scholarly journals Task repetition and collaborative writing by EFL children: Beyond CAF measures

2020 ◽  
Vol 10 (3) ◽  
pp. 501-522
Author(s):  
María Ángeles Hidalgo ◽  
Amparo Lázaro-Ibarrola
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Collaborative Writing ◽  
Task Repetition ◽  
Research Gaps ◽  
Positive Effects ◽  
Young Learners

Research into the potential of collaborative writing is relatively new. Similarly, task repetition (TR), which has been claimed to be a valuable tool for language learning, has been rarely explored in the context of writing. Therefore, little is known about the potential of combining TR and collaborative writing, and even less if we focus on young learners (YLs), who constitute a generally under-researched population. With these research gaps in mind, the present study examines the compositions of 10 pairs of learners of English as a foreign language (EFL) (aged 12) who write the same text in response to the same picture prompt three times over a three-week period. Our analysis includes the language-related episodes (LREs) that learners generate while writing collaboratively and, also, a thorough analysis of the three drafts that students produce, including quantitative (complexity, accuracy and fluency (CAF)) and holistic measures. Results show that learners’ compositions improve with repetition when measured by holistic ratings although CAF measures fail to grasp this improvement. As for the LREs, a great amount was found, most of the episodes were focused on form, most were successfully resolved and their amount declined with TR. In light of these results we argue in favor of the inclusion of holistic measures when analyzing students’ productions and discuss the positive effects of collaborative writing in the context of TR with YLs.

Tracing Trajectories of Young Learners: Ten Years of School English Learning

2017 ◽  
Vol 37 ◽  
pp. 168-184 ◽  
Author(s):  
Carmen Muñoz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Evolutionary Process ◽  
Individual Interviews ◽  
Positive Effects ◽  
Young Learners ◽  
Positive Attitudes ◽  
Internal And External Factors ◽  
Different Sources ◽  
Over Time

ABSTRACTAn early start of foreign language (FL) teaching has been encouraged on the basis that the main gains in this period lie in the development of positive attitudes and motivation. But the view that those positive effects will remain unchanged over learners’ language-learning trajectories is at odds with the currently prevailing notion that motivation is a complex and evolutionary process that fluctuates over time. In fact, research has shown that the positive attitudes attested in the first years of primary school wane after a while. But we still know very little about young learners’ motivational development, and longitudinal studies are very scarce. This 10-year longitudinal study looked at the trajectories of a group of young learners of English as a foreign language (EFL) from age 6 to age 16 using a mixed-methods design. It examined their outcomes in relation to their language-learning aptitude and motivation, and it observed the ways in which their levels of motivation rise and fall over time. The triangulation of data from different sources, and principally from yearly individual interviews, provided us with insights to better understand the role played by internal and external factors in those trajectories and some of the challenges for FL teaching to young learners.

scholarly journals The effects of music, relaxation and suggestion on tertiary students’ affect and achievement in learning Japanese as a Foreign Language

2008 ◽  
Vol 31 (2) ◽  
pp. 16.1-16.22
Author(s):  
Kuninori Shimbo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Accelerated Learning ◽  
Control Group ◽  
Original Form ◽  
Positive Effects ◽  
Language Classes ◽  
Quasi Experimental ◽  
Major Factors ◽  
Experimental Group

This study investigates the effects of the three major factors of Suggestopedia – music, relaxation and suggestion – on the students’ affect and development of communicative competence in tertiary Japanese language classes. A review of literature on Suggestopedia, the original form of Accelerated Learning (AL), shows that its effects are controversial, surrounded by misunderstanding and lack of appropriate evaluation. There is a need to clarify the nature of AL and the effects of its factors. Two existing classes were randomly assigned as a control group (n= 29) and an experimental group (n= 25). This quasi-experimental study lasted for 12 weeks with 3 stages of 4 weeks each. The results oft-tests showed that there existed no major significant differences between the two groups. When differences between each stage were examined carefully, however, it was found that self-concept increased significantly with the introduction of suggestion. The findings did not support the general claims that AL has positive effects on language learning, but it was found that among the three independent variables suggestion influenced students’ affect positively. The finding implies that the teacher’s positive messages are powerful tools to enhance students’ affect in learning a foreign language.

