scholarly journals The Necessity of Endowing EFL Learners with the Fifth Language Skill: A Key to a Successful Learning Experience

2022 ◽  
Author(s):  
Fatma Zaghar ◽  
El-Alia Wafaâ Zaghar
Keyword(s):  
Learning Experience ◽  
Language Skill ◽  
Efl Learners

Through the eyes of young EFL learners: learning with student teachers

ELT Journal ◽  
2019 ◽  
Vol 73 (3) ◽  
pp. 316-327
Author(s):  
Rana Yildirim ◽  
Esra Orsdemir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Learning Experience ◽  
Teaching Experience ◽  
Efl Learners ◽  
Education Literature ◽  
Mentoring Practices ◽  
Teachers Beliefs

Abstract The importance of the practicum for pre-service teachers is well documented in the teacher education literature. A considerable amount of research has investigated various dimensions of the student teaching experience, from student teachers’ beliefs and perceptions to the problems and challenges they face within the process. However, one important dimension, namely what pupils in the classroom think about working with student teachers, has not been given much attention. Hence, the purpose of this study was to investigate how young EFL learners construe their learning experience with student teachers. Data were collected from the drawings of 35 primary school EFL pupils, and we conducted follow-up interviews in which volunteering pupils described what they had drawn. The findings revealed not only pupils’ classroom experiences with student teachers but also various aspects of mentoring practices carried out in the schools.

scholarly journals The Role of Persian Elaboration on Incidental Vocabulary Learning from Reading by EFL Learners

2018 ◽  
Vol 8 (1) ◽  
pp. 28
Author(s):  
Shahin Vaezi ◽  
Aso Biri ◽  
Farhang Moradi
Keyword(s):  
Learning Experience ◽  
Vocabulary Learning ◽  
Control Group ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Incidental Vocabulary ◽  
Post Test ◽  
Incidental Vocabulary Learning ◽  
Experimental Group

This study attempted to tap into the potential of reading for incidental vocabulary learning by exposing EFL learnersto elaborated texts. This study was also concerned with investigating learners’ attitudes toward using elaboratedpassages in their reading classes. To this end, 38 students were selected as the participants of this research anddivided into two groups. Students attending the experimental group (N=20) read Persian elaborated texts in whichthe Persian meanings of the specified target words were provided in apposition to them. On the other hand, studentsof the control group (N=18) were required to read the non-elaborated version of the aforementioned texts. Generally,the results of the post-test pointed to the effectiveness of this approach in incidental vocabulary learning, and theparticipants of the experimental group were found to gain a significant vocabulary improvement in comparison to thecontrol group. Furthermore, the interview suggested that students held positive attitudes to reading elaborated textsand regarded them as effective in their vocabulary learning experience. The findings of this study have implicationsfor material developers who need to reconsider the role of modified materials.

scholarly journals Literary Texts in the EFL Classrooms: Applications, Benefits and Approaches

2018 ◽  
Vol 7 (5) ◽  
pp. 167 ◽  
Author(s):  
M Shamsur Rabb Khan ◽  
Ali Mohammad Alasmari
Keyword(s):  
Cultural Awareness ◽  
English Language ◽  
Arab World ◽  
Language Skills ◽  
Learning Experience ◽  
Historical Background ◽  
Literary Texts ◽  
Linguistic Knowledge ◽  
Efl Learners ◽  
Efl Classrooms

Literary texts play an important role in learning English language, especially enhancing communication competence, raising cultural awareness, and generating motivation among students. Research studies have shown the potential advantages of using literary texts in the EFL classrooms, which promote authentic materials, help increase language skills, and extends linguistic knowledge. This paper documents comprehensive literature on the application and benefits of literary texts in learning and teaching English language to EFL learners. It explains how different language skills can be learnt successfully using literary texts. This paper shows the significance of literary texts in English language teaching program. It explores the historical background, covering various phases, studies from various countries, including the Arab world where literature teaching shows positive responses. The paper is distinct in its entirety since it explains how different literary texts can help enhance language skills and describes the different teaching approaches for teaching literature which will be a healthy guide for teachers. It also shows how literature enriches the EFL learners’ overall learning experience.

scholarly journals LEARNING EXPERIENCES USING BLENDED LEARNING ON EFL LEARNERS AT SULAWESI BARAT UNIVERSITY

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 121
Author(s):  
Putu Wahyu Sudewi
Keyword(s):  
Blended Learning ◽  
Case Studies ◽  
Learning Style ◽  
Learning Experience ◽  
Learning Experiences ◽  
Learning Model ◽  
Efl Learners ◽  
Face To Face ◽  
Network Connection ◽  
The University

