Examining EFL learners’ source text use in summary writing

2021 ◽  
pp. 136216882110558
Author(s):  
Jiuliang Li
Keyword(s):  
Language Proficiency ◽  
Expository Text ◽  
Narrative Text ◽  
Source Text ◽  
Efl Learners ◽  
Summary Writing ◽  
Reading Material ◽  
Chinese University ◽  
Teaching Learning ◽  
Source Use

To avoid plagiarism, students have to learn the appropriate and effective ways of source text use, such as paraphrasing, summarizing, and citation. However, few studies have investigated how learners of English as a foreign language (EFL) employ copy and paraphrase as source text use strategies in completing writing tasks involving reading material, and how characteristics of the reading material, such as genre, affect such use. This article reports an empirical study that attempted to address the issue. Eighty students from an undergraduate program of a Chinese university wrote summaries for a narrative text and an expository text. Their drafts and the source texts are compared to identify instances of retention of strings of words from sources. Analysis of the summary scripts showed that participants heavily relied on the source texts when writing summaries. The expository text elicited a larger proportion of words than the narrative text in total text borrowed, and the former also led the participants to stronger reliance on its surface structure than the latter. The less proficient group used Exact Copy more but Paraphrase less than the more proficient group. Higher level of source use – Major Paraphrase and Maximal Paraphrase – seems to be immune to changes in terms of genre of source text and language proficiency. Implications of these findings are discussed with reference to the teaching, learning, and assessing appropriate source text use of university level EFL learners.

Developing Young EFL Learners' Writing Skill in Wikis' Collaborative Environment

2019 ◽  
pp. 1396-1427 ◽  
Author(s):  
Roya Khoii ◽  
Zahra Arabsarhangi
Keyword(s):  
Language Proficiency ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Collaborative Environment ◽  
Significant Difference ◽  
Lexical Approach ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

In this chapter the impact of corpus-based vocabulary teaching/learning on vocabulary retention among EFL learners with different levels of language proficiency is studied. Four groups of students (two experimental and two control) participated in the study. The experimental groups received vocabulary instruction based on the techniques and procedures of the lexical approach. The control groups were taught with conventional techniques of vocabulary teaching. Vocabulary learning and retention were assessed by two vocabulary tests taken immediately after the treatment and with a 2-month delay respectively. The result showed that the lower proficiency experimental group outperformed other groups in the first vocabulary test, while in the second vocabulary test no significant difference was found between the experimental groups with different language proficiencies.

Developing Young EFL Learners' Writing Skill in Wikis' Collaborative Environment

2015 ◽  
pp. 344-373
Author(s):  
Roya Khoii ◽  
Zahra Arabsarhangi
Keyword(s):  
Language Proficiency ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Collaborative Environment ◽  
Significant Difference ◽  
Lexical Approach ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

In this chapter the impact of corpus-based vocabulary teaching/learning on vocabulary retention among EFL learners with different levels of language proficiency is studied. Four groups of students (two experimental and two control) participated in the study. The experimental groups received vocabulary instruction based on the techniques and procedures of the lexical approach. The control groups were taught with conventional techniques of vocabulary teaching. Vocabulary learning and retention were assessed by two vocabulary tests taken immediately after the treatment and with a 2-month delay respectively. The result showed that the lower proficiency experimental group outperformed other groups in the first vocabulary test, while in the second vocabulary test no significant difference was found between the experimental groups with different language proficiencies.

scholarly journals Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes

2021 ◽  
Vol 11 (2) ◽  
pp. 265-289
Author(s):  
Xiaozhou (Emily) Zhou ◽  
Steve Mann
Keyword(s):  
Language Proficiency ◽  
Learning Process ◽  
Student Attitudes ◽  
Classroom Teacher ◽  
Efl Learners ◽  
Linguistic Resources ◽  
Chinese University ◽  
Approach To Teaching ◽  
Students Attitudes ◽  
The Impact

Pedagogical translanguaging has been extensively researched over the past decade. Yet, little is known about the attitudes of students towards this practice. Students constitute an integral part of classroom interactions and their learning process is significantly affected by teachers’ classroom discourse. This action research (AR) study, situated in a Chinese university Content and Language Integrated Learning (CLIL) reading classroom and aided by lesson recordings and two sets of questionnaires, explores the translanguaging strategies employed by the teacher as well as the students’ attitudes to such strategies. Through incorporating feedback collected from students regarding the teacher’s modifications of language use, the study has demonstrated how the teacher mobilizes her full linguistic resources, in the form of translanguaging, to achieve pedagogical outcomes, which eventually leads to the establishment of a mutually beneficial classroom ecology. The study also indicates that advanced EFL learners, highly motivated to improve language proficiency and acquire subject content unanimously reject the traditional monolingual approach to teaching. The findings call for further research into the impact of pedagogical translanguaging on students’ learning process in multilingual classrooms.

