The Effect Of Gender On Iraqi EFL Learners' Beliefs About Reading Comprehension At The University Level

2015 ◽  
pp. 65
Author(s):  
بهيجة جاسم محمد
Keyword(s):  
Reading Comprehension ◽  
Efl Learners ◽  
University Level ◽  
The University

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

scholarly journals Discourse markers in academic and non-academic writings of Thai EFL learners

2021 ◽  
Vol 8 (3) ◽  
pp. 1209-1226
Author(s):  
Sumit Choemue ◽  
Barli Bram
Keyword(s):  
Learning Community ◽  
Discourse Markers ◽  
Primary Data ◽  
Writing Assignments ◽  
Spoken Discourse ◽  
Efl Learners ◽  
Raising Awareness ◽  
Writing Course ◽  
University Level ◽  
The University

The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays.  The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing. 

scholarly journals “I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

2019 ◽  
Vol 4 (2) ◽  
pp. 93-102
Author(s):  
Siti Nuraeni Muhtar ◽  
Dahlya Indra Nurwanti ◽  
R. Nadia R. P. Dalimunthe
Keyword(s):  
Higher Education ◽  
Reading Comprehension ◽  
Character Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Values Education ◽  
Self Confidence ◽  
University Level ◽  
The University

This article explores teacher's experiences and students' perceptions of character and values education at the university level. This is a case study of how teacher integrates character education in EFL Reading Comprehension subject at Islamic higher education context. The data from ten students and a teacher are collected through an online interview and questionnaires. The result showed the characters implied in EFL Reading Comprehension Subject are eleven characters include learning method, critical thinking, independence, creativity, courage/self-confidence, communicativeness, responsibility, honesty, religiousness, cooperation, tolerance. Those characters are positively responded by the students in their learning process in the classroom. Besides, the teacher also integrated those values in the teaching and learning process to instill students' character education.

scholarly journals On the Teaching and Learning of Culture-Loaded Words: The Case of Moroccan EFL Learners

2020 ◽  
Vol 1 (3) ◽  
pp. 1-19
Author(s):  
Driss Benattabou
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Research Area ◽  
Target Language ◽  
Cultural Meanings ◽  
Efl Learners ◽  
Inappropriate Use ◽  
Efl Teachers ◽  
University Level ◽  
The University

This paper sets out to investigate an uncharted research area in the field of applied linguistics concerned with the teaching and learning of culture-loaded words among Moroccan learners of EFL at the university level. Relying on a comparative analysis, this study delineates some problematic areas foreign language students may face as a result of their being unaware of the cultural connotative meanings some words may carry in the target language. The inappropriate use of these words may often lead to gross misunderstandings contributing most of the time to the perpetuation of intercultural confusions and conflicts. EFL teachers may do a great disservice to their students if they leave them fully unaware of the extra cultural meanings some words may convey besides their basic denotation. The last part of the paper suggests some implications on how to develop the teaching and learning of these culturally-loaded words.

scholarly journals The Iraqi EFL Learners’ Use of Conversational Maxims at the University Level

2020 ◽  
Vol 1 (1) ◽  
pp. p43
Author(s):  
Mohammed Jasim Betti ◽  
Karrar Salim Yaseen
Keyword(s):  
Recognition Test ◽  
College Of Education ◽  
The Other ◽  
Efl Learners ◽  
Gricean Maxims ◽  
University Level ◽  
Recognition Level ◽  
The University

The current study is an attempt to measure the Iraqi EFL learners’ use of conversational maxims at the recognition level. The study aims at testing whether the Iraqi EFL learners observe or flout the Gricean maxims, assessing the Iraqi EFL learners’ mastery of the conversational maxims, and identifying which maxim(s) is/are frequently flouted. The study hypothesizes that the Iraqi EFL learners flout all the maxims of conversation, the maxim of relation is the least flouted one, the Iraqi EFL learners find the maxims difficult to adhere to, and the maxim of quantity is mostly flouted. The subjects of the study are a hundred Iraqi EFL learners at the fourth-year, Dept. of English, College of Education for Humanities, University of Al-Muthanna. The data elicitation toolis a recognition test designed in accordance with nature of the study. The study brings forth the conclusions that the subjects have a difficulty in utilizing the maxims altogether, they flout all the conversational maxims in relatively different degrees, and the learners are mostly abided by the maxim of relation more than the other ones.

