scholarly journals Assessment Challenges & Impact of Formative Portfolio Assessment (FPA) on EFL Learners’ Writing Performance: A Case Study on the Preparatory English Language Course

2019 ◽  
Vol 12 (7) ◽  
pp. 161
Author(s):  
Md. Jahangir Alam ◽  
Tahmina Aktar
Keyword(s):  
English Language ◽  
Portfolio Assessment ◽  
Assessment Process ◽  
Assessment Practices ◽  
Intensive English ◽  
Structured Interviews ◽  
Writing Performance ◽  
Efl Learners ◽  
The Impact

Present study aimed to explore the impact of formative portfolio assessment on Saudi EFL learners’ overall writing performance. The study reviewed literature of prevailing assessment challenges including the formative role of portfolio assessments to develop an understanding of the nature of assessments and various issues related to assessment practices. The current research applied formative portfolio assessment (FPA) technique as an intervention material in the ongoing preparatory Intensive English Language course and utilized semi-structured interviews to elicit qualitative data from students. The findings of the study suggest: formative portfolio assessment inspires autonomous learning among students by empowering them taking more control of the learning and assessment process.

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 Language diversity and challenges to communication in Indian emergency departments

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Katherine Douglass ◽  
Lalit Narayan ◽  
Rebecca Allen ◽  
Jay Pandya ◽  
Zohray Talib
Keyword(s):  
Emergency Departments ◽  
Critical Incident ◽  
English Language ◽  
Rapid Assessment ◽  
Assessment Process ◽  
Language Diversity ◽  
Structured Interviews ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The Impact

Abstract Background Communication in emergency departments (ED) in India is complicated by the country’s immense language diversity. Prior research has revealed challenges in language and communication as barriers to care. Our objective was to quantify language diversity among clinicians in Indian EDs and better understand issues related to clinician-clinician and clinician-patient communication. Methodology A cross-sectional survey of ED clinicians was conducted. Survey participants were recruited in-person and through email at six partner sites in India. ANOVA and binary logistic regression were used for subgroup analysis. Semi-structured interviews were conducted with ED clinicians. Interview data was analyzed using the rapid assessment process to determine predominant themes. Results 106 clinicians completed the survey. On average, clinicians spoke 3.75 languages. Seventy-one percent used a non-English language to speak to fellow clinicians most of the time, and 53% reported at least one critical incident over the last year where poor communication played a part. Interviews revealed challenges including low health literacy, high patient volume, and workplace hierarchy. Conclusions This study is the first to document the impact of language diversity and communication barriers in Indian EDs. The results highlight the need for effective strategies to improve communication between the multiple languages spoken by clinicians and patients.

scholarly journals Language Diversity and Challenges to Communication in Indian Emergency Departments

2021 ◽  
Author(s):  
Katherine Douglass ◽  
Lalit Narayan ◽  
Rebecca Allen ◽  
Jay Pandya ◽  
Zohray Talib
Keyword(s):  
Emergency Departments ◽  
Critical Incident ◽  
English Language ◽  
Rapid Assessment ◽  
Assessment Process ◽  
Language Diversity ◽  
Structured Interviews ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The Impact

Abstract BackgroundCommunication in emergency departments (ED) in India is complicated by the country’s immense language diversity. Prior research has revealed challenges in language and communication as barriers to care. Our objective was to quantify language diversity among clinicians in Indian EDs and better understand issues related to clinician-clinician and clinician-patient communicationMethodologyA cross-sectional survey of ED clinicians was conducted. Survey participants were recruited in-person and through email at six partner sites in India. ANOVA and binary logistic regression were used for subgroup analysis. Semi-structured interviews were conducted with ED clinicians. Interview data was analyzed using the rapid assessment process to determine predominant themes.Results 106 clinicians completed the survey. On average, clinicians spoke 3.75 languages. 71% used a non-English language to speak to fellow clinicians most of the time. 53% reported at least one critical incident over the last year where poor communication played a part. Interviews revealed challenges including low health literacy, high patient volume,and workplace hierarchy.Conclusions This study is the first to document the impact of language diversity and communication barriers in Indian EDs. The results highlight the need for effective strategies to improve communication that account for the multiple languages spoken by clinicians and patients.

scholarly journals Intelligibility: The Goal of Language Learning and Teaching

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Sayyed Rashid Shah ◽  
Abdullah Al-Bargi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Structured Interviews ◽  
Post Intervention ◽  
Efl Learners ◽  
Learning And Teaching ◽  
Native Speakers Of English ◽  
The Impact

<p>This action research study investigates the intelligibility of Saudi EFL learners’ speeches in relation to the Lingua Franca Core (LFC). This study is carried out in an EFL class of 15 Saudi learners. One native and four non-native speakers of English performed the role of evaluators. A mixed-method approach was adopted to collect and analyze quantitative and qualitative data. The learners’ scores in their pre and post-intervention speeches led to the understanding of the impact of LFC on leaders’ speeches. The scores were awarded by five evaluators responding to a five-point Likert scale questionnaire while judging learners’ intelligibility. The results showed moderate improvement in the learners’ post-intervention speeches in terms of intelligibility. This procedure was followed by semi-structured interviews conducted with individual evaluators/listeners who rated post-intervention speeches as well-organized, lengthier and planned, delivered fluently and confidently in spite of insignificant improvement in the production of LFC features. Based on the findings, it can be recommended that LFC can have little or no impact on the learners’ pronunciation, thus intelligibility should be the goal of language teaching and learning in EFL settings.</p>

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 The Impact of Outside Social Support on EFL Iraqis Learners’ Motivation at University Level

2019 ◽  
Vol 5 (3) ◽  
pp. 103
Author(s):  
Khaldoon Waleed Husam Al-Mofti ◽  
Juma’a Qadir Hussein
Keyword(s):  
Social Support ◽  
English Language ◽  
College Of Education ◽  
Statistical Correlation ◽  
Motivation To Learn ◽  
Structured Interviews ◽  
Efl Learners ◽  
Future Income ◽  
University Level ◽  
The Impact

There are many reasons for learning a foreign or a second language. It might be for some learners, a kind of future income; while for others, it is only a hobby to learn about a new culture of a foreign country. The present study aims to investigate what factors play in learning English language. This paper also highlights the influence of the factor of outside social support such as good income job on the other factors of motivation. Data were gathered through scale questionnaire distributed to 60 EFL learners and 10 semi-structured interviews with randomly selected students from two different departments of English in two colleges, College of Arts and College of education for humanities at Anbar University, Iraq. The data were analyzed using SPSS tool.  The results indicated that the motivation to learn English varied according to students’ intentions, goals and, attitudes towards learning. In addition, it shows a clear statistical correlation between the outside social support – finding better career and future opportunities and goal factors. Henceforth, the outside social support appears a significant contributor to the motivation of the EFL Iraqi learners.

scholarly journals The Need for a Content and Language Integrated Learning (CLIL) Approach in Kurdistan Education System

2016 ◽  
Vol 2 (4) ◽  
pp. 410
Author(s):  
Aree Ghazi Hussain ◽  
Naeema Hann
Keyword(s):  
Language Learning ◽  
Educational System ◽  
Education System ◽  
English Language ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Individual Level ◽  
Teachers And Students ◽  
The Impact

Content and language integrated learning (CLIL) approach has become a much debated feature of the education system in recent years. The study reported here examines the role of CLIL within the context of the Kurdistan Educational System. In particular, it investigates CLIL implementation in Kurdistan’s schools and its impact on the acquisition of the English language, contents of main subjects at the individual level, students and teachers, and the whole educational system. The study does not examine the impact of CLIL within the Kurdish education system, but a possible role for it. In order to do this, it first reviews the existing theoretical viewpoints on CLIL and its significance in language learning through the study of content of other subjects. A framework is then developed to describe the current situation of the Kurdistan Educational System and review CLIL in a different context. Data is obtained mainly through questionnaires to teachers and students in the Kurdistan Educational System and semi-structured interviews with two Spanish students who had experience in CLIL. All collected perceptions are analysed and implications for the usefulness of CLIL for Kurdistan Education System, teachers’ and students’ perspective on implementing CLIL in Kurdistan’s school and how CLIL be implemented in Kurdistan. Data from the study suggests that studying the content of some of the main subjects in Kurdistan’s schools provides more opportunity to expand intellectual horizons of students while improving their English language skills and knowledge. Owing to these reasons, integrating learning language and content from early age in schools will impact the entire education and higher education systems in Kurdistan. This is the first study to investigate the role of CLIL in the Kurdish context and further longitudinal studies are required to improve our understanding of the implications of the wider introduction, role, and advantages of implementing CLIL in Kurdistan and how to incorporate CLIL into Kurdish education policy.

scholarly journals Love and enjoyment in context: Four case studies of adolescent EFL learners

2018 ◽  
Vol 8 (1) ◽  
pp. 73-101 ◽  
Author(s):  
Liana Maria Pavelescu ◽  
Bojana Petrić
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Positive Emotions ◽  
English Language ◽  
Foreign Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
Adolescent Students

This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students’ language learning process.

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

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.

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