scholarly journals Millennials as Dictionary Users: A Study of Dictionary Use Habits of Serbian EFL Students

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110084
Author(s):  
Ljiljana Knežević ◽  
Sabina Halupka-Rešetar ◽  
Ivana Miškeljin ◽  
Mira Milić
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Qualitative Data ◽  
Digital Competence ◽  
Efl Learners ◽  
Efl Students ◽  
Unknown Words ◽  
Dictionary Use ◽  
New Generation ◽  
Method Approach

The article addresses the use of dictionaries among the new millennium generation of English as a foreign language (EFL) undergraduates. Applying the mixed-method approach (a questionnaire and interviews), the study examines the frequency of dictionary use, the types of dictionaries used, activities initiating dictionary consultation, information searched for, and problems faced in using dictionaries. The findings suggest that the participants are most fond of bilingual online dictionaries and use them mostly for looking up the meaning of unknown words. They also show that despite being high consumers of technology, participants do not benefit much from online dictionaries, as they neglect most of the entry information. The qualitative data reveal that the participants perceive various digital tools of questionable quality as online dictionaries. Overall, the study sheds light on the characteristic behavior of the new generation of EFL learners regarding their dictionary use and points to the necessity of developing their digital competence in the realm of dictionary use.

scholarly journals Predicting EFL Learners’ Achievement from Their Two Faces—FLE and FLCA

2021 ◽  
Vol 11 (3) ◽  
pp. 275
Author(s):  
Bo Yang
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Qualitative Data ◽  
Northwest China ◽  
Internal Variables ◽  
Efl Learners ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
School Differences ◽  
Method Approach

Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) are a Janus-faced concept (Dewaele & MacIntyre, 2014). This study adopted a mixed-method approach to investigate how FLE interacts with FLCA to predict and be predicted by Foreign Language (FL) achievement among 589 undergraduate learners of English as a foreign language (EFL) at a key and a non-key university in Northwest China. Participants reported more FLE than FLCA. Significant school differences were found regarding the investigated variables. FLE regulated the debilitating aspect and positively predicted the facilitating aspect of FLCA, whereas facilitating anxiety, in turn, increased FLE via motivation and sense of success. FLE and FLCA significantly predicted FL achievement and vice versa. Qualitative analysis revealed that learner-internal variables were major sources of FLE and FLCA. Facilitating anxiety was reported to significantly and positively connect with FL achievement in both quantitative and qualitative data, although debilitating anxiety exerted a more influential role.

scholarly journals A Promoting EFL Learners’ Linguistic Competence via Videogame Play-Trace Effects: An Empirical Study

2019 ◽  
Vol 6 (1) ◽  
pp. 56-72
Author(s):  
Rozhgar Jalal Khidhir ◽  
Hussein Ali Wali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mixed Method ◽  
English Language ◽  
Linguistic Competence ◽  
Independent Learning ◽  
Efl Learners ◽  
Frequent Use ◽  
The University ◽  
Method Approach

The current study is an experimental digital game-based (DGBL) endeavor which tackles potential educational issues beyond the frequent use of games, language learning potentials in particular. It has used a mixed method approach, i.e., quantitative and qualitative. The study aims at exploring the practical effects of videogame play, Trace Effect, on improving the players’ linguistic competence. It is hypothesized that (playing videogame cannot create any difference of performance between groups of subject matters for improving English language learning. The study has concluded the followings; overall inferential statistics confirmed that playing videogame can effectively get into the improvement process of teaching English as a foreign language to the university students. On the other hand, playing the videogame, Trace Effects, has formed the solely major cause of improvement and learning in the following domains, creating friendly fascinating atmosphere, upgrading technological skills, increasing motivation towards learning, making use of homework as a form of external extensive activity, forming semi-independent learning, and practicing and virtual reality of the second/foreign language’s culture.

scholarly journals Understanding Online Reading Dispositions from the Perspective of Saudi EFL Learners

2020 ◽  
Vol 14 (07) ◽  
pp. 73
Author(s):  
Eyhab Yaghi ◽  
Amelia Abdullah
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Deep Understanding ◽  
Limited Data ◽  
Online Reading ◽  
Efl Learners ◽  
Mixed Method Approach ◽  
New Ideas ◽  
Efl Students ◽  
Method Approach

