scholarly journals EFL LEARNERS � FACED PROBLEMS IN LISTENING COMPERHENSION

2017 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Seli Siti Syadiah
Keyword(s):  
Learning Strategies ◽  
Listening Comprehension ◽  
Qualitative Case Study ◽  
Private University ◽  
Efl Learners ◽  
Effective Learning ◽  
Efl Teachers ◽  
Efl Students

This research focuses on the EFL learners� problems in listening comprehension. The present research attempts to investigate listening problems encountered by a group of low level at seniors of a private university in Kuningan. This qualitative case study involved 10 participants who took TOEFL course in 7th semester. The data was gathered by means of questionnaires and interviews. The result of the research showed that accent, pronunciation, speed of speech, insufficient vocabulary, different accent of speakers, lack of concentration, anxiety, and bad quality of recording were the major listening comprehension problems encountered by EFL students. This research also found that most students (60%) used compensation strategy to overcome the problems by guessing the answer, while the others (30%) used memory strategy by using their knowledge or experiences, and the rest 10% of the students used affective strategy by motivating themselves to try answering the questions. Knowing students� learning difficulties may enable EFL teachers to develop the effective learning strategies and ultimately improve their English listening abilities. Suggestion is made for addressing problems regarding how students can help themselves and the teachers can help their students to overcome the listening comprehension problems encountered by the students.Keywords: EFL Learner, listening comprehension, listening problem

scholarly journals Exploring The Use of Translation as a Strategy to Learn English

2021 ◽  
Vol 5 (10) ◽  
pp. 1391
Author(s):  
Ajeng Dini Arfianti ◽  
Utami Widiati
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Qualitative Case Study ◽  
Learning Activities ◽  
English Learning ◽  
Positive Contribution ◽  
Effective Learning

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study primarily wanted to explore students’ views and how they employ translation-related strategies to learn English. Five students from the accounting department, Universitas Negeri Malang participate in this qualitative case study. The findings showed that students consider translation has a positive contribution to their English learning. They also mentioned learning activities by using translation that can be categorized into several learning strategies. It is expected that the results of the study can raise awareness and exercise cautious use of translation as an effective learning strategy in English for the benefits of the students.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Penelitian ini ingin mengeksplorasi pandangan siswa dan bagaimana mereka menggunakan strategi terkait terjemahan untuk belajar bahasa Inggris. Lima mahasiswa dari jurusan akuntansi, Universitas Negeri Malang berpartisipasi di studi kasus kualitatif ini. Hasil wawancara menunjukkan bahwa siswa menganggap terjemahan memiliki kontribusi positif untuk pembelajaran bahasa Inggris. Mereka juga menyebutkan beberapa kegiatan belajar yang terkait dengan penggunaan terjemahan yang dapat dikategorikan ke dalam beberapa strategi pembelajaran. Diharapkan hasil penelitian ini dapat meningkatkan kesadaran dan melatih penggunaan terjemahan secara hati-hati sebagai strategi pembelajaran bahasa Inggris yang efektif untuk kepentingan siswa.</p></td></tr></tbody></table></div>

scholarly journals LEARNERS’ DIFFICULTIES & STRATEGIES IN LISTENING COMPREHENSION

2018 ◽  
Vol 2 (1) ◽  
pp. 139
Author(s):  
Dwi Rara Saraswaty
Keyword(s):  
Learning Strategies ◽  
Listening Comprehension ◽  
Positive Attitude ◽  
Learning Difficulties ◽  
Vital Role ◽  
Listening Skills ◽  
Daily Lives ◽  
Effective Learning ◽  
Efl Teachers

Listening plays a vital role in daily lives. Everyday people listen for different purposes such as entertainmnet, academic purposes or obtaining necessary information. It is essential for learning languages since they enable to acquire insights and information, and to achieve success in communicating with others. But many students fail to seize them because of some learning difficulties in listening class. Teachers should be aware of students’ learning difficulties. Understanding students’ learning difficulties may enable EFL teachers to help students develop effective learning strategies and ultimately improve their English listening abilities. This paper focuses on how teachers enhance their positive attitude; trainthem to be responsive by giving the suitable strategies that will enable them to develop their listening skills.

