scholarly journals Developing Oral Interaction Skills in Foreign Language Learners through Media Literacy

2021 ◽  
Vol 23 (1) ◽  
pp. 3-16
Author(s):  
Heydi Karen Neiva Montaño
Keyword(s):  
Foreign Language ◽  
Media Literacy ◽  
Literacy Practices ◽  
Study Data ◽  
Structured Interviews ◽  
Ability Group ◽  
Additional Information ◽  
Foreign Language Learners ◽  
Oral Interaction ◽  
Interaction Skills

Few studies in Colombia have incorporated media literacy in TEFL (Teaching English as a Foreign Language) environments. This paper presents the results of a research conducted in an upper-intermediate course in the Language Institute of the District University (ILUD) in Bogotá. A media literacy model was adapted to create weekly radio workshops in an eight-week pedagogical intervention. During the research study, data were collected from the participants' weekly interactions, discussions, reflections, as well as from semi-structured interviews and field notes taken from my observations as a participant-observer. It was found that EFL learners from a mixed-ability group were engaged in media literacy practices, mainly when they reflected upon news through their realities, beliefs, and attitudes. The results of this study demonstrated that students developed oral interaction skills and acquired diverse strategies that helped them discuss messages from different media outlets, express their personal opinions, and gather additional information to support their findings.

A contextualised examination of target language use in the primary school foreign language classroom

2004 ◽  
Vol 27 (1) ◽  
pp. 104-119 ◽  
Author(s):  
David R. Carless
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Proficiency ◽  
Language Use ◽  
Study Data ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Classroom Language

Abstract This article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language proficiency of the learners which plays a major role in the quantity of target language use, but the teachers’ own proficiency, experience and beliefs.

scholarly journals Vocabulary Learning Strategies by JFL Good Learners in the Digital Era

IZUMI ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 156-170
Author(s):  
Eka Marthanty Indah Lestari ◽  
Dewi Puspitasari
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Dominant Strategy ◽  
Language Learner ◽  
Japanese Language ◽  
Structured Interviews ◽  
Foreign Language Learners

Vocabulary is an integral aspect when learning a foreign language. The issue discussed in this research includes learning new vocabularies by Japanese language learners who are competent and the relevance of vocabulary-learning strategy by Oxford (1990) to foreign language learners' current condition. This research aims to elaborate on the relevant vocabulary-learning strategy for foreign learners of the Japanese language. The research methodology is qualitative, with semi-structured interviews by adopting the questionnaire by Saengpakdeejit (2014). The vocabulary-learning strategy is classified based on the taxonomy of vocabulary learning strategy by Oxford (1990), Schmitt (1997), and Churches (2009). The result shows that Japanese language learners who are competent apply the vocabulary learning strategy, as Oxford (1990) stated. The dominant strategy used by the participants is a cognitive strategy, which allows new vocabularies to be stored in the participant's memory. Furthermore, information related to new vocabularies needs to be stored in the participant's memory using vocabularies. Besides, a competent Japanese language learner can use the learning resources, printed materials, and digital application to improve the vocabularies.

scholarly journals The Feasibility of Foreign Language Online Instruction During the Covid-19 Pandemic: A Qualitative Case Study of Instructors’ and Students’ Reflections

2021 ◽  
Vol 14 (4) ◽  
pp. 93
Author(s):  
Anchalee Jansem
Keyword(s):  
Foreign Language ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Social Contexts ◽  
Study Data ◽  
Language Instruction ◽  
Small Scale ◽  
Structured Interviews

This small scale case study aimed at identifying the feasibility of foreign language online instruction during the abrupt change of teaching mode toward online platforms. The feasibility in this study involves the practicality and the possibility of and the concerns about language teaching and learning foreign language online as reflected by the instructors and the students. One instructor teaching as well as two students majoring each of the eight foreign languages including English, French, German, Chinese, Japanese, Korean, Khmer, and Vietnamese from an autonomous university in Bangkok, Thailand, voluntarily took part in this study. Data collected via semi-structured interviews and post-interviews written reflections indicated three levels of the practicality. The data showed the conditional likeliness of the possibility to carry on online teaching. The last finding presented concerns about foreign language online instruction. Further research is needed for a more complete understanding of the effects of online foreign language instruction in different social contexts.

scholarly journals The effects of instructional focus and task type on pre-vocational learners’ ability in EFL oral interaction

2019 ◽  
Vol 171 (2) ◽  
pp. 153-190 ◽  
Author(s):  
Eline van Batenburg ◽  
Ron Oostdam ◽  
Amos van Gelderen ◽  
Ruben Fukkink ◽  
Nivja de Jong
Keyword(s):  
Foreign Language ◽  
Task Type ◽  
Controlled Study ◽  
Control Group ◽  
Positive Effects ◽  
Instructional Focus ◽  
Oral Interaction ◽  
Business As Usual ◽  
Oral Skills ◽  
Interaction Skills

Abstract Little is known about the effect of diverging pedagogies on the development of interactional oral skills in a foreign language. In a controlled study, we evaluated three newly developed instructional programmes that were situated in the same training context, but that differed in instructional focus and type of task. These were compared to the effects of business-as-usual instruction. Multilevel analysis revealed that all experimental groups outperformed the ‘business-as-usual’ control group on oral interaction skills (N = 199), with similar results for the programmes. Positive effects were found on interaction skills for trained contexts of use only. No transfer was found to tasks in other contexts of use. We conclude that receiving contextualised oral interaction instruction is beneficial to the development of pre-vocational learners’ interaction skills.

