Search results for: English as foreign language classroom

Authors: Nilgun Karatas, Bihter Sakin

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In this study, the relationships between the use of language learning strategies and English language exit exam success were investigated in the university EFL learners’ context. The study was conducted at Fatih University Prep School. To collect data 3 classes from the A1 module in English language classes completed a questionnaire known as the English Language Learning Strategy Inventory or ELLSI. The data for the present study were collected from the preparatory class students who are studying English as a second language at the School of Foreign Languages. The students were placed into four different levels of English, namely A1, A2, B1, and B2 level of English competency according to European Union Language Proficiency Standard, by means of their English placement test results. The Placement test was conveyed at the beginning of the spring semester in 2014-2015.The ELLSI consists of 30 strategy items which students are asked to rate from 1 (low frequency) to 5 (high frequency) according to how often they use them. The questionnaire and exit exam results were entered onto SPSS and analyzed for mean frequencies and statistical differences. Spearman and Pearson correlation were used in a detailed way. There were no statistically significant results between the frequency of strategy use and exit exam results. However, most questions correlate at a significant level with some of the questions.

Keywords: individual differences, language learning strategies, Fatih University, English language

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Authors: Justin P. Pool, Haruyo Yoshida

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This research focuses on the effects of creating an English as a foreign language curriculum that combines online learning and classroom teaching in a complementary manner. Through pre- and post-test results, teacher observation, and learner reflection, it will be shown that learners can benefit from online programs focusing on receptive skills if combined with a communicative classroom environment that encourages learners to develop their productive skills. Much research has lamented the fact that many modern mobile assisted language learning apps do not take advantage of the affordances of modern technology by focusing only on receptive skills rather than inviting learners to interact with one another and develop communities of practice. This research takes into account the realities of the state of such apps and focuses on how to best create a curriculum that complements apps which focus on receptive skills. The research involved 15 adult learners working for a business in Japan simultaneously engaging in 1) a commercial online English language learning application that focused on reading, listening, grammar, and vocabulary and 2) a 15-week class focused on communicative language teaching, presentation skills, and mitigation of error aversion tendencies. Participants of the study experienced large gains on a standardized test, increased motivation and willingness to communicate, and asserted that they felt more confident regarding English communication. Moreover, learners continued to study independently at higher rates after the study than they had before the onset of the program. This paper will include the details of the program, reveal the improvement in test scores, share learner reflections, and critically view current evaluation models for mobile assisted language learning applications.

Keywords: adult learners, communicative language teaching, mobile assisted language learning, motivation

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Authors: kaveh Jalilzadeh, Maryam Rastgari

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Motivation for learning a foreign language is needed for learners of any foreign language to effectively learn language skills. However, there are some factors that lead to the learners’ demotivation. Therefore, teachers of foreign languages, most notably English language which turned out to be an international language for academic and business purposes, need to be well aware of the demotivation sources and know how to reduce learners’ demotivation. This study is an attempt to explore demotivation-reducing strategies employed by Turkish EFL learners in L2 writing. The researchers used a qualitative case study and employed semi-structured interviews to collect data. The informants recruited in this study were 20 English writing lecturers who were selected through purposive sampling among university lecturers/instructors at the state and non-state universities in Istanbul and Ankara. Interviews were transcribed verbatim, and MAXQDA software (version 2022) was used for performing coding and thematic analysis of the data. Findings revealed that Turkish EFL teachers use 18 strategies to reduce language learners’ demotivation. The most frequently reported strategies were: writing in a group, writing about interesting topics, writing about new topics, writing about familiar topics, writing about simple topics, and writing about relevant topics. The findings have practical implications for writing teachers and learners of the English language.

Keywords: phenomenological study, emotional vulnerability, motivation, digital Settings

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Authors: Ann Dashwood

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Using standard Australian English with confidence is a cultural expectation of parents of primary school aged children who want to engage effectively with their children’s teachers and school administration. That confidence in support of their children’s learning at school is seldom experienced by parents whose first language is not English. Sharing language with competence in an intercultural environment is the common denominator for meaningful communication and engagement to occur in a school community. Experience in relevant interactive sessions is known to enhance engagement and participation. The purpose of this paper is to identify interactional settings for which parents who are isolated from the daily use of functional Australian cultural language learned to engage more effectively in their children’s learning at school. The outcomes measured parents’ intercultural engagement with classroom teachers and attention to the school’s administrative procedures. The study used quantitative and qualitative methods. The principles of communicative task-based language learning combined with intercultural communication principles provided the theoretical base for intensive English task-based learning and engagement. The quantitative analysis examined data samples collected by classroom teachers and administrators and parents’ writing samples. Interviews and observations qualitatively informed the study. Currently significant numbers of projects are active in community centres and schools to enhance English language knowledge of parents from Language Backgrounds Other Than English (LBOTE). The study was significant to explore the effects of conducting intensive English with parents of varied English language backgrounds by targeting language use for social interactions in the community, specific engagement in school activities, cultural interaction with teachers and responsiveness to complying with school procedures.

