scholarly journals Code Switching In EFL Students’ Proposal Seminar Presentation

2021 ◽  
Vol 1 (2) ◽  
pp. 68-76
Author(s):  
Al Inayah Alfathia Amamah ◽  
Suleman Bouti ◽  
Fahria Malabar
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
First Language ◽  
Code Switching ◽  
Research Proposal ◽  
Factors Affecting ◽  
The Real ◽  
Interview Technique ◽  
Efl Students ◽  
Speech Content

In academic situations, especially in proposal seminar presentations, code switching is generally used by the presenter and the audience also by all elements in the presentation for the different activities and different purposes. It gives a chance to them to communicate with each other by using their first language and foreign language. This qualitative study aims to explain the types of code-switching and the factors causing the students to use code-switching in their proposal seminar presentations. The subjects were four EFL students who were presenting their research proposal. An observation technique was used to retrieve the main data, which is the students’ proposal seminar presentation. Moreover, this study employed an interview technique to obtain the supporting data about factors affecting the students in utilizing code-switching. The theory about types and factors of code-switching was used in this research to analyze the data. The results find four types of code-switching. Those four types are Intra-sentential switching, inter-sentential switching, establishing continuity switches, and tag switching. The result also shows that several factors affect students using code-switching, such as the real lexical need, quoting somebody else, interjection or inserting sentence fillers or sentence connectors, being emphatetic about something clarifying the speech content for the interlocutor. Based on the finding, all types of code-switching are found in this research, and there are only six out of ten factors found in this research.

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

Code Switching in EFL Classrooms: A Bangladeshi Perspective

2016 ◽  
Vol 6 (5) ◽  
pp. 924
Author(s):  
Md. Obaidullah
Keyword(s):  
Foreign Language ◽  
First Language ◽  
Code Switching ◽  
Medium Of Instruction ◽  
Pedagogical Issues ◽  
Common Phenomenon ◽  
English As Foreign Language ◽  
Efl Classrooms

Code switching (CS) in classrooms, especially in bilingual classes, is a common phenomenon. This paper tends to expose the plausible reasons behind the application of first language (L1) in English as Foreign Language (EFL) classrooms where English is considered the medium of instruction in all spheres of pedagogical issues. Another important aspect of this study is to reveal the perception of both students and teachers towards their CS to L1. The findings of this survey show that a switch to L1, whether initiated by the teachers or the students, makes the lesson or topic discussed in the class more comprehensible.

scholarly journals Critical Reading With Undergraduate EFL Students in Colombia: Gains and Challenges

2021 ◽  
Vol 23 (2) ◽  
pp. 35-50
Author(s):  
Juan David Castaño-Roldán ◽  
Doris Correa
Keyword(s):  
Reading Comprehension ◽  
Qualitative Study ◽  
Foreign Language ◽  
Critical Reading ◽  
Video Recordings ◽  
Efl Students ◽  
Language Students ◽  
Additional Support ◽  
Foreign Language Students

This qualitative study explored the gains and challenges experienced by an interdisciplinary group of English as a foreign language students who participated in the implementation of a critical reading unit taught within a reading comprehension course at a university in Medellín, Colombia. To do this, video-recordings of all lessons, samples of students’ work, and students’ reflections were collected. Results show that students experienced several gains but also had some challenges related to aligning with the author’s position, seeing positionality in factual texts, and taking middle positions. These results suggest that even though it is not only possible but beneficial to do critical reading with undergraduate English as a foreign language students, there are some specific areas in which these students need additional support.

scholarly journals The Effects of L1 Interference on the Occurrence of Code-Switching in the Algerian Context

2022 ◽  
Vol 22 (1) ◽  
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Extended Period ◽  
Code Switching ◽  
Communication Strategy ◽  
Research Approach ◽  
Oral Production ◽  
Expanding Circle ◽  
Linguistic Interference ◽  
Efl Students

The sociolinguistic phenomenon of Code-Switching (CS) was addressed in dramatically different academic contexts where English is spoken as a first language (L1) (i.e., inner circle), as a second language (i.e., outer circle), as well as where English is spoken as a foreign language (EFL) (i.e., expanding circle). Nevertheless, very few studies examined the issue of CS among undergraduate students in expanding circle countries such as Algeria. Basically, this study sought to find answers that would, firstly, help apprehend the overriding reason (s) that stimulate the occurrence of CS in the third year students' oral production, secondly, identify the communicative functions of English-Arabic CS in the students' class interaction, and thirdly, gauge its practicality and effectiveness in multilingual classes. Following a qualitative research approach, a case study design was adopted with a purposively (deliberately) chosen sample. Accordingly, data were collected by means of two tools of inquiry, namely observation and an unstructured questionnaire. The findings revealed that the underlying factor that prompted the occurrence of language-switching was the linguistic interference that germinated from the students' L1, among other subsidiary linguistic factors. Furthermore, it was found that CS grants its appliers the opportunity to reiterate what they exactly said in another way, to hold the floor and continue speaking for an extended period, and to insist on what was being communicated. Regarding CS technique, it was concluded that it might be considered as a productive and, simultaneously, a detrimental communication strategy to develop EFL students’ speaking competence. Finally, the findings of this study supported the initially formulated hypotheses, and, thus, reported positive results.

