Technology has been used for many years to enhance the quality of language learning and instruction. However, the introduction of technology into many contexts for language acquisition was hastened by the COVID-19 pandemic outbreak. Education professionals encountered a variety of new issues as a result of the abrupt change to online learning (Ghanbari and Nowroozi,2021). This study investigated students’ opinions of an English online assessment in terms of affective, cognitive, and behavioral factors. It aims to gauge students’ perspectives of the English online assessment currently employed at their institution and to find out their difficulties when taking online exams so that practical solutions can be recommended to the institution. The study recruited 110 students who have been attending General English courses at a public university in Ho Chi Minh City, Vietnam. The participants responded to a questionnaire including 28 items asking mainly about the advantages and disadvantages of the English online assessment that they experienced in their last course. The results revealed that most of the students had positive attitudes toward the online assessment mode although they also experienced several shortcomings when taking the English online exams.
Citation: Nguyen Huynh Trang and Nguyen Phuong Chi (2022) EFL Students’ Attitudes Towards the English Online Assessments, International Journal of English Language Teaching, Vol.10, No.5, pp.,50-60
Translation Challenges Facing University Students a Case Study: EFL Students at Ajloun National University (Published)
This study aims at identifying the main translation challenges that face EFL students as well as investigating students’ attitudes towards learning translation at Ajloun National University (ANU). The researcher used a quantitative research method. A total of 57 (male and female) (EFL) students responded to an online questionnaire consisting of 20 items. The results of this study revealed that EFL students at ANU had positive attitudes towards learning the translation course. The results also showed that a considerable number of students had difficulties translating texts from Arabic into English and vice versa. Moreover, the study recommended that the number of translation courses at universities should be increased, since one translation course is not enough to provide students with high-quality practice and knowledge to deal with translating texts correctly.
Citation: Mahmoud A. Al.Sobh (2022) Translation Challenges Facing University Students a Case Study: EFL Students at Ajloun National University, European Journal of English Language and Literature Studies, Vol.10, No.5, pp.10-23,
Using Oral Corrective Feedback in English Classroom A Case Study of Iranian EFL Students in Iranshahr (Published)
The aim of this study was to investigate the implementation of oral corrective feedback in a language classroom and its effect on students’ eagerness to involve in the learning process. It was conducted in a class where the focus was not only on the written form and comprehension but also on their oral production. The study comprised 16 female students, learning English as a foreign language in a language institute in Iran. The researcher used two kinds of techniques for collecting the data, interview and observation. The findings show that there were two types of oral corrective feedback given in the class, i.e. explicit correction and clarification request. The finding also reveals that the implementation of oral corrective feedback has a positive effect on the students’ learning process and their eagerness to involve in communicative activities.
The Effectiveness of Bandura’s Social Learning Theory in Learning English Speaking Skill among Secondary School EFL Students (Published)
Since its first proposal by the psychologist Albert Bandura in 1971, the social learning theory has become the most dominant theory of learning (Cherry, 2016) in which Bandura extended the scope of learning stratgies by addressing observation. This research aimed to investigate whether Bandura’s social learning theory (SLT) can be used in learning English speaking skill among secondary school EFL students. It also aimed to assess the possible consequences of incorporating the perspectives of this theory into English classes. The data were collected by means of a questionnaire which was administered to one hundred subjects in person. For data analysis, descriptive statistics were applied to analyze data by using Statistical Package for Social Sciences (SPSS). The results indicated that SLT could help EFL students to speak English fluently with confidence. Further, SLT could enhance the creativity, learnability, and attention of EFL students.