Journal articles on the topic 'Intermediate language classroom'
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Latif, Haval Abdulaziz. "Teachers’ Attitudes Towards Using First Language in English Classrooms: A Case Study of Kurdish Intermediate Teachers." Journal of University of Human Development 7, no. 3 (August 25, 2021): 115–26. http://dx.doi.org/10.21928/juhd.v7n3y2021.pp115-126.
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This study aims to shed light on the teachers’ attitudes and insights towards using first language (L1) in intermediate English (L2) classrooms. It looks into the justifications and perceptions that teachers have regarding the use of Kurdish in English classrooms. More specifically, this study tries to find the major challenges that teachers face if the use of Kurdish language is ignored at intermediate schools. The analysis of this paper was based on a case study which was conducted on (10) intermediate English language teachers from (7) public and private schools in Sulaymaniyah. Qualitative methodology was applied by interviewing the participants virtually and asking the same open-ended questions. The results revealed that the majority of the teachers support the bilingual approach and the use of Kurdish language in intermediate English classrooms. Furthermore, the results showed that the teachers, to some extent, support the use of the Kurdish language to serve certain pedagogical functions, such as decreasing classroom anxiety, increasing students’ participation, explaining difficult idiomatic expressions, giving test instructions, and facilitating classroom management. The findings of this study will help the intermediate English language teachers and learners to overcome the challenges they may face and, ultimately, improve the teaching and learning process.
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Al-Zahrani, Mona Yousef, and Abdullah Al-Bargi. "The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis." English Language Teaching 10, no. 6 (May 25, 2017): 135. http://dx.doi.org/10.5539/elt.v10n6p135.
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This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques. Participants in the study are consisted of a group of intermediate-level English students at the English Language Institute (ELI) of a Saudi Arabian university. First, participating classes were video-recorded and the data gathered was transcribed. The questions asked in each class were then divided into two groups: questions that were deemed to promote classroom interaction and questions that failed to create classroom interaction. Finally, the defining features of each group of questions were determined. Results showed a correlation between the questions’ characteristics and the creation of classroom interaction. In other words, some question types significantly improved classroom interaction while others failed to do so.
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Ntsala, Sekanse Abiner. "Promoting meaningful assessment in an overcrowded English First Additional Language Intermediate Phase classroom." Per Linguam 37, no. 1 (2021): 68–78. http://dx.doi.org/10.5785/37-1-946.
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This article provides prospects on how English First Additional Language (FAL) teachers working in overcrowded intermediate phase classrooms can assess meaningfully. It is in response to numerous reports that highlight the poor performance in English First Additional Language by South African intermediate learners. Seeing that overcrowdedness has been singled out as one of the possible causes of this reality, this paper integrates overcrowdedness as an important variable. This work, informed by the complexity theory, was steeped in phenomenology as a research design, resulting in the use of the interpretive paradigm. Qualitative research methods were used where interviews and observations provided insight into good practice. Data were analysed mostly thematically, ultimately revealing the significance of assessment tools, the length and weight of assessments, selective approaches to assessments, informal assessments, observations and group assessment. These results illuminated the nonlinearity of the language classroom since other teachers can assess productively despite the number of learners in their classrooms. A notable issue about the insights is that it is rewarding to combine ingenuity and simplicity.
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Daukšaitė-Kolpakovienė, Aurelija. "Out-of-Class English Language Learning Among Upper-Intermediate Level Students." Sustainable Multilingualism 17, no. 1 (November 18, 2020): 124–46. http://dx.doi.org/10.2478/sm-2020-0016.
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SummaryThis article discusses a small scale research project that investigated how students learn and use English outside the classroom. It was conducted during the 2019–2020 academic year and completed by administering a questionnaire to 47 students enrolled in the B2-level English language course offered at Vytautas Magnus University in the fall semester of 2019. The data were collected through an online survey. The participants were asked to choose the ways which helped them to learn English outside of the classroom and to comment on them based on how useful they were in terms of learning English. The students were also asked to indicate the frequency of such out-of-classroom (OOC) activities, in other words, how often they engage in the chosen OOCs. The results showed that most of the activities that the research participants engaged in outside the classroom were related to popular culture and their free time activities that were fun and entertaining rather than consciously chosen activities with the purpose of learning English. These activities helped to expand vocabulary and listening, but they did not help to practice speaking and writing (productive skills).
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Neisi, Leila, Mehrnnoosh Hajijalili, and Ehsan Namaziandost. "The Impact of Using Inverted Classrooms on Promoting Extensive versus Intensive Reading Comprehension among Iranian Upper-intermediate EFL Learners." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1513. http://dx.doi.org/10.17507/tpls.0912.07.
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This study aimed to investigate the impact of inverted classrooms on promoting Iranian EFL learners’ extensive and intensive reading comprehension. To fulfil, 60 Iranian upper-intermediate EFL students out of 90 were chosen based on an Oxford Quick Placement Test. The selected participants were randomly divided into two experimental groups; intensive reading group (n=20) and extensive reading group (n=20), and a control group (n=20). Then, the three groups were pretested. After that, the researcher put the participants of both experimental groups in two inverted classrooms. Each inverted classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. On the other hand, the control group receive no treatment and were taught in traditional instruction. The results of paired samples t-test and one-way ANOVA revealed that both experimental groups had better performance on their post-test compared to their pre-test. The results showed that there was not a significant difference between the performances of the experimental groups on the post-test. Finally, implications arising from the findings and suggestions for further research were explained.
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Bokhodirovna, Turabova Ozoda. "Incorporating Role Play In English Classes Of An Intermediate Level." American Journal of Social Science and Education Innovations 02, no. 12 (December 17, 2020): 62–65. http://dx.doi.org/10.37547/tajssei/volume02issue12-12.
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One of the foremost responsibilities of language teachers should be not just to let students to acquire set phrases, but also to teach how to interact in a variety of situations, to develop and practice new language and behavioural skills in a relatively safe setting. In recent years, there has been a growing interest to integrate meaningful use of language and rich authentic communication in English classes. Yet, one of the universally effective methods in the classroom, which meets the demand of all above requirements, is a role play. In the present article the attempt is made to investigate the effectiveness of the role play in English classes of an intermediate level.
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Vahdani, Fereidoon, Zahra Maleknia, and Hoda Divsar. "Investigating the Nature of Interaction at Elementary and Intermediate EFL Classes." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 781. http://dx.doi.org/10.17507/tpls.0604.16.
