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 "EFL students" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-10 z 15
Tytuł:
Exploring the Effects of Metacognitive Strategy on EFL Students’ Listening Performance in Indonesia
Autorzy:
Episiasi
Mujiyanto, Januarius
Suwandi
Hartono, Rudi
Powiązania:
https://bibliotekanauki.pl/articles/2233936.pdf
Data publikacji:
2023-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
metacognitive strategy
listening achievement
EFL students
Opis:
This study aims to describe the effects of metacognitive strategy on students’ listening performance. The quasi-experimental design was employed. The participants were Indonesian undergraduate learners majoring in English education programs. Listening tests and close-response questionnaires were used for collecting the data. The results revealed a significant effect on listening performance after being tutored by using a metacognitive strategy. It also revealed that seven factors affecting students’ difficulties in the listening comprehension process covered comprehension process, linguistic features, psychology, lack of concentration, listeners’ problem, speakers’ problem, and environmental factors. Findings underlined that metacognitive strategy effectively increased EFL students’ listening performance.
Źródło:
The New Educational Review; 2023, 72; 176-187
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Potential of RAFT Strategy for Improving Jordanian EFL Students Creative Writing
Autorzy:
Al-Mahdawi, Na'ela Jumah
Al-Smadi, Oqla Mahmoud
Powiązania:
https://bibliotekanauki.pl/articles/606287.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
RAFT Strategy
Creative Writing
Jordanian EFL Students
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
This study examines the potential effect of RAFT strategy on Jordanian EFL Eleventh-grade students' creative writing. A sample of Eleventh-grade students was purposefully selected from a secondary school in Irbid. The experimental group (n=25) was taught using a RAFT strategy whereas the control group (n= 25) was taught conventionally based on Teacher Book of Action Pack 11. For data collection, a creative writing pre/post- test was used. The findings reveal statistically significant differences in students’ means scores in the creative writing post test, in favor of the experimental group which may be attributed to RAFT strategy.
L'article contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2019, 43, 4
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Investigating the Effects of Four-Square Writing Technique on EFL Students’ Writing Performance in Indonesia
Autorzy:
Sartika, Dewi
Fitriati, Sri Wuli
Suwandi
Pratama, Hendi
Powiązania:
https://bibliotekanauki.pl/articles/48513592.pdf
Data publikacji:
2024-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
four-square writing
writing performance
EFL students
Opis:
This study investigates the effects of four-square writing on students’ writing performance. Quantitative research with a quasi-experimental design was employed. The participants were the eleventh-grade students of uppersecondary vocational education. A written test was used to measure students’ performance. The results revealed that the mean scores of students who learned writing using four-square writing were significantly higher than those who did not. It also shows the writing performance of the experimental group in each aspect of writing, namely content, organisation, language use, and mechanics improved. It indicated that the four-square writing technique effectively increased EFL students’ writing performance.
Źródło:
The New Educational Review; 2024, 76; 149-161
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFFECT OF BLENDED LEARNING USING GOOGLE CLASSROOM ON WRITING ABILITY OF EFL STUDENTS ACROSS AUTONOMY LEVELS
Autorzy:
Sujannah, Wahyu Diny
Cahyono, Bambang Yudi
Astuti, Utari Praba
Powiązania:
https://bibliotekanauki.pl/articles/955403.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Autonomy levels
blended learning
EFL students
Google Classroom
writing ability
Opis:
A lot of studies have shown that the integration of the Internet in the teaching process in the classroom, or commonly called ‘blended learning,’ improves EFL students’ writing ability. Nonetheless, the effect of blended learning using Google Classroom on EFL students’ writing ability by considering autonomy levels has not been conducted yet. Therefore, this study aimed to examine the effect of blended learning using Google Classroom on writing ability of EFL students across autonomy levels. This study involved 53 third semester students taking Essay Writing course in two classes at Universitas Negeri Malang, Indonesia. One of the classes received blended learning using Google Classroom and the other was taught in a conventional way. Pre-test and post-test were given to students in the two groups to know their writing ability before and after the treatment. The students in the experimental group were also given a questionnaire to know their autonomy levels. The results of the study showed that the writing ability of the EFL students taught by using blended learning using Google Classroom was better than that of the other group. Besides, the high autonomous EFL students outperformed the low autonomous EFL students in their writing ability.
Źródło:
Teaching English with Technology; 2020, 20, 2; 82-97
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:
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
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
Artykuł
Tytuł:
Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases
Autorzy:
Pavelescu, Liana Maria
Powiązania:
https://bibliotekanauki.pl/articles/780541.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
adolescent students
EFL
emotions
learning experience
motivation
Opis:
The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation. The findings showed that the learners’ motivation and emotions were closely intertwined in their learning experiences in idiosyncratic ways. Mika (pseudonym) experienced the prevalent emotion of love of English and was a highly motivated learner. In her out-of-class learning experience, her motivation was linked to her emotions towards her favorite singer. In her classroom learning experience, her motivation was shaped by her teacher’s encouragement and support. Kate (pseudonym) did not reportedly experience a dominant emotion towards English and had a rather weak motivation. The absence of an expressed dominant emotion towards English was linked to her classroom learning experience before high school, namely to her teacher’s lack of encouragement, which hindered her motivation. By focusing on two contrasting cases of learners, this study has foregrounded the role of the emotional aspects of the language learning experience in shaping motivation, showing how strong positive emotions enhance and sustain motivation and how the lack of such emotions hinders motivation.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 1; 55-82
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Stress and Motivation in EFL Teaching-Learning Context
Autorzy:
Čolović, Milica M.
Prodanović, Marijana M.
Vejnović, Elizabeta M.
Powiązania:
https://bibliotekanauki.pl/articles/2159463.pdf
Data publikacji:
2022-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
EFL
students
teachers
stress
motivation
teaching
learning
Opis:
This paper aims to shed some light on the correlation between teacher stress, on the one hand, and motivation of teachers and students, on the other hand – observed in an EFL environment. The data sample comprising responses given by EFL teachers and students from the primary education cycle was collected via the teacher stress measurement scale and motivation for learning scale, applied for teachers and students, respectively. Apart from the basic descriptive statistics used to describe the relationship between the variables, the paper’s methodology is also characterised by applying the Pearson correlation coefficient. The results led to interesting conclusions; while, as expected, workload directly affects stress levels of teachers, who, following the results, are highly motivated to work with teenagers, contrary to what could be believed, teacher motivation is not directly related to student motivation, what could be further analysed in the future studies.
Źródło:
The New Educational Review; 2022, 70; 92-103
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Wyświetlanie 1-10 z 15

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