scholarly journals The Role of the Portal to English Syllabuses in Developing the Language Skills of Preparatory School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 44-48
Author(s):  
Telal Mirghani Khalid
Keyword(s):  
Group Work ◽  
Language Skills ◽  
School Students ◽  
Preparatory School ◽  
Preparatory Schools ◽  
Efl Teachers ◽  
Efl Students ◽  
Oral Interaction ◽  
Learning English

Teaching English through an effective curriculum enables EFL students to establish and achieve effective communication. The study aims to investigate issues affecting EFL students by learning English and discussing the role of Portal to English syllabuses in developing the language skills of Qatari school students. Research has harmonized the analytical approach. The required information was collected from a questionnaire distributed to twenty (20) Qatari EFL teachers in preparatory schools. Then, the data was analyzed according to the SPSS system. The results show that the Portal course syllabuses of Qatari preparatory schools introduce language activities that promote oral interaction in addition to the previous syllabuses. This current syllabus motivates students and builds a good understanding of learning English and improving language skills. The textbooks emphasize the use of English in social media and in the practice of Qataris customs and traditions. Portal lessons emphasize oral interactions with group work and discussions. Vocabulary and writing activities are presented and tested in many units in the Portal course series.

scholarly journals High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion

2021 ◽  
Vol 11 (2) ◽  
pp. 235-264
Author(s):  
Xuan Van Ha ◽  
Jill C. Murray ◽  
A. Mehdi Riazi
Keyword(s):  
High School ◽  
High School Students ◽  
Mixed Methods Research ◽  
Corrective Feedback ◽  
School Students ◽  
Oral Corrective Feedback ◽  
Efl Students ◽  
Clarification Request ◽  
Learning English

This study employed an explanatory sequential mixed-methods research design to examine the beliefs of Vietnamese EFL students concerning oral corrective feedback (CF) and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 250 Vietnamese high school students and follow-up interviews with 15 of them. Exploratory factor analysis revealed six latent factors underlying students’ beliefs about CF, namely, (1) output-prompting CF and eliciting recasts, (2) desire for CF, (3) non-verbal cues, (4) important errors, (5) input-providing CF, and (6) less important errors. Descriptive statistics and thematic analysis of the interviews showed that students were positive about CF. They liked both input-providing CF and output-prompting CF for all error types. Metalinguistic feedback was the most strongly preferred, while clarification request was the least preferred. Further statistical analyses revealed some interesting relationships between students’ beliefs about CF and their gender, English learning motivation, and self-rated introversion/extraversion. Females were more positive about CF than males, and extraverted females were more positive about input-providing CF than introverted females. Also, students learning English for exams were more positive about CF than those learning English for communication. Pedagogical implications for effective feedback provision in EFL contexts are discussed.

scholarly journals The Role of NLP Principles as Tools for Facilitating Learning EFL For Saudi Students

2019 ◽  
Author(s):  
Mohammed A. Abuzaifah
Keyword(s):  
Secondary Schools ◽  
Learning Strategies ◽  
English Language ◽  
Research Paper ◽  
Saudi Students ◽  
Efl Students ◽  
Sensory Acuity ◽  
The Relationship ◽  
Learning English

Learning English language for the majority of Saudi students has always been considered difficult and rarely successfully achieved. “English poses difficulties for many Saudi students due to the low English levels acquired at secondary schools” (Al-Shami, 2004). Additionally, the overall achievement in English language among the majority of Saudi students, after completing six years of studying EFL extensively, is remarkably low (AL-Karood, 2006; Al Buna’yan, 2003; Al Guaid, 1997; Abuammah, 2002). This research paper will investigate, discuss and analyse the NLP (Neuro-Linguistic Programming) concepts; change and modelling, as well as NLP four principles; outcomes, rapport, sensory acuity and flexibility, in order to specify the actual extent to which these concepts and principles can assist the Saudi EFL students to achieve better, easier and faster performance in learning the English language. By the end of this paper, the researcher intends to highlight the relationship between the NLP principles and the SLA learning strategies (O’Malley, 1990), as well as to attempt to describe some possible ways for applying the NLP principles into SLA.

