scholarly journals Indonesian Efl Learners’ Attitude And Perception On Taks-Based Language Teaching

2021 ◽  
Vol 45 (3) ◽  
pp. 109-127
Author(s):  
Muhammad Badrus Sholeh ◽  
Kisman Salija ◽  
- Sahril
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Learning ◽  
Junior High School ◽  
Language Teaching ◽  
Efl Learners ◽  
New Methods ◽  
English Class ◽  
Attitudes And Perceptions ◽  
Scale Data

Task-based Language Teaching in Asia, especially Indonesia, was more popular in foreign language English teaching. The approach that focuses on the student is regarded to be more efficient than the traditional one. This study was undertaken so as to find out the attitude and perspective of learners regarding implementing language teaching based on tasks (TBLT). 96 learners of the Islamic Junior high school in Indonesia were randomly selected. In order to investigate participants' attitudes and perceptions a task based questionnaire has been designed. By employing the Likert Scale, data were evaluated quantitatively. The results of the study demonstrate that most EFL Indonesian learners have generally good attitudes and views concerning TBLT and so most of them like to join in TBLT English class. In other words, EFL learners are ready to adapt to a new methods of language learning because they are willing to apply TBLT successfully. In this study, some major issues highlighted by the results will be examined and some significant suggestions made by the results are discussed.

scholarly journals Foreign Language Learners’ Attitudes and Perceptions of L1 Use in L2 Classroom

2019 ◽  
Author(s):  
Maram S. Almohaimeed ◽  
Huda M. Almurshed
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Target Language ◽  
Advanced Learners ◽  
English Classes ◽  
English Class ◽  
Attitudes And Perceptions ◽  
Preparatory Year

Whether to avoid learners’ first language (L1) or to make use of it in the second language (L2) classes is a controversial issue. Some studies have challenged the effectiveness of the monolingual approach to foreign language learning. This study investigates Saudi university learners’ attitudes and perceptions towards incorporating their L1(Arabic) in English class. This study also sheds light into the relationship between students’ perceptions and proficiency level in the target language. To this end, Gaebler's questionnaire (2014) was administered to 60 female learners studying in the preparatory year at a Saudi university. They were from three different English proficiency levels. The results showed that advanced learners hold a negative attitude towards the use of L1 in their English classes, whereas elementary and intermediate learners generally perceive the judicious use of their L1 positively.

scholarly journals I LOVE INDONESIA: EFL LEARNERS� PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING

2017 ◽  
Vol 2 (1) ◽  
pp. 273
Author(s):  
Muzakki Bashori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Generation Z ◽  
Use Of The Internet

The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today�s learners as the Generation Z (Gonz�lez-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners� language development.�Keyword: attitude, perception, task-based language teaching, web-facilitated language learning

Getting Cinema into the Saudi EFL Classroom: Catering to Changing Learner Needs

2021 ◽  
Vol 7 (5) ◽  
pp. 3826-3843
Author(s):  
Arif Ahmed Mohammed Hassan Al-Ahdal ◽  
Addullah H. A. Alfauzan ◽  
Nasser Mohammed Saleh Al-Sa’egh
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning Context ◽  
Pilot Studies ◽  
Efl Learners ◽  
Feature Films ◽  
Experimental Group

Objectives: The language proficiency of English as a foreign language (EFL, henceforth) learners at Qassim University is currently below the expected standards. Even with pedagogical innovations taking the place of conventional methods in the classrooms, and feature films being increasingly used as authentic language exposure, the inclusion of feature films for teaching English is not welcomed in Saudi Arabia though English films are quite popular with the EFL learners in other parts of the globe. Pilot studies, before the current research, demonstrated positive outcomes with using feature films in the EFL classrooms, the results of which prompted this study. The current study discusses the implications of using films in language teaching, using questionnaires for collecting data from students and teachers of English at Qassim University, Saudi Arabia. The study spanned twelve weeks, during which time, an intervention was administered to the experimental group. At the end of the 12 weeks, the participants in the experimental group reported an increased communicative proficiency and engagement in the lessons when the teacher used films. The analysis of the students’ responses proved that the use of film-based language teaching is an effective and authentic means of language training. With enhanced communicative competence, EFL learners felt naturally confident to speak in English in real-world language situations. The results of the study would be beneficial to the EFL students, EFL teachers, schools, curriculum developers, and governments especially in terms of improved EFL instructions and improved economy, not only in Arabian but any foreign language learning context.

