scholarly journals Grammaring, Its Effects on Oral Performance Among EFL Beginner-Level Learners in Higher Education

2021 ◽  
Vol 14 (10) ◽  
pp. 130
Author(s):  
Erickzon D. Astorga Cabezas ◽  
Paulina Bahamondes Beltran
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learners ◽  
Language Skills ◽  
Oral Proficiency ◽  
Communicative Language Teaching ◽  
Oral Performance ◽  
Foreign Language Learners ◽  
Oral Skills ◽  
The Impact

Over several decades, numerous approaches applied to EFL have resulted in theories and reasonings to teach and learn English. Although Communicative Language Teaching (CLT) is the most commonly used path nowadays, it has only resulted in minimal development of university learners’ oral skills; i.e., English-beginner-level students usually attain minimal scores on oral performance after instruction using CLT approaches in some Higher Education Institutions. Thus, this study aims to illustrate the impact of Grammaring approach, in combination with the practice of Form and Meaning as a complement to Use in CLT, on students’ oral proficiency. Data from 38 students in control (n=19) and experimental (n=19) groups were analyzed. A descriptive and inferential statistical analysis of rubric bands from pre and post tests showed subtle improvements in aspects of Form (syntax) and Meaning (lexical use) but not in Use. These results have implications on what to teach and how to teach some language skills to lower-level learners, and highlights considerations for elaborating rubrics and assessing foreign language learners.

scholarly journals INTEGRATING ONLINE TEACHING ENGLISH AS A FOREIGN LANGUAGE

2021 ◽  
Vol 5 ◽  
pp. 340-350
Author(s):  
Natalia Ivanova
Keyword(s):  
Online Education ◽  
Foreign Language ◽  
Language Learners ◽  
Online Teaching ◽  
Soft Skills ◽  
Language Skills ◽  
Assessment Procedure ◽  
Foreign Language Learners ◽  
The Impact ◽  
Foreign Language Skills

Online education/e-learning has been increasingly adopted globally as it has served as the only tool accessible for teachers and students to maintain undisrupted learning during the coronavirus outbreak. The relevance of the article is determined by the need to define effective ways to implement online education in foreign language classes to produce a positive effect on the learning outcome. The purpose of the article is to present ways of providing English-as-a-foreign-language learners with an online course designed in the learning management system Moodle and aimed at enhancing students' foreign language skills. The work uses a logical method (theoretical), the study of the experience of educational organizations and personal pedagogical experience at Pskov Branch of the Academy of Federal Penal Service of Russia (empirical). The study described the diversity of Moodle structure particular tasks, its assessment procedure and present military students’ feedback about the impact of the course on their foreign language acquisition, developing learners' autonomy and soft skills. It explored what problems English-as-a-foreign-language learners had with their English language learning and what support they needed to gain the maximum benefits from the online learning environment. The outcome of the online education was a substantial increase in the learners' autonomy and an integrative development of foreign language skills and soft skills.  

scholarly journals The Impact of Oral and Written Feedback on EFL Writers With the Use of Screencasts

2016 ◽  
Vol 18 (2) ◽  
pp. 79 ◽  
Author(s):  
Roberto Alvira
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Private University ◽  
Written Feedback ◽  
Oral Feedback ◽  
Foreign Language Learners ◽  
Promising Strategy ◽  
The Impact ◽  
Positive Results

<p>This article, based on an action research study performed at a Colombian middle-sized private university, proposes specific strategies to provide feedback to English as a foreign language learners and uses a Web 2.0 tool called screencasting. The findings of the study suggest that the use of coded, written, and oral feedback is widely accepted by students and yields positive results in the improvement of their writing skills at the paragraph level, and that the use of screencasting is a promising strategy that is motivational to students and increases the quality of their uptake.</p>

scholarly journals Omani Students’ Perceptive of Communicative Language Teaching Approach in Higher Education in Oman: Its Practice

