scholarly journals Bring a Foreign Language and Its Cultures to Saudi EFL University-Level Classrooms

2017 ◽  
Vol 7 (4) ◽  
pp. 83
Author(s):  
Ali Ayed S. Alshahrani
Keyword(s):  
Social Interaction ◽  
English Language ◽  
Positive Impact ◽  
Target Language ◽  
Research Approach ◽  
Psychological Variables ◽  
Language Classes ◽  
Efl Students ◽  
Actual Learning ◽  
English Program

This study aims to investigate the effects Twitter has as a social networking platform on the development of Saudi EFL psychological variables (attitude, confidence, motivation, interest in L2 culture, social interaction and engagement), actual learning outcomes and the relationship between these psychological variables and their results. Twitter provides a valued accessible window to the target culture and promotes cross-cultural competence and comprehension that is focused on meaning rather than form, as well as repeated exposure to L2 cultural products, practices, perspectives and the target language. A sample of 39 students enrolled in an English course during the second semester of the 2014-2015 academic year, as well as two non-native English speakers (NNSs) working at the English Program, agreed to participate in the study. It adopts a combined inductive-deductive research approach to fulfil the research purpose and answer the research questions. The findings of this study underscore the latent use of the Twitter microblogging platform in EFL classes, as well as revealing the positive impact upon Saudi EFL students’ social interaction (engagement), enthusiasm and interest in learning more about L2 culture in English language classes.

scholarly journals The Functions of Code_Switching in EFL Classrooms

2019 ◽  
Vol 16 (2) ◽  
pp. 135
Author(s):  
Suthagar Narasuman ◽  
Ahmad Zahir Wali ◽  
Zahra Sadry
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Mother Tongue ◽  
Code Switching ◽  
Target Language ◽  
Research Approach ◽  
Cultural Issues ◽  
Interview Method ◽  
Language Classes ◽  
Multilingual Societies

Code-switching is a concept which has existed in bilingual and multilingual societies and it occurs quite frequently in English as a second or foreign language classes. Especially when the learners are all bilinguals or multilinguals and they have to switch back and forth between their mother tongue and a second or foreign language. This paper is driven by the three objectives. First, the study investigates the situations which trigger code-switching in EFL classes in Balkh and Kandahar Universities of Afghanistan. Secondly, it investigates the perception of Afghan EFL lecturers in these universities towards code-switching. Third, to find out how the EFL lecturers use code-switching as an effective strategy while teaching English in their classes. In this study, the qualitative research approach was used to collect data from four Afghan English language lecturers of the two universities via the interview method. The results of this study indicate that these Afghan EFL lecturers have a positive perception regarding code-switching and they are using it in certain situations which facilitate their teaching and students’ learning of the content, however they also hold negative perception towards switching while teaching. The findings also show that the lecturers use code-switching in different situations such as when dealing with cultural issues that tend to be difficult to explain only in the target language, explaining grammar and new vocabulary, giving clear instructions, and instructing English for Specific Purposes (ESP) classes.

Impact of social media usage on performance of construction businesses (CBs) in Abuja, Nigeria

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luqman Oyekunle Oyewobi ◽  
Olufemi Seth Olorunyomi ◽  
Richard Ajayi Jimoh ◽  
James Olabode Bamidele Rotimi
Keyword(s):  
Social Media ◽  
Social Interaction ◽  
Structural Equation ◽  
Building Materials ◽  
Positive Impact ◽  
Research Approach ◽  
Cross Sectional ◽  
Content Type ◽  
Business Interest ◽  
The Impact

Purpose Many construction businesses are currently building and keeping social media pages for their enterprises to be visible to the public to improve their social interaction, promote business interest, build trust and relationships with their targeted audience on social media. The purpose of this study is to examine the impact of social mediausage on performance of construction businesses (CBs) in Abuja, Nigeria. Design/methodology/approach This study used a quantitative research approach by identifying constructs that reveal three aspects of organisation’s physiognomies that impact the process of espousing, implementing and using technological innovations in conducting businesses. Well-structured questionnaire was used to obtain data from 113 purposively sampled building materials’ merchant operating in Dei-Dei Market, Abuja, Nigeria. This study used partial least squares structural equation modelling technique to establish the relationship among the constructs. Findings The results of this study indicated that technology has significant relationship with social media adoption, whereas social media adoption has a very strong positive impact on organisation’s performance (P < 0.001) with respect to improved customer relations and services and enhanced information accessibility. Research limitations/implications This study has implications for CBs that wish to adopt social media to promote their businesses by presenting to them the opportunity to understand the impact of technology, environment and organisational potential in improving business performance. This study is cross-sectional in nature, and this calls for caution in interpreting the results. Originality/value This paper developed and tested a conceptual framework presented to understand the interrelationships amongst the constructs, which would be of great significance to business owners in developing their social interaction and promote business interest via social media. The outcome of this research is beneficial to researchers to further study how the different social media tools could help in influencing business decisions.

scholarly journals A Review of Spelling Errors in Arabic and Non-Arabic Contexts

2018 ◽  
Vol 11 (10) ◽  
pp. 88 ◽  
Author(s):  
Dheif Allah Hussain Falah Altamimi ◽  
Radzuwan Ab Rashid ◽  
Yasir Mohamed Mohamed Elhassan
Keyword(s):  
English Language ◽  
Review Paper ◽  
Positive Impact ◽  
Arabic Language ◽  
Target Language ◽  
Spelling Errors ◽  
English Writing ◽  
Correct Spelling ◽  
Different Types ◽  
Types Of Error

The purpose of this review paper is to identify the core spelling errors in Arabic and Non Arabic Contexts. The most common difficulty that Arab learners may face during their English writing is correct spelling, for many different reasons such as the interference between English and Arabic language and the irregularity of the English language system. Several studies have been undertaken to evaluate writing mistakes and spelling errors in English, and most of them have classified spelling errors into three different categories: morphemic errors, where the errors occur in the morphemes parts (prefixes and suffixes); Intra-Morphemic errors, where errors occur in the word roots themselves such as deleting the final (silent) e vowel in the word write, and splits types, where the learners leave a space inside the word for example, write my self as two words instead of myself, one word. Apart from the three categories mentioned above, other studies claim that there are eight different types of error related to the abilities of the students and the nature of the error, and these include inversion, omission, substitution, segmentation, insertion, pronunciation, miscellaneous, and unclassified errors. In this review paper, we have found interlingual and intralingual &ndash;related errors where interlingual errors are mainly caused by the interference of the primary or mother language, while, intralingual errors are due to the system and instruction of the target language. Finally, suggestions are given based on previous research about how to review the spelling errors in Arabic and Non Arabic contexts to identify the error and also overcome the problem through alternatives that can be implemented to create a positive impact and can be furthermore used for all types of positive learning.

scholarly journals The Impact of Deductive, Inductive and Mixed Methods of Instruction on EFL Students’ Public Speaking Skill (A Case of Georgian Higher Educational Institution)

2021 ◽  
Vol 17 (33) ◽  
pp. 128
Author(s):  
Ana Gadakhabadze
Keyword(s):  
English Language ◽  
Public Speaking ◽  
Positive Impact ◽  
Educational Institution ◽  
Teaching Approaches ◽  
Teaching Procedure ◽  
Efl Students ◽  
Higher Educational ◽  
The Impact ◽  
Speaking Skills

The paper aims to assess EFL students’ abilities to master public speaking skills at higher educational levels when applying different teaching approaches: inductive, deductive, and mixed (inductive & deductive) ones. Public speaking samples, namely TED talk videos, were used for observation and inspection during the teaching procedure, accompanied by various public speaking tasks and assessment rubrics that students participated in. The fortyseven video-taped public speaking performances, which were prepared and delivered by the participants, were analyzed and scored with the help of Public Speaking Competence Rubric (PSCR). The speeches were assessed by the researcher and some other expert and non-expert raters, as well as students themselves to maintain objectivity and avoid any kind of bias. Students were all informed about and taught the criteria that the PSCR involves during the studying procedure. The experiment was based on students representing B2 level of English language according to Common European Framework of Reference (CEFR) and it was carried out at one of the private HEIs in Tbilisi, Georgia. Statistical data were collected through pre, while and postexperimental tests in terms of public speaking performance and later analyzed in the SPSS program. According to the research results, TED Talk video samples have a positive impact on EFL students’ public speaking skills quality when accompanied by mixed (inductive and deductive) methodological teaching approaches. Particularly they improved their gesturing and posture, the majority of them overcame the stage fright (standing and speaking in front of an audience), their speeches became more organized.

