scholarly journals Observing EFL teachers' use of formulaic language in class

2020 ◽  
Vol 15 (1) ◽  
pp. 1-20
Author(s):  
Ton Nu Linh Thoai
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Small Scale ◽  
Learning Context ◽  
Formulaic Language ◽  
Formulaic Sequences ◽  
Frequent Use ◽  
Efl Teachers ◽  
The One

Mastering formulaic language is said to be crucially important in second language (L2) learning as it showcases the L2 user’s different levels of competency: linguistic, psycholinguistic, and communicative. Frequent use of these formulaic sequences also makes an L2 speaker sound more native–like. In a language teaching and learning context where English is a foreign language (EFL), the language teacher is the one major resource of spoken language exposure. Therefore, the quality of teacher’s instructions in an EFL classroom clearly has effects on the learner’s language learning process. Mercer (2001) puts it, “[a]ll […] aspects of teacher’s responsibility are reflected in their use of language as the principal tool of their responsibilities” (p. 243). A great deal of research has been devoted to L2 learners and the acquisition of formulaic language, and classroom interaction, but very little attention has been paid to teachers’ use of formulaic sequences in their classrooms. This paper presents a descriptive study with analytical discussion of extracts from four video–recorded lessons conducted by school teachers in different South–east Asian countries. This small-scale study attempts to explore to what extent non–native EFL teachers are familiar with and use formulaic language during class time.

scholarly journals Trayectorias: A new model for online task-based learning

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 145-157 ◽  
Author(s):  
CRISTINA ROS i SOLÉ ◽  
RAQUEL MARDOMINGO
Keyword(s):  
New Media ◽  
Language Learning ◽  
Language Learner ◽  
Small Scale ◽  
Learning Approaches ◽  
Learning Context ◽  
New Literacy ◽  
Reading Processes ◽  
The One ◽  
The Web

This paper discusses a framework for designing online tasks that capitalizes on the possibilities that the Internet and the Web offer for language learning. To present such a framework, we draw from constructivist theories (Brooks and Brooks, 1993) and their application to educational technology (Newby, Stepich, Lehman and Russell, 1996; Jonassen, Mayes and McAleese, 1993); second language learning and learning autonomy (Benson and Voller, 1997); and distance education (Race, 1989; White, 1999). On the one hand our model balances the requirements of the need for control and learning autonomy by the independent language learner; and on the other, the possibilities that online task-based learning offer for new reading processes by taking into account new literacy models (Schetzer and Warschauer, 2000), and the effect that the new media have on students’ knowledge construction and understanding of texts. We explain how this model works in the design of reading tasks within the specific distance learning context of the Open University, UK. Trayectorias is a tool that consists of an open problem-solving Web-quest and provides students with ‘scaffolding’ that guides their navigation around the Web whilst modelling learning approaches and new learning paradigms triggered by the medium. We then discuss a small-scale trial with a cohort of students (n = 23). This trial had a double purpose: (a) to evaluate to what extent the writing task fulfilled the investigators’ intentions; and (b) to obtain some information about the students’ perceptions of the task.

scholarly journals Spontaneous Gesturing in the EFL Classroom and its Impact on Interaction and Learning: A Case Study

2017 ◽  
Vol 5 (2) ◽  
pp. 34
Author(s):  
Haifa H AlGhamdi ◽  
Fatimah M A Alghamdi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Classroom Interaction ◽  
Vocabulary Retention ◽  
Independent Observer ◽  
Efl Teachers ◽  
Efl Students ◽  
Preparatory Year

The purpose of this study is to explore the effect of English as a Foreign Language (EFL) teachers’ spontaneous use of non-verbal gesture cues in classroom atmosphere and in teaching and learning English vocabulary at college, EFL Saudi context. Two groups consisting of thirty-nine female students, who are studying in their preparatory year at a major Saudi university, and two female EFL teachers participated in the study. For one session each, the two groups were observed by one of the researchers and an independent observer. Each of the two groups’ teachers was observed while teaching her subject matter to students where the students had to learn a list of new English vocabulary items. Qualitative data from the classroom observation sessions were gathered to identify possible differences in nonverbal behavior and to explore its effect on classroom interaction and general atmosphere. Quantitative data, on the other hand, was gathered through vocabulary tests to find out if different EFL teachers’ nonverbal conduct will impact vocabulary learning. The findings of the study revealed that gesture has a positive impact on classroom interaction. Moreover, gesture has a significant impact on the EFL students’ vocabulary retention. Based on the data anlysis and findings of this study, several implications are made on the topic of gesture and its impact on language learning and classroom interaction for further research and classroom practices.

