scholarly journals Conceptualizing Language Learning Metaphors in the Saudi EFL Context: Practicality, Applicability & Appropriacy

2017 ◽  
Vol 6 (7) ◽  
pp. 277
Author(s):  
Mansoor S. Almalki
Keyword(s):  
Language Learning ◽  
English Language ◽  
Poor Performance ◽  
Policy Makers ◽  
Efl Context ◽  
Teacher Student ◽  
Efl Teachers ◽  
Efl Classrooms ◽  
Teachers Attitudes

This paper tries to investigate the trends about the use of metaphors in the Saudi EFL classrooms. The proper implementation of metaphors (i.e. instruction, acquisition, and socialization metaphors) by teachers can be a reason for boosting source in the interactional and instructional patterns of the Saudi EFL classrooms, and the significance of these metaphors at aforementioned settings was investigated in the present study. Focusing upon the perceptive design of the study, a survey was conducted to know the significance of the three metaphors in the interactional settings of the Saudi EFL classrooms. This study targeted Saudi EFL teachers’ attitudes towards the three delimited metaphors.. The respondents consisted of 200 Saudi EFL teachers drawn from the English Language Centers of the Saudi Universities. A 22-item Likert-scale questionnaire was designed to know the opinions of Saudi EFL teachers about the dynamic use of metaphors in the context of the  Saudi EFL classroom. The findings of the study reflected that the Saudi EFL teachers represented by the cohort of this study presented a mixed attitudes towards the utilization of the three delimited metaphors. The findings show that a limited exposure of instructional metaphor may be one of the reasons of the poor performance of the Saudi EFL teachers. A limited exposure of  acquisition metaphor may also be damaging the dynamics of teacher student interactional and instructional patterns inside the Saudi EFL classrooms. The findings further  show that the teachers’ imbalanced use of class time and hardly any reliance on the coordinated interaction might be due to the limited exposure to the latest techniques embedded in the socialization metaphor. Although policy makers do not acknowledge the fundamental role of metaphors into classroom pedagogies, the participant-teachers recommended professional use of all the metaphors to achieve prerequisite dynamics of the EFL classrooms by fully acknowledging the applicability, appropriateness, and practicality of all the variables of acquisition metaphor.

scholarly journals Reflective Teaching Practice in an EFL Context: A Qualitative Study

2016 ◽  
Vol 6 (7) ◽  
pp. 48
Author(s):  
Hamid Ashraf ◽  
Aynaz Samir ◽  
Mona T. Yazdi
Keyword(s):  
Language Learning ◽  
Teaching Practice ◽  
Language Teachers ◽  
Reflective Teaching ◽  
Affective Factors ◽  
Efl Context ◽  
Depth Interview ◽  
Efl Teachers ◽  
Cognitive And Affective Factors

<p>The aim of the present study was to find the reflection factors at which Iranian EFL teachers reflect on their teaching practice. To this end, 18 Iranian EFL teachers at several language institutes participated in this research. Teachers were surveyed using in-depth interview. The results of study indicated that Iranian EFL teachers were practicing four underlying factors of reflection in their teaching including: practical, cognitive, meta-cognitive, and affective factors. Obviously, the practice of reflective teaching improves the quality of teaching practice and increases students’ motivation towards language learning in classroom. The results call for paying further notice to important role of theses reflective teachers in Iranian EFL context and there is a need to raise knowledge and awareness of all language teachers of the importance of reflecting on their teaching practice.</p>

scholarly journals English in an EFL Context: Teachers’ and Learners’ Motivations for English Language Learning

2018 ◽  
Vol 11 (9) ◽  
pp. 17
Author(s):  
Fatemeh Zarrabi
Keyword(s):  
Language Learning ◽  
Public Discourse ◽  
English Language ◽  
English Language Learning ◽  
Highly Qualified ◽  
Male And Female ◽  
Efl Learners ◽  
Life Chances ◽  
Efl Context ◽  
Efl Teachers

The present study explores the ways in which English is used in public discourse in Tehran-Iran and the motivations of Iranian - English as a Foreign Language (EFL) learners and teachers towards English language learning. The paper begins with an overview of different places in which English is used in Iran, such as media, public signs, traffic signs, advertisements, products, people’s ordinary lives, and education. A cohort of 327 participants, including 168 Iranian EFL learners (male and female) and 159 experienced Iranian EFL teachers (male and female) responded to an English language motivation questionnaire. The results revealed that there is an active presence of English in Iran. In addition, the majority of Iranian EFL learners and teachers involved in the study regard English as an important part of their lives for many and various reasons such as being up-to-date, love, education, learning a new skill, being promoted, having a better and more highly qualified job and increased life chances.

