Relevant bibliographies by topics / EFL contexts

Academic literature on the topic 'EFL contexts'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'EFL contexts.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "EFL contexts"

1

Salimi, Esmaeel Ali, and Hadi Abedi. "Dual Identity or Identity Duel: EFL Context Duality Force on Identity Aspects Formation Through Learners’ Self-Reflection." Journal of Language and Education 8, no. 1 (March 31, 2022): 130–47. http://dx.doi.org/10.17323/jle.2022.11303.

Full text
Abstract:
Background: The link between context and identity is of paramount importance to language teaching and learning. Yet, less attention has been paid to the identity aspects in various EFL contexts. Purpose: This study examined the identity aspects of EFL learners attending both public and private English language classes through self-reflection.Method: In this mixed-methods design, 128 conveniently chosen EFL learners, including both genders, responded to the Identity Aspects Questionnaire, and 23 of those participants were invited to a follow-up semi-structured interview to triangulate the questionnaire data. The study conducted Paired Samples T-Test for quantitative data, whereas qualitative data underwent thematic analysis to extract and codify the themes.Results: The results revealed no significant differences for personal and relational identity aspects over these two EFL contexts, while collective and social ones reached differences. The qualitative data indicated that the EFL learners synergically adapt and adopt some identities through retention and creation. The shared identity between the two EFL classes mainly occurred in personal and relational aspects, while social and collective ones seemed relatively varied. The participants held both individualistic and collectivistic cultural dimensions in these two EFL classes. However, they were more idiocentric in private English language institutes and more socio-centric in public high schools. The discussion concerning identity issues indicated that EFL contexts affect the socializing process. The individuals position in a context according to their shared identities, while the varied identities lead them to form or adopt new identities. Implication: These findings could help ELT teachers and researchers to expand their perception of language learners’ identities in different EFL contexts.
APA, Harvard, Vancouver, ISO, and other styles
2

Yang, Lan, and Rashid Bin Saad Mohd. "Exploratory and Confirmatory Factor Analysis of PERMA for Chinese University EFL Students in Higher Education." International Journal of Language Education 5, no. 2 (June 30, 2021): 51. http://dx.doi.org/10.26858/ijole.v5i2.16837.

Full text
Abstract:
The purpose of this research is mainly to explore the validity and reliability of PERMA instruments to determine the nature of PERMA for Chinese university EFL students. A total of 309 Chinese university EFL students from 10 universities in Gansu province were investigated. Selected by cluster random sampling, the extracted data from the survey design underwent exploratory factor analysis(EFA) and confirmatory factor analysis(CFA) with the use of SPSS version 24 and AMOS version 23 to verify the factor structure of the PERMA. The results of EFA indicate similar structures from prior research and the present study. The CFA results testify that the PERMA instrument is satisfactory for Chinese university EFL students. Therefore, this research indicates that the PERMA of Chinese university EFL students also has a five-factor structure, which implies the perceived PERMA in the Chinese EFL context to be adequately invariant and it as an effective measurement tool supporting the research of Chinese university students’ well-being. The findings highlight the significance of validating and confirming the PERMA structure and provide new insights into its application across different cultural contexts.
APA, Harvard, Vancouver, ISO, and other styles
3

Ali, Sayyed Rashid, Hussain Ahmad, and Arshad Ali Khan. "Testing in English Language Teaching and its Significance in EFL Contexts: A Theoretical Perspective." Global Regional Review IV, no. II (June 30, 2019): 254–62. http://dx.doi.org/10.31703/grr.2019(iv-ii).27.

Full text
Abstract:
This conceptual paper reviews literature on the most common practices of language tests in ELT contexts around the world. The detailed discussion of various types of language tests is followed by its various aims and objectives which are linked to the qualities or characteristics of different language tests. The review of the literature reveals that language tests and its purposes vary from context to context and there is a wide range of practical constraints that test designers, test-takers, and test administrators encounter. Particularly, in the Saudi EFL context, EFL teachers lack a voice in the process of language assessment and there is a serious dearth of professional development training to raise EFL teachers awareness of language tests and develop their assessment literacy. The review of the literature suggests that in various EFL/ESL contexts, more top-notch assessment methods need to be introduced and in the Saudi setting.
APA, Harvard, Vancouver, ISO, and other styles
4

Johnston, Nicole, Helen Partridge, and Hilary Hughes. "Understanding the information literacy experiences of EFL (English as a foreign language) students." Reference Services Review 42, no. 4 (November 10, 2014): 552–68. http://dx.doi.org/10.1108/rsr-05-2014-0015.

Full text
Abstract:
Purpose – This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy? Design/methodology/approach – This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us. Findings – This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information. Research limitations/implications – This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts. Practical implications – The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts. Originality/value – There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts.
APA, Harvard, Vancouver, ISO, and other styles
5

Ibna Seraj, Prodhan Mahbub, and Habil Hadina. "A Systematic Overview of Issues for Developing EFL Learners’ Oral English Communication Skills." Journal of Language and Education, no. 1 (March 31, 2021): 192–204. http://dx.doi.org/10.17323/jle.2021.10737.

