scholarly journals Games in foreign language classrooms: Taiwanese students’ perspective

2021 ◽  
Vol 28 ◽  
pp. 159-174
Author(s):  
Natalia Tsai
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Qualitative Data ◽  
Foreign Languages ◽  
Language Games ◽  
Slavic Languages ◽  
Language Classrooms ◽  
University Level ◽  
The University ◽  
Depth Interviews

The study has been designed in order to answer the growing demand for systematic implementation of English language games into FL curriculum at the university level. The purpose of this paper is to analyse how Taiwan-based learners perceive the use of games in the classroom. The qualitative data has been obtained from in-depth interviews with three individuals majoring in EFL and Slavic languages. Among the main benefits of game-supported instruction, students mentioned breaking the routine and raising motivation, along with educational aspects related to introducing, reviewing, and testing the material. They also offered guidance for instructors who plan to deploy games in class. Their overall perception was very positive, which allows the conclusion that it is advisable to introduce games to a wider audience of Taiwanese students. If doing so really can raise motivation to master foreign languages and whether it will translate into measurable progress in Taiwanese students’ linguistic advancement is another issue worth future investigation.

scholarly journals PROMOTING LEARNER AUTONOMY IN AN ESL CONTEXT IN PAKISTANI UNIVERSITIES: A TEACHERS’ PERSPECTIVE

2021 ◽  
Vol 9 (3) ◽  
pp. 1048-1055
Author(s):  
Asma Kashif Shahzad ◽  
Akifa Imtiaz ◽  
Tahira Asgher
Keyword(s):  
English Language ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Language Teachers ◽  
Classroom Teaching ◽  
Esl Teachers ◽  
Language Classrooms ◽  
University Level ◽  
Teachers Perspectives ◽  
The University

Purpose of the study: The present research aims to study the effectiveness of using learner autonomy in English language classrooms at the university level from teachers' perspectives. The study seeks to determine what roles can be performed by the language teachers while fostering learner autonomy at the university level. Methodology: The study is descriptive and qualitative. The data has been collected with the help of a structured interview. The researchers prepared a list of questions to collect data from the interviews with 19 ESL teachers. The respondents are from the five universities of South Punjab. The interviews are recorded and transcribed and further analysed in terms of thematic categories discussed with the teachers. Main findings: The research explores a great deal of awareness of the concept of learner autonomy among university teachers, which they use indirectly or directly in their classroom teaching. The teachers discuss many roles they can perform to develop and use autonomy in the English language classroom. They express that practising autonomous learning in an ESL context could result in learning the English language more naturally and effectively. Application of this study: The present study contributes to using and developing learner autonomy in an ESL context. It would be an inspiration to research and explore more avenues of systematic inquiry in the field it deals with. The pedagogical implication of the study is that it would help ESL teachers practice the concept in their classroom teaching effectively. Novelty/Originality of this study: Most of the studies found in the field of learner autonomy are learner-centered. our research explores the phenomenon from the viewpoint of language teachers. The study focuses on the effectiveness of learner autonomy perceived by the teachers. It further records the teachers' opinions about what role(s) they can perform to practice it in the classroom.

scholarly journals Reflexiones para una práctica docente de integración de destrezas y contenidos en los programas de español a nivel universitario

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Kari Soriano Salkjelsvik
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Integrated Learning ◽  
Language Programs ◽  
Hispanic Studies ◽  
University Level ◽  
Foreign Language Programs ◽  
Educational Applications ◽  
Object Of Study ◽  
The University

