scholarly journals Task complexity and its Effects on Complexity, Accuracy and Fluency of EFL Learners’ Written Production

2016 ◽  
Vol 6 (3) ◽  
pp. 131-142
Author(s):  
Niloofar Arjmand
Keyword(s):  
English Language ◽  
Task Complexity ◽  
Language Teaching ◽  
Statistical Analyses ◽  
Past Tense ◽  
Efl Learners ◽  
Written Production ◽  
Language Students ◽  
Present Tense ◽  
First Session

The present study investigated the effects of task complexity on complexity, accuracy, and fluency of learners’ written narrative task production. 30 intermediate Iranian English Language students produced narratives based on two picture stories at two separate sessions. During the first session, they looked at the pictures and performed here-and-now (HN) task by writing their narratives in present tense. And at the second session, they performed there-and-then (TT) task by writing their narratives in past tense, too. The results of statistical analyses showed that tense variation had significant effects on the complexity of learners, but it did not have any significant effects on the accuracy and fluency of EFL learners’.  Keywords: task-based language teaching, task complexity, accuracy, fluency, complexity.

scholarly journals Learner attention to form in ACCESS task-based interaction

2016 ◽  
Vol 21 (4) ◽  
pp. 454-479 ◽  
Author(s):  
Phung Dao ◽  
Noriko Iwashita ◽  
Elizabeth Gatbonton
Keyword(s):  
Second Language ◽  
Group Size ◽  
Task Complexity ◽  
Language Teaching ◽  
Past Tense ◽  
Interaction Data ◽  
Self And Other ◽  
Linguistic Item ◽  
Task Modeling ◽  
Task Features

This study explored the potential effects of communicative tasks developed using a reformulation of a task-based language teaching called Automatization in Communicative Contexts of Essential Speech Sequences (ACCESS) that includes automatization of language elements as one of its goals on learner attention to form in task-based interaction. The interaction data collected from a class for English as a second language (ESL) over a four-week period was analysed for incidence, outcome and characteristics (i.e. focus, initiation, response, and turn length) of language-related episodes (LREs) operationalized as evidence of learner attention to form. The results showed that during ACCESS task-based interactions, learners attended to form as reflected in a large number of LREs. Despite being brief, a majority of these LREs were correctly resolved, self-initiated, self- and other-responded, and focused on the target linguistic item: past-tense verbs. These results are discussed in terms of the potential effects of ACCESS task principles, different task features (i.e. task complexity, pre-task modeling, speaker role and group size), and learners’ approach to tasks on the incidence and characteristics of LREs.

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 Investigation Into Motivation Types of Saudi and Chines EFL Learners and Gender Role Differences

2021 ◽  
Vol 14 (12) ◽  
pp. 101
Author(s):  
Asma Alqahtani
Keyword(s):  
Intrinsic Motivation ◽  
Gender Role ◽  
Extrinsic Motivation ◽  
English Language ◽  
College Level ◽  
Efl Learners ◽  
Research Questions ◽  
Language Students ◽  
And Gender ◽  
Chinese Group

This study investigates motivation types of Saudi and Chines EFL learners and gender role differences. I selected these two groups because they constituted the most dominant groups that study English abroad. The descriptive and correlational approaches were used to examine the participants’ motivation by collecting the data through questionnaire and interviews. Twenty-five Saudi and Chinese college level English language students were selected as samples for collecting data for answering the research questions. The findings showed that both groups have extrinsic and intrinsic motivation as well integrative and instrumental motivation. The Chinese group’s intrinsic motivation is stronger than the extrinsic motivation. 

scholarly journals Review of Research on the Use of Audio-Visual Aids among Learners’ English Language

2021 ◽  
Vol 12 (3) ◽  
pp. 895-904
Author(s):  
Charanjit Kaur Swaran Singh Et.al
Keyword(s):  
Second Language ◽  
Traditional Method ◽  
English Language ◽  
Language Teaching ◽  
Visual Aids ◽  
Language Students

