Effects of Bilingualism on Reading Fluency: An Analysis of Pausing Patterns of Iranian Learners of English as a Third Language

Fluency is one of the most important components of oral proficiency, which can be affected by a number of variables including frequency, duration, and place of pause phenomena. The present study aimed at investigating the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns by comparing the pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners. To this end, a sample of 40 male and female advanced EFL learners were selected from Yazd University and several English-language institutes. An English reading passage test was used to measure students’ fluency in terms of their pausing patterns in prepared mode of speech. As learners started to read the passage, their speeches were recorded. The collected data were analyzed by Praat software. The statistical analyses revealed a significant difference between monolingual and bilingual learners in the frequency, duration, and placement of the pauses they had produced while they were reading the English passage. The results showed that bilingual learners outperformed monolingual participants, suggesting the superiority of bilinguals in their pausing patterns. The implications are discussed.

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The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language

Dil ve Dilbilimi Çalışmaları Dergisi ◽

10.52462/jlls.4 ◽

2021 ◽

Vol 17 (1) ◽

pp. 56-69

Author(s):

Seth Amoah ◽

Joyce Yeboah

Keyword(s):

Foreign Language ◽

English Language ◽

Oral Proficiency ◽

Negative Evaluation ◽

Efl Learners ◽

Grammar Rules ◽

Integrative Motivation ◽

English Major ◽

Speaking Confidence ◽

Oral Presentations

One of the most important skills to acquire in learning a foreign language is speaking. It is however, viewed as one of the most difficult. This study involved the observation of non-English major students in the foreign language department of Nanjing Tech University. Its aim was to assess critically the factors that affect the speaking performances of Chinese EFL Learners, find out their motivational levels and explore ways to improve EFL proficiency. Two survey questionnaires, as well as an interview item, were constructed. Seventy-five respondents were conveniently sampled for the Chinese EFL learner’s speaking difficulty questionnaire and, the English motivational scale, and ten out of the Seventy-five were randomly selected to respond to the interview. The factors that inhibit speaking performances were categorized as either linguistic or psychological. The outcome of the study revealed that Chinese EFL learners have speaking problems that relate more to psychological factors like anxiety, fear of mistakes, unwillingness, and fear of negative evaluation than linguistic factors such as lack of vocabulary, pronunciation, insufficient knowledge of grammar rules, reading and oral presentation. Furthermore, the researchers investigated the motivational levels of respondents toward speaking English as motivation is considered a fundamental element in achieving oral proficiency. The findings showed that Chinese EFL learner’s instrumental motivations are slightly dominant than their integrative motivation. The study recommends that instructors or teachers should create a conducive environment that will help reduce anxiety or shyness and gather adequate strategies like regular oral presentations or classroom debates to boost EFL learners' speaking confidence.

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Comparison of Native and Non-native English Language Teachers’ Evaluation of EFL Learners’ Speaking Skills: Conflicting or Identical Rating Behaviour?

English Language Teaching ◽

10.5539/elt.v9n5p98 ◽

2016 ◽

Vol 9 (5) ◽

pp. 98

Author(s):

Emrah Ekmekci

Keyword(s):

English Language ◽

Oral Proficiency ◽

T Test ◽

Language Teachers ◽

Pearson Product Moment Correlation ◽

Efl Learners ◽

Significant Difference ◽

Efl Students ◽

English Language Teachers ◽

Speaking Skills

Assessing speaking skills is regarded as a complex and hard process compared with the other language skills. Considering the idiosyncratic characteristics of EFL learners, oral proficiency assessment issue becomes even more important. Keeping this situation in mind, judgements and reliability of raters need to be consistent with each other. This study aims to compare native and non-native English language teachers’ evaluation of EFL learners’ speaking skills. Based on the oral proficiency scores in the final exam conducted at a state university in Turkey, the study analysed the scores given by native and non-native English language teachers to 80 EFL students attending preparatory classes in the 2014-2015 academic year. 3 native and 3 non-native English language teachers participated in the study. Data were collected through an analytic rating scale and analysed with the help of independent samples t-test and Pearson product-moment correlation test. Pearson product-moment correlation test (calculated as 0,763) indicated that the raters had high inter-rater reliability coefficients. T-test results revealed that there is no statistically significant difference in the total scores given by both groups of teachers. The study also investigated the different components of speaking skills such as fluency, pronunciation, accuracy, vocabulary, and communication strategies with regard to the existence of significant difference between the scores. The only component which created a statistically significant difference was found to be pronunciation, which was expected prior to the research. In line with the overall findings of the study, it can be concluded that native and non-native English language teachers display almost identical rating behaviour in assessing EFL students’ oral proficiency.

