scholarly journals EFL Students’ Responses on Teacher’s Online Written Feedback: Interaction, Revision, and Perception

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Dewi Nur Suci ◽  
Yazid Basthomi ◽  
Nur Mukminatien ◽  
Asih Santihastuti ◽  
Syamdianita Syamdianita
Keyword(s):  
Teaching And Learning ◽  
Structured Interview ◽  
Perceived Usefulness ◽  
Online Course ◽  
Written Feedback ◽  
Analysis Framework ◽  
Structured Interviews ◽  
Writing Revision ◽  
Efl Students ◽  
Online Feedback

This study examines students’ interactions with the teacher’s feedback in an online course on paragraph writing at higher education in Indonesia. The instructional moves, interactional approach, and students’ perceived usefulness of the feedback were investigated. Through a discourse analysis framework, 355 comments on discussion posts from five students in four meetings were analyzed. The Learning Analytics (LA) data correlated with semi-structured interviews were employed to obtain the students’ perceived usefulness of teacher feedback for revision. The semi-structured interview was done with six students. The findings revealed that the teacher enacted fifteen moves to handle social interaction in online feedback from directive to dialogic categories. These moves are employed to create knowledge-building and solidarity for pedagogical and interactional goals, particularly. These are shown by the relation between LA and the students’ perceptions of the feedback for writing revision. Therefore, such findings highlight the (de)merits of directive-dialogic interactions in online written feedback and LA data to improve teaching and learning.

scholarly journals Investigation of Intercultural Competence: CDA of EFL Students’ Baseline Portfolios

2019 ◽  
Vol 9 (2) ◽  
pp. 458
Author(s):  
Abduljalil Hazaea
Keyword(s):  
Critical Discourse Analysis ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Negative Attitude ◽  
Structured Interview ◽  
Critical Discourse ◽  
Qualitative Empirical Research ◽  
Intercultural Skills ◽  
Efl Students ◽  
Preparatory Year

In monocultural classes, Saudi English as a Foreign Language (EFL) students have to acquire not only linguistic competence but also to develop Intercultural Competence (IC) when they read and write in English. This article investigates IC scattered in EFL students’ baseline portfolios collected in an enrichment critical reading class at the Preparatory Year of Najran University. IC is operationalised as intercultural attitude, intercultural knowledge and intercultural skills evident as discourses in intercultural texts. The data comprises semi-structured interview and intercultural assignment, which is an encounter discourse to intercultural text. A qualitative empirical research design was used to analyze the data through Critical Discourse Analysis (CDA) techniques. The findings indicate that IC is underdeveloped. Most of the participants represent negative attitude towards intercultural communication. They also lack appropriate intercultural knowledge and effective intercultural skills. The findings suggest that EFL teaching and learning practices need to shift towards a more intercultural perspective.

scholarly journals EFL students’ attitudes towards learner autonomy in English vocabulary learning

2020 ◽  
Vol 3 (2) ◽  
pp. 86
Author(s):  
Thao Quoc Tran
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Learner Autonomy ◽  
Structured Interviews ◽  
Efl Learners ◽  
Higher Institution ◽  
Efl Students ◽  
Students Attitudes ◽  
Shed Light

Whether EFL learners can use English well or not depends much on vocabulary they possess. Learner autonomy (LA), however, plays a pivotal role in amassing EFL learners’ vocabulary. This study endeavored to explore students’ attitudes towards LA in English vocabulary learning. Two hundred English majors from a Ho Chi Minh City based higher institution, Vietnam got involved in answering the closed-ended questionnaire, and ten students took part in semi-structured interviews. The findings indicated that participants were cognitively aware of the importance of LA in English vocabulary learning, but affectively and behaviorally they showed low interest in LA in English vocabulary learning. Such findings may shed light on how to improve the teaching and learning of the English language in general and English vocabulary in particular at the research context and other similar EFL contexts.

scholarly journals Investigating writing difficulties in essay writing: Tertiary students’ perspectives

2021 ◽  
Vol 4 (1) ◽  
pp. 61
Author(s):  
Suhaimah Bulqiyah ◽  
Moh. Arif Mahbub ◽  
Dyah Ayu Nugraheni
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Writing Difficulties ◽  
Essay Writing ◽  
Writing Course ◽  
Efl Students ◽  
Language And Education ◽  
Cognitive Problems

This study is primarily designed for investigating the tertiary students’ perspectives on the writing difficulties of essays. This study was conducted in explanatory research in which quantitative and qualitative data were obtained from the web-based questionnaire and semi-structured interview, then analyzed separately. 21 undergraduate students have enrolled in the survey and 6 of them were invited to the interview section. This research reveals tertiary students' problems in essay writing course are categorized into: affective problems which raise from students’ and lecturers’ attitude while teaching and learning Essay Writing Course, cognitive problems that considered as the difficulties in the areas of writing viewpoint, transferring language, and the process of writing, and linguistic problems in the area of lexico-grammar, vocabulary, and the structure of the essay. Due to the findings, those aspects of academic writing should be serious attention for both EFL students and teachers to overcome the problems. The findings of this study have implications for EFL writing course designers as basic data of material improvement and for researchers particularly in the realms of language and education.

