Developing The Wireless Digital Technology Using Short And Multimedia Messaging Services To Improve The Fluency And Accuracy Competences Of The EFL Learners : An Experimental Study

2017 ◽  
pp. 273
Author(s):  
أحمد إبراهيم الطيف العبدلي
Keyword(s):  
Experimental Study ◽  
Digital Technology ◽  
Efl Learners ◽  
Multimedia Messaging Services

Metaphoric proverbs in efl learners’ translation

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Sadia Belkhir
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
First Language ◽  
Source Text ◽  
Close Attention ◽  
Semantic Equivalence ◽  
Translation Strategies ◽  
Efl Learners ◽  
Literal Translation ◽  
Adequate Method

Abstract Metaphoric proverbs represent interesting cultural instances of conventional metaphors (Belkhir 2014, 2012). The ubiquity of metaphoric proverbs in language and the problems this phenomenon causes in translation is an issue that requires close attention. Translation aims at providing semantic equivalence between two languages. According to Vinay and Darbelnet (1995), equivalence constitutes the adequate method that should be used by translators when dealing with proverbs. However, no translator can provide perfect translation of a source text due to cultural specificities. The present paper offers a modest report of an experimental study conducted with a group of efl students who have been taught translation as a subject in a higher education context (Mouloud Mammeri University). A set of English proverbs has been collected to build up the experiment that was administered to the subjects who were asked to translate them into Arabic, then into their first language, Kabyle. The question raised is whether these students are able to translate the proverbs appropriately. The study aims (1) to investigate translation strategies used by efl learners; and (2) to show how leaners’ L1 (Kabyle) and L2 (Arabic) interfere in the translation of English proverbs. The results showed that the more the students were acquainted with proverbs, the more they used equivalence in their translation. Similarly, the lesser they were acquainted with proverbs, the more they used literal translation or paraphrase. In addition, some translations provided by the participants revealed the presence of language interference.

Lexical coverage in dialogue listening

2021 ◽  
pp. 136216882198986
Author(s):  
Michael J. Giordano
Keyword(s):  
Experimental Study ◽  
Listening Comprehension ◽  
First Year ◽  
First Year Students ◽  
Topic Familiarity ◽  
Efl Learners ◽  
Japanese University ◽  
Confounding Variables ◽  
Quasi Experimental ◽  
Comprehension Tests

In this quasi-experimental study, the effects of lexical coverage through pseudo word manipulation in dialogue comprehension are investigated. Forty-four first-year students in a Japanese university listened to five dialogues at different lexical coverage levels: 98%, 95%, 90%, 85%, and 83%. The results of the comprehension tests confirm the results seen in narrative, monologic lexical coverage studies that it is possible for intermediate EFL learners to attain adequate listening comprehension on texts with as little as 90% lexical coverage. However, variation in participants’ scores on higher lexical coverage dialogues suggest pseudo word distribution and topic familiarity might be acting as confounding variables in lexical coverage studies which use pseudo word manipulation. Suggestions for methodological reform for future projects on this subject are provided.

scholarly journals Utilizing Local Wisdom-Based Reading Text to Improve Students’ Reading Comprehension of the Second Grade of MAN 1 Baubau

2021 ◽  
Vol 4 (1) ◽  
pp. 100-110
Author(s):  
Fikratul Khairiyah ◽  
Abidin Pammu ◽  
Sukmawaty Sukmawaty
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Main Idea ◽  
Second Grade ◽  
Teaching Material ◽  
Efl Learners ◽  
Pedagogical Implication ◽  
Post Test ◽  
Reading Text ◽  
To Come

Local wisdom-based reading text as the authentic teaching material overcomes various obstacles of reading comprehension in EFL which activate the students’ schemata. This research is about utilization of the local wisdom-based reading text to improve students’ reading comprehension. The types of comprehension include identifying main idea, understanding unfamiliar words, identifying text details, and being able to find reference within the text, being able to make inference regarding the text. The research design was pre-experimental study using a sample of 27 students in the second grade of Madrasah Aliyah Negeri 1 Baubau. A pre-test was administrated before intervention and after the same test for the post-test was administered to find out the students’ improvement on reading comprehension. The result confirmed that local wisdom-based reading text is an effective tools to empower EFL learners’ comprehension. The most prevalent improvement regards familiarity of the lexical items ability in making inference as well as finding out main idea. The students’ positive responses that were based on the perception confirmed that local wisdom-based reading text could be encouraged to come up with pedagogical implication applicable for the EFL classroom notably at the second grade of MAN 1 Baubau.

