scholarly journals A STUDY OF ENGLISH ARTICLE USAGE AMONG CROATIAN UNIVERSITY STUDENTS

1970 ◽  
Vol 10 (10) ◽  
pp. 95
Author(s):  
Anna K. Martinović ◽  
Katica M. Balenović
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Psychology Students ◽  
Definite Article ◽  
Student Writing ◽  
First Year ◽  
Proficiency Levels ◽  
Indefinite Article ◽  
Study Programme ◽  
Article Usage

The main focus of this study was to analyse article errors in the writing of first year Croatian psychology students studying English as a foreign language as part of their study programme. Article errors among learners with different proficiency levels were also analysed; moreover, errors made by students with different essay grades were compared. The results show that the category with the highest number of errors included the omission of the indefinite article. Furthermore, it was found that proficiency levels were not a significant factor concerning the average number of errors in any of the categories. Moreover, it was also shown that essay grades did not play a significant role in the number of article errors in student writing except in the category of omission of the definite article, which was found among students with lower essay grades.

scholarly journals Indonesian Students’ Comprehension Of The French Articles (Les Articles): The Case Of Manado State University French Language Education Program

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
W E Sekeh
Keyword(s):  
Education Program ◽  
Language Education ◽  
French Language ◽  
Definite Article ◽  
State University ◽  
Indefinite Article ◽  
Descriptive Research ◽  
School Year ◽  
Article Type ◽  
Article Usage

 In French language, articles play an important role and one of the basic French skills is mastery of article usage. The objective of this study is to describe students’  performance and mastery of French articles. The research used descriptive research method. Data of the study were obtained by giving written tests of French language articles to French Language Education Program students enrolled in the 2018/2019 school year. The research instrument consisted of questions in the form of loose questions and questions in the form of text / short discourse. Data analysis used descriptive statistics analysis. Study result shows that students’ mastery of French article is quite low (Mean=48.28). However, there is difference in performance of each article type. Mastery of definite article is the highest (Mean=60.78)Keywords: definite article; indefinite article; partitive article; performance; mastery

The Role of Transfer in the Use of English Articles by Moroccan Learners

2016 ◽  
Vol 8 (5) ◽  
pp. 58
Author(s):  
Naima Trimasse
Keyword(s):  
University Students ◽  
First Year ◽  
Grammaticality Judgment ◽  
Proficiency Level ◽  
Class 1 ◽  
The Difference ◽  
Article Usage ◽  
English Articles ◽  
Made In

<p class="1"><span lang="EN-US">This study investigates the acquisition of the English article system by Moroccan EFL learners. More specifically, the focus is on transfer and the extent to which it accounts for errors in the use of these articles by Moroccan university students.  The study purports to investigate: 1- the effect of proficiency level on transfer errors by Moroccan learners in the use of articles, 2- the difference between transfer errors made in comprehension and in production in using articles and 3- the difference in transfer errors according to the three English articles. In order to answer the aforementioned questions, data was collected from university students (40 in first year and 40 in third year) through their performance on a grammaticality judgment test and an essay. The findings of the study show that: 1- proficiency level has an effect on transfer errors made in article usage. This effect is clear in comprehension but not in production, 2- subjects made more transfer errors in comprehension than in production, 3- the effect of transfer differs according to the three English articles. The findings of the study have some important implications for the methodology of teaching articles.</span></p>

Perception of Personality and Social Behaviour in Different Racial Groups by Black and White University Students

1984 ◽  
Vol 14 (3) ◽  
pp. 79-89 ◽  
Author(s):  
D.J.A. Edwards
Keyword(s):  
Locus Of Control ◽  
University Students ◽  
Human Nature ◽  
Social Behaviour ◽  
Psychology Students ◽  
First Year ◽  
Racial Groups ◽  
Black And White ◽  
Internal Locus Of Control ◽  
Group Rating

