scholarly journals Using Games to Promote English as a Foreign Language Learners’ Willingness to Communicate: Potential Effects and Teachers’ Attitude in Focus

2021 ◽  
Vol 12 ◽  
Author(s):  
Fei Liu ◽  
Balachandran Vadivel ◽  
Ehsan Rezvani ◽  
Ehsan Namaziandost
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Positive Influence ◽  
Willingness To Communicate ◽  
Control Group ◽  
Foreign Language Learners ◽  
Item Questionnaire ◽  
Language Classes ◽  
Students Attitudes

This study aims to find out the role of games in promoting students’ willingness to communicate (WTC) and their teachers’ attitude toward it. In order to collect the data, the researchers employed a 28-item questionnaire which was given to 60 English as a Foreign Language (EFL) learners in an English institute. Then, the students were randomly divided into two groups of 30 learners functioning as control and experimental groups. The students in the experimental group received games in their language lessons and classes, while control group learners did not. At the end of the term, the same questionnaire was given to the students to know if playing games had a significant impact on their WTC. In addition, the teachers were asked to answer a 30-item questionnaire to investigate their attitudes toward playing games in language classes. The results showed that most of the teachers in this study believe that games have a positive influence on the students’ attitudes towards learning English and that using them in class serves many educational purposes. In addition, games played a significant role in improving the EFL leaners’ willingness to communicate. In the light of these findings, the researchers suggested using games as energizers and practical activities at the end of class not only to improve enthusiasm for learning, but also to improve the learners’ WTC.

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 Effect of Paper and E-Dictionaries on Iranian EFL Learners' Reading Comprehension

2017 ◽  
Vol 6 (5) ◽  
pp. 199
Author(s):  
Shiva Grami ◽  
Mahmood Hashemian
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Test Results ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Paired Samples ◽  
Treatment Design

The purpose of this study was to investigate the effects of paper and e-dictionaries on Iranian intermediate learners' reading comprehension. To this end, 90 female English Foreign language learners were randomly selected and assigned into 2 experimental groups (e-dictionaries and paper dictionaries groups) and 1 control group. All the groups took a pretest using no dictionaries. After 2 weeks of treatment design for the experimental groups, all the 3 groups took part in the posttest. The experimental groups did their task with their relevant dictionaries, whereas the control group did their task without using any kind of dictionary. Data were analyzed through analysis of covariance (ANCOVA) and paired samples t test. Results showed that the participants’ reading comprehension improved from the pretest to the posttest in both experimental groups. Results also indicated that the learners in the e-dictionaries group outperformed those in the paper dictionaries group. The outcome of study reveals that e-dictionaries could improve students’ reading comprehension by motivating them, shortening the time of searching words and reading a text, and increasing the number of look ups. 

scholarly journals THE ROLE OF THE AFFECTIVE DIMENSION IN SHAPING FOREIGN LANGUAGE LEARNERS’ CONCEPTUAL SYSTEM

Neofilolog ◽  
2019 ◽  
pp. 103-117
Author(s):  
Ariadna Strugielska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Learner ◽  
Conceptual System ◽  
Learning And Teaching ◽  
Affective Factors ◽  
Foreign Language Learners

The role of affective factors in the process of foreign language learning and teaching is undeniable. Still, despite growing interest in the role of attitudinal variables in foreign language training, the problem has not been much researched from the perspective of multidimensional cognition. Thus, the focus of the article is the architecture of foreign language learners’ cognition situated within a multimodal framework and shaped by particular socio-linguistic experience. It is postulated that the conceptual system of a foreign language learner is unique in being highly susceptible to processing in terms of affective parameters. This hypothesis is corroborated by the results of a pilot study which show that concrete words in the conceptual systems of foreign language learners are associated with affect more than in the case of native speakers.

scholarly journals Zur Interaktion von materiellem und idiomatischem Bild in deutschen Printwerbungen

2020 ◽  
pp. 235-251
Author(s):  
Günter Schmale
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speakers ◽  
Image Representation ◽  
Literal Meaning ◽  
Print Advertising ◽  
Implicit Relation ◽  
Foreign Language Learners ◽  
Visual Element

Print advertising very frequently refers to idioms containing verbal expressions of images conveying a figurative meaning. “Material” idiom's (photos, drawings, cartoons, etc.) in print adverts, in one way or another, depict the idioms’ literal meaning. Advertising plays on numerous forms of interaction between the idiomatic and material image (representation of literal meaning, implicit relation between visual element and verbal idiom, etc.). Following preliminary considerations on figurativeness and metaphoricity, 14 German print adverts are analysed with a focus on the role of the material image. Based on these analyses, reflections on the interpretability of the relation between idiomatic and material image by native speakers and foreign language learners are discussed.

scholarly journals Attitude of Foreign Language Learners on Nonverbal Communication and Privacy in Communicative Classes

2019 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Azedah Nemati
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Nonverbal Communication ◽  
Personal Life ◽  
The Right To Privacy ◽  
English Classes ◽  
Foreign Language Learners ◽  
Unexplored Area ◽  
The Right

Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.

scholarly journals The Use of Listening Comprehension Strategies in Distance Language Education

2021 ◽  
Vol 14 (10) ◽  
pp. 62
Author(s):  
Aysel Deregözü
Keyword(s):  
Distance Education ◽  
Foreign Language ◽  
Language Learners ◽  
Listening Comprehension ◽  
Language Education ◽  
State Universities ◽  
Comprehension Strategies ◽  
Foreign Language Learners ◽  
Language Classes ◽  
Academic Year

This study aims to examine the listening comprehension strategies used by foreign language learners who are learning languages through distance education. It also aims to explore how the use of listening comprehension strategies differs in terms of three variables, namely, gender, L2, and department majored. To do this, the Listening Strategy Inventory was administered to students attending English and German language classes through distance education at three state universities in Turkey. The data were collected during the 2020-2021 academic year. The study used quantitative analysis methods. The data were analyzed with descriptive statistics and the statistical analyses independent samples t-test. The findings revealed that students use listening comprehension strategies at a moderate level. The most commonly used listening comprehension strategies were those for while listening and nonverbal strategies, while learners use word-oriented strategies the least. The study also revealed statistically significant differences by gender in foreign language learners’ listening comprehension strategies, but no significant differences for department majored and L2 variables. It is recommended that individual differences be considered when teaching listening comprehension strategies to foreign language learners.

scholarly journals Podcasting as a tool to develop speaking skills in the foreign language classroom

2020 ◽  
Vol 28 (1) ◽  
pp. 40
Author(s):  
Mario Tomé Díez ◽  
Marlisa Amanda Richters
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Spoken Language ◽  
Preparation Time ◽  
Foreign Language Learners ◽  
Actual Duration ◽  
Language Classes ◽  
Language Classroom ◽  
Oral Activity ◽  
Speaking Skills

<p>It is essential for foreign language learners to have adequate opportunities for speaking in order to enhance the acquisition of oral communicative competence. Although research over the last few years has dealt with the potential of podcasting for the development of oral competencies, little has been done towards its application in the <em>improvement</em> of speaking skills or the <em>correction</em> of pronunciation. This article presents experiments with podcasts developed in French foreign language classes over the course of ten years. The results obtained relate to the following three aspects: firstly, selection and analysis of the available tools fostering greater oral activity and effective correction of pronunciation; secondly, the quantification of spoken language according to the actual duration of the podcasts, as well as preparation time estimated by the students; finally, the evaluation of spoken language using certain indicators of improvement of pronunciation.<em></em></p>

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