Keywords: engagement, intercultural communication, LBOTE, school community

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Authors: Agnes Siwi Purwaning Tyas, Dewi Cahya Ambarwati

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This paper concerns the language learning that develops as a habit formation and a constructive process while exercising an oppressive power to construct the learners. As a locus of discussion, the investigation problematizes the transfer of English language to Indonesian students of junior high school through the use of English textbooks ‘Real Time: An Interactive English Course for Junior High School Students Year VII-IX’. English language has long performed as a global language and it is a demand upon the non-English native speakers to master the language if they desire to become internationally recognized individuals. Generally, English teachers teach the language in accordance with the nature of language learning in which they are trained and expected to teach the language within the culture of the target language. This provides a potential soft cultural penetration of a foreign ideology through language transmission. In the context of Indonesia, learning English as international language is considered dilemmatic. Most English textbooks in Indonesia incorporate cultural elements of the target language which in some extent may challenge the sensitivity towards local cultural values. On the other hand, local teachers demand more English textbooks for junior high school students which can facilitate cultural dissemination of both local and global values and promote learners’ cultural traits of both cultures to avoid misunderstanding and confusion. It also aims to support language learning as bidirectional process instead of instrument of oppression. However, sensitizing and localizing this foreign language is not sufficient to restrain its soft infiltration. In due course, domination persists making the English language as an authoritative language and positioning the locality as ‘the other’. Such critical premise has led to a discursive analysis referring to how the cultural elements of the target language are presented in the textbooks and whether the local characteristics of Indonesia are able to gradually reduce the degree of the foreign oppressive ideology. The three textbooks researched were written by non-Indonesian author edited by two Indonesia editors published by a local commercial publishing company, PT Erlangga. The analytical elaboration examines the cultural characteristics in the forms of names, terminologies, places, objects and imageries –not the linguistic aspect– of both cultural domains; English and Indonesia. Comparisons as well as categorizations were made to identify the cultural traits of each language and scrutinize the contextual analysis. In the analysis, 128 foreign elements and 27 local elements were found in textbook for grade VII, 132 foreign elements and 23 local elements were found in textbook for grade VIII, while 144 foreign elements and 35 local elements were found in grade IX textbook, demonstrating the unequal distribution of both cultures. Even though the ideal pedagogical approach of English learning moves to a different direction by the means of inserting local elements, the learners are continuously imposed to the culture of the target language and forced to internalize the concept of values under the influence of the target language which tend to marginalize their native culture.

Keywords: bidirectional process, English, local culture, oppression

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Authors: Ngoc T. Bui

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The key issue for teachers of a modern foreign language is the creation of a pedagogic environment, and this means that an understanding of context is vital. A pedagogic environment addresses the following: time, feedback, relations with other people, curriculum integration, forms of knowledge, resources and control in the pedagogic relationship. In this light, the multiple case study of the implementation of a modern foreign language curriculum focuses on exploring Vietnamese contexts and participants’ perceptions of factors that may affect their implementation process in order to examine thoroughly how the communicative language teaching (CLT) curriculum is being implemented in second language classrooms. A mixed methods approach is utilized to investigate contextual and personal factors that may affect teachers’ implementation of curriculum and pedagogical reform in Vietnam. This project therefore has the capability to inform stakeholders of useful information and identify further changes and measures to solve potential problems to ensure the achievement of the curriculum goals. The expected outcomes may also lead to intercultural language teaching guidelines to support english as a foreign language (EFL) teachers with curriculum design, planning and how to create pedagogic environment to best implement it.

Keywords: communicative language teaching, context, curriculum implementation, modern foreign language, pedagogic environment

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Authors: Sabitha Rahim

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In the context of teaching vocabulary of English as Foreign Language (EFL), the confluence of memory and retention is one of the most significant factors in students' language acquisition. The progress of students engaged in foreign language acquisition is often stymied by vocabulary attrition, which leads to learners' lack of confidence and motivation. However, among other factors, little research has investigated the importance of neuroplasticity in Foreign Language acquisition and how underused neural pathways lead to the loss of plasticity, thereby affecting the learners’ vocabulary retention and motivation. This research explored the effect of enhancing vocabulary acquisition of EFL students in the Foundation Year at King Abdulaziz University through various methods and neuroplasticity exercises that reinforced their attention, motivation, and engagement. It analyzed the results to determine if stimulating the brain of EFL learners by various physical and mental activities led to the improvement in short and long term memory in vocabulary retention. The main data collection methods were student surveys, assessment records of teachers, student achievement test results, and students' follow-up interviews. A key implication of this research is for the institutions to consider having multiple varieties of student activities promoting brain plasticity within the classrooms as an effective tool for foreign language acquisition. Building awareness among the faculty and adapting the curriculum to include activities that promote brain plasticity ensures an enhanced learning environment and effective language acquisition in EFL classrooms.

Keywords: language acquisition, neural paths, neuroplasticity, vocabulary attrition

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Authors: Maria Lina Garrido

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This paper aims to reflect upon instruction in English classes with the specific purpose of reading comprehension development, having as its paradigm the considerations presented by William Grabe, in his book Reading in a Second Language: Moving from theory to practice. His concerns regarding the connection between research findings and instructional practices have stimulated the present author to re-evaluate both her long practice as an English reading teacher and as the author of two reading textbooks for graduate students. Elements of the reading process such as linguistic issues, prior knowledge, reading strategies, critical evaluation, and motivation are the main foci of this analysis as far as the activities developed in the classroom are concerned. The experience with university candidates on postgraduate courses with different levels of English knowledge in Bahia, Brazil, has definitely demanded certain adjustments to this author`s classroom setting. Word recognition based on cognates, for example, has been emphasized given the fact that academic texts use many Latin words which have the same roots as the Brazilian Portuguese lexicon. Concerning syntactic parsing, the tenses/verbal aspects, modality and linking words are included in the curriculum, but not with the same depth as the general English curricula. Reading strategies, another essential predictor for developing reading skills, have been largely stimulated in L2 classes in order to compensate for a lack of the appropriate knowledge of the foreign language. This paper presents results that demonstrate that this author`s teaching practice is compatible with the implications and instruction concerning the reading process outlined by Grabe, however, it admits that each class demands specific instructions to meet the needs of that particular group.