Blended learning is a mixed learning model between conventional learning or commonly called face-to-face and e-learning. This learning model utilizes an internet connection to do one of its components, namely online learning that utilizes certain applications. Based on that, the problems examined in this study are: (1) How did students feel about their blended learning experience, (2) What difficulties/challenges did students experience during their blended learning experience? This study aims to determine learning experiences and difficulties/challenges using blended learning models in EFL learners at the University of Sulawesi Barat and the type of ethnographic research that focuses on case studies. This study focuses on case studies in order to investigate deep phenomena regarding a case. Data are described descriptively. The subjects in this study are students or learners of English as a foreign language (EFL) at the University of Sulawesi Barat. Data collection methods are observation, interviews, and questionnaires addressed to EFL students. The validity of the data technique is the technique of triangulation. The result of this study represents 5 learning experiences that faced by all subjects. There were blended learning method made them more excited because can done everywhere, less embarrassing felt, flexible, motivate to active in learning, simplify and speed up the process of nonstop communication. Furthermore, difficulties/challenges faced by all subjects using the method was network connection an Four varying categories emerged and these included: managing time, technical issues, novelty of the learning experience, and learning style.

scholarly journals Investigating the Influence of Video Games on EFL Learners’ Motivation in the Saudi Context

2019 ◽  
Vol 8 (1) ◽  
pp. 23
Author(s):  
Nasser M Asiri
Keyword(s):  
Video Games ◽  
English Language ◽  
Learning Experience ◽  
Education Finance ◽  
Survey Questionnaire ◽  
Efl Learners ◽  
Cultural Aspects ◽  
Language Of Science ◽  
College Of Technology ◽  
English Speaking

Since English Language has become the dominate language of science, education, finance and entertainment, most non-English speaking countries have adopted English language curriculums in schools and colleges as a second or a forging language. These curriculums have presented materials in the form of textbooks accompanied by videos and audios to give an enriching learning experience. As recreational video games is an expanding industry with its economic and cultural aspects throughout the world, they are used as a source of learning the English language. This paper aims to investigate the influence of video games on motivating learners to learn the English language. The study has been conducted in a trainees college of Technology in Saudi Arabia. A survey questionnaire was conducted to collected data from the participants. The key findings suggest that learners are keen on using the video games as a means of learning the English language.

scholarly journals Effectiveness of YouTube as Learning Media in Improving Learners’ Speaking Skills

2021 ◽  
Vol 1 (2) ◽  
pp. 8-12
Author(s):  
Putu Enik Kristiani ◽  
Diah Ayu Manik Pradnyadewi
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching Strategy ◽  
Education Technology ◽  
Language Skill ◽  
Efl Learners ◽  
Positive Effects ◽  
Technological Developments ◽  
Information And Technology ◽  
Speaking Skills

In language learning, speaking becomes the evidence of students’ competence of the language that is learnt. However, students’ speaking ability can be inhibited by several problems that are faced such as lack of confidence, lack of vocabulary and grammar, and inappropriate teaching strategy. In this era, the developments of information and technology (IT) can be the solution of those problems. The development of technology seems to have many positive effects on education. Technology provides a variety of learning media that is fun for students. One of the technological developments that can be used as learning media is YouTube. YouTube provides various types of videos related to learning. In learning English, EFL learners can find various types of videos that can help the learning process. Therefore, YouTube can help learners to improve their language skill, especially their speaking skills. The aim of this paper is to explain the effectiveness of using YouTube as learning media in improving learner’s speaking skills

scholarly journals Effective Teaching Strategies to Eliminate Spelling Problems Among Saudi English Language Undergraduates

2019 ◽  
Vol 9 (5) ◽  
pp. 317
Author(s):  
Dheifallah Altamimi ◽  
Radzuwan Ab Rashid
Keyword(s):  
University Students ◽  
Effective Teaching ◽  
Teaching Strategies ◽  
English Language ◽  
Learning Experience ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Efl Learners ◽  
Effective Teaching Strategies ◽  
English Spelling

Saudi university students who learn English as a foreign language face multiple difficulties during the process of learning especially while mastering writing skill and its component (spelling). This paper aims to explore the most recommended teaching strategies to eliminate the Saudi university students’ spelling errors. The research participants were 15 students in English Language Department at Tabuk University and 15 English language lecturers from the same department. Group structured interviews were designed for the lecturers and students. The findings reveal that, there are different effective teaching strategies to master English spelling such as, practicing spelling, lecturers’ pedagogical practices and Learners’ Engagement. This paper concludes that, the spelling problems of EFL learners could be addressed by a variety of intervention strategies such as, instructors should be introduced to a range of teaching methods such as simulation situations where they can experience problems arising from poor spelling and roleplaying .Students should also be encouraged to engage in the learning process by setting tasks like, learning the spelling of a few selected words, which they can test each other on in pairs class and so evaluate their own and their peer’s work. This paper hoped that, the findings revealed in this study will help the policymakers in taking necessary actions in improving the learning experience of Arab learners of English.

