scholarly journals EFL Learners’ Perceptions of Teachers’ Corrective Feedback for Pronunciation

2021 ◽  
pp. 266-281
Author(s):  
Ngoc Xuyen Nguyen ◽  
Nguyen Quoc Hung Luu
Keyword(s):  
Teaching And Learning ◽  
Corrective Feedback ◽  
Structured Interview ◽  
Efl Learners ◽  
Practical Applications ◽  
Efl Context ◽  
Teaching And Learning Environment ◽  
Teachers And Students ◽  
Problem Solving Strategies ◽  
Effective Teaching And Learning

The existence of inconsistencies between teachers’ practices and learners’ preferences for feedback in pronunciation arise in a not greatly effective teaching and learning environment. The current study attempts to address this gap by examining the students’ perceptions of corrective feedback (CF) and the alignments between students’ preferences and teachers’ practices on CF for pronunciation in an EFL context, namely Vietnamese high school education. To this end, a questionnaire and a semi-structured interview were used as the research tools to gather data. The study highlighted the students’ positive perceptions about the values of teachers’ CF for their pronunciation development. In addition, both teachers and students share similarities in the values of students’ responsibility for error correction and segmental features as a choice of corrected errors and teachers as a source of CF. However, the mismatches between students’ preferences and teachers’ practices far outweighed the matches indicated a big challenge for teachers to develop problem-solving strategies. The implications for practical applications of teachers’ CF strategies are also presented.

scholarly journals Model for Mathematics Teachers Development

2019 ◽  
pp. 1-8
Author(s):  
Evans Atteh ◽  
Emmanuel Appoh Andam
Keyword(s):  
Active Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Step Model ◽  
Teachers And Students ◽  
Effective Teaching And Learning

This paper identifies 3 – step model that can be adopted by every mathematics teacher and various training settings to effectively move teaching towards an active learning environment. This model which is built upon existing ideas proposed over the years in education and best practices concerning cognitive development and effective teaching and learning environment tends to equip teachers with very useful skills for classroom instructions. Ultimately, this model can aid teachers to move teaching and learning towards an active learning environment which is more effective and enjoyable for teachers and students for learning.

scholarly journals Washback of the performance-based test of reading for EFL learners

2020 ◽  
Vol 5 (2) ◽  
pp. 202
Author(s):  
Wiyaka Wiyaka
Keyword(s):  
Teaching And Learning ◽  
High Stakes Testing ◽  
Structured Interview ◽  
Thinking Skills ◽  
High Stakes ◽  
Efl Learners ◽  
Central Java ◽  
Teachers And Students ◽  
Long Time ◽  
Text Content

The effect of tests on the teaching and learning, generally known as washback, has been recognized by scholars for a long time. However, studies on washback are usually addressed for high-stakes testing. This study investigates the washback effect of low-stakes test namely performance-based test used in measuring reading skills. Such a test is low stakes because it does not bring about serious consequence on the part of the students. The subjects of the research were 10 English teachers and 50 students of junior high schools in Semarang, Central Java, Indonesia. Data were collected through semi-structured interview and a questionnaire for both the teachers and students. The results showed that performance-based test gives positive effect in reading for the EFL learners in the areas of: students� enthusiasm in reading, reducing boredom in reading, students� curiosity on reading text content, and students� improvement on higher-order thinking skills. To the teachers it affects the areas of teaching methods, teaching materials, and time allotment.

On the Consideration of Environmental Factors and Social Milieu Effective in Iranian EFL Learners

2016 ◽  
Vol 6 (4) ◽  
pp. 60
Author(s):  
Gholam Reza Parvizi ◽  
Jafar Mashayekh ◽  
Yasser Saremi
Keyword(s):  
Environmental Factors ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Target Language ◽  
Efl Learners ◽  
Efl Context ◽  
Foreign Language Learners

It has been known that teaching and learning a language in an ESL context is by far easier than teaching and learning it in an EFL context and that learning a language must take place in a social context. Foreign language milieus are those in which students do not have enough opportunities for communication in the target language beyond their classroom settings whereas in second language contexts, the target language is readily available out there (Brown, 2001). Given the important role that language learning resources could potentially play in EFL contexts, in the present study an attempt is made to shed light on the environmental factors and resources which Iranian language learners rely on and to explore the possible resources which exist around them and of which not all of them are necessarily aware. To this end, a group of students studying in Iran Language Institute in Shiraz was chosen. The data of the study were gathered through a questionnaire and a semi-structured interview. The findings suggested that they rely on very few resources outside the classroom setting. In addition, it was revealed that in an EFL context, such as Iran, there is a range of resources which foreign language learners could rely on and which could present them with opportunities in all four language skills. 

scholarly journals Model for Implementing Cooperative Learning in a Mathematics Classroom

2020 ◽  
pp. 14-19
Author(s):  
Evans Atteh ◽  
Augustine Boadi ◽  
Emmanuel Appoh Andam
Keyword(s):  
Cooperative Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Learning Approach ◽  
Teaching And Learning Environment ◽  
Step Model ◽  
Teachers And Students ◽  
Effective Teaching And Learning

This paper identifies 5-step model that can be adopted or implemented by every mathematics teacher and various training settings to effectively move teaching and learning towards an active cooperative learning environment. This model is built upon existing ideas proposed over the years by scholars in education and best practices concerning effective teaching and learning environment which tends to equip teachers with very useful skills and guidelines for classroom instructions concerning cooperative learning approach. Consequently, this model can assist instructors to move teaching and learning towards an active cooperative learning environment which has been proven as more effective and enjoyable for teachers and students for learning.

