scholarly journals The relavance of teaching passive voice category in TFL

2020 ◽  
pp. 311-318
Author(s):  
Karylgash Tlepbergenovna Kudarova
Keyword(s):  
Action Research ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Research Work ◽  
English Teachers ◽  
Controversial Issue ◽  
Passive Voice ◽  
Efl Learners ◽  
Correct Application ◽  
Teaching Voice

The English teachers often struggle with the problem how to raise their Kazakh learners’ motivation to use passive constructions more and how to teach them to its correct application. The reason is obvious – passives are used in English more frequently and spontaneously than in Kazakh. Moreover, there are some specifications, restrictions and differences in the usage. Distinguishing and examination of voice categories is a very controversial issue. This research work aims to explore ways to help English as a Foreign Language (EFL) learners notice and revise voice in English and Kazakh languages and raise their awareness of when and how to use active and passive constructions to convey meaning and will help to know the peculiarities of each voice category, how to form them and how to translate sentences grammatically and semantically. This research is also an action research which pays a particular attention to the effectiveness of collaborative learning rather than traditional one in teaching voice constructions.

scholarly journals Virtual worlds for collaborative learning: Arab EFL learners' attitudes toward Second Life

2019 ◽  
Vol 11 (3) ◽  
pp. 198-204
Author(s):  
Yousif Alshumaimeri ◽  
Amani Gashan ◽  
Ebrahim Bamanger
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Virtual Worlds ◽  
Second Life ◽  
Arab World ◽  
Computer Assisted ◽  
Validity And Reliability ◽  
Efl Learners ◽  
Collaborative Learning Opportunities

In the Arab world, there is a lack of research investigating the use of virtual games to support learning English as a foreign language (EFL). The aim of this study was to examine EFL learners' attitudes towards the integration of the Second Life virtual game as a collaborative instructional tool. A descriptive inquiry method was followed, and data gathered using a questionnaire that had been tested for validity and reliability. Forty-one undergraduates, enrolled in two computer-assisted language learning classes, at a school of education represent the study sample. Findings indicated that the majority were in favor of using virtual worlds as collaborative learning contexts. Recommendations include that: 1) EFL teachers be trained to utilize virtual games; 2) EFL learners be encouraged to utilize virtual portals as collaborative learning opportunities to engage with target foreign language speakers around the world, and 3) EFL instructors create learning tasks requiring learners to interact with other language speakers in virtual games to ensure rich language exposition. Moreover, it is recommended that further studies consider a qualitative design that makes use of in-depth observations and interviews to explore learners’ attitudes about the integration of this technology in an EFL context.

scholarly journals A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners

2018 ◽  
Vol 42 (1) ◽  
pp. 85-104
Author(s):  
Rana Yıldırım ◽  
Duygu İspinar Akcayoglu
Keyword(s):  
Foreign Language ◽  
Teacher Educators ◽  
English Teachers ◽  
Efl Learners ◽  
Teachers Perceptions ◽  
Gifted Learners ◽  
English Classes ◽  
Repertory Grids ◽  
Research Questions

This study compared gifted learners’ and their English teachers’ perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners’ perceptions of an effective EFL learner? (b) What are English teachers’ perceptions of an effective EFL learner? and (c) Is there a match between young gifted learners’ and their English teachers’ perceptions of an effective EFL learner? The participants were two gifted learners attending the English classes at the Science and Arts Center (BILSEM) in Adana, Turkey, and two English teachers working with these students. Data were collected through repertory grids, written accounts of the students, and retrospective interviews. Findings include implications for designing appropriate instruction for gifted EFL learners and teacher educators who work with these specific learners.

scholarly journals The Effect of English Passive Voice Learning on the Use of “Bei” Structure: An Empirical Study

2016 ◽  
Vol 6 (4) ◽  
pp. 197
Author(s):  
Min Cao
Keyword(s):  
Foreign Language ◽  
Empirical Investigation ◽  
English Proficiency ◽  
First Language ◽  
L2 Proficiency ◽  
Passive Voice ◽  
Efl Learners ◽  
Proficiency Level ◽  
Sentence Level ◽  
L1 And L2

<p>This paper conducts an empirical investigation among English foreign language (EFL) learners at a university in China, mainly on their understanding of the passive voice in their native language to verify the existence of backward transfer in their first language (L1) environment and how backward transfer may relate to the learners’ proficiency of second language (L2) English and L1 Chinese in the sentence translation task (STT) and discourse task (DT) of Chinese paragraph writing. The study shows that backward transfer does exist at STT or sentence level in L1 environment. Additionally, the Chinese participants at intermediate English proficiency level are likely to experience backward transfer from L2 English to L1 Chinese. Moreover, for EFL learners at the lower and top English proficiency level no obvious signs of backward transfer shown at the sentence level. And all of the EFL participants have not been influenced by L2 English in the Chinese discourse task. The results of this study convey the complexity of backward transfer and its interactions with L1 and L2 proficiency and different tasks.</p>

scholarly journals HIJANETICS (HIJAIYAH AND ENGLISH PHONETICS) IN EFL PRONUNCIATION CLASSES: A PARTICIPATORY ACTION RESEARCH

2020 ◽  
Vol 5 (2) ◽  
pp. 139-154
Author(s):  
Shafrida Wati
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Participatory Action Research ◽  
English Teachers ◽  
Independent Learning ◽  
Participatory Action ◽  
Depth Interview ◽  
Alternative Approach ◽  
Aceh Province ◽  
Teaching Pronunciation