<p> Our knowledge of online reading dispositions is based on limited data. The optimal aim of this paper is to find out the online reading disposition that might take place when EFL students read online materials.  To achieve the aim of this research, a mixed method approach was employed. The results emerged from the quantitative data have shown that students tend to show dispositions of reflection as the most frequent dispositions. In compliance with quantitative data, five students were interviewed in order to provide a deep understanding of these dispositions. By doing so, new ideas have been extracted from students’ responses such as likeness toward online reading, taking place online reading dispositions and alternatives of online reading dispositions. These emerging results would provide an overwhelming idea about the online reading dispositions and pave the way for upcoming studies. </p>

scholarly journals The Encoding of Field in EFL Learners' Academic Writing in English

2021 ◽  
Vol 4 (1) ◽  
pp. p14
Author(s):  
Budi Rahayu
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Mixed Method ◽  
Qualitative Data ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Text Production ◽  
The Subject ◽  
Material Process ◽  
Argumentative Texts

One of the problems in teaching English as a foreign language (EFL) is the teachers’ lack of knowledge on the process of the students’ text production, which seems to have not been adequately explored and described. This research aims to describe the process of encoding of Field in EFL learners' academic writing in English, especially argumentative texts, focusing on how students produce the texts and why they produce the texts as they do. A Mixed method is applied in this research; Qualitative data is collected from interviews and quantitative data is compiled from the texts produced by a group of 25 Indonesian university students, who become the subject of this research. The findings show that Indonesian students, when writing English argumentative texts, use mostly Material process, Relational process, and Mental process. Furthermore, the students mostly use Circumstance of Reason, Time and Circumstance of Degree. These types of Processes and Circumstances are encoded in the text for the reasons of elaborating, explaining, and expressing opinions, based on the question asked. In other words, the encoding of Field seems to be influenced by the question or prompt given. This has given an idea of how foreign language teaching should be conducted.

scholarly journals Communication challenges: Saudi EFL Speaking Skills and strategies to overcome speaking difficulties

2020 ◽  
pp. 1-61
Author(s):  
Hayat Ahmad Kashmiri
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Qualitative Data ◽  
Descriptive Analysis ◽  
Mixed Method Research ◽  
Efl Learners ◽  
English As Foreign Language ◽  
English Class ◽  
Efl Students ◽  
Communication Challenges

The purpose of this study to present the findings of research conducted to challenges faced by Saudi English as foreign language (EFL) learners and to formulate some strategies to overcome their speaking difficulties. In Saudi Arabia, there is a widely held perception that it is possible for the EFL learners to attain the high levels of proficiency in writing reading and listening, but they cannot speak English as compared to their peers from around the globe. This is quite concerning as these students have selective and compulsory English courses that run through their almost ten years of compulsory school education. The challenges to speaking by these students had formerly been addressed by sorting out the challenges of deficiencies in teacher development and teacher education, learners’ autonomy lack of material and technology in the EFL classes and anxiety in learning a foreign language. The purpose is to seek answers to the challenges of speaking English from the Saudi speaking EFL students themselves. In order to do that a sample of 66 students who have enrolled in year one of intensive preparatory English class will be used. A mixed method research design will be used in the triangulation of the findings for higher validity. Quantitative data will be analyzed with software for data analysis while qualitative data will be analyzed by making use of descriptive analysis. The findings will help to identify the reasons why speaking English is a challenge for Saudi EFL students which will help in the formulation of strategies to overcome such challenges.

scholarly journals Enhancing EFL Students’ Active Learning by Using ‘Formative’ on Mobile Devices

2020 ◽  
Vol 15 (13) ◽  
pp. 252
Author(s):  
Paola Cabrera-Solano ◽  
Ana Quinonez-Beltran ◽  
Paul Gonzalez-Torres ◽  
Cesar Ochoa-Cueva ◽  
Luz Castillo-Cuesta
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Foreign Language ◽  
Mobile Devices ◽  
Mixed Method ◽  
Efl Students ◽  
University Level ◽  
English Program ◽  
Method Approach ◽  
Relevant Factors

The present study was aimed at analyzing the factors that contribute to engage students in active learning through Formative on mobile devices. It also focused on English as a Foreign Language (EFL) students’ perceptions of using this tool for enhancing active learning. The participants were 82 adult on-site learners en-rolled in five different courses of an English program at a university level. In ad-dition, 5 English instructors were in charge of teaching the aforementioned stu-dents. An action-research design along with a mixed-method approach were used to analyze the data in this study. The information was gathered through diagnostic questionnaires, observations, and perceptions questionnaires. The results evi-denced that engagement, motivation, participation, and reduction in students’ anx-iety constitute the most relevant factors that contributed to involve students in ac-tive learning through the use of Formative on mobile devices. The tool was per-ceived as motivating and engaging because it allowed students to enhance active learning and get directly involved in the class activities to demonstrate their knowledge.

scholarly journals Communication challenges: Saudi EFL Speaking Skills and strategies to overcome speaking difficulties

2021 ◽  
Author(s):  
Hayat Ahmad Kashmiri
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Qualitative Data ◽  
Descriptive Analysis ◽  
Mixed Method Research ◽  
Efl Learners ◽  
English As Foreign Language ◽  
English Class ◽  
Efl Students ◽  
Communication Challenges

The purpose of this study to present the findings of research conducted to challenges faced by Saudi English as foreign language (EFL) learners and to formulate some strategies to overcome their speaking difficulties. In Saudi Arabia, there is a widely held perception that it is possible for the EFL learners to attain the high levels of proficiency in writing reading and listening, but they cannot speak English as compared to their peers from around the globe. This is quite concerning as these students have selective and compulsory English courses that run through their almost ten years of compulsory school education. The challenges to speaking by these students had formerly been addressed by sorting out the challenges of deficiencies in teacher development and teacher education, learners’ autonomy lack of material and technology in the EFL classes and anxiety in learning a foreign language. The purpose is to seek answers to the challenges of speaking English from the Saudi speaking EFL students themselves. In order to do that a sample of 66 students who have enrolled in year one of intensive preparatory English class will be used. A mixed method research design will be used in the triangulation of the findings for higher validity. Quantitative data will be analyzed with software for data analysis while qualitative data will be analyzed by making use of descriptive analysis. The findings will help to identify the reasons why speaking English is a challenge for Saudi EFL students which will help in the formulation of strategies to overcome such challenges.

scholarly journals Formative assessment in the English as a foreign language classroom in secondary schools in Poland. Report on a mixed-method study

2019 ◽  
Vol 10 (2) ◽  
pp. 309-327
Author(s):  
Małgorzata Baran-Łucarz
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Formative Assessment ◽  
Mixed Method ◽  
Qualitative Data ◽  
Negative Effects ◽  
Secondary School Education ◽  
Language Classroom ◽  
Training Courses ◽  
Method Approach

Aim. The paper addresses the problem of formative assessment in the foreign language (FL) classroom. Its main objective is to present the outcomes of a study identifying tendencies related to the use of formative assessment during English lessons in Polish high schools, and students’ opinions on the frequency, type and effects of assessment they had been provided with during secondary school education. Methods. The data come from a retrospective study applying a mixed-method approach. They were gathered with a questionnaire based on a Likert scale, complemented with a few open-ended questions. The responses were provided by 106 students who graduated various high schools in the years 2014-2017 in 36 towns/cities located in different regions of Poland. The frequencies of using formative assessment in the case of all the FL skills and subskills are presented in comparison to summative assessment. The qualitative data were coded with an aim of finding some common trends.    Results. The study showed that in the case of the participants of this research, formative assessment in secondary education at EFL classes was evidently neglected. Many students (approximately 25%) acknowledged to never having been provided with formative assessment with regards to pronunciation, receptive and productive skills. The open responses signal students’ awareness of the importance of feedback and of several negative effects resulting from the lack of its regular provision.    Conclusions. The data gathered in the study seem to call for the need to raise the understanding of the role and the practical abilities to use formative assessment in the EFL classroom both at pre-service and in-service teacher training courses.

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.

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

Sign in / Sign up

Export Citation Format

Share Document