This paper reviews the literature on the use of audio-visual to improve lower proficiency learners’ English Language. Audio-visual aids have been very beneficial to make learning interesting among the English as a second language (ESL) because it facilitates learning. Teachers have to be innovative in their pedagogy approach to make language teaching effective. Today, teachers are no longer dependent on traditional method of teaching instead they have adapted different techniques to teach language. Past studies have reported that teachers opted to use audio-visual because students showed less interest towards English language, students view English language as subject to fulfil the examination requirement, students’ displayed reluctance to speak due to their fear to make mistakes in pronunciation and other. Hence, this paper further analyses the need to investigate the issues that are related on the usage of audio-visual aids to the teaching of English language which needs immediate attention. 

scholarly journals AN INSTRUCTIONAL MODEL FOR ENHANCING EFL LEARNERS’ SPEAKING PROFICIENCY

EDULANGUE ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 86-97
Author(s):  
Syarifudin Syarifudin
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Efl Learners ◽  
Grammatical Competence ◽  
Speaking Proficiency ◽  
Speaking Skill

Due to the central role of speaking skill and its escalating demands of instruction in various levels of education in Indonesia, a myriad of teaching approaches and strategies have been applied to equip learners with the competences enabling the development of this skill. As a widespread approach to English language teaching (ELT),  which  gains  its  popularity  within  the context  of  EFL, Communicative Language Teaching (CLT) is geared towards learners’ communicative competence comprising of grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as the underlying abilities of speaking proficiency. The development of these competences can be better facilitated when learning takes its place both in and outside classrooms as the latter provides potential promises for learners’ speaking proficiency development. For this reason, this paper presents learners’ challenges for learning speaking, the model activities in and outside classrooms, the importance of speaking instruction and the components of communicative competence and speaking proficiency.

The Impacts of Distance Interactivity on Learners' Achievements in Online Mobile Language Learning

2015 ◽  
Vol 10 (3) ◽  
pp. 19-35 ◽  
Author(s):  
Morteza Mellati ◽  
Marzieh Khademi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Instruction ◽  
Efl Learners ◽  
Efl Context ◽  
The Past ◽  
English Language Instruction ◽  
Language Classrooms ◽  
Passionate Debate

The expansion of technological applications such as computers and mobile phones in the past three decades has impacted our life from different perspectives. Language teaching is no exception and like other fields of study, language teaching has also influenced by new language teaching sources and software. More recently, there has been a passionate debate about the usefulness of the smart-phones for educational purposes and their possible uses in English language instruction; therefore, the present study investigated the impacts of interactivity perceptions on EFL learners' achievements in Online Mobile Language Learning (OMLL) course. To conduct the present study, 68 Iranian intermediate EFL learners were chosen among which 43 participated in Online Mobile Language Learning (OMLL) course and 25 others participated in conventional language classrooms. The results of the study demonstrated that OMLL has significant effects on learners' achievements; however, there are some challenges in conducting online mobile language learning (OMLL) courses in Iranian EFL context.

The Influence Of L1 And L2 In English Stress Shift Production Of The Efl Learners In Indonesia

2017 ◽  
Vol 1 (3) ◽  
pp. 482
Author(s):  
Dhinar Arienintya
Keyword(s):  
Data Collection ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Efl Learners ◽  
Language And Literature ◽  
Correct Pronunciation ◽  
L1 And L2 ◽  
Lack Of Knowledge

<p>EFL learners in Indonesia are varied in terms of their age, gender, and origin (places to live). They eagerly learn English productively by speaking although, most of the time, most of them mispronounce some words. Even worse, they still mispronounce a word after having given or heard the correct pronunciation. If this happens to learners whose major is not English, it is perhaps not a big problem; however, it should be a problem that should be immediately fixed by the lecturers if it happens to learners whose major is English. Many of the learners of English Language Teaching still frequently make mistakes in pronouncing English words, especially in giving stress in each word. It may happen due to the influence of their L1 and L2, the lack of knowledge in giving stress, or both. The participants of this study will be the freshmen of English Language Teaching of the Department of English Language and Literature of Universitas Negeri Malang attending Basic Reading Class. The design of this research is descriptive in which questionnaire and recording will be used as the instruments in the data collection. The result of this study is expected to answer whether or not L1 and L2 influence English stress shift production of the EFL learners in Indonesia.</p><p> </p><strong>Keywords: </strong><em>Stress shifts, pronunciation, EFL learners in Indonesia</em>

scholarly journals The Teach-to-the-Test Approach: A Curse a Blessing or a Blessing in Disguise for Algerian EFL Students

