scholarly journals Fostering EFL Learners’ Grammar Achievement Using Recasts and Meta-linguistic Awareness Error Correction Feedbacks

2019 ◽  
Vol 8 (1) ◽  
pp. 35
Author(s):  
Elham Barzang
Keyword(s):  
Language Learning ◽  
Error Correction ◽  
English Language ◽  
Efl Learners ◽  
Group Design ◽  
Linguistic Group ◽  
Linguistic Awareness ◽  
Post Test ◽  
English Language Institute

The current study examines the effect of recasts and meta-linguistic error correction feedbacks and changes in EFL learners' English language grammar achievement. The participants were fifty (25 in each group) intermediate-level EFL learners at an English language institute. This quantitative experimental study was implemented on the basis of pre-test-post-test equivalent-group design. After administrating the CPT, 50 students (based on the Cambridge Assessment Criteria) who were randomly and equally assigned to recast and meta-linguistic awareness group (25students in each group) were selected as the sample of this study.The data were collected through classroom grammar test (pre- and post-tests). Both groups promoted in terms of grammar achievement, but the findings supported the superiority of grammar development in meta-linguistic group. The results revealed higher scores for explicitly corrected (meta-linguistic awareness) learners than implicitly corrected (recasts) ones. The findings lend support to the argument concerning the role of meta-linguistic awareness in language learning.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

scholarly journals The Effect of Immediate and Delayed Error Correction on Accuracy of EFL Learners’ Oral Production

2016 ◽  
Vol 6 (3) ◽  
pp. 93
Author(s):  
Fatemeh Safari
Keyword(s):  
Language Learning ◽  
Error Correction ◽  
English Language ◽  
Corrective Feedback ◽  
Specific Situation ◽  
Efl Learners ◽  
Oral Production ◽  
Positive Effects ◽  
The Subject ◽  
English Language Institute

The concept of corrective feedback in learning a second language has gained more importance and it has been the subject of many researches during recent years. Therefore, considering some aspects that affect it such as when and how to correct, and also what types of corrective feedback are more preferable and effective is of crucial concern. The aim of this study is to find the most effective type of error correction (especially the best time: whether immediately or delayed) in the case of accuracy of Iranian EFL learners’ oral production. Thus, in order to investigate this study, 30 homogenous intermediate EFL learners were selected randomly (female) aged 13 to 30 from Tak English language institute in Dezful, Iran. The participants were divided into 2 groups of 15. For G1 errors were corrected immediately and for G2 with some delay, i.e. after finishing their speech during a term. At the end of the term, each student were asked to discuss one of the topics they have covered during the term, while their voices were recorded and transcribed later. Measures of accuracy were developed to examine the results. Data analysis indicated that both Immediate and Delayed Error Correction had positive effects on the accuracy of learners’ oral production. However, it was evident that although both types of CF were beneficial, the effects of Immediate Error Correction were larger than the other. In conclusion, regarding the specific purpose of language learning in a specific situation and classroom, it is recommended that teachers should be familiarized with all types of CF and then cautiously select the most appropriate one.

scholarly journals The Influence of CLL on EFL Learners’ Speaking Skill

2018 ◽  
Vol 5 (2) ◽  
pp. 48-56
Author(s):  
Muhammad Ilyas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Efl Learners ◽  
Post Test ◽  
Speaking Skill ◽  
The Mean ◽  
The University

Some students in the university got some difficulties to express their ideas, especially expressing in foreign language such as English. How to start comunication and interaction sometime need someone to stimulate. The phenomenon often encountered in various levels of education even to the students college. The students tended to be very subjective towards topics, their peer or even partner. In the teaching and learning process, the teacher not only transfer the information to the students but also facilitate the students, stimulate to learn English and provide the technique suitable with the students’ need. Teaching English language might be carried out through several techniques, one of them was CLL (Community Language Learning). In this technique, students were treated as clients who could express their problems to the counselor as well as in the community. In addition, the teacher played the role of translator to help students express themselves using English. This means that learners had enough opportunities to speak without worrying about their limitations in using English. The results showed that CLL helped students to express ideas systematically. The ideas were organized well, understandable, and standardized. In addition, CLL improved the result of students’ score in speaking skill. The mean score increased from 54.74 in pre-test to 72.86 in post-test. It means that CLL gave good influence on students’ speaking skill.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

scholarly journals Online graded assessment of Saudi EFL learners during the Covid-19 pandemic: A successful implication of TAM

2021 ◽  
Vol 5 (1) ◽  
pp. 667-685
Author(s):  
Syed Naeem Ahmed ◽  
Shafiq Ur Rehman ◽  
Said Muhammad Khan
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Forced Response ◽  
Language Teachers ◽  
Kingdom Of Saudi Arabia ◽  
Efl Learners ◽  
Digital Assessment ◽  
Online Assessments ◽  
English Language Institute

This paper highlights a successful experience of assessing English as a Foreign Language (EFL) learner’s proficiency at Yanbu English Language Institute (YELI), Kingdom of Saudi Arabia during the Covid-19 restrictions. To investigate the existing problem various interventions were introduced such as replacing Google Classroom with Black Board, implementing online proctoring during the exams, and portfolios. The provision of online assessments was a forced response to Covid-19 restrictions, which brought many challenges and risks without any prior experience and precedence. Addressing these challenges and making well-informed decisions that can potentially affect the performance and career of hundreds of learners, requires judicious justification and reasoning. The paper reflects on the well-informed strategy TAM used to deploy and address the challenges of online graded assessments effectively during the current pandemic for EFL learners to continue their progress toward their specializations while maintaining academic rigor and quality. This paper also intends to provide an insight to language teachers, practitioners, and policymakers to tackle similar challenges in the future. One among many other objectives of this research was to address the role of digital assessment for effective teaching, learners’ motivation, achievements, and transferability.

scholarly journals The Effect of Neuro-linguistic Programming Coaching on Learning English

2018 ◽  
Vol 7 (4) ◽  
pp. 184 ◽  
Author(s):  
Hayat Eid Alroudhan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Placement Test ◽  
Efl Learners ◽  
Secondary Sources ◽  
Interpersonal Communications ◽  
Post Test ◽  
Neurological Processes ◽  
And Control ◽  
Experimental Group

NLP is an interpersonal communications model based on the belief that language is strongly inter-connected with neurological processes and behavioral patterns adopted through experience and the power of this connection can be harnessed to acquire the skills in exceptional people. The aim of the present study is to evaluate the efficiency of NLP for language learning and investigate its potential role in learning the English language. By using primary and secondary sources and implementing the Oxford Placement Test, as the pretest and the post-test on the experimental and control groups, the effect of the NLP coaching treatment sessions on the experimental group of female Saudi EFL learners was investigated for two months. The findings of this study reveal that NLP not only provides the techniques and solutions to the problems, but it also enables teachers to form their own flexible responses to the specific problems. In this study, NLP coaching proved to have a significant effect on EFL learning, however, further research is needed to confirm the findings of this innovative study.

scholarly journals A Comparative Study of the Effect of Portfolio and Dialogue Journal Assessment on Iranian EFL Learners' Writing Performance

2018 ◽  
Vol 9 (2) ◽  
pp. 408
Author(s):  
Seiflou Kobra ◽  
Hashemnezhad Hossein
Keyword(s):  
English Language ◽  
Portfolio Assessment ◽  
Control Group ◽  
Writing Performance ◽  
Efl Learners ◽  
Dialogue Journal ◽  
Post Test ◽  
Quasi Experimental ◽  
And Performance ◽  
English Language Institute

The aim of the present quasi-experimental study is to investigate the effect of dialogue journal assessment and portfolio assessment on Iranian EFL learners’ writing performance. To do this, 90 intermediate EFL students from 150 students in Omid –Mofid English Language institute in Khoy were non-randomly chosen. They were male and female (58 females and 32 males) and their age range is between 20-32. Then they were randomly divided into three groups of 30: a control group receiving only the routine instruction, and two experimental groups receiving portfolio and dialogue journal, respectively. Topic based paragraph writing as pretest and posttest were given to the participants of three groups to detect their writing ability at the beginning and at end of study. The result of the study showed that portfolio assessment group, the dialogue journal group and the control group performed significantly different on the post test. Students in portfolio assessment group outperformed than the student in dialogue journal group and performance of dialogue journal group was better than control group in their writing performance. Finally, some implications are provided for EFL teachers, learners, and syllabus designers.

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>

Using Mobile Instant Messaging in Teaching Vocabulary to Pre-intermediate EFL Learners: The Case of WhatsApp

2020 ◽  
Vol 5 (1) ◽  
pp. 1-10
Author(s):  
Ehsan Namaziandost ◽  
Sajad Shafiee ◽  
Ray Suryadi
Keyword(s):  
Mobile Application ◽  
English Language ◽  
Instant Messaging ◽  
Control Group ◽  
Vocabulary Test ◽  
Daily Lives ◽  
Efl Learners ◽  
Post Test ◽  
English Language Institute ◽  
Experimental Group

Smartphones are becoming an increasingly common part of our daily lives. Applications used in these systems are extremely varied due to their extraordinary efficiency. With respect to language teaching, the use of these technologies has opened up new doors, changing innovatively the way teachers teach and students learn. Accordingly, this study aimed to find out the impacts of using WhatsApp as a mobile instant messaging application on teaching vocabulary among pre-intermediate EFL learners. To this end, 60 Iranian pre-intermediate EFL learners were selected from a private English Language Institute. Then, they were randomly assigned to two equal groups- an experimental group and a control group. They were pre-tested by a researcher-made vocabulary test.  Then, the treatment was applied to both groups. As the treatment, the control group was taught with traditional activities whereas the experimental group was taught with the use of mobile application (WhatsApp). At the end of the instruction, a researcher-made vocabulary post-test was administered. The results of independent samples t-test and one-way ANCOVA indicated that the experimental group had better performance on the post-test compared to control group revealing the usefulness of the mobile application utilized in this study on learning vocabulary.

scholarly journals The Role of Social Media (YouTube and Snapchat) in Enhancing Saudi EFL Learners' Listening Comprehension Skills

2020 ◽  
pp. 1-54
Author(s):  
Wed Nasser Al Harbi
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Female Students ◽  
Target Language ◽  
Control Group ◽  
Efl Learners ◽  
Comprehension Skills

Despite of the importance of listening in EFL learning and teaching, this skill is not getting as much attention as other skills. Therefore, learners are less motivated to depend on their listening comprehension as a tool to help them in the process of language learning. Social media, especially YouTube and Snapchat, can be effectively used as a pedagogical tool to enhance the listening skills of EFL learners, compared with other traditional audio recording tools. The objective of this research is to investigate the role of social media (YouTube and snapchat) as a method of teaching, in order to enhance EFL Saudi learners' listening comprehension skills. The primary goal of this study is to know whether social media is capable of developing EFL listening comprehension skills, and gaining the deeper understanding of the presented materials. In addition, using these tools makes them familiar with the target language culture and it's native speakers. In order to achieve this objective; the researcher used a mixed method to ensure the research validity: a questionnaire and a post-test.The participants of the study were 50 female students studying in English Language Centre at Taif University. They were randomly selected and they divided into two groups: the experiment group consisted of 20 female students and the control group consisted of 30 female students. The experiment group was instructed using (YouTube and Snapchat) as the control group using traditional audio method. Then there is a post-test is given to both groups to measure their listening comprehension performance. The findings of the study showed that using social media (YouTube and Snapchat) can enhance the listening skill of Saudi EFL leaners. The researcher recommends conducting more studies on other samples from different studies, age levels and from different environments like the schools or training institutes.

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