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Journal articles on the topic 'A1 learners'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

qizi, Maftuna Toshtanova Xamidjon. "The Formation of A1 Level Learners' Reading Skills Through Storytelling Technology." International Journal of Pedagogics 5, no. 5 (2025): 262–65. https://doi.org/10.37547/ijp/volume05issue05-65.

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The development of reading skills is critical for language acquisition, particularly for A1 level students who are at the initial stages of learning a new language. This article explores how storytelling technology can enhance the reading skills of these beginner learners. By integrating digital storytelling tools in educational practices, educators can foster engagement, comprehension, and motivation among A1 students. This research reviews existing literature on storytelling technology, its pedagogical implications, and practical applications in the classroom. The findings suggest that story

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Sládková, Věra. "Prepositions used with adjectives in English essays written by Czech secondary school students." EduLingua 4, no. 1 (2018): 1–22. http://dx.doi.org/10.14232/edulingua.2018.1.2.

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This article focuses on the frequency and accuracy of dependent prepositions which complement the adjectives in CZEMATELC 2017, a corpus consisting of 390 essays from the written part of the national school-leaving exam leading to certification of secondary education in the Czech Republic. The research findings reveal that the learners used adjectives from A1 to B2 level, according to the CEFR. A limited number of A1 adjective lemmas was considerably overused, but showed the lowest proportion of dependent prepositional complementation. As learners tended not to complement the adjectives at A2

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Riani, Rosalina Wahyu, Umi Handayani, and Teguh Santoso. "ANALYSIS OF MARUGOTO TEACHING MATERIALS IN JAPANESE LANGUAGE AND CULTURE: A1 ACTIVITIES FOR BEGINNERS." Philosophica: Jurnal Bahasa, Sastra, dan Budaya 5, no. 1 (2022): 20. http://dx.doi.org/10.35473/po.v5i1.1751.

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Marugoto Japanese Language and Culture teaching materials: Beginner A1 Activities can be used by Japanese language instructors and Japanese language learners as material resources to improve Japanese language skills. The purpose of this study is to describe the content components contained in the Marugoto Japanese Language and Culture teaching material: Beginner A1 Activity. This study uses a qualitative research method. This research is included in the type of content analysis used to examine teaching materials for Marugoto Japanese Language and Culture: Beginner A1 Activity. The data source

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Turg'unboyev, Jo'raboy Jumaboyevich, and Saida Turgunovna Gaziyeva. "Problems of Improving Speaking Skills of A1 Learners Through Tales." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 1629–31. https://doi.org/10.5281/zenodo.15572089.

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This article explores the challenges faced by A1-level language learners in developing speaking skills through the use of tales in the classroom. While storytelling is widely recognized as a powerful pedagogical tool, its effectiveness largely depends on instructional methods. Based on classroom observations, teacher interviews, and a review of relevant linguistic literature, the study identifies key problems such as limited vocabulary, passive learner participation, anxiety about speaking, and teacher-centered storytelling. Drawing on the theoretical frameworks of Krashen’s Affective Fi

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Ozoda, Xakimboyeva, Djurayeva Dilnavoz, and Turg'unova Dinara. "Teaching vocabulary in context for a1 level learners." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 4 (2021): 1416–22. http://dx.doi.org/10.5958/2249-7137.2021.01189.7.

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Campoverde Villavicencio, Mayra Nataly, and Juanita Catalina Argudo Serrano. "Shadowing technique to teach Listening to A1 level EFL students." Runas. Journal of Education and Culture 4, no. 7 (2023): e230103. http://dx.doi.org/10.46652/runas.v4i7.103.

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Shadowing is a listening technique that develops the bottom-up process (the understanding of the smallest units of the audio input such as individual sounds) of the listening skill by training the learners’ ears to recognize phonemes, words, and thus phrases. It is said this is a useful technique for the development of English as a Foreign Language (EFL) learners’ listening skills. Therefore, this study aims to analyze the effect of the shadowing technique on the listening skill of A1-level EFL learners from Luisa de Jesús Cordero High School. An explanatory sequential mixed method design will

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Römer, Ute, and Cynthia M. Berger. "OBSERVING THE EMERGENCE OF CONSTRUCTIONAL KNOWLEDGE." Studies in Second Language Acquisition 41, no. 5 (2019): 1089–110. http://dx.doi.org/10.1017/s0272263119000202.