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Diversity in Utilization of Reading Strategies: A Cross Gender Study on Iranian EFL Learners

Studies in English Language Teaching ◽

10.22158/selt.v1n1p172 ◽

2013 ◽

Vol 1 (1) ◽

pp. 172

Author(s):

Saeedeh Karbalaee Kamran

Keyword(s):

Foreign Language ◽

Reading Strategies ◽

Reading Strategy ◽

Demographic Information ◽

Male And Female ◽

Efl Learners ◽

Efl Teacher ◽

Significant Difference ◽

Research Questions ◽

Insight Into

Current study aims to examine whether any statistically significant difference existed between Iranian male and female English as a foreign language (EFL) learners' reading strategy utilization. The data was collected employing three instruments of Survey of Reading Strategy (SORS), a reading test, and a questionnaire on demographic information. Several analyses of independent samples t-test were executed to answer the research questions. The findings revealed no statistically significant difference between male and female participants on their overall reading strategy use. No gender impact was sought in use of global and support subscales of reading strategies; however, female participants were found to outperform their male counterparts in use of problem solving subscale of reading strategies. Implications were provided for EFL teacher and researchers to upgrade their insight into nuance differences between male and female readers' interaction with a text.

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USING GOOGLE SEARCH FOR ENGLISH GRAMMAR LEARNING

Journal of Nusantara Studies (JONUS) ◽

10.24200/jonus.vol6iss2pp318-339 ◽

2021 ◽

Vol 6 (2) ◽

pp. 318-339

Author(s):

Mona Tavakoli

Keyword(s):

Foreign Language ◽

Language Learners ◽

English Language ◽

The Body ◽

Efl Learners ◽

English Grammar ◽

Grammar Learning ◽

Significant Difference ◽

Google Search ◽

The Impact

Background/Purpose: Second/foreign language learners face problems in different areas such as correct word usage, grammatical accuracy, and pronunciation fluency. This paper responds to one of these problems by investigating the impact of strategic Google Search on Iranian English as a foreign language (EFL) learners’ grammar learning. Methodology: Sixty Iranian intermediate EFL learners from a private English language institute in Isfahan, Iran were selected and randomly divided into two groups. To find which areas of grammar are most problematic among the participants, a multiple-choice grammar pretest which was validated by five English experts was given to them. Then 10 questions that most participants answered wrongly were selected as the most challenging ones. During 10 class sessions, the participants were taught how to select the correct choice through Google Search. In fact, each participant in the class had a laptop connected to the internet. The researcher taught them how to search on Google strategically and the participants found out that in Google sites there are some sentences which are grammatically wrong and they should not trust them. They learned how to search strategically for the correct choices. At the end of the sessions they answered a posttest containing different questions but in the same grammatical areas. The pretest and posttest both were conducted while the participants were connected to internet sites. Findings: Data analysis was done through running t-test using SPSS software and statistically significant difference was revealed. The findings showed that those participants who were taught how to strategically use Google Search performed better in the posttest. Therefore, the results revealed that correct Google Search had improved the Iranian intermediate EFL learners’ grammar knowledge. Contributions: This study has several implications for both language learners and teachers regarding the use of Google platform for English grammar learning. In addition, it contributes to the body of knowledge that strategic Google Search does not only improve the Iranian EFL learners’ English grammar but also make them less dependent on teachers thus promoting autonomous learning. Keywords: Google search, EFL learners, grammar learning, intermediate EFL learners, Iran, web-based instruction. Cite as: Tavakoli, M. (2021). Using Google search for English grammar learning. Journal of Nusantara Studies, 6(2), 318-339. http://dx.doi.org/10.24200/jonus.vol6iss2pp318-339

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Does Flipped Classroom Model Affect EFL Learners’ Anxiety in English Speaking Performance?

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v16i01.16955 ◽

2021 ◽

Vol 16 (01) ◽

pp. 94

Author(s):

Mohamad Yahya Abdullah ◽

Supyan Hussin ◽

Kemboja Ismail

Keyword(s):

Foreign Language ◽

Learning Styles ◽

Mixed Methods Research ◽

Flipped Classroom ◽

English Language ◽

Teaching Method ◽

Efl Learners ◽

Significant Difference ◽

English Speaking ◽

Speaking Performance

Learners of English as a foreign language (EFL) face various challenges which impede their efforts to achieve English proficiency, especially in speaking performance. In response, this study sets out to use the Flipped Classroom Model (FCM) as a teaching method to investigate the effective-ness of the FCM on EFL learners’ anxiety in English speaking performance. A mixed-methods research design was utilized whereby 27 Omani under-graduate students majoring in English as a foreign language at Buraimi Uni-versity College (BUC), Sultanate of Oman were selected purposively as the subjects of the study. The collected data involved the Anxiety in English Speaking Performance Questionnaire (AESPQ) that was distributed in three stages: pre, midway and post the implementation of FCM. Another set of da-ta was elicited in the focus group interviews and students’ reflective jour-nals. Findings indicated that after twelve weeks of using FCM, a considera-ble improvement occurred on EFL learners’ anxiety in English speaking per-formance across time. The results of the One-way ANOVA showed that there were significant differences among the EFL learners’ levels of anxiety in speaking English, F (₂, ₅₂) = 111.492, P<0.001, η2= 0.811), and MANOVA results revealed that there was a significant difference between the four di-mensions of AESPQ over time (Wilks Lambda =0.017, F= 134.718, 2=0.983). FCM was found to be appropriate to all the students in this study since it satisfied their needs and suited their learning styles. Essentially, the findings reported in this research would contribute to advancing English language teaching, not only in instructional design but also in promoting EFL instructors to be more interested in using FCM.

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The Comparative Effect of Spacing Instruction and Massed Instruction on Intermediate EFL Learners’ Reading Comprehension

SAGE Open ◽

10.1177/2158244018811024 ◽

2018 ◽

Vol 8 (4) ◽

pp. 215824401881102 ◽

Cited By ~ 2

Author(s):

Ehsan Namaziandost ◽

Fariba Rahimi Esfahani ◽

Arash Hashemifardnia

Keyword(s):

Reading Comprehension ◽

Foreign Language ◽

Placement Test ◽

Comparative Effect ◽

Efl Learners ◽

The Third ◽

English Reading ◽

Significant Difference ◽

Initial Session ◽

English Reading Comprehension

This study compared the effects of spacing and massed instructions on Iranian English as a foreign language (EFL) learners’ reading comprehension. To fulfill this objective, 50 Iranian participants were selected among 80 students based on the results of Oxford Quick Placement Test (OQPT). The intermediate selected participants were then randomly divided into two equal experimental groups; spacing group and massed group. Afterward, the researcher measured the participants’ English reading comprehension by administering a reading comprehension pretest. Then, five English texts from Active One Book were instructed to both experimental groups. In the massed class, each text was taught in an intensive 60-min session, whereas each text was taught to the spaced group in three short sessions (about 60 min in total). The first session lasted for 20 min; the second occurring 2 days after the initial session lasted 20 min; and the third session took 20 min and was held 2 days after the second session. After the instruction, a reading posttest was administered to the both groups and finally the data were analyzed by using paired and independent samples t tests. The obtained results indicated that there was a significant difference between the posttests of spacing and massed groups. The findings indicated that the spacing group significantly outperformed the massed group ( p < .05) on the posttest. The implications of this study can make the teachers aware that teaching through spaced intervals can provide better results than teaching through one massed session.

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Field Dependent vs. Field Independent EFL Learners’ Perceptions of Their Instructors’ Teaching Methods in English Language Classes

Pertanika Journal of Science and Technology ◽

10.47836/pjssh.29.s1.13 ◽

2021 ◽

Vol 29 (S1) ◽

Author(s):

Reza Kafipour ◽

Nooreen Noordin

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Effective Teacher ◽

Efl Learners ◽

Embedded Figures Test ◽

Field Independent ◽

Significant Difference ◽

Field Dependent ◽

Efl Teaching

Teachers are the core component of teaching and learning a second or foreign language; therefore, they should know what the learners consider as the most effective teachers’ characteristics which may enhance their learning. Accordingly, the main aim of the present study was to compare field dependent and field independent Iranian learners in terms of their perceptions about effective language teaching. Fifty intermediate Iranian learners of English as a Foreign Language (EFL) participated in this study and three instruments were utilized to collect the data. The first instrument was Oxford Placement Test (OPT, 2001) to test the homogeneity of the EFL learners. The second instrument was Group Embedded Figures Test (GEFT) to classify field dependent learners from field independent ones and the third instrument was an effective EFL teaching questionnaire to record the participants’ perceptions of effective EFL teaching. The obtained results revealed that field dependent and field independent learners had different expectations in class. That is, for field dependent learners, confidence and open-mindedness in class were important characteristics of an effective teacher while for field independent learners, teachers’ knowledge and proficiency were important. Indeed, there was no significant difference between the perceptions of field dependent participants and the field independent EFL learners about the overall characteristics of an effective teacher. Knowing EFL learners’ cognitive styles can open new insights in the second language (L2) domain and lead to more influential teaching.

