A Quantitative Study on Chengenokeltay as a Foreign Language Textbook

HAN-GEUL ◽  
2021 ◽  
Vol 82 (4) ◽  
pp. 999-1030
Author(s):  
Sung-hoon Jung ◽  
Jeong-up Do
Keyword(s):  
Foreign Language ◽  
Quantitative Study

scholarly journals The Attitudes of EFL Teachers in Jordan Towards Online Webinars as Professional Development Tools in Comparing with International EFL Teachers

2021 ◽  
Vol 29 (5) ◽  
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Quantitative Study ◽  
Descriptive Statistics ◽  
Online Questionnaire ◽  
Development Tools ◽  
Efl Teachers ◽  
The World ◽  
Facilitating Conditions

The aim of this study is to investigate the attitudes of English as a Foreign Language (EFL) teachers in Jordan towards using webinars as professional development tools in comparing with international EFL teachers. A quantitative study was conducted with (60) EFL teachers, (44) EFL teachers were from Jordan and (16) EFL teachers were from different countries around the world. An online questionnaire which is adapted from Emre’s thesis (2019) was distributed via WhatsApp and Telegram applications. The data has analyzed using descriptive statistics via SPSS statistics. This study was conducted in Amman- Jordan in (2020-2021). The results showed that female and males EFL teachers who have additional courses and who have attended webinars were positive towards using webinars as professional development tools and Jordanian EFL teachers revealed moderate attitudes in comparing with international EFL teachers. This study suggested to encourage Jordanian EFL teachers to attend webinars for professional development by supporting and facilitating conditions, reward teachers who attend webinars and conduct persistent research in order to have different experiences to support the results of the upcoming researches.

scholarly journals POGLĄDY NA NAUKĘ JĘZYKA OBCEGO U OSÓB Z WYSOKĄ I NISKĄ GOTOWOŚCIĄ KOMUNIKACYJNĄ W JĘZYKU ANGIELSKIM

Neofilolog ◽  
2019 ◽  
Vol 2 (42/2) ◽  
pp. 241-254
Author(s):  
Ewa Piechurska-Kuciel
Keyword(s):  
Foreign Language ◽  
Quantitative Study ◽  
Educational System ◽  
Willingness To Communicate ◽  
The Other ◽  
Learning Satisfaction ◽  
Low Levels ◽  
Past Experiences ◽  
Very High ◽  
High Willingness

Reflection is understood as an activity which enables the reproduction of past experiences, reflection and meditation about them and their evaluation. One of the most significant features shaping learner reflection may be willingness to communicate in a foreign language – one’s volitional readiness to enter a communicative event in this language. In spite of a wealth of research conducted in this area, it is still unclear why some students are willing to start communication in a foreign language, while others are adamant to avoid it. For the purpose of this paper a qualitative-quantitative study was performed, focusing on four students with very low levels of willingness to communicate in English, and four with very high levels. The research results demonstrate that high willingness is connected with feelings of safety, a tendency to achieve high proficiency and learning satisfaction. On the other hand, low willingness to communicate in English coexists with feelings of threat and unavoidable necessity to surrender to the demands of the educational system.

Investigating lexical proficiency development over time – the case of Dutch-speaking learners of French in Brussels

2008 ◽  
Vol 18 (3) ◽  
pp. 277-298 ◽  
Author(s):  
BRAM BULTÉ ◽  
ALEX HOUSEN ◽  
MICHEL PIERRARD ◽  
SISKA VAN DAELE
Keyword(s):  
Foreign Language ◽  
Quantitative Study ◽  
Native Speaker ◽  
L2 Proficiency ◽  
Methodological Issues ◽  
Lexical Development ◽  
Language Classes ◽  
Definition Of ◽  
L2 Vocabulary ◽  
Over Time

ABSTRACTThis article aims (a) to explore the operationalisation and definition of lexical L2 proficiency and related constructs with a view to identifying a set of measures that can adequately capture the dynamics of lexical L2 proficiency development over time, and (b) to shed more light on the development of lexical proficiency in French Foreign Language classes. After a discussion of theoretical, terminological and methodological issues in L2 vocabulary research, we present a longitudinal quantitative study of the lexical development of Dutch-speaking adolescents learning FFL in Dutch-medium schools in Brussels over a three-year period and compare these learners' lexical proficiency in French to native speaker benchmarks.

scholarly journals Promoting extensive reading in a blended learning modality: Students’ perceptions

2019 ◽  
pp. 43-54
Author(s):  
Norma Flores-González
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Cognitive Processing ◽  
Quantitative Study ◽  
Instructional Delivery ◽  
Reading Process ◽  
Teaching English ◽  
Extensive Reading ◽  
Cross Sectional ◽  
Learning Resource

Reading in foreign language is a difficult ability to foster and a boring task for some students. That is why teachers should look for attractive ways to promote it. The objective of this research is to characterize students’ perceptions towards the use of a blended learning modality to promote extensive reading, as well as to know if they consider having meaningful reading comprehension when working with it at the Bachelor of Teaching English at the Benemerita Universidad Autonoma de Puebla. To analyze this phenomenon, a cross-sectional quantitative study was accomplished with a Likert-scale questionnaire and the TOEFL examination test as instruments. The results characterize the subjects’ perceptions as identifying the blended learning modality like a suitable learning resource to promote extensive reading as well as another technology-based instructional delivery environment with special attributes that empower meaning reading-learning experiences since their tutor was available inside and outside the classroom to help them in their extensive reading process. Besides, they did extensive reading in shorter periods for specific purposes like pleasure, information, and general understanding. Finally, they found that working in this modality promotes cognitive processing if the tasks are pedagogically designed.

