scholarly journals Investigating the potential of humour in EFL classrooms: An attitudinal study

2018 ◽  
Vol 6 (1) ◽  
pp. 141
Author(s):  
Talip Gonulal
Keyword(s):  
Language Learning ◽  
Classroom Environment ◽  
Language Teachers ◽  
College Level ◽  
Structured Interviews ◽  
English Classrooms ◽  
Teacher Student ◽  
Positive Attitudes ◽  
Efl Students ◽  
Efl Classrooms

Studies on humour have indicated that humour has a lot to offer to both language teachers and learners. Creating a positive classroom environment and lowering affective barriers to language learning are among the several effects of humour. However, the appreciation of humour can be culture-specific and context-dependent. For example, greater values may lie in the employment of humour in English as a foreign language (EFL) settings such as Turkey where the communicative-oriented teaching methods are still in their infancy stage. The current study, therefore, examined the potentials of humour from Turkish EFL learners’ perspective to elicit their opinions regarding the importance and potent roles of humour in EFL classrooms. In this attitudinal study, a mixed-methods design was used. A comprehensive humour perception questionnaire and semi-structured interviews were employed. Two hundred and fifty college EFL students completed the humour survey and eight of them participated in the follow-up interviews. The results indicated that Turkish college-level EFL students have largely positive attitudes towards using humour in English classrooms. Additionally, students considered humour as an effective pedagogical tool that can increase their attentiveness, attention span, confidence in English classrooms, and teacher-student solidarity, as well.

scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work. 

scholarly journals Implementing TED Talks as Authentic Videos to Improve Taiwanese Students’ Listening Comprehension in English Language Learning

2020 ◽  
Author(s):  
Chia-Pei Wu
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
College Level ◽  
Comprehensive University ◽  
Effective Learning ◽  
English Classrooms ◽  
Significant Difference ◽  
Efl Students ◽  
Ted Talks

This research paper explores implementing authentic video materials in EFL listening classrooms. Videos have been used as one of the English listening learning resources; however, without effective learning supports, EFL students are likely to encounter difficulties in comprehending the content on videos and then demotivate learning English. This study aimed to incorporate authentic online videos into students' English listening activities in college-level English classrooms in a private comprehensive university in southern Taiwan. Based on the research background and rationale, there were three main questions :(1) Is there a significant difference among students with different majors on the perceptions of the effectiveness of the listening activities on watching Technology Entertainment and Design Talks videos? (2) Is there a significant difference among students with the content familiarity in their learning with TED Talks videos? (3) What are the students' perceptions of practicing English listening with TED Talks videos? This research was conducted in a one-semester project to uncover 82 EFL learners’ self-reports of learning their online video materials. TED Talks videos and listening activities were utilized in this learning environment. A questionnaire was administered and consisted of demographic information, Likert scale questions, and interviews. The results showed that most students considered that they improved their listening comprehension after learning the TED talks video. Students recalled their background knowledge and analyzed content in the TED Talks.

scholarly journals AN INVESTIGATION OF THE USE OF THE FIRST LANGUAGE IN LIBYAN EFL CLASSROOMS

2018 ◽  
Vol 29 (2) ◽  
pp. 155
Author(s):  
Safia Mujtaba Alsied
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Study Data ◽  
Structured Interviews ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Efl Students ◽  
Efl Classrooms ◽  
Students Attitudes

This article attempts to explore the use of first language (Arabic) in the Libyan EFL classrooms as well as teachers' and students' attitudes towards using it. To this end, 5 Libyan EFL teachers and 143 Libyan EFL undergraduate students from the English department of Sebha University took part in the study. Data were gathered through questionnaires and semi-structured interviews. The findings of the study indicated that the Libyan EFL students had positive attitudes towards using Arabic in the classroom to some degree; however, they were in favor of using English more than Arabic. It was also found that the students employed Arabic frequently to translate words from English into Arabic. The results also reported that the Libyan EFL teachers used Arabic in their classrooms to accomplish many purposes such as helping students to understand, giving instructions, emphasizing information and giving the meaning of new and unfamiliar words. Additionally, teachers held positive attitudes towards the use of Arabic inside the classroom, but they were of the opinion that Arabic can be only used in certain cases and it should not be overused.

scholarly journals Mobile Assisted Language Learning in Saudi EFL Classrooms: Effectiveness, Perception, and Attitude