scholarly journals Teachers’ Perceptions on Using Smartphones in English as a Foreign Language Context

2019 ◽  
Vol 4 (1) ◽  
pp. 92-104
Author(s):  
Ali Abbas Alzubi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
Qr Codes ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Teachers ◽  
Educational Applications ◽  
Language Context

This study explored the perceptions of English as a foreign language (EFL) teachers at a foundation year in a university in Saudi Arabia. 41 male (27) and female (14) teachers completed a survey using Google Forms. The results indicated that the majority of teachers (83%) supported the integration of smartphones in EFL context, as 71% believe that smartphones would enhance students’ EFL learning. 72% reported that they used smartphones for university-related work. Sending and receiving emails, accessing the internet, and using educational applications were the most reported beneficial features whereas scanning/creating QR codes, using calculator, playing games, and playing a podcast were the least reported. 79 % believed that smartphones would have instructional benefits for the learners such as access to technology, motivation, creativity English language learning opportunities, and variation in instruction whereas 58 % did not see any barriers in the use of smartphones in EFL context. That smartphones may distract students’ attention was the only reported barrier. Recommendations and impactions for further research and applications were suggested.

scholarly journals Exploring the Perceptions of Moroccan EFL Teachers Towards Task-Based Language Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 18-31
Author(s):  
Mohammed Mettar
Keyword(s):  
Language Learning ◽  
Online Survey ◽  
English Language ◽  
Classroom Practices ◽  
Mother Tongue ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Level Of Use ◽  
Efl Teachers ◽  
High Level

Moroccan students do not have many opportunities to use English outside the classroom setting. The adoption of task-based language learning (TBLL) is deemed to be an appropriate language instructional method for the Moroccan EFL context. Hence, teachers are explicitly urged in the official Moroccan English language guidelines documents to adopt tasks in their teaching practices. However, no known empirical research has been conducted to investigate teachers’ perceptions and use of TBLL. To fill this gap, this study attempted to investigate high school EFL instructors’ familiarity with TBLL and their views on the use of tasks in their classrooms. An online survey provided quantitative data from 90 participants. Results showed that although Moroccan EFL teachers have a good understanding of the key concepts of this approach, their use of tasks is limited. Lack of task-based materials, large class sizes, and students’ use of their mother tongue to complete the task are identified as the main obstacles facing a high level of use of tasks in teachers’ classroom practices. Several implications for the successful integration of TBLL in the Moroccan EFL context are suggested at the end of the article.

scholarly journals Teachers’ and Learners’ Perceptions toward Using Social Media for Developing Oral Proficiency

2019 ◽  
Vol 10 (6) ◽  
pp. 1341
Author(s):  
Ehsan Namaziandost ◽  
Mehdi Nasri ◽  
Mohammad Hossein Keshmirshekan
Keyword(s):  
Social Media ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Oral Proficiency ◽  
Efl Context ◽  
The People ◽  
Efl Students ◽  
University Level

Social media is one of the most important sources of communication in this technological age which enables the people to share their views and thoughts with other friends, relatives, colleagues, class fellows, and teachers without any problem of distance. Therefore, the main purpose of this study was to highlight the role of social media, and to compare the views of teachers and learners regarding the use of various social media sources in English language learning proficiency at university level. The data for this descriptive study was collected through self-made questionnaire. The participants of this study were two hundred (200) university level English learners and teachers (100 learners and 100 teachers). The outcome of the study showed that the frequent usage of Social media by EFL students as well as teachers constitutes a significant impact on both users. It has also reflected the teachers’ readiness to integrate Social media in EFL context by means of a convenient pedagogy. The result of this study showed that both teachers and learners had positive attitude toward using social media in oral proficiency at university level.

scholarly journals Teaching Phonetics Using A Mobile-Based Application in an EFL Context

2018 ◽  
Vol 14 (14) ◽  
pp. 189
Author(s):  
Haggag Mohamed Haggag
Keyword(s):  
Preservice Teachers ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Satisfaction Scale ◽  
Efl Context ◽  
Mobile Assisted Language Learning ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Faculty Of Education

