scholarly journals The Relationship between Morphological Awareness and Vocabulary Knowledge of Thai EFL Students

2019 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Sarunya Tarat
Keyword(s):  
English Language ◽  
Morphological Awareness ◽  
Northern Region ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Significant Difference ◽  
Identification Test ◽  
Efl Students ◽  
Unknown Words ◽  
The Relationship

This study focuses on the relationship between morphological awareness and vocabulary knowledge of English among Thai EFL university students. All participants are taking English language as their major field in the universities situated at the lower northern region of Thailand. The morphological awareness identification test was employed to identify the linkage between morphological awareness and vocabulary gain Thai EFL learners. The test was divided into 2 parts: self-checking and morpheme identification. Fifty English vocabularies in intermediate and upper-intermediate level were used in the test in which the participants were requested to check whether they have seen the vocabularies in the test and also asked to break those vocabularies into morphemic units. The results showed that the participants possessed an adequate level of morphological awareness to break words into morphemes correctly even though they were unknown words of the participants. Additionally, the findings also revealed that there is no significant difference between male and female in acquiring morphological awareness of English and gaining English vocabularies.

scholarly journals Investigating the Interplay between Age Range and Vocabulary Learning among EFL Learners

2018 ◽  
Vol 8 (2) ◽  
pp. 238
Author(s):  
Hamed Barjesteh ◽  
Lida Farsi
Keyword(s):  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Placement Test ◽  
Efl Learners ◽  
Significant Difference ◽  
Post Test ◽  
English Language Teachers ◽  
Age Range

The present study aimed to examine the relationship between age range and vocabulary learning among pre-intermediate Iranian EFL learners. To this aim, 50 pre-intermediate Iranian EFL learners, male (N= 20) and female (N=30), were selected from a private language institute based on their performance on the Oxford Placement Test (OPT). They were divided into two groups: teenager and adult learners. Before intervention, a pretest of vocabulary was conducted to determine students’ vocabulary knowledge.  Then, vocabularies were presentenced in dialog, word power and reading texts using a monolingual dictionary in five sessions interval for the both groups. After the intervention, a post-test of vocabulary was administered to examine the possible improvement. The data obtained from the administration of the pre-test and the post-test were analyzed using SPSS software. The results revealed that there was no significant relationship between the performance of teenager and adult groups in their vocabulary learning; and there was no significant difference between the performance of teenager and adult groups in their vocabulary learning. This research potentially has some implications that may help English language teachers, students, EFL learners and educational syllabus designers.

scholarly journals A Comparative Analysis of Writing Strategies and Performance in a Saudi University

2018 ◽  
pp. 425-443
Author(s):  
Miriam Alkubaidi
Keyword(s):  
English Language ◽  
First Language ◽  
Writing Strategies ◽  
Writing Proficiency ◽  
Writing Performance ◽  
Frequent Use ◽  
Significant Difference ◽  
Efl Students ◽  
And Performance ◽  
The Relationship

There has been a widespread utilization of the English language in Saudi Arabia, due to which it is necessary for Saudi citizens to gain an adequate grip on this language. This study aimed to conduct a comparative evaluation between the writing strategies and writing performance shown by Saudi EFL students. Seventy-four female undergraduates between 21 and 25 years and having Arabic as their first language were recruited for this study. The writing samples of the participants were typed into the computer so that no inconsistency takes place based on the students’ writing skills by the researcher. Descriptive statistics were then used to ascertain the level of strategy use of the participants. These students were divided into two groups, based on high and low writing proficiencies. It was found that there was no significant difference in writing performance of these students. The students, who demonstrated a higher level of writing proficiency while writing stood at a percentage of 47.3%; whereas, students demonstrating a low level of writing proficiency stood at a percentage of 44.6%. Furthermore, most of the students used drafting strategies as compared to ‘before-writing’ strategies. More frequent use of ‘before-writing’ strategies is encouraged. Further research is needed regarding the relationship between writing strategy application and the writing performance of these learners

scholarly journals An Analysis of EFL Learners' Vocabulary and Lexical Collocational Knowledge