scholarly journals Difficulties of Understanding English Breaking News Headlines by Iraqi EFL Learners at the University Level

2021 ◽  
Vol 32 (4) ◽  
pp. 1-21
Author(s):  
Abdulqader Talib Naeem ◽  
Juma’a Q. Hussein
Keyword(s):  
College Of Education ◽  
Passive Voice ◽  
Breaking News ◽  
Efl Learners ◽  
Research Instrument ◽  
University Level ◽  
The University ◽  
News Headlines

Understanding breaking news necessitates a special attention, since they are written with a special style. The study aims at identifying the difficulties faced by the Iraqi university EFL learners in comprehending English breaking news. The study included 10 fourth year students enrolled at the Department of English, College of Education for Humanities, University of Anbar. Thus, a questionnaire as a research instrument, was sent online to the students. The questionnaire points were related to the identification of difficulties faced by the learners in comprehending English breaking news. The data of the study were (10) headlines selected purposively from Euronews website. The data were qualitatively analyzed based on quantifying the quality procedure. The findings showed that (54%) of the total number of the students stated that the headlines are difficult to understand, and (46%) considered them easy. Based on these findings, the study has concluded that students faced four main difficulties: neologism, difficult vocabulary, ellipsis, and passive voice when reading news headlines. Neologism has scored the highest percentage (32.4324%), while passive voice has been the lowest (5.4054%).

scholarly journals COGNITIVE DIVERSITY AMONG EFL LEARNERS: IMPLICATIONS FOR TEACHING IN HIGHER EDUCATION

2020 ◽  
Vol 31 (1) ◽  
pp. 44
Author(s):  
Tariq Elyas ◽  
Bayan AlHashmi ◽  
Fan Fang
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Diversity Index ◽  
Cognitive Diversity ◽  
Cognitive Profiles ◽  
Efl Learners ◽  
University Level ◽  
The University ◽  
Teaching In Higher Education

With a theory-driven interest in the factors that make some language learners more successful than others, this study attempts to measure the cognitive diversity level of EFL learners at a Saudi university. To achieve this purpose, the Ehrman and Leaver’s questionnaire of learners’ cognitive profiles (Ehrman & Leaver, 2003) was adapted, translated into Arabic, and then randomly distributed to foundation year students taking English as a Foreign Language as a main course. The overall results reveal that the cognitive diversity among students is considerable. It ranges between moderate to high, according to the Simpson Diversity Index (Simpson, 1949). On this account, several implications are suggested to improve the quality of EFL teaching at the university level. These implications and recommendations are mostly directed to the committees concerned with qualification assurance or professional development.

scholarly journals Measuring the Effect of Cognitive and Metacognitive Questioning Strategies on EFL Learners’ Reading Comprehension in Understanding, Critical Thinking and the Quality of Schema at the University of Hail-KSA

2019 ◽  
Vol 9 (5) ◽  
pp. 12
Author(s):  
Lina A. Salameh ◽  
Zakaria A. Salameh ◽  
Aida H. Al-Emami
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Prior Knowledge ◽  
Schema Theory ◽  
Metacognitive Strategies ◽  
Efl Learners ◽  
Questioning Strategies ◽  
Before And After ◽  
The University

It was found out that the cognitive and the metacognitive strategies which enable students to use their prior knowledge or schemata increase the level of students’ engagement in the learning process and thus stimulate their critical thinking and a greater awareness of other perspectives in reading. Therefore, this study which is based on the main principles of the schema theory aims at training EFL learners at the University of Hail on making connections between their prior knowledge and the reading text to improve students’ understanding, critical thinking, and the quality of schema. Five questioning strategies were incorporated to make training more effective: KWL, questioning the author, self-questioning, guided questions, and making connections strategy such as self-to text connections, text-to text connections and text to world connections. The sample of the study consists of two groups: experimental and control. A schema-based test was designed to measure the students’ achievement before and after the experiment. The results then were analyzed by t-test. It was found out that the type of instruction that students receive affects reading comprehension. And thus, teaching students to use cognitive and metacognitive strategies enables effective reading comprehension.

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