scholarly journals THE IMPACT OF INDIVIDUALIZING TASKS ON READING MOTIVATION AND PRACTICES OF UNIVERSITY-AGE VIETNAMESE NON-MAJORED EFL LEARNERS

2021 ◽  
Vol 48 (6) ◽  
Author(s):  
NGUYEN TRUONG SA
Keyword(s):  
Positive Attitude ◽  
Focus Group Interview ◽  
Reading Motivation ◽  
Ho Chi Minh City ◽  
Experiment Research ◽  
Efl Learners ◽  
English Classes ◽  
The Impact ◽  
One Way Anova ◽  
Action Levels

The overarching purpose of this study was to measure how the sub-constructs of EFL reading motivation were influenced at both of their belief and action levels when the teacher gave more opportunity for the students to read and complete the tasks on their own purposes. Participants in this study were 70 students in 2 General English classes in a university in Ho Chi Minh City, Vietnam. The research was conducted using the pretest-posttest design in quasi-experiment research. To collect data, a questionnaire and focus group interview topics was created based on the Motivation for Reading Questionnaire (MRQ). Employing SPSS 25 software, the researcher ran Paired-sample T-test and One Way ANOVA to check the significant of the results from both of the control and experimental classes. It can be concluded that an increase in reading motivation and a more positive attitude toward reading have been confirmed. Noticeably, changes were observed to be developed at different degrees in all of the 8 constructs of the MRQ.

The Impact of Four Reading Motivational Constructs on Motivating EFL Learners to Read Online Texts in English

2013 ◽  
Vol 3 (2) ◽  
pp. 56-81
Author(s):  
Khalid Al Seghayer
Keyword(s):  
English Learners ◽  
Critical Role ◽  
Reading Motivation ◽  
Computer Assisted ◽  
Technology Enhanced Learning ◽  
Online Reading ◽  
Efl Learners ◽  
Motivational Constructs ◽  
Preparatory Programs ◽  
The Impact

It is generally acknowledged that motivation plays a critical role in second-language (L2) reading. The technology-enhanced learning environment, specifically the computer-assisted reading environment as an interactive tool with distinctive attributes, is said to motivate English as a foreign language (EFL) learners to make more sustained efforts in online reading and show greater perseverance. Such an environment encourages students to devote more time to reading due to its ability to more profoundly engage English learners in reading accessible, electronic English texts. The present study investigates the relative contribution of four motivational constructs that constitute the EFL learner’s online reading motivation: the intrinsic value of reading online English texts, the extrinsic value of reading online English texts, the attainment value of reading, and reading efficacy. The study closely measures the views of EFL learners in preparatory programs at selected Saudi universities regarding the value of online reading with respect to these four motivational constructs. In addition, it explores differences in these motivational constructs according to the perspectives of both genders who are attending preparatory programs, as well as examines the motivational attitude of EFL learners toward the value of reading online English texts. A 35-item survey was administered to the selected respondents to identify the four dimensions of EFL learners’ online English reading motivation. The findings indicate that the four online reading motivational constructs contribute positively to EFL learners reading online English texts in the following order: extrinsic, attainment, intrinsic, and efficacy. The questionnaires were analyzed by use of within- and between-subjects ANOVA and post-hoc pairwise comparisons, whereas the open-ended questions were analyzed by use of content analysis. The results also show that both male and female EFL learners have high motivation to read online English texts, with female learners scoring significantly higher than male learners on the attainment scale.A thorough discussion that incorporates the present results is provided, along with proffering and highlighting practical technical and pedagogical implications for computer-assisted language learning (CALL) reading classrooms beyond the given context. Areas of potential future research are delineated as well.

