scholarly journals Integrating Formative Assessment with Foreign Language (English) Process Writing Instruction: Lessons from Two College Writing and Reading Classes in Germany

2021 ◽  
Vol 11 (1) ◽  
pp. 62-79
Author(s):  
Tetyana Mueller-Lyaskovets ◽  
Olena Horner
Keyword(s):  
Foreign Language ◽  
Formative Assessment ◽  
English Language ◽  
Course Design ◽  
Process Writing ◽  
Evaluation Methodology ◽  
Teaching Methodology ◽  
Opinion Survey ◽  
Writing Courses ◽  
Student Opinion

Timed single-draft essays as summative assessment tasks have been argued to be inadequate for both teaching and assessing writing in the context of process writing. This is because single draft essays assess product rather than process. To address this concern, the authors developed, implemented, and evaluated two FL (foreign language) English writing courses that integrate various formative assessment activities for teaching writing. The course-embedded evaluation methodology included three techniques: pre-testing, collecting teacher-student conference reports, and administering a student opinion survey at the end of the semester. Pre-testing and collecting conference reports were both used as techniques for simultaneous teaching and inquiry into this teaching. The student opinion survey evaluated the course design grounded in the new teaching methodology. The findings of the study indicate that consistent use of formative assessment in the English as a Foreign Language (EFL) writing class increases student confidence and motivation to develop their writing skills. Results demonstrate that academic (C1 level) and college (B2 level) writing courses that integrate formative assessment into teaching process writing can be a valuable addition to an array of FL (English) language courses offered by the departments of foreign languages at European universities.

scholarly journals Practical Aspects of Academic Literacy Development in Higher Education Institutions

2021 ◽  
Vol 30 (7) ◽  
pp. 117-127
Author(s):  
N. V. Ageenko ◽  
S. G. Menshenina ◽  
V. V. Dobrova ◽  
P. G. Labzina
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Literacy Development ◽  
English Language ◽  
Course Design ◽  
Academic Literacy ◽  
Academic Discourse ◽  
Academic Community ◽  
Writing Courses ◽  
Academic Reading

Global tendencies in all scientific spheres require developed academic literacy of the researcher for effective international communication. Foreign language communication in a professional academic environment implies proficiency in the language of academic discourse. For academic discourse, as a component of academic literacy, development of academic writing skills is crucial. Higher educational institutions realize the necessity to design academic writing courses, and determine their place in the curriculum. Following the challenges of the time and academic community demands, SSTU English Language instructors designed an academic writing course to increase the methodological and academic literacy of students and young researchers. We believe that the development of the key educational and communicative foreign language competencies for academic and professional interaction can contribute to successful integration into the international scientific environment. Course design considered foreign experience, methods and curricula in the field of academic writing and academic reading.

The Effect of Using Hypermedia Web Browsers on EFL Students' Achievement in Writing Academic Essays

2017 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Awatif Abu Al-Sha'r
Keyword(s):  
English Language ◽  
Relevant Information ◽  
Process Writing ◽  
Web Browsers ◽  
First Semester ◽  
Writing Courses ◽  
Current Events ◽  
Efl Students ◽  
Group B ◽  
Experimental Group

This study assesses the effect of using hypermedia web browsers including hypertext links on EFL university students' achievement in writing academic essays in English compared to using other two writing approaches ( The product writing approach and the process writing approach). The participants of the study (108 undergraduates enrolled in Writing II Course at Al-al-Bayt University) were assigned to 3 groups: group A (36) used the product writing approach; group B (35) used the process writing approach; whereas group C (37), which was assigned as the experimental group used the hypermedia web browsers approach. Every participant in the three groups produced four essays on topics chosen from current oriented events under the required conditions of each approach. Twelve weeks later, the participants were asked to write the same three essays after implementing the experiment. Two English language instructors from the English Language Department were asked to follow the procedures and instructions of teaching this writing course. One has taught groups A and B in the classrooms using the product writing and the process writing approaches while the other taught the experimental group (group C) via using hypermedia web browsers approach in the computer lab. Means, standard deviations and ANCOVA were used for statistical analysis. Three categories of assessing the writing essays (organization, content, style and mechanics) were considered in correcting the participants' written essays. The experiment lasted for three months during the first semester of 2015/2016. The findings indicated that there were statistically significant differences in the mean scores of the post-written essays of group C due to browsing the web for relevant information on current events. Recommendations were included for pedagogical purposes in the writing courses in English for EFL students at the university level.

scholarly journals Use of L1 in the Iranian EFL Classroom

2021 ◽  
Vol 9 (2) ◽  
pp. 34-45
Author(s):  
Setareh Masoumi Mayni ◽  
Shamala Paramasivam
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
English Language Teaching ◽  
Elementary Level ◽  
Teaching Methodology ◽  
Institute Of Technology

