scholarly journals Impact of Team Teaching on the Academic Performance, Motivation, and Collaboration of Iranian EFL Learners: Oral Skills and Counseling Procedures in Focus

2021 ◽  
Vol 9 (37) ◽  
pp. 151-159
Author(s):  
Faramarz Narmashiri ◽  
Masoud Tajadini ◽  
Neda Fatehi Rad
Keyword(s):  
Academic Performance ◽  
Team Teaching ◽  
Efl Learners ◽  
Oral Skills

The Impact of Test Anxiety on EFL Pre-service teachers in Northern Cyprus

2021 ◽  
Vol 10 (1) ◽  
pp. 1-20
Author(s):  
Chinaza Solomon Ironsi ◽  
◽  
Hanife Bensen Bostanci
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Research Design ◽  
Quantitative Research ◽  
Language Teachers ◽  
Efl Learners ◽  
Northern Cyprus ◽  
The Impact

A lot has been written with regards to anxiety in education and how it affects academic performance of students though little is known on the impact of test anxiety or examinations on pre-service language teachers. This study decided to examine the role of examinations in inducing anxiety among EFL learners and the extent to which this affects academic performance of students. In order to achieve this, a quantitative research design was used for this study. A questionnaire was used to elicit information from the participants and the instrument was distributed to 55 EFL learners to elicit information on their opinions regarding the influence of test anxiety on the students. The instruments were face validated as well checked for reliability. After collecting the data and carrying out analysis, findings derived from the study were used to make valid pedagogical conclusions on the impact of test anxiety on EFL learners

scholarly journals The Impact of Strategic Notetaking on EFL learners’ Academic Performance in Jordan

2020 ◽  
Vol 9 (1) ◽  
pp. 249
Author(s):  
Ibrahim F. F. Almaagbh
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Positive Impact ◽  
Note Taking ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Descriptive Research ◽  
The Social ◽  
Independent Variable ◽  
The Impact

This study investigates the impact of strategic notetaking on English as Foreign Language (EFL) learners’ academic performance among university students in Jordan. Thus, we hypothesized that there is a significant and positive impact of strategic note-taking on EFL learners’ academic performance. To confirm this hypothesis, descriptive research design was applied in this study. 384 (three hundred and eighty-four) respondents were randomly selected from the four public universities in Jordan. This study adapted instruments which include strategic note taking and students’ academic performance measurement items and the data obtained was analysed through Statistical Package for the Social Science (SPSS-22). The result showed that the strategic note taking (i.e. independent variable) has significant effects on EFL learners’ academic performance (R2 =.919). Moreover, the strategic notetaking made the significant contribution (Beta= .449; t= 18.714; P <0.05) to the prediction of EFL learners’ academic performance. In line with the findings, this study emphasised and explained the impact of strategic notetaking and how to improve EFL learners’ level of notetaking for better academic performance in Jordan.

scholarly journals Communicative Activities in Saudi EFL Textbooks: A Corpus-driven Analysis

2018 ◽  
Vol 9 (6) ◽  
pp. 1301
Author(s):  
Ahmad Al Khateeb ◽  
Sultan Almujaiwel
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Corpus Analysis ◽  
Efl Learners ◽  
Learning Tasks ◽  
The Poor ◽  
Wide Range ◽  
Authentic Language ◽  
Oral Skills ◽  
Everyday Communication

This paper investigates the speaking and communication tasks in EFL textbooks in Saudi Arabia by means of corpus analysis. This analysis explores the extent to which the speaking tasks provided in Saudi EFL textbooks are communicatively incompetent, and is important due to the unsatisfactory, limited levels achieved by many learners of English at most educational stages, specifically primary, intermediate, and secondary. The reason for the poor oral skills among many EFL learners is due to the absence of authentic language learning tasks in a wide range of situations. The techniques used to detect the range of communicative tasks are based on sketching and retrieving the n-grams of in pairs and the verbal collocates say, talk, tell, ask, and discuss in a span of n = 2 ≤ ≥ 2. The experimental analysis driven from the intended textbooks shows that speaking tasks lack reasonable distributions of everyday communication examples and speaking/communicative situations.

scholarly journals IRANIAN LEARNERS’ PERCEPTIONS OF THE IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON THEIR ENGLISH AURAL/ORAL SKILLS

2017 ◽  
Vol 57 (1) ◽  
pp. 126
Author(s):  
Rozi Souzanzan ◽  
Mohammad Sadegh Bagheri
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Information And Communication ◽  
Impact Of Technology ◽  
Assisted Instruction ◽  
Age Range ◽  
Oral Skills ◽  
The Impact

