Integrating Speaking and Listening Activities into Teaching Anglo-American Academic Writing Rhetoric

Abstract

In an attempt to widen the range of practical strategies grounded in theoretical speculations of genre theorists, this paper proposes teaching the rhetoric of Anglo-American argumentation through pre-writing listening and speaking activities in ESL academic writing classes. Research shows students' struggles with ESL academic writing include more than inadequate knowledge of vocabulary, grammar, and sentence structure. Instead, the main problem is suggested to be a problem of rhetoric. Students' attachment to their native rhetorics and their unfamiliarity with Anglo-American academic rhetoric can seriously hinder the process of learning academic writing in English. Suggestions have been made that teachers should condition students into adopting Anglo-American rhetorical patterns through drills and controlled exercises. These methods, however, have proved unsuccessful, ignoring the impact of students' native rhetorics. Thus, an emphasis on paying sufficient attention to students' cultural backgrounds has been the focus of many recent studies, particularly among multiliteracies experts and genre theorists. This paper taps into the theoretical potential of the latter in order to propose integrating speaking and listening activities into teaching Anglo-American academic writing as a new strategy.

Teachers’ experiences of, challenges, and attitudes towards using mobile applications for teaching English as a foreign language in Kazakhstan

“…Another research about the effectiveness of mobile language learning applications in teaching vocabulary was explored by researchers Basal, Tanriverdi, and Sari (2016). For four weeks the researchers examined the positive sides of mobile language learning applications on teaching idioms and compared them with traditional and Kanchana and Saha (2015) investigated the benefits of mobile devices in teaching English in India. They discovered that integrating mobile phones into the teaching process can improve the effectiveness of teaching English to learners.…”

Acquisition of Vocabulary in Primary Schools Via GoPic with QR Code

“…Additionally, the mobile devices possess characteristics like portability, functionality, ubiquity, utility and connectivity. It is also discovered that the use of ubiquitous mobile technology (ubiquitous learning) has a positive effect of increasing the idea of innovation and learner involvement, participation and interaction (Huah & Jarrett, 2014;Leone & Leo, 2011). Based on her study, Yunus (2018) reflected that there are various technologies available that is useful and varied to be used in language teaching and learning which currently had become vital to language practice.…”

“…In addition, Huah and Jarrett (2014) revealed that the QR code is versatile in terms of generating a guided learning environment and yet still allow learners to immerse in the learning process. This freedom provides learners with the autonomy to navigate learning within their own pace.…”

“…Based on the findings of the field notes, the respondents showed interest and motivation in the use of GoPic with QR Code to acquire vocabulary. "The use of ubiquitous mobile technology (ubiquitous learning) has amplified the spirit of novelty and learner involvement, participation and interaction" (Huah & Jarrett, 2014;Leone & Leo, 2011). This is also supported by Melor (2018) in her study that the range of technologies available for use in language teaching and learning is diverse and their usage in classrooms have become central to language practice.…”