scholarly journals Impact of Pushed Output on Students' Oral Production

2020 ◽  
Vol 20 ◽  
pp. 85-108
Author(s):  
Kevin López
Keyword(s):  
Private School ◽  
Teaching And Learning ◽  
Intermediate Students ◽  
Oral Production ◽  
Efl Students ◽  
Narrative Forms ◽  
L2 Vocabulary ◽  
The Impact ◽  
Output Hypothesis ◽  
Method Approach

With the advent of communicative methodologies, the promise to develop both fluency and accuracy was made as a goal for teaching and learning English as an international language. However, it did not happen (Richards, 2008). In an attempt to equalize students’ both semantic and syntactic competence, this study investigates the impact of Swain’s (1985) oral pushed output hypothesis on EFL intermediate students’ L2 oral production under a mixed method approach. The participants were 16 seventh grade EFL students from a private school in Ibagué, Colombia that were randomly assigned to an output and a non-output group. For five weeks, the output group underwent oral pushed output activities while the non-output group was merely exposed to comprehension activities. Quantitative and qualitative instruments to collect the data included pretest and posttest, audiorecordings, stimulated recalls, and interviews. Results revealed that although pushing students to produce meaningful oral output does not promote significant noticing of their linguistic problems in past narrative forms, students can modify more oral output through one-way pushed output activities than two-way activities and equalize their semantic and syntactic competence since they can engage in both processsings. Additionally, students perceived oral pushed output as an affectivity regulator in L2 oral production and as a trigger of exposure to L2 vocabulary, grammar, and pronunciation.

scholarly journals The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

2021 ◽  
Vol 5 (4) ◽  
pp. 25
Author(s):  
Vo Thuy Linh ◽  
Nguyen Ngoc Vu
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Modern Technology ◽  
Rapid Expansion ◽  
Efl Students ◽  
The Impact ◽  
Learning English

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

scholarly journals Impact of Teachers’ Feedback in Improving Students’ Writing Skills: A Study of Tertiary Level Students in Dhaka

2021 ◽  
pp. 129-139
Keyword(s):  
Undergraduate Students ◽  
Writing Skills ◽  
Tertiary Level ◽  
Proximal Development ◽  
Teacher Student ◽  
Efl Students ◽  
Convenience Sampling ◽  
Giving Feedback ◽  
The Impact ◽  
Method Approach

This study sought to investigate the impact of teachers’ feedback in improving students' writing skills. Feedback is perhaps the most widely used method for responding to students’ writing. While various studies have investigated the effectiveness of providing error correction, there has been relatively little research in Bangladesh incorporating the impact of teachers' feedback in improving students’ writing skills. Supporting Vygotsky's concept of ‘Zone of Proximal Development’ a mixed-method approach was used to collect data. The data was analyzed in both numerical and descriptive manner. 90 undergraduate students were chosen for this research using convenience sampling. The major findings indicate that students find multiple benefits of feedback and have a positive attitude towards receiving feedback but the feedback they receive is not clear, specific, well explained, and immediate. This study finds that teacher-student conferencing is the feedback that students prefer the most. Finally, some suggestions are given to improve feedback quality for enhancing the writing skills of tertiary-level students in Bangladesh. This study will help teachers have a better understanding of giving feedback to improve the writing skills of EFL students. It will also facilitate educational administrators and policymakers.

scholarly journals Saudi EFL Instructors’ and Students’ Perspectives Towards Virtual Learning During COVID-19 Pandemic

2021 ◽  
Vol 13 (6) ◽  
pp. 18
Author(s):  
Ahmed Alghamdi
Keyword(s):  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Classroom ◽  
Face To Face ◽  
Large Numbers ◽  
Efl Teachers ◽  
Efl Students ◽  
Preparatory Year ◽  
Sudden Transition ◽  
The Impact

The Covid-19 pandemic and the sudden transition from face-to-face to virtual learning have given rise to various challenges and obstacles in teaching contexts all over the world. This paper explores the impact of this unexpected transition in the teaching and learning process based on English as a foreign language (EFL) teachers’ and learners’ experiences at a Saudi university. This research employed a mixed methods approach. Four male and female EFL teachers were involved in addition to thirty-six students from a preparatory year program. The key findings of the study revealed that there were three major challenges encountered in the use of virtual classroom applications during the pandemic, including crucially a lack of technology and Internet connection, having large numbers of students in a virtual learning classroom, and lack of student and teacher interaction when using virtual learning classes. Although Saudi EFL students and teachers viewed the virtual learning classes in a positive light during the pandemic period, they reported that in the post-pandemic period and over the long term, they would prefer traditional face-to-face teaching.

scholarly journals The Effect of Using English-Only and English-Arabic on the Grammar Achievement of EFL Undergraduates at Hashemite University in Jordan

2020 ◽  
Vol 7 (4) ◽  
pp. p90
Author(s):  
Mohammed M. Obeidat ◽  
Arqam M. Mohideen
Keyword(s):  
Private School ◽  
Teaching And Learning ◽  
Statistical Difference ◽  
Control Group ◽  
School Type ◽  
School Students ◽  
Grade Point ◽  
English Only ◽  
Post Test ◽  
The Impact

Second language (L2) teaching and learning and the use of first language (L1) in the EFL classroom are debatable issues among educationists, specialists, and researchers. Some of them argue that L2 should be taught through L2 and others contend that L1 should be used as a support for L2. As a result of this controversy, the researchers have decided to conduct this study to investigate the impact of using English-only and English-Arabic on the grammar achievement of undergraduate EFL students. The research instrument used was a pre-post-test developed by the researchers. Two groups were randomly chosen: The experimental group was taught by using English-only whereas the control group was taught through English-Arabic. The variables used and may affect the findings of the study are: school-type, study-year, and Grade Point Average (GPA). Results of the study showed statistical difference in the means of students’ scores, in favor of the control group, private-school students and higher achievers. However, they revealed no statistical difference according to study-year.

