Relevant bibliographies by topics / English as a foreign language (EFL)

Contents

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

Academic literature on the topic 'English as a foreign language (EFL)'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 October 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'English as a foreign language (EFL).'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "English as a foreign language (EFL)"

1

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 (September 29, 2022): 153–60. http://dx.doi.org/10.36348/gajll.2022.v04i05.004.

Full text
Abstract:
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 the extent to which learners’ motivations affect their mastery of English and other foreign languages. Drawing from an analysis of a three-year statistics of final year EFL learners’ performances in Lycee de Nkolbisson, an oral assessment, interviews on pedagogic approaches and the motivations of 60 EFL learners, we realized that though learners are more exposed to the English Language, they tend to lack very basic communicative skills in it compared to other foreign languages in the Francophone system of education. It was also realized that, besides poor motivation, there are also pedagogic lapses in the teaching of English to Francophones in the country. This led us to the conclusion that while, practically, pedagogic inconsistencies could account for the remarkable incompetence among EFL learners in Cameroon, it seems to be a micro reflection of a macro indifference towards the learning of English among Francophones in general.
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
Abstract:
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 Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Keywords: Attitudes; English as Second language (ESL); English as Foreign Language (EFL).
APA, Harvard, Vancouver, ISO, and other styles
3

Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English." Register Journal 6, no. 1 (June 1, 2013): 1. http://dx.doi.org/10.18326/rgt.v6i1.220.

Full text
Abstract:
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 Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive) and Writing (neutral)and those from EFL country have better attitudes to Speaking (neutral-topositive)and Listening (neutral-to-positive). Keywords: Attitudes; English as Second language (ESL); English as Foreign Language (EFL).
APA, Harvard, Vancouver, ISO, and other styles
4

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 (January 3, 2023): 41–53. http://dx.doi.org/10.32520/eji.v7i1.2162.

Full text
Abstract:
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 analyze the use of translanguaging (Indonesian language, local language, and English) in EFL classrooms at schools and its effects. The author collects several national and international journals. The journal was compiled purposively, which related to translanguaging at schools. The literature review found that translinguaging in the EFL classroom influences students' performance with multilingual backgrounds (Indonesian language, local languages, and English). Therefore, translinguaging-based instruction is considered good if applied to learning English as Foreign Language (EFL).
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
Abstract:
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 Language (ECL) as the intermediate step toward Colombian English (CE). This article will first problematize EFL as a segue into detailing the transition and some considerations involving our views of English and teacher education.
APA, Harvard, Vancouver, ISO, and other styles
6

KAHN-HORWITZ, JANINA, RICHARD L. SPARKS, and ZAHAVA GOLDSTEIN. "English as a foreign language spelling development: A longitudinal study." Applied Psycholinguistics 33, no. 2 (August 5, 2011): 343–63. http://dx.doi.org/10.1017/s0142716411000397.

Full text
Abstract:
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 explaining end of ninth grade EFL spelling. Beginning of first year EFL letter knowledge in fourth grade predicted end of first-year EFL spelling. These results show qualitatively different L1 and EFL literacy abilities impacting EFL spelling at 4th, 9th, and 12th grades.
APA, Harvard, Vancouver, ISO, and other styles
7

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 (December 28, 2019): 305. http://dx.doi.org/10.5539/ijel.v10n1p305.

Full text
Abstract:
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 classrooms in KSA. Credible academic researches and conference papers are critically reviewed in the context of the relationship between foreign language anxiety and language achievement of EFL students in Saudi Arabia. The findings of the review revealed that government initiatives and exposure to globalization in Saudi Arabia, students are encouraged to get expertise in English through EFL courses. However, the review of literature demonstrated that Saudi students experience anxiety while learning English as an unknown language. Additionally, the level of understanding in students of FLA negatively affected their accomplishment. Therefore, the collaborative strategies in classrooms are needed with complete participation of language instructors and favourable environment with positive competition building strategies encourage EFL students to enhance learning. 
APA, Harvard, Vancouver, ISO, and other styles
8

Siregar, Masitowani. "Students' Translation Use in English Foreign Language (EFL) Learning." SALTeL Journal (Southeast Asia Language Teaching and Learning) 3, no. 1 (May 9, 2020): 47–50. http://dx.doi.org/10.35307/saltel.v3i1.47.

