scholarly journals Learners’ Perceptions of Monolingual Dictionaries in Learning English as a Foreign Language

2019 ◽  
Vol 7 (3) ◽  
pp. 10
Author(s):  
Wajahat Taj Abbasi ◽  
Mudassar Mahmood Ahmad ◽  
Faiza Abdalla Elhussien Mohammed
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Quantitative Data ◽  
English Language ◽  
Qualitative Data ◽  
Survey Method ◽  
Internal Reliability ◽  
Bilingual Dictionaries ◽  
Efl Teachers ◽  
Learning English

Dictionary is an acknowledged learning tool which has a tremendous role in acquiring a language. It has proved to be helpful in learning vocabulary and developing language proficiency. The use of monolingual dictionaries is thought to be very fruitful for learning vocabulary. The present study used survey method to gain the perception of the students about the use of monolingual dictionaries for learning EFL. The study also used interviews of EFL teachers to support the findings of the study by eliciting their perceptions about the use of dictionaries by students. A questionnaire was administered in two governmental secondary schools of Zulfi, Saudi Arabia. It was sent to 99 students but a number 92 students responded. Internal reliability of the questionnaire was.81. Descriptive statistical methods were used for analyzing the quantitative data. Additional interviews with 9 teachers were also conducted to support the findings of the questionnaire. Collective thematic analysis of all interviews was conducted to analyze the qualitative data. The results showed that students have positive views about the use of dictionaries for learning EFL; they prefer to use monolingual dictionaries, but they cannot truly use them because bilingual dictionaries are easier and more helpful for them in translation as well as their process of learning English language due to their low proficiency levels. The paper puts forth some recommendations and suggestions that will be helpful for using monolingual dictionaries. It concludes by focussing on the problems in handling monolingual dictionaries.

scholarly journals Towards Understanding EFL Teachers’ Conceptions of Research: Findings From Argentina

2018 ◽  
Vol 20 (1) ◽  
pp. 57-72
Author(s):  
Darío Luis Banegas
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teacher Development ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Online Questionnaire ◽  
Efl Teachers ◽  
Research Findings

This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional notions closer to a quantitative paradigm. They felt research was not part of their job, and a lack of time was the main reason for not engaging in/with research. Teacher development, agency, empowerment, and autonomy could be sought by engaging teachers with forms of research which are meaningful to them, such as action research.

Non-native EFL teachers’ email production and perceptions of e-(im)politeness

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Maria Economidou-Kogetsidis ◽  
Helen Woodfield ◽  
Christine Savvidou
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Native Speaker ◽  
English Language Proficiency ◽  
Efl Teachers ◽  
Politeness Strategies

AbstractThe present study investigates the nature of email requests to faculty produced by non-native speaker (NNS) teachers of English as a foreign language (EFL), the importance attached by these teachers to linguistic forms designed to achieve email politeness and status-congruence, and the extent to which perceptions and evaluations by the NNS teachers and native-speaker (NS) lecturers might differ with regard to these emails. The study found that the non-native speaker teachers (NNSTs) evidenced a developed sense of sociopragmatic knowledge in high imposition L2 requests for action, and employed politeness strategies that were indicative of a concern to maintain social and face relationships in virtual consultations. It is argued that despite their advanced English language proficiency, the teachers’ reliance on directness, excessive formality, and lengthy grounders could still put them out-of-status and render their emails as pragmatically inappropriate. The study further confirmed significant differences in how the two groups perceive appropriateness and politeness in direct and unmodified student email requests to faculty. Overall, while the NSs judged the emails primarily according to their content and, to a lesser extent, according to their form and framing devices, the NNSTs focused almost exclusively on form and framing devices (in/formality, in/directness, nature and extent of mitigation, opening/closing moves, forms of address).

scholarly journals SOURCES OF TURKISH EFL LEARNERS’ FOREIGN LANGUAGE READING ANXIETY

2017 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Cemre Isler ◽  
Ozgur Yildirim
Keyword(s):  
Foreign Language ◽  
Quantitative Data ◽  
English Language ◽  
Qualitative Data ◽  
Figurative Language ◽  
Personal Factors ◽  
Structured Interviews ◽  
Efl Learners ◽  
Foreign Language Reading ◽  
Reading Anxiety

The purpose of this study was to investigate possible sources of reading anxiety experienced by Turkish EFL learners. The participants of the study were 50 first year university students studying at the English Language Teaching program of a public university in Turkey. The study employed the explanatory sequential mixed methods design. First, the quantitative data were collected through Foreign Language Reading Anxiety Scale (FLRAS), and then the qualitative data were collected through semi-structured interviews for the purpose of better understanding quantitative data findings. For analyzing the quantitative data, each participant’s mean score from FLRAS was computed. As for the qualitative data, the transcribed interviews were analyzed using the constant comparison method, for which the researcher identified the recurring themes through coding, prioritizing and connecting the pieces of data. Results indicated that the participants of the study, in general, experience a moderate level of FL reading anxiety. The following three main categories of FL reading anxiety sources were identified with their ten sub-categories: (1) personal factors (inappropriate reading strategy use, lack of self-confidence, high expectations), (2) features of the reading text (topic familiarity, unknown vocabulary, complex reading structure, text length, figurative language), and (3) reading course (compulsory reading, exam). Key Words: foreign language anxiety, foreign language reading anxiety, the sources of foreign language reading anxiety

scholarly journals Practical strategies to teach vocabulary through games in EFL beginner classes: the case study of some secondary schools in Namangan region

