scholarly journals The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

2017 ◽  
Vol 5 (4) ◽  
pp. 111 ◽  
Author(s):  
Firooz Sadighi ◽  
Mehdi Dastpak
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Affective Factors

Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors. 

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

Massive Multiplayer Online Role-Playing Games as English as a Foreign Language Learning Environments

2019 ◽  
pp. 162-182
Author(s):  
Hélder Fanha Martins
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
English Language ◽  
Foreign Language Learning ◽  
Role Playing ◽  
Target Language ◽  
Role Playing Games

The objective of this chapter is to gain a better understanding of the usefulness of massive multiplayer online role-playing games (MMORPGs) for promoting English as a foreign language (EFL) acquisition. To accomplish this goal, the author analyzed specific categories of interaction occurring between English language learners while playing an online game entitled Eve Online. Previous research has proved that there are positive outcomes on EFL acquisition from the interaction that takes place while playing video games known as MMORPGs. These games immerse players in virtual worlds that are inhabited by hundreds and even thousands of other players, and all are partaking in the game in real time. Learners who choose to play the game in a foreign language are exposed to target language input in a context-rich environment where they can interact with native-speakers and other language learners.

Influence of prestudy on foreign language learning attitude

2010 ◽  
Vol 38 (2) ◽  
pp. 187-196 ◽  
Author(s):  
Ismail Hakki Mirici
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Foreign Language Learning ◽  
Control Group ◽  
Learning Attitude ◽  
Target Unit ◽  
Reading Activities

In this experimental study, based on qualitative and quantitative data collection from an experimental and a control group, the influence of 2 different ways of prestudy on foreign language learning attitude of the upper-intermediate level of English language learners was investigated. One prestudy program was based on specially designed familiarization handout-materials comprising topic-related reading activities, the other program entailed using a dictionary focusing on the words used in the target unit. Students who worked with the handout were significantly more motivated, active, and interactive than those who worked with a dictionary. In addition, teachers felt that students who did prestudy using handouts found the unit more meaningful and developed a better attitude towards learning a foreign language than did those who relied on a dictionary.

scholarly journals The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

2018 ◽  
Author(s):  
Kamel Boustani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Tests ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
New Words ◽  
The Impact

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

scholarly journals The Impact of Translation Equivalence on Tunisian EFL Learners’ Vocabulary Knowledge and Word-Learnability

2018 ◽  
Author(s):  
Kamel Boustani
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Tests ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
New Words ◽  
The Impact

One of the most pivotal challenges that learners may face, during foreign language learning, is building a reliable lexicon. Insufficient vocabulary knowledge may put serious obstacles in the foreign language learning process. Thus, students need to equip themselves with different strategies to cope with these difficulties. Translation equivalence (TE) is one of these strategies. Since the success or failure of any vocabulary learning strategy depends on two main factors: developing the learners’ vocabulary knowledge and the extent of difficulty or ease with which the learner acquires new words, this research aims at investigating the impact of this strategy on EFL learners’ vocabulary knowledge and word learnability. 258 Tunisian 9th graders participated in this project. Two vocabulary recognition tests, one using translation equivalence and the other using only-English strategies, were used to test the hypotheses. Different statistical tests and techniques were employed to analyze data. Findings showed that TE has a positive impact on learners’ vocabulary knowledge and revealed that students, at this level of proficiency, learn vocabulary through translation better than any other strategy using only English.

scholarly journals Factors generating anxiety when learning EFL speaking skills

2018 ◽  
Vol 5 (2) ◽  
pp. 230-239
Author(s):  
Rizaldy Hanifa
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Time Pressure ◽  
Relevant Literature ◽  
Foreign Language Learning ◽  
Speaking Anxiety ◽  
Affective Factors ◽  
Performance Factors ◽  
Foreign Language Learners ◽  
To Come

The mastery of communication skills is undeniably considered the most important aspect in modern-day EFL contexts. Nevertheless, becoming communicatively competent is particularly difficult for foreign language learners as it is influenced by a number of factors including affective factors. Among the several affective factors which affect foreign language learning especially speaking, anxiety emerges to be the crucial one that has a devastating effect on the oral performances of students. This paper reviews the speaking anxiety phenomenon in the field of foreign language learning. The possible factors that cause speaking anxiety to come into play are described and discussed in accordance with the central themes appearing from an examination of relevant literature. The central themes are (1) cognitive factors covering topics, genre, interlocutors, and processing demands, (2) affective factors dealing with feelings towards the topic and/or the participants, and also self-consciousness, and (3) performance factors concerning mode, degree of collaboration, discourse control, planning and rehearsal time, time pressure and environmental conditions. Understanding the nature of this anxiety and the sources it springs from thoroughly should help both teachers and learners to gain more insights and find ways with which to deal with anxiety in EFL classrooms.

scholarly journals An Exploration of Classroom-related Sources of Foreign Language Speaking Anxiety of Pakistani University Students

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 211-221
Author(s):  
Dr. Abdus Samad ◽  
Dr. Mansoor Ali ◽  
Dr. Abdul Karim Khan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Environment ◽  
English Language ◽  
Language Teachers ◽  
Negative Evaluation ◽  
Foreign Language Anxiety ◽  
Related Factors ◽  
Speaking Anxiety ◽  
Distinct Variable

Foreign language anxiety is a distinct variable particular to language learning and it has debilitative effects on the learning and production of language. The current study aims to explore the perspectives of Pakistani postgraduate non-major English language students specifically regarding classroom-related factors that may contribute to their speaking anxiety (SA). A questionnaire was administered to 170 students and aiming to find a more comprehensive explanation of their SA, 20 students were interviewed. Quantitative data were analyzed through SPSS while exploratory content analysis was followed to analyze the qualitative data. Findings highlight several classroom-related sources of SA namely; a formal classroom environment, oral tests, fear of negative evaluation, large classrooms, fear of being put on the spot, short time granted to formulate answers, and unfamiliarity among classmates. The last four sources of SA have not been mentioned earlier in the field of SA. Implications and recommendations are offered for language teachers and material designers. Finally, recommendations for future studies are given.

scholarly journals THE ASSESSMENT AND EVALUATION IN TEACHING ENGLISH AS A FOREIGN LANGUAGE

2017 ◽  
Vol 1 (2) ◽  
pp. 224
Author(s):  
Venny Eka Meidasari
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Student Learning ◽  
Classroom Practice ◽  
English Language ◽  
Foreign Language Learning ◽  
Instructional Program ◽  
Assessment And Evaluation ◽  
Essential Components

This article is focusing on assessment and evaluation of English as a foreign language learning (EFL). These are essential components teaching and learning in English language arts. Both assessment and evaluation are the critical parts of effective literacy development; therefore, it is important for classroom teachers to know how to evaluate English language learners� progress. Without an effective evaluation program it is impossible to know whether students have learned, whether teaching has been effective, or how best to address student learning needs. The overall goal of assessment is to improve student learning. Assessment should always be viewed as information to improve student achievement. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). The assessment and evaluation literacy needs from the learner�s perspective is also an important part of an instructional program. The needs of assessment and evaluation process can be used as the basis for developing curricula and classroom practice that are responsive to learners� needs. It encompasses both what learners know and can do and what they want to learn and be able to do. Learners need opportunities to evaluate their progress toward meeting goals they have set for themselves in learning English.Keywords: assessment, evaluation, foreign language learning, teaching, curriculum

scholarly journals The Relationship Between Chinese English Major Students' Learning Anxiety and Enjoyment in an English Language Classroom: A Positive Psychology Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Fan Fang ◽  
Xiaofei Tang
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Negative Evaluation ◽  
Language Classroom ◽  
English Major ◽  
Psychology Perspective

Many studies have explored learner psychology in relation to second language acquisition (SLA) in order to understand the effectiveness and difficulties of language learning. In the last two decades, emotional factors in students' language learning have garnered much attention in the field of SLA. However, more recently, studies have begun to focus on enjoyment and its relationship with anxiety. By collecting data at a provincial key university in southeast China, the study discussed in this paper investigated English major university students' emotions related to learning English. By collecting questionnaire responses from 140 English major undergraduates and conducting interviews with six students, the findings revealed that the participants' levels of foreign language enjoyment (FLE) were significantly higher than their levels of foreign language classroom anxiety (FLCA) and that they experienced FLE more frequently than FLCA. It was also found that the participants' FLE was more related to their teachers and peers and their FLCA was more related to their emotions, such as fear of a negative evaluation and speaking without sufficient preparation. In addition, this study also provides a few pedagogical implications for improving foreign language learning outcomes and teaching efficiency in English teaching and learning.

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