scholarly journals Enhancing Cultural Intelligence and Interpersonal Communication: Multi-Authenticity Exposure in English as a Foreign Language (EFL) Context

2018 ◽  
Vol 2 (2) ◽  
pp. 87
Author(s):  
Anahid Bahrami ◽  
Mehry Haddad Narafshan
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Cultural Intelligence ◽  
English Language ◽  
Authentic Materials ◽  
Efl Learners ◽  
Efl Context ◽  
Post Test ◽  
Moderate Change ◽  
English Language Institute

<p><em>The current study focuses on authentic exposure, specifically whether multi-authentic tasks affect the nature of L2 learners’ </em><em>cultural intelligence and interpersonal communication in the English as a foreign language (EFL) context of Iran. To this end, </em><em>sixty learners at an English language institute were assigned to control and experimental groups to carry out the M-A tasks. M-A was manipulated by assigning visual, aural, and printed tasks. Descriptive and inferential </em><em>analyses of data, </em><em>a comparison of the control and experimental groups over a four-month period, </em><em>revealed that </em><em>the implementation of authentic materials was successful in raising the cultural intelligence and interpersonal communication of </em><em>EFL learners in the post-test. </em><em>A subsequent ANOVA analysis showed that </em><em>among M-A materials, visual was the most and aural was the least effective one increasing EFL learners’ cultural intelligence. Moreover, the printed material was the most effective one to make a moderate change in interpersonal communication of the participants.</em><em> </em><em></em></p>

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

scholarly journals Online graded assessment of Saudi EFL learners during the Covid-19 pandemic: A successful implication of TAM

2021 ◽  
Vol 5 (1) ◽  
pp. 667-685
Author(s):  
Syed Naeem Ahmed ◽  
Shafiq Ur Rehman ◽  
Said Muhammad Khan
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Forced Response ◽  
Language Teachers ◽  
Kingdom Of Saudi Arabia ◽  
Efl Learners ◽  
Digital Assessment ◽  
Online Assessments ◽  
English Language Institute

This paper highlights a successful experience of assessing English as a Foreign Language (EFL) learner’s proficiency at Yanbu English Language Institute (YELI), Kingdom of Saudi Arabia during the Covid-19 restrictions. To investigate the existing problem various interventions were introduced such as replacing Google Classroom with Black Board, implementing online proctoring during the exams, and portfolios. The provision of online assessments was a forced response to Covid-19 restrictions, which brought many challenges and risks without any prior experience and precedence. Addressing these challenges and making well-informed decisions that can potentially affect the performance and career of hundreds of learners, requires judicious justification and reasoning. The paper reflects on the well-informed strategy TAM used to deploy and address the challenges of online graded assessments effectively during the current pandemic for EFL learners to continue their progress toward their specializations while maintaining academic rigor and quality. This paper also intends to provide an insight to language teachers, practitioners, and policymakers to tackle similar challenges in the future. One among many other objectives of this research was to address the role of digital assessment for effective teaching, learners’ motivation, achievements, and transferability.

Wiki effect on English as a foreign language writing achievement

2016 ◽  
Vol 6 (4) ◽  
pp. 218-227
Author(s):  
Seyda Savran Celik ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Writing Achievement ◽  
Efl Writing ◽  
Efl Learners ◽  
Sample Group ◽  
Efl Context ◽  
Language Writing ◽  
Post Test ◽  
Efl Learning

The number of the studies conducted on the use of wikis on the English as a foreign language (EFL) learning process has remained fairly limited. More specifically, in the Turkish EFL context, little attention has been paid to the effects of wikis on EFL writing achievement. Thus, this study aims to examine the effects of a wiki-based writing environment in terms of EFL writing achievement in the Turkish EFL context. In this experimental study, a background questionnaire, a writing achievement pre- and a post-test were administered to a sample group of 42 EFL learners. Results indicate that the use of wiki-based online writing environment increases writing achievement regarding content. It is recommended that wikis as appropriate tools to increase learners’ EFL writing achievement should be integrated into the EFL learning process. The advantages that wikis serve should not be ignored but exploited by the teachersKeywords:English as a foreign language, wiki, writing, achievement

scholarly journals Iranian EFL Learners’ Writing Problems: A Move towards Solution

