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All Journal Indonesian Journal of Applied Linguistics (IJAL)
Pouromid, Sajjad
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Languange, Linguistic, Communication & Media

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Towards multimodal interactions in the multilingual EFL classroom: Lessons from a COIL experience Pouromid, Sajjad
Indonesian Journal of Applied Linguistics Vol 8, No 3 (2019): Vol. 8 No. 3, January 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i3.15262

Abstract

Internationalization of higher education has recently gained momentum, and many tertiary education institutions have felt it incumbent upon themselves to foster this trend. Due to lack of resources, student and faculty mobility has not always been a viable option, however. Thus, as an alternative to Internationalization Abroad, Internationalization at Home has gained popularity. Empowering learners by making them interculturally competent is one of the main concerns in this trend. Foreign language education within a curriculum that emphasizes intercultural interaction can, therefore, play significant roles in realizing the internationalization agenda. The present study was therefore designed to explore the nature of such intercultural interactions from a conversation analytic view. It builds upon data collected from audiovisual intercultural exchanges of 16 Japanese and 18 Taiwanese students engaged in a Collaborative Online International Learning (COIL) program between a Japanese university and a university from Taiwan. The data is used to shed light on the less explored potentials of COIL in bringing together EFL classes from across borders and giving learners the opportunity to engage in intercultural interactions in a virtual multilingual context. The conversation analysis of the video recorded interactions of the learners indicates how they use a variety of multimodal resources to maintain intersubjectivity with their peers from a different cultural background when they evaluate their English proficiency as inadequate. The results also suggest that multimodal and translingual practices frequently occur in classes where learners do not share an L1 and therefore have to be systematically attended to.
LANGUAGE TEACHERS’ BELIEFS ON MATERIALS USE AND THEIR LOCUS OF CONTROL: CASE-STUDIES FROM IRAN AND JAPAN Amerian, Majid; Pouromid, Sajjad
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9808

Abstract

Teacher belief research has gone a long way to understand the complex mental lives of language teachers with regards to different aspects of the teaching profession. Little, however, is known about the teachers’ beliefs on the use of language teaching materials. Similarly, attempts to find literature on EFL teachers’ actual use of the materials based on systematic observation meets with great difficulty. The present case study research was therefore designed to contribute to the literature on teacher beliefs and materials use utilizing data from five Iranian and five Japanese teachers of English as a foreign language. Based on questionnaires, observations (50 sessions) and stimulated recall interviews (around 13 hours), it was found that while the Iranian teachers’ beliefs were rooted in their learning and teaching experiences besides the syllabus and context imposed standards, the Japanese teachers’ beliefs were mediated by their learning and teaching experiences, self-developed theories, SLA informed theories and colleague inspirations. The results of stimulated recall sessions making use of the construct of locus of control as interpretive lens also suggested that while the Iranian teachers mostly held other parties responsible for their pedagogic decisions, the Japanese teachers took responsibility for most of their decision on materials use. 
Co-Authors Amerian, Majid