One hundred and eighty-six white and 225 black first-year psychology students at the universities of Rhodes and Fort Hare completed a modified form of Wrightsman's Philosophy of Human Nature scale as a measure of perception of one of five race groups. Black respondents perceived their own group as more Trustworthy, Conventionally Good and Variable and as more Altruistic (male respondents only). Blacks were most Cynical about the white group and rated them lower than blacks or coloureds on Trustworthiness and on Altruism. Unexpectedly, white respondents had a relatively unfavourable perception of their own group, rating it lower than other groups on Trustworthiness, Altruism (female respondents only) and Conventional Goodness and having the highest Cynicism scores for their own group. Whites perceived indians particularly favourably, rating them high on Trustworthiness, Altruism, Conventional Goodness, Independence and Strength of Will/Rationality, and being least Cynical about them. Whites rated blacks low on Strength of Will/Rationality which was interpreted to mean that blacks were perceived to have low internal locus of control (a perception not shared by the black respondents themselves).

scholarly journals Community, Connections and Innovation in Emergency Remote Teaching and Learning

2021 ◽  
pp. 141-168
Author(s):  
Sandra Healy ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
Tertiary Education ◽  
First Year ◽  
Academic English ◽  
Community Connections ◽  
First Year University ◽  
The Impact

The emergence of the Covid-19 virus had an enormous impact on all of our lives and significantly affected the lives of first-year university students in Japan who began their tertiary education during the initial lockdown. This chapter examines the impact the move online had on these students by analysing videos created by them as part of their academic English as a Foreign Language (EFL) coursework. The videos were analysed, and 12 themes emerged which were used as a foundation for new practices focusing on the development of community and connections in online courses, particularly the use of e-mentors.

scholarly journals Reticence in Chinese EFL Students at Varied Proficiency Levels

2009 ◽  
Vol 26 (2) ◽  
pp. 65 ◽  
Author(s):  
Meihua Liu ◽  
Jane Jackson
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Teaching And Learning ◽  
Active Role ◽  
Language Teachers ◽  
First Year ◽  
Speech Communication ◽  
Proficiency Levels ◽  
Spoken English ◽  
Teachers And Students

Reticence in foreign language classes has long been a challenge for both teachers and students. With the advent of globalization, there is a pressing need for EFL (English as a Foreign Language) teachers to help reticent students develop the skills and confidence needed to take an active role in oral English lessons. This article reports on a study of reticence in EFL classrooms in a key university in Beijing. Five hundred, forty-seven first-year non-English majors with three proficiency levels answered a 124-item questionnaire with 20 items on reticence. In addition, one class from each proficiency group was selected for a more focused investigation of reticence and participation in oral EFL lessons. As well as the survey, data gathered during the 14-week term included reflective journals, videotaped observations, and interviews. Analyses of the data revealed that (a) the students were willing to communicate with their peers in English in class and considered speech communication valuable; the more proficient were most positive about interpersonal communication and the most willing to engage in interaction; (b) all the students, irrespective of proficiency level, were the most active during pair work and the least active when responding to teachers’ questions; the more proficient students tended to be the most active in all classroom activities; and (c) with increased exposure to spoken English and more familiarity with the English-learning environment, students at all proficiency levels became (more) active in class. Based on the findings, pedagogical implications are discussed with the aim of enhancing the teaching and learning of spoken English in foreign-language contexts.

scholarly journals University Students' Beliefs and Attitudes Regarding Foreign Language Learning in France

2006 ◽  
Vol 24 (1) ◽  
pp. 113 ◽  
Author(s):  
Nathalie Piquemal ◽  
Robert Renaud
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
First Year ◽  
Internal Factors ◽  
First Year Students ◽  
Personal Attitude ◽  
Language Classes ◽  
Beliefs And Attitudes

This study is based on a survey of 1,305 university students enrolled in English and other foreign-language classes across year levels in four major universities in France. It explores the factors that promote or hinder multilingualism, with special attention to the following questions: What are the beliefs and attitudes of students enrolled in various postsecondary institutions across France toward learning a foreign language? How do these beliefs and attitudes change as students progress from beginning first-year students to upper years? The results suggest that the reasons first-year students typically have for studying a foreign language have more to do with internal factors (e.g., personal attitude) than with external factoars (e.g., social value). Moreover, this trend becomes more pronounced with upper-year students whose motivation to learn a foreign language compared with that of first-year students is influenced less by perceived societal beliefs and more by intrinsic reasons.