scholarly journals The Effects of Audio- visual Recorded and Audio Recorded Listening Tasks on the Accuracy of Iranian EFL Learners’ Oral Production

2016 ◽  
Vol 9 (9) ◽  
pp. 110
Author(s):  
Pooya Drood ◽  
Hanieh Davatgari Asl
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Control Groups ◽  
Efl Learners ◽  
Oral Production ◽  
Self Study ◽  
Teachers And Students ◽  
English Speaking ◽  
And Control

<p>The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and students, and have been the important resources of teaching and self-study. Nowadays, the environment we are living in is abundant with audio visual input and we as teachers ,thus, should be aware of the fact that environment can change students’ behavior towards language and language learning .What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in Iranian EFL learners’ accuracy in both audiovisual recorded (videos, movies ,etc.) and audio recorded tasks. For this purpose, 40 students of intermediate level were chosen and then were randomly assigned into two experimental and control groups each of which was under different listening tasks. (Audio visual- and audio only). Data analysis showed that the group which was trained under AV listening tasks showed different effects on students’ accuracy, compared to the other group positioned using audio recorded. Based on the results of this study, it is imperative that teachers consider the types of activities and methods that can have influence over language learners’ speaking ability.</p>

The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels

2020 ◽  
pp. 136216882092896
Author(s):  
Mostafa Zare ◽  
Zohreh Gooniband Shooshtari ◽  
Alireza Jalilifar
Keyword(s):  
Corrective Feedback ◽  
Structured Interview ◽  
Willingness To Communicate ◽  
Efl Learners ◽  
Feedback Type ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
High Preference ◽  
Oral Corrective Feedback ◽  
The Impact

This study aims to explore the impact of oral corrective feedback types on English as a foreign language (EFL) learners’ willingness to communicate across proficiency levels. It also investigates how EFL learners view different types of feedback in relation to their willingness to communicate. Sixty Iranian EFL learners were tracked in four proficiency levels. Initially, the participants filled in a questionnaire to measure their attitudes to oral CF and their willingness to communicate. Subsequent to the teachers’ employment of explicit correction, recasts, and prompts, the learners’ willingness to communicate was measured anew. A semi-structured interview was also conducted. The results revealed learners’ high preference for prompts. A two-way mixed between-within ANOVA demonstrated a significant effect for both oral corrective feedback and proficiency level on willingness to communicate. Furthermore, elicitative types of feedback were ranked as the most contributory feedback type to L2 willingness to communicate.

Factors Influencing Teachers' Integration of ICT in Teaching and Learning

2018 ◽  
Vol 9 (2) ◽  
pp. 48-63 ◽  
Author(s):  
Japhet E. Lawrence
Keyword(s):  
Teaching And Learning ◽  
Diffusion Theory ◽  
Digital Age ◽  
Educational Institutions ◽  
Grounded Theory Method ◽  
Teaching And Learning Environment ◽  
Factors Influencing ◽  
Teachers And Students ◽  
Integration Of Ict ◽  
Immense Potential

There is a growing demand on educational institutions to use ICT to teach the skills and knowledge students need for the digital age. The integration of ICT into education provides opportunities for teachers and students to work better in a globalized digital age, particularly in teaching and learning environment, where teaching and learning can take place anytime and anywhere, 24-hours seven days a week. The purpose of this article is to identify the factors that influence teachers' decision to integrate ICT in teaching and learning. The study is chosen because of the strategic importance of ICT in education and particularly, its immense potential, to transform the ways in which teaching is carried out in the classroom. There are a lot of studies in the area, but very little empirical research has been conducted to examine this phenomenon from the teachers perceptive. The present article aims to fill this gap by using in-depth case studies, conceptualized within the grounded theory method to develop a model that will explain and enhance the understanding of the factors influencing teachers' integration of ICT in teaching and learning. The diffusion theory will provide the theoretical foundation for this study.

scholarly journals IMPROVING THE ACADEMIC PERFORMANCE OF FORM TWO ACCOUNTING STUDENTS OF TOASE SENIOR HIGH SCHOOL IN APPLYING THE DOUBLE ENTRY PRINCIPLE THROUGH GROUP LEARNING TECHNIQUE

2021 ◽  
Vol 4 (1) ◽  
pp. 01-06
Author(s):  
Isaac Ampofo Atta Junior ◽  
Isaac Ampofo Atta Senior ◽  
Beatrice Ampofo
Keyword(s):  
Academic Performance ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Group Learning ◽  
Accounting Students ◽  
Group Method ◽  
Learning Methods ◽  
Teachers And Students ◽  
Double Entry ◽  
Effective Teaching And Learning

Action research was used including quantitative research to help the research achieve the stated objectives. The sample size is 45 which was made up of 30 male students, 10 female students, and 5 accounting teachers. The problem under study used classroom tests, questionnaires, observation, and interviews as data collection instruments. Findings revealed that, for effective teaching and learning of the double-entry principle, the Group method is the best way for teaching. Teachers and students agreed that the use of group learning methods during teaching and learning will help improve the academic performance of the pupils. Students develop an interest in learning Accounting during the group learning method. The findings indicated that the use of group learning methods and to enhance teaching and learning will motivate students to learn Accounting and improve their academic performance by providing high classroom participation, a deeper understanding of concepts, and equip them with knowledge and skills.

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