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Journal articles on the topic 'Early Language Learning (ELL)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Roessingh, Hetty, and Susan Elgie. "Early Language and Literacy Development Among Young English Language Learners: Preliminary Insights from a Longitudinal Study." TESL Canada Journal 26, no. 2 (2009): 24. http://dx.doi.org/10.18806/tesl.v26i2.413.

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This article reports on the preliminary findings of a two-staged empirical study aimed at gaining insights into the variables salient in the early language and literacy development of young English language learners (ELL). Increasingly, young ELL, whether foreign-born or Canadian-born, arrive at school with little developed English-language proficiency. They must acquire oral language and literacy synchronously. Stage one of this study consists of time series data for reading and vocabulary scores using the Gates MacGinitie reading tests. Stage two consists of an early literacy screen and voca

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Gruenbaum, Tatia. "Early Language Learning: Complexity and Mixed Methods." ELT Journal 72, no. 3 (2018): 345–47. http://dx.doi.org/10.1093/elt/ccy021.

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

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The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how

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Burrows, Lauren, Linda Jarmulowicz, and D. Kimbrough Oller. "Allophony in English Language Learners: The Case of Tap in English and Spanish." Language, Speech, and Hearing Services in Schools 50, no. 1 (2019): 138–49. http://dx.doi.org/10.1044/2018_lshss-17-0081.

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Purpose The objective of this study was to examine tap production by English language learners (ELLs) in kindergarten whose 1st language is Spanish. The conflicting status of tap in Spanish and English could present challenges for allophonic learning in 2nd language for ELLs. Prior research has evaluated acquisition of other allophone pairs, but none has focused exclusively on tap. Method Thirty ELLs, 30 English monolinguals, and 29 Spanish monolinguals participated in the study. Participants completed a single-word repetition task in which numerous opportunities to produce tap were provided.

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Conteh, J. "Second Language Learning in the Early School Years: Trends and Contexts." ELT Journal 68, no. 3 (2014): 349–51. http://dx.doi.org/10.1093/elt/ccu020.

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Hill, D. A. "Early Learning of Modern Foreign Languages: Processes and Outcomes." ELT Journal 65, no. 1 (2010): 83–85. http://dx.doi.org/10.1093/elt/ccq075.

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Ellis, Gail, and Nayr Ibrahim. "Using metaphor elicitation with pre-primary children learning English." ELT Journal 75, no. 3 (2021): 256–66. http://dx.doi.org/10.1093/elt/ccab014.

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Abstract This article reports on a study that investigates children’s experiences and perceptions of English language learning by using a metaphor elicitation technique. Giving children a voice in the early years recognizes children as individuals and as active and capable participants in their own learning. It gives both children and teachers an insight into the language learning process and contributes to a more learner-centred pedagogy. Previous studies using this technique have shown that children are creative and capable of giving their own metaphorical representations of their English la

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Portolés, Laura, and Otilia Martí. "Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL)." Bellaterra Journal of Teaching & Learning Language & Literature 10, no. 1 (2017): 61. http://dx.doi.org/10.5565/rev/jtl3.698.

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Меліса Грабовач and Капранов Олександр. "Syntactic Complexity at the Intermediate Level in EFL Writing by Early Balanced Bilinguals." East European Journal of Psycholinguistics 3, no. 1 (2016): 55–64. http://dx.doi.org/10.29038/eejpl.2016.3.1.gra.

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The present article involves an empirical psycholinguistic study aimed at examining syntactic complexity in English as a Foreign Language (EFL) by early balanced Bosnian/Swedish bilingual EFL learners. 15 early balanced bilingual Bosnian/Swedish EFL learners were recruited for the study and matched with their respective control groups of intermediate EFL learners (15 speakers of Bosnian as their first language (L1) and 15 speakers of Swedish as their L1). The experimental task involved an unprepared writing assignment in English about the most significant invention of the 20th century. The cor

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Žindžiuvienė, Ingrida Eglė. "DEVELOPMENT OF METACOGNITIVE AND SOCIO-AFFECTIVE STRATEGIES IN EFL CLASSES AT SECONDARY SCHOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 481. http://dx.doi.org/10.17770/sie2019vol2.3808.

