scholarly journals Instructors' perceptions of the effect of breadth and depth of lexical knowledge on english-major undergraduates' speaking skill

2020 ◽  
Vol 5 (4) ◽  
Keyword(s):  
Lexical Knowledge ◽  
English Major ◽  
Speaking Skill ◽  
English Major Undergraduates

Lending Ears to EFL Learners: Language Difficulties

2011 ◽  
Vol 28 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Sahail M. Asassfeh ◽  
Yousef M. Al-Shaboul ◽  
Wael Zuraiq ◽  
Sabri Alshboul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Major ◽  
Learning Problems ◽  
Grade Point ◽  
Efl Learners ◽  
Basic Language ◽  
Language Difficulties ◽  
English Major ◽  
English Major Undergraduates

This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.

scholarly journals Communication Skills and Reflection Practice in Smart English Teaching and Learning Environment: A Case Study

2020 ◽  
Vol 15 (17) ◽  
pp. 221
Author(s):  
Nguyen Thi Hong Thu
Keyword(s):  
Information Technology ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Education Environment ◽  
Teachers And Students ◽  
English Major ◽  
Speaking Skill ◽  
Smart Education ◽  
English Speaking ◽  
Learning English

The development of information technology (IT) has made a lot of positive changes in language teaching approaches and made significant innovations in educational quality. In learning a language generally and specific skills in particular, it is essential for learners to reflect on what they experienced. Through reflection, teachers and students are able not only to look back to the past happenings, but also to make some necessary changes. Thanks to the support from technology devices, reflective practice (RP) in teaching and learning has become more convenient, especially in smart education environment. This paper is aimed at investigating the evaluation and perception of students on the effects and challenges of using information technology to enhance communication skills and Reflection Practice in teaching and learning English speaking skills and recommending some technology-assisted teaching strategies. In order to examine this, a set of questionnaires, interviews and reflection journals were administered to 80 English major students at Hanoi Law University and six teachers who have taught English speaking skill. The findings showed that using technology-driven teaching approach in RP helped learners achieve more benefits for learning English speaking.

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