scholarly journals The Impact of Watching Captioned TV Series on Vocabulary Development of EFL Students

2015 ◽  
Vol 3 (1) ◽  
pp. 118
Author(s):  
Karim Shabani ◽  
Marjan Pasha Zanussi
Keyword(s):  
Teaching And Learning ◽  
Vocabulary Development ◽  
Vocabulary Knowledge ◽  
Male Students ◽  
Control Group ◽  
Second Language Development ◽  
Matching Test ◽  
Post Test ◽  
Efl Students ◽  
The Impact

<p>Second language development could be achieved through various teaching and learning processes; however, applying multimedia technology has facilitated this process. This study aimed at examining the effect of captioned TV series on developing vocabulary knowledge of EFL students. There were forty intermediate male students learning English in Shokouh institute of Nowshahr, Mazandaran, Iran. The classes were held two sessions a week. The participants were randomly selected into control and experimental groups. Before the experiment, a 20-item vocabulary matching test was conducted as the pre-test. The vocabularies including in this test were chosen from a TV series in order to investigate their knowledge of vocabulary. After the pre-test ‘Friends’, An American TV series, was shown to both groups. English captioned episode was shown to the experimental group and non-captioned episode to the control one. After that, a post-test was conducted to examine the development in each group. Both independent and paired t-tests were carried out. The results of this study revealed that the participants in experimental outperformed those in control group in terms of their vocabulary development. The findings may be shared with other teachers in order to inform how captions affect the vocabulary learning of Iranian EFL students.</p>

scholarly journals The Impact of Remittances on the Skipped Generation Households in Vietnam

2021 ◽  
Vol 04 (04) ◽  
Author(s):  
Hue Thi Hoang ◽  
Keyword(s):  
Learning Process ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Department Of Education ◽  
School Teachers ◽  
Public And Private ◽  
Scarce Resources ◽  
Learning Modalities ◽  
The Impact

Online Learning and Modular Learning Modalities are being utilized by the Department of Education to continue the learning process during COVID -19 pandemic. The study has employed Mixed method to determine the problems and challenges of both public and private school teachers in utilizing online and modular learning modality. Interviews revealed that each sector has a problem in internet connectivity. Specifically, public school teachers are being challenged by the scarce resources of the students and unresponsive parents. Private school teachers are being challenged by the lack of training on the different online platforms for online teaching and learning process and assessment of learning this new normal. U- Test revealed that the challenges experienced by public and private school teachers in delivering distance learning are essentially the same. Moreover, it can be said that the type of school where a teacher works has no bearing with the challenges that he or she may encounter.

scholarly journals THE INFLUENCE OF IDIOMS ACQUISITION ON ENHANCING ENGLISH STUDENTS FLUENCY

2021 ◽  
Vol 6 (40) ◽  
pp. 124-133
Author(s):  
Kamariah Yunus ◽  
Marvet Abed Ahmad Hmaidan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Formulaic Sequences ◽  
Important Indicator ◽  
Efl Students ◽  
The Impact ◽  
English Students

Proficiency in figurative language is a challenging aspect of second language acquisition. An essential component of figurative fluency and proficiency is knowledge of idioms. Mastery of these formulaic sequences has been considered as an important indicator of communicative competence, enabling speakers to use the language both fluently and idiomatically. However, learning such essentially perplexing constructs poses a lot of challenges to EFL students, and thus they need to get immersed in language skills provided by teachers. The purpose of language acquisition is to achieve effective communication. Being communicatively competent helps language learners to avoid any kind of breakdown of communication, and therefore reaching fluency is the main goal of EFL learners. Thus, this quantitative study is an attempt to explore the influence of idioms acquisition on enhancing English students' fluency. The study has been carried out with twenty lecturers where a five-point Likert-scale questionnaire was employed to obtain data for the study. The collected data were analyzed statistically using SPSS software. The findings revealed that the participants have a positive attitude towards the impact of idioms acquisition on enhancing English students' fluency and acknowledged the importance of learning such expressions. The study concludes by a thorough discussion of the findings in relation to pedagogical implications in the field of second language teaching and learning.

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

Article Review: The Impact of Fun and Enjoyment on Adult Learning

2019 ◽  
Vol 1 (2) ◽  
pp. 96
Author(s):  
Laily Yahya
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Educational Programme ◽  
Continuous Quality ◽  
Teachers Beliefs ◽  
Critical Issues ◽  
Affective Experiences ◽  
The Impact

The article review of ‘The Impact of Fun and Enjoyment on Adult Learning’ (Lucardie, 2014) opens doors to the kaleidoscope of fun and enjoyment amongst adult learners. The essence of this review is an informative snapshot on the critical issues of how fun and joy have impacted adult learning through a qualitative research drawing upon traditions of phenomenology. It aims to explore the affective experiences of fun and enjoyment. This article review attempts to highlight an insightful assessment of the ideas and the arguments that are being discussed by the author. The different interpretation of this concept draws out contrasting elements between learners and teachers’ beliefs. A twist to this review is a reflective stance procured to address central issues emerging in the article related to the Malaysian context. It is through the lens of the reader, Continuous Quality Improvement (CQI):4R is proposed. This refers to the process of continuously improving the quality of teaching and learning of an educational programme. This review concludes with the framing of CQI:4R to illustrate reflect, revisit, realign and reconstruct processes that could possibly navigate the architectural landscape of the Malaysian Teacher Education.

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