Journal articles on the topic 'Foreign language (EFL) classroom'
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1
Guechi, Ryma, and Hariharan N. Krishnasamy. "Teaching English Culture in EFL Classrooms: What? When? How? Cultural Content Should Be Included In EFL Classroom." Pakistan Journal of Humanities and Social Sciences 8, no. 2 (December 31, 2020): 79–82. http://dx.doi.org/10.52131/pjhss.2020.0802.0105.
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This article categorically analyzes the key issues faced in the teaching of culture in foreign and second languages to students. The definition of these two interrelated concepts given, respectively. Next, the characteristics and components of culture that need to be in cooperated into the EFL classrooms. Additionally, the article defines relevant concepts such as language and culture that although commonly used some learners may not be able to identify how they relate. The article also provides various techniques used to incorporate cultural studies into second and foreign language classes. Besides, providing various views and assumptions on culture in the teaching foreign language. Moreover, factors such as teachers and curriculum explored and additionally the role they play in integrating culture to foreign language learning and the guidelines necessary to ensure that culture is integrated into EFL classrooms. This article sheds some light on this matter and additionally assists by giving effective methods used in order to integrate culture into foreign language classrooms. This article not only discusses the relationship between language and culture but also give a briefing on the necessary cultural components that need to be discussed such as cultural awareness, cultural identity among others, how the concepts help in language learning. In order to enable one to realize the significance of integrating culture into foreign language learning, certain terms need definition.Finally, this article contains a conclusion on the underlying issues above.
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Pondan Perlindungan Leoanak, Sondang, and Bonik Kurniati Amalo. "Teachers’ Beliefs and Perceptions of Code Switching in English as Foreign Language Classroom." SHS Web of Conferences 42 (2018): 00034. http://dx.doi.org/10.1051/shsconf/20184200034.
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In Indonesia, the use of only English as a medium of instruction in English as a Foreign Language (EFL) classroom is highly demanded. The present study investigates how code-switching is perceived by High School teachers in Kupang city, East Nusa Tenggara province, Indonesia, in teaching English. Specifically, it aims to find out the teachers’ beliefs and perceptions towards the use of Indonesian language (L1) as their pedagogical instrument in teaching English in EFL classrooms. To achieve that goal, 40 EFL teachers were asked to give their responses to a 24-item of questionnaire which focused on teachers’ roles and beliefs of code-switching applied in the EFL classroom. After analyzing the data, it was found that the teachers applied code-switching to serve pedagogical aims and to facilitate the EFL teaching and learning process. As a result, they used code-switching when explaining difficult words, encourage students’ participation and managing and organizing the classroom. Another finding was that, the teachers also believed that, the advantages in applying code-switching exaggerated the disadvantages in ELF classroom.
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Želježič, Mirjana. "Debate in EFL Classroom." ELOPE: English Language Overseas Perspectives and Enquiries 14, no. 1 (June 12, 2017): 39–54. http://dx.doi.org/10.4312/elope.14.1.39-54.
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Relying primarily on the Common European Framework of Reference for Languages (CEFR) and The National EFL Syllabus, this paper focuses on the highest ranking goals within formal foreign language (L2) education: the development of communicative competence (which the communicative paradigm regards as the most important goal of contemporary language teaching), and of critical thinking (CT) ability, which is widely recognised as the main general education goal. It also points to some of the discrepancies generated by tensions between the fact that language is a social and cultural phenomenon that exists and evolves only through interaction with others, and individual-student-centred pedagogical practices of teaching (and assessment) – which jeopardise the validity of these practices. Next, it links the official educational goals to the cultivation of oral interaction (rather than oral production) in argumentative discursive practices in general and in structured debate formats in particular, which are proposed as an effective pedagogical method for developing CT skills and oral interactional competence in argumentative discursive events, especially on B2+ levels.
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Febriani, R. Bunga. "The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis)." Vision: Journal for Language and Foreign Language Learning 6, no. 1 (April 1, 2017): 41. http://dx.doi.org/10.21580/vjv6i11583.
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<p>This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.</p>
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Rezvani, Ehsan, and Abbass Rasekh. "Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation." English Language Teaching 4, no. 1 (February 28, 2011): 18. http://dx.doi.org/10.5539/elt.v4n1p18.
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This paper presents the results of a small-scale exploratory investigation of code-switching (CS) between English and Farsi by 4 Iranian English foreign language (EFL) teachers in elementary level EFL classrooms in a language school in Isfahan, Iran. Specifically, the present study aimed at exploring the syntactical identification of switches and the functions that the switches served. The data consist of field notes and scripts of audio-recordings of the teachers’ talk collected during classroom observations. The findings suggest that CS is a frequently applied strategy and a valuable resource for bilingual teachers in foreign language classrooms, and its judicious and skillful use can boost the quality of teaching. Moreover, it was found that EFL teachers in this study tended to use the learners’ L1 (i.e., Farsi) to serve a number of pedagogic and social functions, which contributed to better teacher-student classroom interaction. Implications may be drawn for language teacher education programs and for further research on systematic investigation into actual classroom practices.
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Bojović, Milevica. "RELATIONSHIPS BETWEEN READING STRATEGIES AND READING ACTIVITIES IN EFL CLASSROOM IN HIGHER EDUCATION ENVIRONMENT." Nasledje Kragujevac 18, no. 48 (2021): 369–85. http://dx.doi.org/10.46793/naskg2148.369b.
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The study explores the university undergraduate biotechnology students’ perceived use of foreign language reading strategies, their perception of EFL classroom reading activities, and their potential relationships. For this purpose, a total of 91 university biotechnology students, learning English as a foreign language at the Faculty of Agronomy, University of Kragujevac, participated in this quantitative research. Two instruments were used in the study – the Inventory of Reading Strategies in a Foreign Language and Students’ Foreign Language Reading Activities Evaluation Scale. The measures of internal consistency, descriptive statistics, and Pearson correlation analysis were used for data processing. The obtained data were analyzed using SPSS 20.0 statistical software. The study demonstrates that the students used EFL reading strategies at a moderate level when reading texts in English and that their attitude toward EFL classroom reading activities was positive. The perceived use of reading strategies showed positive correlations with the students’ perceptions of EFL classroom reading activities. The students considered EFL classroom reading activities and reading comprehension testing as effective practices in developing foreign language reading skills.
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Naqvi, Samia, and Rahma Al Mahrooqi. "ICT and Language Learning." Journal of Cases on Information Technology 18, no. 1 (January 2016): 49–64. http://dx.doi.org/10.4018/jcit.2016010104.
