scholarly journals A Study of Chinese University EFL Learners’ Online English Classroom Anxiety and Listening Anxiety

2021 ◽  
Keyword(s):  
Efl Learners ◽  
Listening Anxiety ◽  
Chinese University ◽  
English Classroom ◽  
Classroom Anxiety

The Effect of Peer Feedback on EFL Learners’ Classroom Anxiety

2020 ◽  
Vol 18 ◽  
pp. 40-52 ◽  
Author(s):  
Khalil Motallebzadeh ◽  
Ali Kondori ◽  
Sara Kazemi
Keyword(s):  
Peer Feedback ◽  
Efl Learners ◽  
Classroom Anxiety

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mobile Technologies ◽  
Word Knowledge ◽  
Mobile Platforms ◽  
Efl Learners ◽  
Learning Group ◽  
Chinese University ◽  
L2 Vocabulary

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

scholarly journals Compensatory strategies adopted by Chinese EFL learners in virtual exchange with native speakers

2021 ◽  
pp. 63-71
Author(s):  
Ruiling Feng ◽  
Sheida Shirvani
Keyword(s):  
Teaching And Learning ◽  
Native Speakers ◽  
Oral Communication ◽  
Compensatory Strategies ◽  
Efl Learners ◽  
Communication Breakdown ◽  
L2 Processing ◽  
Chinese University ◽  
Language Knowledge ◽  
Different Levels

Compensatory strategies play an important role in second language (L2) processing because of limited language knowledge and ensuing anxiety and could help assure understanding and void communication breakdown. Previous studies about compensatory strategies largely adopt laboratory settings and neglect the strategies in authentic oral communication. Accordingly, the present study investigated compensatory strategies used by Chinese university students in online videoconferences with their US peers during a five-week virtual exchange project. We interviewed 27 Chinese students twice, once after the first-week videoconference, the other after the last-week videoconference. The English as a Foreign Language (EFL) learners in this study could adopt compensatory strategies of different levels. Their strategy use, however, was not flexible enough as several types of strategies were repeatedly used, while other types were rarely implemented. The virtual exchange could help the EFL learners employ compensatory strategies more often, of higher levels, and with increased immediacy. The results can help to establish more targeted English teaching and learning.

scholarly journals Fostering EFL Learners’ Digital Empathy through Multimodal Composing

RELC Journal ◽  
2020 ◽  
Vol 51 (1) ◽  
pp. 70-85
Author(s):  
Lianjiang Jiang ◽  
Jinyuan Gao
Keyword(s):  
Foreign Language ◽  
Digital Media ◽  
Social Issues ◽  
Socially Responsible ◽  
Secondary English ◽  
Efl Learners ◽  
English Curriculum ◽  
Multimodal Composing ◽  
Emotional Ability ◽  
English Classroom

The emergent cyber-violence along with the omnipresence of digital media has made the development of English as a Foreign Language (EFL) learners’ digital empathy a shared concern among contemporary language educators. Yet how this could be done in EFL/ second language (L2) pedagogies remains underexplored. Informed by a conceptualization of digital empathy as ‘cognitive and emotional ability to be reflective and socially responsible while strategically using digital media’, this study reports on a study that explores whether and how digital empathy can be fostered through a pedagogic innovation that engages students with digital multimodal composing (DMC) of videos in their conventional English curriculum. Aligning with a DMC approach to literacy through which learners were encouraged to construct meanings by drawing on multiple modes from their everyday media experiences, this study took place in a secondary English classroom at a vocational school in China. Data from interviews, observations and student-authored videos and documents showed that the DMC process enhanced students’ awareness of having more empathy when engaging with online activities. The findings also show that with such enhanced awareness, students learned to use digital technologies for resolving important social issues and then became more active and responsible participants online. Implications about using DMC as an approach to develop students’ digital empathy in the mainstream English curriculum are also discussed.

Sign in / Sign up

Export Citation Format

Share Document