scholarly journals Factors Underlying Current Saudi EFL Teachers’ Approaches to Teaching the Four Macro and Micro Language Skills

2021 ◽  
Vol 11 (5) ◽  
pp. 44
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Foreign Language ◽  
Education System ◽  
English Education ◽  
Language Skills ◽  
Approaches To Teaching ◽  
Key Factors ◽  
Related Factors ◽  
The Core ◽  
Efl Teachers ◽  
Efl Classrooms

A close examination of the underlying pedagogical and related factors that shape and direct English as a foreign language (EFL) teachers’ instructional approaches and behaviors highlights the impossibility of teaching the core and language skills and language-related areas effectively when using the current outdated techniques. The purpose of this article is to orient the reader and succinctly identify the key factors underlying current Saudi EFL teachers’ approaches to teaching the four macro and micro language skills. It delineates the various factors that influence the current EFL teaching process in the Saudi English education system, along with briefly sketching Saudi EFL teachers’ approaches to teaching each language skill. To this end, this discussion contributes to increasing consciousness of factors that affect the actual pedagogy of EFL teachers in Saudi EFL classrooms and perhaps to encouraging Saudi EFL teachers to exert their effectiveness in Saudi EFL classrooms and strive for better performance.

scholarly journals Developing EFL Students’ Writing Skill Through Self-Assessment Integrated With E-Portfolio

2020 ◽  
Vol 6 (2) ◽  
pp. 171-186
Author(s):  
Moh. Taufik ◽  
Bambang Yudi Cahyono
Keyword(s):  
High School ◽  
Action Research ◽  
Foreign Language ◽  
English Education ◽  
Language Skills ◽  
Self Assessment ◽  
Efl Teachers ◽  
Writing Skill ◽  
Efl Students ◽  
Writing Errors

ABSTRACTWriting is one of the language skills that should be mastered by students of English as a foreign language (EFL). In order to write well, EFL students should understand the content of their writing. They should also be able to discover some writing errors they may have. Therefore, it is necessary for the students to practice writing frequently and to be willing to review their writing products. This study aimed to develop EFL students’ writing skill through self-assessment integrated with e-portfolio. It used action research design and it was conducted in a classroom consisting of 25 ten graders of Islamic Senior High School (Madrasah Aliyah Negeri) at Sumenep, East Java. The findings showed that the students’ writing skill could be improved after the implementation of self-assessment integrated with e-portfolio. It is suggested that EFL teachers consider using self-assessment integrated with students’ e-portfolio to help improve EFL students’ writing skill.ABSTRAKMenulis merupakan kemampuan berbahasa yang harus dimiliki oleh pelajar bahasa Inggris sebagai bahasa asing (EFL). Dalam mengembangkan kemampuan menulis, pelajar dituntut untuk mengerti isi tulisan mereka dan mampu menemukan kesalahan-kesalahan yang mungkin terdapat dalam tulisan mereka. Maka dari itu, pelajar dipandang perlu untuk sesering mungkin melatih kemampuan menulis, mengulas kembali dan merevisi karya mereka. Penelitian ini bertujuan untuk mengembangkan kemampuan menulis siswa menggunakan self-assessment melalui elektronik portofolio. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan subjek 25 siswa kelas X MAN Sumenep, Jawa Timur. Penemuan penelitian ini menunjukkan bahwa kemampuan menulis siswa membaik setelah penerapan self-assessment melalui elektorinik portofolio. Dengan demikian, guru bahasa Inggris disarankan untuk mempertimbangkan penerapan sefl-assessment melalui elektronik portfolio siswa untuk mengembangkan kemampuan menulis siswa. How to Cite: How to Cite: Taufik,M., Cahyono, B. Y. (2019). Developing EFL Students’ Writing Skill Through Self-Assessment Integrated With E-Portfolio. IJEE (Indonesian Journal of English Education), 6(2), 171-186. doi:10.15408/ijee.v6i2.12019

The Impact of Teacher Speech Modification on the Quality of Interaction and Learning: An Analysis of Spoken Discourse in Saudi EFL Classrooms

2017 ◽  
Vol 9 (3) ◽  
pp. 79
Author(s):  
Hanaa Al-Ghamdi ◽  
Abdullah Al-Bargi
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
English Language ◽  
Positive Impact ◽  
Speech Rate ◽  
Classroom Interaction ◽  
Study Results ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
The Impact

