scholarly journals Motivational Strategies in English as Foreign Language Teaching: a research review

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Haiyan Li
Keyword(s):  
Foreign Language ◽  
Empirical Studies ◽  
Research Literature ◽  
Foreign Language Teaching ◽  
Research Review ◽  
English Learning ◽  
Motivational Strategies ◽  
English As Foreign Language ◽  
The Impact ◽  
Culture Dependent

The paper aims to review and synthesize the research literature relating to the use and effectiveness of motivational strategies in English as a Foreign Language (EFL) teaching. First, an overview is presented of the prestigious empirical studies (10) across the world that provided evidence for the impact of motivational strategies on enhancing students’ English learning motivations. Then, different research methodologies are assessed, effective motivational strategies both across different cultural contexts and culture-dependent are identified and the outcomes of the applications of motivational strategies are discussed. Finally, the limitations of the related research are explored and implications for future motivational strategies research are provided.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals The Impact of Strategic Notetaking on EFL learners’ Academic Performance in Jordan

2020 ◽  
Vol 9 (1) ◽  
pp. 249
Author(s):  
Ibrahim F. F. Almaagbh
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Positive Impact ◽  
Note Taking ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Descriptive Research ◽  
The Social ◽  
Independent Variable ◽  
The Impact

This study investigates the impact of strategic notetaking on English as Foreign Language (EFL) learners’ academic performance among university students in Jordan. Thus, we hypothesized that there is a significant and positive impact of strategic note-taking on EFL learners’ academic performance. To confirm this hypothesis, descriptive research design was applied in this study. 384 (three hundred and eighty-four) respondents were randomly selected from the four public universities in Jordan. This study adapted instruments which include strategic note taking and students’ academic performance measurement items and the data obtained was analysed through Statistical Package for the Social Science (SPSS-22). The result showed that the strategic note taking (i.e. independent variable) has significant effects on EFL learners’ academic performance (R2 =.919). Moreover, the strategic notetaking made the significant contribution (Beta= .449; t= 18.714; P <0.05) to the prediction of EFL learners’ academic performance. In line with the findings, this study emphasised and explained the impact of strategic notetaking and how to improve EFL learners’ level of notetaking for better academic performance in Jordan.

scholarly journals Adult EFL Reading Selection: Influence on Literacy

2016 ◽  
Vol 18 (1) ◽  
pp. 167-181 ◽  
Author(s):  
Juan Sebastián Basallo Gómez
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Language Learning ◽  
Adult Students ◽  
Research Methodology ◽  
Foreign Language Learning ◽  
English As Foreign Language ◽  
Selection Processes ◽  
Text Selection ◽  
The Impact

<p><span>This paper is about the impact of systematic reading selection used to promote English as foreign language learning in adult students. A qualitative action research methodology was used to carry out this project. Ten class sessions were designed to provide students an opportunity to select texts according to criteria based upon their language levels and personal/professional interests. The findings align with three categories of influence: motivation, engagement, and contextualization/interpretation of readings. The main objective of this project was to see how the students’ text selection processes, guided by systematically designed criteria and elaborated strategies, influenced learning and acquisition in terms of motivation, perceptions, and opinions towards reading in English.</span></p>

scholarly journals Didattica delle lingue a distanza durante l’emergenza Covid-19: il quadro generale

2021 ◽  
Vol 8 (2) ◽  
pp. 9-52 ◽  
Author(s):  
Sergio Conti
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Institutions ◽  
Digital Format ◽  
Palabras Clave ◽  
High Level ◽  
The University ◽  
The Impact

