Saudi Females Beginners’ Attitudes Towards Full-online Learning Through EFL Virtual Classrooms During COVID-19 Pandemic

Negative Attitudes ◽

Virtual Classrooms ◽

Online Mode ◽

Efl Students ◽

Preparatory Year ◽

Mastery of English is indispensable for students to pursue their university major in Saudi Arabia. Therefore, it is mandatory for Saudi undergraduates studying at the preparatory year programs to get high scores in the EFL course to be eligible to enroll in the Bachelor’s degree programs. However, the sudden shift to distance learning worldwide to curb the spread of the COVID-19 pandemic affects the university beginners’ attitudes to learn EFL. This article examines the general perceptions of Jubail University College EFL female students’ towards learning English through full online mode. Also, the study displays the benefits and drawbacks the EFL students have encountered while using the virtual classroom during the pandemic. Their views were investigated through in-depth one-on-one interviews and focused group discussion done virtually by the author. The results reveal that the majority of students have formed negative attitudes toward EFL virtual classrooms and preferred traditional classrooms. In addition, the results present solutions suggested by the participants to enhance the quality of full-online English language teaching, which could be useful for EFL language instructors.

Saudi Females Beginners’ Attitudes Towards Full-online Learning Through EFL Virtual Classrooms During COVID-19 Pandemic

Arab World English Journal ◽

10.24093/awej/th.274 ◽

2021 ◽

pp. 1-34

Author(s):

Eilaf Eid Alotaibi

Keyword(s):

English Language ◽

Group Discussion ◽

Virtual Classroom ◽

Negative Attitudes ◽

Virtual Classrooms ◽

Online Mode ◽

Efl Students ◽

Preparatory Year ◽

Saudi EFL Preparatory Year Students’ Perception about Corrective Feedback in Oral Communication

10.5539/elt.v9n12p47 ◽

2016 ◽

Vol 9 (12) ◽

pp. 47 ◽

Cited By ~ 1

Author(s):

Maha Alhaysony

Keyword(s):

English Language ◽

Corrective Feedback ◽

Oral Communication ◽

Immediate Feedback ◽

Proficiency Level ◽

Efl Students ◽

And Gender ◽

Main Instrument ◽

Preparatory Year ◽

This study sought to investigate the attitudes of Saudi EFL students towards corrective feedback (henceforth CF) on classroom oral errors. The subjects were 3200 (1223 male and 1977 female) students enrolled in an intensive English language programme in the preparatory year at the University of Ha'il. A questionnaire was the main instrument. This study seeks to extend our knowledge by examining the relationship between CF and gender, proficiency level, and students’ track. The results revealed that students generally have a positive perception of oral CF. Further, delayed CF was more favoured than immediate feedback. Of the methods of CF used by the teacher, the students preferred asking for clarification, repetition, explicit feedback, metalinguistic feedback, elicitation, and recasting; the majority of them regarded no correction as a poor method. Although the students wanted all of their oral errors to be corrected, they reported wanting their serious errors to be corrected first, followed by frequent errors, individual errors, and then, less serious errors; less frequent errors was the least preferred category. Regarding the choice of correctors, students favoured teacher correction, then self-correction, and finally, classmate correction. As far as the three variables considered, the analysis of the data revealed that in sum, regardless of gender, students’ proficiency level, and track, all students had similar beliefs about CF and strongly favoured receiving frequent CF in English oral communication classes once they were made aware of the purpose, significance, and methods of CF. However, the findings of the study showed that there was a significant gender difference, with women responding to CF significantly more than men. Moreover, the results revealed that highly proficient students preferred CF more than students with a lower proficiency, although there were no significant differences for most of the items. Additionally, there were some significant differences among students with different tracks. Pedagogical implications, limitations of the study, and recommendations for further research are also discussed.

