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Relevant bibliographies by topics / Teaching English as a Foreign Language

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Academic literature on the topic 'Teaching English as a Foreign Language'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 January 2023

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Journal articles on the topic "Teaching English as a Foreign Language"

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Satullaeva, Nargiza, and Gulperi Kurbanbaeva. "Teaching English As A Second Foreign Language." American Journal of Social Science and Education Innovations 02, no. 08 (August 25, 2020): 351–57. http://dx.doi.org/10.37547/tajssei/volume02issue08-59.

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Rustamovna, Razzakova Gulchekhra. "Teaching English As A Foreign Language To Students With Learning Disabilities." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 385–88. http://dx.doi.org/10.37547/tajssei/volume03issue04-59.

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Foreign language study is an increasingly prominent part of education everywhere. Not only are high school students nearly always required to study a foreign language, but many lower and middle schools have added foreign languages to their curricula, whether as enrichment or a requirement. While it has long been recognized in the learning disabilities field that foreign language study would be a terrific challenge to learning disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. The following article looks into the ways to teach foreign languages to students with learning disabilities.

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Kapitan, Tetiana. "USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 126–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-126-129.

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Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.

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Abdukarimovna, Tashmatova Madina. "Lexical Homonyms In Modern English And Uzbek." American Journal of Social Science and Education Innovations 03, no. 06 (June 20, 2021): 128–34. http://dx.doi.org/10.37547/tajssei/volume03issue06-22.

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Mainly seen in rising interest to learning foreign languages in our state. There has been made many attempts to create new ways and methods of teaching foreign languages. This research is based on language properties of purely English language, and comparative analysis linguistic features between English and Uzbek. The rising interests to learning foreign require establishing new methods and ways of teaching language. The most effective method of teaching language is considered to find counterparts of language units and expressions from Uzbek language. Besides that it is important to take into consideration special features of national similarities of native language.

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Et al., Akmaral A. Batayeva. "FOREIGN LANGUAGE TEACHING METHOD." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2041–46. http://dx.doi.org/10.17762/pae.v58i1.1080.

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There are various teaching methods when teaching a foreign language, it is necessary to pay attention to new ways to stimulate the speech of students. However, numerous classical schools still try to teach by the old methods and from the old books. There will always be problems, and you will never speak the foreign language well. By using new methods, it is easy to learn to speak English and improve at it. You will be able to speak like a native speaker.

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Pitina, S. A., and A. D. Shcherbov. "CREATIVE WRITING IN FOREIGN LANGUAGE TEACHING." Современная высшая школа инновационный аспект, no. 2 (2021): 85–93. http://dx.doi.org/10.7442/2071-9620-2021-13-2-85-93.

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The article is an attempt to reveal the role of creative writing in the process of foreign language teaching/learning at higher school. Approaches to teaching creative writing to students, who learn English as a first foreign language at the classes of business English, history of the English literature and practical course of the first foreign language are discussed. The effectiveness of creative writing assignments as independent work is proven.

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Mazhabi, Zobi. "PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA DINI BEBERAPA HAL YANG HARUS DIPERHATIKAN." Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 1, no. 2 (December 31, 2019): 50. http://dx.doi.org/10.33474/thufuli.v1i2.4940.

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The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how foreign language acquisition or second language on children (SLA) and learning and teaching foreign languages (Teaching English as Foreign Language / TEFL) in children needs to be understood and considered as a reference for conducting the learning process, so that good and appropriate learning methods can be formulated. In this article, the author tries to elaborate on the process of language acquisition in children (language acquisition), both in their first language (L1) and their second language (L2), as well as how an understanding of these can have a positive interfearence on the formulation and selection of the right method. in the process of learning and teaching English at the level of early childhoo.

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Prayatni, Ida. "Teaching English For Young Learners." Jurnal Ilmiah Profesi Pendidikan 4, no. 2 (November 30, 2019): 106–10. http://dx.doi.org/10.29303/jipp.v4i2.90.