scholarly journals ACTION RESEARCH ON USING SHORT STORIES TO BOOST EFL LEARNERS’ PERFORMANCE: A SYSTEMATIC REVIEW

2021 ◽  
Vol 10 (2) ◽  
pp. 165
Author(s):  
Parlindungan Pardede
Keyword(s):  
Short Stories ◽  
Action Research ◽  
Short Story ◽  
Comparative Method ◽  
Learning Tools ◽  
Efl Learners ◽  
Effective Learning ◽  
Constant Comparative Method ◽  
Efl Teachers ◽  
Efl Students

Various conceptual and empirical research has revealed that short stories are effective learning tools teachers can use to boost English as a foreign language (EFL) learning performances. However, most EFL teachers are still find using short stories in EFL classrooms challenging. To solve the problem, conducting action research on using short stories in EFL teaching seems to be the best option. This study aims at reviewing action research on using short story use to increase EFL students’ learning achievement. Employing four inclusion and three exclusion criteria, 12 action research articles indexed in Google Scholar and published in 2011-2020 were selected. Data were analyzed using the constant comparative method. The results showed that the use of short stories employing the Before-During-After reading strategy, language-based model, and literature as content model managed to attain the intended outcomes in 2 to 3 cycles. This review is ended by highlighting some research gaps for future action research and future review as well.        

Captions and reduced forms instruction: The impact on EFL students’ listening comprehension

ReCALL ◽  
2013 ◽  
Vol 26 (1) ◽  
pp. 44-61 ◽  
Author(s):  
Jie Chi Yang ◽  
Peichin Chang
Keyword(s):  
Language Learners ◽  
Listening Comprehension ◽  
Short Term Memory ◽  
Limited Capacity ◽  
Short Term ◽  
Term Memory ◽  
Efl Learners ◽  
Efl Students ◽  
The Impact ◽  
Reduced Forms

AbstractFor many EFL learners, listening poses a grave challenge. The difficulty in segmenting a stream of speech and limited capacity in short-term memory are common weaknesses for language learners. Specifically, reduced forms, which frequently appear in authentic informal conversations, compound the challenges in listening comprehension. Numerous interventions have been implemented to assist EFL language learners, and of these, the application of captions has been found highly effective in promoting learning. Few studies have examined how different modes of captions may enhance listening comprehension. This study proposes three modes of captions: full, keyword-only, and annotated keyword captions and investigates their contribution to the learning of reduced forms and overall listening comprehension. Forty-four EFL university students participated in the study and were randomly assigned to one of the three groups. The results revealed that all three groups exhibited improvement on the pre-test while the annotated keyword caption group exhibited the best performance with the highest mean score. Comparing performances between groups, the annotated keyword caption group also emulated both the full caption and the keyword-only caption groups, particularly in the ability to recognize reduced forms. The study sheds light on the potential of annotated keyword captions in enhancing reduced forms learning and overall listening comprehension.

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.   

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&rsquo; 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&rsquo; use of reading strategies.

scholarly journals EXPLORING ENGLISH LISTENING PROBLEMS AMONG EFL STUDENTS AT IAIN KUDUS

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Azizah Maulina Erzad
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Listening Comprehension ◽  
English Education ◽  
Daily Life ◽  
Education Department ◽  
Efl Learners ◽  
Physical Conditions ◽  
Efl Students ◽  
Listening Process

Listening comprehension becomes one of the most difficult skills for most of English learners especially EFL learners. As a foreign language, English is rarely used in communication by EFL learners in their daily life. Therefore, the learners or students always face some difficulties/problems in listening comprehension. It can be seen from the results of their tests. The purpose of this study is to investigate the problems occur in listening class of EFL students at IAIN Kudus and the solutions to overcome those problems. The EFL students in this study refer to the English Education Department students of IAIN Kudus. The participants of this study are the second semester of English Education Department students. This study is a qualitative research. Observation, interview and documentation were conducted to collect the data. By conducting this study, several problems in listening comprehension can be revealed. The listening problems encountered by the EFL students are the pronunciation (accents), speedy delivery and length of the listening, physical conditions, unfamiliar vocabularies and terminologies, and limited facility for listening. Some actions should be done to overcome these obstacles occurred during listening process. The solutions to overcome the problems are students should be focus, practice more in listening English, memorize vocabularies, and prepare a language laboratory.

scholarly journals Budaya Mamfatin Ukunrai Sebagai Paradoks Partisipasi Masyarakat Dalam Perencanaan Pembangunan Desa

2020 ◽  
Vol 3 (1) ◽  
pp. 114-127
Author(s):  
Donna Isra Silaban ◽  
Imelda Nahak
Keyword(s):  
Community Participation ◽  
Qualitative Case Study ◽  
Public Awareness ◽  
Development Planning ◽  
Cultural Factor ◽  
Development Communication ◽  
Development Programs ◽  
The Government