Full text
Abstract:
The objective of this systematic review is to present a critical overview of current studies to explore issues such as the factors causing EFL learners’ poor oral performance and the teaching and assessment methods of oral English communication skills (OECSs) for developing tertiary level learners’ OECSs in EFL contexts. For this purpose, 51 empirical studies of the 2907 retrieved from SpringerLink, SCOPUS, Web of Science, and the Google Scholar database that were published between 2010 and 2019 in different EFL contexts were analyzed. This study followed the Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) guidelines and was analyzed thematically using NVIVO 12, followed by the Mendeley reference management software. Studies that were conducted in native English contexts and non-empirical studies were excluded from consideration for this study. The findings showed that the environmental factor was the primary factor for learners’ poor OECS performance in EFL contexts. For the method of teaching and assessment of learners’ OECSs, the use of technology is rapidly increasing in different EFL contexts. This study suggests some implications for both future researchers and academics for developing EFL learners’ oral English communication skills dealing with environmental, psychological, and linguistic factors along with teaching and learning resources at the tertiary level in EFL contexts.
APA, Harvard, Vancouver, ISO, and other styles
6

Wijaya, Kristian Florensio, Retno Muljani Retno Muljani, and Barli Bram. "Elementary EFL teachers’ perceptions on code-switching in primary learning contexts." Journal of English Language and Pedagogy 3, no. 2 (November 29, 2020): 17–26. http://dx.doi.org/10.36597/jelp.v3i2.7236.

Full text
Abstract:
In this 21st century teaching and learning, there is an intense debate involving language experts whether code-switching should be integrated into EFL learning contexts or not. The supporters of the L2 believed that intense training in the target language will enable EFL learners to be more proficient target language users. While the L1 experts allowed EFL teachers to apply their mother tongue while delivering the teaching-learning materials in order to deliver their teaching-learning instructions clearly for the learners. In line with this contradictory paradigm, EFL teachers need to implement the first language more judiciously in order to preserve learners’ first language and acquire their target language competencies fully. This study attempted to discover Elementary EFL teachers’ perceptions of the use of code-switching in primary learning contexts. This study utilized narrative inquiry utilizing one research instrument, open-ended interview questions to discover Elementary EFL teachers’ perceptions regarding the utilization of code-switching in primary learning contexts. The participants involving in this study were EFL teachers working in Demangan Baru 1 Elementary School, Yogyakarta. Findings from this study revealed that code-switching did not only help EFL teachers to deliver particular learning materials clearly but also promote greater EFL learning enjoyment for the students.
APA, Harvard, Vancouver, ISO, and other styles
7

Pokharel, Manda, and Mani Ram Sharma. "Classroom Management: Glocalized Contexts." Journal of Social Work and Science Education 2, no. 1 (March 29, 2021): 11–20. http://dx.doi.org/10.52690/jswse.v2i1.136.

Full text
Abstract:
This research based article discusses on issues and practices of classroom management from the local perspectives. It is based on the context of public school of Nepal. The participant is an EFL teacher of public school in Kathmandu, teaching in middle school and secondary level there. The classroom management practices in the EFL teacher’s classes are seen using classroom observation tool, in her classes of both the levels for a week using qualitative framework. The findings show the traditional practice still dominating the classroom activities. Therefore the article is based on the issues of classroom management being specific to the seating arrangements, discipline, peer work, group work, space, presentation, and time management in the public school where classroom observation has been done.
APA, Harvard, Vancouver, ISO, and other styles
8

Wijaya, Kristian Florensio. "EXPLORING TEACHERS' RESILIENCE IN INDONESIAN EFL LEARNING CONTEXTS." LET: Linguistics, Literature and English Teaching Journal 11, no. 1 (June 30, 2021): 1. http://dx.doi.org/10.18592/let.v11i1.4539.

Full text
Abstract:
To promote more holistic, pleasurable, and meaningful ELT enterprises requires specific durable psychological characteristics from EFL teachers in terms of positive emotions, well-being, robust motivation, and resilience. The ultimate psychological stream is noted as one of the paramount factors embodying brighter future educational outlooks since the majority of prior studies revealed that a higher degree of resilience would enable EFL teachers to cultivate stronger dedication, tenacity, and commitment in leading their pupils to reach the targeted learning outcomes fully. In consonance with this theoretical underpinning, the major focus of this present study is to unearth particular independent strategies employed by two invited EFL teachers in maintaining their resilience, particularly while being exposed to adverse working conditions and unpredictable stress events. Thus, the results obtained from these two invited participants will shed a new light regarding a set of rewarding independent strategies incorporated by EFL teachers in preserving their resilience amid taxing working conditions. In light of this matter, the sharing emanated from these research participants will work as a propelling force for global EFL teachers working under arduous teaching dynamics owing to the full activation of their resilience enabling them to stay on the right educational tracks; educating young generations for better future lives.
APA, Harvard, Vancouver, ISO, and other styles
9

Omar, Abdulfattah, Bader Deraan Aldawsari, and Yasser Muhammad Naguib Sabtan. "Exploring the Perspectives of EFL Instructors toward the Employment of L1 in EFL Reading Classes." World Journal of English Language 12, no. 8 (October 20, 2022): 296. http://dx.doi.org/10.5430/wjel.v12n8p296.