scholarly journals Teaching Media Literacy to ESL and EFL Students in the Age of COVID-19

2020 ◽  
Vol 30 (1) ◽  
Author(s):  
Joshua Gaston
Keyword(s):  
Media Literacy ◽  
English Language ◽  
Language Skills ◽  
Virtual Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Efl Teachers ◽  
Efl Students ◽  
English Language Skills

Media literacy education is a field that is fraught with disagreement over definitions, approaches, principles, and purposes, but teaching media literacy is arguably needed now more than ever before, especially for ESL and EFL students. From the research available, it appears as though many ESL and EFL students are not taught media literacy in their home countries. Additionally, much of the research that does exist in regards to teaching media literacy to ESL and EFL students focuses on forms of media that are no longer relevant to most learners. Since ESL and EFL teachers support the development of their students’ English-language skills, it is justifiable that at least some of the responsibility of media literacy education should fall on their shoulders. The widespread transition to virtual learning as a result of COVID-19 presents a unique opportunity for ESL and EFL teachers to teach media literacy to their students. However, because this period also presents numerous challenges to the public’s collective media literacy skills, it is imperative that teachers integrate media literacy education into their pedagogy. Keywords: media literacy, ESL, EFL, COVID-19

Learning English for Technical Purposes

2011 ◽  
pp. 169-190 ◽  
Author(s):  
Anne Dragemark
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
School Students ◽  
Self Assessment ◽  
Online Tutoring ◽  
Upper Secondary ◽  
Research Findings ◽  
Learning Development ◽  
Learning English

This chapter presents some research findings in the area of self assessment,obtained from the European Leonardo Project: Learning English forTechnical Purposes (LENTEC), carried out 2001–2003. In this project,upper-secondary vocational students solved problem-based learning casesin a virtual environment. The project aimed at stimulating upper-secondaryvocational school students from six different European countries to improvetheir English-language skills. It also aimed at helping foreign-languageteachers to develop their skills in online tutoring. A validation study wasundertaken and the results underscored that students need time andpractice to assess their own results. According to students and teachers, amajority of the students became more aware of their own language-learning development. The teachers in the project developed a new teacherrole where some of the responsibility for assessment moved from them to thestudents themselves. This not only motivated the students but also gave themadded time for actual language learning.

scholarly journals Risk factors of induced abortion among preparatory school student in Guraghe zone, Southern region, Ethiopia: a cross-sectional study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Kifle Lentiro ◽  
Teklemichael Gebru ◽  
Abdusemed Worku ◽  
Agizie Asfaw ◽  
Tigist Gebremariam ◽  
...  
Keyword(s):  
Health Education ◽  
Cross Sectional Study ◽  
Induced Abortion ◽  
Sectional Study ◽  
Sexual Health Education ◽  
School Students ◽  
Cross Sectional ◽  
Preparatory School ◽  
Factors Associated ◽  
Preparatory Schools