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Ardi Nugroho
Keyword(s):  
English Language ◽  
Significant Positive Correlation ◽  
Mother Tongue ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Language And Culture ◽  
L1 Influence ◽  
Lexical Collocations ◽  
The Relationship

<p>One of the problems that EFL learners, more specifically Indonesian learners of English, often face deals with collocation. A possible reason for why learners often make inaccurate collocations is the influence of the learners’ L1 or mother tongue. Another likely reason for the learners’ inability to produce native-like collocations is their lack of vocabulary knowledge. So how exactly does one measure learners’ vocabulary knowledge? One way of doing it is by looking at their vocabulary size and depth as well as their receptive and productive vocabulary. From this, the writer has become interested in exploring the relationship between learners’ vocabulary and collocational knowledge, as well as the learners’ L1 influence on their collocation recognition and production. The source of data for the current research is students from the second and fourth semesters of the English Language and Culture department at Bunda Mulia University. In order to measure these variables, the following tools are used: the Vocabulary Size Test (Nation and Beglar, 2007), the Words Associate Test (Read, 1998) and an adapted version of Gyllstad’s (2007) receptive and Nikonzika’s (2012) productive collocation tests. Each of the variables is analyzed using the Pearson product-moment correlation. The findings show that there is a significant positive correlation between the students’ vocabulary knowledge and English lexical collocational knowledge. It is also found that the students’ L1 directly influences their recognition and production of English lexical collocations.</p><p> </p><p><strong>Keywords: </strong> vocabulary size and depth, receptive and productive collocation</p>

scholarly journals Testing Breadth and Depth of Vocabulary Knowledge and Their Relationship with Vocabulary Size of EFL Students

2021 ◽  
Vol 7 (1) ◽  
pp. 89-100
Author(s):  
Ismi Narulita Firda ◽  
Intan Azkiyah ◽  
Albiansyah
Keyword(s):  
Junior High School ◽  
Correlation Coefficients ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Correlational Research ◽  
8Th Grade ◽  
Efl Students ◽  
L2 Vocabulary ◽  
The Relationship

Abstract   Testing the breadth and depth of vocabulary knowledge is needed to see its effect on the vocabulary size of EFL students. The study aims to know at the relationship between the breadth and depth of vocabulary knowledge and the vocabulary size of EFL students. This research was conducted in the 8th grade of Trimulia Junior High School Jakarta. This research uses a correlational research design. The sample was 51 EFL learners. The Vocabulary Level Test (VLT) and the Words Associates Test (WAT) were administered in this study. The scores were presented with descriptive statistics for two tests of the breadth and depth of vocabulary knowledge. The results showed that the breadth and depth of the vocabulary knowledge test had a negative correlation with the L2 vocabulary size of EFL students. Using Statistic Product moment, the correlation coefficients found at 0.01 for the breadth and 0.11 for depth is included in the very weak category. So, there is a very weak correlation between the tests of breadth and deep vocabulary knowledge and the size of students' vocabulary.   Keywords: breadth, depth, vocabulary knowledge, vocabulary sizes

scholarly journals The Teach-to-the-Test Approach: A Curse a Blessing or a Blessing in Disguise for Algerian EFL Students

2018 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Nabil Djawad Benmoussat ◽  
Smail Benmoussat
Keyword(s):  
Public Schools ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
Efl Learners ◽  
Effective Learning ◽  
Learning Path ◽  
Efl Students ◽  
The Relationship ◽  
Communicative Abilities

