Relevant bibliographies by topics / EFL (English as Foreign Language)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'EFL (English as Foreign Language)'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "EFL (English as Foreign Language)"

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Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English." Register Journal 6, no. 1 (2013): 1–16. http://dx.doi.org/10.18326/rgt.v6i1.1-16.

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This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to
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Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English." Register Journal 6, no. 1 (2013): 1. http://dx.doi.org/10.18326/rgt.v6i1.220.

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This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to
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Angwah, Julius, and Emmanuel Tangong. "Cameroon’s Foreign Language Learning Culture and the Paradox of English as an Official Language." Global Academic Journal of Linguistics and Literature 4, no. 5 (2022): 153–60. http://dx.doi.org/10.36348/gajll.2022.v04i05.004.

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Substantial exposure to language is one of the most effectively proven approaches to language learning. In Cameroon, however, even with a fairly considerable exposure to the English Language, foreign language learners still lack very basic communicative competencies in it relative to other foreign languages. In this study, we sought to describe EFL learners’ degree of exposure to different foreign languages in the Francophone system of education vis-à-vis their performances, explore some striking pedagogic differences in the teaching of English and other foreign languages and finally assess th
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Yaseeni, Pervaiz. "The Language Learning Journey of an EFL Student: A Case Study of Taha at Kabul Education University." Journal of Social Sciences & Humanities 1, no. 1 (2024): 14–34. https://doi.org/10.62810/jssh.v1i1.7.

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Learning English as a foreign language is crucial for students at public and private universities across Afghanistan. English is the lingua franca of business communication, technology, medicine, and social sciences. Adult Afghans learn English to secure scholarships and enhance their competencies through academic English. However, learning English as a foreign language (EFL) is challenging for Afghans due to limited resources in social and educational environments. This research was conducted through a qualitative case study of adult students in the English Department, Faculty of Languages an
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La Ode Rasmin and Sahril Nur. "TRANSLINGUAGING IN EFL CLASSROOM AND ITS IMPACT ON STUDENT'S PERFORMANCE AT A SECONDARY SCHOOL LEVEL: A SYSTEMATIC REVIEW." ENGLISH JOURNAL OF INDRAGIRI 7, no. 1 (2023): 41–53. http://dx.doi.org/10.32520/eji.v7i1.2162.

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Translinguaging is a phenomenon of language use where the people are bilingual or multilingual. Tanslinguaging occurs in the community and schools, both rural and urban areas. At the Indonesian secondary school level, the learning of English as a foreign language (EFL), teachers and students at schools use the target language (English) and the Indonesian language as the official language in the education system. But, local languages also occur and are used in schools for the students who have their local language, including in rural schools. This article uses the literature review method to an
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Mora, Raúl Alberto. "Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE." GIST – Education and Learning Research Journal 24 (June 30, 2022): 25–42. http://dx.doi.org/10.26817/16925777.1137.

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Over the past decade, different scholars in ELT have raised questions about the notion of English as a Foreign Language (EFL) and the growing issues related to inequity that such a framework has raised. Our field in Colombia needs to interrogate the very frameworks and concepts we use to define the language and how those definitions will include us or exclude us from the larger global conversations in the field of ELT and related ones as a way to remain active and relevant in years to come. This article proposes moving from English as a Foreign Language (EFL) into English as a Colombian Langua
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KAHN-HORWITZ, JANINA, RICHARD L. SPARKS, and ZAHAVA GOLDSTEIN. "English as a foreign language spelling development: A longitudinal study." Applied Psycholinguistics 33, no. 2 (2011): 343–63. http://dx.doi.org/10.1017/s0142716411000397.

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ABSTRACTEnglish as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy variables and EFL spelling. Results showed that English spelling measured at earlier points strongly predicted later English spelling. L1 literacy skills measured in fourth grade were more significant than English word recognition in explainin
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Yastibaş, Ahmet Erdost, and Celal Turgut Koç. "An Interdisciplinary Study between Arabic Language Teaching and English Language Teaching on the Attitudes toward Learning Foreign Languages." Dinamika Ilmu 23, no. 2 (2023): 201–15. https://doi.org/10.21093/di.v23i2.6405.

