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Sample records for efl text production

  1. Monolingual accounting dictionaries for EFL text production

    DEFF Research Database (Denmark)

    Nielsen, Sandro

    2006-01-01

    Monolingual accounting dictionaries are important for producing financial reporting texts in English in an international setting, because of the lack of specialised bilingual dictionaries. As the intended user groups have different factual and linguistic competences, they require specific types...... text production. The monolingual accounting dictionary needs to include information about UK, US and international accounting terms, their grammatical properties, their potential for being combined with other words in collocations, phrases and sentences in order to meet user requirements. Data items...... of information. By identifying and analysing the users' factual and linguistic competences, user needs, use-situations and the stages involved in producing accounting texts in English as a foreign language, lexicographers will have a sound basis for designing the optimal English accounting dictionary for EFL...

  2. Monolingual Accounting Dictionaries for EFL Text Production

    DEFF Research Database (Denmark)

    Nielsen, Sandro

    2009-01-01

    Monolingual accounting dictionaries are important for producing financial reporting texts in English in an international setting, because of the lack of specialised bilingual dictionaries. As the intended user groups have different factual and linguistic competences, they require specific types...... text production. The monolingual accounting dictionary needs to include information about UK, US and international accounting terms, their grammatical properties, their potential for being combined with other words in collocations, phrases and sentences in order to meet user requirements. Data items...... of information. By identifying and analysing the users' factual and linguistic competences, user needs, use-situations and the stages involved in producing accounting texts in English as a foreign language, lexicographers will have a sound basis for designing the optimal English accounting dictionary for EFL...

  3. Monolingual accounting dictionaries for EFL text production

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    Sandro Nielsen

    2006-10-01

    Full Text Available Monolingual accounting dictionaries are important for producing financial reporting texts in English in an international setting, because of the lack of specialised bilingual dictionaries. As the intended user groups have different factual and linguistic competences, they require specific types of information. By identifying and analysing the users' factual and linguistic competences, user needs, use-situations and the stages involved in producing accounting texts in English as a foreign language, lexicographers will have a sound basis for designing the optimal English accounting dictionary for EFL text production. The monolingual accounting dictionary needs to include information about UK, US and international accounting terms, their grammatical properties, their potential for being combined with other words in collocations, phrases and sentences in order to meet user requirements. Data items that deal with these aspects are necessary for the international user group as they produce subject-field specific and register-specific texts in a foreign language, and the data items are relevant for the various stages in text production: draft writing, copyediting, stylistic editing and proofreading.

  4. Effectiveness of Systemic Text Analysis in EFL Writing Instruction

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    Velasco Tovar, Ender

    2016-01-01

    This action research study investigates the effectiveness of a model based on the theory of systemic text analysis for the teaching of EFL writing. Employing students' pieces of writing and a teachers' survey as data collection instruments, the writing performance of a group of monolingual intermediate level adult students enrolled on a private…

  5. Text Messaging, Pragmatic Competence, and Affective Facilitation in the EFL Context: A Pilot Study

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    Haggan, Madeline

    2010-01-01

    Since text messaging is a widely popular method of communication among young people, the paper tries to investigate whether it might have some practical application in the EFL classroom. Kuwaiti EFL students asked to render a mixture of text messages written by their peers and native English speakers into Standard English produced a large number…

  6. Chinese EFL Learners’ Decision-making While Evaluating Peers’ Texts

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    Jingjing Ma

    2010-12-01

    Full Text Available Approaching peer review from a process and contextualized perspective, this exploratory case study investigates two Chinese EFL learners’ decision-making patterns while evaluating peers’ texts in an online peer review and factors influencing these patterns. Detailed qualitative case study data were collected through think-aloud protocols, stimulated recall, semi-structured interviews, classroom observation and document analysis. Analyses indicate that the two learners with higher level of English writing proficiency to a certain extent illustrated contrasting patterns of decision-making, and yet both prioritized specific aspects of peers’ texts. Student-related factors such as perceptions of good English expository writing shaped by previous learning and assessment experiences of English (or Chinese writing, type of writing task and weaknesses of student text interacted with one another to influence the participants’ decision-making patterns. Pedagogical implications for the findings are discussed.Con un acercamiento a la revisión por pares (peer review en términos de proceso y desde una perspectiva contextualizada, este estudio de caso investiga (i los procesos de toma de decisiones de dos estudiantes Chinos de inglés como lengua extranjera (EFL al evaluar los textos producidos por sus compañeros, y (ii los factores que influyeron en la activación de dichos procesos. Los datos cualitativos del estudio se recogieron mediante protocolos de pensamiento en voz alta, entrevistas de recuerdo estimulado, entrevistas semi-estructuradas, observación en el aula y análisis de textos. Los análisis llevados a cabo indican que los dos aprendices con un nivel alto de inglés escrito presentaban patrones parcialmente distintos en sus procesos de toma de decisiones, y que priorizaban aspectos concretos de los textos de sus compañeros. A su vez, factores tales como (i las percepciones de los dos estudiantes sobre las características de un buen

  7. Asynchronous Group Review of EFL Writing: Interactions and Text Revisions

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    Saeed, Murad Abdu; Ghazali, Kamila

    2017-01-01

    The current paper reports an empirical study of asynchronous online group review of argumentative essays among nine English as foreign language (EFL) Arab university learners joining English in their first, second, and third years at the institution. In investigating online interactions, commenting patterns, and how the students facilitate text…

  8. Dictionaries for text production

    DEFF Research Database (Denmark)

    Fuertes-Olivera, Pedro; Bergenholtz, Henning

    2018-01-01

    Dictionaries for Text Production are information tools that are designed and constructed for helping users to produce (i.e. encode) texts, both oral and written texts. These can be broadly divided into two groups: (a) specialized text production dictionaries, i.e., dictionaries that only offer...... a small amount of lexicographic data, most or all of which are typically used in a production situation, e.g. synonym dictionaries, grammar and spelling dictionaries, collocation dictionaries, concept dictionaries such as the Longman Language Activator, which is advertised as the World’s First Production...... Dictionary; (b) general text production dictionaries, i.e., dictionaries that offer all or most of the lexicographic data that are typically used in a production situation. A review of existing production dictionaries reveals that there are many specialized text production dictionaries but only a few general...

  9. Lexical and Grammatical Collocations in Writing Production of EFL Learners

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    Maryam Bahardoust

    2012-05-01

    Full Text Available Lewis (1993 recognized significance of word combinations including collocations by presenting lexical approach. Because of the crucial role of collocation in vocabulary acquisition, this research set out to evaluate the rate of collocations in Iranian EFL learners' writing production across L1 and L2. In addition, L1 interference with L2 collocational use in the learner' writing samples was studied. To achieve this goal, 200 Persian EFL learners at BA level were selected. These participants were taking paragraph writing and essay writing courses in two successive semesters. As for the data analysis, mid-term, final exam, and also the assignments of L2 learners were evaluated. Because of the nominal nature of the data, chi-square test was utilized for data analysis. Then, the rate of lexical and grammatical collocations was calculated. Results showed that the lexical collocations outnumbered the grammatical collocations. Different categories of lexical collocations were also compared with regard to their frequencies in EFL writing production. The rate of the verb-noun and adjective-noun collocations appeared to be the highest and noun-verb collocations the lowest. The results also showed that L1 had both positive and negative effect on the occurrence of both grammatical and lexical collocations.