scholarly journals Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

2018 ◽  
Vol 7 (5) ◽  
pp. 116
Author(s):  
Dilek Cakici
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Learning Context ◽  
Efl Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

scholarly journals Review of doctoral research on second language teaching and learning in Spain (2008–2010)

2012 ◽  
Vol 46 (1) ◽  
pp. 87-107
Author(s):  
Raquel Serrano ◽  
Imma Miralpeix
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Language Teachers ◽  
Learning Context ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Immigrant Populations ◽  
Selection Of

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative – in terms of the topics under investigation and the methodology employed – of the doctoral research undertaken in Spain. Current topics include the development of speaking skills, motivation, learner autonomy, pragmatics, learning context, Content and Language Integrated Learning (CLIL), language learning by immigrant populations and, especially, classroom teaching. A variety of research methods were employed in the theses under review, and while most of them focus on adult learners, some also consider children. The interest of researchers in these topics is consistent with the challenges faced by language teachers in Spain, as well as with the new realities of teaching in this country, with its recently-arrived immigrant population, the expansion of CLIL programmes and the use of new technologies.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals The use of Webquest in blended EFL learning in Indonesia to improve students’ speaking skills

ATTARBIYAH ◽  
2019 ◽  
Vol 28 ◽  
pp. 1
Author(s):  
Dian Amalia ◽  
Roko Patria Jati
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Foreign Language Learning ◽  
Pedagogical Issues ◽  
Learning Context ◽  
English As Foreign Language ◽  
Classroom Action Research ◽  
Speaking Skills

This study aimed to investigate the implementation of Webquest in a blended EFL (English as Foreign Language) learning context and the students’ speaking skills improvement dealing with it. A number of 21 students were involved in the classroom action research designed. This classroom action research focused on two pedagogical issues of the methodology as well as the students’ improvement of their speaking skills. The lesson plan including the test instruments was prepared in line with the proposed teaching model. To begin, the observation supported with field notes was executed to describe the teaching and learning process. We played the role of passive participant in this period. Subsequently, the students’ speaking skills were evaluated through oral test in which the results of pre-cycle test as well as after-cycles were analyzed using t-test. We found that there was a significant improvement on the students’ speaking skills in term of pronunciation, intonation, fluency, grammar and vocabulary within two cycles of action research. Thus, the implementation of Webquest as media in blended learning was successful to improve the students’ speaking skills.

scholarly journals COGNITIVE INHIBITION TESTED BY STROOP COLOUR WORD TASK IN EFL TEACHERS AS SUCCESSIVE BILINGUALS

2018 ◽  
pp. 209
Author(s):  
Ivana Šorgić ◽  
Marija Nešić
Keyword(s):  
Inhibitory Control ◽  
Small Scale ◽  
Control Group ◽  
Original Research ◽  
Cognitive Inhibition ◽  
Efl Teachers ◽  
Colour Word ◽  
Word Task ◽  
The One ◽  
L1 And L2

This paper is a partial replication study of the one done by Heidlmayr et al. (2014), and concerns the effect of second language use on inhibitory control/cognitive inhibition analysed by means of a Stroop Colour Word task in both L1 and L2, i.e. Serbian and English. Our aim was to test the starting hypothesis of the original research which states that the frequency of L2 use in successive bilinguals has an impact on their inhibitory control mechanism. The bilingual subjects asked to take part in the study by doing the bilingual version of the test are all EFL teachers at the Faculty of Philosophy in Nis. Their use of L2 is akin to that of bilinguals living in an L2 environment (such as those from the original research), in the sense that they communicate daily using L2 and cover a wide variety of topics with their students.  Our monolingual subjects, who served as control group, were randomly chosen from the same age group as bilinguals (older adults). They were asked to do only the L1 version of the test. The purpose of this small-scale research was to give a contribution to the ever-growing debate concerning the cognitive advantages of bilingualism.

