EFL Learning Potential: General or Modular?

2018 ◽  
Vol 17 (1) ◽  
pp. 16-27
Author(s):  
Alex Kozulin ◽  
Tziona Levi
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Dynamic Assessment ◽  
Research Question ◽  
Oral Proficiency ◽  
Learning Potential ◽  
Reading And Writing ◽  
Main Research ◽  
Writing Scores ◽  
Efl Learning

Little attention has been paid to the question about generality versus modularity of the learning potential (LP). The main research question of our study was: Is the students’ LP established with the help of a dynamic assessment of their English as a foreign language (EFL) oral proficiency general enough to predict their subsequent EFL reading and writing scores? Eighty students (38 boys, 42 girls) received a dynamic assessment of their EFL oral proficiency in a pretest – mediation – posttest format. Six months later they took a standard EFL reading comprehension and writing exam. The results indicate that the correlations between oral LP scores and both reading (r = .42) and writing (r = .45) are significant and much stronger than the correlations with the static oral pretest. Oral LP appears to be general enough to predict students’ subsequent reading and writing achievements.

De Rol Van Affectieve Variabelen Bij Begrijpend Lezen in Een Vreemde Taal

1990 ◽  
Vol 37 ◽  
pp. 45-50
Author(s):  
Kees van Esch
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Research Question ◽  
Training Programme ◽  
Theory And Practice ◽  
Control Group ◽  
Self Confidence ◽  
Affective Variables ◽  
The One ◽  
Improve Reliability

In the study of the use of context and reading comprehension in a foreign language by Van Esch (1987) a more explorative research question dealt with the relation between the performances of learners of Spanish in context use and reading comprehension on the one hand and affective variables as the learners' perception of their attitude, their self-confidence and their context use in reading-comprehension on the other. These variables were measured by questionnaires of the Likert-type. To improve reliability and empirical validity, factor-analyses were carried out which yielded three factors: Attitude, Self-Confidence and Context-Use. The learners with better than average results on context-use and reading comprehension (the 'good' context-users) proved to be also more than average in these three factors. After a training programme in context-use, the perceptions of an experimental group of less than average ('poor') context-users were significantly higher in two of the three factors, Attitude and Context-Use, than the perceptions of a control group of poor context-users who did not follow this training programme. The third factor, Self-Confidence yielded contradictory results. Conclusions are drawn from the results of this study, which ends with an examination of the implications for the theory and practice of the teaching of foreign language reading comprehension.

Adult L2 Learners Need a Reading Comprehension Test: Is it a C-Test or a Cloze Test?

2015 ◽  
Vol 7 (5) ◽  
pp. 68
Author(s):  
Reem Ibrahim Rabadi
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Statistical Significance ◽  
Research Question ◽  
Main Research ◽  
Comprehension Test ◽  
Class 1 ◽  
Comprehension Tests ◽  
Cloze Test ◽  
Reading Comprehension Tests

<p class="1"><span lang="X-NONE">Many language tests are used to measure language learners’ abilities, two of these tests are the cloze test and the C-test. However, insufficient research has done on the usefulness of these tests as reading comprehension tests. </span><span lang="X-NONE">Therefore, </span><span lang="X-NONE">this study attempts to compare the efficiency of the cloze test with the efficiency of the C-test as reading comprehension tests.  It will explore the main research question if there are any significant differences between the results of the testees on the cloze test and their results on the C-test as reading comprehension tests, in addition to their performance on both tests as advanced level and intermediate level learners. A C-test and a cloze test were administered to 80 international university students at</span><span lang="X-NONE"> Otto-von-Guericke </span><span lang="X-NONE">University in Germany to answer these questions. The statistical analysis used in this study was the (t-test) to test the statistical significance of the differences between the two tests. Results revealed statistically significant differences between the scores of the testees in favour of their scores on the C-test. Furthermore, the results indicated that the cloze test correlated positively with the C-test. Contrary to the finding</span><span lang="EN-US">s</span><span lang="X-NONE"> of previous research indicating that the cloze test is more efficient reading comprehension test than the C-test. It is suggested that this study can be expanded to wider population and to be used for testing the lexical knowledge of language learners.</span></p>

scholarly journals The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners

2018 ◽  
Vol 35 ◽  
pp. 69-79
Author(s):  
Zofia Chłopek
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Research Question ◽  
Learner Motivation ◽  
Main Research ◽  
Foreign Language Learners ◽  
Individual Variables ◽  
The Relationship

The present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation.

scholarly journals Use of Saudi EFL Adult Learners’ L1 to Address Foreign Language Classroom Anxiety

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Khaled Besher Albesher ◽  
Muhammad Sabboor Hussain
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Research Question ◽  
Target Language ◽  
Medium Of Instruction ◽  
Main Research ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Classroom Anxiety