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AbstractBased on writing produced by second language learners at different proficiency levels (CEFR A1 to C1), we adopted a usage-based approach (Ellis, Römer, & O’Donnell, 2016; Tyler & Ortega, 2018) to investigate how German and Spanish learner knowledge of 19 English verb-argument constructions (VACs; e.g., “V with n,” illustrated by he always agrees with her) develops. We extracted VACs from subsets of the Education First-Cambridge Open Language Database, altogether comprising more than 68,000 texts and 6 million words. For each VAC, L1 learner group, and proficiency level, we dete

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Ranita Br Galingging, Rachel Indah Yemima Purba, Prisnandia Estepania Br Sembiring, Mika Risty Silaban, and Gustryani Siburian. "Analisis Buku “Belajar Tata Bahasa Jerman : Komparation Der Adjektive dan Modal Verben” Menggunakan Profil Deutsch." Harmoni Pendidikan : Jurnal Ilmu Pendidikan 2, no. 2 (2025): 198–207. https://doi.org/10.62383/hardik.v2i2.1439.

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Learning German at level A1 is designed for beginners, with the aim of introducing the basics of vocabulary and sentence structure used in everyday life. The material taught includes work and daily activities. Grammar, as a fundamental aspect of learning, is very important to help learners understand sentence structure, verb usage, as well as case systems in German. German Grammar Learning Books that use linguistic approaches such as Error Analysis and Contrastive Analysis aim to make it easier for learners to understand the differences between German and Indonesian grammar. The study analyzed

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Römer, Ute. "A corpus perspective on the development of verb constructions in second language learners." Constructions in Applied Linguistics 24, no. 3 (2019): 268–90. http://dx.doi.org/10.1075/ijcl.00013.roe.

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Abstract This article reports initial findings from a study that uses written data from second language (L2) learners of English at different proficiency levels (CEFR A1 to C1) in a large-scale investigation of verb-argument construction (VAC) emergence. The findings provide insights into first VACs in L2 learner production, changes in the learners’ VAC repertoire from low to high proficiency levels, and changes in learners’ dominant verb-VAC associations from low to high proficiency levels. The article also addresses the question what role formulaic sequences play in the L2 acquisition of VAC

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Ozan, Ozlem, Yasin Ozarslan, and Sevgi Calisir Zenci. "TOWARDS AN ADAPTIVE LANGUAGE MOOC: EXAMINING DIFFERENCES OF LANGUAGE ERROR PATTERNS ACROSS CULTURAL DOMAINS." Turkish Online Journal of Distance Education 26, no. 2 (2025): 16–38. https://doi.org/10.17718/tojde.1452717.

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This study analyzed linguistic errors as part of the Differentiated Distance Education of Turkish as a Foreign Language Project, which pursues the development of an adaptive MOOC for Turkish as a second language. Therefore, the Turkish CEFR (Common European Framework of Reference for Languages) A1-level writing exam papers of 177 learners were analyzed. Linguistic error analysis techniques were used. A Chi-square test of independence, a Kruskal-Wallis H test, and a Mann-Whitney U test were conducted to examine the data. The results show a relationship between error frequency and learner group

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Khushik, Ghulam Abbas, and Ari Huhta. "Investigating Syntactic Complexity in EFL Learners' Writing across Common European Framework of Reference Levels A1, A2, and B1." Applied Linguistics 41, no. 4 (2019): 506–32. http://dx.doi.org/10.1093/applin/amy064.

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Abstract The study investigates the linguistic basis of Common European Framework of Reference (CEFR) levels in English as a foreign language (EFL) learners’ writing. Specifically, it examines whether CEFR levels can be distinguished with reference to syntactic complexity (SC) and whether the results differ between two groups of EFL learners with different first languages (Sindhi and Finnish). This sheds light on the linguistic comparability of the CEFR levels across L1 groups. Informants were teenagers from Pakistan (N = 868) and Finland (N = 287) who wrote the same argumentative essay that w

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Tomak, Burak, and Gölge Seferoğlu. "Self-regulated Learning Strategies of Learners of English in a Turkish State University to Improve their Language Proficiency." Advances in Language and Literary Studies 12, no. 3 (2021): 22. http://dx.doi.org/10.7575/aiac.alls.v.12n.3.p.22.

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In today’s world, it is recognized that learners should be in charge of their own learning. Therefore, language learners are expected to regulate their language learning process. This study aimed at investigating the self-regulation process a group of language learners at A1 level went through during a one-year English prep program they attended at a state university in Turkey. The students were to get English medium instruction (EMI) in their departments if they passed the English proficiency exam at the end of the year. Ten participants were selected based on the results of Strategy Inventor

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Janjaroongpak, Kasin. "Exploring Potential Correlation Between CEFR Grammar Profile in English and Learners’ Overall Grammar Knowledge: An Exploratory Study of “that”." Advances in Language and Literary Studies 11, no. 2 (2020): 59. http://dx.doi.org/10.7575/aiac.alls.v.11n.2p.59.

