Gotowe bibliografie tematyczne / Online EFL instruction

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Gotowa bibliografia na temat „Online EFL instruction”

Autor: Grafiati

Data publikacji: 2 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Online EFL instruction"

Yan Han and Yong Yi. "Effectiveness of Online EFL Instruction amid COVID-19: An Attitude-and-Need-Based Study of EFL Learners at Changzhou University, China." English as a Foreign Language International Journal 1, no. 2 (2021): 29–46. http://dx.doi.org/10.56498/67122021.

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The COVID-19 pandemic brought the world not only a health crisis but an instructional challenge about shifting teaching and learning from the classroom to online. This study aims to investigate the effectiveness of online English as a foreign language (EFL) instruction during the coronavirus pandemic at Changzhou University in China (CCZU). A mixed-method design, including questionnaire surveys and interviews, was employed for the specific purposes of this study. A group of 90 Chinese EFL students from CCZU completed the surveys measuring learner attitude and needs in online EFL instruction am

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Mundir, Alim Al Ayub Ahmed, Muhammed Salim Keezhatta, et al. "The Comparative Effect of Online Instruction, Flipped Instruction, and Traditional Instruction on Developing Iranian EFL Learners’ Vocabulary Knowledge." Education Research International 2022 (February 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/6242062.

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During the COVID-19 pandemic, using online and flipped instruction is the best alternative for traditional instruction. Therefore, this study compared the effects of three instructions, including online, flipped, and traditional, on improving Iranian EFL learners’ vocabulary knowledge. To do so, 90 Iranian intermediate EFL learners were selected among 119 students as the participants of this study. The target participants were randomly divided into three equal groups (online, flipped, and traditional). After that, all groups were pretested by a vocabulary test. Then, the participants of one gr

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Ayuningtyas, Luh Putu Swasti, Ni Komang Arie Suwastini, and Gede Rasben Dantes. "DIFFERENTIATED INSTRUCTION IN ONLINE LEARNING: ITS BENEFITS AND CHALLENGES IN EFL CONTEXTS." Jurnal Pendidikan Teknologi dan Kejuruan 20, no. 1 (2023): 80–94. http://dx.doi.org/10.23887/jptkundiksha.v20i1.54512.

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As one consequence of the massive ICT development, online learning has played a great role in current educational practices. However, even though the learning process is conducted online, students’ diversity needs to be considered to assist them in unlocking their fullest potential in learning. Differentiated instruction can facilitate students’ diverse cognitive abilities, interests, readiness, and learning profile. This research aimed to elaborate on the benefits and challenges of implementing differentiated instruction in online learning. Through systematic library research, the study revea

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Pouriran, Yassamin. "A Comparative Study of the Effectiveness of Online and Conventional Instructions on Learners’ Productive Skills Development." International Journal of Education and Literacy Studies 11, no. 3 (2023): 61–70. http://dx.doi.org/10.7575/aiac.ijels.v.11n.3p.61.

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In the current millennium, the integration of instructional technologies has become mandatory, especially when the focus of instruction is only on fluency and correct learning. English as a foreign language (EFL) teachers believe that students can achieve an adequate level of fluency and accuracy only if they speak and write English with less difficulty and more spontaneity. For this purpose, instructors ceaselessly seek versatile ways and approaches to enrich the teaching of four language skills (mainly the productive ones). Online sources provide both students and instructors with various ra

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Fitriyah, Ima, Fitriatul Masitoh, and Khoiruddin Yanuar Syam. "Challenges and Opportunities in E-Learning Implementation: Lesson from the Past, Principles for the Future." EDULINK EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 4, no. 2 (2022): 71. http://dx.doi.org/10.32503/edulink.v4i2.2707.

