scholarly journals AN INVESTIGATION OF THE USE OF THE FIRST LANGUAGE IN LIBYAN EFL CLASSROOMS

2018 ◽  
Vol 29 (2) ◽  
pp. 155
Author(s):  
Safia Mujtaba Alsied
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Study Data ◽  
Structured Interviews ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Efl Students ◽  
Efl Classrooms ◽  
Students Attitudes

This article attempts to explore the use of first language (Arabic) in the Libyan EFL classrooms as well as teachers' and students' attitudes towards using it. To this end, 5 Libyan EFL teachers and 143 Libyan EFL undergraduate students from the English department of Sebha University took part in the study. Data were gathered through questionnaires and semi-structured interviews. The findings of the study indicated that the Libyan EFL students had positive attitudes towards using Arabic in the classroom to some degree; however, they were in favor of using English more than Arabic. It was also found that the students employed Arabic frequently to translate words from English into Arabic. The results also reported that the Libyan EFL teachers used Arabic in their classrooms to accomplish many purposes such as helping students to understand, giving instructions, emphasizing information and giving the meaning of new and unfamiliar words. Additionally, teachers held positive attitudes towards the use of Arabic inside the classroom, but they were of the opinion that Arabic can be only used in certain cases and it should not be overused.

scholarly journals Indonesian EFL students’ voice on the first language usage in classroom

2021 ◽  
Vol 6 (2) ◽  
pp. 78-86
Author(s):  
Binti Muifatun Nazilah ◽  
Peptia Asrining Tyas ◽  
Wiwik Umiyati
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Junior High School ◽  
Survey Design ◽  
First Language ◽  
Well Being ◽  
School Students ◽  
Efl Students ◽  
Students Attitudes

The first language (L1) usage is still found during the English lesson, specifically in non-native English countries. This may be a debatable issue among experts. Hence, investigation on students’ perception is helpful in this study. It will give an insight into students’ preferences for learning the language. The previous studies related to this topic were mainly focused on senior high school and undergraduate students as the subject. Therefore, this present study proposed to explore the perception of junior high school students. In conducting this study, the researcher applied a quantitative survey design. There were 29 questions in three sections that were distributed to investigate: (1) the language used in the EFL classroom, (2) students’ attitudes as well as (3) students’ well-being during the English foreign language lesson. The participants were 101 students of SMP Shalahuddin Malang. The findings revealed that students have positive responses towards the use of Indonesian langauge during the EFL lesson.   DOI: 10.26905/enjourme.v6i2.6701

scholarly journals Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse

2021 ◽  
Vol 12 (2) ◽  
pp. 45-53
Author(s):  
Alireza Bonyadi ◽  
Mehdi Kheyrollahi Kalvanagh ◽  
Minoo Bonyadi
Keyword(s):  
Social Interactions ◽  
Code Switching ◽  
Classroom Teaching ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Students ◽  
Research Questions ◽  
Efl Classrooms ◽  
Linguistic Proficiency

Abstract Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigated teachers’ perceptions on code-switching in their classrooms addressing two research questions, namely what types of code-switching EFL teachers were practicing in EFL classrooms and what were their perceptions on their code-switching. Four EFL teachers participated in the study. The analysis of the data collected through manual and electronic observations as well as structured interviews, indicated that intra-sentential and inter-sentential types of code-switching were practised throughout the classroom teaching processes. The main motives for resorting to code-switching were found to be EFL students’ lack of linguistic proficiency, keeping solidarity with the students and managing the classrooms.

scholarly journals Attitudes of Jordanian Students Towards Using Group Work in EFL Classrooms

2017 ◽  
Vol 8 (1) ◽  
pp. 233
Author(s):  
Sana' Ababneh
Keyword(s):  
Secondary School ◽  
Field Study ◽  
Group Work ◽  
Language Skills ◽  
Positive Attitudes ◽  
University College ◽  
Efl Students ◽  
Efl Classrooms ◽  
Students Attitudes

This paper addresses itself to the outcomes of a field study which was carried out to identify Jordanian EFL students' attitudes towards using group work in EFL classrooms. The study sample consisted of 179 students enrolled in English 101, an elementary language skills course taught at Al- Huson University College, Al -Balqa' Applied University, Jordan. A questionnaire was used to investigate the subjects' attitudes. The findings show that approximately two-thirds of the participants are either very extrovert or somewhat extrovert, i.e. they have positive attitudes towards participating in group work in EFL classes. In contrast, only a third are either somewhat introvert or very introvert, i.e., they do not like to take part in group work in EFL classes. Moreover, the data show that neither the subjects' gender nor their secondary school stream (vocational, scientific, or literary) has any significant effect on their preferences.

scholarly journals Teachers’ Beliefs and Practices of Motivational Strategies in EFL Classrooms and Learners’ Attitudes

2021 ◽  
Author(s):  
Shatha Abdulrahman Altalhi
Keyword(s):  
Language Learning ◽  
Motivational Strategies ◽  
First Year Students ◽  
Positive Attitudes ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Emotional Aspects ◽  
Efl Classrooms ◽  
Students Attitudes ◽  
Mixed Approach

