scholarly journals Gender differences in university EFL students’ language proficiency corresponding to self-rated attention, hyperactivity and impulsivity

2017 ◽  
Vol 15 (1) ◽  
pp. 48-74
Author(s):  
Hsin-Yi Liang ◽  
Brent A. Kelsen
Keyword(s):  
Gender Differences ◽  
Language Proficiency ◽  
Efl Students

scholarly journals Gender differences in university EFL students’ language proficiency corresponding to self-rated attention, hyperactivity and impulsivity

2017 ◽  
Vol 15 (41) ◽  
Author(s):  
Hsin-Yi Liang ◽  
Brent A. Kelsen
Keyword(s):  
Gender Differences ◽  
Language Proficiency ◽  
Efl Students ◽  
Los Grupos ◽  
Estudiantes Universitarios

Introducción. Este estudio examina la desatención, la hiperactividad y la impulsividad autoinformadas de los estudiantes universitarios, y su relación con su desempeño en una prueba de proficiencia en inglés de altas exigencia, teniendo en cuenta el género.Método. Los atributos de falta de atención, hiperactividad e impulsividad se evaluaron mediante el cuestionario de la Auto-Reported Scale (ASRS) del Trastorno de Déficit de Atención de Adultos / Hiperactividad (ADHD). Un total de 229 estudiantes universitarios matriculados en cursos EFM de segundo año completaron la versión china del ASRS. Se usó una prueba de proficiencia en inglés de alto nivel, como requisito de graduación para medir su habilidad en el rendimiento de lectura y lectura en inglés.Resultados. Los resultados del análisis de varianza (ANOVA) no revelaron diferencias entre los grupos alto y bajo de déficit de atención, hiperactividad e impulsividad con respecto a la audición, la lectura y las puntuaciones totales de la prueba de proficiencia en inglés. Sin embargo, la separación de la muestra total en alto y bajo déficit de atención, la hiperactividad y la impulsividad grupos de múltiples comparaciones de grupos podría demostrar diferencias significativas entre los géneros. Las puntuaciones de alta déficit de atención, hiperactividad e impulsividad se asociaron con menor audición, lectura y puntuaciones totales para los estudiantes varones.Discusión y conclusión. Los hallazgos se discuten en relación con la investigación relevante en el campo y se consideran las implicaciones instruccionales.

scholarly journals Attitudes towards English Literature: The Case of EFL Students at Three Saudi Colleges

2020 ◽  
Vol 8 (3) ◽  
pp. p1
Author(s):  
Hassan M. Kassem
Keyword(s):  
Gender Differences ◽  
Language Proficiency ◽  
Positive Relationship ◽  
English Literature ◽  
Great Effort ◽  
Motivational Orientations ◽  
Item Questionnaire ◽  
Positive Attitudes ◽  
Efl Students ◽  
And Performance

The primary aim of the study was to investigate the attitudes held by Saudi EFL students and the difficulties they have in studying English literature. Another aim was to explore gender differences in attitudes towards English literature. The relationships between (1) general motivational orientations to learn English and attitudes towards English literature, and (2) general motivational orientations to learn English and attitudes towards English literature, and performance in literary courses were also explored. A cohort of 180 Eighth level majors at three Saudi colleges completed a researcher-developed 28-item questionnaire probing their general motivational orientations to learn English and attitudes towards English literature in terms of emotions associating studying English literature, cultural and religious sensitivities about studying English literature and the importance of studying English literature. Participants were found to hold positive attitudes towards English literature. They reported no cultural or religious sensitivities about studying English literature in their context. The difficulties they reported facing when studying English literature included difficult vocabulary and literary terms, difficult content and long pieces of literature, lack of language proficiency, and having to exert great effort. No gender differences were found in attitudes. Intrinsic motivation was found to be a significant predictor of positive attitudes towards English literature. Finally, a significant positive relationship was found between general motivational orientations to learn English and attitudes towards English literature, and performance in literary courses. Instructional implications and suggestions for further research are provided.