Full text
Abstract:
The study was conducted to describe the students’ translation use in English Foreign Language Learning (EFL). The subject of the study was 100 students English Educational Study Program Languages and Arts Faculty, Universitas Negeri Medan. 40 Students were selected as the sample. The instruments used to collect data were questionnaire and interview. The data analysis indicated that English Department Students as foreign language learners used translation activities during their learning process such as, to comprehend reading text, to write English texts, to speak English, to understand vocabularies, to understand English grammar, to understand idioms and phrases and to understand the instructions of teachers. More attention should be given than to help the students’ skills and understanding through the translation process.
APA, Harvard, Vancouver, ISO, and other styles
9

Celik, Seyda Savran, and Selami Aydin. "Wiki effect on English as a foreign language writing achievement." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 218–27. http://dx.doi.org/10.18844/gjflt.v6i4.1674.

Full text
Abstract:
The number of the studies conducted on the use of wikis on the English as a foreign language (EFL) learning process has remained fairly limited. More specifically, in the Turkish EFL context, little attention has been paid to the effects of wikis on EFL writing achievement. Thus, this study aims to examine the effects of a wiki-based writing environment in terms of EFL writing achievement in the Turkish EFL context. In this experimental study, a background questionnaire, a writing achievement pre- and a post-test were administered to a sample group of 42 EFL learners. Results indicate that the use of wiki-based online writing environment increases writing achievement regarding content. It is recommended that wikis as appropriate tools to increase learners’ EFL writing achievement should be integrated into the EFL learning process. The advantages that wikis serve should not be ignored but exploited by the teachersKeywords:English as a foreign language, wiki, writing, achievement
APA, Harvard, Vancouver, ISO, and other styles
10

Özdemir, Emrah, and Selami Aydin. "Blogging Effect on English as a Foreign Language Writing Motivation." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 2 (April 2017): 40–57. http://dx.doi.org/10.4018/ijcallt.2017040103.

Full text
Abstract:
Not many studies have been present on the effects of blogging, particularly with respect to English as a Foreign Language (EFL) writing motivation. Those studies did not focus on the effect of the use of blogs on Turkish EFL learners' writing motivation. Thus, this study aims to examine how the use of blogs affects EFL writing motivation among EFL learners in a Turkish EFL learning context. A questionnaire interrogating demographic information, a pre-test and a post-tests measuring writing achievement were administered to a group of participants including 48 language learners. According to results, blogging on its own does not increase motivation; however, the process-based writing instruction mainly has positive influences on EFL learners' motivation in both traditional pen-paper and blog environments. Thus, EFL teachers need to know that the use of blogs does not increase motivation among Turkish EFL learners. To increase their motivation level, it is also recommended that teachers should use a writing environment where their students are encouraged to write in the target language.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "English as a foreign language (EFL)"