Keywords: classroom practice, instructional activities, reading comprehension, reading skills

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Authors: Nhung T. Bui

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Part of the dilemma facing educational reforms in Vietnam as in other Asian contexts is how to encourage more independence in students’ learning approaches. Since 2005, the Ministry of Education and Training of Vietnam has included the students’ ability to learn independently in its national education objectives. While learner autonomy has been viewed as a goal in the teaching and learning English as a foreign language (EFL) and there has been a considerable literature on strategies to stimulate autonomy in learners, teachers’ voices have rarely been heard. Given that teachers play a central role in helping their students to be more autonomous, especially in an inherent Confucian heritage culture like Vietnam, their attitudes towards learner autonomy should be investigated before any practical implementations could be undertaken. This paper reports significant findings of a survey questionnaire with 262 lecturers of English from 5 universities in Hanoi, Vietnam giving opinions regarding the practices and prospects of learner autonomy in their classrooms. The study reveals that lecturers perceive they should be more responsible than their students in all class-related activities; they most appreciate their students’ ability to learn cooperatively and that they consider stimulating students’ interest as the most important teaching strategy to promote learner autonomy. Lecturers, then, are strongly suggested to gradually ‘empower’ their students through the application of out-of-classroom activities; of learning activities which requires collaboration and team spirit; and of activities which could boost students’ interest in learning English.

Keywords: English as a foreign language, higher education, learner autonomy, Vietnam

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Authors: Akiko Kondo

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Although the effects of working memory capacity on second/foreign language speaking skills have been researched in depth, few studies have focused on Japanese English as a foreign language (EFL) learners as compared to other languages (Indo-European languages), and the sample sizes of the relevant Japanese studies have been relatively small. Furthermore, comparing the effects of working memory capacity and motivation which is another kind of frequently researched individual factor on L2 speaking skills would add to the scholarly literature in the field of second language acquisition research. Therefore, the purposes of this study were to investigate whether working memory capacity and motivation have significant relationships with Japanese EFL learners’ speaking skills and to investigate the degree to which working memory capacity and motivation contribute to their English speaking skills. One-hundred and ten Japanese EFL students aged 18 to 26 years participated in this study. All of them are native Japanese speakers and have learned English as s foreign language for 6 to 15. They completed the Versant English speaking test, which has been widely used to measure non-native speakers’ English speaking skills, two types of working memory tests (the L1-based backward digit span test and the L1-based listening span test), and the language learning motivation survey. The researcher designed the working memory tests and the motivation survey. To investigate the relationship between the variables (English speaking skills, working memory capacity, and language learning motivation), a correlation analysis was conducted, which showed that L2 speaking test scores were significantly related to both working memory capacity and language learning motivation, although the correlation coefficients were weak. Furthermore, a multiple regression analysis was performed, with L2 speaking skills as the dependent variable and working memory capacity and language learning motivation as the independent variables. The results showed that working memory capacity and motivation significantly explained the variance in L2 speaking skills and that the L2 motivation had slightly larger effects on the L2 speaking skills than the working memory capacity. Although this study includes several limitations, the results could contribute to the generalization of the effects of individual differences, such as working memory and motivation on L2 learning, in the literature.

Keywords: individual differences, motivation, speaking skills, working memory

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Authors: Ann Dashwood

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Using Standard Australian English with confidence is a cultural expectation of parents of primary school aged children who want to engage effectively with their children’s teachers and school administration. That confidence in support of their children’s learning at school is seldom experienced by parents whose first language is not English. Sharing language with competence in an intercultural environment is the common denominator for meaningful communication and engagement to occur in a school community. Experience in relevant, interactive sessions is known to enhance engagement and participation. The purpose of this paper is to identify a pedagogy for parents otherwise isolated from daily use of functional Australian cultural language learned to engage effectively in their children’s learning at school. The outcomes measure parents’ intercultural engagement with classroom teachers and attention to the school’s administrative procedures using quantitative and qualitative methods. A principled communicative task-based language learning approach, combined with intercultural communication strategies provide the theoretical base for intensive English inquiry-based learning and engagement. The quantitative analysis examines data samples collected by classroom teachers and administrators and parents’ writing samples. Interviews and observations qualitatively inform the study. Currently, significant numbers of projects are active in community centers and schools to enhance English language knowledge of parents from Language Backgrounds Other Than English (LBOTE). The study is significant to explore the effects of an intensive English pedagogy with parents of varied English language backgrounds, by targeting inquiry-based language use for social interactions in the school and wider community, specific engagement and cultural interaction with teachers and school activities and procedures.

