scholarly journals Lexical Availability Output in L2 and L3 EFL Learners: Is There a Difference?

2019 ◽  
Vol 12 (2) ◽  
pp. 77
Author(s):  
Rosa Mª Jiménez Catalán ◽  
Almudena Fernández Fontecha
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
English Learners ◽  
Immigrant Students ◽  
Bilingual Students ◽  
Efl Learners ◽  
Primary And Secondary Education ◽  
Global Issue ◽  
Data Collection Instrument ◽  
Research Questions

English as a foreign language (EFL) is a global issue that extends to thousands of learners worldwide who share a similar classroom situation. However, researchers have often considered learners to have homogeneous linguistic profiles, overlooking the fact that EFL classrooms in primary and secondary education include learners with different linguistic profiles. Despite the fact that immigrant and non-immigrant students meet every day in classrooms, little is known about the EFL performance of the former compared to the latter. This paper addresses this reality, and explores the vocabulary performance of immigrant students, learners of English as an L3, compared to learners of English as an L2 who had the same course level and were from the same community. The research questions were twofold: (1) to ascertain whether there were quantitative differences between L2 and L3 English learners in terms of the number of words produced by each group, and (2) to ascertain whether there were qualitative differences in the words produced by the L3 and L2 groups with regard to (a) the most and least productive prompts for each group, and (b) the number of infrequent words appearing in the production of each group. The sample consisted of 14 bilingual students who were learners of English as an L3 and 14 monolingual learners of English as an L2, respectively, who were in the twelfth year of Spanish secondary education (age 17-18 years old). The data collection instrument was a lexical availability task consisting of six prompts. The data were lemmatized, coded and analysed by means of WordSmith Tools and the VocabProfile programme. The results indicated that the L2 group produced a greater number of words and a higher percentage of infrequent words in the most productive prompt.

scholarly journals EXPLORING ENGLISH LISTENING PROBLEMS AMONG EFL STUDENTS AT IAIN KUDUS

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Azizah Maulina Erzad
Keyword(s):  
Foreign Language ◽  
English Learners ◽  
Listening Comprehension ◽  
English Education ◽  
Daily Life ◽  
Education Department ◽  
Efl Learners ◽  
Physical Conditions ◽  
Efl Students ◽  
Listening Process

Listening comprehension becomes one of the most difficult skills for most of English learners especially EFL learners. As a foreign language, English is rarely used in communication by EFL learners in their daily life. Therefore, the learners or students always face some difficulties/problems in listening comprehension. It can be seen from the results of their tests. The purpose of this study is to investigate the problems occur in listening class of EFL students at IAIN Kudus and the solutions to overcome those problems. The EFL students in this study refer to the English Education Department students of IAIN Kudus. The participants of this study are the second semester of English Education Department students. This study is a qualitative research. Observation, interview and documentation were conducted to collect the data. By conducting this study, several problems in listening comprehension can be revealed. The listening problems encountered by the EFL students are the pronunciation (accents), speedy delivery and length of the listening, physical conditions, unfamiliar vocabularies and terminologies, and limited facility for listening. Some actions should be done to overcome these obstacles occurred during listening process. The solutions to overcome the problems are students should be focus, practice more in listening English, memorize vocabularies, and prepare a language laboratory.

scholarly journals Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

2019 ◽  
Vol 11 (21) ◽  
pp. 5968 ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López Belmonte ◽  
Antonio José Moreno Guerrero ◽  
Juan Antonio López Núñez
Keyword(s):  
Secondary Education ◽  
Ad Hoc ◽  
Teaching Method ◽  
Preschool Education ◽  
Traditional Teaching ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Primary And Secondary Education ◽  
Data Collection Instrument ◽  
Autonomous Management

The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.

scholarly journals Writing skills and strategies of bilingual immigrant students learning Greek as a second language and English as a foreign language

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Eleni Griva ◽  
Dora Chostelidou
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Immigrant Students ◽  
Bilingual Students ◽  
Metacognitive Skills ◽  
Writing Test ◽  
Word Level ◽  
Writing Problems ◽  
Data Collection And Analysis ◽  
Cognitive And Metacognitive Strategies

The present study was concerned with eliciting information about the problems that bilingual or immigrant students’ encounter and the strategies that they employ whilst writing in Greek as a second language (GL2) and in English as a foreign language (EFL). The sample consisted of a total of 32 bilingual students, aged between 10 and 12 from Albanian, Russian and Georgian families. The study followed a qualitative and quantitative method of data collection and analysis: (1) a screening writing test was used for student selection and their categorisation into skilled and less skilled writers; (2) student think-aloud reports and retrospective interviews were used to collect data whilst students were writing in GL2 and EFL. The findings indicated that the skilled bilingual writers held a much broader and complex view of their own writing process and showed more strategic knowledge compared to less-skilled writers. In particular, they were more flexible in using both cognitive and metacognitive strategies and employed a wider range of more ‘elaborated’ strategies. In contrast, the less-skilled writers had a more limited knowledge of the writing task, and they adopted lower-level processes and strategies. However, they had adequate awareness of their own writing problems related to word level, and they employed certain compensation strategies to overcome writing weaknesses. Some suggestions are made about the creation of educational and teaching conditions for developing bilingual students’ linguistic cognitive and metacognitive skills and expanding opportunities for them to become autonomous writers.

Teaching Mathematics to English Learners

2019 ◽  
pp. 18-40
Author(s):  
Khanh Nguyen Bui ◽  
Ruth Harman
Keyword(s):  
English Learners ◽  
Immigrant Students ◽  
Linguistic Diversity ◽  
The United States ◽  
Bilingual Students ◽  
Mathematical Concepts ◽  
Multimodal Discourse ◽  
Multicultural Students ◽  
Coordinate Algebra ◽  
Emergent Bilingual Students

Recently, teachers in the United States are encountering an influx of multilingual immigrant students. The linguistic diversity can be challenging for teachers who need to think about how to foster language and disciplinary knowledge awareness in meaningful ways. Multimodal instruction (i.e., use of gesture, drawing, and movement) can serve to support conceptual understanding of emergent bilingual students in disciplinary areas such as mathematics or science. The purpose of this chapter is to investigate the interplay between gestures and mathematical concepts. This study takes place in a ninth grade ESOL Coordinate Algebra Classroom. Using systemic functional multimodal discourse analysis, the researchers analyze the teacher's gestures through a corpus of three video recorded lessons. The results show that the teacher's gestures endowed with meanings and mathematical concepts can enhance students' understandings. These findings can contribute to recent research on multimodal pedagogic practices among teachers with multilingual and multicultural students.

scholarly journals A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners

2018 ◽  
Vol 42 (1) ◽  
pp. 85-104
Author(s):  
Rana Yıldırım ◽  
Duygu İspinar Akcayoglu
Keyword(s):  
Foreign Language ◽  
Teacher Educators ◽  
English Teachers ◽  
Efl Learners ◽  
Teachers Perceptions ◽  
Gifted Learners ◽  
English Classes ◽  
Repertory Grids ◽  
Research Questions

This study compared gifted learners’ and their English teachers’ perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners’ perceptions of an effective EFL learner? (b) What are English teachers’ perceptions of an effective EFL learner? and (c) Is there a match between young gifted learners’ and their English teachers’ perceptions of an effective EFL learner? The participants were two gifted learners attending the English classes at the Science and Arts Center (BILSEM) in Adana, Turkey, and two English teachers working with these students. Data were collected through repertory grids, written accounts of the students, and retrospective interviews. Findings include implications for designing appropriate instruction for gifted EFL learners and teacher educators who work with these specific learners.

scholarly journals Does the MS Spell Checker Effectively Correct Non-Native English Writers’ Errors? A Case Study of Saudi University Students

2019 ◽  
pp. 33-52
Author(s):  
Nasser Alasmari ◽  
Nourah Alamri
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Real Time ◽  
English Learners ◽  
Language Use ◽  
Native Speakers ◽  
Spelling Errors ◽  
Spell Checker ◽  
Research Questions

Those learning English as a second or foreign language use spell checkers to correct the mistakes and errors they may have made while typing texts on a computer. However, scholars have debated the effectiveness of such checkers, which were originally designed to fix the spelling mistakes of native speakers. An example of these checkers is the Microsoft (MS) Word program, which constitutes the focus of the current study. This study examined how MS Word treats misspellings made by Saudi learners of English as a foreign language. It specifically addressed three research questions: (1) which L2 spelling errors were successfully fixed by MS Word; (2) which L2 spelling errors were unsuccessfully fixed by MS Word; and (3) how did intermediate L2 learners respond to alternative corrections provided by MS Word. A screen-tracking software, Screencast-O-Matic, was used to monitor the MS Word spell checker’s treatment of misspelled words. It was also used to track learners’ reactions to alternative corrections provided by MS Word in real time. The study analysed 401 errors made by25 female intermediate-level English learners at a Saudi university.

scholarly journals EFL Learners’ Multiple Identities Constructions in Relation to Global Positions of English

2021 ◽  
Author(s):  
Farah Anjanillah ◽  
Ribut Wahyudi ◽  
Syafiyah Syafiyah
Keyword(s):  
Foreign Language ◽  
Skill Acquisition ◽  
English Learners ◽  
Analytical Framework ◽  
Multiple Identities ◽  
English Learning ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Global Context ◽  
Complex Process

In English as Foreign Language (EFL) learning, the learners’ identities have been intriguing to be explored by the linguists. Norton (2010) argues English learning does not deal with knowledge and skill acquisition alone, instead it also comprises a complex process of the learners’ identities, constructions, and reconstructions. Hence, English learning enables the shaping of English learners’ multiple identities. This study was conducted in one of the Islamic universities (IU) in Malang, Indonesia. The multilingual and multicultural contexts of Indonesia is a crucial factor to conduct this study. These social conditions do also underpin the constructions of English learners’ multiple identities in Indonesia (Wahyudi, 2018a). Hence, this study is intended to sketch out English learners’ multiple identities constructions in the globalization (Anjanillah, 2019). In order to reach the goal, this study employed Pennycook’s (2000) analytical framework dealing with English global positions and Gao’s (2014) article on English learners’ identity prototypes. This study belongs to Critical Applied Linguistics (CAL) since it attempts to conceive the possible implications of English spread in global context on English learners’ multiple identities (Pennycook, 2001). The findings uncover English learners at IU performed myriad and contradictory identities (Anjanillah, 2019).

scholarly journals Refusal Strategies of Iranian University English as a Foreign Language and Non-English Learners in Native Language: A Comparative Study

2014 ◽  
Vol 4 (4) ◽  
pp. 121-142
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Zohre Qadermazi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Learners ◽  
Native Language ◽  
Academic Majors ◽  
Efl Learners ◽  
Completion Task ◽  
Pragmatic Aspects ◽  
Refusal Strategies

This study is an attempt to examine the possible effect that exposure to English has had on the use of refusal strategies in English as a Foreign Language (EFL) learners compared with those of non-English learners when refusing in their native language, Persian. The sample included 12 EFL learners and 12 learners of other academic majors including electronics, psychology, management, etc., who responded to a Persian Discourse Completion Task (DCT), adopted from Allami and Naeimi (2011), who has engaged in the speech act of refusal. The responses were coded according to the classification of refusal strategies as outlined by Beebe, Tahakashi and Uliss-Weltz (1990). The results indicated that non-English learners used the refusal strategies considerably more frequently than the EFL learners did, while the EFL learners utilized more adjuncts to refusals than the non-English learners did. However, the differences were not statistically significant. Furthermore, the first four most frequently used refusal strategies by both EFL and non-English groups were found to be “Non-performative statement” (in the case of direct strategies and in the form of “I can’t”), “Statement of regret”, “Excuse, reason or explanation” and “Attempt to dissuade interlocutor” (in the case of indirect strategies), and the most frequently used adjuncts to refusal strategies by both EFL and non-English groups were “Statement of positive opinions, feelings or agreement” and “Gratitude/Appreciation”. Furthermore, gender differences were not statistically significant either. The results can be evidence that the effect of the second language (L2) on the native language (L1) might not be at work in the pragmatic aspects of language learning.

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