Search results

1

AN EXPLORATORY STUDY OF ICT USE IN ENGLISH LANGUAGE LEARNING AMONG EFL UNIVERSITY STUDENTS

100%

Tri D. H., Nguyen N. H. T.

Teaching English with Technology

|

2014

|

vol. 14

|

issue 4

32-46

EN

There has been a large volume of published studies describing the attitudes of teachers and students towards ICT usage to study English; nevertheless, limited research has been conducted to examine the use of ICT in terms of frequency of use, purposes, perceptions, and expectations among EFL students. Thus, the purpose of the current study was to address this research problem. The research used a convenience sample of 149 English major students who were invited to respond to the questionnaire survey. The findings indicated that the participants spent more time using ICT for private purposes than for English learning purposes. Most of them showed their positive attitudes towards ICT use to study English and expected that ICT should be used more frequently in the classroom in order to maximize language learning and teaching. Gaining an understanding of the way the learners employ ICT for their non-educational purposes may help “shed light on how best to determine their educational uses” (Fujimoto, 2012, p.165). Pedagogical implications were also given in this current inquiry.

2

USING VIDEOS OF STUDENTS IN THE CLASSROOM TO ENHANCE LEARNER AUTONOMY

80%

Wachob P.

Teaching English with Technology

|

2011

|

vol. 11

|

issue 2

18-28

EN

Although the technology of digital videos is available, many classroom EFL teachers are unsure of what they can do with videos. This paper will present some reasons why teachers should consider using videos of student performance based on ideas of motivation and learner autonomy. Three activities are presented with checklists and protocols that can be implemented in classrooms. These activities are based on using technology, but integrate skills such as: reflection, evaluation, critique, listening, speaking and writing. These critical skills, along with higher levels of motivation, are prerequisites to learner autonomy. Some considerations about how to prepare students before, during and after videotaping as well as some hints on how to videotape are also included. Technology is not a substitute for teaching, nor does it stand alone as a technique, but when integrated into other classroom practices can help promote learner autonomy.

3

TEACHING ENGLISH MULTIMODALLY. THE USE OF NEW TRAVEL WEBSITES IN EFL ENVIRONMENTS

80%

Sindoni M. G.

Teaching English with Technology

|

2015

|

vol. 15

|

issue 2

19-38

EN

This paper reports on the first stage of an Italian national project, Access Through Text (ACT henceforth), designed to respond to issues related to reading strategies, textual barriers and online access to web texts in English in educational environments, with specific reference to English as a Foreign Language (EFL). The first stage of the work has been focused on the theoretical foundation on which the project is based, in particular giving suggestions about how digital literacy for learners aged 6-18 can be encouraged and facilitated in web-based multimodal platforms (Jones, Hafner 2012). An inventory of integrative systems has been created to account for a range of devices that help break down barriers in texts (Baldry, Gaggia, Porta, 2011; Gaggia 2012; Porta 2012). The second section of this paper presents the design and administration of a needs analysis for the identification of specific needs for the three targeted age groups of EFL learners (group 1: 6-10, group 2: 11-14; group 3: 15-18). The survey also investigates which best practices can be adopted with regard to a) ease of access; b) awareness of sociocultural and genre-related textual barriers, and c) language problems for EFL learners. This paper will focus on Group 3, i.e. learners aged 15-18, and on how New Travel websites (NTWs) can be used in educational environments through task-based activities. Preliminary findings have shown that the text barriers identified in NTW can be ascribed to different socio-semiotic, multimodal and linguistic areas. Multimodal corpora have been created and annotated for the purpose of unpacking and tackling text barriers. The rationale of corpora selection (Baldry, O’Halloran 2010), replicability of the experiment, issues in categorization and taxonomies involved in NTWs will be discussed, with the final goal of providing guidelines for teachers, parents and other stakeholders in the field of digital literacy..

4

THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE

80%

Bataineh R. F., Mayyas M. B.

Teaching English with Technology

|

2017

|

vol. 17

|

issue 3

35-49

EN

This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students’ reading comprehension and grammar performance. The study uses a quasi-experimental, pre-/post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental group (n=17) and a control group (n=15). The former used blended learning in which Moodle supplemented in-class instruction whereas the latter used in-class instruction only. Using means, standard deviations, ANCOVA and MANCOVA, the analysis revealed that the experimental group outperformed the control group (at α = 0.05) in both reading comprehension and grammar.