The Impact of Authentic Context in an EAP setting on Reading Motivation

2017 ◽  
Vol 6 (4) ◽  
pp. 134-153
Author(s):  
Zahra Zohoorian ◽  
Ma'ssoumeh Bemani Naeini ◽  
Ali Rahimi
Keyword(s):  
Random Sampling ◽  
Focus Group Interview ◽  
Reading Motivation ◽  
Control Group ◽  
Mixed Methods Approach ◽  
Diary Writing ◽  
The Impact ◽  
Experimental Group ◽  
Cluster Random Sampling ◽  
Authentic Context

While authenticity is recurrently associated with higher motivation, the question remains how an authentic context can affect reading motivation in an EAP setting. To investigate the effect, two groups of 30 EAP students were selected through cluster random sampling as control and experimental groups. A mixed methods approach was employed to collect data. The quantitative method encompassed the administration of the reading motivation questionnaire and the qualitative methods were the focus group interview and diary writing. Having administered the pretest of the reading motivation questionnaire at the beginning of the study, the researchers administered the posttest after the 8-week intervention of providing an authentic context. The findings revealed that the experimental group (Authentic context) had a higher reading motivation after the intervention as compared to the control group (traditional context). The interview findings also supported the quantitative findings. Moreover, the data from the diaries shed more light on the students’ general views of the two contexts such as their impressions of the tasks and activities, impressions of what was enjoyable and what was not, and the reactions to the instructor and the peers.Key term: reading motivation, EAP, authentic text; authentic task, authentic context 

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 Pedagogical Relevance of Readers Theatre in the Japanese EFL Classroom

2014 ◽  
Vol 3 (1) ◽  
pp. 5-15
Author(s):  
Patrick Leong
Keyword(s):  
Positive Attitude ◽  
Study Data ◽  
Creative Activity ◽  
Class Iii ◽  
Efl Learners ◽  
Writing Students ◽  
Oral Interpretation ◽  
Positive Experiences ◽  
Readers Theatre ◽  
The Impact

Readers Theatre (henceforth RT) is a presentational performance based on principles and techniques of oral interpretation and conventional theatre (Adams, 2003). This study seeks to examine whether: (i) RT lowers the affective filters of Japanese EFL learners in the classroom,(ii) Japanese EFL learners have positive experiences with RT in class (iii) RT has any impact on Japanese EFL learners’ writing. Students’ reactions to specific phases of RT activities are described and analysed: script negotiating, script rehearsal, and script performance. For this study, data was collected from the following sources: the teacher’s reflexive journals after the RT lesson, students’ comments on their writing journals, a survey on students’ reactions towards the RT activity, and the impact of RT on students’ writing. The results of the study showed that RT lowers affective filters of Japanese EFL learners in the classroom as students display a positive attitude towards RT as an enjoyable and creative activity.

scholarly journals The Use of L1 in English as a Foreign Language Classes: Insights from Iraqi Tertiary Level Students

2017 ◽  
Vol 8 (5) ◽  
pp. 54
Author(s):  
Atta Galali ◽  
Emrah Cinkara
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Target Language ◽  
Structured Interviews ◽  
Efl Learners ◽  
First Semester ◽  
English Classes ◽  
L1 Use ◽  
The Impact

Two main opposing approaches exist regarding the impact of first-language (L1) use in the teaching and learning of English as a foreign language: the monolingual and bilingual approaches. Some linguists assume that students’ L1 should be banished from their English classes, whereas others assert that it facilitates the process of learning a target language. The purpose of this study was to investigate learners’ attitudes towards the use of L1 in their English classes, both by the students themselves and by their teachers. The current study also determined which factors caused the learners to switch from the TL to their L1.  This study was conducted at Salahaddin University, Erbil, at the end of the first semester of the 2016-2017 academic year. It employed a mixed-method approach of data collection and analysis. Two hundred and fifty-eight EFL learners participated in the quantitative data collection, by completing a questionnaire and the qualitative data were collected via face-to-face semi structured interviews with eight EFL learners. The findings revealed that participants had a slightly positive attitude towards the use of their L1 in the facilitation of their TL learning.  By referring to current theories of TL acquisition and reviewing recent literature, it can be inferred that learners’ L1 has a necessary and facilitating role in acquiring a foreign language under certain conditions.

scholarly journals The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-intermediate EFL Learners

2020 ◽  
Vol 22 (2) ◽  
pp. 104-120
Author(s):  
Ehsan Namaziandost ◽  
Maryam Khodaverdian Dehkordi ◽  
Poupak Alipour ◽  
Shouket Ahmad Tilwani
Keyword(s):  
Foreign Language ◽  
Reading Motivation ◽  
Reading Attitude ◽  
Attitude Survey ◽  
Efl Learners ◽  
Foreign Language Reading ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Minute Session

Abstract This study investigated the impact of spaced and massed instruction on foreign language reading motivation and reading attitude among Iranian pre-intermediate EFL learners. To fulfil this objective, 60 Iranian participants were chosen among 120 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate participants were then divided into two equal experimental groups: spaced group and massed group. Afterwards, the researcher measured the participants’ reading motivation and reading attitude by administering a reading motivation questionnaire and a reading attitude survey as a pre-test. Then, both groups received the treatment. During the treatment phase of the study, the massed group was taught the reading comprehension in an intensive 60-minute session, while the spaced group was taught in three short sessions (twenty-minute session). After the instruction, a reading motivation questionnaire and a reading attitude survey as a post-test were carried out to both groups and finally the data were analyzed by running paired and independent sample t-tests. The outcomes demonstrated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly out performed the massed group (p < .05) on the reading motivation and reading attitude post-test. The implications of this study make teachers know that teaching through spaced periods can produce better outcomes than teaching through one massed session.

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 EFFECT OF METACOGNITIVE INSTRUCTION ON MAXIMIZING EFL LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING

2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi
Keyword(s):  
Experimental Research ◽  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Listening Test ◽  
Efl Learners ◽  
Metacognitive Instruction ◽  
Before And After ◽  
Comprehension Ability ◽  
The Impact

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.

scholarly journals Even Pacing Is Associated with Faster Finishing Times in Ultramarathon Distance Trail Running—The “Ultra-Trail du Mont Blanc” 2008–2019

2020 ◽  
Vol 17 (19) ◽  
pp. 7074 ◽  
Author(s):  
Daniel Suter ◽  
Caio Victor Sousa ◽  
Lee Hill ◽  
Volker Scheer ◽  
Pantelis Theo Nikolaidis ◽  
...  
Keyword(s):  
General Linear Model ◽  
Performance Level ◽  
Age Group ◽  
Younger Age ◽  
Pacing Strategies ◽  
And Performance ◽  
Group Sex ◽  
The Impact ◽  
Trail Running ◽  
One Way Anova

In recent years, there has been an increasing number of investigations analyzing the effects of sex, performance level, and age on pacing in various running disciplines. However, little is known about the impact of those factors on pacing strategies in ultramarathon trail running. This study investigated the effects of age, sex, and performance level on pacing in the UTMB® (Ultra-trail du Mont Blanc) and aimed to verify previous findings obtained in the research on other running disciplines and other ultramarathon races. Data from the UTMB® from 2008 to 2019 for 13,829 race results (12,681 men and 1148 women) were analyzed. A general linear model (two-way analysis of variance (ANOVA)) was applied to identify a sex, age group, and interaction effect in pace average and pace variation. A univariate model (one-way ANOVA) was used to identify a sex effect for age, pace average, and pace variation for the fastest men and women. In our study, pace average and a steadier pace were positively correlated. Even pacing throughout the UTMB® correlated with faster finishing times. The average pace depended significantly on sex and age group. When considering the top five athletes in each age group, sex and age group also had significant effects on pace variation. The fastest women were older than the fastest men, and the fastest men were faster than the fastest women. Women had a higher pace variation than men. In male competitors, younger age may be advantageous for a successful finish of the UTMB®. Faster male runners seemed to be younger in ultramarathon trail running with large changes in altitude when compared to other distances and terrains.

Sign in / Sign up

Export Citation Format

Share Document