scholarly journals Affective variables in a foreign language immersion programme: a quantitative study

2020 ◽  
Vol 47 ◽  
pp. 77-93
Author(s):  
Marta Del Pozo Beamud
Keyword(s):  
Foreign Language ◽  
Quantitative Study ◽  
Language Immersion ◽  
Affective Variables ◽  
Foreign Language Immersion ◽  
Educación Primaria

La inmersión lingüística ha cobrado mucha importancia durante las últimas décadas, ya que muchos estudiantes de todo el mundo se han beneficiado de esta experiencia tan motivadora. Por tanto, el objetivo principal de este estudio es determinar si una semana de inmersión en inglés tiene una influencia positiva en los niveles de motivación extrínseca e intrínseca, ansiedad en LE y los yoes en LE (Deci Ryan 2000, Dörnyei, 2005, Horwitz, Horwitz Cope 1991). Nuestros participantes son estudiantes de educación primaria (M: 11,5) que participaron en dicho programa. Estos cumplimentaron un cuestionario cuantitativo al llegar (test) y antes de terminar la semana (retest). Con el fin de comparar los resultados obtenidos en ambos momentos se utilizaron análisis ANOVA de un factor. Los resultados indicaron que después de la experiencia, la motivación aumenta, mientras que la ansiedad disminuye y la presencia de los yoes en los participantes se debilita.

scholarly journals Foreing Language Teacher’s Motivation in Italy

EL LE ◽  
2018 ◽  
Author(s):  
Erika Pezzot
Keyword(s):  
Job Satisfaction ◽  
Foreign Language ◽  
Language Learners ◽  
Quantitative Study ◽  
Career Satisfaction ◽  
Language Teachers ◽  
Online Questionnaire ◽  
Foreign Language Learners ◽  
Job Motivation ◽  
Scientific Principles

A considerable amount of literature has been published on foreign language learners’ motivation while, although it is acknowledged that teachers play a crucial role in handling students’ motivation and it is proved that motivated teachers positively influence learners’ engagement in the learning process, far too little attention has been paid to language teachers’ motivation. Therefore, it is our will to explore this issue in order to foster the research on it. This article presents the results of a quantitative study we have conducted in Italy. We have collected data through an online questionnaire and, taking into account several scientific principles and theories, we have investigated teachers’ motivation through the analysis of: initial job motivation, a set of work values and rewards, job satisfaction and career satisfaction. Eventually, findings are discussed, and suggestions for further research are provided.

scholarly journals TEACHER PRESENCE AS MEDIATOR IN ONLINE LEARNING: THE CASE FOR FRENCH AS A FOREIGN LANGUAGE

2021 ◽  
Vol 5 (5) ◽  
Author(s):  
Nor Azhar Mohd Taib ◽  
Noor Hanim Rahmat ◽  
Saidah Ismail ◽  
Omrah Hassan @ Hussin
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Quantitative Study ◽  
Language Skills ◽  
Private Universities ◽  
Online Classes ◽  
Public And Private ◽  
Face To Face ◽  
The World ◽  
Teacher Presence

Fortunately, technology and long entered the education sectors when the world is faced with the pandemic. Whether teachers and learners are ready or not, online classes are here to stay. Online learning is a unique way of learning that allow flexibility at many levels. Language educators once felt that the learning of language can only be done face-to-face because of the needs of some language skills. This study is done to explore the portrayal of presence during online learning of the French as a foreign language. This quantitative study is done to investigate how learners cope learning French online. 170 respondents were purposely chosen from learners who took French as a foreign language. They attended the course in a few public and private universities. The instrument used is a questionnaire. Findings revealed interesting influence of the teacher as mediator in online learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

scholarly journals DISCOURSE MARKERS IN AN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM SETTING: A REFLEXIVE STUDY ON TEACHING DISCOURSE

2020 ◽  
Vol 5 (2) ◽  
pp. 723-742
Author(s):  
Alan Tocantins Fernandes
Keyword(s):  
Foreign Language ◽  
Quantitative Study ◽  
Native Speakers ◽  
Classroom Interaction ◽  
Discourse Markers ◽  
Classroom Setting ◽  
Qualitative And Quantitative ◽  
Pragmatic Awareness ◽  
Qualitative And Quantitative Study

This paper is a reflexive teaching study to investigate the use of discourse markers (DMs) in an English as a Foreign Language (EFL) classroom setting with non-native speakers. It is a qualitative and quantitative study that focuses on the teacher’s discourse by analysing the occurrences and frequencies in the use of DMs during interaction in class. The corpus was extracted from recordings made during four classes, and later documented through transcriptions. With items selected and categorized in an inventory, it was possible to explain the main functions of the markers used. With the aid of the AntConc© software, it was possible to visualize how the words and phrases of interest appeared in the corpus, in addition to their frequencies. The analysis reveals pragmatic awareness and the use, however restricted, of DMs in the building and organization of classroom interaction by teacher, which contributes to the coherence of his discourse.

Sign in / Sign up

Export Citation Format

Share Document