2016 ◽  
Vol 6 (4) ◽  
pp. 110
Author(s):  
Maryam Sharafi Nejad ◽  
Shohreh Raftari ◽  
Shaik Abdul Malik Mohamed Ismail ◽  
Lin Siew Eng
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
Special Focus ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Efl Context ◽  
Long Period ◽  
Writing Problems ◽  
Learning English

Writing connotes the declaration or expression of thoughts, feelings, plans and wishes in a composed form that demands skills and expertise as opposed to knowledge. Skillful writing calls for diligent work, perusing or reading, composing through reaching inferences from perusing materials and long period of practice. This study seeks to investigate the problems and identify the practical needs of writing skill in English as Foreign Language (EFL) context with special focus on Iranian citizens studying in Universiti Sains Malaysia (USM). In Iran, learning English language appears cumbersome for learners because it is handled as a foreign language. Hence, the leaners are confronted with plethora of problems in writing the language because it is not utilized in real life conversation or situation. In order to achieve its objectives, the study administered questionnaires to the respondents to elicit information on the difficulties confronting them while learning English as Foreign Language and their pragmatic needs.  

scholarly journals Pedagogy of English Idioms: An Etymological Perspective

2018 ◽  
Vol 8 (3) ◽  
pp. 270
Author(s):  
Abrar Hussain Qureshi ◽  
Behzad Anwar ◽  
Adnan Tahir
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Single Word ◽  
Efl Learners ◽  
Efl Context ◽  
Cultural Roots ◽  
Native Teachers ◽  
Lexical Items ◽  
Core Part

In EFL context, there is a considerable shift from single word lexical items to phraseology. Idioms constitute a core part in the phraseology block of the language. Idioms, in spite of their variety and cultural roots, are one of the most neglected areas in EFL perspective. Non-native learners of English as a foreign language do not feel motivated to use idiomatic resources of the language creatively. It is also a fact that pedagogy of idioms to EFL learners has been a challenging task for non-native teachers of the English language. The undertaken research is an effort to establish the utility of the entomological background of idioms in EFL class.

scholarly journals A Comparative Study of the Effect of Portfolio and Dialogue Journal Assessment on Iranian EFL Learners' Writing Performance

2018 ◽  
Vol 9 (2) ◽  
pp. 408
Author(s):  
Seiflou Kobra ◽  
Hashemnezhad Hossein
Keyword(s):  
English Language ◽  
Portfolio Assessment ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Dialogue Journal ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance ◽  
English Language Institute

The aim of the present quasi-experimental study is to investigate the effect of dialogue journal assessment and portfolio assessment on Iranian EFL learners’ writing performance. To do this, 90 intermediate EFL students from 150 students in Omid –Mofid English Language institute in Khoy were non-randomly chosen. They were male and female (58 females and 32 males) and their age range is between 20-32. Then they were randomly divided into three groups of 30: a control group receiving only the routine instruction, and two experimental groups receiving portfolio and dialogue journal, respectively. Topic based paragraph writing as pretest and posttest were given to the participants of three groups to detect their writing ability at the beginning and at end of study. The result of the study showed that portfolio assessment group, the dialogue journal group and the control group performed significantly different on the post test. Students in portfolio assessment group outperformed than the student in dialogue journal group and performance of dialogue journal group was better than control group in their writing performance. Finally, some implications are provided for EFL teachers, learners, and syllabus designers.

scholarly journals The Influence of CLL on EFL Learners’ Speaking Skill

2018 ◽  
Vol 5 (2) ◽  
pp. 48-56
Author(s):  
Muhammad Ilyas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
The University

Some students in the university got some difficulties to express their ideas, especially expressing in foreign language such as English. How to start comunication and interaction sometime need someone to stimulate. The phenomenon often encountered in various levels of education even to the students college. The students tended to be very subjective towards topics, their peer or even partner. In the teaching and learning process, the teacher not only transfer the information to the students but also facilitate the students, stimulate to learn English and provide the technique suitable with the students’ need. Teaching English language might be carried out through several techniques, one of them was CLL (Community Language Learning). In this technique, students were treated as clients who could express their problems to the counselor as well as in the community. In addition, the teacher played the role of translator to help students express themselves using English. This means that learners had enough opportunities to speak without worrying about their limitations in using English. The results showed that CLL helped students to express ideas systematically. The ideas were organized well, understandable, and standardized. In addition, CLL improved the result of students’ score in speaking skill. The mean score increased from 54.74 in pre-test to 72.86 in post-test. It means that CLL gave good influence on students’ speaking skill.