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Classroom research mainly concentrates on what happens in classrooms and tries to explore these events. One aspect that has been under investigation in this area is 'classroom interaction'. The current work was inspired by Kumaravadivelu's (2006) classification of interaction types: textual, interpersonal and ideational interaction. The main objective of the present study was to investigate the nature of interaction types proposed by Kumaravadivelu, the extent of their occurrence and their contribution to L2 development regarding two levels of Elementary and Intermediate. During data collection process, 20 sessions of EFL classes in a Language Institute were observed and the main events regarding the types of interaction under investigation were written in the form of field notes and audio-recorded for later reflection. The results were analyzed both qualitatively and quantitatively. The quantitative data from the observation were analyzed through inferential statistics. Qualitative analysis of data was carried out through transcription of important events. The quantitative results indicated that the difference between means of time spent on three types of interaction regarding two levels was not significant. For the qualitative analysis, the nature of these three types of interaction was compared based on two levels and some similarities and differences were found.
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Li, Shangzhi, Li Zeng, Shuting Qiu, Hongfa Sun, and Zhifeng Xiang. "Research and optimization of acoustic environment in ordinary classrooms of middle school." E3S Web of Conferences 356 (2022): 02055. http://dx.doi.org/10.1051/e3sconf/202235602055.
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A good classroom acoustic environment will contribute to teachers’ health and students’ learning. Comfortable acoustic environment requires suitable reverberation time, sufficient loudness, uniform sound field distribution, high language clarity, and no acoustic defects such as echo and acoustic focusing. In this study, the optimization strategy of acoustic environment is proposed through the investigation, field testing and numerical simulation analysis of a middle school classroom in Wenzhou under different ventilation conditions. The results show: the key factors affecting the classroom acoustic environment are outdoor activity noise, corridor noise, and classroom teacher-student activity noise. Through optimization, the quality of classroom acoustic environment is improved significantly. Classroom reverberation time (intermediate frequency) decreased from 1.5s to 0.7s; ALC decreased from 9.65% to 4.75%; STI increased from 0.534 to 0.664. The research results provided reference for acoustic design of secondary school classrooms in the future.
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Lileikienė, Asta, and Lina Danilevičienė. "FOREIGN LANGUAGE ANXIETY IN STUDENT LEARNING." Baltic Journal of Sport and Health Sciences 3, no. 102 (2016): 18–23. http://dx.doi.org/10.33607/bjshs.v3i102.61.
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Background. Anxiety includes uncomfortable feelings when learning or using the new language. It continues to exist in the university foreign language classroom as well. A number of foreign language students report feeling anxious about language learning. Research aim was to investigate the foreign language anxiety (in our case, English as a foreign language, EFL) in the classroom context at tertiary level in relation to its effect on foreign language acquisition as well as to design recommendations of how to reduce or exclude foreign language anxiety from the university foreign language classroom. Methods. The Foreign Language Classroom Anxiety Scale developed by E. K. Horwitz, M. B. Horwitz, and Cope (1986) was used. The questionnaire consisted of 5 statements about the respondents’ general background and 33 statements which were evaluated on the Likert scale from 1 to 5 by the research participants. The research sample involved 200 first and second year students of Lithuanian Sports University . Results. The research analysis revealed that the respondents generally felt anxious speaking in the language class, making mistakes and being corrected by the teacher, worrying about the consequences of failing foreign language class and speaking with native speakers. The correlation between the students’ level of knowledge and their feeling of anxiety was established: students of lower level (A2 and B1) tended to feel higher levels of anxiety. Moreover, female participants of this study exhibited higher levels of foreign language anxiety. Conclusions. Foreign language anxiety proved to be a powerful predictor for demotivation in foreign language learning and impeded the acquisition of foreign languages. The research analysis revealed that the majority of younger respondents demonstrated a higher degree of anxiety. The more mature the students were, the more confident they felt in EFL classes. It was found that female students felt higher level of anxiety in learning English as a foreign language than male students. They were more inclined to hesitate and felt anxious in the language classroom, while male undergraduates were more confident and had a greater ability to cope with the feelings of anxiety and nervousness. Students with higher knowledge of English language (level B2) showed lower levels of anxiety and felt more confident in language class. A large number of failures was observed at the pre-intermediate and lower intermediate (A2/B1) levels. Therefore, the learners with high anxiety often got low achievement and low achievement made them more anxious about learning.
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Idris, Nazua. "Using Non-native English Films to Promote Multiculturalism in ELT Classroom." Journal of NELTA 19, no. 1-2 (February 10, 2015): 65–76. http://dx.doi.org/10.3126/nelta.v19i1-2.12081.
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This paper aims to present how the incorporation of non-native English films can enhance the multicultural awareness among the English language learners. As the non-native English films expose the students to linguistic and cultural diversity, they can be used as effective tools in designing materials for ELT classroom. To demonstrate how teachers can incorporate these films in their classroom, the paper discusses various approaches to design materials for language classroom, and contains three sample lesson plans for intermediate, upper-intermediate and advanced level students. The lesson plans exploit a number of non-native English films to generate a discussion of different cultures along with teaching English language. Finally, the paper ends with some suggestions for the teachers. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12081 Journal of NELTA, Vol 19 No. 1-2, December 2014: 65-76
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Khodabakhshzadeh, Hossein, Zahra Kafi, and Hanieh Garmabi. "Social Trust and Types of Classroom Activities: Predictors of Language Learning Motivation." International Journal of Applied Linguistics and English Literature 6, no. 2 (January 4, 2017): 147. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.147.
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The present study examined the role of social trust and types of classroom activities as some probable significant predictors of language learning motivation on a sample of 200 Iranian EFL upper-intermediate learners who have been selected randomly. Consequently, the participants completed three questionnaires, Language Learning Motivation Inventory, Classroom and school Community Inventory, and Classroom Activities Inventory, the reliability and validity of each have been checked previously. After running Multiple Regression through SPSS Software, the results revealed that social trust and types of classroom activities accounted for 16.7% of the variance in language learning motivation. Although each of them had a unique impact on language learning motivation, "Deep Language Use" as one of the types of classroom activities had a greater contribution to English as a foreign language learning motivation (002< .05), outweighing social trust as a more important predictor, (.005 < .05). Finally, pedagogical implications along with suggestions for further studies are discussed.Keywords: Types of classroom activities, Social trust, Language learning motivation, EFL learners
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Schulte, Gerhard. "Murder in the Classroom: An Audiovisual Alternative for Intermediate Level Language Instruction." Die Unterrichtspraxis / Teaching German 24, no. 2 (1991): 176. http://dx.doi.org/10.2307/3531023.
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Hernandez, Todd. "Integrative Motivation as a Predictorof Success in the Intermediate Foreign Language Classroom." Foreign Language Annals 39, no. 4 (December 2006): 605–17. http://dx.doi.org/10.1111/j.1944-9720.2006.tb02279.x.