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This preliminary study explored the possibility of using an opaque polysemous grammatical unit as a representation for the whole grammatical knowledge of a learner. There were two groups of informants, a group with a certified language proficiency level at CEFR B1-B2 and a learner group at A1-A2 level. The informants were asked to provide a Thai translation of an English text as faithful as possible. The first group consistently and correctly answered the questions by supplying the right translation of polysemous “that” while the answers from the second group were divided in that some could co

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Flores Herrera, María Guadalupe. "Reading Aloud as a Strategy to Uplift A1 Students to Speak in English." Revista Lengua y Cultura 3, no. 6 (2022): 60–67. http://dx.doi.org/10.29057/lc.v3i6.7847.

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The current Covid-19 contingency has redefined the teaching and learning process for everyone involved. Nonetheless, one of the aspects that has been severely affected is learners’ motivation and resilience. As a result, teachers worldwide have had to look for alternatives and adapt their teaching strategies, so that this new, digital modality of work, became engaging and useful to meet learners’ learning needs. The present paper describes the experience of how the implementation of theme-based sessions and reading aloud in the virtual classroom had a positive impact on learners’ motivation an

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Jeon, Ji-hye. "Elementary learners’ vocabulary according to CEFR basic user level." Korea Association of Primary English Education 29, no. 2 (2023): 47–67. http://dx.doi.org/10.25231/pee.2023.29.2.47.

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This study developed questionnaire items that can identify elementary learners’ vocabulary comprehension based on CEFR basic user level. This study also analyzed the use of textbooks’ vocabulary definitions based on CEFR basic user level. Vocabulary comprehension analysis was conducted on 141 students in 3rd through 6th grades for 33 vocabularies. As a result, Korean elementary learners’ vocabulary comprehension corresponded to CEFR basic user. Usually, A1 was higher than A2 in each vocabulary’s meaning comprehension. CEFR EVP(English Vocabulary Profile) classifies a single vocabulary’s variou

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Mitkovska, Liljana, and Eleni Bužarovska. "Subject pronoun (non)realization in the English learner language of Macedonian speakers." Second Language Research 34, no. 4 (2018): 463–85. http://dx.doi.org/10.1177/0267658317747925.

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This article investigates phenomena related to subject pronoun realization in the English interlanguage of Macedonian learners. Preliminary research indicates that learners tend to omit the subject pronoun in both referential and non-referential contexts. It can be presumed that such interlanguage features are due to crosslinguistic influence, given that Macedonian is a pro-drop language and makes no use of a dummy pronoun. The goal of this article is to determine the distribution of these phenomena at four proficiency levels: beginners (A1), elementary (A2), pre-intermediate (B1) and upper-in

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Rapún Mombiela, Virginia, Guillem Castañar Rubio, and Anna Tudela Isanta. "Acquisition of articles by Estonian learners of Spanish as L3: a corpus study." Anuari de Filologia. Llengües i Literatures Modernes, no. 14 (November 22, 2024): 87–112. https://doi.org/10.1344/aflm2024.14.5.

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This study delves into the use of Spanish articles by Estonian students learning Spanish as their third language (L3). This topic has received little attention to date, despite evidence that it represents one of the greatest challenges Estonian learners of Spanish face, and it appears that these difficulties persist even at higher levels of Spanish proficiency (Kruse 2018: 126). This article aims to provide a comprehensive overview of how Estonian students use Spanish articles. 345 written texts from a learner corpus have been analysed. Results show that the most common error among learners is

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Fajardo-Guapisaca, Mercy Marlene, and Antonio Lenín Argudo-Garzón. "Oral skills and Flipgrid platform in english as a foreign language learners." Revista Arbitrada Interdisciplinaria Koinonía 7, no. 1 (2022): 46. http://dx.doi.org/10.35381/r.k.v7i1.1678.

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Speech has often been the main problem when students learn a second language. Therefore, the main objective of this study was to analyze how to improve interactive communication and pronunciation by using the Flipgrid platform with A1 level students at the Salesian Polytechnic University. For this purpose, a Diagnostic Test, a Cambridge Speaking test and a guided response survey were applied. The research collected data to assess the effect of the Flipgrid platform on students' speaking skills and to learn about students' perceptions towards the Flipgrid platform. The results provided informat

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Batirbaevich, Zarlikov Ikram. "A Model for Teaching English To A1 Level Students Through Multimedia." American Journal Of Social Sciences And Humanity Research 5, no. 4 (2025): 160–62. https://doi.org/10.37547/ajsshr/volume05issue04-38.

