scholarly journals An integrated approach to developing and assessing EFL students’ speaking ability and strategy use

2021 ◽  
Vol 4 (1) ◽  
pp. 19-37
Author(s):  
Mu-Hsuan Chou
Keyword(s):  
Integrated Approach ◽  
Strategy Use ◽  
Efl Students

scholarly journals The influence of proficiency level on the use and choice of L1/L2 communication strategies used by Iraqi EFL students

2019 ◽  
Vol 8 (1) ◽  
pp. 127
Author(s):  
Raed Latif Ugla ◽  
Mohamad Jafre Zainol Abidin ◽  
Mohammed Najim Abdullah
Keyword(s):  
Language Proficiency ◽  
Communication Strategies ◽  
Strategy Use ◽  
Communication Strategy ◽  
Proficiency Level ◽  
English Major ◽  
Efl Students ◽  
Interactive Task ◽  
Speaking Task

<span>This study aimed at investigating the influence of language proficiency level on the frequency of the use and choice of L1/L2 communication strategies used by Iraqi EFL students. This study was qualitative in nature. The interactive task and speaking task were used to gather data regarding communication strategy use and choice from<em> </em>52 second and third year English major students. Those participants were divided into two groups; low and high proficient students (n=27 low proficient students and n=25 high proficient students). A taxonomy of communication strategies was adopted to code the communication strategies used by low and high proficient Iraqi EFL students. The results revealed that low proficient students use communication strategies more frequently than high proficient students. Both low and high proficient students used communication strategies other than those included in selected taxonomy. This study showed that low proficient students use L1-based strategies more frequently, while high proficient students use L2-based strategies more frequently.</span>

Language learning strategy use in context: the effects of self-efficacy and CLIL on language proficiency

2020 ◽  
Vol 58 (2) ◽  
pp. 195-220
Author(s):  
Nils Jaekel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Structural Equation ◽  
Negative Impact ◽  
Strategy Use ◽  
Efl Students ◽  
The Impact

AbstractLanguage learning strategies (LLS) are suggested to facilitate learning and support learner autonomy. The integration of content and language in foreign language education increases the cognitive work load. Furthermore, self-efficacy has been identified as a key predictor for strategy use and language achievement. The present study aimed to (1) investigate LLS use in content-based versus traditional foreign language environments and (2) assess the impact LLS use and self-efficacy have on language proficiency. Participants were Year 9 Content and Language Integrated Learning (CLIL) and regular English as a foreign language (EFL) students (N=378) in Germany. Structural equation modelling, controlling for a range of confounding variables, showed that (1) there was no difference in LLS use between CLIL and EFL students. (2) LLS use had a negative impact while self-efficacy predicted higher language proficiency. These results suggest that students may best be supported by enhancing their self-efficacy while they should carefully choose their strategies.

College students’ awareness in organizational strategy use in English writing

2015 ◽  
Vol 14 (2) ◽  
pp. 187-209
Author(s):  
Shih-Chieh Chien
Keyword(s):  
Academic Writing ◽  
Strategy Use ◽  
Macro Level ◽  
Organizational Strategy ◽  
Content Type ◽  
Final Comment ◽  
English Writing ◽  
Written Texts ◽  
Efl Students ◽  
High Achieving

Purpose – The purpose of the study is to look at Chinese English as a foreign language (EFL) learners’ organizational strategy use in English writing at universities in Taiwan. One significant area that has been indicated in contrastive rhetoric studies spins around the notion of culturally constructed organizational patterns. It is claimed that second language (L2) writers may have implicit culturally driven presuppositions and values about academic writing in the first language (L1) that may transfer straightforwardly to academic writing in English. Design/methodology/approach – Data were from 50 high- and 50 low-achieving EFL students’ and 50 native English speakers’ (NESs’) written texts, and semi-structured interviews with EFL students and their teachers. Findings – Based on text analysis, when high-achieving EFL students and NESs were compared, they were similar in location of thesis, existence of introduction, existence of topic sentences, macro-level patterns, existence of conclusion, existence of a concluding sentence and existence of a final comment, but different in existence of background information. Nonetheless, it is noted that low-achieving EFL students were quite different from high-achieving EFL students and NESs in several aspects, such as location of thesis, existence of introduction, existence of topic sentences, macro-level patterns, existence of conclusion, existence of a concluding sentence, and existence of a final comment. In addition, the written texts and interview findings suggest that while cultural differences do, in fact, exist, Chinese writers’ English organizational strategy use were to some extent intertwined with their writing experiences and teachers’ writing instructions. The results also suggest the flexibility of writers and multiplicity of writing experiences within a cultural group. Originality/value – The study makes original recommendations for language pedagogy.

scholarly journals EFL learners’ strategy use during task-based interaction in Second Life

2016 ◽  
Author(s):  
Julian ChengChiang Chen
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processing ◽  
Second Life ◽  
Strategy Use ◽  
Efl Learners ◽  
Topic Shift ◽  
Efl Students ◽  
Voice Chat

Motivated by theoretical and pedagogical concerns that the link between second language (L2) learners’ second language acquisition (SLA) and language use in 3D multi-user virtual environments (MUVEs) is still not fully connected in current SLA literature, this study examined the patterns of English as a foreign language (EFL) learners’ employment of communication strategies during task-based interaction in Second Life (SL). Nine adult EFL learners worldwide were recruited, and they used their avatars to negotiate meaning with peers in interactional tasks via voice chat in SL. Results reveal that confirmation checks, clarification requests, and comprehension checks were the most frequently used strategies. Other types of strategy use were also discovered, such as a request for help, self-correction, and topic shift – accompanied by a metacognitive strategy and spell-out-the-word that had not been previously documented in task-based research in 3D MUVEs. This study demonstrated that SL could offer an optimal venue for EFL learners’ language acquisition to take place and prompt their cognitive processing during task-based interaction. Additionally, 3D multimodal resources afforded by SL provide additional visual support for EFL students’ input acquisition and output modifications. A call for more research on voice-based task interaction in 3D MUVEs is also needed.

scholarly journals Teachers’ Efficacy, Identity and Motivational Strategies and their Effects on L2 learners’ Achievement

2019 ◽  
Vol 10 (5) ◽  
pp. 20
Author(s):  
Mehrnoosh Karimi ◽  
Elham Nikbakht
Keyword(s):  
Positive Relationship ◽  
Teaching Efficacy ◽  
Strategy Use ◽  
Motivational Strategies ◽  
Institutional Identity ◽  
Significant Difference ◽  
Efl Teachers ◽  
Efl Students ◽  
The Relationship ◽  
Pearson Correlations

The purpose of this study was to explore the relationship between three teacher-related variables, namely, teaching efficacy, institutional identity and motivational strategy use, with students’ L2 achievement. The study further intended to pinpoint gender differences in each of the aforementioned teacher-related variables. To this end, 120 (60 male and 60 female) EFL teachers took part in the study by completing Teacher Efficacy Scale (Tschannen-Moran & Hoy, 2001), Institutional Identity Scale developed by Azimi (2012), and Motivational Strategy Use Scale developed by Cheng and Dornyei (2007). Furthermore, the final class outcomes of the teachers’ students (n=2045) were collected. The participants were EFL learners and their teachers. The results of Pearson Correlations indicated that there existed significant and positive relationship between the three aforementioned teacher-related variables of EFL teachers and their students’ L2 achievement. The results revealed that EFL teachers’ efficacy, institutional identity and motivational strategy use had a significant and positive relationship with their students’ L2 achievement. A Significant difference was found between the male and female EFL teachers. Also, Motivational strategy use was the strongest predictor of Iranian EFL students’ L2 achievement. Based on the findings of the study, a number of pedagogical implications could be recommended. The findings will provide rational support for proposing that EFL teachers should invest in improving their knowledge of teaching efficacy, institutional identity and motivational strategy use.

scholarly journals Coping with Lexical Gaps: Use of Compensatory Strategies by Iranian EFL Students

2014 ◽  
Vol 1 (1) ◽  
pp. 7-15 ◽  
Author(s):  
Alireza Hojati ◽  
Akbar Mirzaee
Keyword(s):  
Native Speaker ◽  
Native Language ◽  
Strategy Use ◽  
Intermediate Level ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Compensatory Strategies ◽  
Advanced Level ◽  
Efl Students ◽  
Lexical Items

Learners of English as a non-native anguage unavoidably confront situations in which insufficiency of their linguistic knowledge presents them with difficulties. There are also case in which the absence of some native-language lexical items in the target language is the source of problems the learners have to grapple with. This  study focused on the phenomenon known as ˜lexical gap .The aim was to identify and examine the use of compensatory strategies employed by Iranian EFL students in coping with lexical gaps.To this end, number of Iranian undergraduate EFL students were selected and then split into two groups of intermediate-level and advanced-level. Both groups were given two written tasks requiring them to introduce eight Farsi words with no English counterparts to a typical native speaker of English. The analysis of data revealed  well as the existence of some surprising differences between the frequencies of strategy use by the two groups.

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