Mobile based learning has been an effective mean for learning languages. The aim of this study is three-fold: first, to investigate the process of designing mobile-based application for teaching phonetics in EFL context. The second is to verify the effect of this mobile application on pre-service EFL teachers' achievement of English phonetics at a university level. Finally, it aims to investigate participants' satisfaction towards Mobile Assisted Language Learning. The research implements a mobile based program for developing preservice teachers' segmental elements in a phonetics courses. It deals with how to design the program, implement it and test its results. Participants of the study were (23) pre-service English language teachers at Hurghada Faculty of Education, South Valley University, Egypt. Instruments of the study included a mobile based phonetics module, English phonetics achievement Test and an English Satisfaction scale. Results showed a development in participants' achievement at the level (0.01) in mastering the segmental elements (Phonemes identifications- consonants classificationvowels classification). Participants showed their satisfaction of the application through their positive feedback and responses to the items of the questionnaire

scholarly journals The Role of Teacher-Student Relatedness and Teachers' Engagement on Students' Engagement in EFL Classrooms

2021 ◽  
Vol 12 ◽  
Author(s):  
Shiyuan Gan
Keyword(s):  
Language Ability ◽  
Student Relationships ◽  
Efl Learners ◽  
Teacher Student Relationships ◽  
Teaching Context ◽  
Teacher Student ◽  
Current Review ◽  
Efl Teachers ◽  
Efl Classrooms

Relationships in language contexts or interactions between teachers and learners might play an eminent role in EFL learners' language ability development. The current review brings to the fore an overview of teacher-student relationships and factors that contribute to this interaction. It has been revealed that EFL teachers' and learners' expectations, beliefs, personality, knowledge, and the language teaching context all play a role in creating an adequate relationship among teachers and learners. This overview suggests several practical tasks to develop a positive relationship between teachers and learners in EFL classrooms.

scholarly journals Teachers’ Attitudes towards Translanguaging in Indonesian EFL Classrooms

2020 ◽  
Vol 20 (2) ◽  
pp. 254-266
Author(s):  
Khairunnisa Khairunnisa ◽  
Iwa Lukmana
Keyword(s):  
Positive Attitude ◽  
English Language ◽  
Multiple Choice ◽  
Language Teachers ◽  
Local Language ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Efl Classrooms ◽  
Quantitative Descriptive ◽  
Teachers Attitudes

This study aims to investigate the attitudes towards translanguaging in EFL classrooms by 50 English language teachers. The present study employed quantitative descriptive. A survey was administered to the teachers to gauge information regarding the importance of translanguaging use and the frequency with which these teachers felt it was practiced in the classroom. The survey was collected through questionnaire that included multiple-choice and Likert scale questions. The findings revealed that Indonesian EFL teachers showed positive attitude towards the use of translanguaging in their classrooms. Most of them considered the incorporation of Indonesian language and local language are beneficial in EFL classrooms. It is also discovered that Indonesian EFL teachers were flexibly use translanguaging to facilitate students’ learning. Nonetheless, this study is limited to teachers’ attitudes. Hence, further study is needed to observe translanguaging practices in Indonesian EFL classrooms.

scholarly journals Exploring Students Perception and ICT Use in Indonesian High Schools

2017 ◽  
Vol 16 (2) ◽  
pp. 177
Author(s):  
Anton Suratno ◽  
Emilia Ninik Aydawati
Keyword(s):  
High School Students ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
School Students ◽  
Policy Makers ◽  
Learning And Teaching ◽  
Digital Era ◽  
Perceived Ownership

The recent spread of technological innovation along with the sophistication of the ICT gadgets have shapped and transformed the realm of learning and teaching including in that of English Language. Alongside, ICT has become more and more inextricable part of human businesses and put a higher level of demand for technological literacy in the part of English learners in order for them to be convident in the digital era membership and participation. This study surveyed 400 high school students as regards: (a) their ICT gadgets perceived ownership; (b) their day-to-day outside and in-school use and; (c) their activities using ICT gadgets for English learning. Findings from the descriptive analyses of the mixed-method study, disclose the positive perception about the gadget ownership. Interestingly, the current study also discovers that there has been a mismatch between the positively perceived ownership of the ICT gadgets and the real day-to-day use as facilitative media for learning, in particular as a useful aids for English language learning. Focusing on the result discussion, issues with regard to discrepancies in the provision of infrastructures and the lack of the support system by school institutions emerge from the FGD analysis highlighting the importance for all decision makers, school institutions, and teachers to consciously start doing something about it. By highlighting the pivotal role of the technology, the researcher suggested a real action for responding to the call for a change in both policy makers and institutonal levels to start integrating the technology into the school curricula.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

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