scholarly journals University EFL Students’ Perceptions toward Globalization of English and its Effect on their Pragmatic Competence

2021 ◽  
pp. 1-16
Author(s):  
Awatif M. Abu Al-Sha'r
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
The Other ◽  
Pragmatic Competence ◽  
Technological Innovations ◽  
Global English ◽  
Efl Students ◽  
Students Attitudes ◽  
Global Language ◽  
And Control

This study highlights EFL university students’ perceptions toward using English as a global language and on its effect on their pragmatic competence through using global English approach. The rationale of conducting this study stemmed from the incredible involvement of this generation into technological innovations via English. The participants 66 undergraduate students were randomly selected from the English Language Department at Al-al-Bayt University in Jordan during the second semester in2019/2020. They were divided into two groups: Experimental 35  and control 31.Two instruments were developed: A questionnaire of 37 items, to measure the degree of the participants’ attitudes toward global English, and a pre-posttest to check the effect of global English approach on the students' pragmatic competence. Validity of the two instruments was ascertained. The results revealed that the students’ attitudes toward using global English were highly appreciated. The findings embedded that there were statistically significant differences at (a=0.05) between the aspects of pragmatic competence of complementing from one side and between expressing opinion and offering help from the other side in favor of complementing. It was also proved that there were statistically significant differences at (a=0.05) between the aspects of complaining from one side and between expressing opinion and offering help from the other side in favor of complaining. These results could be attributed to the effect of using global English approach. The researcher suggested some relevant recommendations.

scholarly journals The English Article Errors Encountered by Arabic EFL Undergraduate Students in the Writing Skill

2019 ◽  
Vol 11 (6) ◽  
pp. 10
Author(s):  
Kesavan Vadakalur Elumalai
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
The Other ◽  
Definite Article ◽  
King Saud University ◽  
Indefinite Article ◽  
Language Classroom ◽  
Writing Skill ◽  
Efl Students ◽  
English Articles

The research aims at English articles errors encountered by Arabic students in the English language classroom in writing. The study was analyzed in use of English articles (definite & indefinite) in the participant’s writing skill. It also describes the types and sources of definite and indefinite article errors while writing. The Data were collected from 40 EFL students from College of Arts, King Saud University, and Riyadh. Who learn English language at least a minimum of 8 years .They were assigned to write different title of a short composition passage of approximately 100 words in one-and-a-half hours per week. Errors were identified during analysis of ‘Omission of Articles’, ‘Omission of indefinite Articles’ , ‘Wrong insertion of Articles’, and ‘Confusion of Articles’ .And the observation revealed frequency of removing both the indefinite articles and the definite article was higher than the occurrence of inserting and substituting one article with the other. This study also proofs that errors of using ‘a’ much common than errors of using ‘an’ and ‘the’ in writing the story.

scholarly journals Indonesian EFL students’ voice on the first language usage in classroom

2021 ◽  
Vol 6 (2) ◽  
pp. 78-86
Author(s):  
Binti Muifatun Nazilah ◽  
Peptia Asrining Tyas ◽  
Wiwik Umiyati
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Junior High School ◽  
Survey Design ◽  
First Language ◽  
Well Being ◽  
School Students ◽  
Efl Students ◽  
Students Attitudes

The first language (L1) usage is still found during the English lesson, specifically in non-native English countries. This may be a debatable issue among experts. Hence, investigation on students’ perception is helpful in this study. It will give an insight into students’ preferences for learning the language. The previous studies related to this topic were mainly focused on senior high school and undergraduate students as the subject. Therefore, this present study proposed to explore the perception of junior high school students. In conducting this study, the researcher applied a quantitative survey design. There were 29 questions in three sections that were distributed to investigate: (1) the language used in the EFL classroom, (2) students’ attitudes as well as (3) students’ well-being during the English foreign language lesson. The participants were 101 students of SMP Shalahuddin Malang. The findings revealed that students have positive responses towards the use of Indonesian langauge during the EFL lesson.   DOI: 10.26905/enjourme.v6i2.6701