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The present study aimed to find out the attitudes of Arabic as a foreign language (AFL) and English as a foreign language (EFL) students toward learning foreign languages in the Turkish higher education context within an interdisciplinary perspective. It was designed as a survey study and conducted with 26 Turkish AFL students and 26 Turkish EFL students who were chosen through convenience sampling. The data were collected through the attitude toward learning foreign languages scale for students studying at schools of Foreign Languages and were analyzed with descriptive statistics. According t
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Alsaleem, Abdulrahman Akram. "Review of Foreign Language Anxiety Relationship with Language Achievement of EFL Students in Saudi Arabia." International Journal of English Linguistics 10, no. 1 (2019): 305. http://dx.doi.org/10.5539/ijel.v10n1p305.

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This study is conducted to evaluate learning and teaching English as a foreign language (EFL) in the Kingdom of Saudi Arabia (KSA) since English is still treated as a foreign language. Despite the prevailing high-level anxiety in Saudi learners of the English language, there are limited researches available to study the impact of language anxiety on the achievement of the student in a particular language. This literature search study explored the underlying causes and impacts of foreign language anxiety (FLA) and then studied these impacts on the language achievement of Saudi students in EFL c
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Sharobiddinova, Madina Zuhriddinova Gulchexra Madaminova Mumtozbegim. "ENGLISH AS AN INTERNATIONAL LANGUAGE." ILM-FAN VA INNOVATSIYA ILMIY-AMALIY KONFERENSIYASI 2, no. 10 (2023): 156–58. https://doi.org/10.5281/zenodo.7993176.

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this article critically reviews and discusses English as an International Language (EIL) as an alternative to the traditional models of English as a Foreign Language (EFL) and English as a Second Language (ESL).  
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Dissertations / Theses on the topic "EFL (English as Foreign Language)"

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Liao, Chu Hsiu. "First language use in EFL (English as a foreign language) writing processes." Thesis, online access from Digital Dissertation Consortium, 2005. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3171170.

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Al-Jamal, Dina. "The role of mentors in English as a foreign language in Jordan." Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368309.

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As initial training of EFL teachers in Jordan becomes increasingly school-based, developing a model for the effective mentor is fast becoming a pivotal one in teacher education. The study explored the way in which the training programme is viewed by the mentors in terms of attitudes and pedagogical instruction practised during training with respect to lesson planning, lesson presentation and using teaching methods effectively. The study, also, conducted limited fieldwork in England where it investigated the mentoring process, the training of mentors and the teaching of foreign languages in ord
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Kepol, Napisah. "Investigating English as a foreign language (EFL) teacher knowledge bases." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552755.

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This thesis presents the results of an investigation into the nature of the knowledge bases of five experienced exemplary teachers of English as a Foreign Language (EFL) in four private language schools in Britain. The purpose of this qualitative descriptive study was to explore and understand the practical everyday classroom knowledge of these teachers through an analysis of the various types of knowledge that they drew upon when teaching. Researchers investigating English for speakers of other languages (ESOL) teacher knowledge have revealed different types of knowledge that ESOL teachers po
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Johnston, Nicole R. "Understanding the information literacy experiences of EFL (English as a Foreign Language) students." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/71386/3/Nicole_Johnston_Thesis.pdf.

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This thesis investigated the information literacy experiences of EFL (English as a Foreign Language) students in a higher education institution in the United Arab Emirates (UAE). Phenomenography was used to investigate how EFL students' 'used information to learn' (ie. information literacy). The study revealed that EFL students' experienced information literacy across four categories and had varying experiences of information and learning. The research also showed that EFL students' faced a number of challenges and barriers due to language that impacted on their experiences of reading, underst
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Malallah, Seham. "A study in some aspects of foreign language learning at Kuwait University with special reference to computer assisted language learning." Thesis, Bangor University, 1994. https://research.bangor.ac.uk/portal/en/theses/a-study-in-some-aspects-of-foreign-language-learning-at-kuwait-university-with-special-reference-to-computer-assisted-language-learning(c650c11b-a3ad-4a5c-b0d5-b8058d0073dc).html.

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This thesis is concerned with foreign language learning and teaching. The initial aim of the thesis is to examine Gardner's (1985) model to find out whether this model is applicable to English foreign language learning (EFL) in Kuwait. The purpose is to determine the extent to which previous research findings can be generalised to a sample of University students in EFL courses in Kuwait. The thesis comprises three integrated background literature reviews: approaches to foreign language teaching and their implication for TEFL in Kuwait; 'CALL': (Computer Assisted Language Learning); and the rol
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Al, Zahrani Turki Saad. "Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.

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The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology i
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Burke, C. C. "Teacher effectiveness in the EFL (English as a foreign language) classroom." Thesis, Swansea University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636181.

