scholarly journals On the Impacts of Pressured vs. Unpressured On-line Task Planning on EFL Students’ Oral Production in Classroom and Testing Contexts

2019 ◽  
Vol 5 (3) ◽  
pp. 341-352
Author(s):  
Vahid Panahzadeh ◽  
Bita Asadi
Keyword(s):  
Task Planning ◽  
Oral Production ◽  
Efl Students ◽  
On Line

Impact of task preparedness on L2 oral performance and strategy use

2021 ◽  
Vol 1 (2) ◽  
pp. 196-226
Author(s):  
Qianqian Gu
Keyword(s):  
Syntactic Complexity ◽  
Task Planning ◽  
Task Condition ◽  
Oral Performance ◽  
Line Planning ◽  
Efl Learners ◽  
Oral Production ◽  
On Line ◽  
Planning Condition ◽  
Planning Strategies

Abstract The present study sets out to explore the effects of pre-task planning and unpressured on-line planning on L2 learners’ oral performance and their choices of planning strategies in a dialogic task condition. Forty-eight intermediate Chinese EFL learners were invited to perform the task and were then assigned to four groups, each with a different planning condition. Complexity, accuracy, and fluency of their oral production were measured. Results indicated that in the dialogic task condition, unpressured on-line planning raised syntactic complexity. Strikingly, pre-task planning did not improve L2 performance in all dimensions. Additionally, a trade-off effect was found between complexity and accuracy. Retrospective interviews were conducted to explore strategies employed by the participants and their perceptions of task preparedness. Results showed that the participants preferred to use metacognitive strategies and social/affective strategies in the dialogic task. Both advantages and limitations were identified by the participants regarding different planning conditions.

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

scholarly journals Investigação do efeito do material do curso on-line na capacidade de redação dos alunos de inglês como língua estrangeira

2020 ◽  
Vol 6 (2) ◽  
pp. 323-339
Author(s):  
Fakhereh Safatian
Keyword(s):  
Quantitative Methods ◽  
Learning Problems ◽  
Writing Ability ◽  
Word Use ◽  
Main Research ◽  
Qualitative And Quantitative Methods ◽  
Methodological Triangulation ◽  
Course Material ◽  
Efl Students ◽  
On Line

The paper aimed to investigate the effect of using online course material on EFL students’ writing ability has conducted. The focus of the study is mainly to discover the writing attitudes and learning problems among students. The study employs a methodological triangulation whereby both qualitative and quantitative methods will be used. The study incorporated three stages. First, the foundation survey and the pretest were regulated to all the samples. Next, in the four-week treatment stage, understudies were obliged to do the two errands in class. The main research tools used in the study are the Students’ Survey Questionnaires and the interview questions. 20 English school majors in a rookie composing class took an interest in the study. The significant discoveries show that understudies made noteworthy change in equivalent word use in the controlled tests and still kept up that learning two months after they finished the web learning units. It was concluded from the correlation of the pretest and posttest papers that the students increased their general composition quality and execution in the utilization of synonymous descriptive words. The students had the capacity impel a few examples for the target expressions of 25 equivalent words with different degrees of achievement. By and large, the exactness rate of incitement was more than 50%.

scholarly journals Investigation the Effect of Colloconstructural Corpus-based Instruction on Pragmalinquistic Knowledge of Request Speech Act: Evidence from Iranian EFL Students

2017 ◽  
Vol 6 (7) ◽  
pp. 103
Author(s):  
Batoul Sabzalipour ◽  
Mansour Koosha ◽  
Akbar Afghari
Keyword(s):  
Speech Acts ◽  
Speech Act ◽  
Placement Test ◽  
Control Group ◽  
Mazandaran Province ◽  
Efl Students ◽  
On Line ◽  
Based Instruction ◽  
Methods Of Learning ◽  
Experimental Group

The current study investigated the effect of using colloconstructional corpus-based instruction on enhancing the pragmalinguistic knowledge of speech acts of request among intermediate EFL learners. The fundamental idea was that whether providing students with on-line corpora through using colloconstruction had any effects on enhancing their pragmalinguistic knowledge of request speech act. In such doing, 60 intermediate-level subjects from several institutions in Mazandaran province, in Iran, participated in the study. Then, the subjects took a standard Oxford Placement Test (OPT) to demonstrate their English proficiency. Based on the obtained scores, they were randomly administered as two equal groups (N=30). A WDCT pre- test was conducted in each group to examine their ability and knowledge in using speech acts of request.  After 15 sessions of treatment, a WDCT posttest was conducted. The experimental group received corpus-based instruction through colloconstructional practices. In contrast, the control group only practiced learning the same speech act through traditional and old methods of learning speech acts like textbooks, audios and videos. The data were analyzed using paired and independent sample t- test. To boost the results validity, the researcher used observation and interview, too. The results revealed that speech act learning was enhanced by corpus-based instruction. Some theoretical and pedagogical implications of the study were then presented. 

scholarly journals The Effects of L1 Interference on the Occurrence of Code-Switching in the Algerian Context

