Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "university EFL students" wg kryterium: Wszystkie pola

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-11 z 11
    Tytuł:
    THE USE OF ELECTRONIC DICTIONARIES FOR PRONUNCIATION PRACTICE BY UNIVERSITY EFL STUDENTS
    Autorzy:
    Metruk, Rastislav
    Powiązania:
    https://bibliotekanauki.pl/articles/940869.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    electronic dictionary
    online dictionary
    English pronunciation
    pronunciation practice
    university student
    EFL learner
    Opis:
    This paper attempts to explore how Slovak learners of English use electronic dictionaries with regard to pronunciation practice and improvement. A total of 24 Slovak university students (subjects) completed a questionnaire which contained pronunciation-related questions in connection with the use of electronic dictionaries. The questions primarily concerned electronic editions of monolingual learner’s dictionaries, dictionaries intended for native speakers, and specialized (special-purpose) pronunciation dictionaries. The main objective of this small-scale study was to identify the frequency, manner, and types of electronic dictionaries used by the subjects in order to practice and improve their pronunciation. The findings indicate that the subjects of the study use electronic dictionaries for pronunciation practice relatively often, learner’s dictionaries being the most preferred choice. The study also recommends that EFL learners exploit the pronunciation conveniences of electronic dictionaries extensively.
    Źródło:
    Teaching English with Technology; 2017, 17, 4; 38-51
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    English Oral Skills Training through Theater Performance in an EFL Setting
    Autorzy:
    Tzu-Ching Chen, Kate
    Ying-Chih Liao, Dominique
    Powiązania:
    https://bibliotekanauki.pl/articles/18104530.pdf
    Data publikacji:
    2013-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    drama-based strategies
    theater performance
    English oral skills
    university EFL students
    Taiwan
    Opis:
    We examined the use of dramatic/theater presentation for teaching oral skills to 37 Taiwanese EFL undergraduate students, with the main goal being to determine whether such strategies and performance experiences positively support oral skills in terms of motivation and achievement. Data were collected via performance evaluations, observations, a seminar, individual interviews, and a questionnaire. Results indicate significant increases in learner motivation and oral English achievement. Students were actively engaged and willing to put significant time and effort into the project. However, the process strongly affected some students in terms of performance-related stress.
    Źródło:
    The New Educational Review; 2013, 33; 193-204
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ELECTRONIC PORTFOLIOS AND LITERACY DEVELOPMENT: A COURSE DESIGN FOR EFL UNIVERSITY STUDENTS
    Autorzy:
    Chen, Yuh-Mei
    Powiązania:
    https://bibliotekanauki.pl/articles/569438.pdf
    Data publikacji:
    2005
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Źródło:
    Teaching English with Technology; 2005, 5, 3
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    AN EXPLORATORY STUDY OF ICT USE IN ENGLISH LANGUAGE LEARNING AMONG EFL UNIVERSITY STUDENTS
    Autorzy:
    Tri, Dang Hoang
    Nguyen, Nhung Hong Thi
    Powiązania:
    https://bibliotekanauki.pl/articles/941305.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    ICT
    EFL
    Opis:
    There has been a large volume of published studies describing the attitudes of teachers and students towards ICT usage to study English; nevertheless, limited research has been conducted to examine the use of ICT in terms of frequency of use, purposes, perceptions, and expectations among EFL students. Thus, the purpose of the current study was to address this research problem. The research used a convenience sample of 149 English major students who were invited to respond to the questionnaire survey. The findings indicated that the participants spent more time using ICT for private purposes than for English learning purposes. Most of them showed their positive attitudes towards ICT use to study English and expected that ICT should be used more frequently in the classroom in order to maximize language learning and teaching. Gaining an understanding of the way the learners employ ICT for their non-educational purposes may help “shed light on how best to determine their educational uses” (Fujimoto, 2012, p.165). Pedagogical implications were also given in this current inquiry.
