scholarly journals English as a Foreign Language (EFL) Learners’ Perceptions on the Effectiveness of the Internet to Enhance their Learning

2020 ◽  
Vol 8 (3) ◽  
pp. 25
Author(s):  
Ziad Abdulrahman Al-Muwallad
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Vital Role ◽  
Language Teachers ◽  
The Internet ◽  
King Saud University ◽  
Learning And Teaching ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Preparatory Year

This study attempted to investigate the vital role of the internet in enhancing the learning of reading. In addition, the study aimed to measure the students’ attitudes towards the internet and to identify to what extent the internet was employed in their reading classes. Moreover, the study aimed to explore the challenges that they encountered while using the internet in their learning of reading. In order to achieve these goals, the researcher used the descriptive analytical approach and used the questionnaire as the main data collection tool. The study sample comprised 50 Saudi EFL male students in the preparatory year at King Saud University in Saudi Arabia. The findings of the study showed that students perceived that the internet is important in the process of reading comprehension learning and teaching with positive attitudes towards the internet. Results showed that the top challenges of using of the internet for reading learning/teaching are lack of students’ knowledge to know what to read on the internet, the short time of the class, and the students’ lack of the skills and knowledge to use the internet for academic purposes. Furthermore, the results showed that the students mostly used the internet for playing games, social networking, and learning vocabulary. It is recommended that English language teachers should be encouraged to use the internet in their language classes as it is valuable for their students to enhance their reading comprehension skills.

scholarly journals Teachers' and students' attitudes towards reading and writing: Do they correlate to students' achievement in English?

2021 ◽  
Vol 8 (1) ◽  
pp. 143-156
Author(s):  
Titus Terver Udu
Keyword(s):  
English Language ◽  
Attitude Scale ◽  
Language Teachers ◽  
Reading And Writing ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Students Attitudes ◽  
Senior Secondary ◽  
Attitudes Towards Reading

This survey tested the null hypothesis that teachers’ and students’ attitudes towards reading and writing do not simultaneously predict students’ achievement in the English language. The researcher utilized a sample of 38 teachers and 492 senior secondary school students from 12 schools in Benue State, Nigeria, for the study. The researcher developed and utilized the English Language Students’ Attitude Scale (ELSAS), English Language Teachers’ Attitude Scale (ELTAS), and Reading and Writing Achievement Test (RWAT) for data collection. An estimate of internal consistency was obtained through Cronbach’s Alpha and Kuder Richardson’s reliability methods and found to be 0.76 for ELSAS, 0.68 for ELTAS, and 0.81 for RWAT. Data analysis was by multiple regression statistics. The findings revealed that both English language teachers and students have a positive attitude towards reading and writing (F3, 492 = 0.160, p0.05) implying that teachers and students’ attitudes towards reading and writing jointly predicted students’ achievement in the English language in senior secondary schools. To conclude, learning would be facilitated if both teachers and students hold positive attitudes towards reading and writing, and this, in turn, could impact the students’ achievement in the English language. It was recommended that teachers should plan reading and writing instruction that can help students develop positive attitudes to these skills and parents should help in the development of these skills at home.

scholarly journals Teaching English Speaking Online versus Face-to-Face: Saudi Students’ Experience during the COVID-19 Pandemic

2021 ◽  
Vol 12 (1) ◽  
pp. 19-27
Author(s):  
Abdulrahman Alzamil
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
English Language ◽  
Learning And Teaching ◽  
Face To Face ◽  
Saudi Students ◽  
Positive Attitudes ◽  
English Speaking ◽  
Face To Face Learning ◽  
Students Attitudes

In March 2020, schools in the Kingdom of Saudi Arabia were suspended. Online learning became a substitute for traditional face-to-face learning. This study addresses the implications of this shift for the attitudes of university-level English majored Saudi students taking a listening and speaking course. The study investigated the students’ attitudes towards: a) the importance of speaking in English; b) teachers use of emails to communicate their feedback on students’ English-speaking tasks; c) online teaching of English speaking; and d) online learning and teaching of the English language. The data collection tool was a 21-item questionnaire. The participants were 18 second-year male Saudi students who were studying English at a Saudi university. The findings showed that the participants: a) had positive attitudes towards the importance of speaking English; b) appreciated the benefits that online learning offers, but felt it could not replace face-to-face learning.

scholarly journals Teachers and Students’ Attitudes towards the Integration of the Target Culture in the English as a Foreign Language Class: A Case Study

2021 ◽  
Vol 4 (4) ◽  
pp. 253-266
Author(s):  
Simon Pierre DABOU ◽  
Abdelhak HAMMOUDI ◽  
Romaissa CHIBANI
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Structured Interview ◽  
Language Teachers ◽  
Language And Culture ◽  
Language Class ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Target Culture