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Technology-enriched classrooms have been claimed to produce enhanced learning opportunities for foreign language students. These technologies can be integrated into language teaching and learning inside the classroom or used for independent learning by students outside it. This study involves the use of digital-videos in Middle Eastern English as a Foreign Language (EFL) classrooms. It attempts to explore if using technology creatively in language teaching has the potential to enhance communication skills and other sub-skills in EFL classes. Omani EFL students, working in small groups, created commercials for products they chose to design and promote using digital videos. These were then presented to the class while each group was responsible for collaboratively writing a report the presentation of a commercial product and wrote about their experiences. Using data collected mainly from student questionnaires, this article reports on this experience from the points of view of students.
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Sahib, Rahmawansyah. "Translanguaging as a Pedagogical Strategy in EFL Classroom." ELT-Lectura 6, no. 2 (August 21, 2019): 139–46. http://dx.doi.org/10.31849/elt-lectura.v6i2.3032.
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This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore the teacher’s reason for using translanguaging in EFL Classroom, and to explore the benefits of teacher’s translanguaging on students in EFL Classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were transcribed and analyzed based on the teacher’s reason for using translanguaging in EFL Classroom, and the benefits of teacher’s translanguaging on students. In the research findings there were three kinds of languages namely English as the Foreign language, Indonesia as the national language, and Konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in EFL Classroom. Therefore, there were four teacher’s reason used translanguaging in EFL Classroom. Furthermore, there were six benefits of teacher’s translanguaging on students in EFL Classroom
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Ali, Eman Rasheed. "Teachers ' Attitudes towards the Use of Arabic (L1) in primary EFL Classrooms in Iraq." Al-Adab Journal 1, no. 143 (December 15, 2022): 13–36. http://dx.doi.org/10.31973/aj.v1i143.3667.
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Having recourse to learners' mother tongue in foreign language (FL) classes has been a controversial topic in the field of teaching English as a foreign language for a long time. There has been a great deal of claims and counterclaims that revolve around the pedagogical appropriateness of teacher usage of learners’ mother tongue in foreign language teaching. Recently, the findings of English as a foreign language (EFL) research cast doubt on the rationales of proponents of exclusive use of FL in EFL setting; and researchers come up with the reality that a rational use of first language (L1) is not only inevitable but also profitable in classrooms where teachers and learners share the same L1. Dearth of knowledge on the pedagogical reality of this issue in Iraqi EFL contexts is worth exploring. This study aimed at highlighting English language teachers’ attitudes towards using the learners' mother tongue (Arabic) in the EFL classrooms, seeking their viewpoints on the purposes for which Arabic could be used in English classes, and exploring their reasons for using it. For this end, the study was conducted on 50 EFL teachers teaching at public primary schools in Baghdad, using a questionnaire survey developed to fulfill the aim of the study. Findings of the obtained data demonstrate that teachers’ overall attitudes towards occasional use of Arabic in EFL classrooms were positive; and they reported using Arabic for both teaching and classroom management purposes. Analysis of the data also indicates that all of the participants were inclined to switch to Arabic in their EFL classrooms for a number of reasons necessary to create a more comprehensible, motivational, relaxing, friendly, and supportive classroom environment for young learners and to save time and effort in overcrowded classes.
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Aljameel, Iman H. "Computer-Assisted Language Learning in Saudi Arabia: Past, Present, and Future." International Education Studies 15, no. 4 (July 28, 2022): 95. http://dx.doi.org/10.5539/ies.v15n4p95.
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This study reviewed some of the research efforts exploring the use of technology in English as a foreign language (EFL) classroom in Saudi Arabia at different educational levels. The review aimed to examine the state of technology use in EFL classrooms and its potential. The findings showed that most studies were conducted by academic researchers and not classroom teachers. Additionally, the recommendations of the research conducted over the years concentrated on teacher training and building a reliable infrastructure. Moreover, the review showed that using technology in English classrooms could enhance language learning, and researchers encouraged teachers to explore technology use in their classrooms. The study concluded that using technology in EFL classrooms in Saudi Arabia is promising once the educational settings, including the technology infrastructure, are ready and reliable.
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Zhang, Longfei. "Turn-taking in EFL Classroom Discourse." Review of Educational Theory 4, no. 4 (November 25, 2021): 83. http://dx.doi.org/10.30564/ret.v4i4.3812.
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In this essay, there will be a contrast and comparison between the teacherdominant turn-taking patterns and students-centered turn-taking patterns. This comparison can help us to find out which pattern can help develop an effective turn-taking in classroom discourse. In terms of the turn-taking pattern in EFL classroom, there also will be a study of turn-taking patterns. This study is concentrated on the EFL students who study in foreign language classroom. Different turn-taking patterns will be recorded to analyze students’ language performance and language anxiety during the turns change process. Brown (2008) proposes that senior foreign language learners tend to be influenced by the low sense of confidence, the feel of shame and inferiority. However, evidence shows that many students with higher level of language proficiency also are silent in the foreign language classroom. They seldom take turns to make a contribution to the speech in the classroom. This essay shows great interests in the relationship between EFL learners’ language anxiety and turn-taking patterns. Particularly, this essay will explore the several turn-taking patterns which can help to foster the flow of classroom talk. These turn-taking patterns will be analyzed in two directions: the teacher-fronted turns exchange and students-centered exchange. This can help EFL teachers to adjust the turn-taking patterns to the classroom teaching to help students get more involvements in the classroom conversation.
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Suganda, Lingga Agustina, Bambang A. Loeneto, and Zuraida Zuraida. "Teachers’ Use of Code Switching in An English as a Foreign Language Context in Indonesia." Script Journal: Journal of Linguistic and English Teaching 3, no. 2 (October 13, 2018): 111. http://dx.doi.org/10.24903/sj.v3i2.202.
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This study proposed to investigate the phenomena of code switching which refers to the use of English and Indonesian as a medium of instruction used by the English as a Foreign Language (EFL) teachers in their classroom discourse. It depicted the attitudes of EFL teachers and their students towards the patterns, functions, and influence of code switching in two EFL classes in Indonesia. The data were collected from classroom observation, interview, and questionnaire which explored the occurrence of code switching during the teaching and learning process as well as the teachers and students’ perception on its use in the classroom context. The results indicated that the switching between English and Indonesian in the EFL classrooms was very natural since it also became a tool to show the cultural, social, and communicative aspects of each language despite the amount of its use which varied greatly from teacher to teacher due to their students’ English competence.
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Huensch, Amanda. "Pronunciation in foreign language classrooms: Instructors’ training, classroom practices, and beliefs." Language Teaching Research 23, no. 6 (April 2, 2018): 745–64. http://dx.doi.org/10.1177/1362168818767182.
