scholarly journals Enhancing EFL Students’ Active Learning by Using ‘Formative’ on Mobile Devices

2020 ◽  
Vol 15 (13) ◽  
pp. 252
Author(s):  
Paola Cabrera-Solano ◽  
Ana Quinonez-Beltran ◽  
Paul Gonzalez-Torres ◽  
Cesar Ochoa-Cueva ◽  
Luz Castillo-Cuesta
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Foreign Language ◽  
Mobile Devices ◽  
Mixed Method ◽  
Efl Students ◽  
University Level ◽  
English Program ◽  
Method Approach ◽  
Relevant Factors

The present study was aimed at analyzing the factors that contribute to engage students in active learning through Formative on mobile devices. It also focused on English as a Foreign Language (EFL) students’ perceptions of using this tool for enhancing active learning. The participants were 82 adult on-site learners en-rolled in five different courses of an English program at a university level. In ad-dition, 5 English instructors were in charge of teaching the aforementioned stu-dents. An action-research design along with a mixed-method approach were used to analyze the data in this study. The information was gathered through diagnostic questionnaires, observations, and perceptions questionnaires. The results evi-denced that engagement, motivation, participation, and reduction in students’ anx-iety constitute the most relevant factors that contributed to involve students in ac-tive learning through the use of Formative on mobile devices. The tool was per-ceived as motivating and engaging because it allowed students to enhance active learning and get directly involved in the class activities to demonstrate their knowledge.

scholarly journals Millennials as Dictionary Users: A Study of Dictionary Use Habits of Serbian EFL Students

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110084
Author(s):  
Ljiljana Knežević ◽  
Sabina Halupka-Rešetar ◽  
Ivana Miškeljin ◽  
Mira Milić
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Qualitative Data ◽  
Digital Competence ◽  
Efl Learners ◽  
Efl Students ◽  
Unknown Words ◽  
Dictionary Use ◽  
New Generation ◽  
Method Approach

The article addresses the use of dictionaries among the new millennium generation of English as a foreign language (EFL) undergraduates. Applying the mixed-method approach (a questionnaire and interviews), the study examines the frequency of dictionary use, the types of dictionaries used, activities initiating dictionary consultation, information searched for, and problems faced in using dictionaries. The findings suggest that the participants are most fond of bilingual online dictionaries and use them mostly for looking up the meaning of unknown words. They also show that despite being high consumers of technology, participants do not benefit much from online dictionaries, as they neglect most of the entry information. The qualitative data reveal that the participants perceive various digital tools of questionable quality as online dictionaries. Overall, the study sheds light on the characteristic behavior of the new generation of EFL learners regarding their dictionary use and points to the necessity of developing their digital competence in the realm of dictionary use.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals Teacher to Researcher: Reflections on a New Action Research Program for University EFL Teachers

2018 ◽  
Vol 20 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Anne Burns ◽  
Anne Westmacott
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Research Programme ◽  
Language Teachers ◽  
First Year ◽  
Foreign Language Teachers ◽  
Research Publication ◽  
Efl Teachers ◽  
The University ◽  
Relevant Factors

One of the current challenges facing many universities is how to support teachers in becoming researchers. This article discusses the experiences at a small private Chilean university of a new action research programme that was developed as a vehicle for helping teachers to become involved in research and write a research publication for peer-reviewed journals. We present findings from research into similar programmes about relevant factors for their success, describe the programme developed at the university with five English as a Foreign Language teachers in 2016, and discuss some reflections on this first year of the programme.

scholarly journals Using Digital Games for Enhancing EFL Grammar and Vocabulary in Higher Education

2020 ◽  
Vol 15 (20) ◽  
pp. 116
Author(s):  
Luz Castillo-Cuesta
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Digital Games ◽  
Vocabulary Knowledge ◽  
Southern Ecuador ◽  
English Major ◽  
Frame Work ◽  
The Common ◽  
Method Approach ◽  
Analyze Data

The purpose of this study is to analyze the use of digital games to enhance English as a Foreign Language (EFL) grammar and vocabulary in the English Major of Universidad Técnica Particular de Loja, in southern Ecuador. A total of 68 students from B1 level, according to the Common European Frame-work of Reference for Languages (CEFR), participated in this study. All the par-ticipants were enrolled in two different classes of a Communicative Grammar course. A mixed-method approach was used to collect and analyze data in this study. Pre and post-questionnaires as well as writing rubrics were applied as in-struments. Digital games were implemented throughout an academic term of 5 months in which students received permanent feedback. The results show that digital games were useful to improve learners´ grammar in aspects concerning the use of modals, gerunds, and infinitives; also, students showed an improvement in their vocabulary knowledge, especially in topics related to jobs and education.

