Assessing the Communicative Competence of Advanced EFL Students at the Faculty of Education in Hodeidah University

2016 ◽  
Author(s):  
Shameem Ahmad Banani
Keyword(s):  
Communicative Competence ◽  
Efl Students ◽  
Faculty Of Education

scholarly journals Motivating EFL Students with Conversation Data

2018 ◽  
Vol 9 (6) ◽  
pp. 1138
Author(s):  
Austin Gardiner
Keyword(s):  
Language Learning ◽  
Test Performance ◽  
Communicative Competence ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Test Results ◽  
Efl Learners ◽  
Strategic Reading ◽  
System A ◽  
Efl Students

Motivating learners of English as a Foreign Language (EFL) to improve their speaking fluency is challenging in environments where institutions emphasize reading and listening test performance. The focus tends to shift to strategic reading and listening first in order to attain acceptable test results, often at the expense of communicative competence. Computer Assisted Language Learning (CALL) is well positioned to assess and develop communicative competence for EFL learners, and to motivate them to speak. This article introduces the Objective Subjective (OS) Scoring system, a CALL system which sets clear immediate goals on the path to better communicative competence with data from videoed conversation sessions. It motivates learners to improve on their data in every consecutive conversation session, whereby an environment is created which facilitates conversation practice as well as individual error correction.

scholarly journals Reflecting on the Japan-Chile Task-Based Telecollaboration Project for Beginner-Level Learners

2015 ◽  
Vol 31 ◽  
pp. 175
Author(s):  
B. Greg Dunne
Keyword(s):  
Cultural Identity ◽  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Foreign Language Learners ◽  
Second Language Teachers ◽  
Efl Students ◽  
Collaboration Project

Using O’Dowd and Ritter’s (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects as a barometer, this article details the considerations and procedures followed in a task-based, asynchronous email tele-collaboration project between EFL (English as a Foreign Language) learners in Japan and Chile. In a climate where current research surrounding telecollaboration continues to gravitate toward the dual foci of intercultural communicative competence and multimodal technology, this article exemplifies how the adoption of a task-based framework can greatly assist the induction of beginner-level EFL students into a telecollaborative learning environment. It also encourages EFL and ESL (English as a Second Language) teachers throughout the world to seek task designs that will help them do the same. The project experienced its share of logistical and technical challenges but by adopting the currently unconventional stance of designing tasks that highlight individual identity and downplay cultural identity the project appeared to minimize intercultural tension, unmanageable levels of incomprehensibility and inability to arrive at task outcomes.Utilisant l’article de O’Dowd et Ritter (2006) Inventory of Reasons for Failed Communication in Telecollaborative Projects comme baromètre, cet article décrit en détail les considérations et les procédures d’un projet de télécollaboration asynchrone, par courriel et basé sur les tâches entre des apprenants d’anglais langue étrangère (ALE) au Japon et au Chili. Dans le climat actuel où la recherche portant sur la télécollaboration continue à se tourner vers la compétence communicative interculturelle et la technologie multimodale, cet article démontre les bienfaits significatifs d’adopter un cadre basé sur les tâches pour accueillir les élèves débutants en ALE dans un milieu d’apprentissage télécollaboratif. L’article encourage également les enseignants d’ALE et d’ALS partout au monde à rechercher des tâches qui les aideront à en faire autant. Le projet a connu sa part de défis logistiques et techniques, mais en adoptant la position originale de concevoir des tâches qui soulignent l’identité individuelle et diminuent l’identité culturelle, il semble avoir minimisé la tension interculturelle, l’incompréhensibilité et l’incapacité à arriver aux résultats voulus.

scholarly journals Intercultural Communicative Competence Levels of Indonesian EFL Students: A Preliminary Study in a Higher Education Contex

2021 ◽  
Vol 7 (2) ◽  
pp. 134
Author(s):  
Anna Riana Suryanti Tambunan ◽  
Fauziah Khairani Lubis ◽  
Widya Andayani ◽  
Winda Setia Sari
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
Communicative Competence ◽  
Cultural Knowledge ◽  
Intercultural Communicative Competence ◽  
Cultural Backgrounds ◽  
Intercultural Communication Competence ◽  
Teaching Goals ◽  
Efl Students ◽  
Preliminary Study

The lack of intercultural communication skills will likely cause disharmony, misunderstanding, and even conflict in communication. To be successful in communication with native speakers depends on language skills, customs, and cultural knowledge. In the age of global communication, English as a Foreign Language (EFL) teaching goals should be reoriented to cultivate intercultural communication competence (ICC). EFL learners should have this intercultural competence and be sensitive in order to avoid disharmony, misunderstandings, and even conflicts in communication. The main objective of this preliminary study is to reveal the levels of intercultural communicative competence among EFL students at a state university in Indonesia. A survey questionnaire was performed employing a quantitative analysis in this study. Eighty-nine students filled out the ICC questionnaire, which consisted of 20 questions. Findings indicated that most of the students had a low ICC level because they are lack of experience and knowledge in interacting and socializing with people from various cultural backgrounds. In terms of gender differences, the results showed that male students had higher levels of ICC than that female students. This research implied that intercultural topics should be included in the university’s curriculum.

scholarly journals Using the Vocabulary Self-Collection Strategy Plus to Develop University EFL Students’ Vocabulary Learning

2017 ◽  
Vol 10 (8) ◽  
pp. 135
Author(s):  
Manal Mohamed Khodary
Keyword(s):  
Vocabulary Learning ◽  
Achievement Test ◽  
Control Group ◽  
Northern Border ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Mean ◽  
Faculty Of Education ◽  
Experimental Group

This study was carried out to examine the effectiveness of using the Vocabulary Self-Collection Strategy Plus (VSSPlus) on developing university EFL students’ vocabulary learning. It adopted the quasi experimental design which included two groups design. The participants were first level students at Languages and Translation Department, Arar Faculty of Education and Arts, Northern Border University, KSA. They formed two groups: an experimental group (n = 40) and a control one (n = 40). Both groups were pre-tested by using the pre Vocabulary Achievement Test (VAT) for equivalence in vocabulary prior to the treatment. The researcher taught the experimental group throughout the sessions that based on using the VSSPlus in vocabulary learning and she taught vocabulary to the control group by using the Vocabulary Self-Collection Strategy (VSS). Then, the researcher post tested the two groups by using the post VAT and she used the t-test to calculate the differences between the mean scores of the pre and post VAT. The results revealed that a statistically significant difference was found between the mean scores of the experimental group and the control group on the post VAT in favor of the experimental group. The results also showed that a statistically significant difference was found in the mean scores of the experimental group between the pre and post VAT in favor of the post VAT. Therefore, it was concluded that the experimental group outperformed the control group on the post VAT as a result of receiving training on the VSSPlus. It was also concluded that the experimental group performed better on the post VAT than the pre VAT because the VSSPlus helped them develop vocabulary. Some recommendations and suggestions for further research were provided.

scholarly journals Edmodo Use to Develop Saudi EFL Students’ Self-Directed Learning

2017 ◽  
Vol 10 (2) ◽  
pp. 123 ◽  
Author(s):  
Manal Mohamed Khodary
Keyword(s):  
Foreign Language ◽  
Personal Responsibility ◽  
Self Directed Learning ◽  
Kingdom Of Saudi Arabia ◽  
Northern Border ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Directed Learning ◽  
Efl Students ◽  
Faculty Of Education

This study aimed at exploring the effect of Edmodo use on developing Saudi English as a Foreign Language (EFL) students’ Self-Directed Learning (SDL). It employed a quasi-experimental design that included a one group design. The participants (n = 45) were all fifth level students at Languages and Translation Department, Arar Faculty of Education and Arts, Northern Border University, Kingdom of Saudi Arabia. They were pre-tested before the treatment by using the pre Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS). They were post-tested after the treatment by using the post PRO-SDLS. The researcher taught the participants during the treatment which based on allowing them to use Edmodo in carrying out a project. The results revealed that a statistically significant difference in the participants’ SDL between the pre PRO-SDLS and the post PRO-SDLS in favor of the post PRO-SDLS. Hence, it can be concluded that Edmodo helped the participants develop their SDL on the post PRO-SDLS. Some recommendations and suggestions for further research were included.

scholarly journals Telecollaboration: Fostering Foreign Language Learning at a Distance

2020 ◽  
Vol 22 (2) ◽  
pp. 87-97
Author(s):  
Ayse Taskiran
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Text Messaging ◽  
Cultural Awareness ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Intercultural Communicative Competence ◽  
International Partnerships ◽  
Efl Students ◽  
Common Goals

AbstractToday, language learners can be linked with students in other countries to form international partnerships, which is often called telecollaboration. Some common goals of telecollaboration include cultural awareness, development of foreign language skills and intercultural communicative competence. This study intends to gain insights about the learners’ experience following a 5-week telecollaboration activity between 100 English as a foreign language (EFL) students from Jiangxi University of Finance and Economics in China and Anadolu University in Turkey. The participation in the project was on voluntary basis for Turkish students. The telecollaboration activity included three different stages in which learners from both countries were expected to be able to communicate using different channels (text messaging, voice calls, video calls, emailing) synchronously and asynchronously, to analyse and compare their own and their peers’ culture to build understanding of each other’s identities and to collaborate together to produce a cultural piece of work. At the end of the activity Turkish EFL students were invited to answer a questionnaire that aimed to gain insights about their experience related to telecollaboration activity. Results revealed that the participants mostly enjoyed the activity. They also believed the activity contributed to their language learning process, motivation and intercultural communicative competence.

Sign in / Sign up

Export Citation Format

Share Document