scholarly journals Language Anxiety Among Adult Learners in Uitm Sarawak

2016 ◽  
Vol 6 (1) ◽  
pp. 105
Author(s):  
Siti Huzaimah Binti Sahari ◽  
Aiza Johari ◽  
Affidah Morni
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Language Anxiety ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Foreign Language Learners ◽  
And Coping

Language anxiety is one of the factors that needs to be considered in learning and teaching second or foreign language. Language anxiety can be defined as the feelings of uneasiness, worry, nervousness, self-doubt, frustration and apprehension (Brown, 2001) experienced by non-native speakers when learning or using a second or foreign language. Learners respond to language anxiety differently. This study investigates the language anxiety levels and coping strategies applied by adult learners of UiTM Sarawak in using English as a medium of instruction. The subjects of the study involved those between 45 to 50 years of age. The data collection was carried out through the distribution of questionnaires and semi-structured interviews. The results from the study show that the adult learners have different levels of language anxiety and they have also adopted several strategies in coping with their anxiety. The conclusion of the study presents suggestions and recommendations on ways in handling anxiety in both teaching and learning second language.

scholarly journals A study on audience perception of fact and fiction in documentary

2017 ◽  
Author(s):  
◽  
Tiffany Crouse
Keyword(s):  
Focus Groups ◽  
Media Literacy ◽  
Qualitative Data ◽  
Word Of Mouth ◽  
Study Data ◽  
Structured Interviews ◽  
The Difference ◽  
Depth Interviews ◽  
Qualitative Phase

This study addresses the disconnect between how a documentary consumer goes into a film thinking they are skeptical of the information; when they tend to have a crewed understanding of filmmaking and media literacy. An explanatory, experimental qualitative design was used. This involved collecting qualitative data through the use of focus groups and then expanding upon those data with in-depth interviews. In the first qualitative phase of the study, data was collected from volunteer participants from three different cities in Missouri. Three focus groups where conducted to recognize the volunteers' understanding of the distinctions between fact and fiction in documentary and to assess whether that relates to further word-of-mouth misinformation. The second qualitative phase was conducted as follow up to the focus groups. In this study, the researcher looked at how members of the first data study consume documentaries. She did this through one-on-one in-depth semi-structured interviews with two participants from each of the focus groups. The researcher then conducted a textual analysis of the transcribed material that came from the qualitative data collected in both the focus groups and the interviews. Ultimately addressing the question: how do audience members understand the difference between fact and fiction in documentary?

Improving Online Readability and Information Literacy

2011 ◽  
pp. 284-305 ◽  
Author(s):  
John Paul Loucky
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Media Literacy ◽  
Information Literacy ◽  
Language Education ◽  
Foreign Language Education ◽  
Online Reading ◽  
Foreign Language Learners

This chapter integrates important challenges of how to improve accessibility, readability and learnability of online content. It is concerned with issues of how to create effective and enjoyable contents for online learning that is linguistically accessible, textually comprehensible and readable for foreign language learners. Information literacy is an umbrella term encompassing computer, critical, digital, and media literacy. Yet a crucial area for research is the overlap of traditional reading literacy and new forms of online and digital library literacy. This area seems to have been largely overlooked and under-researched. This chapter elucidates how various threads can be more skillfully woven together so as to enhance online reading and language learning skills. The aim is to gain insights that enhance online learning and integrate information literacies in foreign language education.

scholarly journals Promoting Listening Fluency in Pre-Intermediate EFL Learners Through Meaningful Oral Tasks

2018 ◽  
Vol 20 (2) ◽  
pp. 161-177
Author(s):  
Eulices Córdoba Zúñiga ◽  
Emerson Rangel Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Research Study ◽  
Public University ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Field Notes

This article reports a study on the implementation of meaningful oral tasks to promote listening fluency in ten pre-intermediate English as a foreign language learners in the English language teaching program at a Colombian public university. The tasks were implemented to overcome the weaknesses these students had to understand oral messages from audio materials and daily-life conversations in classes. A qualitative action-research study with observation field-notes and semi-structured interviews served as the basis for this research. Results indicate that this methodology provided suitable opportunities to foster listening fluency through the development of meaningful oral tasks. Participants developed dynamic assignments that included pre, while, and post intensive-extensive listening practices which allowed them to understand, to interpret oral messages, and to provide suitable responses to do the required tasks.

scholarly journals Investigating Changes in Demotivation among Chinese EFL Learners from an Activity Theory Perspective

2017 ◽  
Vol 8 (1) ◽  
pp. 44
Author(s):  
Chili Li ◽  
Jinghua Qian
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Activity Theory ◽  
Language Learners ◽  
Structured Interviews ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
English Class ◽  
Teachers And Students ◽  
Technological Universities

This paper reports on a study that investigated the changes of demotivation to learn English over the four college years among Chinese English as a Foreign Language Learners (EFL) from the perspective of Activity Theory. Semi-structured interviews were conducted on fifteen college EFL learners in China. The interview data were analyzed by means of content analysis to explore the changes in the demotivation among the participants and the reasons why their demotivation changed. The results revealed that: 1) the interviewees experienced changes in their demotivation during the four college years, with a stronger demotivation in the first and fourth year; 2) the dynamic disposition of the respondents’ demotivation is related to such factors as subject (Interest and future career), object (English examinations), tools (textbooks) and community (peers and teachers). The findings are implicative for teachers and students to tackle demotivation in English class for students at technological universities in China and other similar EFL contexts beyond.

Refusal Semantic Formulas Used by Foreign Language Learners

2008 ◽  
Vol 63 (4) ◽  
pp. 115-139 ◽  
Author(s):  
Euen Hyuk Sarah Jung ◽  
Kim, Young Jae
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Foreign Language Learners
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