scholarly journals Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language

2018 ◽  
Vol 2 (1) ◽  
pp. 1-24
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
College Students ◽  
Foreign Language ◽  
University Students ◽  
Intrinsic Motivation ◽  
Mixed Method ◽  
English Language ◽  
The Other ◽  
English Speaker ◽  
Language And Culture ◽  
Method Approach

Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluent teacher as well as promoting students’ interest in English language and culture seem to be the solutions to reduce students’ demotivation. [Penelitian tentang faktor-faktor yang menurunkan motifasi (demotivation) dapat membantu para guru untuk menghindari factor-faktor tersebut dan memberikan wawasan untuk mempertahankan minat peserta didik dalam pembelajaran bahasa asing. Penelitian ini menganalisis faktor demotivasi dalam pembelajaran Bahasa asing. Untuk memperoleh jawaban dari beberapa pertanyaan, penelitian ini menerapkan pendekatan metode campuran. Seperangkat kuesioner yang diadaptasi dari model Sakai dan Kikuchi (2009) didistribusikan kepada tiga puluh delapan mahasiswa sedangkan wawancara dilakukan terhadap tiga dari mahasiswa tersebut. Temuan menunjukkan bahwa kompetensi guru dan kurangnya motivasi intrinsik merupakan faktor yang paling menonjol yang menyebabkan demotivasi di antara para peserta. Dalam hal ini, guru dianggap tidak kompeten oleh para peserta ketika guru memiliki pelafalan bahasa Inggris yang buruk dan tidak menyediakan ruang kelas yang komunikatif. Di sisi lain, kurangnya motivasi intrinsik ditunjukkan oleh hilangnya minat siswa dalam belajar dan tujuan mereka untuk berbicara dalam bahasa Inggris. Menyediakan ruang kelas yang komunikatif dengan guru yang fasih serta mempromosikan minat siswa dalam bahasa dan budaya Inggris tampaknya menjadi solusi untuk mengurangi demotivasi siswa]

scholarly journals THINK-PAIR-SHARE: ITS IMPLEMENTATION TO IMPROVE STUDENTS’ CAPABILITY ON UNDERSTANDING GRAMMAR ON THE SECOND SEMESTER STUDENTS OF STKIP SILIWANGI

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Ningtyas Orilina Argawati
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Mother Tongue ◽  
English As Foreign Language ◽  
Grammar Learning ◽  
Teacher Needs ◽  
Post Test ◽  
University Level ◽  
Abstract Learning ◽  
Learning English

Abstract Learning English as foreign language is considered difficult because it has its own systems and aspects that completely different from our mother tongue, such as the grammar, pronunciation, vocabulary, and cultural background of the language. Vocabuary is an important skill since we can not deliver meaning without words. However, learning English is not dealing only on vocabulary but also on grammar. Learning grammar becomes important since grammar can determine meaning of sentences. In the level of University students, it is quite difficult to make the students master all of the theme on grammar in one semester. Moreover, if it comes to conditional sentences. This topic really relays on the understanding of concepts. Once the students catch the concept, they will be able to solve some problems relate with the topic easily. To build their capability on understanding a concept of such a topic, teacher needs to figure out the appropriate way. Think-pair-share seems to be a good way to teach conditional sentences. The method used in conducting this research is Classroom Action Research. The research was conducted on two cycles with total meetings were seven; three meetings were for tests, and four meetings were for treatment. Each cycle covered the step of planning, acting, observing, and reflecting. From the data collected by the researcher, it can be concluded that the capability on understanding grammar of the second semester students of university level was improved. The improvements cover two points, they are: (1) improvement on their mean score. Mean score of pre-test was 4.1875, mean score of post-test 1 was 5.9625, while mean score of post-test 2 was 7.225. (2) improvement of their attitude and behaviour. It can be seen from their improvement of their activeness, enjoyment, curiousity and knowledge.Key words: CAR, Grammar, Think-Pair-Share 

scholarly journals A Promoting EFL Learners’ Linguistic Competence via Videogame Play-Trace Effects: An Empirical Study

2019 ◽  
Vol 6 (1) ◽  
pp. 56-72
Author(s):  
Rozhgar Jalal Khidhir ◽  
Hussein Ali Wali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mixed Method ◽  
English Language ◽  
Linguistic Competence ◽  
Independent Learning ◽  
Efl Learners ◽  
Frequent Use ◽  
The University ◽  
Method Approach

The current study is an experimental digital game-based (DGBL) endeavor which tackles potential educational issues beyond the frequent use of games, language learning potentials in particular. It has used a mixed method approach, i.e., quantitative and qualitative. The study aims at exploring the practical effects of videogame play, Trace Effect, on improving the players’ linguistic competence. It is hypothesized that (playing videogame cannot create any difference of performance between groups of subject matters for improving English language learning. The study has concluded the followings; overall inferential statistics confirmed that playing videogame can effectively get into the improvement process of teaching English as a foreign language to the university students. On the other hand, playing the videogame, Trace Effects, has formed the solely major cause of improvement and learning in the following domains, creating friendly fascinating atmosphere, upgrading technological skills, increasing motivation towards learning, making use of homework as a form of external extensive activity, forming semi-independent learning, and practicing and virtual reality of the second/foreign language’s culture.

scholarly journals REVEALING EFL STUDENTS’ RESPONSES ON THE USE OF SOCRATIVE IN READING ACTIVITY

Abjadia ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 122-131
Author(s):  
Dewi Nur Suci
Keyword(s):  
Technology Integration ◽  
Foreign Language ◽  
Industrial Revolution ◽  
Online Application ◽  
Academic Reading ◽  
Efl Students ◽  
University Level ◽  
Reading Activity ◽  
Reading Activities ◽  
Difficult Word

Industrial Revolution (IR) 4.0 has influenced practice of English Foreign Language (EFL) instruction. One of which is through the deployment of Socrative as the technology integration to enhance the students’ skills of listening, reading, writing and speaking. This paper was aimed at elaborating the use of Socrative in English academic reading classrooms done by students in university level. The students’ responses on their experiences when utilizing this application were revealed. The results exemplified that students used Socrative for reading activities. By collecting the students’ opinions on Socrative via a survey, it was found out that the students could enrich their vocabulary because they employed a reading strategy that should be implemented by them, such as noting difficult word(s), and looking for the meaning in dictionary. In another side, the students argued that this online application had a lack of aspect in a reading course. Further, recommendations on the practice of Socrative in EFL classroom are discussed.

scholarly journals Understanding Online Reading Dispositions from the Perspective of Saudi EFL Learners

2020 ◽  
Vol 14 (07) ◽  
pp. 73
Author(s):  
Eyhab Yaghi ◽  
Amelia Abdullah
Keyword(s):  
Mixed Method ◽  
Quantitative Data ◽  
Deep Understanding ◽  
Limited Data ◽  
Online Reading ◽  
Efl Learners ◽  
Mixed Method Approach ◽  
New Ideas ◽  
Efl Students ◽  
Method Approach

<p> Our knowledge of online reading dispositions is based on limited data. The optimal aim of this paper is to find out the online reading disposition that might take place when EFL students read online materials.  To achieve the aim of this research, a mixed method approach was employed. The results emerged from the quantitative data have shown that students tend to show dispositions of reflection as the most frequent dispositions. In compliance with quantitative data, five students were interviewed in order to provide a deep understanding of these dispositions. By doing so, new ideas have been extracted from students’ responses such as likeness toward online reading, taking place online reading dispositions and alternatives of online reading dispositions. These emerging results would provide an overwhelming idea about the online reading dispositions and pave the way for upcoming studies. </p>

scholarly journals Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language

2018 ◽  
Vol 2 (1) ◽  
pp. 1-24
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
College Students ◽  
Foreign Language ◽  
University Students ◽  
Intrinsic Motivation ◽  
Mixed Method ◽  
English Language ◽  
The Other ◽  
English Speaker ◽  
Language And Culture ◽  
Method Approach

Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluent teacher as well as promoting students’ interest in English language and culture seem to be the solutions to reduce students’ demotivation. [Penelitian tentang faktor-faktor yang menurunkan motifasi (demotivation) dapat membantu para guru untuk menghindari factor-faktor tersebut dan memberikan wawasan untuk mempertahankan minat peserta didik dalam pembelajaran bahasa asing. Penelitian ini menganalisis faktor demotivasi dalam pembelajaran Bahasa asing. Untuk memperoleh jawaban dari beberapa pertanyaan, penelitian ini menerapkan pendekatan metode campuran. Seperangkat kuesioner yang diadaptasi dari model Sakai dan Kikuchi (2009) didistribusikan kepada tiga puluh delapan mahasiswa sedangkan wawancara dilakukan terhadap tiga dari mahasiswa tersebut. Temuan menunjukkan bahwa kompetensi guru dan kurangnya motivasi intrinsik merupakan faktor yang paling menonjol yang menyebabkan demotivasi di antara para peserta. Dalam hal ini, guru dianggap tidak kompeten oleh para peserta ketika guru memiliki pelafalan bahasa Inggris yang buruk dan tidak menyediakan ruang kelas yang komunikatif. Di sisi lain, kurangnya motivasi intrinsik ditunjukkan oleh hilangnya minat siswa dalam belajar dan tujuan mereka untuk berbicara dalam bahasa Inggris. Menyediakan ruang kelas yang komunikatif dengan guru yang fasih serta mempromosikan minat siswa dalam bahasa dan budaya Inggris tampaknya menjadi solusi untuk mengurangi demotivasi siswa]

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