Tag Archives: EFL Learners’

Teaching Speaking Skill to EFL College Students through Task-based Approach: Problems and Improvement (Published)

This study aimed at exploring Yemeni EFL students’ perceived problems of speaking and enhancing their speaking performance using task-based instruction strategy. It followed a quasi-experimental research design to check the degree of enhancement in the students’ speaking skills, and a qualitative design to check students’ problems in speaking. To ensure effective use of strategic teaching, the researchers considered students’ needs and motivation by involving them in an interview about the problems they face when communicating in English. Non-probabilistic convenience sampling was used in the present study. The sample consisted of 20 first-year college students at Socotra Faculty of Education, Hadhramout University, Yemen, in the academic year of 2018-2019. The findings revealed that students face many speaking problems pertaining to knowledge of phonology, vocabulary, grammar and problems of sustaining the oral interaction, as well as psychology -related problems. The analysis of data collected, using paired sample t-test, indicates a significant improvement has taken place in students’ speaking skill compared to the pre-test and the post-test performance with t-value of 5.349 and p. value =.000,<. 0.005, with effect size of (ES = .53). Based on the findings, the study recommends that EFL teachers focus on the problems reported by students whenever they want to develop their students’ communicative competence.

 

Keywords: Communicative Competence, EFL Learners’, learners' expectations, speaking problems, task-based instruction, teaching speaking

The Perspectives and Effectiveness of Authentic Materials in Listening Comprehension of Saudi University Students (Published)

Due to the lack of exposure to the use of English real language beyond the classroom time, specifically the use of authentic listening materials in the listening lessons, many students have great difficulty understanding the real language produced by native speakers or the authentic ones they hear. However, far too little attention has been paid to the use of authentic listening materials in the Saudi EFL context. To address such critical gab, the current study aims at investigating the effect of using authentic materials on the listening comprehension ability of Saudi EFL subjects. It also explores students’ attitudes and reactions towards the use of authentic listening materials. The participants of this study were students majoring in English Language Translation Department at Qassim University. After random selection, 44 students from the fourth level took part in this study. The participants were randomly divided into two equal groups: the experimental group consisting of (22) students and the control one consisting of (22) other students. The control group underwent listening activities through inauthentic materials, while the experimental group was exposed to and received a combination of inauthentic and authentic listening materials. Data collection instruments were two listening comprehension tests, interviews and questionnaires. Results of post-tests revealed the experimental group’s listening comprehension ability improved significantly more than that of the control group. Analysis of the interviews and the questionnaire also revealed EFL students’ satisfaction and positive attitudes toward the use of authentic listening materials. This means that the use of authentic materials helps bring the contact to life, and ultimately makes learning and using language more meaningful and easier for students. These results again verified the value of authentic material-use in the classroom, specifically in regards to teaching listening skills. The positive findings of this study also indicate the need for authentic materials to gain a larger role in the EFL classroom and for more research to be carried out in other areas of language skills. Hence, using authentic materials in teaching English in tertiary level needs more attention in their use in the classroom.

Keywords: EFL Learners’, attitude, authentic material, listening comprehension ability, non-authentic materials

Genderlect and Thanking (Published)

Thanking is one of the best ways to maintain harmony between people. As face is so fragile, thanking is of the effective ways to saves face of the interlocutors. This being said, thanking is an indispensable part of language. This study deals, not only with thanking as it is, it studies another topic and that is ‘gender’. Some studies showed that some linguistic items are used in different percentages among speakers when it comes to gender; say, females are more polite to some extent. Iraqi EFL learners are the sample of this study. This type of study, i.e. to know the differences between males and females concerning a specific area in linguistics is new and exciting. The aims of this study are the following:

  1. Finding out the strategies Iraqi EFL learners use concerning the speech act of thanking.
  2. Concluding whether female learners thank more than the males overall.

To fulfill these aims, it is hypothesized that:

  1. Iraqi EFL learners use the direct (or explicit) strategies to thank more than the indirect (or implicit) ones.
  2. Female learners use more thanking strategies than the male ones.

After presenting the literature, the researcher conducts a test to a random sample of Iraqi EFL fourth year students at the Department of English/ College of Education for Human Sciences.

University of Babylon (2016-2017) The results of the test are analysed as well. After applying the test to the sample, he researcher concluded that the students used the direct strategies to thank almost all the time and they even left some of the strategies (especially the indirect one) unused. This emphasized the first hypothesis of this study. As for gender; females used thanking strategies a bit less than the males and this conclusion rejects the second hypothesis of the study.