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Shenk, Elaine M. "Teaching Sociolinguistic Variation in the Intermediate Language Classroom: Voseo in Latin America." Hispania 97, no. 3 (2014): 368–81. http://dx.doi.org/10.1353/hpn.2014.0089.
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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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Jafari, Sakineh, Saeed Ketabi, and Mansoor Tavakoli. "Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning." ITL - International Journal of Applied Linguistics 168, no. 1 (September 22, 2017): 70–90. http://dx.doi.org/10.1075/itl.168.1.03jaf.
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Abstract This study examined Persian intermediate and advanced EFL learners’ perceptions regarding (a) their own and their teachers’ responsibility in learning language autonomously; (b) their decision making ability in learning language autonomously; and (c) their autonomous learning activities inside and outside the classroom. To this end, a questionnaire designed by Chan, Spratt, and Humphrey (2002) was distributed among 67 intermediate and 65 advanced EFL learners. Statistical analysis of students’ answers showed that overall, advanced learners tended to assume more responsibility for their own learning, to perceive themselves to be highly capable of autonomous learning, and to practice more autonomous learning activities compared to the intermediate learners. In addition, data collected through the interviews with some of the participants suggested that learners’ perceptions were greatly affected by their previous educational experiences. Since intermediate learners were not largely engaged in making decisions related to educational materials and activities used in their classrooms, they considered themselves as less responsible for and consequently less capable of choosing learning materials and activities. The findings of the study, along with the pedagogical implications, are discussed.
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Ali, Muhammad Mooneeb, Muhammad Asim Mahmood, Muhammad Nadeem Anwar, Lubna Akhlaq Khan, and Adila Hussain. "Pakistani Learners’ Perceptions Regarding Mobile Assisted Language Learning in ESL Classroom." International Journal of English Linguistics 9, no. 4 (July 17, 2019): 386. http://dx.doi.org/10.5539/ijel.v9n4p386.
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Technological advancement with its extensive use in every field of life has also impelled the educators to apply innovative techniques inside the classrooms. Mobile assisted language learning (here on wards MALL) is a latest technique which is gaining popularity. The current paper intends to explore the perceptions of Pakistani ESL learners on integrating MALL in English language classroom. The study used quantitative paradigm as research design. The population of the study comprised of Intermediate students, studying in public-sector colleges of Lahore. From the said population 60 students from 6 public sector colleges in Lahore were selected through simple random sampling. The data were congregated through a close-ended questionnaire. The collected data were later analyzed with the help of SPSS. The results illustrated that the Pakistani students have shown positive inclination towards MALL usage inside the ESL classrooms. The study also highlights another feature of MALL that it not only supports learning with ease and comfort but also motivates learners to learn in a collaborative ambiance. If MALL can be implemented intelligently in Pakistani classrooms it can be an influential tool for language learning.
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Hashemifardnia, Arash, Ehsan Namaziandost, and Sajad Shafiee. "The Effect of Implementing Flipped Classrooms on Iranian Junior High School Students' Reading Comprehension." Theory and Practice in Language Studies 8, no. 6 (June 1, 2018): 665. http://dx.doi.org/10.17507/tpls.0806.17.
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This study investigated the effect of implementing flipped classrooms on Iranian junior high school students' reading comprehension. To this end, 50 Iranian pre-intermediate students were choosen and randomly assigned into two equal groups; one experimental group (flipped classroom) and one control group (traditional classroom). After that, both groups were pretested through a reading comprehension test. Then, the researchers put the respondents of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector. The students were required to read each text before coming the class and discuss it with their classmates. On the other hand, the control group was taught in the traditional classroom. Before teaching each text, the researchers provided background knowledge for the control group and after teaching each text, the students were required to answer some questions related to the text. The whole treatment lasted 8 sessions of 50 minutes. In the last session, the post-test of reading comprehension was administered. The results of paired and independent samples t-tests indicated that there was a significant difference between the post-tests of the experimental and the control groups. The findings revealed that the experimental group significantly outperformed the control group (p < .05) on the post-test.
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Véliz, Leonardo. "Corrective Feedback in Second Language Classrooms." Literatura y Lingüística, no. 19 (August 14, 2018): 283. http://dx.doi.org/10.29344/0717621x.19.1587.
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In this paper I attempt to analyse and survey the role of corrective feedback –more specifically recasts– in the interaction between teachers and L2 students in a classroom. Thus, I explore the effects of recasts on students’ self-correction in order to finally come to the conclusion whether or not students are able to notice this type of underlying correction and, therefore, reformulate their ill-formed utterances. Besides, I also undertake a comprehensive survey of the literature on the topic. Two different groups of students from the English Teaching Trainig Programme at Universidad Católica Raúl Silva Henrríquez are studied. Five students taking English courses at an intermediate level and five taking advanced English courses.Intermediate and advanced students have been categorised on the basis of their number of English language courses they have taken. Intermediate students have taken four, whereas advanced have taken seven. In this paper the point at issue is whether harmful and ineffective or essential and rather effective, and whether recasts are noticeable for students to ‘read between lines’ and figure out the underlying correction. I take the stand that recasts are only effective when using them with advanced students as they are more cognitively advancedand, therefore, able to make inferences and interpret the implicit message to reformulate their mistakes. The results as well as the tests on the whole, clearly demonstrate that recasts as a corrective technique happen to be a bit more effective with advanced students than with intermediate students, though the difference is not striking.
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Salas, Marz Kimberly T., and Ma Judy B. Legaspi. "Language Learning Exposure and Grammatical Proficiency of Intermediate Pupils." Philippine Social Science Journal 3, no. 2 (November 12, 2020): 73–74. http://dx.doi.org/10.52006/main.v3i2.208.
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The Philippines is recognized globally as one of the largest English-speaking nations. The majority of its population has at least some degree of fluency in the language. Filipinos are exposed to the heavy usage of English, not just in school but also in their everyday lives. Exposing elementary pupils to different language learning sources (home, friends, school, and media) can help them acquire the language more easily. Thus, the second-language acquisition is a holistic process, which means acquiring the second language is not confined within the four walls of the classroom. This paper describes the extent of language learning exposure and the level of grammatical proficiency of Grade 6 pupils of a Catholic school in Bacolod City. Similarly, it explores the difference in the pupils' extent of language learning exposure and level of grammatical proficiency. Also, it determines the relationship between language learning exposure and grammatical proficiency.