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Abstract : Language as a means of communication plays very important role in social relationship among human beings. The English language is the first foreign language we teach to children at very early stages of schooling. The primary aim of teaching English in the early years of schooling is to motivate young learners to be ready and have self-confident in learning English at higher levels of education. Some children are born to parents who are polyglots, so they have to acquire two or three different languages. Some others learn second or third language because they have to immigrate to a new country. Others learn English as foreign language because English is not their native language in their country. Teaching English to young learners then can be beneficial or detrimental to learners. It will be beneficial if the teachers can facilitate learning and enable learners to bring to language learning their curiosity and eagerness to make sense of the world, as a result, the teachers may help the learners are able to overcome their problem even the most demanding tasks with enthusiasm and willingness.Keywords : Teaching English, English for young learners

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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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Stavytska, Iryna. "Modern Tendencies in Foreign Language Teaching." Journal of Intercultural Management 9, no. 4 (December 1, 2017): 21–30. http://dx.doi.org/10.1515/joim-2017-0018.

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Abstract Objective: The purpose of the article is to study current trends in the field of language policy. Methodology: Analysis of normative documents concerning the teaching of foreign languages in the European Union Findings: The main trends of language policy are life-long learning, students’ mobility, multilingualism, using English as lingua franca, the use of information and communication technologies for the formation of foreign language competence. Value Added: Analysis of the current trends in the development of foreign language competence in higher education. Recommendations: The study of world trends in the training of specialists in general and language policy in particular.

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Dissertations / Theses on the topic "Teaching English as a Foreign Language"

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Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.

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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.

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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

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Turkan, Sultan. "Content Representations in Teaching English as a Foreign Language." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194993.

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This study was an exploration of what English language content was represented in a classroom in which English was taught as a foreign language (EFL). The purpose of this study was to explore the way EFL teachers represent English language content/constructs in a classroom setting. The motivation behind this exploration is to contribute to the understandings of EFL teachers' practices in classroom settings. Doyle's task framework was employed, specifically with the intention to map what content representations emerged out of the teachers' classroom practices. All in all, the teachers' classroom content representations were found to be entrenched with the idea of high-stakes test preparation in Turkey.

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Zewary, Sayed Mustafa. "Visuals in foreign language teaching." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8778.

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Master of Arts
Department of Modern Languages
Mary T. Copple
This study investigates the effectiveness of visuals in the language classroom. Two types of visual aids commonly used in the language classroom, video and still pictures, are used to elicit narratives from L2 English speakers, and these narratives are subsequently compared. The data come from eleven international students from a university English Language Program, who voluntarily participated in two separate 15-minute interviews. In each interview session, they were shown either a series of pictures or a video, both depicting a story. Upon completion of the presentation of each visual, participants were asked a prompt question and their narration of the events portrayed in the visuals recorded. The narratives were transcribed and analyzed in order to test (1) if still pictures and video are equally effective in eliciting elaboration in the narratives, defined in this case, as the number of new referents introduced and the number of adjective and verb types produced; and (2) if exposure to still pictures and video elicit narrations of similar length. Both kinds of visuals stimulated learners to create narratives and elaborate on what had been shown in them. The video task elicited narratives roughly 10% longer than the picture task in regards to the raw number of words. When linguistic factors were compared, participants introduced new referents at comparable rates in both tasks while they employed 10% more verb types in the video task. Additionally, the series of still pictures prompted participants to employ a much higher number of adjective types. These observations suggest that a series of still pictures are an effective alternative for video for eliciting narratives. This study provides support for the use of still pictures as an equivalent to videos in situations where videos are less accessible in language classrooms (due to lack of technological access).

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Jo, Phill. "Strategic reading for English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.

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Irvine-Niakaris, Christine. "Teaching reading in English as a foreign language : a language teacher cognition study." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681501.