Keywords: EFL Learners’, Gender, Implicit, Speech Acts., Strategies., explicit, felicity conditions, thanking

A Study on the Impact of Mall (Mobile Assisted Language Learning) On EFL Learners’ Reading Comprehension (Published)

Technological developments with the adoption of mobile multimedia devices and applications have translated into huge opportunities for English as a foreign language (EFL). Consequently, this study probes the impact of Mobile Assisted Language Learning (MALL) on EFL learners’ reading comprehension. The population of this study was intermediate female EFL students (15-20 years old) at English Language institutes located in Kerman, district 2. A Cambridge Placement Test (CPT) was used to have almost homogenous groups. After administrating the CPT, 40 students who were randomly and equally assigned to the experimental and control groups (20 students in each group) were selected as the sample of this study. To see the impact of MALL on EFL learners’ reading comprehension, reading comprehension test (EnglishForEveryone.org graded English Worksheets) in form of multiple choice and some open ended questions was used as a pre – test and post – test to assess the participants’ reading comprehension in both control and experimental group. The result revealed that EFL learners favor reading comprehension via mobile phones due to the convenience facilitated by the portability and accessibility of the mobile phones.

Keywords: EFL Learners’, MALL, Reading Comprehension

The Impact of Raising Phonological Awareness on Improving EFL Learners Reading Comprehension: A Case Study at Preparatory Year Najran University (Published)

The study utilized experimental and descriptive approach to identify the impact of raising phonological awareness on improving EFL reading comprehension skill among Preparatory Year students at Najran University (NU). Phonological Awareness is an applied linguistic term which refers to the ability to hear and manipulate the sound structure of language. It is an encompassing term that involves working with the sounds of language at the word, syllable, and phoneme level and contains many processes. The study is an attempt to identify the impact of phonological awareness training and gender on reading performance of preparatory year students at NU. The sample consisted of (160) students, (80) males and (80) females. Phonological Awareness Skills Test and Cronbach Alpha Coefficient utilized to measure progress in four phonological awareness skills including word identification, word deletion, word blending and word rhyming while a reading passage. Pre- and post-Cloze Test applied to identify the reading levels of the participants. In addition, simple percentage and T-Test utilized to statically analyze the data. The results revealed that training on phonological awareness skills significantly improved the reading performance of the students in the experimental group.

Keywords: Comprehension, EFL Learners’, Najran University, Phonological Awareness

Acquisition of Wh-Questions in English by Saudi English Majors in Najran University (Published)

This study analyzes question formation errors in English made by EFL majors in Najran University – KSA. The aim of the study is to find out the types and causes behind making such errors. For this purpose, the researcher has designed a wh-question generating instrument. After identifying the categories of errors, the data analysis has shown agreement with similar previous studies. The most common error types in forming wh-questions in English are: auxiliary omission, wrong question word, aux.-subject inversion, Wrong auxiliary and many others.Our study has also revealed that some of the errors are due to grammar incompetence required for question formation, while others can be attributed to structure dissimilarities of the two languages.

Keywords: EFL Learners’, Grammar, L 1 Interference, Question Formation, Saudi Arabia

Xenophobia in Iraqi EFL Learning Context (Published)

This study is an attempt to investigate Iraqi EEL learners’ conception of xenophobia and whether it has a negative effect on their learning English as a foreign language. The study hypothesizes that: (1) it is fair to speculate that xenophobia has been at least partially responsible for hindering deep-level learning and students who undergo xenophobia are likely to be pessimistic as regards the foreign language, (2) learners’ attitudes toward English as a foreign language differs depending on whether they are rural or urban, (3) the disposition of female learners towards the term xenophobia differs in comparison to that of male learners. To this end, a questionnaire is administered to 50 Iraqi undergraduate EFL learners at the University of Babylon/College of Education for Human Sciences/Department of English during the academic year (2016-2017) by which students were asked to report on their perception and interpretation of the term xenophobia.

