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Artykuły w czasopismach na temat „Very young EFL learners”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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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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Vraciu, Alexandra, and Agnès Leroux. "The development of CAF in the oral production of French L1 young learners of EFL." Language, Interaction and Acquisition 15, no. 2 (2024): 215–42. https://doi.org/10.1075/lia.22027.vra.

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Abstract Complexity, accuracy and fluency (CAF) have become established measures of L2 production, being used extensively to gauge learning outcomes in teen and adult learners. Nonetheless, very few studies have looked into longitudinal development and even less so with young learners. The present study seeks to explore the development of CAF in the oral production of eight L1 French young learners of EFL enrolled in a secondary school in a suburb of Paris, France, over a two-year span. Oral production was elicited by means of a picture narrative at regular intervals every 3-4 months. The find

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Spivey, Martin. "Data-driven learning and young learners: Perceptions and attitudes of Japanese elementary school students toward EFL corpus-based activities." JALT CALL Journal 19, no. 3 (2023): 394–416. http://dx.doi.org/10.29140/jaltcall.v19n3.1014.

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There is an increasing amount of research into corpus-based study as a pedagogical approach in language learning. This is most commonly known as datadriven learning (DDL) and can refer to both computer-based and paper-based activities. Despite the growing interest, the vast majority of published research into DDL investigates university students and there is a serious lack of inquiry into children and adolescents. This paper seeks to add to the limited knowledge that currently exists on pre-adolescent learners. Present research into young learners primarily investigates corpus-supported or pap

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Reynolds, Barry Lee, Sylvia Liu, Maja Milosavljevic, Chen Ding, and Jennifer McDonald. "Exploring Pre-service Pre-primary EFL Teacher Beliefs about Teaching English to Very Young Learners: A Macau Case Study." SAGE Open 11, no. 4 (2021): 215824402110529. http://dx.doi.org/10.1177/21582440211052932.

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Research on the beliefs of pre-service and in-service English teachers at the primary, secondary, and tertiary levels has provided useful knowledge to teacher education curriculum designers. However, the beliefs of pre-service pre-primary English as a foreign language (EFL) teachers have not been addressed. Thus, a case study was conducted in one pre-primary education program at a public university in the Macau Special Administrative Region of China. Data was collected by providing participants ( N = 63) a writing prompt aimed at gathering their beliefs about the teaching and learning of Engli

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Minalla, Amir Abdalla. "Enhancing Young EFL Learners' Vocabulary Learning Through Contextualizing Animated Videos." Theory and Practice in Language Studies 14, no. 2 (2024): 578–86. http://dx.doi.org/10.17507/tpls.1402.31.

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Practicing target language contextually integrated with animated video in the classroom influences the way students use the language in their everyday situations. Contextualized animated videos as learning media based on young learners’ characteristics can be appropriate for stimulating them to acquire vocabulary. This study attempts to examine the effectiveness of utilizing animated videos as learning media in learning vocabulary for enhancing young EFL learners' engagement in classroom activities. The study used experimental research in which participants from two groups (experimental and co

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Reynolds, Barry Lee, Xuan Van Ha, Chen Ding, Xiaofang Zhang, Sylvia Liu, and Xiaoyan Ma. "Pre-Service Teachers Learning to Teach English to Very Young Learners in Macau: Do Beliefs Trump Practice?" Behavioral Sciences 12, no. 2 (2022): 19. http://dx.doi.org/10.3390/bs12020019.

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The global importance of English and therefore the teaching of the English language has made the English language curriculum an integral part of all levels of teacher education, including early childhood education. The purpose of this study was to first explore the beliefs about the teaching of English to very young learners held by pre-service pre-primary teachers in Macau and then to see whether these beliefs were reflected in their microteaching. Qualitative content analysis performed on the written reflections and transcriptions of the microteaching videos of 75 pre-service pre-primary tea

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Istiqomah, Mayang. "TEACHING VOCABULARY IN EFL CLASSROOM : BY USING A SONG "TWINKLE TWINKLE LITTLE STAR" FOR YOUNG LEARNERS." Journal of Language, Literature, and Teaching 4, no. 3 (2023): 73–83. http://dx.doi.org/10.35529/jllte.v4i3.73-83.