Formative Assessments in Junior High School English Class Based on Multimedia-Assisted Language Teaching

2014 ◽  
Vol 644-650 ◽  
pp. 5773-5776
Author(s):  
Jing Hui Liu ◽  
Jin Zhang ◽  
Li Jing
Keyword(s):  
High School ◽  
Information Technology ◽  
Junior High School ◽  
Junior High ◽  
Language Teaching ◽  
Formative Assessments ◽  
Main Trend ◽  
High School English ◽  
English Class ◽  
Economy And Education

The information technology has led to the profound transformation of society, economy and education. Multimedia-assisted language teaching (MALT) is one of important applications of information technology to education. As a modern educational technology, MALT has been widely used and it is the main trend in English teaching at present. In this paper, the author will discuss MALT in English class of junior high school with the emphasis on formative assessments.

scholarly journals The Application of Differentiated Instruction to a High School Student With Dyslexia in the German Language A Case Study

2019 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Makrina Zafiri ◽  
Vassiliki Vakalopoulou ◽  
Vassiliki Pliogou
Keyword(s):  
High School ◽  
Foreign Language ◽  
Differentiated Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Small Scale ◽  
Structured Interviews ◽  
Before And After

In recent years, dyslexia has become an important issue in the field of foreign language teaching and learning. In this research we will explore dyslexia in connection to teaching and learning a foreign language. More particularly, in this research, we will be probing into the teaching of German as a foreign language. The purpose of this research is to investigate the effectiveness of the application of Differential Instruction, the application of the Grammar –Translation Method, the Audio-Visual Method, the Communicative Approach to language teaching as well as the Multisensory Method to a Greek student with dyslexia. The girl is in the first year of junior high school and is being taught German as a foreign language at school. The research method, which was applied, focused on qualitative research through the use of semi - structured interviews. This research is also a case study. Action research was conducted, for the needs of this small-scale research, through ten differentiated instruction lessons which were taught to a student with dyslexia. The student and her mother were the major sources of data collection. More particularly, the semi - structured interviews were conducted before and after the implementation of differentiated instruction with the student and her mother. We initially attempted to collect information through semi-structured interviews, on the student's family profile, and after conducting the ten lessons, we tried to verify the effectiveness of the approaches and methods which were applied. The results of this research showed that the effectiveness of differentiated instruction was immense as the student’s performance improved in the foreign language.

scholarly journals The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners

2016 ◽  
Vol 4 (3) ◽  
pp. 86-102 ◽  
Author(s):  
Parisa Dashtizadeh ◽  
Mohammad Taghi Farvardin
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Learning ◽  
Mediating Effect ◽  
Learning Motivation ◽  
Language Achievement ◽  
Efl Learners ◽  
Language Learning Motivation ◽  
The Relationship ◽  
Foreign Language Achievement

Abstract This study examined the mediating effect of perfectionism on the relationship between language learning and foreign language achievement of high school EFL learners. To this end, 400 eleventh grade high school students were recruited through cluster random sampling. They were selected from eight high schools in four cities of Iran (i.e., Tehran, Ahvaz, Semnan, and Kerman). Afterwards, two questionnaires were administered to the participants. The first questionnaire was the shortened form of Gardner’s Attitude/Motivation Test Battery (AMTB) for EFL learners, and the second one was Almost Perfect Scale-Revised (APS-R) measuring the level of perfectionism among respondents. Moreover, the participants’ scores on the English final exam held by Iran’s Ministry of Education was considered as the indicator of foreign language achievement. The obtained data were analyzed through Pearson correlations and bootstrap resampling statistical method. The results indicated a positive correlation between all variables. Furthermore, it was revealed that language achievement and language learning motivation were partially mediated by perfectionism.