The present study aimed to investigate the perceptions of Iranian English as Foreign Language (EFL) learners regarding the impact of technology-assisted instruction through the utilization of Information and Communication Technologies (ICTs) on their listening comprehension and speaking ability. To this end, eighty Iranian EFL learners whose age range was between twenty to thirty five took part in the study. They were randomly divided into four groups and were exposed to technology-assisted instruction on their course-related contents through different ICTs as their out-of-class activities for one hour per week during two and a half months. The ICTs which were the focus of this study included: Podcasts, YouTube, Skype, and Instagram. The analysis of the participants’ answers indicated that the majority of them (83.8%) were positive toward technology-assisted instruction. In addition, 80% of them tended to use ICTs for their future language learning purposes.

scholarly journals Attempts of EFL Teachers at Kuwait University for Enhancing Their EFL Learners’ Oral Skills

2020 ◽  
Vol 8 (4) ◽  
pp. p1
Author(s):  
Mohammad Almutairi
Keyword(s):  
Qualitative Method ◽  
Experienced Teachers ◽  
Structured Interviews ◽  
Group Discussions ◽  
Kuwait University ◽  
Efl Learners ◽  
Efl Teachers ◽  
Efl Students ◽  
The Individual ◽  
Oral Skills

This study aims to investigate the attempts of six EFL teachers at various colleges and faculties of Kuwait University to develop their EFL students’ oral skills. In a qualitative method using semi-structured interviews, the EFL teachers described their students’ levels of English as very good or good, but they needed to encourage their students to use their oral English widely so that they could, therefore, improve it to better levels. The qualitative method was chosen to get in-depth details and information about the individual experiences of the experienced teachers. The findings showed that the participants used various strategies and techniques, such as using supplementary materials, using drama, listening to tape recorders, working in language labs, having group discussions (with or against), etc. The data also revealed that the improvement of oral skills of EFL students at Kuwait University had been successfully achieved.

Auditors' Communication Requirements: A Study of Five MNCs in Singapore

1999 ◽  
Vol 62 (4) ◽  
pp. 41-52 ◽  
Author(s):  
Valerie Priscilla Goby ◽  
Justus Helen Lewis
Keyword(s):  
Case Studies ◽  
Team Teaching ◽  
Interpersonal Skills ◽  
Multinational Companies ◽  
Professional Careers ◽  
Accounting Courses ◽  
Internet Environment ◽  
Communication Needs ◽  
Oral Skills

This article contributes to the research on preparing new auditors for their work. It investigates the work and communication needs of newly graduated auditors, their senior colleagues, and their managers in five MNCs ( multinational companies ) in Sin gapore. Much research indicates that accountancy graduates entering the profession are perceived to be lacking some important communication abilities. This study investigates how important auditors perceive interpersonal, oral, and written skills to be to them at different stages of their professional careers and the degree to which they perceive that they need to improve in these skills. As expected, the newly graduated audit assistants perceived the greatest need for improvement in all three skills. However, they also per ceived that written skills were of lesser importance to them than interpersonal and oral skills. We suggest that accounting courses could prepare undergraduates more effectively in the oral/interpersonal skills needed in the initial stages of their auditing careers by introducing more case studies and by exploring the potential of the hypertext Internet environment to dovelop realistic simulations. These changes might involve the introduc tion of cross-disciplinary team teaching.

scholarly journals Investigating the Role of International Phonetic Alphabet to Enhance Highschool Students’ Pronunciation Skill

Tamaddun ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 124-131
Author(s):  
Chuzaimah Chuzaimah ◽  
Falih Fadli
Keyword(s):  
High School ◽  
Learning Curve ◽  
School Context ◽  
Senior High School ◽  
Efl Learners ◽  
International Phonetic Alphabet ◽  
Literary Research ◽  
Positive Perspective ◽  
Oral Skills

International Phonetic Alphabet (IPA) has been used to provide a unique symbol for each distinctive sound in a language.  The IPA has been widely utilized by linguists and dictionaries with modifications for easier identification. This study focuses on how IPA supports Indonesian EFL learners with their pronunciation practice particularly in senior high school context.  The present study is qualitative literary research. First, the researcher collected the data from the questionnaire, second, the researcher identified them and make it into conclusion. The result of the analysis showed that students gave their positive perspective in using the IPA symbols as they believed it could enhance their oral skills and technique for learning pronunciation. Although IPA symbols were regarded as useful and easier to learn, several students thought positively of using the phonetic symbol in their learning, most of them felt it is difficult, since the phonetic symbols each had distinctive symbols resulting in students confused to remember and comprehend. This study implies that while the learning curve is high, students were quite motivated to learn English pronunciation through IPA.

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