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Vocabulary is very important to understand and learn to support English learning activities. Without understanding vocabulary, it will be difficult to learn a language. Therefore, the introduction and teaching of English vocabulary is done early to children. The effort made by teachers to introduce and teach English vocabulary is through the media of a song. As a media tool, songs can be an alternative teaching solution that can be used by teachers to create effective and fun learning situations in the classroom. Songs can help students to more easily develop their English skills because there

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SUN, HE, RASMUS STEINKRAUSS, JORGE TENDEIRO, and KEES DE BOT. "Individual differences in very young children's English acquisition in China: Internal and external factors." Bilingualism: Language and Cognition 19, no. 3 (2015): 550–66. http://dx.doi.org/10.1017/s1366728915000243.

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This study assesses the impact of internal and external factors on very young EFL learners in an instructional setting. 71 child English learners in China (onset age: 2;0 - 5;6) were involved: their receptive vocabulary, productive vocabulary and receptive grammar were taken as outcome variables, and age of onset, short-term memory, nonverbal intelligence, English input quantity and quality, English use, and maternal English level were taken as predictive variables. Multiple regression analyses, verified by Bayes factor comparisons, revealed that the total amount of school input and home Engli

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Lázaro, Amparo, and Raúl Azpilicueta. "Investigating negotiation of meaning in EFL children with very low levels of proficiency." International Journal of English Studies 15, no. 1 (2015): 1. http://dx.doi.org/10.6018/ijes/2015/1/203751.

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<p>Numerous studies hold that interaction has beneficial effects on second language acquisition among adults and children in second language contexts. However, data from children learning English as a foreign language are still unavailable. In order to fill this research niche, this study examines the conversational interactions of 8 pairs of young (ages 7-8) learners of English as a foreign language while playing a game in the classroom. The objective is to document which conversational strategies these learners use and to compare them to those previously reported for other populations.

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Suciani, Ni Ketut, I. Nyoman Suka Sanjaya, Anak Agung Raka Sitawati, and Wariyati Wariyati. "Indonesian EFL students’ perceptions of TikTok utilization in EFL learning." Journal of Applied Studies in Language 7, no. 2 (2023): 181–92. http://dx.doi.org/10.31940/jasl.v7i2.181-192.

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Despite its increasing popularity among young adults, TikTok has been very slow in finding its way into the English as a foreign language (EFL) teaching profession. Yet before introducing the application into the EFL classrooms, it is no doubt imperative to discern what is preferable among EFL learners. Thus, the aim of the present study was to examine the extent to which EFL learners perceive TikTok as facilitating their learning. To this end, the participants (N = 31) were asked to fill out a short, online questionnaire to gather information about (i) whether they utilized TikTok as an affor

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Winn, Luke. "Questioning the Efficacy of Reading Storybooks to Very Young Japanese EFL Learners: A Vocabulary Study." Language Teacher 45, no. 5 (2021): 3–10. http://dx.doi.org/10.37546/jalttlt45.5-1.

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This study is concerned with vocabulary acquisition from reading ‘authentic’ English storybooks to very young Japanese children in an immersion EFL setting. 26 children took part in a quasi-experimental study which examined two reading techniques. A multiple readings condition offered three verbatim readings of three different storybooks (nine readings in total), whereas the second condition added brief L2 explanations of target words within a single reading of each book (three readings in total). Prior vocabulary in L2 (English) was also measured to evaluate its effect on word learning. A pos

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ÜNAL GEZER, Melike. "Turkey’s Primary English-as-a-foreign Language (EFL) Coursebooks: An Investigation of Emergent Literacy Tasks." Cukurova University Faculty of Education Journal 51, no. 1 (2022): 220–36. http://dx.doi.org/10.14812/cuefd.982901.

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Turkey’s most recent primary English language curriculum, which highlights oral skills, mandates communicative English language teaching to young English language learners. Recent primary English curriculum comprises two hours per week of English-as-a-foreign language (EFL) instruction to include listening and speaking only for Grade 2 and very limited reading and writing for Grade 3 onward. While communicative skills are highly emphasized, literacy skills are kept on the back burner as reading and writing are incorporated gradually with minimal reading and writing at earlier grade levels and

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Ahmad, Saleh, Maimana Rezwana, and Md Delowar Hossain. "The Practices and Problems of Teaching English Grammar to the Young EFL Learners." International Journal of Language and Literary Studies 4, no. 2 (2022): 139–63. http://dx.doi.org/10.36892/ijlls.v4i2.937.

