scholarly journals The Pronunciation of English Low Vowels by Iraqi EFL Learners: An Intralingual Analysis

2021 ◽  
Vol 21 (3) ◽  
pp. 154-171
Author(s):  
Ammar Abdul-Wahab Al Abdely
Keyword(s):  
Language Proficiency ◽  
Speech Intelligibility ◽  
English Language ◽  
Acoustic Analysis ◽  
Production Test ◽  
Efl Learners ◽  
Error Patterns ◽  
Proficiency Level ◽  
Vowel Space ◽  
Analysis Error

Iraqi EFL learners of English are reported to show accented pronunciation on the segmental level, which might affect their speech intelligibility. This study aimed to identify problems encountered by Iraqi EFL learners in the production of English low vowels and account for them from an intralingual perspective. The study also aimed to identify the effect of Iraqis' English language proficiency level on their pronunciation of English low vowels. Thus, learners were divided into beginners and advanced groups to determine differences between them based on their proficiency level in English. A production test was conducted to identify error patterns of twenty Iraqi EFL learners in producing low vowels. Learners’ recordings were acoustically analysed to validate the difficulties identified via the production test. Independent-samples t-tests were conducted to identify any significant differences in performance for the two groups. The results showed that learners encountered problems in the production of low vowels, especially /ɒ/, /æ/ and /ʌ/. The study concluded that these problems are probably ascribed to the complexities of the L2 vowel space, where vowels are close to each other and thus difficult to produce. Significant differences were identified between the two groups in terms of error means. Nonetheless, the comparison between the vowel chart obtained in this study and the charts offered in previous studies revealed that Iraqi EFL learners are still far from attaining approximant pronunciation. This requires reconsidering current texts, methodologies, and techniques used in teaching English pronunciation to allocate more attention to spectral differences among vowels. Keywords Low vowels production; Iraqi EFL learners; intralingual analysis; error patterns; acoustic analysis

scholarly journals The Comparative Effect of Teaching Concept Mapping in Reading on Extrovert and Introvert EFL Learners' Self-Regulation

2017 ◽  
Vol 6 (5) ◽  
pp. 161
Author(s):  
Mania Nosratinia ◽  
Fatemeh Abbasi
Keyword(s):  
Concept Mapping ◽  
Language Proficiency ◽  
English Language ◽  
Self Regulation ◽  
English Language Proficiency ◽  
Efl Learners ◽  
Proficiency Level ◽  
Teaching Concept ◽  
Efl Teachers ◽  
Pre Treatment

The present study attempted to compare the effect of teaching concept mapping in reading on extrovert and introvert English as a Foreign Language (EFL) learners' Self-Regulation (SR). The participants were 60 female EFL learners at the intermediate level of English language proficiency, between 18 and 20 (Mage = 19). The Preliminary English Test was employed in order to select homogeneous participants in terms of English language proficiency level, followed by administering Eysenck's Personality Inventory (1985). The language-wise homogeneous introvert (n = 30) and extrovert (n = 30) participants were assigned randomly into two experimental groups of 30. To identify the pre-treatment and post-treatment levels of participants' SR, the Motivated Strategies for Learning Questionnaire (1991) was administered twice. The two groups were instructed using the same material and implementing Harris and Graham’s (1996) concept mapping instruction model. The analysis of the scores using an Independent-Samples t-Test revealed that extrovert participants exhibited a significantly higher SR level as a result of being exposed to concept mapping. The study concludes with a discussion on the obtained results and the probable reasons leading to them, followed by presenting some implications for EFL teachers, learners, and syllabus designers. 

scholarly journals Scope of Cooperative Learning (CL) Strategies in Teaching English to Saudi Adult EFL Learners: A Study of Practical Barriers and Possible Implications

2017 ◽  
Vol 6 (7) ◽  
pp. 110 ◽  
Author(s):  
Muhammad Ishtiaq ◽  
Muhammad Sabboor Hussain
Keyword(s):  
Saudi Arabia ◽  
Cooperative Learning ◽  
Language Proficiency ◽  
Educational Administration ◽  
English Language ◽  
English Language Teaching ◽  
Teaching English ◽  
Efl Learners ◽  
Proficiency Level ◽  
Efl Teachers