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This paper introduces a structured and systematic model for teaching English to A1 level students through multimedia technologies. Designed to enhance media literacy and communicative competence, the model comprises five interrelated blocks—target, theoretical-methodological, content, organizational-functional, and result-diagnostic. It emphasizes pedagogical principles such as activity-based learning, personal orientation, and competence development, and unfolds across four stages: motivational, theoretical, practical, and reflexive-evaluative. The model integrates diagnostic tools and feedba

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ARSLAN, Görkem, and Selcen ÇİFCİ. "The Use of Podcasts in Enhancing Discriminative Listening Skills of Turkish Learners Abroad: A1 Level." International Journal of Education and Literacy Studies 12, no. 1 (2024): 44–59. http://dx.doi.org/10.7575/aiac.ijels.v.12n.1p.44.

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In order to demonstrate the effect of using podcasts on the development of A1 level students’ oral reading, reading comprehension, pronunciation skills, and related discriminative listening skills of Turkish learners abroad, an 8-week podcast-supported listening practice was conducted with a group of 12 participants learning Turkish as an elective course at a university in Central Europe with the aim of improving discriminative listening skills. In this single-group quantitative design research, pretest and post-test were conducted, and the data sources were the Turkish Language Teaching as a

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Wisniewski, Katrin. "„Ist es B2-Niveau genug?“." Zeitschrift für Angewandte Linguistik 75, no. 1 (2021): 364–94. http://dx.doi.org/10.1515/zfal-2021-2069.

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Abstract This contribution focuses on the use of the multifunctional German word form es in the learner corpora MERLIN and DISKO (1,452 texts; 3,700 manually annotated occurrences of es). These corpora cover a wide proficiency range (A1-C1), and they include an L1 control group. Due to its multiple functions, using es is assumed to be challenging for learners. After laying out its main functional features, this paper first addresses the question of whether the frequency patterns of es actually differ between L1 und L2 texts, which is shown to be true only for beginning learners, and whether di

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Batirbaevich, Zarlikov Ikram. "A Systematic Model for Media Technology Driven English Instruction at The A1 Level." International Journal Of Literature And Languages 5, no. 4 (2025): 79–81. https://doi.org/10.37547/ijll/volume05issue04-20.

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This study presents a comprehensive model for integrating media technologies into English instruction for A1 level learners, aiming to develop both foundational language skills and media literacy. The model is built on a systematic framework comprising five interrelated blocks—target, theoretical-methodological, content, organizational-functional, and result-diagnostic—ensuring a structured and scientifically justified approach. It emphasizes stages of instruction including motivational, theoretical, practical, and reflexive-evaluative, each tailored to foster engagement, critical thinking, an

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Adrian, Balica, Sudha Joseph, Ximi K. Wang, Lena Merjanian, and Gloria A. Bachmann. "Innovative Documentation Education With Faculty and Learners." Obstetrics & Gynecology 127 (May 2016): 20S. http://dx.doi.org/10.1097/01.aog.0000483328.74789.a1.

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Gridneva, Natalia Aleksandrovna. "The use of authentic materials in foreign language teaching on A1 level." Samara Journal of Science 6, no. 4 (2017): 210–14. http://dx.doi.org/10.17816/snv201764302.

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The following paper deals with the actual problem of authentic materials usage in foreign languages teaching on A1 level. The usage of authentic materials is regarded as one of the basic requirements of communicative approach meaning the highest possible likening of educative process to that of a real communication, and also as a precondition for sociocultural competence (an important part of communicative competence) development. As the main difficulty connected with authentic material usage (especially on A1 level) the problem of their deficient understanding by learners is regarded. The aut

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Gaillat, Thomas, Andrew Simpkin, Nicolas Ballier, et al. "Predicting CEFR levels in learners of English: The use of microsystem criterial features in a machine learning approach." ReCALL 34, no. 2 (2021): 130–46. http://dx.doi.org/10.1017/s095834402100029x.

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AbstractThis paper focuses on automatically assessing language proficiency levels according to linguistic complexity in learner English. We implement a supervised learning approach as part of an automatic essay scoring system. The objective is to uncover Common European Framework of Reference for Languages (CEFR) criterial features in writings by learners of English as a foreign language. Our method relies on the concept of microsystems with features related to learner-specific linguistic systems in which several forms operate paradigmatically. Results on internal data show that different micr

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Aisyah, Siti, and Lisda Nurjaleka. "The Use of Firaa in “Marugoto: Japanese Language and Culture” Textbooks for Beginner (A1) and Elementary (A2) Levels." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 7, no. 1 (2022): 10–17. http://dx.doi.org/10.17509/japanedu.v7i1.40544.