Full text
Abstract:
In recent years, numerous studies have been concerned with evaluating the effectiveness of using L1 in EFL contexts. Nevertheless, there is no consensus so far on the usefulness of the use of L1 in EFL contexts. More specifically, there is a wide disagreement between scholars and researchers regarding the use of Arabic as an L1 in EFL contexts given the significant linguistic differences between Arabic and English. In light of this argument, this study is concerned with evaluating the effectiveness and usefulness of the use of L1 in EFL classes in the Saudi universities of the instructors’ perspective. Semi- structured interviews were conducted with twelve EFL instructors in four Saudi universities. Results indicated that the majority of the participants indicated that the integration of L1 in EFL classes can be usefully used to achieve a proper classroom discipline and keep the structure of the classroom activities in a way that makes the realization of the target outcomes possible. They also stressed that L1 can be used to help EFL learners develop their English language skills. They also indicated that the use of Arabic in EFL classes helps establish a good relationship with the instructor and reduces students’ stress and anxiety. It can be finally concluded that the use of Arabic serves as a useful teaching and learning tool in EFL contexts.
APA, Harvard, Vancouver, ISO, and other styles
10

Zhang, Hao, Wu-Yuin Hwang, Shih-Ying Tseng, and Holly S. L. Chen. "Collaborative Drama-Based EFL Learning in Familiar Contexts." Journal of Educational Computing Research 57, no. 3 (April 9, 2018): 697–722. http://dx.doi.org/10.1177/0735633118757731.

Full text
Abstract:
Contextual learning has been recognized as an important method for English as a Foreign Language (EFL) learning and drama was also usually employed to be a good activity for EFL learning which guided learners to interact and use body language to practice English. However, there were few studies to consider both drama and authentic contexts together with mobile devices to facilitate EFL learning. In this research, we developed a contextual drama (CD) system in mobile devices for EFL learning. Students can use CD system to prepare, make, and conduct drama with voices, photos, and texts in authentic contexts to improve English learning. Our goal is to examine how CD system and collaborative CD influences students' learning behaviors and achievement. One quasi-experiment design was conducted with 78 participants, who were the fifth-grade elementary school students during a 5-week experimental period. The results demonstrated that drama-based learning in authentic contexts resulted in better learning achievements than traditional methods. Moreover, we found that collaboration, as key in drama-based EFL learning, could promote peer discussion and therefore help students improve students' storytelling and writing abilities. Students' improved abilities were demonstrated in their sentence complexity and diversity. Additional analysis results derived from the interviews and observations also revealed that students' body languages usage and their engagement in drama activities have significant effect on their learning achievement.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "EFL contexts"

1

Longcope, Peter. "Differences between the EFL and the ESL Language Learning Contexts." 名古屋大学大学院国際言語文化研究科, 2009. http://hdl.handle.net/2237/11827.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Li, Rui. "Differences in the Motivations of Chinese Learners of English in Different (Foreign or Second Language) Contexts." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6299.

Full text
Abstract:
This study employed the L2 Motivational Self-System (Dörnyei, 2005) as a framework to compare differences in the types of motivation reported by Chinese learners of English in a foreign language context (China) and a second language context (USA). It followed up on studies by Taguchi, Magid, and Papi (2009) and You and Dörnyei (2016). The participants consisted of 61 current students at an American university who come from Mainland China. This study adopted a mixed-method approach, using an internet-based questionnaire followed by an individual interview. The investigation aimed to explore what types of English learning motivation Chinese students have in different contexts, as well as to compare the shift in Chinese students' motivation when they move from an EFL (China) to an ESL (USA) context. A recent study conducted by You & Dörnyei (2016), provided a solid empirical description of the main features of language learning motivation in China. The detailed information presented in You & Dörnyei's study serves as a baseline to further explore the differences in English learner motivation in different settings. The findings of this study can be used as a reference to align English language learners' motivational self-system with their own pattern of development.
APA, Harvard, Vancouver, ISO, and other styles
3

Almohawis, Khaled. "Graduate Saudi ESL Students’ Perceptions of Writing Pedagogies in EFL Versus ESL Contexts: An Approach Toward Understanding Students’ Writing Difficulties." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1866.

Full text
Abstract:
This phenomenological study examines Saudi students’ perceptions of writing difficulties in U.S. universities as they have experiencing EFL and ESL contexts. The reason for focusing on Saudi students as participants is to limit linguistic, educational, cultural, and social factors that may affect the findings. The participants are seven Saudi graduate students at Southern Illinois University Carbondale (SIUC). Interview is used as a research instrument to provide a space for each participant to recall as many memories and perceptions as possible in order to manifest comprehensive presentations of their experiences in the Saudi and U.S. contexts. The two research goals are: (1) exploring the similarities and differences between the two contexts based on the participants’ perceptions; and (2) identifying potential effects of these similarities and differences on the participants’ writing during graduate studies in the U.S. Participants’ perceptions focus on the differences between the Saudi and U.S. contexts, rather than similarities, and their comparisons of the two contexts are discussed based on eight key factors: student’s role, students’ expectations, teacher’s role, relationship with instructors, writing process, feedback and grading, off-campus social life, and educational policies. The potential effects of these differences on Saudi students’ writing in the U.S. context are classified into three domains: educational procedures and academic standards; pedagogies; and writing processes. I conclude this study by offering recommendations for U.S. professors and instructors who may teach Saudi students and future Saudi students who plan to come to the U.S. universities.
APA, Harvard, Vancouver, ISO, and other styles
4

Ainy, Salma. "Use of literature in developing learner's speaking skills in Bangladeshi EFL contexts." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/14033/.

