scholarly journals Investigating the Effects of Task-Based Language Teaching on Japanese EFL Learners’ Willingness to Communicate

2018 ◽  
Vol 15 (3) ◽  
pp. 566-589
Author(s):  
Cutrone Pino ◽  
◽  
Siewkee Beh
Keyword(s):  
Language Teaching ◽  
Willingness To Communicate ◽  
Efl Learners

A Study Focusing on Applying Task-Based Language Teaching (TBLT) Methods into English Vocabulary Teaching for EFL Learners

2021 ◽  
Vol 08 (01) ◽  
Author(s):  
Yilin Huang ◽  
◽  
Sohani Gandhioke ◽  
Keyword(s):  
Second Language Acquisition ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Task ◽  
Online Questionnaire ◽  
Efl Learners ◽  
English Classes ◽  
English Class ◽  
English Major ◽  
Research Findings

To solve the problem of Chinese EFL students’ passive and ineffective vocabulary learning, task-based language teaching (TBLT) methods were introduced to English classes at a university. With TBLT, students interacted with each other by using English, especially English words learnt, in order to fulfil the tasks designed by teachers. Based on second language acquisition theories, students were able to understand input and produce output during this process. This paper focuses on using TBLT in English vocabulary teaching in three non-English major classes of a Chinese university, involving the use of some word games. The word games’ features, organization, and a skill set built through those games, will be discussed. In terms of methodology, an online questionnaire survey was conducted among 93 university students from the three classes. Also, results of the students’ before-task and after-task word quizzes on Moodle platform and exam paper results were analysed. The research findings showed that students enjoyed playing word games in the English class and benefitted from it, in terms of language development and building skills. This paper recommends teachers to use TBLT in English vocabulary teaching and learning, as it is practical and can assist in EFL learners’ vocabulary acquisition.

scholarly journals Lexical and semantic errors in the English language teaching in homogenious groups

2021 ◽  
Vol 102 (2) ◽  
pp. 141-149
Author(s):  
G. Akhmetova ◽  
◽  
A. Bizhkenova ◽  
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Homogeneous Groups ◽  
Efl Learners ◽  
Efl Teacher ◽  
Semantic Errors ◽  
Lexical Competence ◽  
Incorrect Usage

The present research paper discusses the issues of identifying common lexical and semantic mistakes in Kazakh pre-intermediate EFL learners studying in homogeneous groups at university. Words are viewed as powerful tools and when used correctly, words may evoke different feelings and emotions and cause various actions. It’s important to learn how to spot difficult words, correct them timely, and master lexical competence teaching to use the words correctly. The data of the study were collected by learner’s EFL teacher from their final essays. Thirty-one essays were used as the instrument of the study to obtain real language from the participants. The authors of the study hope that the results of the conducted research would contribute to the understanding of the phenomenon of lexical and semantic errors in English language teaching which will help teachers to elaborate the differentiated tasks and ways of explaining new vocabulary preventing students’ misunderstanding. Furthermore, the results of the presented research can serve as guidance and be used in compiling EFL textbooks for Kazakhstani students. As a result, researchers managed to classify lexical and semantic errors in English language teaching, identified frequent errors, and described their causes. The findings of the research illustrate that the participants of the study make errors of word choice and incorrect collocations the most. Moreover, incorrect usage of the preposition and literal translation from L1 are included in the frequent mistakes

scholarly journals Indonesian EFL Learners’ Willingness to Communicate in the Instructional Context

2019 ◽  
Vol 4 (2) ◽  
pp. 215
Author(s):  
Suci Nugrah Amalia ◽  
Abdul Asib ◽  
Sri Marmanto
Keyword(s):  
Classroom Environment ◽  
Influential Factors ◽  
Willingness To Communicate ◽  
Survey Study ◽  
State Universities ◽  
Self Awareness ◽  
Classroom Context ◽  
Efl Learners ◽  
Self Confidence ◽  
Seating Arrangement

The principal goal of L2 education is to enhance learners’ willingness to communicate (WTC). Hence, this survey study was undertaken with the purpose of exploring Indonesian EFL learners’ WTC especially in a classroom context or the so-called Instructional WTC (IWTC) in order to know the conditions triggering their willingness and unwillingness to communicate using L2. This survey applied descriptive quantitative method where 100 EFL learners from three State Universities in Indonesia were involved as the respondents. The respondents are the English students of IAIN Curup Bengkulu, Universitas Sebelas Maret (UNS) Surakarta and Universitas Musamus Merauke Papua. Those universities represent three of five major islands in Indonesia. A questionnaire was distributed to the respondents in order to explore their WTC in six IWTC components comprising communicative self-confidence, integrative orientation, situational context of L2 use, topical enticement, learning responsibility, and off-instruction communication. The findings revealed that group size, classroom environment, students’ cohesiveness, familiarity to the topic, degree of topic preparation, classroom seating arrangement, gender, self-awareness, and familiarity with interlocutors were the factors that affected learners’ WTC. Further studies are highly recommended to deeply explore the teaching activities done by teachers by considering the influential factors of learners’ willingness and unwillingness to communicate as an effort to maximize their WTC.

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

scholarly journals Self-regulation and Locus of Control Predicting EFL Learners’ Willingness to Communicate

2018 ◽  
Vol 8 (8) ◽  
pp. 1094
Author(s):  
Shirin Arkavazi ◽  
Mania Nosratinia
Keyword(s):  
Locus Of Control ◽  
Internal Control ◽  
Quantitative Research ◽  
Self Regulation ◽  
Sampling Strategy ◽  
Willingness To Communicate ◽  
Efl Learners ◽  
Research Questions ◽  
Positive Correlations ◽  
Age Range

The purpose of this descriptive quantitative research was to systematically investigate the association among EFL learners' Self-Regulation (SR), Locus of Control (LC), and their Willingness to Communicate (WTC). To fulfill this purpose, 222 male and female EFL learners, within the age range of 20 to 32 (Mage = 26) were selected based on the convenience sampling strategy. These participants were asked to fill in three questionnaires, namely the English versions of the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), the Internal Control Index (Duttweiler, 1984), and the WTC Scale (McCroskey, 1992). Since the assumptions of normality of distribution were partially violated, the research questions were answered using parametric and non-parametric tests. The obtained results led the researchers to conclude that significant and positive correlations exist between SR and WTC, SR and LC, and LC and WTC. Furthermore, considering WTC the predicted variable, a regression analysis revealed that LC is a better predictor of WTC than SR. The study finally presents a discussion on the results and provides some implications for those engaged in EFL learning and instruction.

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