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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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Prabawa, Wawa Puja. "FLOUTING MAXIMS BY EFL TERTIARY STUDENTS IN EFL CLASSROOM INTERACTION." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 2, no. 1 (April 6, 2020): 23–28. http://dx.doi.org/10.37742/jela.v2i1.23.
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This present study tries to elaborate the area of study particularly conversation principle on EFL area especially in Indonesia EFL context. This study focuses on the identifying different types of conversational implicatures especially flouting maxim found in EFL classroom interaction. Adopting a qualitative approach, it involved lecturer and students dialogue in classroom interaction through observation and video recording. The results show that students flouting maxim of quality and manner in classroom interaction. Students preferred not to tell the truth information and answer the yes-no question using long response answer and ambiguous words.
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Sakkir, Geminastiti, Syarifuddin Dollah, and Jamaluddin Ahmad. "CHARACTERISTICS OF A GOOD EFL TEACHER: INDONESIAN EFL STUDENTS PERSPECTIVES." JURNAL NALAR PENDIDIKAN 9, no. 1 (June 30, 2021): 52. http://dx.doi.org/10.26858/jnp.v9i1.20323.
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This study aims to ascertain student perceptions of the characteristics of effective EFL teachers. This research is qualitative and quantitative. The subjects in this study were 24 students with 4 male and 20 female students of the fourth semester of English Education Department who were asked about their perceptions of the characteristics of a good EFL teacher. The data analysis technique uses the Miles and Huberman model with stages of data reduction, data visualization, to drawing conclusions/verification. The research instrument is divided into four sections that discuss personal, social, professional, and pedagogical competencies. The results showed that a good EFL teacher should be friendly, have accurate pronunciation, and have practical classroom management skills. In addition, the results of student research indicate that they expect EFL teachers to be enthusiastic about technological advances, while visual materials help them relax during lectures. Based on the results of the research above, it can be concluded that the overall results of the study indicate that student perceptions may differ when considering the characteristics of good EFL teachers in general. The critical nature of both pedagogical and personal characteristics and social competencies that contribute to being an effective and professional teacher, anyone who aspires to be an effective EFL teacher must be fully aware of the role of personality.
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Puspa, A., D. Imamyartha, E. S. S. Asjhari, and R. F. A. Hudori. "Students’ journey on learning: EFL students’ communicative competences." IOP Conference Series: Earth and Environmental Science 485 (June 3, 2020): 012088. http://dx.doi.org/10.1088/1755-1315/485/1/012088.
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Alqasham, Fahd Hamad. "Significant demotivating factors affecting Saudi EFL students: An investigative study with PYP students." F1000Research 11 (December 9, 2022): 1459. http://dx.doi.org/10.12688/f1000research.125764.1.
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Background: Motivation has long been seen as a deciding factor in the learning of a foreign language and in ensuring success for the learners. As a corollary to this, demotivation adversely affects learning success and negatively influences learning outcomes. The present study examines the factors that negatively affect Saudi EFL learners. Methods: The study subjects are 45 male and 35 female learners, and the data were collected using a 50-item questionnaire. The factors under study are course instructor, course-content and facilities, attitude towards EFL and socio-cultural factors. Data have been analyzed using the SPSS software. Results: Results show that the factors around socio-cultural, and course instructor (M=4.06, 3.67) respectively were the most influential in aggravating the student's demotivation. Furthermore, experience of failure is at play as a moderate factor (M=2.84) whereas the course content and facilities and attitude towards EFL factors, (M=2.57; M=1.83) are perceived as less influential factors in demotivating the EFL students. Findings also show a marginal non-significant difference between male and female participants regarding perceptions of the demotivating factors (males = 5.30, females= 5.70); the difference is not significant, P=, .834. Conclusions: It is presumed that the findings of this study might be helpful for EFL learners and instructors of Saudi Arabia in devising coping strategies to overcome demotivation.
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Oteir, Ibrahim, and Abdullah Al- Otaibi. "The Relationship between the Socio-Economic Status and Students’ Speaking Anxiety: A Study of Saudi EFL Students." International Journal of Innovative Research and Scientific Studies 5, no. 4 (November 25, 2022): 409–18. http://dx.doi.org/10.53894/ijirss.v5i4.1005.
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Speaking is a complex production process involving several socio-psycho-cognitive factors and studying how these factors impact students' performance in English-speaking courses might lead to recommendations to enhance their speaking ability. Therefore, the objectives of the study are to examine the level of Saudi EFL learners’ speaking anxiety and to investigate the relationship between speaking anxiety and the socio-economic status of Saudi Arabian students. Multiple regression was used to analyze the data in a quantitative research design to achieve those objectives. A questionnaire was used as the main tool for gathering data from 118 students at Betterjee Medical College in Jeddah. The results revealed that most Saudi EFL students experience a common problem of speaking anxiety in their English language classes. Another striking finding that has been found in this study was the significant and negative relationship between speaking and the student's socio-economic status which means that socio-economic status could be a crucial factor in speaking anxiety. The study’s findings have some implications for EFL practitioners who work with and facilitate EFL students’ efforts to overcome speaking anxiety particularly in a setting where the students are from varied socio-economic backgrounds.
