scholarly journals Evaluation of Textbook “The Language of Evaluation: Appraisal in English” from the Perspectives of Thai EFL Students: Implications of Systemic Functional Linguistics and Appraisal Theory

2020 ◽  
Vol 8 (2) ◽  
pp. p82
Author(s):  
Udomkrit Srinon
Keyword(s):  
Undergraduate Students ◽  
Liberal Arts ◽  
Appraisal Theory ◽  
English Curriculum ◽  
Good Level ◽  
Level Of Satisfaction ◽  
Efl Students ◽  
Academic Year

The purposes of this case study were to explore Thai EFL students’ levels of satisfactions regarding the implication of the book “The Language of Evaluation: Appraisal in English”, and to explore their comments and recommendations on the use of the course book in the Subject of Selected Topics in English based on appraisal theory developed by Martin and White (2005). The study employed the appraisal theory to teach three undergraduate students who enrolled in the Course of Selected Topics in English Curriculum at the Faculty of Liberal Arts and Science, Kasetsart University, Thailand, in the 2019 academic year. A questionnaire was used to collect data of students’ level of satisfaction towards the course. Analysis of the study shows that for all sections of evaluation: the book, the lecturer and student’s learning and evaluation, the students evaluated the lecturer at the “good” level (mean=4.27) followed by the book (mean=3.394) and student’s learning and reflection (mean=3.53). In this regard, they evaluated the book from an overall perspective at the “good” level (mean=3.94). In more detail, the chapter they rated as the first rank is Chapter 1 Introduction which has the highest mean of 4.13 followed by Chapter 2 Attitude: Ways of feeling (mean=4.07), Chapter 3 Engagement and graduation: Alignment, solidarity and the construed reader (mean=3.93), Chapter 4 Evaluative key: Taking a stance (mean=3.93) and Chapter 5 Enacting Appraisal: Text Analysis (mean=3.60) respectively. For the section of student’s learning and reflection, they evaluated their learning at the “good” level (mean=3.53) which is the least mean of all sections. The students advised that some chapters of the book were difficult for them to understand since they were not familiar with terms used. The analysis also shows that the students mainly suggest that the book should be integrated into the course continuously every semester which would be beneficial for students in understanding how to evaluate language use in different contexts. However, more easy examples should be included in the book.

On Translating Prepositions from English into Indonesian: A Case Study of Indonesian EFL Students

2017 ◽  
Vol 9 (3) ◽  
pp. 186
Author(s):  
Sependi Napitupulu
Keyword(s):  
Undergraduate Students ◽  
English Literature ◽  
Phrasal Verbs ◽  
Efl Students ◽  
Correct Translation

This study attempts to investigate errors in translating prepositions from English into Indonesian language by Undergraduate students at the Methodist University Indonesia, Medan. A total of 20 students in the Department of English Literature, Faculty of English Letters were involved in this study. Forty sentences containing English prepositions were translated by the students. The translations were then compared with the Indonesian equivalence in order to find out the quality of their translation. In order to measure the quality of preposition translation, three categories were referred to, namely: correct translation, correct with revision translation, and incorrect translation. Having analyzed the data, it revealed that most of the students failed to translate complex prepositions such as phrasal verbs. However, most students successfully translated simple prepositions such as noun prepositions and adjective prepositions. From 100% correct translation expected of students, only 44.37% of the total correct translation of prepositions committed by students. While correct with revision, from 100% correct translation with revision expected of students, only 41.75% of the total correct translation that need revision is produced by students. In the meantime, 13.75% of the total incorrect translation is produced by students. It was concluded that students tend to face problems in translating prepositional verbs as they are rarely used by and unfamiliar to students.   

Reengineering an Introductory Computer Education Course for Undergraduate Students

2013 ◽  
pp. 75-90
Author(s):  
Farhat (Meena) J. Lakhavani ◽  
April Rupp
Keyword(s):  
Undergraduate Students ◽  
Lessons Learned ◽  
Computer Education ◽  
Delivery Method ◽  
Successes And Challenges ◽  
Academic Year ◽  
Support Model

Computing@Carnegie Mellon (C@CM), a required 3-unit course for all incoming Carnegie Mellon undergraduate students, went through total reengineering during 2010. The content, the delivery method, and the support model for this course were all changed simultaneously. The objective of this case study is to share experiences in reengineering this introductory computer education course, including experiences with reengineering the content, the delivery method, and the support model in a rapid rollout mode. Specifically, this case study will discuss lessons learned and speculate on the next step for future academic years based on the successes and challenges in teaching this reengineered course to 1,683 students during the 2010-2011 academic year.

scholarly journals From introduction to phonemic symbols to development of transcription skills: A case study in the English Department at University of Tuzla