This study explored the use of sounds association of Hijaiyah (Arabic Alphabets) and English phonetics (HIJANETICS) in teaching pronunciation to students who learn English as a Foreign Language, especially in Aceh context. It aimed at overcoming the learners’ difficulties in producing English sounds, enhancing their communicative competency, and also promoting an alternative approach to teach pronunciation for teachers. The researcher worked with four English teachers of Madrasah Ulumul Quran (MUQ) Langsa, Aceh Province, whom were selected purposively. Observation and in-depth interview were conducted to obtain the results of the research. The findings revealed that phonetics training by associating the sounds to Hijaiyah (Arabic Alphabets) improved some learners’ pronunciation qualities, which were clearer and understandable. It promoted independent learning for the students since their ability to recognize phonetics symbols allow them to discover how a word is pronounced. Most importantly, it engaged and motivated them to learn the foreign language.

scholarly journals Supporting Student’s English Speaking Achievement Using Video

2016 ◽  
Vol 1 (1) ◽  
pp. 45
Author(s):  
Dini Irawati
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
English Teachers ◽  
Instructional Video ◽  
Second Phase ◽  
Efl Learners ◽  
The Third ◽  
Instructional Objectives ◽  
Third Phase ◽  
English Speaking

<p>The importance of English as a Second or Foreign language (ESL or EFL), the teaching of EFL speaking has been deemed important in the Indonesian context. As a common problem was occurred  in a speaking class is that teachers frequently feel it difficult to involve students in the speaking activities. In fact, English teachers should work hard to attract the students to speak a lot in the class. It occurs because many EFL learners have such personality problems, for instance they are not confident, reluctant, and afraid of practicing and using their English.</p>The implementation of the use of video as teaching media in speaking class can cover some procedures into three main phases: The first phase is pre-teaching. The second phase is whilst-teaching. The third phase is post-teaching. Based on the findings, it is concluded that the use of video as teaching media can be one of the solutions to improve not only the students’ speaking skills but also the their’ positive attitude in the teaching of speaking. Therefore, English teachers are suggested to use the video as teaching media to teach their students in speaking class and it is also possible to teach other language skills or components. The limitation of this research was about the kind of video. Since in this research the researcher used the instructional video, for other researchers are suggested to use other kinds of videos which are not used for instructional objectives.

scholarly journals ENHANCING STUDENTS’ SPEAKING ABILITY THROUGH COLLABORATIVE LEARNING AT AL MAULIDIYAH ORPHANAGE IN JATIASIH BEKASI

2021 ◽  
Vol 6 (2) ◽  
pp. 41-50
Author(s):  
Sri Supeni ◽  
Ilham Dhony Pribadi
Keyword(s):  
Action Research ◽  
Collaborative Learning ◽  
Research Result ◽  
The Other ◽  
Efl Learners ◽  
Interactive Storytelling ◽  
Communicative Ability ◽  
The Subject ◽  
Classroom Action Research ◽  
Speaking Performance

The aim of this research was to see the improvement of the EFL learners’ speaking ability  through the implementation of  Storytelling Strategy using pictures. This research was also directed to explore the beneficial of collaborative learning for students of Al Maulidiyah Orphanage in Jatiasih Bekasi. The subject consisted of 15 of EFL learners. A Classroom Action Research in two cycles had been conducted within 2 meetings for every cycle. The meetings were focused on the interactivity and communicative ability among learners. The research result showed that the learners’ fulfillment of the storytelling task improved from 40% or 66.7%. It also showed that the learners’ ability in speaking performance improved. The highest improvement was seen from fluency indicator that is from 26.7% to 46.7%. While for the other two indicators namely pronunciation and vocabulary move upward a little. In conclusion, the implementation of Interactive Storytelling Strategy increased the EFL learners’ fulfillment of the storytelling task and their speaking ability

scholarly journals The cross-linguistic influence of Arabic on the English passive voice

2020 ◽  
Vol 10 (3) ◽  
pp. 182-190
Author(s):  
Fatma Ali Lghzeel ◽  
Noor Raha Mohd Radzuan
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Mother Tongue ◽  
First Language ◽  
Negative Influence ◽  
Target Language ◽  
High Rate ◽  
Passive Voice ◽  
L1 Transfer ◽  
Efl Learners

It is difficult to describe cross-linguistic influence; however, it has been a contentious phenomenon for a long time. Whenever the speaker of a language becomes bilingual, the first language will subtly affect the new one, even if it is not used much. This is how first language influence begins since the majority of Arab English as a foreign language (EFL) learners suffer from this problem. This current research aims to study the negative influence of the native language (Arabic) on utilising the English passive voice. In this article, we aim to discover the levels of Arab EFL learners’ knowledge of the passive voice, as well as to examine the percentage of interlingual and intralingual errors. This study applies a quantitative method. Forty-six participants, who are Arab EFL learners studying at the Universiti Malaysia Pahang, engaged in the task of answering a grammar test. To conclude, the results show that Arab students have a high rate of L1 transfer on the English passive voice, and their levels of knowledge of passive voice are identified. The researchers recommend mixed methods for further research in order to provide a wider understanding about this issue.   Keywords: English as a foreign language, mother tongue, native language, target language.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

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