This study aims at investigating the teachers’ practices and perceptions in teaching English in Saudi Arabia by viewing their stance on Cooperative Learning (CL) — an innovative teaching approach proposed to raise the language proficiency level of adult EFL learners. The study has been conducted in Qassim University, Saudi Arabia—a vibrant and flourishing EFL context. A quantitative tool (a questionnaire) has been used to collect data and to serve qualitative purposes. It reports 80 EFL teachers’ (40 males and 40 females) perceptions about CL using a 17-items comprehensive survey covering all the possible barriers in the way of implementing CL strategies in EFL classes. The survey items also explore how the EFL teachers in Saudi Arabia foresee the implications of making such an innovative move in their classes. The responses have been analyzed on a 5-point Likert scale which ranges from strongly disagree-disagree-neutral-agree-strongly agree. Major findings are that CL strategies have practical barriers but their implications are far more positive. The barriers are mainly due to the wrong learning habits of the adult EFL learners in Qassim University and lack of will and vision of the educational administration. The study recommends that CL strategies need to be given due consideration and support by the administrators and policy makers to raise the proficiency level of adult EFL learners. The study also allays the misconception that majority of the practitioners in English language teaching field are not ready to practice and implement CL strategies in their classes.

scholarly journals The Effect Of Viewing Subtitled Videos On Vocabulary Learning

2010 ◽  
Vol 7 (9) ◽  
Author(s):  
Madhubala Bava Harji ◽  
Peter Charles Woods ◽  
Zhinoos Kamal Alavi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Vocabulary Learning ◽  
Instructional Video ◽  
Specific Test ◽  
Efl Learners ◽  
Treatment Groups ◽  
Second Language Development ◽  
Proficiency Level ◽  
The Mean

Second language development could be achieved through various teaching or learning processes; however, employing multimedia has recently intruded the process in easing or complicating manners. This study has focused on the effectiveness of English subtitles on the EFL learner’s vocabulary learning. The participants were 92 Iranian degree university students studying Translation at Islamic Azad University of Mashhad, Iran. Having set two homogenized groups on the basis of their English language proficiency level, each was randomly assigned to be control and treatment groups. They were given two different instructions, one practicing instructional video episodes with subtitles and the other without subtitles. Their vocabulary learning was tested by a Content Specific Test (CST). The mean scores of the two groups were compared through a t-test. The findings illustrated that participants viewing the videos with subtitles could obtain a significantly higher mean score of the CST vocabulary tests than that of the ones who viewed the videos without subtitles. The findings of this research can get educators well informed of the effectiveness of subtitles on EFL learners’ better vocabulary learning.

Listener Proficiency and Shared Background Effects on the Accentedness, Comprehensibility and Intelligibility of Four Varieties of English

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Jette G. Hansen Edwards ◽  
Mary L. Zampini ◽  
Caitlin Cunningham
Keyword(s):  
Hong Kong ◽  
Language Proficiency ◽  
Speech Intelligibility ◽  
English Language ◽  
The United States ◽  
English Language Proficiency ◽  
Speech Characteristics ◽  
Proficiency Level ◽  
Research Findings ◽  
The Impact

This study examines the impact of Hong Kong listeners’ English language proficiency on the intelligibility and perceived accentedness and comprehensibility of speakers of English from Hong Kong, China, Singapore and the United States. The study had two main aims: (1) to examine how proficiency impacts listeners’ perceptions of how accented and comprehensible different varieties of English are and how this differs from speech intelligibility; (2) to examine whether listeners benefited from a shared background effect differently by proficiency level. The research findings have pedagogical implications as they can improve understanding of which proficiency levels may benefit most from instruction and how a shared background may mitigate proficiency effects. They also help researchers understand the extent to which listeners’ own English proficiency impacts their evaluations of the speech characteristics of other speakers of English, an area of research that is still relatively unexplored.

scholarly journals On the effect of Language Proficiency on Learners’ Autonomy and Motivation