Keywords: engagement, intercultural communication, language teaching pedagogy, LBOTE, school community

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Authors: Sresha Yadav, Ishwar Kumar

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Second language learning is an important area of research in the language and linguistic domains. Literature suggests that several factors impact second language learning, including age, motivation, objectives, teacher, instructional material, classroom interaction, intelligence and previous background, previous linguistic experience, other student characteristics. Previous researchers have also highlighted that classroom atmospherics has a significant impact on learning as well as on the performance of students. However, the impact of classroom atmospherics on second language learning is still not known in the existing literature. Therefore, the purpose of the present study is to explore whether classroom atmospherics has an impact on second language learning or not? And if it does, it would be worthwhile to explore the nature of such relationship. The present study aims to explore the impact of classroom atmospherics on second language learning by dwelling into the existing literature to explore factors which impact second language learning, classroom atmospherics which impact language learning and the metrics through which such learning impacts could be measured. Based on the findings of literature review, the researchers have adopted a clustering approach for categorization and positioning of various measures of second language learning. Based on the clustering approach, the researchers have approach for measuring the impact of classroom atmospherics on second language learning by drawing a student sample consisting of 80 respondents. The results of the study uncover various basic premises of second language learning, especially with regard to classroom atmospherics. The present study is important not only from the point of view of language learning but implications could be drawn with regard to the design of classroom atmospherics, environmental psychology, anthropometrics, etc as well.

Keywords: classroom atmospherics, cluster analysis, linguistics, second language learning

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Authors: Suwaree Yordchim, Toby J. Gibbs

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The linguistic competence of Thai university students majoring in Business English was examined in the context of knowledge of English language inflection, and also various linguistic elements. Errors analysis was applied to the results of the testing. Levels of errors in inflection, tense and linguistic elements were shown to be significantly high for all noun, verb and adjective inflections. Findings suggest that students do not gain linguistic competence in their use of English language inflection, because of interlanguage interference. Implications for curriculum reform and treatment of errors in the classroom are discussed.

Keywords: interlanguage, error analysis, inflection, second language acquisition, Thai students

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Authors: Derya Duran, Christine Jacknick

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Despite a growing body of research on classroom, especially language classroom interactions, much more is yet to be discovered on how interaction is organized in higher education settings. This study investigates how the discourse marker 'I mean' in teacher questioning turns functions as a resource to promote student participation as well as to enhance collective understanding in whole-class discussions. This paper takes a conversation analytic perspective, drawing on 30-hour video recordings of classroom interaction in an English as a medium of instruction university in Turkey. Two content classrooms (i.e., Guidance) were observed during an academic term. The course was offered to 4th year students (n=78) in the Faculty of Education; students were majoring in different subjects (i.e., Early Childhood Education, Foreign Language Education, Mathematics Education). Results of the study demonstrate the multi-functionality of discourse marker 'I mean' in teacher questioning turns. In the context of English as a medium of instruction classrooms where possible sources of confusion may occur, we found that 'I mean' is primarily used to indicate upcoming adjustments. More specifically, it is employed for a variety of interactional purposes such as elaboration, clarification, specification, reformulation, and reference to the instructional activity. The study sheds light on the multiplicity of functions of the discourse marker in academic interactions and it uncovers how certain linguistic resources serve functions to the organization of repair such as the maintenance of understanding in classroom interaction. In doing so, it also shows the ways in which participation is routinely enacted in shared interactional events through linguistic resources.

Keywords: conversation analysis, discourse marker, English as a medium of instruction, repair

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Authors: Haneen Alrawashdeh, Naciye Kunt

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Intercultural communicative competence or (ICC), is an extension of communicative competence that takes into account the intercultural aspect of learning a foreign language. Accordingly, this study aimed at investigating the intercultural interaction impact on English as a foreign language learners' academic achievement of language as a scholastic subject and their motivation towards learning it. To achieve the aim of the study, a qualitative research approach was implemented by means of semi-structured interviews. Interview sessions were conducted with eight teachers of English as well as ten English language learners who work in the tourism industry in a variety of career paths, such as selling antiques and traditional costumes. An analysis of learners' grades of English subjects from 2014 to 2019 academic years was performed by using the Open Education Management Information System Database in Jordan to support the findings of the study. The results illustrated that due to the fact that they work in the tourism sector, students gain skills and knowledge that assist them in better academic achievement in the subject of English by practicing intercultural communication with different nationalities on a daily basis; intercultural communication enhances students speaking skills, lexicon, and fluency; however, despite that their grades showed increasing, from teachers perspectives, intercultural communicative competence reduces their linguistic accuracy and ability to perform English academic writing in academic contexts such as exams.

Keywords: intercultural communicative competence, Jordan, language learning motivation, language academic achievement

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Authors: Sirirat Choophan Atthaphonphiphat

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The objective of the study is to analyze errors in English essay writing of Thai (Suratthani Rajabhat University)’s students with different English language experiences. 16 subjects were divided into 2 groups depending on their English language experience. The data were collected from English essay writing about 'My daily life'. The finding shows that 275 tokens of errors were found from 240 English sentences. The errors were categorized into 4 types based on frequency counts: grammatical errors, mechanical errors, lexical errors, and structural errors, respectively. The findings support all of the researcher’s hypothesizes, i.e. 1) the students with low English language experience made more errors than those with high English language experience; 2) all errors in English essay writing of Suratthani Rajabhat University’s students, the interlingual errors are more than the intralingual ones; 3) systemic and structural differences between English (target language) and Thai (mother-tongue language) lead to the errors in English essays writing of Suratthani Rajabhat University’s students.