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The corona virus that we've been dealing with since December 2019 resulted in unexpected emergency online instruction. Schools and universities were shuttered, face-to-face teaching and learning activities were suspended, and an emergency online teaching policy was implemented. Consequently, the purpose of this study was to identify the strengths, weaknesses, challenges, and opportunities of EFL lecturers' implementation of E-learning in EFL online classes during the Covid-19 Pandemic. A questionnaire with open-ended questions was used to collect the data. As a result of E-learning implementat

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Kabylzhanova, Bota, Gulzira Kenzhetayeva, and Dana Tashkenova. "Developing EFL student�s writing skills with the use of online platforms." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 10, 2024): 1524–30. http://dx.doi.org/10.54919/physics/56.2024.152mr4.

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Relevance. The integration of online platforms into English as a Foreign Language (EFL) instruction has become increasingly essential as the use of technology in EFL instruction can help track and assess student progress more efficiently, providing teachers with valuable insights to tailor their teaching strategies to meet individual student needs. Purpose. This study aims to investigate the impact of a structural approach to EFL writing instruction, facilitated through online platforms, on the writing skills of EFL students. Methodology. A combination of quantitative and qualitative research

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Waleed Daweli, Talal, and Rain Abdulrahman Moqbel Mahoub. "Exploring EFL Learners’ Perspectives on Using AI Tools and Their Impacts in Reading Instruction: An Exploratory Study." Arab World English Journal, no. 10 (July 28, 2024): 160–71. http://dx.doi.org/10.24093/awej/call10.11.

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This study explored the impacts of artificial intelligence (AI) tools on English as a foreign language (EFL) reading instruction. The main aim was to examine EFL learners’ perceptions of using AI tools in their EFL reading classes and explore how those tools could impact their learning. The study tried to answer those questions: What were EFL learners’ perceptions of AI tools in reading instruction? And, how could AI tools impact EFL learners’ reading skills? To achieve the objectives, an online survey was used to investigate EFL learners’ perspectives on using AI tools and their effects in in

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Toboula, Coffi Martinien Zounhin Toboula. "Enhancing Post-Pandemic EFL Education by Leveraging Immersive, NLP-Driven, AI-based Tools That Promote Collaboration and Interactivity within an Educational Approach." International Journal of Education (IJE) 11, no. 1 (2023): 63–80. http://dx.doi.org/10.5121/ije.2023.11106.

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This paper aims to improve post-pandemic English as a Foreign Language (EFL) education by leveraging immersive, NLP-driven, AI-based tools that promote collaboration and interactivity in teaching. It is because the COVID-19 pandemic has significantly disrupted conventional language education, leading to a shift towards online instruction and requiring new language learning strategies. The study used a mixedmethods approach integrating quantitative and qualitative data collection and processing strategies to examine the effectiveness of collaborative and interactive AI-powered natural language

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De Fretes, Delila, and Rosina F. J. Lekawael. "The Implementation of EFL Online Learning." HUELE: Journal of Applied Linguistics, Literature and Culture 2, no. 1 (2022): 14–24. https://doi.org/10.30598/huele.v2.i1.p14-24.

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This study explores the effectiveness and broad adoption of online instruction for English as a Foreign Language (EFL). Considering the difficulties that instructors and students encounter in this kind of instruction, the study uses an extensive literature review approach. The goal is to underscore the positive impact of online learning on the sustainability of education and identify key factors that contribute to its effectiveness. Drawing literature from academic databases, journals, books, and reputable online platforms, the collection process is guided by specific terms like "EFL" and "Onl

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Meskill, Carla, and Gulnara Sadykova. "Introducing EFL faculty to online instructional conversations." ReCALL 23, no. 3 (2011): 200–217. http://dx.doi.org/10.1017/s0958344011000140.

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AbstractThis article describes the anatomy and dynamics of an online professional development activity, the Moodle fishbowl. The fishbowl was designed as an opportunity for experienced EFL educators to witness and make sense of instructional conversation strategies that they might themselves use as they migrate their EFL courses to blended and eventually fully online venues, venues where the roles and dynamics of interaction are decidedly different than those in the live classroom. A major emphasis in this professional development sequence was to raise faculty awareness of the unique affordanc

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Rozprawy doktorskie na temat "Online EFL instruction"

Liang, Mei-Ya. "Interaction in EFL online classes how Web-facilitated instruction influences EFL university students' reading and learning /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215226.

