scholarly journals Content Reading Strategies of EFL Teachers and Students at the Secondary Stage

2005 ◽  
Vol 2 (2) ◽  
pp. 289-299
Author(s):  
Dr. Mohammad Hassan Ibrahim ◽  
Dr. Machael Abd Elmessih Awad
Keyword(s):  
Reading Strategies ◽  
Secondary Stage ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Content Reading

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

scholarly journals Genre-based Approach to Writing in EFL Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 95
Author(s):  
Vu Phi Ho Pham ◽  
Thi Kim Loan Bui
Keyword(s):  
Systemic Functional Linguistics ◽  
Writing Skills ◽  
Teaching Writing ◽  
Microsoft Excel ◽  
Efl Writing ◽  
Efl Learners ◽  
Step Structure ◽  
Writing Course ◽  
Efl Teachers ◽  
Teachers And Students

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.

scholarly journals Teacher’s and Students’ Beliefs on English for General Academic Purposes: The Case of Iranian University Students

2015 ◽  
Vol 8 (12) ◽  
pp. 37
Author(s):  
Masoud Kermani Kojour ◽  
Javad Kia Heirati
Keyword(s):  
University Students ◽  
Reading Strategies ◽  
Quantitative Data ◽  
Structured Interview ◽  
Study Data ◽  
Educational Environments ◽  
L2 Learners ◽  
Teachers And Students ◽  
Awareness Raising ◽  
Research Questions

<p>This study was framed in the sociocultural theory to look into the evolution of L2 learners’ beliefs about the general English course during a term. One hundred ninety-eight male and female university students and their general English course teacher were randomly selected as the participants of the study. Data were gathered through the administration of Horwitz’s (1988) BALLI questionnaire. Among the participants, 38 students were invited to take part in semi-structured interview sessions and fill in an open-ended questionnaire at the beginning and end of the term. Descriptive statics were applied to precisely analyze the quantitative data based on the questionnaire. In order to qualitatively analyze the data, the grounded theory methodology was utilized to code the data and find the main categories in line with the research questions of the study. Findings concluded that all the learners changed their simplistic beliefs about the general English course highlighting the attention to grammar and vocabulary. In fact, the teacher believed in teaching strategies to pave the way for the learners to comprehend the text better and apply the strategies while reading. The teacher’s meditational activity assisted the learners to evolve their simplistic beliefs and be able to benefit from reading strategies for better comprehension. Awareness-raising activities should be done in terms of teachers’ and students’ beliefs about EGAP (English for general academic purposes) to equip L2 learners with better educational environments resulting in their enjoyment of the learning process.</p>

scholarly journals EFL Secondary Teaching Practices in Blending Learning: A Case of Tabuk, Saudi Arabia

2017 ◽  
Vol 3 (2) ◽  
pp. 54
Author(s):  
Reema Sultan Shaher Al-Saleh
Keyword(s):  
Language Learning ◽  
Effective Implementation ◽  
Clear Vision ◽  
Secondary Stage ◽  
Efl Teachers ◽  
Secondary Teaching ◽  
Simple Technology ◽  
Activity Design ◽  
Provided Examples ◽  
Current Practices

This study investigated secondary stage teachers’ Blended Learning (BL) current practices in Tabuk city. The qualitative data was collected from a random sample of 50 EFL teachers Interviews were conducted to examine EFL teachers’current practices of BL. The results of the interviews indicated that 84% of EFL teachers were neither familiar with the term BL nor had ever designed BL activities. 16% of the teachers stated that they were familiar with BL and provided examples of their current practices. The practices reflected their misconceptions about real implementation of BL method. Some of them thought that using simple technology like PowerPoint presentations with traditional textbook activities was a type of blending. None of the participants used language learning websites, mobile applications or online activities in their daily instruction. The teachers had no trouble identifying benefits of BL in English teaching but they lacked a clear vision of BL pedagogy, lesson/activity design and implementation. EFL teachers highlighted the need to provide them with training sessions, resources, capabilities and support for effective implementation.

