scholarly journals Behaviors of EFL Students on Cyber Classes: Passive presence in Google Classroom; survey of causes and attitudes

2018 ◽  
pp. 08-34
Author(s):  
Mustafa Salem Braiek
Keyword(s):  
Language Proficiency ◽  
Classroom Interactions ◽  
Limited Participation ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Efl Students ◽  
Students Attitudes

Cyber classes provide space for teachers and students to extend and consolidate classroom interactions, engage in meaningful discussions and share ideas, information, and relevant materials. The potential merits of cyber classes are obviously bound to the amount of time and effort invested therein by the involved parties, i.e. teachers and students. The current study aims at investigating the causes of limited participation of EFL students in Google Classroom as the recently adapted cyber class platform at Misurata University, as well as exploring the EFL students’ attitudes toward Google Classroom. 58 EFL students at the department of English in Misurata University responded to a questionnaire probing their displayed behaviors on cyber classes. Even though the results showed that most EFL students had positive attitudes toward using Google Classroom, they tend to be passive users of cyber classes due to technological concerns, language proficiency to some extent, and failure to perceive tangible outcomes.

scholarly journals Teachers’ and Students’ Attitudes Toward the Implementation of the Politeness Principle in Classroom Interactions

2020 ◽  
Vol 4 (2) ◽  
pp. 42-60
Author(s):  
Kavi S. Mohammed
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
Effective Interaction ◽  
Critical Role ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Students Attitudes

Politeness is considered to promote effective interaction between people. In the process of language teaching and learning, it is believed to enhance learning by providing a lively and friendly atmosphere in the classroom (Jiang, 2010). During classroom periods, including class policy, activities, and techniques, a teacher’s language plays a critical role; it also plays an important role while giving academic instructions, motivating the class, and during the evaluation of a student’s performance and participation. This paper approaches classroom interaction from a pragmatic perspective by adopting Leech’s politeness principle and maxims. It aims to answer the following 2 questions: first, “what are the teachers’ attitudes toward the implementation of the politeness principle during classroom interactions?” and second, “what are the students’ attitudes toward the implementation of the politeness principle during classroom interactions?” To achieve the aims of this study by finding answers to the questions, the researcher prepared 2 sets of questionnaires: 1 for the teachers in the English Department and 1 for the fourth year students in the same department at the College of Basic Education, Salahaddin University-Erbil, Erbil, Iran, for the academic year of 2018 to 2019. By analyzing the data collected, it was found that both the teachers and students have positive attitudes toward the politeness maxims and the implementation thereof during classroom interactions; furthermore, there was agreement between the teachers’ and students’ responses to the questionnaires for most of the politeness maxims except in 3 cases, which were for the maxims of sympathy, obligation (S to O), and feeling reticence.

scholarly journals AN INVESTIGATION OF THE USE OF THE FIRST LANGUAGE IN LIBYAN EFL CLASSROOMS

2018 ◽  
Vol 29 (2) ◽  
pp. 155
Author(s):  
Safia Mujtaba Alsied
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Study Data ◽  
Structured Interviews ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Efl Students ◽  
Efl Classrooms ◽  
Students Attitudes

This article attempts to explore the use of first language (Arabic) in the Libyan EFL classrooms as well as teachers' and students' attitudes towards using it. To this end, 5 Libyan EFL teachers and 143 Libyan EFL undergraduate students from the English department of Sebha University took part in the study. Data were gathered through questionnaires and semi-structured interviews. The findings of the study indicated that the Libyan EFL students had positive attitudes towards using Arabic in the classroom to some degree; however, they were in favor of using English more than Arabic. It was also found that the students employed Arabic frequently to translate words from English into Arabic. The results also reported that the Libyan EFL teachers used Arabic in their classrooms to accomplish many purposes such as helping students to understand, giving instructions, emphasizing information and giving the meaning of new and unfamiliar words. Additionally, teachers held positive attitudes towards the use of Arabic inside the classroom, but they were of the opinion that Arabic can be only used in certain cases and it should not be overused.

scholarly journals Teachers' and students' attitudes towards reading and writing: Do they correlate to students' achievement in English?