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Filler, also known as Firaa in Japanese, is a discourse marker which frequently used by Japanese people in daily communication. However, Japanese learners are less likely to employ this discourse marker. This study aims to identify the types of Firaa and their functions in the textbook “Marugoto: Japanese Language and Culture” for Beginner (A1) and Elementary (A2) levels. The data observed were collected from 217 audios of chokai (listening) and videos of kaiwa (conversation) as supplements in the Marugoto for Beginner (A1) and Elementary (A2) levels textbooks. The type of Firaa and their func

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Ridha Mardiani. "USING MIND MAPPING IN WRITING DESCRIPTIVE TEXT FOR STUDENTS WITH DIFFERENT LEVELS OF ENGLISH WRITING SKILLS." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 4, no. 2 (2022): 46–55. http://dx.doi.org/10.37742/jela.v4i2.88.

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The aim of this research are to find out how mind mapping techniques can help and how students with different skills respond when using Mind Mapping in writing descriptive text activities. Writing is one of the basic skills that must be mastered by English learners. In fact, learners often have difficulty in writing activities, especially in conveying their ideas into written form. However, students' writing skills are not always the same skills. In this study, the writer used a case study with descriptive data analysis to achieve the goals of this research. The participants of the research we

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ARSLAN, Görkem, and Selcen ÇİFCİ. "Developing A1 Level Turkish as a Foreign Language Learners’ Discriminational Listening Skills." International Journal of Education and Literacy Studies 11, no. 3 (2023): 21–30. http://dx.doi.org/10.7575/aiac.ijels.v.11n.3p.21.

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Listening skill, which is known to be in a mutual relationship with reading aloud, reading comprehension, and pronunciation, manifests itself in the form of discriminative listening skill in the case of true beginners who have started to learn a foreign language. The aim of this research is to present learning outcomes aimed at improving the discriminative listening skills of A1-level students learning Turkish abroad. In this research, which was carried out with the screening model, one of the qualitative research methods, first of all, the literature was examined. Afterwards, a pool of learni

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Can, Cem. "A Learner Corpus-Based Study on Verb Errors of Turkish EFL Learners." Journal of Education and Training Studies 5, no. 9 (2017): 167. http://dx.doi.org/10.11114/jets.v5i9.2612.

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As learner corpora have presently become readily accessible, it is practicable to examine interlanguage errors and carry out error analysis (EA) on learner-generated texts. The data available in a learner corpus enable researchers to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as contexts in which they regularly occur. The need to consider these authentic learner errors in the design of useful language learning programs and remedial teaching materials has been widely emphasized by many researchers (see e.g., Juozulynas, 1994; Mitto

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Laposhina, Antonina N., Tatsiana A. Khramchanka, and Maria Yu Lebedeva. "Multi-word expressions for Russian L2 learners: corpora-based selection with expert verification." Research Result. Theoretical and Applied Linguistics 10, no. 2 (2024): 117. http://dx.doi.org/10.18413/2313-8912-2024-10-2-0-6.

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The article describes the experience of creating a corpus-based list of the most relevant multi-word expressions for Russian L2 learners, distributed across the levels of the Common European Framework of Reference for Languages (CEFR) from A1 to C1. Modern linguistic and cognitive research shows that our speech is patterned and largely consists of stable segments. This fact is supported by the linguodidactic idea of teaching not isolated language units but their combinations of different nature. However, the selection and ranking of multi-word expressions based on language proficiency levels i

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Kudriyah, Siti. "Penyususnan Tes Membaca (Detailliertes Lesen) Tingkat A1 GER Berbasis HOTS." BAHAS 32, no. 1 (2021): 10. http://dx.doi.org/10.24114/bhs.v32i1.25440.

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ABSTRACTThe HOTS concept implemented by the government for teaching in schools is closely related to literacy. Literacy here includes the ability to grasp, understand, interpret, and appropriate information/content through various activities, such as attentive reading, seeing, listening, writing, talking and through discussions.More broadly it includes thinking skills using printed, visual, digital, and auditory sources of knowledge. Ideally, the HOTS concept is to be implemented both in all aspects of educational activities within the school and in extra-curricular activities. German classes

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Rohani, Anita. "ANALISIS KEBUTUHAN PENGAJAR DAN PEMELAJAR BAGI PENGEMBANGAN MODEL MATERI AJAR BERBICARA BAHASA SUNDA UNTUK PENUTUR NON SUNDA MELALUI PENDEKATAN KOMUNIKATIF." LOKABASA 8, no. 2 (2018): 147. http://dx.doi.org/10.17509/jlb.v8i2.11326.

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Penelitian ini bertujuan untuk mengetahui secara mendalam tentang: (1) Materi ajar berbicara bahasa Sunda bagi penutur non Sunda yang sesuai dengan kebutuhan pengajar dan pemelajar bahasa Sunda di kelas VII SMP Negeri 1 Depok. (2) Rancangan materi ajar berbicara bahasa Sunda yang sesuai kebutuhan pengajar dan pemelajar dengan mengadaptasi Kerangka Umum Acuan Eropa level A1. Penelitian ini menggunakan pendekatan komunikatif dengan metode penelitian pengembangan. Hasil penelitian berupa pengunitan model materi ajar berbicara bahasa Sunda untuk kelas VII berdasarkan hasil analisis kebutuhan penga

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Barranco Izquierdo, Natalia, and Francisco Javier Sanz Trigueros. "Teaching EFL to Young Learners in Vulnerable Settings: from the Results to the SWIRL Planning Guide." Didáctica. Lengua y Literatura 37 (April 22, 2025): 25–36. https://doi.org/10.5209/dill.92451.

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English as a foreign language (EFL) teaching is a more and more serious challenge for language teachers in disadvantaged socio-educational backgrounds. Thus, we propose the SWIRL planning guide (Speak-Write-Interact-Read-Listen) for the Pre-A1 and A1 levels of language command as a helpful resource. We developed this proposal with a qualitative appraisal supported by a quantitative value to illustrate the ideal dedication to each communication skill. Validation was carried out through five prospective longitudinal case studies conducted through a descriptive observational methodology in school

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Mendoza, Henelsie. "An investigation of Filipino ESL learners’ language stereotypes toward Philippine lectal speakers using a Matched Guise Test." Asian Journal of English Language Studies 8 (December 31, 2020): 1–21. http://dx.doi.org/10.59960/8.a1.

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Gráf, Tomáš, Lan-fen Huang, and Luca Cilibrasi. "Oral reading tasks as proficiency indicators." International Journal of Learner Corpus Research 9, no. 2 (2023): 155–79. http://dx.doi.org/10.1075/ijlcr.22013.gra.

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Abstract This study aims to explore the potential of oral reading tasks to establish learners’ proficiency when compiling learner corpora. Informed by research on oral reading fluency, we selected a text containing a variety of linguistic features and submitted it to 68 English learners in Taiwan, who were interviewed for the construction of a large spoken corpus of L2 English across proficiency levels. Their proficiency was rated by trained Common European Framework of Reference (CEFR; Council of Europe, 2001, 2018, 2020) raters and ranged from A1 to B2. The performances in the reading passag

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Anton, Oey, and Yodi. "Predicting English Language Learners’ Proficiency Level Using EnglishScore Android Application." Journal of Digital Ecosystem for Natural Sustainability 1, no. 2 (2021): 106–10. https://doi.org/10.63643/jodens.v1i2.61.

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Teaching and learning the English language need to focus on the learners; therefore, as teachers, giving the range of materials and creating the study programs must be based on learners' ability to receive the learning progress in accordance. So, by revealing learners' abilities, teachers can organize their syllabus, material levels, quizzes, and other programs properly. CEFR is a British Council assessment used to know learners' abilities in several languages, including English. In this paper, we use EnglishScore android application to assess the learners' abilities based on CEFR scales. Ther

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Anokhina, Tetiana, Iryna Kobyakova, and Svitlana Schvachko. "THE EDUCATIONAL AUDIO LIBRARY FOR EFL LEARNERS." Fìlologìčnì traktati 16, no. 2 (2024): 250–58. https://doi.org/10.21272/ftrk.2024.16(2)-25.

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In order to reach language proficiency, the English language learners are to enhance their English mastery in class using audio and video training materials. We aim at training students to achieve high level or near-native fluency. To perform this task we are training listening and comprehension skills using modern libraries of contemporary speech flows. With the rise of digital media, we can compile the self-made corpus of audio and video materials. Thus, we are to find the needful content that can be tracked from academic or professional issues available online. This task can be performed ma

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Drange, Eli-Marie Danbolt. "The development of sentence complexity in the writing of young learners of L3 Spanish in Norway." Nordic Journal of Language Teaching and Learning 10, no. 2 (2023): 136–55. http://dx.doi.org/10.46364/njltl.v10i2.1075.