The present paper is an attempt to redraw the boundaries of EFL from a teaching-testing perspective. Though the crux of the problem in language teaching has always been the general principles underpinning the methodologies, the ‘what-to-teach’ and the ‘what-to-test’ questions have always been a concern for most stakeholders. Parents would most probably argue about what is best to be taught to their children as well as about the most appropriate and effective learning path leading to their offspring success, whereas the others, not least, teachers, strive to cope with a delicate intertwined questioning of how to strike the balance between an effective teaching and an efficient testing. However, this thorny issue, so to speak, is not a new one. The relationship between teaching and testing has called into question the communicative abilities of Algerian EFL learners. To score high, through a test-oriented teaching in an EFL exam does not necessarily mean to speak fluently and to write accurately the English language. EFL learners in public schools are in most need of a well-rounded education.

scholarly journals Comparison of Native and Non-native English Language Teachers’ Evaluation of EFL Learners’ Speaking Skills: Conflicting or Identical Rating Behaviour?

2016 ◽  
Vol 9 (5) ◽  
pp. 98
Author(s):  
Emrah Ekmekci
Keyword(s):  
English Language ◽  
Oral Proficiency ◽  
T Test ◽  
Language Teachers ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Significant Difference ◽  
Efl Students ◽  
English Language Teachers ◽  
Speaking Skills

<p>Assessing speaking skills is regarded as a complex and hard process compared with the other language skills. Considering the idiosyncratic characteristics of EFL learners, oral proficiency assessment issue becomes even more important. Keeping this situation in mind, judgements and reliability of raters need to be consistent with each other. This study aims to compare native and non-native English language teachers’ evaluation of EFL learners’ speaking skills. Based on the oral proficiency scores in the final exam conducted at a state university in Turkey, the study analysed the scores given by native and non-native English language teachers to 80 EFL students attending preparatory classes in the 2014-2015 academic year. 3 native and 3 non-native English language teachers participated in the study. Data were collected through an analytic rating scale and analysed with the help of <em>independent samples t-test</em> and <em>Pearson product-moment correlation test</em>. Pearson product-moment correlation test (calculated as 0,763) indicated that the raters had high inter-rater reliability coefficients. T-test results revealed that there is no statistically significant difference in the total scores given by both groups of teachers. The study also investigated the different components of speaking skills such as fluency, pronunciation, accuracy, vocabulary, and communication strategies with regard to the existence of significant difference between the scores. The only component which created a statistically significant difference was found to be pronunciation, which was expected prior to the research. In line with the overall findings of the study, it can be concluded that native and non-native English language teachers display almost identical rating behaviour in assessing EFL students’ oral proficiency.</p>

scholarly journals The Role of Web-based Language Teaching on Vocabulary Retention of Adult Pre-intermediate EFL Learners

2018 ◽  
Vol 9 (2) ◽  
pp. 372 ◽  
Author(s):  
Mustapha Hajebi ◽  
SeddiQ Taheri ◽  
Farhad Fahandezh ◽  
Hosain Salari
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Language Class ◽  
Significant Difference

This research is done to prove the effect of web-based language learning on the vocabulary improvement of the subjects of the study and to seek the attitudes of the learners on the use of web-based approach in the language class. In order to ensure the homogeneity of the students, a modified Michigan test (version1997) was presented and students were divided into one experimental group (n1=33) who learned their course vocabularies making use of free vocabulary learning sites of IELTS English language learning site every day for 8 weeks and one control group (n2=33) who received ordinary classroom instructions each session. The result appeared to manifest that learners’ perception improve by incorporating web based instruction in language learning classroom. It also indicated a significant difference between experimental and control group with regard to their vocabulary knowledge. WBL instruction enhanced EFL learners' vocabulary knowledge. The findings of this study may offer some implications for language teaching and learning. To begin with, these findings can be beneficial for language learning curriculum designers to present tasks that enrich both the language of the students and their motivation to apply on-line web sites for autonomous learning of language.

scholarly journals Investigating EFL Learners’ Perceptions of Collaborative Writing

2020 ◽  
Vol 10 (3) ◽  
pp. 32
Author(s):  
Majed O. Abahussain
Keyword(s):  
English Language ◽  
Collaborative Writing ◽  
Self Report ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Significant Difference ◽  
Language Classrooms ◽  
Efl Students ◽  
The Individual

