Reading Log: Journal

11 Meeting Assignment

READING LOG: JOURNAL

Day 1 Monday, 08 May 2017 Time: an hour
First title	Reiteration: at the intersection of code-switching and translation
Sources	https://eric.ed.gov/?id=EJ1093329
Background	Forms of code-switching can be referred as translation. The intersection of code-switching and translation by exploring multilingual reiteration
The amount of paragraphs	13 paragraphs
What makes you interested in this journal	This journal is related to the research that I will conduct for Sociolinguistics in ELT class.
Comment after reading	The first five pages of the article has already given me headache because I really need to pay attention on the topic’s talking about. Reading this journal for an hour need several times to go back to the previous paragraph to get the understanding, besides the distraction occurred during reading the journal. That’s why I only can finish reading five pages for an hour.
New vocabularies found	Reiteration,
Day 2 Tuesday, 09 May 2017 Time: an hour
First title	Reiteration: at the intersection of code-switching and Translation
Sources	https://eric.ed.gov/?id=EJ1093329
Background	Forms of code-switching can be referred as translation. The intersection of code-switching and translation by exploring multilingual reiteration
The amount of paragraphs	3 pages
What makes you interested in this journal	I need to finish reading this article, but I do not think I can.
Comment after reading	I could not finish reading the whole 39 pages article because after several sections have been read, I found the context of the research is not education. It focuses on the general of sociolinguistics. Thus, I only read abstract, introduction, and conclusion section.
New vocabularies found	Prosody,
Day 3 Wednesday, 10 May 2017 Time: 35 minutes
First title	Code-Switching in English as a Foreign Language Classroom: Teachers’ Attitudes
Sources	https://eric.ed.gov/?id=EJ1077101
Background	Code-switching in language classroom conducted by teachers in ESL classroom. The policy in English language institutions demands that English teachers use only English in teaching, the actual classroom practice might be different.
Research questions	1.      What are the English teachers’ attitudes toward code-switching? 2.      What are the functions of the teachers’ code-switching within the class?
Research procedure	Observation, questionnaire, and interview
Conclusion	The participants displayed positive attitudes toward code-switching, however they encouraged to use only English in ESL classroom.
The amount of paragraphs	12 pages
What makes you interested in this journal	It is related to the topic for final project of Sociolinguistics in ELT class.
Comment after reading	I think the article is good. It contains information that I need for the research and provided a well-served data analysis.
New vocabularies found	Excerpt, juxtaposition
Time: 20 minutes
Second title	A Study on Anxiety in Chinese EFL University Students
Sources	https://eric.ed.gov/?id=EJ1110997
Background	The relationship between anxiety and native-speaking teacher’s teaching and extracurricular activities in an immersion summer camp.
Research questions	1.      Did a considerable number of students at each level felt anxious when speaking to native speaking teachers and volunteers in and out of classroom in the summer camp setting? 2.      Did the more proficient students tend to be less anxious in the summer camp setting? 3.      Did the students feel less anxious when they learn English and western cultures not for any examination?
Research procedure	survey, interviews, reflective journals and observations
Conclusion	1.      This suggests that significant foreign language anxiety was experienced by many students in response to at least some aspects of foreign language learning before the camp. 2.      It might be better to combine students with different levels in one class, because the active participation of advanced-level students in class, other peers could be spurred to be more active as well. Gradually, anxiety could be diminished and active participation be enhanced. 3.      They reported that they feel is not fair or motivated enough to attend the camp activities.
The amount of paragraphs	6 pages
What makes you interested in this journal	This article is the reference for mini research I conduct in Qualitative research in ELT class
Comment after reading	Even though the article only has six pages, I think I need to read twice to understand what it is talking about.
New vocabularies found	Diminished, spurred, debilitating
Day 4 Friday, 11 May 2017 Time: 33 minutes
First title	Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university
Sources	www.sciencedirect.com/science/article/pii/S1877042815046133
Background	Examining students’ foreign language anxiety and solution of it.
Research questions	1.      Do the students in English preparatory program experience foreign language speaking anxiety (FLSA) in language classrooms? If so, what is the level of it? 2.      Does the level of foreign language speaking anxiety (FLSA) differ according to gender? 3.      Is there a significant difference in terms of FLSA among the students according to their proficiency levels? 4.      Do EFL students’ FLSA differ depending on whether students speak with a native speaker or in front of class?
Research procedure	Questionnaire of EFL speaking anxiety scale
Result/findings	The results of the first research question revealed that EFL students undergo a moderate level of FLSA. The second question as to the gender difference on FLSA presents that female students seem to be highly anxious when speaking. The third question’s results pinpoints that proficiency level of the students does not impact students’ anxiety level. The last finding points out that speaking with a native speaker makes a difference compared to speaking in front of a class.
Conclusion	The results revealed that METU preparatory program students experience moderate level of FLSA, which paves a path for practitioners to guide and break down this affective barrier for communicative competence. Teachers need to employ different strategies appealing to each gender to decrease their anxiety levels.
The amount of paragraphs	9 pages
What makes you interested in this journal	The article is related to the research I am conducted for Qualitative Research in ELT class.
Comment after reading	Now I know, what topic I should find as reference for my mini research project.
New vocabularies found
Day 5 Saturday, 12 May 2017 Time: 50 minutes
First title	Enhancing Japanese University students’ English language presentation skills with mobile-video recordings
Sources	https://eric.ed.gov/?id=EJ1125241
Background	1.      Mobile-video assisted in language learning 2.      Oral presentations and language learning in Japan
Research questions	1.      What do students perceive as potential advantages and disadvantages of the use of mobile-video in an efl presentation lesson? 2.      What are the students’ perceptions of the self- and peer-viewing activities on the LMS? 3.      What contradictions and tensions, if any, arise when using mobile-videos in an EFL presentation class?
Research procedure	Questionnaire, interview
Result/findings	1.      Advantages: One of the main benefits of poster presentation sessions is that students find them less daunting and easier than conventional public speaking activities; disadvantages: This result was expected as several studies have found that privacy concerns are important to Japanese learners 2.      Perceptions: participants realized that there is an underlying cultural tension between a Japanese-style PowerPoint presentation and the public speaking activities in a typical EFL classroom. 3.      Contradictions and tensions: The data that emerged from the focus group interview revealed that the process of mediating tools as well as the complex interactions between the different elements of the activity system generated a great deal of tension.
Conclusion	Even though the participants were concerned with privacy and personal property in utilizing mobile-video recording devices, they recognized several benefits to using the devices for self- and peer-assessment, such as being able to repeatedly view the recordings and to objectively notice areas of their performance that needed improvement. it can be an effective tool for the teaching of English-language presentation skills if instructors carefully consider the issues identified in this research project as well as the unique context in which they teach.
The amount of paragraphs	15 pages
What makes you interested in this journal	The article is related to the research I am conducted for Qualitative Research in ELT class.
Comment after reading	This article enlighten me in some part of the darkness in writing the mini research for QR assignment.
New vocabularies found	Glorified, tremendous, profound