2018 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Nabil Djawad Benmoussat ◽  
Smail Benmoussat
Keyword(s):  
Public Schools ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
Efl Learners ◽  
Effective Learning ◽  
Learning Path ◽  
Efl Students ◽  
The Relationship ◽  
Communicative Abilities

The present paper is an attempt to redraw the boundaries of EFL from a teaching-testing perspective. Though the crux of the problem in language teaching has always been the general principles underpinning the methodologies, the ‘what-to-teach’ and the ‘what-to-test’ questions have always been a concern for most stakeholders. Parents would most probably argue about what is best to be taught to their children as well as about the most appropriate and effective learning path leading to their offspring success, whereas the others, not least, teachers, strive to cope with a delicate intertwined questioning of how to strike the balance between an effective teaching and an efficient testing. However, this thorny issue, so to speak, is not a new one. The relationship between teaching and testing has called into question the communicative abilities of Algerian EFL learners. To score high, through a test-oriented teaching in an EFL exam does not necessarily mean to speak fluently and to write accurately the English language. EFL learners in public schools are in most need of a well-rounded education.

scholarly journals NUANCE IN SIMPLE AND PAST TENSE PATTERNS BY INDONESIAN EFL LEARNERS: A CONTRASTIVE ANALYSIS

2016 ◽  
Vol 1 (3) ◽  
pp. 219
Author(s):  
Lalu Suhirman
Keyword(s):  
Error Analysis ◽  
Systematic Study ◽  
English Language ◽  
Learning Problems ◽  
Past Tense ◽  
Research Subject ◽  
Contrastive Analysis ◽  
Efl Learners ◽  
First Semester ◽  
Similar Elements

This article aims to identify the differences between Indonesian and English in constructing affirmative, negative, and interrogative  sentences in simple present and present progressive, and simple past and past progressive tenses. This research is descriptive qualitative design. The 40 first semester students of STIKOM Jayapura was selected as research subject. The result indicated that Contrastive Analysis was the systematic study of a pair of languages with a view to identifying their differences and similarities with the assumption the different elements between the native (Indonesian) and the target (English) language caused learning problems, while similar elements did not cause any problems. Contrastive analysis hypothesis is criticized for not all problems predicted by contrastive analysis always appear to be difficult for the students. Errors that do turn up are not predicted by contrastive analysis, but if errors cannot be identified through Contrastive Analysis, it will be suggested using Error Analysis. 

scholarly journals The Role of Web-based Language Teaching on Vocabulary Retention of Adult Pre-intermediate EFL Learners

2018 ◽  
Vol 9 (2) ◽  
pp. 372 ◽  
Author(s):  
Mustapha Hajebi ◽  
SeddiQ Taheri ◽  
Farhad Fahandezh ◽  
Hosain Salari
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Language Class ◽  
Significant Difference

This research is done to prove the effect of web-based language learning on the vocabulary improvement of the subjects of the study and to seek the attitudes of the learners on the use of web-based approach in the language class. In order to ensure the homogeneity of the students, a modified Michigan test (version1997) was presented and students were divided into one experimental group (n1=33) who learned their course vocabularies making use of free vocabulary learning sites of IELTS English language learning site every day for 8 weeks and one control group (n2=33) who received ordinary classroom instructions each session. The result appeared to manifest that learners’ perception improve by incorporating web based instruction in language learning classroom. It also indicated a significant difference between experimental and control group with regard to their vocabulary knowledge. WBL instruction enhanced EFL learners' vocabulary knowledge. The findings of this study may offer some implications for language teaching and learning. To begin with, these findings can be beneficial for language learning curriculum designers to present tasks that enrich both the language of the students and their motivation to apply on-line web sites for autonomous learning of language.

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