This study highlights the major emotional and psychological factors related to the medium of instruction (use of First Language (L1) in the classroom) in the domain of bilingual education for adult Saudi English as foreign language (EFL) learners. The primary area of emphasis is to consider whether the use of L1 in the class reduces the Foreign Language Classroom Anxiety (FLCA) or it deprives the learners of the real and constant language inputs, viz., the words of the teacher in the target language. Thus, the main research question of the study is how the medium of instruction (use/mixing of Arabic or use of English-only approach) impacts the FLCA (Foreign Language Classroom Anxiety) of Saudi adult learners. The quantitative research tool of survey has been administered on the teachers and students on five-point Likert-scale with the responses ranging from strongly agree to strongly disagree. There are twelve items in the survey and each item tends to explore different psychological dimension of the issue. 100 adult Saudi university students and 100 EFL teachers have responded to these items. The main finding of the study is that learner’s L1 speeds up the language learning process in a natural way if used occasionally and judiciously with the objective of keeping self-esteem and self image of the learners intact and bringing their FLCA down. The research study not only brings to surface the current state of bilingual EFL education in Saudi context, but also puts forth recommendations for learners, teachers, administrators, and policy makers to strengthen English language teaching/learning in EFL perspective in the bilingual context.

scholarly journals Post-Foundation Students’ Perceived Difficulties of an In-House Entry Test in the Context of Technological Education in Oman

2019 ◽  
Vol 5 (2) ◽  
pp. 58
Author(s):  
Sarath W. Samaranayake ◽  
Joaquin Jr. Gabayno
Keyword(s):  
Research Question ◽  
Bachelor's Degree ◽  
Placement Test ◽  
Degree Programs ◽  
Technological Education ◽  
Reading And Writing ◽  
Main Research ◽  
College Of Technology ◽  
Survey Results ◽  
Low Performance

This paper reports the findings of a study that investigated why a large number of test takers show a low performance in four language skills (listening, speaking, reading and writing) offered in an entry test used by a College of Technology in Oman to place students in advanced diploma and bachelor’s degree programs. The main research question was meant to find out what difficulties the test takers face in the three tests (Listening, reading and writing) in two semesters. The study analyzed the entry test results for two semesters including a survey results obtained from the test takers regarding the difficulties experienced by them in the three tests and an analysis of writing answer scripts. The findings indicate that most test takers were not qualified enough to pursue their studies in the advanced diploma or bachelor’s degree programs due to their low performance in the entry test. The findings, moreover, suggest that the current placement test poses difficulties for most test takers. Therefore, based on the findings, the possible reasons for the low performance of the test takers and the fairness of the entry test are explicitly discussed and finally, suggestions and recommendations for addressing the issue of the current entry test are offered.

Dynamic assessment of correlation of number of actions and the time pace of educational activity in monitoring foreign language education

2020 ◽  
pp. 61-67
Author(s):  
I. P. Peregudova
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Experimental Testing ◽  
Dynamic Assessment ◽  
Language Education ◽  
Educational Activity ◽  
Dynamic Parameters ◽  
Learning Potential ◽  
Educational Activities ◽  
Process Characteristics

The problem of studying the correlation between the complexity and the time pace of completing tasks for perceiving a foreign language by ear through dynamic adaptive audio test simulators is relevant for monitoring foreign or bilingual education. This is due to the fact that the complexity and the time pace are dynamic parameters of educational activity, and characterize human learning. Learning a foreign language is the main indicator of the linguistic abilities of students and can be considered as an indicator of the learning potential. The article discusses the construction of scattering diagrams of test subjects in space of the complexity and time parameters of completing tasks in a foreign language, the correlation between the complexity and the temporal pace of the tasks is investigated. The author‘s recommendations on the use of computer dynamic adaptive audio test simulators for monitoring educational activities in bilingual education are presented. The methodology of the work is the studies of Russian and foreign scientists dedicated to the psychological and pedagogical theories of human development, the practical use of dynamic adaptive test simulators as a tool for diagnosing the process characteristics of educational activities, as well as methods of statistical analysis of correlation relationships of the process characteristics of educational activities of students impact on learning potential. Analyzing the results of experimental testing of monitoring the dynamic parameters of educational activities in teaching a foreign language through dynamic adaptive audio test simulators, the author come to the conclusion that the correlation of labor intensity and tempo increases in the process of transition of students to autonomous educational activities. This allows us to differentiate the subjects according to the potential of learning to perceive a foreign language by ear and to reveal the dynamics of the development of learning a foreign language.

scholarly journals Effects of an In-house Entry Test on the Post-Foundation Students at an Omani College of Technology

2022 ◽  
Author(s):  
Sarath W. Samaranayake ◽  
Patteera Thienpermpool
Keyword(s):  
Research Question ◽  
Bachelor's Degree ◽  
Placement Test ◽  
Degree Programs ◽  
Test Results ◽  
Reading And Writing ◽  
Main Research ◽  
College Of Technology ◽  
Survey Results ◽  
Low Performance

This paper reports the findings of a study that investigated why a large number of test-takers show a low performance in four language skills (listening, speaking, reading, and writing) offered in an entry test used by a College of Technology in Oman to place students in advanced diploma and bachelor’s degree programs. The main research question was meant to find out what difficulties the test takers face in the three tests (Listening, reading, and writing) in two semesters. The study analyzed the entry test results for two semesters including survey results obtained from the test takers regarding the difficulties experienced by them in the three tests and an analysis of writing answer scripts. The findings indicate that most test takers were not qualified enough to pursue their studies in the advanced diploma or bachelor’s degree programs due to their low performance in the entry test. The findings, moreover, suggest that the current placement test poses difficulties for most test-takers. Therefore, based on the findings, the possible reasons for the low performance of the test takers and the fairness of the entry test are explicitly discussed and finally, suggestions and recommendations for addressing the issue of the current entry test are offered.

scholarly journals Effects of an In-house Entry Test on the Post-Foundation Students at an Omani College of Technology

2021 ◽  
Vol 12 (4) ◽  
pp. 178-193
Author(s):  
Sarath W. Samaranayake ◽  
Patteera Thienpermpool
Keyword(s):  
Research Question ◽  
Bachelor's Degree ◽  
Placement Test ◽  
Degree Programs ◽  
Test Results ◽  
Reading And Writing ◽  
Main Research ◽  
College Of Technology ◽  
Survey Results ◽  
Low Performance

This paper reports the findings of a study that investigated why a large number of test-takers show a low performance in four language skills (listening, speaking, reading, and writing) offered in an entry test used by a College of Technology in Oman to place students in advanced diploma and bachelor’s degree programs. The main research question was meant to find out what difficulties the test takers face in the three tests (Listening, reading, and writing) in two semesters. The study analyzed the entry test results for two semesters including survey results obtained from the test takers regarding the difficulties experienced by them in the three tests and an analysis of writing answer scripts. The findings indicate that most test takers were not qualified enough to pursue their studies in the advanced diploma or bachelor’s degree programs due to their low performance in the entry test. The findings, moreover, suggest that the current placement test poses difficulties for most test-takers. Therefore, based on the findings, the possible reasons for the low performance of the test takers and the fairness of the entry test are explicitly discussed and finally, suggestions and recommendations for addressing the issue of the current entry test are offered.

scholarly journals A Descriptive Content Analysis of the Extent of Bloom’s Taxonomy in the Reading Comprehension Questions of the Course Book Q: Skills for Success 4 Reading and Writing

2016 ◽  
Author(s):  
Ömer Ulum
Keyword(s):  
Content Analysis ◽  
Reading Comprehension ◽  
Cognitive Skills ◽  
Research Question ◽  
Bloom's Taxonomy ◽  
Process Models ◽  
Reading And Writing ◽  
Descriptive Content ◽  
Content Analysis Method ◽  
Bloom’S Taxonomy

Bloom’s taxonomy is probably the most commonly used one among the cognitive process models. It is a classification system that emphasizes the procedures starting from remembering the knowledge to more complex cognitive levels like evaluating the knowledge. Firstly, the aim of this study has been to find out to what extent Bloom’s taxonomy is referred in reading comprehension questions of an English as a Foreign Language course book. With this in mind, the research question To what extent do the reading sections of the EFL course book Q: Skills for Success 4 Reading and Writing cover the lower and higher order cognition levels of Bloom’s taxonomy? was formulated. The EFL course book Q: Skills for Success 4 Reading and Writing by Oxford Publishing was analyzed through descriptive content analysis method. Findings of the study suggested that this analyzed course book lacked the higher level cognitive skills involved in Bloom’s Taxonomy. As a result, by means of the findings, some assumptions have been reached with the aim of suggesting how the course books which are being written or will be written should refer to Bloom’s taxonomy in their reading sections.

scholarly journals The Effects of Situational and Perceived Interest on EFL Reading Comprehension: A Gender-Based Study at the University of Algiers 2

2021 ◽  
Author(s):  
Mohammed Akhrib ◽  
Fatma Zohra Mebtouche Nedjai
Keyword(s):  
Gender Differences ◽  
Reading Comprehension ◽  
Foreign Language ◽  
Situational Interest ◽  
Male And Female ◽  
Main Research ◽  
Freshmen Students ◽  
Efl Students ◽  
Gender Based ◽  
The University

This study aims to investigate gender differences in English as a foreign language (EFL) reading comprehension, situational and perceived interest for gender-oriented passages. It also examines whether any gender variances in situational or perceived interest in those passages cause gender differences in EFL reading comprehension. Throughout this research, clear insights about individual differences and the unexplained variance in foreign language reading are provided. Two main research questions were formulated: (a) Do gender differences in EFL students’ situational interest explain gender differences in EFL students’ reading comprehension? (b) Do gender differences in EFL students’ PI explain gender differences in EFL students’ reading comprehension? In this concern, EFL freshmen students at the University of Algiers 2, including 35 females and 24 males, were conveniently selected. The selected materials were two tests of reading comprehension with male and female texts. Each of these tests was followed by the questionnaires of sources of interest and perceived interest, adapted from Brantmeier (2006). Findings revealed significant gender differences in tests with male and female passages. Besides, significant gender differences found in cohesion, prior knowledge, ease of recollection, and perceived interest for both male and female passages in addition to engagement for the female text did not account for gender differences in reading comprehension of their respective tests. In this way, other factors than situational and perceived interest would explain gender differences in reading comprehension.

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