Abstract Background Induced abortion is a common undergo in many societies of the world. Every year, around 20 million unsafe abortions are done worldwide. From fragmented studies conducted in Ethiopia, the prevalence of induced abortion and its adverse effects are increasing over time. The aim of this study was to assess factors associated with induced abortion among female preparatory school students in Guraghe zone. Methods A cross-sectional study was conducted among female students of preparatory schools in April 2017. Systematic random sampling technique was employed to select 404 students from the total of 3960 female preparatory school students in the study area. Data was collected through self-administered questionnaires. Descriptive summary, binary and multivariate analyses were underwent to identify factors associated with induced abortion. The study was ethically approved by institutional review board of Wolkite University. Results The response rate of this study was 98.3%. The lifetime prevalence of induced abortion among young preparatory schools students whose age range from 15 to 22 years was 13.6% [95% CI (10.4, 17.1)]. The odds of induced abortion undergo was 2.3 times more likely in rural family residents [AOR = 2.3, 95% CI (1.1, 4.8)] as compared to that of urban family residents. Students without sexual health education were 6.4 times more likely to undergo induced abortion as compared to those who got sexual health education at sc0000hool [AOR = 6.4, 95% CI (3.1, 13.1)]. Furthermore, students who drank alcohol often were 4 times [AOR = 4.0, 95% CI (1.1, 14.2)] more likely to undergo induced abortion and students who consumed alcohol sometimes had 3.3 times [AOR: 3.3, 95%CI (1.4, 8.1)] the risk of induced abortion compared with girls with no history of alcohol consumption. Conclusion A high lifetime prevalence of induced abortion among young adolescent was observed. Being rural residence, not having reproductive health education, and alcohol consumption were found to be independent predictors of induced abortion undergo. Therefore, IEC/BCC programs with special emphasis on youth friendly sexual and reproductive health services should be strengthened to reduce induced abortion.

The Effect of Homework Assignment on Preparatory School Students’ Achievement in Learning English as a Foreign Language

2017 ◽  
Vol 1 (2) ◽  
pp. 82-67
Author(s):  
Dr. Ramadan Ahmad
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Study Habits ◽  
Homework Assignment ◽  
School Teachers ◽  
School Students ◽  
Preparatory School ◽  
Positive Study ◽  
Home And School ◽  
Learning English

The practice of assigning homework assignment is a polarizing issue that has been extensively studied in different countries and at various levels of education. Despite the massive amount of research on this particular topic, there is still debate about its effectiveness on students’ achievement. This study therefore, was aimed to investigate this issue and determine its impact on academic achievement of preparatory school students. To collect the data required, six preparatory school teachers were interviewed in a semi-structured way. Analysing the data obtained came up with a number of interesting and fascinating findings. Homework assignment has a direct and influential influence on students’ progression in learning a second/foreign language. It helps students to strengthen the skills they learn at school, build on that their understanding and knowledge and use it in preparation for future lessons. Moreover, doing homework assignment regularly helps in establishing positive study-habits which in turn help in creating self-dependent learners. Another interesting finding is that homework assignment can be exploited to establish an efficient and beneficial link between home and school.

scholarly journals Benefits of Implementing Group Work into the EFL Classroom

2010 ◽  
Vol 6 (1-2 (7)) ◽  
pp. 113-117
Author(s):  
Syuzi Hovhannissyan ◽  
Lili Karapetyan
Keyword(s):  
Language Learners ◽  
Group Work ◽  
Team Work ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Language Class ◽  
Analytical Thinking ◽  
Learning Centered ◽  
Efl Students

The paper focuses on the role of group work in the foreign language class as an effective technique for developing language learners’ analytical thinking, as well as communication skills. The paper states that despite the cognitive, psychological and social benefits that group work provides, it is hardly ever used in the Armenian formal educational setting where the whole studying process is teacher-centered rather than learning-centered. The authors strongly believe that implementing group work into the Armenian educational establishments will stimulate effective learning and teaching. Group work will provide Armenian EFL students with opportunities for developing skills like organization, negotiation, team work and co-operation which they very often lack.

scholarly journals Differences in achievements in learning English as a foreign language between the deaf/hard of hearing and hearing high school students in Serbia

2019 ◽  
pp. 155-167
Author(s):  
Iva Urdarević
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Hard Of Hearing ◽  
Normal Hearing ◽  
Placement Test ◽  
School Students ◽  
Hearing Status ◽  
Efl Students ◽  
Learning English

