Temat: EFL speaking - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: THE AFFORDANCES AND TROUBLESHOOTING OF AN IT ENABLED EFL CLASSROOM: FOUR PRACTICAL EXAMPLES
Autorzy:: Byrne, Jason
Furuyabu, Mariko
Powiązania:: https://bibliotekanauki.pl/articles/955904.pdf
Data publikacji:: 2019
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: BYOD
Google Classroom
paperless
EFL listening
EFL speaking
Opis:: This paper aims to provide teachers with a practical guide to working in an IT enabled classroom. The paper outlines four central practical examples, with teacher reflections, of what was required in starting an actual IT enabled English listening & speaking program. The classroom environment described is board-less, meaning the teacher’s presented with PowerPoint. The environment is largely paperless, meaning a Bring Your Own Device (BYOD) approach was implemented for both students and teachers. The paperless philosophy also meant material creation was digital, and delivery/submission was via Google Classroom. The teachers’ largely thrived in the environment, and many unexpected affordances were discovered, however, technical and pedagogical issues were also identified and the paper troubleshoots ways in which IT enabled EFL classrooms could be enhanced.
Źródło:: Teaching English with Technology; 2019, 19, 2; 70-87
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Classroom Interaction in Oral Language Learning Events Created by EFL Storytelling-based Games
Autorzy:: Gąsior, Klaudia
Powiązania:: https://bibliotekanauki.pl/articles/601289.pdf
Data publikacji:: 2019
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:: classroom interaction, storytelling, games, EFL speaking, secondary school students
Opis:: The paper aims at discussing some examples of classroom interaction in the context of playing “One Word/Sentence at a Time” and “Story Cubes” games by Polish secondary school students of English. First, it gives an overview of definitions and major types of classroom interaction. Second, it presents the opportunities for classroom interaction offered by a game-like environment. Then, the action research study conducted with a group of EFL learners is presented. The participants were recorded in the course of storytelling-oriented lessons and their stories were transcribed. Summing up the data gathered throughout the study, it is evident that the games offer a highly interactive FL classroom environment in which various categories of student-talk intertwine with teacher-talk.
Źródło:: New Horizons in English Studies; 2019, 4
2543-8980
Pojawia się w:: New Horizons in English Studies
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: The Effect of Incidental Learning on the Comprehension of English Affixes by Arabic-Speaking EFL Learners: Acquisition and Application
Autorzy:: Altakhaineh, Abdel Rahman
Zibin, Aseel
Powiązania:: https://bibliotekanauki.pl/articles/620978.pdf
Data publikacji:: 2017
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:: Linguistics
affixes
second language acquisition
incidental learning
Arabic-speaking EFL learners
morphological awareness
Opis:: This study aims to examine the effect of incidental learning on the comprehension of 30 English affixes by 50 Arabic-speaking EFL learners in an attempt to determine which affixes are more easily comprehended. We adopt the experimental design of a pre- and post-test to measure the participants’ knowledge of English affixes before and after the treatment, which involved taking part in the prediction of the meaning of English affixed words in context for one academic semester. To this end, we divided the 50 participants into two groups: treatment and control. We administered a 30-item multiple choice test as the pre- and post-test to determine whether the treatment helped the participants expand their knowledge of English affixes.
Źródło:: Research in Language; 2017, 15, 4; 405-423
1731-7533
Pojawia się w:: Research in Language
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: THE IMPACT OF IMMERSIVE STRATEGY WITH ENGLISH VIDEO CLIPS ON EFL STUDENTS’ SPEAKING PERFORMANCE: AN EMPIRICAL STUDY AT SENIOR HIGH SCHOOL
Autorzy:: Muslem, Asnawi
Zulfikar, Teuku
Ibrahim, Ibnu Hajar
Syamaun, Arifin
Saiful, -
Usman, Bustami
Powiązania:: https://bibliotekanauki.pl/articles/955767.pdf
Data publikacji:: 2019
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: Immersive Strategy;
English video clips;
EFL;
students’ speaking performances
Opis:: This study aimed at investigating the effects of an immersive strategy using English video clips on students’ speaking performance. A quasi-experimental design was employed in this study. The study comprised 45 students; 23 in the experimental group (EG) class using English video clips and 22 in the alternative group (AG) class using English audio CD’s. All teaching materials used in this study were selected from YouTube. A pre-test and a post-test were implemented in each of the groups. Data were analyzed statistically using SPSS to obtain the mean, standard deviation, and undertake t-tests. The results showed that the students participating in the immersive strategy through English video clips group outperformed the students subjected to the immersive strategy through English audio. The findings have pedagogical impacts for EFL teachers, teacher trainees, practitioners and policy makers to employ English video clips to improve students’ speaking performance.
