scholarly journals Investigating Iraqi EFL College Students’ Ability of Parametric Resetting

2018 ◽  
Vol 9 (2) ◽  
pp. 10
Author(s):  
Mahdi I. Kareem al-Utbi ◽  
Mawj K. Obeid Aljubory
Keyword(s):  
College Students ◽  
Negative Transfer ◽  
Efl Learners ◽  
Null Subject ◽  
Grammaticality Judgment ◽  
Null Subject Parameter ◽  
Efl Students ◽  
Efl College Students ◽  
Academic Year ◽  
Head Parameter

This paper tries to answer whether Iraqi EFL college students are able to reset the parametric values of their native Arabic into those which suit English. It aims at enhancing Iraqi students' knowledge of some of the parametric values of English via tackling three parameters: Null-subject parameter, Head-parameter, and Serial parameter. To achieve the aim of this study,  Grammaticality Judgment Tasks are administered to sixty students of the fourth year at the Department of English- College of Languages/ University of Baghdad for the academic year 2016-2017. The students' responses have been corrected and statically analysed. The study concludes that Iraqi EFL students' ability to reset parameters varies as to the parameter in question since they have succeeded to reset the Head parameter, but failed to reset the Serial parameter; this is accompanied by a partial ability to rest the Null-subject parameter. As well, it has further been revealed that Iraqi EFL students' inability to reset a parameter is due to negative transfer from Arabic to English, hence EFL learners need be exposed to extensive input data to encourage the resetting of parameters.

scholarly journals EFL College Students’ Skill in Using Collocations in Writing Essays

2021 ◽  
Vol 2 (1) ◽  
pp. 6-11
Author(s):  
Dewi Nopita
Keyword(s):  
College Students ◽  
English Education ◽  
Natural Order ◽  
Study Program ◽  
Training And Education ◽  
Essay Writing ◽  
Writing Course ◽  
Efl Students ◽  
Efl College Students ◽  
Academic Year

Collocation is a natural order of words in which one word should be attached to another in a particular context. For students who learn English as a foreign language (EFL students), using collocations has been recognized to become a problem. This article is going to describe EFL college students’ skill in using collocations in writing essays. 42 students from the same class were selected. They were the 4th semester students of English Education Study Program at Teacher Training and Education Faculty of UMRAH who took Essay Writing course in the academic year 2019/ 2020. The students were given a take-home assignment to write essays. Then, the essays were analyzed to find out the students’ skill in using collocations. It was found that in using collocation in writing essays, 5 students had excellent skill, 14 students had good skill, and 23 students had low skill. The incorrect use of collocations consisted of lexical and grammatical collocations. Finally, it is hoped that these findings could be a useful input for future Essay Writing course.

scholarly journals Iraqi EFL University Students’ Linguistic Strategies in Approaching Warning and Prohibition

2018 ◽  
Vol 11 (12) ◽  
pp. 11
Author(s):  
Abbas Lutfi Hussein ◽  
Saad Qasim Khalaf
Keyword(s):  
College Students ◽  
University Students ◽  
Speech Acts ◽  
Efl Learners ◽  
Linguistic Strategies ◽  
Efl Students ◽  
Efl College Students ◽  
Better Than

This paper aims at detecting Iraqi EFL students’ ability in recognizing and producing the speech acts of warning and prohibition, finding the reasons behind their failure and attempting to find possible solutions. The data are responses of 60 fourth year Iraqi EFL college students who participated to answer a two-part test of recognition and production. It is hypothesized that the Iraqi EFL learners commit more errors in producing SAs of warning and prohibition than recognizing these two SAs, they find more difficulty in handling the SA of prohibition than of warning, they show a tendency towards using a particular strategy to express the SAs of warning and prohibition, and they also confuse the SAs of warning and prohibition with other relevant SAs at the recognition and production levels. The paper concludes that Iraqi EFL learners recognize warning expressions better than those conveying prohibition. They also show sufficient awareness in issuing warning strategies in various situations. By contrast, they display a poor awareness of using various strategies in performing the SA of prohibition. Furtherly, the students’ level in recognizing the SAs of warning and prohibition is higher than their level in producing these SAs. Correspondingly, in producing the SAs of warning, Iraqi EFL learners show a higher preference for using negative imperative, modals and if-conditional strategies more than other types in most of the situations, whereas in communicating the SA of prohibition, they employ negative imperatives and modals more than any other construction.

scholarly journals EFL Iraqi College Students' Perception of Effective Supplementary Materials Adaptation

2015 ◽  
Vol 213 (1) ◽  
pp. 87-116
Author(s):  
Inst. Ghazwan Adnan Muhammed . Ph.D
Keyword(s):  
College Students ◽  
Random Sample ◽  
College Of Education ◽  
Reliability Coefficient ◽  
Face Validity ◽  
Human Sciences ◽  
Efl Students ◽  
Supplementary Material ◽  
Efl College Students ◽  
Academic Year

