scholarly journals Prediction of English Word skills from oral proficiency and phonological awareness among EFL Children: the Impact of Language Learning Environment

2019 ◽  
Author(s):  
Shuting Huo
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Phonological Awareness ◽  
Language Learning ◽  
Word Meaning ◽  
Oral Proficiency ◽  
English Word ◽  
Word Decoding ◽  
Efl Learners ◽  
The Impact

This study investigated the contribution of English oral proficiency (OP) and phonological awareness (PA) in predicting subsequent English word decoding and word meaning access in young children who learn English as a foreign language (EFL) in two environments, English immersion (EI) and non-immersion (NIMM) programs. The results showed that word decoding and meaning access were both predicted by OP and PA in the EI children. For NIMM children, OP and PA significantly predicted word decoding but not word meaning access. Finally, we proposed that language learning environment has an impact on the development of word recognition in young EFL learners.

An Account of Iranian Intermediate EFL Learners’ Vocabulary Retention and Recall Through Spaced and Massed Distribution Instructions

2021 ◽  
pp. 002205742110319
Author(s):  
Ehsan Namaziandost ◽  
Mohammad Hasan Razmi ◽  
Anastasia Atabekova ◽  
Tatyana Shoustikova ◽  
Bibigul H. Kussanova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Spacing Effect ◽  
Foreign Language Learning ◽  
The Body ◽  
Receptive Vocabulary ◽  
Control Group ◽  
Efl Learners ◽  
Instruction Group ◽  
The Impact

There has been an ongoing debate on the effectiveness of spaced and massed distribution instruction in second/foreign language learning. A number of studies in the literature have investigated the impacts of spacing effect on English as a Foreign Language (EFL) learners’ vocabulary acquisition. This study aims to expand the body of existing research by exploring the impact of spaced versus massed distribution instruction on EFL learners’ vocabulary recall and retention. To this end, the Oxford Quick Placement Test (OQPT) was administered to 120 Iranian EFL students to determine their level of English proficiency. Accordingly, 75 intermediate students were selected and randomly assigned to three equivalent groups: two experimental groups, namely spaced instruction ( n = 25) and massed instruction ( n = 25), and one control group ( n = 25). After administering a pretest, the participants in both experimental groups received two different modes of instruction. The massed instruction group attended one intensive session to learn each set of target vocabularies; the spaced instruction group, on the contrary, had three sessions at irregular time intervals to learn the same vocabularies. The control group studied the same vocabularies but received no vocabulary-focused instructions. Overall, 180 vocabularies were taught to the students during a 12-week period (15 vocabularies per week). The instructions in each group took 60 min each week. Using a pretest, posttest, and delayed posttest design, the students first took a receptive vocabulary pretest before the treatment. One week after the treatment, a receptive vocabulary posttest was administered. Finally, after a 4-week interval, the students took the delayed posttest. The results revealed that the spaced instruction group significantly outperformed the massed instruction group on both immediate and delayed posttests. The findings lend support to the modulation of spaced instruction into the curricula in instructional settings as a valuable vocabulary instruction technique to promote vocabulary learning in real classroom environments.

scholarly journals The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

2018 ◽  
Author(s):  
Kamel Boustani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Tests ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
New Words ◽  
The Impact

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

scholarly journals The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

2018 ◽  
Author(s):  
Kamel Boustani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Tests ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
New Words ◽  
The Impact

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

The effect of second life on speaking achievement

2016 ◽  
Vol 6 (4) ◽  
pp. 236-245 ◽  
Author(s):  
Serhat Guzel ◽  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Experimental Research ◽  
Second Life ◽  
Control Group ◽  
Learning Tool ◽  
Efl Learners ◽  
Speaking Performance ◽  
The Impact ◽  
Experimental Group

The number of studies that focus on the impact of Second Life (SL) as a virtual language learning tool on speaking achievements of EFL learners is quite limited. Thus, this paper aims to provide insight for SL’s effect on Turkish EFL learners’ speaking achievement levels. Forty-four EFL learners from Balikesir University participated in this experimental research. The participants were divided into two groups as an experimental group of 20 learners and a control group consisting of 24 students. An interview grading their speaking performance was administered to both groups as pre-test and post-tests. While the control group participants took traditional speaking classes, the experimental group did the same speaking activities on SL. Considering the interview scores, results indicated that learners who used SL had a better performance than the ones who participated in traditional activities.  Keywords: english as a foreign language, second life, speaking, achievement.