Saudi EFL Students’ Perceptions of Online English Achievement Exams in the Era of COVID-19

International Journal of Linguistics Literature & Translation ◽

10.32996/ijllt.2021.4.5.11 ◽

2021 ◽

Vol 4 (5) ◽

pp. 118-125

Author(s):

Ajwaad Aljohani ◽

Mashael Aloreafy ◽

Sarah Alzaidi ◽

Zilal Meccawy

Keyword(s):

Online Survey ◽

English Language ◽

Mode Of Delivery ◽

Efl Students ◽

English Achievement ◽

Assessment And Testing ◽

Preparatory Year ◽

English Language Institute ◽

The University ◽

Qualitative Phase

Due to the COVID-19 pandemic, assessment and testing processes have been shifted to an online environment. Therefore, this unexpected shift requires more recent research in the field of online assessment. Based on this requirement, the present research aimed to explore female EFL students’ perceptions of an online English achievement exam by focusing on these dimensions: availability and accessibility, instructions, and mode of delivery. The participants were preparatory year students at the English Language Institute (ELI) at the University of Jeddah. To serve the research aim, the research used a mixed-methods approach. Students (n =49) participated in the quantitative phase by answering an online survey and 2 students were interviewed in the qualitative phase. The quantitative data revealed that the students had a positive perception of the online exam availability, accessibility, instruction, and mode of delivery. More particularly, the qualitative data explained that the clear online exam instructions and suitable mode of delivery have significantly improved these positive perceptions.

Teaching English in Non-English Departments: Empowering Teacher Towards Improvement

IJEE (Indonesian Journal of English Education) ◽

10.15408/ijee.v4i1.5341 ◽

2017 ◽

Vol 4 (1) ◽

pp. 49-62

Author(s):

Ninuk Sholikhah Akhiroh

Keyword(s):

Social Sciences ◽

English Language ◽

English Education ◽

Group Discussion ◽

Teaching English ◽

English Departments ◽

English Majors ◽

Relevant Field

ABSTRACT English Language Teaching (ELT) in non-English majors already has its “home” but not its “host”. It means that the parties involved in the teaching have not been able to manage an effective ELT yet. There could be many aspects related to this, yet this paper prefers to propose a solution to improve the effectiveness of English teaching in non-English majors by empowering the English language lecturer. This paper refers to the results of research conducted on the teaching of English in the Faculty of Social Sciences that use lecturers and students as the main informant, as well as interviews, observation and document analysis as data collection techniques. The results showed that some important improvement in ELT for non-English majors can be initiated by the lecturers. There are some necessary steps to do to reinforce the role of lecturers in ELT implementation. They are involving the lecturer in designing or revising the curriculum, building connection with fellow ESP lecturers and lecturers of relevant field of study, and activating Focus Group Discussion among teaching team. These steps hopefully will be complemented by the improvement of other aspects in ELT for non-English departments to build an effective teaching. ABSTRAK Pengajaran bahasa Inggris di jurusan non-bahasa Inggris baru memiliki “rumah” saja, belum “tuan rumah”nya. Ini berarti bahwa pihak-pihak yang terlibat dalam pembelajaran belum dapat menata sebuah pengajaran bahasa Inggris yang efektif. Ada banyak hal yang dapat dilakukan, namun tulisan ini memilih untuk mengajukan sebuah solusi perbaikan pengajaran bahasa Inggris di jurusan non-bahasa Inggris dengan cara memberdayakan dosen pengampu matakuliah. Tulisan ini merujuk pada hasil penelitian yang dilakukan terhadap pengajaran bahasa Inggris di Fakultas Ilmu Sosial dengan menggunakan dosen dan mahasiswa sebagai informan utama, serta wawancara, observasi dan analisis dokumen sebagai teknik pengumpulan data. Hasil penelitian menunjukkan bahwa beberapa perbaikan penting dalam penegajaran bahasa Inggris dapat difasilitasi oleh dosen pengampu matakuliah. Langkah-langkah yang dapat dilakukan adalah: melibatkan dosen dalam menyusun kurikulum pengajaran bahasa Inggris; membangun hubungan dengan sesama dosen pengajar ESP dan dosen ahli bidang ilmu tertentu; mengaktifkan forum diskusi antar anggota tim pengajar. Langkah-langkah ini diharapkan dapat dilengkapi dengan perbaikan dari aspek-aspek lain guna mewujudkan pembelajaran yang efektif. How to Cite: Akhiroh, N. S. . (2017). Teaching English in Non-English Departments: Empowering Teacher Towards Improvement. IJEE (Indonesian Journal of English Education), 4(1), 49-62. doi:10.15408/ijee.v4i1.5341

Labels and Realities: The Relevance of Terms like ESL and EFL in a Linguistically Complex World

International Journal of TESOL Studies ◽

10.46451/ijts.2021.10.01 ◽

2021 ◽

Keyword(s):

