Relevant bibliographies by topics / English language Study and teaching (Higher) Foreign speakers Australia

Academic literature on the topic 'English language Study and teaching (Higher) Foreign speakers Australia'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "English language Study and teaching (Higher) Foreign speakers Australia"

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Zulferdi, Lazuar Azmi, and Nudia Imarotul Husna. "Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study." JEELS (Journal of English Education and Linguistics Studies) 9, no. 2 (December 5, 2022): 411–31. http://dx.doi.org/10.30762/jeels.v9i2.544.

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This paper presents a study on the development of Indonesian English as a Foreign Language (EFL) teachers’ intercultural capability in an overseas study program and its impacts on classroom English Language teaching practices. By using narrative inquiry as a research methodology, this study draws on the stories of two Indonesian EFL teachers’ experiences of intercultural learning during the master's degree program overseas. Data were gathered through semi-structured individual interviews with Indonesian EFL teachers who have completed Master of Teaching English to Speakers of Other Languages (TESOL) studies in Australia. Findings show that communication and cultural disequilibrium in an overseas study program plays a crucial role in the development of EFL teachers’ intercultural capability to enable them to develop their attributes from ethnocentrism to ethnorelativism. The findings also reveal that although the teachers become interculturally capable, the overseas study program does not necessarily contribute to their oral English skill development. As a further result, this study reveals that the development of the teachers’ intercultural capability affects their subsequent classroom English teaching practices in a way that they begin to employ dialogical communication and interaction by reflecting on their past experiences.
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Qureshi, Habiba, Fareeha Javed, and Sana Baig. "The Effect of Psychological Factors on English Speaking Performance of Students Enrolled in Postgraduate English Language Teaching Programs in Pakistan." Global Language Review V, no. II (June 30, 2020): 101–14. http://dx.doi.org/10.31703/glr.2020(v-ii).11.

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This research attempted to identify the psychological factors that affect the speaking performance of students enrolled in Postgraduate English Language Teaching programs in Pakistan. A quantitative approach was used to address the main aim of this study. The participants of the research were 100 postgraduate students enrolled in English Language Teaching (ELT) and Teaching English to Speakers of Other Languages (TESOL) programs of public sector higher education institutions and universities in Pakistan. The findings revealed that many students in this study reported finding it difficult to speak in English in foreign language classrooms due to psychological factors like lack of selfconfidence, lack of self-esteem, fear of making mistakes, shyness, anxiety and motivation mainly. The findings also revealed that almost all the psychological factors are interlinked with each other and have a direct effect on the speaking performance of the students in this study.
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Gnevsheva, Ksenia. "The expectation mismatch effect in accentedness perception of Asian and Caucasian non-native speakers of English." Linguistics 56, no. 3 (June 26, 2018): 581–98. http://dx.doi.org/10.1515/ling-2018-0006.

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Abstract Previous research on speech perception has found an effect of ethnicity, such that the same audio clip may be rated more accented when presented with an Asian face (Rubin, Donald L. 1992. Nonlanguage factors affecting undergraduates’ judgments of nonnative English-speaking teaching assistants. Research in Higher Education 33(4). 511–531. doi: 10.1007/bf00973770). However, most previous work has concentrated on Asian non-native English speakers, and Caucasian speakers remain under-explored. In this study, listeners carried out an accentedness rating task using stimuli from first language Korean, German, and English speakers in 3 conditions: audio only, video only, and audiovisual. Korean speakers received similar accentedness ratings regardless of condition, but German speakers were rated significantly less accented in the video condition and more accented in the audiovisual condition than the audio one. This result is explained as an expectation mismatch effect, whereby, when the listeners saw a Caucasian speaker they did not expect to hear a foreign accent, but if they actually heard one it was made more salient by their expectation to the contrary.
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SALIUK, B., and I. SHKOLA. "DIGITAL STORYTELLING IN TEACHING ENGLISH LANGUAGE TO HIGHER EDUCATION APPLICANTS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 6, 2022): 375–84. http://dx.doi.org/10.31494/2412-9208-2022-1-2-375-384.

