Journal articles on the topic 'Students, Foreign – English-speaking countries'
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1
Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English." Register Journal 6, no. 1 (June 1, 2013): 1–16. http://dx.doi.org/10.18326/rgt.v6i1.1-16.
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This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Keywords: Attitudes; English as Second language (ESL); English as Foreign Language (EFL).
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Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English." Register Journal 6, no. 1 (June 1, 2013): 1. http://dx.doi.org/10.18326/rgt.v6i1.220.
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This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Keywords: Attitudes; English as Second language (ESL); English as Foreign Language (EFL).
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Yustina, Luli Sari, Syayid Sandi Sukandi, and Nurkhairat Arniman. "Islamic Indonesian EFL students’ responses on English-speaking countries." Englisia: Journal of Language, Education, and Humanities 9, no. 1 (November 7, 2021): 63. http://dx.doi.org/10.22373/ej.v9i1.9399.
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EFL students learn English within the notion of English as an international language. The gap in this research is to study the learning of English as a language to the study of the culture of the English-speaking countries. This gap emerged after cross-culture understanding was taught in a one-semester course at an Islamic state university in Indonesia. Phenomenology is the theory used in this research, within the qualitative research approach and descriptive statistics. 110 respondents were given the questionnaires, with open-ended questions asking four interrelated questions about the United States of America, the United Kingdom, and Australia as the three English-speaking countries. The respondents’ answers in the questionnaire were analysed by using codes, or themes, that later on show the frequency of each theme. The answers were categorized according to the themes and the percentage based on frequency. Thus, the findings of this research highlighted that Indonesian Muslim students have certain themes when looking at English-speaking countries, such as the United States of America, the United Kingdom, and Australia when they learn English as a foreign language.
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Kithinji, Winfred K., and Adam I. OHirsi. "Relating English Language Proficiency to Academic Performance among non-English Speaking Undergraduate Students in Kenyan Universities." East African Journal of Education Studies 5, no. 1 (February 21, 2022): 66–76. http://dx.doi.org/10.37284/eajes.5.1.560.
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In Kenya, English language is the standard medium of instruction at primary and post-secondary levels of education and training. At universities, English is the primary language of academics and research. Its mastery and proficiency among students and staff also influence the overall learning experience. This research paper examined the influence of English language proficiency on academic performance among non-English speaking undergraduate students in Kenyan universities. These are foreign students whose countries of origin do not use English as the main language of instruction. The study was conducted in six universities that use the Grade Point Average in determining academic performance. The mixed methods research design was utilized to gather both qualitative and quantitative data concurrently. Using the purposive sampling techniques, 61 foreign students and 13 academic staff teaching were selected, while semi structured questionnaires and document analysis guide were used to collect data. The findings revealed a positive correlation between English language proficiency and academic performance (.000). It also emerged that over 76% undergraduate students from non-English speaking backgrounds lacked the expected language skills for quality learning experience. Specifically, students’ difficulties in listening and speaking had the strongest influence on their academic performance (Rs =1.000, p<0.01). Finally, the study recommended the need for universities to conduct English proficiency assessment when admitting undergraduate students from non-English speaking countries. It also suggested academic writing and mentor support programs to equip foreign undergraduate students with the requisite English literacy skills. The study further recommended faculty to practice pedagogical approaches that nurture foreign students to actively engage in the academic and social interactions.
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Li, Wen. "The Role of Language Capability in Migration Choice of International Medical Students." International Medical Student Education 3, no. 1 (June 22, 2020): 27–35. http://dx.doi.org/10.51787/imse202000104.
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Background:An alarming proportion of healthcare workers from low- and middle-income countries (LMICs) migrate to foreign countries, especially to high-income countries (HICs), to seek employment. The aim of this study was to explore the role of language capability in migration choice of China-educated international medical students (IMSs), mainly from LMICs in Asia and Africa. Methods:A questionnaire was delivered electronically to final-year IMSs at 4 universities in China from June, 2019 to July, 2019. The questionnaire comprised questions on language capability and migration choices of IMSs. Chi-square test was used to determine whether participants’ English language proficiency, Chinese language proficiency, and capability of speaking multi-languages were associated with their migration choices. Results:A total of 202 valid responses were obtained and 91 (45%) participants showed intention of choosing a foreign country. The intention of staying outside the home country was associated with the capability of speaking multi-languages (speaking at least another non-English foreign language apart from Chinese) by IMSs. Higher-level Chinese proficiency certificate holders were more likely to choose China as the destination country. The capability of speaking a non-English/non-Chinese foreign language did not correspond to the intention of migrating to the country where this language is spoken. Furthermore, the intention of migrating to a non-English/non-Chinese speaking foreign country did not correspond to the capability in the language spoken in this foreign country. Conclusion:The effect of language capability on migration choice of China-educated IMSs was explored in this study. The findings indicate that language capability has played some role in IMSs’ migration choice. However, migration decision-making process is complex and is affected by various factors. Therefore, further studies should be conducted to explore correlations among factors affecting migration choice of IMSs.
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Amiruddin, Amiruddin. "English Speaking’s Barriers of Foreign Learners." JRTI (Jurnal Riset Tindakan Indonesia) 7, no. 3 (August 24, 2022): 402. http://dx.doi.org/10.29210/30032073000.
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The ability to speak English in the era of Fourth Industrial Revolution is necessary for learners. However Gaining the ability of speaking English is still challenging for a lot of learners who live in English as Foreign Language countries. Most of learners find it difficult to speak English due to some barriers. The objective of this study is to explore English speaking’s barriers which face by foreign learners. The method used in this study is literature research method. To collect the data the writer used some references from articles, book, e book, and all the data related to this study. Based on the result and discussion, the writer concluded that the way of students gaining their speaking skill through learning, the exposure to English, the differences in grammar and phonology, anxiety, and motivation are some of barriers that foreign learners face in speaking English.
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Nugraha, Lasmi Septiyanti, Faridah Faridah, Sabaruddin Sabaruddin, and Atmarani Dewi Purnama. "Kelas Praktis English Public Speaking." PENDIMAS: Jurnal Pengabdian Masyarakat 1, no. 1 (July 22, 2022): 1–5. http://dx.doi.org/10.47435/pendimas.v1i1.1067.
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English is a universal language because it is used by most of the countries in the world as the main language. In addition, English is one of the important international languages to be mastered or learned. In terms of education, teaching foreign languages is also a challenge. How to make students understand easily and quickly not to feel bored with the material given. Practical classes are one way to easily teach public speaking. Practical English Public Speaking Class is a method of improving speaking skills in English which is packaged in practical classes in order to create a more pleasant atmosphere. The main objective of this practical class is to increase students' confidence to be able to speak in public with more confidence. In addition, this activity also aims to break the stigma of participants that English is a difficult language to learn. With a fun method and delivery, students will believe that English is an easy and fun subject to learn.
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Kweldju, Siusana. "AUTONOMOUSLY RIDING GOOGLE MAPS TO TRAVEL TO ENGLISH SPEAKING COUNTRIES: LINGUISTIC LANDSCAPE." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 1 (June 29, 2018): 5. http://dx.doi.org/10.17977/um046v2i1p5-13.