2021 ◽  
Vol 8 (1) ◽  
pp. 143-156
Author(s):  
Titus Terver Udu
Keyword(s):  
English Language ◽  
Attitude Scale ◽  
Language Teachers ◽  
Reading And Writing ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Students Attitudes ◽  
Senior Secondary ◽  
Attitudes Towards Reading

This survey tested the null hypothesis that teachers’ and students’ attitudes towards reading and writing do not simultaneously predict students’ achievement in the English language. The researcher utilized a sample of 38 teachers and 492 senior secondary school students from 12 schools in Benue State, Nigeria, for the study. The researcher developed and utilized the English Language Students’ Attitude Scale (ELSAS), English Language Teachers’ Attitude Scale (ELTAS), and Reading and Writing Achievement Test (RWAT) for data collection. An estimate of internal consistency was obtained through Cronbach’s Alpha and Kuder Richardson’s reliability methods and found to be 0.76 for ELSAS, 0.68 for ELTAS, and 0.81 for RWAT. Data analysis was by multiple regression statistics. The findings revealed that both English language teachers and students have a positive attitude towards reading and writing (F3, 492 = 0.160, p0.05) implying that teachers and students’ attitudes towards reading and writing jointly predicted students’ achievement in the English language in senior secondary schools. To conclude, learning would be facilitated if both teachers and students hold positive attitudes towards reading and writing, and this, in turn, could impact the students’ achievement in the English language. It was recommended that teachers should plan reading and writing instruction that can help students develop positive attitudes to these skills and parents should help in the development of these skills at home.

scholarly journals Attitudes toward English phonetics learning: a survey on Indonesian EFL learners

2021 ◽  
Vol 11 (1) ◽  
pp. 197-217
Author(s):  
Sri Ayu Istiqomah ◽  
Alies Poetri Lintangsari ◽  
Widya Caterine Perdhani
Keyword(s):  
Teaching And Learning ◽  
Survey Design ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Phonetic Learning ◽  
The Social ◽  
Efl Students ◽  
Attitudes Toward English ◽  
Students Attitudes ◽  
English Literacy

Indonesian EFL learners face challenges in comprehending English phonemes as it becomes one of the significant predictors of English literacy. Hence, the English Phonetics subject is considered one of the most difficult ones, making the teaching and learning process less effective. Addressing Indonesian EFL learners’ attitudes toward English phonetics teaching is significant to improve phonetics teaching, yet, research on this has not received much attention. This present study was conducted to explore EFL learners’ attitudes toward English phonetic learning. A quantitative approach with survey design was employed involving 112 Indonesian EFL students. The researchers identified students’ attitudes using an adapted questionnaire from Lintunen and Mäkilähde (2015). Statistical Package for the Social Sciences (SPSS) version 25 was utilized to analyze the data. The results indicate that Indonesian EFL students perform positive attitudes toward English phonetic learning, although they confess that phonetics is challenging. It implies that phonetics learning is potential and promising to support their English fluency; hence, lecturers need to make phonetics Learning more enjoyable, easier and participating in drawing the students' full engagement by considering their preferences and attitude toward phonetics learning.

scholarly journals Students’ Perspectives toward Virtual Classes Effectiveness on EFL Learners’ Communication Skills at Prince Sattam Bin Abdulaziz University

2021 ◽  
Author(s):  
Luluh Abdullah Alkathiri ◽  
Alanoud Abdulaziz Alkulaib ◽  
Bashaer Saleh Batays ◽  
Khulud Mohammed Awdah ◽  
Norah Rashed Bin Muwayni
Keyword(s):  
Communication Skills ◽  
Virtual Education ◽  
Virtual Classrooms ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Virtual Classes ◽  
Efl Students ◽  
Students Attitudes ◽  
Science Classes ◽  
The Impact