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Yawiloeng, Rattana. "Peer Scaffolding During EFL Reading Activities: A Sociocultural Perspective." English Language Teaching 14, no. 12 (November 17, 2021): 44. http://dx.doi.org/10.5539/elt.v14n12p44.
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The purpose of this study was to identify the types of peer scaffolding used by Thai EFL students while completing reading activities. Pre-test, post-test and reading test procedures were implemented to measure the impact of peer scaffolding on students’ reading comprehension. The peer scaffolding checklist was employed to identify the types of peer scaffolding the EFL students used in the reading classroom. This study found that the EFL students gained higher post-test mean scores after engaging in reading activities along with peer scaffolding strategies. The beginner and elementary EFL students mostly used procedural assistance, whereas the intermediate EFL students frequently used sharing and questing as peer scaffolding. These findings may provide sociocultural theoretical and pedagogical implications for EFL teachers when supporting peer scaffolding and assisting EFL students to develop reading comprehension.
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Matrić, Maja, Mihaela Brumen, and Katja Košir. "The Role of Social Relationships in Children’s Active EFL Learning." Psychology of Language and Communication 23, no. 1 (January 1, 2019): 302–29. http://dx.doi.org/10.2478/plc-2019-0014.
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Abstract Our research aimed to investigate the relationship between the measures of satisfied need for relatedness (perceived academic and personal peer support and teacher-assessed social acceptance of the student) and measures of active English as a Foreign Language (EFL) (teacher-assessed and student self-assessed EFL engagement and EFL anxiety), as well as possible gender differences in an EFL setting. The research included 535 students and 11 teachers from rural primary schools in Slovenia. The predictive value of need for relatedness was the strongest for students’ emotional EFL engagement and teacher-assessed EFL engagement of the students, followed by students’ behavioral EFL engagement and EFL anxiety. Students who report higher peer support and are assessed as more socially accepted by their teachers experience higher engagement (self-assessed and teacher-assessed) and lower EFL anxiety. All measures of active learning, apart from anxiety, were higher for girls.
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Islam, Farhana. "TEACHING EFL READING TO THE TERTIARY LEVEL STUDENTS: STUDENTS’ READING EXPECTATIONS IN THE EFL CLASSROOM." Research Journal Of English 04, no. 04 (2019): 113–25. http://dx.doi.org/10.36993/rjoe.2019.113125.
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Al-Nabi, Asmaa Abd, and Dr Shoaib Saied Fahady. "EFL UNIVERSITY STUDENTS’ PERCEPTUAL CURIOSITY AND LANGUAGE PROFICIENCY: CORRELATION STUDY." INTERNATIONAL JOURNAL OF RESEARCH IN SOCIAL SCIENCES & HUMANITIES 12, no. 03 (2022): 348–65. http://dx.doi.org/10.37648/ijrssh.v12i03.021.
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This study aims to know the level of EFL students' Perceptual Curiosity . The level of EFL students' language proficiency. The correlational relationship between Iraqi EFL student's perceptual curiosity and their Language proficiency. To achieve the aims of this study, the researcher adapted Berlyne’s questionnaire to measure the level of perceptual curiosity for the students of the University of Mosul, the Department of English Language 3rd stage and the researcher adapting proficiency test from Kattab's study. After analyzing the data statistically, the study was found that the students of the University of Mosul, the Department of English, have a level of perceptual curiosity in addition to a level of language proficiency. Also this study found that there is correlation between students’ perceptual curiosity and their Language proficiency.
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Jawad, Dr Hoshang Farooq, and Mohamed Hussein Shwany. "Register-related Errors in EFL Students’ Writings." Journal of Zankoy Sulaimani Part (B - for Humanities) 14, no. 6 (January 30, 2000): 351–74. http://dx.doi.org/10.17656/jzsb.10419.
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Bardis, Ben, Fatoş Silman, and Behbood Mohammadzadeh. "Cross-Cultural Pragmatic Competence in an EFL Context for a Sustainable Learning Environment: A Case of Northern Cyprus." Sustainability 13, no. 18 (September 16, 2021): 10346. http://dx.doi.org/10.3390/su131810346.
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A review of literature on pragmatic competence reveals that less attention is given to the enrichment of cross-cultural pragmatic awareness in the classroom. The study focuses on the need to survey and discuss communicative dynamics in classroom situations and the importance of enhancing cross-cultural pragmatic competence in the English as a foreign language (EFL) context. We believe that enhancing students’ cross-cultural pragmatic competence will provide students with a sustainable learning environment, which is crucial for the quality of education. The investigation involves a mixed approach of quantitative and qualitative methods by using a questionnaire for EFL students and interview guide questions for both EFL students and teachers. For quantitative analysis, the participants involved in this research include 200 EFL students of different nationalities, and for the qualitative analysis, the participants include 10 teachers and 20 EFL students in a university in North Cyprus. The study’s findings indicate that students lack cross-cultural pragmatic knowledge and must be provided with classroom activities for social interaction and to develop explicit and implicit communicative competencies in EFL as a target language. Findings further reveal that EFL students are not endowed with cross-cultural pragmatic competence by the EFL teachers who provide little attention to pragmatic knowledge and classroom activities in the EFL context.
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Prasetyo, Kacung Heru, Christina IT Panggabean, and Agus Wardhono. "INFLUENCE OF THE CHOSEN TOPICS ON SPEAKING ACTIVITIES BY EFL STUDENTS AT UNIVERSITY OF PGRI RONGGOLAWE (UNIROW) TUBAN." DIDAKTIKA : Jurnal Pemikiran Pendidikan 24, no. 1 (December 21, 2017): 109. http://dx.doi.org/10.30587/didaktika.v24i1.156.
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Speaking skill is one of important skills in learning English as Foreign Language. It is also the most difficult skill for EFL students. Therefore, the students should improve their speaking ability. One of the main ways is through the speaking activities. In fact, there are many factors that influence the success of EFL students’ speaking activities. One of the main factors is the chosen topics.
In this study, the writer wants to know the kind of chosen topics which are used on speaking activities by EFL students, how far the influence of the chosen topics itself on speaking activities, and the reasons of choosing certain topics.
The findings of this study present that most of EFL students tend to use the kind of topics of social, health, and culture. The chosen topics also have many influences on the EFL students’ speaking activities and their performance. The interesting topics especially about hot issues which happen in society can increase the students’ interest. Then, the best chosen topics make the EFL students’ speaking activities more interactive and successful. The favourite or interesting topics will also make the students more eager and do better on their speaking activities. Moreover, the EFL students choose certain topics for some reasons. Firstly, they are interested in the issues in the topic. Secondly, the EFL students use certain topics because they have their own experience about that topic. Thirdly, the EFL students tend to use hot issues in society to become their chosen topics on speaking activities. Finally, the EFL students use certain topics because they like a challenge; they also want to enhance their speaking ability, so they choose hard topics as their chosen topics on speaking activities.
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Mursyid, Andi Miftahul Maulidil. "Communication Strategies Used by Papuan EFL Students." Metathesis: Journal of English Language, Literature, and Teaching 5, no. 2 (December 9, 2021): 217. http://dx.doi.org/10.31002/metathesis.v5i2.3716.
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<p class="AbstractText">To fill the absence of research in the context of communication strategies used by Papuan EFL students, this research would present and fill this knowledge gap. This research aimed to determine the types and their reasons of communication strategies used by Papuan EFL students. It applied qualitative study. The researcher used observation and interview as the research instruments. It was found that Papuan EFL employed fillers, code-switching, self-repetition, self-repair, asking for clarification, asking for confirmation, and direct appeal for help. The reasons why Papuan EFL students do those communication strategies because of thinking time, anxiety, nervousness, doubt, worriedness, hesitation, lack of knowledge, lack of vocabulary, grammatical errors, and self-confidence.</p>
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Chen, Anna. "Application of Gender Difference and Topic Preference to Promote Students’ Motivation for Online EFL Learning." EuroCALL Review 20, no. 1 (March 22, 2012): 47. http://dx.doi.org/10.4995/eurocall.2012.16040.
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The focus of this paper is to apply the analysis of gender difference and topic preference to enhance and motivate online EFL learning shown by Taiwanese students enrolled in Freshman English Aural Training courses for English majors in a university in central Taiwan. Online learning for EFL students has been a worldwide trend. Hundreds of websites are accessible for EFL students to learn English linguistically and culturally. Many websites are free for users to learn autonomously; however, in order for EFL students to learn English effectively, it is essential for EFL teachers to create a pedagogical design to increase students’ motivation to learn. Gender difference has been a controversial issue. Scientists have found that the brain structure of men and women are different (Rogers, 1999, Sax, 2005). While this is true, the influence of culture on EFL students’ preference for different topics to learn online cannot be underestimated. This paper will present the preferences shown by both male and female Aural Training students’ choices toward Voice of America (http://www.voanews.com/learningenglish/home/) online listening articles in the following topics: Science, Technology, Education, Entertainment and Economy. The analysis of the data shows that gender difference in choosing topics online for EFL learning is applicable to EFL pedagogical design and thus suggests that EFL teachers take these two factors in consideration when planning materials for the male and female students in their EFL classes.
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Ibnian, Salem Saleh. "Attitudes of Public and Private Schools’ Students towards Learning EFL." International Journal of Education 9, no. 2 (June 16, 2017): 70. http://dx.doi.org/10.5296/ije.v9i2.8797.