5

LAMS AS AN ASSESSMENT TOOL FOR TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE

80%

Castaño A. B., Urgal C. C., Gómez G. R., Ruiz M. Á. G., Noche B. G.

Teaching English with Technology

|

2011

|

vol. 11

|

issue 1

204-215

EN

In this paper we describe how LAMS (Learning Activity Management System) might help English language teachers to design and implement e-Learning-oriented e-Assessment and to enhance the techniques they employ to provide complete assessment units embracing all linguistic skills. In doing so, we present an example of an assessment unit in which such an implementation can be seen through the combination of different resources LAMS provides, thus improving the design of didactic syllabuses.

6

DISCOURSE FUNCTIONS AND VOCABULARY USE IN ENGLISH LANGUAGE LEARNERS' SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION

80%

AbuSeileek A. F., Rabab'ah G.

Teaching English with Technology

|

2013

|

vol. 13

|

issue 1

42-61

EN

This study explored the discourse generated by English as a foreign language (EFL) learners using synchronous computer-mediated communication (CMC) as an approach to help English language learners to create social interaction in the classroom. It investigated the impact of synchronous CMC mode on the quantity of total words, lexical range and discourse functions of EFL learners’ writing from different genders (males vs. females). Thirty-two intermediate EFL students discussed four topics in four CMC sessions. The findings revealed that gender played a major role in shaping the quantity of discourse (total words), lexical range (variety), and linguistic output (i.e., the quantity and type of discourse functions) that was generated using synchronous CMC mode. By and large, the female participants produced more words, complex lexical range and output discourse functions than males in the CMC setting. Moreover, the study showed that the participants produced discourse functions shaped by the particularities of local social arrangements. Users found opportunities in the virtual world of CMC which enabled them to blind their identities, so people in subordinate conditions, such as females in certain conservative societies, EFL learners, and shy students may find CMC useful for fostering their communicative competence.

7

Decision-making Tasks in Computer-mediated Communication (CMC)

80%

Khamis H.

Teaching English with Technology

|

2009

|

vol. 9

|

issue 1

3-17

EN

This article reviews the use of decision-making tasks to trigger interaction in CMC. It argues that these tasks promote communicative competence across different CMC modes. It finally reiterates the necessity to include more task-based learning and network-based language learning (NBLT) activities in contexts of English as a foreign/second language (EFL/ESL).

8

DaF oraz EFL w ujęciu komplementarnym

80%

Plęs Ł. M.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

|

2015

|

issue 12

97-105

EN

This paper is a review of key aspects of complementary teaching of English and German as a foreign language i.e. according to the DaFnE (German after English) principle that means the sequential constellation of English as the first foreign language and German as the second one (tertiary language). It should be noted that this approach has been developed since the seventies of the twentieth century. From the statistical point of view, German is the second most commonly taught foreign language in Poland, preceded by English. Therefore it would be desirable to develop the DaFnE concept also in this country. The objective of the present paper is to show the advantages of the idea and available reference books in this regard.

9

USING TAILOR-MADE YOUTUBE VIDEOS AS A PRETEACHING STRATEGY FOR ENGLISH LANGUAGE LEARNERS IN MOROCCO: TOWARDS A HYBRID LANGUAGE LEARNING COURSE

80%

Seilstad B.

Teaching English with Technology

|

2012

|

vol. 12

|

issue 4

31-47

EN

This paper introduces the use of technology in the classroom and highlights the growing challenges and opportunities teachers face in its application. One specific technique, the use of teacher-made and annotated YouTube videos to preteach class-specific course content for English language learners is presented. These videos were created to 1) be under five minutes, 2) annotated with text to reinforce the key concepts, 3) specific to the teacher’s classes and not necessarily for a wider audience, and 4) offer in-class incentives for online work. Qualitative and quantitative results of the use of this technique are described over four semesters of data, two before the preteaching videos intervention and two after. The results conform to the previous research about preteaching in specific and the use of technology overall, but isolating the particular effect of the preteaching videos on learning remains a point for a future study. The paper concludes with a summary of the results and a discussion of the increasing role of technology in teaching and an exhortation for classroom teachers to make the most of these tools to remain relevant to learners.