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This research act was primarily concerned with investigating the extent to which teaching effectiveness was believed to be affected when EFL (English as a Foreign Language) teachers in Greece were provided with feedback information concerning prior student assessments of their teaching performance. An experimental group of 11 volunteer instructors was selected from Athens/Piraeus area. Each instructor was evaluated (tested) three times during an eight month course period. An originally designed Student Opinion Survey of EFL Teachers was the rating instrument used by the participating students.
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Loc, Ton That Tung, and n/a. "Assessing the spoken English of Vietnamese EFL teacher-trainees." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060818.142405.

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This study examines the problems of constructing and administering a test of spoken English for Vietnamese EFL teacher-trainees. In an attempt to standardize the assessment, a planned oral interview was pilottested with a group of ten Vietnamese EFL teachers currently enrolled in a Graduate Diploma Course in TESOL at the Canberra College of Advanced Education, Australia. Results of the study indicate that the validity and reliability of such measurement can be achieved if certain carefully outlined procedures in planning the test and training the testers are carefully followed. Given the close
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Wilhelmson, Mika. "What Culture? : Cultural representations in English as a foreign language textbooks." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19884.

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Teaching the cultural aspect of foreign language education is a complex and sometimes difficult task, especially since English has become an international language used in different settings and contexts throughout the world. Building on the idea that the spread of the English language and its international status in the world has made English an important school subject to develop students’ cross-cultural and intercultural awareness, this paper has studied what research reveals about the influence this has had on cultural representations in English as a Foreign Language (EFL) textbooks. Findi
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Cowie, Neil James. "The emotional lives of experienced EFL (English as a foreign language) teachers." Thesis, University of Exeter, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400919.

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Books on the topic "EFL (English as Foreign Language)"

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Freeman, Yvonne S. ESL/EFL teaching: Principles for success. Heinemann, 1998.

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Freeman, Yvonne S. ESL-EFL teaching: Principles for success. Heinemann, 1998.

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Martin, Wolff, ed. China EFL curriculum reform. Nova Science Publishers,Inc., 2009.

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Ülkär, Şäfiyeva, and Mämmädova Tähminä, eds. Active reading for EFL learners. Nurlan, 2006.

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Bobo, Sheilah Ann. Teaching English to speakers of ESD, ESL, and EFL. University Press of America, 1990.

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Paula, Kalaja, Paiva, Vera Lúcia Menezes de Oliveira e., and Ferreira Ana Maria, eds. Narratives of learning and teaching EFL. Palgrave Macmillan, 2008.

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Danesi, Marcel. Barron's ESL/EFL handbook. Barron's Educational Series, 2006.

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Szpyra, Jolanta. Pronunciation in EFL instruction: A research-based approach. Multilingual Matters, 2014.

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Porto, Melina. Cultural understanding in EFL reading in Argentina. Nova Science Publishers, 2010.

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Diane, Larsen-Freeman, and Williams Howard Alan, eds. The grammar book: An ESL/EFL teacher's course. 2nd ed. Heinle & Heinle, 1999.

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Book chapters on the topic "EFL (English as Foreign Language)"

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Steinlen, Anja, Daniela Schwarz, and Thorsten Piske. "The transition from primary school bilingual programmes to regular foreign language lessons in secondary school." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/lllt.62.14ste.

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Abstract Due to changes in teaching and assessment, the transition from primary to secondary school may significantly affect pupils’ proficiency in and their attitudes towards English as a foreign language. This longitudinal study followed 69 pupils moving from bilingual CLIL programmes in primary school to regular English (EFL) lessons in Years 5 to 7. Questionnaire data revealed that these pupils maintained positive attitudes towards both CLIL programmes and EFL lessons. Additionally, 81 secondary school EFL teachers reported that their CLIL pupils continued to outperform peers from non-CLIL
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García Mayo, María del Pilar. "Task-based language learning among children in an EFL context." In Task-Based Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/tblt.17.05gar.

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Abstract Task-based language teaching (TBLT) research has expanded substantially in foreign language contexts. However, most studies until relatively recently have been carried out with young adults in university settings, despite the fact that, among young children, exposure to a foreign language (mainly English) is on the increase worldwide. This chapter focuses on current research with children learning English as a Foreign Language (EFL) while they perform collaborative tasks in mainstream and content and language integrated learning (CLIL) contexts. The studies, carried out within interac
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Zhao, Huan, and Lawrence Jun Zhang. "Individual Teachers’ Stories: Teacher Cognition of EFL Writing." In Teaching Writing in English as a Foreign Language. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99991-9_5.

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Zhao, Huan, and Lawrence Jun Zhang. "Patterns and Differences in Teachers’ Cognition about EFL Writing." In Teaching Writing in English as a Foreign Language. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99991-9_4.

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Zhao, Huan, and Lawrence Jun Zhang. "Setting the Scene for Researching EFL Writing Teacher Cognition." In Teaching Writing in English as a Foreign Language. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99991-9_1.

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Barón, Júlia, M. Luz Celaya, and Alicia Martínez-Flor. "Multimodal input and L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lllt.61.06bar.

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Analyzing the effects of multimodal input in the acquisition of second/foreign language (L2) pragmatics is a recent area in research. In this line, the use of eye-tracking to investigate L2 pragmatics remains limited (Godfroid, 2019). This study aimed to explore the effects of multimodal input on L2 requests among English as a Foreign Language (EFL) learners, while monitoring them with a webcam eye-tracker. The study used a multiple-choice discourse completion test at pre and posttest to evaluate the effects of viewing audio-visual material with or without captions. Additionally, a subset of p
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Vazquez-Calvo, Boris, and James York. "Fan and Ludic Practices for Enhancing EFL Writing and Reflection." In New Language Learning and Teaching Environments. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51540-8_12.

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AbstractFan and ludic teaching practices can enhance student engagement and the meaningfulness of English as a Foreign Language (EFL) activities in both English teaching and teacher training courses. To elucidate, fan teaching practices integrate fan cultures and interests into the learning experience, while ludic ones employ playful objects and methods for educational purposes. Inspired by these approaches, we introduce Story by Memes as an exemplary activity sequence. Tailored to set the tone for an EFL teacher training course, the activity challenges advanced EFL learners and student teache
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Casulleras, Montserrat, and Imma Miralpeix. "Language learning from watching cartoons in the primary EFL classroom." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lllt.61.01cas.

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This chapter presents the results of a study in which two groups of primary school English as a Foreign Language (EFL) learners watched one episode a week of the animated TV series Curious George – with L1 subtitles or L2 subtitles – over a period of five months. These beginner students were tested on comprehension and vocabulary recognition immediately after watching each episode and in two special episodes without subtitles (middle and end of treatment). Although significant differences were not always present, the L1-subtitles group tended to score higher in comprehension, and the L2-subtit
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Glaser, Karen. "Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.03gla.

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Despite its crucial contribution to second/foreign language (L2) competence, pragmatics has still not gained a fixed place in many language teacher training programs. To address this, a workshop for in-service primary English as a Foreign Language (EFL) teachers was conducted to raise awareness of L2 pragmatics and to present suggestions for teaching it in the classroom. This chapter documents the contents of this professional training course and presents insights into the participants’ expectations and perceptions of the workshop, as well as their knowledge and attitudes towards the teaching
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Chien, Chin-Wen. "Undergraduate EFL majors' agency in ELT lesson designs." In Competency-Based Teacher Education for English as a Foreign Language. Routledge, 2021. http://dx.doi.org/10.4324/9781003212805-5.

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Conference papers on the topic "EFL (English as Foreign Language)"

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Petraru, Ana-Magdalena. "PHILOSOPHICAL PSYCHOTHERAPY AND COUNSELING IN THE MEDICAL ENGLISH CLASSROOM." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s06/36.

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The teacher of English as a foreign/ second language (EFL, ESL), in general and the one for specific purposes (ESP), in particular needs to bring specialty knowledge to the classroom to adjust to the requirements of the students� specialism. Alongside comes the (cap)ability to pass on language skills to learners and sensitize them in matters of intercultural communication. In this sense, Medical English classes (mainly addressed to students in General Medicine but also fitting Nursing and Nutrition ones) could particularly benefit from practical philosophy. Therefore, we draw on Lou Marinoff�s
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Deshen, Mor, and Rakefet Betzalel. "ENGAGEMENT AND POPULARITY OF ENGLISH AS A FOREIGN LANGUAGE (EFL) TIKTOK VIDEOS: THE IMPACT OF MAYER’S MULTIMEDIA PRINCIPLES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0876.

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Oanh, Hoang Thi Kim. "An Investigation into the Influences of Anxiety in Non-English Major Tertiary Learners’ Willingness to Communicate Orally in Vietnamese EFL Classrooms." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.7.

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This paper scrutinized the impact of foreign language anxiety on tertiary Vietnamese students’ willingness to communicate orally in EFL classrooms. The study had two research questions: 1) Which is the most common type of foreign language anxiety experienced by non – English tertiary Vietnamese students in EFL classrooms, and 2) What is the correlation between foreign language anxiety and Vietnamese students’ willingness to communicate orally in EFL classrooms. The data was collected from 176 non-English major tertiary students learning in a public university in Ho Chi Minh City by facilitatin
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Young, Anthony Edward. "Machine translation use in the English as a Foreign Language (EFL) classroom." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16862.

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Machine Translation (MT) increasingly has the potential to facilitate or impede second language learning in the English as a Foreign Language (EFL) classroom. To understand teacher and EFL learner perspectives about its use, two surveys of 20 university professors (10 non-native English teachers and 10 native English teachers) and 139 EFL students were carried out. To measure MT’s capacity to promote language awareness, a comparative study with an online dictionary was done, using two translation tasks, a posttest, and a post-questionnaire. The preliminary survey results revealed variations in
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Malla García, Noelia. "Teaching English Literature in English as a Foreign Language (EFL) Classrooms." In The 5th Human and Social Sciences at the Common Conference. Publishing Society, 2017. http://dx.doi.org/10.18638/hassacc.2017.5.1.226.

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Phothongsunan, Sureepong. "THAI TEACHERS CONCEPTIONS OF THE CLT APPROACH IN ENGLISH LANGUAGE EDUCATION." In EduCon London – International Conference on Education, 21-22 April 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.121.

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The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT in practice is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program desig
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Phothongsunan, Sureepong. "THAI TEACHERS CONCEPTIONS OF THE CLT APPROACH IN ENGLISH LANGUAGE EDUCATION." In EduCon London – International Conference on Education, 21-22 April 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.177.

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The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT in practice is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program desig
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Hadijah, Sitti, and Shalawati. "ICT Integration Trends in EFL (English as Foreign Language) Classrooms." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009058600450051.

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Yang, Jingyi. "The Accented English Pronunciation of Chinese EFL (English as a Foreign Language) Preschoolers." In 8th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220306.017.

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Grujić, Tatjana. "L2 TENSE TRANSFER IN EFL LEARNING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.

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In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult
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Reports on the topic "EFL (English as Foreign Language)"

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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.
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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at e
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the ser
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Wasanasomsithi, Punchalee. A case study of Thai ESL learners' language and literacy learning in an authentic situation : opening a bank account. Chulalongkorn University, 2003. https://doi.org/10.58837/chula.res.2003.86.

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Learning is a life-long activity. Whether we are in school or not, we are always learning something for some purpose. In fact, society is a large classroom full of rich resources, which allows us to experience, explore, and experiemnt how second language andn literacy are learned in an authentic situation. The subjects consisted of ten Thai students who were studying English asd a second language and who were enrolled in a graduate program at Indiana University, Bloomington, Indiana, U.S.A. The chosen topic was opening a bank account, one of the shared experiences all foreign students have to
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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Pabón Méndez, Mónica Rocío, Silvia Andrea Tarazona Ariza, Alfredo Duarte Fletcher, and Nelly Johana Álvarez Idarraga. English Vowel Sounds: A Practical Guide for the EFL Classroom. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcgp.78.

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This guide was created as a response to the needs of the English phonetics and phonology class of the undergraduate Teaching Program of the Faculty of Education at Universidad Cooperativa de Colombia, where the English language is approached in a more technical, professional, and theoretical way that implicitly leads to an active and meaningful practice in the classroom with simple exercises but challenging enough for the initial level of the students. The guide gives priority to the vowel sounds of English since they are different from those in the Students’ Spanish linguistic inventory, thus
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level
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TAWIR, KHALID MUKTAR. THE USE OF MOBILE LEARNING IN ENGLISH FOREIGN LANGUAGE CLASSROOM: CHALLENGES, ADVANTAGES AND DISADVANTAGES, APPLICATIONS AND IMPLICATIONS TO FOREIGN LANGUAGE LEARNERS. ResearchHub Technologies, Inc., 2025. https://doi.org/10.55277/researchhub.bojkc034.1.

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OSIYANOVA, O. M., and V. I. SELEZNEVA. AUTHENTIC VIDEOS IN MODERN FOREIGN LANGUAGE EDUCATION: LINGUODIDACTIC ASPECT. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-95-104.

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The article considers the relevance of the authentic videos use in students foreign language education, determines their linguistic and didactic potential in the development of habits and skills in a foreign language speech activity. The subject of the analysis is the selection criteria and the content of work stages with authentic videos in English classes.
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Sprague, Maureen. Foreign Student Enrollment Planning in Five Oregon Institutions with English as a Second Language Programs. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6421.

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