scholarly journals A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context

2017 ◽  
Vol 18 (7) ◽  
Author(s):  
Hulya Avci ◽  
Tufan Adiguzel
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Instant Messaging ◽  
Project Based Learning ◽  
Vocabulary Knowledge ◽  
Target Language ◽  
Project Work ◽  
Structured Interviews ◽  
Positive Effects

As learning a foreign language poses a number of challenges for the students, it has become indispensable to search for “optimal” conditions to enhance opportunities of engaging in the target language. Within this context, the Mobile-Blended Collaborative Learning model has been integrated in and out of the classroom learning in order to enable language learners to practice English by means of collaborative, authentic language activities based on project-based learning approach. The purpose of this study was to explore the effects of using mobile instant messaging application, WhatsApp on the language proficiency of EFL students.  Participants (N = 85) were enrolled in five upper-intermediate prep classes at a foundation university in Istanbul and took part in a seven-week Project Work. Data were collected through semi-structured interviews and focus group discussions, self- and peer evaluations of group work, a rubric for assessing project work, and log files of WhatsApp conversations. Results revealed practicing English in an authentic setting where the students used the target language for a real purpose facilitated their language learning, improved their communication skills and vocabulary knowledge, and made them recognize colloquial English. Additionally, instant messaging in an informal platform for educational purposes had positive effects on their performance and the quality of their work.

Assessing young learners’ foreign language abilities

2020 ◽  
Vol 54 (1) ◽  
pp. 1-37 ◽  
Author(s):  
Marianne Nikolov ◽  
Veronika Timpe-Laughlin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Large Scale ◽  
Experimental Studies ◽  
Language Abilities ◽  
Language Programs ◽  
Young Learners ◽  
Foreign Language Programs ◽  
The Impact

AbstractGiven the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners’ (YLs) foreign language abilities has moved to center stage. This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language proficiency have been assessed, who was involved in the assessment, and how the results have been used. By surveying trends in foreign language (FL) and content-based language learning programs involving children between the ages of 3 and 14, the article highlights research into assessment of and for learning, and critically discusses areas such as large-scale assessments and proficiency examinations, comparative and experimental studies, the impact of assessment, teachers’ beliefs and assessment practices, young learners’ test-taking strategies, age-appropriate tasks, alternative and technology-mediated assessment, as well as game-based assessments. The final section of the article highlights where more research is needed, thus outlining potential future directions for the field.

scholarly journals Second language learning in knowledge forums: an analysis of L2 acquisition of students participating in the knowledge building international project

2019 ◽  
pp. 270-274
Author(s):  
Marni Manegre ◽  
Mar Gutiérrez-Colón
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Knowledge Building ◽  
Collaborative Writing ◽  
International Project ◽  
Computer Assisted ◽  
L2 Acquisition ◽  
Foreign Language Acquisition ◽  
Post Test ◽  
Working Together

This study presents the results of an experiment designed to determine whether knowledge building can facilitate foreign language acquisition. We examined how groups of Catalan students in secondary schools worked together on collaborative writing tasks in English, their foreign language. The students were participating in the Knowledge Building International Project (KBIP), which is based on the concept that students can learn while working together in computer-assisted learning environments. The quantitative data was collected through a pre-test and post-test. The pre- and post-tests were divided into four sections, which were grammar, vocabulary, long answer, and multiple-choice. The results show an increase overall in the performance of the foreign language, English. In particular, the analysis determined that the comprehension of the subject matter and writing abilities in the L2 showed an increase at high confidence levels, however, there are challenges in determining whether the students have acquired new vocabulary or developed a better understanding of grammatical rules, since it is difficult to predict which words and sentence structures they will use when participating in this project.