IT In seguito allo spostamento delle attività didattiche online al fine di contenere la diffusione della malattia da nuovo Coronavirus, il Gruppo di Ricerca e azione sull’Apprendimento delle Lingue ha diffuso un questionario volto a valutare l’impatto della didattica a distanza sull’insegnamento delle lingue straniere durante. All’indagine hanno partecipato 136 docenti e 241 studenti, sia universitari che di scuola secondaria. Scopo del presente contributo è quello di descrivere la composizione del questionario e del campione dei rispondenti, e di riportare i principali risultati. In particolare, dall’indagine sono emersi: (i) una mancanza di chiare direttive da parte delle istituzioni scolastiche, sintomo del carattere emergenziale delle misure intraprese; (ii) una generale resistenza a sperimentare formati didattici inediti e più adeguati al mezzo digitale; (iii) il maggiore svantaggio nello sviluppo delle abilità interazionali e di produzione orale; (iv) un alto grado di criticità nel garantire l’affidabilità e l’integrità delle prove di valutazione. Parole chiave: DIDATTICA A DISTANZA; COVID-19; DIDATTICA DELLE LINGUE STRANIERE EN The shift to online teaching aimed at containing the spread of Coronavirus has led the group of Research and Action on Foreign Language Teaching to release a survey with the purpose of assessing the impact of remote instruction on foreign language teaching. 136 teachers and 241 students at both the university and secondary level have participated in this survey. The aim of this article is to describe the content of the survey and the make-up of the participants and to present the main findings. Of particular note from this survey is (i) the lack of clear directives from their educational institutions, which is a symptom of the immediate nature of the measures put into place; (ii) a generalized resistance to experiment with new pedagogical resources that are better suited for the digital format; (iii) the greatest challenge in developing the ability to interact and to communicate orally; (iv) a high level of difficulty in guaranteeing the trustworthiness and the integrity of the assessments. Key words: REMOTE TEACHING; COVID-19; FOREIGN LANGUAGE TEACHING ES El cambio a la enseñanza en línea que se ha producido para contener la propagación del Coronavirus ha llevado al Grupo de Investigación y Acción sobre la Enseñanza de Lenguas Extranjeras a publicar una encuesta con el objetivo de evaluar el impacto de la instrucción a distancia en la enseñanza de lenguas extranjeras. En dicha encuesta participaron 136 profesores y 241 estudiantes de nivel universitario y secundario. El objetivo de este artículo es describir el contenido de la encuesta y la composición de la muestra, así como presentar los principales hallazgos. De esta encuesta cabe destacar (i) la falta de directrices claras por parte de las instituciones educativas, lo que es un síntoma del carácter contingente de las medidas implementadas; (ii) una resistencia generalizada a experimentar con nuevos recursos pedagógicos mejor adaptados al formato digital; (iii) una gran desventaja en el desarrollo de la capacidad de interacción y comunicación orales; (iv) un alto nivel de dificultad para garantizar la fiabilidad y la integridad de las evaluaciones. Palabras clave: ENSEÑANZA A DISTANCIA; COVID-19; ENSEÑANZA DE LENGUAS EXTRANJERAS

scholarly journals Results of Implementing Communicative Language Teaching Method in English Language Learning in 9-Year Elementary Schools. (Albanian Context)

2016 ◽  
Vol 4 (1) ◽  
pp. 56
Author(s):  
Evis Kapurani
Keyword(s):  
Elementary Schools ◽  
Language Acquisition ◽  
Foreign Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Control Groups ◽  
Traditional Methods ◽  
The Impact

Theoretically Communicative Language Teaching Method (CLT) claims to be one of the best available foreign language teaching methods in teaching and learning foreign language in communication because it improves effectively not only communicative competence of students but also their language acquisition and its use in Albanian schools is an innovation. The purpose of this study is to analyze the results that the use of a contemporary interactive student-centered method has when it is used in learning a foreign language compared with traditional methods. This is an empirical study which includes control groups where traditional methods are used and experimental groups where CLT method is used based on a comparison between these methods for a period of 6 months. It is mainly focused on the implementation of CLT in Albanian 9-year elementary schools in learning English as a foreign language through communication and interaction compared with other traditional methods used. The study analyzes the impact, results and advantages of the use in practice of CLT method in Albanian 9-year elementary schools on sixth, seventh, eighth and ninth grades, its efficacy in learning, in foreign language acquisition and students performance in four language skills. It contains an analysis of theory versus practice use of CLT as a foreign language teaching method. The data about the implementation of CLT method in practice are collected from teachers and students in Albanian 9-year elementary schools through classroom observation and tests. Classroom observations are focused on finding how the teacher develops the lessons and if it is based on CLT principles on experimental groups and how students react during the lesson in comparison with control groups. Tests are used to compare students’ results on learning based on their grades in both groups. All results are converted into percentages. Findings are analyzed based on theoretical issues. The results show that using CLT is a successful method in both learning and teaching compared with other traditional methods.

scholarly journals The Relevance of Foreign Language Teaching Materials in High School (SMA) to Cultural Preservation and Tourism Development in Tabanan District

2015 ◽  
Vol 1 (1) ◽  
pp. 10
Author(s):  
I Gede Putu Widarmana
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Teaching ◽  
Tourism Development ◽  
Foreign Language Teaching ◽  
Cultural Preservation ◽  
Natural Beauty ◽  
Multiple Case ◽  
Study Sites ◽  
The Impact

Bali is one of a very famous tourist destination in the world. Many things can be developed as tourism objects in each district in Bali. One of them is Tabanan regency that offers some choices to visit, which is very famous for its natural beauty attractions. Tourism in Tabanan can be developed by strengthening the human resources that involved in it, which can be through the teaching of foreign languages, such as English that is generally given at school. However, the issue may arise whether foreign language teaching is able to support the attitudes to preserve the culture and able to develop tourism in Tabanan. Therefore this study was held to address issues intended to see the relevance of learning foreign language in Senior high school with cultural preservation and development of tourism in Tabanan. The research method used is descriptive with multiple-case study sites. The results show that the teachers have done their job in teaching using materials that are recommended by the curriculum, but the impact of the preservation and development of tourism in Tabanan is still quite low, which is caused by the material used is less related to the cultural preservation and tourism development. Therefore it is advisable to make some changes in the teaching of foreign language in the future.

scholarly journals English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021

2021 ◽  
Vol 4 (2) ◽  
pp. 99
Author(s):  
Pamela Barre ◽  
Jhonny Villafuerte-Holguin
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Language Instruction ◽  
Integrated Learning ◽  
Public And Private ◽  
English As Foreign Language ◽  
The Impact

Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.

scholarly journals WIELOJĘZYCZNOŚĆ I MIĘDZYKULTUROWOŚĆ W POLSKIM KONTEKŚCIE EDUKACYJNYM – REALISTYCZNE CELE CZY MITY EDUKACYJNE?

Neofilolog ◽  
2018 ◽  
pp. 153-172
Author(s):  
Mirosław Pawlak
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Empirical Studies ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Conference Presentations ◽  
Or Methodology ◽  
The Common ◽  
Everyday Realities

Over the last decade or so, mainly under the influence of the Common European Framework of Reference for Languages, it has been assumed, often entirely uncritically, that the key goals of foreign language peda-gogy should be the development of multilingualism and multicultural-ism. Although these goals are barely mentioned in the current core cur-riculum and they do not really find a reflection in coursebooks or every-day teaching practice, the pedagogical recommendations stemming from numerous conference presentations, research studies or methodology textbooks for pre-service and in-service teachers indicate that such a sit-uation should be subject to change because it is not sufficiently reflective of the latest theoretical proposals. A question arises, however, to what extent these goals can in fact be accomplished in our educational context in which additional languages are taught and learned as foreign rather than second, and, despite increasing opportunities in this respect, out-of-school contact with such languages is often still very limited. The pa-per aims to address this question, mainly focusing on the difficulties in-volved in fostering multilingualism and multiculturalism, both with re-spect to the relevant regulations concerning language education in Po-land, everyday realities of foreign language teaching and learning, the limitations of teacher training as well as problems involved in conducting empirical studies.

THE IMPACT OF GLOBAL TRENDS ON FOREIGN LANGUAGE TEACHING IN RUSSIA

2017 ◽  
Author(s):  
Maria Yashina ◽  
Nataliia Poliakova ◽  
Elena V. Kuznetsova ◽  
Tatiana A. Potikhonova
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Global Trends ◽  
The Impact
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