scholarly journals CLASSROOM ACTIVITIES FOR TEACHING SPEAKING: VOICES OF INDONESIAN EFL LEARNERS

2020 ◽  
Vol 9 (1) ◽  
pp. 35
Author(s):  
Arif Nugroho ◽  
Novrika Nartiningrum
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Oral Communication ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Classroom Activities ◽  
Efl Teachers ◽  
The Ideal

<p>Among the four English skills, oral communication becomes crucial for undergraduate students to be more competitive in the work-places. In a foreign language teaching, designing appropriate classroom activities is a prerequisite for the success of a language learning. Therefore, this study sheds some light on 92 EFL learners’ perceptions and insights of classroom activities for teaching speaking. Drawing on the data obtained from questionnaire and focus group discussion (FGD), the findings illustrated that the students held moderately positive perceptions toward the speaking activities in their classroom. In addition, the results of FGD revealed some insights from the students with regard to the ideal classroom activities for teaching speaking. The findings of this study provide insights for EFL teachers in designing appropriate classroom activities to achieve the success of teaching speaking.</p><p><strong>Keywords: </strong>teaching speaking, classroom activities, students’ perception</p>

scholarly journals THE REFLECTIONS OF PRE-SERVICE EFL TEACHERS ON OVERCOMING FOREIGN LANGUAGE TEACHING ANXIETY (FLTA) DURING TEACHING PRACTICUM

2019 ◽  
pp. 389
Author(s):  
Dilek Tüfekçi Can
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Teaching Practicum ◽  
Efl Teachers ◽  
Teaching Anxiety

Whereas research on English as a Foreign Language Learning (EFLL) anxiety has been the focus of many researchers, English as a Foreign Language Teaching (EFLT) anxiety as a newly pop-up concept has gained lesser attention than EFLL. Moreover, the research on EFLL commonly focuses on the anxiety provoking factors. Yet again, there has been very limited research on how to overcome anxiety-provoking factors on both research areas. Accordingly, as this study was two of the three segments of a university-based project and the subject of anxiety-provoking factors was the issue of another study, the purpose of this study was firstly to explore how to overcome anxiety-provoking factors among pre-service EFL teachers while teaching English to young language learners at a real classroom setting as a part of teaching practicum. Secondly, this study also attempted to make a holistic classification rather than an atomistic one as it classified the findings of overcoming anxiety provoking factors into subtitles such as cognitive, affective, socio-cultural resolutions and some other official resolutions. In the study, 25 EFL pre-service teachers at Balikesir University were the sample group. The qualitative data was collected through background questionnaires, interviews and reflections. The study concluded that pre-service EFL teachers revealed their reflections on how to overcome anxiety-provoking factors as they experienced Foreign Language Teaching Anxiety (FLTA) whilst practicing teaching English to young language learners during teaching practicum courses. Some practical recommendations were given at the end of the study. 

scholarly journals The Impact of Foreign Language Learning on Foreign Language Teaching

2021 ◽  
Vol 2020 (1) ◽  
pp. 73
Author(s):  
Claire Murray ◽  
Paul Mathieson ◽  
Francesco Bolstad
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Preliminary Results ◽  
Personal Experiences ◽  
Efl Teachers ◽  
The Impact

Can learning a foreign language make you a better foreign language teacher? This practice-oriented paper discusses the advantages of EFL teachers learning beginner-level French as a foreign language (FFL) for teacher development. In this paper, the authors, the teacher, a student, and the administrator of the FFL class, summarize the implementation and structure of this ongoing FFL class and describe the benefits and goals of the class for professional development. To better understand the efficacy of foreign language learning on EFL teaching, the authors consider how this class reflects current practices and research in the field of professional development. These reflections are further supported by the participants’ personal experiences collected through two qualitative class surveys. The preliminary results indicate that the FFL class was beneficial for those involved and helped the participants to improve personally and professionally; limitations and potential future improvements to the course are also discussed. 外国語を学ぶことによって教師はより良い外国語教師になれるのか？本研究では、教師の育成を目的として、初級レベルのフランス語（FFL）を学ぶことでもたらされる効果を検証した。本論では、FFLクラスの教師、学生、および管理者が進行中のクラスの実施状況と構造をまとめ、専門能力開発の為の利点と目標を論じた。。また、当該クラスの効果を検証するために、開講の狙いとクラスに対する2回の質的調査結果を比較し分析を行った。その結果、FFLクラスはすべての目標を少なくとも部分的に達成したという点で有益である一方、参加者の時間と作業負荷への影響が重大な課題であることが明らかになった。