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The article is devoted to the method of digital storytelling in teaching English language to higher education applicants, the use of which increases the effectiveness of formating their communicative competence, as well as the skills of cooperation, communication, creativity, digital literacy, motivates to study and promotes greater confidence as users of foreign languages. The authors conduct an analysis of scientific sources and consider digital storytelling as an innovative pedagogical method, emphasizing its compliance within digital transformation of education and science, declared by the Ministry of Education and Science of Ukraine in 2021, and also note its advantages among other teaching methods. In particular, it is a significant facilitation of the process of information perception by young people with clip thinking, because the visualization of information attracts their attention and forms an interest in topics or discipline, which teachers should take advantage of both when working in the classroom and during distance or blended learning. It is noted that digital storytelling should be used to explain complex educational information, for example, some grammatical phenomena specific to the English language, which makes it easier for non-native speakers to understand them. When implementing digital storytelling in the educational process, the authors recommend using a variety of tools, such as infographics, scribing, mind maps, comics and various types of videos (explainers, animations), interactive presentations, etc. The choice of the tool depends on the topic and goals of the lesson, content, creativity and technical skills of the teacher or the student during active learning. The article also presents two examples of using the digital storytelling method, with the help of infographics and an animation for the formation of grammatical competence of students when studying the Third Conditional. Key words: method, digital storytelling, higher education, communicative competence.
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Rusnak, Ivan, and Maryna Vasylyk. "INNOVATIVE PRINCIPLES OF ENGLISH LANGUAGE TEACHING AT NON-SPECIAL FACULTIES OF HIGHER EDUCATION INSTITUTIONS." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 128–36. http://dx.doi.org/10.31499/2307-4906.2.2021.236670.

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The article substantiates the relevance of improving the quality of foreign language education of graduates of higher education institutions of non-special faculties as a means of their professional mobility in the domestic and world labor market and intercultural communication in modern globalized world. It is focused on ensuring the innovative development of its teaching methods, the introduction of modern technologies, bringing the learning process in line with world and European requirements.The classification of teaching methods in pedagogical science is considered, among which the classification of A. Beliaev, based on the active interaction of subjects of the educational process, is determined as the most appropriate for mastering a foreign language.The most effective didactic methods (project method, method of “brainstorming”, method of business and didactic games) are described. They are applied in learning English at non-special faculties and specific examples of their use in classes both in the classroom and outside it, in real professional and life situations.The peculiarities of using modern information and multimedia technologies in teaching English and innovative approaches in the formation of skills and abilities in reading, writing, communicative competencies are highlighted. The didactic possibilities of electronic platforms MOODLE and Pearson in proficiency in English are revealed.It was found that the expansion of interstate ties, integration into Europe, adherence to world values and the process of globalization has increased the opportunities for contacts with native speakers. Therefore, the study of a foreign language in higher school acquires practical significance, and the communicative function of the language plays a major role in the process of expressing feelings, judgments and assimilation of information and knowledge presented in any form. Keywords: English language, innovative principles, teaching methods, information technologies, multimedia technologies, non-special faculties, educational applicants, communicative competences, institutions of higher education, educational process.
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Šumskas, Linas, Katarzyna Czabanowska, Raimonda Brunevičiūtė, Rima Kregždytė, Zita Krikštaponytė, and Anna Ziomkiewicz. "Specialist English as a foreign language for European public health: evaluation of competencies and needs among Polish and Lithuanian students." Medicina 46, no. 1 (January 9, 2010): 51. http://dx.doi.org/10.3390/medicina46010009.