The effect of using videos in teaching and learning English present progressive tense

2020 ◽  
Vol 17 (2) ◽  
pp. 159-170
Author(s):  
Adil Mohammed Hamoud Qadha ◽  
Mohammed Ahmed Alward
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Content Type ◽  
Efl Learners ◽  
Post Test ◽  
The Impact ◽  
Present Progressive

Purpose Using videos in language learning has been investigated in the literature to enhance second language learning. The previous studies have explored the effect of videos on learning a foreign language, especially vocabulary learning. The purpose of this study is to investigate the effect of videos on learning present progressive tense in the perspective of semiotics. Design/methodology/approach A total of 30 Arab English foreign language (EFL) learners participated in the study and were assigned into two groups. The first group was taught present progressive tense with the help of videos (the semiotics group). The second group was taught the same content using a traditional way, i.e. without videos. Findings Results of the post-test indicated that participants in the semiotics group outscored the participants who did not learn through videos to learn present progressive tense. The study concluded that using videos is a useful tool to enhance learning present progressive tense. Originality/value To the authors’ knowledge, no study has been conducted to examine the effect of semiotics on learning L2 grammar, especially the present progressive tense. Therefore, this study explores the impact of using videos, as a form of semiotics, to help EFL learners learn present progressive tense.

The Effect of Second Life as a Virtual Language Learning Environment on Speaking Anxiety

2019 ◽  
pp. 115-146 ◽  
Author(s):  
Serhat Güzel ◽  
Selami Aydin
Keyword(s):  
Experimental Study ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Second Life ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Related Literature ◽  
Efl Context ◽  
Before And After

There is a lack of research on the effects of Second Life (SL) as a virtual language-learning environment on speaking anxiety among English as a foreign language (EFL) learners, whereas related literature is insufficient in terms of providing insight about Turkish EFL context. Therefore, this experimental study aims to examine the effects of the use of SL on speaking anxiety. In the chapter, a background questionnaire and an anxiety scale were administered to 44 EFL learners assigned to the control and experimental groups before and after speaking activities performed in traditional and SL settings. Findings suggest that there is no significant correlation between speaking activities that take place in traditional settings and SL environment concerning the levels of speaking anxiety. It is recommended that the extent to use SL should be moderated during speaking practice because SL does not offer a flawless solution to speaking anxiety.

scholarly journals The Review on the Role of Ambiguity of Tolerance and Resilience on Students’ Engagement

2022 ◽  
Vol 12 ◽  
Author(s):  
Miao Yu ◽  
Hongliang Wang ◽  
Guoping Xia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Present Review ◽  
Significant Feature ◽  
Human Adaptation ◽  
Ambiguity Tolerance ◽  
Efl Learners ◽  
The Impact

Due to the arrival of positive psychology (PP) in the development of teaching, the construct of engagement has been thrived and got a notable function in the educational arena. Alternatively, numerous individual differences, containing ambiguity of tolerance, have been taken into consideration as a result of the key role they can play in the process of learning, and thus, on different facets of the learners’ engagement. Furthermore, resilience is recommended to be an alternate and effective way of engaging English as a foreign language (EFL) learners. Also, it is a significant feature of the human adaptation system in which students can efficaciously manage and tackle stressful involvements despite their troubles and disasters. Given the eminence of both ambiguity tolerance and resilience in educational settings and the fact that little attention has been given to these constructs in foreign language learning, the present review makes an effort to scrutinize the impact of ambiguity of tolerance and resilience on EFL learners’ engagement. Succinctly, the fundamental roles of ambiguity tolerance and resilience in learners’ engagement were confirmed, and consistent with the conclusions drawn from the present review, some suggestions are set forth concerning the implications of this paper.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

2021 ◽  
pp. 003151252110417
Author(s):  
Xin Wang ◽  
Yang Wang ◽  
Yizhi Yang ◽  
Lu Wang
Keyword(s):  
Factor Analysis ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Web Based ◽  
Chinese University ◽  
Confirmatory Factor

The revolution in web-based technologies has enriched pedagogical practices and motivated scholars to address learners’ positive and negative emotions in the web-based language learning environment. In this study, we first examined the psychometric properties of the Foreign Language Enjoyment Scale (FLES) and then developed the Online Foreign Language Enjoyment Scale (OFLES). We adopted a mixed-method approach using a sample of 383 first language Chinese EFL undergraduates. In stage one of the research, exploratory factor analysis and confirmatory factor analysis supported an 11-item and 4-factor OFLES structure with an ideal model fit. The four sub-domains of the new enjoyment construct were OFLES- Teacher, Private, Interaction, and Competence. The Teacher domain accounted for most variance. In stage two, the qualitative analyses of feedback on an open-ended question concerning enjoyable episodes from 56 of the 383 participants revealed various sources of enjoyment for Chinese university EFL learners attending online English courses. Our findings contribute to an emerging wave of research examining the cross-contextual application of the FLES and provide important pedagogical implications for L2 practitioners and researchers. We discuss suggestions for future research.

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