Using Mobile Instant Messaging in Teaching Vocabulary to Pre-intermediate EFL Learners: The Case of WhatsApp

2020 ◽  
Vol 5 (1) ◽  
pp. 1-10
Author(s):  
Ehsan Namaziandost ◽  
Sajad Shafiee ◽  
Ray Suryadi
Keyword(s):  
Mobile Application ◽  
English Language ◽  
Instant Messaging ◽  
Control Group ◽  
Vocabulary Test ◽  
Daily Lives ◽  
Efl Learners ◽  
Post Test ◽  
English Language Institute ◽  
Experimental Group

Smartphones are becoming an increasingly common part of our daily lives. Applications used in these systems are extremely varied due to their extraordinary efficiency. With respect to language teaching, the use of these technologies has opened up new doors, changing innovatively the way teachers teach and students learn. Accordingly, this study aimed to find out the impacts of using WhatsApp as a mobile instant messaging application on teaching vocabulary among pre-intermediate EFL learners. To this end, 60 Iranian pre-intermediate EFL learners were selected from a private English Language Institute. Then, they were randomly assigned to two equal groups- an experimental group and a control group. They were pre-tested by a researcher-made vocabulary test.  Then, the treatment was applied to both groups. As the treatment, the control group was taught with traditional activities whereas the experimental group was taught with the use of mobile application (WhatsApp). At the end of the instruction, a researcher-made vocabulary post-test was administered. The results of independent samples t-test and one-way ANCOVA indicated that the experimental group had better performance on the post-test compared to control group revealing the usefulness of the mobile application utilized in this study on learning vocabulary.

scholarly journals Familiarity with Collocations in EFL Context and Strategies Utilized in Translating Them into Arabic

2019 ◽  
Vol 10 (4) ◽  
pp. 724
Author(s):  
Hussein Ali Habtoor ◽  
Raisah Hamad Al-Swaidan
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Positive Relationship ◽  
Pearson Correlation ◽  
English Department ◽  
Translation Strategies ◽  
Efl Learners ◽  
Correlation Test ◽  
Efl Context ◽  
Pearson Correlation Test

This paper aims at examining the familiarity of English as a Foreign Language (EFL) learners at Najran University with English collocations and the strategies being used when translating them into Arabic. The data of this study are collected from 40 female EFL learners of the English Department at Najran University. The participants’ familiarity with English collocations is measured by means of a two-part test adopted from Gyllstad (2007). A translation test consisting of 48 collocations in both short texts and short sentences has been used to determine the participants’ familiarity with translation strategies when translating English collocations into Arabic. Results show that Najran University EFL learners’ knowledge of collocations is unsatisfactory and below what is expected from them as English language major students. The results of the Pearson correlation test indicate a positive relationship between the learners’ familiarity with English collocations and their ability to translate them into Arabic using different translation strategies.

scholarly journals Fostering EFL Learners’ Grammar Achievement Using Recasts and Meta-linguistic Awareness Error Correction Feedbacks

2019 ◽  
Vol 8 (1) ◽  
pp. 35
Author(s):  
Elham Barzang
Keyword(s):  
Language Learning ◽  
Error Correction ◽  
English Language ◽  
Efl Learners ◽  
Group Design ◽  
Linguistic Group ◽  
Linguistic Awareness ◽  
Post Test ◽  
English Language Institute

The current study examines the effect of recasts and meta-linguistic error correction feedbacks and changes in EFL learners' English language grammar achievement. The participants were fifty (25 in each group) intermediate-level EFL learners at an English language institute. This quantitative experimental study was implemented on the basis of pre-test-post-test equivalent-group design. After administrating the CPT, 50 students (based on the Cambridge Assessment Criteria) who were randomly and equally assigned to recast and meta-linguistic awareness group (25students in each group) were selected as the sample of this study.The data were collected through classroom grammar test (pre- and post-tests). Both groups promoted in terms of grammar achievement, but the findings supported the superiority of grammar development in meta-linguistic group. The results revealed higher scores for explicitly corrected (meta-linguistic awareness) learners than implicitly corrected (recasts) ones. The findings lend support to the argument concerning the role of meta-linguistic awareness in language learning.

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