001). Correlation between sub-components such as grammar, mechanics, vocabulary, content & organization, and syntax across the two genres ranges respectively from strong to weak levels. The study suggests adopting a sequential teaching through which teachers could start with introducing students to descriptive writing. Subsequently they can progress with argumentative genre, identified as more difficult for these students. Following this sequence would enable stu-dents to transfer their good command of writing sub-skills from descriptive to argumentative genre. The study concludes with implications for pedagogy and recommendations for future research.

Marianna Lőrincz

EFL Student Teachers’ Beliefs about Language Teaching Approaches and Instructional Practices

DOI: 10.56040/mlrc2024

Abstract
The crucial role of beliefs in shaping language teachers’ performance has been well-documented. By contrast, research focusing on EFL student teachers’ beliefs about language teaching approaches is still sparse, especially their manifestation in instructional practices. This study aimed to investigate the beliefs of English student teach-ers in Ukraine regarding language teaching approaches and document any similarities and differences with their actual performance. The data were collected through a researcher-designed questionnaire, reflective journals, and lesson observations, which allowed for a comparison between the student teachers' stated beliefs and their ob-served practices. The findings revealed that the participants identified with recent methodological thinking, en-dorsing the principles of communicative language teaching. The questionnaire data indicated a statistically sig-nificant difference in the beliefs of student teachers, suggesting a preference for contemporary language teaching approaches over traditional, with a medium effect size. Nevertheless, while the respondents expressed a prefer-ence for meaning-focused over form-focused instruction, they experienced difficulties in interpreting how these are implemented in practice. Specifically, they professed advocacy for classroom procedures and techniques associated with both contemporary and traditional language teaching and used them non-discriminately during lesson observation. In this respect, their beliefs and teaching practices align. Additionally, the participants demonstrated conversance with and reported implementing a repertoire of contemporary approaches and meth-ods. However, the observation of their instructional practices did not consistently demonstrate strict adherence to communicative language teaching, as features of traditional teaching methods were visible. Therefore, the results suggest a partial alignment between the student teachers’ beliefs and their actual performance. Overall, by opening a window into student teachers’ mental lives, these findings highlight the likely trajectory of their pro-fessional development and the support required by them to bridge the gap between their beliefs and classroom practices.

Cristina Castillo-Rodríguez and Cristina Navas-Romero

The Picture Dictation Activity for EFL in Primary Education: An Experience with Preservice Teachers

DOI: 10.56040/cccn2025

Abstract
Teaching listening in a foreign language requires time, practice, and effort. The Picture Dictation is presented as a creative activity in which a teacher describes an illustration to their students who have to draw it afterwards. This paper aims at exploring the impressions of preservice teachers of Primary Education towards the imple-mentation of a Picture Dictation as an activity for enhancing listening skills in young students. A total sample of 423 undergraduate students from two academic years were invited to participate. Out of this total, 233 partici-pants (G1) implemented the activity in the virtual modality during 2020/2021 academic year, whereas 190 stu-dents (G2) applied the activity in the face-to-face mode in 2021/2022. Each participant completed an online survey, which was uploaded onto Moodle platform. The main results showed that G1 would have preferred to apply the activity in a classroom environment, while G2 found some difficulty in the timing of the activity. However, the advantages were focused on promoting creativity and fostering listening comprehension. Even though the implementation of this kind of activity to practise EFL is not new, our findings contribute to gather-ing the main perceptions and beliefs held by preservice teachers, as well as the future implementation for their professional practice.