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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006. Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Advisers: Larry Mikulecky; Curtis J. Bonk. "Title from dissertation home page (viewed June 19, 2007)."

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Abrahamsson, Marcus. "EFL teachers’ experiences with transitioning to online instruction : A study during the COVID-19 pandemic." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100837.

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Teachers need to continuously develop their Information and Communication Technology (ICT) proficiency to keep up with the rapid development of technology, and the COVID-19 pandemic has only made this more apparent. This study aims to understand how EFL-teachers exercise their teacher agency and adapt their teaching in an environment where ICT is the basis for their teaching. Semi-structured interviews were conducted with six upper secondary school teachers and then analysed using thematic analysis. The results showed a significant decrease in professional development as a result of reduced co

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Alberth. "How effective are technology-enhanced teaching techniques in the EFL classroom?" Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/1398.

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The past decade has seen almost exponential growth in online course offerings across the globe and online courses have now become ubiquitous. However, our current understanding of the effectiveness of this mode of delivery in learning, especially when compared to traditional face-to-face classroom instruction, remains insufficient. In fact, researchers have been engaged in an extended debate over the effectiveness of ‘online’ versus traditional ‘face-to-face’ classroom instruction. As part of this ongoing debate, there is now extensive research into the respective merits of these forms

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Aaron, Rebecca. "The Influence of Online English Language Instruction on ESL Learners' Fluency Development." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6579.

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The number of students participating in online-based instruction has grown steadily over the past decade as improvements in Internet availability, speed, and bandwidth have enabled students from around the world to enroll in online courses rather than participate in onsite traditional college courses. Online courses have also provided educational opportunities for language learners that are more convenient and cost effective. With the growth occurring in online instruction, it is critical to ask about the effectiveness of online English language learning. Even though this type of instructional

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Ou, Chun-Ming. "The Dynamics Among Non-English Speaking Online Learners' Language Proficiency, Coping Mechanisms,and Cultural Intelligence: Implications for Effective Practice for Online Cross-cultural Collaboration." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1338383346.

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Liu, Rong. "The Acquisition and Online Processing of Anaphora by Chinese-English Bilinguals: A Computer Assisted Study." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/145713.

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This dissertation investigated the acquisition and processing of anaphora by learners of English, using both "offline" methods such as paper-and-pencil written tests and "online" methods such as self-paced reading-for-comprehension. Three experiments were conducted. The first two experiments tested advanced Chinese ESL learners' knowledge and processing of anaphora. The focus of the first experiment was on whether participants automatically use gender and number cues, and verb information to interpret pronouns and reflexives during online processing. The second experiment manipulated gender an

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Alsofyani, Abrar H. "Examining EFL Learners’ Reading Comprehension: The Impact of Metacognitive Strategies Discussion and Collaborative Learning within Multimedia E-book Dialogic Environments." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7729.

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For most English as a Foreign Language (EFL) learners, both reading and comprehension skills are challenging to acquire. EFL students find reading challenging due to their inability to comprehend and interpret text information, which may lead, at times, to demotivation and loss of interest. The current study intends to explore how Saudi EFL learners may better tackle reading comprehension challenges by examining the utilization of metacognitive reading strategies through discussion and extensive collaborative learning activities within a multimedia e-book dialogic environment. Accordingly, the

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Koo, Kyosung. "Effects of using corpora and online reference tools on foreign language writing: a study of Korean learners of English as a second language." Diss., University of Iowa, 2006. https://ir.uiowa.edu/etd/65.

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The general aim of this study is to better understand aspects of using reference tools for writing and to identify technologies that can assist foreign language writers. The specific purpose of this study is to look closely at how English as a Second Language (ESL) students from Korea use a corpus as a reference tool in conjunction with dictionaries when paraphrasing English newspaper articles. The participants were Korean graduate students with advanced English proficiency (N=10). Their task was to paraphrase an English newspaper article. The results show that

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Castaños, Joseline. "Understanding Attrition Among English as a Foreign Language Teachers in Online Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2143.