The Effect of Second Life as a Virtual Language Learning Environment on Speaking Anxiety

2019 ◽  
pp. 115-146 ◽  
Author(s):  
Serhat Güzel ◽  
Selami Aydin
Keyword(s):  
Experimental Study ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Second Life ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Related Literature ◽  
Efl Context ◽  
Before And After

There is a lack of research on the effects of Second Life (SL) as a virtual language-learning environment on speaking anxiety among English as a foreign language (EFL) learners, whereas related literature is insufficient in terms of providing insight about Turkish EFL context. Therefore, this experimental study aims to examine the effects of the use of SL on speaking anxiety. In the chapter, a background questionnaire and an anxiety scale were administered to 44 EFL learners assigned to the control and experimental groups before and after speaking activities performed in traditional and SL settings. Findings suggest that there is no significant correlation between speaking activities that take place in traditional settings and SL environment concerning the levels of speaking anxiety. It is recommended that the extent to use SL should be moderated during speaking practice because SL does not offer a flawless solution to speaking anxiety.

scholarly journals Informal Digital Learning of English Vocabulary: Saudi EFL Learners’ Attitudes and Practices

2021 ◽  
Author(s):  
Ghazwan Mohammed Saeed Mohammed ◽  
Jamal Kaid Mohammed Ali
Keyword(s):  
Digital Technology ◽  
Digital Learning ◽  
Efl Learners ◽  
Attitudes And Practices ◽  
Productive Activities ◽  
Positive Attitudes ◽  
Efl Students ◽  
Research Questions ◽  
The University ◽  
Informal Settings

Because of the widespread use of digital technology, many EFL students access various types of technologies that help them acquire English vocabulary beyond formal classroom learning. This paper aims to explore Saudi EFL learners’ attitudes towards informal digital learning of English vocabulary (IDLEV) outside the academic requirements as well as their practices of IDLEV beyond the classroom. To answer the research questions of the study, the researchers recruited 80 Saudi EFL students from the University of Bisha, Saudi Arabia, to respond to a self-reported questionnaire. The study found that Saudi EFL students have positive attitudes towards informal digital learning of English in improving their vocabulary. Results also reveal that the participants tend to use different technologies to learn English vocabulary in informal settings. The study found that receptive activities are more commonly used than the productive activities. The study found a significant correlation between learners’ attitudes and practices. The implications of the study and recommendations were presented accordingly.

scholarly journals The effect of using Computer-Assisted Language Learning (CALL) on Iranian EFL learners’ vocabulary learning: An experimental study

2018 ◽  
Vol 13 (2) ◽  
pp. 113-124 ◽  
Author(s):  
Ebrahim Nejati ◽  
Amir Jahangiri
Keyword(s):  
Experimental Study ◽  
Language Learning ◽  
Traditional Method ◽  
Vocabulary Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Control Groups ◽  
Intermediate Students ◽  
Efl Learners ◽  
The Mean

This study examines the effect of computer-assisted language learning on the vocabulary learning of Iranian EFL learners, in which 40 pre-intermediate and intermediate students enrolled at Iran Language Institute, Urmia, Iran were selected as participants. The participants were randomly assigned to two experimental groups and two control ones. The two experimental groups underwent the same procedures in receiving treatment, while the control groups did not receive any treatment. Initially, all groups participated in pre-tests. The students in the experimental groups were exposed to the treatments for eight sessions, which included the teaching of word lists selected from the students’ books using computers. These words were taught to the experimental groups using ‘Vocaboly’, while the control groups were taught using the traditional method of vocabulary teaching. Finally, all groups participated in post-tests. The comparison of the mean scores using a t-test indicated that the experimental groups outperformed the control groups on post-tests. Keywords: CALL, multimedia, CAVI, vocabulary learning, learner autonomy.

scholarly journals Informal Digital Learning of English Vocabulary: Saudi EFL Learners’ Attitudes and Practices

2021 ◽  
Vol 7 (1) ◽  
pp. 345-358
Author(s):  
Ghazwan Mohammed Saeed Mohammed ◽  
Jamal Kaid Mohammed Ali
Keyword(s):  
Digital Technology ◽  
Digital Learning ◽  
Efl Learners ◽  
Attitudes And Practices ◽  
Productive Activities ◽  
Positive Attitudes ◽  
Efl Students ◽  
Research Questions ◽  
The University ◽  
Informal Settings

Because of the widespread use of digital technology, many EFL students access various types of technologies that help them acquire English vocabulary beyond formal classroom learning. This paper aims to explore Saudi EFL learners’ attitudes towards informal digital learning of English vocabulary (IDLEV) outside the academic requirements as well as their practices of IDLEV beyond the classroom. To answer the research questions of the study, the researchers recruited 80 Saudi EFL students from the University of Bisha, Saudi Arabia, to respond to a self-reported questionnaire. The study found that Saudi EFL students have positive attitudes towards informal digital learning of English in improving their vocabulary. Results also reveal that the participants tend to use different technologies to learn English vocabulary in informal settings. The study found that receptive activities are more commonly used than the productive activities. The study found a significant correlation between learners’ attitudes and practices. The implications of the study and recommendations were presented accordingly.

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