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Abstract: All English Department students dream to visit English-speaking countries. One reason is that they want to practice their English to communicate with native speakers in real communication, and to immerse themselves into the English language-rich environment. However, only a small portion of students have the means and opportunity to do so. This paper will show how Google Maps can help students to virtually travel to English speaking countries and improve their English linguistically, pragmatically and interculturally. Actually, languages, including English, are available in public spaces and make up the linguistic landscape of a territory or a region, and linguistic landscape is potential for the teaching and learning of second and foreign languages. The linguistic element of signs is made creatively with clear, interesting, fresh and ready to understand English. They are valuable for learners to improve their English.
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Setiyadi, Bambang, Mahpul, Muhammad Sukirlan, and Gede Eka Putrawan. "Pelatihan Model Pembelajaran Speaking dengan Communicative Approach Bagi Guru-Guru Bahasa Inggris di Kabupaten Lampung Selatan." Jurnal Sumbangsih 2, no. 1 (December 29, 2021): 82–92. http://dx.doi.org/10.23960/jsh.v2i1.35.
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The speaking learning model with communicative approach has been widely adopted in various countries as a method of learning English because speaking learning with communicative approach proved effective to facilitate students actively involved in the learning process of English, especially speaking. The effectiveness / success of speaking learning by communicative approach as a way of English education in helping students improve speaking skills is evidenced by the discovery of some research tried in various countries where English as a foreign language. However, in Indonesia this method is still not popular and very few teachers or practitioners apply this method. Therefore, this community service activity aims to help English teachers in South Lampung Regency improve insight and knowledge about the development / creation of a speaking learning model based on communicative approach through training and workshops by presenting material development of task-based speaking teaching materials theoretically; and conduct simulations of the development of task-based speaking teaching materials. The results of the training showed that the participants of this training gained real efficacy is an increase in professionalism in order to be able to correct the quality of the English education process, especially speaking so that the dialogue skills of students in schools face an increase. Prolonged similar training in the future still really needs to be tried.
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Trinh, Ngoc Boi, and Duy Thuy Thi Pham. "Challenges in speaking classrooms among non-English majors." Vietnam Journal of Education 5, no. 2 (June 23, 2021): 26–31. http://dx.doi.org/10.52296/vje.2021.96.
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As a great challenge to most English learners, speaking skills have aroused the interest of numerous researchers in many countries where English is taught as a foreign language. This study aimed to investigate some difficulties that students faced in speaking classrooms. A group of 57 participants at Tra Vinh university was selected to complete the questionnaires to find out students’ speaking problems from psychological and linguistic perspectives and 12 of them participated in the face-to face interviews. The results from the questionnaire revealed that non-English majors encountered more linguistic difficulties than psychological ones. Also, students’ psychological problems identified includes: pressure to perform well, being overpowered by more competent students, fear of making mistakes in front of the class and fear of criticism or losing face. The linguistic difficulties are lacking vocabulary and topical knowledge, being uncapable of arranging ideas logically, insufficient sentence formation skills and inappropriate vocabulary. The findings from the interview also showed that learners encountered more linguistic difficulties. Based on the findings above, some possible solutions are suggested to assist students in improving their speaking skills when acquiring English.
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Trinh, Ngoc Boi, and Duy Thuy Thi Pham. "Challenges in Speaking Classrooms among Non-English Majors." Vietnam Journal of Education 5, no. 2 (June 29, 2021): 37–42. http://dx.doi.org/10.52296/vje.2021.52.
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As a great challenge to most English learners, speaking skills have aroused the interest of numerous researchers in many countries where English is taught as a foreign language. This study aimed to investigate some difficulties that students faced in speaking classrooms. A group of 57 participants at Tra Vinh university was selected to complete the questionnaires to find out students’ speaking problems from psychological and linguistic perspectives and 12 of them participated in the face-to face interviews. The results from the questionnaire revealed that non-English majors encountered more linguistic difficulties than psychological ones. Also, students’ psychological problems identified includes: pressure to perform well, being overpowered by more competent students, fear of making mistakes in front of the class and fear of criticism or losing face. The linguistic difficulties are lacking vocabulary and topical knowledge, being uncapable of arranging ideas logically, insufficient sentence formation skills and inappropriate vocabulary. The findings from the interview also showed that learners encountered more linguistic difficulties. Based on the findings above, some possible solutions are suggested to assist students in improving their speaking skills when acquiring English.
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Caruso, Marinella, and Josh Brown. "Continuity in foreign language education in Australia." Australian Review of Applied Linguistics 40, no. 3 (December 31, 2017): 280–310. http://dx.doi.org/10.1075/aral.17029.car.
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Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.
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Chang, Yuh-Shihng, Chao-Nan Chen, and Chia-Ling Liao. "Enhancing English-Learning Performance through a Simulation Classroom for EFL Students Using Augmented Reality—A Junior High School Case Study." Applied Sciences 10, no. 21 (November 5, 2020): 7854. http://dx.doi.org/10.3390/app10217854.
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In non-English-speaking countries, students learning EFL (English as a Foreign Language) without a “real” learning environment mostly shows poor English-learning performance. In order to improve the English-learning effectiveness of EFL students, we propose the use of augmented reality (AR) to support situational classroom learning and conduct teaching experiments for situational English learning. The purpose of this study is to examine whether the learning performance of EFL students can be enhanced using augmented reality within a situational context. The learning performance of the experimental student group is validated by means of the attention, relevance, confidence, and satisfaction (ARCS) model. According to statistical analysis, the experimental teaching method is much more effective than that of the control group (i.e., the traditional teaching method). The learning performance of the experimental group students is obviously enhanced and the feedback of using AR by EFL students is positive. The experimental results reveal that (1) students can concentrate more on the practice of speaking English as a foreign language; (2) the real-life AR scenarios enhanced student confidence in learning English; and (3) applying AR teaching materials in situational context classes can provide near real-life scenarios and improve the learning satisfaction of students.
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Bernhardt, Renáta, and Laura Furcsa. "Prospective teachers’ attitudes and relations toward the culture of English-speaking countries regarding their specialisation." Gyermeknevelés 10, no. 2–3 (May 5, 2022): 19–26. http://dx.doi.org/10.31074/gyntf.2022.2.19.26.
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By using spontaneous metaphor research, our paper investigates prospective primary school teachers’ attitudes and relations toward the culture of English-speaking countries and learning English as a foreign language. Metaphors reveal people’s subconscious ideas and understandings towards their beliefs and attitudes, in this case, towards the culture of English-speaking countries. The participants consisted of student teachers specialising in English (N=12) or another specialisation (N=20). In addition, students’ English proficiency was also reflected in this grouping, which helped to demonstrate the effects of prior English knowledge and experiences. An elicitation sheet with the unfinished sentence, “Foreign language learning is like ... because ...” was used as the tool of data collection. The data were analysed qualitatively by coding, categorising, and finalising the metaphors. The present paper focuses exclusively on the data in connection with the concept of culture while analyses of the other concepts are described in Kisné Bernhardt and Furcsa (2020). The findings of the metaphor research revealed different attitudes according to teacher students’ specialisations and therefore contribute to a deeper understanding of selecting appropriate approaches to English teaching. In our paper, we first describe the importance and role of cultural beliefs in language teaching, then we focus on various aspects of metaphor research. The sociocultural dimension of metaphor research aims at investigating the involvement of sociocultural factors in the process of conceptualisation. In the second part of the paper, the findings of our metaphor research are presented.