ExELL ◽  
2014 ◽  
Vol 2 (2) ◽  
pp. 116-132
Author(s):  
Sanel Hadžiahmetović Jurida
Keyword(s):  
Undergraduate Students ◽  
English Department ◽  
Connected Speech ◽  
Sound System ◽  
Fluent Speech ◽  
Key Aspects ◽  
Academic Year ◽  
Year 2013 ◽  
Transcription Skills

Abstract The present study portrays some of the key aspects of connected speech in English, as adopted by 42 native Bosnian/Croatian/Serbian-speaking undergraduate students of English in the English Department, University of Tuzla, in the academic year 2013/2014. More specifically, the study shows how successfully these students developed their transcription skills in English, particularly when it comes to the use of diacritics for dental, velarised, and syllabic consonants of English, as well as for aspirated and unreleased (unexploded) English plosives. In addition, the study focuses on the coalescent type of assimilation. Connected speech (also known as rapid, relaxed, casual, or fluent speech) is characterised by a number of phonetic phenomena. The paper also analyses the level to which students enrolled in the English Department in Tuzla have developed a sense of elementary terms in this field, an understanding of the English sound system, and generally speaking, to what extent they developed their broad and narrow transcription skills.

Too soon to fly the coop? Online journaling to support students’ learning during their Erasmus study visit

ReCALL ◽  
2016 ◽  
Vol 28 (2) ◽  
pp. 123-146 ◽  
Author(s):  
Odette Gabaudan
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Educational Institutions ◽  
Online Journal ◽  
Study Visit ◽  
New Learning ◽  
The Subject ◽  
Support Students ◽  
Academic Year

AbstractUndergraduate students whose programme includes a full academic year on an Erasmus study visit require a range of support before, during and after their year abroad. This study focuses on the support provided by the home academic coordinator during the students’ period of study abroad. The research is based on a case-study which explores how the maintenance of an online journal can enhance students’ new learning experiences. The outcomes of this investigation are of interest at a pragmatic level to Erasmus coordinators and educational institutions whose programmes include a study visit or an internship. At a theoretical level, this study brings together a number of areas that have each been the subject of prior research but that so far have not been pulled together, particularly in the context of a study visit to a foreign country. The areas referred to include the benefits and challenges of rolling out educational online journals; the use of blogging in language learning; the design of rubrics as a form of feedback and the activity of reflective writing in an online environment. The findings and the discussion show how the online journal has added a positive dimension to the year abroad, particularly in the areas of communication and feedback, peer support, language learning and technology.

scholarly journals EFL Reading Comprehension Assessment: Some Grassroots’ Voices

2018 ◽  
Vol 2 (3) ◽  
pp. 315-324
Author(s):  
Lilik Ulfiati
Keyword(s):  
Reading Comprehension ◽  
Small Scale ◽  
Reading Practices ◽  
Comprehension Skills ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Efl Students ◽  
Reading Comprehension Skills ◽  
Academic Year

This small scale case study analyses one of the most debated parts in the field of teaching English as a Foreign Language (EFL); and that is, the teachers and students’ perceptions and beliefs of EFL reading comprehension assessment at a major university in Indonesia. The research study involved, randomly selected five EFL teachers and ninety-six EFL students between the period of January and May in Academic Year 2017/2018. Twenty-item Likert scale questionnaires were distributed to the students. Moreover, semi-structured interviewed was done to collect the data from the teachers. Data analysis using descriptive qualitative methods indicate that EFL students need detailed elaboration of their reading practices in answering comprehension questions. Informing their reading results or scores only does not help them very much to practice the reading comprehension skills needed to comprehend the texts. Furthermore, the data indicate that EFL teachers encounter obstacles when they monitor various reading tasks and activities are benefit the students. They tended to assess the students’ reading comprehension based on the final correct answers achieved at the end of exercises.

scholarly journals Metadiscourse in Students’ Academic Writing: Case Study of Umaru Musa Yar’adua University and Al-Qalam University Katsina

2018 ◽  
Vol 8 (7) ◽  
pp. 83
Author(s):  
Hamisu Hamisu Haruna ◽  
Bello Ibrahim ◽  
Musa Haruna ◽  
Bashir Ibrahim ◽  
Kamariah Yunus
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
First Language ◽  
Appraisal Theory ◽  
Tertiary Institution ◽  
Essay Writing ◽  
Depth Analysis ◽  
Cumulative Learning ◽  
L1 English

Studies on writing, thus, become crucial because when students make the transition from Secondary School to a Tertiary Institution, they encounter many challenges. One of them is the writing of B.A projects. Most of these undergraduate students both in L1 (English as a first language) and L2 (English as a second language) still find it difficult to argue, discuss or evaluate competently as well as persuasively in English essay writing. The present study aimed at exploring metadiscoursal choice and its influence on the success of students’ academic writing. The study was conducted within the framework of Appraisal Theory. The data was randomly generated from the written essays by thirty selected Level 400 students both from Umaru Musa Yar’adua University and Al-Qalam University Katsina. Also, the data was descriptively alaysed and presented. It was discovered that six (6) of the essays do not contain the relevant elements for this study, thus excluded from the analysis. To achieve the main objective of this study, the first six categories of the most successful essays and the least successful ones were taken for in-depth analysis. They were analysed paragraph by paragraph and then each interactional metadiscourse element was separately discussed as a whole. The findings showed that many of the students were not exposed to these elements, thus, they write academic essay the way they speak. It is against these findings that the present study unravels that embedding the teaching of metadiscourse in cumulative learning practices could consequently empower students to develop both linguistically and intellectually.

