Relevant bibliographies by topics / Very young EFL learners

Contents

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

Academic literature on the topic 'Very young EFL learners'

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

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Journal articles on the topic "Very young EFL learners"

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Klapicova, Edita Hornackova, and Megan Reister. "The very Hungry Caterpillar: Story Reading as an Effective Strategy Toward Achieving Proficiency in Efl in very Young Learners." Seminare. Poszukiwania naukowe 2020(41), no. 4 (2020): 139–53. http://dx.doi.org/10.21852/sem.2020.4.12.

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This article examines how the use of music, tangible objects, story-reading, hands-on activities, drama activities, and Readers Theater strategy can help very young learners to become proficient in English as a foreign language. The present study is based on an English lesson taking place in a kindergarten in Lower Austria. There were two target groups of three to six year old children, one consisting of 25 learners and one consisting of 24 learners. English as a second language was taught to them in a naturalistic way for the period of three years. The learners’ language skills and communicat
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Galeas, Gabriela Jacqueline, Rosa Varas, and María Angelica Rivadeneira. "A very young EFL program in Ecuadorian public education: A preliminary study." Multidisciplinary Science Journal 7, no. 12 (2025): 2025589. https://doi.org/10.31893/multiscience.2025589.

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Implementing EFL (English as a Foreign Language) programs for young learners is not a novelty. More and more programs have been implemented around the globe at earlier ages to ensure successful language acquisition. In the case of Ecuador, the curriculum framework for young learners learning a foreign language does not include very young learners. Learners start their foreign language journey in the second year of education. This study showed the results of a very young EFL program in five public kindergartens in Ecuador. Through a descriptive study of a quantitative nature, the achievement of
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Budianto, Suhartawan, Nur Sayidah, Sucipto, Nurul Qomariah, Anjangsari Khaida Asaro, and Wahyu Fajar Setiawan. "Intelligibility of English Vocabulary for Young Learners in EFL Context: Digital Book Vs Printed Book on Listening and Pronunciation Skills." JTP - Jurnal Teknologi Pendidikan 26, no. 1 (2024): 22–31. http://dx.doi.org/10.21009/jtp.v26i1.40202.

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This study explores young learners’ intelligibility of English vocabulary for young learners in the EFL (English as a Foreign Language) context using Digital Books vs Printed Books which focus on listening and pronunciation skills. The intelligibility was measured from listening tests. The research is an experimental study with a pretest–posttest control group design. Sixty-one out of 156 elementary level from grade 4th were taken randomly thirty students belonged to the control group while another thirty belonged to the experimental group. This study applied the Mann-Whitney Test. The result
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Noé, Zsuzsanna, and Judit Kovács. "An efficacy assessment of very young EFL learners in Hungary." Gyermeknevelés 10, no. 2–3 (2022): 204–30. http://dx.doi.org/10.31074/gyntf.2022.2.204.230.

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This study presents an area that has to date been little researched: the efficacy of young learners’ language acquisition. In Hungary, foreign language training offered for pre- school children is mainly a private enterprise. According to Hungary’s National Core Curriculum, public education introduces a foreign language no sooner than the age of 9-10; some exceptions are schools with bilingual programmes. As revealed by their high demand, the extant pre-school language programmes are highly popular with parents. Yet in the absence of official control or supervision, the need to evaluate their
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Khelkhal, Salima, and Ghania Ouahmiche. "The Impact of Internet Celebrities on Algerian EFL Learners’ Lifestyle Habits." Arab World English Journal 13, no. 4 (2022): 443–53. http://dx.doi.org/10.24093/awej/vol13no4.29.

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Social media paved the way for the emergence of a new type of celebrity: the internet celebrity. Internet celebrities have changed how young people speak, dress, and act. The present study examines the impact of social media and internet celebrities on the lifestyle habits of Algerian EFL learners. A lot of studies have been conducted on how social media can be used in EFL learning, yet very little is known about their effects beyond the EFL classroom. The findings of this study could provide insights into how excessive media usage could lead to the cultivation of new habits and lifestyle tend
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Mislina, Mislina. "The making of proficient young EFL learners in a bilingual speaking class: challenges and strategies." Erudita: Journal of English Language Teaching 3, no. 2 (2023): 178–90. http://dx.doi.org/10.28918/erudita.v3i2.2150.