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This study aimed at exploring attitudes of public and private schools' students towards learning English as a Foreign Language (EFL) and investigating factors affecting the students' attitudes towards learning EFL.The study attempted to answer the following questions:1-What are the overall attitudes of public and private schools’ students towards learning English as a Foreign Language (EFL)?2- Is there a statistically significant difference between the overall mean of attitudes of public and private schools' students towards learning EFL according to the type of school (public or private)?3- What are the main factors affecting students' attitudes towards learning EFL?The sample of the study consisted of 144 ninth grade students chosen randomly from Amman public and private schools. The students were distributed into four sections, each section comprised 36 students.To conduct the study, the researcher used a 20-item questionnaire to reveal attitudes of the students towards learning EFL. In addition, the researcher also carried out semi-structured interviews so as to explore factors affecting students' attitudes towards learning EFL.Findings of the study showed that the overall mean of attitudes of public and private schools' students towards learning in EFL is positive; however, the results indicated that students of private schools have more positive attitudes towards learning EFL than students of public schools.The findings showed that methods of teaching, the physical environment and the educational setting of schools were the main factors that affected students’ attitudes towards learning EFL.
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Ma'rifah, Ulfatul, Nurul Masrifah, and Yudhi Arifani. "Technological Use in EFL Instruction: Investigating Teachers’ Pedagogical Beliefs and Students’ Learning Engagement." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 11, no. 1 (June 30, 2021): 17. http://dx.doi.org/10.26714/lensa.11.1.2021.17-32.
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This research aimed to find out the influence of EFL teachers’ pedagogical beliefs with regard to using technology on EFL students’ learning engagement in the classroom and also to find out which pedagogical belief dimension most influences EFL students’ learning engagement in the classroom. This is quantitative research with survey method. Data were collected from two online questionnaires. Data analysis methods in this research used descriptive statistics and Structural Equation Modeling (SEM). Respondents in this research were 125 EFL teachers and 125 EFL students in several secondary schools in the second semester of the 2019/2020 academic year in Gresik, East Java, Indonesia. This research found that EFL teachers’ pedagogical beliefs with regard to using technology have a positive and significant influence on EFL students’ learning engagement in the classroom (t-value is 10.840 > 1.96) and the pedagogical belief dimension most influences EFL students’ learning engagement in the classroom is “Teachers’ Practices with Regard to Using Technology” (t-value is 9.953 > 1.96).
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Arisman, Rizal. "Buzz Group Technique to Increase Writing Skill at EFL Students of Junior High School in Indonesia." International Journal of Emerging Issues in Early Childhood Education 1, no. 2 (January 21, 2020): 81–94. http://dx.doi.org/10.31098/ijeiece.v1i2.53.
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This research aimed to find out whether there was a significant difference of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using a conventional method by expecting the Buzz Group technique improved EFL student's writing skill achievement at SMP Negeri 7 Baubau, Southeast Sulawesi. Design of this research was a quasi-experimental in which there were 22 students in both control and experimental groups. The findings of this research obtained: 1) the mean score of EFL student's writing skill at pretest in experimental class was 51.09 in low category and the mean score of posttest was 72.18 in high category; 2) the mean score of EFL student's writing skill at pretest in control class was 49.82 in low category and the mean score of posttest was 56.36 in moderate category; 3) the score of Asymp. Sig. (2-tailed) from hypothesis test was 0.000 in which it was less than 0.05. Therefore, this research concluded that there was a significant difference between of writing skill achievement between EFL students who were taught using Buzz Group technique and those who were taught using the conventional method at SMP Negeri 7 Baubau. In addition, the use of Buzz Group technique is better than the conventional method to improve ESL Student's writing skill achievement.
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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.
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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.
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Meihami, Hussein, and Ilga Salīte. "EFL Teachers’ Cultural Identity Development through Participating in Cultural Negotiation: Probing EFL Students’ Perspectives." Journal of Teacher Education for Sustainability 9, no. 1 (May 1, 2019): 115–27. http://dx.doi.org/10.2478/jtes-2019-0009.
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Abstract This study was an attempt to probe the perceptions of the EFL students about the cultural identity development of the EFL teachers who participated in cultural negotiation programs. To that end, the interactionally oriented narratives of four EFL students were collected. The narratives were about the cultural performance of the EFL teachers who participated in the cultural negotiation programs in the EFL classes. The narratives were codified based on the principles of Strauss and Corbin (1998) systematic approach. the findings indicated that the EFL students had positive opinions about how their teachers dealt with cultural issues in the classrooms after participating in cultural negotiation programs. The findings also indicated that the EFL students perceived that the EFL teachers engaged more in cultural discussions, they used more interaction types, they were more motivated to address cultural issues in the classes, and they took into account the emotions of their students in cultural discussions in the classrooms. Moreover, it can be concluded from the findings that cultural negotiation programs have positive effects on the EFL teachers’ cultural identity development if the principles of identity-as-practice and identity-in-discourse will be followed in the EFL teacher education programs.
