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Islam, Mahfuzul, Seon-Ho Kim, A.-Rang Son, Sung-Sill Lee, and Sang-Suk Lee. "Breed and Season-Specific Methane Conversion Factors Influence Methane Emission Factor for Enteric Methane of Dairy Steers." Sustainability 14, no. 12 (June 8, 2022): 7030. http://dx.doi.org/10.3390/su14127030.
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This study determined the breed and the season-specific methane (CH4) conversion factor (Ym) and the emission factor (EF) for the enteric CH4 of dairy steers. The Ym values for Holstein and Jersey steers at different seasons were calculated using the IPCC 2006 equations by incorporating the input and/or output value of the chemical composition of feed, methane production, methane yield, dry matter intake, and methane energy emission. EFs were categorized into five types depending on the 2019 refinement to the IPCC 2006 Tier 2 equations used. EFA was calculated from Equation 10.21A (New), while other EFs were estimated from the Equation 10.21 which were designated according to the gross energy intake (GEI) and Ym as EFB (GEIi and Ym), EFC (GEIii and Ym), EFD (GEIii and Ym (6.3)), and EFE (GEIii and Ym (4.0)). The calculated overall Ym for Holstein and Jersey steers were 4.90 and 7.49, while the recorded EF of group EFA were 56.44 and 67.42 kg CH4/head/year for Holstein and Jersey steers, respectively. For Holstein steers, EFD was overestimated (75.91 vs. 48.20~58.15), while in Jersey steers, the EFF underestimated the EF (kg CH4/head/year) compared to others (40.15 vs. 63.24~73.28) (p < 0.05). Mixed analysis revealed that the breed influenced EFs of all the EF groups, while the season, and the breed × the season influenced EFs of group EFC, EFD, and EFF. The overall results recommended using the breed-specific Ym for the estimation of the EF for enteric methane in dairy steers.
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Prasojo, Lantip Diat, Wiwik Wijayanti, Lia Yuliana, Nurtanio Agus, Akhmad Habibi, and Mohd Faiz Mohd Yaakob. "Instruments’ validation of access to motivation, skills, and use of digital technology: EFL context in Indonesia." Studies in English Language and Education 7, no. 2 (September 3, 2020): 308–22. http://dx.doi.org/10.24815/siele.v7i2.16788.
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The purpose of this study was to validate instruments regarding digital technology access among Indonesian English as a Foreign Language (EFL) faculty members during the Corona Virus Disease 2019 (COVID-19). An EFL Faculty member’s Access to Digital Technology (EFL-FADT) scale was adopted from previous relevant studies consisting of Motivation, Skills, and Use. A total of 235 EFL faculty members from three public and three private universities in Indonesia participated in this study, selected through cluster random sampling. A survey design was applied to examine the factor structure of the EFL-FADT. The survey data were computed through the steps of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) with IBM SPSS 23 and SPSS AMOS 23. Through the EFA with Varimax rotation, two factors emerged from Motivation, three from Skills, and two from Use. The result successfully mapped the proposed model. The CFA approach verified the instrument which was satisfactory for Indonesian EFL faculty members. The findings informed 25 valid and reliable indicators. The measured scale achieves psychometric properties. It can provide future studies with a tool to capture EFL faculties’ access to digital technology.
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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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Burgess, Donald, Kiel Ortega, Greg Stumpf, Gabe Garfield, Chris Karstens, Tiffany Meyer, Brandon Smith, et al. "20 May 2013 Moore, Oklahoma, Tornado: Damage Survey and Analysis." Weather and Forecasting 29, no. 5 (October 1, 2014): 1229–37. http://dx.doi.org/10.1175/waf-d-14-00039.1.
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Abstract The tornado that affected Moore, Oklahoma, and the surrounding area on 20 May 2013 was an extreme event. It traveled 23 km and damage was up to 1.7 km wide. The tornado killed 24 people, injured over 200 others, and damaged many structures. A team of surveyors from the Norman, Oklahoma, National Weather Center and two private companies performed a detailed survey (all objects/structures) of the tornado to provide better documentation than is normally done, in part to aid future studies of the event. The team began surveying tornado damage on the morning of 21 May and continued the survey process for the next several weeks. Extensive ground surveys were performed. The surveys were aided by use of high-resolution aerial and satellite imagery. The survey process utilized the enhanced Fujita (EF) scale and was facilitated by use of a National Weather Service (NWS) software package: the Damage Assessment Toolkit (DAT). The survey team defined a “well built” house that qualified for an EF5 rating. Survey results document 4253 objects damaged by the tornado, 4222 of them EF-scale damage indicators (DIs). Of the total DIs, about 50% were associated with EF0 ratings. Excluding EF0 damage, 38% were associated with EF1, 24% with EF2, 21% with EF3, 17% with EF4, and only 0.4% associated with EF5. For the strongest level of damage (EF5), only nine homes were found. Survey results are similar to other documented tornadoes, but the amount of EF1 damage is greater than in other cases. Also discussed is the use of non-DI objects that are damaged and ways in which to improve future surveys.
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Hudson, Peter, Hoa Thi Mai Nguyen, and Sue Hudson. "Mentoring EFL Preservice Teachers in EFL Writing." TESL Canada Journal 27, no. 1 (December 18, 2009): 85. http://dx.doi.org/10.18806/tesl.v27i1.1033.