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Foreign languages are becoming an essential prerequisite for a successful carrier among all professions including public health professionals in many countries. The expanding role of English as a mode of communication allows for university graduates to project and to seek their career in English-speaking countries. The present study was carried out in the framework of EU Leonardo da Vinci project “Specialist English as a foreign language for European public health.” The study aimed to get a deeper insight how the English language is perceived as a foreign language, by Polish and Lithuanian public health students, what is level of their language competence, which level of English proficiency they expect to use in future.Material and methods. A total of 246 respondents completed the special questionnaires in autumn semester in 2005. A questionnaire form was developed by the international project team. For evaluation of English competences, the Language Passport (Common European Framework of Reference for Languages of Council of Europe) was applied. Results. Current self-rated proficiency of the English language was at the same level for Lithuanian (3.47±1.14) and Polish (3.31±0.83) respondents (P>0.05). Majority of respondents (88.6% of Lithuanian and 87.8% of Polish) reported using the English language for their current studies. Respondents reported a significant increase in necessity for higher level of English proficiency in future: mean scores provided by respondents changed from B1 level to B2 level. Respondents gave priority to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented methods of learning (self-studying, Internet courses). Conclusions. Similar levels of English language in all five areas of language skills were established in Polish and Lithuanian university students. Respondents gave more priorities to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented or classroom-based methods of learning (self-studying, Internet courses). Survey showed a growing interest of students in improving English language in the future in Poland and Lithuania.
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Kisarin, A. S. "DIDACTIC POTENTIAL OF VIDEO RESOURCES IN TEACHING ENGLISH TO STUDENTS OF NON-LINGUISTIC SPECIALTIES." Educational Psychology in Polycultural Space 57, no. 1 (2022): 83–88. http://dx.doi.org/10.24888/2073-8439-2022-57-1-83-88.

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With the advent of distance learning in educational institutions, teachers are trying to adapt existing methods to the distance learning format. The Federal State educational standard in the field of training 45.03.02 Linguistics states that “when implementing a bachelor's degree program, an organization has the right to use e-learning, distance learning technologies”. Teaching foreign languages at higher educational institutions, regardless of the format of training, focuses on the development of communicative competence, on the use of professionally-oriented teaching aids, on the creation of a professionally-communicative educational environment. The Internet provides a unique opportunity to use professionally-oriented video resources for learning foreign languages, which meets modern learning requirements. The use of video resources brings diversity to the learning process, which leads to increased motivation of students; gives an opportunity to visually study the geography of the country of the language being studied; get acquainted with the pronunciation features of native speakers, demonstrate all the specifics of the language. Nowadays there is a huge amount of video content for general and business English (British Council Learn English, TED lessons, TED talks, ISLCollective, BBC Learning English, etc.), to prepare for Cambridge exams (Oxford Online English, Cambridge Assessment English). Universities are starting to use elements of virtual and augmented reality. All this contributes to the digitalization of education. The purpose of this work is to check the effectiveness of the use of video resources in foreign language lessons in higher education. During the research, we used the following methods: testing, survey, questionnaire, interview, observation. The author considers the stages of working with video resources; requirements for video resources.
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Hino, Nobuyuki. "Language education from a post-native-speakerist perspective: The case of English as an international language." Russian Journal of Linguistics 25, no. 2 (December 15, 2021): 528–45. http://dx.doi.org/10.22363/2687-0088-2021-25-2-528-545.

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Language education has traditionally been based on native-speakerism, which is defined in the present article, by simplifying Hollidays original definition, as a belief in the authority or superiority of native speakers. With the prevalence of native-speakerism, it tends to be taken for granted that non-native speakers should strive to accommodate themselves to native speaker models. However, in todays globalized world, such a conventional attitude is quickly becoming outdated. Above all, a most serious problem with native-speakerism is that it suppresses the freedom of thought and expression as fundamental human rights. Drawing on the case of English as an international language, this study aims to analyze the need for post-native-speakerism (a term attributed to Houghton and Hashimoto) in language teaching, or the need for relativizing native speaker norms for language learners. After illustrating major issues of native-speakerism, three theoretical paradigms for post-native-speakerism in global Englishes are presented, namely EIL (English as an International Language), WE (World Englishes), and ELF (English as a Lingua Franca), along with a prospect for integrating those different frameworks especially for pedagogical purposes. Then, educational objectives are summarized in terms of language skills, followed by the authors own examples of teaching methodologies and actual classroom practices in higher education. Several key concepts for EIL education emerge from these pedagogical efforts, including authenticity and critical literacy. In view of the urge to embrace diversity in the world today, this paper argues that post-native-speakerism is of vital importance as it allows language users to express their true selves in global communication. While many of the discussions in the present article stem from linguacultural and educational situations in Japan, it is assumed that the insights should often be applicable also to other Expanding Circle, or EFL (English as a Foreign Language), countries such as Russia and China.
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Gao, Zhiyan, and Steven Weinberger. "Which Phonetic Features Should Pronunciation Instructions Focus on? An Evaluation on the Accentedness of Segmental/Syllable Errors in L2 Speech." Research in Language 16, no. 2 (June 30, 2018): 135–54. http://dx.doi.org/10.2478/rela-2018-0012.

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Many English language instructors are reluctant to incorporate pronunciation instruction into their teaching curriculum (Thomson 2014). One reason for such reluctance is that L2 pronunciation errors are numerous, and there is not enough time for teachers to address all of them (Munro and Derwing 2006; Thomson 2014). The current study aims to help language teachers set priorities for their instruction by identifying the segmental and structural aspects of pronunciation that are most foreign-accented to native speakers of American English. The current study employed a perception experiment. 100 speech samples selected from the Speech Accent Archive (Weinberger 2016) were presented to 110 native American English listeners who listened to and rated the foreign accentedness of each sample on a 9-point rating scale. 20 of these samples portray no segmental or syllable structure L2 errors. The other 80 samples contain a single consonant, vowel, or syllable structure L2 error. The backgrounds of the speakers of these samples came from 52 different native languages. Global prosody of each sample was controlled for by comparing its F0 contour and duration to a native English sample using the Dynamic Time Warping method (Giorgino 2009). The results show that 1) L2 consonant errors in general are judged to be more accented than vowel or syllable structure errors; 2) phonological environment affects accent perception, 3) occurrences of non-English consonants always lead to higher accentedness ratings; 4) among L2 syllable errors, vowel epenthesis is judged to be as accented as consonant substitutions, while deletion is judged to be less accented or not accented at all. The current study, therefore, recommends that language instructors attend to consonant errors in L2 speech while taking into consideration their respective phonological environments.
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Anand, Karuppasamy, and Kadambiah Satharam Srinivas. "An Experimental and Experienced Study on Imparting English Language to the Higher Learning Students with Analogies." International Journal of English Literature and Social Sciences 7, no. 6 (2022): 137–43. http://dx.doi.org/10.22161/ijels.76.19.

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“Language is a purely human non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols.”--Edward Sapir (1921) At the outset English language plays a vital role in every walk of life either in home town or in abroad. How a language is created? In the primitive era the monolithic man communicated his matter or message through gestures. Later on, he used sounds. The sounds become words of his-own would be understood by the opponents and the opponents too responded to the voiced words. There by, the process of communication went on. Gradually, it developed in terms of letters, signs, words, sentences etc. These tools paved way to speak or to write anything and to anybody. But it seemed only to be particular language speakers were able to communicate with themselves. The linguists analyze that the one language which should be unique and universal that is only with the English language. The leaning and teaching of English language prospered as it is treated as universal one. The universality leads to aspire for learning the language amongst almost all the nations of the world. Fortunately, more number of countries was colonized by the British people consequently, the English language was influenced in the minds of the people inherently who were colonized, hence the language becomes a second language and the learners are called second language learners. Automatically, it is considered as English as a Second Language (ESL). In turn, most of the western countries treat English Language as a Foreign Language. Whatever it be it is the need of the hour that all should i.e. each and every nation has bounden duty to teach and learn the English language as it is interconnected to all the remains of world especially to the technologists who are otherwise called higher learners and they should have the effective communication skills as the scenario is the whole world is in a small silicon chip.
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Dissertations / Theses on the topic "English language Study and teaching (Higher) Foreign speakers Australia"

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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.

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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
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Russell, Margo K. "A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2023.