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English is the most widely used language (lingua franca) which is taught from primary to tertiary levels of education in Bangladesh education system. The secondary level is very much important for the young EFL learners to learn English language, especially grammar, as it prepares them and builds their foundation for the next levels of education. However, this study attempts to assess the practices and problems of teaching English grammar in our country, especially the teaching approaches and techniques, the roles of teacher and learners, the perception of needs of English grammar, the learner

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Erniwati, Erniwati, Sudarkam R. Mertosono, Muhammad Arid, and Afrillia Anggreni. "Bilingual Approach: The Role of Flashcards in Teaching Vocabulary to Young Learners." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 10, no. 2 (2021): 381–89. http://dx.doi.org/10.26618/exposure.v10i2.6162.

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This paper discusses teaching approach and media in English as a foreign language (EFL) classroom. It brings to lights vocabulary teaching, bilingual approach and using flashcards in the teaching of vocabulary to young learners. As teaching vocabulary can take place from very early stage to a high level of learning, its introduction needs to be managed in such a way using an appropriate approach along with utilizing particular media, such as flashcards, that the learners can enjoy the teaching process. This is based on the consideration that not all teaching media fit in the context of vocabul

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Vickov, Gloria, and Eva Jakupčević. "Young Language Learners' Attitudes Towards Writing in English: The Case of First and Second Graders." Novitas-ROYAL (Research on Youth and Language) 19, no. 1 (2025): 21–44. https://doi.org/10.5281/zenodo.15210358.

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Writing is an important skill, often neglected at the beginning of formal L2 learning due to the perception that it might be difficult or interfere with acquiring L1 literacy skills. However, there are benefits to teaching writing early on, such as raising awareness of the English spelling system, which is particularly important given its specificities. Another advantage is related to children’s willingness to write in English and the positive influence that writing in L2 seems to have on developing early L1 literacy skills. Studies investigating young language learners’ (YLLs) att

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

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

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TUMASANG, Solange SWIRI. "How Fear Affects EFL Acquisition: The Case of “Terminale” Students in Cameroon." Journal of English Language Teaching and Applied Linguistics 3, no. 4 (2021): 63–70. http://dx.doi.org/10.32996/jeltal.2021.3.4.9.

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Despite the growing interest in investigating and exploring potential causes and the manifestation of language anxiety amongst EFL learners, the potential sources of this complicated phenomenon have not been widely researched and identified in the Cameroonian context. Horwitz and Young (1991, P.14) state, “we have been truly surprised at the number of students who express anxiety and distress in their language class”. This paper sets out to investigate the potential causes of fear, its manifestation and the possible recommendation to salvage this problem that significantly affects EFL acquisit

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Hamdi, Sondes. "A genre analysis of master dissertation abstracts written by English native speakers and Tunisian EFL learners: Pedagogical considerations." ELT Forum: Journal of English Language Teaching 10, no. 3 (2021): 243–51. http://dx.doi.org/10.15294/elt.v10i3.48331.

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Despite the growing interest in genre analysis, on the one hand, and the continuous concern with academic writing, on the other, very little has been done on the move structure of abstracts in Linguistics Master dissertations written by native speakers and non-native speakers of English (Al-Khasawneh, 2017). In the same vein, no single cross-linguistic study has investigated variations in the move structure of abstracts in dissertations written by English native speakers and Tunisian EFL learners. This paper is a response to this need. It purports to analyze the move structure of abstracts in

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Maya Sartika. "Increasing Third Grade’s Mastery of Simple Present Tense Using Flashcards." JET (Journal of English Teaching) 6, no. 1 (2020): 40–49. http://dx.doi.org/10.33541/jet.v6i1.1293.

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Mastering the simple present tense can be very difficult for EFL young learners because tenses contain abstract concepts that do not exist in the first language of EFL learners. The third graders at Permai Elementary School, North Jakarta, also encountered problems in mastering the tense when they are taught using the lecture method. To solve the problem, action research was conducted by using flashcards. The action research was carried out in two cycles in August to October 2019. Involving 30 third graders, quantitative and qualitative data were collected employing tests, observation, and que

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Balenović, Katica. "The Role of L1 and Age Effect in the Acquisition of EnglishArticles among Croatian Young EFL Learners." Croatica et Slavica Iadertina 20, no. 1 (2024): 185–205. http://dx.doi.org/10.15291/csi.4447.

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The category of definiteness/indefiniteness is often seen as a linguistic universal (Chomsky 2000; Silić 2000) that exists in every human language but is expressed with different linguistic means and patterns in different languages. In English, this category is grammaticalized primarily via articles (Zergollern-Miletić 2008). The Croatian language does not contain an article system, and acquiring English articles represents a major problem for most learners of English as a foreign language (Balenović and Medved Krajnović 2013; Zergollern-Miletić 2015). The present paper investigates difficulti

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Ismail, Nyak Mutia, Veni Nella Syahputri, and Septhia Irnanda. "Gestures in Prolonging Semantic Memory of Young EFL Learners: A Serial Retention." Journal of Innovation in Educational and Cultural Research 3, no. 4 (2022): 714–21. http://dx.doi.org/10.46843/jiecr.v3i4.366.

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This study aimed at putting an experiment to young learners in acquiring through the use of gestures as the treatment process. This study was carried out under the procedure of the quasi-experimental approach with repeated measurement design. There were 35 primary school students involved in this study. The data were gathered through pretest-posttest. After the pretest was administered, the treatment process was carried out during the three following weeks by teaching the students verb vocabulary using gestures. The post-tests were then administered repeatedly in the 4th, 6th, and 7th week aft

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Sato, Kazuyoshi, and Paul Crane. "Developing EFL Learners’ Interactional Competence through Discursive Practice: A Longitudinal Classroom Study Using Mixed Methods." International Journal of English Language Teaching 11, no. 3 (2023): 13–51. http://dx.doi.org/10.37745/ijelt.13/vol11n31351.

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Although studies on L2 IC through discursive practice have gained prominence, little is known about pedagogical steps to develop IC (Hall, et al., 2011; van Compernolle, 2015; Young, 2009, 2011, 2019), especially in the language classroom. More recently, Salaberry and Kunitz (2019) claim that “only a few attempts have been made to bridge the gap between research and practice with regard to the teaching of IC in the L2 classroom” (p. 1). Moreover, very few longitudinal studies were conducted to investigate how learners adapt interactional resources they developed with participants to a new cont

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Férez Mora, Pedro Antonio, Yvette Coyle, and Juan Antonio Solís Becerra. "Cohesion in the Narrative Writing of Young EFL Learners: Correct and Incorrect Use of Local Cohesive Ties." Atlantis. Journal of the Spanish Association for Anglo-American Studies 43, no. 1 (2021): 154–77. http://dx.doi.org/10.28914/atlantis-2021-43.1.09.

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This study examines the correct and incorrect use of local cohesive ties and local cohesion errors in the written narratives of eleven- to twelve-year-old Spanish learners of English as a Foreign Language (EFL) at different proficiency levels. The study was carried out with pairs who collaboratively wrote a narrative text in response to a picture prompt. The young learners’ written texts were examined to identify their correct and incorrect use of four categories: lexical, referential, conjunctive and temporal cohesion. The results show that higher and lower proficiency learners are significan

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Booth, Dawn. "Scaffolding during the formal assessment of young EAL learners." Australian Review of Applied Linguistics 35, no. 1 (2012): 5–27. http://dx.doi.org/10.1075/aral.35.1.01boo.

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Despite growing interest in the theorisation of teacher-based assessment (TBA), very little research has paid close attention to how teachers practice assessment embedded in real classroom contexts. This longitudinal study over one school term reports on the TBA of young learners with English as an additional language (EAL) in New Zealand primary schools. Taking a grounded, emic, inductive approach, using teacher logs, classroom observations and interviews, four language support teachers and one classroom teacher across three schools were observed assessing the language abilities of six EAL st

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Alemi, Minoo, Nayereh Bakhtiari Fard, and Atefeh Rezanejad. "The Triumph of Human-Robot Interaction: Employing Humanoid Robot to Boost Grammar Acquisition and Retention Among Iranian Young EFL Learners." Mextesol Journal 47, no. 3 (2023): 1–15. http://dx.doi.org/10.61871/mj.v47n3-5.