SUMMARY This article is a reflection on the possibilities that the concept of Content and Language Integrated Learning (CLIL), can provide for the teaching of foreign language programs at the university level, using as an example the programs of Hispanic studies in Norway. After reviewing the concept of CLIL, and placing it in the context of Hispanic studies, the article investigates its practical, political, and educational applications. It is argued that integrating skills and content fully at the university level is a task that depends on specific administrative infrastructures, as well as on methodological resources that can make this integration an object of study and reflection. In this context, this work aims to promote the creation of new teaching proposals for university programs of foreign languages ​​that respond to the challenges and demands that are currently facing the humanities. RESUMEN Este artículo se concibe como una reflexión sobre las posibilidades que el concepto de Aprendizaje integrado de contenido y lengua (AICLE), puede aportar para la enseñanza los programas de lenguas extranjeras en las universidades, utilizando como ejemplo los programas de estudios hispánicos en Noruega. Tras revisar el concepto de CLIL, y situarlo en el contexto de los estudios hispánicos, el artículo indaga sobre su aplicación práctica y político-educativa.  Se arguye que integrar destrezas y contenidos plenamente a nivel universitario es una tarea que depende de infraestructuras administrativas específicas, así como de recursos metodológicos que hagan de dicha integración un objeto de estudio y reflexión. En este sentido, este trabajo quiere impulsar la creación de nuevas propuestas docentes para los programas universitarios de lenguas extranjeras que respondan a los retos y exigencias a los que actualmente se están enfrentando las humanidades.

scholarly journals French-English Cognates in the Jordanian Foreign Language Learning Classroom: Friends or Foes?

2021 ◽  
Vol 14 (7) ◽  
pp. 72
Author(s):  
Samia Azieb ◽  
Rajai AL-Khanji ◽  
Majid Tarawneh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Good Strategy ◽  
Language Background ◽  
University Of Jordan ◽  
Foreign Language Instructors ◽  
The University

The aim of the present study is two-fold in essence. First, it aims at finding out the extent to which cognates’ recognition aids Jordanian French-English bilinguals to translate from English into French. Second, it seeks to determine if such recognition can be a good strategy in learning foreign languages. Accordingly, a Translation Elicitation Task containing cognates and false cognates was devised and given to a sample of 31 students majoring in French at both the B.A and M.A levels at the University of Jordan. Findings of the study showed that most students did benefit from their English language background, and thus cognates facilitated their comprehension of French. However, some students participating in the translation test were not mindful of the lexical differences between English and French, thus producing an incorrect interpretation of the text. The study ends with a recommendation for foreign language instructors to teach cognate recognition strategies explicitly.

Translation as a Teaching Tool in EFL Classes at the University Level

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Prof. Dr. Hussein Ali Ahmad Ali ◽  
Dr. Idrees Ali Hasan Ali ◽  
Yaseen Alzeebaree
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Teaching Tool ◽  
Male And Female ◽  
University Level ◽  
Students Attitudes ◽  
The University ◽  
Academic Year

The current research aims at studying students’ attitudes towards the instructors’ use oftranslation in EFL classes at university level. It hypothesizes that students have a positiveattitude towards instructors’ use of such a means. The research is limited to a sample of47 male and female 2nd year students at the department of English language, college ofLanguages, Nawroz University during the academic year 2020-2021. To study thesample’s attitudes, a questionnaire that subsumes (20) relevant items has been designedand administered to the sample of students. The results show that students have positiveattitudes towards their instructors use of translation in English as a Foreign language (EFL)classes at university level. In the light of such results, some recommendations have beenput forward.

scholarly journals Improvement of technical specialty students’ foreign language professional skills

2021 ◽  
Vol 102 (2) ◽  
pp. 157-163
Author(s):  
U. Kopzhasarova ◽  
◽  
B. Beisenbaeva ◽  
S. Alken ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Communicative Skills ◽  
World Community ◽  
The World ◽  
Technical University ◽  
The University