10

STUDENTS’ PERCEPTIONS OF FLIPPED CLASSROOM-MEDIATED TASK: INSIGHTS FROM AN INDONESIAN POST-EARTHQUAKE EFL WRITING PEDAGOGY

80%

Husnawadi

Teaching English with Technology

|

2021

|

vol. 21

|

issue 1

8-28

EN

Despite its positive impact on students’ learning and learning outcomes, studies documenting empirical evidence on how Flipped Classroom anchored in technology-mediated task can facilitate and promote students’ learning in post-Earthquake EFL writing pedagogy context remain scarce. To fill this void, this action research, documenting both quantitative and qualitative data, anchored in González-Lloret’s and Ortega’s (2014) technology-mediated task framework, aimed to garner students’ perceptions towards the use of FC-Mediated Task (FCMT) for learning essay writing; how they perceived this instructional approach compared to face-to-face only classes; and what challenges appeared while implementing this approach for the teaching and learning of writing in such a post-earthquake pedagogical context. The statistical evidence showed that the majority of the students positively perceived the use of FCMT for the learning of essay writing. The students also preferred the use of this approach to FTF only classes for learning to write essays in English in terms of the effectiveness and efficiency, engagement, language skills development and motivation. Pedagogical and technological challenges remained their prominent barriers in the implementation of this approach.

11

Teachers’ Response to Serbian EFL Learners’ Pronunciation Errors

80%

Jerotijević D.

Romanian Journal of English Studies

|

2013

|

vol. 10

|

issue 1

99-112

EN

The present paper aims at discovering what type of feedback Serbian teachers resort to when correcting their students’ mispronounced words or utterances. To accomplish the previously stated aim of the study, we conducted a survey investigating teachers’ preferences for specific types of corrective feedback and the results indicate that the most frequently employed type of feedback among Serbian EFL teachers is recast, whereas the least preferred one is direct or explicit correction. The total of 55 teachers from primary, secondary schools and colleges participated in the survey.

12

Comparative exploration of learning styles and teaching techniques between Thai and Vietnamese EFL students and instructors

80%

Supalak N.

Journal of Language and Cultural Education

|

2016

|

vol. 4

|

issue 3

103-141

EN

Learning styles have been a particular focus of a number of researchers over the past decades. Findings from various studies researching into how students learn highlight significant relationships between learners’ styles of learning and their language learning processes and achievement. This research focuses on a comparative analysis of the preferences of English learning styles and teaching techniques perceived by students from Thailand and Vietnam, and the teaching styles and techniques practiced by their instructors. The purposes were 1) to investigate the learning styles and teaching techniques students from both countries preferred, 2) to investigate the compatibility of the teaching styles and techniques practiced by instructors and those preferred by the students, 3) to specify the learning styles and teaching techniques students with high level of English proficiency preferred, and 4) to investigate the similarities of Thai and Vietnamese students’ preferences for learning styles and teaching techniques. The sample consisted of two main groups: 1) undergraduate students from King Mongkut’s University of Technology North Bangkok (KMUTNB), Thailand and Thai Nguyen University (TNU), Vietnam and 2) English instructors from both institutions. The instruments employed comprised the Students’ Preferred English Learning Style and Teaching Technique Questionnaire and the Teachers’ Practiced English Teaching Style and Technique Questionnaire. The collected data were analyzed using arithmetic means and standard deviation. The findings can contribute to the curriculum development and assist teachers to teach outside their comfort level to match the students’ preferred learning styles. In addition, the findings could better promote the courses provided for students. By understanding the learning style make-up of the students enrolled in the courses, faculty can adjust their modes of content delivery to match student preferences and maximize student learning. Finally, this research could establish better understanding between language learning natures of people from Thailand and Vietnam.

13

Cultural responsiveness in EFL teaching: reflections from native instructors

80%

Cinarbas H. I., Hos R.

Journal of Language and Cultural Education

|

2016

|

vol. 4

|

issue 2

27-39

EN

In recent years, many international students from different parts of the world have been studying at Turkish universities, which creates a multicultural educational setting. Due to the multicultural educational setting, English has become the most widely used language for exchanging and sharing knowledge, therefore many international universities in Turkey put a great emphasis on English language education and offer English preparatory courses to students. In order to succeed at better language education, universities employ native English instructors to provide a richer language experience with cultural components embedded in language content. In this qualitative case study, cultural reflections of native English instructors at a Turkish university were investigated. Individual and focus group interviews were data sources for the study. Findings indicated that cultural responsiveness was considered to be constructed through time, and a necessity of orientation process was emphasized. However, the native instructors’ presumptions cause intolerance and underestimation of the host culture. In addition, educational issues and students’ misbehaviors, such as cheating and calling their instructors by their first name, were attributed to cultural background of the students.

14

Short communications. eLearning in EFL: Problems and Solutions

80%

Alqurashi F.