This study reports on EFL teachers’ personal beliefs regarding motivational strategies, and details how teachers apply motivational strategies in the EFL Saudi classrooms. A discussion is included about the extent to which motivational strategies influence EFL learners’ attitudes toward language learning, because of the need of using motivational strategies in EFL classrooms at Taif university, this research used a mixed approach research design, and accordingly, the researcher used one questionnaire that was adapted Dornyie & Cheng (2007) to ask about eighteen teachers’ beliefs concerning motivational strategies and used a similar questionnaire with 150 first-year students to evaluate how their teachers apply the motivational strategies in the EFL classroom. Students’ attitudes toward L2 learning were further measured by another adapted questionnaire of Eshghinejad (2016). Also, 10 students divided to high and low achievement were interviewed to provide in-depth investigation and to seek reliable results. The findings revealed that the EFL teachers believed in and used motivational strategies in their classrooms. In addition, there was a statistically significant correlation between what they believe and what they practice. From the data on learners’ attitudes, results reflected that the students have positive attitudes toward language learning especially in the emotional aspects. The interviews revealed that high and low achieving students reported positive attitudes to the behavioral and cognitive aspects, while they showed little to the emotional aspects of language learning.

scholarly journals Behaviors of EFL Students on Cyber Classes: Passive presence in Google Classroom; survey of causes and attitudes

2018 ◽  
pp. 08-34
Author(s):  
Mustafa Salem Braiek
Keyword(s):  
Language Proficiency ◽  
Classroom Interactions ◽  
Limited Participation ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Efl Students ◽  
Students Attitudes

Cyber classes provide space for teachers and students to extend and consolidate classroom interactions, engage in meaningful discussions and share ideas, information, and relevant materials. The potential merits of cyber classes are obviously bound to the amount of time and effort invested therein by the involved parties, i.e. teachers and students. The current study aims at investigating the causes of limited participation of EFL students in Google Classroom as the recently adapted cyber class platform at Misurata University, as well as exploring the EFL students’ attitudes toward Google Classroom. 58 EFL students at the department of English in Misurata University responded to a questionnaire probing their displayed behaviors on cyber classes. Even though the results showed that most EFL students had positive attitudes toward using Google Classroom, they tend to be passive users of cyber classes due to technological concerns, language proficiency to some extent, and failure to perceive tangible outcomes.

scholarly journals University Students’ Preferable Types of Teacher Humor in English Classes

2021 ◽  
Vol 10 (1) ◽  
pp. 53-68
Author(s):  
Pham Trut Thuy ◽  
Le Thanh Thao
Keyword(s):  
University Students ◽  
Demographic Information ◽  
Structured Interviews ◽  
Language Play ◽  
English Classes ◽  
Positive Attitudes ◽  
Study Results ◽  
Efl Teachers ◽  
Efl Students ◽  
Method Approach

The current study aimed to explore what types of teacher humor EFL students prefer in their classes. The study was designed as a mixed-method approach, using questionnaires and semi-structured interviews to collect data in two different Vietnamese universities. One hundred fifty-eight university students responded to the survey, and eight out of them were recruited as the participants for the interviews. The study results revealed that the types of jokes (M=4.41), riddles (M=4.08), and language play (M=4.15) were most favored. Besides, the participants' demographic information, including their gender and majors, affected their preferable types of teacher humor. Specifically, males showed more positive attitudes towards teacher humor than their counterparts. In terms of students’ majors, there were differences between non-English majors and English-majored students’ perceptions of irony, teasing, language play, visual and physical humor. Regarding the students’ positive attitudes towards teacher humor, EFL teachers should learn more about valuable strategies for using teacher humor in their classes due to the fact that they do not need to have a sense of humor to use it effectively.

scholarly journals Teachers’ Beliefs and Practices of Motivational Strategies in EFL Classrooms and Learners’ Attitudes

2020 ◽  
pp. 1-70
Author(s):  
Shatha Abdulrahman Altalhi
Keyword(s):  
Language Learning ◽  
Motivational Strategies ◽  
First Year Students ◽  
Positive Attitudes ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Emotional Aspects ◽  
Efl Classrooms ◽  
Students Attitudes ◽  
Mixed Approach

This study reports on EFL teachers’ personal beliefs regarding motivational strategies, and details how teachers apply motivational strategies in the EFL Saudi classrooms. A discussion is included about the extent to which motivational strategies influence EFL learners’ attitudes toward language learning, because of the need of using motivational strategies in EFL classrooms at Taif university, this research used a mixed approach research design, and accordingly, the researcher used one questionnaire that was adapted Dornyie & Cheng (2007) to ask about eighteen teachers’ beliefs concerning motivational strategies and used a similar questionnaire with 150 first-year students to evaluate how their teachers apply the motivational strategies in the EFL classroom. Students’ attitudes toward L2 learning were further measured by another adapted questionnaire of Eshghinejad (2016). Also, 10 students divided to high and low achievement were interviewed to provide in-depth investigation and to seek reliable results. The findings revealed that the EFL teachers believed in and used motivational strategies in their classrooms. In addition, there was a statistically significant correlation between what they believe and what they practice. From the data on learners’ attitudes, results reflected that the students have positive attitudes toward language learning especially in the emotional aspects. The interviews revealed that high and low achieving students reported positive attitudes to the behavioral and cognitive aspects, while they showed little to the emotional aspects of language learning.

