Functions of L1 Use in EFL Classes: Students’ Observations

2020 ◽  
Vol 12 (6) ◽  
pp. 140
Author(s):  
Mu'ath Algazo
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Software Package ◽  
First Language ◽  
English Classes ◽  
Efl Teachers ◽  
Efl Students ◽  
Similarities And Differences ◽  
L1 Use ◽  
Arabic And English

This study aims to identify functions (Note 1) of teachers’ first language (L1) use in English as a foreign language (EFL) classes in public schools in Jordan based on students’ observations. The questionnaire items were selected based on the most common uses of L1 in second language (L2) classrooms as identified in the literature. The questionnaire was designed to elicit students’ observations to identify functions of EFL teachers’ L1 in English classes. The participants were 104 EFL students in Grades 10 and 11 in four Jordanian public schools. Participants’ responses to the questionnaire were analysed quantitatively using SPSS, a statistical software package. The study found that the students observed that their teachers shared their L1 with them in English classes to: 1) Explain complex grammar points, 2) Define some new vocabulary items, 3) Explain difficult concepts or ideas, 4) Give instructions, 5) Praise the students, 6) Translate the reading texts, and 7) Explain the similarities and differences between Arabic and English in terms of grammar, structure or pronunciation. However, the students did not observe that their teachers used the L1 in order to maintain discipline in the class as previous studies have found. The findings suggest that teachers’ L1 use in the L2 classroom may indicate the usefulness of this practice and call to license EFL teachers to use their L1 in English classes in public school in Jordan and other similar EFL contexts.

scholarly journals Structure and Cohesion of English Narratives by Nordic and Chinese Students

Nordlyd ◽  
10.7557/12.4 ◽  
2004 ◽  
Vol 31 (2) ◽  
Author(s):  
Miranda Lee
Keyword(s):  
Foreign Language ◽  
First Language ◽  
Narrative Structure ◽  
Esl Students ◽  
Esl Writing ◽  
English Writing ◽  
Language Groups ◽  
Writing Problems ◽  
Efl Students ◽  
Similarities And Differences

As one of the most notable studies in discourse level of English as second/foreign language (ESL/EFL) in Nordic countries, NORDWRITE project (1985) succeeds in identifying important problems and suggesting solutions for students’ writing in terms of discourse-level properties such as cohesion and superstructures. Findings from NORDWRITE project were reported in several papers, such as Enkvist (1990), Evesen (1990), Lindeberg (1988), Linnarud (1986), Wikborg (1990). However, a comparative study of Nordic and other EFL/ESL writing has not been dealt with yet. In order to identify similarities and differences between English writing of two distinct first language (L1) groups, in this study, a number of Chinese ESL texts were collected and compared with the results obtained from NORDWRITE project. In this study, narrative was elicited by giving subjects a series of pictures which allows reliable comparison across texts produced by different subjects. A group of Hong Kong Chinese tertiary students was asked to write narratives in both English and Chinese. Meanwhile, a group of English students with similar age and education background wrote the narratives in English, and their texts serve as a reference for comparison. The areas for analysis cover narrative structure and cohesion. By examining the similarities and differences in Chinese ESL students’ and Nordic EFL students’ texts, we find that certain similarities between the two groups are due to the fact that English is their second/foreign language. On the other hand, differences may be attributed to the influence of their L1, as the two groups belong to two distinct language groups. The study also shows that certain writing problems of ESL/EFL students are originated from inadequate understanding of English discourse. The implications of L1 influences on discourse level for ESL/EFL writing were drawn as well.

Politeness in professional contexts: foreign-language teacher training

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Gerrard Mugford
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Professional Training ◽  
First Language ◽  
Target Language ◽  
Bilingual Teachers ◽  
Further Training ◽  
Specific Context ◽  
Efl Teachers ◽  
Professional Contexts

Abstract This paper examines the professional context of teachers of English as a Foreign Language (EFL), whose first language is not English but who are required to help learners adhere to target-language (TL) politeness norms and practices. Many of these teachers have had little or no contact with TL countries/cultures and have limited professional training in this area. This paper highlights the specific context of 39 Mexican EFL teachers who reflected on their understandings and “teaching” of politeness. I argue that by employing existing resources and knowledge and with further training, bilingual teachers can be helped to take “possession” of politeness rather than having to unquestioningly teach appropriate, socially-accepted, socially-expected usage.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals EFL STUDENTS’ PERCEPTION TOWARDS THE USE OF BAHASA INDONESIA IN AN ENGLISH CLASSROOM