2022 ◽  
Vol 22 (1) ◽  
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Extended Period ◽  
Code Switching ◽  
Communication Strategy ◽  
Research Approach ◽  
Oral Production ◽  
Expanding Circle ◽  
Linguistic Interference ◽  
Efl Students

The sociolinguistic phenomenon of Code-Switching (CS) was addressed in dramatically different academic contexts where English is spoken as a first language (L1) (i.e., inner circle), as a second language (i.e., outer circle), as well as where English is spoken as a foreign language (EFL) (i.e., expanding circle). Nevertheless, very few studies examined the issue of CS among undergraduate students in expanding circle countries such as Algeria. Basically, this study sought to find answers that would, firstly, help apprehend the overriding reason (s) that stimulate the occurrence of CS in the third year students' oral production, secondly, identify the communicative functions of English-Arabic CS in the students' class interaction, and thirdly, gauge its practicality and effectiveness in multilingual classes. Following a qualitative research approach, a case study design was adopted with a purposively (deliberately) chosen sample. Accordingly, data were collected by means of two tools of inquiry, namely observation and an unstructured questionnaire. The findings revealed that the underlying factor that prompted the occurrence of language-switching was the linguistic interference that germinated from the students' L1, among other subsidiary linguistic factors. Furthermore, it was found that CS grants its appliers the opportunity to reiterate what they exactly said in another way, to hold the floor and continue speaking for an extended period, and to insist on what was being communicated. Regarding CS technique, it was concluded that it might be considered as a productive and, simultaneously, a detrimental communication strategy to develop EFL students’ speaking competence. Finally, the findings of this study supported the initially formulated hypotheses, and, thus, reported positive results.

Complexity at the phrasal level in spoken L1 and very advanced L2 French

2015 ◽  
Vol 6 (2) ◽  
pp. 181-201
Author(s):  
Inge Bartning ◽  
Klara Arvidsson ◽  
Fanny Forsberg Lundell
Keyword(s):  
Noun Phrase ◽  
Native Speakers ◽  
Syntactic Complexity ◽  
Main Hypothesis ◽  
Linguistic Complexity ◽  
Advanced Learners ◽  
Oral Production ◽  
On Line ◽  
Post Modification ◽  
L1 And L2

This article examines linguistic complexity in the noun phrase in spoken L1 and L2 French. Research on linguistic complexity in L2 has often concentrated on syntactic complexity, subordination in particular. In this study, we focus on syntactic complexity at the phrasal level, i.e. in the noun phrase, following the assumption put forward by Norris and Ortega (2009: 564) that internal NP complexity provides an important measure of very advanced learners. The present study examines pre- and post-modification in the noun phrase in the oral production of very advanced non-native speakers (NNS) and native speakers (NS) elicited through an on-line retelling of a clip from Modern Times. The results confirm our main hypothesis, that there are differences between NS and NNS: NS use more complex NPs, NPs with a higher mean number of words and more NPs with multiple modifiers.

scholarly journals Innovating Selection and Use of Online Writing Resources for EFL Students: A Systemic Functional Linguistic Perspective

2018 ◽  
Vol 13 (09) ◽  
pp. 136
Author(s):  
Xiaodong Zhang
Keyword(s):  
Academic Writing ◽  
Meaning Making ◽  
Systemic Functional Linguistic ◽  
Writing Course ◽  
Urban University ◽  
Efl Students ◽  
On Line ◽  
On Line Learning ◽  
Writing Resources

This study reports on how teachers’ systemic functional linguistics (SFL)-based selection and use of on-line writing resources impacted students’ perceptions of on-line resources and their writing performance. Through a case study of students from one academic writing course in an urban university in China and primarily qualitative analysis of interviews with students, written artifacts, and students’ reflections, it was found that the selection and use of on-line learning resources, guided by the teacher’s SFL perspective on writing as a meaning-making process, facilitated students’ transition. That is, students gained a principled perspective on the use of on-line resources and were able to use pertinent knowledge in producing effective academic writing. The study concludes that the pedagogical use of on-line resources, when supported by SFL, could transform students’ perception of the value of on-line materials and improve their self-efficacy as academic writers.

scholarly journals On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students

2017 ◽  
Vol 10 (12) ◽  
pp. 130
Author(s):  
Tamador K. Abu-Snoubar
Keyword(s):  
Gender Differences ◽  
Foreign Language ◽  
T Test ◽  
Positive Relation ◽  
Efl Students ◽  
On Line ◽  
Language Students ◽  
The Relationship ◽  
Listening And Speaking ◽  
Foreign Language Students

This paper aims at exploring the relation between the two skills of listening and speaking. In addition, it tries to investigate the presence of any gender differences in this relation. To achieve these ends, the listening and speaking exams marks of (122) EFL students registered in the English 102 on-line compulsory course were analyzed using SPSS. The findings proved the existence of a positive relation between the two skills (r=0.433). The Independent Sample T-Test also proved that there were significant statistical differences at (α ≤ 0.05) level due to gender differences in the correlation between the listening and speaking abilities among Al-Balqa Applied University EFL students in favor of the females.

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