    Źródło:
    Teaching English with Technology; 2014, 14, 4; 32-46
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Some Libya EFL University Students’ Attitudes towards Using Authentic Materials for Reading Classes Abstract This study investigates the attitudes of 100 Libyan English foreign language (EFL) university students towards using authentic materials in the l
    Autorzy:
    Saleh, Salama Embark
    Powiązania:
    https://bibliotekanauki.pl/articles/783156.pdf
    Data publikacji:
    2017
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Language Learning
    Opis:
    This study investigates the attitudes of 100 Libyan English foreign language (EFL) university students towards using authentic materials in the language classroom. The quantitative data of this study was collected through close-ended questionnaire. The majority of the students believed that exposing foreign language (FL) learners to authentic materials has a positive impact on developing their reading skills and on enhancing their awareness about the culture of the target language. However, they emphasize the importance of introducing these materials in small portions and the need for promoting teachers’ and students’ motivation and interest in these materialsDespite the challenges and the difficulties that may impede the process of introducing authentic material in the FL classroom, it represents a valuable and useful resource for teachers to use in order to motivate students and develop their language proficiency.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2017, 3, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EDUCATIONAL MINI-VIDEOS AS TEACHING AND LEARNING TOOLS FOR IMPROVING ORAL COMPETENCE IN EFL/ESL UNIVERSITY STUDENTS
    Autorzy:
    Bobkina, Jelena
    Domínguez Romero, Elena
    Gómez Ortiz, María José
    Powiązania:
    https://bibliotekanauki.pl/articles/955371.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    educational mini-videos
    oral competence
    ESP/EFL/ESL
    Higher Education
    Opis:
    The use of digital video has gained a prominent position in enhancing not only aural reception but also active production skills in the language classroom. The present paper seeks to share a set of three lessons plans based on the use of educational mini-videos that enhance the development of students' oral skills through an active learning methodology. Though implemented as a part of the ESP undergraduate course for engineering students at the Universidad Politécnica de Madrid (UPM), these lesson plans can be easily adapted to other ESP/EFL/ESL situations. We aim at encouraging language teachers to use innovative ways to integrate educational videos into their teaching practice around the globe.
    Źródło:
    Teaching English with Technology; 2020, 20, 3; 85-95
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    TED talks as resources for the development of listening, speaking and interaction skills in teaching EFL to university students
    Autorzy:
    Kozińska, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/1921595.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    TED
    online resources
    listening
    speaking
    interaction
    EFL
    language skills
    communication skills
    university teaching during the COVID-19 pandemic
    OER
    online language learning
    zasoby internetowe
    słuchanie
    mówienie
    interakcja
    sprawności językowe
    umiejętności komunikacji
    nauczanie uniwersyteckie w czasie pandemii COVID-19
    nauka języków online
    Opis:
    The article presents a study conducted on 27 university students and 5 of their teachers in the Winter semester 2020/21. The study was conducted because of recommended online teaching at Polish universities and almost four decades after the first TED event, when the TED community has become worldwide and the recordings of the events can be accessed online cost-free by anybody. The popularity of TEDs and the need to teach online prompted the author to incorporate it in teaching practice and review research literature from the areas of SLA (Second Language Acquisition), EFL (English as a Foreign Language) teaching and learning, socio-constructivism and adult learning. Based on this review, a hypothesis was formulated: TED talks support the development of listening, speaking, and interaction skills when used as a supplementary resource in teaching English as a foreign language to university students. Three supplementary questions were formed to test the hypothesis. Data was obtained in an online questionnaire and analysed using the qualitative data analysis framework of Miles and Huberman (1994). The study confirmed the hypothesis. Lessons with TEDs are valued as varied, interesting, inspiring and supporting oral communication skills’ development. Results are discussed, conclusions drawn and further research explored.  
