scholarly journals Foreign language learning boredom: conceptualization and measurement

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Chengchen Li ◽  
Jean-Marc Dewaele ◽  
Yanhong Hu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
English Teachers ◽  
Value Theory ◽  
Validity And Reliability ◽  
Confirmatory Factor Analyses ◽  
Control Value ◽  
English Major ◽  
Efl Students

Abstract This article reports on a two-step investigation of foreign language learning boredom amongst Chinese university non-English-major EFL students and English teachers. In Study 1, 22 students and 11 English teachers were interviewed and 659 students responded to an open questionnaire, recalling and describing their experiences and perceptions of boredom in learning English. The data allowed a multidimensional conceptualization of Foreign Language Learning Boredom (FLLB), empirically supporting the control-value theory in educational psychology. Based on the conceptualization of FLLB, in Study 2, the Foreign Language Learning Boredom Scale (FLLBS) was developed. Through surveying 808 students in a pilot and 2,223 in the main study, a 7-factor FLLBS with 32 items was validated using exploratory and confirmatory factor analyses as well as further validity and reliability analyses. It is argued that FLLB is a crucial addition to the emerging field of foreign languagelearning emotion research.

scholarly journals EXPLORING LANGUAGE INPUT OF THE READING TEXTS IN NORTHSTAR TEXTBOOKS FOR FIRST-YEAR ENGLISH-MAJOR STUDENTS AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY

2020 ◽  
Vol 129 (6B) ◽  
Author(s):  
Phuong Ngoc Quynh Tran
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Difficulty Level ◽  
First Year ◽  
Text Input ◽  
Language Difficulty ◽  
English Major ◽  
Language Input ◽  
Reading Texts

There are many studies on English Language Teaching materials evaluation, but very few investigate the language input of reading materials though text input is considered a primary factor for successful foreign language learning. This research explored the language input of reading texts in a book series used in teaching reading for first-year English-major students at a foreign language university in central Vietnam. It aimed at investigating text topics, genres, length, language difficulty level and students’ as well as teachers’ perceptions of the studied texts in an attempt to facilitate students’ reading comprehension. Thirty-two reading texts were studied using a descriptive analytical approach. Individual and focus group interviews were implemented with 15 students and 7 lecturers. The findings showed the textbooks incorporated a wide variety of topics which are interesting and familiar to students. Article was the most popular text genre. The text length and language difficulty level proved to be appropriate to students’ levels. The lecturers’ and students’ perceptions of the texts also supported the textbook analysis findings. These findings implicated the selected textbooks should be kept in the curriculum but need further adaptation. Besides, some suggestions were made to help ELT lecturers modify the text input effectively.

scholarly journals An Investigation into the Benefits of the Intercultural Approach to EFL Learning and Teaching: A Case Study of Taif University, KSA

2017 ◽  
Vol 8 (1) ◽  
pp. 52 ◽  
Author(s):  
Amir H. Abdalla
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
First Year ◽  
Learning And Teaching ◽  
Efl Students ◽  
Potential Benefits ◽  
Preparatory Year ◽  
Study Participants

The purpose of this study is to investigate the potential benefits of using the intercultural approach to teaching English as a foreign language in the preparatory –year programme (male branch), Taif University, Kingdom of Saudi Arabia. The intercultural approach is considered a viable means of foreign language education that seeks to address issues of culture in foreign language learning and teaching and how best to address them. Hence, this study intends to explore the attitudes of first year EFL Taif university students to the potential benefits of the intercultural approach to EFL. A sample of 200 EFL students participated in the study. Participants’ views on the topic of the study are collected via a questionnaire the researcher designed and administered to the participants. In addition, the views of 50 EFL instructors teaching in the preparatory programme were gathered by a questionnaire regarding the topic researched. Descriptive statistics were used to analyse the collected data.

English Major Students' Attitudes towards Movies and Series as Language Learning Resources

2015 ◽  
pp. 276-295
Author(s):  
Buğra Zengin ◽  
Duygu Doğan ◽  
Feryal Çubukçu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
English Language Teaching ◽  
Learning Resources ◽  
Original Language ◽  
English Major ◽  
Students Attitudes ◽  
Low Exposure

This chapter focuses on the attitudes of the fourth-year English Language Teaching (ELT) students towards strategies related to using movies and series as foreign language learning resources. The subjects were teacher candidates (at a state university in the west of Turkey). The current study demonstrates that foreign-language majors are not immune to downsides of a low-exposure EFL setting. The participants also state that only their family members - but not friends - are likely to cause a shift to the dubbed version of movie/series they want to view in the original language and with L2 captions (intralingual captions / in the source language) otherwise. This study suggests that backseat TV systems on buses can provide solutions. The backseat TV systems are welcome by most of the participants, in particular by those whose intercity travelling habits are found to be quite high.

scholarly journals The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers

2018 ◽  
Vol 11 (2) ◽  
pp. 72 ◽  
Author(s):  
Raniah Kabooha ◽  
Tariq Elyas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
English As Foreign Language ◽  
Learning And Teaching ◽  
Vocabulary Comprehension ◽  
Efl Students ◽  
Youtube Videos ◽  
Reading Activities

