Perception and Awareness of English Vowels by Korean EFL Learners with Respect to English Language Proficiency

2017 ◽  
Vol 103 ◽  
pp. 211-231
Author(s):  
Kyung-Im Han ◽  
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Efl Learners ◽  
English Vowels ◽  
Korean Efl Learners

The Effects of Cross-Cultural Distance Learning Model on the Linguistic and Affective Domain of EFL Learners in Korea

2018 ◽  
Vol 10 (3) ◽  
pp. 76-89
Author(s):  
Bok-Myung Chang
Keyword(s):  
Distance Learning ◽  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Cultural Distance ◽  
English Language Proficiency ◽  
Cross Cultural ◽  
Test Form ◽  
Efl Learners ◽  
Native Speakers Of English

This article is based on a Cross-Cultural Distance Learning (CCDL) model between university students in Korea and Japan during the 1st semester of 2016 and this lesson model consists of synchronous and asynchronous CMC activities focusing on the interactions between non-native speakers of English. This article shows that EFL learners in Korea can develop English language proficiency through this lesson model. The learners' development of English language proficiency was evaluated by using the TOEIC test as a proficiency test form. Also, this article proves that these kinds of CMC activities can motivate EFL learners to enhance cultural awareness for foreign countries and practice English inside and outside of the classroom. The questionnaire was used to survey the students' cultural awareness and attitude for this model at the final session of the semester.

scholarly journals The Comparative Effect of Teaching Concept Mapping in Reading on Extrovert and Introvert EFL Learners' Self-Regulation

2017 ◽  
Vol 6 (5) ◽  
pp. 161
Author(s):  
Mania Nosratinia ◽  
Fatemeh Abbasi
Keyword(s):  
Concept Mapping ◽  
Language Proficiency ◽  
English Language ◽  
Self Regulation ◽  
English Language Proficiency ◽  
Efl Learners ◽  
Proficiency Level ◽  
Teaching Concept ◽  
Efl Teachers ◽  
Pre Treatment

The present study attempted to compare the effect of teaching concept mapping in reading on extrovert and introvert English as a Foreign Language (EFL) learners' Self-Regulation (SR). The participants were 60 female EFL learners at the intermediate level of English language proficiency, between 18 and 20 (Mage = 19). The Preliminary English Test was employed in order to select homogeneous participants in terms of English language proficiency level, followed by administering Eysenck's Personality Inventory (1985). The language-wise homogeneous introvert (n = 30) and extrovert (n = 30) participants were assigned randomly into two experimental groups of 30. To identify the pre-treatment and post-treatment levels of participants' SR, the Motivated Strategies for Learning Questionnaire (1991) was administered twice. The two groups were instructed using the same material and implementing Harris and Graham’s (1996) concept mapping instruction model. The analysis of the scores using an Independent-Samples t-Test revealed that extrovert participants exhibited a significantly higher SR level as a result of being exposed to concept mapping. The study concludes with a discussion on the obtained results and the probable reasons leading to them, followed by presenting some implications for EFL teachers, learners, and syllabus designers. 

A moving and mystifying target language?

English Today ◽  
2008 ◽  
Vol 24 (4) ◽  
pp. 2-2 ◽  
Author(s):  
Kingsley Bolton ◽  
David Graddol ◽  
Rajend Mesthrie
Keyword(s):  
South Africa ◽  
Language Proficiency ◽  
English Language ◽  
The United States ◽  
English Language Proficiency ◽  
Target Language ◽  
Efl Learners ◽  
South Korean ◽  
Cultural Constraints ◽  
Selection Of

This issue presents a selection of articles on English in various contexts and settings, with a significant focus on education in the first four. Susan Van Rooy describes the language experiences of South Korean academics and their families in a small town in South Africa, and the consequences of their stay abroad for their English language proficiency. She reminds us that not all EFL learners of English have the ‘Inner Circle’ mainstream as their model: Potchefstroom, South Africa offers a mix between Inner and Outer Circle, probably having more features of the latter. Christian Burrows writes about methodologies of EFL classrooms in Japan, where cultural constraints make TBL (Task-Based Learning) more challenging than its Western proponents realise. The next two articles emphasise the need to pay attention to colloquial spoken language. Manfred Markus writes about the need to focus on phonetic accuracy in EFL teaching, or at least to try and replicate mainstream norms as much as possible. Fan Xianlong contributes a paper on the ever-changing spoken norms of the mainstream, based on his experiences as a visiting scholar in the United States. Although many of the features he describes are well known to Western sociolinguists, the article presents a refreshing perspective of how complex the notion of ‘target language’ must be to users of ESL and EFL. More often it is a moving and mystifying target, with its cultural and political minefields that find their way into everyday usage.

scholarly journals Proficiency Effect on EFL Learners’ Realization of Complaints

10.29007/9gjq ◽  
2018 ◽  
Author(s):  
Esther Usó-Juan ◽  
Alicia Martínez-Flor
Keyword(s):  
Social Status ◽  
Language Proficiency ◽  
Social Distance ◽  
English Language ◽  
English Language Proficiency ◽  
Efl Learners ◽  
Proficiency Levels ◽  
L2 Pragmatics