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This article explores the development of sentence complexity in the writing of young learners of Spanish as the third language (L3) learned in Norwegian schools. Learning to write in a foreign language is a complex process, and a novice learner will start to write simple sentences that develop over time. To track this development, the present study investigates texts written by learners of Spanish from the first and second year of upper secondary school (school years 11-12, ages 16-17) as their ordinary schoolwork. The texts are collected as part of the TRAWL (Tracking Written Learner Language

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Kikioni, Eirini, and Makrina-Nina Zafiri. "The Application of Art in the Enhancement of Speaking Skills in Greek State Primary School Students of Pre-A1 Level." International Journal on Integrating Technology in Education 10, no. 4 (2021): 37–54. http://dx.doi.org/10.5121/ijite.2021.10404.

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The findings show that visual arts-based instruction positively impacts learners' oracy abilities, vocabulary development, and formulaic assimilation. Art has always been a potent medium for teachers of all subjects contributing to learners’ social, emotional, intellectual and physical evolution. However, it often becomes subjugated and considered as unnecessary and extracurricular. The particular research aims at exploring the ways Art can be integrated into the first grade of Greek State Primary School curriculum for English language learning and exploited for the benefit of young learners.

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Dura, Carmen. "Câteva dificultăți de natură morfosintactică în învățarea limbii române ca limbă străină ●●● Some Morphosyntactic Difficulties in Learning Romanian as a Foreign Language." Helsinki Romanian Studies Journal, no. 2 (June 30, 2025): 54–63. https://doi.org/10.31885/her.1.2.012.

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The present study seeks to examine specific morphosyntactic challenges encountered in oral and written activities at the A1 and A2 proficiency levels by Serbian learners of Romanian as a foreign language at the University of Novi Sad. Drawing on morphosyntactic errors identified during linguistic interactions in seminar settings, the analysis adopts methodologies from contrastive linguistics, applied linguistics, and inter-linguistics. The first analytical approach focuses on the identification of grammatical and semantic deviations, with the aim of extrapolating pedagogically relevant rules t

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GÜNGÖR, Haluk, and Halit KARATAY. "Fluent Reading Skills of Learners of Turkish as A Foreign Language." Participatory Educational Research 10, no. 2 (2023): 105–23. http://dx.doi.org/10.17275/per.23.31.10.2.

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This study utilized a “sequential descriptive pattern”, one of the mixed method designs with a view to (doing what? Please state the aim here). The qualitative data were collected through the analysis of the participants’ oral reading voice recordings. Data on oral reading prosody were collected using the “Prosodic Reading Scale” and the quantitative data on reading speed and accurate reading were collected through the analysis of oral reading recordings. Whilst Spearman's rank correlation coefficient was utilized to determine the relationship between the data that did not distribute normally,

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Deygers, Bart. "ELICITED IMITATION: A TEST FOR ALL LEARNERS?" Studies in Second Language Acquisition 42, no. 5 (2020): 933–57. http://dx.doi.org/10.1017/s027226312000008x.

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AbstractElicited imitation (EI) is a much-used measurement instrument in applied linguistics, and it is considered a reliable and quick assessment of holistic speaking ability and implicit grammar knowledge. To date, however, EI research has overwhelmingly relied on highly educated participants. Only a few small-scale EI studies in applied linguistics have considered low-literate learners. Using Item Response Theory (IRT) and inferential parametric and nonparametric statistics, this study examined the EI performance of 113 L2 learners of Dutch with diverging educational backgrounds. All partic

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De Marco, Anna, and Emanuela Paone. "EXPLORING DISCOURSE MARKERS IN COMPLAINTS: A COMPARATIVE ANALYSIS OF NATIVE AND NON-NATIVE ITALIAN SPEAKERS." Italiano LinguaDue 16, no. 2 (2025): 122–41. https://doi.org/10.54103/2037-3597/27761.

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This study aims to explore the use of discourse markers (DMs) in complaints by native and non-native speakers of Italian, focusing on how DMs are employed across different proficiency levels. The goal is to understand the role of DMs in mitigating, intensifying, or structuring complaints in Italian language learners at A1-A2 and B1-B2 levels compared to native speakers. The data were collected through written discourse completion tasks (DCTs), which elicited participants’ responses in various complaint scenarios. The quantitative analysis revealed distinct patterns in DM usage among the three

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Khushik, Ghulam Abbas, and Ari Huhta. "Syntactic complexity in Finnish-background EFL learners’ writing at CEFR levels A1–B2." European Journal of Applied Linguistics 10, no. 1 (2022): 142–84. http://dx.doi.org/10.1515/eujal-2021-0011.

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Abstract The increasing importance of the Common European Framework of Reference (CEFR) has led to research on the linguistic characteristics of its levels, as this would help the application of the CEFR in the design of teaching materials, courses, and assessments. This study investigated whether CEFR levels can be distinguished with reference to syntactic complexity (SC). 14- and 17-year-old Finnish learners of English (N=397) wrote three writing tasks which were rated against the CEFR levels. The ratings were analysed with multi-facet Rasch analysis and the texts were analysed with automate

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Zamora, Diego Fernando, and Lizeth Ramos Acosta. "Errors and students’ insights on L2 writing: analysis of A1 English adult learners." Lenguaje 47, no. 2 (2019): 409–26. http://dx.doi.org/10.25100/lenguaje.v47i2.7709.

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The present study focuses on the analysis of the texts written by students of an A1 English Course. Errors are classified according to linguistics aspects and analyzed to identify their source. Students were interviewed to inquire about their insights on errors and the writing process. Results showed a mismatch between the actual sources of errors and the students’ attributed cause. The theoretical framework was based on different authors who described the writing process, error and correction and learning strategies. Based on the works of these authors, categories of analysis on error source,

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Yarar, Oytun, and Dilek Fidan. "Listening Difficulties Experienced By A1 Level Learners Learning Turkish as a Foreign Language." International Journal of Language and Education Research 6, no. 2 (2024): 122–41. http://dx.doi.org/10.29329/ijler.2024.1059.7.

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Afridi, Laila, Ambreen Hafeez, and Zakia Naz. "Second Language Acquisition and Assessment Among ELT Learners at NUML Peshawar: A Case–Based Analysis." Journal of Asian Development Studies 14, no. 2 (2025): 1540–49. https://doi.org/10.62345/jads.2025.14.2.119.

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This study examines Second Language Acquisition (SLA) and assessment practices among English Language Teaching (ELT) learners at NUML Peshawar, with a focus on CEFR levels A1, B1, and C1. The research examines how learners at these distinct levels experience and respond to SLA methods, as well as how assessment tools integrate with their linguistic capabilities. Drawing on case-based analysis, the study presents 30 detailed learner profiles and analyses their progression through SLA processes. The methodology comprises qualitative interviews, classroom observations, and performance assessments

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Chiluisa Chicaiza, Carlos Gilber, and Martha Magdalena Guamán Luna. "The effectiveness of total physical response in vocabulary learning for a1 students: A literature review." Religación 10, no. 46 (2025): e2501450. https://doi.org/10.46652/rgn.v10i46.1450.

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This literature review investigates the impact of the command-based learning approach called TPR on vocabulary acquisition among A1 learners. It used the qualitative method to examine twenty scientific studies to demonstrate the method’s impact on learner motivation and vocabulary retention. This synthesis includes studies published in academic journals over the last five years using a qualitative review methodology. The information extracted was gathered into themes about retention, motivation, cognitive and psychological benefits, limitations of the approach, and steps for good implementatio

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Sidorovič, Elina. "Les pragmatèmes de politesse dans le manuel du français de niveau élémentaire « Edito A1 »." Verbum 15 (July 22, 2024): 1–7. http://dx.doi.org/10.15388/verb.15.02.

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Politeness pragmatemes, such as greetings, thanks, and apologies, are common expressions used to convey politeness in everyday communication. Although native speakers do not always pay attention to these expressions, they are unique due to their strictly limited "ritual" use. This article analyzes the politeness pragmatemes present in the Edito A1 textbook by Didier Editions (2016), intended for beginner learners of French as a foreign language. The chosen textbook integrates these expressions into various contexts, such as greetings, introductions, orders, and telephone conversations, etc. Th

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Hardini, Tri Indri, Dadang Sunendar, Yuliarti Mutiarsih, and Analeila Devira Lorenzi. "Model pembelajaran pelafalan dengan metode verbo-tonal dalam pembelajaran bahasa Perancis." Jurnal Pendidikan Bahasa dan Sastra 21, no. 2 (2022): 283–90. http://dx.doi.org/10.17509/bs_jpbsp.v21i2.44641.

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This research was conducted in the context of developing a learning model with the verbo-tonal method of phonetic correction in pronunciation learning for French language learning students at levels A1 and A2 CECRL (Cadre européen commun de référence pour les langues / The Common European Framework of Reference for Languages). This study aims to describe: (1) the steps of the learning model with the verbo-tonal method in learning French pronunciation for levels A1 and A2 CECRL (2) the flow of pronunciation learning for French learners for levels A1 and A2 CECRL by applying the verb method -ton

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