scholarly journals How English Foreign Language Students’ Autonomy and Digital Competence Relate to Their Writing Achievement

2020 ◽  
Vol 5 (1) ◽  
pp. 77-86
Author(s):  
Diah Maya Andina ◽  
Bambang Yudi Cahyono ◽  
Utami Widiati
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Learner Autonomy ◽  
First Year ◽  
Strongly Correlated ◽  
Writing Achievement ◽  
State University ◽  
Digital Competence ◽  
Efl Students ◽  
Intensive Course

This study aimed to examine the correlation between learner autonomy, digital competence, and writing achievement. It involved 92 first-year English as a Foreign Language (EFL) students who were enrolled in an intensive course (IC) program of the English department of a state university in Indonesia. This study used three types of data: learner autonomy level elicited by using a questionnaire, digital competence level elicited by using a questionnaire, writing scores that were obtained from the coordinator of the IC program. The research methodology used in this study was quantitative research. The bivariate Spearman correlation was applied to know the correlations between learner autonomy and writing achievement and the correlation between digital competence and writing achievement. The multiple linear regression was computed to examine the correlation of the combination of learner autonomy and digital competence towards writing achievement. The results of the study confirmed that learner autonomy was strongly correlated with writing achievement and digital competence was moderately correlated with writing achievement. The result also showed that there is a statistically significant correlation between a combination of learner autonomy and digital competence towards writing achievement. Therefore, pedagogically, teachers of EFL writing are suggested to promote autonomous learning and at the same time, use technology to foster EFL students' writing achievement.

scholarly journals A Cognitive-Semantic Analysis of Preposition on: An Experimental Study at University of Baghdad

2020 ◽  
Author(s):  
Sura Muttlak Nasser
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Semantic Analysis ◽  
College Of Education ◽  
First Year ◽  
First Year Students ◽  
Efl Students ◽  
Cognitive Semantic ◽  
The University ◽  
Analyze Data

This study is descriptive quantitative research by using a test to collect the data needed. Iraqi English as a foreign language (EFL) students face difficulties in differentiating between using prepositions correctly. This study has been performed in the Department of English at College of Education for Women, University of Baghdad, to diagnosis the difficulties of English prepositions that face Iraqi first-year students at the University since multi-uses and meanings of prepositions. For Iraqi EFL students, prepositions regarded as a problematic criterion. This study aims at examining the problems that EFL students commit mistakes in using English prepositions of place on. It also highlights the causes of those problems. Correct handling proposition is not because most of them have different functions straightforward, and different prepositions have the same uses. For this reason, the researcher adopted pre and post-tests to evaluate the output of the means of the students' results. The researcher used SPSS to analyze data.

scholarly journals The Autonomy of Indonesian EFL Students: A Mixed Method Investigation

2021 ◽  
Vol 20 (11) ◽  
pp. 422-443
Author(s):  
M Melvina ◽  
Nenden Sri Lengkanawati ◽  
Yanty Wirza
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
Teaching Practice ◽  
Learner Autonomy ◽  
Independent Learning ◽  
Self Awareness ◽  
State University ◽  
Mixed Method Design ◽  
Efl Students ◽  
Second Year

The present study sought to scrutinize undergraduate EFL students’ learning autonomy in a state university in Indonesia. This study employed a triangulation study of mixed-method design by distributing questionnaires and conducting interviews to get quantitative and qualitative data. The questionnaire was distributed to 40 second year participants enrolled in listening, speaking, reading, and writing for academic purposes classes, whereas 15 participants were selected for the interview Descriptive statistics and thematic analysis were used to analyse the data collected from the questionnaire and the interview. Findings revealed that the level of students’ learner autonomy was classified as moderate level of autonomy. This indicated that Indonesian undergraduate students were considered somewhat autonomous learners. In addition, the Indonesian undergraduate students defined learner autonomy as independent learning with or without the teacher’s assistance, students responsible for their own learning, and learner autonomy was the student’s self-awareness and self-initiated to learn outside the classroom to find ways of learning and collaborate with others. The study recommended that teachers should consistently develop learner autonomy in their teaching practice.

scholarly journals An Investigation into the Benefits of the Intercultural Approach to EFL Learning and Teaching: A Case Study of Taif University, KSA

2017 ◽  
Vol 8 (1) ◽  
pp. 52 ◽  
Author(s):  
Amir H. Abdalla
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
First Year ◽  
Learning And Teaching ◽  
Efl Students ◽  
Potential Benefits ◽  
Preparatory Year ◽  
Study Participants

The purpose of this study is to investigate the potential benefits of using the intercultural approach to teaching English as a foreign language in the preparatory –year programme (male branch), Taif University, Kingdom of Saudi Arabia. The intercultural approach is considered a viable means of foreign language education that seeks to address issues of culture in foreign language learning and teaching and how best to address them. Hence, this study intends to explore the attitudes of first year EFL Taif university students to the potential benefits of the intercultural approach to EFL. A sample of 200 EFL students participated in the study. Participants’ views on the topic of the study are collected via a questionnaire the researcher designed and administered to the participants. In addition, the views of 50 EFL instructors teaching in the preparatory programme were gathered by a questionnaire regarding the topic researched. Descriptive statistics were used to analyse the collected data.

scholarly journals Language Learning Strategies, Motivation, and Writing Achievement of Indonesian EFL Students

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mutiatun Nasihah ◽  
Bambang Yudi Cahyono
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching Writing ◽  
Writing Achievement ◽  
Language Learning Strategies ◽  
Efl Teachers ◽  
Big City ◽  
Efl Students ◽  
Writing Tests

