scholarly journals The Relationship Between Language Mindsets and Feedback Preferences in L2 Writings of EFL Learners

2020 ◽  
Vol 6 (4) ◽  
pp. 183-203
Author(s):  
Shima Vaghei ◽  
Fariba Rahimi Esfahani ◽  
Sajad Shafiee
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Efl Learners ◽  
Proficiency Level ◽  
Intelligence Beliefs ◽  
Feedback Preferences ◽  
The Relationship ◽  
Frequency Counts ◽  
Do So

The present study intended to investigate intermediate Iranian EFL learners’ language mindsets and examine the possible relationships between language mindsets and feedback preferences in L2 writing. To achieve these aims, 150 EFL volunteer learners were recruited from several language institutes in Isfahan, Iran, and their language proficiency level was determined through a proficiency test. The learners were then given the Language Mindsets Questionnaire and the Feedback Preferences Scale to fill out. Frequency counts, mean scores, one-sample t-tests, and SEM in Smart PLS were employed to analyze the collected data. The results of the study indicated that for the three subcomponents of the mindsets questionnaire (i.e., general language intelligence beliefs, second language aptitude beliefs, and age sensitivity beliefs about language learning), the learners did not agree (though not significantly) with the entity items, while they expressed significant agreement with the incremental items. The SEM results also revealed that the model (examining the relationship between entity/incremental mindsets and feedback preferences) indicated that entity mindsets were a significant predictor of feedback preferences, yet the incremental mindsets failed to do so. Among the feedback types, EFL learners’ preferences, in a deductive order, were found to be for commentary and conferencing significantly, and then for peer correction, prompts, self-correction to a non-significant extent. The significance of the obtained results are presented and the implications of the study are enumerated.

scholarly journals EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

2021 ◽  
Vol 12 (4) ◽  
pp. 616-623
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mohammad Shaker Khoshroudi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Regulation ◽  
Moderator Variable ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
Proficiency Level ◽  
Regulated Learning

The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.

scholarly journals The Relationship between Learning Styles and Metacognitive Reading Strategy of EFL Learners

2016 ◽  
Vol 4 (1) ◽  
pp. 47 ◽  
Author(s):  
Zohreh Jafarpanah ◽  
Majid Farahian
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Proficiency Test ◽  
Foreign Language Learning ◽  
Reading Strategy ◽  
Metacognitive Strategy ◽  
Efl Learners ◽  
The Relationship

<p>Learning styles and strategies are among the important factors which affect the learners’ performance in foreign language learning. The present study investigated the relationship between learning styles and metacognitive reading strategy of Iranian EFL (English as Foreign language) learners. It has also made an attempt to discover which learning style has the strongest correlation with metacognitive reading strategy. Accordingly, a total sample of 128 students who studied EFL at university was asked to answer a proficiency test. The purpose of administrating the proficiency test was to have a homogenized group of intermediate EFL learners. As the next step, the participants were asked to answer two questionnaires which explored their metacognitive reading strategy and learning styles. The data analysis indicated that thirteen learning styles out of twenty-three ones have a significant, positive correlation with metacognitive strategy. Moreover, there was a significant correlation between visual, auditory, introvert, intuitive, concrete, closure-oriented, synthesizing, analytic, sharpener, deductive, field independent, metaphoric, and reflective styles with metacognitive reading strategy. In addition, among 23 learning styles, visual, closure- oriented and synthesizing styles had the strongest correlation with metacognitive strategy. The findings revealed that Iranian EFL learners with these three learning styles use more metacognitive reading strategy.</p><p><strong>Keywords</strong><strong>:</strong> Learning Styles, Metacognitive Reading Strategy, Foreign Language Reading</p>

Identity Processing Styles and Language Proficiency among Persian Learners of English as a Foreign Language

2010 ◽  
Vol 107 (3) ◽  
pp. 822-832 ◽  
Author(s):  
Seyyed Ayatollah Razmjoo ◽  
Sina Neissi
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Proficiency Test ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Processing Styles ◽  
Language Proficiency Test ◽  
The Relationship ◽  
Negative Relationships ◽  
Identity Processing

The relationship between identity processing styles and language proficiency in English as foreign language (EFL) was investigated among the Persian EFL learners. 266 Persian candidates taking part in a Ph.D. examination at Shiraz University took part. The Language Proficiency Test was used to measure language proficiency in English. The Identity Styles Inventory was used to measure normative, informational, and diffuse-avoidant identity processing styles. Relationships between normative and informational styles and language proficiency and its subscales (grammar, vocabulary, and reading) were positive and significant. Negative relationships between diffuse-avoidant style and language proficiency and its subscales (grammar, vocabulary, and reading) were observed. There were significant sex differences for diffuse-avoidant style and for vocabulary.

scholarly journals Willingness to Communicate and Second Language Proficiency: A Correlational Study

2021 ◽  
Vol 11 (9) ◽  
pp. 517
Author(s):  
Pornapit Darasawang ◽  
Hayo Reinders
Keyword(s):  
Language Proficiency ◽  
Willingness To Communicate ◽  
Placement Test ◽  
Strongly Correlated ◽  
Second Language Proficiency ◽  
English Classes ◽  
Self Confidence ◽  
Proficiency Level ◽  
The Relationship ◽  
Do So