Foreign Language ◽

English Language ◽

Native Language ◽

World Englishes ◽

Complex World ◽

Special Issue ◽

Expanding Circle ◽

Long Time ◽

Efl Students

For a long time, ELT (‘English language teaching’) scholars and practitioners have used terms like ‘ESL’ (‘English as a second language’) and ‘EFL’ (‘English as a foreign language’) unquestioningly to describe the English used by people outside the so-called ENL (‘English as a native language’) circle. For example, ELT practitioners may conveniently refer to students from places like China, Vietnam and Thailand as EFL students. Interestingly, we find counterparts of such terms in ‘World Englishes’ studies; Braj Kachru’s ‘Inner Circle English’, ‘Outer Circle English’ and ‘Expanding Circle English’ essentially refer to ENL ESL and EFL respectively. Despite the popularity of such terms in scholarly circles, the problems associated with their use have not often been explored in depth. Nevertheless, some authors have described such problems. For example, commenting on the distinction between ESL and EFL, Nayar (1997, p. 10) states, “a great deal of referential fuzziness within the two and denotative overlap between the two are making the terminological distinctions unclear, impractical, and ineffective or, worse still, in some cases inauspicious and irrelevant.” This special issue aims to further examine the use and relevance of these terms.

The impact of bullying on EFL students’ academic achievement at state Islamic universities in Indonesia

Englisia Journal ◽

10.22373/ej.v8i2.8996 ◽

2021 ◽

Vol 8 (2) ◽

pp. 120

Author(s):

Safrul Muluk ◽

Habiburrahim Habiburrahim ◽

Syarifah Dahliana ◽

Saiful Akmal

Keyword(s):

Academic Achievement ◽

Social Life ◽

English Language ◽

Language Education ◽

English Language Education ◽

Triggering Factors ◽

Efl Students ◽

Classroom Bullying ◽

The University ◽

The Impact

Issues and incidents of bullying may take place, regardless of time and place, notwithstanding at Islamic education institutions. This study is aimed at finding out types of bullying and their triggering factors taking place in the university classroom; examining steps taken by lecturers to anticipate and prevent classroom bullying; and analyzing the impact of bullying on EFL students’ academic achievement. This mixed-methods study involved 546 students and 30 lecturers of the English Language Education Department at three state Islamic universities in Indonesia; Universitas Islam Negeri Syarif Hidayatullah in Jakarta, Universitas Islam Negeri Sunan Kalijaga in Yogyakarta, and Universitas Islam Negeri Ar-Raniry in Banda Aceh. Both surveys and interviews were employed to collect the required data. The findings elucidate that physical, social, verbal, and racial are among the most common emergent bullying incidents the students experienced. Revealing the triggering factors of bullying, the data show that competition in academic and social life, differences in thoughts and appearances, lack of understanding of bullying meaning, and lack of regulation are pointed as the source of bullying. The findings also indicate that bullying influences students’ academic achievement; bullying incidents have driven their victims into four pathetic conditions: less confident, stressed, anxious, and passive. Some steps are applied by the lecturer to prevent and handle bullying; they are: providing classroom regulation, being a counselor for students, enforcing the regulation, and massive socialization.

Recursos Didácticos Comunicativos Y Audiovisuales Para La Enseñanza-Aprendizaje Del Idioma Inglés A Través De Aulas Virtuales

European Scientific Journal ESJ ◽

10.19044/esj.2017.v13n25p193 ◽

2017 ◽

Vol 13 (25) ◽

pp. 193

Author(s):

Armas Pesantez Paul Rolando ◽

Armas Pesantez Washington Geovanny ◽

Salazar Calderón Edison Hernán ◽

Guadalupe Bravo Luis Oswaldo ◽

Orozco Yánez Gabriel Isaac

Keyword(s):

English Language ◽

Language Teaching ◽

Virtual Classroom ◽

Curriculum Guidelines ◽

Teachers And Students ◽

Post Test ◽

Quasi Experimental ◽

Didactic Material ◽

Teaching Learning

The purpose of the current research was the implementation of didactic audiovisual and communicative resources through a virtual classroom for the teaching-learning of English language, aimed to the first level students Languages School at Universidad Nacional de Chimborazo due to the lack of didactic material helping in the development of activities and tasks into the classroom. This fact impedes teachers and students reaching a higher level in the English Language teaching-learning process, this situation made necessary the implementation of resources adaptive to the pedagogical context and planned through a content manager or virtual classroom. The current research is quasi experimental, bibliographic, documental and descriptive which was applied to a sample where it was necessary to consider an initial knowledge diagnose before applying the communicative and audiovisual resources, then it was necessary to carry out an evaluation at the end of it. It was also necessary to use a set of activities based on communicative and audiovisual resources framed within the micro curriculum guidelines with schedules and contents that were evaluated through questionnaires and a checklist. The instruments for collecting information allowed obtaining data in both pre-test and post-test. These qualifications were compared through a statistical test that allowed concluding that the use of the mentioned resources improved the English language teaching, at the same time it was possible to recommend its use within the curriculum for the First Level of the Languages Major.

