scholarly journals Predicting EFL Learners’ Achievement from Their Two Faces—FLE and FLCA

2021 ◽  
Vol 11 (3) ◽  
pp. 275
Author(s):  
Bo Yang
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Qualitative Data ◽  
Northwest China ◽  
Internal Variables ◽  
Efl Learners ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
School Differences ◽  
Method Approach

Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) are a Janus-faced concept (Dewaele & MacIntyre, 2014). This study adopted a mixed-method approach to investigate how FLE interacts with FLCA to predict and be predicted by Foreign Language (FL) achievement among 589 undergraduate learners of English as a foreign language (EFL) at a key and a non-key university in Northwest China. Participants reported more FLE than FLCA. Significant school differences were found regarding the investigated variables. FLE regulated the debilitating aspect and positively predicted the facilitating aspect of FLCA, whereas facilitating anxiety, in turn, increased FLE via motivation and sense of success. FLE and FLCA significantly predicted FL achievement and vice versa. Qualitative analysis revealed that learner-internal variables were major sources of FLE and FLCA. Facilitating anxiety was reported to significantly and positively connect with FL achievement in both quantitative and qualitative data, although debilitating anxiety exerted a more influential role.

scholarly journals Millennials as Dictionary Users: A Study of Dictionary Use Habits of Serbian EFL Students

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110084
Author(s):  
Ljiljana Knežević ◽  
Sabina Halupka-Rešetar ◽  
Ivana Miškeljin ◽  
Mira Milić
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Qualitative Data ◽  
Digital Competence ◽  
Efl Learners ◽  
Efl Students ◽  
Unknown Words ◽  
Dictionary Use ◽  
New Generation ◽  
Method Approach

The article addresses the use of dictionaries among the new millennium generation of English as a foreign language (EFL) undergraduates. Applying the mixed-method approach (a questionnaire and interviews), the study examines the frequency of dictionary use, the types of dictionaries used, activities initiating dictionary consultation, information searched for, and problems faced in using dictionaries. The findings suggest that the participants are most fond of bilingual online dictionaries and use them mostly for looking up the meaning of unknown words. They also show that despite being high consumers of technology, participants do not benefit much from online dictionaries, as they neglect most of the entry information. The qualitative data reveal that the participants perceive various digital tools of questionable quality as online dictionaries. Overall, the study sheds light on the characteristic behavior of the new generation of EFL learners regarding their dictionary use and points to the necessity of developing their digital competence in the realm of dictionary use.

scholarly journals Formative assessment in the English as a foreign language classroom in secondary schools in Poland. Report on a mixed-method study

2019 ◽  
Vol 10 (2) ◽  
pp. 309-327
Author(s):  
Małgorzata Baran-Łucarz
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Formative Assessment ◽  
Mixed Method ◽  
Qualitative Data ◽  
Negative Effects ◽  
Secondary School Education ◽  
Language Classroom ◽  
Training Courses ◽  
Method Approach

Aim. The paper addresses the problem of formative assessment in the foreign language (FL) classroom. Its main objective is to present the outcomes of a study identifying tendencies related to the use of formative assessment during English lessons in Polish high schools, and students’ opinions on the frequency, type and effects of assessment they had been provided with during secondary school education. Methods. The data come from a retrospective study applying a mixed-method approach. They were gathered with a questionnaire based on a Likert scale, complemented with a few open-ended questions. The responses were provided by 106 students who graduated various high schools in the years 2014-2017 in 36 towns/cities located in different regions of Poland. The frequencies of using formative assessment in the case of all the FL skills and subskills are presented in comparison to summative assessment. The qualitative data were coded with an aim of finding some common trends.    Results. The study showed that in the case of the participants of this research, formative assessment in secondary education at EFL classes was evidently neglected. Many students (approximately 25%) acknowledged to never having been provided with formative assessment with regards to pronunciation, receptive and productive skills. The open responses signal students’ awareness of the importance of feedback and of several negative effects resulting from the lack of its regular provision.    Conclusions. The data gathered in the study seem to call for the need to raise the understanding of the role and the practical abilities to use formative assessment in the EFL classroom both at pre-service and in-service teacher training courses.

scholarly journals How distinctive is the foreign language enjoyment and foreign language classroom anxiety of Kazakh learners of Turkish?

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Jean-Marc Dewaele ◽  
Cemal Özdemir ◽  
Durmuş Karci ◽  
Sinem Uysal ◽  
Elif Derya Özdemir ◽  
...  
Keyword(s):  
Foreign Language ◽  
Internal Variables ◽  
Regression Analyses ◽  
Frequency Of Use ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Target Languages ◽  
Exam Result ◽  
Classroom Anxiety

AbstractThe present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 592 learners of Turkish as a foreign language (FL) in Kazakhstan. Mean levels of FLE and FLCA were found to be similar to previous studies in different settings with different target languages. In contrast with previous literature, a weak positive correlation was found between FLE and FLCA and the gender effect went in the opposite direction, with male participants reporting more FLCA than female participants. Multiple regression analyses revealed that FLE and FLCA were more strongly predicted by learners’ attitude toward Turkish and teacher-related variables than by learner-internal variables, confirming previous research outside Kazakhstan. Attitude toward the FL, teacher’s friendliness, strictness and frequency of use of the FL, attitude toward the teacher, participant’s age and FL exam result explained a total of 25% of variance in FLE. Differing slightly from previous studies, FLCA was found to be only weakly predicted (6% of variance) by some learner-internal variables (FL exam result, attitude toward the FL) as well as teacher-centred variables (friendliness, strictness). The findings suggest that variation in FLE and FLCA among Kazakh learners of Turkish is quite similar to that established in other contexts.

