Comparing Foreign Language Learners’ Use of Online Glossing Programs

2010 ◽  
Vol 1 (4) ◽  
pp. 31-51 ◽  
Author(s):  
John Paul Loucky ◽  
Frank Tuzi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Lexical Processing ◽  
Vocabulary Learning ◽  
Learning Tools ◽  
Online Reading ◽  
Relative Level ◽  
Foreign Language Learners ◽  
Actual Use

This study furthers research in three crucial related areas: 1) comparing various online glossing and vocabulary learning tools; 2) language teaching and learning using a more natural bilingualized approach to developing online reading skills in a second or foreign language; and 3) comparing the relative level of enjoyment and effectiveness students experience when using various CALL programs. This paper applies recent insights into vocabulary learning behaviors and functions online and investigates whether teachers can help learners increase their use of online glosses to improve their vocabulary learning by giving them automatic mouse-over instant glosses versus optional, clickable, mechanical access. The authors compare Japanese college students’ actual use of three types of glossing when reading similar texts online. The findings suggest that an expanded glossing system that helps encourage deeper lexical processing by providing automatic, archivable glosses would be superior for digital vocabulary learning because it can simultaneously offer better monitoring and more motivation vis-à-vis online word learning.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

scholarly journals Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

2018 ◽  
Vol 9 (1) ◽  
pp. 244
Author(s):  
Eduardo Dias da Silva ◽  
Romar Souza-Dias ◽  
Juscelino Francisco do Nascimento
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Point Of View ◽  
Target Language ◽  
Foreign Languages ◽  
Learning Needs ◽  
Foreign Language Learners ◽  
Learning Programs

This paper aims to highlight the importance of errors and mistakes as an essential part in the process of teaching and learning foreign languages (FL). We understand that, while trying to produce meanings in the foreign language, learners, through some errors and mistakes, can develop the mental structures necessary for the consolidation of the target language. In this way, mistakes can e a strong tool indicator for teachers to assess and also to understand how far learners are in relation to the intended knowledge, according to objectives outlined in learning programs. The theoretical approach that orients our way of thinking is based on the point of view of some theorists, such as: Brito (2014); Corder (1967; 1985), Cavalari (2008); Richards and Rodgers (2004); Silva (2014); Simões (2007), among others. The results have demonstrated that the teacher, as a mediator of knowledge, must have a balanced attitude towards the students’ learning needs in order to help the learners to reach their best in the learning process. So, with this study, we expect that, in Teacher Education, mistakes could not be seen as something negative, but positive and necessary for the development of the student’s communicative competence.

scholarly journals An Analysis of Omission in Students’ English Writings

TEKNOSASTIK ◽  
2019 ◽  
Vol 16 (2) ◽  
pp. 55
Author(s):  
Ingatan Gulö ◽  
Teo Vany Rahmawelly
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Verb Agreement ◽  
Foreign Language Learners ◽  
Grammatical Errors ◽  
Omission Errors ◽  
Qualitative Data Collection ◽  
Made In

This paper is part of research with a larger scope covering errors students made related to subject-verb agreement. This part aims to elaborate grammatical problems faced by foreign language learners of English in relation to the omission they made in their writings. A qualitative data collection method was applied in gathering the data. The researchers collected pieces of writing from the students, read them, and analysed the omission errors found in the collected writings. As result, the most common omissions found in the data are related to verb markers. Omission of main verbs and auxiliaries also occur, creating sentences without any verbs or grammatically necessary auxiliaries. Absense of these kinds of function in Indonesian is the main reason for this grammatical problem faced by the learners. In addition, omissios of suffix -ing were also found by the researchers in the data. These findings should be able to contribute to existing works on grammatical errors and increase the success of both teaching and learning of a foreign language like English.Key Words: error, grammar, omission, writing

scholarly journals The relationship between the anxiety level of Iranian elementary EFL learners and their vocabulary learning strategies

2021 ◽  
Vol 11 (4) ◽  
pp. 161-175
Author(s):  
Ghasem Tayyebi
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Anxiety Level ◽  
Placement Test ◽  
Foreign Language Learners ◽  
Vocabulary Learning Strategies ◽  
The Relationship ◽  
Learning English

The current study aimed at examining the relationship between anxiety level of Iranian elementary English as a foreign language learners and the strategies that they adopt for learning English vocabulary. To this end, based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 participants through availability sampling. To determine the strategies that the participants employ for learning English vocabulary, Schmitt’s taxonomy of vocabulary learning (VL) strategies questionnaire was administered. Also, the Spearman correlation was run to determine the correlation between various levels of anxiety and different VL strategies. The findings of the current study indicated that the effects of anxiety can adversely affect a person’s use of VL strategies. Likewise, when there is an increase in anxiety, VL strategy use decreases to a significant extent. Keywords: Vocabulary learning, strategies, foreign language, classroom, anxiety scale.

