Willingness to Communicate In Kuwaiti EFL Classroom Settings
In: International Journal of English Language and Linguistics Research, Band 9, Heft 4
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In: International Journal of English Language and Linguistics Research, Band 9, Heft 4
SSRN
In: Sage open, Band 12, Heft 2
ISSN: 2158-2440
Currently, English as a foreign language (EFL) teachers are supposed to recognize that, creativity among students can be developed through knowledge management practices. The current study aimed to investigate EFL teachers' knowledge management practices from learner insight. The explanatory mixed method research design was used to investigate the phenomenon. Quantitative data was collected from 298 A-Level students through a survey questionnaire, and qualitative data was collected through 7 A-Level students through an in-depth semi-structured interview. The findings suggested that EFL teachers arrange seminars and co-curricular activities to create knowledge; discussion in and outside classrooms are used to share knowledge; social media and movies are used to utilize knowledge; and notebooks are used to store knowledge in the EFL classroom. The study revealed that benchmark and technological devices to manage knowledge are not frequently practiced by EFL teachers. The study concluded that teachers should be trained in the area of knowledge management regularly.
In: Journal of Contemporary Education, Theory & Research, Band 2, Heft 1, S. 27-37
This study was designed to investigate the relation of Trait Emotional Intelligence with student achievement goals in the context of English as a Foreign Language. Given the challenging nature of EFL, the importance attached to teachers' emotions as the basis of a psychologically secure and motivating learning environment and students' achievement goals as a key concept for positive academic results, the present research sought to fill in a gap in the literature, shed light on the nature of the constructs as well as their potential association and broaden the knowledge base of this field of research thus facilitating Foreign Language teaching and learning. Twenty-seven in-service EFL teachers working in secondary education and their 531 students from various schools in the prefecture of Trikala participated in the present research. The results showed that teachers' Trait Emotional Intelligence failed to predict which type of goals students would pursue. It was also revealed that students' Trait Emotional Intelligence positively correlated with mastery-approach, mastery-avoidance and performance-approach goals whereas it negatively correlated with performance-avoidance goals.
Research has demonstrated that computer-assisted language learning (CALL) has the capacity to enhance second language learning. Therefore, in English as a Foreign Language (EFL) contexts like Vietnam, the government has invested in computers in schools as a way to address the lack of quality in education. However, Vietnamese EFL teachers have made little or no use of these computers. The purpose of this Alternate Plan Paper (APP) is to assist Vietnamese ESL teachers in choosing appropriate CALL programs. I select some of the most effective, user-friendly, and cost-effective CALL options for language areas and language skills. The options are selected based on the availability of resources, the teachers' and learners' computer proficiency levels, and the Vietnamese institutional context. The recommended options are also based on my personal experience as a CALL learner and user, and a one-month observation of CALL applications in a classroom at Minnesota State University, Mankato. The paper also discusses the pedagogical principles for using the recommended options effectively and efficiently.
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Simulation-gaming has been used extensively throughout history to develop skills in human organisation and communication. While initially this primarily focused on military strategy and tactics, in the 20th century it began to be applied more widely to the business field and then to areas as diverse as nursing, environmental planning and politics. However, apart from very limited application through small-scale role-playing or tangentially related activities such as Model United Nations, its use in the field of EFL has been largely overlooked. Recently, programs such as the Reacting to the Past series have highlighted the significant impact to be found in academic application of simulation gaming and this article examines and outlines the numerous benefits the can offer to the development of both language and broader communication skills.
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In: Studies in second language learning and teaching: SSLLT, Band 7, Heft 4, S. 649-671
ISSN: 2084-1965
The present study aims to investigate the use of discourse markers (DMs) in non-native (Croatian) EFL teachers´ talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of DMs, but it also provides an account of the function distribution of the three most frequently used DMs (ok, so, and). The quantitative and qualitative analyses of the recorded transcriptions reveal that the teachers use a variety of DMs, almost exclusively the ones typical of classroom management and classroom discourse organization, with no significant differences in the patterns of DM use with the primary and secondary school students. The DMs fulfill a number of structural and interpersonal functions mainly aimed at providing coherent and stimulating classroom discourse. The findings of this study might contribute to raising awareness of the diversified functions of DMs, which could facilitate non-native EFL teachers´ overall lesson organization and structuring of particular teaching segments.
In: SHS web of Conferences: open access proceedings in Social and Human Sciences, Band 199, S. 01001
ISSN: 2261-2424
Academic writing in English is an essential skill for EFL students and a critical criterion for determining their eligibility for graduation. The issue of academic writing anxiety among second language (L2) learners has attracted significant attention from researchers in the field of L2 learning anxiety. Despite this interest, many studies predominantly focus on data analysis, with few offering practical recommendations. This paper examines the factors contributing to L2 academic writing anxiety, categorizing them into external environmental factors and internal factors, specifically confidence-related issues and difficulties in generating ideas. These factors can lead to writing anxiety among students. Based on this analysis, the paper proposes several recommendations: instructors should create a more supportive writing environment, provide more guided assistance, and develop fairer grading standards for writing. Additionally, it is suggested that EFL students should enhance their English language skills, effectively summarize literature post-reading, cultivate critical thinking, acknowledge their writing proficiency when experiencing anxiety, and adjust their self-efficacy accordingly.
This article describes a "lifestorying" activity for developing oral communication in an EFL classroom. The instructor, a volunteer teacher for the Canadian "Education for Democracy" organization in Prague, Czechoslovakia, was teaching four courses at the intermediate level of English for post-secondary students at the Prague institute of Chemical Technology. The article includes samples of the students' drawings which were used in the class to enable the students to generate ideas and build vocabulary for their personal stories, in the re-telling of which they gained confidence and improved their oral fluency in everyday English.
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I denne artikkelen undersøker jeg sentrale utviklingstrekk i læreplaners beskrivelser av lesing i engelskfaget fra 1939 til 2013. Jeg anvender perspektiver fra kritisk diskursanalyse i utforskingen av læreplanene for å illustrere hvordan ulike forståelser av lesing kommer fram og hva disse innebærer når det gjelder elevens og lærerens rolle. Jeg inndeler de ulike læreplandiskursene omkring lesing i engelfaget i fire forståelser av lesing: lesing som eksponering, verktøy, tekstmøte og meta-forståelse. Hvordan lesing forklares henger sammen med skiftende pedagogiske strømninger men må også forstås i et politisk og ideologisk landskap hvor stadig nye grupper av befolkningen deltar i et obligatorisk løp fra barneskole til og med videregående opplæring. Disse forståelsene kan ses som ledd i en historisk utvikling men også som et gjenkjennelig repertoar av forståelser knyttet til lesing i engelskfaget i dag.Nøkkelord: lesing i engelsk, læreplanhistorie, kritisk diskursanalyseAbstractThis article explores how English syllabi between 1939 and 2013 dealt with reading in English as a foreign language (EFL). Using perspectives from critical discourse analysis (CDA), I address the different notions of reading expressed in these syllabi, the purpose of reading and the roles of the reader and the teacher. I distinguish between four notions of reading: reading as exposure, reading as a tool, reading as an encounter, and reading as meta-awareness. How curricula explain reading is tied to contemporary pedagogical thinking, but must also be understood in a political and ideological landscape where increasingly larger groups of the Norwegian population gain access to universal secondary education. The notions of reading addressed in this article are part of a historical development as well as a recognisable repertoire of understandings related to EFL reading today.Key words: EFL reading, curriculum history, critical discourse analysis (CDA)
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Since first proposed by Brown and Levinson in 1987, there have been many studies taking politeness strategies as their primary concern. Some of them were under an academic setting, which is understood as formal classroom basis research. On the other hand, since the formal classroom basis is stuck with the curriculum by the government, politeness strategies in an nformal classroom basis is worth-considering. Specifically, this study investigates politeness strategies in teacher-student interaction in an informal classroom basis of EFL classes. Through mixed-method research design, the manually transcribed data were analyzed based on Brown and Levinson's politeness strategies, all from bald on record, positive politeness, negative politeness, and off record strategies. The findings revealed the employment of four types of politeness strategies, with positive politeness becomes the most frequently employed, followed consecutively by bald on record, negative politeness, and off-record strategy. Teacher employed positive politeness the most often while students chose to use negative politeness the most frequently. Teacher's dominance in language production, students' passiveness in getting involved within the interaction, lack of vocabulary, and the unawareness of the existence of politeness strategies in the communication have contributed to the choice of politeness strategies in their interaction.Keywords: politeness, politeness strategies, teacher-student interaction, Brown and Levinson