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Elshadelin, Gisela, and Josefa J. Mardijono. "TEACHER’S INTERACTIONAL MODIFICATIONS AND THE STUDENTS’ RESPONSES IN INTERMEDIATE ENGLISH CLASSROOM." K@ta Kita 5, no. 1 (July 18, 2017): 60–68. http://dx.doi.org/10.9744/katakita.5.1.60-68.
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This study is about the teacher’s interactional modifications in teaching the intermediate students in an English Course in Surabaya. The three objectives of this study are to find out the types of the teacher’s interactional modifications, the students’ responses toward the teacher’s interactional modifications, and the contribution of the interactional modifications for the students’ learning. The subject of the data is an English teacher and fourteen students. Moreover, the theory applied was a theory of the interactional modifications from William, Inscoe, and Tasker (2014). The findings revealed that the teacher used five types of interactional modifications namely confirmation check, clarification request, comprehension check, repetition, and reformulation. While for the students’ responses, it showed that the students gave correct responses, incorrect responses, and no responses. Furthermore, it also revealed that interactional modifications gave four contributions; making the meaning more comprehensible for the learners, improving the learners’ language, minimizing the misunderstanding between the teacher and the learners, and ensuring that the learners were following. Finally, the writer concluded that the interactional modifications help the learners to learning the language
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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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Espinoza, Maria Gabriela Tobar, Yola Indaura Chica Cárdenas, Claudia Valerie Piedra Martinez, and Francisco Israel Brito Saavedra. "The Use of Audiovisual Materials to Teach Pronunciation in the ESL/EFL Classroom." South Florida Journal of Development 2, no. 5 (November 11, 2021): 7345–58. http://dx.doi.org/10.46932/sfjdv2n5-074.
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In the new generation of language learning and teaching, the use of technology has spread within the language classrooms. This bibliographical exploratory research was carried out to examine the use of audiovisual materials as educators’ resources to teach pronunciation in the EFL/ESL classroom, their effects on students’ oral production. For this purpose, 20 academic papers associated with the use of audiovisual aids in the English classroom were analyzed. Furthermore, the papers were divided into five categories such as computer-assisted method, podcasts, songs, social media, and videos. The results of the study demonstrated that audiovisual aids assisted educators and students in the teaching-learning process. They contributed to the improvement of learners’ pronunciation at different English levels (beginner, intermediate, and advanced) as well as those having different ages (children, teenagers, adults) and diverse language backgrounds. Finally, this research provides information about effective strategies when using audiovisuals to help students improve their pronunciation.
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Khubyari, Leila, and Mehry Haddad Narafshan. "Rapport in EFL Classrooms with a Mobile Application in Everyday Context." International Journal of English Language Education 4, no. 1 (February 1, 2016): 123. http://dx.doi.org/10.5296/ijele.v4i1.8961.
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<p>Technology especially, using mobile considered a booming future trend, facilitates education anywhere and anytime, and increases rapport among the growing number of second language learners. Consequently, this study probes the impact of Mobile Assisted Language Learning (MALL) on rapport in EFL classrooms. The population of this study was intermediate female EFL students (15-20 years old) at English Language institutes located in Kerman, district 2. A Cambridge Placement Test (CPT) was used to have almost homogenous groups. After administrating the CPT, 40 students who were randomly and equally assigned to the experimental and control groups (20 students in each group) were selected as the sample of this study. To see the impact of MALL on EFL learners' classroom rapport, the researcher utilized quantitative research method. The instrument applied in this study was a classroom rapport questionnaire. The result revealed that regular and immediate text messages can act as an effective way of establishing rapport between the teacher and the students.</p>
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Hafner, Andrew Habana. "Sampling an Inner DJ with Hip Hop Hopes: (Re)Writing Immigrant Identities for English Language Learners in Classroom Third Spaces." Radical Teacher 97 (October 28, 2013): 36–49. http://dx.doi.org/10.5195/rt.2013.49.
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This study explores theoretical and pedagogical implications of hip hop culture in (re)negotiating identity for immigrant English Language Learners (ELLs) in secondary writing classrooms. Analysis focuses on how spoken and written language and discourse shape the production of third spaces in ways that (re)negotiate immigrant student identity in the ELL writing classroom. The theoretical framework draws on constructs of social space to reconsider the production of third space in an intermediate ELL writing classroom designed around developing academic and critical literacy grounded in the lived experiences of oppression of immigrant youth. Methods of ethnography and critical discourse analysis of critical spatial events and classroom texts center on a focal immigration unit in which students compose and share immigration narratives. Findings from ethnographic case study of one immigrant Latino male who aspires to become a hip hop DJ illustrate how hip hop discourses frame the chronotope of immigration and represent a classroom third space that promotes academic and critical literacy. This study draws implications for hip hop culture as valuable to curriculum and instruction rooted in the lived spaces of immigrant youth experience and for critical reflective practice for educators.
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Bradford, Coleen, Vanessa Brown, Meriam El Houari, Jason Trakis, Julia Weber, and Judith Buendgens-Kosten. "English Escape! Using breakout games in the intermediate to advanced EFL classroom." Ludic Language Pedagogy 3 (February 8, 2021): 1–20. http://dx.doi.org/10.55853/llp_v3wt1.
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Breakout games rock — not as a poorly gamified collection of worksheets, but as opportunities to cooperate and collaborate in the target language, to engage in metalinguistic discussions, and to identify one’s own strengths and weaknesses. #edubreakout #llp
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Hajebi, Mustapha, SeddiQ Taheri, Farhad Fahandezh, and Hosain Salari. "The Role of Web-based Language Teaching on Vocabulary Retention of Adult Pre-intermediate EFL Learners." Journal of Language Teaching and Research 9, no. 2 (March 1, 2018): 372. http://dx.doi.org/10.17507/jltr.0902.20.
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This research is done to prove the effect of web-based language learning on the vocabulary improvement of the subjects of the study and to seek the attitudes of the learners on the use of web-based approach in the language class. In order to ensure the homogeneity of the students, a modified Michigan test (version1997) was presented and students were divided into one experimental group (n1=33) who learned their course vocabularies making use of free vocabulary learning sites of IELTS English language learning site every day for 8 weeks and one control group (n2=33) who received ordinary classroom instructions each session. The result appeared to manifest that learners’ perception improve by incorporating web based instruction in language learning classroom. It also indicated a significant difference between experimental and control group with regard to their vocabulary knowledge. WBL instruction enhanced EFL learners' vocabulary knowledge. The findings of this study may offer some implications for language teaching and learning. To begin with, these findings can be beneficial for language learning curriculum designers to present tasks that enrich both the language of the students and their motivation to apply on-line web sites for autonomous learning of language.