Keywords: applied linguistics, error analysis, interference, language transfer

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Authors: Khaleel Bader Bataineh

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Past studies have maintained that the Arab learners' beliefs about language learning hold vital effects on their performance. Thus, this study was carried out to investigate the language learning beliefs of Irbid National University students. It aimed at identifying the language learning beliefs according to gender. This study is a descriptive design that employed survey questionnaire of Language Learning Beliefs Inventory (BALLI). The data were elicited from 83 English major students during the class sessions. The data were analyzed using an SPSS program in which frequency analysis and t-test were performed to examine the students’ responses. Thus, the major findings of this research indicated that there is a variation in responses with regards to the subjects’ beliefs about English learning. Also, the findings show significant differences in four questionnaire items according to gender. It is hoped that the findings provide valuable insights to educators about the learners’ beliefs which assist them to develop the teaching and learning English language process in Jordan universities.

Keywords: foreign language, students’ beliefs, language learning, Arab students

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Authors: Sainbilegt Dashdorj, Delgerekhtsetseg Tsedev, Odontuya Mishigdorj, Bat-Uchral Ganzorigt

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To develop a content-based recommendation of foreign language teaching for foreign language majoring and non-majoring classes at domestic universities by comparing the current situation, the environmental conditions, the curriculum, the plan, the content and so on of Mongolian foreign language teaching with the ones at the universities in the education development leading countries was set as the main goal and thus, it is considered to become an important step not only for solving an urgent foreign language teaching issue at Mongolian higher educational institutions but also for enhancing the foreign language knowledge of the national human resource in the globalizing world.

Keywords: CEFR, content standart, language curriculum, multilingualism

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Authors: Louella Nicole Gamao

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Writing in English is accounted as a complex skill and process for foreign language learners who commit errors in writing are found as an inevitable part of language learners' writing. This study aims to explore and analyze the learners of English-as-a foreign Language (EFL) freewriting in a University in Taiwan by identifying the category of mistakes that often appear in their freewriting activity and analyzing the learners' awareness of each error. Hopefully, this present study will be able to gain further information about students' errors in their English writing that may contribute to further understanding of the benefits of freewriting activity that can be used for future purposes as a powerful tool in English writing courses for EFL classes. The present study adopted the framework of error analysis proposed by Dulay, Burt, and Krashen (1982), which consisted of a compilation of data, identification of errors, classification of error types, calculation of frequency of each error, and error interpretation. Survey questionnaires regarding students' awareness of errors were also analyzed and discussed. Using quantitative and qualitative approaches, this study provides a detailed description of the errors found in the students'freewriting output, explores the similarities and differences of the students' errors in both academic writing and freewriting, and lastly, analyzes the students' perception of their errors.

Keywords: error, EFL, freewriting, taiwan, english

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Authors: Jane O`Halloran

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This research aims to identify the issues and challenges of teaching English as a Foreign Language to Japanese university students who have special learning needs. This study sought to investigate factors influencing the academic performance of students with special or additional needs in an inclusive education context. This study will focus on a consideration of the methods available to support those with hearing impairments. While the study population is limited, it is important to give classes to be inclusive places where all students receive equal access to content. Hearing impairments provide an obvious challenge to language learning and, therefore, second-language learning. However, strategies and technologies exist to support the instructor without specialist training. This paper aims to identify these and present them to other teachers of English as a second language who wish to provide the best possible learning experience for every student. Two case studies will be introduced to compare and contrast the experience of in-class teaching and the online option and to share the positives and negatives of the two approaches. While the study focuses on the situation in a university in Japan, the lessons learned by the author may have universal value to any classroom with a student with a hearing disability.

Keywords: inclusive learning, special needs, hearing impairments, teaching strategies

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Authors: Hélène Knoerr

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In an increasingly global world, more and more international students attend academic courses and programs in a second or foreign language, and local students register in language learning classes in order to improve their employability. These students need to quickly become proficient in the new language. How can we, as administrators, curriculum developers and teachers, make sure that they have the tools they need in order to develop their language skills in an academic context? This paper will describe the development and implementation of a new course, Learning to learn, as part of the Major in French/English as a Second Language at the University of Ottawa. This academic program was recently completely overhauled in order to reflect the current approaches in language learning (more specifically, the action-oriented approach as embodied in the Common European Framework of Reference for Languages, and the concept of life-long autonomous learning). The course itself is based on research on language learning strategies, with a particular focus on the characteristics of the “good language learner”. We will present the methodological and pedagogical foundations, describe the course objectives and learning outcomes, the language learning strategies, and the classroom activities. The paper will conclude with students’ feedback and suggest avenues for further exploration.

Keywords: curriculum development, language learning, learning strategies, second language

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Authors: Simao E. Luis

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From the 1960s to the 1990s, the social-psychological framework of language attitudes that emerged from the Canadian research tradition was very influential. Integrativeness was one of the main variables in Gardner’s theory because refugees and immigrants were motivated to learn English and French to integrate into the Canadian community. Second language (L2) scholars have expressed concerns over integrativeness because it cannot explain the motivation of L2 learners in global contexts. This study aims to investigate student motivation to learn English as a foreign language in Mozambique, and to contribute to the ongoing validation of the L2 Motivational Self System theory in an under-researched country. One hundred thirty-seven (N=137) university students completed a well-established motivation questionnaire. The data were analyzed with SPSS, and descriptive statistics, correlations, multiple regressions, and MANOVA were conducted. Results show that many variables contribute to motivated learning behavior, particularly the L2 learning experience and attitudes towards the English language. Statistically significant differences were found between males and females, with males expressing more motivation to learn the English language for personal interests. Statistically significant differences were found between older and younger students, with older students reporting more vivid images of themselves as future English language users. These findings have pedagogical implications because motivational strategies are positively correlated with student motivated learning behavior. Therefore, teachers should design L2 tasks that can help students to develop their future L2 selves.