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In: Journal of Language and Cultural Education: JoLaCE, Band 7, Heft 1, S. 19-34
ISSN: 1339-4584
Abstract
This study investigated the relationship between English teachers' epistemological beliefs and moral dilemma. In doing so, 70 English teachers were selected from different language institutes and were included in the research sample. The instruments used to collect the data included the Schommer Epistemological Questionnaire (SEQ) and the Defining Issues Test (DIT). The collected data were analyzed using Pearson Product Moment Correlation method and descriptive statistics in SPSS software. The findings revealed that the participants believed that knowledge improves with experience over time, and that there was also an innate ability to acquire knowledge. They also displayed conflicting views about the simplicity/complexity of knowledge. The analysis of different stages of moral development in the views of the English teachers showed an ascending trend in the moral development from stage 2 (the focus on personal interests) through stage 6 (appeal to intuitive moral principles/ideals). Besides, significant differences were found among different stages of moral development as assessed by the EFL teachers and also in terms of the impact of different moral reasoning schemas on the participants when making judgments about different moral dilemmas.
In: Journal of Language and Cultural Education: JoLaCE, Band 11, Heft 2, S. 70-76
ISSN: 1339-4584
Abstract
Vocabulary is an essential part of any language. The study discussed in this article intended to explore how Lithuanian EFL (English as a Foreign Language) students studying English at Vytautas Magnus University in Kaunas, Lithuania, learn English vocabulary. To achieve the set aim, the following research questions were raised to answer: 1) Which vocabulary learning strategies (VLS) do the students use the most while studying English as a foreign language? 2) Which VLS do the students use the least while studying English as a foreign language? The study was carried out in 2023 using 31 open and closed questions in an online questionnaire that the students were asked to voluntarily fill in. The questions were based on the earlier done literature review distinguishing cognitive, social, and metacognitive vocabulary learning strategies. The students were not familiarised with the terminology of the strategies, but it was hoped that the described strategies in the given questions would also serve as useful information that the students could use while learning vocabulary in the future (if they had never used them before). As the study was both quantitative and qualitative, the latter data was processed using thematic grouping, content and descriptive analysis. The findings reveal interesting vocabulary learning preferences. Some of the VLS are used incidentally and occasionally (e.g., paraphrasing and placing words in sentences) while some others intentionally and frequently (e.g., guessing from the context or oral and written repetition).
In: Asian EFL Journal, Band 8, Heft 4
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In: Pacha: revista de estudios contemporáneos del sur global : journal of contemporary studies of the global south, Band 5, Heft 13, S. e240240
ISSN: 2697-3677
This study aims to investigate the efficacy of using intensive reading strategies in improving reading comprehension in the EFL classroom. Because of the children's poor reading comprehension, classroom exercises are devised. It is a quantitative research method with a quasi-experimental design. A survey is administered to two groups of students to assess their reading comprehension assessments. Following that, both the control and experimental groups complete a pre-test. The experimental group then participated in a classroom intervention that focused on using intensive reading tactics to increase their reading comprehension. The target population is then given a post-test, and the findings were children examined to assess the improvement in students' reading comprehension before and after treatment. It is determined that intensive reading tactics are beneficial in boosting reading comprehension; thus, they should be used to assist students in their English language learning journey.