2019 ◽  
Vol 7 (1) ◽  
pp. 12
Author(s):  
Setya Resmini
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
First Language ◽  
Primary Data ◽  
English As Foreign Language ◽  
Advantages And Disadvantages ◽  
Efl Students ◽  
Negative Perceptions ◽  
English Classroom ◽  
Bahasa Indonesia

ABSTRACTThe issue of using first language (L1) in teaching English has always been a controversy in the field of teaching and learning English.  The purpose of this study was to investigate the English as Foreign Language (EFL) students’ perceptions towards the use of L1 (Bahasa Indonesia) in the English classroom. In this study, the descriptive qualitative method was employed.  The participants involved in this study are 40 EFL students in the second semester who learn General English in IKIP Siliwangi. A questionnaire which consists of 15 questions was distributed to the participants to gain primary data. To support the data from questionnaire, observation also conducted in the classroom. The findings reveal that the teacher’s use of bahasa Indonesia brought positive/negative perceptions towards students. The students give negative perception towards the teacher’s use of bahasa Indonesia in General English classroom. However, the students also recognized the advantages and disadvantages of the teacher’s use of bahasa Indonesia in the classroom.Key words: EFL; students’ perception; first language (L1); foreign language

scholarly journals Exploring Motivational Strategies Practiced by Saudi High School Female EFL Teachers

2020 ◽  
Vol 13 (6) ◽  
pp. 109
Author(s):  
Aisha T. Alharbi
Keyword(s):  
High School ◽  
Public Schools ◽  
Foreign Language ◽  
T Test ◽  
Descriptive Statistics ◽  
Striking Similarity ◽  
Motivational Strategies ◽  
Public And Private ◽  
Efl Teachers ◽  
Private And Public

This study looked into Saudi female English as a Foreign Language (EFL) teachers’ perception of their motivational practices in the actual classroom in public and private schools. Forty (n=40) EFL teachers filled out a questionnaire consisting of forty-four motivational strategies that were based on a five-point Likert scale ranging from "very important" to "not important." Descriptive statistics have been used to determine the most and the least important teaching strategies viewed by EFL teachers in private and public schools. To determine if there was any difference between private and public schools’ teachers on how they viewed each strategy in terms of importance, inferential statistics, t-test has been implemented. The study revealed that participants in both educational contexts indicate that “teachers’ proper behavior” is the most significant motivational strategy while “having an encouraging environment” in the EFL classroom was ranked the least important strategy. The findings show that there existed a striking similarity between the two sets of teachers in regard to their perceptions of the importance of motivational strategies. The study suggests that English-as-a-Second-Language book planners should keep textbook materials in harmony with motivational strategies practiced by EFL teachers.

scholarly journals Language Learning Strategies, Motivation, and Writing Achievement of Indonesian EFL Students

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Mutiatun Nasihah ◽  
Bambang Yudi Cahyono
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Teaching Writing ◽  
Writing Achievement ◽  
Language Learning Strategies ◽  
Efl Teachers ◽  
Big City ◽  
Efl Students ◽  
Writing Tests

This study aims at investigating the correlation between language learning strategies (LLSs) and writing achievement, the correlation between motivation and writing achievement, and the correlation between LLSs combined with motivation and writing achievement. It involved one-hundred English as a foreign language (EFL) students of a senior high school which is located in a big city in Indonesia. The students were selected randomly to be the participants of this study. The data were collected by using the Strategy Inventory for Language Learning (SILL) questionnaire, motivation questionnaire, and writing tests. The results of research revealed that the null hypotheses for the three correlational analyses were rejected. In other words, there is a significant correlation between LLSs and writing achievement; there is a significant correlation between motivation and writing achievement; and there is a significant correlation between LLSs combined with motivation and writing achievement. Theoretically, this study supports the important roles of LLSs and motivation, either separately or combined, in predicting writing achievement. Pedagogically, when teaching writing, EFL teachers are recommended to introduce the potential of LLSs to EFL students, arouse the students’ motivation to write, or to apply both of them simultaneously to boost EFL students’ writing achievement.

scholarly journals Discursive Representations of Digital Artifacts in an EFL Classroom: Analysing Discursive Voices of Pre-Service Teachers of English

2021 ◽  
Vol 74 (3) ◽  
Author(s):  
Oleksandr Kapranov
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Teaching And Learning ◽  
Control Group ◽  
Respective Control ◽  
Respective Control Group ◽  
Efl Teachers ◽  
Efl Students ◽  
Argumentative Essays ◽  
Discursive Representations

The present article presents and discusses a study that seeks to analyse discursive representations of digital artifacts in the teaching and learning of English as a Foreign Language (EFL) by pre-service EFL teachers (henceforth – participants). The study involves a corpus of argumentative essays on a range of topics in EFL didactics written by the participants and their respective control group which is comprised of non-teacher EFL students. The analysis of the corpus of essays reveals that whilst there are discursive representations of digital artifacts that are shared between the groups of participants and controls, there appear to be discursive representations of digital artifacts that are group-specific. These findings and their linguo-didactic implications are further described in the article.

scholarly journals Translation and EFL in Oman

2018 ◽  
Vol 8 (3) ◽  
pp. 5
Author(s):  
Musallam Al-Ma’ani ◽  
Al Ghalia Al-Kindi
Keyword(s):  
Foreign Language ◽  
Educational System ◽  
Teaching And Learning ◽  
Foreign Languages ◽  
Efl Teachers ◽  
Efl Teaching ◽  
History Of ◽  
Arabic And English

The history of the didactics of translation indicates that it has been effectively used in the teaching of foreign languages. In the case of English as a Foreign Language (EFL), translation can have a sufficiently facilitating role in its teaching and learning. Particularly for the teaching of EFL in Oman, where English is taught at all stages of the educational system, translation from and into Arabic and English may improve the mastery of English. But there is disagreement among EFL teachers on the use of translation in their classes. This paper explores the views of EFL teachers in Oman with regard to the feasibility and usefulness of translation in EFL teaching. Findings suggest that EFL teachers in Oman are almost split on this vital issue.

scholarly journals Young Adult Literature (YAL): An Analytical Study Among Selected EFL Teachers in Jordanian Public Schools

2021 ◽  
Vol 11 (3) ◽  
pp. 278
Author(s):  
Baderaddin Yassin ◽  
Hadeel Saed
Keyword(s):  
Public Schools ◽  
Young Adult ◽  
Young Adult Literature ◽  
English Language ◽  
Ya Literature ◽  
Academic Benefits ◽  
Efl Teachers ◽  
Official Curriculum ◽  
Efl Students

The purpose of this study is to shed light on Young Adult literature (YAL) in Jordan. Eleven English as a foreign language (EFL) teachers and 62 EFL students in Jordanian public schools participated in this research to first measure their awareness of the YAL and to evaluate the academic benefits of integrating English YA literature into the Jordanian public school curricula. A group of EFL instructors and EFL learners were interviewed using a semi-structured guide. The instructors' interview questions focused on demographics, definitions of YA literature, age classification of YAL, benefits, and challenges of using YA novel in Jordanian English curricula. Questions for the learners centered on demographics, definition and age classification of YAL, and the use of YA novels in the EFL classroom. The study revealed that EFL teachers' reliance on the official curriculum tends to remove innovation and creativity from their teaching and limit their opportunities to adapt the curricula to the competence and interest of their EFL students. The research also revealed that EFL students who read English YA novels developed necessary competencies in both the English language and daily life experiences. The results showed that most EFL teachers in this research paper asserted that English YA novels positively affected EFL students in Jordan. This effect led to increased motivation and engagement in EFL classrooms.   Received: 27 January 2021 / Accepted: 8 April 2021 / Published: 10 May 2021

scholarly journals An Insight into Female EFL Learners’ Difficulties and Needs in Writing: The Case of Secondary High Schools in Saudi Arabia

2021 ◽  
pp. 343-359
Author(s):  
Fatima Yousef Alzahrani ◽  
Eatedal Mohammed Alghamdi ◽  
Maysa Mohammad Sadiq Qutob
Keyword(s):  
Public Schools ◽  
High Schools ◽  
Foreign Language ◽  
Writing Skills ◽  
Efl Writing ◽  
Efl Learners ◽  
12Th Grade ◽  
Efl Teachers ◽  
Research Findings ◽  
Insight Into

Curriculum development has been carried out to improve English as a Foreign Language (EFL) courses in Saudi public schools; however, EFL learners still have difficulties in writing. This study examines the difficulties that Saudi female EFL learners face in writing in secondary high schools. The study also aims to identify 12th grade female EFL learners’ needs in improving their writing skills. The research findings might help curriculum designers and EFL teachers to make improvements to a curriculum that meet EFL learners’ needs. The participants were 216 female EFL learners studying in public schools in Jeddah. A questionnaire including closed items on a Likert scale and one open-ended question were used to collect data, which were then analysed quantitatively and qualitatively. The results illustrate that female EFL learners’ main difficulties in EFL writing are mechanics, use of proper vocabulary, and organization of texts. Additionally, female learners expressed their needs and suggestions for improving their writing skills which are related to the specific difficulties they face. Accordingly, the researchers suggest establishing a well-designed writing program which provides learners with sufficient training in writing skills by increasing the number of hours given to writing.

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