scholarly journals Assessment and feedback practices in the EFL classroom

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Ida Ayu Made Sri Widiastuti
Keyword(s):  
Foreign Language ◽  
Written Feedback ◽  
Gradual Improvement ◽  
Qualitative Research Design ◽  
Language Classroom ◽  
Classroom Language ◽  
Completion Test ◽  
Language Assessments ◽  
Depth Interviews

This study explored the implementation of Language classroom assessment and feedback within the English as a Foreign Language (EFL) classroom. This research was conducted using a qualitative research design and the obtained data were analyzed descriptively. Data were collected by conducting direct classroom observation using observation checklists and in-depth interviews with the three professional English instructors using an observation guide. The data were transcribed and coded according to their categories. The findings of the study indicated that the students learning progress were assessed through a short question-answer and completion test. Verbal feedback merely provided by the teachers, and feedback was given only occasionally. The teacher hardly provided any follow-up action in order to modify their way of teaching. Consequently, there was a slow, gradual improvement of the students' learning achievement. Therefore, teachers were recommended to utilize various classroom language assessments to assess the students' learning. The teachers should provide both verbal and written feedback for their students to enhance the students' achievement continually.

A contextualised examination of target language use in the primary school foreign language classroom

2004 ◽  
Vol 27 (1) ◽  
pp. 104-119 ◽  
Author(s):  
David R. Carless
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Proficiency ◽  
Language Use ◽  
Study Data ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Classroom Language

Abstract This article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language proficiency of the learners which plays a major role in the quantity of target language use, but the teachers’ own proficiency, experience and beliefs.

scholarly journals Code Mixing in EFL Classroom: Views from English Teachers Side

Al-Lisan ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 130-147
Author(s):  
Agus Rahmat
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Research Design ◽  
Sampling Technique ◽  
English Teachers ◽  
English Teacher ◽  
Qualitative Research Design ◽  
Code Mixing ◽  
Language Classroom ◽  
Positive Input

The objectives of this research were to find out the category of code mixing used by the English teacher and the code mixing category dominantly used by the English teacher in teaching EFL (English as a foreign language) classroom based on the category of code mixing according to Muysken (2000). This research employed descriptive qualitative research design to analyze the teacher’s code mixing in teaching EFL at SMK Negeri 1 Makassar. The participant of this research was one of all the English teacher of SMK Negeri 1 Makassar, this participant was taken by using purposive sampling technique. The instruments of this research were observation and audio recording.The result showed that (1) The English teacher of SMK Negeri 1 Makassar used all of the categories that categorized by Muysken (2000, cited in Liu, 2008: 6) in teaching EFL classroom, they were: Insertion, Alternation and Congruent Lexicalization. There were seventeen examples of Insertion category, two examples of Alternation category and there were also two examples of congruent lexicalization category used by the English teacher; (2) The category of code mixing dominantly used by the English teacher of SMK Negeri 1 Makassar was insertion category in teaching EFL classroom.Therefore, it can be a positive input of the English teachers to enrich their English vocabulary to avoid using code mixing in teaching EFL classroom.

scholarly journals Early childhood identity: ethnicity and acculturation

2020 ◽  
Vol 5 (1) ◽  
pp. 145-157
Author(s):  
Maria Dan
Keyword(s):  
Foreign Language ◽  
Preschool Age ◽  
Potential Outcomes ◽  
Qualitative Research Design ◽  
Diffi Cult ◽  
Children’S Wellbeing ◽  
Cultural Code ◽  
The One ◽  
The Impact ◽  
Depth Interviews

How are concepts such as ethnic identity, acculturation and cultural orientation being perceived by a child? What is the process of identity construction in early preschool age? How is children’s wellbeing affected by parents’ desire to expose them to a certain culture, other than the one the children were born into? How natural is learning a foreign language for children, given a multiethnic space characterized by adversity and disparities such as “them”- -“us”? And what are the potential outcomes of the phenomena in question? These are a few questions that the current study refl ectively followed up upon by using a qualitative research design and data triangulation in order to increase its validity. The SDQ Questionnaire used to study the children’s wellbeing, the semi-structured “in-depth” interviews conducted on the main early preschool identity builders in the Cristian community and the participative observation indicated the children were proud to be part of the German department group. They did not undergo a brutal process of affi liation to the Saxon ethnicity due to the educators’ various compromises, and their wellbeing didn’t seem to be affected at the SDQ administration stage. However, learning German proved to be a diffi cult process and the two potential outcomes included hitting the language barrier or resuming adaptation to the native ethnic code. This study highlights the impact of the cultural code on the early identity foundation.

scholarly journals “This Is the End.” A Case Study of a Japanese Learner’s Experience and Regulation of Anxiety

2022 ◽  
Vol 12 (1) ◽  
pp. 25
Author(s):  
Naoko Sano Nakao ◽  
Hayo Reinders
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Negative Emotion ◽  
Negative Emotions ◽  
Positive Contribution ◽  
Language Classroom ◽  
Depth Interviews

This study investigates the role of emotions in second language learning, in particular, that of anxiety. Research has shown that positive and negative emotions are interrelated and that negative emotions are negatively correlated with motivation. It is, therefore, important to investigate how learners regulate their emotions. In this case study, one learner was closely observed over a period of 13 years. This learner claims that he has been feeling strong anxiety while learning English, but also that his negative emotion was the source of motivation to proactively study the language. The research used three types of data: (a) language learning historical records, (b) in-depth interviews, and (c) two questionnaires: the Foreign Language Classroom Anxiety Scale and the Strategy Inventory for Language Learning questionnaire. The results reveal the intense experience of the learner’s emotions, as well as the significant shifts therein. It also unearths some of the sources of his emotional experiences and how he regulated these experiences. An important observation was the positive contribution that negative emotions had on some aspects of the participant’s learning.

Exploring Foreign Language Communication Apprehension among the English Language University Students in the English Language Classroom Setting

2018 ◽  
Vol 5 (2) ◽  
pp. 27-39
Author(s):  
Draženka Molnar ◽  
Gabrijela Crnjak
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communication Apprehension ◽  
Theoretical Background ◽  
General View ◽  
Total Level ◽  
Foreign Language Acquisition ◽  
The Social ◽  
Language Classroom ◽  
Language Communication

Abstract Over the past few decades the interest in communication apprehension has increased among researchers and teachers in the field of second/foreign language acquisition (SLA/FLA).The present paper is set between the macro perspective of the social-psychological period - by giving a general view of communication apprehension (CA) - and the situation-specific period - by taking into consideration the immediate educational context.The paper focuses on the phenomenon of communication apprehension among the Croatian university level students in a foreign language classroom setting.In particular, it investigates if there is a difference in the total level of communication apprehension between undergraduate and graduate students of English Language and Literature.Furthermore, it explores whether there is a relationship between different aspects of communication apprehension and the total level of communication apprehension and which background factor is the best predictor of communication apprehension among the students.The first part of the paper brings a theoretical background of the main concepts in this research, whereas the second part of the paper reports on the research itself.Two sets of instruments, questionnaires completed by the students and in-depth interviews conducted among the teachers, were used for the purpose of this study.The results show that the year of study is not a significant predictor of the communication apprehension level which students experience.Among all variables included in the analysis, the only significant predictors of communication apprehension are evaluations.

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