scholarly journals Investigating the potential of humour in EFL classrooms: An attitudinal study

2018 ◽  
Vol 6 (1) ◽  
pp. 141
Author(s):  
Talip Gonulal
Keyword(s):  
Language Learning ◽  
Classroom Environment ◽  
Language Teachers ◽  
College Level ◽  
Structured Interviews ◽  
English Classrooms ◽  
Teacher Student ◽  
Positive Attitudes ◽  
Efl Students ◽  
Efl Classrooms

Studies on humour have indicated that humour has a lot to offer to both language teachers and learners. Creating a positive classroom environment and lowering affective barriers to language learning are among the several effects of humour. However, the appreciation of humour can be culture-specific and context-dependent. For example, greater values may lie in the employment of humour in English as a foreign language (EFL) settings such as Turkey where the communicative-oriented teaching methods are still in their infancy stage. The current study, therefore, examined the potentials of humour from Turkish EFL learners’ perspective to elicit their opinions regarding the importance and potent roles of humour in EFL classrooms. In this attitudinal study, a mixed-methods design was used. A comprehensive humour perception questionnaire and semi-structured interviews were employed. Two hundred and fifty college EFL students completed the humour survey and eight of them participated in the follow-up interviews. The results indicated that Turkish college-level EFL students have largely positive attitudes towards using humour in English classrooms. Additionally, students considered humour as an effective pedagogical tool that can increase their attentiveness, attention span, confidence in English classrooms, and teacher-student solidarity, as well.

Convergence or Divergence in EFL Teachers’ and Learners’ Beliefs on Using Smartphones in Learning English: The Case of Master1 Students - University of Tlemcen (Algeria)

2020 ◽  
Vol 19 (12) ◽  
pp. 246-263
Author(s):  
Fatima Zohra Belkhir-Benmostefa
Keyword(s):  
Access To Information ◽  
Structured Interviews ◽  
Screen Size ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Quantitative Design ◽  
Academic Year ◽  
Small Screen ◽  
Learning English

The present study attempts to investigate Algerian EFL teachers and learners’ outlooks vis-à-vis the use of smartphones in learning English. The aim from undertaking this study is partially to gain insights into the awareness of Algerian EFL teachers and learners on the importance of integrating smartphones in EFL classroom and partially to find out how much convergent and divergent Algerian teachers and students’ beliefs are in terms of using smartphones in learning English. The study sample consisted of 10 teachers and 30 students of the Department of English in Master 1 level who were enrolled in the academic year of 2019-2020. Data were collected using a questionnaire to examine the students’ beliefs on their use of smartphones in learning English while semi-structured interviews were conducted with teachers. Using the descriptive quantitative design, the findings reveal convergence in teachers’ and students’ responses in that they both show positive attitudes towards using smartphones in learning English. This is because learning English with smartphones results in more motivated students, increased exposure to English, extended vocabulary and easier access to information regardless time and place. Even though, a number of challenges were raised from the part of both teachers and students including the small screen size of their smartphones and slow network connections. On the basis of these results, some pedagogical implications and directions were recommended in the end.

scholarly journals Teachers’ Perspectives of the use of CLT in ELT Classrooms: A Case of Soran District of Northern Iraq

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Serwan Husein Taha SHERWANI ◽  
Mehmet KILIÇ
Keyword(s):  
Communicative Language Teaching ◽  
Second Phase ◽  
Structured Interviews ◽  
Northern Iraq ◽  
Positive Attitudes ◽  
Teacher Factors ◽  
Efl Teachers ◽  
Teachers Attitudes ◽  
Teachers Perspectives

This mixed-method study aims at exploring Iraqi English as a Foreign Language (EFL) teachers’ attitudes towards Communicative Language Teaching (CLT). The study was conducted in Soran town, in the northern part of Iraq. The participants of the study were 58 EFL teachers from secondary and high school classrooms. In the first phase, a five-point Likert-scale questionnaire was administered (Karavas-Doukas, 1996) to examine the participants’ attitudes towards CLT principles: “place/importance of grammar, group/pair work, quality and quantity of error correction, the role of the teacher in the classroom, the role and contribution of learners in the learning process.” The second phase of the study was qualitative and consisted of semi-structured interviews to examine the reasons behind the implementation of CLT in terms of the factors that hinder and encourage the implementation of CLT in the Iraqi setting. The results of the quantitative analysis revealed that the teachers held overall positive attitudes towards the use of CLT. The findings of the interview phase concluded that the main factors that cause the failure and success of the implementation of CLT in Iraq can be categorized under four headings: educational factors, teacher factors, student factors, and CLT factors. The results of the study suggest that the educational system and the teachers’ communicative competence are essential to promote the employment of CLT in Iraqi EFL classrooms.

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