  10. Text messaging, pragmatic competence, and affective facilitation in the EFL context: A pilot study

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    Madeline Haggan

    2010-12-01

    Full Text Available Abstract Since text messaging is a widely popular method of communication among young people, the paper tries to investigate whether it might have some practical application in the EFL classroom. Kuwaiti EFL students asked to render a mixture of text messages written by their peers and native English speakers into Standard English produced a large number and variety of basic language errors. However, native English-speaking judges were unsuccessful in discriminating between the native and non-native English messages. In addition, the EFL text messages showed that the students were effectively able to achieve their pragmatic aims. Text messaging may therefore have some pedagogical use in terms of motivating the learner. This idea is supported by referring to studies in the literature on text messaging which suggest that the medium may not be as linguistically damaging as is commonly thought.

  11. A Machine Learning Approach to Measurement of Text Readability for EFL Learners Using Various Linguistic Features

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    Kotani, Katsunori; Yoshimi, Takehiko; Isahara, Hitoshi

    2011-01-01

    The present paper introduces and evaluates a readability measurement method designed for learners of EFL (English as a foreign language). The proposed readability measurement method (a regression model) estimates the text readability based on linguistic features, such as lexical, syntactic and discourse features. Text readability refers to the…

  12. From 'essay' to 'personal text': The role of genre in Norwegian EFL exam papers 1996-2011

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    Sigrid Ørevik

    2012-12-01

    Full Text Available Introduction This article investigates developments in the use of genre in Norwegian EFL exam papers for first year upper secondary school during the time period from 1996 to 2011, describing genres rendered in texts for reception (attached text material and texts for production (task options in the main exam assignment in the two curriculum periods Reform 94 and the Knowledge Promotion of 2006. Genre-related patterns are identified and compared, and the aspect of multimodality in texts for reception and production in EFL exams is discussed. Material and method Sixteen exam papers from 1996 to 2011 constitute the corpus material of the study. Genres rendered in attached text material are categorized, as well as specified and inferred genre instructions in the chief assignment for text production. The study employs a mixed method combining quantitative and qualitative analyses. Findings The results show significant changes in genres rendered in texts for reception. A few computer-generated genres are observed in the last curriculum period; but no increase in multimodal texts from R94 to LK06 is observed. The range of genres for production remains largely unchanged through the period of investigation, although the distribution among the genres changes. Moreover, genre instructions in text assignments are, to a certain extent, unclear or mixed in both curriculum periods, although more so in R94 than in LK06. Discussion and conclusion Based on these findings the article suggests further investigation and debate concerning genre awareness connected to EFL exams, among education authorities as well as among teachers and students of English.

  13. Estimating the Difficulty Level of EFL Texts: Applying Bloom’s Taxonomy of Educational Objectives

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    Natasha Pourdana

    2013-11-01

    Full Text Available The purpose of the present study was to explore the impact of difficulty level of texts on EFL learners’ reading comprehension through the application of Bloom’s cognitive taxonomy. The researchers’ primary assumption was that reading EFL texts would become more difficult as the learners’ performance proceeds from a text targeting their Knowledge abilities through the texts tapping on their Comprehension, Application, Analysis, Synthesis to Evaluation abilities. To fulfil the ultimate purpose of the research, 32 undergraduate students majoring in English translation at Islamic Azad University, Karaj Branch, Iran took part in this investigation in 2011. In addition to Comprehensive English Language Test (CELT, the participants were given a teacher–made reading comprehension test, included six short reading passages from 154 to 166 ranges of words and 30 multiple- choice items which compiled and constructed based on the six levels in the hierarchy of Bloom’s cognitive taxonomy. Analysis of Variance (ANOVA proved that except for the fifth level, the Synthesis text, the EFL learners’ performance was graded properly based on the difficulty levels expected and explored in Bloom’s levels of Cognitive Domain. The findings in this study are considerably practical in developing EFL materials and teaching reading skills and strategies.

  14. Effects of Reading Strategies and Depth of Vocabulary Knowledge on Turkish EFL Learners' Text Inferencing Skills

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    Çakir, Abdulvahit; Ünaldi, Ihsan; Arslan, Fadime Yalçin; Kiliç, Mehmet

    2016-01-01

    Within the framework of foreign language teaching and learning, reading strategies, depth of vocabulary knowledge and text inferencing skills have not been researched extensively. This study tries to fill this gap by analyzing the effects of reading strategies used by Turkish EFL learners and their depth of vocabulary knowledge on their text…

  15. Reading Strategies Used by Iranian EFL Learners While Reading Academic Texts

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    Vida Yousefian

    2015-11-01

    Full Text Available The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts. Normally, students tend to read all the information provided in reading materials. This study explores whether learners use reading strategies to assist them in reading comprehension. There was a sample of 45 English language (EFL learners from Islamic Azad University, Falavarjan Branch. The instrument utilized in this study was a survey questionnaire with 30 items including 13 global reading strategies, 8 problem solving strategies and 9 support reading strategies. The survey was going to signify how much EFL learners use each of these strategies while reading academic texts. The findings indicated that the participants used global reading strategies more (44.5% than problem solving strategies (29.0% and support reading strategies (26.5%. The results of the present study will let the instructors improve the reading strategies which are not used by EFL learners frequently. It also helps learners to promote the ability of using reading strategies and utilize the strategies in an appropriate and effective way.

  16. TEXT-BASED LEARNING (TBL TO ACTIVATE ADULT EFL LEARNERS IN LEARNING ENGLISH: A NARRATIVE INQUIRY

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    Erna Iftanti

    2017-06-01

    Full Text Available In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Post Graduate Program of State Islamic Institute of Tulungagung, Indonesia. The result of implementing this teaching model proves to be able to not only stimulate joyful learning atmosphere but to attract the students’ active participation during the EFL instructional process as well. This further brings about their better practical understanding on English language skills as their expectation. Therefore, for English lecturers, this model is pedagogically good to be implemented in their English instructional practices.

  17. Text-based Learning (Tbl) to Activate Adult Efl Learners in Learning English: a Narrative Inquiry

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    Iftanti, Erna

    2017-01-01

    In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL) model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Po...

  18. Journalistic Text Production

    DEFF Research Database (Denmark)

    Haugaard, Rikke Hartmann

    , a multiple case study investigated three professional text producers’ practices as they unfolded in their natural setting at the Spanish newspaper, El Mundo. • Results indicate that journalists’ revisions are related to form markedly more often than to content. • Results suggest two writing phases serving...... at the Spanish newspaper, El Mundo, in Madrid. The study applied a combination of quantitative and qualitative methods, i.e. keystroke logging, participant observation and retrospective interview. Results indicate that journalists’ revisions are related to form markedly more often than to content (approx. three...

  19. AN ANALYSIS OF ACEHNESE EFL STUDENTS’ GRAMMATICAL ERRORS IN WRITING RECOUNT TEXTS

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    Qudwatin Nisak M. Isa

    2017-11-01

    Full Text Available This study aims at finding empirical evidence of the most common types of grammatical errors and sources of errors in recount texts written by the first-year students of SMAS Babul Maghfirah, Aceh Besar. The subject of the study was a collection of students’ personal writing documents of recount texts about their lives experience. The students’ recount texts were analyzed by referring to Betty S. Azar classification and Richard’s theory on sources of errors. The findings showed that the total number of error is 436. Two frequent types of grammatical errors were Verb Tense and Word Choice. The major sources of error were Intralingual Error, Interference Error and Developmental Error respectively. Furthermore, the findings suggest that it is necessary for EFL teachers to apply appropriate techniques and strategies in teaching recount texts, which focus on past tense and language features of the text in order to reduce the possible errors to be made by the students.