scholarly journals An Analysis of Errors Committed by Saudi Non-English Major Students in the English Paragraph Writing: A Study of Comparisons

2018 ◽  
Vol 9 (1) ◽  
pp. 31 ◽  
Author(s):  
Mohammed Nuruzzaman ◽  
A B M Shafiqul Islam ◽  
Israt Jahan Shuchi
Keyword(s):  
Saudi Arabia ◽  
Undergraduate Students ◽  
English Language ◽  
Proficiency Levels ◽  
English Major ◽  
Prone Area ◽  
Efl Students ◽  
The Common ◽  
Writing Errors ◽  
Academic Year

The present study investigates the writing errors of ninety Saudi non-English major undergraduate students of different proficiency levels from three faculties, who studied English as a foundation course at the English Language Center in the College of Languages &Translation at King Khalid University, Saudi Arabia in the academic year 2016-17. The findings reveal that the common errors the Saudi EFL students make in writing English paragraphs fall under four categories namely grammar, lexis, semantics and mechanics. Then it compares the categories, types and frequency of errors committed by these three groups of students. Among these categories, grammar has been observed as the most error-prone area where students commit errors the most. The study also posits that among the three groups, the students of the College of Medicine make the minimum errors in all the types and the highest number of errors is committed by the students of Engineering College. The College of Computer Science is in the second position in making errors. The frequency of error types is also found different among these three groups.

scholarly journals Using Hybrid Problem-based Learning (HPBL) Approach to Enhance Libyan EFL Students’ Engagement with English Language

2019 ◽  
Vol 7 (2) ◽  
pp. 9
Author(s):  
Eman Fathi Baresh ◽  
Suraini Mohd Ali ◽  
Ramiaida Darmi
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Qualitative Data ◽  
Case Study Research ◽  
Problem Based Learning ◽  
First Year ◽  
Efl Learners ◽  
Efl Context ◽  
Efl Students

This article explores how the Hybrid Problem-Based Learning (HPBL) approach can improve the Libyan EFL learners’ performance in English language speaking. The paper employed the case study research design in which qualitative data through observation and interview were collected and analysed thematically. The participants involved in the study were 30 first-year undergraduate students in one of the Libyan public universities. The study was conducted in the period of 9 weeks. The course was conducted alternatingly between traditional and PBL lessons. The PBL lessons were based on 7 steps of Schmidt, Dauphinee and Patel (1989). At the end of each PBL lesson, students presented their possible solutions for the problem presented in a form of oral presentation (OP). It was found that after undergoing the HPBL process, the speaking ability of the learners improved in fluency, grammar, comprehension, vocabulary, confidence level, intonation skills and pronunciation. It is, thus, concluded the HPBL approach is a worthwhile alternative for English lecturers for the transformation of the stagnant approach to the teaching of English language in the Libyan EFL context.

scholarly journals Strengths and Weaknesses of Self-Regulated Learning through YouTube: Indonesian EFL Students’ Perceptions

2020 ◽  
Vol 3 (4) ◽  
pp. 531-542
Author(s):  
Hj. Fadhilah Harahab Putri ◽  
Agus Wijayanto ◽  
Slamet Supriyadi
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Education ◽  
Sufficient Information ◽  
Self Regulated Learning ◽  
Perceptions Of Students ◽  
Regulated Learning ◽  
Efl Students ◽  
Depth Interviews

The recent advancements in technology are growing rapidly, because of that the demands of Internet are increasing rapidly. Include the use of website and application. Technology has brought various potentials for language learning. Therefore, in this research the aims are to determine the perceptions of EFL students and the strengths and weaknesses of self-regulated learning using YouTube. To achieve the objective of the research, the method used in this research is a case study. The data in this research were collected through in-depth interviews. The subjects in this research were four undergraduate students who are majoring in English education from university in Indonesia and they were purposively selected, so that they can provide sufficient information. The results in this research showed the positive perceptions of students towards EFL students self-regulated learning using YouTube. They declared that the use of YouTube could facilitate them in regulating their learning English, brings joy, pleasure and excitement during the learning process. In addition, in this research found out that the strengths of self-regulated learning using YouTube; YouTube provides a lot of learning materials, the ease to use YouTube, flexibility of time and place when using YouTube in regulating their learning. Meanwhile the weaknesses are financial constraints and problem of Internet connectivity.

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