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Megah, Suswanto Ismadi, Eka Wilany, and Desi Surlitasari Dewi. "PENINGKATAN KEMAMPUAN SPEAKING BAHASA INGGRIS PADA “SOBAT ABROAD ENGLISH CLUB” DENGAN MENGGUNAKAN PLATFORM GOOGLEMEET." PUAN INDONESIA 4, no. 2 (January 12, 2023): 143–50. http://dx.doi.org/10.37296/jpi.v4i2.113.
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English speaking is urgently needed in the industrial era, especially in Batam City which is essential for international communication between countries so as to facilitate people who want to travel to abroad. ‘Sobat Abroad English Club’ is a English club which prepares English students to continue their studies in foreign countries. The club needs a guide to improve their English speaking via Googlemeet. The, they collaborate LPPM Unrik to improveEnglish speaking skills with the googlemeet platform. All service activities are carried out within a span of 5 months (Juli 2022-Desember 2022). The results showed that the post-test results got a conclusion that the improvement of 'speaking' ability of member of Sobat abroad was good with an average score of 73.9, while the lowest score was 68.3 and the highest score was 81.6. The lowest average score is 68.3 and the highest is 73.9 with an average of 73.9. So the average result of the pre-test and post-test scores is 79.4, Thus, the achievement value of members of ‘Sobat Abroad English Club’ abroad was significantly improved and categorized as ‘good’.
Keywords— Improving, English Speaking, Googlemeet
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Oveesa, Farooq, Amin Kak Aadil, and Jehangir Sumaya. "Expats using english with undergraduates in saudi arabian universities: issues and solutions." i-manager’s Journal on English Language Teaching 12, no. 2 (2022): 31. http://dx.doi.org/10.26634/jelt.12.2.18467.
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English is a global language and is used in educational institutions in English and non-English-speaking countries. The quality and effect of English as a Foreign Language (EFL) instruction at the undergraduate level in Saudi Arabia is a kind of challenge for the students as well as the teachers. It is a fact that English is an internationally intelligible language and is used as a lingua franca in Gulf countries where expat teachers and students have different L1 (native language) and use English to communicate with each other. Taking EFL undergraduate students into consideration, English is the language which helps them to convey their message to the instructor and vice versa, particularly in an atmosphere where the instructor is not Arabic. English is a common means of communication. A majority of people show an interest in learning English in order to communicate on an international, professional level. The basic function of English is communication. Speaking English allows one to opt for foreign universities and an opportunity to work abroad where English is spoken. This piece of work focuses on the use of English as a medium of instruction in the English classes of undergraduate EFL students in Saudi Arabia and the communication problems faced by both the teachers and the students. The paper also discusses the perceptions or points of view from both teachers and students towards giving preferences for using English, Arabic, or both and their frustrations and positive responses towards using English as a medium of instruction. The data was collected from 50 participants, of whom 30 were students and 20 were teachers. Undergraduate students and their English teachers responded to a questionnaire which was administered to know their perceptions about using English as a Medium of Instruction and the effect of the Arabic on their English. The paper finally discusses some solutions according to the data perceived by teachers and students for using English as a medium of instruction and also gives some recommendations which will improve their English learning skills at an early stage.
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Shykhnenko, K., and L. Vinnikova. "CHALLENGES RELATED TO PUBLIC SERVANTS’ SPEAKING SKILLS DEVELOPMENT AT THE ENGLISH LESSONS." Collected Scientific Papers of the Institute of Public Administration in the Sphere of Civil Protection, no. 6 (December 19, 2018): 97–103. http://dx.doi.org/10.35577/iducz.2018.06.12.
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The article addresses the problematic issues of training public servants at the English lessons. It is emphasized the ability of the modern public administrators to communicate in foreign languages as an urgent requirement of the present time under the conditions of increasing cooperation between countries in the world. The features of speaking as a type of oral activity are determined; the characteristics of dialogue and monologue are introduced. Conditions of successful students’ communication and interaction at the lessons are outlined. The difficulties which arise during the development of speaking skills and hinder the students’ fluency in communication have been revealed. The ways to overcome the difficulties in teaching speaking are introduced; recommendations on the application of effective approaches to the organization of educational activities at the English lessons are given.
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Et al., Khamzaev Sobir Amirovich. "“FORMATION OF STUDENTS’ SPEAKING SKILLS IN THE PROCESS OF TEACHING ENGLISH AT HIGHER EDUCATIONAL ESTABLISHMENTS”." Psychology and Education Journal 58, no. 1 (January 30, 2021): 5551–57. http://dx.doi.org/10.17762/pae.v58i1.1952.
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In this article, the authors consider the main problems of forming speaking skills of learners in the process of English language learning at higher educational establishments and speech communication as the basis of cultural and linguistic knowledge. To solve the problem of learning a foreign language in higher educational establishments, the authors describe it in unity with the educational objectives of the characteristic methods of foreign language teaching, which includes, along with the absorption of a specific language, increase language literacy necessary for every person, a deeper familiarity with the cultural values of the countries of the languages studied and their achievements in various fields of science and technology.
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Ghaffour, Mohamed. "English as a lingua franca and Intercultural Language Teaching in EFL Contexts." Global Journal of Foreign Language Teaching 12, no. 4 (November 29, 2022): 339–48. http://dx.doi.org/10.18844/gjflt.v12i4.7236.
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English as a lingua franca has many pedagogical implications for the field of foreign language teaching and teaching English as a foreign language, especially the deemphasize on the native-speaking cultural model. As a better alternative to the NS model, the present paper aims to discuss three key issues, the integration of non-native cultures into the EFL classroom to enrich EFL students’ cultural knowledge and to consider non-native speaking countries as a model, highlight the importance of the non-essentialist understanding of culture as a concept in such an integration, and, to consider a “glocal” cultural model as a second better alternative. Resources were gathered from previous literature and Byram’s model was considered while analyzing the resources gathered. The study makes propositions based on the findings of this study. Keywords: EFL; English; foreign language; glocal cultural model, intercultural language teaching; lingua franca.
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Anggoro, Kiki Juli, and Ahn Nguyet Nguyen. "Students’ perceptions with different CEFR levels on foreign teachers using L1 in EFL instruction." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1177–93. http://dx.doi.org/10.24815/siele.v8i3.19629.
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The demand for foreign teachers of English as a Foreign Language (EFL) has been high in non-English speaking countries, including Thailand. As foreigners have resided in the country for several years, they picked up students’ first language (L1) competence. Several foreign teachers, to some extent, utilized this mastery of L1 to assist the English instruction. This research aimed to explore how students with different Common European Framework of Reference for Languages (CEFR) levels perceive foreign English teachers’ use of L1. Three hundred twenty students from Walailak University participated in the survey. A quantitative survey and qualitative interview were used to collect data. Descriptive and inferential statistics were performed to analyze quantitative data, while content analysis was administered to investigate the qualitative data. The quantitative findings revealed a significant difference in students’ perceptions, Welch’s F(2,68.42)=11.304, p .05. The qualitative findings exposed that students in level A1 had significantly different perceptions compared to those in levels A2 and B1. Students who supported L1 integration disclosed that it ameliorated communication, enhanced learning motivation, and improved academic achievement. Additionally, students who opposed L1 expressed that English’s full usage developed their learning motivation and academic accomplishment.
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Nguyen, Thao Hieu. "ORAL PRESENTATION: AN EFFECTIVE APPROACH TO ENHANCE NON-ENGLISH MAJOR STUDENTS’ SPEAKING PROFICIENCY." Scientific Journal of Tra Vinh University 1, no. 35 (January 8, 2020): 43–50. http://dx.doi.org/10.35382/18594816.1.35.2019.202.
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This paper presents an integrated-skill approach of using oral presentations as an interactive teaching tool innon-English major classrooms. This paper has the following sections: (1) an introduction of the context of teaching and learning English and the factors affecting students’ speaking ability in Vietnam and in several other countries; (2) a presentation of the benefits of integrating oral presentation in the classroom; and (3) suggestions to English as a Foreign Language (EFL) teachers to apply this approach effectively. The researcher applied this approach to two groups of medical students. The result shows that four main factors, which affect students’ speaking ability are a lack of topical knowledge, low selfesteem, limited chances of practice and theoveruse of mother tongue. By giving presentations, students have a higher level of confidence, speak correctly, use more vocabulary, and develop other language skills as well as soft-skills. However, teachers need to instructstudents clearly, reduce pressure on student grades and give effective individual feedback. Furthermore, students need encouragement to create a dynamic learning environment. It is hoped that the pedagogical ideas presented in this paper can help teachers effectively employ oral presentations as a means of improving students’ English-speaking ability.
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Sheshukova, Svetlana, Svetlana Lapitskaja, and Elena Proudchenko. "On the Analysis of Youth Slang as one of the Subsystems of Modern Russian and English Languages." SHS Web of Conferences 69 (2019): 00090. http://dx.doi.org/10.1051/shsconf/20196900090.
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Slang is an essential element of culture. Learning a foreign language is inextricably linked with the study of the culture of native speakers. Teaching slang, idiomatic expressions and phrasal verbs in foreign language classes contributes to the students' vocabulary, understanding informal speech patterns found in media texts and everyday communication with native speakers, developing speaking and listening skills. As a rule, at a foreign language class, students improve their listening, reading, speaking and writing skills through various study materials. Even with these skills, you can fail to communicate with native speakers, read magazines, watch television programmes and travel to foreign countries. The paper discusses the possibility of teaching slang, idiomatic expressions and phrasal verbs in a foreign language class at a technical university. To substantiate the need to study slang, idiomatic expressions and phrasal verbs, the authors attempted to find out how the youth slang is formed and the reasons for its functioning. Youth slang in modern Russian and English languages has been compared and analyzed.
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Grebliauskienė, Beata. "Communication Challenges for Foreign Students Studying in English in a Non-English Academic Environment." Informacijos mokslai 86 (December 30, 2019): 56–67. http://dx.doi.org/10.15388/im.2019.86.26.
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Recently, education has become a global industry driven by students who have decided to study abroad. Trends show that more and more students choose to study at universities abroad for one reason or another. The growing number of international students also means a growing number of different cultures in a classroom. Cultural diversity is a highly complex phenomenon that influences the process of learning and teaching with its elements and has both positive and negative effects.The challenges faced by students with different cultural backgrounds, their impact on learning processes and academic achievements are of interest to researchers. But it should be noted that this type of research is mostly carried out in universities, where both local and foreign students study in the same language and operate in the same linguistic and cultural environment. However, an increasing number of universities operating in a local cultural and linguistic environment offer study programs abroad (mostly in English). And these organizations, as far as foreign students, face unique problems.The results of the qualitative research show that foreign students studying in such programs face both similar andunique challenges compared to studies in universities in English-speaking countries.
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Kurniawati, Kurniawati, and Dini Rizki. "Native vs. non-native EFL teachers: Who are better?" Studies in English Language and Education 5, no. 1 (March 1, 2018): 137–47. http://dx.doi.org/10.24815/siele.v5i1.9432.
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This paper discusses possible advantages of having Non-Native English-Speaking Teachers (NNESTs) to teach English as a Foreign-Language (EFL) especially in Asian countries when they are often regarded as inferior to their Native English-Speaking Teachers (NESTs) counterparts. A native speaker fallacy has emphasized that NESTs are better teachers of EFL and have put NNESTs at a disadvantage. Actually, NNESTs possess advantages that can make them better teachers for teaching English in an EFL/ESL setting connected with their own EFL learning experiences and with sharing the same first language and cultural background with their students. While considered to have lower English language proficiency and lower self-confidence compared to NESTs, NNESTs who have made the effort to become quality teachers can position themselves as ideal English teachers in their own environment.
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KOROLEVA, Nataliya G., and Anna V. VOZDVIZHENSKAYA. "FOREIGN LANGUAGE TESTING CENTRES FOR INTERNATIONALIZATION ENHANCEMENT IN MEDICAL EDUCATION IN RUSSIA." PRIMO ASPECTU, no. 3(43) (September 28, 2020): 122–27. http://dx.doi.org/10.35211/2500-2635-2020-3-43-122-127.
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The article considers a negative impact on internationalization processes in Russian medical HE that is caused by the lack of a coordinated, unified, country-wide accepted system of testing English for professional communication. Authors describe how training and taking Occupational English Test is one of the ways to solve this problem, since OET is a widely acknowledged in English-speaking countries language certificate test for professionals in medicine. Adapting OET purposes to Russian medical HE system, establishing the network of training and testing centers will increase medical students’ and professionals’ motivation in learning English and stimulate their joining academic and professional community. These factors will contribute into the enhancement of internationalization processes in Russian medical HE.
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Harahap, Partomuan. "Perbandingan Pengajaran Keterampilan Berbicara Bahasa Arab dan Bahasa Inggris di Sekolah Tinggi Agama Islam Negeri Curup." Arabiyatuna : Jurnal Bahasa Arab 1, no. 2 (December 29, 2017): 153. http://dx.doi.org/10.29240/jba.v1i2.323.
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At STAIN Curup, Arabic development is not as fast as English development. This can be seen from the holding of international seminars by presenting speakers from Middle Eastern countries but the language used in the seminar is English. Students' interest in admission to the English Tadris Study Program is higher than that of the Arabic Education Studies Program. They consider English easier than Arabic. This research focuses more on the implementation of teaching Arabic and English in STAIN Curup covering objectives, materials, methods, media and evaluation. The research method used is descriptive qualitative. Data collection uses observation, interviews, and documentation. Data analysis techniques are data reduction, data display, data analysis, and narrative analysis results. The research result is Muhadatsah teaching and Speaking teaching equally train the students ability in using those languages in communication and interaction with the other person. In teaching not only using the book as a reference but also gives freedom to students in practicing foreign languages by finding new ideas outside reference books that are used as a reference. The learning of Muhadatsah and Speaking in STAIN Curup is Student Centris, by presenting various methods. In learning Muhadatsah only utilize audio media, while in learning Speaking in addition to audio media also use audio-visual media. Overall it can be seen that the teaching of Muhadatsah and Speaking as the teaching of Arabic and English speaking skills is emphasized by the learning process that is learning rather than emphasizing the evaluation.
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Shen, Li, and Jie Chen. "Research on Culture Shock of International Chinese Students from Nanjing Forest Police College." Theory and Practice in Language Studies 10, no. 8 (August 1, 2020): 898. http://dx.doi.org/10.17507/tpls.1008.07.
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At present, many domestic police colleges are constantly promoting foreign exchanges and cooperation. They have established extensive inter-school cooperation with foreign police education and training institutions and police colleges. More and more Chinese students of police colleges go abroad to judicial institutions and police colleges of various countries for short-term study or visit. Due to cross-cultural differences and other factors, these international Chinese students often encounter culture shock at English-speaking countries. This article takes eleven students from Nanjing Forest Police College (NFPC) as the survey object, conducts dynamic research applying interviews and questionnaires, explores the culture shock they experienced in six-month life and learning in 2019 in Canada, analyzes the internal and external causes, and proposes the countermeasures to cross-cultural adaption for international Chinese students in police colleges.
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Kutasi, Reka. "Teaching Romanian for medical foreign students with the help of Interactive methods." Bulletin of the Transilvania University of Brasov. Series IV: Philology and Cultural Studies 14 (63), no. 2 (January 2022): 191–202. http://dx.doi.org/10.31926/but.pcs.2021.63.14.2.13.
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The present study aims to highlight the importance of engaging in speaking activities as a primary method for teaching Romanian as a foreign language to overseas students. The results are strengthened by a questionnaire applied to students from the Faculty of Medicine and Dental Medicine in English. As a result of the COVID-19 pandemic, face-to-face classes were replaced by online ones which gave us, teachers, the possibility to use modern technology throughout our courses. The diversity of the topics included in the curriculum helped teachers to involve foreign students in different types of activities, such as speaking, interacting with their peers in order to develop elementary communication skills, but also new vocabulary learning. Even if students came from different countries and cultures, Germany, Spain, Italy, Sweden, the United Kingdom, Israel, Syria, or even Ghana, they all learned Romanian to be able to interact mainly with their colleagues or people they met in their day-to-day life.
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Magliacane, Annarita. "“I am going abroad to study English”: language learning beyond words and grammar." Boolean: Snapshots of Doctoral Research at University College Cork, no. 2015 (January 1, 2015): 102–7. http://dx.doi.org/10.33178/boolean.2015.21.
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Studying abroad, and particularly in an English-speaking environment, has become very popular among English learners in the last few decades. Every year, thousands of students leave their own countries to start or to continue their university studies in an English-speaking context. One of the reasons behind this trend is that living in the target language community, i.e. the country where the language learnt at school is officially spoken, provides them with more opportunities to learn a language than in their homeland. In fact, there seems to be a general consensus among teachers, students and parents that a period of time spent in the target language community by the ‘instructed learner’, i.e. the student who has mainly studied the language in a classroom setting outside the target language community, is beneficial to the acquisition of a foreign language. Students, upon their arrival in the target language community, often mention that in ...
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Widyahening, Evy Tri, and Imroatul Ma’fiah. "Penggunaan Media Word Webs Dalam Pembelajaran Kosa Kata Bahasa Inggris Di Sdnn 01 Suruh Tasikmadu Karanganyar." Adi Widya : Jurnal Pengabdian Masyarakat 3, no. 2 (December 28, 2019): 50. http://dx.doi.org/10.33061/awpm.v3i2.3357.
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English learning for children called English for Young Learners (TEYL) is developing in various parts of the world, especially in developing countries including Indonesia. This policy began in Indonesia since the enactment of the 1994 Curriculum, and its implementation continues to be increasingly necessary. This is related to the government's efforts to prepare reliable and quality students, who will be able to compete at the national and international levels. English has become a very important language in the international community. Therefore, everyone is expected to be able to learn, master and understand English well. In Indonesia, English occupies an important priority as the first foreign language that must be studied and mastered by students and has been taught in schools ranging from kindergarten to university level. In learning English, there are four (4) language skills that must be learned by students, namely listening, speaking, reading, and writing. One of the important language skills to be learned by students is speaking. One element of language that needs to be improved to support speaking skills is vocabulary. Vocabulary plays an important role in word recognition. The more English vocabulary that is owned and mastered by students, the better they are at understanding various learning materials delivered in English. Mastery of a large and extensive English vocabulary can also improve students' ability to communicate using English. The introduction of English vocabulary in SDN 01 Suruh Tasikmadu Karanganyar can use learning media that is fun, easy and effective. The learning media is Word Webs. The Word Webs media has the benefit of increasing students' knowledge of English vocabulary and strongly supports speaking skills. Word Webs learning media is a learning media that can be used in the teaching and learning process of English especially Vocabulary. Through this Community Service Activity or Pengabdian Kepada Masyarakat, learning English using Word Webs media at SDN 01 Suruh Karanganyar feels more fun and memorable. This will make students feel enthusiastic and happy in learning English provided by using Word Webs media. This media can also help teachers in teaching English vocabulary to support students' speaking skills with fun.
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Aeni, Nur, Baso Jabu, Muhammad Asfah Rahman, and John Evar Strid. "English Oral Communication Apprehension in Students of Indonesian Maritime." International Journal of English Linguistics 7, no. 4 (July 16, 2017): 158. http://dx.doi.org/10.5539/ijel.v7n4p158.
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Oral communication is essential for people’s workplace performance as well as for university students learning English. Speaking fluently is also crucial for maritime academy students prepared to work in industries abroad. Students need to believe in their ability to speak English. For this reason, sound communication skills are necessary for maritime students so they can compete with seafarer or sailor from other countries. The purpose of this research was to identify the level of oral communication apprehension of nautical students of Akademi Maritim Indonesia (Indonesian Maritime Academy) AIPI Makassar. The sample consisted of 10 first year students at nautical of AMI AIPI Makassar. Data was gathered through questionnaires adapted from Foreign Language Classroom Anxiety Class Scale (FLCAS). The findings indicated that students were generally apprehensive in EFL oral communication. The students showed the highest apprehension for public speaking. The level of nautical students’ apprehension based on observation and supported by the modified FLCAS were 20% in the low category, 60% in the moderate category, and 20% in the high category. Students in the high apprehension category showed more symptoms than students in the moderate and low apprehension categories.
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Feng, Yang, and Yanhong Feng. "A Comparative Study of College English Teaching Modes and Effects in Chinese Universities and Sino-Foreign Cooperative Universities." Studies in English Language Teaching 7, no. 3 (August 9, 2019): p328. http://dx.doi.org/10.22158/selt.v7n3p328.
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College English course in Chinese domestic universities focused on Comprehensive English and could not bring a satisfactory result in a long time. Students in theses universities often underperformed in English and they were left far behind by the students in Sino-foreign cooperative universities (SFCU). Through questionnaires, interviews and classroom observations on 256 students and 30 teachers in five Chinese public universities and four Sino-foreign cooperative universities, a huge gap in teaching objectives and modes, teaching staff, medium of instruction, the number of courses taught in English and class size, students’ English learning motivation and teaching effect between the two types of College English courses was found. The time to study and use English for non-English majors in SFCU in the four-year university study can reach 12,000 to 15,000 hours, which is 10-20 times longer than that of the students in Chinese domestic universities. In addition, 90% of students in SFCU can get Band 6.5 in IELTS, but less than 50% of students in Chinese domestic universities can get Band 5.0 in IELTS and 30%-60% of them will regress in English ability when they graduate. This study finds out that SFCU focus on academic English in College English lessons and their teaching modes and language environment can enhance students’ improvement in English, which shows the significance of reference for the reform of College English and the development of students’ English competence in China and other non-English-speaking countries.
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Ireland, Colin. "Learning to Identify the Foreign in Developed Countries: The Example of Ireland." Frontiers: The Interdisciplinary Journal of Study Abroad 19, no. 1 (November 15, 2010): 27–45. http://dx.doi.org/10.36366/frontiers.v19i1.272.
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This article presents an essay that highlights how an English-speaking country with a developed, open, globalized economy in Western Europe—in this case, Ireland—can be used to teach American undergraduates how to identify, appreciate, and learn from the foreignness they inevitably encounter when they travel beyond the boundaries of the United States. American students must leave behind the mindset of a superpower and become sensitive to the strategies that a small, relatively powerless nation must adapt in order to survive and thrive economically, politically, and militarily in the community of nations. Ameican students enter an ancient culture that has maintained a remarkable continuity for millennia despite significant linguistic, political and social disruptions; that has suffered the loss of a language and its literature; that has been subjugated by a powerful neighbor and recovered its independence; that for centuries has had its population dispersed worldwide and yet retained a sense of identity.
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Sabry Daif-Allah, Ayman, and Fahad Hamad Aljumah. "Differences in Motivation to Learning English among Saudi University Students." English Language Teaching 13, no. 2 (January 16, 2020): 63. http://dx.doi.org/10.5539/elt.v13n2p63.
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This paper analyzes and determines the various orientations of 247 Saudi male and female university students for learning English. The descriptive and correlational approaches were used to investigate the participants’ motivations. The researchers adapted questionnaires available from the literature to quantitatively collect data. The results show that university students are highly motivated to learning English and therefore, it suggests that motivation is an important variable that shapes learners' idea about foreign language learning. The results also show that students of different gender and majors had different perspectives about English learning. The conclusions, and recommendations of the present study provide platform for future investigations into EFL learners’ motivation in other areas of Saudi Arabia or in similar settings in Arabic speaking countries to find out differences in students' orientations.
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Kostyrya, Inna, Ganna Kozlovska, Oksana Biletska, Marina Shevchenko, Valerii Lastovskyi, and Alla Mishchenko. "Intercultural Communication Skills as an International Tool for the Development of English-Language Communicative Competencies." Journal of Curriculum and Teaching 11, no. 6 (September 15, 2022): 30. http://dx.doi.org/10.5430/jct.v11n6p30.
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The aim of this experimental study was to find out whether intercultural communication skills can be used as a tool to develop communicative English-speaking competencies. The experience of three countries: the Netherlands, Singapore, and Belgium was used for this purpose. The population of these countries has a high level of English as a foreign language. The pedagogical experiment was conducted in the course of research. A survey of the 137 participants in the experiment was conducted. The results were processed by mathematical methods of analysis of variance, Cohen’s coefficient and Pearson’s chi-squared test. Statictica software was also used. It was found that the use of such English teaching methods as watching English-language films, and reading English-language art works in the original language promotes the development of intercultural communication skills. Participation in live communication between students and English-speaking foreign classmates and virtual exchange are effective. However, the best results can be achieved by applying these three methods in sequence. The study showed that the teaching methods used, which contributed to the development of intercultural communication skills, also had a positive impact on the development of English-language communicative competencies. The established connection gives grounds to claim that the intercultural communication skills can be used as a tool for the development of English-language communicative competencies. Further research should focus on finding ways to optimize curricula, finding effective methods and focusing participants on the development of intercultural communication skills.
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Chowdhury, Nargis, and Sabrina M. Shaila. "Teaching speaking in large classes: Crossing the barriers." Stamford Journal of English 6 (February 22, 2013): 72–89. http://dx.doi.org/10.3329/sje.v6i0.13904.
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The modern theories, approaches and methodologies regarding classroom language learning perceive learning as an interactive process. In countries like Bangladesh, where English is a foreign language, one common phenomenon is that the teachers have to deal with large classes. This paper tries to focus on how the English language teachers deal with large classes at the tertiary level, especially when they are conducting classes to practice and evaluate speaking skills of students. A survey was conducted on 52 English language teachers working at different private universities to find out the problems teachers face when the carry on and observe speaking classes. The study finds that students less exposure to the real life interaction in the target language, their nervousness, influence of the L1, adverse social environment along with other problems tend to hamper the smooth ongoing of the class. But as most of the teachers consider large class as a challenge rather than a problem, so they attempt to utilize different new methods of teaching speaking in classrooms. The authors of this paper suggest some innovative techniques and methods found to be effective and fruitful in large classes. Stamford Journal of English; Volume 6; Page 72-89 DOI: http://dx.doi.org/10.3329/sje.v6i0.13904
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Neshkovska, Silvana. "TEACHING SHAKESPEARE AT TERTIARY LEVEL: PRIMARY AND SECONDARY BENEFITS." International Journal of Applied Language Studies and Culture 2, no. 1 (March 31, 2019): 35–41. http://dx.doi.org/10.34301/alsc.v2i1.17.
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Teaching Shakespeare at all levels of education (primary, secondary and tertiary) has a long history not only in English but in non-English speaking countries as well. The inclusion of mandatory courses on Shakespeare in the curriculum of university studies of English as a second/foreign language has proven to be particularly beneficial and worthwhile, although some concerns are voiced about the outdatedness of Shakespeare‘s works. What we propose in this paper is that Shakespeare should be preserved in the curriculum of English majors, especially in the curriculum of English majors of EFL as the benefits for the students are, in fact, multifarious. In fact, on the basis of careful class observation, introspection and self- evaluation, as well as students’ feedback, what we suggest here is that there are two types of benefits of teaching Shakespeare at university level – primary and secondary benefits. The former affect students’ knowledge of the English language, i.e. improve the development of students’ language skills (writing, reading, speaking and listening). The latter are more general and influence the development of students’ personality by improving their thinking processes, emotional intelligence and cultural awareness. All of these, we believe, are pivotal in generating well-rounded future English professionals who at the same time will be well-balanced individuals capable of handling all sorts of life challenges.
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Mugford, Gerrard, and Citlali Rubio Michel. "Racial, linguistic and professional discrimination towards teachers of English as a foreign language." Journal of Language and Discrimination 2, no. 1 (May 25, 2018): 32–57. http://dx.doi.org/10.1558/jld.33645.
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English Language Teaching is a globalised industry which attempts to standardise the use of textbooks and teaching materials (Gray 2002), implement universally accepted teaching methodologies (Canagarajah 2002) and promote internationally recognised examinations (Littlejohn 2013). This one-size-fits-all objective not only ignores local contexts and specific learners’ needs, but also promotes the concept of the idealised ‘native’ English language teacher who adheres to teaching tenets and precepts emanating from English-speaking countries. In this paper, we argue that discrimination against Mexican teachers is not so much carried out through paying lower wages but perpetrated through job discrimination, unequal working conditions and fewer opportunities for career advancement. Deference to the idealised teacher increases racial, linguistic and professional tensions and discrimination in countries such as Mexico where local teachers’ knowledge, experience, insights and practices are often disregarded if not disparaged. The investment that Mexican ‘non-native’ teachers make in time, money and effort in certifying themselves as professionals is often thwarted, as ‘native-speaking’ and ‘native-trained’ teachers frequently receive privileged working conditions and employment benefits. By conducting semi-structured informal interviews and written questionnaires, we narrate and analyse seventeen Mexican teachers’ experiences of racism, professional belittlement and discriminatory employment practices, along with the experiences of Mexican EFL students. Therefore, the article helps raise non-native teacher awareness covering a range of discriminatory and inequitable employment practices.
