The perceptions of intermediate EFL learners to the lexical instructional intervention

2020 ◽  
Vol 8 (3) ◽  
pp. 19-60
Author(s):  
Addisu Sewbihon Getie ◽  
Dawit Amogne ◽  
Zewdu Emiru
Keyword(s):  
High School ◽  
T Test ◽  
Instructional Intervention ◽  
Instructional Approach ◽  
Efl Learners ◽  
Efl Teachers ◽  
Lexical Approach

Abstract This study investigated the perceptions of high school EFL learners to the lexical instructional approach intervention in the contexts of learning vocabulary and grammar. Besides, an attempt was made to explore what difficulties the participants encountered during the experimentation. The data collected through the questionnaire were analyzed using a one-sample t-test, and the results showed that the estimated sample perception mean score was significantly higher than the hypothesized population perception mean score. This implies that EFL learners had positive perceptions towards the lexical instructional approach in the contexts of learning vocabulary and grammar. The data collected through interviews were analyzed qualitatively and the findings showed that students enjoyed and were interested in learning vocabulary and grammar through the lexical instructional approach. Students realized the importance of lexical chunks in learning vocabulary and grammar. In this regard, the interview results corroborated the results obtained from the questionnaire. Students encountered difficulties like lack of lexical awareness, lack of clear and adequate instructions on some activities, the lack of deliberate attention from some students during discussions, the lack of making some activities more interactive and engaging, and some classroom managerial problems. Finally, it was recommended that EFL teachers at high school should design their lexical approach-based activities systematically by considering their students’ interests, feelings, perceptions, levels, norms, cultures, and psychological setups.

scholarly journals Exploring Motivational Strategies Practiced by Saudi High School Female EFL Teachers

2020 ◽  
Vol 13 (6) ◽  
pp. 109
Author(s):  
Aisha T. Alharbi
Keyword(s):  
High School ◽  
Public Schools ◽  
Foreign Language ◽  
T Test ◽  
Descriptive Statistics ◽  
Striking Similarity ◽  
Motivational Strategies ◽  
Public And Private ◽  
Efl Teachers ◽  
Private And Public

This study looked into Saudi female English as a Foreign Language (EFL) teachers’ perception of their motivational practices in the actual classroom in public and private schools. Forty (n=40) EFL teachers filled out a questionnaire consisting of forty-four motivational strategies that were based on a five-point Likert scale ranging from "very important" to "not important." Descriptive statistics have been used to determine the most and the least important teaching strategies viewed by EFL teachers in private and public schools. To determine if there was any difference between private and public schools’ teachers on how they viewed each strategy in terms of importance, inferential statistics, t-test has been implemented. The study revealed that participants in both educational contexts indicate that “teachers’ proper behavior” is the most significant motivational strategy while “having an encouraging environment” in the EFL classroom was ranked the least important strategy. The findings show that there existed a striking similarity between the two sets of teachers in regard to their perceptions of the importance of motivational strategies. The study suggests that English-as-a-Second-Language book planners should keep textbook materials in harmony with motivational strategies practiced by EFL teachers.

scholarly journals The Prediction of Lado’s CAH in Taiwanese EFL Learners’ Perceptual Acquisition of /s/ and /θ/

2021 ◽  
Vol 04 (03) ◽  
Author(s):  
Dr. Maosheng Hung ◽  
Keyword(s):  
High School ◽  
Test Scores ◽  
T Test ◽  
Contrastive Analysis ◽  
Vocational High School ◽  
Efl Learners ◽  
Identification Test ◽  
Perceptual Difficulty ◽  
Research Questions ◽  
Northern Taiwan

This study mainly investigated the predictions of the Contrastive Analysis Hypothesis (CAH) on Taiwanese vocational high school EFL learners’ acquisition of two English fricative consonants (/s/ and /θ/) by examining the learners’ relative perceptual difficulty of the consonants. To achieve this purpose, two research questions were devised, and a self-designed listening identification test was carried out. A total of 43 students from a private vocational high school in northern Taiwan participated in this experiment. Their accuracy in perceiving the tested consonants was measured through the identification test. After all the participants’ test scores were gathered, an independent-samples t-test was used to analyze the data. The results of the study showed that the relative perceptual difficulty of the two fricatives for the students was /s/ = /θ/. The finding suggested that Lado’s (1957) CAH could not accurately predict the participants’ acquisition of the consonants in perception.

scholarly journals Teacher’s Perception of Using ESA Elements in Boosting Speaking Ability of EFL Learners: A Task-based Approach

2017 ◽  
Vol 8 (3) ◽  
pp. 577
Author(s):  
Hooshang Khoshsima ◽  
Hadi Shokri
Keyword(s):  
Student Engagement ◽  
Experienced Teachers ◽  
Classroom Setting ◽  
Positive Perception ◽  
Instructional Approach ◽  
Efl Learners ◽  
Learning Techniques ◽  
Efl Teachers ◽  
Teaching Learning ◽  
Teacher's Perception

There has always been tremendous studies regarding teachers’ perception of using a definite approach in boosting speaking ability of EFL learners; however, fewer studies have stressed the essentiality of student engagement through Harmer’s ESA elements involved in enhancing speaking performance of EFL learners. The aim of the present study is to put an effort into investigating teachers’ perception of teaching-learning techniques through the utilization of three engage, study and activates (ESA) elements involved in teaching of tasks in mastering Iranian intermediate EFL learners’ speaking skills. Based on this notion, a number of 10 EFL experienced teachers were enrolled in conduction of the study. In order to analyze teachers’ apprehension of ESA elements, a questionnaire which contained a five- point 37 Likert-type close-ended items was utilized. The results of the teachers’ questionnaire revealed that most of the teachers hold a positive perception of implementing ESA elements in their classroom settings as an instructional approach in boosting speaking ability of EFL learners. In conclusion, findings of the study approve implementation of ESA in classroom setting. It is expected that the implications of the study may significantly contribute to the work of EFL teachers, EFL learners, syllabus designers, supervisors, material producers, textbook writers and researchers.

