INTEGRATING ONLINE TEACHING ENGLISH AS A FOREIGN LANGUAGE

Online education/e-learning has been increasingly adopted globally as it has served as the only tool accessible for teachers and students to maintain undisrupted learning during the coronavirus outbreak. The relevance of the article is determined by the need to define effective ways to implement online education in foreign language classes to produce a positive effect on the learning outcome. The purpose of the article is to present ways of providing English-as-a-foreign-language learners with an online course designed in the learning management system Moodle and aimed at enhancing students' foreign language skills. The work uses a logical method (theoretical), the study of the experience of educational organizations and personal pedagogical experience at Pskov Branch of the Academy of Federal Penal Service of Russia (empirical). The study described the diversity of Moodle structure particular tasks, its assessment procedure and present military students’ feedback about the impact of the course on their foreign language acquisition, developing learners' autonomy and soft skills. It explored what problems English-as-a-foreign-language learners had with their English language learning and what support they needed to gain the maximum benefits from the online learning environment. The outcome of the online education was a substantial increase in the learners' autonomy and an integrative development of foreign language skills and soft skills.

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Grammaring, Its Effects on Oral Performance Among EFL Beginner-Level Learners in Higher Education

English Language Teaching ◽

10.5539/elt.v14n10p130 ◽

2021 ◽

Vol 14 (10) ◽

pp. 130

Author(s):

Erickzon D. Astorga Cabezas ◽

Paulina Bahamondes Beltran

Keyword(s):

Higher Education ◽

Foreign Language ◽

Language Learners ◽

Language Skills ◽

Oral Proficiency ◽

Communicative Language Teaching ◽

Oral Performance ◽

Foreign Language Learners ◽

Oral Skills ◽

The Impact

Over several decades, numerous approaches applied to EFL have resulted in theories and reasonings to teach and learn English. Although Communicative Language Teaching (CLT) is the most commonly used path nowadays, it has only resulted in minimal development of university learners’ oral skills; i.e., English-beginner-level students usually attain minimal scores on oral performance after instruction using CLT approaches in some Higher Education Institutions. Thus, this study aims to illustrate the impact of Grammaring approach, in combination with the practice of Form and Meaning as a complement to Use in CLT, on students’ oral proficiency. Data from 38 students in control (n=19) and experimental (n=19) groups were analyzed. A descriptive and inferential statistical analysis of rubric bands from pre and post tests showed subtle improvements in aspects of Form (syntax) and Meaning (lexical use) but not in Use. These results have implications on what to teach and how to teach some language skills to lower-level learners, and highlights considerations for elaborating rubrics and assessing foreign language learners.

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The Impact of Oral and Written Feedback on EFL Writers With the Use of Screencasts

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v18n2.53397 ◽

2016 ◽

Vol 18 (2) ◽

pp. 79 ◽

Cited By ~ 1

Author(s):

Roberto Alvira

Keyword(s):

Foreign Language ◽

Language Learners ◽

Private University ◽

Written Feedback ◽

Oral Feedback ◽

Foreign Language Learners ◽

Promising Strategy ◽

The Impact ◽

Positive Results

<p>This article, based on an action research study performed at a Colombian middle-sized private university, proposes specific strategies to provide feedback to English as a foreign language learners and uses a Web 2.0 tool called screencasting. The findings of the study suggest that the use of coded, written, and oral feedback is widely accepted by students and yields positive results in the improvement of their writing skills at the paragraph level, and that the use of screencasting is a promising strategy that is motivational to students and increases the quality of their uptake.</p>

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The Impact of Digital Storytelling on the Motivation and Engagement of Young Foreign Language Learners

Technology and the Psychology of Second Language Learners and Users ◽

10.1007/978-3-030-34212-8_20 ◽

2020 ◽

pp. 517-541

Author(s):

Lizzie Abderrahim ◽

David Navarro González

Keyword(s):

Foreign Language ◽

Language Learners ◽

Digital Storytelling ◽

Foreign Language Learners ◽

Motivation And Engagement ◽

The Impact

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PRACTICE IS IMPORTANT BUT HOW ABOUT ITS QUALITY?

Studies in Second Language Acquisition ◽

10.1017/s0272263119000159 ◽

2019 ◽

Vol 41 (5) ◽

pp. 999-1026 ◽

Cited By ~ 7

Author(s):

Masatoshi Sato ◽

Kim McDonough

Keyword(s):

Foreign Language ◽

Language Learners ◽

Speech Rate ◽

Declarative Knowledge ◽

Foreign Language Learners ◽

Initial Stage ◽

University Level ◽

The Difference ◽

The Impact

AbstractThis study explored the impact of contextualized practice on second language (L2) learners’ production of wh-questions in the L2 classroom. It examined the quality of practice (correct vs. incorrect production) and the contribution of declarative knowledge to proceduralization. Thirty-four university-level English as a foreign language learners first completed a declarative knowledge test. Then, they engaged in various communicative activities over five weeks. Their production of wh-questions was coded for accuracy (absence of errors) and fluency (speech rate, mean length of pauses, and repair phenomena). Improvement was measured as the difference between the first and last practice sessions. The results showed that accuracy, speech rate, and pauses improved but with distinct patterns. Regression models showed that declarative knowledge did not predict accuracy or fluency; however, declarative knowledge assisted the learners to engage in targetlike behaviors at the initial stage of proceduralization. Furthermore, whereas production of accurate wh-questions predicted accuracy improvement, it had no impact on fluency.

