The Electronic Bilingual Dictionary as a Reading Aid to EFL Learners: Research Findings and Implications

To solve the problem of Chinese EFL students’ passive and ineffective vocabulary learning, task-based language teaching (TBLT) methods were introduced to English classes at a university. With TBLT, students interacted with each other by using English, especially English words learnt, in order to fulfil the tasks designed by teachers. Based on second language acquisition theories, students were able to understand input and produce output during this process. This paper focuses on using TBLT in English vocabulary teaching in three non-English major classes of a Chinese university, involving the use of some word games. The word games’ features, organization, and a skill set built through those games, will be discussed. In terms of methodology, an online questionnaire survey was conducted among 93 university students from the three classes. Also, results of the students’ before-task and after-task word quizzes on Moodle platform and exam paper results were analysed. The research findings showed that students enjoyed playing word games in the English class and benefitted from it, in terms of language development and building skills. This paper recommends teachers to use TBLT in English vocabulary teaching and learning, as it is practical and can assist in EFL learners’ vocabulary acquisition.

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Developing a New Shadowing Procedure for Japanese EFL Learners

RELC Journal ◽

10.1177/0033688220937628 ◽

2020 ◽

pp. 003368822093762

Author(s):

Yo Hamada

Keyword(s):

University Students ◽

Explicit Instruction ◽

Corrective Feedback ◽

Primary Study ◽

Bottom Up ◽

Efl Learners ◽

Japanese University ◽

Speakers Of Other Languages ◽

Research Findings ◽

Preliminary Study

Shadowing, a practice of repeating what one hears as simultaneously and accurately as possible, has been researched in the Teaching English to Speakers of Other Languages (TESOL) field for years. The research findings have shown that shadowing contributes to English as a Foreign Language (EFL) learners’ bottom-up listening skills, which leads to their overall listening comprehension skills. However, the accumulated research findings have not uncovered what aspects of bottom-up skills shadowing precisely contributes to. Thus, this study attempts to examine the aspects of bottom-up skills to which shadowing contributes and proposes a new shadowing procedure to compensate for the limitation of the current shadowing procedure. To this end, a preliminary study and a primary study were conducted. In the preliminary study, the bottom-up skill development through shadowing practice was precisely examined, using a 112-item bottom-up listening test. Thirty-six Japanese university students participated in the experiment and engaged in shadowing practice in eight lessons for a month. The result showed that shadowing practice was effective for developing the skill of identifying prominence in a speech, and word recognition skills but not effective for enhancing phonemic discrimination skills. In the primary study, to overcome the limitation of the shadowing procedure, a new shadowing procedure including three components of attention to output, corrective feedback, and explicit instruction was proposed. Twelve Japanese university students participated and engaged in the new shadowing procedure for three months. Their progress was assessed by a 32-item phonemic discrimination test, and the result showed that the new output-based shadowing procedure with explicit instruction and corrective feedback improved phonemic discrimination skills for intermediate level Japanese EFL learners.

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Application of Cooperative Learning Strategies (CLS) for Students’ Focused Teaching (SFT) in EFL Class: An Experimental Study in the Summer Remedial Course for Adult Learners

Journal of Language Teaching and Research ◽

10.17507/jltr.0802.05 ◽

2017 ◽

Vol 8 (2) ◽

pp. 237 ◽

Cited By ~ 1

Author(s):

Muhammad Sabboor Hussain Raja ◽

Abdus Salam A. Rehman Qureshi ◽

Khaled Besher Albesher

Keyword(s):

Cooperative Learning ◽

Learning Strategies ◽

Learning Strategy ◽

Implementation Process ◽

Traditional Learning ◽

Efl Learners ◽

Teaching Objectives ◽

Level 3 ◽

Research Findings ◽

Trained Teachers

Cooperative Learning Strategies (CLS) for Students Focused Teaching (SFT), known as 'students-centered learning' (SCL), is the acknowledged pedagogical strategy. This research article is based on an experiment in an EFL class and analyses various fundamental aspects of CLS concentrating on the classroom barriers, diagnosis of students' linguistic problems and the results of the adopted strategies. During eight weeks of teaching instructions, three tests of integrated Reading and Writing skills were conducted in Level-3/4 classes in Preparatory Years Program with intervals. The students were given treatment through two different methodologies viz., Cooperative Learning Strategy and Traditional Learning Strategy (TLS) in two different groups. It was hypothesized that CLS would motivate them to participate in the classroom activities. Major research findings are that to achieve teaching objectives successfully, motivated and trained teachers are required to handle the students who do not cooperate in the CLS implementation process. The study also found out other pedagogical problems in the process of implementation by comparing CLS and TLS. The comparative analysis of the experimental and the controlled groups revealed that there was no significant impact of CLS on adult EFL learners. The study discusses the factors for the lack of CLS impact on the EFL learners and gives recommendations.