2015 ◽  
Vol 3 (2) ◽  
pp. 263-270
Author(s):  
Abbas Ali Zarei ◽  
Nasrin Zarei
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Influential Factor ◽  
Clear Understanding ◽  
Non Profit ◽  
Efl Learners ◽  
Proficiency Level ◽  
English Major ◽  
The Relationship

The present study aimed at investigating the effect of Iranian EFL learners’ proficiency level on their motivation and autonomy.  To this end, 141 English major participants, both male and female, at Imam Khomeini International University and Kar non-profit university in Qazvin, Iran were asked to fill in two questionnaires on motivation and learner autonomy. Attitude/Motivation Test Battery (AMTB) and an autonomy questionnaire developed by Zhang and Li (2004) were used to assess these variables. Also, the participants’ proficiency level was checked using their scores on the Michigan Test of English Language Proficiency (MTELP). The collected data were analyzed using the Kruskal-Wallis procedure, and the findings revealed that the students’ language proficiency did not influence their motivation and autonomy. In other words, language proficiency was not an influential factor in students’ motivation and autonomy. The results of the present study may be helpful for teachers, learners and syllabus designers. A clear understanding of the nature of the relationship between language proficiency and traits like motivation and autonomy can help those involved in language teaching and learning to make more informed decisions about the steps to take to improve the above-mentioned traits.

scholarly journals An Investigation of the Relationship between Reading Comprehension, Vocabulary Knowledge, and English Language Proficiency Level of Saudi EFL Learners

2021 ◽  
Vol 12 (2) ◽  
pp. 59
Author(s):  
Huda Suleiman Al Qunayeer
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
Multiple Choice Questions ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Proficiency Level ◽  
The Relationship

The present study is an attempt to explore the relationship between the breadth (the number of words known) and the depth of vocabulary knowledge (the richness of word knowledge) (the richness of word knowledge), and reading comprehension of EFL learners in an English as a foreign language (EFL) context. Furthermore, it tries to find the effect of language proficiency level of learners on the breadth and the depth of lexical vocabulary and reading comprehension of Saudi EFL learners. The participants of the study were seventy-five intermediate and advanced level majoring in English Translation at Qassim University in KSA. The level of language proficiency of participants had been checked through an OPT by the department in advance. To collect the relevant data, two tests measuring breadth and depth of vocabulary knowledge were administered to all participants. They also received a reading comprehension test in which they were asked to read the passages and answer some multiple-choice questions. The findings obtained from the analysis of the data indicated that there is a significant relationship between breadth and depth of vocabulary knowledge and Saudi advanced/intermediate EFL learner’s reading comprehension performance totally. The results further revealed that both dimensions of vocabulary knowledge are positively correlated, that is, those learners who had large vocabulary size had a deeper knowledge of the words, too. The results further showed that language proficiency level of learners have an effect on Saudi EFL learners’ reading performance and vocabulary knowledge. These results confirm the importance and the value of developing students‟ breadth and depth of vocabulary knowledge in EFL classrooms.

scholarly journals Yemeni EFL Learners’ Future Self-Images and Their Relationship to The English Language Proficiency: التصورات الذاتية المستقبلية لدى طلبة اللغة الانجليزية اليمنيين  وعلاقتها بالكفاءة في اللغة الإنجليزية

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Abdulrahim Ali Mohammad Al-Showthabi, Mohammad Abduh Ahmad A
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Data Gathering ◽  
Proficiency Tests ◽  
Ideal Self ◽  
Efl Learners ◽  
Self Image ◽  
Future Self ◽  
Academic Year

This exploratory correlational study addresses the issue of Yemeni EFL Learners’ Future Self-images, Ideal Self-images and Ought-to Self-image and their relationship to the English language proficiency, mainly, speaking and writing --fourth level students, Department of English Sana’a University of the academic year of 2017-2018. It also aims at exploring which of the two Future Self-images addressed is more evident amongst Yemeni EFL learners. In addition, the study attempts to ascertain the role of gender on Future Self-images. Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. and two Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. Descriptive analyses— frequencies, and, t-test for independent groups, and Pearson-product moment correlation— were utilized to analyze the data. Results show that Yemeni EFL students have higher Ought-to Self-image mean scores (3.6) than Ideal Self-image mean scores (3.04) Further, each of the two Future Self-images, Ideal Self-image and Ought-to Self-image has a bipolar direction in regard to male and female students. While, female students have higher mean Ideal Self-image scores (2.6) toward learning English, their counterpart male students have higher mean Ought-to Self-image scores (3.15). Furthermore results revealed a significant and strong relationship between Yemeni EFL learners’ ---Ideal Self-images—Ought-to Self-image-- and speaking and writing proficiency respectively and uniquely. This article ends with some recommendations and suggestions for future research.