    Źródło:
    Neofilolog; 2021, 56/2; 201-221
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Why am I learning English? Spanish EFL sports science university students´ motivational orientations through the prism of the L2 motivational self system
    Autorzy:
    Bobkina, Jelena
    Gómez-Ortiz, María-José
    Núñez del Río, María Cristina
    Sastre-Merino, Susana
    Powiązania:
    https://bibliotekanauki.pl/articles/2051529.pdf
    Data publikacji:
    2021-12-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    second language motivational self system
    L2MSS
    L2 proficiency
    gender differences
    Spain
    sports science
    higher education
    Opis:
    The study explores the motivational profiles of Spanish EFL sports science university students from the second language (L2) motivation self system (L2MSS) perspective to ultimately support Spanish higher institutions´ plans committed to improving employability and competitiveness. The study analyzes the relationships between L2 motivation, L2 proficiency, gender, and L2 contextual variables using data from 196 English as a foreign language (EFL) sports science university students. The data reveal that the ideal L2 self construct stands out as the most salient and powerful factor, while the ought-to and rebellious L2 selves are less significant and there are items loading on both of them at the same time. Thus, higher means for the ideal L2 self motivation correspond to higher levels of L2 proficiency and are supported by L2 learning contextual variables. The strongest ought-to L2 self was registered in students with mid-low L2 proficiency and a lack of L2 learning experiences. Meanwhile, the rebellious L2 self is clearly distinguishable only for students with high L2 proficiency. Pedagogical and curricular implications of these findings are that the ideal and the rebellious L2 selves could positively predict students´ L2 proficiency. Thus, new dynamics of education should explore language teaching methodologies that are more likely to enhance students´ ideal and rebellious L2 selves.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 4; 543-578
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    QUIZLET IN THE EFL CLASSROOM: ENHANCING ACADEMIC VOCABULARY ACQUISITION OF JAPANESE UNIVERSITY STUDENTS
    Autorzy:
    Dizon, Gilbert
    Powiązania:
    https://bibliotekanauki.pl/articles/955471.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    Computer-Assisted Language Learning
    mobile-assisted language learning
    vocabulary
    Opis:
    This study examined the efficacy of using Quizlet, a popular online study tool, to develop L2 English vocabulary. A total of 9 Japanese university EFL students participated in the study. The learners studied Coxhead’s (2001) academic vocabulary list (AWL) via Quizlet over the course of 10 weeks. Results of the pre- and post-tests revealed that the learners were able to make statistically significant gains. Moreover, a questionnaire administered by the researcher indicated that the students had positive perceptions of Quizlet to study L2 vocabulary. Specifically, all three constructs studied – perceived usefulness, perceived ease of use, and behavioral intention to use Quizlet – had mean scores greater than 4 on a 5-point Likert scale, indicating a high-level of agreement. Based on these findings, the author supports the use of Quizlet in the EFL classroom.
    Źródło:
    Teaching English with Technology; 2016, 16, 2; 40-56
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Praise in the EFL Classroom
    Autorzy:
    Leis, Adrian
    Powiązania:
    https://bibliotekanauki.pl/articles/1371436.pdf
    Data publikacji:
    2021-07-09
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    growth mindset
    failure
    feedback
    university students
    praise
    Opis:
    This study investigates how praising students’ success in tasks affects the performance of other students who were not successful. Possible and impossible crossword puzzles were used as an experiment to engender fixed mindsets in half of the sample. The average time to complete a crossword puzzle at the pretest was compared to the average time to complete the same puzzle at the posttest. The results showed that students given possible crossword puzzles were able to make significant improvements in the speed with which they could complete the puzzle at the posttest stage. However, such improvements in performance were not seen among the students who had been temporarily primed into a fixed mindset during the experiment through the use of the impossible crossword puzzles. Reasons behind these results as well as pedagogical implications related to effective ways of giving praise and other feedback will be discussed.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2021, 7, 2; 37-59
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The effect of extensive reading on Algerian university students’ writing performance
    Autorzy:
    Ouafi, Abir
    Powiązania:
    https://bibliotekanauki.pl/articles/605458.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    Keywords: Extensive reading
    Writing performance
    Algerian EFL students
    literacy skills
    reading-writing connections.
    Opis:
    Der Band enthält die Abstracts ausschließlich in englischer Sprache.
    This paper investigates the effect of extensive reading on first year Algerian university students’ writing performance. An experiment was designed with two groups. The experimental group had to read 12 stories over three months. The control group received no treatment. Both groups were pre-tested and post-tested, and the subjects’ writing compositions were marked using the TEEP Attribute Writing Scale. The results suggest a positive effect of the Extensive Reading Programme, as the experimental group outscored the control one on the narrative paragraph writing test. The integration of extensive reading into the first year writing syllabus was proposed.
    Le numéro contient uniquement les résumés en anglais.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2019, 43, 3
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-11 z 11

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies