ESL Learners' Sense of Alienation: An Exploratory Mixed Method Research on the Role of ESL Teachers' Remarking Practices

Autor/inn/en	Khan, Misbah A.; Khan, Misbah R.; Chughtai, Iftikhar A.
Titel	ESL Learners' Sense of Alienation: An Exploratory Mixed Method Research on the Role of ESL Teachers' Remarking Practices
Quelle	In: English Language Teaching, 13 (2020) 11, S.59-74 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Alienation; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Oral Language; Feedback (Response); Class Activities; Student Attitudes; Teacher Student Relationship; Foreign Countries; Speech Acts; Teaching Methods; Anxiety; Classroom Communication; Self Concept; Student Evaluation; Pragmatics; Personal Autonomy; Task Analysis; Pakistan + Suchen Sie Ihr Suchwort? Entfremdung; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Oral interpretation; Mündlicher Sprachgebrauch; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Sprechakt; Teaching method; Lehrmethode; Unterrichtsmethode; Angst; Klassengespräch; Selbstkonzept; Schulnote; Studentische Bewertung; Pragmalinguistik; Individuelle Autonomie; Aufgabenanalyse
Abstract	The study attempts to highlight a major cause of learners' detachment and low performance in ESL classrooms at graduation levels in Bahawalpur City, Punjab, Pakistan. In this connection, this study tries to focus on the role of teachers' feedback remarks as a major cause of either instilling or accelerating sense of alienation among ESL learners. This study underpinned exploratory sequential mixed method research design to prove its hypotheses. The qualitative data shows that ESL learners receive evaluative remarks from their teachers in the form of 'face-threatening acts' more than 'face-saving acts' during classroom activities. Resultantly, they experience a sense of alienation from the language-related tasks and try to avoid the classroom situation feeling it a threat. The quantitative analysis shows the average range of sense of alienation experienced by learners which are highest in oral activities, lower in written tasks and lowest in comprehension-based activities. ESL teachers' evaluative feedback either instils or accelerates the sense of alienation among learners during various classroom activities. The type of alienation experienced more was an accelerated sense of alienation. This is why the majority of learners avoid getting engaged in the activities in which they find chances of losing self-image. Keeping the results in view, training sessions on 'Face Wants, Politeness theory, and Speech Acts' are recommended for ESL teachers to enhance their follow-up remarking practices. Moreover, there is a need to develop an anxiety-free classroom atmosphere to strengthen learners' autonomy and linguistic self-concept. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01