This study aims to examine development communication in community participation in village development planning. Community participation is very important because it can guarantee the effectiveness of development programs. There are a number of obstacles to community participation in development planning. Some identified barriers are the absence of legal support (Rumensten, 2012), lack of public awareness, low quality of human resources, length of stay and hours employment type (Wijaksono, 2013), lack of socialization from the government (Sagita, 2016), poverty and limited access provided by the government (Ompusunggu, 2017), and interest of bureaucracy in planning (Mbeche, 2017). These studies, indeed, have not considered yet cultural factor leading to disinvolvement. This qualitative case study extends previous studies by revealing the culture of mamfatin ukunrai discouraging community participation in development planning in Naran Village (pseudonym), Raimanuk Subdistrict, Belu Regency. Mamfatin ukunrai is a custom considering development planning is government's duties and responsibilities. Villagers are merely the executor of development programs. This custom is a legacy of royal government system and dominates the mindset of villagers. The tradition of highly appreciating the government unwittingly creates an invisible distance between government and society. It has discouraged villagers’ participation.

scholarly journals The Learning Environment of Student Nurses During Clinical Placement: A Qualitative Case Study of a Student-Dense Ward

2021 ◽  
Vol 7 ◽  
pp. 237796082110523
Author(s):  
Siri Vestby Bøe ◽  
Jonas Debesay
Keyword(s):  
Nursing Education ◽  
Learning Environment ◽  
Qualitative Case Study ◽  
Collective Responsibility ◽  
Clinical Placement ◽  
Clinical Placements ◽  
Student Community ◽  
Good Learning

Introduction Ensuring the quality of clinical placements has long been a challenge in nursing education. This is partly due to a growing aging population requiring health services, and an increased need for nursing workforce. Both in Norway and internationally, there is a rise in the use of student-dense models, wherein several students are placed together on the same ward at the same time where the supervision of the students is the collective responsibility of the nurses. Objective The aim of this study was to explore factors that promote or inhibit learning in a student-dense ward when used as a model for clinical placement in hospitals. We examined how clinical placement is experienced in a student-dense ward, as well as how learning is facilitated. Methods A qualitative case study design was used to capture the learning environment on the student-dense ward in a comprehensive way. We used focus group interviews, in-depth interviews, and observations with students and employees at a major hospital in Norway. Results Our findings showed that the orientation days and the teaching activities in student-dense wards, the feedback students receive, the clinical facilitator's role and the student community were factors that had particular importance for good learning environments in this placement model. Conclusions To ensure the quality of clinical placements, more attention should be paid to these factors in the planning, organization, and facilitation of new and existing student-dense wards. It is paramount to provide students with thorough written feedback and to secure the clinical facilitators with enough time to conduct student supervision when organizing clinical placement as student-dense wards.

scholarly journals Business and Management Higher Education Quality: A Case Study of a Czech Private University

2019 ◽  
Vol 27 (1) ◽  
pp. 87-97
Author(s):  
Lucie Vnoučková ◽  
Hana Urbancová ◽  
Helena Smolová
Keyword(s):  
Higher Education ◽  
University Students ◽  
Private University ◽  
Educational Process ◽  
Education Quality ◽  
Business Economics ◽  
Higher Education Quality ◽  
Multidimensional Concept

Assessment of the business higher education quality is a multifaceted and multidimensional concept. Quality as a factor of performance of universities is currently an often-discussed topic. The aim of this article is to identify and evaluate factors of quality of business economics education by university students at a private Czech university. The results are based on a quantitative survey by questionnaire data collection from university students. The factor analysis was conducted to find significant groups of students regarding their perception of the educational process divided into three main areas. The quality perception was analyzed in this paper specifically by using focus on areas of subjects, lessons, and teachers. The analysis found groups of variables with significant appearance within the groups of students to reveal their main orientation and preferences. It is quality orientation (specified learning outcomes and its applicability), business orientation (tailoring to business needs) and expert orientation (skills and knowledge of teacher, his/her orientation on study group and tailoring lessons to their needs). Furthermore, identification of homogenous groups of students and their expectations helps with a design of subjects and lessons in the way of focusing on practice, addressing the needs and preferred teaching techniques. This is especially true when the students are already experienced in the taught subject. A limitation of the study is a narrow focus on one private university. It may be taken as a case study.

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