scholarly journals Use of Journal Articles in English Language Classroom

2018 ◽  
Vol 22 (1-2) ◽  
pp. 110-116
Author(s):  
Sagar Poudel
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Instructional Materials ◽  
Journal Articles ◽  
Teaching English ◽  
Language Classroom ◽  
Efl Teachers ◽  
Teachers And Students

Teaching English without any instructional materials may be difficult or even impossible. There are lots of materials which facilitate both the teachers and students in language teaching and learning. As with other teaching materials and resources, journal articles are also an important source for language teaching. Taking this into account, this article tries to explore how EFL teachers perceive the value of journal articles and how they use them in their classrooms. More specifically, the article tries to explore whether and to what extent journal articles can be used as instructional materials, and what strategies teachers employ to use journals articles to enhance language proficiency of their students.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 110-116

Investigating the Iranian EFL Teachers and Learners’ Beliefs about Teacher Efficacy

2016 ◽  
Vol 7 (6) ◽  
pp. 1097
Author(s):  
Ahmad Yaghoubi ◽  
Mojgan Nosrati Kordkandi
Keyword(s):  
Teacher Efficacy ◽  
Teaching And Learning ◽  
Descriptive Statistics ◽  
Male And Female ◽  
Female Teachers ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Age Range

The present study was an attempt to investigate Iranian EFL teachers and learners’ beliefs about teacher efficacy. For the purpose of the study, 200male and female learners, between 20 and 34 years old (Mage = 27) and 50 male and female teachers, with the age range of 48 from Roudehen Islamic Azad University and Ershade Damavand University ,and Tehran Cental Branch participated in the study. The participants’ beliefs about teacher efficacy were measured using Bandura’s teacher efficacy (1997). The results showed that students’ belief about teacher efficacy was significantly better (t = 2.980, p = 0.001 < 0.01). Inspection of the both teachers and students’ answers to each question was done by descriptive statistics and also interview was made to find the underlying differences. The results of this study have implications for students, teachers, and all those involved in the area of teaching and learning.

scholarly journals MATCHES AND MISMATCHES BETWEEN EFL TEACHERS’ AND STUDENTS’ PREFERENCES FOR CORRECTIVE FEEDBACK IN ENGLISH SPEAKING CLASSES AT A VIETNAMESE UNIVERSITY

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Luu Thi Huong
Keyword(s):  
Foreign Language ◽  
Research Question ◽  
Corrective Feedback ◽  
Efl Teachers ◽  
Different Types ◽  
Teachers And Students ◽  
English Speaking

This study aimed at examining matches or mismatches between teachers’ and students’ preferences regarding different types of corrective feedback in EFL (English as a foreign language) speaking classrooms at a Vietnamese university. Observation and two parallel questionnaires adapted from Katayama (2007) and Smith (2010) were used to gather data from five EFL teachers and 138 English-majored students. Multiple findings pertaining to each research question were revealed. Overall, results indicated that while there were some areas of agreement between teachers and students, important mismatches in their opinions did occur.

scholarly journals Cultivation of Translation Competence — A Study on Translation Teaching in College English Teaching in Leshan Normal University, Sichuan, China

2017 ◽  
Vol 8 (4) ◽  
pp. 756
Author(s):  
Ye Zhou ◽  
Li Zou
Keyword(s):  
Data Analysis ◽  
Colleges And Universities ◽  
Teaching Approaches ◽  
College English ◽  
English Teaching ◽  
Efl Teachers ◽  
English Majors ◽  
Teachers And Students ◽  
Normal University ◽  
Problems Of Translation

The paper probes into the translation competence of non-English majors in college English study, based on a study carried out in Leshan Normal University in terms of translation teaching in college English teaching. Questionnaires on EFL teachers and students as well as data analysis are implemented with an aim to find out the current problems of translation teaching in college English and non-English majors’ translation competence. Based on the problems, the author draws the conclusions and raises some suggestions, trying to help non-English majors to improve their translation competence and also to help EFL teachers to perfect their teaching approaches in translation teaching. The paper’s findings are supposed to not only apply to Leshan Normal University but also apply to other colleges and universities in China.

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