Relevant bibliographies by topics / EFL students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'EFL students'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "EFL students"

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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.

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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.
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Muluk, Safrul, Fani Rahma Yanis, Syarifah Dahliana, and Amiruddin Amiruddin. "Scrutinizing EFL students' plagiarism practice." Englisia: Journal of Language, Education, and Humanities 9, no. 1 (November 7, 2021): 145. http://dx.doi.org/10.22373/ej.v9i1.10492.

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The current study was designed to investigate the types of plagiarism that appear in EFL students’ theses at Ar-Raniry State Islamic University, Indonesia. It sought to examine the plagiarism level, and investigate the triggering factors encouraging these EFL students of the 2019 batch to plagiarize. This study used a qualitative method with a case study approach. The participants in this study were ten EFL students of the 2019 batch and their theses. The participants were randomly selected. The data collection was carried out using two research instruments, namely document analysis, and interview. The researcher analyzed the student's thesis using Plagiarism Checker X. The results of the document analysis showed that there were two types of plagiarism detected in the student's thesis, namely word for word and mosaic plagiarism. Second, the researcher found that the plagiarism level of the 2019 batch English students' thesis of UIN Ar-Raniry was at the low-level plagiarism category, which can be observed from the result of the similarity index. The level of plagiarism found in these theses was less than 30%, still at an acceptable level as stipulated by the university regulation. Meanwhile, the result of the interview showed that all participants know what plagiarism is and they think that plagiarism is a negative conduct. Several factors influences EFL English students to plagiarize, such as poor time management, laziness, poor paraphrasing skills, affordable internet access, and running out of ideas.
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Safitri, Ana, and Choiril Anwar. "EFL Teacher�s Classroom Language in Speaking Skill Enhancement: EFL Students� Voices." Journal of Advanced Multidisciplinary Research 2, no. 2 (December 30, 2021): 90. http://dx.doi.org/10.30659/jamr.2.2.90-104.

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This study was about students� perception toward the use of english teacher�s classroom language in speaking skill enhancement. The objective of this research was to find out the high school students� perceptions toward the use of English teacher�s classroom language in speaking skill enhancement. This study used descriptive case study. The participants of this research were 36 students of class X MIPA 7 of SMA Negeri 11 Semarang. The instrument used in this study was an open ended questionnaire and closed-ended questionnaire. The results showed that students had positive perceptions about the use of English teacher's classroom language needed as the facilitator in the classroom in speaking skills enhancement. The student's opinion also said that when in the classroom, the teacher did not only use English as the classroom language, but mixed it with Indonesian so that students who were not fluent could follow the lesson well.
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Mi-ri Ahn. "English Presentation Class for Korean EFL students : Narrative stories of EFL students' experiences." Journal of Foreign Studies 13, no. 1 (June 2009): 37–67. http://dx.doi.org/10.15755/jfs.2009.13.1.37.

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Fithri AlMunawwarah, Sophia. "Students’ Motivation in EFL Learning." TELL-US JOURNAL 4, no. 2 (September 30, 2018): 107–19. http://dx.doi.org/10.22202/tus.2018.v4i2.2779.

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Prystiananta, Nostalgianti Citra. "Indonesian EFL Students’ Learning Styles." Linguistic, English Education and Art (LEEA) Journal 2, no. 1 (December 21, 2018): 30–42. http://dx.doi.org/10.31539/leea.v2i1.344.

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This research aims at investigating students’ learning styles of Accounting Program of AAK PGRI Jember in learning English as Foreign Language. EFL students have their own ways in learning English which they think as the most enjoyable way to a better comprehension of the material. By investigating their learning styles in learning English, teachers may know the best ways to treat their students to reach a better improvement. In this research, the sample was 41 students from three different academic years who were learning EFL. The data were collected through questionnaire and interview. The questionnaire contained 30 items of statements about 6 learning styles according to questionnaire by Reid (1987). An open-ended interview was conducted to support quantitative data gained from questionnaires. The result presents that students of Accounting Program of AAK PGRI Jember most preferred Visual style (44%) as their style in learning English. And Individual style (4%) as the least preferred style. It can be concluded that students of Accounting Program of AAK PGRI Jember enjoy learning English best by the assistance of pictures, charts, and videos because they can comprehend the material better. They also did not enjoy to learn individually because they were not independent type of student who enjoy being alone. Keywords: TEFL, Language Learning Styles
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Al-Nafisah, Khaled, and Rae’d Abdulgader Al-Shorman. "Saudi EFL students’ reading interests." Journal of King Saud University - Languages and Translation 23, no. 1 (January 2011): 1–9. http://dx.doi.org/10.1016/j.jksult.2009.07.001.

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Omer, Brwa Othman. "Why Do Students Still Plagiarize? Perceptions of EFL and Non-EFL Students on Plagiarism." Journal of University of Human Development 8, no. 2 (May 12, 2022): 54–60. http://dx.doi.org/10.21928/juhd.v8n2y2022.pp54-60.

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This paper is an investigation on the perception of Kurdish EFL and non-EFL students on plagiarism, as well as the causes that make students resort to it. A group of students participated in the research paper who were enrolled in different departments at one of the universities in the Kurdistan region of Iraq. The data was collected through a questionnaire followed by interviews to get a better understanding of the phenomenon in question. The findings of the current study show that there is a misconception about the idea of plagiarism and students mostly consider copying and pasting material as plagiarism. This led to the understanding that paraphrasing does not really constitute plagiarism, and that shows that the issue is limited to the stealing of words not ideas in most cases. The results also show that there are a number of other factors that lead students to resort to plagiarism, including lack of time, lack of understanding of the concept, language skills, high school education background, workload and lack of critical thinking skills.
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Ghufron, M. Ali. "Online EFL Classroom Management: Voices from Indonesian EFL Teachers." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 12, no. 1 (June 30, 2022): 113. http://dx.doi.org/10.26714/lensa.12.1.2022.113-133.

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Due to the scarcity of studies on online EFL classroom management in the Indonesian context, this study attempts to explore online EFL classroom management from the viewpoints of Indonesian EFL teachers in terms of its processes, strategies, and challenges. This study employed a qualitative case study approach involving 6 EFL teachers. Within three months, data were gathered through interviews with EFL teachers, which were then evaluated in a narrative way. The findings reveal that (1) in management process, teachers must make an appointment with students, prepare the content and task for online learning, deliver materials and tasks through online media, and give feedback to students’ works directly or indirectly for their evaluation or assessment; It takes a lot of processes to complete online learning management from the preparation, implementation, and evaluation stages; (2) teachers may use different strategies in managing online EFL classrooms; however, the most important points are using clear instructions in organizing the students (e.g., in doing tasks) to minimize students’ confusion, using a balance portion in using a variety of assignment methods (individual, pair, and group), and choosing interesting learning activities to engage students; and (3) the challenges faced by Indonesian EFL teachers are, among others, developing online learning materials and tasks, building a strong online learning community, and integrating teacher-student-parent relationships in online learning. This study may have implications to several parties, such as EFL teachers, students, and parents.
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Apoko, Tri Wintolo, and Widya Marcellinda. "EFL Teachers’ Strategies in Teaching Reading Skill in Lower Secondary School." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 1 (January 14, 2023): 312–32. http://dx.doi.org/10.51276/edu.v4i1.351.

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Reading is a receptive skill that students require, and it takes work to teach reading. Thus, teaching strategies for reading skills attracting students' interests are the keys to better reading comprehension. This study aimed to investigate EFL teachers’ strategies in teaching reading skills in lower secondary schools, how they implemented the strategies in teaching reading comprehension, and the student's responses. The method of this research was a qualitative design. The subjects of this research were six EFL teachers of SMPN 28 Tangerang, Banten. The instruments of this study were observation and interview. The study results showed four strategies the EFL teachers used in teaching reading skills: Scaffolding, Think-aloud, Question Answer Relationship (QAR), and Teacher as a Center. Thus, it is suggested that EFL teachers use various teaching strategies for reading skills to improve students' reading skills. The variety of EFL teachers' strategies would provide more pleasant and exciting learning atmospheres, encouraging the students to be interested in reading English texts.
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Dissertations / Theses on the topic "EFL students"

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McMurry, Alison Irvine. "Preparing Students for Peer Review." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/276.