2020 ◽  
Vol 10 (12) ◽  
pp. 1620
Author(s):  
Raghad Y. Alkhudair
Keyword(s):  
Language Learning ◽  
Educational Tool ◽  
Effective Learning ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Perceptions And Attitudes ◽  
The Hours ◽  
Efl Students ◽  
Efl Classrooms

The utilization of mobiles in EFL classrooms offers valuable opportunities for creating an effective learning environment. To determine the role of such a technology, the present study investigates the effectiveness of using m- learning or MALL in EFL classrooms, and how the use of such an apparatus correlates with the learners' academic achievements. It also examines the perceptions and attitudes of EFL students towards applying MALL in the classroom as an educational tool. A hybrid design containing both quantitative and qualitative questions was employed for the purpose of collecting the data. A total number of 126 students from different Saudi universities have been surveyed. Then, the data were analyzed and tested using Pearson test of relationship as well as descriptive statistics. The findings exhibited a positive correlation between the hours of using mobiles for learning purposes and the students' academic performance. Furthermore, the participants perceived m-learning as a beneficial and assistant tool, and expressed positive attitudes concerning its implementation in the classroom.

scholarly journals The Relationship Between EFL Students’ Perceptual Learning Styles and Their Language Learning Strategies in Saudi Arabia

2018 ◽  
Vol 9 (1) ◽  
pp. 69
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Saudi Arabia ◽  
Learning Styles ◽  
Language Learning ◽  
Perceptual Learning ◽  
Learning Strategies ◽  
College Level ◽  
Language Learning Strategies ◽  
Efl Students ◽  
Perceptual Learning Styles ◽  
The Relationship

This study investigated the relationship between EFL students’ Perceptual Learning Styles (PLS) and their Language Learning Strategies (LLS). A group of (155) college-level EFL students in Saudi Arabia was surveyed. Reid’s learning styles model was employed to identify the participants’ PLS. Oxford’s language learning strategies model was used to identify the participants’ LLS. The study’s results showed that the most preferred learning styles among students were kinesthetic, auditory, and group PLS respectively. It was also found that the most frequently used language learning strategies among students were metacognitive, social, and cognitive LLS respectively. The study revealed a statistically significant relationship between participants’ perceptual learning styles and their language learning strategies.

scholarly journals Teaching English Through Modern Technology: A Study of Private Language Centers, Sindh Pakistan

2019 ◽  
Vol 5 (1) ◽  
pp. 113
Author(s):  
Shamim Kousar ◽  
Shabana Sartaj ◽  
Syed Waqar Shah ◽  
Shoukat Ali Lohar
Keyword(s):  
Action Research ◽  
Language Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
Modern Technology ◽  
Modern World ◽  
Young Generation ◽  
Structured Interviews ◽  
Teacher Student

In this modern world where everything is connected with new technologies and internet. Under control of the internet and new technological inventions, it is hard to undermine their contribution to foreign language teaching. This study pertains to the beginner level students doing English language diploma courses in their initial stage at a private English learning institute located in Sindh province of Pakistan. The study aims at investigating English teaching practices through SS method (Student to student) such as pair work and group study and reduce TS method (Teacher student) of teaching. In such methods modern technology such as visualizer and multimedia (modern technology) are great help for practicing a language teaching. The use of aids and tools is one of the useful resources for language learning and teaching in an easy manner. Most of the researchers’ interest lies in action research and carried out different cycles of action research such as planning, acting, observation and reflection. The study used convenient sampling to recruit participants (n=20). Data for the study included open-ended questionnaires, classroom observations and semi –structured interviews from students as well as researchers’ reflections as a supplementary source of data. The study finds multimedia usage crucial, especially by the young generation of language teachers who understand and support the idea of technology in the classroom, on the contrary to the older generation which criticizes and underestimates its importance.

Online Informal Language Learning Among Foreign Language Teachers

2020 ◽  
pp. 315-332
Author(s):  
Violeta Jurkovič ◽  
Vita Kilar ◽  
Nives Lenassi ◽  
Darja Mertelj
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Group ◽  
Age Groups ◽  
Language Teachers ◽  
Online Resources ◽  
Structured Interviews ◽  
Foreign Language Teachers ◽  
Online Behaviour ◽  
Insight Into

Today's online world provides foreign language users and learners with a multitude of opportunities to engage in a variety of language activities. A social group that can derive major benefits from the availability of online resources in different languages is foreign language teachers. Based on an ‘emic' approach, this study involves case studies of three experienced foreign language teachers that used diaries over a period of eight weeks to report on every instance of online use of their predominant foreign language and English. Semi-structured interviews were used to obtain insight into online behaviour that was not specifically related to the eight-week period of diary-keeping. The results indicate that the online uses of the three participants, although they belong to the same social and age groups, display great variety in terms of online activities and the predominant language used to perform these activities.

scholarly journals Social Network Sites Effectiveness from EFL Students’ Viewpoints

2016 ◽  
Vol 10 (1) ◽  
pp. 39 ◽  
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Social Network ◽  
Language Learning ◽  
English Language ◽  
Social Network Sites ◽  
English Language Learning ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Efl Students ◽  
Perceptions And Expectations ◽  
The Relationship

This study investigated the relationship between EFL students’ experience, attitudes, perceptions, and expectations toward the effectiveness of Social Network Sites (SNS), namely, Facebook, Twitter, YouTube, Instagram, Flickr, Classmates, Academica, MySpace, English baby, and Google+, in English language learning. A survey of 103 participants from different higher education institutions in Saudi Arabia was conducted. The study’s results revealed that the participants had an average SNS experience. The findings also indicated that participants had overall positive attitudes, perceptions, and expectations toward SNS. In addition, the correlations between experience and attitudes, and experience and expectations were statistically significant. Data analysis also showed that the correlations between attitudes and perceptions, attitudes and expectations, and perceptions and expectations were statistically significant. However, experience did not significantly correlate with perceptions. The findings also indicated that the model of the three variables (attitudes, perceptions, and expectations toward SNS) predicting the variable (experience in SNS) was statistically significant: The significant predictor was expectations.

scholarly journals Factors Affecting Technology Integration in EFL Classrooms: The Case of Kuwaiti Government Primary Schools

2020 ◽  
Vol 9 (4) ◽  
pp. 10
Author(s):  
Maha Bader Alghasab ◽  
Anaam Alfadley ◽  
Amel M. Aladwani
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Parental Support ◽  
Primary Schools ◽  
Computer Assisted ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Efl Teachers

Previous Computer Assisted Language Learning (CALL) research has shown that technology is beneficial for promoting language learning, but some teachers neither use technology as an assisted tool nor integrate it into their language classrooms. It has also been argued that the integration of technology has been unsuccessful in Kuwait. This study aims to explore the factors influencing teachers’ use of technology in English as a foreign language (EFL) classroom in Kuwaiti government primary schools. More specifically, it aims to highlight factors promoting and hindering EFL teachers’ use of technology. For the purpose of this study, 55 questionnaire responses were collected from different primary school teachers in Kuwait, followed up with 15 semi-structured interviews. The study findings show that Kuwaiti primary school EFL teachers who participated in the current study demonstrated positive attitudes towards using technology and acknowledged the implementation of some cutting-edge technologies in their classrooms. Enhancing students’ language learning, innovation and school support were the main factors that encouraged the participating teachers to use technology. Other factors hindered the use of technology; particularly those related to lack of parental support, personal expenses and health problems, teachers’ lack of skills and training, poor classroom infrastructure, and time constraints/workload. The findings also reveal that the lack of professional development training workshops provided by the Ministry of Education led the Kuwaiti teachers to rely more on informal training in which they worked and learnt together with their colleagues in small sub-groups to improve their use of technology. The study findings have implications for policymakers and other stakeholders intending to integrate technology in Kuwaiti primary schools.

scholarly journals Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse

2021 ◽  
Vol 12 (2) ◽  
pp. 45-53
Author(s):  
Alireza Bonyadi ◽  
Mehdi Kheyrollahi Kalvanagh ◽  
Minoo Bonyadi
Keyword(s):  
Social Interactions ◽  
Code Switching ◽  
Classroom Teaching ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Efl Students ◽  
Research Questions ◽  
Efl Classrooms ◽  
Linguistic Proficiency

Abstract Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigated teachers’ perceptions on code-switching in their classrooms addressing two research questions, namely what types of code-switching EFL teachers were practicing in EFL classrooms and what were their perceptions on their code-switching. Four EFL teachers participated in the study. The analysis of the data collected through manual and electronic observations as well as structured interviews, indicated that intra-sentential and inter-sentential types of code-switching were practised throughout the classroom teaching processes. The main motives for resorting to code-switching were found to be EFL students’ lack of linguistic proficiency, keeping solidarity with the students and managing the classrooms.

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