scholarly journals Understanding EFL students’ use of listening strategies in watching English captioned movies

2020 ◽  
Vol 4 (2) ◽  
pp. 37-46
Author(s):  
Ha Dinh Nhu Nguyen
Keyword(s):  
Teaching And Learning ◽  
Structured Interview ◽  
Listening Skills ◽  
Vast Number ◽  
English Classes ◽  
Significant Difference ◽  
Efl Students ◽  
New Perspective ◽  
Listening Strategies ◽  
Crucial Part

Through the years, investigation into English captioned movies has been the subject of many studies in language teaching and learning. Most of these studies have found that listening strategies play a crucial part in enhancing students’ listening skills. Focusing on the same subject but with a new perspective, this research aimed at exploring the frequency use of listening strategies in watching English captioned movies in five general English classes at Ho Chi Minh City Industry and Trade College (HITC). One hundred and fifty college freshmen participate in answering the questionnaire and twenty-five students in responding the semi-structured interview questions. The data gained from the questionnaire was analyzed by SPSS in terms of descriptive statistics and ANOVA test. The results of the study indicated that a vast number of students employed listening strategies at different levels of frequency in which the cognitive strategy was used more frequently than meta-cognitive and socio-affective strategies. The results further proved that there was no significant difference of non-English majors’ listening strategies in watching English captioned movies in terms of majors.

scholarly journals Holistic perspective on Feedback for adult beginners in an online course of Swedish

2015 ◽  
Vol 9 (2) ◽  
pp. 51-71 ◽  
Author(s):  
Liivi Jakobson
Keyword(s):  
Attribution Theory ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Online Course ◽  
Future Research ◽  
Written Feedback ◽  
Cultural Backgrounds ◽  
Holistic Perspective ◽  
Empirical Context ◽  
Type Studies

Although several inquiries highlight the importance of feedback in language teaching and learning, there is a need for knowledge concerning a holistic perspective on feedback in the empirical context of written feedback for L2 adult beginners. The study reported here provides additional evidence about teachers’ actual feedback and student attitudes to feedback. The unit of analysis addresses a new context, namely Swedish as a second language, in an online course for adult beginners. The study included ten male and female university-level students with different cultural backgrounds. The purpose was to analyze several previously scientifically tested feedback categories for writing, which were conceptually replicated in the present study, as well as to additionally explore a new category for feedback on pronunciation in the same context. To establish causality, this study used attribution theory. The findings revealed top rankings for language accuracy and pronunciation in students’ evaluation. The teacher gave the most feedback on language accuracy. These results provide support for the importance of feedback on language accuracy which supports the empirical results of other inquiries. Furthermore, the study’s explorative findings support the need for further investigations on feedback on pronunciation. A proposition for future research is that more holistic type studies be conducted, including different categories and proficiency levels.

scholarly journals Investigating EFL Students’ Perceptions on E-learning Paradigm-Shift During Covid-19 Pandemic

2021 ◽  
Vol 3 (1) ◽  
pp. 56-66
Author(s):  
Mohammad Naim Rahim ◽  
Shanti Sandaran Chandran Chandran
Keyword(s):  
Higher Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Face To Face ◽  
Teachers And Students ◽  
E Learning ◽  
Efl Students ◽  
Ict Tools ◽  
Barriers And Opportunities

The purpose of this research article is to investigate the perceptions of EFL students during the Covid-19 pandemic on implementing e-learning at university-level education in the EFL context of Afghanistan. The covid-19 pandemic has globally led the universities towards a paradigm-shift. As well as the instant development of ICT has restructured the content and the context of education particularly teaching and learning EFL. To determine the barriers and opportunities of implementing e-learning in EFL education, a qualitative method with semi-structured interview are applied to perceive the perceptions of EFL students. The study purposefully selected EFL students (N= 21 male and female) from Afghanistan universities as respondents. The data from the semi-structured interview is analyzed thematically. Results show that EFL students perceive e-learning approach as a better alternative to traditional face-to-face classrooms. Despite being regarded as an interactive method for EFL education, the lack of regular electricity connection, low internet bandwidth, high costs of ICT tools, lack of infrastructures, and lack of ICT knowledge of the teachers and students are perceived to be the barriers to implementing e-learning in Afghanistan higher education. In brief, the study contributes to establishing an in-depth understanding of the e-learning implementation and EFL instructions in Afghanistan higher education during the Covid-19 pandemic. 

