scholarly journals Plagiarism in the academic context: A study of Iranian EFL learners

2014 ◽  
Vol 10 (3) ◽  
pp. 151-168 ◽  
Author(s):  
Alireza Ahmadi
Keyword(s):  
Academic Context ◽  
Efl Learners

scholarly journals A Dynamic Model of EFL Learners' Personal Best Goals, Resilience, and Language Achievement

2018 ◽  
Vol 7 (3) ◽  
pp. 267 ◽  
Author(s):  
Mahsa Najafzadeh ◽  
Afsaneh Ghanizadeh ◽  
Safoura Jahedizadeh
Keyword(s):  
Structural Equation ◽  
Self Regulation ◽  
Equation Modeling ◽  
Language Achievement ◽  
Academic Context ◽  
Five Dimensions ◽  
Efl Learners ◽  
Resilience Scale ◽  
Confirmatory Factor ◽  
Do So

One of the objectives of any educational endeavor is helping students to adopt a set of personal goals for their achievement. This is known as personal best (PB) referring to personalized goals or standards of excellence that match or exceed one's prior best in the academic context. It is also believed that PB goals can fluctuate in line with other academic-associated factors. The aim of the present study is to scrutinize these goals in association with students' resilience and language achievement. In other words, this study elucidated how EFL learners' PB and resilience influence language achievement. To do so, 173 students studying in two private language institutes and a university completed two questionnaires. The former was PB scale designed by Martin (2006) measuring specific, challenging, competitively self-referenced, and self- improvement goals. It was then translated and validated by the present researchers. The latter was the resilience scale containing five dimensions of perceived happiness, empathy, sociability, persistence, and self-regulation. The questionnaire was designed and validated by Kim and Kim (2016) and then translated and validated in this study. The results of confirmatory factor analysis (CFA) demonstrated the validity of the Persian versions of the scales. The results of structural equation modeling (SEM) also indicated that PB is a positive and significant predictor of resilience. Moreover, it was found that language achievement is predicted by both PB and resilience.

scholarly journals CONTEXTUAL REDEFINITION : A TEACHING STRATEGY FOR ENHANCING BEGINNER LEVEL OF READING ACHIEVEMENT

2020 ◽  
Vol 3 (2) ◽  
pp. 110-118
Author(s):  
Dina Merris Maya Sari
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Teaching Strategy ◽  
Teaching Reading ◽  
Education Students ◽  
Academic Context ◽  
Efl Learners ◽  
First Semester ◽  
Class Management ◽  
Field Notes

Reading is the most important skill for both English as a Second Language (ESL) and English as a Foreign Language (EFL) learners especially in academic context, because the students need to comprehend and deal with al reading aspects and diffculties. Departing from those needs, so it takes a strategy in teaching reading, especially basic reading. Contextual  Redefinition is a strategyof  teaching that helps students learn the significance of  context  clues  in  understanding  the  meaning  of  a  word  or  concept. This research design is classroom action research. This study purposes to determine the extent to which the Contextual Redefinition strategy can improve students' vocabulary mastery and to find out factors of increasing students' vocabulary mastery. The subjects of this study were 26 English Education students of first semester. The research instruments were vocabulary tests, observation checklists and field notes, and questionnaire. Based on the results of the vocabulary test, there was an increase in students' vocabulary mastery from 30.77% at the beginning of the data to 42.30% in cycle 1 and 65.38% in cycle 2. The factors that increased students' vocabulary mastery were educator factors (class management) and students' factors (interests, enthusiasm, participation, and attention).

scholarly journals An Investigation of Factors Causing English Mispronunciation of Students in English for International Communication

2020 ◽  
Vol 3 (11) ◽  
pp. 194-205
Author(s):  
Rommel Valencia Tabula ◽  
Sawitri Suwanaroa ◽  
Sutarat Polerk
Keyword(s):  
International Business ◽  
English Education ◽  
First Language ◽  
International Communication ◽  
Mean Value ◽  
Interference Factor ◽  
Academic Context ◽  
Efl Learners ◽  
Thai Students ◽  
Ability Factor

English has been recognized as a lingua franca in different aspects of communication such as international business, academic context, science and technology.  Despite the constant efforts of developing English education in Thailand, studies have shown that the achievement of Thai students was still unsatisfactory. Additionally, previous studies revealed Thai EFL learners faced a number of difficulties in pronunciation and speaking. The purposes of this study were to investigate the levels of the factors and the most and least factors causing in English mispronunciation of 2nd and 3rd year students in EIC at RMUTL Tak campus.  Fifty-one students were purposively selected from EIC of 2nd and 3rd year in 2019. The research instrument included questionnaire and adopted Likert scale for data analysis. The results found that 2nd and 3rd year students in English for International Communication (EIC) Program evaluated the factor causing in English mispronunciation found that 1) the first language interference factor have the highest mean value 2) phonetic ability factor 3) experience in studying English factor and 4) motivation factor have the lowest mean value.

scholarly journals The Relationship between Emotional Intelligence and Complexity, Accuracy, and Fluency in EFL Learners’ Oral Performance

2018 ◽  
Vol 13 (3) ◽  
pp. 310-318 ◽  
Author(s):  
Parisa Abdolrezapour
Keyword(s):  
Emotional Intelligence ◽  
Short Form ◽  
Oral Narrative ◽  
Trait Emotional Intelligence ◽  
Oral Performance ◽  
Academic Context ◽  
Efl Learners ◽  
Efl Students ◽  
Trait Emotional Intelligence Questionnaire ◽  
The Relationship

Over the last three decades, emotional intelligence (EI) has received considerable empirical attention especially in academic context. Following this line of research, the study reported in this paper investigated the relationship between trait EI and EFL learners’ second language (L2) oral performance. A sample of 102 Iranian EFL students, all between 13 and 18 years old (approximately half male and half female), performed an oral narrative task under laboratory conditions and completed the trait emotional intelligence questionnaire-adolescent short form (TEIQue-ASF), which is used to measure global trait EI. The correlational analysis of the results indicated a positive relationship between EI and learners’ L2 oral performance as measured in terms of complexity, accuracy and fluency. Those with higher degree of EI were able to produce more accurate and complex language. The relationship between EI and fluency measures, however, did not reach significance. Findings of this study point to the importance of focusing on learners’ emotions and finding strategies to foster it. Keywords: Emotional intelligence, accuracy, complexity, fluency, language achievement

Promotion of mental health in academic context

2012 ◽  
Author(s):  
Elizabete Borges ◽  
Carlos Sequeira ◽  
Clemente Sousa
Keyword(s):  
Mental Health ◽  
Academic Context

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

Study of Consonant Pronunciations Errors Committed by EFL Learners

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.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

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