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The article focuses on the development of learning strategies during the process of foreign language learning. With the obvious implementation of cognitive learning strategies, the development of other types of strategies, metacognitive and socio-affective, remains an urgent issue. Very often these latter strategies are either disregarded or dismissed during the language learning process. However, recent studies have pointed out the necessity for the development of all types of learning strategies and their implementation at an early stage of learning. Therefore, the aim of this research is to

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Leńko-Szymańska, Agnieszka. "The acquisition of formulaic language by EFL learners." International Journal of Corpus Linguistics 19, no. 2 (2014): 225–51. http://dx.doi.org/10.1075/ijcl.19.2.04len.

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Most of the studies on the use of phraseology by second language learners concentrate on advanced L2 users. Researchers attempt to tease out to what extent learners’ phraseology is different from the native one. There are almost no accounts of formulaic language emerging at the early stages of learning, particularly in foreign language settings. The research reported in this paper attempts to bridge this gap. It is exploratory in nature and investigates the emergence and use of lexical bundles by a range of students learning English in the classroom setting. The data analyzed in the study were

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Lindahl, Kristen M., and Peter Sayer. "Early EFL Instruction and L1 Literacy." Colombian Applied Linguistics Journal 20, no. 2 (2018): 170–84. http://dx.doi.org/10.14483/22487085.12900.

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This study investigates the relationship between early English as a foreign language (EFL) learning and L1 literacy development in Mexican public schools. Researchers sought confirmatory findings about whether and in which ways early EFL exposure may affect students’ L1 literacy skills via a study evaluating the L1 Spanish literacy of 61 first graders using an adapted literacy assessment. Experimental group participants received EFL instruction during grades K-1, and those in the control group did not. A one-way independent samples comparison of means on the literacy assessment revealed that p

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Drew, Ion. "Reading in the second language classroom: Consideration of first language approaches in second language contexts." Acta Didactica Norge 12, no. 2 (2018): 10. http://dx.doi.org/10.5617/adno.5570.

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AbstractThis article reviews research on how three first language (L1) approaches designed to promote reading and other literacy skills have been applied to second language (L2) classrooms in Norway: The Early Years Literacy Programme (EYLP), Reading and Writing Workshops, and Readers Theatre (RT). Key ways that L2 readers differ from L1 readers are initially addressed, high-lighting the needs of L2 readers. Following Grabe (2009), L2 readers would benefit from a balanced approach to developing their reading skills, one that incorporates both implicit and explicit teaching and learning. Implic

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Manten, Aileen, Mia le Roux, Salomé Geertsema, and Marien Graham. "An investigation into the early literacy skills of English second language learners in South Africa." Australasian Journal of Early Childhood 45, no. 2 (2020): 142–54. http://dx.doi.org/10.1177/1836939120918504.

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This study employs the Comprehensive Emergent Literacy Model (CELM) theoretical framework, as it refers to the impact of context on learning early literacy skills. It is relevant to this study as the participants were English second language learners from cultures, communities, and demographics different from those of English first language speakers in South Africa. Early literacy skills, specifically phonological awareness (PA), are predictive of later literacy success. Many English second language (EL2) learners are unable to develop language and early literacy skills. Foundational skills su

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MAJORANO, Marinella, Tamara BASTIANELLO, Marika MORELLI, Manuela LAVELLI, and Marilyn M. VIHMAN. "Vocal production and novel word learning in the first year." Journal of Child Language 46, no. 3 (2019): 606–16. http://dx.doi.org/10.1017/s0305000918000521.