This papers presents the results of research that was aimed at testing the performance of deaf and hard of hearing (D/HOH) high school students in learning English as a foreign language (EFL). The research examined the correlation between the age (number of years of learning EFL), the degree of hearing loss, the sex and the school success in the Serbian language with the achievements of the D/HOH students in solving an English Placement test. The differences in achievements between D/HOH students and those with a normal hearing status were also compared and analyzed. The results of the research indicate that although the D/HOH students achieve poorer results in learning English compared to students with a normal hearing status, they can be successful in learning English as a foreign language. The D/HOH students have some difficulties in learning English vocabulary and grammar. They need more time to successfully master a foreign language, so it is necessary to take into account the specificities of this category of EFL students and to adapt teaching methods and resources to suit their needs.

scholarly journals The Role of Metacognitive Instruction in Developing ESL/EFL Listening Abilities: A Theoretical and Empirical Review

2018 ◽  
Vol 2 (1) ◽  
pp. 86-99
Author(s):  
Ani Fiani
Keyword(s):  
Metacognitive Knowledge ◽  
Metacognitive Awareness ◽  
Literature Study ◽  
Research Papers ◽  
Metacognitive Instruction ◽  
Efl Teachers ◽  
Efl Students ◽  
Listening Strategies ◽  
Listening Process

Due to metacognition, as a psychological concept, has been a focus of educational researchers and become a potential to empower students to improve their own learning; increase the meaningfulness of learning, especially among students who are having problems in learning; and become successful learners, the present paper implicatively investigates the possible role of metacognitive instruction in developing ESL/EFL listening abilities among students by providing theoretical and empirical foundations drawn from the literature. To elicit the purpose of this article, the literature study was used. This study reviewed several recent research papers in the last 10 years related to the implementation of metacognitive instruction in order to elicit the information of the possibilities in developing ESL/EFL students’ listening comprehension abilities. Based on a detailed analysis and review of the research articles, there were some themes related to the possibility role of implementing the instruction not only developing ESL/EFL listening abilities, but also metacognitive knowledge and metacognitive awareness. Moreover, the instruction enables ESL/EFL students to increase their awareness of the listening process by improving richer metacognitive knowledge about themselves as listeners, the nature and demands of listening tasks, and listening strategies. This instruction they may encourage them to have an ability to regulate their own learning in and outside ESL/EFL classrooms. Therefore, based on the literature review  and analysis above, ESL/EFL teachers will regard the important role of metacognition and attempt to implement the instruction as an alternative of effective teaching ways to develop ESL/EFL students’ listening abilities in and outside the classroom independently, particularly in the context of higher education in Indonesia. Keywords: Metacognition, Metacognitive awareness, Metacognitive instruction, Listening abilities

scholarly journals The Impact of Experience on the Intrinsic Motivation of EFL Teachers Who Teach Online

2021 ◽  
Vol 22 ◽  
pp. 99-112
Author(s):  
Beril Er ◽  
Necmiye Karataş
Keyword(s):  
Online Education ◽  
Intrinsic Motivation ◽  
Online Teaching ◽  
Teacher Motivation ◽  
Preparatory School ◽  
Teaching Online ◽  
Efl Teachers ◽  
Teachers And Students ◽  
The Impact

Remote teaching has become more popular than before in Turkey as in most parts of the world because of Covid-19 pandemic. Most of the teachers and students have had some difficulties in adapting to distance education. It has been observed that the motivation of both parties might be affected by this sudden shift to online education. Although many reasons affecting teacher motivation have been identified so far, it is believed that every single study will contribute to the purpose of bettering the present EFL teaching. The current study aims to investigate the role of experience on the intrinsic motivation of EFL teachers involved in online teaching andto find out whether years of experience have an effect on teachers' intrinsic motivation. In this study, the data was compiled from 46 EFL teachers working at Istanbul Aydin University English Preparatory School. An adapted Attitude/Motivation Test Battery (AMTB) questionnaire was used to gather the data. The obtained descriptive data were analyzed by using SPSS. The results of this study proved that experience does not have a significant impact on EFL teachers’ motivation teaching online.

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