scholarly journals Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Fariba Salahi ◽  
Majid Farahian
Keyword(s):  
Factor Analysis ◽  
Foreign Language ◽  
Educational System ◽  
Reflective Writing ◽  
The Other ◽  
Item Pool ◽  
Alpha Coefficient ◽  
Efl Learners ◽  
Related Literature ◽  
Efl Teachers

AbstractThe purpose of the current study was to develop and validate a scale to assess the inhibitors to reflective writing of Iranian English as a Foreign Language (EFL) teachers. The other aim of this study was to assess the reliability of the questionnaire. To prepare the first item pool of the questionnaire, the researchers reviewed the previous related literature and prepared the first item pool with 62 items. At the next stage, based on the judgments of some experts in the field regarding the items of the questionnaire, 31 items were deleted and the next draft included 31 items. Then, 265 EFL teachers were invited to fill out the questionnaire. As the next step, exploratory factor analysis (EFA) was conducted to investigate the construct validity of the scale. Based on the results of EFA, 10 items were deleted. The final draft of the questionnaire included 21 items with three factors including ‘teachers’ issues’, ‘students’ issues’, and ‘institutions and educational system issues’. In addition, a Cronbach’s alpha coefficient was run to measure the internal consistency of the scale and the findings indicated a satisfactory level of reliability. The findings have implications for pedagogy as well as further research.

scholarly journals Construction and validation of barriers to Iranian ESP instructors’ reflective practice scale

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Milad Sheikhbanooie ◽  
Majid Farahian
Keyword(s):  
Factor Analysis ◽  
Reflective Practice ◽  
Design Methodology ◽  
English For Specific Purposes ◽  
Item Pool ◽  
Validity And Reliability ◽  
Alpha Coefficient ◽  
Content Type ◽  
Final Version ◽  
Efl Teachers

PurposeSince reflectivity has a crucial role in education, it has attracted researchers’ attention in the last decades. As such, the present study aimed to construct and validate a questionnaire to assess the barriers to reflective practices of Iranian ESP (English for Specific Purposes) instructors. Furthermore, this study aimed to investigate the reliability of the scale.Design/methodology/approachTo attain the purpose of the study, the researchers developed the first item pool of the questionnaire which included 67 items. Then, 4 experts were asked to pass their judgments on the items. Accordingly, 37 items were excluded and the next draft of the questionnaire that included 30 items remained. After their feedback, the revised scale was piloted with 10 ESP instructors to check the clarity of items. Then, the scale was administered to 210 ESP instructors. At the next stage, an exploratory factor analysis (EFA) was run to assess the construct validity of the questionnaire. Based on the results, three items were removed. To investigate the internal consistency of the scale, a Cronbach’s alpha coefficient was employed.FindingsThe final version of the scale included 27 items with three subscales, namely, learners, instructors and institutions’ issues. The results revealed that the questionnaire enjoyed an acceptable level of validity and reliability.Originality/valueApart from a few studies, no other study has scrutinized barriers to EFL teachers’ reflectivity. In addition, in the realm of ESP, no study has developed a scale to measure barriers to ESP teachers’ reflective practice.

scholarly journals CLASSROOM ACTIVITIES FOR TEACHING SPEAKING: VOICES OF INDONESIAN EFL LEARNERS

2020 ◽  
Vol 9 (1) ◽  
pp. 35
Author(s):  
Arif Nugroho ◽  
Novrika Nartiningrum
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Oral Communication ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Classroom Activities ◽  
Efl Teachers ◽  
The Ideal

<p>Among the four English skills, oral communication becomes crucial for undergraduate students to be more competitive in the work-places. In a foreign language teaching, designing appropriate classroom activities is a prerequisite for the success of a language learning. Therefore, this study sheds some light on 92 EFL learners’ perceptions and insights of classroom activities for teaching speaking. Drawing on the data obtained from questionnaire and focus group discussion (FGD), the findings illustrated that the students held moderately positive perceptions toward the speaking activities in their classroom. In addition, the results of FGD revealed some insights from the students with regard to the ideal classroom activities for teaching speaking. The findings of this study provide insights for EFL teachers in designing appropriate classroom activities to achieve the success of teaching speaking.</p><p><strong>Keywords: </strong>teaching speaking, classroom activities, students’ perception</p>

The Effect of Structured Input, Meaningful Output and Traditional Instruction on EFL Learners’ Productive Use of Passive Voice

2017 ◽  
Vol 7 (9) ◽  
pp. 737
Author(s):  
Horye Seyednejad ◽  
Hamid Gholami
Keyword(s):  
Teacher Educators ◽  
Traditional Instruction ◽  
The Other ◽  
Passive Voice ◽  
Efl Learners ◽  
Structured Input ◽  
Instruction Group ◽  
Efl Teachers ◽  
Post Hoc

This study aimed at investigating the effect of structured input, meaningful output and traditional instruction on EFL learners’ productive use of passive voice. To achieve this purpose 60 intermediate female EFL learners were selected from Fahim institute in Kermanshah. They were assigned into three experimental groups (structured input, meaningful output and traditional instruction group). To analyze the collected data of three experimental groups, ANOVA and a post hoc Scheffe was run. The results showed the superiority of structured input technique over the other two techniques. All in all, the findings of the present study confirms the use of structured input technique for the purpose of developing productive use of linguistic items. This study has implications for EFL teachers, teacher educators, and material developers.