Keywords: English as a foreign language, L2 motivational self system, Mozambique, university students

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Authors: Shatha Alkhalaf

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This study aimed to investigate the effectiveness of the English Speaking Practice App in improving the speaking skills of English as a Foreign Language (EFL) learners. The participants were 44 diploma students at Qassim University in Saudi Arabia. They used the app for 30 minutes per week over a 12-week period. A survey questionnaire was used to measure their perceptions of the app's effectiveness, usability, and impact on motivation. The questionnaire showed high internal consistency (Cronbach's alpha = 0.89). The findings suggest that the app was perceived positively by the participants in terms of its effectiveness in improving speaking skills, usability, and motivation. This research contributes to the field of language teaching by highlighting the potential of technology-enhanced language learning.

Keywords: second language, English, speaking, technology

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Authors: Fazilet Alachaher (Benzerdjeb)

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From the chalkboard to the abacus and beyond, technology has always played an important role in education. Educational technology refers to any teaching tool that helps supports learning, and given the rapid advancements in Information Technology and multimedia applications, the potential to support the teaching of foreign languages in our universities is ever greater. In language teaching and learning, we have a lot of to choose from the world of technology: TV, CDs, DVDs, Computers, the Internet, Email, and Blogs. The use of modern technologies can enrich the experience of learning a foreign language because they provide features that are not present in traditional technology. They can offer a wide range of multimedia resources, opportunities for intensive one-to-one learning in language labs and resources for authentic materials, which can be motivating to both students and teachers. The advent of Information and Communication Technology (ICT) and online interaction can also open up new range of self-access and distance learning opportunities The two last decades have witnessed a revolution due to the onset of technology, and has changed the dynamics of various industries, and has also influenced the way people live and work in society. That is why using the multimedia to create a certain context to teach English has its unique advantages. This paper tries then to analyse the necessity of multimedia technology to language teaching and brings out the problems faced by using these technologies. It also aims at making English teachers aware of the strategies to use it in an effective manner.

Keywords: strategies English teaching, multimedia technology, advantages, disadvantages, English learning

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Authors: Hidehiro Endo, Taizo Shigemichi

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Introduction & Objectives: In 2008, the revised course of study for elementary schools was published by MEXT, and from the beginning of the academic year of 2011-2012, foreign language activities (English lessons) became mandatory for 5th and 6th graders in Japanese elementary schools. Foreign language activities are currently offered once a week for approximately 50 minutes by elementary school teachers, assistant language teachers who are native speakers of English, volunteers, among others, with the purpose of helping children become accustomed to functional English. However, the new policy has disclosed a myriad of issues in conducting foreign language activities since the majority of the current elementary school teachers has neither English teaching experience nor English proficiency. Nevertheless, converting foreign language activities into English, as a subject in Japanese elementary schools (for 5th and 6th graders) from 2020 is what MEXT currently envisages with the purpose of reforming English education in Japan. According to their new proposal, foreign language activities will be mandatory for 3rd and 4th graders from 2020. Consequently, gaining better access to English learning opportunities becomes one of the primary concerns even in early childhood education. Thus, in this project, we aim to explore some nursery schools’ attempts at providing toddlers with online English lessons via Skype. The main purpose of this project is to look deeply into what roles online English lessons in the nursery schools play in guiding nursery school children to enjoy learning the English language as well as to acquire English communication skills. Research Methods: Setting; The main research site is a nursery school located in the northern part of Japan. The nursery school has been offering a 20-minute online English lesson via Skype twice a week to 7 toddlers since September 2015. The teacher of the online English lessons is a male person who lives in the Philippines. Fieldwork & Data; We have just begun collecting data by attending the Skype English lessons. Direct observations are the principal components of the fieldwork. By closely observing how the toddlers respond to what the teacher does via Skype, we examine what components stimulate the toddlers to pay attention to the English lessons. Preliminary Findings & Expected Outcomes: Although both data collection and analysis are ongoing, we found that the online English teacher remembers the first name of each toddler and calls them by their first name via Skype, a technique that is crucial in motivating the toddlers to actively participate in the lessons. In addition, when the teacher asks the toddlers the name of a plastic object such as grapes in English, the toddlers tend to respond to the teacher in Japanese. Accordingly, the effective use of Japanese in teaching English for nursery school children need to be further examined. The anticipated results of this project are an increased recognition of the significance of creating English language learning opportunities for nursery school children and a significant contribution to the field of early childhood education.