The purpose of this study is to investigate, following a qualitative research design, the ways in which English as a Foreign Language (EFL) teachers modify their speech in an endeavor to create interactive learning environments facilitated by the implementation of strategies providing inherently comprehensible input for students. The study also seeks to examine students’ reactions to the use of such different speech modification strategies. The data gathered was taken from three different EFL classrooms with a total of sixty-two university students (forty male and twenty-two female) and three non-native speakers (NNS) of English language teachers. The data analysis reveals that EFL teachers regularly modify their talk through the use of different linguistic and interactional strategies in the Saudi EFL context, including the use of simplified grammar and vocabulary, shorter sentences, repetition, and emphatic stress and reduced speech rate. Other modification strategies include the use of clarification requests, confirmation checks, transition markers and hand gestures in order to facilitate student understanding and learning. The data analysis also suggests that teachers’ modification strategies have a positive impact on language learners in accelerating their comprehension and developing their classroom interaction. The study results provide valuable implications for foreign language classroom pedagogy and teacher training.

scholarly journals EFL Learners’ and Teachers’ Perception toward the Use of Online Videos in EFL Classes

2021 ◽  
Vol 12 (1) ◽  
pp. 215-228
Author(s):  
Doniazad Sultan Alshraideh
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
English Language ◽  
Language Skills ◽  
Positive Influence ◽  
Effective Technique ◽  
Efl Learners ◽  
Efl Teachers ◽  
Online Videos ◽  
Preparatory Year

This study aims at analyzing the English as a foreign language (EFL) learners’ and teachers’ perception toward the use of online videos in EFL classes. The current study used a mixed method to answer the question of the study which is: What is the perception of EFL learners and teachers toward the use of online videos in EFL classes? It includes both quantitative and qualitative techniques, namely a questionnaire and an interview. To get the required data and to answer the question of the study, the researcher collected information by distributing a relevant questionnaire among 120 EFL Saudi female students who are studying English in their preparatory year “Unified Scientific Track” at Taibah University. Their ages range between 18 to 21 years old. The questionnaire of the study consists of 10 items. For the first nine items, Likert Scale is used to let the respondents range the statements on a five- point scale. The tenth item asks the respondents to rate the usefulness of the online video regarding language skills and other aspects. The researcher also conducted an interview with six EFL teachers who teach English language skills in the English Language Centre (ELC) at Taibah University. The responses of the participants showed that the use of online videos is an effective technique and has a positive influence in EFL classes.

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

Saudi EFL Teachers’ Perspectives on Learner Autonomy

2017 ◽  
Vol 9 (5) ◽  
pp. 211 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Related Factors ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers Perspectives ◽  
Frequency Counts ◽  
Method Approach

This paper reports the findings of a study that investigated the perceptions on learner autonomy of 136 English teachers in Saudi Arabia. Using a mixed-method approach that utilized a survey and an interview, teachers’ beliefs were explored considering their interpretations of the concept of learner autonomy and its role in foreign language learning, the sense of responsibility that those teachers have in helping their learners become autonomous, the extent to which they feel that their learners are autonomous, and the challenges that they face in promoting their learners’ autonomy. Descriptive statistics (i.e., frequency counts and percentages) were calculated to determine the study findings. These findings revealed that the teachers in this study conceptualized the construct of learner autonomy according to four main orientations: technical, psychological, social, and political; the teachers’ notions of learner autonomy were most strongly associated with the psychological orientation. These teachers also emphasized that they were responsible for their students’ learning, and they perceived their students as passive, dependent and lacking initiative. They further identified several factors related to the learner, the institution, and the teacher as barriers that challenge them in their facilitation of learner autonomy, with some Saudi learner-related factors being the teachers’ main challenges in this regard.

scholarly journals English Education in Italy: Perceptions of Teachers and Professors of English

2011 ◽  
Vol 40 (3) ◽  
Author(s):  
Farahnaz Faez
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
High School Teachers ◽  
Education System ◽  
English Education ◽  
The European Union ◽  
Policy And Practice ◽  
Foreign Language Policy ◽  
Italian Education

