JOSHUA GENESIS DC. MIRALLES DR.

PRAKSIS MIRANDA
MAED-ELT ED 703

Annotated Bibliography

Case Study 1:

A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign

Language Learner’s L1 and L2 Identities Development.

Xiao, Y. and Zhao, A. (2022). A Case Study on the Impacts of Social Contexts on a Chinese
English as a Foreign Language Learner’s L1 and L2 Identities Development. Front. Psychol.
12:772777. doi: 10.3389/fpsyg.2021.772777

This study conducted by Xiao and Zhao explored the case of Ming , a Chinese Professor
of English, and analyzed his experience with language learning and identities in the face of changes
of social contexts on his L1 and L2 identities construction. It showed that conflicts may arise in
the process of constructing one’s identity as both L1 and L2 learner and speaker. Negotiations and
renegotiations across social contexts are imperative in interacting with the people around him both
in mainland China and in the United States. It was recommended that an EFL Learner has to be
emotionally resilient and dynamic in proudly keeping his L1 while being fluid, in his L1 and
confident in L2. The literature touches how L1 and L2 identities construction happen in view of
social settings, perspectives, and factors including socio-political dimension of language and
language use, fluency, language competence and comfort in moving across L1 and L2 circles.

Case Study 2:

ENGLISH LANGUAGE TEACHING AT MAKASSAR PRIMARY

SCHOOLS: A CASE STUDY

Rosmaladewi, R. (2017). English Language Teachingf at Makassar Primary Schools. International

Journal of Language Education, Vol. 1 No. 2, 2017 pp. 29-37 Politeknik Pertanian Negeri
Pangkep, Indonesia. Retrieved from: https://ojs.unm.ac.id/ijole/article/download/ 4312/2516
 This case study puts the spotlight on two (2) well-patronized and esteemed primary schools
in Makassar, Indonesia. It investigated the current practice of English as a Foreign Language (EFL)
in these two favorite institutions involving 84 students. Employing the descriptive method, the
researcher gathered data through observation, questionnaire and semi-structured interviews. Like
in the Philippines, the teachers in those basic education institutions made us of books as primary
learning resource. Media and physical/actual objects called realias are used as supplementary
teaching and learning instruments. The case study named several instructional challenges faced by
both teachers and students in mastering English. The literature seems to be reflected on the
findings. The difficulties encountered and endured by the teachers are unavailability or limited
availability of learning materials, time allocation or teacher-student contact time, class size, and
multi-media production and usage. On the part of learners, the students favor a variety of teaching
methods and resources. Like teachers, learners find the learning time insufficient. They find the
teaching materials as unexciting and limited in kind. It was recommended that the government
should provide a variety of useful and relevant teaching materials that could facilitate learning and
positively impact English language learning.

Case Study 3:

CASE STUDY OF SECOND LANGUAGE ACQUISITION: WHAT CONTRIBUTES TO

SPEAKING PROFICIENCY

Wildan I.A. (2019) Case Study Of Second Language Acquisition: What Contributes To Speaking
ProficienneyVolume 5, No. 1 Pebruari 2019 e-ISSN 2598-3172

This study sheds light on the contributory factors that lead to second language speaking
proficiency. It aimed to examine what contributes to speaking proficiency in L2 acquisition. The
subject of this case study was a learner who was 12 years old or over. The subject should qualify
to have categorized as “good” level of speaking proficiency minimum based on the test. The
researcher limited the factors of concern: language input, conducive environment, and motivation.
The literature provided show that they influence the students’ speaking proficiency. This study
adopted the descriptive qualitative research method as it intended to figure out the causal
relationship between behavior and outcome. Research instruments used were in-depth interview
and questionnaire. Based on the data, the result showed that three aspects: language input,
conducive learning environment, and motivation, have significant impact on deciding the level of
English speaking proficiency of a learner.