scholarly journals Perseverance of Effort and Consistency of Interest: A Longitudinal Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Rouhua Wang ◽  
Majid Elahi Shirvan ◽  
Tahereh Taherian
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Individual Variation ◽  
Dynamic Approach ◽  
Efl Learners ◽  
Related Literature ◽  
Global Factor ◽  
Initial States ◽  
Over Time

The present research, enlightened by the dynamic approach to language learning, aimed to trace the co-development of English as a foreign language (EFL) learners’ perseverance of effort (PE) and consistency of interest (CI), the two subdomains of grit, over a course time. To this aim, a factor of curves model (FCM) was employed to trace the covariance of the subdomains of L2 grit longitudinally over time; to explore how changes in PE and CI are affected by their initial states; and to what extent the variations in PE and CI are explained by the underlying global factor of L2 grit. For data collection, the L2 grit scale was used with 1,384 adult EFL learners in four measurement occasions. The data were analyzed in Mplus with FCM in three steps. The results showed that firstly, in analyzing the direction of change in PE and CI, a higher mean was estimated in the growth (the slope) than the intercept. Evidence was also found for inter-individual variation. Secondly, the covariance between the intercept and slope of each subdomain was explored and for both the results revealed a negative covariance of the slope and intercept. Thirdly, the covariance of the intercepts and the slopes of the two subdomains was positive and significant. Fourthly, the variance of the intercept and slope of each subdomain proved to be explained to a large extent by the underlying global factor of L2 grit. These findings were discussed in the light of the potential variables associated with L2 grit and its related literature.

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.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

scholarly journals EXTENSIVE READING IN L2 LEARNING: CURRENT TRENDS AND FUTURE POSSIBILITIES

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Made Frida Yulia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Efl Learners ◽  
Current Trends ◽  
Foreign Language Reading ◽  
L2 Learners ◽  
L2 Learning ◽  
Language Exposure

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration. 

scholarly journals The Long-term Effects of Instruction on EFL Learners' Use of Complaining Formulas

10.29007/5xsb ◽  
2018 ◽  
Author(s):  
Alicia Martínez-Flor ◽  
Esther Usó-Juan
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Future Research ◽  
Long Term Effects ◽  
Positive Role ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Over Time

Studies analysing the positive role of pragmatic instruction in formal settings have increased over the last decades. Within this area of interventional pragmatics, some studies have particularly examined whether the effectiveness of the instruction implemented is sustained over time. In order to shed more light on the long-term effects of instruction, this research investigates English as a Foreign Language learners’ use of complaining formulas not only after immediately receiving instruction, but also two months later. Results show that learners keep using a variety of appropriate complaining formulas two months after having participated in the instructional period. These findings are discussed and directions for future research suggested.

scholarly journals A Comparison Between Teacher-Led and Online Text-to-Speech Dictation for Students’ Vocabulary Performance

2019 ◽  
Vol 12 (3) ◽  
pp. 77
Author(s):  
Hui-Hua Chiang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Short Term Memory ◽  
Foreign Language Learning ◽  
Text To Speech ◽  
Short Term ◽  
Efl Learners ◽  
Future Studies ◽  
Significant Difference

Researchers have long supported the use of dictation as a test for language learners (Fountain & Nation, 2000), and dictation has been used as a test for learners of English as a foreign language (EFL). With the advantages of productive learning and reinforcing short-term memory, dictation is a commonly used technique to develop language skills, and it can be considered to be an assessment of foreign language learning (Kazazoğlu, 2013). However, the previous research has not fully explored how technology, such as text-to-speech (TTS), can be used in EFL classrooms. To address this issue, the researcher explored the use of traditional teacher-led dictation (TLD) and TTS dictation to compare the vocabulary performance of EFL learners. Forty-two college students participated in the study. The results indicated a significant difference between TTS and TLD on the participants’ vocabulary performance. Additionally, there was a correlation between the scores with TTS and TLD: the students who performed better with TLD also obtained higher grades with TTS. Based on the results, future studies and pedagogical suggestions are presented.

scholarly journals I LOVE INDONESIA: EFL LEARNERS� PERCEPTIONS ON WEB-FACILITATED LANGUAGE LEARNING

2017 ◽  
Vol 2 (1) ◽  
pp. 273
Author(s):  
Muzakki Bashori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Negative Attitude ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Generation Z ◽  
Use Of The Internet

The integration of computer in the service of FL (Foreign Language) learning is expected to be inevitable in the future. It is seemingly due to (a) its considerable affordances for EFL (English as a Foreign Language) learners, (b) the characteristics of today�s learners as the Generation Z (Gonz�lez-Lloret & Ortega, 2014), and (c) the widespread use of the internet in the 21st century. This situation then leads to transforming CALL (Computer-Assisted Language Learning) into WFLL (Web-Facilitated Language Learning) as an alternative paradigm for EFL teachers and learners. Furthermore, TBLT (Task-Based Language Teaching) is likely to serve as a pedagogical framework in designing the Web for the purpose of FL learning. The present study was therefore mainly aimed at (a) developing a particularly teacher-designed learning website, namely I Love Indonesia, and (b) investigating high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, IF Function in Excel, Correlation Analysis, and Independent-samples t-test were employed in the study. Finally, the findings of the study showed that (a) the website seems to benefit EFL learners in some certain aspects, and (b) positive attitude learners are likely to perceive more positively (agree) than moderate and negative attitude learners (disagree) on the use of the website for the purpose of language learning. A greater number of learners over a longer period of time should be taken into account when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on learners� language development.�Keyword: attitude, perception, task-based language teaching, web-facilitated language learning

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>

Lending Ears to EFL Learners: Language Difficulties

2011 ◽  
Vol 28 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Sahail M. Asassfeh ◽  
Yousef M. Al-Shaboul ◽  
Wael Zuraiq ◽  
Sabri Alshboul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Major ◽  
Learning Problems ◽  
Grade Point ◽  
Efl Learners ◽  
Basic Language ◽  
Language Difficulties ◽  
English Major ◽  
English Major Undergraduates

This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.

Designing an English Curriculum for Everyone

2018 ◽  
pp. 87-108
Author(s):  
Angela Bailey ◽  
Nayibe Rosado ◽  
Lourdes Rey
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Language Learning ◽  
Broad Spectrum ◽  
Curriculum Design ◽  
English Language ◽  
Language Policies ◽  
Language Curriculum ◽  
English Curriculum ◽  
Foreign Language Curriculum

In this chapter, the authors demonstrate a practical view of a foreign language curriculum development in Colombia. Within the chapter, they give a brief description of language policies that guided the curriculum; a discussion of the research framework, methods, and data collection; and a reflection of the choices made with regard to education, language, and language learning. By triangulating existing policies, contextual and conceptual needs analyses, and existing classroom practices, the authors demonstrate a collaborative and flexible means of meeting foreign language teaching across a broad spectrum of inconsistencies. Conclusions review and discuss the importance of maintaining an open and adaptable perspective throughout foreign language curriculum design while establishing and creating a working, flexible English language curriculum.

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