A Flipped Learning English Composition Class for College EFL Students: Focusing on Writing Fluency in Making Complex Sentences

2020 ◽  
Vol 136 ◽  
pp. 241-259
Author(s):  
Jung Lim Lee ◽  
Kyu-Hong Hwang
Keyword(s):  
English Composition ◽  
Flipped Learning ◽  
Writing Fluency ◽  
Complex Sentences ◽  
Composition Class ◽  
Efl Students ◽  
Learning English

scholarly journals The Role of the Portal to English Syllabuses in Developing the Language Skills of Preparatory School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 44-48
Author(s):  
Telal Mirghani Khalid
Keyword(s):  
Group Work ◽  
Language Skills ◽  
School Students ◽  
Preparatory School ◽  
Preparatory Schools ◽  
Efl Teachers ◽  
Efl Students ◽  
Oral Interaction ◽  
Learning English

Teaching English through an effective curriculum enables EFL students to establish and achieve effective communication. The study aims to investigate issues affecting EFL students by learning English and discussing the role of Portal to English syllabuses in developing the language skills of Qatari school students. Research has harmonized the analytical approach. The required information was collected from a questionnaire distributed to twenty (20) Qatari EFL teachers in preparatory schools. Then, the data was analyzed according to the SPSS system. The results show that the Portal course syllabuses of Qatari preparatory schools introduce language activities that promote oral interaction in addition to the previous syllabuses. This current syllabus motivates students and builds a good understanding of learning English and improving language skills. The textbooks emphasize the use of English in social media and in the practice of Qataris customs and traditions. Portal lessons emphasize oral interactions with group work and discussions. Vocabulary and writing activities are presented and tested in many units in the Portal course series.

scholarly journals The Role of NLP Principles as Tools for Facilitating Learning EFL For Saudi Students

2019 ◽  
Author(s):  
Mohammed A. Abuzaifah
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
English Language ◽  
Research Paper ◽  
Saudi Students ◽  
Efl Students ◽  
Sensory Acuity ◽  
The Relationship ◽  
Learning English

Learning English language for the majority of Saudi students has always been considered difficult and rarely successfully achieved. “English poses difficulties for many Saudi students due to the low English levels acquired at secondary schools” (Al-Shami, 2004). Additionally, the overall achievement in English language among the majority of Saudi students, after completing six years of studying EFL extensively, is remarkably low (AL-Karood, 2006; Al Buna’yan, 2003; Al Guaid, 1997; Abuammah, 2002). This research paper will investigate, discuss and analyse the NLP (Neuro-Linguistic Programming) concepts; change and modelling, as well as NLP four principles; outcomes, rapport, sensory acuity and flexibility, in order to specify the actual extent to which these concepts and principles can assist the Saudi EFL students to achieve better, easier and faster performance in learning the English language. By the end of this paper, the researcher intends to highlight the relationship between the NLP principles and the SLA learning strategies (O’Malley, 1990), as well as to attempt to describe some possible ways for applying the NLP principles into SLA.

scholarly journals Promoting Students’ Motivation in Learning English Vocabulary through a Collaborative Video Project

2019 ◽  
Vol 19 (1) ◽  
pp. 107
Author(s):  
Tryanti R. Abdulrahman ◽  
Noni Basalama
Keyword(s):  
Narrative Analysis ◽  
Computer Application ◽  
Case Study Methodology ◽  
Production Phase ◽  
Positive Attitudes ◽  
Vocabulary Building ◽  
Efl Students ◽  
Video Project ◽  
Learning English ◽  
Collaborative Video

The main objective of this study was to motivate EFL (English Foreign Language) students in learning English vocabulary by using collaborative video Project. This study followed a case study methodology to describe how video project experience can engage students to learn English and provide them an opportunity to participate in tasks as well as enrich their vocabulary. Twenty-five EFL students in the Vocabulary Building Course (VBC) participated in this study. This study used three phases for evaluations: the pre-production phase, production phase and post production phase. Data were collected from classroom observations, the video Project process and document analyses. A summary of the findings related to the video theme and narrative analysis of students’ videos are presented in this paper. Data analysis showed that students responded differently to their video project assignments and produced different types of collaborative videos with the help of a camcorder and computer application. Then, a survey was conducted to collect feedback from participants to learn their opinions and attitudes regarding the use of collaborative video project, students’ learning and motivation. Participants in this study expressed positive attitudes and opinions toward their video-project experiences. This study demonstrates that video Project can be a great tool for promoting students’ motivation and participation in learning English, enriching their vocabulary and can be an effective and powerful tool to create fun, interactive, and collaborative learning environments.

scholarly journals The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

2021 ◽  
Vol 5 (4) ◽  
pp. 25
Author(s):  
Vo Thuy Linh ◽  
Nguyen Ngoc Vu
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Modern Technology ◽  
Rapid Expansion ◽  
Efl Students ◽  
The Impact ◽  
Learning English

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

Analyzing writing fluency on smartphones by Saudi EFL students

2021 ◽  
Vol 62 ◽  
pp. 102667
Author(s):  
Bradford J. Lee ◽  
Ahmed A. Al Khateeb
Keyword(s):  
Writing Fluency ◽  
Efl Students

scholarly journals Learning from Mistakes: Using Correction Code to Improve Student’s Writing Skill in English Composition Class

2013 ◽  
Vol 7 ◽  
pp. 62-86 ◽  
Author(s):  
Farhana Ferdouse
Keyword(s):  
English Composition ◽  
Complex Task ◽  
Second Trimester ◽  
Error Feedback ◽  
Language Pedagogy ◽  
Composition Class ◽  
Writing Skill ◽  
University Level

Selecting a right way to provide students with error feedback in their writing has proved to be a complex task for researchers in language pedagogy. Although a lot of studies have been conducted to examine this issue, the teachers are still following their own way of error feed back. So the researchers feel that there is a need to conduct different sort of studies to find out an effective way of error feedback. The present study with 20 participants in second trimester university level proves that students prefer coded feedback more as in this process of error feedback teachers show the error and its type by using a certain code or symbol. This study also shows that the students benefit more from having coded feedback over non-coded feedback. DOI: http://dx.doi.org/10.3329/sje.v7i0.14463 Stamford Journal of English; Volume 7; Page 62-86

scholarly journals Differences in achievements in learning English as a foreign language between the deaf/hard of hearing and hearing high school students in Serbia

2019 ◽  
pp. 155-167
Author(s):  
Iva Urdarević
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Hard Of Hearing ◽  
Normal Hearing ◽  
Placement Test ◽  
School Students ◽  
Hearing Status ◽  
Efl Students ◽  
Learning English

This papers presents the results of research that was aimed at testing the performance of deaf and hard of hearing (D/HOH) high school students in learning English as a foreign language (EFL). The research examined the correlation between the age (number of years of learning EFL), the degree of hearing loss, the sex and the school success in the Serbian language with the achievements of the D/HOH students in solving an English Placement test. The differences in achievements between D/HOH students and those with a normal hearing status were also compared and analyzed. The results of the research indicate that although the D/HOH students achieve poorer results in learning English compared to students with a normal hearing status, they can be successful in learning English as a foreign language. The D/HOH students have some difficulties in learning English vocabulary and grammar. They need more time to successfully master a foreign language, so it is necessary to take into account the specificities of this category of EFL students and to adapt teaching methods and resources to suit their needs.

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