Full text
Abstract:
This dissertation arises from an attempt to answer the question whether it is possible to teach conversational skills through literature; and, if 'yes', how any benefit can be made accessible to both privileged and non-privileged sections of society. The stimulus for the present study derives from the view that, in order to develop the capacity of students in the EFL language class, the teaching of language should be taught using literary pieces and should move away from a teacher-centred approach towards a student-centred one. Having used an activity-based and process-oriented integrated approach as a framework, the present study illustrates the impact of the proposed way of literature teaching in an EFL context, specifically in the context of Bangladesh. It is designed to encourage students to experience literary texts directly as a part of a process of meaning creation that develops their thought processes, imaginative faculties and interpretative skills and ultimately has a strong impact on their speaking ability. Such a systematic approach to literature teaching in developing learner's speaking skills, therefore, is likely to enable teachers to have a more student-centred classroom. The present study also utilises the devised teaching activities based on prediction initiating personal growth, in an actual teaching/learning context in a selected research environment and explores students' responses to the proposed approach. The study groups involved in the research consist of two comparable groups: an experimental group (EO) and a control group (CG). The EG was exposed to the proposed teaching approach, whereas the CG followed the usual traditional teaching methods. The data for the study were gathered through interviews, questionnaires, observation sheets and field notes. Qualitative and quantitative investigation techniques were applied to the data and they were compared and contrasted for both the groups. The analyses of the data revealed significant differences between the groups in the nature of the students' responses to the teaching approaches. It was observed that there was a considerable relationship between the teaching methodologies employed in both classes, and levels of motivation, involvement and appreciation of the literary text under study and finally in the development in oral expression. The findings suggested that application of the teaching approach proposed by the study notably changed the classroom dynamics in a positive way.
APA, Harvard, Vancouver, ISO, and other styles
5

Benham, Biook. "A stylistic study of cohesive features in English prose fiction with some pedagogical implications for non-native contexts." Thesis, University of Sheffield, 1996. http://etheses.whiterose.ac.uk/6049/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chakir, Mohamed. "The Integration of Mobile Phones in EFL Contexts| Using Messenger Applications to Learn English Vocabulary." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10807796.

Full text
Abstract:

This study was conducted to investigate the effectiveness of mobile phones as learning tools in English as a Foreign Language (EFL) contexts. It also aimed at exploring learners’ and teachers’ attitudes towards the integration of mobile assisted language learning (MALL) tools such as mobile phones in English language teaching and learning. To this end, a mixed method research design was implemented. 60 Moroccan high school students took part in the study. They were divided into two groups, experimental (N = 30) and control (N = 30). The two groups underwent the two treatments that lasted for two weeks. During the first week, the first experimental group was sent two vocabulary items three times a day every day for a period of seven days via WhatsApp messenger while the control group was given a printed list of the 14 items at the start of the week. In the second week, the two groups switched places and the experiment was repeated with another 14 words.

At the outset of the study, a pretest was used to measure participants’ vocabulary knowledge with regards to target items. Two immediate posttests were used during the period of the experiment which learners took at the end of each week to measure vocabulary learning. A delayed test was administered four weeks following the end of the experiment to see vocabulary retention. The results of both the pre and delayed tests were not significant as they did not show any difference between the groups. However, the immediate posttests’ scores showed a significant difference between the two groups. The experimental groups’ scores in the two weeks were higher than their counterparts in the control groups., The results of the surveys showed that EFL teachers and learners hold positive attitudes toward the use of MALL in an EFL context such as Morocco.

APA, Harvard, Vancouver, ISO, and other styles
7

Korompot, Chairil Anwar. "Teacher-student power relationships in language classrooms : a comparative case study in ESL and EFL contexts." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09armk84.pdf.

Full text
Abstract:
Errata pasted on back end-papers. Bibliography: leaves 255-260. Aspects of teacher-student power relationship (TSPR) were studied in an Australian ESL (English as a second language) study centre and an Indonesian EFL (English as a foreign language) counterpart to investigate the relevance of the power sharing concept in different contexts of second language learning. The study employed non-experimental methodology in collecting data using interviews, questionnaires and classroom observation. The findings contribute insight into the contextual factors worthy of consideration in applying modern approaches to ELT in different settings of teaching and learning, and support the establishment of student autonomy as the central goal in learning and communicative competence in L2 pedagogy.
APA, Harvard, Vancouver, ISO, and other styles
8

Alnefaie, Mashael. "TITLE: INTERNATIONAL STUDENTS IN THE U.S.: BELIEFS ABOUT ESL/EFL CONTEXTS AND THE EFFECT ON FLUENCY." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1655.

