scholarly journals Iranian EFL Learners’ Writing Problems: A Move towards Solution

2016 ◽  
Vol 6 (4) ◽  
pp. 110
Author(s):  
Maryam Sharafi Nejad ◽  
Shohreh Raftari ◽  
Shaik Abdul Malik Mohamed Ismail ◽  
Lin Siew Eng
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
Special Focus ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Efl Context ◽  
Long Period ◽  
Writing Problems ◽  
Learning English

Writing connotes the declaration or expression of thoughts, feelings, plans and wishes in a composed form that demands skills and expertise as opposed to knowledge. Skillful writing calls for diligent work, perusing or reading, composing through reaching inferences from perusing materials and long period of practice. This study seeks to investigate the problems and identify the practical needs of writing skill in English as Foreign Language (EFL) context with special focus on Iranian citizens studying in Universiti Sains Malaysia (USM). In Iran, learning English language appears cumbersome for learners because it is handled as a foreign language. Hence, the leaners are confronted with plethora of problems in writing the language because it is not utilized in real life conversation or situation. In order to achieve its objectives, the study administered questionnaires to the respondents to elicit information on the difficulties confronting them while learning English as Foreign Language and their pragmatic needs.  

scholarly journals Investigation the attitudes of secondary school students towards the use of saying and words of wisdom in learning English at secondary level in Gaza

2021 ◽  
Vol 4 (3) ◽  
pp. 169-199
Author(s):  
Wafaa Ibrahim Alnajjar ◽  
◽  
Reem Yahya Mahmoud Shehadh
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Secondary School Students ◽  
English Language ◽  
Cultural Knowledge ◽  
School Students ◽  
Efl Learners ◽  
Secondary Female ◽  
Learning English

This paper examined the attitudes of secondary school students towards the use of saying and words of wisdom in learning English as a foreign language in secondary schools in Gaza. Saying and words of wisdom play a significant role in language learning as a part of gaining cultural knowledge. In addition, this study attempted to find out whether they could motivate students to learn English then improve language acquiring through time. 40 secondary female EFL learners were assigned in questionnaires and interviews. Through observation, the researcher convinced that saying and words of wisdom is an important segment in the English Language, and it is a useful piece that has been used to spread wisdom and truths about life. The study reveals the effectiveness and higher rate of retaining of learning vocabulary through the strategy of sayings and words of wisdom compared to the traditional method.

scholarly journals Investigating Iraqi EFL Learners' Awareness of Selected English Proverbs

2020 ◽  
Vol 4 (38) ◽  
pp. 12
Author(s):  
Azhar Chassab Jabir
Keyword(s):  
Foreign Language ◽  
Real Life ◽  
Full Understanding ◽  
Efl Learners ◽  
Learning English

       Learning English as a foreign language does  not refer to the mastery of  the rules or merely the grammar of  English  . Rather , it refers to the full understanding of the semantic ( and syntactic ) concepts of that language , and employing this in real life situations . In this sense , the current research represents an attempt at investigating the Iraqi  EFL Learners’ recognition and  production of selected English proverbs . The study is divided into five sections (  an  introduction , three sections and a conclusion ) .  Evidence shows   that English proverbs represent a   very important component in learning English as a foreign language , and that Iraqi EFL learners face considerable  difficulties in understanding and employing them in real life situations .

scholarly journals Blogs as Powerful Learning Tools: The Perception from EFL Students in Indonesia

2018 ◽  
Author(s):  
Budianto Hamuddin ◽  
Indah Muzdalifah ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Alternative Media ◽  
English Language Teaching ◽  
Learning Tools ◽  
Online Questionnaire ◽  
English As Foreign Language ◽  
Publishing Article ◽  
Efl Students ◽  
Learning English

This post print paper presented in ICHaS 2017. Promoting the potential value of blogs in English Language Teaching (ELT) for English as a Foreign Language (EFL) Students is the focus of this present study. It's aimed to explain in a quantitative way the perceptions from English as a Foreign Language (EFL) students in using blogs. The students from PBIG FKIP Universitas Lancang Kuning in the province of Riau, Indonesia was selected based on the increasing trends of the blog used as alternative media to learn English during these two years. The analysis of this present study based its data from online questionnaire as the main instrument to collect the data. The online questionnaire was open from August 2016-February 2017 (6 months) and filled up by 161 students from English Department of FKIP Unilak who enroll in 6 different blog-based classes at PBIG FKIP Unilak. The analysis showing that the majority of the students had a positive perception that blog can be used as powerful tools to promote English language skills especially reading and writing. The data also reveals that using the blog as a learning journal can raise students’ motivation in learning English and publishing article. These positive results somehow showing that blog can be promoted as an alternative media of learning English for English as Foreign Language Students at PBIG FKIP Unilak or in other institutions around the globe that teach English as a Foreign language

scholarly journals Pedagogy of English Idioms: An Etymological Perspective

2018 ◽  
Vol 8 (3) ◽  
pp. 270
Author(s):  
Abrar Hussain Qureshi ◽  
Behzad Anwar ◽  
Adnan Tahir
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Single Word ◽  
Efl Learners ◽  
Efl Context ◽  
Cultural Roots ◽  
Native Teachers ◽  
Lexical Items ◽  
Core Part

In EFL context, there is a considerable shift from single word lexical items to phraseology. Idioms constitute a core part in the phraseology block of the language. Idioms, in spite of their variety and cultural roots, are one of the most neglected areas in EFL perspective. Non-native learners of English as a foreign language do not feel motivated to use idiomatic resources of the language creatively. It is also a fact that pedagogy of idioms to EFL learners has been a challenging task for non-native teachers of the English language. The undertaken research is an effort to establish the utility of the entomological background of idioms in EFL class.

scholarly journals The Structuring of English Sentences by Chadian EFL Learners

2021 ◽  
Vol 3 (2) ◽  
pp. 86-100
Author(s):  
Magdaline Bakume Nkongho ◽  
Ernest Mbaiornom
Keyword(s):  
Data Collection ◽  
Foreign Language ◽  
Error Analysis ◽  
Small Proportion ◽  
Positive Attitude ◽  
English Language ◽  
French Language ◽  
Efl Learners ◽  
English As Foreign Language

Recent studies have shown that there is a positive attitude and an increase motivation in the learning of English language by Chadian learners. Despite this, the learners’ linguistic performances remain poor especially in their written productions which are often characterised by grammatical deviances and incomprehensible sentences. This study investigates several kinds of deviances that occur in the structure of English sentences produced by Chadian learners of English as Foreign Language (EFL). The study was carried out using corpora as the method for data collection. Thus, data were drawn from 175authentic narrative paragraphs written by 175Terminale A4 students from Lycée Adoum Dallah, Moundou in Chad. The analyses were based on Interlanguage and Error Analysis Theories. Findings revealed that miss elective errors were the widespread errors committed by Chadian learners of EFL as this category represents 39.17% of deviances.  The results also indicate that sentences produced by Chadian learners of EFL were frequently affected by additive errors (27.76%) and omissionerrors (26.47%). Lastly, the study equally found that misordering errors were less committed as this category of errors represents a small proportion (6.58%) of deviances. These categories of errors were attributed to French language influences and intralingual factors.  

scholarly journals Enhancing Cultural Intelligence and Interpersonal Communication: Multi-Authenticity Exposure in English as a Foreign Language (EFL) Context

2018 ◽  
Vol 2 (2) ◽  
pp. 87
Author(s):  
Anahid Bahrami ◽  
Mehry Haddad Narafshan
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Cultural Intelligence ◽  
English Language ◽  
Authentic Materials ◽  
Efl Learners ◽  
Efl Context ◽  
Post Test ◽  
Moderate Change ◽  
English Language Institute

<p><em>The current study focuses on authentic exposure, specifically whether multi-authentic tasks affect the nature of L2 learners’ </em><em>cultural intelligence and interpersonal communication in the English as a foreign language (EFL) context of Iran. To this end, </em><em>sixty learners at an English language institute were assigned to control and experimental groups to carry out the M-A tasks. M-A was manipulated by assigning visual, aural, and printed tasks. Descriptive and inferential </em><em>analyses of data, </em><em>a comparison of the control and experimental groups over a four-month period, </em><em>revealed that </em><em>the implementation of authentic materials was successful in raising the cultural intelligence and interpersonal communication of </em><em>EFL learners in the post-test. </em><em>A subsequent ANOVA analysis showed that </em><em>among M-A materials, visual was the most and aural was the least effective one increasing EFL learners’ cultural intelligence. Moreover, the printed material was the most effective one to make a moderate change in interpersonal communication of the participants.</em><em> </em><em></em></p>

scholarly journals The Needs of Assistive Technology on Students’ EFL Writing

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dwi Sloria Suharti ◽  
Eka Ugi Sutikno
Keyword(s):  
Foreign Language ◽  
Assistive Technology ◽  
English Language ◽  
Computer Software ◽  
Smart Phone ◽  
Efl Writing ◽  
English As Foreign Language ◽  
English Writing ◽  
Tablet Apps ◽  
Learning English

Nowadays generally, technology encompasses all aspects of modern life and particularly, the writing by using English language. The challenges of learning English writing in Indonesia are plenty as English is perceived as a Foreign Language. This paper aims to reveal tertiary level students’ perception and attitude towards their technology aptitude: usage models, noticed benefits of and challenges to employ technology in learning English as Foreign Language (EFL) writing. This is a qualitative research, a case study, and used a self-structured questionnaire and interview to collect the data. Two participant lecturer observers and one hundred and sixty-seven students in a private college in Tangerang were purposively selected thirty students for questionnaire and interview. The data were carried out to reveal the lecturers and students’ perspective of assistive technology in EFL writing. The results revealed that assistive technology such as Webbing/Blogs, Computer software, Social Mediaapps, YouTubechannel, smart phone and tablet apps are found to be used by EFL learners to learn EFL Writing. Yet, most of the students had constraint at bad Internet connection. The outcome of this study offers thinkable instructional suggestions for students’ EFL Writing and creates base for further studies in this area.Keywords: Students’ EFL Writing, Learning EFL Writing, Assistive Technology

scholarly journals Familiarity with Collocations in EFL Context and Strategies Utilized in Translating Them into Arabic

2019 ◽  
Vol 10 (4) ◽  
pp. 724
Author(s):  
Hussein Ali Habtoor ◽  
Raisah Hamad Al-Swaidan
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Positive Relationship ◽  
Pearson Correlation ◽  
English Department ◽  
Translation Strategies ◽  
Efl Learners ◽  
Correlation Test ◽  
Efl Context ◽  
Pearson Correlation Test

This paper aims at examining the familiarity of English as a Foreign Language (EFL) learners at Najran University with English collocations and the strategies being used when translating them into Arabic. The data of this study are collected from 40 female EFL learners of the English Department at Najran University. The participants’ familiarity with English collocations is measured by means of a two-part test adopted from Gyllstad (2007). A translation test consisting of 48 collocations in both short texts and short sentences has been used to determine the participants’ familiarity with translation strategies when translating English collocations into Arabic. Results show that Najran University EFL learners’ knowledge of collocations is unsatisfactory and below what is expected from them as English language major students. The results of the Pearson correlation test indicate a positive relationship between the learners’ familiarity with English collocations and their ability to translate them into Arabic using different translation strategies.

scholarly journals British or American? Iranian EFL learners’ Perceptions toward English Accents: Exploring possible relationships

2019 ◽  
Vol 8 (1) ◽  
pp. 9-22
Author(s):  
Hiwa Weisi ◽  
Ali Raygan ◽  
Fatemeh Bakhtiari
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
American Studies ◽  
American English ◽  
British English ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Efl Context ◽  
Validated Questionnaire ◽  
Major Factors

Native English accents (British and American) are known as highly favored and accepted varieties compared to other existing accents in English as foreign language (EFL) context. Notwithstanding the research accomplished on EFL learners’ attitudes toward either of the accents (British or American), studies are still scant regarding the investigation of their perspectives in detail toward one of the accents specifically within the context of Iran. The aim of this study is to examine the Iranian EFL learners’ attitudes toward the two major known English accents (British and American. Additionally, the study highlights the major factors contributing to the learners’ preferences toward either of the accents (British or American). To that aim, a developed and validated questionnaire was distributed among 108 EFL learners selected from two of the major EFL contexts (universities and private institutes). The results indicated that the majority of the learners preferred American over British English accent. Besides, factor analysis revealed that American English exposure, lack of guidance, and lack of reinforcement toward British accent were among the mentioned factors accepted by learners for their preference of American. Finally, the study concludes with interpretations regarding the learners’ decision making issues in either of the two major accents, and recommendations are provided for revisiting the EFL learners’ attitudes and insights toward native English accents.

scholarly journals The Effect of Facebook Activities on Enhancing Oral Communication Skills for EFL Learners

2018 ◽  
Vol 11 (5) ◽  
pp. 144
Author(s):  
Basmah Issa AlSaleem
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communication Skills ◽  
English Language ◽  
Oral Communication ◽  
First Year ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Study Results

This study investigated the effect of utilizing Facebook activities on enhancing oral communication skills for English as Foreign Language learners (EFL) in the English Department at Yarmouk University, Jordan. Participants of the study were first year English Language Bachelor degree students who speak English as a foreign language. The researcher hypothesized that if these learners practiced Facebook activities, their oral communication skills may be improved. For answering questions of the study, the researcher designed a pre-post oral communication skills test to determine the participants’ mastery of oral communication skills. Furthermore, she uploaded the activities on a Facebook account that were made available for all the participants of the study. Results revealed that the suggested Facebook activities were effective on improving participants’ oral communication skills. Then the study recommended that Facebook activities may be utilizing on improving other skills such as speaking and listening or even English language pronunciation.

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