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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 order to provide some important lessons and strategies for future mentor training in Jordan in light of considering recent advances in foreign language teaching methodologies when training student teachers in schools. The main subjects of the study were a sample of mentors, student teachers, teachers and a tutor in both Jordan as well as from a very limited sample in England. The study employed both quantitative and qualitative research methods so that the men to ring process of language teachers can be presented both analytically and descriptively. Questionnaires, open questions, observations and interviews were used to obtain the perceptions of the participants of the study. There was also documentary analysis of related literature and documents. From the analysis of the data, the results of investigating the role of mentors in Jordan as well as in England showed various patterns of attitudes, models, and performance. The findings of the study highlighted that EFL mentors in Jordan seem to hold negative attitudes towards their mentees and consequently they appear not to understand the complexity of their roles as mentors. The findings showed that such negative attitudes proved to be principal barrier to essential changes needed to improve the quality of mentoring in Jordanian schools. Moreover, the study described the practices of the mentors in Jordan as unapproachable and unsupportive. The study also described the teaching of the mentors as 'traditional' in the sense that they assert student teachers' stick to the lesson plan, advocating 'talk and chalk' approaches into teaching, and establishing discipline first and foremost. The findings also pointed out that EFL mentors in Jordan tend to perceive their mentees as not being knowledgeable enough, in general, in key language skills to cope with teaching in the classroom, and in the skill of speaking, in particular. Most importantly, the study revealed that EFL mentors in Jordan tend to adopt the apprenticeship model where student teachers merely copy their mentors. Although the study tried to uncover ways of 'how to mentor' EFL student teachers in Jordan later on it questioned the subject knowledge of the mentors and doubted 'what they can mentor'. On the other hand, the reference study in England reported that mentors seem to have positive attitudes towards the mentoring process where they are keen on developing the skills and competencies of their student teacher systematically. The study highlighted the mechanism of mentor training in England as integrating theoretical as well as practical aspects through workshops and modules. The results of the study indicated that the methodology of modem foreign language teaching in England is in the main commllnicative. Foreign language teachers (FL) emphasised using variolls techniques to clarify the rneaning of vocablliary items. In respect to key skills like reading and listening, the findings stressed the importance of comprehension. As to grammatical structures, the findings indicated that FL teachers encourage the pupils to learn how to use appropriate grammatical sentences in real life situations, or through interaction, and how to infer the rules of grammar from contexts and examples. In the light of the findings of this study, recommendations have been made for the improvement of the mentoring process in Jordan.
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
Abstract:
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 possess and have pointed out the interactive nature of this knowledge. Some researchers have begun to unravel the finer elements of this knowledge and its interwoven nature but to a limited extent so far. This research was aimed at being instrumental in improving understanding and developing the conceptualization of ESOL teacher knowledge by not only providing information about the finer elements of the teachers' knowledge but also providing it within a new contextual perspective which is ESOL teacher knowledge in British private language schools. The main questions guiding this study focused on what constituted the knowledge bases of these teachers and the nature of their relational complexity. The study was carried out using an instrumental multiple-case study methodology in which interviews and classroom observations were the main methods of data collection. The analysis of the five cases produced a detailed taxonomy of the participating teachers' knowledge bases and revealed the relational complexity of the various types of knowledge. The findings have led to a better understanding of ESOL teacher knowledge where it has been revealed to be much richer and more complex than so far has been presented in the literature.
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
Abstract:
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, understanding, accessing and translating information.
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
Abstract:
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 role of the attitude, motivation and anxiety in foreign language learning. Two pieces of research are reported with two contrasting methodologies: a survey questionnaire, and an ethnographic approach examining the effectiveness of CALL. The research was conducted on Kuwait University undergraduates enrolled in English courses offered by the English Language Centre at Kuwait University during the 1992-1993 academic year. First, the research focuses on the inter-relationships between attitude, motivation, anxiety and achievement in the English language. Second, the research identifies the methods of teaching, instructional materials, class activities and appropriate teacher roles that students most prefer. Third, the research introduces new instructional materials via the use of computer programs in an EFL class. The effect of Computer Assisted Language Learning on students' motivation toward learning English as a foreign language, students' feeling of anxiety in the English class and their achievement in the foreign language are each examined by classroom observation and interviews. The results of the research show that: (1) in general, students appear to have a strong motivation to learn English; express a definite degree of preference toward English and native speakers of English, and lack feelings of anxiety. (2) The more a student is exposed to the English language through being in an English medium College, visiting and staying in an English speaking country and watching English programmes on T.V., the more a student needs the English language either for present studies or for future career, the more motivated to learning English and more positive attitudes towards the language are apparent. (3) Students' ability in English has a significant relationship with a variety of factors investigated: the higher the student's ability in English, the greater the motivation to learn English, the more favourable is the student's attitudes toward the English language and the less anxiety the student's experiences in the English class. (4) 'CALL' enhances students' motivation to learn the foreign language, lowers their anxieties and improves their achievement in the English language. The thesis concludes with an integration of theory and research, and makes a series of recommendations about developments in EFL in Kuwait University.
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
Abstract:
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 in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.
PHD
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
Abstract:
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. A t-test was used to determine whether or not there were any significant changes between Test 1 and Test 2, Test 2 and Test 3, and Test 1 and Test 3 of the mean ratings of all the components of the measuring instrument. Though it was hypothesised that the frequent implementation of a specialised EFL student evaluation of teacher performance questionnaire would show significant changes in the teachers' overall teaching performance, the statistical findings show that there are no discernible significant differences between all but three of the given Tests. This lack of variability is possibly due to the instructors' self-concepts about teaching EFL under conditions prevalent in private Greek language schools, and a lack of frequent interpretive 'lq dialogues concerning student feedback of their teaching effectiveness. Other possible factors related to the lack of significant finds, including, the time period when the ratings were administered and the feedback shared, and the possible lack of instrument sophistication in quantifying affective attitudes. Along with other suggested recommendations based on the results of this study, this researcher concludes that more research should be undertaken to establish relationships between teaching effectiveness and instructor attitudes about EFL instruction in Greece, about Greek students, and about teaching in general, not only to warrant significant changes in teaching performance, but also to ensure more effective teaching practices in the EFL classroom.
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
Abstract:
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 relationship between testing and teaching, it is suggested in this study that there could be an improvement in the teaching of spoken English to Vietnamese EFL teacher-trainees if (i) the amount of time allocated to testing oral proficiency in the curriculum was increased, (ii) Vietnamese EFL teachers were provided with formal training in language test construction, and (iii) research on EFL oral testing was encouraged. Further, this study recommends co-operation between TEFL institutions in Vietnam to develop standard instruments for the assessment of spoken English of EFL teacher-trainees on a national level.
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
Abstract:
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. Findings from a systematic literature review that analyzed four different international studies on the topic are presented. The study showed that EFL textbooks often present stereotypical and overgeneralized representations of culture and that the cultural aspect of EFL education is not adequately addressed since focus tends to lean towards language proficiency. Results also indicated that though steps are made to include cultural representations from different international contexts, the target culture of countries where English is the first language remains dominant in EFL textbooks. The findings are discussed in correlation with the Swedish national curriculum and syllabus.
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "English as a foreign language (EFL)"