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Teachers’ strategies to teach students’ speaking skills are very essential to overcome students’ obstacles in learning to speak. The present study aims to explore the challenges faced by EFL teachers and their strategies in boosting speaking skills to young learners at the elementary level which enacts a bilingual class program. Three primary EFL school teachers volunteered to participate in this study. Framed in a case study approach, data were garnered through observation and semi-structured interviews. The data from these two collection methods were analyzed qualitatively. The study finding
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Song, Daeun, and Jang Ho Lee. "The use of teacher code-switching for very young EFL learners." ELT Journal 73, no. 2 (2018): 144–53. http://dx.doi.org/10.1093/elt/ccy049.

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Kara, Ketevan, and Evrim Eveyik-Aydın. "Effects of TPRS on Very Young Learners’ Vocabulary Acquisition." Advances in Language and Literary Studies 10, no. 1 (2019): 135. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.135.

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Teaching Proficiency through Reading and Storytelling (TPRS) aims to provide language learners with considerable amount of comprehensible input through stories for language and literacy development. Although it has already demonstrated high potential with adolescent and adult learners of English, its implementation within the context of very young learners and its impact on their language acquisition is an issue that remains to date underexplored. Therefore, this study aims to investigate the possible effects of TPRS on very young learners’ L2 receptive and productive vocabulary acquisition. N
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Alghannam, Manal Saleh M. "Feedback in the Very Young Learner EFL Classroom: A Review Study." World Journal of English Language 14, no. 2 (2024): 478. http://dx.doi.org/10.5430/wjel.v14n2p478.

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This review article contributes to addressing an urgent issue in today's globalised world. English has become the world lingua franca and many countries are seeking to equip their workforce with English competence so as to engage fully in international social, economic and academic fora. This often entails lowering the age at which children start to learn English in school, which places a heavy responsibility on the educational system in countries, such as Saudi Arabia, where English is a foreign language, i.e., not widely used in day-to-day life in the country outside the English classroom. Y
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Syathroh, Isry Laila, Bachrudin Musthafa, and Pupung Purnawarman. "Providing teaching resources for young learner classes: Best practices in efl context." ELT in Focus 2, no. 2 (2020): 51–62. http://dx.doi.org/10.35706/eltinfc.v2i2.3054.

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The availability of teaching resources is one of important factors to create successful lessons in teaching English to young learners (TEYL). Teachers can use flashcards, toys, songs, rhymes, books, audio visual materials, digital recourses and others to support teaching and learning process. Ready-made materials are available in stores, however they are usually expensive. The aim of this article is to share one of the best practices in providing resources for young learners in learning English. In the academic year of 2018, 40 students of English Department of IKIP Siliwangi took English for
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Dissertations / Theses on the topic "Very young EFL learners"

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Carvalho, Raquel Cristina Mendes de. "A teacher's discourse in EFL classes for very young learners." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/102320.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.<br>Made available in DSpace on 2013-07-16T00:38:42Z (GMT). No. of bitstreams: 1 222337.pdf: 1034091 bytes, checksum: 67ce03aa753daea5b33f5c3c395c9021 (MD5)<br>This study reports on an ethnographic investigation about the interaction between a teacher and her very young learners in the foreign language (FL) classroom. I focus specifically on this FL teacher#s discourse as a facilitator of interactions through the analysis of
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Lee, Jooyoung. "EFL textbooks for young learners from the perspectives of teachers, parents and young learners." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602358.

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In the last decades the number of English language teaching materials for young language learners on the market has increased substantially. Even though there has been considerable research about ELT materials, little is known about textbooks for young language learners in the EFL context. The objectives of this study were to explore and compare the perceptions of EFL textbooks from the viewpoints of parents, teachers and young learners. The present study employed mixed methods in an exploratory sequential design. Data collection and analysis consisted of two phases. Data were gathered from se
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Sieh, Yu-Cheng. "Phonological processing skills in young learners' EFL vocabulary acquisition." Thesis, University of Newcastle Upon Tyne, 2007. http://hdl.handle.net/10443/266.

