scholarly journals How Can EFL Students Be Corrected Without Hindering Oral Participation?

LETRAS ◽  
2007 ◽  
pp. 105-130
Author(s):  
Jimmy Ramírez Acosta
Keyword(s):  
Error Correction ◽  
Oral Participation ◽  
Efl Students ◽  
The Way

 Se describen las técnicas que suelen emplearse para corregir la producción oral de estudiantes de segundas lenguas. Según la forma en que los estudiantes son corregidos, así su deseo de participar. Parte de la información proporcionada se fundamenta en una investigación llevada a cabo con un grupo de estudiantes de inglés en cuanto a sus ideas sobre modelos de corrección y sus propuestas.The error correction techniques commonly applied by teachers to improve students' oral output are described here. The way students' output is treated plays an important role in their desire to participate. Part of the information provided is based on research carried out with a group of students of English conceming their ideas about error correction and the techniques that they proposed.

Measurement Techniques of Precasting the No.4 Nanjing Yangtze River Bridge’s Segmental Girders by Short-Line

2011 ◽  
Vol 90-93 ◽  
pp. 2891-2896
Author(s):  
Ling Liu ◽  
Teng Huang ◽  
Xi Feng Chen
Keyword(s):  
Error Correction ◽  
Yangtze River ◽  
Measurement Techniques ◽  
Deformation Monitoring ◽  
Concrete Bridges ◽  
Control Network ◽  
Construction Control ◽  
Short Line ◽  
Control Techniques ◽  
The Way

Based on the example of the No.4 Nanjing Yangtze River Bridge, the construction technics of precasting segmental girders by short-line is introduced. And the way of plant deformation monitoring as well as the establishment of horizontal and vertical construction control network in the precast plant are expatiated on. In addition, the measurement techniques during the installation of the fixed-mold, unfixed-mold, lineshape control techniques of the segmental girders, as well as the error correction theories during precasting process are discussed in particular. The short-line is successfully applied to the No.4 Nanjing Yangtze River Bridge, which shows its practical value in precasting segmental concrete bridges.

scholarly journals Motivation and Participation of EFL Students in the Implementation of Scientific Approach

2018 ◽  
Vol 5 (1) ◽  
pp. 35
Author(s):  
Rifyal Mukarram ◽  
M. Basri Wello ◽  
Sukardi Weda
Keyword(s):  
Learning Motivation ◽  
Classroom Participation ◽  
English Learning ◽  
Motivating Factors ◽  
English Class ◽  
Scientific Approach ◽  
Oral Participation ◽  
Efl Students ◽  
Embodied Action ◽  
Academic Year

The aims of this study are: 1) to investigate the EFL students’ motivation in the implementation of the scientific approach (SA) and 2) to investigate the EFL students’ participation in the implementation of the scientific approach (SA). This investigation was under Classroom Action Research (CAR) and was done in two cycles consisted of four stages namely planning, acting, observing and reflecting. The subjects were the students of SMP Negeri 2 Sinjai Tengah in academic year 2016/2017. The data was collected through observation, questionnaires, and interview. While the results of CAR, both in the first and the second cycle shows that the students’ motivation and participation in the English learning process significantly improved by implementing SA. All students gave positive responses toward the implementation of SA in the English class. Of the two variables, participation variable is higher than the motivation variable. For learning motivation, students’ reaction toward the teacher’s responses and spirit of the students in carrying out their tasks were the most motivating factors of the students in learning. Meanwhile for the classroom participation, classroom embodied action and silent or non-oral participation were the most participation activities favored by students.

scholarly journals Contribuciones teóricas sobre la metodología colaborativa para el tratamiento de los errores gramaticales de un texto académico en inglés en un contexto universitario

2017 ◽  
Vol 21 (2) ◽  
pp. 1
Author(s):  
Mabel Andrea Ortiz-Navarrete ◽  
Claudio Heraldo Diaz-Larenas
Keyword(s):  
Error Correction ◽  
Collaborative Work ◽  
Corrective Feedback ◽  
Zone Of Proximal Development ◽  
Active Participation ◽  
Proximal Development ◽  
Positive Interdependence ◽  
Collaborative Methodology ◽  
The Way

This article aims to highlight the characteristics of the collaborative methodology for error correction of L2 students’ texts. The article points out the following components: interaction, dialogue, discussion, scaffolding, ZPD (Zone of proximal development), and positive interdependence; these components also favor the active participation of all members of a group during error correction. In addition, the paper emphasizes the way the collaborative work can activate the metalinguistic component, and can enhance the effect of corrective feedback provided by the teacher to a group.

scholarly journals Iranian EFL Students’ Writing Strategies for Error Correction: An MI Approach

2010 ◽  
Vol 3 (4) ◽  
Author(s):  
Dariush Nejad Ansari ◽  
Azizollah Dabaghi Varnosfadrani
Keyword(s):  
Error Correction ◽  
Writing Strategies ◽  
Efl Students

scholarly journals LGBT Students’ Short Range Narratives and Gender Performance in the EFL Classroom

