scholarly journals EXTENSIVE READING IN L2 LEARNING: CURRENT TRENDS AND FUTURE POSSIBILITIES

2018 ◽  
Vol 7 (1) ◽  
pp. 36
Author(s):  
Made Frida Yulia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Efl Learners ◽  
Current Trends ◽  
Foreign Language Reading ◽  
L2 Learners ◽  
L2 Learning ◽  
Language Exposure

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This article aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration.

scholarly journals EXTENSIVE READING IN L2 LEARNING: CURRENT TRENDS AND FUTURE POSSIBILITIES

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Made Frida Yulia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Efl Learners ◽  
Current Trends ◽  
Foreign Language Reading ◽  
L2 Learners ◽  
L2 Learning ◽  
Language Exposure

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration. 

Second or foreign language learning through watching audio-visual input and the role of on-screen text

2022 ◽  
pp. 1-30
Author(s):  
Maribel Montero Perez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching Practice ◽  
Foreign Language Learning ◽  
Visual Input ◽  
Future Research ◽  
Different Types ◽  
L2 Learners ◽  
L2 Learning

Abstract This article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of audio-visual input such as the multimodal nature of the input and vocabulary demands of video; (b) L2 learners’ comprehension of audio-visual input and the role of different types of on-screen text; (c) the effectiveness of audio-visual input and on-screen text for aspects of L2 learning including vocabulary, grammar, and listening; and (d) research into L2 learners’ use and perceptions of audio-visual input and on-screen text. The review ends with a consideration of implications for teaching practice and a conclusion that discusses the generalizability of current research in relation to suggestions for future research.

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 A Comparison Between Teacher-Led and Online Text-to-Speech Dictation for Students’ Vocabulary Performance

2019 ◽  
Vol 12 (3) ◽  
pp. 77
Author(s):  
Hui-Hua Chiang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Short Term Memory ◽  
Foreign Language Learning ◽  
Text To Speech ◽  
Short Term ◽  
Efl Learners ◽  
Future Studies ◽  
Significant Difference

Researchers have long supported the use of dictation as a test for language learners (Fountain & Nation, 2000), and dictation has been used as a test for learners of English as a foreign language (EFL). With the advantages of productive learning and reinforcing short-term memory, dictation is a commonly used technique to develop language skills, and it can be considered to be an assessment of foreign language learning (Kazazoğlu, 2013). However, the previous research has not fully explored how technology, such as text-to-speech (TTS), can be used in EFL classrooms. To address this issue, the researcher explored the use of traditional teacher-led dictation (TLD) and TTS dictation to compare the vocabulary performance of EFL learners. Forty-two college students participated in the study. The results indicated a significant difference between TTS and TLD on the participants’ vocabulary performance. Additionally, there was a correlation between the scores with TTS and TLD: the students who performed better with TLD also obtained higher grades with TTS. Based on the results, future studies and pedagogical suggestions are presented.

scholarly journals I LOVE INDONESIA: EFL LEARNERS� PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING

2017 ◽  
Vol 2 (1) ◽  
pp. 273
Author(s):  
Muzakki Bashori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Generation Z ◽  
Use Of The Internet

The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today�s learners as the Generation Z (Gonz�lez-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners� language development.�Keyword: attitude, perception, task-based language teaching, web-facilitated language learning

Examining fluctuations in the WTC of Japanese EFL speakers: Language proficiency, affective and conditional factors

2020 ◽  
pp. 136216882097782
Author(s):  
Rintaro Sato
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Willingness To Communicate ◽  
Complex Nature ◽  
Efl Learners ◽  
Self Confidence ◽  
Stimulated Recall ◽  
Sense Of Security

Willingness to communicate (WTC), which plays a crucial role in second or foreign language learning, has a dynamic and complex nature, fluctuating during communicative events. This study examines how the situational WTC of four Japanese speakers of English as a foreign language (EFL) emerges and fluctuates, focusing on the roles of language proficiency and affective and conditional factors. Low-intermediate and advanced speakers were engaged in an interactive, communicative activity with an interlocutor. All utterances were recorded, transcribed, and analysed and combined with the qualitative data from participants’ self-ratings and a stimulated recall interview after the activity to assess fluctuations in WTC. The findings indicate that levels of WTC are influenced differently between low-intermediate and advanced speakers. Although the WTC of all speakers was negatively affected when they sensed a lack of English proficiency, low-intermediate speakers were affected by interest in the topic, influence of interlocutors on sense of security, and self-confidence, while opportunity to talk about oneself and one’s opinions contributed to the WTC of advanced speakers. It is suggested that teaches of EFL should be considerate of these factors that can affect EFL learners’ WTC.

scholarly journals English as a Foreign Language Learners’ Anxiety and Interlocutors’ Status and Familiarity: An Idiodynamic Perspective

2017 ◽  
Vol 48 (4) ◽  
pp. 489-503 ◽  
Author(s):  
Majid Elahi Shirvan ◽  
Nahid Talebzadeh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Dynamic System Theory ◽  
Stimulated Recall ◽  
The Status ◽  
University Course

Abstract Foreign language learning anxiety has been the target of many studies in the field of applied linguistics, but, with the dynamics turn in the field, attempts have been recently made to uncover the dynamics of anxiety English as a foreign language (EFL) learners go through, especially within the moments of their conversational interactions. Within these interactions, dynamics of anxiety might emerge in different patterns under the influence of the status of the participants’ interlocutors and their familiarity with them. This study explores the dynamics of EFL learners’ anxiety while interacting with different interlocutors from an idiodynamic perspective. The participants of this case study were two female freshman students, taking a speaking and listening university course, who were interviewed by four interlocutors with different status and level of familiarity. Following an idiodynamic method, they self-rated their anxiety fluctuations under the influence of each interlocutor throughout each conversation followed by stimulated recall interviews regarding the explanations of the changes in their anxiety during the conversations. The results showed both change and stability in the participants’ anxiety under the influence of the interlocutors’ familiarity with the participants and their status as well their verbal and nonverbal feedback. The explanation of these changes based on the main properties of complex dynamic system theory is discussed.

scholarly journals Compliant Role of Task Based Instruction Approach and Extensive Reading Method in Children Foreign Language Learning

2016 ◽  
Vol 4 (2) ◽  
pp. 183 ◽  
Author(s):  
Gholam Reza Parvizi ◽  
Yasser Saremi ◽  
Majid Ghazi ◽  
Ali Reza Kargar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Oral Language ◽  
Mother Tongue ◽  
Care Center ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Text Book ◽  
Based Instruction ◽  
Learning English

<p>At the beginning levels of learning English, one of the difficulties students or children encounter in learning to is making correspondences between spoken and written English. In many cases, children have become acquainted with oral language and have some difficulty learning English conventions. They need hints and explanations about certain English orthographic rules and peculiarities. Students of English even those who have not so far learned to read in their mother tongue, will take advantage from learning to read from the start of connection with a foreign or second language. This conception forms the argumentation that the researcher seeks for throughout this article. The researcher begins with reviewing basic methods of teaching reading, before reporting on and expounding the results of a pilot study of learning by day care center children. The study indicated that the early preview to extensive reading (ER) promotes their progress in understanding and speech of the foreign language. The researcher suggests that text – based programs or instruction (TBI) extracted from text book with correspondent recordings should be developed as a choice both for children and some teachers.</p>

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

2017 ◽  
Vol 5 (4) ◽  
pp. 111 ◽  
Author(s):  
Firooz Sadighi ◽  
Mehdi Dastpak
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Affective Factors

Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors. 

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