Keywords: teaching children, English education, early childhood education, nursery school

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Authors: Nurah Saleh Alfares

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An aim of TS in EFL is to help learners to understand how they learn, which could help them in using the target language with other learners in language classrooms, and in their social life. The early researchers have criticised the system of teaching methods in EFL applied in Saudi schools, as they claim that it does not produce students who are highly proficient in English. Some of them suggested that enhancing learners’ TS would help to improve the learners’ proficiency of using the EFL. The textbook in Saudi schools is the central material for teachers to follow in the EFL classroom. Thus, this study is investigating the main issues that could promote TS in Saudi EFL: the textbook and the teachers. The purposes of the study are: to find out the extent to which the tasks in the textbook have the potential to support teachers in promoting TS; to discover insights into the nature of classroom activities that teachers use to encourage TS from the textbook and to explore the teachers’ views on the role of the textbook in promoting TS in the English language. These aims will improve understanding of the connection between the potential of the textbook content and the participants’ theoretical knowledge and their teaching practice. The investigation employed research techniques including the following: (1) analysis of the textbook; (2) questionnaire for EFL teachers; (3) observation for EFL classroom; (4) interviews with EFL teachers. Analysis of the third intermediate grade textbook has been undertaken, and six EFL teachers from five intermediate schools were involved in the study. Data analysis revealed that 36.71 % of the tasks in the textbook could have the potential to promote TS, and 63.29 % of the tasks in the textbook could not have the potential to promote TS. Therefore, the result of the textbook analysis showed that the majority of the tasks do not have the potential to help teachers to promote TS. Although not all teachers of the observed lessons displayed behaviour helpful to promote TS, teachers, who presented potential TS tasks in their lesson encouraged learners’ interaction and students’ engagement more than teachers who presented tasks that did not have the potential to promote TS. Therefore, the result of the teachers’ data showed that having a textbook that has the potential to promote TS is not enough to develop teaching TS in Saudi EFL since teachers’ behaviour could make the task more or less productive.

Keywords: English as a Foreign Language, metacognitive skills, textbook, thinking skills

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Authors: Ahmed Mohammed Omer Alghamdi

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Since the COVID-19 pandemic started, a rapid, unexpected transition from face-to-face to virtual classroom (VC) teaching has involved several challenges and obstacles. However, there are also opportunities and thoughts that need to be examined and discussed. In addition, the entire world is witnessing that the teaching system and, more particularly, higher education institutes have been interrupted. To maintain the learning and teaching practices as usual, countries were forced to transition from traditional to virtual classes using various technology-based devices. In this regard, the Kingdom of Saudi Arabia (KSA) is no exception. Focusing on how the current situation has forced many higher education institutes to change to virtual classes may possibly provide a clear insight into adopted practices and implications. The main purpose of this study, therefore, was to investigate how both Saudi English as a foreign language (EFL) teachers and students perceived the implementation of virtual classes as a key factor for useful language teaching and learning process during the COVID-19 pandemic period at a Saudi university. The impetus for the research was, therefore, the need to find ways of identifying the deficiencies in this application and to suggest possible solutions that might rectify those deficiencies. This study seeks to answer the following overarching research question: “How do Saudi EFL instructors and students perceive the use of virtual classes during the COVID-19 pandemic period in their language teaching and learning context?” The following sub-questions are also used to guide the design of the study to answer the main research question: (1) To what extent are virtual classes important intra-pandemic from Saudi EFL instructors’ and students’ perspectives? (2) How effective are virtual classes for fostering English language students’ achievement? (3) What are the challenges and obstacles that instructors and students may face during the implementation of virtual teaching? A mixed method approach was employed in this study; the questionnaire data collection represented the quantitative method approach for this study, whereas the transcripts of recorded interviews represented the qualitative method approach. The participants included EFL teachers (N = 4) and male and female EFL students (N = 36). Based on the findings of this study, various aspects from teachers' and students’ perspectives were examined to determine the use of the virtual classroom applications in terms of fulfilling the students’ English language learning needs. The major findings of the study revealed that the virtual classroom applications during the current pandemic situation encountered three major challenges, among which the existence of the following essential aspects, namely lack of technology and an internet connection, having a large number of students in a virtual classroom and lack of students’ and teachers’ interactions during the virtual classroom applications. Finally, the findings indicated that although Saudi EFL students and teachers view the virtual classrooms in a positive light during the pandemic period, they reported that for long and post-pandemic period, they preferred the traditional face-to-face teaching procedure.

Keywords: virtual classes, English as a foreign language, COVID-19, Internet, pandemic

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Authors: Tatiana N. Astakhova, Alexander E. Saprygin, Tatyana A. Golovko, Alexander N. Savostyanov, Mikhail S. Vlasov, Natalia V. Borisova, Alexandera G. Karpova, Urana N. Kavai-ool, Elena D. Mokur-ool, Nikolay A. Kolchanov, Lubomir I. Aftanas