2012 ◽  
Vol 14 (1) ◽  
pp. 77 ◽  
Author(s):  
Francisco Rondón Cardenas
Keyword(s):  
Discourse Analysis ◽  
Sexual Identity ◽  
Short Range ◽  
Gender Performance ◽  
Lgbt Students ◽  
Efl Students ◽  
And Gender ◽  
Oral Skills ◽  
Lgbt Individuals ◽  
The Way

By means of the analysis of six short range narratives, utilizing as a methodology (Feminist Post –Structuralist Discourse Analysis) FPDA,this paper unveils some significant moments which evidence the way LGBT EFL students draw on different discourses to adapt, negotiate,resist, emancipate, and reproduce heteronormativity. EFL students Methodological FrameworkConstantly shift positions and perform their gender assuming simultaneously powerful and powerless stances in the EFL classroom.The study categorizes the emancipatory discourse as a way to resist, the discourse of vulnerability as a way to reproduce and cope withmarginalization, and the homophobic discourse as a way to position LGBT individuals as abnormal. Finally, the article will reflect on themoments LGBT student mitigate their oral skills and constrain their participation in class, due to the fact that they are frequently evaluatingtheir comments to avoid accidental disclosure of their sexual identity.

scholarly journals Reflections on Teaching Speaking for EFL Students in an Online Environment

2021 ◽  
Vol 27 (2) ◽  
pp. 160-164
Author(s):  
Alina Gabriela Negoescu ◽  
Simona Boştină-Bratu ◽  
Lucia Larissa Morar
Keyword(s):  
Online Teaching ◽  
Foreign Languages ◽  
Online Environment ◽  
Health Crisis ◽  
Online Platform ◽  
Face To Face ◽  
The Face ◽  
Efl Students ◽  
Major Shift ◽  
The Way

Abstract The health crisis due to the pandemic has greatly changed many aspects of our lives including the way we teach foreign languages. Online teaching has prevailed over the face-to-face one, and educators and learners alike had to adjust to this major shift. This article is meant to provide some of our findings based on our experience while teaching speaking on Moodle online platform. The first part discusses the benefits and the drawbacks of the online environment, then it presents some of the most important aspects of speaking, and in the end, it focuses on the challenges of online teaching while trying to enhance students’ speaking skills. Speaking is one of the most desirable skills because it enables students to communicate effectively, and teaching this ability online has been challenging but also rewarding.

scholarly journals EFL students’ perception on flipped learning in writing class

2018 ◽  
Vol 8 (2) ◽  
pp. 115 ◽  
Author(s):  
Akhmad Fauzan ◽  
Maria Novary Ngabut
Keyword(s):  
Foreign Language ◽  
Survey Research ◽  
Flipped Learning ◽  
Central Kalimantan ◽  
Writing Class ◽  
Writing Skill ◽  
Efl Students ◽  
The Way ◽  
Teacher Centered

<p>This research aims at finding out EFL students’ perceptions on the implementation of Flipped Learning in writing class. Survey research was applied with one-shot design and questionnaire was used to collect data. The setting of this research is at one university in Central Kalimantan Province in Indonesia where English is a foreign language. The students were in their fourth semester learning writing skill. In order to avoid teacher-centered learning which may cause a boring and monotonous classroom, this research implemented Flipped Learning that could change the way students learn. The approach was done during one semester and the questionnaires were then handed out at the end of the semester. After the questionnaires were collected and analyzed quantitatively and qualitatively, the result of this research shows that students had positive perceptions on the implementation of Flipped Learning in Writing 3 class.</p>

scholarly journals Usefulness and Learnability in Teaching Vocabulary to ESL/EFL Students

2019 ◽  
Vol 2 (1) ◽  
pp. 65
Author(s):  
Shanjida Halim ◽  
Tanzina Halim
Keyword(s):  
English Language ◽  
Teaching English ◽  
Detailed Explanation ◽  
Efl Teachers ◽  
Efl Students ◽  
Selection Of ◽  
The Way

<p><em>It is known that vocabulary is a must in teaching English Language because without a sound knowledge of vocabulary students are not able to understand others or express their own ideas. Although vocabulary deals with words, yet vocabulary is much more than just single words. Therefore, vocabulary can be defined as</em><em> “</em><em>the words of a language, including single items and phrases or chunks of several words which convey a particular meaning, the way individual words do</em><em>”.</em><em> Vocabulary is so important that Wilkins (1972</em><em>, p.</em><em> 111) said:</em><em> </em><em>“Without grammar very little can be conveyed; without vocabulary nothing can be conveyed</em><em>”.</em></p><em>Innumerable ways of presenting and teaching vocabulary are there, but this paper is going to focus on the ways briefly without any detailed explanation of those ways because most of the ESL/EFL teachers are already aware of those strategies. What our paper aims to focus is that selection of vocabulary is very important for the learners if a useful vocabulary is to be built up quickly. As teachers of vocabulary, we know, or we must know why we should teach certain items to our learners and not others. In teaching vocabulary to learners there are two general criteria: usefulness and learnability which this paper is going to discuss in detail, and it will also show why selecting what to teach, based on usefulness and learnability, according to the needs of the students, is essential.</em>

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