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AbstractPrevious studies have demonstrated an effect of early vocal production on infants’ speech processing and later vocabulary. This study focuses on the relationship between vocal production and new word learning. Thirty monolingual Italian-learning infants were recorded at about 11 months, to establish the extent of their consonant production. In parallel, the infants were trained on novel word–object pairs, two consisting of early learned consonants (ELC), two consisting of late learned consonants (LLC). Word learning was assessed through Preferential Looking. The results suggest that vo

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Jr., Ricardo Roman, and Aixa M. Nunez. "Motivational Factors that Influence English as a Foreign Language Learners at Quality Leadership University, Panama City, Panama." Journal of Language Teaching and Research 11, no. 4 (2020): 543. http://dx.doi.org/10.17507/jltr.1104.03.

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Research in second language acquisition took off in the early 1970s. This study on integrative and instrumental motivation examined the correlation between the two forms in terms of second language acquisition, and the interest it has generated through continued research efforts in language learning. Research to date suggests a possible relationship between motivation and second language learning. The results obtained by this research were determined by two basic types of motivation which play a relevant role in second language acquisition, it also revealed which was the most prevalent motivat

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Aronin, Larissa, and Bernard Spolsky. "Research in English language teaching and learning in Israel (2004–2009)." Language Teaching 43, no. 3 (2010): 297–319. http://dx.doi.org/10.1017/s0261444810000042.

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The goal of this article is to make research on English language teaching and learning published locally in Israel more widely available. Given that so many Israeli researchers are internationally trained and maintain wide connections, it necessarily omits much important work that appears in European and US journals. It focuses on shorter studies, commonly unfunded, that university teachers in EFL programs or in teacher training programs at smaller colleges conduct in their own time. It represents a wide range of good quality research, ‘glocal’ in that its local production does not compromise

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Sary, Fetty Poerwita. "TEACHING CRITICAL LISTENING TO YOUNG LEARNERS IN INDONESIAN EFL CONTEXT." Indonesian EFL Journal 1, no. 1 (2017): 41. http://dx.doi.org/10.25134/ieflj.v1i1.612.

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The teaching of English in Indonesia includes four skills�listening, speaking, reading, and writing, and two language components�vocabulary and grammar. Listening is one of the four language skills that have an important role in teaching of English in our country. In the context of early childhood education�including the teaching of English in elementary school�there has been a persistent misconception about how children learn�including learning a foreign language. To ensure success in learning a foreign language, children should have a great deal of exposure to, engagement in, and support for

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Kurniawan, Mozes. "Testing ICT-based Learning Model 'Creative Reading’ as A Trigger of Children’s Metalinguistic Awareness in Learning English." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 1–14. http://dx.doi.org/10.21009/jpud.141.01.

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   This 21st century is known as a period in which access to information and communi- cation technology (ICT) are widely open. This brings good in various fields, one of which is educa- tion. In relation to the use of technology in education sector, Kurniawan developed a learning model based on ICT that is a combination of the components of animation technology with aspects of Eng- lish learning specifically reading comprehension. The model is called Creative Reading Learning Model aiming to increase vocabulary understanding, concept and the use of previously owned knowledge.

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Martinien Zounhin Toboula, Coffi. "Learning English as a Foreign Language through the Listening in Mute Approach." Studies in English Language Teaching 5, no. 3 (2017): 369. http://dx.doi.org/10.22158/selt.v5n3p369.

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<p><em>One of the major problems faced by English as a Foreign Language (EFL) learners is the difficulty of decoding words and their meanings. While some are very early discouraged by the large amount of words to know before having a good command of this language, others struggle to progress in learning it because of the complexity of some words due to the multiplicity of their meanings. To overcome this problem, the author of this paper, after several years of research, tried to set up the listening in mute (Note 1) (low volume listening or soft listening) approach which refers to

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Zhu, Meifang, and Jianping Xie. "English Vocabulary Attrition of Young Chinese EFL Learners." International Journal of Linguistics 11, no. 3 (2019): 70. http://dx.doi.org/10.5296/ijl.v11i3.14846.