  20. Pragmatic Difficulties in the Production of the Speech Act of Apology by Iraqi EFL Learners

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    Mehdi Falih Al-Ghazalli

    2014-12-01

    Full Text Available The purpose of this paper is to investigate the pragmatic difficulties encountered by Iraqi EFL university students in producing the speech act of apology. Although the act of apology is easy to recognize or use by native speakers of English, non-native speakers generally encounter difficulties in discriminating one speech act from another. The problem can be attributed to two factors: pragma-linguistic and socio-pragmatic knowledge. The aim of this study is(1to evaluate the socio-pragmatic level of interpreting apologies as understood and used by Iraqi EFL university learners, (2 find out the level of difficulty they experience in producing apologies and(3 detect the reasons behind such misinterpretations and misuses. It is hypothesized that the socio-pragmatic interpretation of apology tends to play a crucial role in comprehending what is intended by the speaker. However, cultural gaps can be the main reason behind the EFL learners' inaccurate production of the act of apology. To verify the aforementioned hypotheses, a test has been constructed and administered to a sample of 70 fourth-year Iraqi EFL university learners, morning classes. The subjects' responses have been collected and linguistically analyzed in the light of an eclectic model based on Deutschmann (2003 and Lazare (2004. It has been concluded that the misinterpretation or difficulty Iraqi EFL students have faced is mainly attributed to their lack of socio-pragmatic knowledge. The interference of the learnersʹ first language culture has led to non-native productions of speech act of apology.

  1. READING AUTHENTIC EFL TEXT USING VISUALIZATION AND ADVANCE ORGANIZERS IN A MULTIMEDIA LEARNING ENVIRONMENT

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    Tsuiping Chen

    2007-02-01

    Full Text Available The purpose of this experimental study was to compare the effects of different types of computer-generated visuals (static versus animated and advance organizers (descriptive versus question in enhancing comprehension and retention of a content-based lesson for learning English as a Foreign Language (EFL. Additionally, the study investigated the interactive effect of students’ existing reading proficiency level and the above-mentioned treatments on their reading comprehension achievement. Students from two EFL reading sections (N = 115 were tested on their reading proficiency and then randomly assigned to one of four computer-based instructional modules—static visual alone, animation alone, animation plus descriptive advance organizer, and animation plus question advance organizer. Once having interacted with their respective instructional materials, students then took four criterion tests immediately afterward and again four weeks later. The results showed that the animation group outperformed the static visual group in one of the four tests, and that animation embedded with a question advance organizer had a marginal effect among the four treatments in facilitating the acquisition of L2 reading comprehension both for the immediate and the delayed posttests.

  2. Process-Product Approach to Writing: the Effect of Model Essays on EFL Learners’ Writing Accuracy

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    Parastou Gholami Pasand

    2013-01-01

    Full Text Available Writing is one the most important skills in learning a foreign language. The significance of being able to write in a second or foreign language has become clearer nowadays. Accordingly, different approaches to writing such as product approach, process approach and more recently process-product approach came into existence and they have been the concern of SL/FL researchers. The aim of this study is to answer the question that whether the use of an incomplete model text in process-product approach to writing and asking the learners to complete the text rather than copying it can have a positive impact on EFL learners’ accuracy in writing. After training a number of EFL learners on using process approach, we held a two-session writing class. In the first session students wrote in the process approach, and in the second one they were given a model text to continue in the process-product approach. The writing performance of the students in these two sessions was compared in term of accuracy. Based on the students’ writing performance, we came to the conclusion that completing the model text in process-product writing can have a rather positive influence in some aspects of their writing accuracy such as punctuation, capitalization, spelling, subject-verb agreement, tense, the use of connectors, using correct pronouns and possessives. Also the results of the paired t-test indicate that using a model text to continue increased students’ writing accuracy.

  3. The Effects of Multimedia Task-Based Language Teaching on EFL Learners' Oral L2 Production

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    BavaHarji, Madhubala; Gheitanchian, Mehrnaz; Letchumanan, Krishnaveni

    2014-01-01

    This study examined the effects of tasks, with varying levels of complexity, i.e. simple, + complex and ++ complex tasks on EFL learners' oral production in a multimedia task-based language teaching environment. 57 EFL adult learners carried out a total of 12 tasks, in sets of four tasks within three different themes and different levels of…

  4. Skimming and Scanning Techniques to Assist EFL Students in Understanding English Reading Texts

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    QISMULLAH YUSUF

    2017-12-01

    Full Text Available This research aimed to find out whether the skimming and scanning techniques (SST can improve EFL students’ English reading comprehension in recount texts, especially on identifying the main ideas and detail information, in a senior high school in Meulaboh, Aceh, Indonesia. A number of 32 eleventh grade students participated in this study, and the one group pre-test and post-test design were used. Data collection was from a pre-test and a post-test. In analyzing the data, statistics was used. The results showed that the mean score of the pre-test was 45 and the post-test was 65, with 20 points of improvement. Furthermore, the result of t-test was 4.7, while the critical value of 0.05 significant level was 2.4, with the degree of freedom at 23. Since t-test>t-score, thus SST improved the students’ reading comprehension in this study. Nevertheless, the paper further discusses some setbacks while implementing SST in the classroom.

  5. EFL Speech Production: Exploring the relationship between working memory capacity and proficiency level

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    Gicele Vergine Vieira PREBIANCA

    2013-12-01

    Full Text Available The present study explores the relationship between working memory capacity (WMC and proficiency level in EFL1 speech production. Forty-one participants performed two WMC tests – the Speaking Span Test in L1 and in L2. The statistical analysis indicated both a variation on WMC scores in L2 as a function of proficiency as well as a difference between WMC scores in L1 and in L2. Findings are explained mainly in respect to the interplay between automatic and controlled processes on memory retrieval and on the development of L2 proficiency.

  6. The Use of Reading Texts to Teach Cultural Elements in EFL Classes

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    Esen GENÇ

    2017-12-01

    Full Text Available In today’s global world, the rising role of communication leads to seek for new techniques for developing language teaching process. Currently, one of the most important factors in language teaching is considering language as a whole. It is not only a set of rules, instead it is developing and changing, as well as the culture of the community. The cultural side of language is a significant part of language teaching but generally ignored. The purpose of this study is to determine the effects of using reading texts in the book titled ‘Select Readings’ to teach cultural elements in EFL classes for 1st grade students at university. For the study carried out during the academic year of 2011-2012, 30 students studying at 1st grade have been chosen randomly. In order to test the development of cultural knowledge between the pre-test and post-test applications of the students, who participated in the study, a cultural knowledge testing is used that has been designed by the researcher. The research has been conducted with pre-test post-test model without a control group method; for the analysis of the findings SPSS 15.0 software program has been used. When the results of the test which has been designed by the researcher and conducted before and after the activities analyzed, the finding gathered is as follows; There is a significant effect of teaching cultural elements in reading texts, in context, to the cultural knowledge of the university students.

