Anxiety in Chinese EFL students at different proficiency levels

System ◽  
2006 ◽  
Vol 34 (3) ◽  
pp. 301-316 ◽  
Author(s):  
Meihua Liu
Keyword(s):  
Proficiency Levels ◽  
Efl Students

scholarly journals Pronunciation and Conversation Challenges among Saudi EFL Students

2018 ◽  
Vol 3 (1) ◽  
pp. 85
Author(s):  
Issa Mohammad Muflih Naser ◽  
Mohd Hilmi Bin Hamzah
Keyword(s):  
Saudi Arabia ◽  
Teaching Methods ◽  
Mother Tongue ◽  
Classroom Observations ◽  
Efl Learners ◽  
Proficiency Levels ◽  
English Pronunciation ◽  
Efl Students ◽  
Preparatory Year ◽  
Attitude And Motivation

This study aims to identify the difficulties of pronunciation and conversation faced by EFL learners who undertook a Preparatory Year Program (PYP) in Saudi Arabia, It highlights the main issues in pronunciation and conversations (e.g., textbooks, teaching methods, and students' attitude and motivation) and techniques to address these problems. The instruments used in the study were classroom observations and teachers' discussions. The results revealed that firstly, students did not have a sound knowledge of grammar. Secondly, students' outside environment was influenced by their mother tongue. Thirdly, the teaching methods did not suit their proficiency levels. Finally, they were demotivated and thought that they have an impossible mission to improve their English pronunciation and conversation.

scholarly journals The Realization of Lexical Cohesion in EFL Students’ Explanatory Texts Across Two Levels of Proficiency

2020 ◽  
Vol 5 (2) ◽  
pp. 16-30
Author(s):  
Saudin
Keyword(s):  
Low Achievers ◽  
Writing Quality ◽  
Lexical Cohesion ◽  
Proficiency Levels ◽  
Positive Effects ◽  
Good Writing ◽  
Efl Students

Lexical cohesion is the most prominent resource of cohesion, which is a property usually associated with writing quality. Around forty to fifty percent (Hoey, 1991; Kafes, 2012) even two-thirds (Witte & Faigley, 1981) of cohesion in texts are lexical regardless of proficiency levels. This research investigated how lexical cohesion (involving repetition, synonymy and collocation) is realized in the explanatory texts written by the two groups of participants (high and low achievers) and whether or not the denser realization of lexical cohesion is positively related to the writing quality. e results of the analyses conducted largely qualitatively showed that repetition came first as the most-frequently exploited sub-class of lexical cohesion, followed by collocation and synonymy. Unlike collocation and synonymy, repetition contributed negatively to the writing quality though complex repetition, one sub-type of repetition, contributed positively as synonymy and collocation did. Surprisingly, taken together as lexical cohesion, the three sub-classes in their percentages of occurrences in the corpus did not have positive effects on writing quality. Therefore, denser lexical cohesion when involving repetition was not always an indicator of good writing. Thus, this study presents, in relationship with writing quality, the discussion of each cohesive sub-class as one entity be more reliable than that of (lexical) cohesion as a superordinate. The study also recommends making use of exercises available or self-made to build up students’ skills in using synonymy instead of repetition, and in creating well-formed collocation.

Improving Oral Fluency of EFL Students with Different Proficiency Levels through Explicit Instruction of Face Threatening Strategies

2017 ◽  
Vol 7 (10) ◽  
pp. 933
Author(s):  
Reza Biria ◽  
Sayed Mirhossein Hosseini Pozveh ◽  
Bahar Rajabi
Keyword(s):  
Undergraduate Students ◽  
Negative Impact ◽  
Explicit Instruction ◽  
Socialization Process ◽  
Oral Fluency ◽  
Proficiency Levels ◽  
Advanced Students ◽  
Post Test ◽  
Efl Students ◽  
And Control

Meaning and interaction are the essential parts of socialization process in which the interlocutors try to mitigate and control the negative impact of face threatening acts. As such, the main objective of the present study was to determine whether explicit instruction of FTA strategies could lead to the improvement of EFL students’ oral fluency with different proficiency levels. To achieve this end, from the targeted population of 350 undergraduate students majoring in English translation at Isfahan (Khorasgan) Islamic Azad University, a sample of 100 intermediate and advanced students, 50 each, were chosen based on their scores on an OPT test. They were subsequently divided into four equal groups who were homogenized in terms of their oral fluency scores on an IELTS interview test used as the pre-test groups. From the four targeted groups, only the intermediate and advanced samples received the explicit instruction on FTA strategies whereas the no treatment groups were taught by a conventional approach. At the end of the treatment all samples were exposed to the post-test, a parallel form of another IELTS interview exam. The results indicated that the groups taught by explicit instruction of FTA strategies considerably outperformed those who had been taught by the conventional method.

scholarly journals An Analysis of Errors Committed by Saudi Non-English Major Students in the English Paragraph Writing: A Study of Comparisons