The study explores students’ perspectives towards virtual classes and the impact of such classes on EFL learners’ communication skills. Such study is valuable due to the lack of research works that investigate EFL students’ attitudes towards the effectiveness of such classes. Also, the findings can substantially improve the Saudi virtual education. Regarding the questions of the study, it answers two main questions: What are EFL learners’ attitudes towards virtual classes? What is the impact of virtual classes on EFL learners’ communication skills from students’ perspectives? To achieve the objectives of this study, a questionnaire was administered to 50 EFL students of levels seven and eight in English Department at the College of Sciences and Humanities at Prince Sattam Bin Abdulaziz University. The findings indicated that students had positive attitudes toward virtual classrooms. Such classes could enhance their communication, and improve their technical and self-learning skills. Based on these results, some recommendations were suggested that could be taken into consideration in future studies. First, further studies should be done to investigate the impact of virtual classes on other science classes such as Chemistry and Medicine in the COVID- 19 period. Second, such study should be conducted with a different sample of students (male). Finally, the same research can be applied to faculty members to explore their attitudes toward virtual education and its effect on communication skills.

Attitudes of Physical Education Teachers and Students towards Manifestations of Tolerance

2018 ◽  
Vol 4 (87) ◽  
Author(s):  
Audronė Dumčienė ◽  
Tomas Saulius
Keyword(s):  
Physical Education ◽  
Physical Education Teachers ◽  
Noticeable Increase ◽  
Number Of Children ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Student’S T ◽  
City Schools

Research background and hypothesis. In academic literature construct of tolerance has not been sufficiently revealed, limits of tolerance are not clear, especially they vary in different cultures. There is a noticeable increase in the number of children from various ethnic groups in Lithuanian schools. Therefore, multidimensional knowledge of various manifestations of tolerance/intolerance is of great importance. Research aim was to reveal attitudes of PE teachers and students towards manifestations of tolerance/intolerance.Research  methods.  In  our  research  questionnaire  was  applied  with  six  groups  of  tolerance  manifestations distinguished altogether with 36 related statements. There were six other statements according to six groups of tolerance  manifestations  for  the  potential  behavior  of  participants.  Validity  of  the  questionnaire  was  examined calculating Cronbach’s constant α: for the first part of the questionnaire Cronbach’s α  = 0.87, and for the second – α = 0.79. Values of χ 2  and Student’s t criterion were calculated. The sample of the research included 243 students of IX-XII classes form regional schools, 129 students of the same age from city schools, 47 physical education teachers from city schools and 38 teachers from regional schools. Research results. We found statistically significant difference (p  < 0.05) between positive attitudes towards tolerance among students from city schools and positive attitudes among students from regional schools. Statistically significant difference between positive attitudes towards tolerance for PE teachers from city schools and positive attitudes for those from regional schools was not found (p > 0.05). However, there were statistically significant differences between positive attitudes towards tolerance of students from city schools and PE teachers from city schools (χ 2  (5) = 37.27; p < 0.05), also between positive attitudes towards tolerance of students from regional schools and PE teachers from regional schools (χ 2  (5) = 37.27; p < 0.05). We found statistically significant difference (t = 3.81; p < 0.05) between tolerance estimators of students and PE teachers from city schools. On the other hand, relevant differences between tolerance estimators of students from city schools and from regional schools, and differences between tolerance estimators of PE teachers from city schools and from regional schools were not found (p > 0.05).Discussion and conclusion: in fact, attitudes towards intolerance, which are incident to the PE teachers from city schools and their colleagues from regional schools, did not differ, but they contrasted with students’ attitudes. In cases of intolerance manifestations, students from city schools would be more passive than students from regional schools, but PE teachers from city schools would be more active than their students.Keywords: tolerance, intolerance, social distance.

scholarly journals Teachers and Students’ Attitudes towards the Integration of the Target Culture in the English as a Foreign Language Class: A Case Study