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An Insight into Female EFL Learners’ Difficulties and Needs in Writing: The Case of Secondary High Schools in Saudi Arabia

Arab World English Journal ◽

10.24093/awej/mec2.25 ◽

2021 ◽

pp. 343-359

Author(s):

Fatima Yousef Alzahrani ◽

Eatedal Mohammed Alghamdi ◽

Maysa Mohammad Sadiq Qutob

Keyword(s):

Public Schools ◽

High Schools ◽

Foreign Language ◽

Writing Skills ◽

Efl Writing ◽

Efl Learners ◽

12Th Grade ◽

Efl Teachers ◽

Research Findings ◽

Insight Into

Curriculum development has been carried out to improve English as a Foreign Language (EFL) courses in Saudi public schools; however, EFL learners still have difficulties in writing. This study examines the difficulties that Saudi female EFL learners face in writing in secondary high schools. The study also aims to identify 12th grade female EFL learners’ needs in improving their writing skills. The research findings might help curriculum designers and EFL teachers to make improvements to a curriculum that meet EFL learners’ needs. The participants were 216 female EFL learners studying in public schools in Jeddah. A questionnaire including closed items on a Likert scale and one open-ended question were used to collect data, which were then analysed quantitatively and qualitatively. The results illustrate that female EFL learners’ main difficulties in EFL writing are mechanics, use of proper vocabulary, and organization of texts. Additionally, female learners expressed their needs and suggestions for improving their writing skills which are related to the specific difficulties they face. Accordingly, the researchers suggest establishing a well-designed writing program which provides learners with sufficient training in writing skills by increasing the number of hours given to writing.

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An Insight into Female EFL Learners’ Difficulties and Needs in Writing: The Case of Secondary High Schools in Saudi Arabia

10.31235/osf.io/2qv39 ◽

2021 ◽

Author(s):

Fatima Yousef Alzahrani ◽

Eatedal Mohammed Alghamdi ◽

Maysa Mohammad Sadiq Qutob

Keyword(s):

Public Schools ◽

High Schools ◽

Foreign Language ◽

Writing Skills ◽

Efl Writing ◽

Efl Learners ◽

12Th Grade ◽

Efl Teachers ◽

Research Findings ◽

Insight Into

Curriculum development has been carried out to improve English as a Foreign Language (EFL) courses in Saudi public schools; however, EFL learners still have difficulties in writing. This study examines the difficulties that Saudi female EFL learners face in writing in secondary high schools. The study also aims to identify 12th grade female EFL learners’ needs in improving their writing skills. The research findings might help curriculum designers and EFL teachers to make improvements to a curriculum that meet EFL learners’ needs. The participants were 216 female EFL learners studying in public schools in Jeddah. A questionnaire including closed items on a Likert scale and one open-ended question were used to collect data, which were then analysed quantitatively and qualitatively. The results illustrate that female EFL learners’ main difficulties in EFL writing are mechanics, use of proper vocabulary, and organization of texts. Additionally, female learners expressed their needs and suggestions for improving their writing skills which are related to the specific difficulties they face. Accordingly, the researchers suggest establishing a well-designed writing program which provides learners with sufficient training in writing skills by increasing the number of hours given to writing.

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ELF with EFL: what is still needed for this integration to happen?

ELT Journal ◽

10.1093/elt/ccaa038 ◽

2020 ◽

Vol 74 (4) ◽

pp. 377-386

Author(s):

Sávio Siqueira

Keyword(s):

Lingua Franca ◽

Efl Learners ◽

Research Findings

Abstract Although a significant number of practitioners are being progressively exposed to English as a lingua franca (ELF) research findings and developments, we still face the challenge of bringing ELF into the ELT classroom in a more systematic way and on a regular basis. It is a fact that once EFL learners move into contexts of use outside the classroom, they naturally become ELF users. To respond to this reality, ELF and EFL need to work together in such a way that the classroom reflects as much as possible what students have to deal with when using English to interact with interlocutors from different linguacultural backgrounds. Under a decolonizing perspective, the article seeks to discuss the feasibility and relevance of this integration, illustrating in practice how an ELF–EFL dialogue can emerge in ELT materials.

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Exploring PechaKucha in EFL learners’ speaking fluency

Journal on English as a Foreign Language ◽

10.23971/jefl.v9i2.1326 ◽

2019 ◽

Vol 9 (2) ◽

pp. 146-162

Author(s):

Hesti Rokhaniyah

Keyword(s):

Foreign Language ◽

Comparative Method ◽

Efl Learners ◽

Field Note ◽

Constant Comparative Method ◽

Class Climate ◽

Post Test ◽

Research Findings ◽

Course Material ◽

The Mean

The research aims at investigating to what extent PechaKucha optimizes English as a foreign language (EFL) learners’ speaking fluency and identifying the class climate when learners implement PechaKucha. The data of the study were derived through classroom observation, pre and post-tests, field note, and interview. Constant Comparative Method was used to analyze the qualitative data while the mean score of two raters was found out to obtain the quantitative data. The result from this research indicated that the exploration of PechaKucha optimized EFL learners' speaking fluency including improving the speed of learners' speech and words per minute; increasing articulation rate; strengthening phonation time ratio; reducing the frequency of silent pause; avoiding filler words; and decreasing disfluency in spontaneous speech. The enhancement of learners’ score showed from the mean score of pre-test was 65.8; post-test 1 was 73.4, and post-test 2 was 82.3. The use of PechaKucha also improved the class climate: EFL learners were involved actively to present course material and their responsibilities to work in pair increased. Considering the research findings, it is suggested that teachers and lecturers implement PechaKucha for assisting the learners to enhance their speaking fluency and creating the effective class climate.

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The EFL Learners’ Perspectives on the Online English Course Conducted through WhatsApp Group Interactions

CLLiENT (Culture, Literature, Linguistics, and English Teaching) ◽

10.32699/cllient.v2i1.1272 ◽

2020 ◽

Vol 2 (1) ◽

pp. 83-101

Author(s):

Effi Wahyuningsih

Keyword(s):

Qualitative Method ◽

Structured Interview ◽

The Other ◽

Online Course ◽

Exploratory Research ◽

Group Interactions ◽

Internet Connectivity ◽

Efl Learners ◽

Instructional Process ◽

Research Findings

This study aims at highlightingthe EFL learners’ perspectives on Kulwap– online English course conducted through WhatsApp Group Interactions.This is an exploratory research project employing a qualitative method. The data of the study were gained through informal semi-structured interview and students’ written testimonies. The research findings show that conducting English online course through kulwap proposes advantages as well as challenges that must be consider for the future instructional process. The benefits of Kulwap include the accessibility, simplicity, convenience, and flexibility the students got during the instructional process if English course. On the other hand, the challenges faced by the students regarding the online course through Kulwap cover the problems of internet connectivity, and other technical things including the eye strain, students’ lack motivation, and limited response from the lecturer during the online instructional process.

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Code Switching as Interlanguage Communication Strategy by Indonesian EFL Learners

Ranah Jurnal Kajian Bahasa ◽

10.26499/rnh.v9i2.2950 ◽

2020 ◽

Vol 9 (2) ◽

pp. 301

Author(s):

Endang Fauziati ◽

Hartati Widiastuti ◽

Hanif Maghfur Darussalam

Keyword(s):