  7. AGE-RELATED DIFFERENCES IN THE DEVELOPMENT OF WRITTEN PRODUCTION. AN EMPIRICAL STUDY OF EFL SCHOOL LEARNERS'

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    Maria Luz Celaya

    2001-12-01

    Full Text Available The aim of this paper is to analyse the development of the written production of two groups of EFL leamers (N = 63 in a school context. The two groups started instruction at different ages (8 and 11, respectively. Their written production was measured afier 200 and 416 hours of instruction. and analysed longitudinally. Both intragroup and intergroup analyses were carried out a to analyse the development of the participants' written production as measured by three indicators of writing proficiency (fluency, complexity and accuracy; and b to ascertain whether the differences observed (both in terms of attainment and rate of development could be attributed to the age at which the groups of participants initiated their contact with the L2. Results show that not all the areas of writing proficiency (fluency, complexity and accuracy develop in parallel and that an earlier start does not seem to show clear advantages in the development of EFL written production.

  8. Reading Authentic EFL Text Using Visualization and Advance Organizers in a Multimedia Learning Environment

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    Lin, Huifen; Chen, Tsuiping

    2007-01-01

    The purpose of this experimental study was to compare the effects of different types of computer-generated visuals (static versus animated) and advance organizers (descriptive versus question) in enhancing comprehension and retention of a content-based lesson for learning English as a Foreign Language (EFL). Additionally, the study investigated…

  9. Impact of multimodality in reading comprehension of narrative texts in English as a foreign language (EFL in undergraduate students

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    Fernando Vera Millalén

    2014-11-01

    Full Text Available This research seeks to compare the effect that monomodal and multimodal tests have on the reading comprehension level of English-written narrative texts that EFL learners achieve at a private Chilean university. For this purpose, a quasi-experiment was performed, using a monomodal reading comprehension test and another multimodal one, with intact groups. The experimental group took the multimodal format test, while the control group took the monomodal format test. The interest of this research focused on the need to integrate multimodal texts in L2 reading comprehension. The results endorse the hypothesis that students reach higher comprehension levels in multimodal reading comprehension tests.

  10. READING AUTHENTIC EFL TEXT USING VISUALIZATION AND ADVANCE ORGANIZERS IN A MULTIMEDIA LEARNING ENVIRONMENT

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    Tsuiping Chen; Huifen Lin

    2007-01-01

    The purpose of this experimental study was to compare the effects of different types of computer-generated visuals (static versus animated) and advance organizers (descriptive versus question) in enhancing comprehension and retention of a content-based lesson for learning English as a Foreign Language (EFL). Additionally, the study investigated the interactive effect of students’ existing reading proficiency level and the above-mentioned treatments on their reading comprehension achievement. ...

  11. Effects of Comprehension and Production-Based Tasks on Learning Morphosyntax by University EFL Students

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    Nasser Gardaoui

    2016-06-01

    Full Text Available This article presents the results of an experimental study investigating the differential effects of two grammar-teaching options on learning tense and grammatical aspect. The treatment conditions were implemented with young adult Algerian EFL learners in two first-semester classes at the university level.The first group was given comprehension practice only. The second group was given both comprehension and production practice.Descriptive statistics indicated that the second group outperformed the first group. However, the statistical analysis (Anova revealed that the instructional effect did not amount to statistically significant learning gains. Pedagogically, the results of the study seem to support the use of output practice as well as input-based practice in the classroom. It is necessary to carry out research on other aspects of language in other similar contexts in order to know which activities of comprehension or production are most effective.

  12. Modelling text as process a dynamic approach to EFL classroom discourse

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    Yang, Xueyan

    2010-01-01

    A discourse analysis that is not based on grammar is likely to end up as a running commentary on a text, whereas a grammar-based one tends to treat text as a finished product rather than an on-going process. This book offers an approach to discourse analysis that is both grammar-based and oriented towards text as process. It proposes a model called TEXT TYPE within the framework of Hallidayan systemic-functional linguistics, which views grammatical choices in a text not as elements that combine to form a clause structure, but as semantic features that link successive clauses into an unfolding

  13. Effective Strategies for Turning Receptive Vocabulary into Productive Vocabulary in EFL Context

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    Faraj, Avan Kamal Aziz

    2015-01-01

    Vocabulary acquisition has been a main concern of EFL English teachers and learners. There have been tons of research to examine the student's level of receptive vocabulary and productive vocabulary, but no research has conducted on how turning receptive vocabulary into productive vocabulary. This study has reported the impact of the teaching…

  14. Monitoring interaction and collective text production through text mining

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    Macedo, Alexandra Lorandi

    2014-04-01

    Full Text Available This article presents the Concepts Network tool, developed using text mining technology. The main objective of this tool is to extract and relate terms of greatest incidence from a text and exhibit the results in the form of a graph. The Network was implemented in the Collective Text Editor (CTE which is an online tool that allows the production of texts in synchronized or non-synchronized forms. This article describes the application of the Network both in texts produced collectively and texts produced in a forum. The purpose of the tool is to offer support to the teacher in managing the high volume of data generated in the process of interaction amongst students and in the construction of the text. Specifically, the aim is to facilitate the teacher’s job by allowing him/her to process data in a shorter time than is currently demanded. The results suggest that the Concepts Network can aid the teacher, as it provides indicators of the quality of the text produced. Moreover, messages posted in forums can be analyzed without their content necessarily having to be pre-read.

  15. Analyses of Receptive and Productive Korean EFL Vocabulary: Computer-Based Vocabulary Learning Program

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    Kim, Scott Sungki

    2013-01-01

    The present research study investigated the effects of 8 versions of a computer-based vocabulary learning program on receptive and productive knowledge levels of college students. The participants were 106 male and 103 female Korean EFL students from Kyungsung University and Kwandong University in Korea. Students who participated in versions of…

  16. Teaching the Academic Argument in a University EFL Environment

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    Bacha, Nahla Nola

    2010-01-01

    An educational challenge that many university EFL students face is the production of written academic arguments as part of their required essays. Although the importance of argumentative writing in education is uncontested, and research shows that EFL students find difficulties in producing such texts, it is not adequately dealt with for the L1…

  17. The Effect of Different Modes of English Captioning on EFL learners’ General Listening Comprehension: Full text Vs. Keyword Captions

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    Sorayya Behroozizad

    2015-08-01

    Full Text Available This study investigated the effect of different modes of English captioning on EFL learners’ general listening comprehension. To this end, forty five intermediate-level learners were selected based on their scores on a standardized English proficiency test (PET to carry out the study. Then, the selected participants were randomly assigned into two experimental groups (full-captions and keyword-captions and one control group (no-captions. Research instrumentation included a pre-test and a post-test following an experimental design. Participants took a pre-test and a post-test containing 50 multiple-choice questions (25question for pre-test and 25 question for post-test selected from a standard listening test PET, and also 15 treatment sessions. The findings showed significant differences among full-captions, keyword-captions, and no-captions in terms of their effect on learners’ general listening comprehension. This study provided some pedagogical implications for teaching listening through using different modes of captions. Keywords: Caption, full caption, keyword caption, listening comprehension

  18. Text comprehension and production in university students: text reformulation

    OpenAIRE

    Tittarelli, Ana María; Piacente, Telma

    2006-01-01

    This paper sets out to report on findings about features of task-specific reformulation observed in university students in the middle stretch of the Psychology degree course (N=58) and in a reference group of students from the degree courses in Modern Languages, Spanish and Library Studies (N=33) from the National University of La Plata (Argentina). Three types of reformulation were modeled: summary reformulation, comprehensive and productive reformulation.The study was based on a corpus of 6...