2019 ◽  
Vol 2 (6) ◽  
pp. 94-96
Author(s):  
Zebo Botirova Hakimjon qizi ◽  
Islomjon Umrzoqov Israilovich
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Efl Context ◽  
Efl Teachers ◽  
Learning English

One of the difficult aspects of learning a foreign language, particularly in an EFL context, is vocabulary teaching and learning .This article investigates the difficulties faced by EFL teachers and their learners in the process of teaching and learning English language .It aims at exploring the motivating potential of games in improving the teaching and learning vocabulary in EFL beginners’ classes in Uzbek secondary schools.

scholarly journals Social Media Usage for Enhancing English Language Skill

2020 ◽  
Vol 14 (07) ◽  
pp. 41
Author(s):  
E. Oos Mukhamad Anwas ◽  
Yuni Sugiarti ◽  
Anggraeni Dian Permatasari ◽  
Jaka Warsihna ◽  
Zulfikri Anas ◽  
...  
Keyword(s):  
Social Media ◽  
High School Students ◽  
Foreign Language ◽  
English Language ◽  
Survey Method ◽  
Media Content ◽  
School Students ◽  
Media Usage ◽  
Listening And Speaking ◽  
Learning English

One of the obstacles of learning English Language as a Foreign Language is the limitation of practicing media. Social media has many contents and facilities which can be used for practicing English. The aim of this study is  to find out students’ intensity of using English-language social media content. The study was conducted by quantitative approach and survey method among the  Senior High School students in Jakarta, Indonesia. Data analysis shows that as students’ intensity who used English-language social media content is low. Students’ perception of English skill in reading and writing is good, while students’ perception of listening and speaking is still low. The intensity of using English-language social media content is positively and significantly related to students' perceptions of their ability to speak English including reading, writing, listening and speaking aspects. Hence, social media is needed to be learning media for learning English language as a Foreign Language in Indonesia.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION USING VIP (VOCABULARY INVESTOR PACKAGE) MEDIA AT SMKN 1 BATU

2020 ◽  
Vol 3 (2) ◽  
pp. 88-95
Author(s):  
Indah Dwi Wahyuni ◽  
◽  
Erythrina Crista Wijayanti ◽  
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Average Score ◽  
English As Foreign Language ◽  
Effective Implementation ◽  
Efl Teachers ◽  
Crucial Part ◽  
Better Than

One of main concerns of the most English as Foreign Language (EFL) teachers is how to assist the students to develop English language proficiency. In this regard, reading is considered as a crucial part of the EFL learning process. The major goal of teaching reading is students are able to recognize the words and convey the meaning of them. Vocabulary seems to gain far more attention as the students had difficulties of interpreting the words that interferes their reading comprehension. Given such limitation of the students’ competence, their motivation may become low. Having seen this phenomenon, the teacher should maximize opportunities for students to improve their reading comprehension as well as their motivation. To this end, this research investigates the implementation of VIP (Vocabulary Investor Package) Media to enhance students’ reading comprehension. The research conducted Classroom Action Research (CAR) by employing 2 cycles to 28 students of twelve grade at SMKN 1 Batu. Accordingly, the procedures included planning, implementing, observing, and reflecting. The results show that (1) the highest score in cycle 2 was higher than the highest score in cycle 1; (2) the lowest score in cycle1 increased compared to cycle 1; (3) the average score was better than in cycle 1; (4) the percentage of students who achieved the minimum criterion (KKM) in cycle 2 was improved rather than in cycle 1; and (5) the percentage of students who did not reached KKM was decreased compared to cycle 1. Therefore, the use of VIP (Vocabulary Investor Package) Media successfully improves students’ reading comprehension. For the effective implementation, this suggests that applying VIP media to the other skills is highly required.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

Manajemen Rantai Pasok Produksi Rak Piring Aluminium di Depok (Studi Kasus pada PD. Sumber Jaya Aluminium)

2020 ◽  
Vol 3 (2) ◽  
pp. 97-105
Author(s):  
Lingga Yuliana
Keyword(s):  
Supply Chain ◽  
Information Flow ◽  
Quantitative Data ◽  
Research Method ◽  
Qualitative Method ◽  
Qualitative Data ◽  
Survey Method ◽  
Product Flow ◽  
Financial Flow

The purpose of this research is to find out the product flow, financial flow and information flow in the management of the supply chain plate rack based on the existing supply chain so that the company can produce effectively and efficiently. The research method used is a qualitative method using a survey method that is to explain, describe and interpret a phenomenon that occurs in an object and qualitative data with the support of quantitative data. The results showed the company combining assembly material team, glass assembly team and final completion teams could accelerate production and limit cooperation with independent marketing to summarize the supply chain and prevent company losses.

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