scholarly journals Stimulating Students’ Motivation in the EFL Classroom

2021 ◽  
pp. 50-56
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Internal Motivation ◽  
Efl Teachers ◽  
Efl Students ◽  
Extrinsic Orientation

This study aimed to explore Sudanese EFL undergraduate students’ level and kinds of motivation towards learning English as a Foreign Language. Simple random sampling technique was used to select (25) firs-year students drawn exclusively from the English Language Department, at College of Languages, in University of Bahri. A questionnaire was used as a tool for data collection. The data was then analysed using statistical package for social science (SPSS). The researcher adopted the descriptive analytical method to interpret the data obtained from the above mentioned instrument. The findings revealed that most of Sudanese EFL students have extrinsic orientation towards English language learning. Therefore, the study recommended that EFL teachers should incorporate authentic teaching materials and content into their lecture plans to supplement and enhance textbook units and topics to encourage internal motivation in students and help them achieve their goals.

scholarly journals Methods of Foreign Language Teaching to Linguistically Gifted Students

2019 ◽  
Vol 8 (8) ◽  
pp. 1
Author(s):  
Gulnara V. Gali ◽  
Anastasiya V. Fakhrutdinova ◽  
Askar I. Gali
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Gifted Students ◽  
Foreign Language Teaching ◽  
Learning Goals ◽  
Classroom Activities ◽  
Logical Research

Purpose of the StudyThe aim of this research is investigating the methods  in Foreign Language Teaching To Linguistically Gifted Students.Methodology This is an analytical-logical research that has been done through content analysis. Also the data of this research have been obtained through the library.ResultsCommunicative language teaching can be set as a set of principles related to language learning goals, how to learn a language with a learner, the types of classroom activities that best facilitate learning, and the role of the learner and teacher.ApplicationsThis article is useful for students and teachers.

scholarly journals EFL Learners’ Perceptions about the Use of Mobile Learning during COVID-19

2020 ◽  
Vol 55 (5) ◽  
Author(s):  
Mohammed Mahib Ur Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Foreign Language Learning ◽  
Female Students ◽  
Learning Activities ◽  
Male And Female ◽  
Efl Learners ◽  
Efl Teachers ◽  
Teaching Learning

Mobile learning has recently emerged as a powerful and frequently used tool in the teaching-learning curriculum. Besides, it also attracted the attention of EFL teachers and learners across the globe. Its acceptance in EFL learning is mainly because of the two fundamental functions, i.e., anytime and anywhere. As a result, the pioneers and scholars who work in second or foreign language learning have largely recognized its impact and importance. Furthermore, since the outbreak of the COVID-19 pandemic, the regular traditional classes have been severely affected, and teaching has been carried out by online method. As a result, mobiles and tablets have primarily been used along with other electronic gadgets. Therefore, this paper aims to examine EFL learners' perceptions about m-learning for their learning activities during COVID-19 at Qassim University, Saudi Arabia. A questionnaire has been prepared by keeping the use of the mobile device in view that can benefit Saudi EFL learners, and distributed among 50 EFL male and female students. Later, a quantitative analysis of the responses has been done by using SPSS 26. The study identified healthy and positive perceptions of m-learning. The significant findings will be valuable for the teachers and administrators concerning m-learning in language teaching.

scholarly journals The Using of Communicative Language Teaching (CLT) Approach: A Case Study of Jordanian Female EFL Learners at University of Jordan

2021 ◽  
Vol 4 (6) ◽  
pp. 141-147
Author(s):  
Kosay Alshwater
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Data Interpretation ◽  
Communicative Language Teaching ◽  
Female Students ◽  
Efl Learners ◽  
Institutional Issues ◽  
Efl Teachers