  19. COMIC STRIPS:A STUDY ON THE TEACHING OF WRITING NARRATIVE TEXTS TO INDONESIAN EFL STUDENTS

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    Fika Megawati

    2012-07-01

    Full Text Available Comic strips are proposed in the teaching of writing not only because of their appealing forms, but also due to their salient features as media to present content, organization and grammatical aspects of narrative texts. This study investigates the implementation of comic strips in teaching writing through a collaborative classroom action research at MAN Bangil. The procedures included planning, implementing, observing, and reflecting. The results show that teaching writing using comic strips through Process-Genre Based Approach (PGBA could successfully improve students’ ability in writing. The findings also reveal that comic strips’ effective implementation requires proper stories as well as sufficient teacher’s guidance during the writing process.

  20. Comic Strips: A Study on the Teaching of Writing Narrative Texts to Indonesian EFL Students

    Science.gov (United States)

    Megawati, Fika; Anugerahwati, Mirjam

    2012-01-01

    Comic strips are proposed in the teaching of writing not only because of their appealing forms, but also due to their salient features as media to present content, organization and grammatical aspects of narrative texts. This study investigates the implementation of comic strips in teaching writing through a collaborative classroom action research…

  1. Applying Transition Action Detail Strategy on Written Text of EFL Young Learners

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    Yeasy Agustina Sari

    2017-06-01

    Full Text Available Mastering English, as foreign language need a lot of time since it is a continuing process. English foreign language of young learners, however, can’t be mastered by memorizing. The young learners should have strategy, which can be used as the direction of the classroom activites to help the students enhancing of language skill, specially in writting. There were the problem to be solved in this study, namely the students have difficult to construct the written text. The strategies which were used in the learning process were boring. Hence, the researcher tried to solve students’ difficulty in written text through Transition Action Detail Strategy. This study focused on two variables. The independent variable was Transition Action Detail Strategy, meanwhile dependent variable was written text. The researcher used true experimental design which consist of control group and experimental group. The subject of this research was students of young learner at the eight grade of English Course at Payakumbuh. The result revealed that Transition Action Detail Strategy was a good strategy that can influence the students’ narrative text. By using df.70, the writer not found it in the table. Because 70 was higher than 60 and smaller than 120. Then, the results from interpolation by using df.70, it could be known that the critical value of   t-table for the 5% level was 1.990, the critical value of t-table for the 1% level was 2.638. From these all the data analysis, it can be seen that t-observed (4.763 was higher than t-table (5% =1.990, 1% = 2.638. The data confirm that t-observed  is higher than t-table, therefore it can be inferred that Ha is accepted and Ho is rejected. It means that there is significant influence of applying Transition Action Detail Strategy on Wwritten Text of Young learners.   Key words: Transition Action Detail Strategy, Young Learners, English Foreign Language, English  Course.

  2. The Effect of Different Modes of English Captioning on EFL Learners' General Listening Comprehension: Full Text vs. Keyword Captions

    Science.gov (United States)

    Behroozizad, Sorayya; Majidi, Sudabeh

    2015-01-01

    This study investigated the effect of different modes of English captioning on EFL learners' general listening comprehension. To this end, forty-five intermediate-level learners were selected based on their scores on a standardized English proficiency test (PET) to carry out the study. Then, the selected participants were randomly assigned into…

  3. The Effect of Iranian EFL Learners’ Self-generated vs. Group-generated Text-based Questions on their Reading Comprehension

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    Shawnem Kadkhodaee

    2015-05-01

    Full Text Available Reading comprehension is one of the most important skills, especially in the EFL context. One way to improve reading comprehension is through strategy use. The present study aimed at investigating the effect of question-generation strategy on learners' reading comprehension. The participants in the study were 63 intermediate students from three intact groups in Resa institute in Boukan, They were randomly assigned to two experimental and one control groups. They were given two samples of the reading section of the standardized Preliminary English Test (PET as the pre- and post-tests. The students in the experimental group A generated text-based reading comprehension questions individually, and in the experimental group B  in groups of three but the learners in the control group answered the reading comprehension questions provided in the text. The results of ANOVA revealed that the students in the experimental group B, who employed group-question generation strategy, outperformed the experimental group A, who employed individual- question generation strategy and the control group in the reading comprehension post-test. The findings can have some implications for EFL teachers and syllabus designers.

  4. The Effects of Input-Enhanced Instruction on Iranian EFL Learners' Production of Appropriate and Accurate Suggestions

    Science.gov (United States)

    Ghavamnia, M.; Eslami-Rasekh, A.; Vahid Dastjerdi, H.

    2018-01-01

    This study investigates the relative effectiveness of four types of input-enhanced instruction on the development of Iranian EFL learners' production of pragmatically appropriate and grammatically accurate suggestions. Over a 16-week course, input delivered through video clips was enhanced differently in four intact classes: (1) metapragmatic…

  5. Transmission of cultural values in the production of EFL textbooks for the Chinese primary curriculum

    OpenAIRE

    Li, Jingyi

    2012-01-01

    In the global world, cultural issues relating to the subject of English as Foreign Language (EFL) have become important. This is especially the case when considering the EFL curriculum for Chinese Primary Education. Many writers have addressed the nature of curriculum design as knowledge and cultural reproduction, but usually in the North American and European literature. This research takes these debates and relocates them in the context of China as it enters a new market e...

  6. The Place of Reading in EFL Context

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    Azize Kavlu

    2015-09-01

    Full Text Available The article aim is to shed light on the problem of reading in EFL context and also refer to non – Latin Arabic alphabet learners‘ challenges. Researcher tried to analyze myriad research articles to explore the common EFL learners‘ difficulties and problems on the way of English reading and comprehension and bunch together the implemented methods (techniques and go through generated suggestions and feasible solutions. The marshal factors will provide benefits to educators in EFL context (EFL school teachers, university lecturers, people whose concern is EFL development.

  7. From Sentence Production to Text Production: Investigating Fundamental Processes.

    Science.gov (United States)

    Fayol, Michel

    1991-01-01

    Presents a review of cognitive psychology research dealing with the organization and functioning of oral and written language production mechanisms. Discusses works dealing with the microstructural aspects of language, primarily oral production. Describes how the research perspective has evolved from modular to connectionist models. Examines the…

  8. The Effect of User-Friendly Texts vs. Impersonal and Hybrid Texts on the Reading Comprehension Ability of Iranian EFL Learners

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    Esmail Faghih

    2008-05-01

    Full Text Available This study focuses on the effect of user-friendly, impersonal, and hybrid texts on the reading comprehension ability of Iranian foreign language learners. Forty-five students of AlzahraUniversity were selected on the basis of their performance in a recent TOEFL. They were given three different texts (each group of 15 students was given one type describing the same area of English usage, which were all followed by a reading comprehension test. Also, a questionnaire containing two questions was given to the participants in order to tap their own personal feelings. Series of one-way ANOVA displayed that the mean differences among the three groups were significant at 0.05 level and the user-friendly group outperformed the other ones.

  9. THE INVESTIGATION OF PRODUCTIVE AND RECEPTIVE COMPETENCE IN V+N AND ADJ+N COLLOCATIONS AMONG INDONESIAN EFL LEARNERS

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    Saudin Saudin

    2017-05-01

    Full Text Available The important role of collocation in learners’ language proficiency has been acknowledged widely. In Systemic Functional Linguistics (SFL, collocation is known as one prominent member of the super-ordinate lexical cohesion, which contributes significantly to the textual coherence, together with grammatical cohesion and structural cohesion (Halliday & Hasan, 1985. Collocation is also viewed as the hallmark of truly advanced English learners since the higher the learners’ proficiency is, the more they tend to use collocation (Bazzaz & Samad, 2011; Hsu, 2007; Zhang, 1993. Further, knowledge of collocation is regarded as part of the native speakers’ communicative competence (Bazzaz & Samad, 2011; and lack of the knowledge is the most important sign of foreignness among foreign language learners (McArthur, 1992; McCarthy, 1990. Taking the importance of collocation into account, this study is aimed to shed light on Indonesian EFL learners’ levels of collocational competence. In the study, the collocational competence is restricted to v+n and adj+n of collocation but broken down into productive and receptive competence, about which little work has been done (Henriksen, 2013. For this purpose, 49 second-year students of an English department in a state polytechnic were chosen as the subjects. Two sets of tests (filling in the blanks and multiple-choice were administered to obtain the data of the subjects’ levels of productive and receptive competence and to gain information of which type was more problematic for the learners. The test instruments were designed by referring to Brashi’s (2006 test model, and Koya’s (2003. In the analysis of the data, interpretive-qualitative method was used primarily to obtain broad explanatory information. The data analysis showed that the scores of productive competence were lower than those of receptive competence in both v+n and adj+n collocation. The analysis also revealed that the scores of productive

  10. Pragmatic Difficulties in the Production of the Speech Act of Apology by Iraqi EFL Learners

    Science.gov (United States)

    Al-Ghazalli, Mehdi Falih; Al-Shammary, Mohanad A. Amert

    2014-01-01

    The purpose of this paper is to investigate the pragmatic difficulties encountered by Iraqi EFL university students in producing the speech act of apology. Although the act of apology is easy to recognize or use by native speakers of English, non-native speakers generally encounter difficulties in discriminating one speech act from another. The…

  11. The Effects of Simultaneous Use of Careful Online Planning and Task Repetition on Accuracy, Complexity, and Fluency in EFL Learners' Oral Production

    Science.gov (United States)

    Ahmadian, Mohammad Javad; Tavakoli, Mansoor

    2011-01-01

    This article reports on a study that was primarily aimed at investigating the effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in the oral production of learners of English as a foreign language (EFL). The effects of four planning and task repetition conditions (i.e. careful online…

  12. The Effects of Guided Careful Online Planning on Complexity, Accuracy and Fluency in Intermediate EFL Learners' Oral Production: The Case of English Articles

    Science.gov (United States)

    Ahmadian, Mohammad Javad

    2012-01-01

    The purpose of the study reported in this article was twofold: First, to see whether guided careful online planning assists intermediate learners of English as a foreign language (EFL) in accurate oral production of English articles ("an/a" and "the"); and, second, to see whether guided careful online planning has any effects…

  13. Are Emotionally Intelligent EFL Teachers More Satisfied Professionally?

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    Mohammad Hossein Hekmatzadeh

    2016-03-01

    Full Text Available Despite the fact that Intelligence Quotient (IQ is an important factor in one’s success in terms of working environment, it is believed that emotional quotient or EQ plays a more important role. With that in mind, this study investigated the relationship between emotional intelligence and job satisfaction of English as Foreign Language (EFL teachers who work at private language institutes in Iran/Shiraz. Furthermore, this study tried to answer whether there is a significant difference between emotional intelligence and job satisfaction of Iranian’s EFL teachers in terms of gender.  A 90-item Bar-On questionnaire was used to measure the teachers’ emotional intelligence; also, a modified version of Karavas’s (2010 job satisfaction scale was used to see how satisfied our teachers are with their teaching career. To answer the research question, Pearson Product-Moment Correlation Coefficient statistical test was run. The results showed that there was a positive and significant correlation between emotional intelligence and job satisfaction of EFL teachers in Iran/Shiraz. Furthermore, the results revealed that there was a statistically significant difference in emotional intelligence between EFL male and female teachers, but there was no statistically significant relationship between Iranian EFL teachers’ job satisfaction in terms of gender. Based on our findings, it is suggested that some preparatory courses aiming at enhancing the important psychological traits such as emotional intelligence should be incorporated in educational programs designed for novice teachers so that it will contribute to pedagogical improvement.

  14. Semi-Spontaneous Oral Text Production: Measurements in Clinical Practice

    Science.gov (United States)

    Lind, Marianne; Kristoffersen, Kristian Emil; Moen, Inger; Simonsen, Hanne Gram

    2009-01-01

    Functionally relevant assessment of the language production of speakers with aphasia should include assessment of connected speech production. Despite the ecological validity of everyday conversations, more controlled and monological types of texts may be easier to obtain and analyse in clinical practice. This article discusses some simple…

  15. Retextualization as a didactic resource for text production

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    Cristiane de Paula Bouzada

    2014-04-01

    Full Text Available Based on the conception of retextualization as a production of a new text from one or more base texts, we report in this article a writing activity in which public high school students retextualized the genre chronicle into other oral and written genres. The activity allowed students to work on linguistic, textual and discursive strategies from the base text and to project them into a new situation of interaction. The results suggest that it is a responsibility of formal education to create conditions for students to understand and take ownership of textual genres to become competent Portuguese Language users.

  16. Semi-spontaneous oral text production: measurements in clinical practice.

    Science.gov (United States)

    Lind, Marianne; Kristoffersen, Kristian Emil; Moen, Inger; Simonsen, Hanne Gram

    2009-12-01

    Functionally relevant assessment of the language production of speakers with aphasia should include assessment of connected speech production. Despite the ecological validity of everyday conversations, more controlled and monological types of texts may be easier to obtain and analyse in clinical practice. This article discusses some simple measurements for the analysis of semi-spontaneous oral text production by speakers with aphasia. Specifically, the measurements are related to the production of verbs and nouns, and the realization of different sentence types. The proposed measurements should be clinically relevant, easily applicable, and linguistically meaningful. The measurements have been applied to oral descriptions of the 'Cookie Theft' picture by eight monolingual Norwegian speakers, four with an anomic type of aphasia and four without any type of language impairment. Despite individual differences in both the clinical and the non-clinical group, most of the measurements seem to distinguish between speakers with and without aphasia.

  17. GPM Mission Gridded Text Products Providing Surface Precipitation Retrievals

    Science.gov (United States)

    Stocker, Erich Franz; Kelley, Owen; Huffman, George; Kummerow, Christian

    2015-04-01

    In February 2015, the Global Precipitation Measurement (GPM) mission core satellite will complete its first year in space. The core satellite carries a conically scanning microwave imager called the GPM Microwave Imager (GMI), which also has 166 GHz and 183 GHz frequency channels. The GPM core satellite also carries a dual frequency radar (DPR) which operates at Ku frequency, similar to the Tropical Rainfall Measuring Mission (TRMM) Precipitation Radar), and a new Ka frequency. The precipitation processing system (PPS) is producing swath-based instantaneous precipitation retrievals from GMI, both radars including a dual-frequency product, and a combined GMI/DPR precipitation retrieval. These level 2 products are written in the HDF5 format and have many additional parameters beyond surface precipitation that are organized into appropriate groups. While these retrieval algorithms were developed prior to launch and are not optimal, these algorithms are producing very creditable retrievals. It is appropriate for a wide group of users to have access to the GPM retrievals. However, for reseachers requiring only surface precipitation, these L2 swath products can appear to be very intimidating and they certainly do contain many more variables than the average researcher needs. Some researchers desire only surface retrievals stored in a simple easily accessible format. In response, PPS has begun to produce gridded text based products that contain just the most widely used variables for each instrument (surface rainfall rate, fraction liquid, fraction convective) in a single line for each grid box that contains one or more observations. This paper will describe the gridded data products that are being produced and provide an overview of their content. Currently two types of gridded products are being produced: (1) surface precipitation retrievals from the core satellite instruments - GMI, DPR, and combined GMI/DPR (2) surface precipitation retrievals for the partner

  18. Process-Product Approach to Writing: the Effect of Model Essays on EFL Learners’ Writing Accuracy

    OpenAIRE

    Parastou Gholami Pasand; Eshrat Bazarmaj Haghi

    2013-01-01

    Writing is one the most important skills in learning a foreign language. The significance of being able to write in a second or foreign language has become clearer nowadays. Accordingly, different approaches to writing such as product approach, process approach and more recently process-product approach came into existence and they have been the concern of SL/FL researchers. The aim of this study is to answer the question that whether the use of an incomplete model text in process-product app...