The present study sought to examine the improvement in vocabulary comprehension and retention of Saudi English as foreign language female students at King Abdul Aziz University as a result of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of YouTube on the development of vocabulary. One hundred female intermediate level students aged between 18-20 years old participated in the study. Students were divided into two groups: an experimental group who watched YouTube during the reading activities and a control group who was not exposed to the videos. Data were collected using pre-tests and post-tests in addition to questionnaires. The findings of the study reveal that the group who viewed the YouTube clips outperformed the group who was not exposed to YouTube videos in the posttest. The results clearly show that YouTube provided statistically significant effects on the students' vocabulary acquisition. The findings of the study indicate that the participants positively viewed the use of YouTube in their lessons. The findings also revealed significant improvement in the students’ vocabulary achievement. The implications of the findings are discussed within the context of foreign language learning and teaching.

scholarly journals Classroom enjoyment and anxiety among Saudi undergraduate EFL students: does gender matter?

2021 ◽  
pp. 9-34
Author(s):  
Elias Bensalem
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Female Students ◽  
Efl Learners ◽  
Recent Interest ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Efl Students ◽  
The Relationship

The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014). It examines the construct of foreign language enjoyment (FLE) and its relationship with foreign language classroom anxiety (FLCA) among a group of 487 English as a foreign language (EFL) students (340 females, 147 males) enrolled in public universities in Saudi Arabia. A measure of FLE based on Likert scale ratings of ten items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on eight items extracted from the FLCAS (Horwitz et al., 1986) were used. Male and female students had the same levels of FLE and FLCA. Correlation analysis showed that the relationship between students’ FLE and FLCA was significantly negative. Qualitative analysis of the participants’ learning experiences revealed the causes of FLCA and FLE among Saudi EFL learners.

scholarly journals A Study of EFL Students’ Interpretations of Cultural Aspects in Foreign Language Learning

2011 ◽  
pp. 38
Author(s):  
Osiris Hernández Castro ◽  
Yolanda Samacá Bohórquez
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Target Language ◽  
Small Scale ◽  
Research Project ◽  
Cultural Aspects ◽  
Efl Students

This article explores the relevance of implementing the cultural aspects of both foreign and own countries as a paramount issue in the teaching of a target language. This small scale research project was developed as a component of the seminar on Bilinguism offered by Universidad Distrital in Bogotá as part of its Master ́s program in Applied Linguistics to the Teaching of English. The authors of this research collected data to find out and compare how university students from Tunja and Bogotá –two major Colombian cities– assess the incorporation of cultural aspects of the foreign country into the teaching of the foreign language. Thus, the guiding question of this research is: How do EFL students interpret cultural aspects embedded in foreign language learning?

scholarly journals The Teacher’s Role in Telecollaborative Language Learning: The Case of Institutional Integrated Teletandem

2019 ◽  
Vol 19 (3) ◽  
pp. 555-578 ◽  
Author(s):  
Suzi M. S. Cavalari ◽  
Solange Aranha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Teaching English ◽  
Language Teacher Education ◽  
Present Evidence ◽  
Face To Face ◽  
Teacher’S Role ◽  
Efl Students ◽  
Teacher's Role

ABSTRACT Teletandeem is a model of telecollaboration in which pairs of speakers of different languages meet virtually and regularly in order to learn each other’s language. The purpose of this paper is to discuss the pedagogical implications of integrating teletandem into the foreign language syllabus, focusing on the professor’s dual role: teaching English in regular face-to-face lessons and mediating virtual autonomous and collaborative learning in teletandem. Learning diaries, produced by EFL students from a Language Teacher Education course, were collected during eight weeks of an institutional integrated teletandem project between a Brazilian and a British university. Our analysis focused on the teacher’s role in mediating foreign language learning both in the classroom and through the learning diaries. We present evidence on what the professor does so that teletandem practice can contribute to language learning in the classroom and, by the same token, how EFL lessons can aid in autonomous telecollaborative learning.

scholarly journals The Correlation between Iraqi EFL Preparatory School Students’ Cognitive Styles and English Productive Skills

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Hossam Ali Na’ama Abdul Ridha ◽  
Prof. Dr. Bushra Saadoon Mohammed Al-Noori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Styles ◽  
Foreign Language Learning ◽  
Validity And Reliability ◽  
School Students ◽  
Preparatory School ◽  
Preparatory Schools ◽  
And Performance ◽  
The Relationship

Cognitive styles are important in field of foreign language learning. Knowing of cognitive styles can be as guide to help teachers in order to determine students’ preferences that may used in learning process. This study aims to find the Iraqi EFL preparatory school students’ cognitive styles. In addition, it aims to find the Iraqi EFL preparatory school students’ performance of productive skills. Moreover, the study aims to find the relationship between Iraqi EFL preparatory school students’ cognitive styles and performance of language productive skills. Where are your hypotheses? The sample of the present study consists of 200 students from Iraqi different preparatory schools. To achieve the aims of the current study, two instruments have been used, namely; cognitive styles questionnaire and productive skills test. After ensuring the validity and reliability of the instruments, the two instruments are applied to the sample of the study.

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