Źródło:: Teaching English with Technology; 2019, 19, 4; 90-103
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: DOES WEB 2.0-SUPPORTED PROJECT-BASED INSTRUCTION IMPROVE JORDANIAN EFL LEARNERS SPEAKING PERFORMANCE?
Autorzy:: Bataineh, Ruba Fahmi
Migdadi, Anwar Solaiman
Al-Alawneh, Muhammad Khalid
Powiązania:: https://bibliotekanauki.pl/articles/955374.pdf
Data publikacji:: 2020
Wydawca:: Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:: accuracy
EFL
fluency
Jordan
project-based learning
speaking
Web 2
0
Opis:: This study examines the potential effectiveness of Web 2.0-supported project-based learning in Jordanian EFL eleventh-grade students’ speaking fluency and accuracy of grammar and vocabulary. The participants of the study were 43 female students who were purposefully selected from two schools at Al-Koura Directorate of Education (Jordan) in the first semester of the academic year 2018/2019. Using a quasi- experimental, pre-/post-test design, the participants were divided into the experimental group (n=21) who was instructed using computerized project-based instruction and the control group (n= 22) who was taught per the guidelines of the prescribed Teacher Book, Action Pack 11. Descriptive statistics and One-Way ANCOVA were used to analyze the students’ scores on the speaking pre-/post-tests. The results showed that the participants instructed through the computerized project-based treatment outperformed those who were conventionally instructed in both speaking fluency and accuracy of vocabulary and grammar. A number of pedagogical implications and recommendations are put forth.
Źródło:: Teaching English with Technology; 2020, 20, 3; 25-39
1642-1027
Pojawia się w:: Teaching English with Technology
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Taiwanese English learners’ perceptions of errors in speaking
Jak tajwańscy studenci uczący się języka angielskiego postrzegają własne błędy w mówieniu
Autorzy:: Tsai, Natalia
Powiązania:: https://bibliotekanauki.pl/articles/966863.pdf
Data publikacji:: 2015
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:: Tajwan
kolektywizm
percepcja/postrzeganie
błąd w mówieniu
język angielski jako obcy
niepokój
taiwan
collectivism
perception
error
speaking
efl learner
anxiety
Opis:: Niniejszy artykuł poświęcony jest spostrzeżeniom tajwańskich studentów na temat błędów w mówieniu po angielsku. Celem badania jest dogłębniejsze zrozumienie przekonań towarzyszącym tej grupie uczących się i zmniejszenie bariery nieporozumień mogących pojawić się pomiędzy nimi a ich lektorami, w przypadku gdy ci reprezentują odmienne kręgi kulturowe. Sygnały niewerbalne wysyłane przez tajwańskich studentów, towarzyszące potknięciom językowym, bywają często mylnie interpretowane przez nauczycieli nieznających azjatyckiego podłoża kulturowego, zdominowanego przez światopogląd kolektywny. Tajwańczycy bywają postrzegani jako spokojni i nieśmiali, lecz, jak wykazuje analiza ich wypowiedzi, w rzeczywistości jedynie maskują niezwykle żywe uczucia wstydu i porażki, gdyż popełnienie błędu kojarzy się większości z nich z utratą twarzy i zagrożeniem ich pozycji w grupie. Myślą przewodnią tekstu jest umożliwienie lektorom zachodnich języków obcych lepszego wglądu w świat odczuć ich tajwańskich podopiecznych i zachęcenie do tworzenia na zajęciach atmosfery wzajemnego zrozumienia i zaufania.
The main purpose of this article is to examine the Taiwanese EFL learners’ perceptions of errors in speaking in order to better understand this group of students and reduce the barrier of unnecessary misinterpretations and incorrect judgments of one’s behavior. Non-verbal signs sent by Taiwanese students committing errors can be misleading if one is not familiar with the basic principles underlying this Asian culture, strongly conditioned by collectivism. Often labelled as quiet and shy, Taiwanese language learners actually experience a high level of anxiety, since making an error is seen as a face-threatening act. The author looks closer at the reasons conditioning their attitudes and suggests possible solutions to overcome the problems discussed.
Źródło:: Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2015, 22
0860-6587
2449-6839
Pojawia się w:: Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

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

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