scholarly journals A Cognitive-Semantic Analysis of Preposition on: An Experimental Study at University of Baghdad

2020 ◽  
Author(s):  
Sura Muttlak Nasser
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Semantic Analysis ◽  
College Of Education ◽  
First Year ◽  
First Year Students ◽  
Efl Students ◽  
Cognitive Semantic ◽  
The University ◽  
Analyze Data

This study is descriptive quantitative research by using a test to collect the data needed. Iraqi English as a foreign language (EFL) students face difficulties in differentiating between using prepositions correctly. This study has been performed in the Department of English at College of Education for Women, University of Baghdad, to diagnosis the difficulties of English prepositions that face Iraqi first-year students at the University since multi-uses and meanings of prepositions. For Iraqi EFL students, prepositions regarded as a problematic criterion. This study aims at examining the problems that EFL students commit mistakes in using English prepositions of place on. It also highlights the causes of those problems. Correct handling proposition is not because most of them have different functions straightforward, and different prepositions have the same uses. For this reason, the researcher adopted pre and post-tests to evaluate the output of the means of the students' results. The researcher used SPSS to analyze data.

scholarly journals MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG

2020 ◽  
Vol 36 (6) ◽  
pp. 175
Author(s):  
Phan Van Hoa ◽  
Ngo Thi Hien Trang
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mapping Technique ◽  
First Year ◽  
First Year Students ◽  
Language Studies ◽  
Speaking Skill ◽  
Mind Maps ◽  
The University

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.

scholarly journals The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

2022 ◽  
Author(s):  
Elmakki AMIRI ◽  
Abderrahim El KARFA
Keyword(s):  
Academic Achievement ◽  
Environmental Factors ◽  
Learning Environment ◽  
Foreign Language ◽  
First Year ◽  
First Year Students ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Efl Students ◽  
The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

FEATURES OF COMMUNICATIVE QUALITIES OF FIRST-YEAR STUDENTS SOCIONOMIC PROFESSIONS

2020 ◽  
Author(s):  
Галина Николаевна Травинова
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Language Teachers ◽  
First Year ◽  
Foreign Language Teachers ◽  
First Year Students ◽  
Study Results ◽  
The Future ◽  
The University ◽  
Counseling Psychologists

В статье рассматриваются особенности коммуникативных качеств студентов-первокурсников, обучающихся на психологическом и филологическом факультетах вуза. На основе анализа результатов проведенного эмпирического исследования выявлены общие и специфические коммуникативные качества, присущие студентам как будущим психологам-консультантам и преподавателям иностранного языка. The article explores the peculiarities of the communicative qualities of first-year students at the psychological and philological faculties of the university. Based on the results of empirical study results, revealed are the general and specific communicative qualities of the future counseling psychologists and foreign language teachers.

scholarly journals How English Foreign Language Students’ Autonomy and Digital Competence Relate to Their Writing Achievement

2020 ◽  
Vol 5 (1) ◽  
pp. 77-86
Author(s):  
Diah Maya Andina ◽  
Bambang Yudi Cahyono ◽  
Utami Widiati
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Learner Autonomy ◽  
First Year ◽  
Strongly Correlated ◽  
Writing Achievement ◽  
State University ◽  
Digital Competence ◽  
Efl Students ◽  
Intensive Course

This study aimed to examine the correlation between learner autonomy, digital competence, and writing achievement. It involved 92 first-year English as a Foreign Language (EFL) students who were enrolled in an intensive course (IC) program of the English department of a state university in Indonesia. This study used three types of data: learner autonomy level elicited by using a questionnaire, digital competence level elicited by using a questionnaire, writing scores that were obtained from the coordinator of the IC program. The research methodology used in this study was quantitative research. The bivariate Spearman correlation was applied to know the correlations between learner autonomy and writing achievement and the correlation between digital competence and writing achievement. The multiple linear regression was computed to examine the correlation of the combination of learner autonomy and digital competence towards writing achievement. The results of the study confirmed that learner autonomy was strongly correlated with writing achievement and digital competence was moderately correlated with writing achievement. The result also showed that there is a statistically significant correlation between a combination of learner autonomy and digital competence towards writing achievement. Therefore, pedagogically, teachers of EFL writing are suggested to promote autonomous learning and at the same time, use technology to foster EFL students' writing achievement.

An investigation into the plurilingual profile of the newly arrived students at the Melilla Campus of the University of Granada

2018 ◽  
Vol 31 (1) ◽  
pp. 32-63
Author(s):  
Beatriz Cortina-Pérez ◽  
Miguel Ángel Gallardo-Vigil ◽  
M. Ángeles Jiménez-Jiménez ◽  
M. Ángeles López-Vallejo ◽  
M. José Molina-García ◽  
...  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
University Students ◽  
Communicative Competence ◽  
First Year ◽  
Linguistic Variables ◽  
First Year Students ◽  
Transmission Of Knowledge ◽  
The University ◽  
The City