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Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner (ELL). In order to better prepare ELL students for success in mainstream content courses at the university level, more must be known about the characteristics of student writing in the local context of an intensive English program. This information can be used to inform ELL writing instructors of which linguistic features to target so that their students produce writing that sounds appropriate for the academic written register. Two corpora of 30 research essays each were compiled, one of L1 student writing done in various departments at Portland State University, and the other of ELL writing produced in an advanced writing course in Portland State University's Intensive English Language Program. The corpora were compared for the frequencies of 13 linguistic features which had been previously found in significantly different frequencies in L1 and ELL essays (Hinkel, 2002). The tokens of each feature in each essay were counted, and the frequency rate was calculated in each case. The results of the Mann-Whitney U test found 6 features with significantly different frequency rates between the two corpora. The following features were more frequent in L1 essays than in ELL essays: modal would, perfect aspect, passive voice, reduced adjective clause, and it-cleft. In addition, the type/token ratio was found be significantly higher in L1 essays than in ELL essays. An analysis of how each of the significant features was used in the context of ELL and L1 essays revealed the following: Both student groups were still acquiring the appropriate use of modal would; the majority of students in both groups did not utilize it-clefts; the lower type/token ratio in ELL essays meant that these students used a more limited vocabulary than did L1 students; and ELL students were still acquiring the accurate and appropriate uses of perfect aspect, passive voice, and reduced adjective clauses, whereas L1 students used these features grammatically and for the standard uses. To apply these findings to the ELL writing classroom, instructors should help students raise their awareness of these six features in their own academic writing by leading students in identifying grammatical and ungrammatical uses of these features and providing practice in differentiating between uses which are standard to the register of academic writing and uses which are appropriate only in conversation. Two sample activities are included to illustrate how to implement these recommendations.
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Mohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.
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Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.

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Jung, Miso. "When English as a Second Language students meet text-responsible writing." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2906.

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This thesis follows two international freshman students in an English composition class at California State University, San Bernardino. The results indicate that the students generally experienced feeling challenged and overwhelmed about the unfamiliar topic, but detailed assignment guidelines played a key role for students to progress in understanding the assignment.
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Yeo, Inung. "Effective writing instruction for English-as-a-foreign-language university students in Korea." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2300.

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Beginning with an analysis of current problems in English education in South Korea, this project is intended to suggest various ways to implement effective English education, especially for writing instruction. The project is designed for students who have low English proficiency in South Korean colleges and universities.
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Dison, Arona. "Crossing boundaries: facilitating conceptual development in relation to culture in an English for academic purposes course." Rhodes University, 1998. http://hdl.handle.net/10962/d1002627.

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This research was undertaken as the first cycle of an action research project. The aim was to develop a course within the English Language 1 for Academic Purposes (ELAP) course at Rhodes University, which would facilitate the conceptual development of students in relation to the topic of Culture. The implementation of the course was researched, using students' writing, interviews, staff meeting discussions and video-taping of certain classes. Ten students volunteered to 'be researched'. The types of initial 'commonsense' understandings of culture held by students are outlined and the conceptual development which they underwent in relation to Culture is examined. Students' perceptions of the approaches to learning required in ELAP and the Culture course in particular are explored. The involvement of the ELAP tutors in the course and in the research was a learning experience for them, and this became-another focus of the research. The findings of the research support the argument for using challenging subject matter in English for Academic Purposes (EAP) courses, provided that the learning process is carefully scaffolded. An underlying assumption is that ways of thinking and learning in university courses need to be explicitly taught to students and the study concludes that lecturers of mainstream courses could also learn from the findings of research such as this. The study also shows the potential power of participatory action research to involve practitioners in research and enhance their understandings of aspects of their practice. Finally, it notes the need to value subtle developments in students and to see them as being part of a longer term process.
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Chao, Tzu-Chia. "Teaching and learning EFL through multiple intelligences : voices from a university classroom." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5430.

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Otaala, Laura Ariko. "Action researching the interaction between teaching, learning, language and assessment at The University of Namibia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of this study was to investigate the views of students and lecturers at the University of Namibia about teaching and learning. The study specifically determined the views of students and lectures in relation to language, teaching, learning and assessment as well as what we might learn from analysis of these views to assist in improving teaching, learning and assessment.
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Mungthaisong, Sornchai. "Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes /." Title page, abstract and table of contents only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm9962.pdf.

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Books on the topic "English language Study and teaching (Higher) Foreign speakers Australia"

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Zheng, Yongyan. Dynamic vocabulary development in a foreign language. Bern: Peter Lang, 2012.

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Susanto, Djoko. Teaching Indonesian language in Australia: A methodological perspective of primary English teaching in Indonesia. Malang, East Java, Indonesia: UIN-Malang Press, 2009.

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Arkoudis, Sophie. English language standards in higher education: From entry to exit. Camberwell, Vic: ACER Press, 2012.

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Academic Language in Second Language Learning. Charlotte, North Carolina: Information Age Publishing, Inc., 2013.

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Berlin, Lawrence N. Contextualizing college ESL classroom praxis: A participatory approach to effective instruction. Mahwah, N.J: Lawrence Erlbaum, 2005.

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Inmaculada, Fortanet, and Räisänen Christine, eds. ESP in European higher education: Integrating language and content. Amsterdam: John Benjamins Pub. Co., 2008.

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Chamot, Anna Uhl. The CALLA handbook: Implementing the cognitive academic language learning approach. 2nd ed. White Plains, NY: Pearson Education, 2009.

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Michael, O'Malley J., ed. The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, Mass: Addison-Wesley Pub. Co., 1994.

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Lamb, Ousey Debbie, ed. Teaching developmental immigrant students in undergraduate programs: A practical guide. Ann Arbor: University of Michigan Press, 2011.

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Basturkmen, Helen. Developing courses in English for specific purposes. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.

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Book chapters on the topic "English language Study and teaching (Higher) Foreign speakers Australia"

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Han, Feifei, and Zizhen Wang. "Willingness to Communicate." In Study Abroad Contexts for Enhanced Foreign Language Learning, 96–119. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch005.

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This chapter examines factors impacting L2 WTC among Chinese ELLs studying in an EAP program in Australia. Adopting both quantitative and qualitative methods, three questionnaires were used to measure L2 WTC, English learning motivation, and self-rated English proficiency; and semi-structured interviews were used to triangulate and complement questionnaire data. The main results were (1) L2 WTC with friends was higher than L2 WTC with acquaintance and with strangers and (2) L2 WTC with strangers and acquaintances were positively related to integrativeness and attitude toward the learning situation, but not with motivation intensity. L2 WTC with friends did not correlate with any of the scales in the English learning motivation; thus, (3) L2 WTC with strangers and acquaintances but not with friends had positive association with self-rated English proficiency, and (4) factors such as teaching methods, teachers' attitude, learning style, and personality all impacted on L2 WTC. The results are discussed and practical implications are articulated.
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Feng, Ruiling, and Sheida Shirvani. "Compensatory strategies adopted by Chinese EFL learners in virtual exchange with native speakers." In Virtual exchange: towards digital equity in internationalisation, 63–71. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.53.1290.

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Compensatory strategies play an important role in second language (L2) processing because of limited language knowledge and ensuing anxiety and could help assure understanding and void communication breakdown. Previous studies about compensatory strategies largely adopt laboratory settings and neglect the strategies in authentic oral communication. Accordingly, the present study investigated compensatory strategies used by Chinese university students in online videoconferences with their US peers during a five-week virtual exchange project. We interviewed 27 Chinese students twice, once after the first-week videoconference, the other after the last-week videoconference. The English as a Foreign Language (EFL) learners in this study could adopt compensatory strategies of different levels. Their strategy use, however, was not flexible enough as several types of strategies were repeatedly used, while other types were rarely implemented. The virtual exchange could help the EFL learners employ compensatory strategies more often, of higher levels, and with increased immediacy. The results can help to establish more targeted English teaching and learning.
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