The article focuses on the problems of foreign language teaching at a technical university. Due to the integration of the Republic of Kazakhstan into the world community young specialists should effectively use a foreign language in their future profession. Teaching foreign languages in non-linguistic universities has particular relevance since foreign language communication of modern specialists in the professional sphere is becoming closer due to the effect of growing professional, business, scientific contacts of specialists in the world community. The article considers the experience acquired by the Foreign Languages department of Karaganda Technical University in developing undergraduate students’ foreign language communicative skills on the basis of the teacher’s experience using YouTube channel and also a professional and technical translation course organized in the University. The ways of developing technical specialty students’ foreign language skills as well as recommendations for teachers are suggested in the given work. The results of the survey among the students on the problems they face in learning the English language, the practice of interactive methods used for improvement of students’ professional foreign language communicative skills and other extra-curricular activities organized by the university foreign language department are also demonstrated.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

scholarly journals The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

2021 ◽  
pp. 123-136
Author(s):  
Liudmila Konyakhina ◽  
◽  
Lora Yakovleva ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Professional Communication ◽  
Foreign Languages ◽  
Language Programs ◽  
University Level ◽  
Foreign Language Programs ◽  
Foreign Language Instructors

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals A Study on Vocabulary-Learning Problems Encountered by BA English Majors at the University Level of Education

2019 ◽  
Author(s):  
Naeem Afzal
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Learning Problems ◽  
Future Research ◽  
Level Of Education ◽  
New Words ◽  
English Majors ◽  
University Level ◽  
The University

Proficiency in English language depends on the knowledge of its vocabulary possessed by the second and foreign language learners and even the native speakers. Though developing the vocabulary is vital, it poses several problems, especially, to non-native students of English. Students with a low vocabulary knowledge show weak academic performance in different courses related to the language skills, linguistics, literature, and translation at the university level of education. This study, in particular, aims to investigate the problems faced by English majors in learning the vocabulary at Prince Stattam bin Abdulaziz University (PSAU) in Saudi Arabia. It also puts forward some vocabulary-learning strategies to minimize the potential problems. The data consist of the responses of 100 student-participants (undergraduates) randomly picked up from five different levels (four, five, six, seven, and eight) of 4-Year BA English Program at PSAU. This quantitative study uses an online questionnaire, as an instrument, to collect the data. The results reveal that the English majors at PSAU face several problems in learning the vocabulary such as knowing the meanings of new words, pronouncing new words, using new words correctly, memorizing and spelling new vocabulary and so on. To its contribution, this study emphasizes the importance of learning the English vocabulary, draws students’ attention towards it, highlights the problems encountered by students, and raises their awareness of the vocabulary. Future research may explore teachers’ perspectives on students’ vocabulary-learning problems and instructional methods implemented to teach the vocabulary in English language classrooms.

scholarly journals An Action Research on EFL Writing Dilemmas: A Case of Saudi Students and Instructors

2019 ◽  
Author(s):  
Miriam Alkubaidi
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
English Language ◽  
Sole Source ◽  
Saudi Students ◽  
Language Writing ◽  
Language Classrooms ◽  
Perceptions And Expectations ◽  
Writing Competence ◽  
Writing Curricula

Learning to write in a second language is a great challenge for students; however, certain factors might minimize these challenges. In general, the Saudi students face difficulty to develop the writing competence in a foreign language because they rely on instructors as a sole source of knowledge. Therefore, the study investigated the English language writing in a university in Saudi Arabia. It implemented an action research design based on three main phases; namely, exploration, intervention, and reflection stage. The main questions asked include how the instructors view the writing style of students within the setting and how they perceived the English language writing curricula among the students. The data drew several conclusions that provided insight into the Saudi Higher Education concerning English as a foreign language (EFL) classes. The first is the spoon-feeding of Saudi learners throughout their educational years; therefore, they find it challenging to gain hold of their learning. Second, writing in English is a challenging task for Saudi students. Third, some of the students memorize writing passages to pass their English course. Fourthly, teaching to write was done by focusing on form, writing mechanics, rather than communicative aspects of writing and genre. This study has contributed towards the understanding of Saudi learners in university language classrooms analyzing their perceptions and expectations.

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