Research on the effect of language proficiency on L2 pragmatics seems to provide somewhat mixed results (Xiao, 2015). On that account, this paper investigates the effect of English language proficiency on English language learner’s use of complaining strategies in contrasting situations which varied according to the sociopragmatic factors of social status, social distance and severity of offense. Results show that learners at two proficiency levels demonstrated similar patterns with regard their use of buffer and complaint super-strategies across situations. However, negotiation super-strategies were more frequent across situations in the higher proficiency group. These findings are discussed and pedagogical implications suggested.

scholarly journals The Use of Discourse Markers in Written Discourse by the Students at Aviation Polytechnic of Surabaya

E-Structural ◽  
2020 ◽  
Vol 3 (01) ◽  
pp. 45-56
Author(s):  
Lusiana Dewi Kusumayati
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Discourse Markers ◽  
English Language Proficiency ◽  
Point Of View ◽  
Written Discourse ◽  
Efl Learners ◽  
Writing Skill ◽  
Range Of Functions ◽  
High Competence

Abstract. This research aims at investigating the use of DMs in expository essays written by Indonesian EFL learners with different levels of English language proficiency. 10 students from the second semester of Civil Airport Engineering Program at Politeknik Penerbangan Surabaya (Aviation Polytechnic of Surabaya) were taken as the sample. They were divided into two groups, high and low competence of writing skill. To represent the targeted DMs, it relies on Fraser’s taxonomy. The result of students’ writing indicates that students with high and low competence of writing skill employed comparable rates of discourse markers in their essays. Those who have lower competence of writing skill were found using more limited sets of discourse markers than those who have higher competence of writing skill. The students having low competence of writing skill were also found using these DMs in narrow range of functions and in a more limited set of positions. Moreover, the discourse markers that are used by the students having low competence of writing skill were found more redundant from the point of view of syntactic categories. On the other hand, the DMs used by the high competence of writing skill were found more varieties. It could be concluded that the use of discourse markers is affected by the levels of writing competence of EFL learners. Keywords: discourse markers, EFL learners, English language proficiency, written discourse.

scholarly journals THE EFFECT OF TEACHER-AND PEER-ASSISTED EVALUATIVE MEDIATION ON EFL LEARNERS’ METACOGNITIVE AWARENESS DEVELOPMENT

2020 ◽  
Vol 8 (1) ◽  
pp. 58
Author(s):  
Sajjad Fathi ◽  
Enayat A. Shabani
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Descriptive Statistics ◽  
Metacognitive Awareness ◽  
Efl Learners ◽  
Positive Effects ◽  
Thinking Process ◽  
Performance Development

Rooted in the heart of Vygotsky’s Sociocultural Theory, mediation has recently received considerable attention in the field of TEFL. The existing literature suggests that mediation can play an essential role in language learners’ performance development. In addition, learners need to know about their thinking process which is interpreted as metacognition.  This study aimed to investigate the effect of teacher- and peer-assisted evaluative mediation on learners’ metacognitive awareness development. To this end, 40 homogenized intermediate EFL learners were selected using a test of English language proficiency. The participants were then randomly divided into teacher-assisted (n=20) and peer-assisted (n=20) groups. Before the instructional phase, a metacognitive awareness questionnaire was given to the participants. At the instructional phase, the learners in the teacher-assisted group received teacher-assisted mediation. The learners in the peer-assisted group, however, were exposed to mediation provided by their peers. After the instructional phase, the metacognitive awareness questionnaire was given to the participants as the posttest of the study. SPSS was used to analyze the data. The descriptive statistics, the Shapiro-Wilk test of normality, and the Paired Sample T-test for inferential statistics were used to analyze the data. The findings showed that peer-assisted evaluative mediation had positive effects on developing students’ level of metacognitive awareness, whereas teacher-assisted evaluative mediation did not reveal such effects. It could be concluded that peer-assisted evaluative mediation is an effective tool for improving students’ metacognitive awareness.

scholarly journals FORMATIVE TESTING PROGRAM FOR UNDERGRADUATE EFL MOROCCAN STUDENTS

2021 ◽  
Vol 8 (4) ◽  
Author(s):  
Nadia Nouri
Keyword(s):  
Academic Achievement ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
English Studies ◽  
Undergraduate Level ◽  
Efl Learners ◽  
Testing Method ◽  
Remedial Teaching ◽  
Formative Testing

While most previous studies attribute academic achievement to external and internal motivation, the present study associates academic achievement to language proficiency of EFL learners. Students’ underachievement of summative tests might be explained with their lack of English language proficiency. Students may have some gaps in the language that have been accumulated since elementary or high school. These gaps become fossilized in students’ minds if not addressed properly. In this regard, this study presents a testing method that leads to a remedial teaching program at the undergraduate level of the English studies at the Moroccan EFL University. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

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