scholarly journals Learner Autonomy in English Language Learning: Vietnamese EFL Learners’ Perceptions and Practices

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Duong Minh Tuan
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mekong Delta ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Language Instruction ◽  
Autonomous Learning ◽  
Positive Effects ◽  
Efl Students

Learner autonomy has been regarded as an important value which is expected to be present in any English language students as it can have positive effects on their learning. In Vietnam, the notion of learner autonomy has attracted more attention, and various studies have been conducted on teacher beliefs and practices regarding learner autonomy over the last decade. Nevertheless, not much evidence has been provided on how EFL students perceive and practise autonomous learning, especially at a time when there has been a shift towards student-centered instruction. To contribute to bridging this gap, this study is aimed to report on an investigation into Vietnamese EFL students’ perceptions and practices of autonomous learning. Data were collected from 50 English-majored students at a university in the Mekong Delta of Vietnam by using a questionnaire and a semi-structured interview. It was found that the students had an agreement on the importance of learner autonomy in their language learning. However, their perceived level of abilities to act autonomously was just above average. This result was the same as that found on their frequency scale of reported practices of autonomous activities inside and outside the classroom. Therefore, it is suggested that, to better enhance learner autonomy in teaching and learning English in Vietnam, it should be integrated into English language instruction by making it an integral part of EFL curricula.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

Significados de Morte: o Discurso do Sujeito Coletivo da Enfermagem / Meaning of Death: the collective subject speech of the nursing staff

1970 ◽  
Vol 6 (1) ◽  
pp. 52-58
Author(s):  
Fellipe Afonso de Azevedo ◽  
Noé D’jalma Araújo ◽  
Néliton Célio de Novais ◽  
José Vítor da Silva ◽  
Renato Augusto Passos
Keyword(s):  
Nursing Staff ◽  
Hospital Setting ◽  
Field Research ◽  
Structured Interview ◽  
Minas Gerais ◽  
Structured Interviews ◽  
Cross Sectional ◽  
Emergency Units ◽  
Methodological Guidelines

RESUMOObjetivo: o presente trabalho teve como objetivo identificar os significados de morte emergentes das equipes de enfermagem que atuam nas unidades de Pronto Socorro e Unidade de Terapia Intensiva (UTI) em uma entidade de médio porte situada no Sul de Minas Gerais. Materiais e métodos: estudo de abordagem qualitativa, do tipo descritivo, de campo e transversal. A amostra estudada foi composta de oito enfermeiros, 22 técnicos e quatro auxiliares de enfermagem, totalizando 34 profissionais, sendo utilizado o instrumento de caracterização pessoal e profissional da equipe de enfermagem e o roteiro de entrevista semiestruturada. A amostragem foi proposital. A coleta de dados foi realizada através de entrevista semiestruturada, gravada e transcrita. As diretrizes metodológicas do Discurso do Sujeito Coletivo foram utilizadas para a seleção das ideias centrais e expressões-chave correspondentes, a partir das quais foram extraídos os discursos dos sujeitos, no cenário da instituição hospitalar. Resultados e Discussão: ao analisar o tema “significados de morte”, obtiveram-se as seguintes ideias centrais: “passagem”, “diversos significados”, “fim da vida” e “fim e começo de outra vida”. Conclusão: As concepções acerca do tema morte para os profissionais participantes deste trabalho reforça a necessidade de estudos sobre o tema durante a formação acadêmica. Certos de que irão vivenciar este tipo de situação no dia-a-dia profissional, é preciso prepará-los psicologicamente para isso.Palavras-chave: Morte, Equipe de enfermagem, Assistência ao paciente.ABSTRACTObjective: This study aimed to identify the meanings of emerging death of the nursing staff working in the Emergency Units and Intensive Care Unit (ICU) in a medium-sized entity located in southern Minas Gerais. Materials and methods: A cross-sectional qualitative field research. The sample was composed of 8 nurses, 22 technicians and 4 nursing assistants, totaling 34 professionals. It was used a tool of personal and professional characterization of the nursing team and a semi-structured interview. Sampling was intentional. Data collection was conducted through semi-structured interviews, that were recorded and transcribed. The methodological guidelines of the Collective Subject Speech were used for the selection of the central ideas and corresponding key expressions, from which the speeches of the subjects were taken, in the hospital setting. Results and discussion: to examine the topic "death meanings" yielded the following core ideas: "pass", "different meanings", "end of life" and "end and beginning of another life." Conclusion: The conceptions about the death theme for the professional participants of this study reinforces the need for studies on the subject during their academic training. It is certain that they will experience this type of situation on their daily professional routine, therefore there is a need to prepare them psychologically for this.Keywords: Death, Nursing staff, Patient care.

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