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GENDERED VISIONS OF IDEAL FUTURE SELVES: AN ANALYSIS OF JAPANESE ENGLISH AS A FOREIGN LANGUAGE LEARNERS’ NARRATIVES

10.52950/te.2021.9.1.004 ◽

2021 ◽

Vol 9 (1) ◽

pp. 49-65

Author(s):

Yoko Munezane

Keyword(s):

Foreign Language ◽

Language Learners ◽

Language Proficiency ◽

Possible Selves ◽

Gender Effects ◽

Chi Square ◽

Foreign Language Learners ◽

Chi Square Test ◽

The Impact ◽

Future Visions

This study investigates the impact of gender on future visions, using a mixed narrative method; i.e., a “drawing-and-writing-combined” narrative. Previous research shows that learners’ career aspirations have a positive effect on their academic achievement including language proficiency growth (Sasaki, Kozaki, & Ross, 2017). Therefore, it is worthwhile to explore the impact of gender on language learners’ future possible selves by examining their career visions. Qualitative data were collected from 155 Japanese university English as a Foreign Language learners’ drawings and English essays. Statistical results (chi-square test) revealed gender effects in participants’ visualizations of career-focused and career-family balanced ideal selves as well as in the prominence of social interaction in their future visions. Qualitative analysis of participants’ essays suggested that the majority of both male and female learners envisaged their future ideal selves actively pursuing an international career empowered by the essential tool of English. Overall, females considered combining family and career as due responsibilities for women, whereas the majority of males envisioned career-related ideal selves only. The study further assesses the impact of gender on learners’ future visions by taking into consideration the gender equality level in a particular society. Pedagogical implications and future directions are discussed.

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Foreign Language Learners’ Anxiety in Language Skills Learning: A Case study at Universitas Kristen Indonesia

JET (Journal of English Teaching) ◽

10.33541/jet.v4i3.854 ◽

2018 ◽

Vol 4 (3) ◽

pp. 170

Author(s):

Hendrikus Male

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Learning Process ◽

English Education ◽

Language Skills ◽

Higher Learning ◽

Foreign Language Learners ◽

Skills Learning ◽

Keywords Anxiety

Anxiety has been a matter of substantial concern in foreign language (FL) learning setting for educators since it is a major obstacle learners need to overcome (Ellis, 2008; Wu, 2010).This study was aimed at finding out students’ language anxiety in learning the four language skills at a university level in English as a FL context. The participants were 71 students of the English education Department of Universitas Kristen Indonesia. Data was collected by administering a set of questionnaire. To support the data, interview was conducted to some of the respondents. Findings showed that the majority of the students were more anxious on writing skill, followed by reading, speaking and listening in their language learning process. It is highly recommended that the teachers or faculties be more creative in making the language skills classes atmosphere more fun and relaxing so that the students could achieve higher learning results. Keywords: anxiety, non-native learners, language learning process

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The Influence of Classroom Illumination Environment on the Efficiency of Foreign Language Learning

Applied Sciences ◽

10.3390/app10061901 ◽

2020 ◽

Vol 10 (6) ◽

pp. 1901

Author(s):

Ting Liu ◽

Takaya Yuizono ◽

Zhisheng Wang ◽

Haiwen Gao

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Language Skills ◽

Subjective Evaluation ◽

Foreign Language Learning ◽

Objective Evaluation ◽

Color Temperature ◽

Learning Space ◽

Foreign Language Learners

This paper investigated foreign language learning efficiency in four different illumination environments (in different illuminance and color temperatures), focusing on the influence of the illumination environment on foreign language learners’ sentimental status, by means of foreign language skills testing in mind-map, objective evaluation of physiological reaction, and subjective evaluation of psychological reaction. It was shown that in different illumination environments, the language skills of foreign language learners were different, and their psychological and physiological reactions varied, which influenced the efficiency of foreign language learning. The results indicated that the ideal learning space was in high illuminance and low color temperature, which increased the stimulation in foreign language learners; promoted the formation of optimistic sentiment; and enhanced their interest in, and the quality and efficiency of, foreign language learning.

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Differences In Native Language Skills Between Moreand Less-Proficient Foreign Language Learners

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.75.07cas ◽

2006 ◽

Vol 75 ◽

pp. 67-77

Author(s):

Tal Caspi

Keyword(s):

Foreign Language ◽

Language Learners ◽

Native Language ◽

Word Identification ◽

Language Skills ◽

Ongoing Debate ◽

Foreign Language Learners ◽

Learner Differences ◽

Linguistic Coding ◽

Foreign Language Achievement

This paper describes a study of native language (Dutch) word identification skills conducted in two groups of high school foreign language learners. The study focused on the differences between the groups with two main aims. The first was to examine the Linguistic Coding Difficulties Hypothesis (LCDH), a prevailing theory of individual learner differences allocating weaker foreign language achievement to weaker native language skills. The second aim was to determine the nature of these differences and inspect the claims that native language word identification skills differentiate weak and normal foreign language learners. This was done by investigating the effect of context on weak FL learners, who over-rely on context in compensation for weaker phonological and orthographical skills, according to the LCDH. In pursuing its aims, the study became involved in an ongoing debate surrounding the issue of native language reading.

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