2018 ◽  
Vol 9 (1) ◽  
pp. 31 ◽  
Author(s):  
Mohammed Nuruzzaman ◽  
A B M Shafiqul Islam ◽  
Israt Jahan Shuchi
Keyword(s):  
Saudi Arabia ◽  
Undergraduate Students ◽  
English Language ◽  
Proficiency Levels ◽  
English Major ◽  
Prone Area ◽  
Efl Students ◽  
The Common ◽  
Writing Errors ◽  
Academic Year

The present study investigates the writing errors of ninety Saudi non-English major undergraduate students of different proficiency levels from three faculties, who studied English as a foundation course at the English Language Center in the College of Languages &Translation at King Khalid University, Saudi Arabia in the academic year 2016-17. The findings reveal that the common errors the Saudi EFL students make in writing English paragraphs fall under four categories namely grammar, lexis, semantics and mechanics. Then it compares the categories, types and frequency of errors committed by these three groups of students. Among these categories, grammar has been observed as the most error-prone area where students commit errors the most. The study also posits that among the three groups, the students of the College of Medicine make the minimum errors in all the types and the highest number of errors is committed by the students of Engineering College. The College of Computer Science is in the second position in making errors. The frequency of error types is also found different among these three groups.

scholarly journals EFL students’ perception on the use of Grammarly and teacher feedback

2021 ◽  
Vol 6 (1) ◽  
pp. 18-25
Author(s):  
Mohammad Amiqul Fahmi ◽  
Bambang Yudi Cahyono
Keyword(s):  
Undergraduate Students ◽  
English Proficiency ◽  
Teacher Feedback ◽  
Writing Evaluation ◽  
Proficiency Levels ◽  
Automated Writing Evaluation ◽  
Proficiency Level ◽  
Writing Course ◽  
Efl Students

Many studies on the Automated writing evaluation (AWE) Program predominantly focused on the outcomes of the students writing and the comparison between AWE programs. However, studies investigating the students' perception on combining an AWE program and teacher feedback are still insufficient.  This study examined the students' perception on the use of Grammarly and teacher feedback on their writing. It also sought to know whether the students' English proficiency level influences their perception. The participants included 26 undergraduate students of the Faculty of Law who were taking an English for Specific Purpose (ESP) Writing course when the data were collected. The data were the students' responses to the questionnaire and their TOEFL scores. The result of the analysis showed that the students perceived the use of Grammarly and teacher feedback positively. Furthermore, the students' perception on the use of Grammarly and teacher feedback was not influenced by their English proficiency level. Students of high and low English proficiency levels gave positive responses to the use of Grammarly and teacher feedback. HIGHLIGHTS: Combining two kinds of feedback (AWE program and the teacher) providers will produce the feedback that is truly helpful for both the teacher and the students. The role of teacher feedback cannot be neglected as it can complement the demerits of the AWE program. English teachers should consider the appropriate approach when using Grammarly for students with certain English proficiency level because students from different English proficiency levels need a different approach.

scholarly journals Extensive Listening Practice in EFL Classroom with Variety of News Websites

2020 ◽  
Vol 8 (1) ◽  
pp. 43
Author(s):  
Yusawinur Barella ◽  
Andini Linarsih
Keyword(s):  
English Proficiency ◽  
Autonomous Learning ◽  
Tertiary Level ◽  
English Department ◽  
Proficiency Levels ◽  
Individual Learner ◽  
News Websites ◽  
Efl Students ◽  
The Individual

One potential of extensive online listening materials is that, unlike intensive listening, EFL students can listen independently by using audio listening features. It encourages students to practice listening and to promote listening fluency and autonomous learning outside the classroom. However, little research has investigated how lower English proficiency students from non- English department in EFL setting, undertaking the process of extensive listening. This study requires some Indonesian students at the tertiary level to select the appropriate materials with their proper level of listening speed to the individual learner. It was a weekly assignment to practice listening outside their classroom. This study seeks to investigate the websites that the EFL students with low proficiency levels choose to do their extensive listening activities, the types of news that may interest the students to listen, and the perception of the extensive listening activities. The results showed that students use captioned- provided websites as their media instruction in listening for pleasure with a variety of news. 

The Written Production of Spanish CLIL and EFL Students: Proficiency Levels and Error Analysis

2019 ◽  
Vol 26 (1) ◽  
pp. 11-22
Author(s):  
Gracia González Gijón ◽  
Silvia Corral Robles ◽  
Daniel Madrid Fernández
Keyword(s):  
Error Analysis ◽  
Proficiency Levels ◽  
Written Production ◽  
Efl Students

Language Anxiety in Efl Testing Situations

2007 ◽  
Vol 153 ◽  
pp. 53-75 ◽  
Author(s):  
Meihua Liu
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
Language Anxiety ◽  
Proficiency Levels ◽  
Efl Students

Abstract This paper reports on a study on orai English test anxiety in Chinese undergraduate EFL students at different proficiency levels. Data collected from a 34-item survey observations, and interviews revealed that (1) the majority of the students felt at least somewhat anxious about oral English tests, (2) the more proficient students tended to be less anxious, (3) oral English test anxiety negatively affected students' test performance, (4) a multitude of variables contributed to oral English test anxiety, and (5) most students felt helpless about being anxious about oral English tests. Based on these findings, some suggestions and implications are discussed.

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