This study aims at investigating the correlation between language learning strategies (LLSs) and writing achievement, the correlation between motivation and writing achievement, and the correlation between LLSs combined with motivation and writing achievement. It involved one-hundred English as a foreign language (EFL) students of a senior high school which is located in a big city in Indonesia. The students were selected randomly to be the participants of this study. The data were collected by using the Strategy Inventory for Language Learning (SILL) questionnaire, motivation questionnaire, and writing tests. The results of research revealed that the null hypotheses for the three correlational analyses were rejected. In other words, there is a significant correlation between LLSs and writing achievement; there is a significant correlation between motivation and writing achievement; and there is a significant correlation between LLSs combined with motivation and writing achievement. Theoretically, this study supports the important roles of LLSs and motivation, either separately or combined, in predicting writing achievement. Pedagogically, when teaching writing, EFL teachers are recommended to introduce the potential of LLSs to EFL students, arouse the students’ motivation to write, or to apply both of them simultaneously to boost EFL students’ writing achievement.

scholarly journals Methodology of first-year students’ foreign language written discourse competency development

2021 ◽  
pp. e021023
Author(s):  
Iryna Hoshtanar ◽  
Olga Kostrubina ◽  
Aelita Lebedieva ◽  
Oksana Izmailov
Keyword(s):  
Foreign Language ◽  
Educational Process ◽  
First Year ◽  
State University ◽  
Competency Development ◽  
Written Discourse ◽  
First Year Students ◽  
Experimental Teaching ◽  
The Subject ◽  
Development Of Students

The article focuses on the issues of methodology of first-year students’ foreign language written discourse competency development. The aim of this paper is to present the results of experimental work on the development of first-year students’ foreign language written discourse competency and to specify the achievements in its implementation into the educational process at the Faculty of Foreign Philology of the Kherson State University. The subject of our research project is the methodology of the development of students’ written discourse competency as the basis for their written communication in a foreign language. The achievement of this goal was carried out in the course of solving a number of tasks. Thus, the notion of written discourse competency in a foreign language is considered and its structure and components are clarified. The methodology of university students’ foreign language written discourse competency development is presented in the form of a model which includes 5 components: target, concept, content, procedure and outcome. The results obtained in the course of the experimental teaching are given.

scholarly journals The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

2022 ◽  
Author(s):  
Elmakki AMIRI ◽  
Abderrahim El KARFA
Keyword(s):  
Academic Achievement ◽  
Environmental Factors ◽  
Learning Environment ◽  
Foreign Language ◽  
First Year ◽  
First Year Students ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Efl Students ◽  
The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance

2021 ◽  
Vol 44 (3) ◽  
pp. 417-429
Author(s):  
Haiyan Miao
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
First Year ◽  
College Level ◽  
Learning Gains ◽  
Text Difficulty ◽  
Efl Learners ◽  
Efl Students

Abstract This study examines the effects of reading-listening integrated dictation on Chinese college-level English as a foreign language (EFL) learners’ listening. Different from previous research that explored reading while listening for listening development, this study combined the two skills in dictation in which listening was a continuation of reading. Participants were two groups of first-year Chinese EFL learners who were exposed to the target language under two conditions: the traditional dictation (i. e., listening-only) and the reading-listening integrated dictation in a counterbalanced order. Three datasets were collected: listening performance, perception questionnaires and follow-up interviews. Results indicated that the reading-listening integrated dictation was superior in terms of learning gains from listening and that their effect was commensurate with dictation text difficulty. The findings also showed that the reading-listening integrated dictation could enhance EFL students’ confidence and interest and make the use of strategies possible during listening.

scholarly journals Millennials as Dictionary Users: A Study of Dictionary Use Habits of Serbian EFL Students

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110084
Author(s):  
Ljiljana Knežević ◽  
Sabina Halupka-Rešetar ◽  
Ivana Miškeljin ◽  
Mira Milić
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Qualitative Data ◽  
Digital Competence ◽  
Efl Learners ◽  
Efl Students ◽  
Unknown Words ◽  
Dictionary Use ◽  
New Generation ◽  
Method Approach

The article addresses the use of dictionaries among the new millennium generation of English as a foreign language (EFL) undergraduates. Applying the mixed-method approach (a questionnaire and interviews), the study examines the frequency of dictionary use, the types of dictionaries used, activities initiating dictionary consultation, information searched for, and problems faced in using dictionaries. The findings suggest that the participants are most fond of bilingual online dictionaries and use them mostly for looking up the meaning of unknown words. They also show that despite being high consumers of technology, participants do not benefit much from online dictionaries, as they neglect most of the entry information. The qualitative data reveal that the participants perceive various digital tools of questionable quality as online dictionaries. Overall, the study sheds light on the characteristic behavior of the new generation of EFL learners regarding their dictionary use and points to the necessity of developing their digital competence in the realm of dictionary use.

scholarly journals Elements Hindering Vietnamese Tertiary Students’ Participation in Group Activities: A Case Study

2020 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Lien Thi My Tong
Keyword(s):  
Foreign Language ◽  
First Year ◽  
International Studies ◽  
Structured Interviews ◽  
Group Discussions ◽  
Group Activities ◽  
National University ◽  
Language Classrooms ◽  
Efl Students

Plenty of meticulous research has been conducted to investigate the entire process for implementing group activities in language classrooms. Nevertheless, few detailed empirical investigations have been pursued in the sub-area of what influences the participation of English-as-a-Foreign-Language (EFL) students in group discussions. Thus, the present study was conducted to examine the elements impacting the group-work participation of first-year EFL students at University of Languages and International Studies (ULIS), Vietnam National University (VNU). Ten EFL freshmen and four teachers of English participated in the study over a four-week period by attending semi-structured interviews. The findings highlighted a variety of elements discouraging the learners’ participation related to themselves, pedagogy, and culture and also revealed internal elements as the most significant.

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