scholarly journals Investigating Indonesian EFL Students’ Responses of the Implementation of Intercultural Language Learning

2015 ◽  
Vol 4 (1) ◽  
pp. 66
Author(s):  
Fauzi Miftakh
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
English Education ◽  
Daily Life ◽  
Education Department ◽  
Efl Students ◽  
Students Attitudes

This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1) the students‟ general attitudes toward the course, 2) the students‟ attitudes toward the implementation of teaching and learning and 3) the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and interviews. Based on the findings, the students gave positive responses to the implementation of intercultural language learning and they showed a greater interest in participating in the course. The intercultural language learning also proved that the students were given the opportunity to become intercultural speakers either during the teaching and learning process or in their daily life. Finally, it recommends that the intercultural approach should be implemented by other English teachers in any subject and at all levels of students.Keywords: interculural language learning, intercultural competence, English as a foreign language.

scholarly journals AN ANALYSIS ON CODE-SWITCHING AND MIXING AMONG ENGLISH LEARNERS OF GAYONESE-SPEAKING STUDENTS

2021 ◽  
Vol 5 (2) ◽  
pp. 175-184
Author(s):  
Imam Munandar ◽  
Ramadhani Sukria
Keyword(s):  
Qualitative Study ◽  
Ethnic Group ◽  
English Learners ◽  
Code Switching ◽  
Social Phenomenon ◽  
Dominant Form ◽  
Dominant Type ◽  
Code Mixing ◽  
Efl Students

This research tries to find out types and their dominance of code-switching and code-mixing among EFL students with Gayonese backgrounds. This research also looks at whether a certain type of ethnic group is affluent to a specific type of code-switching and mixing. The employed method is a qualitative study, in which this study manages to identify a social phenomenon in a certain community. The data is obtained from the 13 participants in their conversations. Instruments used are observation, recording, transcribing to identify code-switching, and mixing. The result of this study shows that the participants, who are all entitled to Gayonese identity, employed all kinds of code-switching and mixing, which were extra-sentential, inter-sentential, and intra-sentential. All types of code-switching and mixing are apparent in all sets of conversations. Along with some previous research, this study affirms that there is little evidence that a certain type of ethnicity employs a certain dominant form of code-switching and mixing. There appear all types of code-switching and mixing, without one dominant type, is found in all sets of conversations. Thus, code-switching and mixing were believed to assist the learners to deliver them through to be completely understood and meaningful in the communication.

scholarly journals The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement

2022 ◽  
Author(s):  
Elmakki AMIRI ◽  
Abderrahim El KARFA
Keyword(s):  
Academic Achievement ◽  
Environmental Factors ◽  
Learning Environment ◽  
Foreign Language ◽  
First Year ◽  
First Year Students ◽  
Factors Affecting ◽  
Academic Achievements ◽  
Efl Students ◽  
The Impact

It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmental factors that affect students’ academic performance. It also aimed to find out how these variables affect students’ academic achievements. To achieve this aim, data have been collected via open-ended questionnaires, and interviews addressed mainly to First Year Students of Master Programs, Department of English, FLDM, USMBA-Fez. The findings have shown that students’ academic achievements were significantly positively/negatively linked with the environmental factors, namely societal, home/family and school/classroom variables. The findings also revealed that the more highly sophisticated the social environment is, the more likely it is to foster EFL students’ academic achievements. In addition, the more similarity exists between the students’ cultures, the more successful the learning is. This study also showed that the development of EFL proficiency is a product of contextual factors influence. As such, the study concludes with several implications that brought up for possible effective change in the future to enhance the learning environment atmosphere, boost students’ academic achievements, and, therefore, achieve better results.

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.

Translation from L1 to L2 vs. direct writing

2017 ◽  
Vol 3 (2) ◽  
pp. 210-228
Author(s):  
Ali Jahangard ◽  
Shari Holderread
Keyword(s):  
Foreign Language ◽  
Engineering Students ◽  
Rating Scale ◽  
First Language ◽  
Intermediate Level ◽  
Target Language ◽  
Direct Writing ◽  
Translation Strategy ◽  
Language Class ◽  
Efl Students

Abstract This study explores the issue of non-native speakers writing a text in their first language (L1) and then translating the text to the second language (L2) to enhance the final text in L2. Writing samples taken from 25 Iranian engineering students in an intermediate level compulsory general English as a foreign language class served as data. The students were provided with a form which instructed them to write their first essay in Farsi (L1) and then translate it into the foreign language, English. The compositions were suggested to be two paragraphs long to provide enough text to analyze. The second composition done by the same group of students a week later on a second topic was written directly in the target language (English). Each student’s work was evaluated in detail using a rating scale divided into two main sections, writing skills and effective writing. This study showed that intermediate level EFL students writing in L1 and then using a translation strategy did not produce better writing samples in L2 than when they wrote directly in L2.

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