scholarly journals Advanced EFL Learners' Beliefs about Language Learning and Teaching: A Comparison Between Grammar, Pronunciation, and Vocabulary

2011 ◽  
Vol 92 (8) ◽  
pp. 896-922 ◽  
Author(s):  
Ellen Simon ◽  
Miriam Taverniers
Keyword(s):  
Language Learning ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Beliefs About Language Learning

scholarly journals The Effect of Brain-Based Teaching on Young EFL Learners’ Self-Efficacy

2017 ◽  
Vol 10 (5) ◽  
pp. 158 ◽  
Author(s):  
Parastoo Alizadeh Oghyanous
Keyword(s):  
Language Learning ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Teaching Approach ◽  
Control Group ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Before And After ◽  
Group A ◽  
Age Range

The present study aimed to investigate the effect of brain-based teaching on the self-efficacy of young EFL learners. The initial participants of the study were 90 learners within the age range of 13-16 who were selected based on convenience sampling. Theses 90 young EFL learners were given a Flyers test the scores of which were used to choose 60 homogeneous learners whose scores fell within the range of +/- one standard deviation from the mean. The 60 selected learners were then divided into an experimental and a control group. A Self-Efficacy Questionnaire for Children (SEQ-C), developed by Muris (2001) was administered to the participants in both groups before and after the treatment after being translated into Persian and piloted for reliability check. To implement brain-based teaching in the experimental group, the researcher taught the lessons based on the three techniques of Brain Based Teaching Approach (BBTA). The three techniques used were Relaxed Alertness (RA), Orchestrated Immersion (OI) and Active Processing (AP) in line with Thomas and Swamy (2014). The results of statistical analyses indicated that brain-based teaching approach had a significant effect on students’ self-efficacy. The findings of the study can have implications for both students and EFL teachers in the realm of foreign language learning and teaching.

The interplay of avatar identities, self-efficacy, and language practices

2020 ◽  
Author(s):  
Julian Chen
Keyword(s):  
Language Learning ◽  
Second Life ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Language Practices ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Efl Learners ◽  
Learning And Teaching ◽  
The Impact

Abstract This study intends to examine English as a foreign language (EFL) learners’ attitudes toward practicing English in Second Life (SL) and to unpack the effects of avatar identities on EFL learners’ sense of self-efficacy and language practices. Nine EFL learners worldwide participated in a task-based course in SL, using avatars to carry out SL-related tasks while interacting with peers and the teacher via voice chat. Qualitative data were triangulated from multiple sources: learner reflective journals, a post-course survey, and semi-structured interviews. Three major themes emerged: (1) the effects of masked identity on learning, (2) the impact of telepresence and copresence on learning, and (3) the perceived attitudes toward avatar affinity. Findings implicate that the avatar form renders masked identities to safeguard learners’ self-efficacy and empower their language practices. It also opens up a research avenue on the impact of avatar identities on language learning and teaching in 3D virtual environments.

scholarly journals The Effect of Dictogloss on Listening Comprehension: Focus on Metacognitive Strategies and Gender

2017 ◽  
Vol 6 (7) ◽  
pp. 23
Author(s):  
Mina Taheri ◽  
Saeed Taki
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
Standard Test ◽  
Metacognitive Strategies ◽  
Male And Female ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Significant Difference ◽  
Listening Strategies ◽  
Experimental Group

This study aimed at investigating the effect of dictogloss on EFL learners’ listening comprehension as well as on their use of metacognitive listening strategies with a focus on the effects on male and female learners. To this end, a total number of 50 female and male Iranian EFL learners, aged between 12 and 15 years old, at the intermediate proficiency level in a private language school in Iran were selected and randomly assigned to experimental and control groups with 25 male and female learners in each group. Dictogloss was employed to teach the learners in the experimental group for an instruction period of 12 sessions. Participants’ listening comprehension was determined through a pre/posttest which was adapted from the listening section of the standard test of PET and their use of metacognitive listening strategies via the MALQ, a questionnaire developed by Vandergrift et al. (2006). The data obtained were submitted to the t-test and results revealed significant improvement in the experimental group’s listening comprehension with no significant difference between male and female learners. Finally, the results showed that the listeners in the experimental group made noticeable gains in their choice of metacognitive strategies through using the dictogloss technique.  Findings are discussed in light of recent theories of language learning and teaching.  