Gender and Language

2021 ◽  
pp. 161-177
Author(s):  
Didem Koban Koç
Keyword(s):  
Gender Differences ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Teaching ◽  
The Other ◽  
First Year ◽  
Teaching Program ◽  
Linguistic Features ◽  
The Social ◽  
Social Meanings

The present study investigated gender differences in the use of linguistic features as well as the social meanings attached to those differences. Academic essays, written by 44 (22 male, 22 female) first-year undergraduate students enrolled in the English Language Teaching program at a government university were analyzed with respect to the use of linguistic features (adjectives, empty adjectives, intensifiers, linking adverbials) as well as the number of words and sentences used by the students. The results showed that, in comparison to males, females used more adjectives, intensifiers, and words. Males, on the other hand, used more empty adjectives and linking adverbials than females. Based on the results, pedagogical implications are discussed, and recommendations are provided in order to increase teachers' awareness of gender differences and improve students' writing skills.

scholarly journals A Linguistic Analysis on Errors Committed by Jordanian EFL Undergraduate Students: A Case of News Headlines in Jordanian Newspapers

2016 ◽  
Vol 9 (8) ◽  
pp. 170
Author(s):  
Ghada Abdelmajid Al Karazoun
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Future Research ◽  
Inadequate Knowledge ◽  
Language And Literature ◽  
Efl Students ◽  
Educational Sciences ◽  
Lexical Errors ◽  
News Headlines ◽  
Large Corpus

<p>This study investigated some linguistic errors committed by Jordanian EFL undergraduate students when translating news headlines in Jordanian newspapers from Arabic to English and vice versa. The data of the study was collected through a test composed of (30) English news headlines and (30) Arabic ones covering various areas of news occurring in a large corpus of Jordanian newspapers, i.e., two leading and prominent newspapers were selected. The test was administrated to a randomly selected sample consisting of (40 female, 20 male) third and fourth year undergraduate students in the Department of English Language and Literature in the Faculty of Educational Sciences and Arts at UNRWA University in Amman, Jordan. Results from the first analysis of the translated Arabic news headlines indicated that the EFL students had grammatical and lexical errors respectively. The second analysis of the translated Arabic news headlines showed that the EFL students had inadequate knowledge of the English headlines rules. The analysis of the translated English headlines revealed that the EFL students’ main difficulties were grammatical followed by discoursal and lexical types. In light of these results, the researcher proposes a number of pedagogical recommendations related to translating news headlines and future research<em>.</em></p>

scholarly journals THE USE OF E-TOOLS IN LEARNING ENGLISH BY EFL STUDENTS AT YARMOUK UNIVERSITY

2020 ◽  
Vol 5 (37) ◽  
pp. 72-81
Author(s):  
Bassam Al Aroud ◽  
Kamariah Yunus
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Learning Tools ◽  
English As Foreign Language ◽  
Language And Literature ◽  
E Learning ◽  
Efl Students ◽  
Yarmouk University ◽  
Past Experiences ◽  
Method Approach

The objective of this paper was to investigate English as foreign language students at Yarmouk University engagement in using e-learning tools in learning the English language. This study was conducted in Jordan. This mixed-method approach comprised 30 English Language and Literature students in their 1st Year of study selected randomly. This study used a single research instrument that included a 16 items observation checklist. The elicited data were analyzed using textual analysis coding and SPSS, complemented by descriptive statistical analysis of the questionnaire responses. The findings indicated that past experiences relevant influenced EFL Jordanian undergraduate students at Yarmouk University's use of e-learning tools / MOOCs when learning the English language.

scholarly journals “ATTITUDES OF STUDENTS OF TAFILA TECHNICAL UNIVERSITY TOWARDS DISTANCE LEARNING”