Abstract University students need to have ability in more than one language in order to foster the transmission of knowledge and research, and so consolidating a multilingual Higher Education. In the context of Melilla (University of Granada), this requirement is added to the plurilingualism in the city (a large majority of the population is bilingual in Spanish and Tamazight). This investigation aims at describing the plurilingual reality of first-year students, as well as the different socio-linguistic variables that could account for results. Data obtained in several tests and questionnaires, with 206 subjects, determine that a clearly plurilingual profile exists among the participants, although the great challenge is centred on reaching communicative competence in a foreign language sufficient to become independent users.

scholarly journals The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

2021 ◽  
Vol 12 (4) ◽  
pp. 387-400
Author(s):  
Elmakki AMIRI ◽  
Abderrahim El KARFA
Keyword(s):  
Academic Achievement ◽  
Environmental Factors ◽  
Learning Environment ◽  
Foreign Language ◽  
First Year ◽  
First Year Students ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Efl Students ◽  
The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

scholarly journals Psychological hardness and its role in facing stressful life events among students of the Faculty of Education at the University of Idlib: الصلابة النفسية ودورها في مواجهة أحداث الحياة الضاغطة لدى طلبة كلية التربية في جامعة إدلب

2021 ◽  
Vol 5 (44) ◽  
pp. 200-180
Author(s):  
Ahmad Abdl AL Majid Shaheen Ahmad Abdl AL Majid Shaheen
Keyword(s):  
Life Events ◽  
Stressful Life Events ◽  
Classroom Teacher ◽  
College Of Education ◽  
Stressful Life ◽  
First Year ◽  
First Year Students ◽  
Psychological Counselling ◽  
Academic Level ◽  
The University

The study aimed to identify the level of psychological toughness among a sample of students of the classroom teacher and psychological counselling departments in the College of Education at the University of Idlib, and to reveal the correlation between stressful life events and psychological toughness among a sample of students of the classroom teacher and psychological counselling departments in the College of Education, University of Idlib. A random sample was drawn from the classroom teacher and psychological counselling departments (first year and third year), where the total number of the sample amounted to (166) male and female students. To achieve the objectives of the study, a measure of psychological hardness and a measure of stressful life events were applied, and the study reached several results: - Level of hardness Psychology among the study sample is high - there are no statistically significant differences in the level of psychological hardness among the study sample according to the variable of gender and academic level - the level of stressful life events in the study sample came to a medium degree, and there are statistically significant differences in the level of stressful life events for the benefit of females, In favour of first year students, there is no correlation between the psychological hardness variables and stressful life events.

scholarly journals A Cognitive Linguistics Diagnosing Of Iraqi EFL Students’ Difficulties in Using Synonyms

2021 ◽  
Vol 2 (3) ◽  
pp. 135-145
Author(s):  
Sura Muttlak Nasser
Keyword(s):  
Cognitive Linguistics ◽  
College Of Education ◽  
Female Students ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Learning And Teaching ◽  
Efl Students ◽  
Lexical Concepts ◽  
Academic Year

Learning and teaching synonyms for Iraqi EFL students is a difficult task. Learning synonyms means learning how words can be related to each other. Understanding synonyms helps students to understand the meaning of the word easily and avoid mistakes committed in synonyms as a result of their knowledge concerning this area. Iraqi EFL students face difficulties in using appropriate synonyms. This study was conducted in the Department of English, College of Education for Women, University of Baghdad, to indicate first-year students’ incompetence in using synonyms. The participants of this study, fifty female students during the first semester, were chosen randomly for the academic year 2019-2020. In order to achieve the aim of this study, the researcher used pre and posttest as tools for collecting data. The data was analyzed by the SPSS program. Figures and tables were used to present the data. The present study reveals the difficulties that occurred when Iraqi EFL students used synonyms. This is due to the need for information about English equivalent words, then suggests suitable solutions for them. Also this study reveals that the domains theory has indeed been demonstrated to be effective in precisely understanding the semantic domains of English lexical concepts.

scholarly journals Authentic Materials for Learning English: A Study on EFL Students in Aceh

2016 ◽  
Vol 3 (2) ◽  
pp. 151
Author(s):  
Diana Fauzia Sari
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Positive Impact ◽  
First Year ◽  
Authentic Materials ◽  
First Year Students ◽  
Authentic Texts ◽  
Efl Students ◽  
Teaching Learning ◽  
Learning English

This study explores the students’ opinions on the use of authentic materials and whether these materials motivate them in learning English in the classroom. Authentic materials have been claimed by many experts to give a positive impact on learners’ interest to learn a foreign language (in the classroom). Therefore, this study was conducted to understand the responses of the sample students about the use of authentic texts in teaching-learning English, especially for university students in the EFL context, such as in Indonesia. The data was gathered from 50 first-year students of English. This research used a questionnaire proposed by Peacock (1997) to collect data on the use of authentic materials and motivation in the learning process. The questionnaire was distributed to the students. After analysing the data, it was found that the learners were mostly motivated by using authentic materials because they are exciting to be discussed in the class, interesting to learn and appealing to the learners. The findings in the present research appear to be similar to those from previous research studies who claim that when learners use authentic materials in the learning process, the overall class interest in learning a foreign language increases significantly.

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