scholarly journals Washback of Microteaching Test on EFL Students’ Overseas Teaching Practice

2021 ◽  
Vol 8 (1 (2021)) ◽  
pp. 32
Author(s):  
Fitrie Amaelia ◽  
Entika Fani Prastikawati
Keyword(s):  
Teaching Practice ◽  
Efl Students ◽  
Overseas Teaching

scholarly journals “The Course Was Not Only for the Semester but Also for Life”: Scaffolding Summary Writing for EFL Students Across Academic Disciplines

2020 ◽  
Vol 10 (1) ◽  
pp. 203-212
Author(s):  
Carina Sjöberg-Hawke
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Practice ◽  
Academic Disciplines ◽  
Teacher Response ◽  
Summary Writing ◽  
Learning Path ◽  
Efl Students ◽  
Specific Learning

It can be a challenge for a university teacher to arrange the teaching of written tasks so that weak foreign language students with differing disciplinary backgrounds can develop their written communication skills. The difficulty is to avoid the focus from becoming just language proficiency. In one course at a technical university in Sweden, three written summaries are scaffolded to address such a challenge. The purpose of this teaching practice paper is to show how employing a specific strategy of repetition facilitates the writing skill development in low-level English language multidisciplinary students. The repeated features are the genre of the task, the writing process used and the occurrences of teacher response. They are organised along a specific learning path so as to encourage the students to build on the knowledge gained in each iteration, between tasks and potentially beyond the course. The paper describes the journey the students take writing the three summaries, working on fulfilling criteria concerned with aspects such as content organisation, coherence and cohesion, and limited grammar errors. A brief analysis of excerpts from one case student’s first and third summaries is included. It is suggested that while the scaffolding can remain the same, the material could be replaced to suit other skills and language level needs.

scholarly journals The Autonomy of Indonesian EFL Students: A Mixed Method Investigation

2021 ◽  
Vol 20 (11) ◽  
pp. 422-443
Author(s):  
M Melvina ◽  
Nenden Sri Lengkanawati ◽  
Yanty Wirza
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
Teaching Practice ◽  
Learner Autonomy ◽  
Independent Learning ◽  
Self Awareness ◽  
State University ◽  
Mixed Method Design ◽  
Efl Students ◽  
Second Year

The present study sought to scrutinize undergraduate EFL students’ learning autonomy in a state university in Indonesia. This study employed a triangulation study of mixed-method design by distributing questionnaires and conducting interviews to get quantitative and qualitative data. The questionnaire was distributed to 40 second year participants enrolled in listening, speaking, reading, and writing for academic purposes classes, whereas 15 participants were selected for the interview Descriptive statistics and thematic analysis were used to analyse the data collected from the questionnaire and the interview. Findings revealed that the level of students’ learner autonomy was classified as moderate level of autonomy. This indicated that Indonesian undergraduate students were considered somewhat autonomous learners. In addition, the Indonesian undergraduate students defined learner autonomy as independent learning with or without the teacher’s assistance, students responsible for their own learning, and learner autonomy was the student’s self-awareness and self-initiated to learn outside the classroom to find ways of learning and collaborate with others. The study recommended that teachers should consistently develop learner autonomy in their teaching practice.

Understanding willingness to communicate in L2 between Korean and Taiwanese students

2019 ◽  
pp. 136216881989082
Author(s):  
Ju Seong Lee ◽  
Kilryoung Lee ◽  
Jun Chen Hsieh
Keyword(s):  
Foreign Language ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Institutional Support ◽  
Willingness To Communicate ◽  
Korean Students ◽  
Speaking Anxiety ◽  
L2 Speaking ◽  
Efl Students

This study examined Korean ( n = 143) and Taiwanese ( n = 261) EFL students’ willingness to communicate in a second language (L2 WTC) in in-class, out-of-class, and digital settings. Follow-up interviews ( n = 20) were also conducted to identify factors that might have influenced their L2 WTC. Results showed that Korean and Taiwanese participants scored lowest on L2 WTC inside the classroom. The qualitative data suggest that L2 speaking anxiety might have equally influenced both groups’ L2 WTC. Additionally, while Korean students scored higher on L2 WTC outside the classroom than Taiwanese students, the Taiwanese scored higher on L2 WTC in digital settings than did the Koreans. The qualitative data revealed that these discrepancies might have been influenced by English environment and teaching practice. These findings suggest that East Asian learners of English as a foreign language (EFL) can become more willing to communicate when sufficient opportunities for English use are provided through instructional and institutional support.

Peer Feedback on Second Language Writing through Blogs

2012 ◽  
Vol 2 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Phuong Thi Tuyet Nguyen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Second Language Writing ◽  
Teaching Practice ◽  
Student Responses ◽  
Peer Revision ◽  
Positive Attitudes ◽  
Language Writing ◽  
Students First ◽  
Efl Students

This study explores how Vietnamese EFL students view blogs as tools with which to practise writing, examines whether student comments assist in peer revision, and evaluates whether peer comments result in substantive revisions of written drafts. Participants in this study included 11 students in an English-as-a-Foreign-Language (EFL) classroom in Vietnam. Data collected included students’ first and final drafts for two writing topics, comments posted online, and student responses to a questionnaire. Student responses to the questionnaire were analysed and their comments were coded as revision-oriented or non-revision-oriented (Liu & Sadler, 2003). This study’s findings indicate that most students expressed positive attitudes toward using blogs to practise second language (L2) writing and that most students made revision-oriented comments on their peers’ drafts. There is also evidence that students used their peers’ comments to revise their own final drafts. The implications of this study for language teaching practice are discussed.

scholarly journals Linguodidactic potential of Microsoft Teams applications for teaching English vocabulary

2021 ◽  
Vol 127 ◽  
pp. 01017
Author(s):  
Ekaterina Sergeevna Osipova ◽  
Ekaterina Yuryevna Bagrova
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Teaching Practice ◽  
Empirical Methods ◽  
Activity Type ◽  
Teaching English ◽  
Educational Experiment ◽  
Efl Students ◽  
Exercise Type ◽  
The Given

The paper analyzes the existing research and case studies of using Microsoft 365 Teams (MS Teams) for educational purposes while teaching English as a Foreign Language (EFL) during distance learning in the midst of the Covid-19 pandemic and provides an introduction to the innovative use of MS Teams. The given article reveals some aspects of implementing Microsoft Teams applications (MS Teams apps) with a strong linguodidactic potential (Collaboard, WordClouds, Mindomo, Kahoot, Flipgrid, Quizlet, myQuiz, Fortune Cookie) in university students’ vocabulary teaching. The authors underline the methodological value of the abovementioned MS Teams apps and give some examples of the linguodidactic use of MS Teams apps in their own EFL teaching practice. Data were collected following the methods of theoretical analysis, the educational experiment was conducted following the empirical methods. The study provides an algorithm for a new way of teaching vocabulary to EFL students during distance learning and indicates which MS Teams apps can be used in terms of the stage of teaching vocabulary, exercise type, and activity type. As a result, the most optimal combination of using MS Teams apps to teach vocabulary during distance learning has been revealed: Collaboard, Mindomo (preparation) + Quizlet, WordClouds (presentation) + myQuiz, Kahoot (practice) + Flipgrid, Fortune Cookie (production).

scholarly journals Exploring EFL Students’ Perceptions Toward Language Learning Activities Applied in Indonesian EFL Classroom Today

Tamaddun ◽  
2020 ◽  
Vol 19 (2) ◽  
pp. 100-107
Author(s):  
Ishafiuddin Ismail ◽  
Chuzaimah Chuzaimah
Keyword(s):  
Language Learning ◽  
Teaching Practice ◽  
Learning Activities ◽  
State University ◽  
Classroom Activities ◽  
Analysis Strategy ◽  
Efl Students ◽  
Research Questions ◽  
Individual Presentation

The present paper sheds light on Indonesian EFL students' perceptions toward learning activities applied in the classroom teaching practice. Classroom activities particularly related to learning activities have been widely accepted as one of factors that influence students’ achievement in learning. In the current study, the researcher attempts to answer three research questions: (1) How important the learning activities in students’ perceptions to facilitate them for learning, (2) what benefits gained from those learning activities? And (3) which learning activities do students perceive to be the most facilitating them in learning? The participants in this study were 21 EFL students, in state university of Makassar. The participant consisted of different term which in the second term, fourth term and sixth term.  Survey and open-ended question were developed in collecting data. The researcher analyzed the data through data analysis strategy particularly coding qualitative data. The result of the study analysis showed that the discussion was quite important and both Writing paper/article and Book review were just important, while individual presentation and Quiz were very important activities. Table 3 summarized the students’ perception toward benefits of learning activities. The finding also showed discussion activity to be the most facilitating students in learning.

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