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This paper examines the impact of employing an assistive humanoid robot in acquiring and retaining grammar among English as a Foreign Language (EFL) learners. To this end, forty-eight Iranian young male students (between 11 to 15 years old) were equally divided into three groups: RALL (Robot-Assisted Language Learning), GBLL (Game-based Language Learning), and the control group. While the teacher, the textbook, and teaching materials were identical in all groups, a set of similar games were played only in the RALL (with the participation of the NAO H21 robot) and GBLL groups. A 20-item grammar

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Hussain, Md Mahmud, and Md Alamgir Hossain. "Analysing Finnish primary EFL textbooks through a Bangladeshi lens." Teacher’s World: Journal of Education and Research 48, no. 2 (2023): 83–101. http://dx.doi.org/10.3329/twjer.v48i2.67553.

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A closer examination of Finland’s exceptional educational achievement reveals that the country’s education system bears fruit from a concerted effort that places a premium on textbooks. With Bangladesh’s predominance of textbook-based methods, their Finnish counterparts appear critical in determining how textbooks can be bettered in offering young learners a more effective teaching-learning experience. This qualitative study applied deductive content analysis to examine five Finnish primary English as a foreign language (EFL) textbooks through a Bangladeshi lens. The analysis found that the te

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Oktarina, Putu Santi, and Ni Kadek Tia Wiat Wilantari. "EFL Children’s Perception on Reading." Yavana Bhasha : Journal of English Language Education 4, no. 1 (2021): 45. http://dx.doi.org/10.25078/yb.v4i1.2210.

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Reading has a very significant effect towards individuals’ life. English in Indonesia as a foreign language, so there are many possibilities which the English language students get difficulties in understading reading text. EFL young learners are also still struggling to overcome their reading problems. This research was conducted to find out the EFL children’s reading problem. The data were collected through questionnare and explained descriptively. The questionnare consists of ten questions which is made based on the rubric of reading. The respondents of this research were the 20 students fr

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Kos, Dr Tomas, and Friedrich, Zoe Lara. "Let’s Write a Comic Together! Exploring Peer Collaborative Writing in EFL Secondary Mixed-age Classrooms." Studies in English Language Teaching 11, no. 1 (2023): p55. http://dx.doi.org/10.22158/selt.v11n1p55.

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Based on the beliefs (assertions) that students benefit socially and cognitively from interacting with peers of different ages, mixed-age (M-A) classrooms have attracted much attention from educators, education policymakers, and researchers. Nevertheless, research into the role and impact of age grouping in second (L2) and foreign language (FL) learning is rather scarce. Moreover, a growing body of research has shown that by linking oral and written modes, collaborative writing (CW) aids language learning. However, the majority of studies have investigated adult and young adult students, and v

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Instr. Angham T. Saleh J. "Using Wordscapes Game as a Tool to Develop EFL Learners’ Vocabulary Repertoire." journal of the college of basic education 25, no. 105 (2019): 129–47. http://dx.doi.org/10.35950/cbej.v25i105.4793.

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The most vital part of our lives nowadays is technology. It has changed our lives in many ways. It makes life well-situated for us. At the present time, young people are more expected to be seen playing video games. Some assume that movies, TV, and video games are a bad influence on kids, and they hold responsible on these media for causing different problems. Supposed negative effects such as addiction, increased aggression, and various health consequences such as obesity and repetitive strain injuries tend to get far more media coverage than the positives. While there are some negatives on p

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Macdonald, Shem. "Editorial: Adopting a multilingual stance: Benefits and challenges for learners and teachers." TESOL in Context 28, no. 1 (2019): 1–4. http://dx.doi.org/10.21153/tesol2019vol28no1art909.