By reviewing the literature on the development of English language teaching methods in the last three decades, it is obvious that the idea of using the first language (L1) in the second language (L2) classroom has always been controversial. The history of language pedagogy and the role of the first language in foreign language learning generate debates in English as a foreign language. The teaching of English as a foreign language is growing every day in Iran, and as a result, the need for informing the best policy is getting more urgent. The principal intent of the current study, that investigates the use of L1 in the English classroom, is to determine teachers, students and policymakers’ beliefs and attitudes towards the use of L1 in L2 classroom. The L1, in this case, is Farsi language and all the participants are native speakers of Farsi. One hundred and fifty students of the English Language Department at the elementary level at Tehran Institute of Technology are the participants of the study. They are all female and in their late teens or early twenties. The students and the teachers were surveyed by questionnaires and the researcher observed 10 classes and interviewed 3 teachers and 3 policymakers. The information gathered from the questionnaire was submitted to SPSS for analyzing the data, and the information gathered from the interview. Class observation check-list was used to triangulate the findings of the questionnaire. The results of this study indicate that teachers and students have different attitudes towards using L1 in the EFL classes. While students have a positive attitude, teachers have a negative attitude. The main reason mentioned by students for not being against the limited use of Farsi in their English class is that they believe using Farsi even in a limited sense can help them to understand difficult concepts. However, teachers believe in an English-only policy to be more exposed to the English language. Another finding of this study is that the functions of using Farsi by students or teachers in EFL classroom are: for explaining difficult parts, for managing the classroom, for explaining exam instructions, for explaining the two language differences, for checking comprehension, for seeking help from others, for joking with others, for making students relaxed and for presenting the meaning of new words. Given these findings, to match the student’s and teachers’/policymakers’ ideas about using L1 at the elementary level, an EFL teaching methodology that considers the use of Farsi, even in a limited way, is suggested.

NEURO-PSYCHOLOGICAL APPROACH TO TEACHING GENERAL ENGLISH TO THE FIRST YEAR STUDENTS OF THE TRANSLATION DEPARTMENT

2019 ◽  
Vol 1 ◽  
pp. 617
Author(s):  
Tatyana Vysotskaya
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Statistical Processing ◽  
Educational Process ◽  
Teaching Methodology ◽  
Psychological Approach ◽  
Teaching Materials ◽  
Primary Methods ◽  
First Year Students ◽  
The Individual

The work deals with the problems of improving General English teaching materials for undergraduates in terms of the neuro-psychological trends in Foreign Language Teaching Methodology and developing a tutorial based on the knowledge of students’ cognitive styles caused by the individual profile of the functional asymmetry of the brain, i.e. we aim at proposing the methods of neuropsychological approach implementation in the educational process. The topicality of the research is attributed to the lack of teaching materials applying neuro-psychological approach, though it is proved to be productive, as its implementation is known to help the process of mastering a foreign language. The primary methods used are as follows: observation, pedagogical experiment, statistical processing of data. Neuro-psychologically grounded teaching methodology forms the basis of the English language successful mastering, as it takes into account such extremely important features of the student as the profile of his inter-hemispheric asymmetry, which in its turn determines the specific cognitive style, and hence the type of mastering the foreign language. 

scholarly journals The First Language Interference toward Students’ English Speaking as Foreign Language

2021 ◽  
Vol 7 (1) ◽  
pp. 39
Author(s):  
Tania Syafutri ◽  
Andri Saputra
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Course Design ◽  
First Language ◽  
Parallel Structure ◽  
Verb Agreement ◽  
Allophonic Variation ◽  
Phonological Interference ◽  
English Speaking ◽  
Lexical Interference

This research aims at analyzing the first language interference toward students’ English speaking as foreign language made by sixth semester students in course design subject, such as phonological interference (pronunciation), grammatical (morphological and lexical), and lexical interference (vocabulary), and the factors that caused interference of the first language. This research is descriptive qualitative. The findings of the research explained that students made three types of interference categorized as phonological interference such as pronounce the word incorrectly (vowel, diphthong, consonan, and allophonic variation), grammatical interference such as in morphological (singular-plural agreement) and syntactical (subject-verb agreement, phrase, comparative adjective, possessive adjective, and parallel structure),  and lexical interference such as in vocabulary (combining between Indonesian and the English language). The data showed that students often make error in phonological aspect. The factors that caused first language interference are lack of knowledge, Indonesian transfer, and lack of vocabularies of foreign language that mastered by students or respondents.

scholarly journals On Translanguaging and Its Role in Foreign Language Teaching

2018 ◽  
Vol 10 (2) ◽  
pp. 41-53
Author(s):  
Tünde Nagy
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Language Use ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teaching Methodology ◽  
Language Classes ◽  
Language Classrooms ◽  
English Language Classrooms

AbstractThe idea that in foreign language classes the use of L1 can be beneficial for students is gaining ground in foreign language teaching methodology. Translanguaging is a relatively newly coined term that is often used to refer both to the process of switching between two languages and the methodology that lies behind it. After presenting the main characteristics of translanguaging and the possibility of implementing it as a pedagogical method in English language classrooms, the paper presents a translanguaging activity and also shows how the students evaluated their participation in this practice. The paper concludes that in order to employ translanguaging practices in the classroom, it is necessary to adopt a new mindset to teaching that allows for multiple language use in class and also encourages language learners to embrace their entire linguistic potential.