scholarly journals Chinese EFL Learners’ Motivation Mediated by the Perceived Teacher Factors—Different Voices from Different Levels of Education

2020 ◽  
Vol 11 (6) ◽  
pp. 920
Author(s):  
Chang Liu
Keyword(s):  
High Schools ◽  
Learning Experience ◽  
Teaching Style ◽  
Student Groups ◽  
Efl Learners ◽  
Teacher Factors ◽  
Key Factor ◽  
Communicative Teaching ◽  
The Impact ◽  
Different Levels

This study examines Chinese EFL learners’ motivation at different educational levels and their perceptions of teacher-related motivators. The questionnaire survey and follow-up interview were administrated among students from junior high schools, senior high schools and universities, and the results reveal the impact of teachers’ perceived commitment on students’ motivational level together with the most motivating teacher factors identified by three student groups. With the English learning experience accumulating, students tend to place less value on teachers’ emotional support whereas rate teaching competence as the key factor for their motivation. Also, striking findings related to learners’ motivation at the tertiary level have been elucidated: first, compared with young learners, university students not only do not think that teachers’ commitment would exert much influence on their motivation but also show a tendency to follow this belief in action. Second, teachers’ capacity for knowledge transfer is rated highest by them as the most crucial motivator rather than the communicative teaching style, which is instead overwhelmingly prioritized by secondary school learners. Based on these findings, recommendations on motivational instruction for English teachers at different levels of education are suggested.

scholarly journals EFL_ Indonesian Students’ Attitude toward Writing in English

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Lestari Setyowati ◽  
Sony Sukmawan
Keyword(s):  
Foreign Language ◽  
Positive Attitude ◽  
Language Skill ◽  
Efl Learners ◽  
Self Reflection ◽  
Writing Skill ◽  
Diary Writing ◽  
Efl Students ◽  
High Attitude

Writing is a sophisticated language skill since it requires the ability not only to tailor ideas, but also to construct acceptable sentences to create a meaningful, logical, and comprehensible work. As a result, English as a Foreign Language (EFL) learners have to maximize their efforts to put their thoughts on the paper. This paper is intended to describe the EFL students attitude toward writing. There were 57 students participating in the study. The data was collected by using questionnaire, interview, and documentation of self reflection essay. The result shows that none of the students has low attitude in writing, while fifty eight percent of them has moderate attitude to writing, and the rest of them have positive attitude to writing. The result from the interview also reveals that although the students have moderate attitude to writing, they view writing as difficult, and stressfull. While those who have high attitude, mostly view writing as interesting and challenging. The finding also reveals several efforts the students do to improve their writing skill, among others are practice writing, reading a lot for knowledge and ideas, and using diary writing. The implication of the finding is discussed.

Back to basics: Cracking a nut in using English indefinite articles

English Today ◽  
2014 ◽  
Vol 30 (4) ◽  
pp. 28-33 ◽  
Author(s):  
Ping Yang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
Linguistic Terms ◽  
Efl Learners ◽  
Indefinite Article ◽  
Analytical Skills ◽  
Language Knowledge ◽  
Basic English

This paper is focused on basic English language knowledge and skills by looking at the circumstances in which English indefinite article, either ‘a’ or ‘an’, is selectively used with authentic examples cited from a few widely read Australian newspapers. Three fundamental elements of a language consist of its pronunciation, vocabulary and grammar in language teaching terms (phonetics, lexicology and syntax are respectively used in linguistic terms). These terms are used in this discussion which is oriented to general ESL (English as a Second Language) and EFL (English as a Foreign Language) users. The fact is that most of them tend to pay less attention to pronunciation than to vocabulary or grammar, and approach these fundamental language elements in isolation rather than reflect on their connections. To address this issue, the author shows that pronunciation and grammar are connected and that it is important to get back to basics in language learning through investigating distinctions between two indefinite articles. There are four reasons for this investigation. First, examination of their distinctions in context crosses over the knowledge boundary between pronunciation and grammar. Making connection and association between the two language elements helps ESL/EFL learners develop analytical skills and enables reflective learning experience (Brockbank & McGill, 2007).

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