scholarly journals The Teach-to-the-Test Approach: A Curse a Blessing or a Blessing in Disguise for Algerian EFL Students

2018 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Nabil Djawad Benmoussat ◽  
Smail Benmoussat
Keyword(s):  
Public Schools ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
Efl Learners ◽  
Effective Learning ◽  
Learning Path ◽  
Efl Students ◽  
The Relationship ◽  
Communicative Abilities

The present paper is an attempt to redraw the boundaries of EFL from a teaching-testing perspective. Though the crux of the problem in language teaching has always been the general principles underpinning the methodologies, the ‘what-to-teach’ and the ‘what-to-test’ questions have always been a concern for most stakeholders. Parents would most probably argue about what is best to be taught to their children as well as about the most appropriate and effective learning path leading to their offspring success, whereas the others, not least, teachers, strive to cope with a delicate intertwined questioning of how to strike the balance between an effective teaching and an efficient testing. However, this thorny issue, so to speak, is not a new one. The relationship between teaching and testing has called into question the communicative abilities of Algerian EFL learners. To score high, through a test-oriented teaching in an EFL exam does not necessarily mean to speak fluently and to write accurately the English language. EFL learners in public schools are in most need of a well-rounded education.

scholarly journals The Relationship between Morphological Awareness and Vocabulary Knowledge of Thai EFL Students

2019 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Sarunya Tarat
Keyword(s):  
English Language ◽  
Morphological Awareness ◽  
Northern Region ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Significant Difference ◽  
Identification Test ◽  
Efl Students ◽  
Unknown Words ◽  
The Relationship

This study focuses on the relationship between morphological awareness and vocabulary knowledge of English among Thai EFL university students. All participants are taking English language as their major field in the universities situated at the lower northern region of Thailand. The morphological awareness identification test was employed to identify the linkage between morphological awareness and vocabulary gain Thai EFL learners. The test was divided into 2 parts: self-checking and morpheme identification. Fifty English vocabularies in intermediate and upper-intermediate level were used in the test in which the participants were requested to check whether they have seen the vocabularies in the test and also asked to break those vocabularies into morphemic units. The results showed that the participants possessed an adequate level of morphological awareness to break words into morphemes correctly even though they were unknown words of the participants. Additionally, the findings also revealed that there is no significant difference between male and female in acquiring morphological awareness of English and gaining English vocabularies.

scholarly journals Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching

2011 ◽  
Vol 2 (1) ◽  
pp. 104 ◽  
Author(s):  
Abbas Pourhosein Gilakjani
Keyword(s):  
Learning Styles ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Review Of The Literature ◽  
Teaching Process ◽  
Efl Students ◽  
Visual Learners ◽  
Kinaesthetic Learning

One of the most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. There are different learning styles. Three of the most popular ones are visual, auditory, and kinaesthetic in which students take in information. Some students are visual learners, while others are auditory or kinaesthetic learners. While students use all of their senses to take in information, they seem to have preferences in how they learn best. In order to help students learn, teachers need to teach as many of these preferences as possible. Teachers can incorporate these learning styles in their curriculum activities so that students are able to succeed in their classes. This study is an analysis of learning styles for Iranian EFL students. The purpose of this study is to increase faculty awareness and understanding of the effect of learning styles on the teaching process. A review of the literature will determine how learning styles affect the teaching process. Keywords: Learning styles, Auditory, Visual, Kinaesthetic, Effective Teaching

scholarly journals EFFECTIVE TEACHING AND LANGUAGE LEARNING MOTIVATION: A STUDY ON THE INTERCONNECTION

2017 ◽  
Vol 1 (2) ◽  
pp. 135 ◽  
Author(s):  
Zeinab Kafi ◽  
Khalil Motallebzadeh
Keyword(s):  
Language Learning ◽  
Effective Teaching ◽  
English Language ◽  
Learning Motivation ◽  
Efl Learners ◽  
Teaching Motivation ◽  
Language Learning Motivation ◽  
Efl Teachers ◽  
Efl Students ◽  
Language Schools

The present study aimed at examining the relationship between EFL teachers� effective teaching and the language learning motivation of Iranian EFL learners whose English proficiency was upper-intermediate and above. To this end, 150 upper-intermediate and advance EFL students, from some language schools in Mashhad, Iran participated in the study. The participants were firstly asked to fill out a researcher made questionnaire which aimed at checking their opinions on how effective they considered their teachers in teaching (Effective Teaching Questionnaire). Afterwards, the same students were asked to fill out a questionnaire that investigated how much motivated they were for learning English (Language Learning Motivation Questionnaire). These questionnaires were validated by two experts in the field, also their reliability, using Cronbach's Alpha, was estimated to be .87 and .80 respectively. Afterwards the relation between teachers� effectiveness in teaching and the extent to which students were motivated as a result was investigated. For measuring the probable relation, correlation as well as multiple regressions was run for analysis of the obtained data. The results exhibited the existence of a positive relation between the two.Keywords: Effective teaching, motivation, EFL learners, EFL teachers

scholarly journals Corpus Concordance for Enhancing EFL Learners’ Vocabulary Retention

2015 ◽  
Vol 3 (1) ◽  
pp. 56 ◽  
Author(s):  
Ayman Mohamed El-Esery
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Word Meaning ◽  
English Language Teaching ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Point Of Interest ◽  
Study Results ◽  
Efl Students

<p>The snappy and dependable utilization of Concordancers forwarded them for use in studies. Since Lexis start language learning, advocates have tried to utilize concordancing programs in English language teaching. Computer programs are utilized as a regular part of language teaching, yet they don't take much place in the instructing of Lexis. This study first point of interest is the utilization of concordancing programs and gives methods that can be managed in ELT and represents sample uses of concordancing programs in teaching Lexis after reviewing literature related to concordance in ELT. Thirty EFL students enrolled at the Uqlat Asoqour College of Science and Arts, Qassim University represented the sample of this study. Results showed that the students using an online concordance learning approach had a higher level of retention in terms of word meaning and word usage in comparison with those using the regular vocabulary learning method.</p>

scholarly journals A Survey on the Relationship between Willingness to Communicate and Learner Autonomy of Turkish EFL Students

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 104-116
Author(s):  
Muzaffer Barin ◽  
Aysel Eyerci
Keyword(s):  
Significant Relationship ◽  
Mixed Methods Research ◽  
English Language ◽  
Learner Autonomy ◽  
Willingness To Communicate ◽  
State University ◽  
Efl Learners ◽  
Efl Students ◽  
The Difference ◽  
The Relationship

This study was designed with an aim to investigate the relationship between willingness to communicate (WTC) and learner autonomy (LA) in EFL settings at a Turkish university context. The primary purpose of the study was to reveal the possible statistically significant relationship between L2 WTC and learner autonomy of EFL learners in the classroom setting. The study was based on a mixed-methods research design. 211 students majoring at the Department of English Language and Literature of a state university in Turkey participated in the study. The instruments which were used to collect data were a willingness to communicate scale, a learner autonomy scale, and classroom observation. The results revealed that there was a moderate but significant relationship between EFL learners’ WTC and LA. The autonomy levels of the EFL learners had a predictive role in their L2 WTC. The difference between the self-reported L2 WTC and the behavioural L2 WTC of the Turkish EFL students was higher when the autonomy level of the students was lower. Based on the results, implications for enhancing L2 WTC of EFL learners are discussed.

scholarly journals Canadian English teachers: Volunteering to teach their mother tongue in a foreign country

2015 ◽  
Vol 7 ◽  
Author(s):  
Gloria Romero
Keyword(s):  
Public Schools ◽  
Language Proficiency ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Native English Speakers ◽  
English Language Teaching ◽  
English Speakers ◽  
Volunteer Teachers ◽  
Efl Students

In order to increase English language proficiency in Chile, native English speakers are recruited to work as volunteer teachers. This qualitative study explores the ESL teaching experiences of 10 Canadian volunteers who worked in Chilean public schools. Data was collected through closed- and open-ended surveys applied before teaching and one-on-one interviews after eight months. This study is situated within the literature on volunteering and English language teaching (ELT); in addition, socioconstructivist and experiential lenses were adopted, based on Vygotsky and Dewey respectively. The results showed that when volunteer teachersrecalled their experiences teaching English abroad, they acknowledged the importance of student motivation, use of the mother tongue, the feeling of frustration, interaction with EFL students, previous experiences, teaching strategies, and views about English language teaching.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

Teaching oral requests

Pragmatics ◽  
2013 ◽  
Vol 23 (3) ◽  
pp. 499-517 ◽  
Author(s):  
Eleni Petraki ◽  
Sarah Bayes
Keyword(s):  
Conversation Analysis ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Appropriateness ◽  
Language Classroom ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Everyday Communication

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students&rsquo; needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students&rsquo; use of reading strategies.

scholarly journals Lexical and semantic errors in the English language teaching in homogenious groups

2021 ◽  
Vol 102 (2) ◽  
pp. 141-149
Author(s):  
G. Akhmetova ◽  
◽  
A. Bizhkenova ◽  
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Homogeneous Groups ◽  
Efl Learners ◽  
Efl Teacher ◽  
Semantic Errors ◽  
Lexical Competence ◽  
Incorrect Usage

The present research paper discusses the issues of identifying common lexical and semantic mistakes in Kazakh pre-intermediate EFL learners studying in homogeneous groups at university. Words are viewed as powerful tools and when used correctly, words may evoke different feelings and emotions and cause various actions. It’s important to learn how to spot difficult words, correct them timely, and master lexical competence teaching to use the words correctly. The data of the study were collected by learner’s EFL teacher from their final essays. Thirty-one essays were used as the instrument of the study to obtain real language from the participants. The authors of the study hope that the results of the conducted research would contribute to the understanding of the phenomenon of lexical and semantic errors in English language teaching which will help teachers to elaborate the differentiated tasks and ways of explaining new vocabulary preventing students’ misunderstanding. Furthermore, the results of the presented research can serve as guidance and be used in compiling EFL textbooks for Kazakhstani students. As a result, researchers managed to classify lexical and semantic errors in English language teaching, identified frequent errors, and described their causes. The findings of the research illustrate that the participants of the study make errors of word choice and incorrect collocations the most. Moreover, incorrect usage of the preposition and literal translation from L1 are included in the frequent mistakes

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