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Effective mentoring of EFL preservice teachers may advance EFL teaching practices. Five factors for mentoring have been identified, namely, personal attributes, system requirements, pedagogical knowledge, modeling, and feedback. An empirically based survey instrument focused on 106 Vietnamese preservice teachers’ perceptions of their mentoring for EFL teaching across these five factors. Apart from acceptable Cronbach alphas for four of the five factors (system requirements was .08 below the accepted .70 level), analysis revealed that more than 50% of these preservice teachers perceived that they had not received mentoring for developing their teaching of English writing on 29 of the 34 survey items. Mentoring practices in this study varied; consequently, EFL mentors may require guidance for enhancing their practices. In addition, the instrument linked to the five-factor mentoring model may assist in identifying mentors’ needs for devising professional development programs.
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Caliseo, Caio Tosato, Stênio Roberto Castro Lima Santos, Climério Pereira do Nascimento Jr, Sérgio Samir Arap, Lenine Garcia Brandão, and Fábio Luiz de Menezes Montenegro. "Resultados funcionais do auto-implante de paratireóides em loja única no tratamento do hiperparatireoidismo secundário." Revista do Colégio Brasileiro de Cirurgiões 38, no. 2 (April 2011): 85–89. http://dx.doi.org/10.1590/s0100-69912011000200003.
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OBJETIVO: Avaliar o funcionamento e tempo cirúrgico do auto-implante de paratireóide em loja única comparando-o ao implante realizado em cinco e vinte lojas. MÉTODOS: Pacientes submetidos à parotidectomia total com auto implante (Ptx-AI) por hiperparatireoidismo secundário e terciário foram avaliados em grupos de implantes em 20 lojas (A), cinco lojas (B) e loja única (C), em relação ao Estado Funcional (EF) do implante e ao tempo cirúrgico deste. Foram determinados quatro Estados Funcionais de acordo com o nível sistêmico de PTH: 1-abaixo do normal; 2-normal; 3- elevado não mais que três vezes; 4- elevado mais que três vezes. RESULTADOS: Foram submetidos a Ptx-AI 349 pacientes, por hiperparatireoidismo renal, entre 1994 a 2009. Para o estudo funcional foram elegíveis 101 pacientes com as seguintes observações: grupo A (n=30) - EF1 16,6%, EF2 50%, EF3 23,3% e EF4 10%; grupo B (n=41) - EF1 14,6%, EF2 58,5%, EF3 22% e EF4 4,9%; Grupo C (n=30) - EF1 17%, EF2 57%, EF3 20% e EF4 6% (p=0,9, x²). Porém no grupo C, o tempo cirúrgico médio do implante foi estatisticamente mais rápida (7,9 minutos) em relação à média em cinco lojas (18,6 minutos) e 20 lojas (44 minutos), em 66 pacientes avaliados (p<0,0001, ANOVA). CONCLUSÃO: O auto-implante em loja única diminui o tempo cirúrgico sem alterar a funcionalidade do mesmo.
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Paulikas, Marius J., Thomas W. Schmidlin, and Timothy P. Marshall. "The Stability of Passenger Vehicles at Tornado Wind Intensities of the (Enhanced) Fujita Scale." Weather, Climate, and Society 8, no. 1 (January 1, 2016): 85–91. http://dx.doi.org/10.1175/wcas-d-15-0051.1.
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Abstract Two independent datasets (total n = 959) of tornado-stricken passenger vehicles collected from 12 tornado events over a 15-yr time span are combined and tested to determine whether vehicle movement and/or upset are consistent at various wind speed intensities. Impacted vehicles are classified into three categories of upset motions (no movement, lateral shifting, rolling and lofting motions) for each wind intensity category of the Fujita and Enhanced Fujita scales. Vehicles observed by Schmidlin exposed to F1 and F2 winds are statistically assessed to determine if upset distribution values are consistent with those assessed by Marshall at these respective wind speeds; this same approach is subsequently conducted for vehicles at F3/EF3 and F4/EF4 winds. No statistical differences are found between the two sets of field survey data, which are therefore considered to be of the same population. Passenger vehicles are currently not utilized as damage indicators for rating tornado wind intensities, although the results of this study suggest that only 10% of vehicles are typically shifted at EF0 wind speeds, 36% are displaced at EF1 and EF2 winds (5% are rolled or lofted), 63% are displaced at EF3 and EF4 winds (15% are rolled and lofted), and all vehicles exhibit some form of movement or upset at the EF5 wind speed. The results of this study may potentially serve as a basis for providing better tornado safety protocols, designing safer vehicles and infrastructure, and estimating tornado wind speeds where few EF-scale damage indicators are available.
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Ghosh, Abir, Dipankar Bandyopadhyay, and Ashutosh Sharma. "Electric field mediated elastic contact lithography of thin viscoelastic films for miniaturized and multiscale patterns." Soft Matter 14, no. 19 (2018): 3963–77. http://dx.doi.org/10.1039/c8sm00428e.
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Combination of elastic contact lithography (ECL) and electric field lithography (EFL) have shown significant potential to develop higher aspect ratio large-area micro-/nanopatterns on polymeric surfaces.
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Mora, Raúl Alberto. "Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE." GIST – Education and Learning Research Journal 24 (June 30, 2022): 25–42. http://dx.doi.org/10.26817/16925777.1137.
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Over the past decade, different scholars in ELT have raised questions about the notion of English as a Foreign Language (EFL) and the growing issues related to inequity that such a framework has raised. Our field in Colombia needs to interrogate the very frameworks and concepts we use to define the language and how those definitions will include us or exclude us from the larger global conversations in the field of ELT and related ones as a way to remain active and relevant in years to come. This article proposes moving from English as a Foreign Language (EFL) into English as a Colombian Language (ECL) as the intermediate step toward Colombian English (CE). This article will first problematize EFL as a segue into detailing the transition and some considerations involving our views of English and teacher education.
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Al-Seghayer, Khalid. "Determinants of Saudi EFL Learners’ Beliefs about Learning EFL." Studies in English Language Teaching 10, no. 3 (June 24, 2022): p1. http://dx.doi.org/10.22158/selt.v10n3p1.
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Language learners’ beliefs constitute an individual difference variable that profoundly influences language-learning behavior and significantly contributes to the process and ultimate success of language learning. This article identifies the beliefs Saudi learners hold about learning English as a foreign language (EFL). The analysis first addresses Saudi EFL learners’ perceptions of English, followed by a discussion of Saudi EFL learners’ experiences with learning English. The discussion also addresses these learners’ expectations about studying English and concludes by pinpointing the importance of understanding the distinct language-learning beliefs of Saudi EFL learners and highlighting all factors that could affect these beliefs. Moreover, this conceptual article offers measures and progressive ideas to consider that will help Saudi EFL teachers reinforce more productive and insightful language beliefs that have a facilitative effect on language learning and keep Saudi EFL learners from developing debilitative conceptions of language-learning beliefs. This work also highlights several research directions and pedagogical implications.
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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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Alhamami, Munassir, and Javed Ahmad. "EFL Teachers’ Attitudes toward Commercial Textbooks in EFL Programs." Arab World English Journal 9, no. 4 (December 15, 2018): 69–87. http://dx.doi.org/10.24093/awej/vol9no4.5.
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Minalla, Amir Abdalla. "From EFL Teachers’ Perspective: Impact of EFL Learners’ Demotivation on Interactive Learning Situations at EFL Classroom Contexts." English Language Teaching 15, no. 3 (February 7, 2022): 1. http://dx.doi.org/10.5539/elt.v15n3p1.
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For some reason, EFL students lose their motivation and interests and become more demotivated as time goes by. Many of the conducted studies focus on the factors that cause EFL learners’ demotivation rather than how EFL learners’ demotivation impact on classroom learning processes. Thus, the study will focus on the impact of EFL learners’ demotivation on the procedures and processes employed for EFL classroom interaction. The data are collected and statistically analyzed. The findings revealed the processes and the procedures that adopted for developing classroom interaction are negatively affected by the low quality of the participation that EFL demotivators do. These results negatively reflected EFL classroom interaction processes, EFL teachers’ performance, and EFL classroom group dynamics. In the light of these results, it recommended that the interactive classroom activities should be carefully designed and appropriately adapted to stimulate EFL demotivators’ interests. For example, the characteristics of these interactive classroom activities are in their content that reflects EFL learners’ cultural backgrounds and connects them to their every day actions.
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Lailiyah, Masrurin, and Bambang Yudi Cahyono. "Indonesian EFL Teachers’ Self-Efficacy towards Technology Integration (SETI) and Their Use of Technology in EFL Teaching." Studies in English Language Teaching 5, no. 2 (May 18, 2017): 344. http://dx.doi.org/10.22158/selt.v5n2p344.
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<p><em>The advance of technology nowadays has encouraged many English as a Foreign Language (EFL) teachers to use technology in EFL teaching. However, some EFL teachers are still reluctant to take the opportunity. Low level of self-efficacy has been identified as a factor that hinders EFL teachers to use technology in EFL teaching. While a lot of research on EFL teachers’ self-efficacy has been reported in the literature, EFL teachers’ Self-Efficacy towards Technology Integration (SETI) has been rarely studied, especially in the Indonesian context of EFL teaching. Therefore, this study aimed to examine Indonesian EFL teachers’ SETI and their use of technology in EFL teaching. It involved 23 EFL teachers. Data were collected by using survey and interview. Analysis of the data showed that there is a relation between the EFL teachers’ SETI and their use of technology in EFL teaching. </em></p><p><em><br /></em></p>
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Minalla, Amir Abdalla. "EFL Learners' Engagement: Empowering EFL Young Learners to Initiate Speaking Through Personalizing Meaningful EFL Classroom Activities." Journal of Language Teaching and Research 14, no. 2 (March 2, 2023): 410–15. http://dx.doi.org/10.17507/jltr.1402.17.
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The study aims to determine whether personalizing classroom activities with meaningful and realistic situations can encourage EFL beginners to apply their learning experiences to verbal practices. The study employs a pretest, a posttest, and an interview as tools for data collection. Although the learning material was the same for both groups, the control group's participants were taught in a classroom using a traditional method based on one-size-fits-all instruction, whereas the experimental group's participants used a personalized learning method. The findings show that participants in the experimental group, whose class uses the personalized learning method, outperform participants in the control group, whose class uses the traditional method based on one-size-fits-all instruction. Hence, personalizing classroom learning experiences is an effective means of empowering EFL beginners to initiate speaking, particularly at the early stage of their learning. Thus, it recommends personalized classroom activities as an effective means for engaging beginners in verbal practices.
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KAHN-HORWITZ, JANINA, RICHARD L. SPARKS, and ZAHAVA GOLDSTEIN. "English as a foreign language spelling development: A longitudinal study." Applied Psycholinguistics 33, no. 2 (August 5, 2011): 343–63. http://dx.doi.org/10.1017/s0142716411000397.
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ABSTRACTEnglish as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy variables and EFL spelling. Results showed that English spelling measured at earlier points strongly predicted later English spelling. L1 literacy skills measured in fourth grade were more significant than English word recognition in explaining end of ninth grade EFL spelling. Beginning of first year EFL letter knowledge in fourth grade predicted end of first-year EFL spelling. These results show qualitatively different L1 and EFL literacy abilities impacting EFL spelling at 4th, 9th, and 12th grades.
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Chow, Bonnie Wing-Yin, Hey Tou Chiu, and Simpson W. L. Wong. "Anxiety in reading and listening English as a foreign language in Chinese undergraduate students." Language Teaching Research 22, no. 6 (April 11, 2017): 719–38. http://dx.doi.org/10.1177/1362168817702159.