How Can EFL Teachers Help EFL Learners Improve Their English Pronunciation?

2016 ◽  
Vol 7 (5) ◽  
pp. 967 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Foreign Language ◽  
Social Interactions ◽  
Teaching And Learning ◽  
Vital Role ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Self Confidence ◽  
Efl Teachers ◽  
English Pronunciation ◽  
And Performance

One of the important parts of foreign language teaching and learning is English pronunciation because it impacts learners' communicative competence and performance. Lack of pronunciation skills reduces learners’ self-confidence and limit their social interactions. EFL teachers can help their learners obtain the necessary skills of pronunciation they need for effective communication. In this paper, the researchers define the term pronunciation, explain the importance of pronunciation, declare the goals of English pronunciation, state the aspects of English pronunciation, elaborate the reason of integrating pronunciation in EFL classes, express techniques for teaching English pronunciation, and mention implications for the learning and teaching of English pronunciation. The review of literature indicates that EFL teachers play a vital role in improving the learners’ pronunciation skill.

scholarly journals Translation and EFL in Oman

2018 ◽  
Vol 8 (3) ◽  
pp. 5
Author(s):  
Musallam Al-Ma’ani ◽  
Al Ghalia Al-Kindi
Keyword(s):  
Foreign Language ◽  
Educational System ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Efl Teachers ◽  
Efl Teaching ◽  
History Of ◽  
Arabic And English

The history of the didactics of translation indicates that it has been effectively used in the teaching of foreign languages. In the case of English as a Foreign Language (EFL), translation can have a sufficiently facilitating role in its teaching and learning. Particularly for the teaching of EFL in Oman, where English is taught at all stages of the educational system, translation from and into Arabic and English may improve the mastery of English. But there is disagreement among EFL teachers on the use of translation in their classes. This paper explores the views of EFL teachers in Oman with regard to the feasibility and usefulness of translation in EFL teaching. Findings suggest that EFL teachers in Oman are almost split on this vital issue.

scholarly journals The Development of Medication Adherence Scale for Persons with Coronary Artery Disease (MAS-CAD): A Nursing Perspective

2018 ◽  
Vol 16 (1) ◽  
pp. 19-25
Author(s):  
Kanoklekha SUWANNAPONG ◽  
Sureeporn THANASILP ◽  
Waraporn CHAIYAWAT
Keyword(s):  
Coronary Artery Disease ◽  
Factor Analysis ◽  
Medication Adherence ◽  
Psychometric Property ◽  
Property Testing ◽  
Item Pool ◽  
Alpha Coefficient ◽  
Confirmatory Factor ◽  
Adherence Scale ◽  
Artery Disease

The purpose of this study was to develop a Medication Adherence Scale for Persons with Coronary Artery Disease (MAS-CAD) based on a nursing perspective. This study was guided by scale development procedures, which consisted of 7 steps: 1) clarifying and determining the concept, 2) generating an item pool, 3) determining the format for measurement, 4) reviewing the initial item pool by 7 professional experts, 5) conducting preliminary item pilot study with 30 Thais with CAD, 6) conducting field-testing for psychometric property testing among 457 Thais with CAD who attended heart clinics of 7 tertiary hospitals in Thailand, and 7) developing scoring and interpretation of the scale scores. Data were analyzed by using descriptive statistics, content validity index, Cronbach’s alpha coefficient, confirmatory factor analysis by LISREL, and Pearson product moment correlation. The results showed that the MAS-CAD is a self-report instrument, comprised of 5 rating Likert-scale categorical format, composed of 25 items covering 4 constructs; proper knowledge of prescribed medication (7 items), storing medication appropriately (3 items), self-regulating medication administration correctly and continuously (11 items), and participating in the medication treatment plan (4 items). Psychometric property testing demonstrated satisfactory internal consistency with Cronbach’s alpha coefficient of 0.81, and test-retest reliability was acceptable (r = .62, p < .01). Construct validity was supported by confirmatory factor analysis. In conclusion, the MAS-CAD is a reliable and valid instrument. Nurses can use this scale as a tool for assessing medication adherence for persons with CAD.

scholarly journals EFL Learners’ and Teachers’ Perception toward the Use of Online Videos in EFL Classes

2021 ◽  
Vol 12 (1) ◽  
pp. 215-228
Author(s):  
Doniazad Sultan Alshraideh
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
English Language ◽  
Language Skills ◽  
Positive Influence ◽  
Effective Technique ◽  
Efl Learners ◽  
Efl Teachers ◽  
Online Videos ◽  
Preparatory Year