2021 ◽  
Vol 58 (1) ◽  
pp. 5044-5051
Author(s):  
Dr. Lama Majed Al-Qaisy
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
The Other ◽  
Other Hand ◽  
Males And Females ◽  
Technical University ◽  
The Difference ◽  
Students Attitudes ◽  
And Gender ◽  
Academic Year

This paper focuses onidentifying the attitudes of the students of Tafila Technical University towards distance learning. The study sample consisted of 314 undergraduate students for the academic year 2020/2021. The results of the study show that students’attitudes toward distance learning were positive. As for the difference between students’ attitudes and study variables, it was found that there were no differences between students’attitudes towards distance learning and gender (males and females). On the other hand, differences were found due to the type of college and were in favor of the scientific colleges.

scholarly journals A METAPRAGMATIC ANALYSIS: A STUDY OF PRAGMATIC FAILURE FOUND IN INDONESIAN EFL STUDENTS

2020 ◽  
Vol 1 (2) ◽  
pp. 62-69
Author(s):  
Merawati Hutauruk ◽  
Dian Puspita
Keyword(s):  
Qualitative Method ◽  
Research Question ◽  
The Other ◽  
Pragmatic Competence ◽  
English Text ◽  
Source Language ◽  
Pragmatic Transfer ◽  
Pragmatic Failure ◽  
Efl Students ◽  
Linguistic Proficiency

This research aimed to investigate the possibilities of pragmatic failure done by Indonesian EFL students through their translation. This study employed theories by Thomas (1983) and Muir et al (2011) to answer the research question coming along with the problem concerned. As mentioned by Natrio (2018) that Indonesian EFL students lack pragmatic competence because they don’t recognize the intention of one language transferring is inappropriate. This research used a descriptive qualitative method in collecting the data. The data were coming from students‟ performance in translating short dialogue texts which contained idioms in them. The instrument given was two-way translation, English-Indonesian, and vice versa. As the result, this study found that the respondents experienced pragmatic failure in their performance which happened in several types, namely pragma-linguistic failure and socio-pragmatic failure, both of which were found in all types of texts given. It was also found that the failure that happened in English-Indonesian text was higher in number compared to the other type of text in which in all the data found, the failure in English –Indonesian text translation is 161 while in Indonesian-English text translation is 139. On the other hand, this study also revealed that the factors of the students‟ pragmatic failure that happened in their translation performance were coming from both the pragmatic transfer which influenced by either their native, source language or their understanding and lack of linguistic proficiency.

scholarly journals Native-speakerism and professional teacher identity in L2 pronunciation learning

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Sharif Alghazo ◽  
Mahmoud Zidan
Keyword(s):  
Second Language ◽  
Effective Teaching ◽  
Teacher Identity ◽  
English Language ◽  
Language Teachers ◽  
Professional Teacher ◽  
Efl Students ◽  
English Language Teachers ◽  
Global Language ◽  
L2 Pronunciation

Many studies in different contexts have examined both English as a second language (ESL) and English as a foreign language (EFL) students’ convictions about the connection between nativeness in English and professional teacher identity; however, very few studies solely focused on that connection in second language (L2) pronunciation teaching. This paper explores EFL university students’ experiences in learning English pronunciation from ‘native’- and ‘nonnative’- English-speaking teachers (NESTs and NNESTs). Based on an empirical study of undergraduates-prospective English language teachers-at the University of Jordan, the paper finds that most students still view ‘nativeness’ as the main descriptor of effective teaching, strongly believing NESTs to be the ‘authority’ and source of ‘correctness,’ both of which convictions are emblematic of native-speakerism, which in turns leads to both cultural panic and voicelessness on the part of NNESTs and learners. The study concludes with calling for the need to raise awareness among EFL students of the various manifestations of English as a global language-particularly the irrelevance of nativeness to effective teaching-and incorporating NNESTs into teaching L2 pronunciation and rejecting their marginalisation in teaching pronunciation in EFL contexts.

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