Overused Bundles in the Written Academic English of Spanish EFL Students

2020 ◽  
pp. 282-299
Author(s):  
Miguel Fuster-Márquez ◽  
Jesús Fernández-Domínguez
Keyword(s):  
Academic English ◽  
Efl Students

scholarly journals Preparing EFL Students for University EMI Programs: The Hidden Challenge

2017 ◽  
Vol 9 (3) ◽  
Author(s):  
Birna Arnbjörnsdóttir
Keyword(s):  
Teaching And Learning ◽  
Academic English ◽  
New Approach ◽  
English Writing ◽  
Academic Texts ◽  
Writing Students ◽  
English Majors ◽  
Efl Students ◽  
The University ◽  
University Officials

This chapter discusses the specific challenges faced by Icelandic students trained in traditional English as a Foreign Language (EFL) when they enter university programs that are partially or entirely taught in English (English as a Medium of Instruction, EMI). This includes the measures taken by the Department of English to meet English majors’ and non-English majors’ growing demand for academic English support. The lack of academic English skills of Icelandic students is a “hidden challenge” (Ingvarsdóttir and Arnbjörnsdóttir, 2014) caused by an overconfident perception of students’ English proficiency by University officials and by the students themselves. The goal of the Department of English is to bring students quickly to a level of academic English that allows them to access curriculum and instruction where ENL (English as a Native Language) norms are expected. As the identified challenges differ from those encountered in students’ previous EFL dominated environment with minimal writing experience, there is a critical need to adapt teaching and learning practices to a new linguistic context where English functions as an additional language. The article concludes with a description of a new intensive instructional approach that targets identified English academic literacy needs of students entering the University of Iceland. The foundation of the new approach is that all students can acquire skills in organizing ideas and composing clear and effective text in English across all genres. The approach accomplishes this by developing awareness of English writing conventions, knowledge about which strategies to employ and when to employ them, revision skills and the persistence to rewrite until the text authentically reflects the views of the author. The idea is that through writing, students also gain an awareness of the nature of English academic texts and thereby hone their reading skills.

scholarly journals Non-Native Speakers’ Rhetorical Commonalities in Writing Script Introduction Section

2018 ◽  
Vol 12 (2) ◽  
pp. 141
Author(s):  
Iskandar Abdul Samad ◽  
Bustami Usman ◽  
Novalia Rizkanisa ◽  
Siti Sarah Fitriani
Keyword(s):  
Content Analysis ◽  
Undergraduate Students ◽  
Qualitative Method ◽  
Native Speakers ◽  
Specific Information ◽  
Academic English ◽  
Efl Students ◽  
Way Of Thinking

This research analyzed the rhetorical pattern (RP) of script Introduction section written by undergraduate students at four selected universities in Aceh. Information about the RP of introduction section had been found in literature, including the work of Indonesian students in general. However, specific information about the RP of the work of EFL students in Aceh was not determined yet. The main aim of the study was to explore whether Acehnese studentsperformed the exact pattern of written Academic English. Understanding the RP of this section was important because it helped readers to have a description of the whole script. A qualitative method was applied in this study to draw the RP through the content analysis. The data were taken from twenty undergraduate students’ scripts at four selected universities. CARS model was used to analyze all the data. In general, the result shows a unique RP of the Introductionsection by Acehnese students where RP of introduction section maintains the circular way of thinking.

scholarly journals Assessment by Thai academic English writing teachers of the flow of given to new topic information within academic writing

2021 ◽  
Vol 11 (2) ◽  
pp. 318-334
Author(s):  
David D. Perrodin
Keyword(s):  
Academic Writing ◽  
Writing Assessment ◽  
Academic English ◽  
Writing Teachers ◽  
Practical Utilization ◽  
English Writing ◽  
Academic Texts ◽  
New Information ◽  
Efl Students ◽  
Topic Progression

Adhering to a structured process of the flow of given to new topic information within academic written discourse is a significant challenge for most tertiary-level non-native EFL students. The progression of given to new topic information in written academic text is equally difficult for many non-native academic English writing teachers to distinguish, much less assess. This research seeks to determine if given to new information progression can be significantly identified, and explore the possibility of such topic progression being utilized as a practical form of academic writing assessment by experienced Thai tertiary teachers of academic English. Multiple Linear Regression was employed to determine the relationship between the Thai writing teachers' identification of the flow of given to new topic information and a preliminary analysis of topic information flow by a qualified native English writing teacher. The insights gained from this study show that the Thai academic English writing teachers could not significantly detect the presence of given to new topic information progression within the academic texts. The implication of this research suggests that at this time, the practical utilization of a given to new progression analysis may not be a feasible evaluative measure in written assessments for Thai academic English writing teachers.

scholarly journals A Comprehensive Look into the instruction of Listening Skill in Academic English Programs: A Case Study of two State Universities in Iran

2017 ◽  
Vol 5 (2) ◽  
pp. 112
Author(s):  
Hamidreza Babaee
Keyword(s):  
Structured Interview ◽  
State Universities ◽  
Academic English ◽  
Course Materials ◽  
Listening Skill ◽  
Different Types ◽  
Interpretive Skills ◽  
Efl Students ◽  
Practical Implications

The study reported here thoroughly investigated the instruction of listening skill in academic English programs. This was researched through a semi-structured interview. In this regard, in order to obtain a picture of listening requirements across the academy, data were collected from two different state universities of Iran. To compile the data, five listening lecturers from these two universities were invited to participate in the study. Topics investigated through the interviews included; the importance and objectives of English as a Foreign Language (EFL) listening in university study, the nature of listening in academic English programs, quantity and type of listening prescribed on courses, the integration of listening with other skills, and the evolution of changes in students’ listening requirements and practices. The analysis of the interviews revealed the two types of the courses; academic English-oriented courses and general English-oriented courses, each of them having their own perspectives regarding the various aspects of the listening. Regarding the changes in students’ practices, two types of transformations were found; transformation of the processes from bottom-up to top-down and transformation of the materials from textbook-oriented to more internet-oriented perspectives. The findings of the present study suggest some practical implications for the EFL students and teachers. In this regard, students need to equip and accustom themselves with more interpretive skills of listening and internet-oriented materials in their classes. Teachers are also required to balance between different types of skills and course materials in their classes according to their students’ needs. 

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

An Intercultural Exchange Project Between KFL and EFL Students

2016 ◽  
Vol 23 (2) ◽  
pp. 107-136
Author(s):  
Jung Jee Min ◽  
◽  
Hyun Byun Ji
Keyword(s):  
Intercultural Exchange ◽  
Efl Students
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