scholarly journals Using Interactive Movie to Improve English Foreign Language Learners’ Outcome

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Refika Andriani
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Interactive Media ◽  
Learning Activity ◽  
Average Score ◽  
English Teacher ◽  
Foreign Language Learners ◽  
Field Note

This research aimed at improving the seventh grade students’ vocabulary mastery by using an interactive movie. The method of the research was Classroom Action Research (CAR). The actions were implemented in a cycle with five meetings. In conducting the research, the researcher worked collaboratively with the English teacher. The participants of the research were 30 students of class VII.2 of MTsN 2 Pekanbaru. The instruments used for collecting the data were test, observation checklist, field note, and interview. The findings described that the use of interactive movie was able to improve the students’ vocabulary mastery. After learning by using the interactive movie, the students were able to identify the noun, verb, adjective and adverb related to the topic of descriptive text. It was proved by the quantitative data gotten from the students’ average score of the test. It was 81.06. This score improved significantly from the students’ previous average daily score which was 72. There were several factors influenced the improvement: First, the interactive media was motivated. It can be seen from the teaching and learning process, the students were really enthusiastic in joining all the activities. Second, teaching and learning activity was fun. So, the students enjoy and being active while learning.

scholarly journals Vocabulary Learning Strategies by JFL Good Learners in the Digital Era

IZUMI ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 156-170
Author(s):  
Eka Marthanty Indah Lestari ◽  
Dewi Puspitasari
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Dominant Strategy ◽  
Language Learner ◽  
Japanese Language ◽  
Structured Interviews ◽  
Foreign Language Learners

Vocabulary is an integral aspect when learning a foreign language. The issue discussed in this research includes learning new vocabularies by Japanese language learners who are competent and the relevance of vocabulary-learning strategy by Oxford (1990) to foreign language learners' current condition. This research aims to elaborate on the relevant vocabulary-learning strategy for foreign learners of the Japanese language. The research methodology is qualitative, with semi-structured interviews by adopting the questionnaire by Saengpakdeejit (2014). The vocabulary-learning strategy is classified based on the taxonomy of vocabulary learning strategy by Oxford (1990), Schmitt (1997), and Churches (2009). The result shows that Japanese language learners who are competent apply the vocabulary learning strategy, as Oxford (1990) stated. The dominant strategy used by the participants is a cognitive strategy, which allows new vocabularies to be stored in the participant's memory. Furthermore, information related to new vocabularies needs to be stored in the participant's memory using vocabularies. Besides, a competent Japanese language learner can use the learning resources, printed materials, and digital application to improve the vocabularies.

scholarly journals Online Reading Strategy in Academic Reading by Foreign Language Learners during Covid 19 Outbreak

2021 ◽  
Vol 13 (1) ◽  
pp. 374-386
Author(s):  
Erni Erni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Reading Strategies ◽  
Global Strategy ◽  
Mixed Method Research ◽  
Online Reading ◽  
Academic Reading ◽  
Foreign Language Learners ◽  
And Gender ◽  
Problem Solving Strategy

This mixed-method research used questionnaires, in-depth interviews, and open-ended questions as the instrument of data collection.  Twenty-five samples were selected randomly from 112 populations. The objectives of the study were to explore online reading strategies in academic reading by foreign language learners during the Covid 19 outbreak. This study revealed that: Using online reading strategies by foreign language learners were varied in four different types, namely global strategy, problem-solving strategy, support strategy, and soci0-effective strategy. Motivation influenced foreign language learners' online reading strategies for  13.65%  in academic reading during the Covid 19 outbreak; meanwhile, age and gender influenced less. Motivation influenced online reading strategies used by foreign language learners during the Covid 19 outbreak for two purposes: integrated and instrumental motivations. These two types of motivation influenced the choices and use of learners' online reading strategies during the Covid 19 outbreak.

scholarly journals Understanding the Selection of Vocabulary Learning Strategies: The Impact of the Language Teaching Approach

2019 ◽  
Vol 17 ◽  
pp. 75
Author(s):  
Irene Castellano Risco
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Vocabulary Learning Strategies ◽  
The Impact ◽  
Instructional Programme ◽  
Selection Of

This paper presents a study on how the selection of vocabulary learning strategies is affected by the kind of instructional programme followed. A total of one hundred thirty-eight secondary-school learners – seventy-two CLIL (Content and Language Integrated Learning) and fifty-six mainstream EFL (English as a Foreign Language) learners – took part in the study. They were asked to respond a vocabulary learning strategies questionnaire. The data were examined looking into how the use of strategies differed when comparing CLIL and EFL learners. Results permitted to develop two clear learner profiles that were compared. These findings will be discussed in relation to their possible implications for vocabulary development.

Sign in / Sign up

Export Citation Format

Share Document