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Attrition among students in online courses worldwide is well-documented at the undergraduate, graduate, and post-graduate levels. However, little is yet known about the reason for attrition among in-service teachers in online training. Online education aims to provide access to education for the masses, but with higher attrition rates, it may be viewed as less effective than traditional education. This study explored factors that influenced attrition and persistence among teachers of English as a Foreign Language (EFL) in an online teacher training environment. Tinto's Community of Inquiry fra

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Lin, Ming-Chia, and 林明佳. "Effects of online academic vocabulary instruction on EFL college writing." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/61655519433408249602.

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碩士 國立清華大學 外國語文學系 95 Vocabulary competence has been identified as one of the indicators for the level of L2 literacy (Hinkel, 2006; Schmitt, 2000). Previous studies point out that the command of a rich L2 word repertoire can contribute to the quality of learners’ reading comprehension and writing performance positively (Astika, 1993; Laufer & Nation, 1995). To promote the L2 learners’ literacy, embedding vocabulary learning into reading tasks is one of the most common teaching practices. However, it is evident that learning vocabulary incidentally from reading texts is insufficient

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Książki na temat "Online EFL instruction"

McCloskey, Erin M. Online professional development and intercultural competence: A qualitative study of EFL teachers' learning processes and outcomes. 2010.

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Keuren, James Van. Web-Based Instruction: A Practical Guide for Online Courses. Rowman & Littlefield Education, 2006.

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Części książek na temat "Online EFL instruction"

Cengiz, Behice Ceyda. "Using Wikis for Collaborative EFL Writing: Lessons Learned from an Online Writing Course." In New Directions in Technology for Writing Instruction. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13540-8_17.

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Fan, Hongming, and Mai Tô Thi. "EFL Online Writing Instruction and the Construction of Learner Writer Identity: A Pandemic Study in Vietnam." In Engaging with Australasia: Comparative Research on ELT and English Teacher Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-4038-3_3.

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Inoue, Yukiko, and Suzanne Bell. "Second Language Acquisition and Online Learning." In Teaching with Educational Technology in the 21st Century. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-723-2.ch007.

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In responding to the need for quality EFL (English as a Foreign Language) teacher education, my university also offers English majors an EFL teacher education course, which can be counted toward teacher accreditation program credits. The EFL methodology course includes lectures and activities to familiarize students with theoretical bases of EFL instruction and hands-on classroom practices. One special component of the course is the incorporation of cross-cultural e-mail correspondence, allowing prospective teachers to communicate with fellow pre-service bilingual/ESL teachers in the United St

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Ngoc, Cao Yen, and Chau Thi Hoang Hoa. "Explicit Lexical Collocation Instruction in Online Teaching." In Advances in Wireless Technologies and Telecommunication. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7034-3.ch008.

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This present study aims to investigate the impact of explicit lexical collocation instruction on Vietnamese students' vocabulary use and their attitudes on the explicit lexical collocation instruction during online teaching due to COVID-19. Participants were 47 EFL students, divided into the experimental group and the control group learning online via Google Meet. Results collected from two writing tests (pre and posttest) and semi-structured interview demonstrated that the vocabulary use in students' writing performance in the experimental group had a significant improvement after receiving t

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Mahmood, Rizgar Qasim. "EFL Learners' Perspectives on Online Pronunciation Instruction." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-5365-3.ch001.

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This chapter reports a study on EFL learners' perspectives on online pronunciation instruction (OPI), aiming to understand their perceptions and the impact of online platforms on pronunciation development. Data were collected via a survey questionnaire and subsequent online interviews following 10-hour explicit pronunciation instruction sessions, involving 40 Kurdish EFL learners. Through comprehensive descriptive and thematic analyses of the survey and interviews, the findings highlight positive attitudes toward OPI. Moreover, the results indicate learners' favourable reception of OPI, recogn

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Torky, Shaimaa Abd El Fattah. "The Role of Online Tools in Promoting EFL Writing." In Methodologies for Effective Writing Instruction in EFL and ESL Classrooms. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6619-1.ch015.

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Taking into account the paradigm shift we are witnessing because of the technological revolution, the call for drastic changes in writing instruction has grown louder and stronger in recent years. In this chapter, the potential for incorporating technology into EFL writing instruction is explored. It offers a detailed account of how to incorporate online synchronous and asynchronous communication into writing instruction and mentions the precedence of asynchronous tools in this respect. It then follows a description of possible online activities claimed to promote EFL writing proficiency as we

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Tsai, Yea-Ru. "Fostering EFL Learners' Reading Comprehension Through a Web-Based Cumulative Sentence Analysis (CSA) System." In Innovative Applications of Online Pedagogy and Course Design. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5466-0.ch010.

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In this chapter, the author investigated the effects of a web-based cumulative sentence analysis (CSA) instruction on university engineering students' English reading comprehension. The results of two empirical studies were presented. The findings showed that the experimental group achieved a higher level of reading comprehension performance following the instruction. Inter-group comparison also revealed that the experimental group significantly outperformed the control group in the post-test, while no difference was found between these groups in the pre-test. The questionnaire showed the majo

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Güzel, Serhat. "Instructional Design Process of a Gamified EFL Learning to Improve Autonomy." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-3645-8.ch006.

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Gamification is an appealing technique in language learning contexts. The number of studies on the effect of gamification continues to increase. Gamifying an instructional setting requires a careful design process and balanced integration. Designing an instruction that would involve modifications and additions to an existing structure requires various crucial steps. Thus, this study aimed to develop innovative gamified modules to be used and recycled by English teachers to improve learner autonomy in the English as a foreign language (EFL) context. To achieve this, a series of instructional de

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Ding, Yan. "What Constitutes an Effective Instructional Video?" In Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1282-1.ch011.

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Online English courses have been developing rapidly in the past few years. As instructional videos play a central role in such courses, what constitutes an effective instruction video becomes a critical question for online English course developers. This chapter offers perspectives of EFL learners on this issue via content analysis of their feedback on existing instructional videos used in online English courses. The data consisted of 51 learners' comments on three micro-courses and 3,510 learner reviews on 41 English MOOCs. Analysis of the data revealed the most favorable features of an instr

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Mahyoob, Mohammad, Jeehaan Algaraady, and Omer Elsheikh Hago Elmahdi. "Challenges and Sustainability of E-Learning Adoption Among EFL Teachers in the Post-COVID-19 Era." In Instructional Technology Theory in the Post-Pandemic Era. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-7645-4.ch017.

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This study actively examines the resilience of online learning in EFL (English as a foreign language) instruction during the COVID-19 pandemic, focusing on adaptive strategies and resources in Saudi Universities. It shows a significant research gap in how these digital learning strategies have adapted post-pandemic to be sustainable. However, the chapter also provides a qualitative and quantitative analysis of strategies among 84 EFL teachers (81% male, 19% female) used to collect data on online learning experiences during the pandemic. Findings reveal significant increases in teachers' and st

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Streszczenia konferencji na temat "Online EFL instruction"

Lai, Siao-Cing, and Yu-Fen Yang. "Alleviating college students’ writing anxiety through online collaboration to improve story writing." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-18.

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College students who learn English as a Foreign Language (EFL) mostly perceive foreign language writing anxiety (FLWA) which is a detrimental factor influencing their writing outcomes. Little research, however, has focused on how instruction integrated with socio-digital technology can be designed to effectively reduce EFL college students’ FLWA and enhance their story writing. Consequently, this study aimed to investigate the effects of online collaborative learning on EFL college students’ FLWA and story writing performance. A total of 68 EFL college students participated in this study, with

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Aljarf, Reima. "ENHANCING FRESHMAN STUDENTS' PERFORMANCE WITH ONLINE READING AND WRITING ACTIVITIES." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-193.

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The present study investigates the effectiveness of integrating RCampus in EFL freshman classrooms in developing EFL students' reading and writing skills. Two groups of freshman students majoring in translation participated in the study. Before instruction, pretest results showed no significant difference between the experimental and control groups in their reading and writing skills in EFL (English as a foreign language). Both groups received traditional in-class instruction that depended on the textbook, completed the same chapters, did the same exercises and took the same quizzes. In additi

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Aljarf, Reima. "INTEGRATING ELUMINATE IN EFL READING INSTRUCTION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-142.

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Two groups of college students majoring in translation participated in the study. They were enrolled in an English reading course. The control group received face-to-face in-class reading practice; whereas the experimental group received synchronous online practice using Elluminate Live, a web-conferencing software associated with Blackboard LMS. Elluminate has virtual rooms or vSpaces where virtual classes and meetings can be held. Elluminate Live communication tools include integrated Voice over IP and teleconferencing, public and private chat, quizzing and polling, emoticons, a webcam tool,

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Fithriani, Rahmah, Tien Rafida, and Amiruddin Siahaan. "Integrating Online Blogging into EFL Writing Instruction: Exploring Students’ Perceptions." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.17.

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Hermawan, Hengki Anggra. "JUNIOR HIGH SCHOOL TEACHER CHALLENGES, PRACTICES AND STRATEGIES ON IMPLEMENTING DIFFERENTIATED INSTRUCTION IN EFL CLASSROOM." In Bangkok International Conference on Teaching, Education & Learning, 15-16 December 2024. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2024.233234.

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Indonesia through the Ministry of Education, Culture, Research and Technology has launched a new curriculum called Emancipated Curriculum as an answer to the learning loss that occurred during the Covid-19 pandemic. The Emancipated Curriculum demands that teachers should be responsive to student needs and student diversity by implementing Differentiated Instructions, but in its implementation, many teachers still face challenges in the implementations. This study aims to find out the teacher challenges, practices, and strategies in implementing differentiated Instruction in EFL Classroom in Pa

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Anggra Hermawan, Hengki, and Fazri Nur Yusuf. "JUNIOR HIGH SCHOOL TEACHER CHALLENGES, PRACTICE AND STRATEGIES ON IMPLEMENTING DIFFERENTIATED INSTRUCTION IN EFL CLASSROOM." In Bangkok International Conference on Teaching, Education & Learning, 15-16 December 2024. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.301323.

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Troshina, Yulia, and Natalia Sazonova. "RESEARCH INTO THEORETICAL BACKGROUND TO AN ONLINE EFL COURSE." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-081.

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The purpose of this article is to introduce a solid theoretical background to designing a practical online English course. To this end we conducted a survey to collect university students’ opinions, expectations, and previous experiences of e-learning. We believe that obtained information can help us create an efficient e-learning system which would satisfy the learners’ needs. Students could benefit from such course because some current English syllabi include 70% and more of self-instruction. We surveyed about 300 people, all of whom are students of Ural Federal University aged 17-22 with ap

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Young, Anthony Edward. "Machine translation use in the English as a Foreign Language (EFL) classroom." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16862.

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Machine Translation (MT) increasingly has the potential to facilitate or impede second language learning in the English as a Foreign Language (EFL) classroom. To understand teacher and EFL learner perspectives about its use, two surveys of 20 university professors (10 non-native English teachers and 10 native English teachers) and 139 EFL students were carried out. To measure MT’s capacity to promote language awareness, a comparative study with an online dictionary was done, using two translation tasks, a posttest, and a post-questionnaire. The preliminary survey results revealed variations in

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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, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16980.

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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 questionn

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Kalizhanova, Anna, Bayan Ibrayeva, and Margarita Ishmuratova. "Autonomous Learners’ Metacognitive Awareness Development with the Help of Trello Board." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7633.

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This article focuses on the necessity and inevitability of organization of ESL students’ self-work with the help of free online platform Trello Board. The authors point out that the use of such information and communication technology as Trello Board increases learners’ metacognitive awareness of self-regulation and self-assessment in ESL. The authors also indicate the facilitation of active feedback between ESL learners and their instructor as well as peer-review. The authors share their experience of the use of Trello Board in the educational ecosystem of Bolashak Academy in Kazakhstan. Acco

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