scholarly journals Pre-Service Teachers’ Beliefs about Foreign Language Learning: A Study of Three Different Teacher Training Study Programmes in Slovenia

2017 ◽  
Vol 14 (2) ◽  
pp. 103-116
Author(s):  
Darija Skubic ◽  
Mateja Dagarin Fojkar
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
Foreign Language Learning ◽  
First Year Students ◽  
Training Study ◽  
Learning And Teaching ◽  
Teachers Beliefs ◽  
Beliefs About Language Learning

It has been determined that beliefs about language learning are significant for the learning and teaching process, and that learners may differ in their beliefs towards learning a new language. Similarly, student-teachers of different subjects may differ in their beliefs about language learning. The main aim of this study was thus to investigate pre-service preschool teachers’, primary school teachers’, and special education teachers’ beliefs about foreign language learning in Slovenia. Three different areas were researched more closely: beliefs about foreign language aptitude, beliefs about the nature of learning and beliefs about foreign language motivations and expectations. The BALLI questionnaire was used to gather data, with responses provided by170 first-year students. The results show that despite attending different teacher training study programmes, students do not differ significantly in their beliefs about language learning; however, in comparison to other studies, the results imply that learners from different cultures see language learning differently.

EPIK Teachers’ Beliefs About Language Learning and Teaching Processes

2021 ◽  
Vol 76 (2) ◽  
pp. 81-105
Author(s):  
Hye Won Shin ◽  
Jiyoon Lee ◽  
James Brawn ◽  
Juhyun Do
Keyword(s):  
Language Learning ◽  
Learning And Teaching ◽  
Teachers Beliefs ◽  
Beliefs About Language Learning

The Relationship between Willingness to Communicate and Vocabulary Learning Strategies among Iranian EFL Learners

2017 ◽  
Vol 7 (11) ◽  
pp. 1119
Author(s):  
Amir Marzban ◽  
Mojgan Firoozjahantigh
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Vocabulary Learning ◽  
Willingness To Communicate ◽  
Language Teachers ◽  
Review Of Literature ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Vocabulary Learning Strategies ◽  
The Relationship

Two of the variables apparently contributing to the processes of EFL achievement are Willingness to Communicate (WTC) and Vocabulary Learning Strategies (VLS). They seem to be fundamental among Iranian EFL learners due to the fact that semantics and its backbone—vocabulary—as well as the incentive or motivation, Willingness to Communicate (WTC)—influence the progress and improvement of the proficiency of Iranian EFL learners. Moreover, the review of literature clarifies the fact that few studies have tried to open up the relationship between these two variables, i.e. WTC and VLS. Hence, the present study explored the relationship between the WTC and VLS among Iranian EFL learners. Based on this, 137 intermediate Iranian EFL learners who were studying in a language institute in Tehran were selected as the participants of the study. They were asked to fill out two questionnaires including WTC and VLS. The finding indicated that there is a significant correlation between the two variables. The study provided some pedagogical implications for those who are concerned with language learning and teaching including language teachers, teacher trainers, syllabus designers, and EFL learners.

“Can I very please borrow it?”: Request development in young Norwegian EFL learners

2015 ◽  
Vol 12 (4) ◽  
Author(s):  
Milica Savić
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Communicative Competence ◽  
Efl Learners ◽  
Learning And Teaching

AbstractWith the introduction of the notion of communicative competence to second-language learning and teaching (

Sign in / Sign up

Export Citation Format

Share Document