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Some Libya EFL University Students’ Attitudes towards Using Authentic Materials for Reading Classes Abstract This study investigates the attitudes of 100 Libyan English foreign language (EFL) university students towards using authentic materials in the l

100%
Saleh S. E.
Theory and Practice of Second Language Acquisition
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2017
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vol. 3
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issue 1
EN
This study investigates the attitudes of 100 Libyan English foreign language (EFL) university students towards using authentic materials in the language classroom. The quantitative data of this study was collected through close-ended questionnaire. The majority of the students believed that exposing foreign language (FL) learners to authentic materials has a positive impact on developing their reading skills and on enhancing their awareness about the culture of the target language. However, they emphasize the importance of introducing these materials in small portions and the need for promoting teachers’ and students’ motivation and interest in these materialsDespite the challenges and the difficulties that may impede the process of introducing authentic material in the FL classroom, it represents a valuable and useful resource for teachers to use in order to motivate students and develop their language proficiency.
2
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Issues in the Language Policy of the European Union. Motivation as a Key Factor in Promoting Language Learning

63%
Komorowska H.
Glottodidactica
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2007
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vol. 33
7-19
EN
As motivation has been identified by the EU High Level Group on Multilingualism as the key factor in promoting language education, the author, herself member of HLGM, discusses a variety of approaches to motivation and presents guidelines for the promotional activity at national, regional and school levels, concentrating on its aims and procedures, identifying age groups and motives to be targeted, as well as arguments and strategies to be used in the process of eliciting and sustaining learners' motivation to study foreign languages.
3
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LEARNERS’ PERCEPTIONS OF THE IMPACT OF USING DIGITAL STORYTELLING ON VOCABULARY LEARNING

44%
Leong A. C. H., Abidin M. J. Z., Saibon J.
Teaching English with Technology
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2019
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vol. 19
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issue 4
3-26
EN
Learning vocabulary is one of the problems faced by English language learners. The inability to use vocabulary poses difficulties to learn the language effectively. One of the ways to attract to and interest learners in learning vocabulary is through the integration of technology, such as the use of digital storytelling as its interactivity can create interest in learning. This study examined the effects of digital storytelling in vocabulary learning among young Malaysian English as a Second Language (ESL) learners. Qualitative case study was employed as the research design of this study. Findings revealed that there were several impacts of digital storytelling on vocabulary learning and all of these effects are positive. Some implications of digital storytelling on education are also discussed in this paper.
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