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In order to enhance the effective use of peer review, I have developed materials to assist teachers in compliance with the standards for Masters' projects enacted by the Department of Linguistics and English Language. Published literature shows that as peer review grows in popularity in both L1 and L2 English writing classes, many researchers and teachers are trying to increase its effectiveness. In some cases it is very effective, while in others it is marginally effective. This has led researchers to ask why. The difference between helpful and less helpful peer review seems to be in the preparation. In studies where students were specifically and extensively prepared to do peer review, the benefits to the students, the class, and the effect on the revision process were significant. This indicates that peer review can be an effective tool when students are adequately prepared for the task. After synthesizing research, I determined that there are eight basic, useable concepts that need to be accomplished when preparing students for peer review; they are: 1. Knowing each other 2. Knowing what to look for 3. Knowing why to give advice 4. Know how to give advice 5. Knowing how to use advice 6. Practicing peer review 7. Following up weekly 8. Reviewing at midsemester I developed a curriculum component addressing these eight concepts that augments theory with application, such as materials and lesson plans, and implemented and tested them at the English Language Center at Brigham Young University in Provo, Utah. Based on feedback from the teachers involved in the pilot study, I determined that preparing students for peer review has a positive effect on the students, their writing, and on the class as a whole Furthermore, the most important outcome of the pilot studies was the fact that students prefer reader response peer review activities rather than criterion critique.
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Gregory, Debra Jane. "The Preferred Learning Styles of Greek EFL Students and Greek EFL Teachers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4836.

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The purpose of this study was to identify the preferred learning styles of Greek EFL students and teachers in Greece. The learning styles examined were visual, auditory, kinesthetic, tactile, group and individual. The study was conducted at a private English language school in Piraeus, Greece. Ninety-two Greek EFL students (33 male and 59 female) ranging in age from 13 to 22, and 11 Greek EFL teachers (3 male and 8 female) ranging in age from 22 to 52 constitute the sample. The study used the self-reporting learning style questionnaire that Reid (1987) developed to measure the preferred learning style preferences of ESL students in the U.S., and is a partial replication of Reid's study. The instrument was used to determine the major, minor and negligible preferred learning styles of Greek EFL students and teachers. Data from the learning style questionnaires were analyzed using paired t-tests, unpaired t-tests, single-factor and two-factor ANOVAs. Statistical analysis indicated kinesthetic learning as a major learning style for students, and visual, kinesthetic and tactile learning as major learning style preferences for teachers. No negligible learning styles were reported for either group. Students tended to prefer teacher-centered learning styles (visual, auditory and individual learning) slightly more than student-centered learning styles (kinesthetic, tactile and group learning). Furthermore, teachers tended to prefer student-centered learning styles slightly more than teacher-centered learning styles. Data from both groups (teachers and students) suggested interaction effects for age and gender. The results of this study raise questions concerning the reliability of Reid's instrument. Neither subject groups in this study, nor subjects in Hoffner's (1991) or Pia's (1989~ studies, identify negligible learning styles on the part of the subjects. This raises questions related to the reliability of Reid's instrument. It suggests that further study needs to be conducted in measuring learning style preferences in culture specific studies.
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Johnston, Nicole R. "Understanding the information literacy experiences of EFL (English as a Foreign Language) students." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/71386/3/Nicole_Johnston_Thesis.pdf.

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This thesis investigated the information literacy experiences of EFL (English as a Foreign Language) students in a higher education institution in the United Arab Emirates (UAE). Phenomenography was used to investigate how EFL students' 'used information to learn' (ie. information literacy). The study revealed that EFL students' experienced information literacy across four categories and had varying experiences of information and learning. The research also showed that EFL students' faced a number of challenges and barriers due to language that impacted on their experiences of reading, understanding, accessing and translating information.
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Yasar, Engin. "University Preparatory Class Efl Students&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606818/index.pdf.

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This study aims to investigate university preparatory class students&rsquo
attitudes towards the assessment system by which they are evaluated and alternative assessment before and after the implementation of the electronic portfolio, their attitudes towards the electronic portfolio before and after keeping it for two months, their suggestions about improving the electronic portfolio and how keeping the electronic portfolio affects their computer literacy. For this purpose, 19 intermediate level EFL students in the Department of Basic English, METU were chosen as subjects. For this study, data were collected by administering two questionnaires before and after the implementation, conducting informal interviews with the students and keeping a diary in order to record teacher reflection. Then, the data collected through these data collection tools have been analysed. Finally, the results are discussed in order to interpret students&rsquo
attitudes towards the current assessment system at DBE, alternative assessment tools and the electronic portfolio. The findings of this study indicated that although the students are not completely dissatisfied with the current assessment used at DBE, their attitude towards alternative assessment tools, portfolio, and electronic portfolio was also positive before the implementation and keeping the electronic portfolio for two months made their attitudes towards these assessment tools even more positive. In addition, some of the students indicated that using both traditional and alternative assessment tools may reflect better assessment of their performance.
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Gramegna, Lorenza. "Problems of coherence in EFL students' compositions." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1432770671&SrchMode=2&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216228802&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on July 16, 2008. Dissertation Committee: K. Aaron Smith, Janice Neuleib, Ronald Strickland. Includes bibliographical references (leaves 253-265) and abstract. Also available in print.
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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.

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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.
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Mantina, A. Y. "To the problem engineering students' intercultural EFL communication." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40611.

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Cultural features of different nations make more urgent the problem of cultural identity and cultural differences. The cultural diversity of modern humanity is increased and nations try to preserve and develop their cultural identity.
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Johansson, Jonna, and Marie Nilsson. "Feedback as Formative Assessment on EFL Students’ Writing." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35605.

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Providing feedback on students’ written tasks is a common aspect in today’s classrooms. Feedback affects students’ written language learning by either enhancing it or hindering it, depending on what, how and when it is given. The purpose of this degree project is to research how teachers perceive students’ writing process, how they give feedback on students’ written tasks in a primary EFL classroom, and the reasons behind their chosen strategies. Semi-structured interviews with two English teachers teaching years 4-6 were used as a method for this study. To support and analyse the data from the interviews, this project contains an overview of the fields of written language learning, formative assessment, effective formative feedback and writing as a process using literature and previous research. The literature and research show that teaching writing in a foreign language should focus on enhancing students’ interest in writing by supporting their curiosity and willingness to become writers. This can be done by focusing on content of a text instead of grammar or spelling, as this does not support young learners in their writing process. Teachers therefore need to provide feedback on aspects such as content, coherence and structure and give students information on how they can proceed in and improve a task. That is when the feedback will have the most positive effect on students’ learning. Further, the process-based approach of writing is argued to be beneficial for students’ learning as it encourages students to take an active part in their writing process. The major conclusions of this study are that the two teachers prefer to give informal and oral selective feedback on students’ writing tasks during the task. They give feedback once or twice on a task and often in the middle, to scaffold a progression. However, this is not in alignment with process-based writing. The study also shows that the two teachers are not aware of the theories underpinning writing as a process. Instead, they are well trained in ways of formative assessment and scaffolding language learning, but not the process-based approach of writing.
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Lucena, Maria Inez Probst. "Processing input : an investigation into brazilian efl students." reponame:Repositório Institucional da UFSC, 1998. http://repositorio.ufsc.br/xmlui/handle/123456789/77783.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão
Made available in DSpace on 2012-10-17T07:28:02Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-09T01:07:44Z : No. of bitstreams: 1 149134.pdf: 5190658 bytes, checksum: 97a216e695858d9dcc4d7231a494f0c6 (MD5)
Baseados na psicologia e na perspectiva de processamento de input, pesquisadores têm tentado obter informações sobre a relação que existe entre o input e os processos cognitivos dos aprendizes. A principal afirmação dentro dessa perspectiva é que, uma vez que o ser humano não tem uma capacidade ilimitada de atenção, é dificil atender a todo o input ao mesmo tempo. Van Patten (1990) investigou a divisão da atenção do aprendiz entre conteúdo e aspectos formais da língua e verificou que a atenção ao primeiro compete com a atenção ao segundo. O presente estudo teve como objetivo investigar, através da replicação do estudo de Van Patten (1990), se alunos brasileiros de inglês como língua estrangeira apresentavam um desempenho diferente do constatado no experimento original. Os resultados fornecem evidência de que atender ao conteúdo e às formas gramaticais foi mais dificil do que atender somente ao conteúdo ou ao conteúdo e a um item lexical e que somente os alunos em níveis mais avançados puderam atender mais facilmente à forma sem afetar a compreensão do conteúdo. Abstract : Much research in second/ foreign language (L2) acquisition field has been carried out on the way learners process input in an attempt to determine how second/ foreign languages are best learned. Based on cognitive psychology and within an input processing perspective, researchers have been seeking to obtain information about the relationship between input and learners' cognitive processes. The main claim within this perspective is that since humans do not have unlin-úted supplies of attention, it is difficult to attend to everything in the input at the same time. Van Patten (1990) investigated the relationship between learners' attention to the meaning and to the formal features of the language input and found that focusing on meaning competes with focusing on form, and that only when comprehension as a skill is automatized can learners simultaneously attend to form without loss of information. The purpose of the present study was to investigate, through the replication of Van Patten's (1990) study, whether Brazilian EFL students at the secondary school levei perform in different ways when they are asked to attend to both form and meaning in listening tasks. The participants in this study were 71 Brazilian secondary school students enrolled in EFL classes at Colégio de Aplicação, a public high-school linked to the Federal University of Santa Catarina. The experiment followed the same general procederes used by Van Patten. Students at three different levels of competence listened to recorded passages. At each levei students were divided into four different groups and each group was expected to carry out a slightly different task. Thus, in each task learners were expected to pay attention to different things: In Task I, only to the content; in Task II, to the content and to the key lexical item Einstein; in Task III, to the content and to the definite article the, and in Task IV, to the content and to the past verb morpheme -ed. Subjects were to demonstrate their attention to target items by placing an X on their papers every time they heard an occurrence. They were asked to write freely in Portuguese, everything they remembered from the passages and their performance in each task was assessed in terms of the number of idea units recalled. Results provided evidence that attention to content and grammatical forms was more difficult than attention to only content or content plus a lexical item, and only the more advanced learners showed that they could more easily focus on form without affecting comprehension. The results of the present study reinforce Van Patten's claims that learners' attention during input processing is focused first on meaning and that only when comprehension as a skill becomes automatic, learners' are more able to detect grammatical items while detecting information without negatively affecting comprehension.
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Pereira, Claudia Maria. "Acquisition of morphological rules by EFL brazilian students." reponame:Repositório Institucional da UFSC, 1994. https://repositorio.ufsc.br/handle/123456789/111357.

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Books on the topic "EFL students"

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Idioms and clichés for ESL/EFL advanced students, business students, and professionals. [United States?]: [publisher not identified], 2010.

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Camhi, Paul J. Getting It Right: An editing text for ESL/EFL students. 3rd ed. Dubuque, IA: Kendall Hunt Pub Co, 2009.

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Folse, Keith S. Discussion starters: Speaking fluency activities for advanced ESL/EFL students. Ann Arbor: University of Michigan Press, 1996.

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Getting It Right: An editing text for ESL/EFL students. 3rd ed. Dubuque, IA: Kendall Hunt Pub Co, 2009.

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McCallen, Brian. EFL agents and their attitudes: A sample study. (Manchester): British Council, 1991.

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Balushi, Khulood Al. Effect of E-mail Exchange on Omani Students' EFL Writing Skills. Saarbrücken: LAP LAMBERT Academic Publishing, 2017.

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1952-, Davis Paul, ed. More grammar games: Cognitive, affective, and movement activities for EFL students. Cambridge [England]: Cambridge University Press, 1995.

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Folse, Keith S. First discussion starters: Speaking fluency activities for lower-level ESL/EFL students. Ann Arbor: University of Michigan Press, 2002.