This study attempts to answer one straightforward question: “what is the relationship between students’ proficiency level and their willingness to communicate?”, i.e., their “readiness to enter into discourse at a particular time with a specific person or persons”, using an L2 Understanding the link between proficiency and WTC is important as a great deal of effort is expended by teachers worldwide on encouraging learners to engage in L2 interaction more. If their willingness to do so depends (in part) on their proficiency level at the time, this may affect what type of activities and instruction are to be provided in class, especially compulsory English classes where students have less autonomy and motivation. To establish this relationship, we correlated 1836 Thai university students’ English Placement Test scores with their level of WTC as measured through a three-part survey instrument, with WTC operationalised as “self-perceived willingness to communicate”, “communicative self-confidence”, and “self-perceived L2 use”. We found a weak to moderate correlation between WTC and language proficiency, with the construct of “self-confidence” being the most strongly correlated. We discuss some of the implications of these findings in relation to EFL teaching.

scholarly journals The Correlation between Moroccan EFL Learners’ Attitudes towards Speaking in the Classroom and their Speaking Proficiency

2020 ◽  
Vol 1 (3) ◽  
pp. 58-80
Author(s):  
Boutaina Guebba
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Positive Attitude ◽  
Efl Learners ◽  
Speaking Test ◽  
Speaking Proficiency ◽  
Proficiency Level ◽  
Efl Students ◽  
Cognitive Attitude ◽  
Major Data

The present paper addresses the correlation between Moroccan EFL learners’ attitudes towards speaking and their speaking proficiency. It is an investigation of the validity of Gardner’s (1985) study, which claims that language proficiency is achieved if learners display a positive attitude towards language learning. Hence, the present study explores Moroccan EFL learners’ attitudes towards speaking in the classroom, first, and identifies the correlation between their attitudes towards speaking in the classroom and their speaking proficiency, second. The research study is conducted using two major data collection instruments: a questionnaire and a speaking test. The questionnaire generates data about EFL learners’ attitudes towards speaking in the classroom, whereas the speaking test generates data about their speaking proficiency level. The participants of this study are EFL students, belonging to Ibn Abbad secondary high school, located in Kenitra city. The participants, both females and males, are 1st year baccalaureate students majoring Art stream. The total number of the participants is 80 students.Unlike Gardner’s study, the present study indicates that the correlation between attitudes and speaking proficiency is negative. As far as the participants’ attitudes towards speaking in the classroom, the study findings show that they possess a positive emotional and cognitive attitude towards speaking in the classroom and a negative behavioral attitude towards it. The correlation findings, on the other hand, indicate that the informants’ positive attitude towards speaking in the classroom and their proficiency level are negatively correlated. This negative correlation is explained by a variety of linguistic and non- linguistic factors. The present study also provides some pedagogical implications and suggestions for further research.

The Effect of Lexical Modification on Developing Vocabulary Knowledge in Relation to Language Proficiency Level

2016 ◽  
Vol 6 (10) ◽  
pp. 1964
Author(s):  
Gholam-Reza Abbasian ◽  
Helia Sakhaeian Haji Mohammadi
Keyword(s):  
Language Proficiency ◽  
Significant Role ◽  
Proficiency Test ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Intermediate Group ◽  
Proficiency Level ◽  
Research Questions

This study was an attempt to comparatively investigate the effects of lexical modification models (simplification vs. elaboration) on developing EFL learners‟ vocabulary knowledge in relation to their language proficiency level. To this end, 40 EFL learners were divided into two levels (i.e. elementary and pre-intermediate) based on their performance on the Nelson proficiency test. They were further categorized into two simplification and elaboration groups. The pertinent treatments were rendered through simplification and elaboration models of modification. Two-way ANOVA was run to address the research questions. The findings revealed that not only do input modification procedures significantly affect vocabulary development but also the elaboration group outperformed the simplification group. Moreover, it was revealed that language proficiency level plays a significant role in determining the effects of modification procedures as the pre-intermediate group significantly outperformed the elementary one; then, elaboration in both groups and pre-intermediate as a proficiency level proved to play a significant role in the process of modification-based vocabulary development.

scholarly journals A CLEC-based Study on the Spatial Metaphor of HIGH Collocations

2019 ◽  
Vol 10 (6) ◽  
pp. 1237
Author(s):  
Huiying Zhang ◽  
Weijie Zhou
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Conceptual System ◽  
Efl Learners ◽  
Spatial Metaphor ◽  
Quantitative Studies ◽  
Relationship Of ◽  
The Relationship

Metaphor is conceived as understanding and experiencing one kind of thing in terms of another. Metaphor is pervasive not just in language, but also in our thoughts and actions. The conceptual system is metaphoric in nature. Previous studies on metaphor are done through linguistic researchers’ intuitive analysis. Few quantitative studies have been done to metaphor from corpus and the perspective of learners in second or foreign language learning. This paper, based on CLEC corpus, attempts to explore the relationship between spatial metaphor and second language acquisition and learning. Using ‘HIGH’ as a spatial measurement adjective, the paper hopes to understand different types of metaphorical collocations of HIGH in CLEC—a Chinese EFL learners' corpus, and to indicate the relationship of metaphor output ability with learners’ language proficiency. The studies have demonstrated eight types of HIGH collocations from Chinese EFL learners and the metaphor output ability is directly related to the learners’ language proficiency.

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