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The goal of this work was to explore the training, classroom practices, and beliefs related to pronunciation of instructors of languages other than English. While several investigations of this type have been conducted in English as a second/foreign language contexts, very little is known about the beliefs and practices of teachers of languages other than English. It is unknown whether recent shifts to focusing on intelligibility, as advocated by some pronunciation scholars, are borne out in foreign language classrooms. To fill this gap, instructors of Spanish ( n = 127), French ( n = 89), and German ( n = 80) teaching basic language courses (i.e. the first four semesters) at 28 large (e.g. more than 15,000 students), public universities in the United States completed an online survey reporting on their training, classroom practices, and beliefs. Similar to ESL/EFL contexts, the results indicated that instructors believe it is important to incorporate pronunciation in class and that it is possible to improve pronunciation. However, the findings also indicated that instructors have goals which simultaneously prioritize intelligibility and accent reduction. Implications include the need for research on which pronunciation features influence intelligibility in languages other than English and for materials designed to target these features.
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Sundari, Hanna, Zainal Rafli, and Sakura Ridwan. "INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS." English Review: Journal of English Education 6, no. 1 (December 23, 2017): 99. http://dx.doi.org/10.25134/erjee.v6i1.775.
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Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.Keywords: interaction patterns, EFL classrooms, secondary school
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Bhatti, Aisha, Sarimah Shamsudin, and Seriaznita Binti Mat Said. "Code-Switching: A Useful Foreign Language Teaching Tool in EFL Classrooms." English Language Teaching 11, no. 6 (May 14, 2018): 93. http://dx.doi.org/10.5539/elt.v11n6p93.
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In every society, language plays a vital role in communicating with each other as it allows speakers to expand their knowledge, deliver their ideas, opinions and feelings in the society. English, as a global language, provides a platform for communication for people who speak the language. Due to the growing trend in linguistic globalisation, bilingualism has become a very common phenomenon in today’s world. In bilingual communities all over the world, speakers frequently switch from one language to another to meet communication demands. This phenomenon of alternation between languages is known as code-switching. The present study aims to focus on the teachers’ use of code-switching as a language teaching tool in EFL classrooms in Pakistan. It also deals with the functions and types of code-switching in EFL classrooms. Four EFL speaking skill classes were observed, and audio was recorded and transcribed to analyse why and how code-switching was used in the classrooms. The analysis of classroom interaction transcripts revealed that teachers code-switched to maintain discipline, translate new words and build solidarity and intimate relationships with the students before, during and after the lessons. The study found that code-switching from L2 to L1 in the speaking classes did occur although English remained as the main medium of instruction. All the teachers consciously code-switched throughout their lectures. Teachers also code switched to Urdu after the lectures. Three types of code-switching occurred during the EFL classes: tag-switching, intra-sentential code-switching and inter-sentential switching. Hence, code-switching is a useful teaching tool in EFL classrooms to facilitate teaching and learning.
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Cancino, Marco, and Gabriela Díaz. "Exploring the Code-Switching Behaviours of Chilean EFL High School Teachers: A Function-Focused Approach." Profile: Issues in Teachers´ Professional Development 22, no. 2 (July 1, 2020): 115–30. http://dx.doi.org/10.15446/profile.v22n2.81152.
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The present study sought to assess and characterise the amount of first language use that two English as a foreign language teachers used to accomplish a number of functions in two classroom modes. An adapted version of the Functional Language Alternation Analysis of Teacher Talk scheme was used to analyse teacher talk in six English as a foreign language classes at a public high school. Results showed that the first language holds a hegemonic presence in these classrooms across a wide range of pedagogical functions. It is argued that initiatives that present prescriptive approaches to foreign language use need to take into account linguistic, contextual, and idiosyncratic factors in the English as a foreign language classroom.
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Haswani, Fahri. "THE ROLE OF TECHNOLOGY IN EFL CLASSROOM." IJEE (Indonesian Journal of English Education) 1, no. 2 (December 28, 2014): 107–18. http://dx.doi.org/10.15408/ijee.v1i2.1303.
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In response to an appeal from Indonesia’s Ministry of Education and Culture to all universities and colleges to improve the quality of tertiary education toward regional and international standard, language institutions are making great efforts to further promote the foreign language learning process. In the last few years there have been dramatic changes in the ways that languages are taught by communicative approach and the introduction of technological tools. In recent years, the use of technological aids, especially those related to computers, has increasingly become a common feature of the classroom. There is no doubt that computer based instruction will occupy a more central role in the foreign language classroom in the future. Information technology has drawn the interest of teachers of English as a second or foreign language in non-English speaking countries. The technology integration into the curriculum is not a single concept which is generated from one single theory nor does it give full guidelines for the implementation in practical situation. This issue constitutes ideas from many different theories. This paper discusses the issue of technology contributions in EFL classroom. The question raised in this paper is how technology facilitates the attainment of course goals. The answer of the question will help English teachers to clarify the real problems of the initiative so that the innovation and possible changes can be aligned with the need of the students. However, this literature review only covers limited issues related with the role of technology in EFL classroom. Further discussion from other different points of view is still needed to create more complete description of conceptual foundation of the innovation.
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Et al., Avilova Khalida Nabijanovna. "Creating Authentic Reading Materials for EFL Learners In Uzbekistan." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2730–42. http://dx.doi.org/10.17762/pae.v58i1.1157.
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Reading skill plays an important role as it is an indispensible tool in majority language classrooms. Selection and development of EFL (English as a Foreign Language) reading materials relevant to local context must be carefully done by the teachers, because every internet resource or course book may not be appropriate in all classrooms. This paper gives an overview about reading material development and the selection of authentic materials for designing reading tasks in the English as a foreign language classroom in Uzbekistan. It also looks for theories which support the efforts in developing culturally and locally appropriate EFL reading materials.
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Rama, Asri Nofa. "THE CORRELATION BETWEEN EFL ANXIETY AND STUDENTS’ READING COMPREHENSION”." Prosodi 15, no. 2 (October 11, 2021): 128–34. http://dx.doi.org/10.21107/prosodi.v15i2.12179.
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The objective of the current study examined whether there was any significant correlation between foreign language classroom anxiety and students’ reading comprehension. In this regard, hopefully, this study provided English language lecturers to recognize the most provoking factor that affect learning a foreign language, such anxiety and helped students to solve language anxiety to become better English language students. This researcher was conducted at Lakidende University, particularly 32 university students of English Language Teaching Department who enrolled in academic year 2018/2019. The data were obtained from students’ reading comprehension test and questionnaire that is Foreign Language Classroom Anxiety Scale (FLCAS) and to analyze the data this study applied Pearson Correlation analysis. The finding revealed that there was a significant relationship between foreign language classroom anxiety and students’ reading comprehension, p (.061) 0.05. Meanwhile, the strength of correlation between reading anxiety and students’ reading comprehension was categorized “moderate” according to table Guidelines of Interpreting Pearson's Correlation Coefficient (r =.381). It might be the fact that most of students frequently experienced moderate level of foreign language classroom anxiety in their reading comprehension class.