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Weissberg, Robert. Writing up research: Experimental research report writing for students of ESL/EFL. Englewood Cliffs, N.J: Prentice-Hall, 1990.

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Schram, Elizabeth M. An investigation on peer feedback for EFL students ages 10 to 14. St. Catharines, Ont: Brock University, Faculty of Education, 2002.

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Book chapters on the topic "EFL students"

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Gunderson, Lee, Reginald Arthur D’Silva, and Dennis Murphy Odo. "Teaching Older ESL/ELL/EFL Students to Read." In ESL (ELL) Literacy Instruction, 150–91. 4th edition. | New York, NY : Routledge, 2019.Identifiers: LCCN 2019009919 (print) | LCCN 2019018278 (ebook) | ISBN 9780429458583 (eBook) | ISBN 9781138311862 (hardback) | ISBN 9781138311893 (paperback): Routledge, 2019. http://dx.doi.org/10.4324/9780429458583-5.

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Manukyan, Hripsime. "Vocabulary Learning Strategies Used by Armenian EFL Students." In Vocabulary in Curriculum Planning, 103–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48663-1_6.

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Chikwa, Gladson, Tareq Al-Damen, and Priya Mathew. "Readiness for Autonomy Among EFL Students in Oman." In English Education in Oman, 231–43. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0265-7_13.

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Teng, Mark Feng. "Flip Your Classroom to Improve EFL Students’ Speaking Skills." In Innovations in Flipping the Language Classroom, 113–22. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6968-0_9.

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Larouz, Mohammed, and Soufiane Abouabdelkader. "Teachers’ Feedback on EFL Students’ Dissertation Writing in Morocco." In Feedback in L2 English Writing in the Arab World, 201–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-25830-6_8.

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Chen, Qiuxian, and Lyn May. "Chinese EFL Students’ Response to an Assessment Policy Change." In Assessing Chinese Learners of English, 199–218. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137449788_10.

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He, Mu. "Extensive Reading and Students’ Academic Achievement: A Case Study." In Exploring EFL Fluency in Asia, 231–43. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137449405_14.

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Lin, Yue. "Students’ Attitudes Towards and Perceptions of Infusion Lessons." In Developing Critical Thinking in EFL Classes, 97–112. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7784-5_9.

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Gilliland, Betsy, Deisy Campos Galdames, and Carolina A. Villalobos Quiroz. "Living the Narrative: Multimodal Blogging by Chilean University EFL Students." In Multimodal Composing in K-16 ESL and EFL Education, 179–95. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0530-7_11.

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Lin, Lin. "Collaboration as Conducive to Learning: Students’ Preferences for Learning and Attainments." In Investigating Chinese HE EFL Classrooms, 135–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44503-7_7.

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Conference papers on the topic "EFL students"

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Girardelli, Davide, Patrizia Barroero, and Tingting Gu. "Gamifying Impromptu Speech for ESL/EFL Students." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2431.

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This paper outlines an impromptu speech activity entitled “Dented Helmet vs. Spambot” intended as part of any introductory public speaking course. The activity is designed to overcome specific affective and cognitive challenges of ESL/EFL students, in particular Chinese learners. It is inspired by the principles of gamification (Kapp, 2012) with core gaming elements such as “freedom to fail,” “rapid feedback,” and “storytelling.” The activity requires “Rory’s Story Cubes” (a set of nine six-sided dice designed to spark creativity) and a special set of slides. An exploratory assessment of the effectiveness of the proposed activity was conducted on a sample of Chinese EFL sophomores enrolled in an international branch campus of a U.S. university in China, with 81 students completing our questionnaire. Overall, our findings provided some initial support to the effectiveness of the activity in terms of strenghtening students’ ability to communicate orally “off the cuff,” promoting students’ understanding of the role of storytelling in effective presentations, fostering students’ understanding of the major organizational formats used in organizing speeches, and increasing students’ awareness of their nonverbal communication in presentational settings.
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Nguyen, Uyen Tran Tu, Yen Hoang Pham, and Thanh Thanh To. "Factors Influencing Non-English Major Tertiary Students’ Engagement in Vietnamese EFL Classes: An Investigation." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.8.

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Student engagement plays a vital role in their performance in in-class activities. The importance of student engagement in a foreign language class has been proved in many prior studies. Most of them have mainly focused on students' and teachers’ perceptions towards student engagement in learning English. However, the current paper quantitively analyzed factors affecting student engagement and its correlation between variables. There are two research questions: 1) What factors influence non-English major tertiary students in Vietnamese EFL class; and 2) To what extent do those factors correlate with non-English major students’ engagement in English classrooms? The study’s questionnaire was delivered to 83 non-English major tertiary students studying in a public university in Ho Chi Minh City, Vietnam. The findings found that motivation made a more significant contribution to student engagement than the three others (e.g., teacher-student interaction, family engagement, and peer support for learning). In this paper, the correlations between student engagement and those factors were found to be significantly positive. Based on the results, the present study’s implication was that teachers and school managers should form a strong relationship with students’ parents to manage their learning process and share education opinions related to boosting student engagement in EFL classrooms. The study also suggested more future research investigating influences of student engagement with different methods to generalize this field.
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Borschenko, Galina. "Streaming Of EFL Students: Evaluation Of Effectiveness." In Joint Conferences: 20th Professional Culture of the Specialist of the Future & 12th Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.03.10.

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Mahaputri, Ratna Andhika, Friska Rofianti Dewi, and Pupung Purnawarman. "Evaluating EFL Students’ Attitudes Towards Cultural Differences." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.068.

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DJEDID, Siham. "Understanding Students’ Silence in the EFL Classroom." In 2nd International Conference on Modern Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/2nd.icmetl.2020.11.83.

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Mardiah, Radiatan, and Indri Anastasia. "EFL Students Online Learning Experience During Pandemic." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.090.

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Sari Purba, Melita, and Sri Setyarini. "Mobile Learning through WhatsApp: EFL Students’ Perceptions." In ICETC'20: 2020 12th International Conference on Education Technology and Computers. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3436756.3437016.

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Saputra, Agustinus Bambang Balinga, Jumariati, and Emma Rosana Febriyanti. "EFL Students’ Problems in Writing Argumentative Essays." 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.211021.002.

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Huang, Ruixia. "Motivating EFL Students in Learner-centered Classroom." In 8th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220306.021.

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de Almeida, Maria, and Sydelle de Souza. "Tutoring EFL Students in Portugal: Rethinking writing center methodology." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0019/000434.

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The writing center at the University of Lisbon adopts a widely implemented tutoring model—a non-directive approach, focusing on content and organization (higher-order concerns), and grammar and vocabulary (lower-order concerns). This study aims to challenge this model from an English as a Foreign Language (EFL) perspective by reporting and analyzing the results of a qualitative survey of 6 tutors regarding their work at the center. Results show that although all tutors comply with the imported tutoring model, most report difficulties in implementing one or both of its central principles. Therefore, EFL writing centers should harbor a flexible methodology wherein addressed concerns are context-dependent and constantly renegotiated during writing sessions, which could have pedagogical implications in the EFL classroom.
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Reports on the topic "EFL students"

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Gregory, Debra. The Preferred Learning Styles of Greek EFL Students and Greek EFL Teachers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6712.

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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Neuharth, Jay. Empowering ESL Students for Out of Classroom Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6785.

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Mann, Lisa. The Influence of Student Gender on Teacher/Student Interactions in ESL Classrooms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6961.

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Yamamoto, Noriko. Effects of setting on Japanese ESL students' interaction patterns. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6156.

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Wilkinson, David. Adult ESL Students: Traits and Goals - A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6546.

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Wiggins, Patricia. Soviet Evangelical Students in Adult ESL Classes: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6765.

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Amburgey, Brent. Informal Learning Choices of Japanese ESL Students in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.755.

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Essex, Elizabeth. A Preliminary Comparison of Two ESL School Models for Newcomer Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6949.

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Dooley, Darin. A Case Study of Twelve Japanese ESL Students' Use of Interaction Modifications. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7362.

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