scholarly journals Reinforcement of White Native-Speakerism: An Analysis of English Language Teacher Training Materials

2020 ◽  
Vol 30 (1) ◽  
Author(s):  
Elise Brittain
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Open Source ◽  
Critical Discourse Analysis ◽  
English Language ◽  
Native Speaker ◽  
Global Scale ◽  
Critical Discourse ◽  
Teaching Methodology ◽  
Training Materials

This article draws awareness to Whiteness as a centered phenomenon in ELT which contributes to discriminatory practices through reliance on and privileging of White norms on a global scale. This study sought to address this issue through a critical discourse analysis of 14 English as a foreign language (EFL) open-source teacher training modules with the following guiding question: How are ideologies that reinforce White native-speakerism demonstrated in open-source English teaching methodology training materials designed for global ELT audiences? Critical Whiteness Studies (CWS; Nayak, 2007), the concept of native-speakerism (Holliday, 2006), and the ‘native speaker’ frame (Lowe, 2020) informed the theoretical assumptions of the study. Critical Discourse Studies (CDS; Wodak & Meyer, 2015) provided an analytical lens to examine discourses of power and framing of ideology in the texts. The main thread that emerged from the analysis was an avoidance of stance, demonstrated through contradictory, simultaneous representations of resistance to and reinforcement of ideologies of White native-speakerism. This avoidance of stance is exemplified through representation of language varieties, the emergence of a monolingual view of teaching, representations of culture, and the framing of authenticity. Keywords: White native-speakerism, Whiteness, English teacher training, training materials, English as a foreign language (EFL), English language teaching (ELT), reinforcement, resistance

scholarly journals Mind the Gap: Age-Related Differences in Students’ Perceptions of English Foreign Language Teacher and Motivation

2021 ◽  
Author(s):  
Morana Drakulič
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
English Language ◽  
Age Groups ◽  
Personal Characteristics ◽  
Teaching Methodology ◽  
School Students ◽  
Language Teacher ◽  
Age Related ◽  
Context Of Learning

The present paper addresses the age issue in the context of learning English as a foreign language in instructional settings. Our attention has been directed towards the examination of potential differences in students’ perceptions of their foreign language teacher and motivation in relation to age. A total of 592 participants attending higher grades of elementary school participated in the research. The results have shown that students’ perception of English language teacher characteristics and competences varies in relation to age. Although elementary school students perceive their language teacher to be the most competent in the area of instructional competences, younger students seem to put more emphasis on teacher’s personal characteristics over professional competences. The study also indicates differences in motivation, with an accentuated decline in relation to students’ age. The study offers a valuable information for teachers and policy makers and emphasizes the need for further adjustment of teaching methodology to various age groups.

scholarly journals Improving the Teaching of Foreign Languages through Comparative Analysis of Images in Proverbs and Sayings

2018 ◽  
pp. 750-765 ◽  
Author(s):  
Alla K. Belousova ◽  
Nina K. Epritskaya
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Semantic Analysis ◽  
Foreign Languages ◽  
Integrative Approach ◽  
Teaching Staff ◽  
Teaching Methodology ◽  
First Year Students ◽  
Foreign Language Acquisition ◽  
Oral Speech

Introduction. The paper considers the teaching methodology aiding to improve the foreign language acquisition at a technical non-linguistic university by introducing a system of language skills building exercises such as analysis and comparison of images contained in English and Russian proverbs and sayings. The authors consider these techniques as learning and developmental tools. The aim of the study is to describe the above didactic techniques. Relevant research is few. The available practical methodological results are non-systematized. Materials and Methods. The information about the approaches was drawn on 63 sources and generalized. In the linguistic part the authors used the semantic analysis of images, the method of comparison; in the psycho-pedagogical part – the method of psychological-pedagogical experiment. The approbation of techniques was implemented at National Research Irkutsk Technical University in 2017–2018. The objects of the study were represented by 4 groups of first year students (2 experimental and 2 control groups). Results. Firstly, analysis and comparison of semantic images of English and Russian versions of proverbs and sayings helps students of non-linguistic universities to develop their speaking skills. Secondly, the integrative approach develops skills for selecting figurative analogues and contributes to the intelligent use of proverbs and sayings in oral speech. The empirical study proved the adequacy of the authors’ approach. This is a new insight into the problem of potentiality of idioms in the development of foreign language speaking abilities. Discussion and Conclusion. The study conducted with participation of university students works towards improvement of teaching methodology essential for teaching foreign languages based on the psychological- deductive approach. The approach may be applied in teaching students of linguistic universities and schoolchildren. This paper addresses foreign language teaching staff concerned with getting familiar with advanced methodologies. Keywords: improvement of teaching techniques, English language, proverbs, sayings, analysis of images, elaboration of translation skills, development of oral foreign language skill and memory

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