The Effects of Video Projects on EFL Learners' Language Learning and Motivation

2019 ◽  
pp. 1788-1807
Author(s):  
Hsin-chou Huang
Keyword(s):  
Language Learning ◽  
Language Production ◽  
Technological Capability ◽  
T Test ◽  
Learning Motivation ◽  
Learning Effects ◽  
Efl Learners ◽  
Self Reflection ◽  
The Impact ◽  
One Way Anova

This study examined the language learning and motivational and effects of a video project, including students' perceptions of the processes, and the impact of peer evaluations. Forty-three intermediate EFL learners in Taiwan communicated their thoughts in multimodal formats by producing a video that involved searching online materials and integrating music and pictures to illustrate their ideas. Results from a one-way ANOVA showed that the language learning effects were more obvious in the low proficiency group than in the high proficiency one. Results from t-test analyses of pre- and post- motivation questionnaires showed that students increased their learning motivation, and interview data showed that students felt that making videos boosted their confidence and improved their technological capability. An examination of peer assessments of videos showed that they promoted peer learning and encouraged self-reflection. This study's findings support the adoption of video projects with lower proficiency students in order to stimulate language production.

The Effects of Video Projects on EFL Learners' Language Learning and Motivation

2015 ◽  
Vol 5 (1) ◽  
pp. 53-70 ◽  
Author(s):  
Hsin-chou Huang
Keyword(s):  
Language Learning ◽  
Language Production ◽  
Technological Capability ◽  
T Test ◽  
Learning Motivation ◽  
Learning Effects ◽  
Efl Learners ◽  
Self Reflection ◽  
The Impact ◽  
One Way Anova

This study examined the language learning and motivational and effects of a video project, including students' perceptions of the processes, and the impact of peer evaluations. Forty-three intermediate EFL learners in Taiwan communicated their thoughts in multimodal formats by producing a video that involved searching online materials and integrating music and pictures to illustrate their ideas. Results from a one-way ANOVA showed that the language learning effects were more obvious in the low proficiency group than in the high proficiency one. Results from t-test analyses of pre- and post- motivation questionnaires showed that students increased their learning motivation, and interview data showed that students felt that making videos boosted their confidence and improved their technological capability. An examination of peer assessments of videos showed that they promoted peer learning and encouraged self-reflection. This study's findings support the adoption of video projects with lower proficiency students in order to stimulate language production.

The interplay of avatar identities, self-efficacy, and language practices

2020 ◽  
Author(s):  
Julian Chen
Keyword(s):  
Language Learning ◽  
Second Life ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Language Practices ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Efl Learners ◽  
Learning And Teaching ◽  
The Impact

Abstract This study intends to examine English as a foreign language (EFL) learners’ attitudes toward practicing English in Second Life (SL) and to unpack the effects of avatar identities on EFL learners’ sense of self-efficacy and language practices. Nine EFL learners worldwide participated in a task-based course in SL, using avatars to carry out SL-related tasks while interacting with peers and the teacher via voice chat. Qualitative data were triangulated from multiple sources: learner reflective journals, a post-course survey, and semi-structured interviews. Three major themes emerged: (1) the effects of masked identity on learning, (2) the impact of telepresence and copresence on learning, and (3) the perceived attitudes toward avatar affinity. Findings implicate that the avatar form renders masked identities to safeguard learners’ self-efficacy and empower their language practices. It also opens up a research avenue on the impact of avatar identities on language learning and teaching in 3D virtual environments.

The Effects of Using Instructional Conversation Method on Oral Autonomy of Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (6) ◽  
pp. 1191
Author(s):  
Sahar Ghaffari ◽  
Mohammad Ali Fatemi
Keyword(s):  
Proficiency Test ◽  
Role Playing ◽  
T Test ◽  
Control Group ◽  
Instructional Conversations ◽  
Efl Learners ◽  
Significant Difference ◽  
Instructional Conversation ◽  
The Impact ◽  
Experimental Group

This study was conducted with the aim of investigating the impact of instructional conversations on oral autonomy of Iranian English as Foreign Language (EFL) learners. Forty-nine Iranian intermediate EFL learners from three language institutes in Sarakhs were selected as the participants of the study based on their scores in Nelson Proficiency Test. Administering Nelson General Proficiency Test, participants were measured to make sure they are homogeneous. These participants were randomly assigned into to control and experimental groups.  Participants in both groups sat for Learner Oral Autonomy Questionnaire with some modifications from Kashefian's learner autonomy questionnaire (2002). Results of independent samples t-test lack of any significant difference between the two groups in oral autonomy at the outset of the study. Throughout the study which lasted for 12 sessions participants in experimental group received the treatment, instructional conversations, as a tool for teaching speaking materials. Participants in the control group were taught the same materials as those practiced in the former group through such techniques as role playing, peer dialogues, and oral presentations. Finally, the posttest being the same as the pretest was administered. Results of independent samples t-test showed that the experimental group significantly outperformed the control one in Oral Autonomy Questionnaire. The present findings provide pedagogical implications for employing instructional conversation in EFL speaking classrooms.

