scholarly journals An Exploration of the Relationship between Listening Strategy Use and Listening Comprehension of Undergraduate EFL Students

2021 ◽  
Vol 6 (2) ◽  
pp. 89-101
Author(s):  
Sibel Tosun ◽  
Keyword(s):  
Listening Comprehension ◽  
Strategy Use ◽  
Efl Students ◽  
The Relationship

scholarly journals Teachers’ Efficacy, Identity and Motivational Strategies and their Effects on L2 learners’ Achievement

2019 ◽  
Vol 10 (5) ◽  
pp. 20
Author(s):  
Mehrnoosh Karimi ◽  
Elham Nikbakht
Keyword(s):  
Positive Relationship ◽  
Teaching Efficacy ◽  
Strategy Use ◽  
Motivational Strategies ◽  
Institutional Identity ◽  
Significant Difference ◽  
Efl Teachers ◽  
Efl Students ◽  
The Relationship ◽  
Pearson Correlations

The purpose of this study was to explore the relationship between three teacher-related variables, namely, teaching efficacy, institutional identity and motivational strategy use, with students’ L2 achievement. The study further intended to pinpoint gender differences in each of the aforementioned teacher-related variables. To this end, 120 (60 male and 60 female) EFL teachers took part in the study by completing Teacher Efficacy Scale (Tschannen-Moran & Hoy, 2001), Institutional Identity Scale developed by Azimi (2012), and Motivational Strategy Use Scale developed by Cheng and Dornyei (2007). Furthermore, the final class outcomes of the teachers’ students (n=2045) were collected. The participants were EFL learners and their teachers. The results of Pearson Correlations indicated that there existed significant and positive relationship between the three aforementioned teacher-related variables of EFL teachers and their students’ L2 achievement. The results revealed that EFL teachers’ efficacy, institutional identity and motivational strategy use had a significant and positive relationship with their students’ L2 achievement. A Significant difference was found between the male and female EFL teachers. Also, Motivational strategy use was the strongest predictor of Iranian EFL students’ L2 achievement. Based on the findings of the study, a number of pedagogical implications could be recommended. The findings will provide rational support for proposing that EFL teachers should invest in improving their knowledge of teaching efficacy, institutional identity and motivational strategy use.

scholarly journals The Relationship between Female EFL Students' Use of Reading Strategies and Their Reading Self-efficacy

2019 ◽  
Vol 19 (2) ◽  
Keyword(s):  
Self Efficacy ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Efficacy Beliefs ◽  
Instructional Program ◽  
Strategy Use ◽  
Saudi Students ◽  
Efl Students ◽  
Level Problem ◽  
The Relationship

This study investigated the relationship between female EFL students' use of reading strategies and their reading self-efficacy. The participants were 191 female Saudi students majoring in English at Imam Mohammad Ibn Saud Islamic University. Two questionnaires; a reading strategy questionnaire and a reading self-efficacy questionnaire, and retrospective interviews were used to collect data of the study. The analysis of the data showed that female Saudi students used reading strategies at a moderate-frequency level. Problem-solving strategies were used more than global and support strategies. The students also showed a moderate sense of reading self-efficacy. The study further revealed that reading strategy use was significantly positively correlated with reading self-efficacy. A significant statistical difference between high self-efficacious students and low self-efficacious students in the overall use of reading strategies was found. The two groups further differed in the use of the subcategories of reading strategies. In addition, the study showed that the factors that affected students' reading self-efficacy beliefs were teachers' methodology in teaching and their encouragement and feedback, students' grades on exams, and students' ability to comprehend most of reading texts. The study recommends developing students' reading strategy use and reading self-efficacy beliefs while adopting a reading strategy instructional program.

Captions and reduced forms instruction: The impact on EFL students’ listening comprehension

ReCALL ◽  
2013 ◽  
Vol 26 (1) ◽  
pp. 44-61 ◽  
Author(s):  
Jie Chi Yang ◽  
Peichin Chang
Keyword(s):  
Language Learners ◽  
Listening Comprehension ◽  
Short Term Memory ◽  
Limited Capacity ◽  
Short Term ◽  
Term Memory ◽  
Efl Learners ◽  
Efl Students ◽  
The Impact ◽  
Reduced Forms

AbstractFor many EFL learners, listening poses a grave challenge. The difficulty in segmenting a stream of speech and limited capacity in short-term memory are common weaknesses for language learners. Specifically, reduced forms, which frequently appear in authentic informal conversations, compound the challenges in listening comprehension. Numerous interventions have been implemented to assist EFL language learners, and of these, the application of captions has been found highly effective in promoting learning. Few studies have examined how different modes of captions may enhance listening comprehension. This study proposes three modes of captions: full, keyword-only, and annotated keyword captions and investigates their contribution to the learning of reduced forms and overall listening comprehension. Forty-four EFL university students participated in the study and were randomly assigned to one of the three groups. The results revealed that all three groups exhibited improvement on the pre-test while the annotated keyword caption group exhibited the best performance with the highest mean score. Comparing performances between groups, the annotated keyword caption group also emulated both the full caption and the keyword-only caption groups, particularly in the ability to recognize reduced forms. The study sheds light on the potential of annotated keyword captions in enhancing reduced forms learning and overall listening comprehension.

Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task

2021 ◽  
pp. 136216882110467
Author(s):  
Hyejin Cho ◽  
YouJin Kim
Keyword(s):  
High School ◽  
High School Students ◽  
Linguistic Features ◽  
School Students ◽  
Writing Practices ◽  
Multimodal Composing ◽  
Language Classrooms ◽  
Efl Students ◽  
The Relationship

Although digital multimodal composing (DMC) is receiving increasing attention in language classrooms, the extent to which it contributes to students’ writing practices is controversial. In order to understand the affordances of DMC compared to traditional monomodal writing in school contexts, it is pertinent to compare DMC and traditional writing using academic integrated-skills tasks. The current study aims to investigate the relationship between the quality of Korean high school students’ multimodal composing and that of the same students’ traditional monomodal writing, as well as content and language alignment. Thirty-one Korean high school students carried out a summary-reflection task through DMC and traditional monomodal writing. After reading a short fable by Aesop, students summarized and reflected on the text. While students used only one mode in traditional writing (i.e. English text), they utilized multiple modes in DMC (e.g. pictures, movies). Students’ task outcomes were scored using analytic rubrics, and texts were coded in terms of the content and linguistic features students retrieved from the text (i.e. alignment) and their degree of reflection. The results showed that there were no statistically significant differences in the quality, content and language alignment, or amount of reflection in writing outcomes between students’ DMC and traditional monomodal writing.

Spatial memory in Canadian and Indian young and older adults: the effects of age, culture and cultural orientation

2021 ◽  
Author(s):  
Khushi Patel
Keyword(s):  
Older Adults ◽  
Spatial Memory ◽  
Cultural Orientation ◽  
Strategy Use ◽  
Age Related ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
Context Specific ◽  
Performance Gains ◽  
The Relationship

Cross-cultural research suggests that individualistic Americans have a tendency to process focal objects; in contrast, collectivist Asians have a tendency to bind objects and context (Park & Huang, 2010). However, little is known whether the reported cultural differences are moderated by cultural orientation. In light of these results and the well-reported age-related decline in binding abilities, the current study examined cultural and age differences in cultural orientation, spatial memory and strategy use with young and older Canadian and Indian adults. There was little difference between Canadian and Indian participants’ cultural orientation. While cultural orientation did not moderate the relationship between culture and spatial memory, spatial memory and strategy use differed as a function of age. The use of context-specific strategies resulted in performance gains in older adults, however overall older adults had poor spatial memory, with Indian older adults scoring significantly lower than Canadian older adults on the courtyard task.

scholarly journals Critical Thinking and Iranian EFL Students' Listening Comprehension

2013 ◽  
Vol 5 (6) ◽  
pp. 12 ◽  
Author(s):  
Mohsen Zare ◽  
Fatemeh Behjat ◽  
Seyyed Jamal Abdollrahimzadeh ◽  
Mehri Izadi
Keyword(s):  
Critical Thinking ◽  
Listening Comprehension ◽  
Efl Students

scholarly journals A Study of Interactions among Ambiguity Tolerance, Classroom Work Styles, and English Proficiency

2016 ◽  
Vol 9 (6) ◽  
pp. 61 ◽  
Author(s):  
Hui-Hua Chiang
Keyword(s):  
English Learners ◽  
Technical College ◽  
English Proficiency ◽  
Preliminary Investigation ◽  
Future Research ◽  
Ambiguity Tolerance ◽  
Tolerance For Ambiguity ◽  
Efl Students ◽  
Study Population ◽  
The Relationship

<p>This article presents a preliminary investigation of the inter-relationships between English learners’ tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a large percentage of these students had moderate to high levels of tolerance for ambiguity. In contrast to the findings of previous studies, our results showed no significant relationship between ambiguity tolerance and classroom work styles. The relationship between ambiguity tolerance and English proficiency in terms of the Test of English for International Communication (TOEIC) scores was almost statistically significant. However, tolerance for ambiguity and classroom work styles showed a statistically significant association with English proficiency. Recommended extensions of the study are discussed, and general directions for future research are suggested. Teaching implementations are also proposed.<strong></strong></p>

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