1

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Porto, Melina. Cultural understanding in EFL reading in Argentina. Hauppauge, N.Y: Nova Science Publishers, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "English as a foreign language (EFL)"

1

Zhao, Huan, and Lawrence Jun Zhang. "Individual Teachers’ Stories: Teacher Cognition of EFL Writing." In Teaching Writing in English as a Foreign Language, 95–141. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99991-9_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Zhao, Huan, and Lawrence Jun Zhang. "Patterns and Differences in Teachers’ Cognition about EFL Writing." In Teaching Writing in English as a Foreign Language, 71–93. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99991-9_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zhao, Huan, and Lawrence Jun Zhang. "Setting the Scene for Researching EFL Writing Teacher Cognition." In Teaching Writing in English as a Foreign Language, 1–33. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99991-9_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Barón, Júlia, M. Luz Celaya, and Alicia Martínez-Flor. "Multimodal input and L2 pragmatics." In Language Learning & Language Teaching, 126–49. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lllt.61.06bar.

Full text
Abstract:
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 participants was interviewed regarding pragmatic perception. Findings indicate that participants exposed to captioned videos performed better in the posttest and relied on captions when viewing, a result corroborated by retrospective interviews.
APA, Harvard, Vancouver, ISO, and other styles
5

Casulleras, Montserrat, and Imma Miralpeix. "Language learning from watching cartoons in the primary EFL classroom." In Language Learning & Language Teaching, 1–24. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lllt.61.01cas.

Full text
Abstract:
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-subtitles group in L2 word recognition. The findings also emphasize the central role of language aptitude and vocabulary size for L2 learning through audiovisual materials in instructional settings.
APA, Harvard, Vancouver, ISO, and other styles
6

Vazquez-Calvo, Boris, and James York. "Fan and Ludic Practices for Enhancing EFL Writing and Reflection." In New Language Learning and Teaching Environments, 157–71. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51540-8_12.

Full text
Abstract:
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 teachers to design a digital multimodal composition. They achieve this by harnessing the power of memes: humorously captioned digital images crafted to spotlight distinct ideas or jests. Beyond creativity, Story by Memes paves the way for enriched discourse and pragmatic language performance; sparks deep metacognitive reflection on writing, digital discourse, and new literacies; and serves to make visible participants’ identities as fans, language learners, and prospective language teachers. With its adaptable nature, this activity is suitable for a spectrum of target languages, diverse learner demographics, and varied pedagogical goals. The result is a deeply resonant learning experience that not only harnesses authentic language use but also reflects learners’ everyday literacy practices.
APA, Harvard, Vancouver, ISO, and other styles
7

Glaser, Karen. "Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics." In Language Learning & Language Teaching, 63–87. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.03gla.

