scholarly journals An Analysis of Article Errors among Saudi Female EFL Students: A Case Study

2012 ◽  
Vol 8 (12) ◽  
Author(s):  
Maha Alhaysony
Keyword(s):  
Efl Students

On Translating Prepositions from English into Indonesian: A Case Study of Indonesian EFL Students

2017 ◽  
Vol 9 (3) ◽  
pp. 186
Author(s):  
Sependi Napitupulu
Keyword(s):  
Undergraduate Students ◽  
English Literature ◽  
Phrasal Verbs ◽  
Efl Students ◽  
Correct Translation

This study attempts to investigate errors in translating prepositions from English into Indonesian language by Undergraduate students at the Methodist University Indonesia, Medan. A total of 20 students in the Department of English Literature, Faculty of English Letters were involved in this study. Forty sentences containing English prepositions were translated by the students. The translations were then compared with the Indonesian equivalence in order to find out the quality of their translation. In order to measure the quality of preposition translation, three categories were referred to, namely: correct translation, correct with revision translation, and incorrect translation. Having analyzed the data, it revealed that most of the students failed to translate complex prepositions such as phrasal verbs. However, most students successfully translated simple prepositions such as noun prepositions and adjective prepositions. From 100% correct translation expected of students, only 44.37% of the total correct translation of prepositions committed by students. While correct with revision, from 100% correct translation with revision expected of students, only 41.75% of the total correct translation that need revision is produced by students. In the meantime, 13.75% of the total incorrect translation is produced by students. It was concluded that students tend to face problems in translating prepositional verbs as they are rarely used by and unfamiliar to students.   

scholarly journals Reading Accuracy in EFL Students with a Transparent L1 Background – a Case Study from Poland

2015 ◽  
Vol 1 (2) ◽  
pp. 35-40
Author(s):  
Monika Łodej
Keyword(s):  
Foreign Language ◽  
Reading Ability ◽  
Mother Tongue ◽  
Regular Instruction ◽  
Language Competence ◽  
L2 Reading ◽  
Reading Accuracy ◽  
Efl Students ◽  
L1 And L2

Research indicates that L2 reading competence is influenced by L1 reading ability, L2 proficiency, and L2 decoding competence. The present study investigates the significance of two variables, regularity and frequency, in relation to English as a Foreign Language (EFL) reading accuracy in students with a transparent L1. Fifteen 6th grade students in their sixth year of regular instruction in English took part in this study. Their mother tongue is Polish whereas English is their foreign language; thus, their language competence in L1 and L2 differs substantially. The research design followed Glusko (1979), Plaut (1996), and Wang and Koda (2007). There are four sets of real words. Two features of real words are manipulated for regularity and frequency. The study reveals that both conditions of script, regularity and transparency, affect reading accuracy in EFL students. However, the dimension of regularity is a stronger predicator of accuracy than the frequency with which the students encounter a word. From the pedagogical perspective, the collected data supports the use of structured reading instructions in the EFL classroom in order to restrain negative transfer of L1 to L2 reading strategies.

scholarly journals TESTING THE PSYCHOLOGICAL REALITY OF PARALLEL STRUCTURE WITH SERBIAN EFL STUDENTS: A CASE STUDY OF “NOT ONLY … BUT ALSO”

2018 ◽  
pp. 039
Author(s):  
Vladimir Figar
Keyword(s):  
Reaction Time ◽  
Cognitive Status ◽  
Parallel Structure ◽  
Response Accuracy ◽  
Psychological Reality ◽  
Grammaticality Judgments ◽  
Efl Students

The paper aims to explore the cognitive status of the correlative conjunction ‘not only … but also’ on a sample of advanced Serbian EFL students. The experiment is based on grammaticality judgments, and it utilizes a reaction time (RT) study, coupled with the moving screens paradigm. Stimuli (sentences) have been constructed based on the most frequent errors identified in students’ exams. Sentences containing errors related to faulty parallelism are presented word-by-word, with a mask, using the Open Sesame software. Increased RTs are understood as correlates of processing difficulties, and in addition to RTs, response accuracy was also recorded. The results show that in the majority of cases a lag in RT occurred precisely in the error position, and such delays were directly connected to sudden drops in the number of accurate responses.

scholarly journals Toward an Intercultural Rhetoric: Improving Chinese EFL Students’ Essay Writing through Outline Writing