Psychology of Language and Communication

|

2011

|

vol. 15

|

issue 1

107-116

EN

This paper investigates certain problems encountered when technology-based instruction is employed in teaching English as a foreign language. Three EFL specialists from Saudi Arabia are interviewed and their insights on solving those problems are presented. Many academics feel ill-equipped to utilize new technologies in teaching because they are technophobes who fear or dislike technology or do not have sufficient experience in employing computer applications. Other academics found technology-based teaching time-consuming, leading to increased workload, and demanding high levels of technical support. Solutions to face the reluctance to engage in electronic forms of teaching include the provision of instructional support to provide faculty with the necessary technical skills, changing college policies to consider teaching with technology an activity for which faculty receive credit, improving the reward system to motivate faculty to better productivity and higher performance, and addressing critical work-related issues, such as workload.

15

Raná výuka cizích jazyků v České republice na přelomu 20. a 21. století

80%

Najvar P.

Pedagogická orientace (Journal of the Czech Pedagogical Society)

|

2008

|

vol. 18

|

issue 2

37-51

EN

This paper deals with the topic of teaching foreign languages to young learners. Various research approaches and findings are discussed, especially those based on the concept of critical period. The paper also introduces the aims, design, methods and selected results of a study that was carried out by the author in the 2005/06 school year. The study examined the effects of early foreign language instruction upon the achievement of grade 8 pupils.

16

Morphological Awareness as a Potential Catalyst for Jordanian EFL Students' Reading Comprehension

80%

Bataineh R. F., Al-Kofeiri Q. M.

Lublin Studies in Modern Languages and Literature

|

2018

|

vol. 42

|

issue 2

DE

Der Band enthält die Abstracts ausschließlich in englischer Sprache.

EN

This study examines the potential effect of morphological awareness on Jordanian EFL tenth-grade students' reading comprehension. Two intact sections of 73 Jordanian tenth-grade students were purposefully selected from a secondary school in Ramtha Directorate of Education (Ramtha, Jordan) during the first semester of the academic year 2017/2018. The experimental group (n=37) was taught using a morphological awareness-based protocol whereas the control group (n= 36) was taught conventionally per the guidelines of the Ministry-prescribed Teacher Book of Action Pack 10. For data collection, a reading comprehension pre/post- test was used. The findings reveal a statistically significant improvement in the experimental group students’ reading comprehension which may be attributed to morphological awareness-based instruction.

FR

Le numéro contient uniquement les résumés en anglais.

RU

Том содержит аннотаций на английском языке.

17

Assessing instructional effects of proficiency-level EFL pronunciation teaching under a connected speech-based approach

80%

Euler S. S.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 4

665-692

EN

This article discusses the assessment of pronunciation instruction under a new approach to pronunciation teaching centered on the role of connected speech in the prosodic system of English. It also offers a detailed discussion of various empirical problems in teaching-oriented L2 pronunciation research and suggests ways of addressing them in intervention studies. A new explanatory sequential mixed-methods design was developed for this study, which was used to assess 10 advanced EFL learners in Germany before and after 13 weeks of instruction. The results revealed co-occurring developments in learners’ use of prosody and connected speech in line with the rationale of the approach. The findings lead to various implications for language teaching and assessment. For future research, ways are suggested to increase the validity and predictiveness of L2 pronunciation research from both empirical and pedagogical perspectives.

18

Assessing instructional effects of proficiency level EFL pronunciation teaching under connected speech-based approach

80%

Euler S. S.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 4

665-692

EN

This article discusses the assessment of pronunciation instruction under a new approach to pronunciation teaching centered on the role of connected speech in the prosodic system of English. It also offers a detailed discussion of various empirical problems in teaching-oriented L2 pronunciation research and suggests ways of addressing them in intervention studies. A new explanatory sequential mixed-methods design was developed for this study, which was used to assess 10 advanced EFL learners in Germany before and after 13 weeks of instruction. The results revealed co-occurring developments in learners’ use of prosody and connected speech in line with the rationale of the approach. The findings lead to various implications for language teaching and assessment. For future research, ways are suggested to increase the validity and predictiveness of L2 pronunciation research from both empirical and pedagogical perspectives.

19

Transitional woes: On the impact of L2 input continuity from primary to secondary school

80%

Pfenninger S. E., Lendl J.

