scholarly journals Addressing Religious Diversity through Children’s Literature: An “English as a Foreign Language” Classroom in Israel

2015 ◽  
Vol 17 (2) ◽  
pp. 92 ◽  
Author(s):  
Rawia Hayik
Keyword(s):  
Foreign Language ◽  
Critical Literacy ◽  
Religious Diversity ◽  
Middle Eastern ◽  
Practitioner Inquiry ◽  
Religious Groups ◽  
Reader Responses ◽  
Region I ◽  
Language Classroom ◽  
Efl Students

Conflicts between different religious groups occasionally arise in my Christian and Muslim Israeli-Arab EFL students’ school and area. In an attempt to increase students’ knowledge of and respect for other faiths in the region, I conducted practitioner inquiry research in my religiously diverse Middle-Eastern classroom. Grounded in critical literacy, I used a book set of religion-based literature alongside critical literacy engagements to effect some change in students’ tolerance towards other faiths. This article describes my journey of exploring students’ reader responses to religion-based texts and issues.

scholarly journals The Relationship Between The Male And Female Language Performance And The Level Of Anxiety Among Iranian EFL Students

2014 ◽  
Vol 4 (2) ◽  
pp. 397-401
Author(s):  
Abusaied Janfaza ◽  
Yousof Rezaei ◽  
Afshin Soori
Keyword(s):  
Foreign Language ◽  
Female Students ◽  
Language Performance ◽  
Male And Female ◽  
English Class ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Efl Students ◽  
Class Test ◽  
The Relationship

This study tries to investigate the relationship between the male and female language performance and the level of anxiety among Iranian EFL students. The participants of the current study were 26 Iranian EFL students studying English in Islamic Azad University, Larestan, Iran who were selected in terms of the administering of an Oxford Placement Test. Then, the students were given The Foreign Language Classroom Anxiety Scale. Finally, they were given an English class test which consisted of 40 multiple-choice items. The researcher calculated the correlation between the Foreign Language Classroom Anxiety Scale and the performance of both Iranian male and female students on English Class test. The findings indicated that there was a negative correlation between the level of anxiety and the students' performance on English Class Test scores. Moreover, Iranian male students were more anxious in learning English than female students.

scholarly journals Foreign Language Anxiety and Communicative Performance

2020 ◽  
Vol 3 (1) ◽  
pp. 199-207
Author(s):  
Atta M. Hamamorad
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Structural Equation ◽  
Target Population ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Face To Face ◽  
Communicative Performance ◽  
Language Classroom ◽  
Efl Students

The current study investigates foreign language anxiety among Kurdish EFL students and its consequences on their communicative performance. An investigative quantitative approach was used to conduct this study. A Total number of two hundred (200) EFL learners with different language proficiency levels from three different universities; University of Halabja and Sulaimani university in Iraqi Kurdistan Region, and University of Kurdistan in Iran, were selected to participate in this study. For the purpose of obtaining necessary information and data, a face-to-face assessment, in small groups of 4 was conducted during students’ class time in which their communicative performance based on accuracy, fluency, vocabulary, and pronunciation was evaluated and recorded. Additionally, Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was adapted and the target population were requested to respond to the statements presented in the questionnaire. The findings of the research taken from a structural equation modelling (SEM) indicated that all components of Communicative Performance were in a negative and significant correlation with anxiety.

scholarly journals Classroom enjoyment and anxiety among Saudi undergraduate EFL students: does gender matter?

2021 ◽  
pp. 9-34
Author(s):  
Elias Bensalem
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Female Students ◽  
Efl Learners ◽  
Recent Interest ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Efl Students ◽  
The Relationship

The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014). It examines the construct of foreign language enjoyment (FLE) and its relationship with foreign language classroom anxiety (FLCA) among a group of 487 English as a foreign language (EFL) students (340 females, 147 males) enrolled in public universities in Saudi Arabia. A measure of FLE based on Likert scale ratings of ten items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on eight items extracted from the FLCAS (Horwitz et al., 1986) were used. Male and female students had the same levels of FLE and FLCA. Correlation analysis showed that the relationship between students’ FLE and FLCA was significantly negative. Qualitative analysis of the participants’ learning experiences revealed the causes of FLCA and FLE among Saudi EFL learners.

scholarly journals Intercultural Learning via Online Chatroom of EFL Students

2018 ◽  
Author(s):  
deny efita nur rakhmawati
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Online Communication ◽  
Cultural Knowledge ◽  
Language Teachers ◽  
Intercultural Learning ◽  
Immediate Feedback ◽  
Intercultural Awareness ◽  
Language Classroom ◽  
Efl Students

Internet nowadays could be used as an instructional tool in the foreign language classroom. This research, therefore, discusses the students’ experience in Cross Cultural Understanding course using online chatroom. The purposes of the research are to create opportunities for students to gain cultural knowledge and enhance the intercultural experiences via online chatroom. While carrying out the research, qualitative research method was employed and the data were mainly gathered through students’ online chats with native speakers, questionnaire and interview. The research revealed that students were very enthusiastic in doing the online chats since they liked the immediate feedback and responses in the online communication. There was also improvement of intercultural learning such as in the intercultural awareness in telling tradition from each culture. Then, it indicates that foreign language teachers could apply the online-based activities for the students and designing the suitable ones in an EFL classroom.

scholarly journals Turn-taking in EFL Classroom Discourse

2021 ◽  
Vol 4 (4) ◽  
pp. 83
Author(s):  
Longfei Zhang
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Classroom Discourse ◽  
Language Anxiety ◽  
Language Performance ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Turn Taking ◽  
Efl Students

In this essay, there will be a contrast and comparison between the teacherdominant turn-taking patterns and students-centered turn-taking patterns. This comparison can help us to find out which pattern can help develop an effective turn-taking in classroom discourse. In terms of the turn-taking pattern in EFL classroom, there also will be a study of turn-taking patterns. This study is concentrated on the EFL students who study in foreign language classroom. Different turn-taking patterns will be recorded to analyze students’ language performance and language anxiety during the turns change process. Brown (2008) proposes that senior foreign language learners tend to be influenced by the low sense of confidence, the feel of shame and inferiority. However, evidence shows that many students with higher level of language proficiency also are silent in the foreign language classroom. They seldom take turns to make a contribution to the speech in the classroom. This essay shows great interests in the relationship between EFL learners’ language anxiety and turn-taking patterns. Particularly, this essay will explore the several turn-taking patterns which can help to foster the flow of classroom talk. These turn-taking patterns will be analyzed in two directions: the teacher-fronted turns exchange and students-centered exchange. This can help EFL teachers to adjust the turn-taking patterns to the classroom teaching to help students get more involvements in the classroom conversation.

scholarly journals Sources and Levels of Foreign Language Speaking Anxiety of English as a Foreign Language University Students with regard to Language Proficiency and Gender

2015 ◽  
Vol 4 (1) ◽  
pp. 49 ◽  
Author(s):  
Emre Debreli ◽  
Seren Demirkan
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Language Anxiety ◽  
Structured Interviews ◽  
Speaking Anxiety ◽  
Proficiency Level ◽  
Language Classroom ◽  
Efl Students ◽  
And Gender ◽  
Turkish Cypriot

<p>Although foreign language anxiety is a widely explored subject in the area of English as a Foreign Language (EFL), studies that focus on the speaking anxiety in EFL, as well as the gender and language proficiency level–anxiety relationship, are rare. The present study investigates the phenomenon in an EFL context and analyzes the levels of EFL students’ speaking anxiety and the sources that make them anxious. It also explores whether there is any relationship between anxiety and students’ language proficiency level and gender. Data were gathered from 196 Turkish and Turkish Cypriot students through questionnaires (Foreign Language Classroom Anxiety Scale), as well as through semi-structured interviews with 10 students who participated in the questionnaires. The findings indicated that the students generally had low level of speaking anxiety, although students with a higher level of language proficiency had a higher level of anxiety compared with that for students with a lower level of language proficiency. No statistically meaningful difference was observed with regard to students’ gender and anxiety levels. Factors that caused anxiety—such as difficulty in pronunciation, being asked immediate questions by the teacher, not understanding the question asked by the teacher—not found in the current literature also emerged from the present study. Implications for teacher education are also discussed.</p>

ICT and Language Learning

2019 ◽  
pp. 1504-1520
Author(s):  
Samia Naqvi ◽  
Rahma Al Mahrooqi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Middle Eastern ◽  
Independent Learning ◽  
Digital Videos ◽  
Efl Students ◽  
Using Data ◽  
Enhanced Learning

Technology-enriched classrooms have been claimed to produce enhanced learning opportunities for foreign language students. These technologies can be integrated into language teaching and learning inside the classroom or used for independent learning by students outside it. This study involves the use of digital-videos in Middle Eastern English as a Foreign Language (EFL) classrooms. It attempts to explore if using technology creatively in language teaching has the potential to enhance communication skills and other sub-skills in EFL classes. Omani EFL students, working in small groups, created commercials for products they chose to design and promote using digital videos. These were then presented to the class while each group was responsible for collaboratively writing a report the presentation of a commercial product and wrote about their experiences. Using data collected mainly from student questionnaires, this article reports on this experience from the points of view of students.

scholarly journals Foreign Language Anxiety of EFL Students: Examining the Effect of Self-Efficacy, Self-Perceived Proficiency and Sociobiographical Variables

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Elias Bensalem
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Regression Analyses ◽  
Third Language ◽  
Language Classroom ◽  
Efl Students ◽  
And Gender ◽  
Gender Knowledge

The present study aims to explore the link between foreign language anxiety (FLA) and self-efficacy, English self-perceived proficiency, and three sociobiographical variables (gender, knowledge of a third language, and experience abroad) among 261 Arabic university students learning English. Data were collected using the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, &amp; Cope, 1986) and an Arabic version of the Foreign Language Self-Efficacy Scale (Torres &amp; Turner, 2016). The findings revealed that this sample of Arab English as a foreign language (EFL) students experienced an average level of anxiety with female learners suffering more from anxiety than their male counterparts. Regression analyses revealed that self-efficacy, self-perceived proficiency in English, and gender were predictors of FLA. The results suggest that participants who were self-efficacious and felt more proficient in English were significantly less likely to suffer from FLA. However, even though knowledge of a third language and experience abroad were correlated with FLA, they had no effect on participants’ anxiety.

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