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USING ENGLISH MOVIES AND TV PROGRAMS FOR DEVELOPING LISTENING SKILLS OF EFL LEARNERS

Information Technologies and Learning Tools ◽

10.33407/itlt.v70i2.2488 ◽

2019 ◽

Vol 70 (2) ◽

pp. 227 ◽

Cited By ~ 1

Author(s):

Rastislav Metruk

Keyword(s):

Foreign Language ◽

English Language ◽

Language Teaching ◽

Listening Skills ◽

Literature Study ◽

Listening Test ◽

Efl Learners ◽

Significant Difference ◽

Preliminary Study ◽

Post Hoc

The skill of listening has always been regarded as one of the primary skills in foreign language teaching. The article attempts to investigate the effects of employing ICT, namely extensive viewing of movies and TV programs, on listening skills of EFL (English as a foreign language) learners. A total of 18 students of Teaching English Language and Literature study program were targeted for this preliminary study. Based on the data acquired by a questionnaire, they were divided into three groups: those who watch movies and TV programs in the original in English on a daily basis 1 hour a day, 2 hours a day, and 3 and more hours a day. Afterwards, all the participants took a listening test, and the obtained data were subsequently analyzed using the Friedman ANOVA non-parametric statistical test and a post-hoc test. The preliminary results illustrate that despite the fact that some differences in the mean scores were observed, no statistically significant difference was detected in the listening test scores between the three groups (p = 0.31). In a similar way, the post-hoc test yielded the same results (p = 0.68; p = 0.22; p = 0.22). Thus, the amount of daily exposure to watching English movies and TV programs in the original did not seem to occupy a substantial role in relation to listening skills of EFL learners. It is vital that further research, on a larger sample of respondents, be conducted, also due to the fact that the exploration of this field of English language teaching and learning is still in its infancy. Extensive listening (extensive viewing) represents a useful and popular way of improving listening skills, which requires attention of teachers and students, and this preliminary study explores whether higher exposure to viewing movies and TV programs results in better listening skills of EFL learners.

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Self-esteem of Saudi Learners and Its Relationship to Their Achievement in English as a Foreign Language

English Linguistics Research ◽

10.5430/elr.v6n4p1 ◽

2017 ◽

Vol 6 (4) ◽

pp. 1

Author(s):

Fakieh Alrabai

Keyword(s):

Standard Deviation ◽

Foreign Language ◽

Learning Outcomes ◽

English Language ◽

Self Esteem ◽

Strong Positive Correlation ◽

Male And Female ◽

Efl Learners ◽

Low Levels ◽

Teaching Learning

This study examined the concept of language self-esteem among 263 Saudi learners of English as a foreign Language (EFL) and its association with their achievement in this language. The study utilized a questionnaire survey for data collection and descriptive statistical analyses (e.g. mean, standard deviation, correlations) and a t-test for data analysis. The findings of the study revealed a strong positive correlation (r = 0.414) between learners' self-esteem and their EFL achievement. In addition, participating learners demonstrated low levels of self-esteem (M = 2.94 (out of 5), SD = .44); and low language achievement (M = 62.80 (out of 100), SD = 12.75). There were also no significant differences between male and female learners in terms of both their self-esteem and EFL achievement. The findings derived from this study acknowledge the vital need for all the partners of EFL teaching/learning process in Saudi Arabia to find practical solutions to build and promote Saudi EFL learners' self-esteem for learning the English language. Based on these findings, some suggestions on how to put learner's self-esteem into practice in order to ensure optimal EFL learning outcomes as well as other points for possible future self-esteem research are presented in the concluding section of this paper.

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Study of Consonant Pronunciations Errors Committed by EFL Learners

English Literature and Language Review ◽

10.32861/ellr.55.48.56 ◽

2019 ◽

pp. 48-56

Author(s):

Ali Akbar Khansir ◽

Afsaneh Salehabadi

Keyword(s):

English Language Learners ◽

Foreign Language ◽

Language Learners ◽

English Language ◽

Age Group ◽

Efl Learners ◽

Listening Skill ◽

English Pronunciation ◽

Efl Students ◽

Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

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