Although pair and group work are commonly applied in English language classrooms, research investigating EFL learners&rsquo; perceptions of collaborative writing (CW henceforth) is still limited. The present study explores EFL students&rsquo; attitudes and perceptions toward CW. The study involved 30 L2 students enrolled in a writing course at one of the largest universities in Saudi Arabia. The course was divided into two parts: individual writing (IW) for the first month (four weeks) and collaborative writing for the second month (four weeks). The study uses a within-groups mixed methods design whereby the same group of students received both the individual writing and collaborative writing assignments for exploring participants&rsquo; attitudes toward collaborative writing as compared to their views toward individual writing. The same self-report survey (6-point Likert-scale) was used two times (after each writing condition) to determine the participants&rsquo; views of each writing condition. In addition, semi-structured interviews were conducted to gain qualitative insights while exploring the participants&rsquo; views toward the two writing conditions they experienced as well as to find out the benefits and challenges they faced. Results show that participants reported the effectiveness of CW significantly higher than individual writing. The analyses reveal a statistically significant difference where ratings of CW were higher compared to IW, indicating helpfulness of CW in enhancing not only their writing skills but also their learning of all four English language skills. Despite some reservations, the majority of the participants were supportive of the CW experience.

scholarly journals A study on the Relationship between EFL Learners' Nationality and Language Learning Motivation

2018 ◽  
Vol 7 (2) ◽  
pp. 26 ◽  
Author(s):  
Seyyed Mohammad Reza Amirian ◽  
Najme Komesh
Keyword(s):  
Language Learning ◽  
English Language ◽  
Eastern Mediterranean ◽  
Learning Motivation ◽  
Chi Square ◽  
Preparatory School ◽  
Efl Learners ◽  
Language Learning Motivation ◽  
Significant Difference ◽  
The Relationship

The present study was an attempt to investigate the relationship between nationality of Persian, Arab and Turk EFL learners and their motivation toward English language learning. To perform this, 120 Persian, Turk and Arab EFL learners studying at English Preparatory school in Eastern Mediterranean University in Cyprus were selected to participate in this research. In order to measure the EFL learners’ motivation toward learning English, a motivational questionnaire including 29 items was administrated to all three groups of the present study. At last, in order to find any relationship between nationality of EFL learners and their language learning motivation and to examine any differences among Persian, Turk and Arab EFL learners in terms of language learning motivation, a chi-square and  an analysis of variance (ANOVA) were run. The results revealed that there was relationship between nationality of EFL learners and their language learning motivation. Moreover, there was significant difference between nationality of Persian, Turk and Arab EFL learners and their language learning motivation.

scholarly journals A Survey on the Relationship between Willingness to Communicate and Learner Autonomy of Turkish EFL Students

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 104-116
Author(s):  
Muzaffer Barin ◽  
Aysel Eyerci
Keyword(s):  
Significant Relationship ◽  
Mixed Methods Research ◽  
English Language ◽  
Learner Autonomy ◽  
Willingness To Communicate ◽  
State University ◽  
Efl Learners ◽  
Efl Students ◽  
The Difference ◽  
The Relationship

This study was designed with an aim to investigate the relationship between willingness to communicate (WTC) and learner autonomy (LA) in EFL settings at a Turkish university context. The primary purpose of the study was to reveal the possible statistically significant relationship between L2 WTC and learner autonomy of EFL learners in the classroom setting. The study was based on a mixed-methods research design. 211 students majoring at the Department of English Language and Literature of a state university in Turkey participated in the study. The instruments which were used to collect data were a willingness to communicate scale, a learner autonomy scale, and classroom observation. The results revealed that there was a moderate but significant relationship between EFL learners’ WTC and LA. The autonomy levels of the EFL learners had a predictive role in their L2 WTC. The difference between the self-reported L2 WTC and the behavioural L2 WTC of the Turkish EFL students was higher when the autonomy level of the students was lower. Based on the results, implications for enhancing L2 WTC of EFL learners are discussed.

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