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The aim of the study is to compare behaviorally and EEG reactions in Turkic-speaking inhabitants of Siberia (Tuvinians and Yakuts) and Russians during the recognition of syntax errors in native and foreign languages. 63 healthy aboriginals of the Tyva Republic, 29 inhabitants of the Sakha (Yakutia) Republic, and 55 Russians from Novosibirsk participated in the study. All participants completed a linguistic task, in which they had to find a syntax error in the written sentences. Russian participants completed the task in Russian and in English. Tuvinian and Yakut participants completed the task in Russian, English, and Tuvinian or Yakut, respectively. EEG’s were recorded during the solving of tasks. For Russian participants, EEG's were recorded using 128-channels. The electrodes were placed according to the extended International 10-10 system, and the signals were amplified using ‘Neuroscan (USA)’ amplifiers. For Tuvinians and Yakuts EEG's were recorded using 64-channels and amplifiers Brain Products, Germany. In all groups 0.3-100 Hz analog filtering, sampling rate 1000 Hz were used. Response speed and the accuracy of recognition error were used as parameters of behavioral reactions. Event-related potentials (ERP) responses P300 and P600 were used as indicators of brain activity. The accuracy of solving tasks and response speed in Russians were higher for Russian than for English. The P300 amplitudes in Russians were higher for English; the P600 amplitudes in the left temporal cortex were higher for the Russian language. Both Tuvinians and Yakuts have no difference in accuracy of solving tasks in Russian and in their respective national languages (Tuvinian and Yakut). However, the response speed was faster for tasks in Russian than for tasks in their national language. Tuvinians and Yakuts showed bad accuracy in English, but the response speed was higher for English than for Russian and the national languages. With Tuvinians, there were no differences in the P300 and P600 amplitudes and in cortical topology for Russian and Tuvinian, but there was a difference for English. In Yakuts, the P300 and P600 amplitudes and topology of ERP for Russian were the same as Russians had for Russian. In Yakuts, brain reactions during Yakut and English comprehension had no difference and were reflected foreign language comprehension -while the Russian language comprehension was reflected native language comprehension. We found out that the Tuvinians recognized both Russian and Tuvinian as native languages, and English as a foreign language. The Yakuts recognized both English and Yakut as a foreign language, only Russian as a native language. According to the inquirer, both Tuvinians and Yakuts use the national language as a spoken language, whereas they don’t use it for writing. It can well be a reason that Yakuts perceive the Yakut writing language as a foreign language while writing Russian as their native.

Keywords: EEG, language comprehension, native and foreign languages, Siberian inhabitants

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Authors: Armando T. Zúñiga

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As the number of English Language Learners (ELLs) in public schools continues to grow, so does the achievement gap between ELLs and other student populations. In an effort to support classroom teachers with effective instructional strategies for this student population, many districts have created instructional coaching positions specifically to support classroom teachers of ELLs—ELL Teachers on Special Assignment (ELL TOSAs). This study employed a gap analysis framework to the ELL TOSA professional support program in one California school district to examine knowledge, motivation, and organizational influences (KMO) on the ELL TOSAs’ goal of supporting classroom teachers of ELLs. Three themes emerged as a result of data analysis. First, there was evidence to illustrate the interaction between knowledge and the organization. Data from ELL TOSAs indicated an understanding of the role that collaboration plays in coaching and how to operationalize it in their support of teachers. Further, all of the ELL TOSAs indicated they have received professional development on effective strategies for instructional coaching. Additionally, a large percentage of the ELL TOSAs indicated a knowledge of modeling as an effective coaching practice. Accordingly, all of the ELL TOSAs indicated that they had knowledge of feedback as an effective coaching strategy. However, there was not sufficient evidence to support that they learned the latter two strategies through professional development. A second theme surfaced as there was evidence to illustrate an interaction between motivation and the organization. Some ELL TOSAs indicated that their sense of self-efficacy was affected by conflicting roles and expectations for the job. Most of the ELL TOSAs indicated that their sense of self-efficacy was affected by an increased workload brought about by fiscal decision making. Finally, there was evidence illustrating the interaction between the organization and motivation. The majority of the of ELL TOSAs indicated that there is confusion about how their roles are perceived, leaving the ELL TOSAs to feel that their actions did not contribute to instructional change. In conclusion, five research-based recommendations to support ELL TOSA goal attainment and considerations for future research on instructional coaches for classroom teachers of ELLs are provided.

Keywords: English language development, English language acquisition, language and leadership, language coaching, English language learners, second language acquisition

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Authors: Dian Guan

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With the wide application of multimedia and the Internet, the development of teaching theories, and the implementation of teaching reforms, many different university English classroom teaching modes have emerged. The university English teaching mode is changing from the traditional teaching mode based on conversation and text to the multimodal English teaching mode containing discussion, pictures, audio, film, etc. Applying university English teaching models is conducive to cultivating lifelong learning skills. In addition, lifelong learning skills can also be called learners' autonomous learning skills. Learners' independent learning ability has a significant impact on English learning. However, many university students, especially art and design students, don't know how to learn individually. When they become university students, their English foundation is a relative deficiency because they always remember the language in a traditional way, which, to a certain extent, neglects the cultivation of English learners' independent ability. As a result, the autonomous learning ability of most university students is not satisfactory. The participants in this study were 60 students and one teacher in their first year at a university in western China. Two observations and interviews were conducted inside and outside the classroom to understand the impact of a multimodal teaching model of university English on students' autonomous learning ability. The results were analyzed, and it was found that the multimodal teaching model of university English significantly affected learners' autonomy. Incorporating classroom presentations and poster exhibitions into multimodal teaching can increase learners' interest in learning and enhance their learning ability outside the classroom. However, further exploration is needed to develop multimodal teaching materials and evaluate multimodal teaching outcomes. Despite the limitations of this study, the study adopts a scientific research method to analyze the impact of the multimodal teaching mode of university English on students' independent learning ability. It puts forward a different outlook for further research on this topic.

Keywords: art university, EFL education, learner autonomy, multimodal pedagogy

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