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Language teacher cognition research originated from teacher cognition studies in general education. It is a well-established domain of research concerned with what teachers think, know and believe and the relationship of these mental constructs to their classroom practice. Although research in the field of language teaching cognition has proliferated in the last 10 years, particularly in the teaching of grammar, there are very few studies on the teaching of reading in English as a Foreign Language (EFL) and no specific studies which relate to the teaching of advanced level reading to adults in preparation classes for a high stakes international examination. The present study aims to fill the gap in our understanding of the teaching of reading by examining the cognitions and practice of four experienced teachers of English working in a non-profit language teaching centre in Greece. The research framework for this study in language teacher cognition is an exploratory interpretative paradigm. The research design is naturalistic rather than experimental and concerned with understanding the teachers' knowledge base and how this knowledge has been shaped. Central to the interpretative nature of this study are the combined qualitative methods of classroom observation, individual teacher interviews and a scenario-based group discussion including all four teachers. The combination of methods is aimed at enhancing the ecological validity of the study, and an attempt to relate teacher thinking to real teaching situations. The findings suggest that the four 'teachers in this study mostly shared similar practices in the organization of their instruction, explicit instruction of reading strategies and mode of delivery and that there were very few inconsistencies between their beliefs and practice. The findings also indicated that teachers' cognitions and practice are informed by undergraduate studies in general, professional coursework in teaching as well as accumulated Classroom experience, particularly in teaching examination preparation classes. These results have strong implications for pre-service and in-service teacher education courses and seminars in EFL.

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Li, Lei. "Mediational English-as-a-foreign-language teaching that supports independent reading." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2659.

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This study synthesizes theoretical concepts and proposes relevant curricula that can improve students' English reading ability. It especially emphasizes how to integrate these reading strategies in an EFL environment, so EFL learners can absorb real reading methods and enhance their reading abilities for practical use.

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Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.

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Vick, Eileen Sylvia Joy. "Shaping cultural realities : simulations in teaching English as a foreign language." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/20831/.

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Simulations have increasingly been used in education since the 1960s in various fields, such as politics, geography, psychology and sociology, with the aim of providing students with an opportunity to apply their theoretical knowledge to practical, often communicative contexts. They are also regarded as a useful vocational training tool for people working in jobs requiring an ability to communicate, such as diplomats, members of the medical professions, business people and administrators. The existence of umbrella organisations which aim to provide opportunities for a multi-disciplinary exchange of views and experience between practitioners, such as the Society for the Advancement of Games and Simulations in Education and Training (SAGSET) or the International Simulation and Gaming Association (ISAGA) reflects experiences with simulations in a wide range of contexts and puts this diversity in an institutional framework. Against this background teachers of English as a foreign language (EFL) have adapted simulations originally written for students of other subjects, or designed new ones specifically for their particular context, usually emphasising language practice in a realistic communicative situation. This has been of particular relevance in the area of teaching English for specific purposes (ESP).Much of the wide range of literature that has been written on the use of simulations in language teaching is in the form of articles presenting conclusions drawn by individual teachers or designers from their individual experience of using a specific simulation in a particular context. There is, however, little consensus among designers as to exactly what a simulation is or what purposes it can usefully serve in a language-learning context. In the first chapter of this study, I present my own first practical experiences of using simulations in the EFL classroom. Chapters 2 to 5 examine the diversity of practitioners' understandings of the term 'simulation' and three other key concepts which appear so frequently in the literature on simulations for language-learning as to be regarded as leitmotifs: 'reality', 'communication' and 'culture'. My aim isnot to define these terms, but to show how and to what ends designers use them. Chapters 6 and 7 critically examine specific examples of simulations which are, or could be, used in language-learning contexts under two broad headings: simulations for developing communicative competence and simulations within intercultural education in EFL.A final chapter sums up the development of simulations used in EFL since the late 1970s and suggests how they are likely to develop in the future. My approach aims to come to a critical understanding of simulations and their development by engaging in a metacriticism of designers' approaches to them.

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Books on the topic "Teaching English as a Foreign Language"

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Broughton, Dr Ge. Teaching English as a Foreign Language. London: Taylor & Francis Inc, 2004.

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Surkamp, Carola, and Britta Viebrock, eds. Teaching English as a Foreign Language. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8.

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Teaching English as a foreign/second language. London: Teach Yourself, 2003.

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Teaching English as a foreign/second language. [London?]: Teach Yourself Books, 2001.

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Brown, Lis. Teaching English as a foreign language and teaching abroad. [Great Britain]: Careers Services Trust, 1990.