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Safitri, Ragil, and Sugirin Sugirin. "Senior high school students’ attitudes towards intercultural insertion into the ELT: Yogyakarta context." EduLite: Journal of English Education, Literature and Culture 4, no. 2 (September 4, 2019): 261. http://dx.doi.org/10.30659/e.4.2.261-274.
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Experts in English Language Teaching often consider culture as the fifth skill in foreign language learning as cultural literacy is a must in 21st-century learning. Thus, this study is to investigate students’ interest in the insertion of Big ‘C’ and little ‘c’ themes from different countries into the English classroom. In this study, the researcher distributed a questionnaire to 58 students in a senior high school in Yogyakarta. The study indicated that the respondents’ preferences were mostly about local culture (Yogyakarta and Indonesian culture), followed by target culture (culture of English-speaking countries) and international culture. In accordance with the cultural themes, they showed a relatively higher preference toward Big ‘C’ over the little ‘c’ culture. Concerning Indonesian culture, the students were excited in learning about art/literature, history, and food while for Yogyakarta culture includes history, foods, and lifestyles. Meanwhile, for target culture (Britain, America, and Australia), the students were eager to learn about lifestyles and foods. The last, for international culture, the cultural themes of lifestyles and music/sports were preferred by the students.
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Adara, Reza Anggriyashati. "Motivational Factors to Learn English among University Students in An Urban Area." Sukma: Jurnal Pendidikan 3, no. 2 (December 30, 2019): 187–202. http://dx.doi.org/10.32533/03203.2019.
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Motivation can be considered as one of influential factors in foreign language (FL) learning as it helps to sustain learner’s interest during long and tedious learning process of FL. According to Deci and Ryan (2000), motivation can be categorized into two types; intrinsic and extrinsic motivation. The present study aims to investigate intrinsic and extrinsic motivational factors of a group of university students in an urban area to learn English. The present study applied a mixed method approach by administering a set of questionnaires and interviews. In addition to a relatively high level of motivation among the participants, the findings of present study show an interest in English language skills and positive attitudes to native speakers of English, English speaking countries, and English learning as intrinsic motivational factors to learn English. On the other hand, the chances of getting better jobs and personal development as extrinsic factors which motivate students to learn English. The present study recommends English teachers as well as educational institutions to provide teaching and learning materials which suited to improve students’ motivation.
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Maulana, Andri. "Cross Culture Understanding in EFL Teaching: An Analysis for Indonesia Context." Linguists : Journal Of Linguistics and Language Teaching 6, no. 2 (December 3, 2020): 98. http://dx.doi.org/10.29300/ling.v6i2.3460.
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This study attempts to elaborate on the importance of cultural understanding of English foreign learners’ communicative competence. In the English language teaching in Indonesia, the role of culture is a crucial thing which needs to be combined with the teaching material to assist teachers and students for reaching the learning objective. Based on the findings of some studies, English learners in Indonesia face several obstacles when they find some terms which are unable to get its point in the literal meaning. Understanding the background culture in learning English is expected to minimize students' misunderstanding and lead them to use proper English in real communication. Integrated teaching material which contains cultural contents and its backgrounds is one way to introduce English to the learners, not only as a language but as a culture as well. Providing topics of learning based on authentic sources from native English speaking countries such as fable, short story, conversation role-play, songs, and movie. Arranging integrated teaching material that covers listening, speaking, reading, and writing with included cultural or arts contents of English native speakers. The teacher should not only teach students in linguistic competence but should teach them communicative competence as well because mastering linguistic competence is insufficient to use English in natural discourse. The appropriateness of English in use toward communication context is the objective of understanding the culture and language.
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Botwina, Renata, and Oksana Borys. "COMMUNICATIVE APPROACH IN PRACTICE: THE CASE OF THE UKRAINIAN STUDIES DEPARTMENT AT THE UNIVERSITY OF WARSAW, POLAND." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 290–94. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-290-294.
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The growth of international market, business and travel around the world has resulted in English being an integral part of university curricula. Teaching English in the way that is not only motivating but also corresponding to the needs of the global market university graduates are about to face has become mandatory for higher education institutions. This paper aims at presenting a modern approach to teaching foreign languages to students studying at the Department of the Ukrainian Studies at the University of Warsaw, Poland. The specifics of the didactic work of lecturers teaching English and Ukrainian languages are presented with a view to a cultural diversity in groups. The Department offers students a rich program that gives them a thorough education both in Ukrainian and English languages. The authors show how they deal with various problems resulting from language interference, heterogeneous groups and cultural differences in their teaching practice. Motivating students to learn English with a view to a cultural context is of special importance since it results not only in interesting lessons, but also in students willing to deepen their knowledge of the English-speaking countries. A special attention is given to the Communicative Approach which has proved to be beneficial both for teachers and students. Moreover, the authors give practical solutions how to motivate students to learn foreign languages effectively.
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Nghi, Tran Tin, and Luu Quy Khuong. "A Study on Communication Breakdowns between Native and Non-native Speakers in English Speaking Classes." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 01–06. http://dx.doi.org/10.32996/jeltal.2021.3.6.1.
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English majored students have a positive influence on intercultural awareness in learning a foreign language. In their classes, they are often asked to discuss some academic matters in British cultural beliefs. Although they have a high level of proficiency in English communication, there often encountered misunderstandings between them when they interpret things or present academic matters. As a result, students cannot achieve plurilingual and pluricultural competence in the course. This paper was conducted to investigate communication problems between Vietnamese learners of English and Native teachers at HUFI. The data were collected from 28 participants who are third-year students and four different lecturers from different countries. The findings revealed that sources were mainly clustered for the following reasons: perceptual and language differences, information overload, inattention time pressures, distraction/noise emotions, complexity in organizational structure, and poor retention. The perceptual and language differences, information overload, and emotions were mainly responsible for the quality of communication. This paper can help students engage in awareness-raising activities that promote understanding in some contacts and discussions.
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Otair, Ibrahim, and Noor Hashima Abd Aziz. "Exploring the Causes of Listening Comprehension Anxiety from EFL Saudi Learners’ Perspectives: A Pilot Study." Advances in Language and Literary Studies 8, no. 4 (August 31, 2017): 79. http://dx.doi.org/10.7575/aiac.alls.v.8n.4p.79.
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Anxiety is an important factor in foreign language learning. Very few studies have been done on English as a Foreign Language (EFL) Saudi students in listening classes. Therefore, this pilot study was aimed at exploring the causes of listening comprehension anxiety from EFL Saudi learners’ perspectives at Majmaah University, Saudi Arabia. The pilot study involved two students who were selected based on the following criteria: 1) Only Saudi male undergraduate students who enrolled in Preparatory Year Program (PYP) at Majmaah University would be involved in this study, 2) The students who had studied or lived in native English speaking countries would be excluded. The researcher used pseudonyms to refer to the participants as Mohammad and Ismail. This study employed a qualitative case study research design. The data were collected through Semi-structured interviews with the participants. The interview sessions were audiotaped and transcribed. The results show that the participants experienced a high level of anxiety when doing the listening comprehension tasks. Three main causes of listening comprehension anxiety emerged from this study: 1) the problematic nature of listening comprehension, 2) the classroom atmosphere, and 3) the low English proficiency of the students.
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Jismulatif, Jismulatif, Dahnilsyah Dahnilsyah, Syofia Delfi, and Indah Tri Purwanti. "The Representation of Foreign and Indonesian Cultures in English Text Books for Junior High School in Indonesia." AL-ISHLAH: Jurnal Pendidikan 9, no. 2 (September 17, 2022): 4217–30. http://dx.doi.org/10.35445/alishlah.v14i3.2016.
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The aim of this study is to examine the representation of foreign and Indonesian cultural content in three English textbooks of 9th-grade junior high school students in Indonesia. This is descriptive qualitative research and uses a multicultural perspective approach. The data was taken from three English texts books, Think Globally Act Locally, English in Focus and Bright An English. The content analysis of this textbook was carried out using four aspects of the cultural dimension; product, practice, perspective, and person. The data was analyzed, from two perspectives; the perspective of cultural components and the perspective of cultural presentation levels. Based on the data analysis, it has been discovered that Indonesian culture is overrepresented in the three English textbooks, resulting in a poor presentation of foreign cultural elements. Product dimension is the most prevalent in textbooks, followed by person dimension, practice dimension, and perspective dimension based on percentage distribution. The cultural content of the English textbooks reveals an unbalance between foreign and Indonesian cultures. Most of the English-language textbooks contain Indonesian cultures, while only a few include other cultures. In comparison to Indonesian cultures, there are fewer foreign cultural representations in the English textbooks. It is recommended that English textbooks should include more materials from the cultures of English-speaking countries.
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Muslih, Muhammad. "The Influence of Students' Mastery of Vocabulary on Paraphrasing Ability." Indonesian Journal of Instructional Media and Model 3, no. 1 (April 21, 2021): 9. http://dx.doi.org/10.32585/ijimm.v3i1.925.
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Some countries much use English as an international language all over the world. Unfortunately, the use of English in some countries is different from each other. In this case, Indonesia uses English as a foreign language. There are four English skills, listening, speaking, reading, and writing. The mastery of vocabulary is a vital aspect in learning a language; we will not be able to speak to read, and write any language if we do not master it in vocabulary. Therefore, vocabulary has an essential role because it is his primary instrument of language. The student's mastery of English vocabulary is still low. Some factors that cause why the students' vocabulary is still low are the teacher's technique that does not motivate students in learning English. Instrument of the collecting data used by the writer is observation, interview, and test. In doing research, the writer uses a quantitative approach. It means that the data being obtained are presented by number and then interpreted by using statistical analysis. The conclusion of the research is the application of mastery of vocabulary on ability in making paraphrase. It is is know the result the student' of the mastery of vocabulary (X variable) in the average of 71.142 and the result the students' of ability in making paraphrase (Y variable) in the average of 68.00. Correlation of C variable on Y variable showing 0.418%. It means that 0.418 is enough to influence the correlation between applying the students' mastery of vocabulary on their ability to make paraphrase.
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Tarnopolsky, Oleg B., and Svitlana D. Storozhuk. "GLOBAL ENGLISH ACCENTS AND NON-NATIVE ENGLISH TEACHERS." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 273–82. http://dx.doi.org/10.32342/2522-4115-2021-2-22-30.
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The article is a theoretical study of the issue of non-native English speakers and, in particular, nonnative English teachers’ accent peculiarities and whether these can be an obstacle for employing the latter as teachers of EFL (English as a Foreign Language taught in non-English-speaking countries) or ESL (English as a Second Language taught in English-speaking countries). In the paper, an attempt is made to prove that, under certain conditions, such accent peculiarities can be considered not as qualified non-native English teachers’ shortcomings but as an asset of a kind. In that respect, the notion of global English accents is introduced, which are considered as normative accents for English as an international, or rather global/ planetary, language of international/intercultural communication taught to all the learners of EFL and ESL. It is claimed that special measures should be taken for the native and non-native speakers of English to become accustomed and adapted to hearing such diverse accents quite frequently even in their home countries. Both the native and non-native English speakers the world over need to be taught and get accustomed to perceive the global English accents as something totally normal and acceptable as long as they do not make communication in English incomprehensible or comprehensible with difficulty. The advantages of non-English teachers with their accent peculiarities are discussed when teaching English not only to EFL but ESL students as well, and it is shown that they can be a great help in inuring both nonnative and native speakers of English to hearing the variety of global English accents. It is indicated that relevant training and mutual cooperation of both non-native and native teachers of English is required for achieving this goal.
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Hirai, Akiyo. "Developmental research on skill-integrated speaking activities and evaluation scales: Learning English with story-retelling." Impact 2021, no. 3 (March 29, 2021): 30–31. http://dx.doi.org/10.21820/23987073.2021.3.30.
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Storytelling and story-retelling have the potential to be used as tools to assist with foreign language teaching and learning. Professor Akiyo Hirai, University of Tsukuba, Japan, has been interested in this concept since 2005. She is researching Second Language Acquisition and observed that students from European countries and South America learning English tended to master the language more quickly than Asian students and particularly Japanese students. This highlighted that teaching methods that are effective for one demographic may not necessarily be suited to another demographic. In order to help her Japanese students overcome the issues they were facing with learning English, Hirai experimented with combining reading a story and telling that story to others as an activity for learning and practising speaking. This led to a method of teaching English called the Story Retelling Speaking Test (SRST), which requires students to read a story and retell it using around five keywords extracted from the story and then discuss the story either alone or in pairs; an exercise that enforces all aspects of language learning. Hirai and the team have confirmed the validity, reliability and washback effect of the SRST and intend to publish their teaching materials for use in the classroom.
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Pazyura, Natalia. "Influence of Sociocultural Context on Language Learning in Foreign Countries." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 14–19. http://dx.doi.org/10.1515/rpp-2016-0012.
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Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.
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Šumskas, Linas, Katarzyna Czabanowska, Raimonda Brunevičiūtė, Rima Kregždytė, Zita Krikštaponytė, and Anna Ziomkiewicz. "Specialist English as a foreign language for European public health: evaluation of competencies and needs among Polish and Lithuanian students." Medicina 46, no. 1 (January 9, 2010): 51. http://dx.doi.org/10.3390/medicina46010009.
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Foreign languages are becoming an essential prerequisite for a successful carrier among all professions including public health professionals in many countries. The expanding role of English as a mode of communication allows for university graduates to project and to seek their career in English-speaking countries. The present study was carried out in the framework of EU Leonardo da Vinci project “Specialist English as a foreign language for European public health.” The study aimed to get a deeper insight how the English language is perceived as a foreign language, by Polish and Lithuanian public health students, what is level of their language competence, which level of English proficiency they expect to use in future.Material and methods. A total of 246 respondents completed the special questionnaires in autumn semester in 2005. A questionnaire form was developed by the international project team. For evaluation of English competences, the Language Passport (Common European Framework of Reference for Languages of Council of Europe) was applied. Results. Current self-rated proficiency of the English language was at the same level for Lithuanian (3.47±1.14) and Polish (3.31±0.83) respondents (P>0.05). Majority of respondents (88.6% of Lithuanian and 87.8% of Polish) reported using the English language for their current studies. Respondents reported a significant increase in necessity for higher level of English proficiency in future: mean scores provided by respondents changed from B1 level to B2 level. Respondents gave priority to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented methods of learning (self-studying, Internet courses). Conclusions. Similar levels of English language in all five areas of language skills were established in Polish and Lithuanian university students. Respondents gave more priorities to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented or classroom-based methods of learning (self-studying, Internet courses). Survey showed a growing interest of students in improving English language in the future in Poland and Lithuania.