scholarly journals Harnessing Text Structure Strategy for Reading Expository and Medical Texts among EFL College Students

2020 ◽  
Vol 9 (5) ◽  
pp. 36
Author(s):  
Shu-hua Wu ◽  
Sulaiman Alrabah
Keyword(s):  
College Students ◽  
Text Structure ◽  
Expository Texts ◽  
Medical Texts ◽  
Group Discussions ◽  
Text Structures ◽  
Group Interviews ◽  
Efl College Students ◽  
Recurrent Patterns ◽  
The Impact

This classroom-based study was conducted in Kuwait to investigate the impact of text structure strategy (TSS) instruction on the ways in which 54 English as a foreign language (EFL) college students approached expository and medical texts. Data collection involved two surveys, fieldnotes, class observations, and group interviews. A system of codes and categories was developed from the recurrent patterns and commonalities in the interview data and classroom observations. Two surveys were distributed in 2 intervals, 8 weeks apart, which focused on identifying text structure strategies such as introducing the concept of text structures, asking guided questions, identifying signaling words, and using graphic organizers, as well as the extent to which the participants applied text structure strategies to approach expository medical texts. Data analysis involved using the Microsoft Excel program to generate two tables and descriptive statistics including the means, standard deviations and percentages of the results of the two surveys. Findings indicated that the participants benefited from TSS instruction in strategies that involved group discussions rather than strategies that relied on individual class work. Moreover, a large percentage of the participants applied most of what they learned in analyzing expository texts into reading medical texts. Implications were drawn for EFL teachers to conduct action research studies on text structure strategy for EFL learners and to apply TSS instruction in class in group and pair work which are suitable for EFL leaners. Finally, EFL researchers were invited to conduct classroom-based studies of TSS instruction. 

scholarly journals Dictogloss as a Technique to Raise EFL College Students’ Knowledge of Grammar, Writing and the Comprehension of Meaning

2018 ◽  
Vol 9 (1) ◽  
pp. 293
Author(s):  
Liqaa Habeb Al-Obaydi ◽  
Fatima Raheem Al-Mosawi
Keyword(s):  
College Students ◽  
English Language ◽  
Positive Impact ◽  
Language Teaching ◽  
English Language Teaching ◽  
Positive Attitudes ◽  
Measurement Tools ◽  
Efl College Students ◽  
The Impact

Dictogloss is a classroom activity where all the four skills work together. The present study is an experimental one where a group of twelve students was taught by the researchers. The researchers train students to use dictogloss technique for twelve lectures. In each lecture, they used a new authentic text with a new focus on a specific role of grammar. The study aims at; finding out the impact of using dictogloss technique on Iraqi EFL college students’ knowledge of grammar, determining the impact of using dictogloss technique on Iraqi EFL college students’ improvement of writing, determining if there is any impact of using dictogloss technique on EFL college student’s comprehension of meaning and determining students’ attitudes toward using dictogloss in English language teaching. Four measurement tools were used in this study; an achievement test, a reflection sheet used at the end of each lecture, a questionnaire, and in addition to the teacher’s daily observation. Final results of the study clarify that there is a positive impact of dictogloss technique on the three variables in addition to the positive attitudes of students towards using dictogloss in English language teaching. So, the hypotheses of the study are rejected.

scholarly journals Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools

2021 ◽  
Vol 18 (10) ◽  
pp. 5183
Author(s):  
Cara A. Lamb ◽  
Eishin Teraoka ◽  
Kimberly L. Oliver ◽  
David Kirk
Keyword(s):  
Physical Education ◽  
Focus Group ◽  
Secondary Schools ◽  
Emotional Responses ◽  
Affective Learning ◽  
Focus Group Interviews ◽  
Group Discussions ◽  
Personal Qualities ◽  
Group Interviews ◽  
The Impact

This paper reports on the findings of two studies concerned with pupils’ motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools. Pedagogies of affect explicitly focus on learning in the affective domain, or what is known in Scotland’s Curriculum for Excellence (CfE) as ‘personal qualities’. Personal qualities include motivation, confidence and self-esteem, determination and resilience, responsibility and leadership, respect and tolerance, and communication. In one study, led by Teraoka, the researchers explored the ways in which pupils responded, through focus group interviews based on Self-Determination Theory, to teachers who claimed to value and be committed to teaching explicitly for affective learning outcomes. In another study, led by Lamb, the researchers investigated the impact of an activist intervention on girls’ experiences of physical education, through their conversations in focus group discussions. Both studies reveal that pupils responded favorably, both in motivation and emotion, to pedagogies of affect in physical education, and that these responses offer a promising basis for future developments.

scholarly journals THE IMPACT OF DIRECT AND INDIRECT FEEDBACK ON IDIOM TRANSLATING SKILL OF IRANIAN EFL COLLEGE STUDENTS

2018 ◽  
Vol 3 (2) ◽  
pp. 103
Author(s):  
Vahid Edalati Bazzaz ◽  
Shahrbanoo Mohammadi ◽  
Nafiseh Bagherzadeh
Keyword(s):  
College Students ◽  
University Students ◽  
Feedback Group ◽  
Short Text ◽  
Post Test ◽  
Indirect Feedback ◽  
Efl College Students ◽  
Direct Feedback ◽  
The Impact ◽  
Correct Translation