scholarly journals “The Course Was Not Only for the Semester but Also for Life”: Scaffolding Summary Writing for EFL Students Across Academic Disciplines

2020 ◽  
Vol 10 (1) ◽  
pp. 203-212
Author(s):  
Carina Sjöberg-Hawke
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Practice ◽  
Academic Disciplines ◽  
Teacher Response ◽  
Summary Writing ◽  
Learning Path ◽  
Efl Students ◽  
Specific Learning

It can be a challenge for a university teacher to arrange the teaching of written tasks so that weak foreign language students with differing disciplinary backgrounds can develop their written communication skills. The difficulty is to avoid the focus from becoming just language proficiency. In one course at a technical university in Sweden, three written summaries are scaffolded to address such a challenge. The purpose of this teaching practice paper is to show how employing a specific strategy of repetition facilitates the writing skill development in low-level English language multidisciplinary students. The repeated features are the genre of the task, the writing process used and the occurrences of teacher response. They are organised along a specific learning path so as to encourage the students to build on the knowledge gained in each iteration, between tasks and potentially beyond the course. The paper describes the journey the students take writing the three summaries, working on fulfilling criteria concerned with aspects such as content organisation, coherence and cohesion, and limited grammar errors. A brief analysis of excerpts from one case student’s first and third summaries is included. It is suggested that while the scaffolding can remain the same, the material could be replaced to suit other skills and language level needs.

scholarly journals The influence of proficiency level on the use and choice of L1/L2 communication strategies used by Iraqi EFL students

2019 ◽  
Vol 8 (1) ◽  
pp. 127
Author(s):  
Raed Latif Ugla ◽  
Mohamad Jafre Zainol Abidin ◽  
Mohammed Najim Abdullah
Keyword(s):  
Language Proficiency ◽  
Communication Strategies ◽  
Strategy Use ◽  
Communication Strategy ◽  
Proficiency Level ◽  
English Major ◽  
Efl Students ◽  
Interactive Task ◽  
Speaking Task

<span>This study aimed at investigating the influence of language proficiency level on the frequency of the use and choice of L1/L2 communication strategies used by Iraqi EFL students. This study was qualitative in nature. The interactive task and speaking task were used to gather data regarding communication strategy use and choice from<em> </em>52 second and third year English major students. Those participants were divided into two groups; low and high proficient students (n=27 low proficient students and n=25 high proficient students). A taxonomy of communication strategies was adopted to code the communication strategies used by low and high proficient Iraqi EFL students. The results revealed that low proficient students use communication strategies more frequently than high proficient students. Both low and high proficient students used communication strategies other than those included in selected taxonomy. This study showed that low proficient students use L1-based strategies more frequently, while high proficient students use L2-based strategies more frequently.</span>

Language learning strategy use in context: the effects of self-efficacy and CLIL on language proficiency

2020 ◽  
Vol 58 (2) ◽  
pp. 195-220
Author(s):  
Nils Jaekel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Structural Equation ◽  
Negative Impact ◽  
Strategy Use ◽  
Efl Students ◽  
The Impact

AbstractLanguage learning strategies (LLS) are suggested to facilitate learning and support learner autonomy. The integration of content and language in foreign language education increases the cognitive work load. Furthermore, self-efficacy has been identified as a key predictor for strategy use and language achievement. The present study aimed to (1) investigate LLS use in content-based versus traditional foreign language environments and (2) assess the impact LLS use and self-efficacy have on language proficiency. Participants were Year 9 Content and Language Integrated Learning (CLIL) and regular English as a foreign language (EFL) students (N=378) in Germany. Structural equation modelling, controlling for a range of confounding variables, showed that (1) there was no difference in LLS use between CLIL and EFL students. (2) LLS use had a negative impact while self-efficacy predicted higher language proficiency. These results suggest that students may best be supported by enhancing their self-efficacy while they should carefully choose their strategies.

