scholarly journals The Implementation of Blended Learning to Enhance English Reading Skills of Thai Undergraduate Students

2021 ◽  
Vol 14 (7) ◽  
pp. 1
Author(s):  
Sudsuang Yudhana
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Effect Size ◽  
English Language ◽  
Reading Skills ◽  
English Reading ◽  
Thai Students ◽  
Post Test ◽  
And Control

Blended learning is a pragmatic approach to education, combining online and traditional methods, applied extensively in the fields of English as a first, second and foreign language. The present study examined the effectiveness of the blended learning approach for the development of the reading skills of undergraduate students. Participants were 60 Thai students divided into experimental and control groups. Post-tests of each group were used as the main method of data collection, with a t-test being utilized to examine any differences between post-test scores. Statistically significant differences (t = 32.098; sig = .000) were investigated for effect size utilizing a Cohen’d test. Results revealed a significant effect size (Cohen’d = 3.937). The implications of this study suggest that the implementation of blended learning could considerably improve the English language reading skills of undergraduate students studying English as a foreign language.

THE PROBLEM OF TEACHING ENGLISH READING SKILLS IN A MEDICAL UNIVERSITY

Vestnik ◽  
2021 ◽  
pp. 277-279
Author(s):  
Р. Тлебалдин ◽  
М. Абиров ◽  
Е. Ергешов ◽  
Ж.Н. Бисенбаева
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Reading Skills ◽  
Teaching English ◽  
Language Competence ◽  
Medical Specialties ◽  
English Reading ◽  
Reading Text ◽  
Primary Means ◽  
Medical University

В статье описываются основные аспекты преподавания иностранного языка в медицинском вузе, раскрывается важность формирования активной базы специальной лексики у обучающихся медицинским специальностям. В данной статье рассматриваются основными недостатками и проблемы в организации языковой подготовки студентов в медицинском вузе, такие как: дефицит времени, отводимого на иностранный язык; низкий уровень языковой компетенции у студентов. В работе подчеркивается, что в процессе преподавания английского языка в медицинском вузе профессиональный текст является основным средством достижения цели учебного процесса - развитие и формирование англоязычной профессиональной компетенции, кроме этого необходимо развивать формирования англоязычной компетенции, необходимо развить навыки устной и письменной коммуникации, а именно - коммуникативную компетенцию, которая реализуется благодаря выполнению таких видов речевой деятельности, как говорение, письмо, аудирование и чтение текста. The article describes the main aspects of teaching a foreign language in a medical university, reveals the importance of forming an active base of special vocabulary among students of medical specialties. This article discusses the main shortcomings and problems in the organization of language training of students in a medical university, such as: lack of time allocated to a foreign language; low level of language competence of students. It is stressed that in the process of teaching English in medical school professional text is the primary means of achieving the objectives of the training process - the development of the English language professional competencies, it is necessary to develop of forming English language competence, it is necessary to develop the skills of oral and written communication, namely, communicative competence, which is realized through the implementation of such kinds of speech activities as speaking, writing, listening and reading text.

scholarly journals Blended Learning to Improve University Students’ Language Skills in the Iraqi Context

2021 ◽  
Vol 12 (2) ◽  
pp. 246-255
Author(s):  
Hero Said Mohammed Nuri, Et. al.
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
English Language ◽  
Traditional Approach ◽  
Language Skills ◽  
Control Group ◽  
Learning Approach ◽  
Dramatic Effect ◽  
And Control ◽  
Experimental Group

This study investigated the effect of a blended learning approach (BLA) on the main English language skills (listening, speaking, reading, writing) when learning English as a foreign language (EFL) in Iraq. In order to reveal the effectiveness of the approach, an experiment was carried out involving 40 participants who were divided into two groups: experimental and control. The experimental group was taught using a BLA whereas the control group was instructed with a traditional approach to teach English. The experiment was conducted during a semester (three months) in which two classes of English were taught every week. According to the results of the study, the BLA had a dramatic effect on improving the main skills of the EFL participants

ENGLISH LANGUAGE SELF-EFFICACY IN A BLENDING LEARNING ENVIRONMENT

2018 ◽  
Vol 17 (2) ◽  
pp. 107
Author(s):  
Suthagar Narasuman ◽  
Zalina Mohd Zamri
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
English Language ◽  
Qualitative Data ◽  
Reading Skills ◽  
Writing Skills ◽  
Positive Influence ◽  
Listening Skills ◽  
Time Period ◽  
Post Test