This paper aims to explore the experiences of Jordanian English as a foreign language (EFL) student concerning communicative language teaching. Classroom surveys were used to gather data from three separate sources. The quantitative method was applied to collect and evaluate data through classroom surveys, which were statistically assessed using suitable methods. Female students (N = 115) who participated in the research. In terms of the significant conclusions, data interpretation revealed gaps in the subjects' experiences of EFL Learning. Furthermore, the results showed that EFL teachers in Jordan face various difficulties when introducing communicative language learning in their classrooms. Three points of concern were regularly identified: student challenges, institutional issues, and problems with the administrative structure. Overall, the findings showed that despite the problems, Jordanian EFL learners regard the CLT method favourably.

scholarly journals Message from editor

2017 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Assoc. Prof. Dr. Ali Rahimi
Keyword(s):  
Second Language ◽  
Discourse Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Second Language Teaching ◽  
Efl Learners

Dear Readers, It is a great honor for us to publish seventh volume, first issue of Global Journal of Foreign Language Teaching (GJFLT). Global Journal of Foreign Language Teaching (GJFLT) welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. The journal is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena. The scope of the journal includes, but is not limited to; the following major topics; cultural studies, curriculum development and syllabus design, discourse analysis and critical discourse analysis (CDA), general linguistics, globalization studies and world English’s, independent/autonomous Learning, Information and computer technology in TEFL, innovation in language, teaching and learning, intercultural education, language acquisition and learning, language curriculum development, language education, language program evaluation, language testing and assessment, literacy and language learning, literature, mobile language learning, pragmatics, second language, second language acquisition, second language acquisition theory, digital literacy skills, second language learners, second language learning, second language pedagogy, second language proficiency, second language speech, second language teaching, second language training, second language tutor, second language vocabulary learning, teaching English as a foreign/ second language, teaching language skills, translation studies, applied linguistics, cognitive linguistics. Metaphors of English as a foreign language, instructors’ ideas on the use of code-switching in EFL in Turkey, relationship between Iranian EFL Teachers' attitudes towards Iranian ''Prospect'' series and their TKT, Test-taking strategies and Iranian EFL learners’ vocabulary and structure test performance, Charles Taylor’s ontological hermeneutics and the question of existence in Marilynne Robinson’s Lila, infants’ word acquisition, bio-cognitive aspects of simple and progressive verb forms usage, learning style preferences of Persian learners and relationship between cultural awareness and Iranian EFL Learners' motivation topics are included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.   We present many thanks to all the contributors who helped us to publish this issue. Best regards, Prof. Dr. Ali Rahimi Editor – in Chief, Bangkok University

scholarly journals The Role of Vocabulary Knowledge in Speaking Development of Saudi EFL Learners

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Raja Muhammad Ishtiaq Khan ◽  
Noor Raha Mohd Radzuan ◽  
Muhammad Shahbaz ◽  
Ainol Haryati Ibrahim ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Oral Communication ◽  
Vocabulary Knowledge ◽  
Special Focus ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
Efl Students ◽  
Preparatory Year ◽  
Major Factors

Speaking in a foreign language is considered to be a challenging aspect of language learning that demands competence and mastery in learning any foreign language. Vocabulary learning verifies to play an important role in oral communication. However, literature lacks the studies where both English as a foreign language (EFL) students and teachers’ views are obtained to provide analyses of the situations in which learners are not showing desired results in speaking. The current study explores the problems of lack of vocabulary that Saudi EFL students face with special focus on their speaking proficiency. It aims to seek EFL teachers’ opinions on the extent to which lack of vocabulary has influence on EFL students’ performance in listening, and conversation classes, and in expressing their ideas and feelings, and especially in speaking skill. A questionnaire was used for the responses from the students and an interview for the teachers to reveal their perceptions about the vocabulary hindrance in speaking skills. 20 EFL instructors and teachers of Preparatory Year Program (PYP) section of a public university and 110 EFL students participated in this study. The analysis of the data showed that both teachers and learners indicated that lack of vocabulary is one of the major factors in students’ inability to speaking English. In the current study, among many other suggestions it is proposed that the inclusion of mobile assisted language learning could be useful way of developing vocabulary for spoken proficiency of Saudi EFL learners.

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

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