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This issue of TESOL in Context picks up on themes running through a number of the presentations as well as the keynotes from the Australian Council of TESOL Associations (ACTA) Conference that took place in Adelaide on 3-5 October, 2018.One of these themes was the readiness of teachers, both pre- and in-service, to adopt a positive view of learners of English as an Additional Language (EAL) and make productive use of the understandings, knowledges and skills that they bring to the classroom, specifically those related to the learners’ language(s). All EAL learners, even those entering formal e

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Ai Lin, Debbita Tan, Lee Bee Choo, Malini Ganapathy, and Shaidatul Akma Adi Kasuma. "The Impact of Image-Driven Stimuli on Malaysian Young Learners’ Receptive and Productive Vocabulary." Asia Pacific Journal of Educators and Education 38, no. 1 (2023): 141–62. http://dx.doi.org/10.21315/apjee2023.38.1.8.

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In Malaysia’s present scenario, competency in English is not a surety despite it being part of the curriculum from the very start of primary education. In view of the importance of lexical knowledge in language development and the hypothesised superiority of pictorial stimuli, the present study tested the effectiveness of an image-driven intervention for receptive and productive vocabulary knowledge development among Malaysian Year 1 students. A quasi-experimental design was utilised, involving Experimental and Control groups (totalling 159 participants). Three tiers of testing were administer

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Safataj, Maryam, and Mohammad Amiryousefi. "Effect of Homonymous Set of Words Instruction on Vocabulary Development and Retention of Young Female Elementary Learners in Iranian EFL Context through Metalinguistic Awareness." Theory and Practice in Language Studies 6, no. 11 (2016): 2092. http://dx.doi.org/10.17507/tpls.0611.05.

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Vocabulary learning is indispensable in the process of second language (L2) learning and plays a pivotal role in this regard. At the heart of this issue is the homonymous conflict, which is more problematic and very difficult to deal with. Therefore, the current study was undertaken to cast a little bit of light on homonyms instruction in the area of learners’ L2 vocabulary development and retention. In this vein, four intact classes of Iran Language Institute (ILI) comprised of 46 young female EFL learners aged from 9-10 years old enrolled in the present study whose English proficiency level

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Becker, Daniel, and Frauke Matz. "Authors of everyday life. Towards learning with literary learner texts in English language education." Arbeiten aus Anglistik und Amerikanistik 48, no. 1 (2023): 99–120. http://dx.doi.org/10.24053/aaa-2023-0005.

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In the digital realm of the 21st century, the production and distribution of literature has changed drastically; writing literary texts is no longer a privilege of professional authors and publishers but has transformed into a participatory practice, with non-professional writers sharing their own literary narratives via social media platforms. This digital practice has become particularly relevant among teenagers and young adults as they increasingly use the opportunity of producing and sharing their own literary texts as a means of negotiating their identities and the social environments aro

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Ilieva, Zhivka. "Books and songs for children for developing multiple literacies." Journal of Linguistic and Intercultural Education 14, no. 1 (2021): 45–63. http://dx.doi.org/10.29302/jolie.2021.14.1.3.

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Nowadays, the notion of literacy is not limited to the ability to read and write. It incorporates a multitude of competences which are important for the modern world. They are collectively referred to as multiple literacies and include social, health, environmental, visual, digital literacy, etc. All can be easily developed in the EFL (English as a foreign language) classroom by using books and songs for children. In the present article, I provide a descriptive account of books and songs for children regarding their potential for the development of children’s literacies. After reviewing the va

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Aull, Bethany. "Pre-primary teacher talk: L1 use across different activity references." ELT Journal 75, no. 3 (2021): 278–89. http://dx.doi.org/10.1093/elt/ccab013.

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Abstract Whether and how instructor L1 use may enhance foreign language learning has been a topic of considerable discussion. Although numerous studies note the L1’s recurrence in teacher talk, research has tended either to quantify its overall use throughout whole class sessions or to outline specific functions. Consequently, little is known about teachers’ actual L1-versus-L2 distribution across different classroom activities. This article contemplates teacher references relating to two prominent activities: core references (focusing on target content) and logistical references (classroom ma

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Hans, Diah Maulidiya. "CONCEPT OF ANIMATED ELECTRONIC BOOKS IN INCREASING YOUNG LEARNERS’ LITERACY SKILLS IN EFL CLASSROOM." Pedagogy : Journal of English Language Teaching 6, no. 1 (2018): 57. http://dx.doi.org/10.32332/pedagogy.v6i1.1090.

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Process of literacy teaching influences young learners’ future education. Childhood experience of literacy learning in EFL classroom becomes one of the factors that contributes to young learnes’ motivation in learning English. Consequently, the implementation of literacy instruction to young learners in EFL classroom must be conducted interestingly in order to engage them in the enjoyable and understandable English learning process. One of the efforts to encounrage young learners to improve their literacy skills is by the use of ICT in EFL classroom. Importantly, the use of animated electronic

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Rusda, Fatiya Sabila, Fachri Ali, and Dewi Puspitasari. "Indonesian Young EFL Learners’ Experiences in Learning Environmental Literacy through Digital Storytelling: A Case Study." Pedagogy : Journal of English Language Teaching 11, no. 1 (2023): 59. http://dx.doi.org/10.32332/joelt.v11i1.5252.

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Although studies on the issue of digital storytelling (DST) have been extensively conducted, the adoption of digital storytelling to promote environmental literacy is rarely reported in the literature. This study aims to explore Indonesian young EFL learners’ experiences in the creation of digital storytelling to foster their environmental literacy. Framed in a narrative case study, four young EFL learners, aged 8-12 years old, were recruited to participate. Data were garnered through semi-structured interviews. The data were analyzed employing thematic analysis, i.e., listening to talking dat

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Suhartawan Budianto, Nur Sayidah, and Sucipto. "Games in Teaching English Vocabulary in EFL Context: Young Learners’ Perceptions." Proceeding of International Seminar Enrichment of Career by Knowledge of Language and Literature 10, no. 1 (2022): 116–25. https://doi.org/10.25139/eckll.v10i1.5653.

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This study examined young learners’ perceptions on using games and songs for learningEnglish in EFL context. Many methods have been found to assist young learners inacquiring English as a foreign language. The students’ perceptions were given from thequestionnaire. The findings showed that most students had a positive attitude of used gamesand songs in teaching English in EFL context. It is recommended that both games andsongs can be applied in teaching English for young learners in EFL context.Keywords: Applying; Games; Songs; EFL

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Weiwei, Liu. "An Exploration of Foreign Language Reading Anxiety of Young EFL Students." Journal of English Language Teaching and Applied Linguistics 5, no. 3 (2023): 101–7. http://dx.doi.org/10.32996/jeltal.2023.5.3.12.

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Despite the extensive research attention foreign language anxiety has received, most studies have focused on foreign language classroom anxiety or foreign language speaking anxiety of EFL learners at the university level. Foreign language reading anxiety (FLRA), particularly that of young EFL learners under the age of 12, has been understudied. The present study examined the foreign language reading anxiety level of 137 young EFL learners in a primary school in China. A questionnaire adapted from Saito et al.’s (1999) Foreign Language Reading Anxiety Scale was adopted to determine the level of

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Hosseini, Mehrnoush. "Rhetorical Transfer among Young EFL Learners: The First Experience of Paragraph Writing Investigated." Journal of Language Teaching and Research 7, no. 5 (2016): 876. http://dx.doi.org/10.17507/jltr.0705.07.

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The process of language production among English as a Foreign Language (EFL) learners is a multifaceted phenomenon which has engaged EFL researchers and practitioners’ interest for a long time. For many EFL learners, producing language through writing is considered a difficult and challenging task, making it a favoured research area. However, there seems to be a dire need to investigate the way writing is mastered among young EFL learners. The present study attempted to investigate language transfer from L1 to L2 or vice versa among young EFL learners when experiencing paragraph writing for th

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Faudi, Faudi, Balqis Husain, and Bachrudin Musthafa. "Practice and barriers of technology integrated pedagogy in teaching EFL young learners: A critical analysis." Journal of Research in Instructional 3, no. 2 (2023): 185–95. http://dx.doi.org/10.30862/jri.v3i2.251.

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Young learners' characteristics, which differ from those of young adolescents, adolescents, and adults, encourage EFL instructors to implement technology-based learning strategies with high consideration. If EFL teachers fail to implement the appropriate strategy for teaching English, young students may likely encounter academic difficulties in subsequent years. Teachers of English as a foreign language (EFL) have implemented technology-based learning strategies to improve students' literacy, vocabulary, and critical thinking abilities. There are also implementation obstacles. This article aim

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