scholarly journals Task repetition and the public performance of speaking tasks in EFL classes at a Vietnamese high school

2019 ◽  
Vol 1 (1) ◽  
pp. 34-56 ◽  
Author(s):  
Jonathan Newton ◽  
Bao Trang Thi Nguyen
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Learning ◽  
Task Performance ◽  
Learning Opportunities ◽  
Linguistic Knowledge ◽  
Public Performance ◽  
Learner Engagement ◽  
Efl Learners ◽  
The Public

Abstract This study investigated the occurrence of language-related episodes (LREs) in interactive tasks performed by pairs of Vietnamese English Foreign Language (EFL) learners and the extent to which linguistic knowledge targeted in these LREs was transferred to subsequent public performance (PP) of the same tasks in front of the class. Task performance data was collected from 24 pairs of learners from six intact grade 11 EFL classes at a Vietnamese high school as they carried out two interactive speaking tasks in consecutive weeks, first privately in pairs and then, within the same lesson, publically in front of the class. Teachers and learners were also interviewed. Results showed LREs to be frequent in task rehearsals. The majority of LREs were resolved correctly by the learners and led to more accurate use of the targeted linguistic items in subsequent public performance. The results and supporting interview data shows how, in this school, the practice of asking learners to repeat the performance of tasks in front of the class positively affected learner engagement and enriched the language learning opportunities available through interactive oral tasks.

scholarly journals Are Senior High School Students Interested in Learning Vocabulary in ELT Context Using Instagram Platform?

2020 ◽  
Vol 2 (02) ◽  
pp. 1-11
Author(s):  
Fajar Senolinngi ◽  
Sri Damayanti ◽  
Arny Irhany Asmin
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Teaching ◽  
Senior High School ◽  
Quantitative Approach ◽  
Average Score ◽  
School Students ◽  
Efl Learners ◽  
Senior High School Students

Vocabulary is one important aspect of learning a foreign language. With a limited vocabulary, anyone will also have a limited understanding. Learning vocabulary therefore is perceived important. However, EFL learners often have a limited acces to learn vocabualary. With the growing of technological uses in language teaching, this study aims at unveil the level of students’ interest in learning vocabulary through Instagram. The quantitative approach therefore is used in this study. The study involves 49 senior high school students of SMAN 1 Palopo. The findings indicate that that the average score of students’ interest in learning vocabulary through Instagram is 67,58. The highest percentage of the result is 44.41% that indicates that the students of SMAN 1 Palopo are interested in learning vocabulary through Instagram.

scholarly journals Gamifying Content and Language Integrated Learning with Serious Videogames

2017 ◽  
Vol 3 (3) ◽  
pp. 107-114
Author(s):  
Ricardo Casañ Pitarch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Educational Levels ◽  
New Methods ◽  
Teaching Support ◽  
The World

New methods and approaches focusing on foreign language teaching are continuously being developed and applied in the classroom at different educational levels. The interest in raising learners’ competences in foreign languages has been a fact in the last few decades. In this sense, approaches integrating the learning of non-linguistic content through a vehicular language that is not the learners’ mother tongue have been widely used around the world. However, it seems that some benefits of those approaches integrating language and content could be further strengthened if the time of exposure to content and language was higher and if students were highly motivated to learn. To this purpose, this article suggests that serious videogames could be a suitable tool to provide learners with further teaching support and increase their motivation in a playful context and introduces a model that aims at gamifying and integrating content and language learning through serious videogames.

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