The study examines the effectiveness and efficacy of teachers direct vs. indirect feedback on students' idiom translating skill. To this end, 23Iranian university students from two intact classes were randomly assigned to two experimental groups: Direct feedback group in which the teacher located and gave the correct translation of idiom and indirect feedback group in which the teacher only noted the number of wrong translations of idioms. The study lasted 10 weeks in the course of which the participants had to translate a short text from “Idioms and Metaphorical Expressions in Translation” by “Ghaffar Tajalli”. The study included a pre-test, a treatment for experimental groups, and a post-test to see whether or not the treatment had been effective. The statistical analyses indicated direct feedback group significantly outperformed indirect one in terms of accurate use of translation of idioms. So, the results can provide some useful insights into syllabus design and translating skill.  

scholarly journals The Impact of phonetic Cues in Connected Speech

2020 ◽  
Vol 59 (4) ◽  
pp. 33-42
Author(s):  
Assist. Instructor - Rasha Tareq Awad Al -Zubaidi ◽  
Instructor: Sinan Ameer Yousif
Keyword(s):  
College Students ◽  
Foreign Language ◽  
English Language ◽  
Connected Speech ◽  
Phonetic Transcription ◽  
The Difference ◽  
Phonetic Cues ◽  
Efl College Students ◽  
The Impact ◽  
Shed Light

The present study is an attempt to shed light on the term 'juncture' in the English Language. The study is theoretically and practically oriented. The problem lies in the fact that Iraq EFL college students may face difficulty in their recognition in continuous speech, the sequences of words uttered without conventional spaces between them. The listener in general and EFL college students in particular how they are understood what the speaker said for instance, I scream and ice cream?    In this study, the researcher tries to explain how the phonetics cues which help the listeners to understand the difference between the utterances that they have the same phonetic transcription and how the phonetic cues signaling the boundaries between words in connected speech .? The hypotheses of the study (1)The EFL college students can recognize the two similar utterances in connect speech when they listened to them. (2) the EFL college students are not able to recognize the two similar utterances in connected speech.   The results show that the first hypothesis is refuted, that the Iraqi EFL College students do face difficulty in discrimination of two identical phonetic transcriptions. The second hypothesis is verified that EFL college students do not aware of how to use phonetics cues. In the light of the conclusions arrived at, several pedagogical recommendations and suggestions for teaching English as a foreign language have been made

scholarly journals Awareness of Text Structure in Recognition and Production of Expository Discourse

1983 ◽  
Vol 15 (4) ◽  
pp. 63-79 ◽  
Author(s):  
Elfrieda H. Hiebert ◽  
Carol Sue Englert ◽  
Sharon Brennan
Keyword(s):  
College Students ◽  
Expository Text ◽  
Recognition Task ◽  
Relevant Information ◽  
Text Structure ◽  
Reading And Writing ◽  
Structure Information ◽  
Text Structures ◽  
Expository Discourse ◽  
The Relationship

This study had three purposes in examining college students' awareness of four expository text structures. The first was to determine whether students were more aware of some text structures than of others in reading and writing. A second was to determine how performance on these text structure measures related to performance on a general comprehension measure. The third was to examine the relationship between awareness of these text structures in reading and writing. Fifty-two college students who were equally divided into two ability groups were given two tasks, one which assessed their awareness of the text structures in reading and the other which assessed awareness in writing. Findings related to the first aim indicated that awareness of the four text structures varied in both the recognition and production of relevant information. With respect to the second aim, performance on both recognition and production measures was related to performance on a general comprehension measure, with high-ability students more sensitive to intrusive information in the recognition task and more able to produce missing text structure information than low-ability students. Findings related to the final aim indicated that the relationship between recognition and production performances was moderate.

Risk-taking and Self-actualization in EFL Positive Classroom Environment

2020 ◽  
Vol 3 (3) ◽  
pp. 352-365
Author(s):  
Liqaa Habeb Al-Obaydi
Keyword(s):  
College Students ◽  
Risk Taking ◽  
Classroom Environment ◽  
Measurement Tools ◽  
Teachers And Students ◽  
Self Actualization ◽  
Efl College Students ◽  
And Control ◽  
The Impact

This study expresses a positive classroom environment depending on two axes; physical setting of the classroom and the role of the teacher as a positive atmosphere creator. By applying the proposed environment, the study tries to discover the impact of it on EFL college students’ self-actualization and risk-taking. To obtain the objectives and to verify a hypothesis, an experimental design was applied by using two groups, experimental and control. The sample of the study consists of sixty EFL first stage college students divided into two groups, each of which is thirty. The first group is the experimental, which is taught in a positive classroom environment as stated by this study. The second group is the control one, which is taught traditionally by letting the classroom as it is, without any positive addition. Two measurement tools have been used; a scaled questionnaire that has been adapted from Stephen D. Luft (2007), and a self-actualization scale that is developed by Jones & Crandall (1986).Using a t-test for the two independent samples shows notable effects on EFL college students’ risk-taking and self-actualization. Based on the results obtained, educational implications that are concerned with teachers and students have been put forward.    

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