Exploring EFL Learners' Preferences, Perceived Needs, and Perceptions about Language Learning Strategies

2016 ◽  
Vol 7 (6) ◽  
pp. 1128
Author(s):  
Maryam Alsadat Mortazavi ◽  
Hamed Barjesteh
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Education ◽  
Language Experience ◽  
Efl Learners ◽  
Perceived Needs ◽  
Academic Level ◽  
Significant Difference ◽  
The Impact

This study was to investigate the impact of language experience and academic level on the perceived needs of Iranian undergraduate EFL learners. Two groups of Iranian TEFL female students (freshmen and senior) were compared regarding their preferences, perceived needs and perceptions of different activity types about language learning. To collect data, Sihong's (2007) needs analysis questionnaire for English language needs was utilized. Thirty two freshman and twenty nine senior MA students with the age range of 25-35 were considered as the subject of this study. They were asked to fill out the questionnaire through email and they were given the confidence that the collected data would remain anonymous. Results revealed that there was a significant difference between freshman and senior EFL learners in their preferences, needs and opinions about various types of activities, and various aspects of language education. The findings also revealed that freshmen students required more practice in grammar and pronunciation than vocabulary for them. The most difficult components of language were pronunciation, vocabulary and grammar respectively; however, the senior students reported that vocabulary and grammar were the most difficult component of language skill and pronunciation was the least one.

scholarly journals The Impact of Student-Centered Instruction on EFL Learners’ Affect and Achievement

2018 ◽  
Vol 12 (1) ◽  
pp. 134 ◽  
Author(s):  
Hassan M. Kassem
Keyword(s):  
Relative Effect ◽  
T Test ◽  
English Department ◽  
Final Exam ◽  
Student Centered ◽  
Efl Learners ◽  
Affective Variables ◽  
The Impact ◽  
Academic Year ◽  
Teacher Centered

This study explored the relative effect of student- and teacher-centered instruction on EFL freshmen’s affect (anxiety, motivation, attitude, autonomy, self-efficacy and beliefs about English and its learning) and achievement. Two classes of English department freshmen at Shaqra University, KSA participated in the study. Students in the two classes completed a questionnaire probing the target affective variables. An independent t-test proved that the two classes were homogenous in affective variables before the treatment. The treatment class was taught according to student-centered instruction for an academic year. The control class was taught the same courses according to the conventional teacher-centered instruction. The students completed the questionnaire probing their affect. A composite mark of final exam marks of three courses was used as an index of achievement. Analyses of independent sample t-test proved that the treatment class outperformed the control class in all affective variables (except for instrumental motivation) and achievement.

scholarly journals Language Learning Motivation of EFL Learners in Japan-A Cross-Sectional Analysis of Various Learning Milieus

2001 ◽  
Vol 23 (1) ◽  
pp. 47 ◽  
Keyword(s):  
Social Psychology ◽  
Language Learning ◽  
Learning Motivation ◽  
Cross Sectional ◽  
Efl Learners ◽  
Affective Characteristics ◽  
L2 Motivation ◽  
Language Learning Motivation ◽  
Diverse Learning ◽  
Clear Shift

This study explores the types of language learning motivation possessed by Japanese EFL learners from diverse learning milieus. Research on L2 motivation has long been conducted within the paradigm of social psychology. However, the revival of interest in L2 motivation in the 1990s shows a clear shift to an educational focus in which L2learners' cognitive and affective characteristics and classroom considerations have become major areas of concern. Following this trend, the present study employed a 50-item motivational questionnaire based on several motivational components from educational and social psychology. The questionnaire was administered to 1,027 participants from various learning contexts. Exploratory factor analysis confirmed six motivational factors and the follow-up multivariate analysis of variance (MANOVA) indicated that some factors are characteristic of certain language learning milieus, while others are common to all situations. The results are discussed in terms of the motivational characteristics of EFL learners inJapan.

scholarly journals The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation

2019 ◽  
Vol 12 (4) ◽  
pp. 49 ◽  
Author(s):  
Nada Gamlo
Keyword(s):  
Language Learning ◽  
Game Based Learning ◽  
Learner Motivation ◽  
Efl Learners ◽  
Mobile Game ◽  
Perceptions Of Students ◽  
King Abdulaziz University ◽  
Efl Students ◽  
Period Data ◽  
The Impact