Full text
Abstract:
The purpose of this study was to investigate international learners’ beliefs about the development of their oral fluency in English and how their social relationships with native speakers and educational experiences in Study Abroad programs contributed to their verbal production. While several studies discuss the advantages of Study Abroad programs and the development of reading and writing fluency, only a few have explored oral fluency in ESL/EFL classrooms. This research was designed to examine international students’ beliefs about how their learning experiences in the U.S. affected their speaking ability. The aim was to understand how interactions with native speakers promoted comprehensible input and allowed ESL/EFL learners to produce comprehensible output. Bakhtin’s dialogism and the situated learning theory of Lave and Wenger are complementary frameworks, discussed, which show the importance of participation within communities. Data were collected using qualitative methods, including semi-structured interviews and classroom observations. Findings revealed that the use of technology in formal and informal settings developed ESL and EFL students’ oral skills. Furthermore, ESL learners’ social interaction with native speakers promoted cultural competence that lead to their accurate usage of the target language.
APA, Harvard, Vancouver, ISO, and other styles
9

Keng, Chai Chi. "Implementation of and resistance to communicative EFL teachingin Taiwan an exploration of three related secondary EFLteaching contexts." Thesis, University of York, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507548.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Vallbona, González Anna. "L2 Competence of Young Language Learners in Science and Arts CLIL and EFL Instruction Contexts. A Longitudinal Study." Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/133347.

Full text
Abstract:
La implementació de programes AICLE ha generat un gran entusiasme entre les escoles de primària de Catalunya. Malgrat aquest entusiasme, molt poca recerca s'ha portat a terme en el nostre context per demostrar l’eficiència de l’AICLE en la millora de la competència lingüística dels aprenents. L’objectiu d’aquest estudi longitudinal de dos anys és omplir parcialment aquest buit i determinar els efectes de l’enfocament AICLE en les habilitats d’escoltar, llegir i escriure dels alumnes de primària que han cursat una part de les ciències naturals i de la plàstica en anglès. Els resultats en llengua anglesa dels alumnes de cinquè de primària (grup control) s’han comparat amb els resultats dels estudiants de 5è curs exposats al mateix nombre d'hores d'anglès, però, en aquest cas, combinant les hores d’anglès amb l’AICLE per determinar l’assoliment en diferents moments ( T0,T1 , T2 , T3 ) i el progrés en diferents períodes de temps (T0-T1 , T1-T2 , T2-T3 i T0-T3). L'anàlisi dels resultats s’ha portat a terme utilitzant models de regressió logística longitudinals. L'efecte del nombre d'hores d'exposició a l’anglès de l’alumnat prèvies a l’inici del projecte, s’ha tingut en compte per a l'anàlisi així com la proficiència inicial en anglès de l’alumnat participant. S’han portat a terme dos tipus de comparacions a fi i a efecte de proporcionar una visió general dels resultats : la primera comparació fa referència als resultats assolits pel grups control i pels grups d'AICLE. La segona comparació fa referència al progrés de cadascun dels grups. La tercera comparació, finalment, mostra els resultats dels estudiants que van fer ciències en anglès en comparació amb els resultats dels alumnes que van fer plàstica en llengua anglesa. Els resultats de les interaccions entre el grup i el nivell de competència de l’alumnat en totes les comparacions ha estat també motiu d’estudi. Per tal d'ampliar l'abast de l'estudi i la interpretació dels resultats, s’han portat a terme sessions d'observació de classes AICLE i de llengua anglesa , i s’ha entrevistat el professorat. La comparació intragrup demostra que, mantenint el nombre d'hores d'instrucció constant, tots els grups progressen significativament durant l'estudi. Els resultats de les comparacions intergrupals també tendeixen a confirmar un efecte positiu de l ’AICLE sobre els resultats. Els resultats al T1 mostren poques diferències entre els grups; aquestes diferències s’han atribuit principalment al poc nombre d’hores d’exposició a la llengua de les sessions d’AICLE. Els resultats del T3 mostren una millora general significativa en l’habilitat d'escoltar del l’alumnat que va fer ciències en anglès; els estudiants que van fer plàstica en llengua anglesa van millorar significativament en diversos aspectes de l’habilitat d’escriure. La comparació dels resultats dels alumnes que van fer ciències amb els que van fer plàstica en anglès indiquen millors resultats pels alumnes de plàstica en moltes de les àrees analitzades. En conclusió, es pot afirmar que CLIL va tenir un efecte positiu en el desenvolupament de la llengua dels aprenents implicats en l’estudi. No obstant això , la variabilitat en els resultats obtinguts en les comparacions intragrup ens indiquen que l'eficiència dels programes AICLE aplicats a joves estudiants de primària no és només una qüestió de la quantitat d’hores d’exposició, sinó també una qüestió del tipus d'input (és a dir , només anglès instrumental o bé la combinació anglès instrumental i AICLE). Diversos aspectes metodològics de la implementació dels programes AICLE analitzats poden haver influït els resultats finals. Més hores d'exposició AICLE, una metodologia adequada i la continuïtat dels programes ens haurien de conduir a un resultat prometedor.
Despite the general enthusiasm that the emergence of CLIL programmes has generated in primary schools in Catalonia, very little finely-grained research has so far been undertaken in our school context to demonstrate CLIL’s efficiency in improving learners’ overall language proficiency. This longitudinal two-year study attempts to partly fill this gap by determining the extent to which CLIL may affect the listening, reading and writing skills of young primary learners exposed to Natural Sciences and Arts & Crafts taught in English. The results obtained by 5th graders exposed only to EFL classes (Control Group) were compared to those obtained by 5th graders exposed to the same number of hours of English (EFL and CLIL hours combined) in order to determine the students’ achievement and progress in the target language at different times (T1, T2, T3) and time periods (T0-T1, T1-T2, T2-T3) over two school years. The analysis of the results obtained in the listening, reading and writing tests was carried out using longitudinal logistic regression models. The effect of the previous number of hours of exposure to English, prior to these two school years, was taken into consideration for data analysis. Intergroup and intragroup comparisons were carried out in order to provide an overview of the results: the first comparison was concerned with the achievement results obtained by the Control and CLIL groups after the same number of hours of instruction at four different times. The second comparison presented the results in progress obtained by each of the groups after different time periods: T0-T1, T1-T2, T2-T3 and T0-T3. The third comparison, finally, was concerned with the achievement results obtained by CLIL Science students compared to CLIL Arts and Crafts students. The results of the interactions between group and proficiency level were also studied for all the comparisons. In addition to quantitative data, in order to widen the scope of the study and the interpretation of the results, CLIL class observation sessions were held, and the relevant teachers were interviewed. The results of the intragroup comparison suggested that, keeping the number of hours of instruction the same, both Control and CLIL groups progressed significantly throughout the study. This seemed to confirm the effectiveness of CLIL programmes in primary schools. However, the findings of the intergroup comparisons tended to confirm that the exposure to CLIL had an impact on the results obtained. Results for T1 suggested very little differences between EFL and CLIL groups, and these differences were mainly attributed to very limited CLIL time instruction. Results at T3 showed an overall significant improvement in the areas of Listening for CLIL Science students, and in some aspects of Writing for Arts & Crafts learners, when comparing CLIL and non-CLIL groups, keeping the amount of English instruction constant. The comparison CLIL Science vs. CLIL Arts & Crafts indicated better achievement results for the Arts & Crafts students in many of the areas tested. In conclusion, it can be stated that CLIL had a positive effect on the development of the interlanguage of young learners as they progressed throughout the study. Nevertheless, the variability in the achievement results obtained through intragroup comparisons may indicate that the effectiveness of CLIL programmes applied to young learners in the school context is not only a matter of the quantity of input but also a matter of the type of input (i.e. CLIL or EFL+CLIL). The results may have also been influenced by several methodological aspects involved in the implementation of the CLIL approach in the schools. In the light of the results obtained, more hours of CLIL exposure, adequate methodology and sufficient emphasis on continuity should lead to a promising outcome.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "EFL contexts"