scholarly journals Measuring the Impact of Online Translation on FL Writing Scores

2016 ◽  
Vol 46 (2) ◽  
pp. 1-39 ◽  
Author(s):  
Errol M. O'Neill
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Future Research ◽  
Control Group ◽  
Student Writing ◽  
Prior Training ◽  
Language Classroom ◽  
The Impact ◽  
Writing Scores ◽  
Writing Task

Online translation (OT) sites, which automatically convert text from one language to another, have been around for nearly 20 years. While foreign language students and teachers have long been aware of their existence, and debates about the accuracy and usefulness of OT are well known, surprisingly little research has been done to analyze the actual effects of online translator usage on student writing. The current study compares the scores of two composition tasks by third- and fourth-semester university students of French who used an online translator, with or without prior training, to the scores of students who did not use OT. Students using an online translator did not perform significantly worse those not using the translator on either task. In fact, students who received prior training in OT outscored the control group overall on the second writing task. Additionally, students using the online translator received higher subscores on one or both writing tasks for features such as comprehensibility, spelling, content, and grammar. The results of the current study are discussed in detail; implications for the foreign language classroom are presented; and avenues for future research are proposed.

scholarly journals Apprentissage semi-autonome: Résultats d’une expérience de tutorat

2018 ◽  
Vol 27 ◽  
pp. 95-106
Author(s):  
Weronika Wilczyńska
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
University Students ◽  
Research Methodology ◽  
Intermediate Level ◽  
Autonomous Learning ◽  
First Year ◽  
First Year University ◽  
Clear Change

The contribution reports some results from a study on the semi-autonomous learning of French as a foreign language by a dozen of first-year university students (intermediate level). It focuses on the evolution those students, identified as « poor learners », underwent as far as their views, attitudes and strategies in FL learning were concerned - as an effect of them being helped and advised by their much more advanced colleagues (4th year). By the end of this period the 1st year students showed a clear change in all these respects, even though adapting more adequate strategies proved slower to appear than changes in views and attitudes. At the same time, the experience proved to be most fruitful to their tutors in acquainting them with action research methodology.

scholarly journals The Role Of ‘Think-Pair-Share’ In Enhancing the Moroccan University Students’ Speaking Skills in Online Classes

2021 ◽  
Vol 1 (1) ◽  
pp. 17-27
Author(s):  
Mounia Benjelloun
Keyword(s):  
Foreign Language ◽  
University Students ◽  
First Year ◽  
Online Classes ◽  
Interactive Communication ◽  
Self Evaluation ◽  
Speaking Assessment ◽  
Research Questions ◽  
Speaking Skills

Speaking English as a foreign language presents one of the most common challenges for learners of English due to many factors related to their perception of the teacher as “a sage on the stage,” their own shyness, a lack of appropriate vocabulary and accurate grammar, and a lack of cooperative learning skills. To help students remedy this problem, the Think-Pair-Share’ strategy was used in this study of online classes during the COVID 19 pandemic. Research has demonstrated that learners can improve their speaking skills and learn more effectively through meaningful collaboration and sharing. This study aims to investigate the role of the Think-Pair-Share’ approach in promoting students’ speaking skills. The study adopts a qualitative approach and addresses the following two research questions: (i) To what extent does the Think-Pair- Share help in improving students’ speaking skills? (ii) How can this improvement be justified? Twenty-eight first-year Moroccan university students took part in this study. The research instruments used combined pre- and post-speaking tests, students’ self-evaluation, and classroom observations. Data were video recorded, analysed qualitatively using the FCE speaking-assessment criteria, and compared to the students’ self- evaluation of their own performance. The results show that the Think-Pair-Share strategy enabled predominantly average and weak students to exchange their views on a range of familiar topics with more ease, confidence, and fluency using more appropriate vocabulary and a clearer organisation of ideas. Although the learners still had problems with their pronunciation and accurate grammar, they demonstrated better interactive communication.

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