             This study is an attempt to assess the perception of an effective supplementary material adaptation ,the present study therefore aims at assessing EFL students' perception of an effective supplementary materials adaptation in English, also ,  finding out the differences among the domains of an effective supplementary  materials adaptation,          The random sample of the study  consist of 100 students from the four academic stages of the Department of English at the college of Education for Human Sciences / University of Diyala for the academic year (2011-2012). A questionnaire is constructed to measure the awareness of the EFL college students' perceptions of an effective supplementary materials adaptation  . The questionnaire covers eight scales that contains (52)items which are measured using a five –points Likert - type scale anchored by 1= Never to  5=Always. The questionnaire is exposed to a jury of experts for the purpose of ascertaining its face validity. Two methods have  been used to calculate the questionnaire reliability coefficient.      In the light of the results obtained, a number of recommendations are put forward which are concerned with textbooks designers, teachers, and learners.

scholarly journals Telegram App in Learning English: EFL Students’ Perceptions

2019 ◽  
Vol 13 (1) ◽  
pp. 51
Author(s):  
Zahra A. Abu-Ayfah
Keyword(s):  
College Students ◽  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Device ◽  
English Language ◽  
English Language Learning ◽  
Learning Techniques ◽  
Device Applications ◽  
Efl Students ◽  
Efl College Students

The rapid growth of mobile device technology and the emergence of new mobile device applications such as Telegram have created new opportunities for EFL students. Accordingly, the current study investigated the EFL College students’ perceptions of using Telegram for English language learning. The participants of the present study were 300 EFL college students, 200 female and 100 male were selected randomly from the department of English and Translation at Tibah University in AL-Medina AL-Manwarah in Saudi Arabia. This study followed a quantitative approach in which a survey questionnaire was utilized as an instrument for data collection. The results revealed that the majority of EFL students perceived Telegram as a useful tool for English language learning, particularly in vocabulary learning. The findings of the present study may contribute to developing the process of improving learning techniques in higher education in Saudi Arabia.

scholarly journals Investigating Chinese EFL College Students’ Writing Through the Web-Automatic Writing Evaluation Program

2019 ◽  
Vol 9 (3) ◽  
pp. 20
Author(s):  
Zongwei Song
Keyword(s):  
College Students ◽  
Writing Strategies ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Vocabulary Richness ◽  
Grammatical Errors ◽  
Efl Teachers ◽  
Efl Students ◽  
Efl College Students

WWE-pigai is a kind of upgraded automated writing evaluation (AWE) system and there are 444,877,400 essays submitted and corrected on this platform. Some previous research on AWE system indicates that students do not tend to utilize AWE feedback to revise essays and improve writing abilities. The major objective of this study is to investigate Chinese EFL college students’ writing through the comparison of WWE-pigai and traditional writing method. The study lasts two terms and 120 Chinese colleges students participate in the research. The findings reveal that WWE-pigai can motivate EFL students to revise and resubmit their essays more than ten times, improve the scores, increase students’ grammar accuracy and vocabulary richness. The surface-level spelling errors (including punctuation mark misuse) are the most common for freshmen. WWE-pigai is not very effective to correct certain grammatical errors besides spelling and conjugation errors. For certain grammatical errors that the students cannot correct by themselves, the assistance of EFL teachers is necessary. We argue that the results reached through this study can offer useful implications for the usage of EFL writing strategies.

scholarly journals Reading Practices of EFL Students: A Survey of Kuwaiti College Students

2019 ◽  
Vol 12 (5) ◽  
pp. 130
Author(s):  
Abdus Sattar Chaudhry ◽  
Amel Al-Adwani
Keyword(s):  
College Students ◽  
Basic Education ◽  
Reading Practices ◽  
Academic Reading ◽  
College And University ◽  
College Of Basic Education ◽  
Efl Students ◽  
Good Potential ◽  
Efl College Students ◽  
Applied Education

Reading is important for students by contributing significantly to success in their studies and their career development. A questionnaire-based survey was conducted in the English Department of the College of Basic Education, Public Authority for Applied Education and Training (PAAET), in Kuwait. Based on 410 responses of EFL college students in Kuwait on their reading practices, it was found that students read mainly for entertainment, and reading does not appear to be a popular activity among students. Fiction, fashion, and best sellers were the three main types of reading, indicating that academic reading was not a priority. Only a small proportion of students used e-books. Most students perceived such features of e-books as their portability and ability to store more information as likely to attract more students to e-reading, and indicated that they would be attracted to reading e-books themselves if circumstances change. This indicates a good potential to promote e-reading among students if steps are taken to make e-books and e-readers available to them through libraries and academic institutions. E-reading is also expected to become more popular among students if it could be linked to academic reading, particularly to the availability of text books in e-format. Libraries in Kuwait should start more proactive program to promote e-books and e-reading among college and university students.

scholarly journals Exploring EFL Students’ Problems in Listening Comprehension

2019 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Nurhidayah Sari ◽  
Rinda Fithriyana
Keyword(s):  
Listening Comprehension ◽  
External Factors ◽  
Learning Activities ◽  
Efl Learners ◽  
Listening Skill ◽  
Two Factors ◽  
Efl Students ◽  
The Subject ◽  
Internal And External Factors ◽  
Academic Year

Listening is a challenging sll for my EFL learners. They seem to do the assignment without showing good comprehension on their answers. This research aims to find out the students’ problems in listening comprehension and identify the factors contributing to the problems. The second semester students in academic year 2017/2018 are the subject of the research. The data were collected by using observation, interview and documentation. The results of the research showed that the students still have low listening comprehension. The most difficult indicator of listening comprehension is making inference. There are only 28% students can answer the questions related making inference. The students also have low confidence in listening skill. They cannot concentrate well in listening to the spoken texts. Those problems are influenced by two factors, internal and external factors. Understanding students' problems leads to the idea of providing better strategies and materials in learning activities. 

scholarly journals Using Awareness Raising in Syntactic and Semantic Errors to Foster Translation Performance among Majmaah University EFL Students

2019 ◽  
Author(s):  
Eman Abdel-Reheem Amin
Keyword(s):  
College Students ◽  
Pilot Study ◽  
Foreign Language ◽  
Systematic Analysis ◽  
Efl Students ◽  
Awareness Raising ◽  
Spss Software ◽  
Semantic Errors ◽  
Efl College Students ◽  
The Given

The present study aimed at developing English as a foreign language (EFL) college students’ translation performance through raising their awareness of related syntactic and semantic errors. During the pilot study, the researcher analyzed fifty translated passages from students' assignments. The aim of this systematic analysis was necessary to build a list of their most frequent errors. Besides, a checklist was used to determine students’ level of awareness of these errors. As a result, a program based on some metacognitive strategies was developed to raise students’ awareness of syntactic and semantic errors to improve their translation performance. Metacognition awareness went through five stages of preparation, presentation, practice, evaluation, and expansion. Students worked together in the process of translation to translate the given passages. They worked in pairs to proofread their translation by identifying their errors, correcting them, and finally editing their final copy. A pre-post translation test was developed to assess students’ translation performance. Data obtained from the test was dealt statistically with SPSS software. The results indicated improvement in students' translation performance.

scholarly journals COMPLIMENT STRATEGIES PRODUCED BY EFL LEARNERS OF ENGLISH STUDY PROGRAM IN RIAU, INDONESIA

2021 ◽  
Vol 5 (2) ◽  
pp. 132
Author(s):  
Lili Ariani ◽  
Indah Tri Purwanti ◽  
Eliwarti Eliwarti
Keyword(s):  
Random Sampling ◽  
Sampling Technique ◽  
Qualitative Approach ◽  
Descriptive Statistics ◽  
Study Program ◽  
Efl Learners ◽  
Completion Test ◽  
Efl Students ◽  
Academic Year ◽  
Cluster Random Sampling

This research was aimed at analysing students’ strategies in giving compliments. This was descriptive qualitative research using a qualitative approach accompanied by descriptive statistics. This research involved 39 EFL students as the participants in the academic year 2019/2020 selected using cluster random sampling technique. The instrument used to collect the data was a DCT (Discourse Completion Test) containing a number of situations where the students were expected to give their compliment. The result showed that the students used many kinds of strategy in giving compliments. Explicit strategy was the most used by the students. Furthermore, the single explicit strategy appeared the most within overall strategies that appeared in the DCT. This implied that the students prefer to give a direct and simple compliment. One strategy in giving compliment appeared out of the classification which is congratulation attached to unbound semantic formula.

scholarly journals Digital Posters to Engage EFL Students and Develop Their Reading Comprehension

2019 ◽  
Vol 8 (4) ◽  
pp. 169
Author(s):  
Samah Zakareya Ahmad
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Control Group ◽  
Regular Instruction ◽  
Efl Students ◽  
Efl College Students ◽  
Experimental Group

This study investigates the effect of digital posters on the reading comprehension and engagement of EFL students. Thirty-three 3rd-year EFL college students were divided into a control group (n = 17) and an experimental group (n = 16). Both groups were pretested on reading comprehension and engagement before the experiment and then posttested after it. For 12 weeks, participants in the control group received their regular instruction while those in the experimental group used digital posters. Using digital posters went through six steps: orientation, preparation, production, presentation, evaluation, and reflection. While Mann-Whitney U Test showed no significant differences between the two groups in the pretest of reading comprehension (U = 118.00; p > 0.05) or engagement (U = 102.00; p > 0.05), it showed significant differences between them in the posttest of reading comprehension (U = 70.00, p < 0.05) and engagement (U = 57.00, p < 0.05). This led the researcher to reach the conclusion that digital posters significantly improved the reading comprehension and engagement of EFL students.

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