scholarly journals Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students

2018 ◽  
Vol 9 (4) ◽  
pp. 59
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Language Learning Strategies ◽  
School Students ◽  
Proficiency Level ◽  
Learning Strategy Use

To learn English language, there are some language-learning strategies, which learners need to be familiar with. Thus, the purpose of this study is to investigate the language learning strategies used among Iraqi sixth-grade preparatory students, and how could gender and proficiency level effect on using language-learning strategies. To analyze the collected data, SPSS software version 20 included Independent sample T-Test Besides, one-way ANOVA and Tukey HSD have been used. A total of 210 sixth-grade preparatory students were chosen randomly from four-different secondary schools for the academic year 2016-2017 at al-Karkh side of Baghdad city. The study sample consisted of (105 females and 105 males). The findings revealed that EFL learners have shown medium use of language learning strategies, besides, no statistically significant differences between male and female students in the frequency of using LLSs. the findings also showed Cognitive and memory strategies were the most frequent used categories comparing to the compensation strategies that scored the least frequent category. As for language proficiency, the result showed that students with high proficiency used all six categories of learning strategies more than medium and low-proficiency students.

The Effects of Cross-Cultural Distance Learning Model on the Linguistic and Affective Domain of EFL Learners in Korea

2018 ◽  
Vol 10 (3) ◽  
pp. 76-89
Author(s):  
Bok-Myung Chang
Keyword(s):  
Distance Learning ◽  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Cultural Distance ◽  
English Language Proficiency ◽  
Cross Cultural ◽  
Test Form ◽  
Efl Learners ◽  
Native Speakers Of English

This article is based on a Cross-Cultural Distance Learning (CCDL) model between university students in Korea and Japan during the 1st semester of 2016 and this lesson model consists of synchronous and asynchronous CMC activities focusing on the interactions between non-native speakers of English. This article shows that EFL learners in Korea can develop English language proficiency through this lesson model. The learners' development of English language proficiency was evaluated by using the TOEIC test as a proficiency test form. Also, this article proves that these kinds of CMC activities can motivate EFL learners to enhance cultural awareness for foreign countries and practice English inside and outside of the classroom. The questionnaire was used to survey the students' cultural awareness and attitude for this model at the final session of the semester.

An Empirical Study of Reading Habits and Interests of Saudi University EFL Learners

2015 ◽  
Vol 7 (2) ◽  
pp. 1 ◽  
Author(s):  
Hussam Rajab ◽  
Alhasan Al-Sadi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Future Research ◽  
Small Scale ◽  
Reading Habits ◽  
Efl Learners ◽  
Academic Reading ◽  
Preparatory Year ◽  
The University ◽  
L1 And L2

<p align="left">This small-scale, quantitative study investigated the reading habits and interests of Saudi English-as-a-foreign-language (EFL) students at a university-level preparatory year program (PYP). The study aimed to identify certain habits and preferences of EFL learners with regard to various personal practices of the reading process in first language (L1) as well as in second language (L2). The study utilized a custom-designed, 10-item questionnaire on a Likert scale format in order to gain more insights into the manners with which students may or may not approach reading. The participants were newly-registered, male and female students (<em>n=330</em>) on the university PYP course with mixed English Language proficiency. Analysis of the data collected using descriptive statistical tools indicated several issues relating to the reading habits in general, including students’ lack of interest as well as lack of motivation towards ‘academic reading’ in both L1 and L2. However, the analysis revealed a greater level of engagement in reading in social media contexts. The study has several implications for future research and pedagogy in EFL reading as well as implications for the EFL classroom. </p>

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