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1333
Author(s):  
Mouza Said Al Kalbani ◽  
Josu Solabarrieta ◽  
Ahmad Bin Touq
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Clear Understanding ◽  
The Impact

This study aimed to analyze and understand learners’ attitudes towards Communicative Language Teaching (CLT) approach in a foreign language context in higher education in Oman. In the literature review, learners’ attitudes play a strong role in determining the success of innovations in instructional practices (Savignon and Wang 2003). In addition to that, this study is considered as an evaluative study to explore teachers’ implication of CLT and the impact of this implication on students “communicative competence”, which is considered as an ultimate goal of communicative language teaching in a foreign langue context (FL). The importance of this study is due to its significance to come up with a clear understanding of Omani learners’ beliefs considering teaching and learning process. It also aims to specify the impact of CLT as an effective teaching approach in English as a foreign language (EFL) among higher education students and to specify any difficulties or challenges that might hinder CLT implementation in the Omani context. To achieve this, a quantitative study had been used to collect data from both teachers and learners. The participants of this study were 631 students (189 male and 391 female) who were enrolled in Intensive English language programs (IELP) in Foundation Institute (FI) in two Universities (210 students from public university and 421 students from private university) and those participants were from three different English proficiency levels (247 level 1, 155 level 2 and 229 level 3). The analysis revealed that students perceived classroom’s practice to be more oriented towards using strategic and grammatical competence and less towards sociolinguistic and intercultural competences. Additionally, Omani learners reported statistically significant correlation between CLT practice. The students’ gender, language proficiency and education context affected how students perceived classroom practice.

PRACTICE IS IMPORTANT BUT HOW ABOUT ITS QUALITY?

2019 ◽  
Vol 41 (5) ◽  
pp. 999-1026 ◽  
Author(s):  
Masatoshi Sato ◽  
Kim McDonough
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Speech Rate ◽  
Declarative Knowledge ◽  
Foreign Language Learners ◽  
Initial Stage ◽  
University Level ◽  
The Difference ◽  
The Impact

AbstractThis study explored the impact of contextualized practice on second language (L2) learners’ production of wh-questions in the L2 classroom. It examined the quality of practice (correct vs. incorrect production) and the contribution of declarative knowledge to proceduralization. Thirty-four university-level English as a foreign language learners first completed a declarative knowledge test. Then, they engaged in various communicative activities over five weeks. Their production of wh-questions was coded for accuracy (absence of errors) and fluency (speech rate, mean length of pauses, and repair phenomena). Improvement was measured as the difference between the first and last practice sessions. The results showed that accuracy, speech rate, and pauses improved but with distinct patterns. Regression models showed that declarative knowledge did not predict accuracy or fluency; however, declarative knowledge assisted the learners to engage in targetlike behaviors at the initial stage of proceduralization. Furthermore, whereas production of accurate wh-questions predicted accuracy improvement, it had no impact on fluency.

Automatization in second language sentence processing: Relationship between elicited imitation and maze tasks

2016 ◽  
Vol 21 (1) ◽  
pp. 32-46 ◽  
Author(s):  
YUICHI SUZUKI ◽  
MIDORI SUNADA
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Sentence Processing ◽  
Oral Proficiency ◽  
Oral Performance ◽  
Elicited Imitation ◽  
Foreign Language Learners ◽  
Immersion Experience ◽  
Third Person ◽  
Processing Stability

The present study investigates the automatization of second language (L2) sentence processing. It compares the extent to which a mere speedup (faster execution) and restructuring (more stable execution) of sentence processing contribute to L2 oral performance. The maze task is used to measure the speed (reaction time, RT) and processing stability (coefficient of variance, CV) of sentence processing. The elicited imitation (EI) task measures L2 oral proficiency (repetition accuracy and accuracy in plural and third person s). These tasks were performed by 110 English-as-a-foreign-language learners with Japanese as their L1. The results show that only RT, not CV, significantly predicts L2 oral proficiency. Even though a subgroup of learners, who previously stayed in an English-speaking country, demonstrated some indications of automatization, RT was a better predictor of L2 oral proficiency than CV, irrespective of immersion experience. These findings suggest that CV has little practical value in predicting L2 oral proficiency.