This paper examines the growing impact of English in Italy and in the Italian education system. The analysis focuses on issues of educational policy and practice and addresses discrepancies that exist across these areas with regards to English proficiency and use among Italians. The first part of the paper examines English dominance in non-Anglo countries, the education system in Italy and foreign language policy initiatives of the European Union that impact language policy and practice in Italy. The second part of the paper reports on findings of a survey completed by high school teachers and professors of English as well as interview data on their perceptions on the role of English in the Italian education system and the society at large. While this study focuses on the situation in Italy, the results have resonance for other contexts in Europe and beyond. Cet article examine l’impact croissant de l’Anglais en Italie et dans le système éducatif italien. L’analyse se concentre sur les questions de politiques et pratiques éducatives et aborde les divergences existant à travers ces domaines, par rapport à la maîtrise de l’Anglais chez les Italiens et leur usage de la langue. La première partie de cet article examine la domination de l’Anglais dans les pays non anglophones, le système éducatif en Italie et les initiatives en manière de politique des langues étrangères de l’Union Européenne qui affectent les politiques et pratiques des langues en Italie. La seconde partie de ce document rapporte les résultats d’enquêtes complétées par des enseignants d’école secondaire et par des professeurs d’Anglais, de même que les données d’entretiens sur leurs perceptions du rôle de l’Anglais dans le système éducatif italien et dans la société en général. Bien que cette étude mette l’accent sur la situation en Italie, les résultats s’étendent aussi à d’autres contextes en Europe, et ailleurs.

scholarly journals What Happened to Novice EFL Teachers Professional Learning in Pesantren Based Billingual Program? Evidence from an Islamic Boarding School in East Lombok Indonesia

2019 ◽  
Vol 5 (2) ◽  
pp. 165-175
Author(s):  
Marham Jupri Hadi ◽  
Mohammad Rudiyanto ◽  
Siti Wahyu Puji Anggraini ◽  
Lume L
Keyword(s):  
Foreign Language ◽  
Professional Learning ◽  
English Education ◽  
Boarding School ◽  
Arabic Language ◽  
Learning Needs ◽  
Language Program ◽  
Efl Teachers ◽  
School Headmaster

ABSTRACTThis study investigated the practice of professional learning as experienced by novice English Foreign Language (EFL) Teachers especially those teaching at Islamic Boarding Schools or Pesantren which ran English and Arabic language program. Case study was employed by involving English Teachers and a School headmaster. This study revealed EFL teachers found it challenging to manage classroom. This is partly caused by the class size and their limited experiences and authority to manage class. They also suffered from intimidating lesson plans design. Moreover, they found it daunting to encourage students to learning English, resulting in teachers' stress. Further, barriers of novice EFL teachers' professional learning were associasted with their attitude toward continous learning needs and limited programs to improve teachers' competency.  It also revealed that this pesantren and the school where this study was carried out have yet to set TPD programs for its teachers. In fact, novice EFL teachers were unlikely to get necessary supports from school and senior teachers despite the presence of informal supervision from senior teachers.  ABSTRAKPenelitian ini mengkaji praktik pembelajaran profesional guru Bahasa Inggris pemula, khususnya yang mengajar di Pesantren yang menerapkan program bahasa Inggris dan Arab. Penelitian dengan desain studi kasus ini melibatkan Guru Bahasa Inggris dan kepala sekolah. Hasil penelitian ini menunjukkan bahwa guru-guru bahasa Inggris tersebut menghadapi tantangan untuk mengelola kelas. Hal ini disebabkan oleh besarnya jumlah siswa di dalam satu kelas serta minimnya pengalaman dan wewenang mereka mengelola kelas. Mereka juga merasa terbebani oleh penyusunan rencana pelaksanaan pembelajaran. Mereka juga merasa kesulitan untuk memotivasi siswa belajar bahasa Inggris. Semua hal tersebut membuat guru-guru bahasa Inggris tersebut merasa tertekan. Hasil penelitian ini juga menunjukkan bahwa faktor yang menghambat pembelajaran guru bahasa Inggris pemula tersebut adalah sikap guru terhadap kebutuhan belajar secara berkesinambungan dan terbatasnya program peningkatan kompetensi guru. Pesantren dan sekolah tempat penelitian ini dilakukan ternyata menetapkan program pengembangan profesi untuk guru-gurunya. Selain itu, para guru bahasa Inggris pemula tersebut tidak juga mendapatkan dukungan yang diperlukan dari sekolah dan guru senior meskipun telah ada supervisi informal dari guru senior.     How to Cite: Hadi, M. J., Rudiyanto, M., Anggraini, S. W. P., Lume. (2018). What Happened to Novice EFL Teachers Professional Learning in Pesantren Based Billingual Program? Evidence from an Islamic Boarding School in East Lombok Indonesia. IJEE (Indonesian Journal of English Education), 5(2), 165-175. doi:10.15408/ijee.v5i2.10922

scholarly journals Writing in German as a foreign language: the impact of computer use on revision behaviour

2019 ◽  
Vol 23 ◽  
pp. 92-107
Author(s):  
Ann Marie King
Keyword(s):  
Foreign Language ◽  
Computer Use ◽  
Word Processing ◽  
Language Skills ◽  
Writing Process ◽  
Teaching Writing ◽  
Approaches To Teaching ◽  
Negative Effects ◽  
Writing Curriculum ◽  
The Impact

The nature of writing and its interaction with the other language skills are examined, and approaches to teaching writing are presented. The use of word processing in the writing process is reviewed, and the positive and negative effects of word processing on writing are outlined. A study which was carried out to examine the impact of computer use on revision behaviour is described, and its findings are discussed. Recommendations are made regarding the use of word processing in the writing curriculum.

scholarly journals Emotional Support – Methodological Aspects of Measuring the Quality of Comfort-intended Communication

2015 ◽  
Vol 5 (2) ◽  
pp. 129-142
Author(s):  
Dorota Zdybel
Keyword(s):  
Emotional Support ◽  
Language Skills ◽  
Coding System ◽  
Key Factors ◽  
Cultural Stereotypes ◽  
Hierarchical Coding ◽  
The Core ◽  
Emotional Conflicts ◽  
Methodological Aspects

Abstract The aim of this article is to present methodological aspects of research on comforting language skills, evaluating the quality and sophistication of supportintended messages, and explaining key factors underlying the potential effectiveness of emotional support in case of “emotional conflicts”. Research proves that the core of support-intended message is “person centeredness”, defined as the ability to explicitly acknowledge and elaborate, legitimize the subjective perspective of a distressed partner [Burleson 2010]. Empirical operationalization of this concept underlies the development of hierarchical coding system for sensitivity of comforting strategies, which nowadays is one of the most popular tools to evaluate the quality of supporting communication. The main assumptions of this coding system have been presented, together with its structure and criteria of analyzing the potential comforting effectiveness. At the end, cultural stereotypes and misconceptions descending the quality of support-intended behaviours were addressed.

scholarly journals Feasibility of CLIL Implementation in the Education System of Azerbaijan: Attitude towards CLIL and the English Language in Higher Educational Institutions

2016 ◽  
Vol 6 (5) ◽  
pp. 188
Author(s):  
Jamala I. Mammadova
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Education System ◽  
English Language ◽  
Language Skills ◽  
Legal Framework ◽  
Target Language ◽  
Linguistic Groups ◽  
Multilingual Societies ◽  
High Level

<p>This article examines the feasibility of introducing Content and Language Integrated Learning (CLIL) in the education system of Azerbaijan, and determining the most preferred target language for this matter. Azerbaijan is a country with traditions of multilingualism. There are certain challenges within the society in terms of ensuring communication among different linguistic groups, which necessitate examining appropriate language policy and acquisition solutions. CLIL, which enables individuals to learn more than two languages at relatively high level, seems to be a promising approach for overcoming the linguistic communication problems in Azerbaijan, and enabling to take socio-economic and cognitive advantages of multilingualism.</p><p>Whereas the question of feasibility of certain language acquisition approach in a specific country requires studying several dimensions such as public attitude, economic aspects and legal framework, the focus of the empirical research of this article is directed to learning the attitude to CLIL, which is a relatively under researched field. In the research part, it is sought to answer questions whether CLIL is supported among students in Azerbaijan, and which foreign language is preferred most. Moreover, it was sought to examine the relationship among the variables of gender, social class, existing language skills, as well as attitudes to CLIL and target language preference.</p><p>It was found that CLIL is supported by participants, and English is the most preferred foreign language. It indicates that multilingual societies like Azerbaijan are supportive of language acquisition choices that help preserve and develop multilingualism. Moreover, it was found that attitude to language acquisition method and the language itself differ due to income level and existing language skills.</p>

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