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Arisandi, Bobi. "Classroom Interaction Patterns in EFL Task- Based Classroom." Journal of ELT Research 3, no. 2 (July 23, 2018): 186. http://dx.doi.org/10.22236/jer_vol3issue2pp186-192.
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The research was conducted to find out the interaction pattern that emerged when lecturer used Task-Based Instruction in EFL (English as a Foreign Language) classroom at the third semester of English Study Program of Sekolah Tinggi Keguruan and Ilmu Pendidikan Muhammadiyah Kotabumi-Lampung. Researcher used third semester of speaking class students as the participants. The data was taken by using three instruments which were classroom observation, questionnaire and interview. The research was qualitative research. The result of this study revealed a conclusion. There were two kinds of interaction in the classroom during the use of Task-Based Instruction. The interactions that emerged were student-lecturer interaction and student-student interaction. The finding of this research can be beneficial as suggestions in two following area; theoretical and practical. In the theoretical area, this research can be useful for enriching the existing theory of classroom interaction, especially for teaching English as Foreign Language in Indonesia. On practical area, this research can be useful for lecturer to broaden the understanding toward classroom interaction and researcher for further research on classroom interaction.
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Surjowati, Ribut, and Heru Siswahjudioko. "FIRST LANGUAGE IN ENGLISH FOREIGN LANGUAGE CLASSES: IS IT NECESSARY?" PARADIGM 3, no. 1 (May 17, 2020): 61. http://dx.doi.org/10.18860/prdg.v3i1.8950.
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<p>To maintain the class alive, language choice used in the classroom plays an important role. So far, some English teachers have thought that they have to use English in the classroom during the learning process because it will encourage the learners to think and speak in English. In contrast, some research shows that the use of first language (L1) in the classroom will give positive benefits in the learners’ understanding to the subject learnt and responds during the discussion. This paper is intended to describe the positive effect and benefits of using L1 in the EFL classroom.</p><p align="justify"> </p>
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Yasin, Burhanuddin, Faisal Mustafa, and Ayu Mentari Sarani Bina. "Effective Classroom Management in English as a Foreign Language Classroom." PAROLE: Journal of Linguistics and Education 12, no. 1 (April 30, 2022): 91–102. http://dx.doi.org/10.14710/parole.v12i1.91-102.
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Classroom management is an essential element of the teaching and learning process which determines the quality of instruction. This research aims to investigate the elements of classroom management which can be effectively applied in EFL classrooms. This study is a review research study, where the data were collected from 43 previously published materials, restricted to books, dissertations, and articles published in academic journal. The data were analysed using data condensation, data display and conclusion drawing. The results of this study show that there are three elements of classroom management, i.e. seating arrangements, engagement, and participation. The seating arrangement has three effective components including u-shaped, sitting in a group, and orderly row. Further, student engagement consists of cognitive, behavioural, academic, emotional, social, intellectual, physiological, affective and relational engagement approaches. Meanwhile, participation includes classroom talk, teacher talk, collaborative talk, exploratory talk, disputational talk, and learner-managed talk. Therefore, it is recommended that teachers utilize effective classroom management components based on the results of this study to improve the quality of instruction.
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Abid, Abid. "Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms." Lingua Cultura 14, no. 2 (December 30, 2020): 219–24. http://dx.doi.org/10.21512/lc.v14i2.6703.
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The research observed the role of the first language (L1) use in the second language (L2) classrooms in various Englishlanguage teaching (ELT) contexts. Among the many roles that L1 use played in L2 classrooms, which had been recognized, some drawbacks interfered due to unbalanced uses of both L1 and L2. To complement insightful findings presented in the existing literature on this L1 use topic, the research aims to explore L1 uses in English as a Foreign Language (EFL) L2 classrooms in a teacher training program in Indonesia. Applying a qualitative research approach, the research collected data from three English as a foreign language (EFL) teacher educators teaching an English speaking subject in an Indonesian university using a semi-structured interview protocol and a classroom observation fieldnote. Results show that all the participants share the same views on L1 in their L2 classrooms that its use is tolerated and mainly related to cognitive and pedagogical aspects. The research suggests that formal training seeking to arouse awareness on the role that L1 can play in L2 classroom is of necessity in the context of the EFL teacher training program in order to foster learners’ optimal L2 output.
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Dahliana, Syarifah. "Partnership Activity in EFL Reading Classroom." Englisia Journal 3, no. 2 (March 20, 2017): 83. http://dx.doi.org/10.22373/ej.v3i2.1022.
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This paper analyzes the advantages of partnership activity in EFL reading classroom. Understanding a reading text may provide a challenge for some students as it involves a particular context and previous knowledge. For English as a foreign language (EFL) learners, the challenge becomes more complex as they need to understand the words and the written symbols of the foreign language and take the meaning of the sentence by making sense them with its context which may be unfamiliar to them. For this reason, choosing an activity that provides a wider opportunity for EFL students to share their thought and understanding of what they read as well as to listen others comprehension of the similar text is necessary in order to help the students have an accurate meaning of the text and learn how to be an effective reader. In this light, partnership activity is considered to be one of alternative ways to create an enjoyable and meaningful experience for EFL students to develop their reading skill of another language. The benefits of partnership activity include individual concerns and social life.
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Ali Tubayqi, Khulud, and Mazeegha Ahmed Al Tale’. "Mother Tongue Use in Beginner EFL Grammar Classes in Saudi Arabia: A Case Study." Arab World English Journal 12, no. 4 (December 15, 2021): 349–65. http://dx.doi.org/10.24093/awej/vol12no4.23.
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Using the mother tongue (MT) in English as a foreign or second language (EFL/ESL) classrooms is indispensable, especially in beginner classes. This paper aims to add to the present literature on this issue by highlighting the attitudes of both students and teachers towards MT use in English as a foreign language (EFL) classroom, the justifications for its use, and some of the actual interaction practices in grammar classes. It investigates the attitudes of 110 Saudi EFL female beginners and their two teachers toward using the Arabic language in EFL grammar classes at Jazan University. It also investigates the students’ reasons for using or avoiding their MT. Moreover, it presents some of the functions that MT serves in EFL grammar classes. To collect the data, the researchers used two questionnaires and classroom observations. For data analysis, they used Microsoft Excel and thematic content analysis. The results indicated that, although both students and teachers generally have positive attitudes toward using the MT in EFL classes, they are also aware of the adverse effects of its overuse. The results also revealed that the teachers and students use MT in EFL classes to serve different classroom functions that ease the teaching and learning processes. Based on these findings, the study provided recommendations for teachers, curriculum designers, and future researchers.