scholarly journals Non-Verbal Communication: Why We Need It in Foreign Language Teaching and How We Can Foster It with Drama Activities

2014 ◽  
Vol VIII (2) ◽  
pp. 28-43
Author(s):  
Carola Surkamp
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Verbal Communication ◽  
Foreign Language Teaching ◽  
Willingness To Communicate ◽  
Language Learner ◽  
Positive Effects ◽  
Intercultural Encounters

Even though non-verbal communication is an essential part of communicative situations, it still is a neglected issue in foreign language teaching. This is quite surprising as no language learner can achieve communicative competence without having some knowledge of non-verbal phenomena, which make communication authentic and serve numerous functions needed for communicative success.Teaching a combination of verbal and non-verbal aspects of communication has positive effects on the language learning process in general and on the students’ willingness to communicate in particular. Furthermore, it is important for language learners to become aware of the role non-verbal communication plays in intercultural encounters. Additionally, the knowledge and awareness of the functions of non-verbal communication also help to develop literary competence since non-verbal phenomena contribute to a text’s meaning and its effect on the reader in both drama and prose.The objectives of this paper are to outline the nature and functions of non-verbal communication, to show why integrating non-verbal phenomena into different areas of FLT can be highly valuable, and to present drama activities that help sensitise students to non-verbal aspects of communication in various contexts.

scholarly journals Kata Berfrekuensi Tinggi dalam Pembelajaran BIPA Pemula

2020 ◽  
Vol 9 (2) ◽  
pp. 188
Author(s):  
Esra Nelvi Siagian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
High Frequency ◽  
Foreign Language Learning ◽  
Positive Effects ◽  
Self Confidence ◽  
Word Classes ◽  
Repeated Words ◽  
Bahasa Indonesia ◽  
High Frequency Words

Vocabulary plays an important role in foreign language learning, but teachers are often confused about what vocabulary should be taught or targeted so that learners can communicate well according to their level. This study aims to produce a list of the most frequently used vocabulary, knows as High Frequency Words-HFW, in Beginner Indonesian as Foreign Language (ILF) level. The results of this research will be great used for IFL students, teachers, writers, and observers, as well as parties related to IFL. The use of HFW in foreign language learning is proven to have positive effects, such as increasing learning motivation, increasing self-confidence to produce one's own sentences, helping to understand texts, and using repeated words that will make the vocabulary familiar to learners. This qualitative research used corpus of BIPA books for the beginner level based on the level one and two IFL Competency Standards according to the regulation of education ministry Number 27 of 2017 then processed using the AntCont application. The results showed that 1) HFW for IFL is different from Indonesian HFW in general; 2) the form of word classes taught varies; and 3) limited of affix used.  AbstrakKosakata memegang peranan penting dalam pembelajaran bahasa asing, tetapi pengajar sering bingung menentukan kosakata apa saja yang harus diajarkan atau dijadikan target agar pemelajar dapat berkomunikasi dengan baik sesuai dengan tingkatannya. Penelitian ini bertujuan menghasilkan daftar kosakata yang paling sering digunakan, High Frequency Words-HFW, pada pembelajaran BIPA pemula. Hasil penelitian ini akan sangat bermanfaat bagi para pemelajar, pengajar, penulis, dan pengamat BIPA, serta pihak-pihak yang berkaitan dengan kebipaan. Pemanfaatan HFW dalam pembelajaran bahasa asing terbukti memberi efek positif, seperti meningkatkan motivasi belajar, meningkatkan rasa percaya diri untuk memproduksi kalimat sendiri, membantu memahami teks, dan pemanfaatan kata berulang-ulang akan membuat kosakata tersebut familiar bagi pemelajar. Penelitian kualitatif ini menggunakan korpus data buku-buku BIPA untuk level pemula dengan berbasis Standar Kompetensi Lulusan BIPA level satu dan dua sesuai Permendikbud Nomor 27 Tahun 2017 kemudian diolah menggunakan aplikasi AntCont. Hasil penelitian menunjukkan bahwa 1) HFW bahasa Indonesia untuk pemelajar BIPA berbeda dengan HFW bahasa Indonesia secara umum; 2) bentuk kelas kata yang diajarkan bervariasi; dan 3) bentuk imbuhan yang digunakan terbatas