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Four factors were examined to investigate English vocabulary learning among 9-year-old elementary school children in Taiwan. The four factors were use of their native language, length of English instruction, and two phonological processing capabilities-phonological memory and phonological sensitivity. Apart from a series of paper-and-pencila nd computerized vocabulary assessmentst,w o nonword repetition tasks along with five detection and production tasks of rimes and phonemes were used to measure phonological memory and phonological sensitivity. The young learners' scores on all vocabulary te
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Techachokwiwat, Navarat. "EFL for young learners in Thailand : a classrom study." Thesis, University of Bristol, 2011. http://hdl.handle.net/1983/0d5f6a9e-3760-44f5-a632-274d7d03408e.

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Learning an additional language, either as a second or a foreign language, is complicated and requires extensive support. Learning English in Thailand is especially tough, as there is a lack of support in the wider social context as well as in schools and classrooms. This research study centres on the young children's achievement in learning English as a second or a foreign language. The theoretical framework of this study is based on claims about young learners' positive characteristics that facilitate language learning. It draws on Vygotsky and Bruner's concepts about children's learning, wh
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Elisson, Dennis. "Extramural English Activities among Younger EFL Learners : A Literature Study on the Forms and Potential Benefits of Extramural English among Young EFL Learners." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-24284.

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Children today encounter the English language on a wide scale, even outside the school walls. As they are exposed to various forms of English language input, they inevitably pick up a certain level of proficiency, which they can later use on their own. This study aims to more precisely research through which mediums English learners in primary school worldwide tend to encounter English the most, as well as how engaging in English activities outside the classroom might affect their English proficiency. By studying prior research on the subject through content analysis, it was found that, while
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Healy, Heidi. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Working Successfully with Young Learners" and "Working Successfully with Very Young Learners"." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3112.

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Many thousands of people with varying degrees of preparation teach English as a second or foreign language to many millions of people around the world. Some of these teachers are novice, volunteer teachers, who have not received any professional-level training. These novice teachers help to meet the demand for English teachers by often teaching for little remuneration or in non-ideal teaching conditions. These teachers can benefit from receiving training in how to teach English as a foreign language. Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is
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Im, Kyung Bin. "An interactive multimedia story for EFL young learners : design, evaluation and children's responses." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491747.

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The general aim of this study is to contemplate the effects of interactive multimedia English story program in relation to its support in English learning. Thus, the research includcs the design, implementation, and evaluation ofthe software in an EFL situation. Evidence from neuroscience suggests that cognitive and socio-emotional factors are not separate but intertwined and importantly contribute to learning. i investigated this possibility in the context ofICT in English language teaching in Korea. I designed an interactive multimedia English story program based on one ofthe Oxford reading
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Alkaaby, Farah, and Dorentina Mavriqi. "The effectiveness of reading aloud on vocabulary acquisition for young learners." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40442.

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This research study explores to what extent reading aloud is beneficial for vocabulary acquisition. Based on research statistics provided by Eurostat (2020) the majority of students in Sweden learn English as a foreign language. Therefore, the focus of the study is based on investigating the EFL classroom in Sweden. The research question this study is based on is to what extent reading aloud is beneficial for teaching English as a foreign language in the Swedish school from grade one to three in terms of children's ability to learn vocabulary. The method used for this research to collect scien
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Bret, Blasco Anna. "L2 english young learners’ oral production skills in CLIL and EFL settings: A longitudinal study." Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/285613.