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Exploring English language teaching: Language in action. London: Routledge, 2011.

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Essentials of English language teaching. London: Longman, 1993.

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Kitao, S. Kathleen. Fundamentals of English language teaching. Tokyo: Eichosha Co., 1999.

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Teaching adult English language learners. Malabar, Fla: Krieger Pub. Co., 2005.

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Vásquez, Anete. Teaching Language Arts To English Language Learners. New York: Routledge, Taylor & Francis Group, 2013.

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Book chapters on the topic "Teaching English as a Foreign Language"

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Collins, Beverley, Inger M. Mees, and Paul Carley. "Teaching a Foreign Language." In Practical English Phonetics and Phonology, 176–82. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-15.

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Doff, Sabine. "English Language Teaching and English Language Education—History and Methods." In Teaching English as a Foreign Language, 1–16. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_1.

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Rosenkjar, Patrick. "An Internship in Communicative English Teaching." In Foreign Language Education in Japan, 147–66. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-325-4_10.

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Lennon, Paul. "Language Teaching Methods." In The Foundations of Teaching English as a Foreign Language, 31–58. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-2.

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Connor, Ulla, Kristen Precht, and Thomas A. Upton. "Business English." In Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching, 175–94. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.6.12con.

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Yeh, Aiden. "Teaching English as a Foreign Language in the Philippines." In Philippine English, 353–62. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-36.

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Keßler, Jörg-U. "English Language Learning—An SLA-based Approach." In Teaching English as a Foreign Language, 73–88. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_5.

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Bonnet, Andreas. "Language Learners—From Learning Styles to Identity." In Teaching English as a Foreign Language, 57–71. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_4.

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Schmidt, Torben, and Thomas Strasser. "Media-Assisted Foreign Language Learning—Concepts and Functions." In Teaching English as a Foreign Language, 211–31. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_12.

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Freitag-Hild, Britta. "Teaching Culture—Intercultural Competence, Transcultural Learning, Global Education." In Teaching English as a Foreign Language, 159–75. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_9.

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Conference papers on the topic "Teaching English as a Foreign Language"

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Akbayeva, Gulden, and Saida Саиможа. "EFFECTIVE FOREIGN AND DOMESTIC STANDARD PROGRAMS USED IN TEACHING ENGLISH." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(1).

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In the modern world, the study of foreign languages is very relevant. Because thanks to this, a person acquires many opportunities and a chance to succeed. This is especially true for English language skills. Which is not only one of the necessities for a modern, successful person, but also one of the factors of competitiveness and the quality of education of the whole country. Therefore, at the present stage, special attention is paid to teaching English. And as practice shows, one of the most effective ways to learn a foreign language is the use of various standard programs in teaching English which were analyzed. At the same time the results of experimental and practical work were presented

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Keldibay, Ainur, and Roza Zhussupova. "THE ROLE OF WEBSITES AND INTERNET IN ENGLISH TEACHING." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(20).

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The article is dedicated to using educational Internet resources for teaching English online. This article examined the concepts and essence of educational Internet resources, what criteria teachers should follow when choosing Internet resources, what features of using a foreign language with the help of Internet resources should be considered. The аrticlе fоcusеs оn thе usе оf intеrnеt rеsоurcеs to English language teaching. The information technology has played an important role in English language teaching and it has offered a better tool to explore the new teaching method. The purpose of the article is the use of information technology in increasing the effectiveness of teaching English, developing students' creative abilities at English lеssons. There given various available online tools in the Internet for the students and recommend the mоdern tools for English teachers.

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Kostikova, Lidia, Varvara Prishvina, Anna Ilyushina, Oksana Fedotova, and Anatoliy Belogurov. "Culture in Teaching English as a Foreign Language." In 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccese-18.2018.4.

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Mussayeva, Meruyert, and Gulnaz Tleuzhanova. "FORMATION OF COMMUNICATION SKILLS IN ENGLISH LESSONS OF HIGH SCHOOL STUDENTS." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(24).

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In the modern world, education does not stand still, it is constantly updated and reformed. One of the most important requirements is knowledge of not only Kazakh and Russian languages,but also English. Currently, much attention is paid to the level of preparation for IELTS. High school students should have a good command of the English vocabulary. In order for students to achieve certain success in learning the language, the teacher needs to apply new methods and teaching techniques that will stimulate and motivate students, arouse their interest in the subject. Currently, English lessons require the ability to get information from different sources, use it and create it yourself. Using the discussion method gives the teacher new opportunities in teaching a foreign language.

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Malla García, Noelia. "Teaching English Literature in English as a Foreign Language (EFL) Classrooms." In The 5th Human and Social Sciences at the Common Conference. Publishing Society, 2017. http://dx.doi.org/10.18638/hassacc.2017.5.1.226.

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Oanh, Hoang Thi Kim. "An Investigation into the Influences of Anxiety in Non-English Major Tertiary Learners’ Willingness to Communicate Orally in Vietnamese EFL Classrooms." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.7.

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This paper scrutinized the impact of foreign language anxiety on tertiary Vietnamese students’ willingness to communicate orally in EFL classrooms. The study had two research questions: 1) Which is the most common type of foreign language anxiety experienced by non – English tertiary Vietnamese students in EFL classrooms, and 2) What is the correlation between foreign language anxiety and Vietnamese students’ willingness to communicate orally in EFL classrooms. The data was collected from 176 non-English major tertiary students learning in a public university in Ho Chi Minh City by facilitating the Willingness to communicate Scale and Foreign Language Anxiety Scale. The study’s results analyzed in a quantitative descriptive approach indicated that communication apprehension was the most common type of anxiety experienced by the students in the English learning process. The study found that language anxiety negatively correlated with willingness to speak. It means the students were more anxious, they could not engage in the in-class communicative activities, which might affect their academic performance. The present paper hopes to provide educators and school managers who might encourage students’ readiness to join speaking activities in Vietnamese EFL classrooms with a comprehensive understanding of the influence of foreign language anxiety on students’ willingness to communicate.

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Kagazbayev, Zhanbyrbay, and Nazym Tokpayeva. "FEATURES OF USING MOOC RESOURCES IN ENGLISH LANGUAGE TEACHING." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(15).

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Massive Open Online Course (MOOC) is part of the big invention of technology in education nowadays. With the existence of technology in today’s world, technology currently acts a big role and invention in the 21st century teaching and learning. Massive Open Online Course (MOOC) is widely known by most universities all over the world. Most universities have started to implement the combination of MOOC and traditional classroom as part of the teaching and learning process especially in ESL learning. In Kazakhstan, English language is well-known for its role as the second language and English language is not only used in the primary and secondary level of education, but also in tertiary level of education. Thus, in relation to that, this paper intended to study students’ acceptance and perceptions on the use of Massive Open Online Course (MOOC) for ESL learning. A document analysis method is used through the secondary resources regarding MOOC and in what ways MOOC helps for ESL learning. Discussion and recommendations are further explained in this study

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Ipek, Hulya. "Goals and Expectations of Foreign Language Learners: The Prospective English Language Teacher Perspective." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.681.

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Wang, Xiaojun, and Jiří Dostál. "FLIPPED CLASS PROMOTING ORAL ENGLISH AS FOREIGN LANGUAGE TEACHING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1023.

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Fitriawati and Bibit Suhatmady. "The Backchannels on English as a Foreign Language Teaching." In 2nd International Conference on Innovation in Education and Pedagogy (ICIEP 2020). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211219.015.

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Reports on the topic "Teaching English as a Foreign Language"

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.

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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.

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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.

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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.

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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.

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Dowdall, Paul. TEFL - Teaching ECONOMICS as a Foreign Language. Bristol, UK: The Economics Network, April 2004. http://dx.doi.org/10.53593/n208a.

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Цегельська, М. В. Teaching Politically Correct Language. Криворізький державний педагогічний університет, 2004. http://dx.doi.org/10.31812/123456789/5582.

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.

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Ngan, Kirsten. English Language Teaching and Curricula in the People's Republic of China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6683.

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