Keywords: EFL Learners’, Gender, Rural, Urban, xenophobia

Future Digital Touch-Based Curricula: Touch Screen-Based Interaction and Its Educational Impact on Developing EFL Learners’ Linguistic Competence (Published)

Mobile aided language learning and have replaced the traditional teaching and learning and began to become a unique tool that give students a chance to take place in the educational process.  This paper tries to show the impacts of Ipod touch-Based screen interaction on developing learners’ linguistic competence. 48 undergraduate students were randomly selected from at Al-alBayt University in the summer semester during the academic year 2014-2015. Those students were divided into control and experimental groups. The grammar test showed that two groups were identical in terms of their linguistic aspects at the entry level before starting the experiment. While both groups had the same instructor, material, and conditions during 24 lectures. The difference was in the teaching way when the experimental group received the materials by using touch-based screen. The performance of the experimental group on grammar test held at the end of the course showed that the mean score of this group was significantly higher than the control group. Hence, the students’ linguistic performance based on touch screen was increased and interest of learning via Ipod among the learners have a deep impact on the students’ learning.

Keywords: EFL Learners’, Linguistic aspects of language, Touch screen

The Effect of Motivation on Developing EFL Learners’ Reading Comprehension Skills (Published)

This study is set up to examine how motivation affects on comprehending English texts. It concentrates on reading comprehension mainly because reading is the important one of the four skills in English as foreign language (EFL). The participants are university teachers of English language and undergraduate English language students at Blue Nile University in Sudan. The researcher used the descriptive analytical approach because it is suitable for such studies. The data of this study collected by means of questionnaire and tests. This study leads to the findings that there are: motivational techniques improve the EFL intrinsic motivation to read,  motivation and attitudes affect on EFL learners’ reading comprehension skills, and different techniques of teaching reading comprehension are helpful in comprehending English texts. Finally the researcher recommends that reading strategies should be taught to EFL students and using games, elements of fun and humors in the classroom motivate students to read and understand.

Keywords: EFL Learners’, Motivation, Reading Comprehension

A Study on the Impact of MALL (Mobile Assisted Language Learning) on EFL learners’ Reading comprehension (Published)

Technological developments with the adoption of mobile multimedia devices and applications have translated into huge opportunities for English as a foreign language (EFL). Consequently, this study probes the impact of Mobile Assisted Language Learning (MALL) on EFL learners’ reading comprehension. The population of this study was intermediate female EFL students (15-20 years old) at English Language institutes located in Kerman, district 2. A Cambridge Placement Test (CPT) was used to have almost homogenous groups. After administrating the CPT, 40 students who were randomly and equally assigned to the experimental and control groups (20 students in each group) were selected as the sample of this study. To see the impact of MALL on EFL learners’ reading comprehension, reading comprehension test (EnglishForEveryone.org graded English Worksheets) in form of multiple choice and some open ended questions was used as a pre – test and post – test to assess the participants’ reading comprehension in both control and experimental group. The result revealed that EFL learners favor reading comprehension via mobile phones due to the convenience facilitated by the portability and accessibility of the mobile phones.

Keywords: EFL Learners’, MALL, Reading Comprehension

Video Clips Used As an Assessment Tool in Listening Placement Tests (Published)

The present study attempted to capture the possible effects of using videos in assessing listening skill of EFL learners in placement tests. To carry out the study, 100 elementary, intermediate and advanced language learners who had registered for fall English classes were singled out by an OPT and were randomly assigned into two groups: an experimental group received oxford placement test, and a control group received video placement test, each group containing 50 subjects. All the subjects were assessed by a multiple-choice test based on video activity books named ‘Four Corners and English Result’. Finally, after administering the test, the data were analyzed by several correlations and independent t-tests. The results of the data analysis revealed that there was a significant difference in the performance of experimental and control groups; the participants of the experimental group performed better than the participants in the control group at the elementary, intermediate, and advanced levels. The findings demonstrated that the use of videos in assessing listening skill in placement tests of language institutes allowed the raters to sort the participants with more accuracy into different levels of language. In analyzing the participants’ attitude towards using video as a tool of assessment in placement tests, the results showed that the use of videos helped the participants overcome their test anxiety.

Keywords: EFL Learners’, Placement Test, Test anxiety, Video Clips

THE EFFECT OF SHADOWING ON EFL LEARNERS’ ORAL PERFORMANCE IN TERMS OF FLUENCY (Published)

Shadowing is a technique which has been used widely for many years and has led to much better listening comprehension skills. This paper reports on research aimed at discovering if there is a link between shadowing and the fluency of EFL learners’ oral performance. Forty learners of Intermediate level took part in the study for a month as part of either an experimental or control group. A strong relationship between shadowing and the fluency of learners’ L2 production was found. The results are of great significance for ELT

Keywords: EFL Learners’, Oral Performance, Terms of Fluency