scholarly journals Using social networking tools for teaching requests to undergraduate Arab EFL learners: a study of pragmatics

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Adil Mohammed Qadha ◽  
Baleigh Qassem Al-Wasy ◽  
Hassan Saleh Mahdi

PurposeThis study aimed to investigate the impact of social networks on learning requests by Arab undergraduate EFL students.Design/methodology/approachFurthermore, both types of requests (i.e. direct and indirect) have been compared under the same condition. A total of 40 Saudi EFL learners participated in this study. Their scores in the pre-test and post-test were compared.FindingsResults of the post-tests indicated that the experimental groups' performance significantly outscored the control groups. However, no significant difference was reported between the two experimental groups (i.e. direct and indirect).Originality/valueRequests, as a component of pragmatics, have been investigated extensively in the literature to aid second/foreign language learning. However, little is known about the manner by which social networks could foster learning requests.

2020 ◽  
Vol 17 (2) ◽  
pp. 159-170
Author(s):  
Adil Mohammed Hamoud Qadha ◽  
Mohammed Ahmed Alward

Purpose Using videos in language learning has been investigated in the literature to enhance second language learning. The previous studies have explored the effect of videos on learning a foreign language, especially vocabulary learning. The purpose of this study is to investigate the effect of videos on learning present progressive tense in the perspective of semiotics. Design/methodology/approach A total of 30 Arab English foreign language (EFL) learners participated in the study and were assigned into two groups. The first group was taught present progressive tense with the help of videos (the semiotics group). The second group was taught the same content using a traditional way, i.e. without videos. Findings Results of the post-test indicated that participants in the semiotics group outscored the participants who did not learn through videos to learn present progressive tense. The study concluded that using videos is a useful tool to enhance learning present progressive tense. Originality/value To the authors’ knowledge, no study has been conducted to examine the effect of semiotics on learning L2 grammar, especially the present progressive tense. Therefore, this study explores the impact of using videos, as a form of semiotics, to help EFL learners learn present progressive tense.


2020 ◽  
Vol 4 (2) ◽  
pp. 222
Author(s):  
Zeynab Esmaeili ◽  
Mohsen Shahrokhi

This study aimed at investigating the effect of Memrise application on Iranian EFL learners’ collocation learning and retention. To this end, a quasi-experimental design was used. 75 Iranian intermediate EFL learners studying English at a private language institute, namely Farahan, Iran were selected to participate in the study based on convenience sampling in the form of two intact classes. The scores obtained were entered into SPSS software for the purpose of data analysis. The results of data analysis showed that Memrise application had a statistically differential effect on collocation learning of Iranian EFL learners. Moreover, it was demonstrated that Memrise application had a statistically differential effect on collocation retention of Iranian EFL learners. In addition, it was proved that there was a significant difference between the immediate post-test scores Iranian EFL learners who received Memrise application and those who received traditional teaching. Finally, it was indicated that there was a statistically significant difference between the delayed post-test scores of Iranian EFL learners who received Memrise application and those who received traditional teaching. Key Words: Collocation Learning; Collocation Retention; Memrise application; Mobile Assisted Language Learning (MALL); Computer Assisted Language Learning (CALL).


2019 ◽  
Vol 12 (3) ◽  
pp. 77
Author(s):  
Hui-Hua Chiang

Researchers have long supported the use of dictation as a test for language learners (Fountain & Nation, 2000), and dictation has been used as a test for learners of English as a foreign language (EFL). With the advantages of productive learning and reinforcing short-term memory, dictation is a commonly used technique to develop language skills, and it can be considered to be an assessment of foreign language learning (Kazazoğlu, 2013). However, the previous research has not fully explored how technology, such as text-to-speech (TTS), can be used in EFL classrooms. To address this issue, the researcher explored the use of traditional teacher-led dictation (TLD) and TTS dictation to compare the vocabulary performance of EFL learners. Forty-two college students participated in the study. The results indicated a significant difference between TTS and TLD on the participants’ vocabulary performance. Additionally, there was a correlation between the scores with TTS and TLD: the students who performed better with TLD also obtained higher grades with TTS. Based on the results, future studies and pedagogical suggestions are presented.


Author(s):  
Eric D. Reynolds ◽  
Richard W. Fuchs ◽  
Peter Johnson

The landscape of technology in language classrooms is changing so quickly that it's hard for us to keep pace. Games-based student response systems (GBSRS) in a bring-your-own-device environment have only recently become widely available for language classrooms; consequently, little research has been conducted into the efficacy of GBSRSs for foreign language learning. This quasi-experimental study explores the efficacy of one application called Kahoot! at a medium-sized university in South Korea for vocabulary learning and motivation. Both the traditional control group and the experimental group learned more vocabulary during the course of the study; however, no significant difference in vocabulary learning was found between the groups. The change in motivation level, on the other hand, was significantly higher for the Kahoot! group. Therefore, the findings recommend the use of the Kahoot! GBSRS particularly for often low motivated Asian university EFL students.


2016 ◽  
Vol 7 (6) ◽  
pp. 1128
Author(s):  
Maryam Alsadat Mortazavi ◽  
Hamed Barjesteh

This study was to investigate the impact of language experience and academic level on the perceived needs of Iranian undergraduate EFL learners. Two groups of Iranian TEFL female students (freshmen and senior) were compared regarding their preferences, perceived needs and perceptions of different activity types about language learning. To collect data, Sihong's (2007) needs analysis questionnaire for English language needs was utilized. Thirty two freshman and twenty nine senior MA students with the age range of 25-35 were considered as the subject of this study. They were asked to fill out the questionnaire through email and they were given the confidence that the collected data would remain anonymous. Results revealed that there was a significant difference between freshman and senior EFL learners in their preferences, needs and opinions about various types of activities, and various aspects of language education. The findings also revealed that freshmen students required more practice in grammar and pronunciation than vocabulary for them. The most difficult components of language were pronunciation, vocabulary and grammar respectively; however, the senior students reported that vocabulary and grammar were the most difficult component of language skill and pronunciation was the least one.


2019 ◽  
Vol 12 (4) ◽  
pp. 49 ◽  
Author(s):  
Nada Gamlo

This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students’ motivation to learn English. It explores the perceptions of students regarding the pedagogical value of the following free MGBLLAs: Game books: Great Reader, Game to learn English - EnglishTracker, and Learn English Vocabulary Pop Quiz. A group of thirty Saudi female beginner level students, aged from 18-20 years old and enrolled for their foundation year at King Abdulaziz University (KAU) participated in the study. The study was carried out over a seven week period. Data were collected using two questionnaires. A pre-MGBLLAs integration questionnaire was modified to determine students’ motivations for learning English. A post-MGBLLAs integration questionnaire designed by the author was also issued. It was utilized to explore the perceptions of students regarding the use of the three mobile game-based language learning apps, and to discover any impact on learner motivation. The results of the pre-MGBLLAs integration revealed that the EFL students were motivated to learn English. However, their motivation was high instrumental motivation, because it is taught as a compulsory course in their foundation year and they must achieve high scores to be able to start studying their preferred major. Significantly, the findings of the post-MGBLLAs integration questionnaire revealed that students perceived the three apps as beneficial for learning and improving motivation. These results contribute to the literature regarding mobile game based learning, and EFL students’ motivation.


Author(s):  
Elias Bensalem

The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014). It examines the construct of foreign language enjoyment (FLE) and its relationship with foreign language classroom anxiety (FLCA) among a group of 487 English as a foreign language (EFL) students (340 females, 147 males) enrolled in public universities in Saudi Arabia. A measure of FLE based on Likert scale ratings of ten items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on eight items extracted from the FLCAS (Horwitz et al., 1986) were used. Male and female students had the same levels of FLE and FLCA. Correlation analysis showed that the relationship between students’ FLE and FLCA was significantly negative. Qualitative analysis of the participants’ learning experiences revealed the causes of FLCA and FLE among Saudi EFL learners.


ReCALL ◽  
2011 ◽  
Vol 23 (1) ◽  
pp. 25-58 ◽  
Author(s):  
Sungjin Lee ◽  
Hyungjong Noh ◽  
Jonghoon Lee ◽  
Kyusong Lee ◽  
Gary Geunbae Lee ◽  
...  

AbstractThis study introduces the educational assistant robots that we developed for foreign language learning and explores the effectiveness of robot-assisted language learning (RALL) which is in its early stages. To achieve this purpose, a course was designed in which students have meaningful interactions with intelligent robots in an immersive environment. A total of 24 elementary students, ranging in age from ten to twelve, were enrolled in English lessons. A pre-test/post-test design was used to investigate the cognitive effects of the RALL approach on the students’ oral skills. No significant difference in the listening skill was found, but the speaking skills improved with a large effect size at the significance level of 0.01. Descriptive statistics and the pre-test/post-test design were used to investigate the affective effects of RALL approach. The result showed that RALL promoted and improved students’ satisfaction, interest, confidence, and motivation at the significance level of 0.01.


2014 ◽  
Vol 42 (4) ◽  
pp. 552-568 ◽  
Author(s):  
Nicole Johnston ◽  
Helen Partridge ◽  
Hilary Hughes

Purpose – This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy? Design/methodology/approach – This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us. Findings – This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information. Research limitations/implications – This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts. Practical implications – The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts. Originality/value – There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts.


2021 ◽  
pp. 002205742110319
Author(s):  
Ehsan Namaziandost ◽  
Mohammad Hasan Razmi ◽  
Anastasia Atabekova ◽  
Tatyana Shoustikova ◽  
Bibigul H. Kussanova

There has been an ongoing debate on the effectiveness of spaced and massed distribution instruction in second/foreign language learning. A number of studies in the literature have investigated the impacts of spacing effect on English as a Foreign Language (EFL) learners’ vocabulary acquisition. This study aims to expand the body of existing research by exploring the impact of spaced versus massed distribution instruction on EFL learners’ vocabulary recall and retention. To this end, the Oxford Quick Placement Test (OQPT) was administered to 120 Iranian EFL students to determine their level of English proficiency. Accordingly, 75 intermediate students were selected and randomly assigned to three equivalent groups: two experimental groups, namely spaced instruction ( n = 25) and massed instruction ( n = 25), and one control group ( n = 25). After administering a pretest, the participants in both experimental groups received two different modes of instruction. The massed instruction group attended one intensive session to learn each set of target vocabularies; the spaced instruction group, on the contrary, had three sessions at irregular time intervals to learn the same vocabularies. The control group studied the same vocabularies but received no vocabulary-focused instructions. Overall, 180 vocabularies were taught to the students during a 12-week period (15 vocabularies per week). The instructions in each group took 60 min each week. Using a pretest, posttest, and delayed posttest design, the students first took a receptive vocabulary pretest before the treatment. One week after the treatment, a receptive vocabulary posttest was administered. Finally, after a 4-week interval, the students took the delayed posttest. The results revealed that the spaced instruction group significantly outperformed the massed instruction group on both immediate and delayed posttests. The findings lend support to the modulation of spaced instruction into the curricula in instructional settings as a valuable vocabulary instruction technique to promote vocabulary learning in real classroom environments.


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