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Marsakawati, Ni Putu Era. "LANGUAGE CHOICE IN MULTILINGUAL CONTEXT: THE USE OF L1 IN THE HOSPITALITY ENGLISH COURSES." EduLite: Journal of English Education, Literature and Culture 2, no. 1 (February 13, 2017): 263. http://dx.doi.org/10.30659/e.2.1.263-272.
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The present study presents the perception of lecturers on the use of the first language in the foreign language classroom, particularly in a tourism vocational institution in a multilingual context. The participants were 2 lecturers teaching Hospitality English: one lecturer was teaching English for Front Office and one lecturer was teaching English for Food and Beverage. The data were collected through administering questionnaire and interview. The obtained data were analyzed qualitatively. The results show that lecturers perceived the use of the first language as positive and part of learning process. They used the first language mainly as a pedagogical device for clarification, for establishing rapport, saving time, and discipline. The findings might have significant implications for EFL language teachers regarding the facilitative effects of L1 use in the foreign language classrooms. The EFL teachers need to consider the EFL classroom context as a multilingual social space in which teachers and students take advantage of dynamic, creative and pedagogically effective use of both the target language and the learners. �Keywords: first language use, lecturers �perspective, multilingual context
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Alshwater, Kosay. "The Using of Communicative Language Teaching (CLT) Approach: A Case Study of Jordanian Female EFL Learners at University of Jordan." International Journal of Linguistics, Literature and Translation 4, no. 6 (June 30, 2021): 141–47. http://dx.doi.org/10.32996/ijllt.2021.4.6.16.
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This paper aims to explore the experiences of Jordanian English as a foreign language (EFL) student concerning communicative language teaching. Classroom surveys were used to gather data from three separate sources. The quantitative method was applied to collect and evaluate data through classroom surveys, which were statistically assessed using suitable methods. Female students (N = 115) who participated in the research. In terms of the significant conclusions, data interpretation revealed gaps in the subjects' experiences of EFL Learning. Furthermore, the results showed that EFL teachers in Jordan face various difficulties when introducing communicative language learning in their classrooms. Three points of concern were regularly identified: student challenges, institutional issues, and problems with the administrative structure. Overall, the findings showed that despite the problems, Jordanian EFL learners regard the CLT method favourably.
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Widyastuti, Ima, and Aura Victoria Noersadono. "Integrating Contrastive Analysis into Classroom in English as Foreign Language Context." Tamansiswa International Journal in Education and Science 3, no. 2 (April 30, 2022): 74–80. http://dx.doi.org/10.30738/tijes.v3i2.12274.
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In English as Foreign Language (EFL) countries, learners mostly gain their English knowledge in the classroom and in the limited time. Without strong intrinsic motivation of acquiring English, it would be hard for the learners to reach the language acquisition. Historically, second language acquisition was begun from the contrastive analysis in which the learners compare their first and the second language. Though the study is quite old, however, it is still useful for the truly beginners especially in EFL context. The current conceptual study aims to view the contractive analysis applied in EFL classroom. The implementation of the contrastive analysis in Indonesia cannot be separated from the students’ characteristics, classroom environment, and length of input. The comparative analysis on the sentence types and the Subject – verb agreements underpinned the further analysis on the contrastive analysis between Bahasa and English.
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Syathroh, Isry Laila, Bachrudin Musthafa, and Pupung Purnawarman. "A STUDY ON INDONESIAN TEACHERS’ USE OF TECHNOLOGY IN ENGLISH LANGUAGE TEACHING." Journal Of Educational Experts (JEE) 3, no. 1 (March 17, 2020): 01. http://dx.doi.org/10.30740/jee.v3i1p01-12.
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Since 1960, technology has been used as one of educational tools to help teachers in teaching learning process. In the context of foreign language teaching, technology is utilized for various reasons and purposes. A questionnaire was distributed to 150 English as foreign Language (EFL) teachers in West Java to investigate the use of technology in their EFL classroom. Specifically, this paper reports the type of technology which teachers usually use in teaching English and also elaborate the reasons why teachers apply technology in their classrooms. Finally, this paper explores teachers’ attitudes on the use of technology in language teaching.
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Heidari, Laya, and Shiva Parvaresh. "Iranian English as a foreign language teachers’ personality types and classroom management orientations: A correlational study." Contemporary Educational Researches Journal 11, no. 3 (July 21, 2021): 92–105. http://dx.doi.org/10.18844/cerj.v11i3.5905.
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Language learners’ achievement relies to a great extent on what goes on inside the classroom. The teacher personality types (PTs) and their classroom management orientations (CMOs) play a critical role. The present study intended to explore Iranian English as a foreign language (EFL) teachers’ major PTs and CMOs. Sixty EFL teachers were chosen through the convenience sampling method from foreign language institutes in Isfahan, Iran. They were asked to complete two questionnaires including the Myers–Briggs type indicator and the Behaviour and Instructional Management Scale. Descriptive analysis and Fisher’s exact test were conducted to answer the research questions. The results showed that the extroverted–sensing–thinking–judging (ESTJ) type was the most frequent PT and the interactionalist approach was the major CMO among Iranian EFL teachers teaching at language institutes. The results enhance the understanding of EFL teachers and directors of language institutes on the PT as one crucial factor related to EFL teachers’ behaviour management approaches.
Keywords: Classroom orientations, EFL, Iranian teachers, personality types, management orientations.
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Sakui, Keiko. "Classroom management in Japanese EFL classrooms." JALT Journal 29, no. 1 (May 1, 2007): 41. http://dx.doi.org/10.37546/jaltjj29.1-2.
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The problems of classroom management in many academic subjects are an important area of research in general education in many countries (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999). Compared to the level of interest in the field of general education, not enough attention is paid to classroom management issues in language classrooms, and in particular there is little empirical research on classroom management in English as a Foreign Language (EFL) in Japan. To fill the gap, this study will report on: a) classroom management difficulties that arise in Japanese EFL classrooms when teachers try to teach English communicatively, b) how teachers conceptualize and attempt to deal with these problems, and c) what strategies can be offered to alleviate these problems. 教室内における指導運営はどの国においても重要な課題である。このテーマについてこれまで多くの研究が行われてきたが (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999)、言語教育の分野では実証研究がほとんど行われていないと言ってもよく、日本の英語教育界ではさらに関心が低いように思われる。本論文は、a) 英語をコミュニケーションの手段として指導しようとする場合には特に運営指導が難しくなること、b) 教員はこのような困難に直面した場合どのように対処しているのか、c) 効果的な対象方略とはどのようなものか、これら３点について実地調査の報告を行った。
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Maharani, Anak Agung Putri. "AN ANTHROPOLOGICAL LINGUISTIC STUDY: LANGUAGE AND GENDER IN EFL CLASSROOM." Jurnal Santiaji Pendidikan (JSP) 10, no. 1 (January 31, 2020): 62–68. http://dx.doi.org/10.36733/jsp.v10i1.698.
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Gender differences are pivotal in EFL (English as A Foreign Language) classroom. The aims of this anthropological linguistic study are to figure out the extent of female and male learners’ differences in EFL classroom, the factors which affect the gender differences in the EFL learners’ language use, and the effects that learners’ gender differences in language use bring to the EFL classroom. Having been designed as a conceptual study, several research findings were scrutinized to answer the research questions. It can be wrapped up that both male and female are distinctive in using English as an international language due to the reasons in communication. Further, it was revealed that multiple factors affect gender differences in using language within the EFL classes; such as: classroom environment, cultural, and social impacts. Finally, the findings definitely convey positive impacts towards the future EFL teaching and learning process.
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Aufa, Fauzul. "STEREOTYPING IN THE CLASSROOM: PROMOTING INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH LANGUAGE TEACHING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 7, no. 1 (April 10, 2017): 9. http://dx.doi.org/10.24036/ld.v7i1.7254.
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Teaching and learning languages involve more than targeting grammatical and lexical knowledge. To achieve communicative competence in English as a Foreign Language (EFL) context, EFL learners need to develop their intercultural competence. This article proposes one of influential aspects of target culture (i.e. stereotypes) that may be encountered by EFL learners in learning. Further, the author argues why learners need to be exposed with stereotyping features across cultures and how this can be incorporated into English Language Teaching (ELT) by providing an example of teaching activities that can be adapted in a language classroom. Briefly, it is expected that this article may provide EFL teachers with a better understanding of integrating intercultural elements of a target language in their teaching practice. In turn, this may be useful to facilitate EFL learners in developing their intercultural communicative competence particularly with regards to cultural stereotype features.
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Heidari, Laya, and Shiva Parvaresh. "Iranian EFL teachers’ personality types and classroom management orientations: A correlational study." International Journal of Learning and Teaching 13, no. 4 (October 31, 2021): 224–40. http://dx.doi.org/10.18844/ijlt.v13i4.5719.
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Language learners’ achievement relies to a great extent on what goes on inside the classroom. The teachers’ personality types and their classroom management orientations play a role in such achievement. The present study intended to explore Iranian EFL teachers’ major personality types and classroom management orientations. Moreover, the relationship between their personality types and classroom management orientations were probed. Sixty EFL teachers were chosen through the convenience sampling method from foreign language institutes in Isfahan, Iran. The results showed that extroverted–sensing–thinking–judging type was the most frequent personality type and the interactionalist approach was the major classroom management orientation among Iranian EFL teachers teaching at language institutes. The findings of this study enhance EFL teachers’, as well as directors, of language institutes’ understanding of the personality type as one crucial factor related to EFL teachers’ behaviour management approaches. More implications of the results and future research directions are also discussed. Keywords: Classroom, management orientations, effective teaching, Iranian EFL teachers, personality types
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Cakici, Dilek. "The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement." English Language Teaching 9, no. 8 (July 3, 2016): 190. http://dx.doi.org/10.5539/elt.v9n8p190.
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<p class="Default">The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayıs University, School of Foreign Languages. The TAI (Test Anxiety Inventory) developed by Spielberger (1980), FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz (1986) and the students’ language achievement scores were used to collect data. In addition, this study aimed to determine the effect of gender on both TA and FLA. The findings of the study revealed that there was no relation between students’ TA and their language achievement. It was also found a significant positive correlation between students’ TA and FLA. Besides, the result demonstrated that there was a significant reverse correlation between students’ FLA and their language achievement. Following t-test results, it was found out that females exhibited higher mean scores than males in both TAI and FLCAS. Finally, certain suggestions were set for EFL teachers to reduce text anxiety and language learning anxiety in foreign language classroom settings.</p>
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Al-Jarf, Reima. "Positive Psychology in the Foreign Language and Translation Classroom." Journal of Psychology and Behavior Studies 2, no. 1 (March 8, 2022): 50–62. http://dx.doi.org/10.32996/jpbs.2022.1.6.
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Results of surveys with a sample of EFL and translation instructors and students showed that many instructors feel that their role is limited to preparing the teaching material, in-class instruction, writing exams, grading assignments and other paperwork. They declared that students have many academic problems in EFL and translation and interpreting course. They added that they are unaware of positive psychology and how to apply its principles in their courses. Students’ responses and comments on social media showed that they have a negative image of themselves. They feel inadequate and are always afraid of failing their courses. If they fail, they blame it on their bad luck, on the instructor or exams. Some are not willing to try, hate school and studying. They are under stress if they have a writing or translation assignment, a class presentation, or a test. They cram and lose sleep. Based on findings of the surveys, this study proposes a model for applying the principles of positive psychology in EFL and language classrooms to help the students become happy and relaxed learners, overcome stress and anxiety, develop positive attitudes, positive affirmations, emotional resilience, positive thinking and make more achievements and improvements. The model consists of strategies and tips for improving students’ English language and translation skills, providing psychological help (e.g., student-instructor communication, giving moral support, feedback, reading simplified self-help books, watching motivational videos), and developing students’ pragmatic skills (goal setting, time management, study skills, presentation, and note-taking skills). In addition, it provides some strategies for effective teaching.
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Tanrıseven, Ufuk, and Yasemin Kırkgöz. "An Investigation into the Teachers’ Use of L1 in EFL Classes." Shanlax International Journal of Education 9, S2-Sep (September 15, 2021): 125–31. http://dx.doi.org/10.34293/education.v9is2-sep.4377.
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In many countries where English is used as a second or foreign language (ESL/EFL), the classroom is the main context for students’ exposure to the target language (L2); however, English teachers have a tendency to use the mother tongue (L1) excessively. As a result, the appropriate use of L1 in language classrooms remains as a major problem. This study investigates Turkish EFL teachers’ perspectives on the use of L1, and functions that the teachers’ use of L1 serves in foreign language classrooms. Mixed method research design was adopted using a questionnaire and semistructured interviews. English teachers (n=43) responded to the Use of L1 Questionnaire and semistructured interviews were held with eight volunteer teachers working in Beyza private schools in a province in Turkey. Quantitative data from the Likert scale questionnaire items was analysed using descriptive statistics to reveal frequency, mean and standard deviation scores, and inductive content analysis was applied for the analysis of qualitative data. The findings have demonstrated that most teachers avoid or limit the use of L1 systematically and give priority to using L2 in EFL classrooms. Findings also suggest that L1 can be used as a facilitating tool for explaining difficult grammar and vocabulary items, managing classrooms, giving instructions, checking for comprehension and establishing a friendly classroom environment.
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Alsaawi, Ali. "Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia." Journal of Language and Cultural Education 8, no. 1 (September 1, 2020): 15–29. http://dx.doi.org/10.2478/jolace-2020-0002.
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Abstract The idea of teaching a target language via a monolingual medium of instruction in the classroom has long predominated in the pedagogical context. In Saudi Arabia, excluding the students’ mother tongue (Arabic) in the foreign language classroom has been seen as a tool that accelerates the acquisition of the target language (English). This is widely viewed as the most practical and effective method of language learning, especially in the Gulf region, where English is a foreign language employed in the fields of economics and business. The recent academic argument that exploiting the students’ linguistic repertoire, including the mother tongue, in the target language classroom boosts and fosters the students’ learning cycle is still encountering huge resistance, especially among second/foreign language teachers. To explore this dispute from the perspective of English as a foreign language (EFL) teachers in intermediate and secondary schools, a case study was conducted with 34 teachers in the Qassim region, Saudi Arabia, through questionnaires and a focus group interview. The study found that most teachers believe that the policy of using the target language (English) only is the most effective method of language learning. They employed the students’ mother tongue (Arabic) on an ad hoc basis to ensure complete comprehension, organize classroom tasks or convey personal remarks. In addition, the study revealed that teachers’ understanding of plurilingualism was unclear and limited to the verbal use of two languages, and that EFL teachers need more clarification on its application in the classroom.
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Jayantari, N. L. P. E., and D. A. E. Agustini. "English as a Foreign Language Lesson Plans During Covid-19 Pandemic in The Senior High School." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 1 (June 1, 2021): 51. http://dx.doi.org/10.23887/jpbi.v9i1.32572.
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Teachers have difficulties in preparing lesson plans that are adapted to online learning. This has resulted in students having difficulty learning English as a foreign language (EFL) through Google Classroom during the Covid-19 pandemic. The purpose of this study was to analyze the abilities and difficulties of teachers in preparing lesson plans and the difficulties of students in learning English as a foreign language (EFL) through Google Classroom during the Covid-19 pandemic. The design used in this research is the Embedded Mix Method design. The technique used to collect data is a questionnaire. The instrument used to collect data is a questionnaire. The population of this study found 10 teachers and 55 students. The ability of teachers to prepare lesson plans for EFL through Google Classroom is measured and described quantitatively. Meanwhile, the difficulties of teachers and students were described and analyzed qualitatively. The study results are the teacher's ability to prepare EFL lesson plans through Google Classroom, which is 67.50. It can be said that EFL teachers are less able to choose learning procedures or steps, choose learning media and evaluate learning. Students also have difficulty learning EFL through Google Classroom.
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Mali, Yustinus Calvin Gai. "PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!" IJOLTL: Indonesian Journal of Language Teaching and Linguistics 1, no. 3 (September 3, 2016): 233. http://dx.doi.org/10.30957/ijoltl.v1i3.187.
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This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.
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Alanazi, Khatmah, and Celia Thompson. "Using social networking technologies to promote language socialisation: English as foreign language teachers' perceptions in Saudi Arabia." Global Journal of Foreign Language Teaching 9, no. 3 (August 31, 2019): 122–36. http://dx.doi.org/10.18844/gjflt.v9i3.4129.
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Teachers’ beliefs play a key role in their selection of language teaching methodologies; they affect teachers’ pedagogical practices and behaviours and are consequently integral in shaping the language learning classroom environment. This study investigated the beliefs of teachers of English as a foreign language (EFL) in relation to the concept of ‘language socialisation’ (LS) and its pedagogical application through the use of social networking technologies (SNTs) in a Saudi university language learning context. Data comprised a survey, which was administered to a total of 28 EFL teachers, of whom five male instructors were interviewed. Findings showed that the majority of teachers reported positive associations with LS as a teaching method, as well as positive responses towards the use of SNTs in the EFL classroom despite the fact that most participants had never used SNTs in their teaching. It can be concluded that, while the EFL teachers in this study acknowledged the potentially important role that SNTs could play in enhancing students’ language learning and socialisation, their lack of first-hand classroom experience with SNTs reflected the fact that there was little access to and training in the use of these technologies. This lack of provision needs to be addressed as a matter of urgency to ensure that Saudi EFL teachers and their students are given an opportunity to engage critically with innovative technologies that may enhance the quality of their pedagogical experiences.
Keywords: English as foreign language teachers in higher education in Saudi Arabia, English as a foreign language, language socialisation, social networking technologies
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Zhao, Shuang, Luying Zhang, and Yang Chen. "Exploring the Online EFL Classroom Ecology of Middle Schools During the COVID-19 Lockdown." Theory and Practice in Language Studies 12, no. 1 (January 2, 2022): 65–74. http://dx.doi.org/10.17507/tpls.1201.08.
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The outbreak of COVID-19 has induced an abrupt shift from face-to-face instruction to online delivery mode for academic continuity. This research aims to explore the ecology of the pandemic-induced online English as foreign language (EFL) classrooms in Chinese middle schools and perceptions held by the English teachers, students, and parents. By analyzing data collected from 10, 576 questionnaires and eleven interviews, this study revealed how these participants played their respective parts in online EFL classroom ecology. Also, it was found that teachers’ evaluations of students’ learning performance (learning engagement and outcomes) and teacher-student interactions (in-class interaction, after-class interaction, and teachers’ feedback about homework) and their overall satisfaction of the online EFL classrooms were lower than that of the other two groups. In addition, major concerns of the participants about online EFL teaching and learning were identified, such as students’ vision damage and inadequate self-discipline, lack of face-to-face communication, and unstable Internet connection. Through presenting and discussing the research findings, this study is expected to provide implications and insights for foreign language educators, learners, and parents worldwide in adapting to online classrooms during public crises.
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Sahib, Rahmawansyah Bin. "THE USE OF TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY IN EFL CLASSROOM: A CASE STUDY AT BULUKUMBA REGENCY." LET: Linguistics, Literature and English Teaching Journal 9, no. 2 (December 30, 2019): 22. http://dx.doi.org/10.18592/let.v9i2.3124.
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This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore in what situation, do the practices of translanguaging which go on in EFL classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were transcribed and analyzed based on in what situation, do the the practices of translanguaging go on in EFL classroom. In the research findings there were three kinds of languages namely English as the Foreign language, Indonesia as the national language, and Konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in EFL Classroom. Therefore, the researcher found that the teacher used translanguaging in seven situations during teaching process. And students used translanguaging in six situations during the teaching and learning process.
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Beni Akhy, Khalid, and Weningtyas Parama Iswari. "Information Communication Technology in EFL Classroom." Journal of English as A Foreign Language Teaching and Research 1, no. 1 (March 30, 2021): 61–70. http://dx.doi.org/10.31098/jefltr.v1i1.485.
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Information Communication Technology (ICT) has penetrated into the teaching of English as a foreign language (EFL) around the world, not to mention in Morocco. However, due to some obstacles faced in its implementation, its effectiveness needs to be improved. This paper is intended to explore the potentials of ICT to be used in EFL classes in Morocco and how to prepare teachers to be ready in incorporating the ICT in their language teaching. The potentials cover, among others, what multimedia resources are available, how to make use of them and how ICT becomes the tools to develop student's English language skills. As the teachers' role is very significant, they should get professional development training in ICT for education
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Khonakdar, Mehdi, and Seyed Jalal Abdolmanafi-Rokni. "Teachers’ Code Switching in an EFL Context: Why and When?" Studies in English Language Teaching 3, no. 1 (March 6, 2015): 54. http://dx.doi.org/10.22158/selt.v3n1p54.
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<p class="Default"><em>English is considered in Iran as a foreign language because Iranians enjoy this language in academic centers like schools and universities; therefore, the reasons of enjoying code switching in EFL classes can be considered as a study. This study was an attempt to investigate Iranian EFL teachers’ reasons for code switching in Iranian EFL classes by sixty Iranian teachers who teach English as a foreign language. This article, although preliminary in nature, attempted to highlight and explain some of the functions of code-switching in the foreign language classroom. In short, this study has been made to investigate the trends of code-switching in Iranian EFL classrooms. A questionnaire was adopted from Gulzar (2010) to know the reasons and functions toward code switching in EFL classes. Nine most important functions toward code switching were asked of the teachers to state their functions based on the Likert scale. The results showed that teachers have different reasons and functions for code switching in EFL classes. The reasons why code switching is used dependson different reasons such as time, syllabus, and subject matter and so on.</em></p>
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Sanaei, Omid. "Investigating Anxiety Symptoms and Reactions within EFL Learners’ Oral Narratives: The Case of Intermediate Level Students." Journal of Language Teaching and Research 7, no. 5 (September 1, 2016): 902. http://dx.doi.org/10.17507/jltr.0705.10.
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The present study investigated anxiety symptoms and reactions in EFL learners’ oral narratives. The focus of the study was first to ascertain whether EFL learners’ anxiety symptoms and reactions can be influenced by the degree of foreign language speaking anxiety in the classroom, and secondly to indicate to what extent Iranian EFL learners divulge the components of anxiety symptoms and reactions while they are narrating. Participants were 11 students comprising 5 males and 6 females studying English Literature at the University of Guilan, and they were selected by Purposive Sampling (Quota Sampling). ACTFL guidelines, Foreign Language Classroom Anxiety Scale (FLCAS), picture stories for narrative tasks, and direct observation were instruments of this study. The present study followed a mixed-method design in which EFL learners’ foreign language classroom anxiety was investigated quantitatively. Moreover, anxiety symptoms, anxiety reactions and their components were analyzed qualitatively. The results revealed that more evident anxiety symptoms and reactions can be found in more anxious students. Furthermore, it was revealed that physiological reactions to the classroom anxiety were visible within slightly anxious learners, while behavioral reactions occurred in all of the students.
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Yari, Fariba, and Akram Hashemi. "Does Acculturation happen in EFL Context?" JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 2 (September 24, 2015): 916–26. http://dx.doi.org/10.24297/jal.v6i2.5172.
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In order to understand the second language culture, understanding the nature of acculturation is necessary. Teaching culture should be integrated into the foreign language textbooks and classroom practices. It is necessary for language teachers to integrate cultural materials and values into their teaching and to make them familiar with the culture of the language they are teaching.The aim of this investigation is to magnify the evidence of English Acculturation in Foreign Language Learning Settings (EAFLLS).And to emphasize the significant role of English text books do and have to play in English as a Foreign Language situations.
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Al-Ta’ani, Mohammed Hamid. "The Use of Arabic (L1) in the EFL Classrooms: How Do Umm Al-Quwain Teachers and Students Perceive It?" International Journal of Contemporary Education 2, no. 2 (April 24, 2019): 1. http://dx.doi.org/10.11114/ijce.v2i2.4229.
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The role of students’ native language (L1) in the second language (L2) classrooms has been a debatable issue for a long time in the field of English Language teaching as a foreign language (EFL). The present study which took place in the United Arab Emirate (UAE), more specifically, at Umm Al-Quwain Educational Zone,(UAQ) aimed at investigating both students’ and teachers’ perceptions and attitudes towards the use of (L1) in the EFL classrooms. To achieve this, the researcher used both qualitative and quantitative research methods. Thus, it surveyed one hundred fifty (150) secondary students and fifty (50) teachers of English and observed three (3) EFL classes. The data were collected through two questionnaires and classroom observations. The classroom observations were intended to reflect the quantity of (L1) use in the (L2) classrooms. The data collected through the questionnaires were analyzed with the aid of frequency and percentage, those collected through the open-ended question of the questionnaires and the classroom observations were sorted and summarized.The findings obtained from classroom observations indicated that the respondents support the well-planned use of Arabic (L1) in certain situations in the EFL classrooms. The questionnaire results revealed that (72%) of the students and (54%) of the teachers felt that Arabic (L1) should be used in their EFL classrooms. The findings also showed that (71% ) of the students and (56%) of the teachers thought that cultural, religious, traditional and political concepts and ideas should be taught by referring to the students’ native language (L1).What is more, almost all the respondents objected to using the (L1) excessively and untimely in (EFL ) classes. The quantitative data on the percentage of (L1) in EFL classes showed that most of the respondents preferred only 10 % use of mother tongue (L1) in a 50- minute class. No teachers and students answered higher than 20% and 40% respectively. In view of these findings, teachers as well as text writers and curricula planners and designers should take the learners’ native language (L1) as a teaching / learning tool.
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Suryati, Nunung. "Indonesian Efl Teachers’ Practice Of Interactional Feedback." KnE Social Sciences 1, no. 3 (April 13, 2017): 489. http://dx.doi.org/10.18502/kss.v1i3.771.
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<p>Interactional feedback is defined as feedback that is generated by teachers in response to both erroneous and communicatively inappropriate utterances that students produce during conversational interaction (Nassaji, 2015). Interactional feedback has been investigated in second language acquisition contexts, but little has been done concerning interactional feedback in foreign language settings, particularly in Indonesian context. In this descriptive study, conducted at junior high school level, it was aimed to identify the actual practice of instructors of English as a foreign language on interactional feedback in their classrooms. A classroom observation protocol was used to collect the data. The results show that teachers in general have applied different types of interactional feedback. However, not all interactional feedback results in students’ uptakes.</p>
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Sadighi, Firooz, and Mehdi Dastpak. "The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners." International Journal of Education and Literacy Studies 5, no. 4 (October 31, 2017): 111. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.111.
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Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors.