scholarly journals EFL learners� perspective on English Honorifics (EHs) in Indonesia

2020 ◽  
Vol 1 (1) ◽  
pp. 32
Author(s):  
Rina Herlina ◽  
Wawan Tarwana
Keyword(s):  
Native Speaker ◽  
Classroom Interaction ◽  
Teaching English ◽  
Linguistic Features ◽  
Cultural Encounters ◽  
Efl Learners ◽  
Efl Students ◽  
Clan Identity ◽  
English Culture ◽  
Learning English

Indonesian EFL learners (IELs) have been familiar with the practice of English Honorifics/EHs (Mr, Mrs, Miss, Sir and Ma�am) for decades. Mr, Mrs, Miss are followed by family name as the clan identity and Sir and Ma�am are for respectful address for adult man and woman. However, in Indonesia, it�s been the phenomenon because there seem to be a collision between how EFL learners practice EHs with what EHs are supposed to be used in English culture. The purpose of this study is to clarify and verify how Indonesian EFL learners perceive on EHs that have been interpreted and practiced for decades in Indonesia. This study applies double approaches. First, cross cultural study which employs content analysis by means of analyzing how EHs are interpreted and practiced under the setting of Indonesian culture. The sources to be analyzed are obtained from English handouts, chats and texts in social media among EFL students, as well as script deriving from teacher-EFL students� classroom interaction. Second, case study which employs triangulation technique to examine some aforementioned sources. The result reveals that Indonesian EFL learners perceive that the practice of EHs (Mr, Mrs, Miss, Sir, Ma�am) have no difference with the ones applied in Indonesian culture. It means that there is no more difference in function between Mrs and Miss, Ma�am, Mr and Sir. Those have been considered the same in practice with Indonesian Honorifics (IHs) like ibu (Ma�am), bapak (Mr), nyonya (Mrs), dan nona (Miss) even though they have different function. �These have been conducted beyond EFL learners� culture awareness of how native speaker of English uses EHs because there is an assumption that learning English doesn�t include learning its culture. For most Indonesian EFL learners, learning English as a foreign language is a matter of learning basic skills and linguistic features. So, if there are any further cultural encounters during learning English, they will be switched automatically to Indonesian culture. This study recommends English teachers to keep teaching English culture during teaching English in order to avoid learners� misunderstanding in communication with English speaking people.

scholarly journals The Use of Smartphone English Language Learning Apps in the Process of Learning English: Slovak EFL Students’ Perspectives

2021 ◽  
Vol 13 (15) ◽  
pp. 8205
Author(s):  
Rastislav Metruk
Keyword(s):  
Language Learning ◽  
English Language ◽  
Target Population ◽  
English Language Learning ◽  
Male And Female ◽  
Efl Learners ◽  
Desktop Computers ◽  
Attitudes And Perceptions ◽  
Efl Students ◽  
Learning English

In recent years, an accelerating trend in an undergoing shift from the use of traditional desktop computers towards the utilisation of smartphones for language learning purposes has been detected. In line with these trends, this study aims to investigate Slovak EFL learners’ attitudes and perceptions of English language learning apps (ELLA) regarding practicing and learning English. Furthermore, the differences in the perception of ELLA between the male and female research participants are also analysed. The target population totalled 158 Slovak university EFL learners, 48 males and 110 females, who were required to display their level of agreement to statements by responding to a 5-point Likert scale questionnaire. The instrument consisted of 30 statements altogether, involving items on apps’ usage and apps’ perception. The calculated means indicate that the participants’ attitudes and perceptions of ELLA range between being neutral and positive, and that EFL learners tend to practice language systems and skills to varying degrees. Moreover, 30 independent-sample t-tests, which were run in order to determine the differences between the male and female attitudes and perceptions, reveal that 50% of statements on apps’ usage and apps’ perception differ significantly, demonstrating considerable differences between the two sexes. The achieved results seem to contribute to the existing research on the use of smartphones and ELLA in the context of EFL learning by casting more light on mobile language learning, an area that merits further scientific exploration.

scholarly journals Motivating EFL Learners Comprehensively: Applying Dörnyei’s Taxonomy of Classroom Motivational Strategies

2019 ◽  
Vol 4 (1) ◽  
pp. 117
Author(s):  
Ernita Raharja ◽  
Ashadi Ashadi
Keyword(s):  
Foreign Language ◽  
English Learning ◽  
Motivational Strategies ◽  
Language Aptitude ◽  
Efl Learners ◽  
Efl Teachers ◽  
Efl Students ◽  
Single State ◽  
Learning English

<p><em>Learning English as a foreign language is considered as a long-term process. During the period of learning, students might undergo ‘ups’ and ‘downs’ issue related to motivation swings. It is believed that motivated learners likely to outperform others who have high language aptitude but possess low motivation. For this reason, EFL teachers are required to involve strategies that captivate EFL students’ motivation. Motivating students should not only rely on immediate teaching strategies or a single activity since learning English as a foreign language is not an immediate process. Students tend to show fluctuated motivation in a time while in the other occasions could suffer in learning. </em><em>Hence, how motivation is considered as a process rather than a single state is described. Examining other perspective about motivation and the changing of focus in researching motivation show that seeing motivation as a process indicates more promising results for EFL students’ learning accomplishment. </em><em>Pointing out the importance of motivation in English learning attainment and the need of continuum process in motivating students, this paper offers the practical and comprehensive classroom motivational strategies by applying </em><em>Dörnyei’s motivational taxonomy</em><em>. </em></p>

scholarly journals An Empirical Study of Ecuadorian University EFL Learners’ Comprehension of English Idioms Using a Multimodal Teaching Approach

2017 ◽  
Vol 7 (11) ◽  
pp. 984
Author(s):  
Amy L. Freyn ◽  
Sandra Gross
Keyword(s):  
Teaching Method ◽  
Teaching Approach ◽  
Control Group ◽  
Traditional Teaching ◽  
Multimodal Approach ◽  
Teaching English ◽  
Efl Learners ◽  
Efl Students ◽  
Approach To Teaching ◽  
Experimental Group

The present study investigated the effect of using a multimodal teaching approach toward teaching English idioms to Ecuadorian EFL students. The control group was taught 20 English idioms using a traditional teaching method and the experimental group was taught the same 20 English idioms using a multimodal teaching approach. An idiom comprehension quiz was administered to both groups with the experimental group scoring significantly higher than the control group. The study provides pedagogical suggestions on using a multimodal approach to teaching English idioms.

Teacher Challenges and Solutions in Teaching EFL Students

2021 ◽  
Vol 2 (1) ◽  
pp. 22-26
Author(s):  
Ida Bagus Yoga Buana Surya Putra
Keyword(s):  
Qualitative Method ◽  
Classroom Activity ◽  
Teaching English ◽  
Teaching Process ◽  
Efl Learners ◽  
English Teaching ◽  
Efl Teacher ◽  
Teacher Challenges ◽  
Efl Students ◽  
Teacher's Perspective

The present study was aimed at identifying the EFL teacher challenges in teaching English, EFL learners’ problems in the classroom from teacher’s perspective, and the EFL teacher’s solutions for the problems exist in the classroom activity at SMK Negeri 1 Gianyar. A qualitative method was used to identify an EFL teacher challenges and solutions in teaching English. An interview was done through Google Form and WhatsApp chat with the participant. The results revealed that there are two main challenges faced by the teacher and four main challenges faced by the students based on the teacher’s perspective. Additionally, the study also revealed the teacher’s solutions for the challenges appeared during the English teaching process. Further, it is suggested for the teacher to use jigsaw strategy in teaching that will make the students take an important part in teamwork instead of without doing nothing in a group activity.

scholarly journals Methods for Learning English Vocabulary Employed by Iraqi EFL Learners at University of Technology

2021 ◽  
Author(s):  
Lina Lafta Jassim
Keyword(s):  
Female Students ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
University Of Technology ◽  
Post Test ◽  
Efl Students ◽  
Learning English

The main goal of this study is to indicate the strategies’ types that are employed by Iraqi EFL students to learn Vocabulary. To achieve this aim, the author wants to show which methods that are employed most repeatedly by Iraqi EFL students at University of Technology? Tests of vocabulary(pre/post-test) were adopted in this research to get the aim of the experiment. The author used tests to indicate the influence of meta-cognitive methods on the process of learning English vocabulary. Tests of this study relied on Nation’s multiple-choice test of vocabulary knowledge (1990). The researcher asked thirty Iraqi EFL students from University of Technology to be as participants in the current study. Fifteen was the number of male and the same number was for female students. The results indicated that determination strategies were most frequently employed than other types among Iraqi EFL students . On the other hand, using metacognitive strategies were the least frequently among the students.

EFL Learners’ Acquisition of Academic Collocation and Synonymy: Does their Academic Experience Matter?

RELC Journal ◽  
2020 ◽  
pp. 003368821989504
Author(s):  
Prueksa Wongkhan ◽  
Atikhom Thienthong
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Academic Discourse ◽  
Forced Choice ◽  
Academic Experience ◽  
Linguistic Features ◽  
Efl Learners ◽  
Efl Students ◽  
Thai English ◽  
Frequent Reason

It is generally accepted that collocation is essential for establishing synonymy. They are related linguistic features which are important and useful for language learners. Given this importance, this present study considered the experience of 120 Thai English as a Foreign Language (EFL) students. The study explored the students’ knowledge of academic collocation and synonymy in relation to their academic experience at university and examined their justifications for their collocation selections. The results of a forced-choice collocation test revealed that while the majority of the students demonstrated their knowledge of academic collocations and synonyms, the more experienced (ME) students significantly outperformed their less experienced (LE) counterparts in most collocation questions. In terms of explanations for their collocation choices, the ME group referred to their encounters as the most frequent reason while the LE group made the largest number of guesses. The findings suggest that despite not being taught explicitly about academic collocations, EFL learners can develop their collocation repertoire incidentally as they are exposed to academic discourse over their university years.

scholarly journals Tutorial You tube: English Learning Media Under the Frame Work of Students’ Need Analysis in EFL class

2019 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Rina Herlina
Keyword(s):  
Classroom Observation ◽  
Learning Activity ◽  
English Teacher ◽  
Teaching English ◽  
Learning Session ◽  
Need Analysis ◽  
Efl Students ◽  
Frame Work ◽  
Time Allotment ◽  
Learning English

This study reports how Tutorial YouTube (TYT) is used to teach English to support learning activity in EFL class in Galuh university considering that the students still require English knowledge to complete and polish what they learn in the classroom. The language media in TYT is presented in Indonesian language because it is only for Indonesian students. In the making of TYT, students' need analysis (SNA) is required to find out students' weakness in learning English. It's usually all about what language features they need and what constructed videos need to be uploaded. The purpose of the study is to find out the process of how non-native English teacher (NNET) proceeds SNA underpinning the construction of TYT for the sake of enhancing students' English performance.This case study took place in one of private universities in West Java. One English teacher, in particular English lecturer, participated for the interview and class observation. The interview result was crosschecked with the classroom observation under the Triangulation process. The goal of Triangulation is to get deep result and finding of the research. Thus, the result shows that NNET uses SNA-based TYT. She observes what the students need by scanning them all the way through during the learning session. If she thinks that her students need enrichment in one of language features, she will construct a TYT and upload it. This kind of classroom observation might scaffold the teacher in teaching English to EFL students since the time allotment in teaching English in the class can not cope with many aspects of language features. The conclusion is TYT, as the learning media, is developed based on SNA and it is fruitfull to be implemented to fulfill what the students need in learning English.

scholarly journals Methods for Learning English Vocabulary Employed by Iraqi EFL Learners at University of Technology

2021 ◽  
pp. 314-328
Author(s):  
Lina Lafta Jassim
Keyword(s):  
Female Students ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Efl Learners ◽  
University Of Technology ◽  
Post Test ◽  
Efl Students ◽  
Learning English

The main goal of this study is to indicate the strategies' types that are employed by Iraqi EFL students to learn Vocabulary. To achieve this aim, the author wants to show which methods that are employed most repeatedly by Iraqi EFL students at University of Technology? Tests of vocabulary(pre/post-test) were adopted in this research to get the aim of the experiment. The author used tests to indicate the influence of meta-cognitive methods on the process of learning English vocabulary. Tests of this study relied on Nation's multiple-choice test of vocabulary knowledge (1990). The researcher asked thirty Iraqi EFL students from University of Technology to be as participants in the current study. Fifteen was the number of male and the same number was for female students. The results indicated that determination strategies were most frequently employed than other types among Iraqi EFL students . On the other hand, using metacognitive strategies were the least frequently among the students.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

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