Studies in Second Language Learning and Teaching

|

2017

|

vol. 7

|

issue 3

443-469

EN

In this paper, we discuss the problem of articulation between levels in the educational system, as the transition from a rather more communicative, contentbased and holistic approach to English as a foreign language (EFL) teaching at primary level to more formal and explicit ways of foreign language (FL) teaching at secondary is often experienced as problematic by students and teachers alike (see, e.g., Muñoz, Tragant, & Camuñas, 2015). The results of a mixed methods analysis are presented, in which we analyzed, through a questionnaire and language experience essays, perceived continuity between input received in primary school and secondary school, as well as learners’ beliefs, attitudes and self-efficacy before and after they transitioned to secondary school. Twelve primary schools and six secondary schools in Switzerland participated in the study, with a total of 280 early learners of EFL (biological age 12-13 years, age of onset 8 years). We will argue that one of the main reasons why early FL instruction seems not to bear fruit later in secondary school is that, on the one hand, coherence in curriculum design and practice vary in a few-but crucial-aspects within and between primary schools. On the other hand, the fact that secondary education becomes a meeting point for mixed ability classes also seems to mitigate the potential advantages of an earlier start.

20

Exploring the Preferences of Polish EFL Teachers towards the Accents of English

80%

Grobelna B.

Linguistische Treffen in Wrocław

|

2021

|

issue 20

309-318

EN

This language attitudes study investigates the preferences of EFL (English as a foreign language) teachers from Poland towards the accents of English they speak and teach. Despite the substantial amount of re- search on EFL learners, little has been done to investigate the impact of preferences of Polish teachers for different variations of English language on their students’ language learning. This study’s aim is to bridge this gap and provide the analysis of data gathered from 102 English teachers from Poland in March 2020. The first part of the study focused on the abilities of the teachers themselves, while the second part covered the attitudes towards the students’ choices regarding the accents of English. The results show that among this particular group of Polish EFL teachers, American English accent is the easiest one to recognise and Filipino English the most difficult one to recognise. RP and General American accents prevail to be the most popular ones and there is a strong tendency to speak with these two particular accents, in favour to RP one. The findings are that Polish EFL teachers consider their own accents significant. The majority of the participants is satisfied with their own accents, but they still see the room for improvement, and they do not stop developing and upgrading their accent abilities and skills. When it comes to the attitudes towards the pronunciation of their students, Polish EFL teachers do not have any particular preferences considering the accents of their students or pupils. They let them freely choose the accent, and do not impose on them the model of pronunciation the teachers enjoy the most or the one they were taught to.

Refine search results

AN EXPLORATORY STUDY OF ICT USE IN ENGLISH LANGUAGE LEARNING AMONG EFL UNIVERSITY STUDENTS

USING VIDEOS OF STUDENTS IN THE CLASSROOM TO ENHANCE LEARNER AUTONOMY

TEACHING ENGLISH MULTIMODALLY. THE USE OF NEW TRAVEL WEBSITES IN EFL ENVIRONMENTS

THE UTILITY OF BLENDED LEARNING IN EFL READING AND GRAMMAR: A CASE FOR MOODLE

LAMS AS AN ASSESSMENT TOOL FOR TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE

DISCOURSE FUNCTIONS AND VOCABULARY USE IN ENGLISH LANGUAGE LEARNERS' SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION

Decision-making Tasks in Computer-mediated Communication (CMC)

DaF oraz EFL w ujęciu komplementarnym

USING TAILOR-MADE YOUTUBE VIDEOS AS A PRETEACHING STRATEGY FOR ENGLISH LANGUAGE LEARNERS IN MOROCCO: TOWARDS A HYBRID LANGUAGE LEARNING COURSE

STUDENTS’ PERCEPTIONS OF FLIPPED CLASSROOM-MEDIATED TASK: INSIGHTS FROM AN INDONESIAN POST-EARTHQUAKE EFL WRITING PEDAGOGY

Teachers’ Response to Serbian EFL Learners’ Pronunciation Errors

Comparative exploration of learning styles and teaching techniques between Thai and Vietnamese EFL students and instructors

Cultural responsiveness in EFL teaching: reflections from native instructors

Short communications. eLearning in EFL: Problems and Solutions

Raná výuka cizích jazyků v České republice na přelomu 20. a 21. století

Morphological Awareness as a Potential Catalyst for Jordanian EFL Students' Reading Comprehension

Assessing instructional effects of proficiency-level EFL pronunciation teaching under a connected speech-based approach

Assessing instructional effects of proficiency level EFL pronunciation teaching under connected speech-based approach

Transitional woes: On the impact of L2 input continuity from primary to secondary school

Exploring the Preferences of Polish EFL Teachers towards the Accents of English