Junior High School ◽

Code Switching ◽

Communication Strategy ◽

Target Language ◽

Primary Data ◽

Research Subjects ◽

Efl Learners ◽

Research Findings ◽

Efl Students ◽

Data Source

This study was aimed at exploring the use of code switching (CS) as interlanguage communication strategy by EFL students when they were communicating in English. Particularly, this study tried to describe the patterns of CS as communication strategy and factors that contributed to the use of the CS as communication strategy by the EFL learners. It was a qualitative research using 30 students of one of Junior High School in Surakarta as research subjects. The data were collected through elicitation technique in which the research subjects were given a task to describe a cartoon. Their utterances were recorded and used as primary data source. Utterances that contained CS were identified and used as primary data. The data were analyzed qualitatively by inductive techniques, using Dornyei and Myers-Scotton analysis frameworks. The research findings were then interpreted based on relevant theory. The results showed that the students used three types of CS, namely tag code switching, intra-sentential code switching and inter-sentential code switching. Three factors identified as the reasons of the use of CS as communication strategy were bilingual, limited mastery of English and as a compensation strategy. It can be concluded that the use of CS by EFL learners is a natural and unavoidable phenomenon since this represents one of the communication strategies to compensate for the EFL learners' limited mastery of the target language they are learning. AbstrakPenelitian ini bertujuan untuk mengeksplorasi penggunaan alih kode sebagai strategi komunikasi bahasa antar pembelajar bahasa Inggris di Indonesia. Secara khusus, penelitian ini bertujuan untuk mendeskripsikan pola alih kode dan faktor yang berkontribusi pada penggunaan alih kode tersebut sebagai strategi komunikasi oleh pembelajar bahasa Inggris. Jenis penelitian ini adalah kualitatif dengan subjek penelitian 30 siswa dari salah satu SMP di Surakarta. Pengumpulan data dilakukan dengan teknik elisitasi, yang dilakukan dengan memberikan tugas kepada subjek penelitian untuk mendeskripsikan sebuah kartun. Ucapan mereka direkam dan digunakan sebagai sumber data primer. Ucapan yang mengandung alih kode diidentifikasi dan digunakan sebagai data primer. Data dianalisis secara kualitatif dengan teknik induktif yang menggunakan kerangka analisis Dornyei & Myers-Scotton. Temuan penelitian kemudian diinterpretasikan berdasarkan teori yang relevan. Hasil penelitian menunjukkan bahwa siswa menggunakan tiga jenis alih kode, yaitu alih kode tag, alih kode intrasentensial, dan alih kode antarsentensial. Tiga faktor yang berkontribusi terhadap penggunaan alih kode tersebut adalah kedwibahasaan, penguasaan bahasa Inggris yang terbatas, dan sebagai strategi kompensasi. Dapat disimpulkan bahwa penggunaan alih kode oleh pembelajar bahasa Inggris merupakan fenomena alami dan tidak dapat dihindari dalam pembelajaran bahasa Inggris sebagai bahasa asing. Hal ini merupakan salah satu strategi komunikasi untuk mengompensasi keterbatasan penguasaan bahasa sasaran.

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A Pedagogical Attempt to Promote Japanese College EFL Learners’ Self-Growth

Studies in Self-Access Learning Journal ◽

10.37237/100105 ◽

2019 ◽

pp. 61-78

Author(s):

Masao Kanaoka

Keyword(s):

English Language ◽

Language Instruction ◽

Target Language ◽

Teaching Methodology ◽

Authentic Self ◽

Efl Learners ◽

Self Image ◽

L2 Motivation ◽

Self Development ◽

Research Findings

Drawing on Ushioda’s (2009) L2 motivation theory “a person-in-context relational view (PCRV)”, this study provides relevant ELT methodology utilizing a semester-long core English course for Japanese college EFL learners (N = 63), involving the underpinnings of spirituality (e.g., Baker, 2003). The language instruction aimed at the organic integration of identity, inner spirituality, and relevant L2 practice and self-expressive L2 use, all related to successful self-development of the EFL learners. The objectives were three-fold: to examine (1) the effects of the employed teaching methodology, (2) the emergence of relevant L2 learning methods, and (3) the enhancement of self- and identity-focused L2 use capabilities. These points were analyzed respectively with focus on the aspects of: (a) PCRV, (b) spirituality, and (c) target language acquisition (TLA) for an authentic self-expressiveness. Four self-focused stages and spirituality-laden tasks were administered, and relevant questionnaires were prepared. The research findings of t-tests for pre- and post- collected data (Weeks 1 and 15) yielded significant results for (1), (2), and (3) with respect to the three aspects. The participants’ open-ended statements (Week 15) reported perceptible self-growth and relevant L2 practice, including positive self-image as a person, followed by the role of English and new impressions of the English language.

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