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Language attrition, the reverse process of acquisition, is part of the field of language acquisition, and vocabulary is the first and most frequent linguistic unit that suffers attrition. Vocabulary attrition of young L2 learners deserves special attention because a successful language learning experience at the early stage facilitates learners’ later learning efficiency. However, research on young L2 learners’ vocabulary attrition seem scant in the current literature. Such being the case, this study investigates 72 Chinese primary school EFL learners’ English vocabulary attrition after an int

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Arias Soto, Luz Dary, and Yury Andrea González Gutierrez. "Digital Literacy and Basic Self-Regulation Habits in Early Childhood Learning of English as a Foreign Language." Folios, no. 49 (December 13, 2018): 177–96. http://dx.doi.org/10.17227/folios.49-9404.

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This article is a report on how a group of young learners improved their speaking skill and sub-skills and enhanced their selfregulation by means of digital literacy in their process of learning English as a foreign language (efl). The main goal of the investigation was to determine the possible effect of using Information and Communication Technology (ict) tools on overcoming the difficulties that a group of first graders had when expressing progressive actions orally. The study was done with a group of first graders in a private school of Bogotá. Data was collected by means of questionnaires

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Hamamorad, Atta. "Incorporating Task Based Language Learning Approach into a Kurdish Young EFL Learners' Classroom through Storytelling Technique in a Basic School in Kurdistan Region." European Journal of Multidisciplinary Studies 7, no. 2 (2018): 174. http://dx.doi.org/10.26417/ejms.v7i2.p174-180.

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Effective teaching of English language to EFL learners has always been an important issue. There has been continuous efforts to find and adapt teaching methods and styles which suit learners' context, needs, and interest. This paper tries to devise a lesson for Kurdish young learners of grade six in a primary school in Kurdistan Region through integrating Task Based Learning aspects with the characteristics of Storytelling Method. Efficacious language learning approaches prioritise enhancing learners’ communicative performance over teaching complex grammatical structures in the early stage of

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Souisa, Threesje R., Jenny Lekatompessy, and Marcy Ferdinandus. "DIGLOT PICTURE STORYBOOK BASED ON MALUKU CONTENT AND ITS RELEVANCE FOR YOUNG LEARNERS’ LITERACY." JURNAL TAHURI 17, no. 2 (2020): 84–95. http://dx.doi.org/10.30598/tahurivol17issue2page84-95.

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Providing young learners with variety story books to develop their literacy is importance to be done by considering their interest and learning preferences, and mrany of children storybook written in English in nowadays. Therefore young learners like to read English children story book since they are in the early stage. Unfortunately in the EFL frame, many children story book less to touch local content materials. Folklore is one of the oral traditions that are told for young learners with the purpose that they will know about their culture and tradition and it can be preserved with meaningful

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Boubekeur, Sihem. "E-teaching and e-learning challenges during the coronavirus: Dr. Moulay Tahar University as a case study." Global Journal of Foreign Language Teaching 11, no. 3 (2021): 195–203. http://dx.doi.org/10.18844/gjflt.v11i3.5694.

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Information and communication technologies have become vital in the educational realm over the past two decades and a significant subject in the language educational system. E-materials are not available for all the students, and that causes an impediment for English foreign language teachers at Dr. Moulay Tahar University of Saida-Algeria. The research paper aims at investigating e-teaching and e-learning effectiveness in the Algerian university. The first research tool was an interview with teachers at the Department of English Language and Literature, Saida. The second research instrument w

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Muñoz, Carmen. "Tracing Trajectories of Young Learners: Ten Years of School English Learning." Annual Review of Applied Linguistics 37 (June 21, 2017): 168–84. http://dx.doi.org/10.1017/s0267190517000095.

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ABSTRACTAn early start of foreign language (FL) teaching has been encouraged on the basis that the main gains in this period lie in the development of positive attitudes and motivation. But the view that those positive effects will remain unchanged over learners’ language-learning trajectories is at odds with the currently prevailing notion that motivation is a complex and evolutionary process that fluctuates over time. In fact, research has shown that the positive attitudes attested in the first years of primary school wane after a while. But we still know very little about young learners’ mo

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Ender, Evelyne, and Deidre Shauna Lynch. "Guest Column—On “Learning to Read”." PMLA/Publications of the Modern Language Association of America 130, no. 3 (2015): 539–45. http://dx.doi.org/10.1632/pmla.2015.130.3.539.

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The theories and methodologies feature of this issue of PMLA contains a cluster of essays devoted to the subject of reading. At a time when many states in the United States are in the throes of a major public-education reform designed to prepare better-educated, more literate citizens for tomorrow's world, we collected these essays in the belief that scholars belonging to the MLA might be interested in reflecting on this effort in the light of their research. Hence our title, “Learning to Read,” and our appeal to our contributors to consider what they, with their scholarly expertise and pedago

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Shahini, Gholamhossein, and Fatemeh Shahamirian. "Improving English Speaking Fluency: The Role of Six Factors." Advances in Language and Literary Studies 8, no. 6 (2017): 100. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.100.

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This qualitative study, using an open interview, set out to investigate the roles six factors, including age, university education, teachers of English Language institutes, teaching English, dictionary, and note-taking, played in improving English speaking fluency of seventeen fluent Iranian EFL speakers. The participants were chosen purposefully based on the speaking scale of Common European Framework of Reference for Languages (CEFRL). The findings indicated that early age had a great impact on the participants’ speaking fluency. They mentioned that they could not pick up fluency if they had

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Yarmi, Gusti. "Whole-Language Approach: Improve the Speaking Ability at Early years School Level." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (2019): 15–28. http://dx.doi.org/10.21009/10.21009/jpud.131.02.

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The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school s

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Amin, Muhammad, and Ali Saukah. "Factors Contributing to EFL Teachers' Professional Development in Indonesia." Excellence in Higher Education 6, no. 1&2 (2016): 12–20. http://dx.doi.org/10.5195/ehe.2015.138.

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This study was aimed at investigating factors contributing to English as a Foreign Language teachers’ professional development and how these factors have shaped their professionalism. The subjects of the study included six English teachers at senior high schools under the Ministry of Education and the Ministry of Religious Affairs in three different regions in Indonesia. Findings of the study reveal that there are both personal and environmental factors identified as having contributed to an EFL teacher’s professionalism, both prior to and after their induction into EFL teaching. Prior to the

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Debnath, Beauty. "Possible Selves, Motivation, and Classroom Practices: A Qualitative Enquiry with English Teachers in Dhaka, Bangladesh." Theory and Practice in Language Studies 11, no. 3 (2021): 251. http://dx.doi.org/10.17507/tpls.1103.04.

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Studies around the world show that students’ motivation for learning English as a foreign language is usually interconnected with teachers’ motivation. To explore this relationship, this study investigated five Bangladeshi EFL teachers’ early language learning experiences, their visions of possible L2 selves, their motivations for becoming English teachers and the way they connect their visions with their classroom teaching for motivating students. This study employed L2 Motivational Self System (Dorney, 2005, 2009) as the theoretical framework. It was situated in the constructivist paradigm u

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Yeh, Aiden. "Teaching English in Taiwan: issues of inequality and low motivation." English Today 18, no. 4 (2002): 50–52. http://dx.doi.org/10.1017/s026607840200408x.

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A discussion of the impact of parental demand on the terms of employment of imported native-speaking and local non-native-speaking teachers in private language schools.As more and more parents realize the importance of learning the language at an early stage, the teaching of English as a Foreign Language (EFL) to young learners has become a lucrative adventure for Taiwanese entrepreneurs. Taiwanese students and parents alike represent a stable and growing market, at least for now. The demand for both Native Speaking (NS) and Non-Native Speaking (NNS) teachers is also on the rise and can certai

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Faturrochman, Rihza Galih, Achmad Anang Darmawan, and Faishol Hadi. "Teacher Talk in Scientific Approach in EFL Classroom: A Speech Acts Perspective." SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 1 (2021): 35–46. http://dx.doi.org/10.21460/saga.2020.21.66.