This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students’ motivation to learn English. It explores the perceptions of students regarding the pedagogical value of the following free MGBLLAs: Game books: Great Reader, Game to learn English - EnglishTracker, and Learn English Vocabulary Pop Quiz. A group of thirty Saudi female beginner level students, aged from 18-20 years old and enrolled for their foundation year at King Abdulaziz University (KAU) participated in the study. The study was carried out over a seven week period. Data were collected using two questionnaires. A pre-MGBLLAs integration questionnaire was modified to determine students’ motivations for learning English. A post-MGBLLAs integration questionnaire designed by the author was also issued. It was utilized to explore the perceptions of students regarding the use of the three mobile game-based language learning apps, and to discover any impact on learner motivation. The results of the pre-MGBLLAs integration revealed that the EFL students were motivated to learn English. However, their motivation was high instrumental motivation, because it is taught as a compulsory course in their foundation year and they must achieve high scores to be able to start studying their preferred major. Significantly, the findings of the post-MGBLLAs integration questionnaire revealed that students perceived the three apps as beneficial for learning and improving motivation. These results contribute to the literature regarding mobile game based learning, and EFL students’ motivation.

scholarly journals Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

2020 ◽  
Author(s):  
Hamza Alshenqeeti ◽  
Musaad Alrahaili
Keyword(s):  
Reading Comprehension ◽  
Cognitive Skills ◽  
Language Production ◽  
Teaching And Learning ◽  
English Language ◽  
Analysis Data ◽  
Task Repetition ◽  
Efl Learners ◽  
L2 Learning ◽  
The Impact

Recent developments in English language teaching and learning have heightened the need for the use of tasks to foster second language (L2) learning. Central to task-based interaction is the repetition of the same task. Task repetition (TR) stimulates cognitive skills for speech learning and functionality. It has been emphasised in research and practice how task repetition boosts learner processing tools by fortifying form-meaning correlations, facilitating lexicon integration, and providing practical expertise. This study aims to examine the impact of TR on reading comprehension of EFL learners, focusing on individual reading performance and group differences in familiar and recycled tasks. A total of 50 students participated in the current study. The participants were divided into two sample groups (25 male and female respondents). A quantitative research method was utilised in the data analysis. Data management and analyses were performed using IBM SPSS 24.0 (2019). Results indicated that content familiarity and TR significantly impact participants’ reading skill. In addition, this study provides insights into how teachers may utilise TR within L2 lessons to support learners’ language production. The findings observed in this study mirror those of the previous studies which have reported TR as being an effective tool for enhancing reading comprehension. The study concludes by discussing pedagogical implications on the role of TR in L2 learning within EFL contexts.

Effects of required and optional exchange tasks in online language learning environments

ReCALL ◽  
2012 ◽  
Vol 24 (1) ◽  
pp. 85-107 ◽  
Author(s):  
Klaus Brandl
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Language Production ◽  
Target Language ◽  
Synchronous Mode ◽  
Online Language Learning ◽  
Beginning Learners ◽  
Task Types ◽  
The Impact

AbstractThis study investigates the effects of an optional and required (jigsaw) task on learners’ quantity and quality of use of language under synchronous and asynchronous conditions. The question raised is: Does performing either of these task types under synchronous conditions cause a compounding effect that either positively or negatively impacts language production? Eighty-six beginning learners of German participated in this study. The results show that the optional task yielded significantly more learner output, both in terms of target language and c-unit counts. The impact of the condition appears to be mixed, favoring the synchronous mode. Regarding quality, students produced fewer errors when performing the required than the optional task. The results of this study have implications for task design and implementation in online learning environments.

scholarly journals Intelligibility: The Goal of Language Learning and Teaching

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Sayyed Rashid Shah ◽  
Abdullah Al-Bargi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Structured Interviews ◽  
Post Intervention ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Native Speakers Of English ◽  
The Impact

<p>This action research study investigates the intelligibility of Saudi EFL learners’ speeches in relation to the Lingua Franca Core (LFC). This study is carried out in an EFL class of 15 Saudi learners. One native and four non-native speakers of English performed the role of evaluators. A mixed-method approach was adopted to collect and analyze quantitative and qualitative data. The learners’ scores in their pre and post-intervention speeches led to the understanding of the impact of LFC on leaders’ speeches. The scores were awarded by five evaluators responding to a five-point Likert scale questionnaire while judging learners’ intelligibility. The results showed moderate improvement in the learners’ post-intervention speeches in terms of intelligibility. This procedure was followed by semi-structured interviews conducted with individual evaluators/listeners who rated post-intervention speeches as well-organized, lengthier and planned, delivered fluently and confidently in spite of insignificant improvement in the production of LFC features. Based on the findings, it can be recommended that LFC can have little or no impact on the learners’ pronunciation, thus intelligibility should be the goal of language teaching and learning in EFL settings.</p>

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