2019 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Fang Li ◽  
Yingqin Liu
Keyword(s):  
Academic Writing ◽  
Translation Studies ◽  
Target Language ◽  
Essay Writing ◽  
Intercultural Rhetoric ◽  
Efl Students ◽  
Main Ideas ◽  
English Academic Writing ◽  
Chinese And English

This study explores the effects of teaching EFL students to use an outline in their English essays. The researchers maintain that using outlines can raise students’ awareness of different audience expectations embedded in the rhetoric of the target language (English) and culture and can improve their English academic writing. The study was based on a four-week long case study at a university in Xi’an, China, in which 24 Chinese EFL students at the College of Translation Studies participated. A discourse analysis was conducted by comparing the Chinese EFL students’ English essays produced at the beginning of the study with those produced at the end of the study after learning and practicing outlining for writing the English essays. Email inquiries were used for understanding the participants’ viewpoints on learning how to write English essay outlines. The findings reveal that teaching EFL students to use outlining in their English essays is an effective way to help them improve their essay writing. Not only can it enhance the students’ understanding about using the English thesis statements, but it can also help improve the use of related, logical, and specific detailed examples to support the main ideas in their essays. The email inquiries also revealed that the students believe that outline learning helped them to understand the differences between Chinese and English essay writing. The implications of the study for intercultural rhetoric are also discussed.

scholarly journals An Analysis of Translation Errors: A Case Study of Vietnamese EFL Students

2017 ◽  
Vol 8 (1) ◽  
pp. 22
Author(s):  
Pham Thi Kim Cuc
Keyword(s):  
English Translation ◽  
Future Research ◽  
Lexical Choice ◽  
Test Translation ◽  
Efl Students ◽  
Translation Errors

The study aimed to analyze the translation errors committed by Vietnamese EFL students, and identify the source of errors, then inform some implications of pedagogy to improve the translation ability of the students. To this end, 36 Vietnamese students, who at the time of the study were studying English as their major, were subjected to a Vietnamese-English translation test. Translation errors were analyzed using a threefold perspective proposed by Popescu (2012) including linguistic errors, comprehension errors, and translation errors. Findings showed that translation errors and linguistic errors are the most common errors, of which errors related to lexical choice, syntax and collocations are the most frequently committed by the students. The source of the errors could be attributed to inter-lingual, intra-lingual interference or errors can be the integration of the source. Results were discussed and implications for the improvements of translation ability and recommendations for future research were presented. 

scholarly journals Classroom Assessment Practices and Learning Motivation: A Case Study of Chinese EFL Students

2018 ◽  
Vol 53 (2) ◽  
pp. 514-529
Author(s):  
Zhengdong Gan ◽  
Constant Leung ◽  
Jinbo He ◽  
Honghan Nang
Keyword(s):  
Classroom Assessment ◽  
Learning Motivation ◽  
Assessment Practices ◽  
Efl Students

Does Online Learning Meet the Expectation? A Case Study of Short Semester General English Class

2017 ◽  
Vol 1 (3) ◽  
pp. 26
Author(s):  
Asih Santihastuti
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Digital Literacy ◽  
Online Teaching ◽  
English Class ◽  
Efl Students ◽  
Teaching Learning ◽  
High Level ◽  
Giving Feedback

<p>The fact that today’s students are mostly equipped with high level of digital literacy encourages English teachers to use the Internet as one of the teaching learning media. Moreover,, the abundance of online materials for EFL students which are easily accessible makes the teachers’ job much easier. However, these advantages do not come alone without any drawbacks that challenge the teachers in implementing effective online teaching-learning activities for the class and get the most of it. This paper highlights the challenges that the teachers face in implementing online learning for general English class during the short semester program and reveals students’ perceptions on it as part of the reflection on the teaching-learning process. The unique characteristic of this program which is run only for one month requires the teacher creatively seeking effective activities for the class in order to meet the program requirement. The class shows that the students’ performance during the online learning is better compared to the offline class. The students become more active as well as enthusiastically involved in posting thread and giving feedback to their classmates’ thread. Although during the process the students show interest in joining the online discussion, the teacher still have difficulty in finding the strategy to measure the effectiveness of this mode of learning. The reflective writing written by the students identify some issues which mostly deal with their impressions in joining the online learning as well as their difficulties in performing during the teaching learning process. Some students even give suggestions for better improvement in the next application of online learning.</p><p> </p><p><strong>Keywords: </strong><em>online learning, teacher’s reflection, students’ perception, students’ performance.</em></p>

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