scholarly journals Persuasive Design in Teaching and Learning

2013 ◽  
Vol 1 (2) ◽  
pp. 1-5 ◽  
Author(s):  
Reinhold Behringer ◽  
Peter Øhrstrøm
Keyword(s):  
Adult Learning ◽  
Language Learning ◽  
Informal Learning ◽  
Teaching And Learning ◽  
International Workshop ◽  
Persuasive Technology ◽  
Theoretical Background ◽  
University Education ◽  
Learning Context ◽  
Specific Learning

The EuroPLOT project (2010-2013) has developed Persuasive Learning and Technologies (PLOTs) and has evaluated them in four real-world case studies, which cover the widely different teaching scenarios of university education, adult learning in industry, informal learning at a museum, literature studies, and language learning. At the International Workshop of EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013), the results of the project were presented, and an overview of related research was given. One of the main conclusions of EuroPLOT has been that the specific learning context has to be considered when applying persuasive designs. At IWEPLET 2013, both the theoretical background as well as evaluations of persuasive technology demonstrations were presented. This paper provides an overview of these presentations.

scholarly journals Developing cognitive and language skills through visual arts.

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Renáta Marosi
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
Visual Arts ◽  
Cognitive Skills ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Visual Aids ◽  
The One ◽  
Visual Materials

Pedagogy works with a number of methods in order to develop students’ mental and emotional skills. For example, using audio-visual materials (e.g. songs, videos, flashcards) is considered highly beneficial and motivating for students. Taking into account the popularity and effectivity of audio-visual aids, it is worth considering the use of paintings, as representatives of visual arts, in education and more particularly in teaching and learning EFL. This pedagogical approach does not only expand students’ general knowledge on arts but also at the same time actives skills such as skills of making logical connections, reasoning and problem-solving, which are highly required in language acquisition (L2). Consequently, the purpose of the present paper is twofold. On the one hand, it aims at describing the positive influences of visual arts, i.e. paintings, in developing students’ cognitive skills that are likewise essential in (second) language learning: critical thinking, reasoning, problem-solving skill and the ability of expressing their own opinions, etc. On the other hand, the study provides the reader with an example of using paintings in pedagogy: it offers a 45-minute lesson plan on a particular work of art with a special attention to improving students’ aforementioned cognitive skills and practicing particular tenses (present simple and present continuous).

scholarly journals Modeling Online Classroom Interaction to Support Student Language Learning

2020 ◽  
Vol 8 (2) ◽  
pp. 446-457
Author(s):  
Sulistyani Sulistyani ◽  
Rika Riwayatiningsih
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Classroom Interaction ◽  
Learning Context ◽  
Learning Condition ◽  
Online Classroom ◽  
Teacher Student ◽  
Analysis Technique ◽  
Teacher Students ◽  
Published Research

For many years, teacher-student interaction has been indicated to considerably affect student learning. In recent years, research concentration has moved from attempting to evaluate the potent ways of classroom interaction for student learning and how it can be developed. Due to the intricacy of the classroom interaction procedure, the answer to this question is profoundly contingent upon some reasons, such as the learning condition. The aim of this project is to study the classroom interaction process in an online learning context in which English is learned as a foreign language.  This is review research employing content analysis technique we intend to examine the published research articles to find out the teachers’ strategies/tools and the contribution of the strategies to students’ language learning in online classroom interaction. This can build up an understanding of the most effective techniques to develop the students’ involvement with the learning process.  The result of the analysis is that most teachers use synchronous and asynchronous online classroom interaction and blended learning in which teacher-students, student-student, student-teacher, and student-learning sources are met through discussion. This strategy is mostly preferred by teachers to give students a chance to get involved in communication, collaboration, interaction, and participation. This strategy is believed to be able to engage students in developing language learning opportunities; therefore, this can be a good model for better classroom practices. 

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