Eoin Jordan

This article reports on a qualitative study that evaluated Chinese EFL (English as a Foreign Language) teachers' perceptions of the effects of four different subtitling modes on English comprehension and vocabulary acquisition of learners in secondary education. The four types of subtitles refer to no subtitles, Chinese subtitles, English subtitles, and bilingual subtitles in audiovisual materials. The results of the study indicated that interviewees regarded the use of no subtitles as the least effective of the modes for enhancing students' language proficiency. Chinese subtitles were perceived to assist students with comprehension of content but were less effective at enabling them to recall and memorize English lexis. English subtitles were perceived to aid comprehension of the content to some degree, while also inspiring learners to develop their English vocabulary knowledge. Bilingual subtitles were considered to enhance both students' English comprehension and voca...

This article reports on the trial of ARS (Audience Response System) clicker technology in language lectures at an English-medium international university in China. Seven lecturers used an ARS with a group of 258 students over a semester-long series of English language lectures. At the end of the course, questionnaire feedback was collected from both lecturers and students to discover: (i) whether they felt that this technology had enhanced learning in the lectures, and (ii) what problems they had experienced when using the ARS. The results suggested that both lecturers and students felt the ARS did enhance learning, by both increasing interest in the lecture materials and improving understanding of content. Problems reported were limited to the performance of the equipment used during the trial. These findings suggest that ARS technology may be a useful tool for language teaching with large student groups.

This article examines the issue of cognates in frequency-based vocabulary size testing. Data from a pilot study for a cognate-controlled English vocabulary size test was used to assess whether a group of Japanese university English learners (n = 60) were more successful at responding to cognate items than noncognate ones in three 1000 word frequency bands on a Japanese-English translation task. The results showed a statistically significant difference between scores achieved on cognate and noncognate items at the 2000 and 3000 frequency levels, but not at the 1000 frequency level. The findings suggest that cognate items may be easier for test-takers to respond to than noncognate ones of similar frequency, indicating the importance of ensuring that their respective proportions in tests are representative of those inherent in the frequency bands they have been sampled from. It is also argued that such representativeness may best be achieved via a stratified item sampling approach.

This article reports on a study that evaluated Japanese university students’ attitudes towards Japanese English and inner circle English pronunciation, with the aim of gauging their level of acceptance of Japanese movie star Ken Watanabe as an English pronunciation role model. Students completed an online questionnaire that assessed how attractive, comprehensible and achievable they found Watanabe’s English pronunciation in comparison to a British and an American actor’s speech. The results of the study indicated that respondents regarded Watanabe’s pronunciation as being significantly less attractive, but more comprehensible and achievable than that of the other two actors. No significant differences were observed between the responses for the inner circle speakers. Watanabe’s Japanese English pronunciation appeared to be perceived as somehow inferior to that of the British and American speakers by participants, and this seems likely to be the main obstacle preventing the adoption of Watanabe as a pronunciation role model by Japanese students of English.

This chapter examines a semester-long Moodle-based programme of monitored quizzes designed to encourage first-year Chinese students at an English medium university in China to engage in English language self-study and autonomous learning. Usage statistics and questionnaire data were collected and analysed in order to investigate overall quiz participation rates, usage patterns across the semester, and the extent to which the programme affected students’ attitudes towards self-study. The results indicated that participation rates in the quizzes were high, although activity on the programme pages did decline as the semester progressed. Students also reported via the questionnaire that the programme had helped them learn how to organise their own self-study. However, statistics from Moodle revealed that many participants were not taking the quizzes on a regular, weekly basis, as had been intended, suggesting that the programme may have only been partially successful in fostering autonomous study skills.

This article examines the issue of cognates in frequency-based vocabulary size testing. Data from a pilot study for a cognate- controlled English vocabulary size test was used to assess whether a group of Japanese university English learners (n=60) were more successful at responding to cognate items than noncognate ones in three 1000 word frequency bands on a Japanese-English translation task. The results showed a statistically significant difference between scores achieved on cognate and noncognate items at the 2000 and 3000 frequency levels, but not at the 1000 frequency level. The findings suggest that cognate items may be easier for test-takers to respond to than noncognate ones of similar frequency, indicating the importance of ensuring that their respective proportions in tests are representative of those inherent in the frequency bands they have been sampled from. It is also argued that such representativeness may best be achieved via a stratified item sampling approach.

"This article focuses on usage and perceptions of English in the world today. Following an analysis of existing terminology in and related to the field of World Englishes, a new model of ‘Local’ and ‘International’ Englishes is proposed as an alternative theoretical framework through which the current global state of English can be considered. The new model implies that, partly due to inertia in language teaching and testing, the form of International English which is equally intelligible for all users may in fact be quite far removed from the perceived international standard for the language at present. Examples drawn from World Englishes literature are used to illustrate the new framework, then an argument is made for the development and promotion of a number of ‘Regional’ International Englishes that enhance mutual intelligibility within blocks of geographically proximate countries, but are in turn also intelligible with each another. The case is made that this scenario is preferable to the imposition of a single world standard for the language. It is finally argued that current English education and testing practices may act as an obstacle to the goal of promoting Regional International Englishes, and that more research into the existing characteristics and perceptions of English at a regional level is necessary. "

This  paper addresses the problematic issue of teaching English pronunciation to Japanese learners, advocating a shift away from the native speaker as a model. An argument is presented for the development and recognition of a distinct Japanese English pronunciation standard that can be used as a guideline to inform oral English teaching practices in the Japanese school system. Suggestions are made at the end of the paper for future research to contribute towards the development of such guidelines.

This article reports on a study that evaluated Japanese university  students’ attitudes towards Japanese English and inner circle English pronunciation, with the aim of gauging their level  of acceptance of Japanese movie star Ken Watanabe as an English pronunciation role model. Students completed an online questionnaire that assessed how attractive, comprehensible and achievable they found Watanabe’s English pronunciation in comparison to a British and an American actor’s speech. The results of the study indicated  that respondents regarded Watanabe’s pronunciation as being significantly less attractive, but more comprehensible and achievable than that of the other two actors. No significant differences were observed between the responses for the inner circle speakers. Watanabe’s Japanese English pronunciation appeared to be perceived as somehow inferior to that of the British and American speakers by participants, and this seems likely to be the main obstacle preventing the adoption of Watanabe as a pronunciation role
model by Japanese students of English.