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L’objectiu d’aquesta tesi és analitzar els efectes d’un programa AICLE d’exposició mínima (1 hora setmanal) en la producció oral en anglès d’un grup d’alumnes catalans de primària i traçar-ne el seu desenvolupament durant un període de dos anys acadèmics. Gran part dels estudis que han investigat l’impacte de l’AICLE en la competència lingüística anglesa com a llengua estrangera indiquen que els alumnes que han rebut aquest tipus d’instrucció obtenen millors resultats que els alumnes que han estat exposats a classes d’anglès tradicionals. Malgrat això, cal esmentar que la majoria d’estudis sob
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Amir, Zahra. "The effects of hypermedia annotations on young Kuwaiti EFL learners' vocabulary recall and reading comprehension." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/3008.

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Although there is a wealth of literature exploring the benefits of annotations on vocabulary learning and reading comprehension, very little exists on whether this tool is useful to young learners. Studies with adult learners show that annotations are, by and large, beneficial but, nevertheless, can be problematic for those learners with a lower working memory capacity. For these reasons it is necessary to establish whether hypermedia annotations are suitable for young learners who naturally have a lower working memory capacity than adults. The effects of annotations must be examined using a t
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Books on the topic "Very young EFL learners"

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Dimitropoulou, Kleoniki. Working Framework for Evaluating EFL Teaching Materials for Young Learners. Akakia Publications, 2022.

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Salzmann, Kevin. Task-Based Learning and Teaching in Young Learners' Efl Classrooms. GRIN Verlag GmbH, 2014.

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Editor), Alan Maley (Series, ed. Very Young Learners (Resource Books for Teachers). Oxford University Press, USA, 1997.

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Ito, Lesley. Fifty Ways to Teach Young Learners: Tips for ESL/EFL Teachers. Independently Published, 2018.

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Super Songs. Songs for very young learners. (Lernmaterialien). Corn. u. Oxf. UP., B., 1998.

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Vinodina Murugesan Marcia Fisk Ong. Teaching English to Young Learners: An Illustrated Guide for EFL Teacher Development. Compass Publishing, 2007.

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Puchta, Herbert, and Karen Elliott. Activities for Very Young Learners Book with Online Resources. Cambridge University Press, 2017.

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Masoni, Licia. Tale, Performance, and Culture in EFL Storytelling with Young Learners: Stories Meant to Be Told. Cambridge Scholars Publishing, 2023.

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Falomir, Laura Portolés. Multilingualism and Very Young Learners: An Analysis of Pragmatic Awareness and Language Attitudes. De Gruyter, Inc., 2015.

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Falomir, Laura Portolés. Multilingualism and Very Young Learners: An Analysis of Pragmatic Awareness and Language Attitudes. De Gruyter, Inc., 2015.

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Book chapters on the topic "Very young EFL learners"

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Azkarai, Agurtzane, and Rhonda Oliver. "Teaching EFL to Young Learners." In Teaching Young Second Language Learners. Routledge, 2018. http://dx.doi.org/10.4324/9781315149813-5.

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Šamo, Renata, and Marija Smuda Đurić. "EFL Reading with Young Learners: The Teacher’s Perspective." In Second Language Learning and Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66022-2_17.

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Agudo, J. Enrique, Héctor Sánchez, and Mercedes Rico. "Adaptive Learning for Very Young Learners." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11768012_57.

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Hirata, Eri. "The development of a multimodal corpus tool for young EFL learners." In Data-Driven Learning for the Next Generation. Routledge, 2019. http://dx.doi.org/10.4324/9780429425899-6.

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Azpilicueta-Martínez, Raúl. "What Lies Beneath: L1 Morphosyntax Seeping in Through Young Learners’ EFL." In Second Language Learning and Teaching. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22066-2_7.

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Jeon, Sang Ah Sarah. "The Impact of Playing Commercial Online Games on Young Korean EFL Learners’ L2 Identity." In International Perspectives on Teaching English to Young Learners. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023230_5.

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Chen, Zehang, and Qiang Wang. "Examining Classroom Interactional Practices to Promote Learning in the Young Learner EFL Classroom in China." In International Perspectives on Teaching English to Young Learners. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023230_3.

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Sowa, Elżbieta. "Addressing Intercultural Awareness-Raising in the Young Learner EFL Classroom in Poland: Some Teacher Perspectives." In International Perspectives on Teaching English to Young Learners. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023230_6.

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Bland, Janice. "Interactive Theatre with Student Teachers and Young Learners: Enhancing EFL Learning across Institutional Divisions in Germany." In International Perspectives on Teaching English to Young Learners. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137023230_9.

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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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Conference papers on the topic "Very young EFL learners"

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Marín García, M. Paz, and Lluïsa Astruc. "SCREENING THE DIGITAL AGE: OPPORTUNITIES AND RISKS OF AUDIOVISUAL RESOURCES IN YOUNG LEARNERS’ EFL EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1353.

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Paulikova, Klaudia. "ENHANCING THE DEVELOPMENT OF PRAGMATIC COMPETENCES OF YOUNG LEARNERS IN THE EFL CLASSROOM THROUGH MEANINGFUL ACTIVITIES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0554.

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Elisavet, Veliou. "TEACHING VERY YOUNG LEARNERS ONLINE: HOW TO KEEP CURIOUS MINDS CURIOUS IN A DIGITAL WORLD." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7109.

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Teaching very young learners is one the most challenging, yet, most rewarding things in the field of TEFL. Teaching preschoolers and kindergarten students focuses on teaching the language by creating experiences. However, how feasible can this be at the time of the pandemic when classrooms turned into virtual classrooms and EFL teachers of very young learners had to face a new set of challenges? This paper is about teaching English to very young learners (4-6 years old) online. The paper explores some of the key characteristics, needs and strengths of the very young learners and the challenges
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Anwar, Choiril. "Flipped Classroom in Teaching Vocabulary to EFL Young Learners." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.13.

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Shen, Chia-Hui Cindy. "Differentiating Digitally to Investigate Young EFL Learners' Metacognitive Reading Strategies." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.125.

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Wahyudi, Yoyok Agus, and Suwarsih Madya. "Teaching EFL for Young Learners in Islamic Elementary Boarding School." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.016.

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Rohdiana, Ana. "Developing Communicative Board Game In Speaking Descriptive Text To EFL Young Learners." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.07.

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Setiawati, Dian, and Sri Setyarini. "Promoting EFL Young Learners’ Higher Order Thinking Skills (HOTs) through Interactive Digital Storytelling." In ICETC'20: 2020 12th International Conference on Education Technology and Computers. ACM, 2020. http://dx.doi.org/10.1145/3436756.3437021.

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Alemi, Minoo, and Nafiseh Sadat Haeri. "How to Develop Learners' Politeness: A Study of RALL's Impact on Learning Greeting by Young Iranian EFL Learners." In 2017 5th RSI International Conference on Robotics and Mechatronics (ICRoM). IEEE, 2017. http://dx.doi.org/10.1109/icrom.2017.8466206.

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Mozes, Getruida Nita, and Nihta V. F. Liando. "The Implementation of Phonic Method for Enhancing Very Young Learners’ Vocabulary." In 4th Asian Education Symposium (AES 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.007.

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Reports on the topic "Very young EFL learners"

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Voutilainen, M. Mariah, and Crystal Green. Spotlight on Gamified Curricula. HundrED, 2024. http://dx.doi.org/10.58261/ikck1648.

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Given its potential for motivating and engaging learners and teachers alike, HundrED and partner Supercell teamed up with the aim of bringing attention to and curating education innovations that gamify curricula. Our assertion is that gamification should be used more systematically; it has the potential to foster innovative learning environments for young people aged 16-25, especially those from marginalised backgrounds, often difficult for the gaming industry to reach. Our search for and identification of 10-15 impactful and scalable education innovations fulfilling the Spotlight criteria rev
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Araya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.

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The Ethiopian education system has been very dynamic over recent years, with a series of large-scale education program interventions, such as the Second Phase of General Education Quality Improvement Project (GEQIP-II) that aimed to improve student learning outcomes. Despite the large-scale programs, empirical studies assessing how such interventions have worked and who benefited from the reforms are limited. This study aims to understand the impact of the reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools
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