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Akbari, Neda. "Lexical diversity and the use of academic and lower frequency words in the academic writing of EFL students." Australian Review of Applied Linguistics 40, no. 1 (December 1, 2017): 3–18. http://dx.doi.org/10.1075/aral.40.1.02akb.
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Abstract This study focuses on lexical diversity and the use of academic and lower frequency words in essays written by EFL (English as a Foreign Language) students enrolled in Years 1 and 2 at the undergraduate university level. The purpose of this study is to find out the extent to which EFL students become more proficient in their use of academic and lower frequency words and make more diverse choices in their writing after one year of undergraduate university education in English. The study also compares essays written by EFL students and NS (native speaker) students to determine inter-language differences. Essays written by 62 EFL students and 198 NS students at Years 1 and 2 were analyzed for this study. The findings showed no statistically significant difference between the essays written by EFL students in Year 1 and those written in Year 2, either in terms of lexical diversity or in terms of the use of academic and lower frequency words. EFL students in both year levels had a preference for highly frequent words (words in the 1k frequency band). This is in contrast to the NS students, whose use of academic and some lower frequency words improved in Year 2. The findings also showed a statistically significant difference between the essays written by the EFL and the NS students in both year levels. The EFL students made less diverse lexical choices and used fewer words in various frequency bands than the NS students. Findings are discussed and recommendations are offered to EFL students and their educators on how to focus on these aspects of academic writing.
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Sukandi, Syayid Sandi, and Dian Noviani Syafar. "EFL students’ responses to learning basic reading and writing skills." Studies in English Language and Education 5, no. 1 (March 1, 2018): 40–53. http://dx.doi.org/10.24815/siele.v5i1.8419.
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This research presents the responses from Indonesian EFL students to teaching-learning basic reading and writing skills in the context of Indonesian higher education. The 120 respondents, who completed questionnaires, were students enrolled in Writing 1 and Reading 2 courses in the English Education Study Program of the Teachers Academy in West Sumatra [STKIP PGRI Sumatera Barat]. There were four findings from the survey, namely: 1) EFL students preferred studying reading (37%) more than writing (27%), 2) EFL students read about the same amount of literary texts (25%) as they did popular texts (23%) and academic texts (22%), 3) grammar and spelling are the most difficult aspects for EFL students to learn with 33% having difficulty with basic reading skills, and 53% with basic writing skills, and finally 4) EFL students prefer to open a dictionary when they encounter difficult words in reading a text (62%) and do the same when they have difficulties in expressing their thoughts in writing English (38%). These findings show that EFL students have a variety of responses in terms of learning basic reading and writing in EFL English. In addition, the findings show that the tendency of EFL students to prefer reading to writing is relatively high.
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Benabed, Ammar, and Amina Abdelhadi. "Investigating Algerian EFL Students’ Online Learning Readiness." Journal La Edusci 2, no. 4 (September 15, 2021): 14–22. http://dx.doi.org/10.37899/journallaedusci.v2i4.433.
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Readiness is a critical factor to implement effective educational change. Accordingly, the present study aims to examine Algerian university EFL students’ online learning readiness. To reach this aim, a survey is conducted with 150 first year EFL students from Ibn Khaldoun University of Tiaret using an online questionnaire. The findings of this study highlight the correlation between EFL students’ readiness and willingness to online learning. It is found that due to technological constraints, the majority of EFL students demonstrate low level of online learning readiness which, in turn, affects their willingness to engage actively in this process. They rate themselves lower in terms of prior experience of online learning, time management, self directed learning, self efficacy, online communication and motivation. Hence, this study ends up with some suggestions and further practical implications.
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Al Darwish, Salwa, and Abdul Azeez Sadeqi. "Reasons for College Students to Plagiarize in EFL Writing: Students’ Motivation to Pass." International Education Studies 9, no. 9 (August 29, 2016): 99. http://dx.doi.org/10.5539/ies.v9n9p99.
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<p class="apa">EFL students acquire their writing skill through practice and hard work. However, there seems to be a lot of reasons why EFL students should find the task of composing an essay so difficult that leads them to plagiarize. For that, the present paper tries to find out the real motivation for EFL students to plagiarize in writing. This research was conducted with freshman writing students through Fall Semester 2015/2016 in the English Department. A simple questionnaire and journal writing was used. The results shows that mainly the participants plagiarize in writing just to get good grades and pass the course. Moreover, their main source for plagiarizing is the internet. However, through the journal writing practice, the policy of free choice of topics evoked divided reactions from students.</p>
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Anindya, Alya Sekar. "STUDENTS’ PERCEPTIONS ON THE USE OF L1 IN EFL LEARNING." LLT Journal: A Journal on Language and Language Teaching 25, no. 1 (May 17, 2022): 310–18. http://dx.doi.org/10.24071/llt.v25i1.4162.
