Article Annotations Date Article Annotations Annotation 1 Canagarajah, A. (2006). TESOL at Forty: What Are the Issues? TESOL Quarterly, Vol. 40, No. 1, 9-34. The author proffered issues relative to the thrusts of TESOL Quarterly with three identified trends, to wit: (1) a continuation along the earlier lines of progression; (2) a radical reorientation along new paradigms; and (3) unresolved debates and questions about the direction in certain domains (Canagarajah, 2006, p…
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After expounding on the broadening of TESOL’s story, in conclusion, the author disclosed that the future embraces an international family that respects mutual questioning, active negotiation, and radical integration (Canagarajah, 2006, p. 29). Annotation 2 Chang, L. (2010). Group Processes and EFL Learners’ Motivation: A Study of Group Dynamics in EFL Classrooms. TESOL Quarterly, Vol. 44, No. 1, 129-155. The author clearly indicated that the aim of the study was to examine the impact of group processes, including norms and cohesiveness of the groups, as influencing EFL learners’ motivation. A review of related literature was initially presented to expound on issues concerning group processes, group cohesiveness, group norms, L2 motivation (self-efficacy and learner autonomy. The actual research indicated that participants were 152 students of a Taiwan university where questionnaires and subsequent interviews had been administered. The results indicate that class grouping significantly affects second language learning motivation. The authors emphasized that future research needs to consider undetected factors that influence the relationship between group processes and language learning. Annotation 3 Chen, J., Warden, C., & Chang, H. (2005). Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation. TESOL Quarterly, Vol. 39, No. 4, 609-633. The authors determined the effect of culture on motivation by conducting a study participated by 567 language learners in Taiwan. A survey was implemented focusing on topics such as motivation orientation, expectancy, and self-evaluated skill (Chen, Warden, & Chang, 2005, p. 609). By initially exploring various reviews of literature on motivation within the EFL setting, their study was developed to tailor to the Chinese EFL learners where the results found that integration was not a significant factor in the motivational learning effort (Chen, Warden, & Chang, 2005, p. 631). Limitations of the research were noted in terms of using two comparative cultural orientations: the West as contrasted with Chinese culture and thereby provides opportunities for future research within a more wider and diverse global cultural perspective. Annotation 4 Gatbonton, E., Trofimovich, P., & Magid, M. (2005). Learners' Ethnic Group Affiliation and L2 Pronunciation Accuracy: A Sociolinguistic Investigation. TESOL Quarterly, Vol. 39, No. 3; 489-511. The authors aimed to determine the relationship between ethnic group affiliation and second- language (L2) pronunciation accuracy defined here as native-like, nonaccented L2 speech or L2 speech that contains no first language (Li) influences (Gatbonton, Trofimovich, & Magid, 2005, p. 489). Two study questions were identified, to wit: (a) Is there a relationship between learners' L2 accent and ethnic group affiliation as perceived by fellow learners? (b) If such a relationship exists, what are its behavioural consequences? The participants of the study included 24 Francophone learners of English from Montrea where research methods used stimulus tapes and questionnaires. The results of the study revealed that L2 learners treated their peers' L2 accent as an
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