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This paper reviews teacher’s utterances in the EFL Classroom using Speech Acts’ perspective. Specifically when the teacher applying scientific appraoch in the learning process. Teacher’s utterance has a lot of influence in the language learning process, such as: students’ input and practice (Xiao-yan, 2006) and (Cullen, 1998). Even though the restiction on using scientific approach in all subject has been revoked, some schools still applying scientific approach in EFL Classroom which is relatively unfamiliar. Theoretically, since Indonesia use English as foreign learning, teacher’s utterance h

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El-Dakhs, Dina Adel Salam, Hind Elhajj, and Jawaher Nasser Al-Haqbani. "The Effect of Word Type on the L1 Support for L2 Vocabulary Learning: The Case of Arab EFL Learners." International Journal of English Linguistics 8, no. 4 (2018): 25. http://dx.doi.org/10.5539/ijel.v8n4p25.

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There is strong agreement in the literature that the first language (L1) supports second language (L2) vocabulary learning particularly at early stages of learning. The present study examines the influence of word type on the use of L1 language to support L2 vocabulary learning. To this end, 130 Arabic-speaking tertiary elementary female learners of English were taught 24 unfamiliar English words in 4 sessions over 4 weeks. The participants were divided into three groups; (1) a group where target words were taught with the use of translation equivalents, (2) a group taught with L2-only-definit

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Wright, Brenda M. "BLENDED LEARNING: STUDENT PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSONS." Indonesian Journal of Applied Linguistics 7, no. 1 (2017): 64. http://dx.doi.org/10.17509/ijal.v7i1.6859.

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With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and face-to-face learning, is becoming commonplace in many higher education institutions. Blended learning is, particularly in developing countries, in its early stages and not without its challenges. Asynchronous online lessons are currently still more prevalent in many areas of South-East Asia, perhaps due to potential difficulty in obtaining strong Internet connections, which may deter educators from synchr

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Leveridge, Aubrey Neil, and Jie Chi Yang. "Testing learner reliance on caption supports in second language listening comprehension multimedia environments." ReCALL 25, no. 2 (2013): 199–214. http://dx.doi.org/10.1017/s0958344013000074.

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AbstractListening comprehension in a second language (L2) is a complex and particularly challenging task for learners. Because of this, L2 learners and instructors alike employ different learning supports as assistance. Captions in multimedia instruction readily provide support and thus have been an ever-increasing focus of many studies. However, captions must eventually be removed, as the goal of language learning is participation in the target language where captions are not typically available. Consequently, this creates a dilemma particularly for language instructors as to the usage of cap

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Agustín-Llach, María-del-Pilar. "Early Foreign Language Learning: the Case of Mother Tongue Influence in Vocabulary Use in German and Spanish Primary-School EFL Learners." European Journal of Applied Linguistics 2, no. 2 (2014): 287–310. http://dx.doi.org/10.1515/eujal-2014-0009.

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Viáfara Gozález, John Jairo. "From pre-school to university: student-teachers’ characterize their EFL writing development." Colombian Applied Linguistics Journal, no. 10 (April 4, 2011): 73. http://dx.doi.org/10.14483/22487085.98.

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A historical review of approaches used to support students’ writing in English as a foreign or second language, as well as of Colombian teachers’ efforts to guide their pupils’ in this area becomes the starting point for this qualitative research. The study explores the biographical narratives of EFL pre-service teachers from Universidad Pedagógica y Tecnológica de Colombia (UPTC) to describe how they have developed their writing in English. The research reveals the methodological practices to which participants have been exposed from their early schooling until their university education in C

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Choi, Naya, Sujeong Kang, Hye Cho, and Jiyeon Sheo. "Promoting Young Children’s Interest in Learning English in EFL Context: The Role of Mothers." Education Sciences 9, no. 1 (2019): 46. http://dx.doi.org/10.3390/educsci9010046.

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The purpose of this study was to investigate the effects of a mother’s motivation for providing English education to a young child on the provision of English education and the child’s interest in learning English. Also, the mediating role of the type of English education provided (English interaction at home and English private lessons) between a mother’s motivation and a child’s interest in learning English was examined. In total, 414 Korean mothers of 3-to-5-year-olds reported their motivation for providing English education to their child, frequency of English interaction at home, and the

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Saiegh-Haddad, Elinor, and Arige Elouty. "Inflectional and derivational morphological awareness in Arabic-speaking High versus Low EFL literacy students." Written Language and Literacy 21, no. 2 (2018): 147–68. http://dx.doi.org/10.1075/wll.00013.sai.

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Abstract This paper investigates morphological awareness for inflected and derived words among high versus low literacy students of English as a foreign language in the 5th, 7th and 9th grades. The study experimented with Arabic L1 students and tested inflectional morphological awareness (IMA) and derivational morphological awareness (DMA) separately using the Word Analogy task. Results demonstrate generally less developed morphological awareness skills in low as against high EFL literacy students. Moreover, significant differences between IMA and DMA in favor on IMA were observed in both grou

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Davidson, Rosemary, and Gurch Randhawa. "The Sign 4 Little Talkers Intervention to Improve Listening, Understanding, Speaking, and Behavior in Hearing Preschool Children: Outcome Evaluation." JMIR Pediatrics and Parenting 3, no. 1 (2020): e15348. http://dx.doi.org/10.2196/15348.

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Background Gaining age-appropriate proficiency in speech and language in the early years is crucial to later life chances; however, a significant proportion of children fail to meet the expected standards in these early years outcomes when they start school. Factors influencing the development of language and communication include low income, gender, and having English as an additional language (EAL). Objective This study aimed to determine whether the Sign 4 Little Talkers (S4LT) program improves key developmental outcomes in hearing preschool children. S4LT was developed to address gaps in t

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Nada, Ph.D., Inst Awad Hussein. "A Didactic Proposal for the use of the "Como si" Structure in the Composite Sentences during the Learning of Spanish as a Foreign Language (ELE)." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 227, no. 2 (2018): 12–30. http://dx.doi.org/10.36473/ujhss.v227i2.724.

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The present work born of a concern by the Spanish in Iraq at the college level teaching especially to some structure that Arab students in general and Iraqis in particular, are in their learning process. Our first thought was, therefore, a direct and close to the student as subject of learning, as well as what the student produces as a result of the same attention. In this paper we intend to equip students of linguistic knowledge to be able to interact in a variety of situations and deal with everyday problems, in a way that develops the communication skills that enable him to establish a succ

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Al-Saeed, Shaima, and Abdullah A. Alenezi. "The Use of Literary Texts in EFL Coursebooks: An Exploratory Study." English Language and Literature Studies 10, no. 3 (2020): 86. http://dx.doi.org/10.5539/ells.v10n3p86.

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This exploratory study investigates the use of literary texts in English as a foreign language (EFL) coursebooks and examines the extent to which literature is used within the coursebooks, the types of texts used as regards authenticity and recency, the criteria for selecting and adapting the texts and the ways of improving the selection and adaptation process. Multiple articles written on this subject show that the evaluation of EFL coursebooks is a relevant and important research area in the study of language and linguistics. This study gives a survey of the extent to which literary texts ar

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RACHMAH, NURUL. "Effectiveness of Online vs Offline classes for EFL Classroom : a study case in a higher education." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 3, no. 1 (2020): 19. http://dx.doi.org/10.20527/jetall.v3i1.7703.

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With the increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning. Online and Offline class, particularly in developing countries, in its early stages and not without its challenges. This study exposed 16 EFL students of university Ibnu Khaldun responses to an online classroom and offline classroom. And investigates common student perceptions of the online lesson as compared with offline lessons to identify the effectivness between online and offline class. The method use data analysis adopted from questionnaires using qualit

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Kraemer, Robert, Allison Coltisor, Meesha Kalra, et al. "The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach." Perspectives on School-Based Issues 14, no. 4 (2013): 95–101. http://dx.doi.org/10.1044/sbi14.4.95.

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English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained

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Pfenninger, Simone E., and David Singleton. "Affect trumps age: A person-in-context relational view of age and motivation in SLA." Second Language Research 32, no. 3 (2016): 311–45. http://dx.doi.org/10.1177/0267658315624476.

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Recent findings (see, for example, Muñoz and Singleton, 2011) indicate that age of onset is not a strong determinant of instructed foreign language (FL) learners’ achievement and that age is intricately connected with social and psychological factors shaping the learner’s overall FL experience. The present study, accordingly, takes a participant-active approach by examining and comparing second language (L2) data, motivation questionnaire data, and language experience essays collected from a cohort of 200 Swiss learners of English as a foreign language (EFL) at the beginning and end of seconda

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Dewi, Sri Surya. "Parents’ Involvement in Children’s English Language Learning." IJET (Indonesian Journal of English Teaching) 6, no. 1 (2017): 102–22. http://dx.doi.org/10.15642/ijet2.2017.6.1.102-122.

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English has become a crucial language needs to be learned by all of the students in Indonesia. Its significances for both the education and career drive English to be a subject assessed in the National Exam. From the aforementioned issue, this study attempts to investigate three points such as parents’ perceptions and parents’ involvement of their children’s English Language learning (ELL), and their perceptions related to their involvement in their children’s ELL. Since this study was conducted to portray the natural context and interpret the parents’ behavior, qualitative approach with basic

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Nam, Kyung Min. "How young children make sense of two different writing systems: Korean written in the Hangul alphabet, and English written in the Roman alphabet." Journal of Early Childhood Literacy 18, no. 4 (2017): 490–517. http://dx.doi.org/10.1177/1468798416685384.

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Although many young children become literate within an environment in which different writing systems exist, there is little research on what children know about different writing systems and how they understand and develop them when they are learning more than one simultaneously. This qualitative study discusses how Korean EFL (English as a Foreign Language) children understand two different writing systems, the Korean alphabet, Hangul, and the Roman alphabet, used for English, within a peer teaching setting. The findings show that they were able not only to discover key orthographic principl

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Masoumi Mayni, Setareh, and Shamala Paramasivam. "Use of L1 in the Iranian EFL Classroom." Shanlax International Journal of Education 9, no. 2 (2021): 34–45. http://dx.doi.org/10.34293/education.v9i2.3581.

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By reviewing the literature on the development of English language teaching methods in the last three decades, it is obvious that the idea of using the first language (L1) in the second language (L2) classroom has always been controversial. The history of language pedagogy and the role of the first language in foreign language learning generate debates in English as a foreign language. The teaching of English as a foreign language is growing every day in Iran, and as a result, the need for informing the best policy is getting more urgent. The principal intent of the current study, that investi

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Excell, Dianne. "Some Challenges in Using Computer-Aided Translation Tools to Facilitate Second Language Fluency in Education." Annals of Emerging Technologies in Computing 3, no. 2 (2019): 22–31. http://dx.doi.org/10.33166/aetic.2019.02.003.

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At every level of education, from early years to postgraduate, students can arrive in the UK (or US) classroom with little or no English language ability. It is impossible for teachers to have knowledge of every first language that students bring into the classroom and thus they may rely on a computer-aided translation tool so that their students can have access to the English needed in all subjects across the curriculum. At the same time, students need to move from basic English skills in listening, speaking, reading and writing towards the subtleties of academic English which they must achie

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