The aim of this study was to look at the effect of blended learning (BL) on the respondents’ English as a second language (ESL) self-efficacy. The respondents in this study were subjected to a pre and post study survey on ESL self-efficacy in a BL environment. Between the surveys was an eight week time period during which the respondents’ formal ESL lessons were conducted using the blended learning approach. The study utilised both quantitative and qualitative data. Data from the pre and post-test surveys were analysed to ascertain the respondents’ attitude towards blended learning and their self-efficacy in ESL. The results of this study revealed that blended learning had a positive influence on the diploma respondents’ self-efficacy in ESL learning. They believe that blended learning had helped improve their listening skills (74.4%), speaking skills (68.3%), reading skills (92.7%), writing skills (56.1%) and grammar (59.8%).

scholarly journals Development of Future English Language Teachers’ Self-Efficacy Levels: Blended Learning Versus Face-to-Face Instruction

2021 ◽  
Vol 13 (3) ◽  
pp. 303-318
Author(s):  
Nataliia Oleksandrivna Aristova ◽  
Oleksandr Malykhin ◽  
Susanna Melikova
Keyword(s):  
Blended Learning ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Professional Training ◽  
English Language ◽  
Control Group ◽  
Face To Face ◽  
Face To Face Instruction ◽  
And Control ◽  
General Self Efficacy

In the era of digitalization and informatization of the world community blended learning is becoming more and more prominent in improving professional training of students in various specialties as it enables to provide efficient learning, achieve learning goals and, what is more, to build their confidence. The aim of the research is to investigate the influence of blended learning incorporated into the professional training of students doing a BA degree in Teaching English as a Second Language on the increase of their general self-efficacy. To establish the relationship between the students’ general self-efficacy and blended learning we used a questionnaire. 133 students were selected to take part in a quantitative study which was conducted at three Ukrainian universities in 2019/2020 academic year. A non-random sampling technique basing on the fact that all 133 respondents studied the same disciplines was used to select the research sample. All the respondents were divided into experimental and control groups. The experimental group was represented by 65 undergraduate students and the control group was represented by 68 undergraduate students. The disciplines selected for training all the respondents in the experimental and control groups were “Contrastive Grammar of the English and Ukrainian languages”, “Practical Grammar of the English Language”, “The Practical Course of the English Language”. The experimental group was to be taught through incorporating blended learning courses on the selected disciplines using the Moodle platform and the control group was to be taught through providing a face-to-face instruction on the selected disciplines. To draw firm conclusions we used methods of mathematical statistics and computer data processing. Obtained results revealed a positive and significant relationship between the incorporation of blended learning into the professional training of students doing a BA degree in Teaching English as a Second language and the increase in their levels of general self-efficacy.

THE ROLE OF WHATSAPP IN TEACHING VOCABULARY TO THE STAFFS OF UMBUL PONGGOK KLATEN

2021 ◽  
Vol 5 (2) ◽  
pp. 773
Author(s):  
Lia Ardiana Safitri
Keyword(s):  
Experimental Design ◽  
Foreign Language ◽  
Random Sampling ◽  
Sampling Procedure ◽  
Assessment Instrument ◽  
Vocabulary Test ◽  
Control Groups ◽  
Post Test ◽  
And Control

This study was conducted with the aim of knowing the significant role of WhatsApp in teaching vocabulary, especially staff learning achievement which was limited to vocabulary achievement as measured by a vocabulary test at Umbul Ponggok Klaten. Participants in this study amounted to 30 people consisting of 15 men and 15 women. All participants will learn English as a foreign language using WhatsApp to learn new vocabulary items via their mobile, tablet or laptop. Participants' English level will be measured. Random sampling procedure was carried out. To carry out the research, a true experimental design was used. The participants were assigned to two experimental and control groups. The assessment instrument in this study used a pre-test and post-test. The results showed that the use of the WhatsApp application in teaching vocabulary to the Umbul Ponggok Klaten staff was able to improve the achievement of new English vocabulary mastery of the Umbul Ponggok Klaten staff which was getting better.

scholarly journals Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
pp. 104 ◽  
Author(s):  
Huda Alqunayeer
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Female Students ◽  
Language Teachers ◽  
Test Results ◽  
Loan Words ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

scholarly journals Effect of Collaborative Writing Combined with Blog Online Learning on Indonesian EFL Learners’ Writing Skill across Motivation

2021 ◽  
Vol 2 (1) ◽  
pp. 87-98
Author(s):  
Rizki Anugrah Putri Rahayu
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Collaborative Writing ◽  
Efl Learners ◽  
Quantitative Data Analysis ◽  
Writing Skill ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Different Levels

Abstract:   This study aims to investigate collaborative writing combined with blog online learning on the writing skill of Indonesian English foreign language (EFL) learners’ across their motivation. This research included a quasi experimental with the comparative time series. A quasi experimental study was employed by involving 61 learners of Senior High School. This research applied in into two groups: experimental and control. The treatment was conducted at 7 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners’ responses to motivation questionnaire were used to categorize their motivation. The result revealed that the collaborative writing combined with blog online learning on the writing was effective to enhance the learners’ writing skill. In addition, to apply the combination of collaborative writing and online blog learning, teacher should not worry about different levels of motivation among students where the students were motivated to use language.  