  19. Storytelling in EFL Classes

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    Emine Bala

    2015-12-01

    Full Text Available Storytelling is one of the oldest ways of education and oral tradition that is continuously being used to transfer the previous nation‘s cultures, tradition and customs. It constructs a bridge between the new and the old. Storytelling in EFL classes usually provides a meaningful context, interesting atmosphere and is used as a tool to highly motivate students. Although it seems to be mostly based on speaking, it is used to promote other skills such as writing, reading, and listening. Storytelling is mainly regarded to be grounded on imitation and repetition; nevertheless many creative activities can be implemented in the classroom since this method directs learners to use their imaginations. This study discusses the importance of storytelling as a teaching method, and it outlines the advantages of storytelling in EFL classes.

  20. Debate in EFL Classroom

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    Mirjana Želježič

    2017-06-01

    Full Text Available Relying primarily on the Common European Framework of Reference for Languages (CEFR and The National EFL Syllabus, this paper focuses on the highest ranking goals within formal foreign language (L2 education: the development of communicative competence (which the communicative paradigm regards as the most important goal of contemporary language teaching, and of critical thinking (CT ability, which is widely recognised as the main general education goal. It also points to some of the discrepancies generated by tensions between the fact that language is a social and cultural phenomenon that exists and evolves only through interaction with others, and individual-student-centred pedagogical practices of teaching (and assessment – which jeopardise the validity of these practices. Next, it links the official educational goals to the cultivation of oral interaction (rather than oral production in argumentative discursive practices in general and in structured debate formats in particular, which are proposed as an effective pedagogical method for developing CT skills and oral interactional competence in argumentative discursive events, especially on B2+ levels.

  1. What can measures of text comprehension tell us about creative text production?

    NARCIS (Netherlands)

    Bos, Lisanne T.; de Koning, Bjorn; van Wesel, F.; Boonstra, Marije; van der Schoot, Menno

    2015-01-01

    Evidence is accumulating that the level of text comprehension is dependent on the situatedness and sensory richness of a child's mental representation formed during reading. This study investigated whether these factors involved in text comprehension also serve a functional role in writing a

  2. What can measures of text comprehension tell us about creative text production?

    NARCIS (Netherlands)

    Bos, L.T.; de Koning, B.B.; van Wesel, F.; Boonstra, A. M.; van der Schoot, M.

    2015-01-01

    Evidence is accumulating that the level of text comprehension is dependent on the situatedness and sensory richness of a child’s mental representation formed during reading. This study investigated whether these factors involved in text comprehension also serve a functional role in writing a

  3. Rationalizing Oral Corrective Feedback in Sudanese EFL Classrooms

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    Bashir Abuelnour Elbashir Hussein

    2014-05-01

    Full Text Available This study is primarily investigating teachers’ perceptions about the application of oral corrective feedback in Sudanese EFL classrooms. It attempts to explore and rationalize the application of oral feedback in an EFL context, specifically in Sudan. For this purpose, a questionnaire was designed and distributed to (70 EFL secondary school teachers. An observation checklist was also used during class visits to further support the qualitative data. The results showed that EFL teachers have different views about giving oral corrective feedback. The findings also revealed that recast is the most commonly used approach, followed by elicitation and metalinguistic feedback, respectively. Clarification requests were found to be the least commonly used approach. Regarding teaching language systems, it was found that recasts is the most common approach used in teaching vocabulary and pronunciation whereas metalinguistic is highly preferred in teaching grammar. The study concluded with some relevant recommendations: First, it is the responsibility of the concerned authorities to make the school environment a better place for learning; class size and learning aids are important to help facilitate the role of the teacher in offering good quality teaching where feedback is provided for every learner. Second, educators and experts should hold regular seminars and conferences, issue magazines and periodicals on feedback and other relevant ELT topics. Moreover, teachers should be trained on how to give feedback on oral production. Finally, teachers should push students towards pair/group work because by doing so this will provide opportunities for ST-ST and T-ST feedback.

  4. Production of [Formula: see text] and [Formula: see text] in p-Pb collisions at [Formula: see text] TeV.

    Science.gov (United States)

    Adamová, D; Aggarwal, M M; Aglieri Rinella, G; Agnello, M; Agrawal, N; Ahammed, Z; Ahmad, S; Ahn, S U; Aiola, S; Akindinov, A; Alam, S N; Albuquerque, D S D; Aleksandrov, D; Alessandro, B; Alexandre, D; Alfaro Molina, R; Alici, A; Alkin, A; Alme, J; Alt, T; Altinpinar, S; Altsybeev, I; Alves Garcia Prado, C; An, M; Andrei, C; Andrews, H A; Andronic, A; Anguelov, V; Anson, C; Antičić, T; Antinori, F; Antonioli, P; Anwar, R; Aphecetche, L; Appelshäuser, H; Arcelli, S; Arnaldi, R; Arnold, O W; Arsene, I C; Arslandok, M; Audurier, B; Augustinus, A; Averbeck, R; Azmi, M D; Badalà, A; Baek, Y W; Bagnasco, S; Bailhache, R; Bala, R; Baldisseri, A; Ball, M; Baral, R C; Barbano, A M; Barbera, R; Barile, F; Barioglio, L; Barnaföldi, G G; Barnby, L S; Barret, V; Bartalini, P; Barth, K; Bartke, J; Bartsch, E; Basile, M; Bastid, N; Basu, S; Bathen, B; Batigne, G; Batista Camejo, A; Batyunya, B; Batzing, P C; Bearden, I G; Beck, H; Bedda, C; Behera, N K; Belikov, I; Bellini, F; Bello Martinez, H; Bellwied, R; Beltran, L G E; Belyaev, V; Bencedi, G; Beole, S; Bercuci, A; Berdnikov, Y; Berenyi, D; Bertens, R A; Berzano, D; Betev, L; Bhasin, A; Bhat, I R; Bhati, A K; Bhattacharjee, B; Bhom, J; Bianchi, L; Bianchi, N; Bianchin, C; Bielčík, J; Bielčíková, J; Bilandzic, A; Biro, G; Biswas, R; Biswas, S; Blair, J T; Blau, D; Blume, C; Boca, G; Bock, F; Bogdanov, A; Boldizsár, L; Bombara, M; Bonomi, G; Bonora, M; Book, J; Borel, H; Borissov, A; Borri, M; Botta, E; Bourjau, C; Braun-Munzinger, P; Bregant, M; Broker, T A; Browning, T A; Broz, M; Brucken, E J; Bruna, E; Bruno, G E; Budnikov, D; Buesching, H; Bufalino, S; Buhler, P; Buitron, S A I; Buncic, P; Busch, O; Buthelezi, Z; Butt, J B; Buxton, J T; Cabala, J; Caffarri, D; Caines, H; Caliva, A; Calvo Villar, E; Camerini, P; Capon, A A; Carena, F; Carena, W; Carnesecchi, F; Castillo Castellanos, J; Castro, A J; Casula, E A R; Ceballos Sanchez, C; Cerello, P; Chang, B; Chapeland, S; Chartier, M; Charvet, J L; Chattopadhyay, S; Chattopadhyay, S; 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    2017-01-01