The Impact of Corpus-Based Vocabulary Teaching/Learning on Vocabulary Retention across Language Proficiency Levels

2015 ◽  
pp. 402-424
Author(s):  
Ghodrat Momeni
Keyword(s):  
Language Proficiency ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Significant Difference ◽  
Lexical Approach ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group ◽  
Different Levels

In this chapter the impact of corpus-based vocabulary teaching/learning on vocabulary retention among EFL learners with different levels of language proficiency was studied. Four groups of students (two experimental and two control) participated in the study. The experimental groups received vocabulary instruction based on the techniques and procedures of the lexical approach. The control groups were taught with conventional techniques of vocabulary teaching. Vocabulary learning and retention were assessed by two vocabulary tests taken immediately after the treatment and with a 2-month delay respectively. The result showed that the lower proficiency experimental group outperformed other groups in the first vocabulary test, while in the second vocabulary test no significant difference was found between the experimental groups with different language proficiencies.

The Impact of Corpus-Based Vocabulary Teaching/Learning on Vocabulary Retention across Language Proficiency Levels

2019 ◽  
pp. 270-294
Author(s):  
Ghodrat Momeni
Keyword(s):  
Language Proficiency ◽  
Vocabulary Test ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Significant Difference ◽  
Lexical Approach ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group ◽  
Different Levels

In this chapter the impact of corpus-based vocabulary teaching/learning on vocabulary retention among EFL learners with different levels of language proficiency was studied. Four groups of students (two experimental and two control) participated in the study. The experimental groups received vocabulary instruction based on the techniques and procedures of the lexical approach. The control groups were taught with conventional techniques of vocabulary teaching. Vocabulary learning and retention were assessed by two vocabulary tests taken immediately after the treatment and with a 2-month delay respectively. The result showed that the lower proficiency experimental group outperformed other groups in the first vocabulary test, while in the second vocabulary test no significant difference was found between the experimental groups with different language proficiencies.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Yohanna Situmeang And Busmin Gurning
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teachers ◽  
Narrative Text ◽  
Narrative Writing ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

Developing a Pop Up Book Supportive to Narrative-Texts Teaching

2019 ◽  
Vol 1 (2) ◽  
pp. 66
Author(s):  
Khoirunnisa Safitri ◽  
Sudarsono Sudarsono
Keyword(s):  
Narrative Text ◽  
Development Phase ◽  
Design Phase ◽  
Narrative Texts ◽  
Evaluation Result ◽  
Tenth Grade ◽  
Text Reading ◽  
The Media ◽  
Addie Model ◽  
Teaching Learning

This research aims to develop Pop-Up Book as supplementary media to support the teaching of narrative texts and to evaluate whether or not the media are feasible to teach narrative texts to the tenth grade students of SMA Negeri 8 Pontianak. The media consisted of narrative texts with pop-up pictures. They were divided based on the structure of a narrative text. The materials were taken from the students’ textbook that the researcher has simplified. The procedures were adapted from ADDIE Model proposed by Branch and it used three phases, namely, Analyse, Design, and Develop. From analyse phase, it was found that the students needed interesting media that was visually attractive to engage them in the teaching learning process and to support the existing materials. The Design phase covered the aspects, which were the focus of the media, of the materials and the pictures for the media, and the structure of the media. The Development phase concerned the development of the essential parts of the media. According to the evaluation result, the media are considered feasible to be applied by the teachers to teach narrative text reading.

A study of Importance of English Language Proficiency in Hospitality Industry and the Role of Hospitality Educators in Enhancing the Same Amongst The Students

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Arati Prabhu ◽  
Prachi Wani
Keyword(s):  
Language Proficiency ◽  
Hospitality Industry ◽  
English Language ◽  
English Language Proficiency ◽  
Primary Data ◽  
Hotel Management ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Teaching Learning

The study is undertaken to understand the importance of English language skills in the Indian hospitality industry, and the gaps therein. It studies the challenge as it exists in Pune city, and how AISSMS College of Hotel Management & Catering Technology has attempted to address the issue(s). The study aims at gathering primary information by means of questionnaires. It sheds light on the gap between existing and desired standards of English proficiency. It also highlights the attempts by the three important stakeholders in order to address the issue. Though, attempts are made from the industry, teachers and students, it is recognized that joint efforts need to be made to tackle the problem collectively and from all sides. It is an urgent calling for innovative teaching learning practices and encouraging sound develop initiatives and commitment. The primary data is across the cross section of Pune hoteliers, teachers and students of the college. The findings reflect the importance of English as the universal medium of communication, and its importance in rendering quality service and importantly.

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mobile Technologies ◽  
Word Knowledge ◽  
Mobile Platforms ◽  
Efl Learners ◽  
Learning Group ◽  
Chinese University ◽  
L2 Vocabulary

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

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