scholarly journals Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software

2011 ◽  
Vol 19 ◽  
pp. 56
Author(s):  
Vehbi Turel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Real World ◽  
Digital Computer ◽  
Foreign Language Learning ◽  
Listening Skills ◽  
Positive Effects ◽  
Different Types ◽  
Audio Video

<p>The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway 2000: 182, Borchardt 1999:10, Adair-Hauck et al. 1999: 273, 289, Peter 1994: 202, Hart 1992: 5). As multimedia enables us to combine and present different listening texts on the same digital computer platform more effectively, the same listening texts can be presented to language learners in different forms (Turel 2004: 129-38, Trinder 2002: 79, Heron et al. 2002: 37, Brett 1998: 81, Chanier 1996: 7, Ashward 1996: 80, Brett 1996: 204, Fox et al. 1992: 39, Leffa 1992: 66). In this research, the language learners were provided with listening texts in the form of audio-only and audio-visuals (i.e. audio + visuals, audio + animation, video-only, video + visuals). They were also provided with the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals. This study investigated 45 autonomous intermediate and upper intermediate language learners' perceptions of the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals through interactive multimedia listening software that aimed to enhance the listening skills of the participants. The results reveal that the language learners are in favour of re-listening to the same audio-only with visuals and audio-visuals without visuals. They believe that such an opportunity improves their listening skills and helps prepare them for the real world.</p>

scholarly journals 多言語多読の意義と可能性：多読実践報告を通じて • The Significance and Possibilities of Multilingual Extensive Reading: An Extensive Reading Practice Report

2019 ◽  
Vol 2018 (1) ◽  
pp. 305
Author(s):  
Rieko Nishigai ◽  
Noriko Kobayashi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Reading Ability ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Extracurricular Activity ◽  
Extensive Reading ◽  
Reading Practice ◽  
Positive Effects ◽  
Target Languages

従来型の一斉読解授業のみで個々の読解力を育成することには限界があるとして、近年、多読を授業に取り入れる教育機関が増えており、英語教育及び日本語教育における実践研究報告も数多くなされている。本稿では外国語専門学校における、レベル差のある日本語学習者を対象に行った多読授業の実践、及び授業外活動として目標言語の異なる学習者を対象として行った多読活動を紹介する。両活動後の記述および聞き取り調査の結果から、多読は学習者の自律的な学びを促し、総合的な言語能力を高める上で教育的な効果が高いと判断した。また、授業外活動で中国語、韓国語等の多言語による多読を取り入れた結果、多読は第二言語だけではなく外国語学習においても、同様の効果を期待し得ると結論付けた。さらに、絵本など言語外の情報から、ことばの背景にある文化への関心を引き出し、多文化理解を促すという相乗効果も期待できると言えよう。 Because reading ability is difficult to teach in a large class, extensive reading (ER) has been incorporated in both English and Japanese classes, and many studies report on ER activities. This report introduces two types of ER activities conducted at a language school: ER as a classroom activity for Japanese (L2) learners with various levels and ER as an extracurricular activity for learners of foreign languages. Postactivity feedback reports indicated that ER activities foster autonomous learning and they are effective in enhancing overall abilities of target languages. Authors also concluded that ER in different languages such as Chinese and Korean, which was done as an extracurricular activity, exerts positive effects not only on L2 learning but also on foreign language learning. In addition, extralinguistic information such as pictures brings out learners’ interest in foreign cultures, which encourages their multicultural understanding.

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