Language and culture are like two sides of the same coin, the music on a radio or the soul in a body. The two are so interrelated that separating them is almost impossible. Therefore, teaching a foreign language implies integrating the target culture. In this context, this study aimed to investigate teachers and students’ attitudes towards the integration of the English culture in the EFL curriculum at the University of Sétif 2.  A Semi-structured interview with six English language teachers and a questionnaire to 53 third-year English students were the tools used to collect the necessary data. The analysis of the data showed that all the teachers were for the integration of the target culture in the EFL classes. The study also revealed that students who had positive attitudes towards the target culture represented only 28% of the sample. Therefore, the researchers suggested that the concept of target culture be properly defined within the EFL class and appropriately approached to sustain interest. Moreover, teachers are encouraged to integrate certain aspects of the target culture, such as language, norms, and values, to avoid misunderstanding, and respect each other’s cultural rights.

scholarly journals Teaching English Speaking Online versus Face-to-Face: Saudi Students’ Experience during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Abdulrahman Alzamil
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
English Language ◽  
Learning And Teaching ◽  
Face To Face ◽  
Saudi Students ◽  
Positive Attitudes ◽  
English Speaking ◽  
Face To Face Learning ◽  
Students Attitudes

In March 2020, schools in the Kingdom of Saudi Arabia were suspended. Online learning became a substitute for traditional face-to-face learning. This study addresses the implications of this shift for the attitudes of university-level English majored Saudi students taking a listening and speaking course. The study investigated the students’ attitudes towards: a) the importance of speaking in English; b) teachers use of emails to communicate their feedback on students’ English-speaking tasks; c) online teaching of English speaking; and d) online learning and teaching of the English language. The data collection tool was a 21-item questionnaire. The participants were 18 second-year male Saudi students who were studying English at a Saudi university. The findings showed that the participants: a) had positive attitudes towards the importance of speaking English; b) appreciated the benefits that online learning offers, but felt it could not replace face-to-face learning.

scholarly journals Students’ attitude towards doing while-reading comprehension exercises using Microsoft Forms

2020 ◽  
Vol 4 (2) ◽  
pp. 55-60
Author(s):  
Tu Thi Thanh Tran
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
English Language ◽  
Time Pressure ◽  
Motivation To Read ◽  
Positive Attitudes ◽  
Depth Interview ◽  
Critical Skills ◽  
Students Attitudes ◽  
Reading Activities

Reading comprehension is one of the critical skills of language learning in general and English language learning in particular. The purpose of this article is two-fold: giving examples of some while-reading activities using Microsoft Forms and presenting students’ attitudes towards doing such while-reading comprehension exercises using Microsoft Forms. The results, obtained from three research instruments, namely questionnaire, in-depth interview and observation, show that students generally expressed positive attitudes towards this way of doing while-reading exercises thanks to (1) the brand-new experience it offers, (2) the colorful and vivid images on the device, (3) the motivation to read and unveil the answers to the reading questions under time pressure and competitiveness with peers as well as (4) a sense of accomplishment completing assignments before or on time.

scholarly journals Vocabulary Learning through Duolingo Mobile Application: Teacher Acceptance, Preferred Application Features and Problems

2019 ◽  
Vol 8 (2S9) ◽  
pp. 79-85
Keyword(s):  
Mobile Applications ◽  
Mobile Application ◽  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Positive Attitudes ◽  
Teacher Acceptance

Vocabulary learning is vital towards acquiring new languages and therefore insufficient vocabulary knowledge can be considered a significant barrier to such learning. Availability of tools to enhance or simplify the learning process is an added advantage to encourage learners to learn new languages. This research was conducted to investigate teacher acceptance of mobile applications in Saudi Arabian universities for vocabulary learning, identify suitable features for vocabulary learning applications and to identify problems that may arise through use of mobile applications in classroom settings with the aim of solving them. Duolingo mobile application was employed as a study tool to investigate effectiveness of the applications and their technological features. Twenty English language teachers participated in the study by answering questionnaires and three of them were also interviewed and resulting data analyzed quantitatively and qualitatively. The main findings from the research are that teachers showed positive attitudes towards teaching and learning using vocabulary learning applications and that several challenges faced by users inform on unsuitability of the applications and reluctance to use by teachers. Therefore, appropriate measures should be taken to address the problems associated with use of mobile applications in vocabulary learning and teaching so as to explore the vast potentials they have towards learning.

scholarly journals Saudi EFL Learners’ Perceptions of the Benefits of ICT Integration into English Learning

2019 ◽  
Vol 7 (2) ◽  
pp. 163
Author(s):  
Nada H. Gamlo
Keyword(s):  
English Language ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Research Area ◽  
English Learning ◽  
Authentic Materials ◽  
Learning And Teaching ◽  
Positive Attitudes ◽  
Preparatory Year ◽  
English Language Institute

<p><em>This study focuses on exploring the benefits perceived by Saudi English as a Foreign Language (EFL) students of integrating Information and Communication Technology (ICT) into English learning and teaching. It also aims to determine their use of ICT and their attitudes to its use in learning and teaching. Data were collected through a questionnaire survey from 120 female preparatory year students studying at an English Language Institute (ELI) at a University in Saudi Arabia. The quantitative data obtained were analysed through statistical descriptive analysis. The findings of the study reveal positive attitudes among students on the use of ICT in English learning and teaching. The majority of the students used ICT to access English learning resources to learn English. Students also perceived ICT as a useful tool that could be used to access authentic materials. In addition, students strongly agreed that ICT can improve their English learning and helps increase learning autonomy. The findings of the study were discussed and compared with the findings of related literature. This study provides valuable insights on how students perceive ICT as a tool of learning and teaching that can help provide a better English learning experience. Moreover, this study contributes to the research area of ICT use in EFL learning in the Arab higher education context. </em></p>

scholarly journals Attitudes of Palestinians EFL Students Towards the Use of Jigsaw Cooperative Learning Technique in Teaching Reading Comprehension

2021 ◽  
Vol 58 (1) ◽  
pp. 5947-5955
Author(s):  
Enas A. A. Abuhamda, Ramiaida Darmi, Hazlina Abdullah
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Secondary Students ◽  
Quantitative Research ◽  
English Language ◽  
Teaching Reading ◽  
Language Abilities ◽  
Positive Attitudes ◽  
Learning Technique ◽  
Students Attitudes

Reading comprehension plays a crucial role in developing the reading skills. Therefore, reading comprehension is one of the most significant skills of all the four linguistic abilities, towards better effectively communication in classroom. Subsequently, the English Language (EL) teachers should consider and find different teaching methods in their classrooms in order to improve the language abilities of their learners in the classrooms such as Jigsaw Cooperative Learning Technique (JCLT) through changing their methods, materials and overcoming the traditional way of teaching English language. The aim of the study was to investigate Palestinians EFL secondary students’ attitudes towards the use of JCLT in teaching reading comprehension. In addition, the study adopted fully quantitative research design to collect data through the self-designed questionnaire survey that distributed randomly on a sample of 1094 Palestinians EFL secondary teachers in 2019-2020. The collected data were analyzed and treated statistically using SPSS.24. The results of the study showed that Palestinians EFL secondary students have positive attitudes towards using jigsaw cooperative learning technique as a tool in the EFL teaching. The recommendation and suggestion for studies were suggested in light of the findings.

scholarly journals Learners’ Summarisation Skills and Their Achievement in Reading Comprehension: A Case of Vihiga County, Kenya

2020 ◽  
Vol 8 (2) ◽  
pp. 77
Author(s):  
Mary Susan Anyiendah ◽  
Paul A. Odundo ◽  
Agnes Kibui
Keyword(s):  
Reading Comprehension ◽  
Null Hypothesis ◽  
English Language ◽  
Language Teachers ◽  
Primary Data ◽  
Control Group ◽  
Group Design ◽  
Lesson Delivery ◽  
English Language Teachers ◽  
Experimental Group

Learners in Vihiga County perform poorer in English language examinations than their peers in neighbouring counties; and their performance seems to be weaker in comprehension compared to grammar sections. The purpose of this study was to determine the influence of summarisation skills on learners’ achievement in reading comprehension in Vihiga County. The Solomon Four-Group Design was applied to obtain primary data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression was also applied to generate two models, one for the experimental group and one for the control group. In both models, summarisation skills influenced learners’ achievement in reading comprehension positively, and the effect was significant at 90% confidence level; thus, leading to rejection of the null hypothesis. However, the effect seemed to be stronger in the experimental than in the control group, which suggests that training English language teachers on how to correctly apply summarisation skills impacted on learners’ achievement in reading comprehension. Based on the findings, it’s concluded that: training teachers of English language on the correct procedures for activating learners’ summarisation skills is likely to add value by making them more effective in lesson delivery. Such training is likely to inspire teachers to go an extra mile in their efforts to activate learners’ summarisation skills.

Podcasting as a Next Generation Teaching Resource

2009 ◽  
pp. 350-365 ◽  
Author(s):  
Jenny Ang Lu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
Wide Range ◽  
Potential Applications ◽  
English Language Teachers ◽  
Almost All

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

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