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Hardiyanto, Asep. "DEVELOPING E-BOOK FOR PRE-INTERMEDIATE GRAMMAR IN EFL CLASSROOM." Premise: Journal of English Education 9, no. 2 (October 7, 2020): 129. http://dx.doi.org/10.24127/pj.v9i2.3058.
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The current article attempts to develop teaching material for intermediate grammar in form of electronic book (e-book) which utilize epub format. E-book is assumed to be an interesting learning sources since it utilizes digital media, in which it is suitable with the students’ condition in digital era. This research was carried out by using Research and Development method. In developing e-book, several stages were conducted; pre-liminary research, prototyping phase, and assessment phase. From the assessment result, it was found that three experts in; material, language used and media declared that this e-book is appropriate to be used. Moreover, in term of students’ perception, it was revealed that from aspect relevance (4.0); consistency (3.8); practice (4.4); and effective (4.2) which hence it can be said that students have positive perception toward the use of this e-book.. Therefore, it can be concluded that generally this e-book is very good and recommended to be used in pre-intermediate grammar classroom.
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Fernández-Carballo, María Victoria. "University Students’ Attitudes towards the Use of YouTube in the EFL Classroom." HOW 28, no. 2 (July 17, 2021): 141–58. http://dx.doi.org/10.19183/how.28.2.624.
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Noticing the generally lower-than-desirable English language proficiency level with which Spanish students start university, I considered trying a different approach in which the use of a familiar application would be introduced in the classroom. The main objective of this work is to explore Primary Education degree programme students’ attitudes towards the integration of YouTube in the English language classroom. To this end, 46 third-year intermediate-level students participated in the study. It adopted a mixed-method approach, using a combination of qualitative and quantitative methods. The results show that, although participants mentioned some drawbacks, they reacted positively to the use of the platform. Given these results and the benefits offered, the integration of YouTube in the foreign language classroom is highly recommended.
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Kim, Jongmin, and Hossein Nassaji. "Incidental focus on form and the role of learner extraversion." Language Teaching Research 22, no. 6 (March 22, 2017): 698–718. http://dx.doi.org/10.1177/1362168817699642.
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Previous studies have shown that learner individual differences have important impacts on L2 accuracy development. The present study examines a learner variable (i.e. extraversion versus introversion) and its effects on incidental focus on form. Twenty-eight ESL students in two classes (an advanced and an upper-intermediate class) and their teacher participated in the study. Data were collected through classroom observation over 7 weeks (for a total of 16 hours) and background and personality trait questionnaires. All sessions were audio- and video-recorded. The classroom data were first coded for the instances of focus on form episodes (FFEs) and then individualized post-tests were created and administered to each student after the final classroom observation. The results revealed that more extraverted learners were more likely to engage in FFEs in the advanced class and that more introverted learners produced more successful uptake in the upper-intermediate class. The findings partially support the role of this learner variable in learners’ participation in FFEs and its effects on immediate L2 improvement.
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Wirhayati, Wirhayati, and Hilma Safitri. "Code-Mixing and Code-Switching in Teaching Listening Skills to Intermediate 3 Students at LBPP LIA Bekasi." Lexeme : Journal of Linguistics and Applied Linguistics 2, no. 2 (July 19, 2020): 113. http://dx.doi.org/10.32493/ljlal.v2i2.9512.
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This study discusses the form and function of code-switching and code-mixing used by the teacher in teaching listening skills to the Intermediate 3 students at LBPP-LIA Bekasi. The phenomenon of implementing code-switching and codemixing codes does not only occur in multilingual societies but also in the foreign language learning process in the classroom where teacher and students use two different languages. The strategy of using code-switching and code-mixing is expected to facilitate foreign language students particularly in learning how to listen where the teacher and students engage in interaction using the language that students are learning. Qualitative method is used to analyze data. From the results of data analysis, it was revealed that the teacher often switches codes when teaching listening skills for both code- switching from English to Bahasa and vice versa. The teacher also mixes the code in the form of morphemes, words, phrases, and clauses. The aim of the teacher to change and mix codes in teaching can be seen from the functions of using code-switching and code-mixing. The confirmation function, for example, is used by the teacher so that students do not misunderstand the topic learned. Other functions also have different objectives to facilitate students learning how to listen in English interactively in the classroom.
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Iakovleva, Tatiana. "Typological constraints in foreign language acquisition." Language, Interaction and Acquisition 3, no. 2 (December 19, 2012): 231–60. http://dx.doi.org/10.1075/lia.3.2.04iak.
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This study examines the impact of typological constraints on second language acquisition. It explores the hypothesis of a conceptual transfer from first to foreign language (L1 to L2). Based on Talmy’s (2000) distinction between Verb- and Satellite-framed languages, corpus-based analyses compare descriptions of voluntary motion events along three paths (up, down, across), elicited in a controlled situation from native speakers (Russian, English) and Russian learners at two levels (upper- intermediate and advanced) acquiring English in a classroom setting. Results show that in spite of considerable differences between Russian and English native speakers’ performance, particularly with respect to the relative variability in their lexicalization patterns, idiosyncratic forms and structures produced by L2 learners rarely mirror motion conceptualization in their first language, which suggests the absence of a substantial transfer from L1.
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Qari, Israa. "The Effect of the Length of L2 Education and L2 Exposure on Apologies Produced by Saudi Females." Arab World English Journal 13, no. 3 (September 24, 2022): 106–29. http://dx.doi.org/10.24093/awej/vol13no3.7.
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This study investigates the effect of the length of language education and Language exposure on English apologies as produced by female Saudi learners. Second language research studies stress that learning a second language from a younger age often results in a higher level of language proficiency. Nevertheless, factors such as language exposure outside of the classroom setting can have a significant effect on the learners’ fluency and competence. This paper investigates the relationship between these two concepts, focusing on the speech act of apology. The current study will attempt to answer the following research question: In terms of L2 apologies, which factor seems to help the learners achieve better and more accurate results: longer periods of formal EFL classroom education or longer periods of EFL exposure outside of the classroom? In this research, forty-eight Saudi female participants responded to an online questionnaire which was the main data collection method in this study, along with interviews. The respondents were divided into four groups: group one was introduced to English at age three; group two learned English at age six; group three learned English at age twelve, and group four started learning English at the university level. It seems fitting to suggest that the respective four groups systematically represent the following linguistic proficiency levels (advanced, upper-intermediate, lower-intermediate, and beginner). The results concluded that there was a positive correlation between the years of language education and the application of apologies, in that the earlier a participant started learning English as a second language, the more appropriate her apologies were linguistically and pragmatically. However, a few exceptional cases were found where group one used apologies at the beginner level. Alternatively, group four displayed advanced competencies in employing apologies, despite their shorter years of formal English classroom education.
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Kosmala, Kinga, and Erik Houle. "Internet-Based Cultural Enrichment in the Polish Language Classroom." East/West: Journal of Ukrainian Studies 4, no. 1 (March 4, 2017): 111. http://dx.doi.org/10.21226/t2q590.
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Most introductory and intermediate textbooks for Polish, currently in use, are written in Poland and intended for intensive language study in-country where the “little-c” cultural component is inherent and immediate in an intensive language program. One of the most widely used textbooks in North America is the series, Hurra!!! po polsku I, II, III. This textbook is based on a communicative approach to language pedagogy and consists of thematic chapters according to aspects of life and culture in everyday society. The intent of the Hurra!!! po polsku series is that students will experience Poland while learning the language. This presents a problem to educators of Polish in the United States. Numerous communicative exercises presuppose acquaintance with the target culture while providing little in the way of input. We have found that students have difficulty relating to many exercises that carry specific cultural information. Our project is based on two specific goals: first, to decrease the amount of time spent in class to explain culture-specific aspects of the textbook; and second, to spare our students at least some amount of the usual culture shock one experiences when traveling to Poland. In this report, we describe a website, exercises, and activities we developed to accompany the textbook.
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Zaki, Mohammad Shah. "Discourse Analysis of Teacher and Students in Pre-Intermediate English Class." European Journal of Language and Literature 7, no. 1 (May 15, 2021): 28. http://dx.doi.org/10.26417/479ndc49y.
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This research will examine the classroom discourse and interactions between a teacher and students in an ESL class. It will analyze how discourse occurs and how it can facilitate language learning. The participants were adult university students or employees. Via live classroom observation and audio recording of classes, the data were collected. The findings suggest that the teacher controlled all students, and led all class activities and the teaching process. The teacher frequently used pronouns ‘you’, ‘we’, ‘I’ while teaching as well as words such as “perfect,” “correct,” and “very good” to motivate students in-class participation. Students mostly used the pronoun ‘I’ to answer the questions. Most of the questions were closed-ended, so students did not have a chance to elaborate or share their ideas. The discourse occurred in an “IRF” -- Initial, Response, and Follow up. Lack of coherence and cohesion were widely visible in classroom interaction and most of the sentences uttered were ungrammatical.
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M. Nelson, Erika. "Lola ReRuns in the Classroom: Dramatic Improvisations on the Film Run Lola Run for Intermediate German Instruction." Scenario: A Journal of Performative Teaching, Learning, Research V, no. 2 (July 1, 2011): 90–103. http://dx.doi.org/10.33178/scenario.5.2.7.
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This paper presents an approach of how student-created dramatic reenactments and improvisational renditions of the German film Run Lola Run (Lola rennt, Tom Tykwer 1998) can serve as important vehicles to foster transcultural and communicative, student-centered competence in intermediate German language instruction, based on successful implementation in two intermediate college German courses. By performing improvised scenes, inspired by key scenes of the film, students learn to closely interpret and engage with the film’s themes and motifs beyond the meta-textual level, while sharpening their mastery of situational vocabulary, cultural nuance, and linguistic structures of the German language. This film in particular, with its focus on repetition and variation, offers especially suitable material for facilitating students’ awareness of language as a tool with which to access imaginative and interpretative potentials, as well as to express integral aspects of culture itself. The approach presented here also includes suggested materials, methods, and ideas to enhance understanding on the textual and performative levels and incorporate at the intermediate level of the curriculum, particularly for the Independent User level (B1 and B2)2 who has a basic grasp of the German language yet desires to develop greater linguistic flexibility and aptitude.
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Dewaele, Jean-Marc, and Peter D. MacIntyre. "The two faces of Janus? Anxiety and enjoyment in the foreign language classroom." Studies in Second Language Learning and Teaching 4, no. 2 (January 1, 2014): 237–74. http://dx.doi.org/10.14746/ssllt.2014.4.2.5.
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The present study investigates Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) in the classroom. Participants were 1746 current FL learners from around the world. We used a measure of FLE, based on Likert scale ratings of 21 items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on 8 items extracted from the FLCAS (Horwitz, Horwitz, & Cope, 1986). Statistical analyses revealed that levels of FLE were significantly higher than those of FLCA. FLE and FLCA were linked to a number of independent variables: participants’ perception of their relative level of proficiency within the FL classroom, number of languages known, education level, number of FLs under study, age group and general level of the FL (ranging from lower-intermediate to advanced). Female participants reported both more FLE and more FLCA. Cultural background of participants also had a significant effect on their scores. Participants’ views on episodes of enjoyment in the FL class revealed the importance of teachers’ professional and emotional skills and of a supportive peer group. Many participants mentioned the moment at which they realised that their long effort in mastering an aspect of the FL paid off.
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Soloway, Elliot. "From Problems to Programs via Plans: The Content and Structure of Knowledge for Introductory LISP Programming." Journal of Educational Computing Research 1, no. 2 (May 1985): 157–72. http://dx.doi.org/10.2190/wk8c-bycf-vq5c-e307.
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Typically, when a programming language is taught, the syntax and the semantics of the language are emphasized. In contrast, we report here on an organization of information for teaching LISP which puts primary emphasis on the structure of and relationships between: a problem, a program, and, an intermediate abstraction, a plan. This organization is based on an analysis of the underlying structure of ostensibly different problems and their program solutions. We present qualitative observations on the use of this organization gleaned from actual classroom teaching. Finally, we attempt to generalize these notions to other problem domains and to other programming languages.
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Rafieyan, Vahid. "Knowledge of Formulaic Sequences as a Predictor of Language Proficiency." International Journal of Applied Linguistics and English Literature 7, no. 2 (March 1, 2018): 64. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.2p.64.
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Formulaic sequences are assumed to play a vital role in foreign language learners' speech fluency and language proficiency as they constitute a major part of foreign language learners' linguistic repertoire. In this respect, the current study examined the relationship between knowledge of formulaic sequences and language proficiency to scrutinize the significance of knowledge of target language formulaic sequences in determining target language proficiency. The participants of the study were 45 Japanese learners of English as foreign language at three different levels of language proficiency: low-intermediate (18 participants), intermediate (12 participants), and high-intermediate (15 participants) at the Intensive English Program of International College of Liberal Arts, Yamanashi Gakuin University. The instrument used for data collection consisted of a 30-item oral-production discourse completion task to test language learners’ knowledge of formulaic sequences. The analysis of Spearman rank-order correlation coefficient (rho) revealed a strong positive relationship between language learners’ knowledge of target language formulaic sequences and their level of language proficiency. The pedagogical implications of the study suggested incorporation of target language formulaic sequences in every foreign language classroom instruction.
