scholarly journals Noticing Collocation in Reading: A Multi-Case Study of Five Chinese EFL Learners

2021 ◽  
Keyword(s):  
Efl Learners

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

scholarly journals Online Collaborative Writing via Google Docs: Case Studies in the EFL Classroom

2021 ◽  
Vol 12 (6) ◽  
pp. 922-934
Author(s):  
Nakhon Kitjaroonchai ◽  
Suksan Suppasetseree
Keyword(s):  
Small Group ◽  
Qualitative Content Analysis ◽  
Collaborative Writing ◽  
Interaction Patterns ◽  
Structured Interviews ◽  
Google Docs ◽  
Efl Learners ◽  
Language Functions ◽  
Factors Influencing

This article reported a case study investigating small group interaction patterns in online collaborative writing tasks and factors influencing team collaborations. Participants included six Asian EFL university students who formed two small groups and were engaged in two online collaborative writing tasks via Google Docs. Data collection included the participants’ use of writing change functions and language functions during the collaborative writing processes revealed through Google Docs archives and collaborative essays. Semi-structured interviews were employed to examine factors influencing small group collaborations. The findings revealed that the two teams exhibited divergent interaction patterns, but the patterns of interaction remained consistent within each group across both tasks. The qualitative content analysis showed factors that affected team collaborations were individual goals, learners’ English proficiency, individual roles, and the use of collaborative agency. The findings may help elucidate the divergence of online collaborative writing and provide insightful information for instructors to design collaborative writing activities and assist EFL learners in the co-construction of writing tasks.

scholarly journals Is there a Relationship between Critical Thinking and Critical Reading of Literary Texts: A Case Study at Arak University (Iran)

2014 ◽  
Vol 33 ◽  
pp. 63-76 ◽  
Author(s):  
Hamedreza Kohzadi ◽  
Fatemeh Aziz Mohammadi ◽  
Fatemeh Samadi
Keyword(s):  
Critical Thinking ◽  
Proficiency Test ◽  
Literary Work ◽  
Literary Texts ◽  
Critical Reading ◽  
Male And Female ◽  
Efl Learners ◽  
Female Data ◽  
The Subject

Examining the theme, plot, and characters of a literary work is a common practice for students of literature so that they can criticize literature. Unlike a non-critical reading which provides readers only with facts, a critical reading also entails depicting how a book or a source illustrates the subject matter. Through various reading procedures including interpretation, inference and examining ideologies embedded in texts, readers can develop critical thinking. This paper aims at examining whether or not there is a relationship between critical thinking and critical reading of literary texts in higher education. To meet the mentioned aim, 121 EFL learners from Arak University were invited to participate in this study. After administrating English proficiency test, total numbers of students were 98 male and female. Data analysis was done through employing ANOVA and T-test.

scholarly journals Pronunciation Of The English Voiceless Postalveolar Affricate /tʃ/ In Yemeni EFL Learners’ Production

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Najah Ahmad Khamis ◽  
Rohaiza Jupri
Keyword(s):  
English Language ◽  
First Language ◽  
Final Word ◽  
Sound System ◽  
Postgraduate Students ◽  
Efl Learners ◽  
Case Study Design ◽  
The Difference ◽  
Quantitative Case Study

<p>Achieving a near-native speaker’s pronunciation is so essential for EFL learners. However, many factors contribute to the challenges faced by EFL learners, mainly due to the difference in the sound system of English Language and that of their first language. For this reason, Arab learners of English Language may mispronounce some English sounds. This paper analyzed one of the few problematic sounds to the Arab Yemeni EFL learners - the pronunciation of the English voiceless postalveolar affricate /ʧ/. The study which has a quantitative case study design uses four Yemeni EFL postgraduate students as its participants. The participants’ pronunciations of /tʃ/ sound in the initial, middle and final word-positions were analyzed using Praat phonetic software. The findings of the study showed that Yemeni EFL learners have difficulties in producing the /tʃ/ sound, especially in the initial and final positions, and deaffrication of /tʃ/  occurred in the  pronunciation of the four participants. The current study is expected to be of value, particularly for EFL learners, teachers, as well as material writers.</p><p> </p>

scholarly journals An Analysis of Reading Performances of Indonesian EFL Learners for Extensive Reading Practice

2017 ◽  
Vol 1 (1) ◽  
pp. 35
Author(s):  
Syofia Delfi ◽  
Hamidah Yamat
Keyword(s):  
Preliminary Data ◽  
Reading Performance ◽  
Extensive Reading ◽  
Reading Practice ◽  
Efl Learners ◽  
Preliminary Study

Learners’ reading performances are needed to be studied in order to clarify the appropriate context of studies about learners’ extensive reading experiences. This article is based on a preliminary study on “a Case Study on Two Indonesian Learners’ Extensive Reading in English Experiences towards Developing Reading Competency”. This article aimed to answer two questions: (1) How is The Indonesian EFL learners’ reading performance before learning extensive reading? (2) How is The Indonesian EFL learners’ reading TOEFL score for reading section before learning extensive reading? An analysis was conducted for the data on the documents of reading performance and Reading Section of TOEFL score. The result of this study found: (1) The Indonesian EFL learners’ reading performance before learning extensive reading is in the range 66-80 (B) in Reading III for all learners (100%) (2) The Indonesian EFL learners’ TOEFL score for Reading section before learning extensive reading is in the range 51% - 80 %. These preliminary data were needed in order to indentify the learners’ reading performances, therefore, it is expected that the findings are meaningful for the study designed.

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