scholarly journals A Developmental Paradigm for English Language Instruction at Preparatory Year Programs

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Saleh Al-Shehri
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Tertiary Education ◽  
Language Instruction ◽  
English Language Proficiency ◽  
The Road ◽  
Efl Teachers ◽  
Teachers And Students ◽  
On The Road ◽  
Preparatory Year

Preparatory Year Programs (PYP) at Saudi universities are meant to narrow the gap between high school and tertiary education. Improving English language proficiency and skills among newly admitted university students is also a major objective of these programs. However, PYP programs do not achieve much outside the ordinary to set students on the road to the university. In particular, low-level English language proficiency and poor language skills are still apparent among most PYP students. Hence, this study is an attempt to conceptualize some of the challenges and obstacles faced by both English as a foreign language(EFL) teachers and students at the PYP program at a Saudi university. The study then develops a paradigm that can improve EFL practices and pedagogies within similar PYP programs. A number of 48 EFL teachers within the PYP program participated in the study, and then challenges were categorized into six subcategories relevant to the context of the study. Teacher participants' feedback was formulated into a developmental paradigm. The study used a questionnaire with open-ended questions. Results were analyzed using a qualitative descriptive research method. Findings of the study can be implemented by policymakers and educators within PYP programs.

A study of Importance of English Language Proficiency in Hospitality Industry and the Role of Hospitality Educators in Enhancing the Same Amongst The Students

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Arati Prabhu ◽  
Prachi Wani
Keyword(s):  
Language Proficiency ◽  
Hospitality Industry ◽  
English Language ◽  
English Language Proficiency ◽  
Primary Data ◽  
Hotel Management ◽  
Innovative Teaching ◽  
Teachers And Students ◽  
Teaching Learning

The study is undertaken to understand the importance of English language skills in the Indian hospitality industry, and the gaps therein. It studies the challenge as it exists in Pune city, and how AISSMS College of Hotel Management & Catering Technology has attempted to address the issue(s). The study aims at gathering primary information by means of questionnaires. It sheds light on the gap between existing and desired standards of English proficiency. It also highlights the attempts by the three important stakeholders in order to address the issue. Though, attempts are made from the industry, teachers and students, it is recognized that joint efforts need to be made to tackle the problem collectively and from all sides. It is an urgent calling for innovative teaching learning practices and encouraging sound develop initiatives and commitment. The primary data is across the cross section of Pune hoteliers, teachers and students of the college. The findings reflect the importance of English as the universal medium of communication, and its importance in rendering quality service and importantly.

scholarly journals Use of Journal Articles in English Language Classroom

2018 ◽  
Vol 22 (1-2) ◽  
pp. 110-116
Author(s):  
Sagar Poudel
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Instructional Materials ◽  
Journal Articles ◽  
Teaching English ◽  
Language Classroom ◽  
Efl Teachers ◽  
Teachers And Students

Teaching English without any instructional materials may be difficult or even impossible. There are lots of materials which facilitate both the teachers and students in language teaching and learning. As with other teaching materials and resources, journal articles are also an important source for language teaching. Taking this into account, this article tries to explore how EFL teachers perceive the value of journal articles and how they use them in their classrooms. More specifically, the article tries to explore whether and to what extent journal articles can be used as instructional materials, and what strategies teachers employ to use journals articles to enhance language proficiency of their students.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 110-116

scholarly journals The Comparative Effect of Teaching Concept Mapping in Reading on Extrovert and Introvert EFL Learners' Self-Regulation

2017 ◽  
Vol 6 (5) ◽  
pp. 161
Author(s):  
Mania Nosratinia ◽  
Fatemeh Abbasi
Keyword(s):  
Concept Mapping ◽  
Language Proficiency ◽  
English Language ◽  
Self Regulation ◽  
English Language Proficiency ◽  
Efl Learners ◽  
Proficiency Level ◽  
Teaching Concept ◽  
Efl Teachers ◽  
Pre Treatment

The present study attempted to compare the effect of teaching concept mapping in reading on extrovert and introvert English as a Foreign Language (EFL) learners' Self-Regulation (SR). The participants were 60 female EFL learners at the intermediate level of English language proficiency, between 18 and 20 (Mage = 19). The Preliminary English Test was employed in order to select homogeneous participants in terms of English language proficiency level, followed by administering Eysenck's Personality Inventory (1985). The language-wise homogeneous introvert (n = 30) and extrovert (n = 30) participants were assigned randomly into two experimental groups of 30. To identify the pre-treatment and post-treatment levels of participants' SR, the Motivated Strategies for Learning Questionnaire (1991) was administered twice. The two groups were instructed using the same material and implementing Harris and Graham’s (1996) concept mapping instruction model. The analysis of the scores using an Independent-Samples t-Test revealed that extrovert participants exhibited a significantly higher SR level as a result of being exposed to concept mapping. The study concludes with a discussion on the obtained results and the probable reasons leading to them, followed by presenting some implications for EFL teachers, learners, and syllabus designers. 

scholarly journals Saudi Female Teachers’ Perceptions of the Use of L1 in EFL Classrooms

2017 ◽  
Vol 10 (6) ◽  
pp. 12
Author(s):  
Bayan Al-Hashemi Al-Amir
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
First Language ◽  
English Language Proficiency ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Students First ◽  
Efl Classrooms ◽  
L1 Use