1

Belinda, Ho, ed. ESL/EFL cases: Contexts for teacher professional discussions. Hong Kong: City University of Hong Kong Press, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Integrating writing strategies in EFL/ESL university contexts: A writing-across-the-curriculum approach. New York: Routledge, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Academic writing in a second or foreign language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. London: Continuum International Pub., 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Vocabulary learning strategies in the Chinese EFL context. Singapore: Marshall Cavendish Academic, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

McKay, Sandra. International English in its sociolinguistic contexts: Towards a socially sensitive EIL pedagogy. New York, NY: Routledge, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

McKay, Sandra. International English in its sociolinguistic contexts: Towards a socially sensitive EIL pedagogy. New York, NY: Routledge, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Boriae, Deena. Learners' perceptions of language proficiency, language test-taking strategies and emotional regulation in a test-taking context: A case study in an Egyptian EFL context. Wolverhampton: University of Wolverhampton, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lin, Angel M. Y. Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1802-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ardila Silva, FSC, Hno Ariosto, ed. Agrociencias en contexto. Bogotá. Colombia: Universidad de La Salle. Ediciones Unisalle, 2016. http://dx.doi.org/10.19052/238237204.

Full text
Abstract:
Esta es una aproximación a las agrociencias desde un contexto de trópico, con un enfoque inter y transdisciplinar como respuesta al desarrollo rural y al posterior acuerdo que se está gestando en el país.
APA, Harvard, Vancouver, ISO, and other styles
10

Marrosu, Ambretta. Don Leandro el inefable: Análisis fílmico, crónica y contexto. Caracas: Instituto de Investigaciones de la Comunicación, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "EFL contexts"

1

Jabłońska, Dorota. "Professional Growth of EFL Teachers." In Language Use, Education, and Professional Contexts, 165–78. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96095-7_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Rabbidge, Michael. "Introduction." In Translanguaging in EFL Contexts, 1–15. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2019. http://dx.doi.org/10.4324/9780429439346-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rabbidge, Michael. "Evolving understandings of language in the language classroom." In Translanguaging in EFL Contexts, 16–45. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2019. http://dx.doi.org/10.4324/9780429439346-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rabbidge, Michael. "The framework." In Translanguaging in EFL Contexts, 46–64. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2019. http://dx.doi.org/10.4324/9780429439346-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rabbidge, Michael. "Beliefs, identity, and investment." In Translanguaging in EFL Contexts, 65–81. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2019. http://dx.doi.org/10.4324/9780429439346-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rabbidge, Michael. "Profiling the teachers." In Translanguaging in EFL Contexts, 82–118. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2019. http://dx.doi.org/10.4324/9780429439346-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rabbidge, Michael. "Translanguaging strategies of inclusion." In Translanguaging in EFL Contexts, 119–42. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2019. http://dx.doi.org/10.4324/9780429439346-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rabbidge, Michael. "Translanguaging practices of exclusion." In Translanguaging in EFL Contexts, 143–58. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2019. http://dx.doi.org/10.4324/9780429439346-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Rabbidge, Michael. "Linguistic repertoires." In Translanguaging in EFL Contexts, 159–80. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2019. http://dx.doi.org/10.4324/9780429439346-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Rabbidge, Michael. "Translanguaging’s call for change." In Translanguaging in EFL Contexts, 181–90. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2019. http://dx.doi.org/10.4324/9780429439346-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "EFL contexts"

1

"A Comparative Study on Reflective Thinking in Various EFL Contexts." In Emirates Research Publishing. Emirates Research Publishing, 2015. http://dx.doi.org/10.17758/erpub.e1115016.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Abaunza, Geovanny, Fernando Martinez-Abad, and Mª J. Conde-Rodriguez. "Web applications in the EFL class in contexts rural school Colombian." In TEEM'19: Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3362789.3362879.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Savić, Vera. "INTEGRATING MATHEMATICS CONTENT INTO PRIMARY ENGLISH CURRICULUM THROUGH CONTENT-BASED INSTRUCTION." In Metodički aspekti nastave matematike. University of Kragujevac, Faculty of Education in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.191s.

Full text
Abstract:
Success in learning a foreign language is seen as the ability to use a foreign language in a variety of life contexts. Integration of mathematics content into a grade-appropriate English curriculum has the potential to enlarge the possibilities for young learners to experience more authentic and meaningful communication and more varied life-like interaction in a number of content-based activities. The aim of the paper was to study mathematics content in international coursebooks used for teaching English as a foreign language (EFL) in grades 1–4 in Serbian primary schools and to explore the means for integrating mathematics content into English classes. The study was based on a content analysis of seven EFL coursebook sets and focused on mathematics content analysis in relation to six study questions. The results revealed four distinct key content integration categories and showed that some of the coursebooks surveyed in the study contain mathematics content that is well integrated into language curriculum and supports deeper learning of both mathematics and language through cross-curricular links. However, the results also indicated that mathematics content in the coursebooks surveyed is mainly not grade appropriate or cognitively challenging enough, which requires EFL teachers to provide more materials for expanding the cross-curricular links. Pedagogical implications of the study refer to EFL teachers’ professional development needs for enhancing their own skills to implement content-based instruction by introducing creative and motivating content-based and grade appropriate materials and tasks into their classrooms and thus engage the flexible minds of young learners in a holistic learning experience.
APA, Harvard, Vancouver, ISO, and other styles
4

"THE USE OF ARISTOTLE’S CATEGORIES IN WORD DEFINITIONS IN ESL/EFL CONTEXTS." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a36.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hamamah, Hamamah, Sahiruddin Sahiruddin, and Esti Junining. "On Critical Thinking and Academic Writing in EFL/ESL Contexts: A Literature Review." In Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021, 9-10 October 2021, Malang, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.9-10-2021.2319667.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chong, Xingjia, and Yuqing Huang. "An Empirical Study of Role of Linguistic Contexts in Acquisition of English Idioms by Chinese EFL Learners." In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mshsd-17.2018.38.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kustini, Siti, and Nurfitriah. "Beyond Classroom Wall: A Review of Research on Online Learning in EFL Teaching Contexts During Pandemic COVID-19." In 2nd International Conference on Education, Language, Literature, and Arts (ICELLA 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211021.022.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mirici, Ismail Hakki. "Outputs of a PhD Course on the European Policy of Foreign Language Teacher Education." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.69.

Full text
Abstract:
The European Commission has developed several standard documents for foreign language education including teacher education and opened access for the common use of all European counterparts. This study is based on a PhD course aiming at increasing awareness of and fostering deep research about foreign language teacher education policy in Europe. The study aimed to scrutinize the opinions of the PhD students in the field of English Language Teaching (ELT) about the European foreign language teacher education policy. In the study, the case study research design was adopted, utilizing qualitative data. The participants of the study were selected via total count sampling model and covered all of the PhD students (N = 9) taking the course entitled “Foreign Language Teacher Education Policy in Europe” with the code: IDO710 within the ELT program of the Hacettepe University Graduate School of Educational Sciences in the Fall Semester of 2020–2021 academic year. The data were collected via students’ self-reflection reports after the course had been completed and were analysed using content analysis as one of the qualitative data analysis methods. The results showed that at the end of the course the participant students’ awareness was highly increased about the European foreign language teacher education policy and related documents; they decided to make use of these documents in their own contexts; they had a deeper understanding of the English as a Foreign Language (EFL) teacher education; and they became determined to carry out further research on the effectiveness of the European documents on EFL teacher education in Turkey.
APA, Harvard, Vancouver, ISO, and other styles
9

Tananuraksakul, Noparat, and Suthida Soontornwipat. "Promoting Intercultural Communication Competence in the 21st Century: A Case Study in Thai Academic and Social Contexts of Learning and Using EFL." In 1st International Conference on Science and Technology in Administration and Management Information, ICSTIAMI 2019, 17-18 July 2019, Jakarta, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.17-7-2019.2303388.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kustini, Siti, Didi Suherdi, and Bachrudin Musthafa. "Moving from the Logic of the Page to the Logic of the Screen: A Review Research on Multimodal Pedagogy in EFL Classroom Contexts." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.074.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "EFL contexts"

1

Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

Full text
Abstract:
Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
APA, Harvard, Vancouver, ISO, and other styles
2

Baader, Franz, and Felix Distel. A finite basis for the set of EL-implications holding in a finite model. Technische Universität Dresden, 2007. http://dx.doi.org/10.25368/2022.160.

