scholarly journals Probing EFL Students’ Language Skill Development in Tertiary Classrooms

2008 ◽  
Vol 1 (2) ◽  
Author(s):  
Hong Wang
Keyword(s):  
Skill Development ◽  
Language Skill ◽  
Efl Students

Language skill development in children with cochlear implants and the impact of age at switch-on

2021 ◽  
pp. 1-20
Author(s):  
Lauren Sophie Hand ◽  
Charlotte Ka Yun Liu ◽  
Gemma Hardman ◽  
Merle Mahon
Keyword(s):  
Cochlear Implants ◽  
Skill Development ◽  
Language Skill ◽  
The Impact

Early markers of vulnerable language skill development in galactosaemia

2014 ◽  
Vol 184 (12) ◽  
pp. 1787-1799
Author(s):  
Fiona M. Lewis ◽  
David J. Coman ◽  
Maryanne Syrmis
Keyword(s):  
Skill Development ◽  
Language Skill ◽  
Early Markers

Language Skill Development and EAP

2018 ◽  
pp. 243-255
Author(s):  
Jonathan M. Newton ◽  
William Grabe ◽  
Fredricka L. Stoller
Keyword(s):  
Skill Development ◽  
Language Skill

Young Adolescent EFL Students’ Writing Skill Development: Insights From Assessment Data

2018 ◽  
Vol 15 (4) ◽  
pp. 311-329 ◽  
Author(s):  
Mikyung Kim Wolf ◽  
Saerhim Oh ◽  
Yuan Wang ◽  
Fred S. Tsutagawa
Keyword(s):  
Skill Development ◽  
Young Adolescent ◽  
Assessment Data ◽  
Writing Skill ◽  
Efl Students

scholarly journals EFL_ Indonesian Students’ Attitude toward Writing in English

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Lestari Setyowati ◽  
Sony Sukmawan
Keyword(s):  
Foreign Language ◽  
Positive Attitude ◽  
Language Skill ◽  
Efl Learners ◽  
Self Reflection ◽  
Writing Skill ◽  
Diary Writing ◽  
Efl Students ◽  
High Attitude

Writing is a sophisticated language skill since it requires the ability not only to tailor ideas, but also to construct acceptable sentences to create a meaningful, logical, and comprehensible work. As a result, English as a Foreign Language (EFL) learners have to maximize their efforts to put their thoughts on the paper. This paper is intended to describe the EFL students attitude toward writing. There were 57 students participating in the study. The data was collected by using questionnaire, interview, and documentation of self reflection essay. The result shows that none of the students has low attitude in writing, while fifty eight percent of them has moderate attitude to writing, and the rest of them have positive attitude to writing. The result from the interview also reveals that although the students have moderate attitude to writing, they view writing as difficult, and stressfull. While those who have high attitude, mostly view writing as interesting and challenging. The finding also reveals several efforts the students do to improve their writing skill, among others are practice writing, reading a lot for knowledge and ideas, and using diary writing. The implication of the finding is discussed.

scholarly journals A Study of Vocabulary Learning Strategies in EFL Reading of High, Middle and Low Vocabulary Achievers of Thai Tertiary Students

2021 ◽  
Vol 4 (2) ◽  
pp. 27-34
Author(s):  
Jarinya Srimanee ◽  
Kritchada Ruangnoi ◽  
Mohamad Jafre Bin Zainol Abidin
Keyword(s):  
Learning Strategies ◽  
Vocabulary Learning ◽  
Skill Development ◽  
Cognitive Strategies ◽  
Structured Interview ◽  
Language Skill ◽  
Close Link ◽  
Interview Session ◽  
Vocabulary Learning Strategies ◽  
Southern Thailand

This research investigated vocabulary acquisition (VA) and vocabulary learning strategies (VLS) use of Thai EFL graduates of a government university in southern Thailand through English narrative readings that inserted fifteen target words into each reading text.  The main purpose of the reading treatment was reading comprehension skills. The study also examined implications for EFL vocabulary learning and teaching in Thai context. The sample of fifteen Thai EFL graduates was selected from one group of 40 first year students majoring in Accountancy from a southern Thailand government university.  Data were collected using a semi-structured interview. The interview session was used to elicit information about their VLS use and vocabulary learning experiences. The interview forms after the reading treatment provided a greater insight into the interviewing process behind the participants’ VLS selection and showed how they deduced word meanings of unfamiliar English vocabulary in the narrative reading tasks. Research findings showed that Thai EFL learners in this study apparently show a greater preference for the translation, metacognitive regulation, memory and cognitive strategies than for the determination, metacognitive and social strategies. The findings demonstrate the indirect influence of learners’ previous English vocabulary learning on their English language skill development. In addition, this study suggests a close link between vocabulary learning strategy selection, vocabulary knowledge and language skill development in EFL context, especially southern Thailand. 

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