scholarly journals Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh

2021 ◽  
Vol 8 (1) ◽  
pp. 60
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
High School ◽  
Foreign Language ◽  
Thematic Analysis ◽  
Certification Program ◽  
Strict Adherence ◽  
Efl Learners ◽  
Depth Interview ◽  
Efl Teachers ◽  
Vice Principal

This study is entitled “Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh”. The objective of this study is to identify to what extent Indonesia’s teacher certification program affects English as a Foreign Language (EFL) teachers’ instructional performance. The data were collected through in-depth interview and observations in a prominent state senior high school in Aceh Besar, Aceh, involving three certificated EFL teachers, fifteen EFL learners and the vice principal of curriculum affairs as participants. The data were subsequently analyzed by thematic analysis with the results distributed into separate themes. The results showed that even though all the teachers were knowledgably well-versed in their ability to devise well-elaborated lesson plans, two of them still exhibited a relatively strict adherence to the whole-class and teacher-centered instructions, with limited use of medias and varied learning sources, causing concern for both EFL learners and the school’s vice principal of curriculum affairs.

scholarly journals The Effectiveness of Using the Lexical Approach to Developing Ethiopian EFL Learners’ Vocabulary Competence

HOW ◽  
2021 ◽  
Vol 28 (1) ◽  
pp. 69-93
Author(s):  
Addisu Sewbihon-Getie
Keyword(s):  
Vocabulary Knowledge ◽  
Control Group ◽  
Instructional Approach ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
Based Instruction ◽  
Lexical Approach ◽  
Experimental Group

This study investigated the effects of teaching vocabulary through the lexical instructional approach in EFL intermediate level students. Ninety-five (95) students participated in a non-equivalent pre-test-post-test quasi-experimental design study. The participants were given vocabulary competence pre-test in order to check their homogeneity in terms of their vocabulary knowledge. Then, following the similitude of the results they scored, the participants were randomly assigned as experimental group and the control group. For sixteen (16) weeks, the experimental group was taught by providing students with chunks and/or collocates of words through using collocation dictionaries, concordance programs, chunk-for-chunk translation activities, and corpus-based activities etc. Whereas, the control group was taught the new words in isolation with conventional teaching techniques; for example, translation at single word level, synonyms, antonyms, and definitions. After the instructional intervention, both groups participated in a vocabulary competence post-test. The Statistical Package for Social Science (SPSS) software version 22 was employed to analyse the results. In this regard, an independent Samples T-test was run and the findings of the study showed that the experimental group outperformed the control group in the post-test which implies that teaching vocabulary with a lexically-based instruction can improve EFL learners’ vocabulary competence or knowledge. Furthermore, the study results suggest that the lexical instructional approach should be the focus of future experimental research.

THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Indah Pratiwi And Lince Sihombing
Keyword(s):  
High School ◽  
Experimental Research ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
English Teacher ◽  
Written Test ◽  
Experimental Group

This study is an attempt to discover the effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. The objective of this study were to find out whether applying Think-Talk-Write strategy affect the students’ achievement in writing descriptive text. This study was an experimental research. In conducting the research, the writer used 60 students of Al-Fattah Senior High School Medan as the sample. The 60 students were taken from two classes and they were divided into two groups namely the experimental group who was taught by using Think-Talk-Write strategy and the control group who was taught without Think-Talk-Write strategy. The data of the test were collected by administering written test. The data were analyzed by using t-test formula. The result of the analysis shows that the value of t-observed is higher than the value of t-table (2,3> 2,00 (α = 0.05)) with the degree of freedom (df) = N-2 = 58. It means that there is significant effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. So the alternative hypothesis (Ha) is accepted. The conclusion is that applying Think-Talk-Write strategy can encourage and increase the students’ achievement in writing descriptive text. Therefore, it is suggested that English teacher should try to apply this strategy.

Implementing Context-Based Learning in Science Instruction: A Study on Science Literacy Improvement within Topics of Earthquake and Flood

2019 ◽  
Author(s):  
Anna Farhiya Ulfah
Keyword(s):  
High School ◽  
Junior High School ◽  
Science Literacy ◽  
Junior High ◽  
Science Instruction ◽  
T Test ◽  
Control Group ◽  
Research Subjects ◽  
Treatment Research ◽  
And Control

The goal of this research is gaining description on science literacy improvement of junior high school students regarding the topics of earthquake and flood as an effect of Contextual Based Learning (CBL) implementation during science instruction. Quasi-experiment serves as the method of this study with non-equivalent control group pre-test post-test design. Jigsaw cooperative learning method functions as the control treatment. Research subjects involve 52 students of grade VII in a state junior high school in Bandung Regency, West Java. Those research subjects are divided into two classes namely experiment class and control class. The instrument used to collect relevant data is science literacy test covering aspects of science content, science competence, and attitude towards science. Two independent sample t-test is applied to analyze the comparison of science literacy improvement reached between experiment and control class. The result of statistical calculation for two independent sample t-test N-gain using version 23 SPSS software shows a significant value of 0.00 < α. 0.05 for all aspects. The findings indicate that CBL implementation during science instruction within topics of earthquake and flood is proven to be valid to improve students’ science literacy compared to jigsaw cooperative model.

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

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