Speaking in the Target Language: Issues and Considerations

2016 ◽  
Vol 7 (5) ◽  
pp. 886
Author(s):  
Sami Al-wossabi
Keyword(s):  
Saudi Arabia ◽  
English Language ◽  
Arab Countries ◽  
Target Language ◽  
Developmental Processes ◽  
The World ◽  
Teachers And Students ◽  
Research Findings ◽  
Efl Students ◽  
The Voice

As English is the most widely used language in the world in various areas such as technology, science, and business, many Arab countries including Saudi Arabia have shifted into more focus on communicative English language instructions. However, there is still a persistent gap between what is intended to be taught and what is expected to be produced by EFL students. The purpose of the present study is, therefore, to highlight the factors that contribute to Saudi EFL students' reluctance to speaking meaningfully and purposefully in the target language. A survey is conducted to find out Saudi EFL students' communicative proficiency at Jazan University. Instructed interviews are also carried out to include the voice of teachers on what hampers their students from producing oral output. The results showed that Saudi EFL students are encountering many challenges that hinder their developmental processes of speaking. Based on the research findings some recommendations were made for both teachers and students.

scholarly journals Teaching grammar in context and multilingual environment

2021 ◽  
Vol X (3) ◽  
pp. 119-126
Author(s):  
Babulia (Khatuna) Akhobadze ◽  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Positive Impact ◽  
Lesson Plan ◽  
Target Language ◽  
Complex Method ◽  
Main Subject ◽  
Language Competence ◽  
High Level

The Content and Language Integrated Learning (CLIL) method focuses on teaching the main subject through a foreign language. This method is already successfully used in various around the world no specific formula or textbook exists so far. Based on the study of the existing literature, the possibility of using CLIL at Universities of Georgia and its anticipated results are analyzed in the present thesis. Target language of CLIL is mostly English. In our country English for Specific Purposes (ESP) is successfully taught in many Universities. For example, at the Faculty of Economics and Business our students are taught Business using a special English textbook to learn some issues of economics and business. Teaching any curricular subject using CLIL will be twice as effective and convenient for both the student and the university than teaching English and this particular subject separately. CLIL ensures a comprehensive study of a specific subject and a high level of English language proficiency. CLIL has a significant positive impact on the growth of the students’ language competence. It helps them to achieve significant success in terms of various linguistic aspects, such as: vocabulary, terminology, academic English, etc. However, the assessment is made not in terms of language competence, but in terms of subject matter proficiency. Indeed, CLIL does not only mean language teaching - it is a complex method of using a foreign language to study a major subject. Consequently, knowledge is assessed within the competence of the main subject and thereby the language proficiency as well. With no database of textbooks for CLIL, everything is upon the teacher training, as a result of which the teacher must be able to compile a lesson plan based on different subject materials. We propose to use CLIL to teach different curricular subjects to the students of the Faculty of Economics and Business. To begin with economics, famous economists, e.g., Marshall, Robbins, Sandmo, etc. have different answers to the question "What is economics?" Therefore, the goal of the lecture course we suggest within CLIL will be to find the answer to this question.

‘Like the fish not in water’

2014 ◽  
Vol 37 (3) ◽  
pp. 234-248 ◽  
Author(s):  
Donna Butorac
Keyword(s):  
Language Learning ◽  
Social Inclusion ◽  
English Language ◽  
Language Learner ◽  
Discursive Construction ◽  
English Language Acquisition ◽  
Race And Gender ◽  
Language Classes ◽  
And Gender ◽  
English Program

Learning English is an important aspect of post-migration settlement in Australia, and new migrants with beginner to intermediate proficiency are strongly encouraged to attend government-subsidised English language classes. Underpinning the framing and delivery of these classes is a commitment to the discursive construction of Australia as an English-monolingual nation state, in which increased English proficiency will lead to new migrants gaining employment, thereby achieving an important benchmark of successful inclusion in Australian society. The assumption that English language acquisition leads to social and economic inclusion is not challenged within the settlement English program, and the language learner is seen as linguistically deficient in English, rather than as an emerging bi- or multilingual. Moreover, the ways that race, as well as gender, mediate both language learning and social inclusion are never problematised. This paper is based on data from a longitudinal ethnography that examines subjectivity in three interactional domains – family, society and work – in order to explore how language, race and gender impact on the post-migration settlement trajectories and sense of social inclusion of women migrants to Australia.

scholarly journals Exploring the Use of Video-clips for Motivation Building in a Secondary School EFL Setting

2016 ◽  
Vol 9 (10) ◽  
pp. 81 ◽  
Author(s):  
Yujong Park ◽  
Eunsu Jung
Keyword(s):  
Secondary School ◽  
English Language ◽  
School Context ◽  
Efl Learners ◽  
Language And Culture ◽  
News Reports ◽  
Video Clips ◽  
Tv News ◽  
Efl Students ◽  
English Program

<p>By employing an action research framework, this study evaluated the effectiveness of a video-based curriculum in motivating EFL learners to learn English. Fifteen Korean EFL students at the secondary school context participated in an 8-week English program, which employed video clips including TED talk replays, sitcoms, TV news reports and movies as its main study material. Results from the motivation surveys (adapted from Gardner, 1985) and interviews with students showed that 1) after taking the class, students became more motivated, especially in terms of gaining a positive attitude for the English language and culture, and 2) competitive group activities that followed the watching of video materials positively influenced student participation. Implications for EFL classrooms with low student motivation are discussed.<strong></strong></p>

scholarly journals Faculty Perspectives on Research Collaborations between the U.S. and Mexico

2021 ◽  
Vol 2 (3) ◽  
pp. p63
Author(s):  
Hilda Cecilia Contreras Aguirre ◽  
Elsa Gonzalez
Keyword(s):  
International Research ◽  
English Language ◽  
Positive Impact ◽  
Academic Research ◽  
The United States ◽  
Qualitative Inquiry ◽  
Research Approach ◽  
Transfer Of Knowledge ◽  
Research Collaborations ◽  
And Mathematics

The transfer of knowledge in science, technology, engineering, and mathematics (STEM) across countries is a common practice in academia, which is both timely and useful to achieve research collaborations. Through a qualitative research approach, using interviews and observations, five STEM Mexican professors shared their experiences and expectations in leading the research collaborations where professors and students participated. This qualitative inquiry utilized Sargent and Water’s (2004) academic research collaborations framework, which highlights the interactive phases for achieving successful collaborations. The findings revealed that: 1) institutional support through department chairs’ encouragement along with professors’ leadership to expand research collaborations in both countries are favorable and 2) more resources to fund students’ participation in international research collaborations and better climate that help students feel socially included and academically integrated to a new setting seem necessary. The article concludes with perspectives and implications for strengthening the research exchanges between the United States (U.S.) and Mexico. Among them, highlighting the positive impact that international research collaborations have for universities in both countries, the need to expand the funding for students’ mobility overseas, and the improvement of English language training to strengthen students’ connections, and, consequently, collaboration.

scholarly journals A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool

2019 ◽  
Author(s):  
Jamal Kaid Mohammed Ali ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Positive Impact ◽  
Female Students ◽  
Learning And Teaching ◽  
Efl Students ◽  
Students Attitudes ◽  
The Impact ◽  
Learning English

This study aimed to explore the impact of WhatsApp on enhancing Saudi EFL students' language skills and areas. It also investigated EFL students' attitudes, motivation, and anxiety towards learning English via WhatsApp. The sample comprised 55 male and female students studying English at the College of Arts, University of Bisha, Saudi Arabia. A closed-ended questionnaire was used to collect quantitative data from the sample. The results revealed that WhatsApp has a positive impact on learning English as a foreign language with a score of 3.9 as an overall mean. Students’ attitudes towards using WhatsApp for learning English scored 3.4, while the impact of WhatsApp on motivating EFL students to study English scored 3.6 in total. It was also found that WhatsApp reduced students’ anxiety with a score of 3.8 as the overall mean. Based on these results, the researchers suggest that WhatsApp should be activated at all stages of English language learning and teaching.

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