scholarly journals Developing intonation skills in English: A systemic functional linguistics perspective

2018 ◽  
Vol 8 (1) ◽  
pp. 11-20
Author(s):  
Renata Fabiana Cardinali ◽  
Maria Celina Barbeito
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Systemic Functional Linguistics ◽  
First Year ◽  
First Year Students ◽  
Functional Linguistics ◽  
Oral Production ◽  
Foreign Language Learners ◽  
National University ◽  
Oral Skills

This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English as a Foreign Language. The findings of the study that focused on the oral production of students in the first course of phonetics in the programme offered at the National University of Rio Cuarto are presented. This paper reports the analysis of recordings of first-year students reading an English text aloud and the results obtained in the pre- and post-tests reveal that there was improvement in students’ oral production such as in tone system considering the three systems of intonation in SFL after a series of training sessions. Hence, this approach seems promising for the development of intonation skills and oral skills in foreign language learners. These results favour for teacher trainers as well as for trainers   Keywords: EFL, intonation, systemic functional linguistics, teacher training.

scholarly journals GENDERED VISIONS OF IDEAL FUTURE SELVES: AN ANALYSIS OF JAPANESE ENGLISH AS A FOREIGN LANGUAGE LEARNERS’ NARRATIVES

2021 ◽  
Vol 9 (1) ◽  
pp. 49-65
Author(s):  
Yoko Munezane
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Possible Selves ◽  
Gender Effects ◽  
Chi Square ◽  
Foreign Language Learners ◽  
Chi Square Test ◽  
The Impact ◽  
Future Visions

This study investigates the impact of gender on future visions, using a mixed narrative method; i.e., a “drawing-and-writing-combined” narrative. Previous research shows that learners’ career aspirations have a positive effect on their academic achievement including language proficiency growth (Sasaki, Kozaki, & Ross, 2017). Therefore, it is worthwhile to explore the impact of gender on language learners’ future possible selves by examining their career visions. Qualitative data were collected from 155 Japanese university English as a Foreign Language learners’ drawings and English essays. Statistical results (chi-square test) revealed gender effects in participants’ visualizations of career-focused and career-family balanced ideal selves as well as in the prominence of social interaction in their future visions. Qualitative analysis of participants’ essays suggested that the majority of both male and female learners envisaged their future ideal selves actively pursuing an international career empowered by the essential tool of English. Overall, females considered combining family and career as due responsibilities for women, whereas the majority of males envisioned career-related ideal selves only. The study further assesses the impact of gender on learners’ future visions by taking into consideration the gender equality level in a particular society. Pedagogical implications and future directions are discussed.

scholarly journals Foreign Language Learners’ Anxiety in Language Skills Learning: A Case study at Universitas Kristen Indonesia

2018 ◽  
Vol 4 (3) ◽  
pp. 170
Author(s):  
Hendrikus Male
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
English Education ◽  
Language Skills ◽  
Higher Learning ◽  
Foreign Language Learners ◽  
Skills Learning ◽  
Keywords Anxiety

Anxiety has been a matter of substantial concern in foreign language (FL) learning setting for educators since it is a major obstacle learners need to overcome (Ellis, 2008; Wu, 2010).This study was aimed at finding out students’ language anxiety in learning the four language skills at a university level in English as a FL context. The participants were 71 students of the English education Department of Universitas Kristen Indonesia. Data was collected by administering a set of questionnaire. To support the data, interview was conducted to some of the respondents. Findings showed that the majority of the students were more anxious on writing skill, followed by reading, speaking and listening in their language learning process. It is highly recommended that the teachers or faculties be more creative in making the language skills classes atmosphere more fun and relaxing so that the students could achieve higher learning results. Keywords: anxiety, non-native learners, language learning process

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