AN INTERCULTURAL PERSPECTIVE OF ERROR CORRECTION AND STUDENT LEARNING IN ENGLISH AS A FOREIGN LANGUAGE CONTEXT

<p>Error correction is an essential component of language learning. It takes different forms that can affect language learning either positively or negatively. In the foreign language learning context, where the classroom is the only environment where the learners encounter the target language, error correction must be central to learning. It can easily be a demotivation factor to language learning. In this paper, the author examines error correction in High schools in Burkina Faso. The article explores how teachers deal with error corrections in the classroom and error treatment on student learning. The author conducted a qualitative study using classroom observations and interviews with teachers and students as data collection methods.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0882/a.php" alt="Hit counter" /></p>

EXAMINING THE CULTURAL ELEMENTS IN STORY BOOKS USED IN TEACHING TURKISH AS A FOREIGN LANGUAGE: SAMPLE OF DEDE KORKUT STORIES

<p>Language is a vital part of human connection. All people need language in order to build relations with other people. Besides this, language encodes culture and provides the means through which culture is shared and passed from one generation to the next. In this sense, language is the basis of social and communicative ability. Communication is the transmission of signals or messages through verbal or nonverbal linguistic signs. Throughout this process, effective use of cultural signs positively affects the communication cycle. Especially, the use of texts including rich cultural elements helps the learner understand the nuances of meaning. With rich motifs, fantastic fiction, elements of curiosity and rich cultural content, Dede Korkut stories are in this sense among the rare works that are suitable for in the field of teaching Turkish as a foreign language. To this end, it is of great importance to find cultural patterns embedded in Dede Korkut stories and take advantage of these texts in teaching Turkish as a foreign language. The study aims to find cultural patterns embedded in Dede Korkut stories and to classify the vocabulary units, i.e., building blocks of these cultural patterns. Research data has been collected through using document analysis method. In the analysis of research data, the descriptive data analysis technique has been used. 7 Dede Korkut story books published by Yunus Emre Institute for B1-C2 levels have been carefully assessed based on 7 different culture levels: family-kinship, food-drink, clothing-textile, color, profession, management-law and spoken language-daily communication. The study results show that it will be right decision to benefit from Dede Korkut stories in teaching Turkish foreigners because they represent the cultural richness of Turkish language, have a rich stock of cultural customs and traditions, and include the high frequency words across the culture levels. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0886/a.php" alt="Hit counter" /></p>

LANGUAGE OF INSTRUCTION IN TANZANIAN SECONDARY SCHOOLS - ENGLISH OR KISWAHILI?

The language of instruction in secondary schools in Tanzania has always been a debate due to the complicated multilingual situation in Tanzanian society. This article reviews the educational system of Tanzania and discusses the reasons of using English or Kiswahili as the language of instruction in Tanzanian secondary schools based on literature review and analyzes certain effects caused by the choice of language of instruction. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0883/a.php" alt="Hit counter" /></p>

EXPLORING EXPECTANCY THEORY AS MOTIVATION FOR LEARNING FRENCH AS A FOREIGN LANGUAGE ACROSS GENDER

Previously many language teachers feared that online learning may not give the same impact that it had for face-to-face learning. Nevertheless, now, online learning has become a new norm. More studies on online language learning have emerged. Past studies have shown that the success (or failure) of online classes is the strength of the engagement that took place during the online sessions. This study is done to see if there are gender differences in the learning of a foreign language; French; specifically in terms of Valence, instrumentality, expectancy. French as a foreign language across gender. The instrument used is a survey with four sections. Section A looks at the demographic profile, Section B looks at Valence, Section C looks at Instrumentality and Section D looks at Expectancy. A total of 170 learners responded to the survey. 44 of them were male learners, while 126 were female. Findings revealed variations in gender motivation and perceptions of online language learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>

TEACHER PRESENCE AS MEDIATOR IN ONLINE LEARNING: THE CASE FOR FRENCH AS A FOREIGN LANGUAGE

Fortunately, technology and long entered the education sectors when the world is faced with the pandemic. Whether teachers and learners are ready or not, online classes are here to stay. Online learning is a unique way of learning that allow flexibility at many levels. Language educators once felt that the learning of language can only be done face-to-face because of the needs of some language skills. This study is done to explore the portrayal of presence during online learning of the French as a foreign language. This quantitative study is done to investigate how learners cope learning French online. 170 respondents were purposely chosen from learners who took French as a foreign language. They attended the course in a few public and private universities. The instrument used is a questionnaire. Findings revealed interesting influence of the teacher as mediator in online learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

TWO HEADS BETTER THAN ONE? PAIR PRESENTATION IN THE EFL CLASSROOM – A PANACEA FOR ANXIETY?