scholarly journals A Promoting EFL Learners’ Linguistic Competence via Videogame Play-Trace Effects: An Empirical Study

2019 ◽  
Vol 6 (1) ◽  
pp. 56-72
Author(s):  
Rozhgar Jalal Khidhir ◽  
Hussein Ali Wali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mixed Method ◽  
English Language ◽  
Linguistic Competence ◽  
Independent Learning ◽  
Efl Learners ◽  
Frequent Use ◽  
The University ◽  
Method Approach

The current study is an experimental digital game-based (DGBL) endeavor which tackles potential educational issues beyond the frequent use of games, language learning potentials in particular. It has used a mixed method approach, i.e., quantitative and qualitative. The study aims at exploring the practical effects of videogame play, Trace Effect, on improving the players’ linguistic competence. It is hypothesized that (playing videogame cannot create any difference of performance between groups of subject matters for improving English language learning. The study has concluded the followings; overall inferential statistics confirmed that playing videogame can effectively get into the improvement process of teaching English as a foreign language to the university students. On the other hand, playing the videogame, Trace Effects, has formed the solely major cause of improvement and learning in the following domains, creating friendly fascinating atmosphere, upgrading technological skills, increasing motivation towards learning, making use of homework as a form of external extensive activity, forming semi-independent learning, and practicing and virtual reality of the second/foreign language’s culture.

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 Foreign Language Enjoyment and Classroom Anxiety of Chinese EFL Learners With Intermediate and Low English Proficiency

2022 ◽  
Vol 13 (1) ◽  
pp. 101-109
Author(s):  
Huina Su
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Qualitative Data ◽  
English Proficiency ◽  
Opposite Pattern ◽  
Efl Learners ◽  
Significant Difference ◽  
Teacher Factors ◽  
Language Classroom ◽  
Classroom Anxiety

Driven by Positive Psychology, research on emotions in second language acquisition has moved from The Anxiety-Prevailing Phase to Positive and Negative Emotions Phase (Dewaele & Li, 2020). A growing number of scholars begin to study learners’ emotions from a more holistic perspective. The present study investigated the levels and sources of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 231 Chinese EFL undergraduates with intermediate and low English proficiency. The study found moderate levels of both FLE and FLCA among participants. However, the level of FLE was much lower than the international and domestic samples, while the level of FLCA showed the opposite pattern. There was no significant gender difference emerged for FLE, while female participants reported more FLCA than their male counterparts. Moreover, no significant difference was found in the levels of both FLE and FLCA between intermediate and low English proficiency students. Qualitative data analysis confirmed that FLE was closely related to teacher factors while FLCA was more related to learners themselves. Based on these findings, pedagogical implications were provided for EFL teaching in China.

scholarly journals The complex relationship between classroom emotions and EFL achievement in China

2020 ◽  
Vol 11 (3) ◽  
pp. 485-510 ◽  
Author(s):  
Chengchen Li ◽  
Jean-Marc Dewaele ◽  
Guiying Jiang
Keyword(s):  
Foreign Language ◽  
Qualitative Data ◽  
Complex Relationship ◽  
Dynamic Systems Theory ◽  
Complex Dynamic Systems ◽  
Significant Relationships ◽  
Language Classroom ◽  
English Achievement ◽  
Method Approach ◽  
Different Levels

AbstractThe present study adopted a mixed-method approach combining principles from Complex Dynamic Systems Theory and Positive Psychology to examine the interaction between Foreign Language Classroom Anxiety (FLCA) and Foreign Language Enjoyment (FLE) of 1,307 Chinese students, the single and combined effects of FLCA and FLE on self-perceived English proficiency and actual English achievement, and finally, the effect of EA on FLE and FLCA. Statistical analyses revealed negative correlations between FLCA and FLE in three groups at different levels of English achievement. Qualitative data from 64 participants threw further light on this complex relationship. Second, FLCA was found to be significantly negatively related to self-rated proficiency at all achievement groups while FLE was positively related. Similar significant relationships were also found between two classroom emotions and actual English achievement except in the low achievement group. Finally, qualitative data allowed us to investigate the possible causes for this relationship.

scholarly journals The Encoding of Field in EFL Learners' Academic Writing in English

2021 ◽  
Vol 4 (1) ◽  
pp. p14
Author(s):  
Budi Rahayu
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Mixed Method ◽  
Qualitative Data ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Text Production ◽  
The Subject ◽  
Material Process ◽  
Argumentative Texts

One of the problems in teaching English as a foreign language (EFL) is the teachers’ lack of knowledge on the process of the students’ text production, which seems to have not been adequately explored and described. This research aims to describe the process of encoding of Field in EFL learners' academic writing in English, especially argumentative texts, focusing on how students produce the texts and why they produce the texts as they do. A Mixed method is applied in this research; Qualitative data is collected from interviews and quantitative data is compiled from the texts produced by a group of 25 Indonesian university students, who become the subject of this research. The findings show that Indonesian students, when writing English argumentative texts, use mostly Material process, Relational process, and Mental process. Furthermore, the students mostly use Circumstance of Reason, Time and Circumstance of Degree. These types of Processes and Circumstances are encoded in the text for the reasons of elaborating, explaining, and expressing opinions, based on the question asked. In other words, the encoding of Field seems to be influenced by the question or prompt given. This has given an idea of how foreign language teaching should be conducted.

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