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This study tested relationships between foreign language (FL) reading and listening anxiety and learner variables in English as a foreign language (EFL). It tested links between foreign language anxiety (FLA) and its cognitive, affective and behavioral correlates in English (i.e. language learning strategies, learning motivation, and performance). Three-hundred-and-six Chinese undergraduates learning EFL were administered the measures via a questionnaire. Regression analyses indicated that EFL performance and EFL motivation were key factors that uniquely predicted EFL reading and listening anxiety. However, the role of EFL learning strategies was not significant after the effects of EFL performance and EFL motivation were controlled for. Despite this, mediation analyses revealed that EFL learning strategies had a significant indirect effect on EFL reading performance and listening anxiety levels with EFL learning motivation as a mediator. This suggests its secondary role in affecting FL anxieties. These findings provide important implications regarding assessment of students’ FL anxiety level as well as identification of and intervention for those with FL difficulties. These findings have extended past studies by highlighting the relative importance of these cognitive, affective and behavioral correlates on Chinese undergraduates’ EFL anxiety in specific domains.
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Mohammad El-Freihat, Sara. "EFL language assessment literacy among Jordanian EFL secondary school teachers." Cypriot Journal of Educational Sciences 16, no. 5 (October 31, 2021): 2858–71. http://dx.doi.org/10.18844/cjes.v16i5.6376.
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The study aims to define EFL language assessment literacy among Jordanian EFL secondary school teachers. The study sample consisted of (214) EFL teachers at Irbid Governorate selected using random sampling method. To achieve the study objectives, a questionnaire consisted of (36) items was distributed on the study sample. The study showed that knowledge level of language assessment among Jordanian EFL teachers was low. The study revealed statistically significant differences in the knowledge level of language assessment among Jordanian EFL teachers due to years of experience, in favor of more than 10 years and due to qualification, in favor of PhD, while there were no statistically significant differences in light of gender. In light of the results the study suggests to pay more attention by university administrations to design training programs able to fulfill the actual needs of EFL pre-service teachers in Jordan. Keywords: Assessment Literacy, EFL Language.
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Cooke, Davide. "EFL for Development." TESL Canada Journal 3 (August 26, 1986): 127. http://dx.doi.org/10.18806/tesl.v3i0.999.
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This paper examines the relationship between teaching English as a foreign language (EFL) and development issues. I An analysis of the key areas of developmental EFL is offered. In addition, English language teaching (ELT) in developing countries is discussed from the point of view of its effects on the host culture. Throughout the article, suggestions are made for ensuring that developmental EFL/ELT becomes a productive force within a host country.
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Hao, Yurong. "EFL Teaching Methods." Journal of Language Teaching and Research 8, no. 4 (July 1, 2017): 742. http://dx.doi.org/10.17507/jltr.0804.13.
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Language is a system of communication and it plays a vital role in human society. How can we teach language effectively and serve the purpose for human communication? Many linguists and scholars have dwelt on the question, leading to different approaches and methods in language teaching. Those approaches and methods through history have not only reflected changes in theories of the nature of language and of language learning, but also reflected changes in learners’ needs.
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Haycraft, John. "The EFL Phenomenon." English Today 1, no. 4 (October 1985): 23–27. http://dx.doi.org/10.1017/s0266078400001449.
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EFL is now a famous – or notorious – acronym for one of the youngest of the world's service industries: the teaching of English as a foreign language. What animates it and what is its current condition around the world?
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Abbott, Gerry. "EFL as education." System 15, no. 1 (January 1987): 47–53. http://dx.doi.org/10.1016/0346-251x(87)90047-9.
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Masuhara, H., N. Hann, Y. Yi, and B. Tomlinson. "Adult EFL courses." ELT Journal 62, no. 3 (April 17, 2007): 294–312. http://dx.doi.org/10.1093/elt/ccn028.
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Varanoglulari, F., C. Lopez, E. Gansrigler, L. Pessanha, and M. Williams. "Secondary EFL courses." ELT Journal 62, no. 4 (September 25, 2007): 401–19. http://dx.doi.org/10.1093/elt/ccn044.
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Lehman, Clayton. "Examining Teacher Opinions of Age and Duration of English Language Support in International Schools." JET (Journal of English Teaching) 8, no. 1 (February 25, 2022): 169–81. http://dx.doi.org/10.33541/jet.v8i1.3517.
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International school educators hold various opinions about language acquisition. These opinions are often formed during their training and previous teaching experiences in their home countries. This quantitative cross-sectional survey-based study explored and compared the opinions of 283 English as a Foreign Language (EFL), Primary, and Secondary English teachers in international schools in Africa, Asia, the Middle East, and South America. The study examined the age EFL students should begin receiving EFL teacher support and for how long. The study revealed statistically significant differences between EFL and Primary teachers concerning the age for EFL students to begin receiving support from an EFL teacher. Further revealed were significant differences between EFL and Secondary English teachers concerning the duration of EFL support. Overall, participants' opinions about the duration of EFL support are well below previously reported data, which is troubling since EFL students in English-medium international schools are learning English for academic purposes.
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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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Muhsen Al Harbi, Abdullah Abdul. "Evaluation Study for Secondary Stage EFL Textbook: EFL Teachers’ Perspectives." English Language Teaching 10, no. 3 (February 2, 2017): 26. http://dx.doi.org/10.5539/elt.v10n3p26.
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This study aimed at evaluating EFL textbook for secondary stage in Saudi Public schools. Participants consisted of (100) male teachers and (73) female teachers teaching secondary stage students in two cities: Madinah and Dowadmi. The tool of the study designed to cover five dimensions: layout and design, the objectives of the textbook, teaching methods and activities, language skills, and evaluation. The results revealed that EFL textbook for Saudi secondary schools needs more development to be more effective in learning and teaching EFL. Clarity of the textbook objectives was one of teachers’ negative comments about the current textbook especially female teachers who disagreed that the objectives were treated effectively in the current course. The content of the textbook is not helpful in applying teaching theories and practices. In addition, the content of the textbook has no helpful tests or procedures to evaluate the achievement of the students effectively.
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Asuman, ASIK. "Discourse markers in EFL setting: Perceptions of Turkish EFL teachers." Educational Research and Reviews 10, no. 7 (April 10, 2015): 941–50. http://dx.doi.org/10.5897/err2015.2154.
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Choi, Inn-Chull. "The impact of EFL testing on EFL education in Korea." Language Testing 25, no. 1 (January 2008): 39–62. http://dx.doi.org/10.1177/0265532207083744.
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Jaelani, Selamet Riadi, Baiq Suprapti Handini, Ary Prasetiyaningrum, Trisna Hardianti Mursal, and Hajriana Arafah. "The Correlation among Grit, EFL Learners’ Motivation and Applied Linguistics on Syntax for EFL Learners." Pedagogy : Journal of English Language Teaching 10, no. 1 (June 29, 2022): 76. http://dx.doi.org/10.32332/joelt.v10i1.4533.
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This study aimed at finding the correlation between grit and applied linguistics on the syntax for EFL learners, the correlation between EFL learners’ motivation and applied linguistics on the syntax for EFL learners, and the correlation between grit, EFL learners’ motivation, and applied linguistics on the syntax for EFL learners. Twenty-eight of the students of English education in the sixth semester were selected through simple random sampling. There were two instruments in this research: The questionnaire and the test. The data in this study were analyzed by using SPSS version 22 for Windows. The researcher gave detailed instructions on how to complete the surveys. The findings demonstrated that there is no correlation between grit, and applied linguistics in the syntax for EFL learners. The second hypothesis results indicated that there is no correlation between motivation and applied linguistics on the syntax for EFL learners. The results of the third hypothesis showed that the correlation between grit, EFL learners’ motivation, and applied linguistics on the syntax for EFL learners is not significant. Thus, it is understood that grit, EFL learners’ motivation, and applied linguistics have no full role in learning syntax for EFL learners.
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Mekie, Mulualem, and Girma Gezahegn. "High School EFL Teachers’ Continuous Professional Development: Target Needs, Reflection and Challenges." FOSTER: Journal of English Language Teaching 3, no. 4 (January 31, 2023): 235–52. http://dx.doi.org/10.24256/foster-jelt.v3i4.115.
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This research investigated the high school EFL teachers’ continuous professional development target needs, reflection and challenges. Further, the target needs of the EFL teachers were analyzed by adapting Hutchinson and Waters’ model (1987). The data were collected using a test, questionnaire (consisted of five parts), and interview; these were administered to 20 high school EFL teachers. A test was administered to identify EFL teachers' present situation and difficulties, and questionnaire parts 1, 2 and 4 dealt with the EFL teachers' difficulties, needs and purposes in the program. Moreover, these were used to identify EFL teachers’ target needs centered on their lacks, necessities, and wants to function in the target situation effectively. Parts 3 and 5 concerned high school EFL teachers' reflection and challenges in the professional development program they are involved in. Additionally, interviews were conducted with the high school EFL teachers to gather data to examine in-depth results of the target needs, reflections and challenges. The results suggested that the high school EFL teachers have different views of their lacks, wants and necessities. The findings also demonstrated that the high school EFL teachers reflected that the current professional development program practicing in their school was never conducted to help EFL teachers develop their profession. Finally, the result revealed that high school EFL teachers face various challenges in the current program they are taking. Therefore, the professional development should be revised according to EFL teachers’ target needs, reflections and challenges.
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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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Wei, Zhaoxi. "Discussion on the Effective Application of Information Technology in Informatization EFL Teaching." Theory and Practice in Language Studies 8, no. 10 (October 1, 2018): 1294. http://dx.doi.org/10.17507/tpls.0810.06.
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The Integration of information technology and EFL teaching has become inevitable. Based on the development of information technology and the improvement of Informatization Teaching Environment, the cognition of informatization teaching competency and the exploration of informatization EFL teaching mode keep pace with the times. This paper discusses the effective application of information technology in informatization EFL teaching from perspectives of times’ interpretation of informatization EFL teaching, informatization teaching competency and practice of informatization EFL teaching mode. Through empirical research on informatization EFL teaching mode, this paper proposes that the effectiveness of informatization EFL teaching mode depends on more attention to students' individual differences in the implementation of the information-based teaching mode as well as to the construction of diversified interactive platforms under the informatization EFL teaching mode. And the more flexibly the information technology is applied to EFL teaching, the more effectively the informatization EFL teaching mode makes up for the students’ individual differences in learning, learners of autonomous learning can engage themselves in interactive teaching consciously and actively to cultivate their autonomous learning ability and make satisfactory achievements.
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Lai, Belinda, Kim Hua Tan, Mengyu He, Nur-Ehsan Mohd Said, and Nazri Muslim. "The Roles of Non-Textual Elements in Sustaining ESL and EFL Learning: A Scoping Review." Sustainability 14, no. 16 (August 18, 2022): 10292. http://dx.doi.org/10.3390/su141610292.
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This scoping review identifies the roles of non-textual elements and how these roles have changed in sustaining the teaching and learning of English as an additional language (EAL) in the last five years. Much of the research regarding non-textual elements has shown that they have significantly contributed to learners’ motivation, active participation, and communication. However, a systematic synthesis of how these roles have changed over the last five years, in terms of the types of non-textual elements used as a result of the growing access to technologies, is lacking. Following Arksey and O’Malley’s framework, a scoping review of 50 studies from 2018 to 2022 was carried out, filtered from the ERIC, Scopus, and Google Scholar databases. The studies were compiled considering two characteristics: the roles and types of non-textual elements in enhancing English as a second language (ESL)/English as a foreign language (EFL) in classrooms. The results show that 29 out of the 50 studies used non-textual elements in complementary roles and 21 studies used them in supplementary roles to enhance the teaching and learning of ESL and EFL in recent years. Educators prefer to utilize non-textual elements in dominantly complementary roles rather than supplementary roles to create a sustainable EAL (ESL and EFL) learning environment. Non-textual elements help learners capture and recall information far longer than texts alone. A revised dual method using non-textual elements in a combination of both supplementary and complementary roles, and also utilizing both technologically driven and traditional approaches, is the way forward in sustaining effective EAL learning
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Estaji, Masoomeh, and Amir Parviz Molkizadeh. "Developing and Validating a Professional Development Inventory: Novice and Experienced Teachers’ Perceptions in Focus." Journal of Language and Education 8, no. 1 (March 31, 2022): 50–68. http://dx.doi.org/10.17323/jle.2022.11115.
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Research Background: In any successful education system, teachers as the main driving forces of the learning process are at the forefront. To fulfill their responsibilities efficiently, they need to enhance their knowledge and professional expertise. Hence, the evaluation of teachers’ professional development is of paramount importance in EFL contexts.Purpose of the Study: In line with such a concern, the present study was conducted to investigate the underlying factors constituting a newly developed teachers’ professional development questionnaire in the EFL context of Iran.Methods: To this end, 242 Iranian EFL teachers with different experiences were conveniently requested to partake in this study. They were asked to respond to the questionnaire, which encompassed 76 items on a five-point Likert scale. After ensuring the reliability of the scale, to scrutinize the validity of the questionnaire, content validity and factor analysis were checked.Results: The results of Exploratory Factor Analysis (EFA) revealed that the questionnaire involved 7 factors, representing the teachers’ beliefs about various aspects of development, like means of development, needs, beneficiaries, motivators, methods, and obstacles of development. The results of Confirmatory Factor Analysis (CFA) also demonstrated that the questionnaire consists of seven factors, loading on items and sub-components of the model.Implications: This study can provide treasured pedagogical implications for EFL teachers, teacher educators, policymakers, and materials developers through raising their awareness and knowledge of teachers’ professional development and its underlying components.
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Kapranov, Oleksandr. "Framing the Identity of an Ideal Primary School Teacher of English." English Studies at NBU 6, no. 1 (June 8, 2020): 95–110. http://dx.doi.org/10.33919/esnbu.20.1.4.
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The article presents a study that aimed to examine how primary school teachers of English as a Foreign Language (EFL) framed the identity of an ideal EFL teacher. The specific research aim was to identify and classify frames associated with the identity of an EFL primary school teacher in the corpus of reflective essays of approximately 1000 words about an ideal EFL teacher in Norwegian primary school contexts written by 32 Norwegian in-service primary school EFL teachers. It was hypothesised that the participants’ framing would be reflective of the identity of an ideal EFL teacher in Norway. The corpus of the participants’ essays was analysed in accordance with the framing methodology developed by Entman (1993) and Dahl (2015). The results of the framing analysis indicated that the participants in the study framed the identity of an ideal EFL teacher via frames associated with future ideal selves, ought-to selves, the identity of their former EFL teachers, and the identity of an ideal EFL teacher as a fictional character. The study implications would be beneficial to pre-service and current in-service EFL teachers and teacher-trainers alike, who could treat the results as a collective “portrait” of an ideal EFL teacher.
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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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Nikolić, Dušan. "Empirical Analysis of Intonation Activities in EFL Student’s Books." International Journal of Applied Linguistics and English Literature 7, no. 3 (May 1, 2018): 181. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.181.
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Intonation instruction has repeatedly proved a challenge for EFL teachers, who avoid getting involved in intonation teaching more than their EFL textbooks demand from them. Since a great number of teachers rely on EFL textbooks when implementing intonation practice, the intonation activities in EFL materials are often central to their classroom. Even though the research on intonation instruction has been well-documented, few papers have explored intonation activities in EFL materials. The present study thus provides an empirical analysis of intonation activities in five EFL student’s books series by exploring the overall coverage of intonation activities across the series and the quality of these activities. The results reveal that intonation activities are underrepresented in the EFL student’s books, and that discourse intonation deserves more attention in the activities. Considerations for EFL teachers and publishers are also discussed.
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Mudra, Heri, Amirul Mukminin, Fridiyanto, Marzul Hidayat, Lenny Marzulina, Kasinyo Harto, Muhamad Holandyah, and Dian Erlina. "EFL Learners’ Pedagogical Views on the Online Social Networks in EFL Classrooms." Journal of Language Teaching and Research 13, no. 1 (January 2, 2022): 110–18. http://dx.doi.org/10.17507/jltr.1301.13.
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This present study aims to explore EFL learners’ pedagogical views towards the utilization of online social networks in EFL classrooms. It specifically elaborates the EFL learners’ preferences of online social networks for learning English. Moreover, the EFL learners’ English skills enhanced by utilizing online social networks were also investigated. Ten EFL learners participated in the qualitative study which employed observations and interviews in collecting qualitative data. The results show that the learners’ preferences include Facebook, blogs, WhatsApp, Twitter, podcasts and Instagram. The learners’ English skills improved include listening, writing, reading, and speaking. In conclusion, online social networks are not only designed for general communication among EFL learners, but also for engaging EFL learners to work collaboratively in learning English via online environments.
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Wuttisrisiriporn, Niwat, Napanit Vinitchevit, and Siriluck Usaha. "A Situational Analysis of EFL Textbook Selection in Thai Public Schools." Indonesian TESOL Journal 2, no. 2 (October 28, 2020): 71–80. http://dx.doi.org/10.24256/itj.v2i2.1247.
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It is undeniable that a textbook is a useful resource for teaching and learning. In English language education, especially in EFL countries, EFL teachers use a suitable EFL textbook to facilitate student learning. The present study, therefore, presents the current situation of how EFL textbooks are chosen as a core material in Thai public schools. An online questionnaire was distributed to 30 participants, who were English language teachers working at Thai public schools under the Office of the Basic Education Commission (OBEC). Interviews were also conducted to elicit more data from some of the participants. The findings of the study reveal that an EFL textbook is chosen based on whether it follows the Basic Education Core Curriculum, the textbook content, the textbook quality approval from the Ministry of Education, and price. However, the analysis shows that a systematic evaluation of an EFL textbook is not undertaken before the textbook is used, which can affect the teaching and learning outcomes in an EFL classroom. This paper proposes some recommendations regarding textbook evaluation criteria for those who are in charge of selecting a proper EFL textbook so that they can systematically evaluate and choose a practical textbook for their EFL classroom. It is also hoped to raise Thai EFL teachers’ awareness of the need for a proper textbook evaluation to be undertaken before a textbook is used in an EFL classroom.
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Hamdi, Sami Abdullah. "Developing Critical Perspectives among EFL Learners: Insights from Language Educators." Education Sciences 13, no. 1 (January 12, 2023): 81. http://dx.doi.org/10.3390/educsci13010081.
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The number of English as a foreign language (EFL) programs has increased around the world. However, they lack a critical perspective. Throughout their learning, EFL learners are exposed to diverse sociocultural and sociopolitical content that should be approached with a critical stance. EFL educators play a significant role in designing the curriculum and teaching EFL programs. The current study explores their views and opinions on incorporating critical language awareness (CLA) in EFL or English as a second language programs to develop critical perspectives among learners. The findings of this study revealed a recognition of the need for CLA in EFL classrooms in the context of a more socially informed learning experience. Three major themes arose from the interviews: making EFL teaching and learning informed by the social context, applying critical discourse analysis (CDA) and critical thinking skills as analytical tools to social issues, and empowering EFL educators with the appropriate professional training. The study’s findings also showed that the participants had a positive attitude and readiness to integrate CLA in EFL classrooms.
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Zhonggen, Yu. "Comparative Effectiveness Between Game-Enhanced and Pencil-and-Paper English Vocabulary Learning Approaches." International Journal of Gaming and Computer-Mediated Simulations 10, no. 2 (April 2018): 1–20. http://dx.doi.org/10.4018/ijgcms.2018040101.
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Numerous studies were devoted to use of games in vocabulary learning in English as a foreign language (EFL) tertiary courses, which reported significant improvements of vocabulary learning when using computer games. This study used a mixed-design research method comparing the effectiveness in EFL vocabulary acquisition. Data was collected from randomly selected participants who were randomly assigned to the interactivity-prone computer game (Group 1), the less interactive-prone computer game (Group 2) and the pencil-and-paper (Group 3) assisted EFL vocabulary learning approaches. The first group learned EFL vocabulary through interactivity-prone computer game Hujiang Fun Vocabulary, the second group learned EFL vocabulary assisted with less interactive computer game Baicizhan, and the third group learned EFL vocabulary via the traditional pencil-and-paper approach. It was concluded that (1) The interactivity-prone computer game was more effective than the less interactivity-prone computer game in EFL vocabulary learning; (2) The computer game-assisted EFL vocabulary learning was significantly more effective than the traditional pencil-and-paper approach; (3) Males outperformed females in computer game-assisted EFL vocabulary learning. It was suggested that future research focuses on both design features of educational computer games and cross-disciplinary research into computer game assisted EFL vocabulary acquisition.
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Tahsildar, Nasim Danesh. "Afghanistan EFL Teacher Preparation Institutions and EFL Teaching Efficacy in Public Schools." JEELS (Journal of English Education and Linguistics Studies) 6, no. 1 (May 19, 2022): 111–34. http://dx.doi.org/10.30762/jeels.v6i1.89.
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In Afghanistan university context, English Departments focusing on preparing or educating EFL teachers’ candidates are of two types; the Education Colleges’ English Departments (ECED) and the Literature Colleges’ English Departments (LCED). The purpose of this research is to investigate the extent to which the two EFL teacher preparation institutions in Afghanistan universities educate efficacious EFL teachers so as to teach English at public schools. It also aims at comparing the teaching efficacy level of male and female EFL teachers as the graduates of the two different English Departments (ECED and LCED) with different curricula in order to find out how these Departments educate public school EFL teachers. The study applied a survey questionnaire to obtain the data from 105 graduates of two English Departments as novice EFL teachers recruited by 45 public schools in a province in Afghanistan. The findings showed that both Departments educate highly efficacious EFL teachers. However, the level of efficacy between the two Departments is significantly different. The study also has some implications to schools of EFL teachers to comprehend their level of professional efficacy and certain implications to English Departments, Universities, and Afghanistan Ministry of Higher Education to understand how different English Departments’ graduates meet the public schools’ EFL requirements.
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Tahsildar, Nasim Danesh. "AFGHANISTAN EFL TEACHER PREPARATION INSTITUTIONS AND EFL TEACHING EFFICACY IN PUBLIC SCHOOLS." JEELS (Journal of English Education and Linguistics Studies) 6, no. 1 (June 25, 2019): 111–34. http://dx.doi.org/10.30762/jeels.v6i1.1144.
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In Afghanistan university context, English Departments focusing on preparing or educating EFL teachers’ candidates are of two types; the Education Colleges’ English Departments (ECED) and the Literature Colleges’ English Departments (LCED). The purpose of this research is to investigate the extent to which the two EFL teacher preparation institutes in Afghanistan universities educate efficacious EFL teachers so as to teach English at public schools. It also aims at comparing the teaching efficacy level of male and female EFL teachers as the graduates of the two different English Departments (ECED and LCED) with different curricula in order to find out how these Departments educate public school EFL teachers. The study applied a survey questionnaire to obtain the data from 105 graduates of two English Departments as novice EFL teachers recruited by 45 public schools in a province in Afghanistan. The findings showed that both Departments educate highly efficacious EFL teachers. However, the level of efficacy between the two Departments is significantly different. The study also has some implications to schools of EFL teachers to comprehend their level of professional efficacy and certain implications to English Departments, Universities, and Afghanistan Ministry of Higher Education to understand how different English Departments’ graduates meet the public schools’ EFL requirements.
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Yassin, Baderaddin, and Hadeel Saed. "Young Adult Literature (YAL): An Analytical Study Among Selected EFL Teachers in Jordanian Public Schools." Journal of Educational and Social Research 11, no. 3 (May 10, 2021): 278. http://dx.doi.org/10.36941/jesr-2021-0069.
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The purpose of this study is to shed light on Young Adult literature (YAL) in Jordan. Eleven English as a foreign language (EFL) teachers and 62 EFL students in Jordanian public schools participated in this research to first measure their awareness of the YAL and to evaluate the academic benefits of integrating English YA literature into the Jordanian public school curricula. A group of EFL instructors and EFL learners were interviewed using a semi-structured guide. The instructors' interview questions focused on demographics, definitions of YA literature, age classification of YAL, benefits, and challenges of using YA novel in Jordanian English curricula. Questions for the learners centered on demographics, definition and age classification of YAL, and the use of YA novels in the EFL classroom. The study revealed that EFL teachers' reliance on the official curriculum tends to remove innovation and creativity from their teaching and limit their opportunities to adapt the curricula to the competence and interest of their EFL students. The research also revealed that EFL students who read English YA novels developed necessary competencies in both the English language and daily life experiences. The results showed that most EFL teachers in this research paper asserted that English YA novels positively affected EFL students in Jordan. This effect led to increased motivation and engagement in EFL classrooms.
Received: 27 January 2021 / Accepted: 8 April 2021 / Published: 10 May 2021
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Celik, Seyda Savran, and Selami Aydin. "Wiki effect on English as a foreign language writing achievement." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 218–27. http://dx.doi.org/10.18844/gjflt.v6i4.1674.
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The number of the studies conducted on the use of wikis on the English as a foreign language (EFL) learning process has remained fairly limited. More specifically, in the Turkish EFL context, little attention has been paid to the effects of wikis on EFL writing achievement. Thus, this study aims to examine the effects of a wiki-based writing environment in terms of EFL writing achievement in the Turkish EFL context. In this experimental study, a background questionnaire, a writing achievement pre- and a post-test were administered to a sample group of 42 EFL learners. Results indicate that the use of wiki-based online writing environment increases writing achievement regarding content. It is recommended that wikis as appropriate tools to increase learners’ EFL writing achievement should be integrated into the EFL learning process. The advantages that wikis serve should not be ignored but exploited by the teachersKeywords:English as a foreign language, wiki, writing, achievement
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Mouni, Ram Bahadur. "Implementing Project-Based Language Learning and Teaching in Classrooms: EFL Teachers’ Perspectives." KMC Journal 4, no. 2 (August 26, 2022): 89–102. http://dx.doi.org/10.3126/kmcj.v4i2.47741.
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This study explores secondary level English as a foreign language (EFL) teachers’ perceptions about Project-Based Language Teaching (PBLT) in terms of its benefits in EFL classrooms. Moreover, it investigates the challenges EFL teachers face while implementing it in English language instruction and recommends the solutions as perceived by the EFL teachers in the EFL context of Nepal. Backing up with theoretical perspectives on PBLT approach, this study adopts phenomenological qualitative research design to analyze the data obtained from the in-depth interviews conducted with three secondary level EFL teachers from three schools of Kailali district of Nepal. This study reveals that even though EFL teachers have knowledge about the importance and benefits of using PBLT in English language teaching, they still face some ideological, pedagogical and operational challenges in effective implementation of PBLT in classrooms. However, the EFL teachers suggest some solutions to overcome the challenges for successful implementation of PBLT for better language teaching and learning.
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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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Al-Seghayer, Khalid. "Factors Underlying Current Saudi EFL Teachers’ Approaches to Teaching the Four Macro and Micro Language Skills." International Journal of English Linguistics 11, no. 5 (August 19, 2021): 44. http://dx.doi.org/10.5539/ijel.v11n5p44.
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A close examination of the underlying pedagogical and related factors that shape and direct English as a foreign language (EFL) teachers’ instructional approaches and behaviors highlights the impossibility of teaching the core and language skills and language-related areas effectively when using the current outdated techniques. The purpose of this article is to orient the reader and succinctly identify the key factors underlying current Saudi EFL teachers’ approaches to teaching the four macro and micro language skills. It delineates the various factors that influence the current EFL teaching process in the Saudi English education system, along with briefly sketching Saudi EFL teachers’ approaches to teaching each language skill. To this end, this discussion contributes to increasing consciousness of factors that affect the actual pedagogy of EFL teachers in Saudi EFL classrooms and perhaps to encouraging Saudi EFL teachers to exert their effectiveness in Saudi EFL classrooms and strive for better performance.