In the literature of second language teaching and learning, the use of students’ first language (L1) has been an issue of debate for many years. Despite the changing state of teaching and learning aspects over the years, the belief that L1 should not be used in English as a Foreign Language (EFL) classrooms has stood the test of time. Nevertheless, many studies have recently started to put this belief under question and to give the effectiveness of L1 use, the benefit of doubt. This paper investigates EFL teachers’ perceptions of the use of students’ first language at one of the universities in Jeddah, Saudi Arabia, given the fact that those teachers speak students’ native language and have different English language proficiency levels. The data gathered through a questionnaire were analyzed using the IBM Statistical Package for Social Science (SPSS)® to find frequencies, percentages and mean scores. The overall results of the study show that the majority of teachers agree to the use of students’ first language in their EFL classrooms. Moreover, when investigating the relationship between teachers’ English language proficiency level and their perceptions of L1 use, the results suggest that there is no correlation between the two. Furthermore, the results of the study conclude that EFL teachers are selective when it comes to the areas of language teaching where L1 is used.

Non-native EFL teachers’ email production and perceptions of e-(im)politeness

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Maria Economidou-Kogetsidis ◽  
Helen Woodfield ◽  
Christine Savvidou
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Native Speaker ◽  
English Language Proficiency ◽  
Efl Teachers ◽  
Politeness Strategies

AbstractThe present study investigates the nature of email requests to faculty produced by non-native speaker (NNS) teachers of English as a foreign language (EFL), the importance attached by these teachers to linguistic forms designed to achieve email politeness and status-congruence, and the extent to which perceptions and evaluations by the NNS teachers and native-speaker (NS) lecturers might differ with regard to these emails. The study found that the non-native speaker teachers (NNSTs) evidenced a developed sense of sociopragmatic knowledge in high imposition L2 requests for action, and employed politeness strategies that were indicative of a concern to maintain social and face relationships in virtual consultations. It is argued that despite their advanced English language proficiency, the teachers’ reliance on directness, excessive formality, and lengthy grounders could still put them out-of-status and render their emails as pragmatically inappropriate. The study further confirmed significant differences in how the two groups perceive appropriateness and politeness in direct and unmodified student email requests to faculty. Overall, while the NSs judged the emails primarily according to their content and, to a lesser extent, according to their form and framing devices, the NNSTs focused almost exclusively on form and framing devices (in/formality, in/directness, nature and extent of mitigation, opening/closing moves, forms of address).

scholarly journals Exploratory mathematics talk in a second language: a sociolinguistic perspective

2018 ◽  
Vol 101 (2) ◽  
pp. 215-232 ◽  
Author(s):  
Sally-Ann Robertson ◽  
Mellony Graven
Keyword(s):  
South African ◽  
Language Proficiency ◽  
English Language ◽  
Meaning Making ◽  
English Language Proficiency ◽  
Home Language ◽  
Mathematical Meaning ◽  
Mathematics Lesson ◽  
Learning Mathematics ◽  
Teachers And Students

Abstract This paper illuminates challenges confronting teachers and students at the literacy/numeracy interface in contexts where students have not developed sufficient English language proficiency to be learning mathematics through English but, due to socio-politically and economically driven perceptions are being taught in English. We analyse transcript data of classroom talk in a South African grade 4 mathematics lesson on fractions. Together with interview data, the lesson data highlight some of the consequences students’ diminished access to their home language appear to have on their access to mathematical meaning-making.

scholarly journals Needs Analysis to Enhance English Language Proficiency at a Mexican University

2020 ◽  
Vol 22 (2) ◽  
pp. 145-162
Author(s):  
Edgar Emmanuell Garcia-Ponce
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Needs Analysis ◽  
Context Sensitive ◽  
Teachers And Students ◽  
English Achievement ◽  
Language Competencies

This study examines the perceptions of employers, university authorities, English teachers and students concerning needs to promote English achievement in a Mexican university. By drawing on data collected from focus groups and questionnaires, the evidence suggests that there are several needs which hinder the attainment of English objectives in this higher education context. To address this, the participants’ perceptions are reformulated into a set of recommendations which might be beneficial for this context and other higher education institutions which seek to develop English language competencies in university students. The relevance of this study is that it shows how needs analysis can be used in higher education as a tool to identify needs and formulate context-sensitive solutions for enhancing English achievement.

scholarly journals Practising English through out-of-class language learning activities (OCLLA): EFL preparatory year students perspectives

2020 ◽  
Vol 4 (2) ◽  
pp. 128-143
Author(s):  
Khaled Elkotb Elshahawy ◽  
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Learning Activities ◽  
Future Research ◽  
Learning Program ◽  
Study Program ◽  
Reflective Journals ◽  
Preparatory Year

The current study investigated the insights and perceptions of the EFL preparatory year students at Al-Baha University in Saudi Arabia concerning improving their English language proficiency, namely, vocabulary and grammar learning, speaking skills, listening skills, reading skills, and writing skills, through out-of-class language learning activities. The instruments of the study were pre/post-English language proficiency skills test (ELPT) and the student's weekly reflective journals (SWRJ). The study participants were 100 male students aged 18 to 20 years old. The application of the study program, Five Phases Out-of-Class Language Learning Program (FPOCLLP) lasted for three months. Paired samples t-test and the effect size were employed to collect data for the quantitative analysis. Moreover, the student's weekly reflective journals were employed to get qualitative interpretations. The findings of the study indicated that the participants' English language proficiency skills were enhanced as a result of the study program application. Finally, the study identified some recommendations and suggestions based on its results for further future research.

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