The Infusion of Technology Within the Classroom Facilitates Students' Autonomy in Their Learning

Encyclopedia of Information Science and Technology, Fourth Edition ◽

10.4018/978-1-5225-2255-3.ch221 ◽

2018 ◽

pp. 2532-2544

Author(s):

Fariel Mohan ◽

Garry Soomarah

Keyword(s):

Learning Community ◽

Virtual Classroom ◽

Pass Rate ◽

Virtual Classrooms ◽

Use Of Technology ◽

Technology In Teaching ◽

Reflective Questions ◽

This experiment investigated whether the infusion of technology in teaching as a scaffolding tool can improve the pass rate of mathematics at the University of Trinidad & Tobago. The use of technology facilitated the building of a virtual classroom which was based on scaffolding thus aiding students by either peers or the instructor until they are comfortable to move onto a next level. The virtual classroom was used to stimulate discussions on students' knowledge of mathematics ensuring no focus was on the technology nor the instructor. These discussions provide opportunities for the students to discover his/her existing level within the learning community. Within this learning community, everybody was anonymous including the instructor thus motivating the students to comment on the reflective questions. This encouraged students to collaborate and provide prompt feedback. Suggestions obtained from the students into improving the virtual classroom were considered resulting into 4 virtual classrooms.

Advanced Methodologies and Technologies in Modern Education Delivery - Advances in Educational Technologies and Instructional Design ◽

The Infusion of Technology Within the Classroom Facilitates Students' Autonomy in Their Learning

10.4018/978-1-5225-7365-4.ch031 ◽

2019 ◽

pp. 380-394

Author(s):

Fariel Mohan ◽

Garry Soomarah

Keyword(s):

Trinidad And Tobago ◽

Learning Community ◽

Virtual Classroom ◽

Pass Rate ◽

Virtual Classrooms ◽

Use Of Technology ◽

Technology In Teaching ◽

Reflective Questions ◽

This experiment investigated whether the infusion of technology in teaching as a scaffolding tool can improve the pass rate of mathematics at the University of Trinidad and Tobago. The use of technology facilitated the building of a virtual classroom which was based on scaffolding, thus aiding students by either peers or the instructor until they are comfortable to move on to the next level. The virtual classroom was used to stimulate discussions on students' knowledge of mathematics ensuring no focus was on the technology nor the instructor. These discussions provide opportunities for the students to discover his/her existing level within the learning community. Within this learning community, everybody was anonymous including the instructor thus motivating the students to comment on the reflective questions. This encouraged students to collaborate and provide prompt feedback. Suggestions obtained from the students into improving the virtual classroom were considered resulting in four virtual classrooms.

Trends and Developments for the Future of Language Education in Higher Education - Advances in Higher Education and Professional Development ◽

English Language Learning as Intercultural Experience

10.4018/978-1-7998-7226-9.ch001 ◽

2021 ◽

pp. 1-16

Author(s):

Hamza R'boul ◽

M Camino Bueno-Alastuey

Keyword(s):

Higher Education ◽

Language Learning ◽

English Language ◽

English Education ◽

Language Teaching ◽

Intercultural Relations ◽

Intercultural Experience ◽

The University ◽

Teaching In Higher Education

Teaching English in higher education entails additional factors and considerations that exemplify the complexity of accounting for the diverse population in modern higher education institutions. In particular, the increasing flow of international students and the employment demands of functioning in multicultural contexts render helping students to develop a critical understating of intercultural relations an important aspect of English language teaching. With the increasing adoption of English as a medium of instruction and its use as a lingua franca in intercultural communication, it is important to structure English education in a way that accounts for intercultural relations both in and outside the university. In addition to the postmodern conceptualizations of interculturality that emphasize the fluidity of culture, language and identity intercultural relations are characterized by power imbalances. That is why this chapter makes a case for the necessity of considering sociopolitical realities in intercultural English language teaching in higher education.