scholarly journals EFL Learners’ Perceptions about the Use of Mobile Learning during COVID-19

2020 ◽  
Vol 55 (5) ◽  
Author(s):  
Mohammed Mahib Ur Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Learning ◽  
Foreign Language Learning ◽  
Female Students ◽  
Learning Activities ◽  
Male And Female ◽  
Efl Learners ◽  
Efl Teachers ◽  
Teaching Learning

Mobile learning has recently emerged as a powerful and frequently used tool in the teaching-learning curriculum. Besides, it also attracted the attention of EFL teachers and learners across the globe. Its acceptance in EFL learning is mainly because of the two fundamental functions, i.e., anytime and anywhere. As a result, the pioneers and scholars who work in second or foreign language learning have largely recognized its impact and importance. Furthermore, since the outbreak of the COVID-19 pandemic, the regular traditional classes have been severely affected, and teaching has been carried out by online method. As a result, mobiles and tablets have primarily been used along with other electronic gadgets. Therefore, this paper aims to examine EFL learners' perceptions about m-learning for their learning activities during COVID-19 at Qassim University, Saudi Arabia. A questionnaire has been prepared by keeping the use of the mobile device in view that can benefit Saudi EFL learners, and distributed among 50 EFL male and female students. Later, a quantitative analysis of the responses has been done by using SPSS 26. The study identified healthy and positive perceptions of m-learning. The significant findings will be valuable for the teachers and administrators concerning m-learning in language teaching.

scholarly journals Classroom enjoyment and anxiety among Saudi undergraduate EFL students: does gender matter?

2021 ◽  
pp. 9-34
Author(s):  
Elias Bensalem
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Female Students ◽  
Efl Learners ◽  
Recent Interest ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Efl Students ◽  
The Relationship

The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014). It examines the construct of foreign language enjoyment (FLE) and its relationship with foreign language classroom anxiety (FLCA) among a group of 487 English as a foreign language (EFL) students (340 females, 147 males) enrolled in public universities in Saudi Arabia. A measure of FLE based on Likert scale ratings of ten items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on eight items extracted from the FLCAS (Horwitz et al., 1986) were used. Male and female students had the same levels of FLE and FLCA. Correlation analysis showed that the relationship between students’ FLE and FLCA was significantly negative. Qualitative analysis of the participants’ learning experiences revealed the causes of FLCA and FLE among Saudi EFL learners.

scholarly journals The Using of Communicative Language Teaching (CLT) Approach: A Case Study of Jordanian Female EFL Learners at University of Jordan

2021 ◽  
Vol 4 (6) ◽  
pp. 141-147
Author(s):  
Kosay Alshwater
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Data Interpretation ◽  
Communicative Language Teaching ◽  
Female Students ◽  
Efl Learners ◽  
Institutional Issues ◽  
Efl Teachers

This paper aims to explore the experiences of Jordanian English as a foreign language (EFL) student concerning communicative language teaching. Classroom surveys were used to gather data from three separate sources. The quantitative method was applied to collect and evaluate data through classroom surveys, which were statistically assessed using suitable methods. Female students (N = 115) who participated in the research. In terms of the significant conclusions, data interpretation revealed gaps in the subjects' experiences of EFL Learning. Furthermore, the results showed that EFL teachers in Jordan face various difficulties when introducing communicative language learning in their classrooms. Three points of concern were regularly identified: student challenges, institutional issues, and problems with the administrative structure. Overall, the findings showed that despite the problems, Jordanian EFL learners regard the CLT method favourably.

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 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 Der Einfluss des fremden Akzents in der interkulturellen Kommunikation

2017 ◽  
Vol 141 ◽  
pp. 425-438
Author(s):  
Beata Grzeszczakowska-Pawlikowska
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
General Impression ◽  
Teaching Learning ◽  
Visual Materials

Der Gegenstand der interkulturellen Kommunikation, die in verschiedenen institutionalisierten Kommunikationssituationen aktuell einen Normalfall darstellt, bezieht sich nicht nur auf die rein sprachlichen Aspekte. In der multimodal aufgefassten Mündlichkeit sind auch weitere, sprecherische und nonverbale, Kommunikationsanteile von Interesse. Der vorliegende Beitrag, in dessen Fokus der fremde Akzent steht, hat im Allgemeinen zum Ziel, auf Grund ausgewählter Ergebnisse einer audiovisuellen Analyse den Einfluss dieses Phänomens in der interkulturellen Lehr-Lern-Kommunikation in dem institutionalisierten studentischen Seminarreferat näher zu beleuchten erläutern. In den Mittelpunkt der Diskussion rücken dementsprechend angenommene Korrelationen zwischen dem fremden Akzent und der allgemeinen Wirkung der Sprecherperson auf den Hörer. The influence of the foreign accenton the intercultural communicationIntercultural communication, which currently constitutes the norm in many institutionalized communicative situations, does not refer purely to speech. According to a multimodal understanding of orality, other speech-related and nonverbal aspects of communication are also of interest. This contribution focuses on the significance of accent in foreign language learning, exploring the influence of this phenomenon on teaching, learning and communication — specifically in the context of the student oral seminar presentation. Discussing selected results of an analysis of audio-visual materials, it centres on the assumed correlations between accent in a foreign language and the general impression made by the speaking person upon the recipient.

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>

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

scholarly journals Forging new pathways for research on language learning motivation

2015 ◽  
Vol 3 (1) ◽  
pp. 1-13
Author(s):  
Françoise Raby
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Learning Motivation ◽  
Learning Activities ◽  
Cognitive Ergonomics ◽  
Language Learning Motivation ◽  
Methodological Difficulties

Abstract Research on motivation in the field of applied linguistics seeks to better understand how and why learners become involved in learning activities and maintain their efforts in this regard. Dörnyei provided a seminal model drawing essentially from cognitive and social psychology (Dörnyei, 2001). In the wake of his reflection, and after investigating motivation in a range of academic contexts, we are now able to present our own model, which is dynamic, weighted, and polytomic (Raby, 2007). After presenting cognitive ergonomics as a new pathway for research in second language acquisition, we shall present the results of our investigations in foreign language learning motivation in technologically enhanced contexts, outlining major methodological difficulties pertaining to this sort of this grounded research.

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