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The use of first language (L1) in EFL classrooms is considered taboo since it is believed to hinder students’ foreign language (L2) development, while others support it due to its benefits in facilitating students’ access to L2. Hence, this study attempts to investigate students’ perceptions on the use of L1 in EFL classrooms. In this qualitative study, the data were collected through observations and interviews with three selective respondents. The findings reveal the students’ positive perception on the use of L1 in their EFL learning. Mediated by L1, the students were able to understand and engage well to EFL learning, which they believe would help shape and develop their English. Despite the benefits, they agree on some restrictions made by EFL teachers to provide opportunities for students to practice their English. Some suggestions for EFL teachers are postulated.
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Simpson, JoEllen M. "Feedback on Writing:Changing EFL Students' Attitudes." TESL Canada Journal 24, no. 1 (October 1, 2006): 96. http://dx.doi.org/10.18806/tesl.v24i1.30.
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Extensive research has been conducted about feedback on writing in both L1 and L2 classrooms. Although much of the research suggests that correcting grammar does not help students make long-term improvements, many teachers continue to believe that they must correct all errors. In addition, students report that they want teachers to mark errors. This article reports on the attitude of students of English as a foreign language when presented with feedback that that gives motivating, positive comments coupled with suggestions for improvement. Many students learned to accept this feedback, but many wanted the addition of correction of every grammatical error.
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Basri, Juliana. "EFL Students’ Perspectives on Effective Lecturer." Edukasi: Jurnal Pendidikan dan Pengajaran 6, no. 1 (June 27, 2019): 229–46. http://dx.doi.org/10.19109/ejpp.v6i1.3112.
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Student’s perspective is an essential factor in evaluating lecturers and has an impact on the efficacy of the instructional environment. The purpose of this study was to know EFL students’ perception on effective lecturer. The study employed mixed method research. By implementing convenience sampling technique, 100 students in one state university in Palembang, South Sumatera, Indonesia were involved as participants in this research. The questionnaire and interview were used to collect the data and the descriptive analysis in the form of percentages was used to analyze the data. The result of questionnaire revealed that instrument which contained 42 items with seven response categories on rapport (26,2%), delivery (40,5%), fairness (11,9%), knowledge and credibility (7,2%), and organization and preparation (14,3%) were perceived very good by the students. It was supported by the result of interview that students were perceived very good to all aspects of effective lecturer, but there were some lecturers who were not. Finally, it was believed that this study could be useful and beneficial to the lecturers as a yardstick to understand themselves better and students’ needs in learning process.
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Agustiana, Vina. "LISTENING ANXIETY AMONG INDONESIAN EFL STUDENTS." Indonesian EFL Journal 5, no. 1 (January 16, 2019): 13. http://dx.doi.org/10.25134/ieflj.v5i1.1607.
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Listening skill is essential in EFL learning. Experiencing more than three years in teaching Listening, the researcher covers that EFL students face problems in comprehending what people say in target language. Through this study, the researcher aims at exploring EFL students� experience in learning to listen to spoken English text which covers (a) students� attitude towards learning to listen to spoken English texts, b) listening anxiety in listening to spoken English texts, and (c) students� effort in improving their listening skill in listening to spoken English text. To meet the research objectives, the researcher used a quantitative research through applying a survey design. A closed ended questionnaire containing 50 questions were distributed to 58 EFL students of a Private University in West Java, Indonesia. The questionnaire was tested its validity and reliability. Moreover, the data were analyzed descriptive statistically. Data revealed that students show (a) a positive attitude towards learning to listen to English spoken text (3.56); (b) students� listening anxiety is in high level (3.52); and (c) students have a high effort in improving their listening skill (3.74). To conclude with, in spite of the high level of students� listening anxiety, they show the high level of attitude in learning to listen to English spoken text and the high effort� in improving their listening skill as well.Keywords: attitude; listening anxiety; listening skill.
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Asysyfa, Asysyfa, Ayu Maulidia Handyani, and Siska Rizkiani. "Students' Speaking Anxiety in EFL Classroom." PROJECT (Professional Journal of English Education) 2, no. 4 (July 4, 2019): 581. http://dx.doi.org/10.22460/project.v2i4.p581-587.
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This study investigated the students’ speaking anxiety in the first grade of vocational high school. It emphasized on the level, the causal factors and the strategy to reduce the anxiety. It applied descriptive qualitative to answer the research questions. The data were obtained through questionnaire and interview. The Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires and interview were administered to 30 students. It was revealed that [a1] the factors that make students feel anxious in speaking in English were lack of preparation, afraid of left behind in understanding the material or what the teacher talks about, afraid of making mistakes, afraid of being laughed by his/her friends, unconfident to spell, pronounce and select the words in English. It was also found that there were eight students in level Relaxed, twelve students in level Mildly Anxious, and ten students in level Anxious. Last, the strategies that students should do to reduce their anxiety are do more preparation before speaking, try to be more confident in saying English words, and pronunciation practice. Keywords: Speaking, Speaking anxiety, EFL Classroom. [a1]It was revealed that
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Isti, Meul. "EFL Students' Attitude Toward Learning English." JSSH (Jurnal Sains Sosial dan Humaniora) 3, no. 2 (November 15, 2019): 95. http://dx.doi.org/10.30595/jssh.v3i2.3126.
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Abstract: The purpose of this research was to analyze EFL students’ attitude toward learning English based on three aspects namely affective, cognitive and behaviour and to find out factors shaping students’ attittude. This research was conducted in a public junior high school in district Sokaraja. This research belongs to survey study in which the researcher took 30% from population as the samples. The researcher chose 7th grade students to get involved as the participants. In order to answer the research questions, three instruments were used. Those were questionnaire, interview guide, and note taking of observation. Based on the result of the study, students had possitive attitude in those overall aspects. However, the behavioural aspect comes first accounting for 68,8% followed by affective aspect accounting for 68,10%. Those were higher compare to cognitive aspect which was accounted for just 64,7%. Then it was supported by the results of observation and interview in some points of each aspect. In addition, the result of questionnaire and interview displayed six factors affecting students’ attitude: mass media, refference group, teacher, personal experience, parents and the last is learning climates and classroom task. Some results of factors shapping students’ attitude were also supported by the interview.
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Ahmed, Mahdi Aben. "English modality and Saudi EFL students." Linguistics and Culture Review 5, S4 (January 31, 2021): 2545–57. http://dx.doi.org/10.21744/lingcure.v5ns4.2202.
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This study explored the competence of Saudi EFL students in the use of English modality. It aimed to: 1) Identify Saudi EFL students’ level regarding use of modal verbs; 2) Identity the modal(s) they use most accurately; 3) Examine whether there is a significant difference in their ability attributed to the semantic function expressed by modality; and 4) Determine whether students’ level impacts their competence in the use of modals. An existing test was adapted, developed, and administered to 31 students at three universities in the Kingdom of Saudi Arabia. Findings revealed students’ low proficiency in the use of modals—only 24.35% of the test items were correctly answered. Might was the most correctly used modal—37.09% of the students used it accurately. The study found significant differences between students’ use of modals attributed to the sematic function. Significant differences were also found between the use of modals of possibility and obligation for the sake of possibility, and between volition and obligation for the sake of obligation. However, no significant difference between students’ responses attributed to the study level was reported. The study emphasized greater academic space for the component of English modals and adoption of learner-appropriate pedagogies.
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Al-Bereiki, Sheikha A., and Abdo M. Al-Mekhlafi. "Spelling Errors of Omani EFL Students." Journal of Educational and Psychological Studies [JEPS] 9, no. 4 (December 1, 2015): 660–76. http://dx.doi.org/10.53543/jeps.vol9iss4pp660-676.
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The purpose of this study was to explore the types of spelling errors students of grade ten make and to find out whether there were any significant differences between males and fe- males with respect to the types of spelling errors made. The sample of the study included 90 grade ten students from four different schools in North Batinah. The researchers manipulated the use of a test that consisted of two questions: an oral dictation test of 70 words with a contex- tualizing sentence and a free writing task. The misspellings were classified into nine different types. The findings revealed that the most common spelling errors among Omani grade ten stu- dents were vowel substitution, then came vowel omission in the second place and consonant substitution in the third place. Male students omitted more vowels than female students while females made more true word errors than their male counterparts. In light of the findings, the study presents some recommendations and suggestions for further studies.
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Utimadini, Nindya Juwita. "Efl Students' Challenges to Read Online." Jurnal Pendidikan Bahasa 10, no. 2 (December 24, 2021): 280–87. http://dx.doi.org/10.31571/bahasa.v10i2.3415.
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Reading is one of the most effective skills that develop language learner skill. In this digital era, where most of life activities has transformed to an ease and fast, Reading become daily routine. This routine means that reader interact with many texts online daily. The technology provided many aids for English Language Learner to read. However, this paper aimed to unfold the challenges faced by the English language learner to read in online environment. Therefore, the 30 English Education students of Tarbiyah and Teacher Training of IAIN Pontianak are told to carry out Extensive Reading in online environment. The qualitative study drawn the real and factual challenges faced by the students. The challenges to read in online environment are (1) Difficult to choose interesting material or text to read, (2) Health Issues related to online reading, (3) Unsupportive Facilities, and (4) Difficulty in maintaining focus to the text.
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Hromova, Nataliia. "EFL STUDENTS’ ATTITUDE TO CRITICAL READING." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 93–96. http://dx.doi.org/10.24144/2524-0609.2021.48.93-96.
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. Critical thinking skills are one of the key requirements for a modern specialist in the professional world nowadays. Applying critical thinking while reading texts must become the essential approach to dealing with information. This study focuses on an exploratory investigation of the students’ attitude to critical reading tasks at the English classes. The present survey aims at exploring low-intermediate students’ attitude to critical reading assignments used at the English classes. The main tasks are the following: 1) to carry out a survey on students’ attitude towards critical reading and critical reading instruction at university; 2) to test the students’ critical reading skills; 3) to interview the students on their assessment of the reading tasks to identify the habits of mind available to develop their critical reading skills. The data were collected from the students’ questionnaire, the critical reading test and the students’ interviews. The findings support the results of the foreign researchers’ surveys about the lack of curiosity, relevant habits of mind and the majority of textbooks containing factual tasks which hinder the development of the readers’ critical attitude to information. Although the students admitted the general importance of critical reading, they did not seem to understand the essence of these skills and showed indifference to critical reading tasks during the second and third stages of the experiment. Thus, the prospects of the further research aim at designing and implementation of a reading English texts program for university low-intermediate students which could involve more critical reading assignments to promote critical habits of mind.
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Firdani, Firdani, Nanda Marlina Abdul Samad, Siti Sarah Fitriani, Iskandar Abdul Samad, and Rizki Ananda. "Gender and Motivation among EFL Students." International Journal of Education, Language, and Religion 1, no. 1 (November 15, 2019): 7. http://dx.doi.org/10.35308/ijelr.v1i1.1698.
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Motivation is an important factor for explaining the success or failure of any complex task. Motivation is related to gender which plays an important role in one’s life. This study focuses on finding out the correlation between gender and motivation among students in learning English as a foreign language. It looks particularly on determining how motivation in learning English as a foreign language is influenced by gender. The researchers employed qualitative research where the data were obtained by questionnaire. Ten participants of this research were chosen for this research. They are five males and five female postgraduate students of English Education Department of Syiah Kuala University. This research found that there is significant correlation between gender and motivation among EFL students in learning English in which female students tend to be more successful and motivated than the male students regarding learning English.
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Firdaus, Ridho Hafizh, Wawan Wahyudin, and Tatu Siti Rohbiah. "Students’ Anxieties in EFL Speaking Class." Journal of English Language Teaching and Cultural Studies 5, no. 2 (September 30, 2022): 150–59. http://dx.doi.org/10.48181/jelts.v5i2.16739.
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This study is focused on identifying the factor of students’ anxiety and solution to reduce anxiety in speaking English at the third Semester Students of English Education Department of Universitas Islam Negeri Sultan Maulana Hasanuddin Banten in Academic Year 2021/2022. The formulated problems of this study were: (1) What are the causes of students’ anxiety in speaking English? (2) How are the solutions to reduce students’ anxiety in speaking English? The method used qualitative method. The participants of this study were third semester students majoring in English Education at Universitas Islam Negeri Sultan Maulana Hasanuddin Banten. The data were gathered through questionnaire and interview. The results of this study: first, personal and interpersonal students’ fear in speaking English cause low self-confidence. Second, the students’ perceptions, they fell apprehensive about speaking in front of the class. Third, lecturer-students interaction, the students sensed anxiety when they don't understand what the lecturer is correcting. The last is the lack of preparation, according to the students; they are concerned about their lack of preparation for tests or speaking in front of the class. The solution to reduce anxiety; the students said trying to be confident, preparing material, and they don't be scared to make mistakes when speaking because correcting the errors will help them speak more confident.
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Gardiner, Austin. "Motivating EFL Students with Conversation Data." Journal of Language Teaching and Research 9, no. 6 (November 1, 2018): 1138. http://dx.doi.org/10.17507/jltr.0906.03.
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Motivating learners of English as a Foreign Language (EFL) to improve their speaking fluency is challenging in environments where institutions emphasize reading and listening test performance. The focus tends to shift to strategic reading and listening first in order to attain acceptable test results, often at the expense of communicative competence. Computer Assisted Language Learning (CALL) is well positioned to assess and develop communicative competence for EFL learners, and to motivate them to speak. This article introduces the Objective Subjective (OS) Scoring system, a CALL system which sets clear immediate goals on the path to better communicative competence with data from videoed conversation sessions. It motivates learners to improve on their data in every consecutive conversation session, whereby an environment is created which facilitates conversation practice as well as individual error correction.
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Nowrouzi, Sara, Shu Sim Tam, Gholamreza Zareian, and Vahid Nimehchisalem. "Iranian EFL Students’ Listening Comprehension Problems." Theory and Practice in Language Studies 5, no. 2 (February 24, 2015): 263. http://dx.doi.org/10.17507/tpls.0502.05.
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Lee, Chunhwa. "Bilingual Students’ Identities in EFL Settings." Journal of Linguistics Science 83 (December 31, 2017): 327–54. http://dx.doi.org/10.21296/jls.2017.12.83.327.
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Perdana, Iwan, Lulu Dwi Meiliani, and Angga Taufan Dayu. "Teaching English Pronunciation to EFL Students." Intensive Journal 2, no. 2 (December 6, 2019): 113. http://dx.doi.org/10.31602/intensive.v2i2.2462.
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Bahns, Jens, and Moira Eldaw. "Should we teach EFL students collocations?" System 21, no. 1 (February 1993): 101–14. http://dx.doi.org/10.1016/0346-251x(93)90010-e.
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