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Johari, Aiza, Affidah Morni, Siti Huzaimah Sahari, Thalany Kamri, and Awang Rozaimie Awang Shuib. "Interactive English Language Learning: DishZle Language Game." International Journal of Service Management and Sustainability 3, no. 2 (March 2, 2020): 1. http://dx.doi.org/10.24191/ijsms.v3i2.8105.
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English language learning is often perceived as a static mode of classroom learning activities. Hence, interactive teaching materials are necessary for grabbing learners’ attention span and interests, and in enhancing their involvement. DishZle - a 2-in-1 self-designed language game, focuses on vocabulary and sequencing activities. DishZle deals with various local traditional Malaysian dishes. Hence, the game introduces the learners tothe special and unique ingredients and the processes involved in preparing the dishes. They can develop their knowledge of local dishes and improve their proficiency in the English language (speaking, vocabulary and linkers). The game is suitable for beginner to intermediate learners of English (as lead-in activity or post activity of a lesson) in which itintroduces cultural topics, which are related to local dishes to their students. This study is a preliminary study to identify the participants’ reactions towards DishZle (effectiveness of using this game in learning the vocabulary and sequencing skills), language learning challenges they face during the game and suggestions to improve the game. The method used was a semi-structured interview, involving 17 participants (diploma students). Most participants claimed that both games were interesting, fun, interactive (communicate with team members) and informative (learn new words and steps to prepare local dishes). It is recommended that language games can often be used as part of teaching methods in ESL classroom as they enhance fun learning, communicative competency, teamwork and cooperation as well as develop English language components (vocabulary and sequencing , in the context of this study.)
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Khan, Muhammad Asif Ali. "Analysis of EFL Teaching in Pakistan: Method and Strategies in the Postmethod Era." REiLA : Journal of Research and Innovation in Language 2, no. 3 (December 26, 2020): 93–100. http://dx.doi.org/10.31849/reila.v2i3.4802.
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This study investigates the teaching methods and strategies practised in Pakistan to teach English as a foreign language in the Post-method Era. English language pedagogy in Pakistan has taken a new turn since the establishment of higher education commission and applied linguistic departments in many universities in Pakistan. It focuses on classroom teaching analysis to see what teaching methods and strategies that English language educators in private and public institutes apply. The study applied qualitative methods with five English teachers as Foreign Language (EFL) of the public and private sectors' intermediate level. The participating teachers were given nine open-ended survey questions about the nature of language, language teaching methods, classroom strategies and techniques, and their roles as teachers in the classroom. Findings revealed that EFL teachers in both public and private sectors employ multiple teaching methods and techniques in their classroom practice, rather than holding to one particular method. The data also differentiates teaching methods and strategies of the teachers in the both sectors. Interestingly, it appears that EFL teachers in the private sectors seem to aim at communicative teaching approaches. In contrast, teachers in the public sectors are more inclined to use Grammar Translation Methods (GTM).
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Winsler, Adam, and Rafael M. Diaz. "Private Speech in the Classroom: The Effects of Activity Type, Presence of Others, Classroom Context, and Mixed-age Grouping." International Journal of Behavioral Development 18, no. 3 (September 1995): 463–87. http://dx.doi.org/10.1177/016502549501800305.
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This study addressed the question of how young children's spontaneous use of private speech in the kindergarten classroom varies as a function of contextual variables, such as type of activity, immediate presence of others, degree of teacher-given structure, and classroom age composition. Twenty children from two classrooms (one mixed-age, one same-age) were systematically observed in their regular kindergarten classroom during a period of four weeks, using a time-sampling procedure. Results from ANOVA, chi-square, and logistic regression analyses indicated that young children's use of private speech does vary systematically according to the immediate physical and social context. More specifically, children were found to use more self-regulatory language when they were: (1) engaged in goal-directed task activity, as compared to free play or other activities; (2) in a classroom context which provided an intermediate degree of teacher regulation, compared to contexts in which either very little or a great deal of external structure was present; and (3) with their younger classmates, compared to either their same-age or older peers. No differences in overall private speech usage were found between the mixed-age and same-age classes. Frequency of private speech did not vary significantly depending on whether children were alone, with other children, or with adults. Classroom contexts vary in the degree to which they promote self-direction. This study suggests that if one is interested in fostering young children's development of self-regulation or in observing children's use of private speech, the optimum context is one which provides an intermediate amount of structure and allows children to spontaneously engage in challenging goal-directed activity.
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Hussain Gamlo, Nada. "The Benefits of Integrating the Learn English Grammar Application into the Saudi EFL Pre-Intermediate Preparatory Year Classroom." International Journal of English Language Education 7, no. 1 (February 2, 2019): 19. http://dx.doi.org/10.5296/ijele.v7i1.14310.
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This study examines the benefits of using the mobile application Learn English Grammar for English as a Foreign Language (EFL) with students attending King Abdul Aziz University in Saudi Arabia. The participants consisted of fifty-two female pre-intermediate level students in the foundation year program, with twenty-seven assigned to the experimental group and twenty-five forming the control. Both groups undertook a pre-test to ensure an equal level of skill and a post-test to establish any statistically significant differences in their grammatical attainment. The findings revealed a significant difference at p=0.006 in favor of the experimental group. The students completed a questionnaire, which revealed a positive attitude towards the application, while the teacher’s reflective notes indicated that it created an exciting and motivating learning environment. This study contributes to the area of mobile learning in EFL classrooms by highlighting the importance of mobile applications for both improving the classroom environment and facilitating students’ language acquisition.
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Sharmin, Mahmuda. "Multimodal Narrative Practices in Adult ESL: Negotiating Linguicism and Developing Language." Theory and Practice in Language Studies 12, no. 6 (June 1, 2022): 1019–29. http://dx.doi.org/10.17507/tpls.1206.01.
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Multimodal pedagogies and narrative practices in the language classroom have been found effective in facilitating adult English language learning and the development of learners’ identity (Crandall, 2018). Further, racism and linguicism are aspects of adult learners’ lives that affect learners’ learning trajectories (Corona & Block, 2020). Few studies, however, examined how multimodal narrative practices in the classroom can allow adult language learners space to negotiate linguicism and become legitimate members of the target community. This study investigated the role of narrative practices in negotiating linguicism and developing language. The study was conducted in a beginning intermediate ESL class in the Mid-south, USA. The class comprised five immigrant women participating in a multimodal narrative-based language teaching approach designed by the instructor. The learners each wrote ten multimodal narratives in a shared Google Docs over the period of 10 weeks about their English-speaking experiences and retold those narratives in the classroom. The findings showed that multimodal narrative practices not only facilitated language development but also helped learners negotiate racism and shape identity.
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Namaziandost, Ehsan, and Fidel Çakmak. "An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model." Education and Information Technologies 25, no. 5 (March 22, 2020): 4041–55. http://dx.doi.org/10.1007/s10639-020-10167-7.
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AbstractEmerging technologies and mobile devices have enabled improved quality of learning outcomes in the field of language learning. With the opportunities provided by innovative, emerging tools, traditional ways of learning have been enhanced. The flipped classroom is one of the innovative learning models that have appeared in language learning in the last decade. The current study was carried out to investigate the difference that the flipped classroom made on students’ self-efficacy and gender. 58 participants with an intermediate proficiency level in English were randomly assigned to one of two conditions: experimental (flipped classroom) and control (traditional) group. The participants employed the Self-Efficacy Survey before and after the intervention of flipped classroom. The results demonstrated a significant increase in self-efficacy scores of the experimental group. When gender was analyzed separately, the females in the experimental group were found to have greater improvements in self-efficacy than their male colleagues in the experimental group when utilizing the flipped classroom practice. In the light of the results, students, especially female students can increase their individual confidence in producing specific or requested performance in language learning while engaged in the flipped classroom.
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Caro, Héctor Javier, and Diana Andrea Caro. "Cultural Hegemony Portrayed in Cutting Edge Pre-Intermediate Textbook." Enletawa Journal 12, no. 2 (April 29, 2020): 42–57. http://dx.doi.org/10.19053/2011835x.10951.
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The use of textbooks in the EFL classroom is a trend that shapes the way language teachers teach and how students learn. Teachers design and use a great deal of materials for teaching and developing foreign language skills, but in terms of culture, they usually prefer to trust publishing houses for the cultural content included in their textbooks. What we do not know is that most of these textbooks promote hegemony and standardization of cultures under the conscious or unconscious ideology of the colonization of being. Teachers need to learn how to analyze and unveil the hidden mechanisms of colonization that are portrayed in some textbooks, a process which can be carried out through the use of Critical Discourse Analysis.
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Дейкина, Алевтина, Alevtina Deykina, Е. Толмачева, and E. Tolmacheva. "Dialogue as an Efficient Tool to Learn Russian as a Foreign Language." Scientific Research and Development. Modern Communication Studies 8, no. 2 (April 26, 2019): 63–67. http://dx.doi.org/10.12737/article_5cb6e0c3806094.38990505.
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The article focusses on the criteria of educational dialogue and the specificity of a problem-solving dialogue. The case study of an adult classroom, starting from the beginners up to intermediate B1 level, is to illustrate the education process through dialogue (dialoguization of the study) as the most efficient and result-oriented one in teaching/learning Russian as a foreign language.
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Alshareef, Fahd Majed. "The Effectiveness of Using Linguistic Classroom Activities in Teaching English Language in Developing the Skills of Oral Linguistic Performance and Decision Making Skill among Third Grade Intermediate Students in Makah." English Language Teaching 9, no. 3 (February 18, 2016): 207. http://dx.doi.org/10.5539/elt.v9n3p207.
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<p>The study aimed to reveal the effectiveness of the use of certain classroom language activities in teaching English language in the development of oral linguistic performance and decision-making among intermediate third-grade students in Makah, and it revealed a statistically significant correlation relationship between the averages of the study sample scores, in the post application for linguistic performance test, and measure of decision-making; and to achieve the objectives of the study, the researcher used two methods: descriptive approach and quasi-experimental design, per experimental group.</p><p>Ibn al-Qayam intermediate school was chosen randomly, and then the intermediate third grade was chosen deliberately, in the three grades altogether there were 90 students, in each class 30 students; and 3/3 experimental groups, of 30 students each were drawn, and represented the study material in linguistic classroom activities in the English language. Two tools were used: oral linguistic performance test in the English language, and the measure of decision-making; where they were applied on the study sample; after checking their validity and reliability, in the second semester in 2013, and after the end of the training period on linguistic classroom activities in English language classes, they were re-applied to determine the level of the students in each of: oral linguistic performance and the skill of decision-making.</p><p>The study yielded many results of which the most important were: the presence of statistically significant differences between the average score of the sample study in the two applications, pre and post for linguistic performance estimate card and the measure of decision-making; in each axis separately, and in the linguistic performance overall in the English language; and the skill of decision making; in favor of the post application, and the presence of statistically significant correlation relationship between the average scores of the sample study in the post-application linguistic performance estimate card; and the measure of decision-making. Based on the findings of the study results, there are a number of recommendations including: the need to give linguistic classroom activity programs their educational value and status in teaching English in general education, hold regular sessions for teachers and supervisors; to train them to employ linguistic classroom activities to learn English, and the integration of thinking in teaching English language; in order to provide them with modern educational trends in the field of active learning and development of thinking skills.</p>
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Leila Tajik, Khadijeh Karimi Alavijeh, and Maryam Hosseinpour. "Teachers as Leaders: Probing into the Class Routines of Selected Iranian ELT Contexts." English as a Foreign Language International Journal 2, no. 2 (February 17, 2022): 3–29. http://dx.doi.org/10.56498/194222022.
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In the absence of studies on leadership skills of English language instructors, this enquiry explored transformational leadership skills of ten English teachers in the contexts of five private language institutes in Tehran. Purposive sampling was adopted to choose ten experienced male and female teachers, holding an academic degree in English, teaching intermediate level students in five English language teaching centers. Data was collected through classroom observations, field notes, and semi-structured interviews. The framework for transformational leadership offered by Bolkan and Goodboy (2011) was utilized. Thematic analysis of the data revealed that our participants represented the majority of behavioral indicators of transformational leadership skills- including indicators of charisma, individual consideration, and intellectual stimulation- in their classroom practice.
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Fraser, Monica, and Marilyn Abbott. "USING ELECTRONIC READERS: ACTION RESEARCH IN AN INTERMEDIATE ADULT ESL CLASS." Canadian Journal of Action Research 17, no. 2 (September 6, 2016): 3–18. http://dx.doi.org/10.33524/cjar.v17i2.259.
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The use of portable electronic reading devices in the English as a second language (ESL) classroom has the potential to positively impact learners’ reading engagement and language skill development. However, due to the lack of research, few guidelines are available to inform instructors of the benefits and challenges of using these devices in ESL classes. Therefore, the key objective of this action research project was to explore 21 intermediate adult ESL learners’ experiences using e-readers in an extensive e-reading program. Results indicated that the use of e-readers increased the learners’ volume and frequency of reading and enhanced their reading enjoyment when compared with their reading of paper books.