scholarly journals Blended CEFR in Enhancing Vocabulary among Low Proficiency Students

2019 ◽  
Author(s):  
Prisla Devi Krishnan ◽  
Melor Md Yunus
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Face To Face ◽  
Post Test ◽  
Malaysian Students ◽  
Education Transformation

Emphasis on English language proficiency and digital literacy among Malaysian students in schools have been given utmost priority in the Malaysian Education Transformation (2013 – 2025). With the introduction of Common European Framework of Reference (CEFR), (Council of Europe, 2001) the emphasize for low proficient students to acquire vocabulary knowledge is crucial for them to move progressively into the next band as stated in the CEFR global scales. Yet, concerns arises as how the implementation of (CEFR) will impact the low proficient students with almost none to limited vocabulary acquisition. This poses an extremely high risk of these students being left far behind as English is a second language to most students. Thus, the aim of this study is to use blended learning to expand the vocabulary acquisition among low proficient students and enable them to move progressively in the CEFR band. The mixed method study employed questionnaires, face to face interviews, pre and post test and observations to collect data from 20 low proficient students aged 14 from a semi urban secondary school. Data collected were analyzed quantitatively and qualitatively. The study found that using blended learning not only enhances low proficient students vocabulary count in CEFR English but it also promotes autonomous learning and understanding of sentence structures. Hence, the use of blended learning proves to be a crucial alternative for low proficient students to enhance their vocabulary knowledge and understanding of sentence structures through digital literacy that is capable of motivating and challenging them to achieve their highest potential.

scholarly journals Pedagogical Stylistics as a Tool in the Classroom: An Investigation of EFL Undergraduate Students' Ability in Analyzing Poetic Language

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Eman Adil Jaafar ◽  
Fatimah Khudair Hassoon
Keyword(s):  
Social Context ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Literary Texts ◽  
Literary Language ◽  
Teaching Literature ◽  
Post Test ◽  
Second Year ◽  
Literary Awareness ◽  
Academic Year

This research paper draws on applying the tools of pedagogical stylistics in teaching literature in particular poetry to English as a foreign language (EFL) undergraduate Iraqi students. The language of literature is rich with social context, exquisite deviant forms, and vocabulary. This paper aims at examining to what extent pedagogical stylistics can be helpful in increasing students' literary awareness. In addition, to examine how it can help them to interpret and analyze selected poems that have been chosen for them to achieve this goal. For the purpose of gathering the required data a pre-test and a post-test are conducted. Verdonk's (2013) approach is adopted in teaching stylistic tools to the students. The participants were (40) second-year students of the academic year 2018-2017 from University of Baghdad, Iraq. Moreover, a questionnaire is distributed to know students' opinions about studying stylistics. The final results proved that (1-) pedagogical stylistics tools are of great significance to pay heed to the language of poetry or literary language in general, (2-)the questionnaire shows that most agreed on studying stylistics in the classroom. Thus, this study highly recommends that teachers of literary subjects should focus on stylistic tools in teaching literary texts.

scholarly journals Effects of Bilingualism on Reading Fluency: An Analysis of Pausing Patterns of Iranian Learners of English as a Third Language

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Zahra Banitalebi ◽  
Ali Akbar Jabbari ◽  
Shouket Ahmad Tilwani ◽  
Mohammad Hasan Razmi
Keyword(s):  
Foreign Language ◽  
Reading Fluency ◽  
English Language ◽  
Oral Proficiency ◽  
Bilingual Learners ◽  
Male And Female ◽  
Efl Learners ◽  
Third Language ◽  
English Reading ◽  
Significant Difference

Fluency is one of the most important components of oral proficiency, which can be affected by a number of variables including frequency, duration, and place of pause phenomena. The present study aimed at investigating the effect of bilingualism on learning a foreign language from the angle of fluency and pausing patterns by comparing the pausing patterns of monolingual (Persian speakers) and bilingual (Iranian Turkish speakers; L1: Turkish and L2: Persian) EFL learners. To this end, a sample of 40 male and female advanced EFL learners were selected from Yazd University and several English-language institutes. An English reading passage test was used to measure students’ fluency in terms of their pausing patterns in prepared mode of speech. As learners started to read the passage, their speeches were recorded. The collected data were analyzed by Praat software. The statistical analyses revealed a significant difference between monolingual and bilingual learners in the frequency, duration, and placement of the pauses they had produced while they were reading the English passage. The results showed that bilingual learners outperformed monolingual participants, suggesting the superiority of bilinguals in their pausing patterns. The implications are discussed.

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