Full text
Abstract:
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 of L2 pragmatics. Data was collected by means of questionnaires at the beginning and end of the workshop. In addition to presenting the results, the chapter discusses implications for teacher education to help bring pragmatics into the L2 classroom on a wider scale.
APA, Harvard, Vancouver, ISO, and other styles
8

Chien, Chin-Wen. "Undergraduate EFL majors' agency in ELT lesson designs." In Competency-Based Teacher Education for English as a Foreign Language, 59–75. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003212805-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ibrahim, Nizar Kamal. "CALT in EFL Text Production: Challenges to the Dominant Approaches." In Critical Literacy Approach to English as a Foreign Language, 49–68. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04154-9_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Miralpeix, Immaculada. "Chapter 4. Age and Vocabulary Acquisition in English as a Foreign Language (EFL)." In Age and the Rate of Foreign Language Learning, edited by Carmen Muñoz, 89–106. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598937-006.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "English as a foreign language (EFL)"

1

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: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16862.

Full text
Abstract:
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 how learners and teachers perceive text-based machine translation as a valuable tool for language learning and how much they felt its use by students in educational settings should be accepted. Analysis of the posttest also found significant differences in the capacity of DeepL (MT network) to promote language awareness compared to the online dictionary, which aligned with the students’ post-questionnaire feedback. These results emphasise the need for additional research and workplace dialogues going forward, regarding the incorporation and supervision of MT in L2 instruction.
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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 facilitating the Willingness to communicate Scale and Foreign Language Anxiety Scale. The study’s results analyzed in a quantitative descriptive approach indicated that communication apprehension was the most common type of anxiety experienced by the students in the English learning process. The study found that language anxiety negatively correlated with willingness to speak. It means the students were more anxious, they could not engage in the in-class communicative activities, which might affect their academic performance. The present paper hopes to provide educators and school managers who might encourage students’ readiness to join speaking activities in Vietnamese EFL classrooms with a comprehensive understanding of the influence of foreign language anxiety on students’ willingness to communicate.
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220306.017.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Solijonova, Mohlaroyim. "CINEMA IN THE CLASSROOM: ENHANCING EFL LISTENING AND CULTURALAWARENESS." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/sdvq7780.

Full text
Abstract:
This article explores the pedagogical benefits of utilizing films in English as a Foreign Language (EFL) classrooms, particularly focusing on enhancing listening skills and cultural understanding. The use of films provides a dynamic platform for exposing students to authentic language and diverse cultural contexts, making it an invaluable tool in language education. The paper discusses the criteria for selecting appropriate films, effective pedagogical strategies for their use, the integration of modern technological tools to augment learning, and varied assessment techniques to evaluate and encourage student progress. By integrating films into the curriculum, educators can offer students a more engaging and comprehensive learning experience. The insights presented are grounded in current research and practice, aiming to assist educators in optimizing the educational potential of filmsin EFL settings.
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
Abstract:
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 bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.
APA, Harvard, Vancouver, ISO, and other styles
8

Zhang, Han, Shanshan Ai, and Lingyu Zhang. "Students’ perception on online formative assessment in English as a foreign language class." In XXnd International CALL Research Conference, 355–60. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-53.

Full text
Abstract:
In the context of economic globalization and the advancement of science and technology, English has emerged as the predominant language for international communication. In 2020, the Chinese Ministry of Education issued “College English Teaching Guide” and emphasized the role of modern educational technology in assessing students’ learning and enhancing their outcomes. It advocated for the creation of online interactive learning platforms by universities to facilitate teaching, tutoring, practice, feedback, assessment, and other educational aspects, enabling students to learn anytime and anywhere. In response, an increasing number of Chinese universities have started implementing online platforms for formative assessment. This qualitative study explores the perceptions of university-level English as a Foreign Language (EFL) students in China regarding online formative assessments, utilizing the Xuexitong platform. Through semi-structured interviews with 12 participants, the study investigates how these assessments impact learning, engagement, and student challenges. Findings indicate that students perceive online formative assessments as less stressful and more engaging compared to traditional methods, appreciating the immediate feedback and interactive elements. However, challenges such as technical issues and grading fairness are highlighted, affecting the learning experience. The study suggests enhancements in technical support, fair grading practices, and personalized assessment strategies to improve the effectiveness and fairness of online formative assessments in EFL contexts. Future research should focus on optimizing online assessment methods to better support EFL learning outcomes.
APA, Harvard, Vancouver, ISO, and other styles
9