This study aims at analyzing the English as a foreign language (EFL) learners’ and teachers’ perception toward the use of online videos in EFL classes. The current study used a mixed method to answer the question of the study which is: What is the perception of EFL learners and teachers toward the use of online videos in EFL classes? It includes both quantitative and qualitative techniques, namely a questionnaire and an interview. To get the required data and to answer the question of the study, the researcher collected information by distributing a relevant questionnaire among 120 EFL Saudi female students who are studying English in their preparatory year “Unified Scientific Track” at Taibah University. Their ages range between 18 to 21 years old. The questionnaire of the study consists of 10 items. For the first nine items, Likert Scale is used to let the respondents range the statements on a five- point scale. The tenth item asks the respondents to rate the usefulness of the online video regarding language skills and other aspects. The researcher also conducted an interview with six EFL teachers who teach English language skills in the English Language Centre (ELC) at Taibah University. The responses of the participants showed that the use of online videos is an effective technique and has a positive influence in EFL classes.

scholarly journals An Insight into Female EFL Learners’ Difficulties and Needs in Writing: The Case of Secondary High Schools in Saudi Arabia

2021 ◽  
pp. 343-359
Author(s):  
Fatima Yousef Alzahrani ◽  
Eatedal Mohammed Alghamdi ◽  
Maysa Mohammad Sadiq Qutob
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Foreign Language ◽  
Writing Skills ◽  
Efl Writing ◽  
Efl Learners ◽  
12Th Grade ◽  
Efl Teachers ◽  
Research Findings ◽  
Insight Into

Curriculum development has been carried out to improve English as a Foreign Language (EFL) courses in Saudi public schools; however, EFL learners still have difficulties in writing. This study examines the difficulties that Saudi female EFL learners face in writing in secondary high schools. The study also aims to identify 12th grade female EFL learners’ needs in improving their writing skills. The research findings might help curriculum designers and EFL teachers to make improvements to a curriculum that meet EFL learners’ needs. The participants were 216 female EFL learners studying in public schools in Jeddah. A questionnaire including closed items on a Likert scale and one open-ended question were used to collect data, which were then analysed quantitatively and qualitatively. The results illustrate that female EFL learners’ main difficulties in EFL writing are mechanics, use of proper vocabulary, and organization of texts. Additionally, female learners expressed their needs and suggestions for improving their writing skills which are related to the specific difficulties they face. Accordingly, the researchers suggest establishing a well-designed writing program which provides learners with sufficient training in writing skills by increasing the number of hours given to writing.

scholarly journals Saudi EFL Teachers’ Interpretation toward Creativity

2020 ◽  
Vol 13 (6) ◽  
pp. 162
Author(s):  
Norah Nasser Aldujayn ◽  
Alaa Mesfer Alsubhi
Keyword(s):  
Saudi Arabia ◽  
High Schools ◽  
Foreign Language ◽  
Educational System ◽  
Survey Instrument ◽  
Kingdom Of Saudi Arabia ◽  
Creative Methods ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Definition Of

Purpose, Methods, Results Creativity is an important skill that should be promoted throughout the educational system. However, teachers of English as a foreign language (EFL) in high schools in the Kingdom of Saudi Arabia (KSA) generally do not appear to use creative approaches for reasons that are not well understood. Understanding EFL teachers&rsquo; attitudes about creativity would provide valuable insights into their practices in the classroom and facilitate the planning and evaluation efforts to promote creativity in classrooms. Using a validated survey instrument adapted from Al-Qahtani (2016), the researcher collected attitudes toward creativity among 85 female Saudi EFL teachers. The study found that the participating teachers had positive attitudes toward creativity. However, they lacked certainty about the definition of creativity and were not confident in their application of creative methods. The implications of these findings in light of the research are discussed in greater detail.

scholarly journals An Insight into Female EFL Learners’ Difficulties and Needs in Writing: The Case of Secondary High Schools in Saudi Arabia

2021 ◽  
Author(s):  
Fatima Yousef Alzahrani ◽  
Eatedal Mohammed Alghamdi ◽  
Maysa Mohammad Sadiq Qutob
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Foreign Language ◽  
Writing Skills ◽  
Efl Writing ◽  
Efl Learners ◽  
12Th Grade ◽  
Efl Teachers ◽  
Research Findings ◽  
Insight Into

Curriculum development has been carried out to improve English as a Foreign Language (EFL) courses in Saudi public schools; however, EFL learners still have difficulties in writing. This study examines the difficulties that Saudi female EFL learners face in writing in secondary high schools. The study also aims to identify 12th grade female EFL learners’ needs in improving their writing skills. The research findings might help curriculum designers and EFL teachers to make improvements to a curriculum that meet EFL learners’ needs. The participants were 216 female EFL learners studying in public schools in Jeddah. A questionnaire including closed items on a Likert scale and one open-ended question were used to collect data, which were then analysed quantitatively and qualitatively. The results illustrate that female EFL learners’ main difficulties in EFL writing are mechanics, use of proper vocabulary, and organization of texts. Additionally, female learners expressed their needs and suggestions for improving their writing skills which are related to the specific difficulties they face. Accordingly, the researchers suggest establishing a well-designed writing program which provides learners with sufficient training in writing skills by increasing the number of hours given to writing.

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