Full text
Abstract:
Formal Concept Analysis (FCA) can be used to analyze data given in the form of a formal context. In particular, FCA provides efficient algorithms for computing a minimal basis of the implications holding in the context. In this paper, we extend classical FCA by considering data that are represented by relational structures rather than formal contexts, and by replacing atomic attributes by complex formulae defined in some logic. After generalizing some of the FCA theory to this more general form of contexts, we instantiate the general framework with attributes defined in the Description Logic (DL) EL, and with relational structures over a signature of unary and binary predicates, i.e., models for EL. In this setting, an implication corresponds to a so-called general concept inclusion axiom (GCI) in EL. The main technical result of this report is that, in EL, for any finite model there is a finite set of implications (GCIs) holding in this model from which all implications (GCIs) holding in the model follow.
APA, Harvard, Vancouver, ISO, and other styles
3

Issa-Fontalvo, Sugey Martha. Los sistemas de información en el contexto empresarial. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1572.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Salas-Picón, Wilson Miguel. Guía de docencia para el desarrollo de informes psicológicos en el contexto forense. Universidad Cooperativa de Colombia, 2017. http://dx.doi.org/10.16925/greylit.1607.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Vinasco Guzmán, Martha Cecilia, Silvia Alejandra Trujillo Zapata, and Rosalino Ortiz Fernández. Una mirada a la educación ambiental en el contexto educativo. Universidad Nacional Abierta y a Distancia, 2017. http://dx.doi.org/10.22490/ecapma.1818.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Aguerrevere, Gabriela, Nicole Amaral, Claire Bentata, and Graciana Rucci. Desarrollo de habilidades para el mercado laboral en el contexto de la COVID-19. Inter-American Development Bank, April 2020. http://dx.doi.org/10.18235/0002323.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Böhme, Stephan, and Marcel Lippmann. Description Logics of Context with Rigid Roles Revisited. Technische Universität Dresden, 2015. http://dx.doi.org/10.25368/2022.211.

Full text
Abstract:
To represent and reason about contextualized knowledge often two-dimensional Description Logics (DLs) are employed, where one DL is used to describe contexts (or possible worlds) and the other DL is used to describe the objects, i.e. the relational structure of the specific contexts. Previous approaches for DLs of context that combined pairs of DLs resulted in undecidability in those cases where so-called rigid roles are admitted, i.e. if parts of the relational structure are the same in all contexts. In this paper, we present a novel combination of pairs of DLs and show that reasoning stays decidable even in the presence of rigid roles. We give complexity results for various combinations of DLs involving ALC, SHOQ, and EL.
APA, Harvard, Vancouver, ISO, and other styles
8

Vera Martinez, Jacqueline. Comprensiones y reflexiones sobre la acción psicosocial en el contexto educativo. Universidad Nacional Abierta y a Distancia, 2018. http://dx.doi.org/10.22490/ecsah.2847.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Salomón, Leticia. Honduras 2022. Los retos de la gobernabilidad en el contexto poselectoral. Fundación Carolina, March 2022. http://dx.doi.org/10.33960/ac_06.2022.

Full text
Abstract:
El golpe de Estado de 2009 en Honduras produjo una interrupción del proceso de transición a la democracia y propició un proceso de confrontación ideológica que dividió a la sociedad hondureña en dos bandos. A partir de ahí, cuatro fenómenos se intensificaron en la vida política y social del país: la corrupción, el irrespeto a la ley, la impunidad y la politización partidaria de las instituciones, los cuales se evidenciaron con mayor fuerza en los ocho años del mandato del entonces presidente Juan Orlando Hernández (2014-2018 y 2018-2022). Por la intensidad de los acontecimientos en el mes de febrero de 2022, daba la impresión de que el país vivió, y vive todavía, una especie de transición caótica, alimentada por la existencia de fenómenos confrontados o, en el mejor de los casos, con lógicas diferentes que acentúan la tensión en diversos aspectos de la vida política y social del país. De esta manera podemos observar las siguientes tensiones: lo viejo y lo nuevo, lo urgente y lo importante, lo político y lo social, lo interno y lo externo, partido y gobierno, partido gobernante y partidos no gobernantes, poder ejecutivo y poder legislativo, presidenta entrante y presidente saliente, presidenta y esposo de la presidenta.
APA, Harvard, Vancouver, ISO, and other styles
10

Martinez, Juan, and Julio Rojas. Planificación de las consultas virtuales en el contexto de virtuales en el contexto de COVID-19: Orientaciones para Agencias de Gobierno y Unidades Ejecutoras de los Proyectos. Inter-American Development Bank, July 2020. http://dx.doi.org/10.18235/0002502.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'EFL contexts' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography