scholarly journals Implicit Causality and Consequentiality and Effect of Pronoun Resolution/Quality of Use among EFL Learners

2020 ◽  
Vol 22 (2) ◽  
pp. 364-391
Keyword(s):  
Pronoun Resolution ◽  
Efl Learners ◽  
Implicit Causality

Exploring the learning potential of models with secondary school EFL learners

2019 ◽  
Vol 32 (1) ◽  
pp. 155-184
Author(s):  
Félix Montealegre Ramón
Keyword(s):  
Secondary School ◽  
Corrective Feedback ◽  
Learning Potential ◽  
Efl Learners ◽  
Different Types ◽  
Stage 1 ◽  
Model Texts ◽  
Writing Task

Abstract The role of Corrective Feedback (CF) in the process of acquiring a second language (L2) has been deemed an issue of controversy among theorists and researchers alike. In this empirical study, the objective is to investigate the quality of EFL learners’ processing of feedback employing models and different types of noticing (perfunctory or substantive [Qi & Lapkin, 2001]). The study was carried out with 13- and 14-year-old learners placed in two groups and engaged in a three-stage writing task that included composing a picture-based story (Stage 1), comparing their texts with a model (Stage 2), and rewriting the story (Stage 3). The groups differed in the way they were prompted to process the model text. The findings indicate that there are no differences between the two feedback groups within stages. All the participants increased the number of features reported across stages regardless of the feedback condition. The employment of a model text provided the students with alternative features related to lexis, form, and ideas. The potential effects of model texts and types of noticing on L2 learners’ language development are discussed.

scholarly journals Iraqi Kurd EFL Learners’ Uses of Conjunctive Adverbials in Essays

2021 ◽  
Vol 12 (2) ◽  
pp. 222-237
Author(s):  
Awder Raza Aziz ◽  
Rebaz Bahadeen Mohammed Nuri
Keyword(s):  
Initial Position ◽  
Undergraduate Level ◽  
Efl Learners ◽  
Learner Corpus

The quality of any academic essay highly depends on cohesion and coherence since they affect the overall quality and the tone of the writing to a great extent. Conjunctive adverbials are among the types of devices which logically help linking sentences into paragraphs and paragraphs into essays. Conjunctive Adverbials ultimately affect the cohesion and coherence of any piece of writing. This paper investigates conjunctive adverbials in essays written by Iraqi Kurd EFL learners at the undergraduate level. It explicitly attempts to discover what specific conjunctive adverbials types are overused, underused, or misused and in what positions in sentences. A learner corpus of 50 complete essays was compiled for this study. The findings showed that the participants tended to use more sequential and additive conjunctive adverbials than adversative and causals. Additionally, the results demonstrated that the learners relied heavily on a limited number of conjunctive adverbials, mainly in the initial position. However, the conjunctive adverbial category affects its place in the sentence.

scholarly journals THE INFLUENCE OF READING HABIT ON STUDENTS’ WRITING SKILL

2020 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
Endar Rachmawaty Linuwih
Keyword(s):  
Reading Habit ◽  
Efl Learners ◽  
Writing Test ◽  
Ex Post ◽  
Writing Skill ◽  
Ex Post Facto ◽  
Independent Variable ◽  
The Subject ◽  
Ex Post Facto Study

This research aims to investigate the reading habit quality of EFL learners at Widya Kartika University, Surabaya and to find out the influence of reading habit towards students’ writing skill. This is a quantitative ex-post facto study since it examines how the independent variable (reading habit) that has existed affects the dependent variable (writing skill) and the result is in the form of numbers. Sixty two students of Widya Kartika University were selected as the subject of this study. The instruments used in this study were (1) a reading habit questionnaire, to measure the quality of students’ reading habit and (2) a writing test, to examine the students’ writing skill and how it is influenced by reading habit. The results showed that the students’ reading habit quality was fair. Meanwhile, the analysis of Simple Linear Regression concluded that reading habit influences students’ writing skill.  Moreover, one of the writing components that was mostly influenced by the reading habit was the content.

scholarly journals The Effects of a CLIL Programme on Linguistic Progress at Two Different Points in Time

2021 ◽  
pp. 173-191
Author(s):  
Marta Segura ◽  
Helena Roquet ◽  
Carmen Pérez-Vidal
Keyword(s):  
Foreign Language ◽  
Reading Skills ◽  
Target Language ◽  
Integrated Learning ◽  
Older Students ◽  
Efl Learners ◽  
The Past ◽  
Learning Contexts ◽  
Student Proficiency

In an attempt to explore the effects of different kinds of English as a Foreign Language (EFL) learning contexts, content and language integrated learning (CLIL) have been at the centre of FL acquisition research over the past decade. Studies have focused on the features and gains this setting brings, whether content is learnt at the same level of success as when taught in the learners’ L1, and whether that L1 is negatively affected by CLIL. However, to our knowledge, very little attention has been brought to how the seniority of the programme affects learner progress in the target language. This study aims to fill such a gap in the understanding that the programme will have developed and improved in terms of quality of exposure and interaction, and that learners’ EFL performance will be higher. To do that, we measured the efficacy of a long-standing CLIL programme in Barcelona twelve years after it was launched and examined the reading, writing, and lexico-grammatical abilities of CLIL EFL learners aged 8, 11, and 14 compared with results obtained by learners measured at the onset of the programme in 2005. The results showed that the quality of the programme has increased over the last decade, guaranteeing a higher level of EFL student proficiency when raw scores are considered, but not in terms of linguistic gains, in which only improvement in older students’ grammar and reading skills can be observed.

scholarly journals EFL LEARNERS � FACED PROBLEMS IN LISTENING COMPERHENSION

2017 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Seli Siti Syadiah
Keyword(s):  
Learning Strategies ◽  
Listening Comprehension ◽  
Qualitative Case Study ◽  
Private University ◽  
Efl Learners ◽  
Effective Learning ◽  
Efl Teachers ◽  
Efl Students

This research focuses on the EFL learners� problems in listening comprehension. The present research attempts to investigate listening problems encountered by a group of low level at seniors of a private university in Kuningan. This qualitative case study involved 10 participants who took TOEFL course in 7th semester. The data was gathered by means of questionnaires and interviews. The result of the research showed that accent, pronunciation, speed of speech, insufficient vocabulary, different accent of speakers, lack of concentration, anxiety, and bad quality of recording were the major listening comprehension problems encountered by EFL students. This research also found that most students (60%) used compensation strategy to overcome the problems by guessing the answer, while the others (30%) used memory strategy by using their knowledge or experiences, and the rest 10% of the students used affective strategy by motivating themselves to try answering the questions. Knowing students� learning difficulties may enable EFL teachers to develop the effective learning strategies and ultimately improve their English listening abilities. Suggestion is made for addressing problems regarding how students can help themselves and the teachers can help their students to overcome the listening comprehension problems encountered by the students.Keywords: EFL Learner, listening comprehension, listening problem

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