While the role of emotions in language learning is getting more and more attention in second language research, relatively few studies have investigated emotions related to specific classroom activities. This mixed-method practitioner research examined tertiary-level EFL learners’ affective reactions to a specific type of oral presentation: the pair presentation. The aim of the study was to examine whether making a classroom presentation feels to be a more positive and less anxiety-provoking experience if done in pairs rather than individually. 33 English Studies students were asked to choose a presentation partner and give a 10-20 minute joint presentation in one of their regular language development classes. Immediately after the talk, they were asked to indicate on two 10-point rating scales how pleasant/unpleasant they felt during the task and how much anxiety they experienced. Additionally, they were invited to reflect on their experiences in greater depth within 24 hours, responding to a set of open questions. The results of the study are discussed in comparison to those of an earlier investigation in the same setting, which focused on the emotional experience of individual presentation (Tóth, 2019). While the numerical findings suggest that presenting with a partner is neither less anxiety-provoking nor a substantially more positive experience, the post-task reflections show that most participants approve of the idea of pair presentation and only a minority of them prefer individual presentation. Providing insights into the complexities of learners’ emotional experiences and the practicalities of how they prepared for the joint presentation, the study sheds light on these conflicting results and has important implications for language teachers. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0882/a.php" alt="Hit counter" /></p>

THE IMPACT OF USING INFOGRAPHICS TO TEACH GRAMMAR ON EFL STUDENTS’ LEARNING MOTIVATION

Infographics have increasingly been used in English language teaching. However, few studies have been conducted to explore the use of infographics in improving students’ motivation in learning grammar. The objective of this study was to evaluate the impact of Infographics-based learning on students’ motivation on an English language grammar course. The study employed an experimental research design and the participation of sixty grade-11 students studying in a high school in Mekong Delta, Vietnam. There are two groups including one experimental group (n = 30) that used the Infographics-based learning; and the other a controlled group (n = 30) which was instructed using non- Infographics-based learning technique. A questionnaire was designed to measure students’ motivation after the treatment. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0853/a.php" alt="Hit counter" /></p>

TEACHERS AS RESEARCHERS: THE PERCEPTIONS AND PRACTICES OF CANTHO TERTIARY EFL TEACHERS

This descriptive study aims to investigate tertiary EFL teachers’ perceptions and practices of doing research. The study was conducted with the participation of 67 EFL teachers from tertiary institutions in Cantho of Vietnam. Quantitative and qualitative data were gathered via the questionnaire and semi-structured interviews to provide insights into how Cantho tertiary EFL teachers perceive the benefits and challenges of doing research as well as their current status of practices as researchers. The study revealed that (1) Cantho tertiary teachers held positive perceptions of conducting research in the field of English language teaching, and that (2) their practices as researchers were reported to be at a high level. Understanding these is an important part of the broader process of attempting to resolve research challenges teachers are facing and thus to encourage teacher research engagement among EFL teachers. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0887/a.php" alt="Hit counter" /></p>

DAILY VERBS: TEACHING ENGLISH VERB TENSES THROUGH A SIMPLE VIDEO GAME

This study introduces an educational game called “Daily Verbs” which teaches verb tenses to second language learners. The mechanics of the game is simple. The player moves a sprite through daily tasks and to each task there is a sentence attached stating the relevant tense. In the game, the researcher made use of Stephen Krashen’s principles of second language acquisition, namely, the acquisition vs. learning hypothesis, the affective filter, and the monitor hypothesis. Their manifestation in the game is explained in this study. Besides, the researcher made extensive use of John Gee’s 13 principles of learning embedded in video games. Their evidence in the game is also explained in the study. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0871/a.php" alt="Hit counter" /></p>

FACTORS INFLUENCING TEENAGER'S MOTIVATION IN LEARNING ENGLISH IN UZBEKISTAN – A CASE STUDY OF WESTMINSTER INTERNATIONAL UNIVERSITY IN TASHKENT, PRE-FOUNDATION COURSE

Motivation carries a key role while learning a foreign language. Understanding the motivators and factors which impact students’ motivation would help to improve the quality of the lessons. Thus, this study aims to identify the main motivator in acquiring the English language among teenage students at the Pre-Foundation course of Westminster International University in Tashkent. The research also finds out general impressions of students towards their teachers, parents, and group mates at the course. Quantitative type of research was implemented. The questionnaire was designed and the teenage students of the Course for Pre-Foundation Studies were invited to complete online survey. The methodology of the study was adopted from Abdul Rahman H., et al (2017) and modified appropriately. According to the current study results, teachers are the motivators with prevalent influence on teenage students’ learning, whereas personal attitude and peers also had enormous impact in studying English language. The results of the research can be implied to develop or upgrade teaching methods and improve conditions at the educational centers, private or public secondary schools and lyceums. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0895/a.php" alt="Hit counter" /></p>