scholarly journals On the Factors Influencing EFL Students’ Intercultural Competence

2019 ◽  
Vol 54 (1) ◽  
pp. 133-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Study Abroad ◽  
Language Proficiency ◽  
Educational Level ◽  
Intercultural Competence ◽  
Cultural Intelligence ◽  
Tertiary Education ◽  
Small Degree ◽  
Practical Applications ◽  
Intercultural Competencies ◽  
Efl Students

AbstractCultural intelligence (CQ) as a micro-level construct describing intercultural competence has garnered growing attention in academic literature recently, resulting in an increase in research. This paper reports on the empirical research which, using as a survey instrument the Cultural Intelligence Scale (CQS) developed by Earley and Ang (2003), examined intercultural competencies of Polish EFL students at the tertiary education, measured by the level of CQ. In addition, the investigation aimed to analyze whether individual difference variables such as gender, educational level, linguistic proficiency, multilingualism, motivation to study English, and study abroad experience are significant predictors of students’ level of CQ. The results show that the respondents’ intercultural competence has been developed only to a small degree. Further, CQ is positively related to gender, educational level, foreign language proficiency, the number of foreign languages known, motivation to study English, and study abroad experience. Some practical applications of the study findings for the Polish tertiary education have been presented.

scholarly journals Foreign Language Anxiety and Communicative Performance

2020 ◽  
Vol 3 (1) ◽  
pp. 199-207
Author(s):  
Atta M. Hamamorad
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Structural Equation ◽  
Target Population ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Face To Face ◽  
Communicative Performance ◽  
Language Classroom ◽  
Efl Students

The current study investigates foreign language anxiety among Kurdish EFL students and its consequences on their communicative performance. An investigative quantitative approach was used to conduct this study. A Total number of two hundred (200) EFL learners with different language proficiency levels from three different universities; University of Halabja and Sulaimani university in Iraqi Kurdistan Region, and University of Kurdistan in Iran, were selected to participate in this study. For the purpose of obtaining necessary information and data, a face-to-face assessment, in small groups of 4 was conducted during students’ class time in which their communicative performance based on accuracy, fluency, vocabulary, and pronunciation was evaluated and recorded. Additionally, Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire was adapted and the target population were requested to respond to the statements presented in the questionnaire. The findings of the research taken from a structural equation modelling (SEM) indicated that all components of Communicative Performance were in a negative and significant correlation with anxiety.

scholarly journals Test-Taking Strategies and Reading Comprehension: A Correlational Investigation

2020 ◽  
Vol 9 (1) ◽  
pp. 155-165
Author(s):  
Fadi Al-Khasawneh
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Placement Test ◽  
Test Taking ◽  
Proficiency Level ◽  
Data Collection Process ◽  
Test Taking Strategies ◽  
Efl Students

There is an increasing interest of studies investigating the correlation between Test-Taking Strategies (TTSs) and reading comprehension achievement among EFL learners. The relationship between the aforementioned variables is still unclear and more studies are needed on this area. The major concern of this study is to examine the correlational relationship between the use of test-taking strategies and reading comprehension. The sample of this study included 64 undergraduate students majoring in English language in King Khalid University, Saudi Arabia. The present research employed three instruments for data collection process; English Language Placement Test was used to distribute students according to their proficiency level, two reading passages taken from TOEFL reading comprehension tests, and a questionnaire adapted from Cohen and Upton (2007) asking about TTSs. The results of the present study illustrated that Saudi EFL students used test-taking strategies at a moderate level. There was no statistically significant correlation between test-taking strategies use and students’ achievement in reading comprehension test. There was also no significant differences between test-taking strategies and students; achievement in reading comprehension attributed to language proficiency level. Some pedagogical implications for EFL teachers were presented and discussed.

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