2021 ◽  
Vol 4 (4) ◽  
pp. 253-266
Author(s):  
Simon Pierre DABOU ◽  
Abdelhak HAMMOUDI ◽  
Romaissa CHIBANI
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Structured Interview ◽  
Language Teachers ◽  
Language And Culture ◽  
Language Class ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Target Culture

Language and culture are like two sides of the same coin, the music on a radio or the soul in a body. The two are so interrelated that separating them is almost impossible. Therefore, teaching a foreign language implies integrating the target culture. In this context, this study aimed to investigate teachers and students’ attitudes towards the integration of the English culture in the EFL curriculum at the University of Sétif 2.  A Semi-structured interview with six English language teachers and a questionnaire to 53 third-year English students were the tools used to collect the necessary data. The analysis of the data showed that all the teachers were for the integration of the target culture in the EFL classes. The study also revealed that students who had positive attitudes towards the target culture represented only 28% of the sample. Therefore, the researchers suggested that the concept of target culture be properly defined within the EFL class and appropriately approached to sustain interest. Moreover, teachers are encouraged to integrate certain aspects of the target culture, such as language, norms, and values, to avoid misunderstanding, and respect each other’s cultural rights.

scholarly journals The use of slang words in online learning context of EFL class

2021 ◽  
Vol 6 (1) ◽  
pp. 55-62
Author(s):  
Rizky Lutviana ◽  
Siti Mafulah
Keyword(s):  
Online Learning ◽  
Classroom Context ◽  
Learning Context ◽  
Online Classroom ◽  
Online Class ◽  
New Strategy ◽  
Teachers And Students ◽  
Teacher Students ◽  
Efl Students ◽  
Students Attitudes

Abstract During Covid-19 pandemic teachers and students in Indonesia adapt to continue learning by implementing online learning. Online learning creates a new way of communication between teacher and students in online classroom context. This way of communication makes both teacher and students employ new strategy in communication, one of which is by using slang words in online class. This study aimed at investigating the use of slang words by 34 EFL students in Translation online class during 1 semester. This study employed descriptive qualitative in which the source of data is the transcript of students’ chat in WhatsApp Group (WAG) during 6 months. Additionally, questionnaire was used to collect the data about students’ attitudes toward the use of slang words. It is found that students used 32 slang words from both English and Indonesian, most slang words used were influenced by popular slang words used in social media. Students mostly used slang words when (1) chatting with friends in discussing informal topic such as holiday, make up class, and connection problem; (2) expressing feeling; (3) addressing their friends’ names; (4) discussing lesson; (5) responding teacher’s question, and (6) greeting the teacher. Students’ attitude toward the use of slang was positive, they explained that they used slang words in online class to make learning atmosphere more alive and relaxed and those make them easier to understand the lesson. However, students limit the use of slang words when chatting with teacher, most students consider impolite to use slang words as freely as when they chatted with their classmates.online learning, slang words, EFL class

scholarly journals Attitudes of Jordanian Students Towards Using Group Work in EFL Classrooms

2017 ◽  
Vol 8 (1) ◽  
pp. 233
Author(s):  
Sana' Ababneh
Keyword(s):  
Secondary School ◽  
Field Study ◽  
Group Work ◽  
Language Skills ◽  
Positive Attitudes ◽  
University College ◽  
Efl Students ◽  
Efl Classrooms ◽  
Students Attitudes

This paper addresses itself to the outcomes of a field study which was carried out to identify Jordanian EFL students' attitudes towards using group work in EFL classrooms. The study sample consisted of 179 students enrolled in English 101, an elementary language skills course taught at Al- Huson University College, Al -Balqa' Applied University, Jordan. A questionnaire was used to investigate the subjects' attitudes. The findings show that approximately two-thirds of the participants are either very extrovert or somewhat extrovert, i.e. they have positive attitudes towards participating in group work in EFL classes. In contrast, only a third are either somewhat introvert or very introvert, i.e., they do not like to take part in group work in EFL classes. Moreover, the data show that neither the subjects' gender nor their secondary school stream (vocational, scientific, or literary) has any significant effect on their preferences.

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