Savić, Vera. "INTEGRATING MATHEMATICS CONTENT INTO PRIMARY ENGLISH CURRICULUM THROUGH CONTENT-BASED INSTRUCTION." In Metodički aspekti nastave matematike. University of Kragujevac, Faculty of Education in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.191s.

Full text
Abstract:
Success in learning a foreign language is seen as the ability to use a foreign language in a variety of life contexts. Integration of mathematics content into a grade-appropriate English curriculum has the potential to enlarge the possibilities for young learners to experience more authentic and meaningful communication and more varied life-like interaction in a number of content-based activities. The aim of the paper was to study mathematics content in international coursebooks used for teaching English as a foreign language (EFL) in grades 1–4 in Serbian primary schools and to explore the means for integrating mathematics content into English classes. The study was based on a content analysis of seven EFL coursebook sets and focused on mathematics content analysis in relation to six study questions. The results revealed four distinct key content integration categories and showed that some of the coursebooks surveyed in the study contain mathematics content that is well integrated into language curriculum and supports deeper learning of both mathematics and language through cross-curricular links. However, the results also indicated that mathematics content in the coursebooks surveyed is mainly not grade appropriate or cognitively challenging enough, which requires EFL teachers to provide more materials for expanding the cross-curricular links. Pedagogical implications of the study refer to EFL teachers’ professional development needs for enhancing their own skills to implement content-based instruction by introducing creative and motivating content-based and grade appropriate materials and tasks into their classrooms and thus engage the flexible minds of young learners in a holistic learning experience.
APA, Harvard, Vancouver, ISO, and other styles
10

Iino, Atsushi, and Brian Wistner. "Effects of online task-based peer interaction on learners’ speech development and attitudes toward English as a lingua franca." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16980.

Full text
Abstract:
This paper reports the outcomes of incorporating two kinds of videoconferencing into a university English as a Foreign Language (EFL) special seminar course in Japan for two semesters. One type of videoconferencing was a weekly interview with a non-native English speaker/instructor living outside Japan using a commercial online conversation program; the other was a weekly online peer meeting on Zoom where groups of three learners practiced speaking English using role play tasks. The effects of the two types of videoconferencing were examined through pre- and post-speaking tests and a questionnaire on the participants’ attitudes toward English as an International Language (EIL; Nakamura, Lee, & Lee, 2018). Additionally, a qualitative analysis of peer-group interaction was conducted to reveal what happened in the peer-group role play task. The results indicated that speaking skills improved over time, and tolerant attitudes toward variations of English were observed. Abundant opportunities for automatizing EFL use and negotiation for meaning were observed in the peer-group role play.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "English as a foreign language (EFL)"

1

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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 exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.
APA, Harvard, Vancouver, ISO, and other styles
3

Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

Full text
Abstract:
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 series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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, February 2023. http://dx.doi.org/10.16925/gcgp.78.

Full text
Abstract:
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, each of the short and long sounds are explained with clear examples. Finally, the guide comes with a QR code that can be easily scanned from any mobile device to access the audios of the proposed exercises to be studied in class or independently by students.
APA, Harvard, Vancouver, ISO, and other styles
6

Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

Full text
Abstract:
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 reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
APA, Harvard, Vancouver, ISO, and other styles
7

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
8

Sprague, Maureen. Foreign Student Enrollment Planning in Five Oregon Institutions with English as a Second Language Programs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6421.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

Full text
Abstract:
Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
APA, Harvard, Vancouver, ISO, and other styles
10

Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

Full text
Abstract:
The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'English as a foreign language (EFL)' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography