Studies in Applied Linguistics and TESOL

Readers’ Credits for Volume 23, Issue 2

2023-12-11T14:27:46+00:00

Teachers as Researchers: Exploratory Practice in Tunisian EFL Classrooms

2023-10-30T13:09:43+00:00

This Special Issue is dedicated to teachers’ exploratory practice research (Allwright, 2005; Allwright & Hanks, 2009). It showcases nine studies conducted by Tunisian EFL teachers in their own classrooms.

In the publishing world of TESOL and applied linguistics, despite a proliferation of journals and edited volumes in recent decades, there remains hardly any space for practitioner research. Book publishers and journal editors, driven in part by concerns about profit margins, tend to reject this type of research (unabashedly) citing, as pretexts, the lack of geographical reach or lack of name recognition among contributors. Against this backdrop, this Special Issue counters the commercial mindset and helps fill a longstanding void in TESOL and applied linguistics literature. It illustrates how exploratory practice research can be done and illuminates the potential of practitioner research and the largely untapped ingenuity of practitioners.

As an introduction to this Special Issue, we will, briefly, discuss the research-practice divide phenomenon and describe the genre of exploratory practice (EP). After, we present a synopsis of nine EP studies. We conclude by emphasizing the unique role of EP in advancing foreign language instruction and suggesting ways to substantiate it.

The Impact of English Extracurricular Activities on Pre-Service Teachers at the Higher Institute of Social Sciences and Education of Gafsa

2023-12-07T14:46:03+00:00

This exploratory practice study examined the impact of English extracurricular activities on pre-service teachers at the Higher Institute of Social Sciences and Education of Gafsa (HISSEG). In particular, it explored pre-service teachers’ experiences in extracurricular activities that involve the use of English and how these extracurriculars impacted pre-service teachers vis-à-vis their English language. Qualitative and quantitative data from 19 pre-service teachers at the HISSEG were collected via an online questionnaire and self-recorded videos. Results showed that participants’ experiences in extracurriculars were positive and beneficial for their motivation towards using the language, as well as for their English language development. Not only did extracurricular activities seem to enhance participants’ overall English language proficiency, but they also helped foster specific skills such as pronunciation and vocabulary building.

Tunisian EFL Learners’ Perceptions of the Use of Oral Presentations in Assessing Speaking Skills: An Exploratory Practice Study

2023-12-07T14:55:08+00:00

The aim of this exploratory practice research was to gain a better understanding of how tertiary education English as a foreign language (EFL) learners perceive oral presentations (OPs) in the formative assessment of their speaking skills. Participants were 150 pre-service teachers of primary education from the Higher Institute of Social Sciences and Education of Gafsa (HISSEG), Tunisia. Data were collected through a questionnaire and analyzed quantitatively and qualitatively. Results revealed that participants showed a positive attitude towards oral presentation (OP) assessment, viewing it as useful in enhancing their speaking abilities and self-reflection and self-assessment skills. They also appreciated teacher feedback. In addition, they demonstrated a relatively high awareness of the purposes of OP assessment. However, participants had moderate awareness of the assessment criteria and low perception of peer feedback. Further interventions are needed to reinforce the strengths and address the inadequacies of OPs as a tool of formative assessment.

Puzzling Over Mechanical Errors: An Exploratory Practice Study

2023-12-07T15:06:11+00:00

This study sought to solve the puzzle of persistent occurrence of mechanical errors in pre-service primary school teachers’ writings. Data consisted of short compositions from four intact classes (n=75) of second-year university students at the Higher Institute of Arts and Crafts of Tataouine (ISAMT), Tunisia. Results of data analysis revealed a high rate of mechanical errors and indicated that negative transfer and fossilization were major obstacles in the process of mastering L2 writing.

Can TBLT Be a Remedy for EFL Writing Anxiety? Towards Better-Quality Writing Output

2023-12-07T15:17:59+00:00

This exploratory practice study addresses the puzzle of EFL writing anxiety experienced by pre-service teachers. To decipher the puzzle, probe its likely causes, and propose solutions, we conducted an exploratory study with a group of 37 first-year, preservice teachers at the Higher Institute of Human Sciences of Medenine (HIHSM), Tunisia, using a task-based language teaching (TBLT) approach as a potential remedy for the puzzle. Data were gathered via (a) a student needs analysis on the challenges encountered while doing writing assignments, (b) our reflections on the design and implementation of a TBLT lesson plan, (c) a student satisfaction survey on the TBLT experiment, and (d) students’ writing assignments. Our findings show that a TBLT-inspired writing sequence boosted students’ enthusiasm, motivation and self-confidence, lessened their anxiety, and improved their writing quality. The implementation of TBLT was, however, not without challenges.

The Role of Task-Based Language Teaching in Fostering Tunisian Pre-service Primary School Teachers’ Functional Competence

2023-12-07T15:28:03+00:00

This exploratory practice study, conducted at the Higher Institute of Human Sciences of Jendouba and the Higher Institute of Languages of Gabès, Tunisia, investigated the impact of task-based language teaching (TBLT) on pre-service teachers’ functional competence and explored both teachers’ and students’ perceptions of TBLT in their English courses. Data came primarily from classroom observations and focus-group interviews. Findings suggest that TBLT fostered pre-service teachers’ functional competence in English. Both teachers and students reported that TBLT helped improve learners’ linguistic and communicative skills.

An Exploratory Practice Study on the Impact of the Problem-Based Learning Approach in a TEYL Course on Pre-Service Primary School Teachers

2023-12-07T15:34:43+00:00

This exploratory practice study explores the impact of problem-based learning (PBL) in a teaching English to young learners (TEYL) course on pre-service primary school teachers at the Higher Institute of Arts and Crafts of Tataouine, Tunisia. A survey was used to collect information about pre-service teachers’ attitudes towards PBL. The findings suggest that the pre-service teachers found PBL to be effective and engaging as an instructional approach in that it helped them develop their critical thinking, team-building skills, and self-directed learning.

An Exploratory Practice Study on the Use of Film Adaptation in the Tunisian Literature Classroom

2023-12-07T15:41:58+00:00

This exploratory practice study examined the effectiveness of film adaptation in teaching a Shakespearean play, The Merchant of Venice, during the fall semester of 2022 at the Higher Institute of Languages, Gabès. Qualitative and quantitative data from third-year students majoring in English language, literature, and civilization, as well as teachers of English literature were collected through a questionnaire and two interviews. Questionnaire results indicated that the majority of students had a positive view of the film adaptation of the play in question, noting that it helped them overcome their anxiety when reading Shakespearean works and increased their motivation and engagement. The teachers interviewed highlighted the effectiveness of film adaptation in teaching literature, in general, and Shakespearean plays, in particular.

Impact of Evidence-Based Instruction on Teachers’ Views of Teaching and their Learning of TEYL-Related Concepts

2023-12-07T15:47:58+00:00

This exploratory practice study attempts to investigate the impact of a newly designed TEYL (Teaching English to Young Learners) course on pre-service teachers’ learning at the Institut Supérieur des Arts et Métiers, Tataouine (ISAMT). The study also examined their views of teaching as they will soon graduate and join the teaching profession. Several types of assessment (formative and summative) were designed to diagnose and assess students’ views of teaching and knowledge of TEYL-related concepts before and after the TEYL course. Findings reveal that while students’ understanding of TEYL concepts has improved, their English language proficiency remains a major obstacle to fully benefitting from the course.

Towards More Effective Feedback Strategies to Enhance Microteaching for Pre-service Teachers at ISEAH Mahdia

2023-12-07T15:53:48+00:00

This exploratory practice study examined the effectiveness of the feedback strategies currently in use at the Higher Institute of Applied Studies in the Humanities of Mahdia in relation to the practice of microteaching for Tunisian pre-service teachers. Qualitative and quantitative data from third-year students majoring in Education and Teaching were collected: 30 videotaped microteaching lessons, two in-class discussions, and teacher trainees’ responses to a survey designed to track their progress in light of the feedback they had received from their trainer and peers. The analyses revealed traceable improvement in the trainees’ understanding and performance, thereby establishing the efficacy of the current feedback strategies for enhancing the quality of students’ microteaching.