    The transverse momentum distributions of the strange and double-strange hyperon resonances ([Formula: see text], [Formula: see text]) produced in p-Pb collisions at [Formula: see text] TeV were measured in the rapidity range [Formula: see text] for event classes corresponding to different charged-particle multiplicity densities, [Formula: see text]d[Formula: see text]/d[Formula: see text]. The mean transverse momentum values are presented as a function of [Formula: see text]d[Formula: see text]/d[Formula: see text], as well as a function of the particle masses and compared with previous results on hyperon production. The integrated yield ratios of excited to ground-state hyperons are constant as a function of [Formula: see text]d[Formula: see text]/d[Formula: see text]. The equivalent ratios to pions exhibit an increase with [Formula: see text]d[Formula: see text]/d[Formula: see text], depending on their strangeness content.

  5. Measurement of quarkonium production at forward rapidity in [Formula: see text] collisions at [Formula: see text]TeV.

    Science.gov (United States)

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    The inclusive production cross sections at forward rapidity of [Formula: see text], [Formula: see text], [Formula: see text](1S) and [Formula: see text](2S) are measured in [Formula: see text] collisions at [Formula: see text] with the ALICE detector at the LHC. The analysis is based on a data sample corresponding to an integrated luminosity of 1.35 pb[Formula: see text]. Quarkonia are reconstructed in the dimuon-decay channel and the signal yields are evaluated by fitting the [Formula: see text] invariant mass distributions. The differential production cross sections are measured as a function of the transverse momentum [Formula: see text] and rapidity [Formula: see text], over the ranges [Formula: see text] GeV/c for [Formula: see text], [Formula: see text] GeV/c for all other resonances and for [Formula: see text]. The measured cross sections integrated over [Formula: see text] and [Formula: see text], and assuming unpolarized quarkonia, are: [Formula: see text] [Formula: see text]b, [Formula: see text] [Formula: see text]b, [Formula: see text] nb and [Formula: see text] nb, where the first uncertainty is statistical and the second one is systematic. The results are compared to measurements performed by other LHC experiments and to theoretical models.

  6. Production of [Formula: see text] and [Formula: see text] in proton-proton collisions at [Formula: see text] 7 TeV.

    Science.gov (United States)

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Zhao, C; Zhigareva, N; Zhou, D; Zhou, F; Zhou, Y; Zhuo, Zhou; Zhu, H; Zhu, J; Zhu, X; Zichichi, A; Zimmermann, A; Zimmermann, M B; Zinovjev, G; Zoccarato, Y; Zyzak, M

    The production of the strange and double-strange baryon resonances ([Formula: see text], [Formula: see text]) has been measured at mid-rapidity ([Formula: see text][Formula: see text]) in proton-proton collisions at [Formula: see text] [Formula: see text] 7 TeV with the ALICE detector at the LHC. Transverse momentum spectra for inelastic collisions are compared to QCD-inspired models, which in general underpredict the data. A search for the [Formula: see text] pentaquark, decaying in the [Formula: see text] channel, has been carried out but no evidence is seen.

  7. The programming language EFL

    Science.gov (United States)

    Feldman, S. I.

    1978-01-01

    EFL is a comprehensive language designed to make it easy to write portable, understandable programs. It provides a rich set of data types and structures, a convenient operator set, and good control flow forms. The lexical form is easy to type and to read. Whenever possible, EFL uses the same forms that Ratfor does; in this sense EFL may be viewed as a superset of Ratfor. EFL is a well-defined language; this distinguishes it from most FORTRAN preprocessors which only add simple flow of control constructs to FORTRAN. The EFL compiler generates (possibly tailored) Standard FORTRAN as its output. EFL should catch and diagnose all syntax errors.

  8. ETHNOGRAPHIC APPROACH TO EFL/ESL RESEARCH

    Directory of Open Access Journals (Sweden)

    Nikolaus Pasassung

    2016-10-01

    Full Text Available This article shows that ethnography, as an approach, is a very useful tool to be applied in research attempting a good understanding of EFL/ESL classrooms. With reference to work done by anthropologists and classroom researchers, the pre- sent article argues that education, including EFL/ESL classrooms, can be well un- derstood by using ethnographic  approaches.  This is done by elaborating  the rele- vance of ethnography and the classroom context in the sense that ethnographic prin- ciples are applicable in describing and understanding the culture of a classroom, and EFL/ESL teaching in particular.

  9. Increasing EFL Learners’ Oral Production at a Public School Through Project-Based Learning

    Directory of Open Access Journals (Sweden)

    Ady Marcela Vaca Torres

    2017-07-01

    Full Text Available This research study examined how a group of ninth graders enhanced the speaking skill in an English as a foreign language classroom through project-based learning. Data about the experience were collected through field notes, transcripts of learners’ oral performance, and one interview. Grounded theory was implemented for data analysis, out of which three main findings emerged: (1 project-based learning encouraged students to increase oral production through lexical competence development, (2 helped them to overcome fears of speaking in L2, and (3, increased their interest in learning about their school life and community.

  10. Keep Calm and Say Sorry!: The use of Apologies by EFL Teachers in Turkish and English

    Directory of Open Access Journals (Sweden)

    Zeynep Canli

    2013-11-01

    Full Text Available The aim of the study is to investigate apology strategies used by EFL teachers in Turkish and English. For the purpose of the study, a qualitative research was carried out. The study utilized purposeful sampling. Three EFL instructors participated in this study. The data were collected via a Discourse Completion Task (DCT that had eight apology situations. Analyzing the results indicated that there was no significance difference in apology strategies used by the participants, and their L1 apology speech act strategies were not significantly different from their L2 productions. Their L1 can be said to have an effect on their use of apologies, as they transferred native Turkish norms into English. The results of the study emphasized the importance of teaching pragmatic competence in EFL. This study might be of pedagogical help and significance to teachers interested in pragmatics in general, and apology speech act in particular.

  11. ACOUSTIC MEASUREMENT ON VOWEL PRODUCTION OF ENGLISH AS A SECOND LANGUAGE BY INDONESIAN EFL LEARNERS

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    Rudha Widagsa

    2018-01-01

    Full Text Available Indonesian is the most widely spoken language in Indonesia. More than 200 million people speak the language as a first language. However, acoustic study on Indonesian learners of English (ILE production remains untouched. The purpose of this measurement is to examine the influence of first language (L1 on English vowels production as a second language (L2. Based on perceptual magnet hypothesis (PMH, ILE were predicted to produce close sounds to L1 English where the vowels are similar to Indonesian vowels. Acoustic analysis was conducted to measure the formant frequencies. This study involved five males of Indonesian speakers aged between 20-25 years old. The data of British English native speakers were taken from previous study by Hawkins & Midgley (2005. The result illustrates that the first formant frequencies (F1 which correlates to the vowel hight of Indonesian Learners of English were significantly different from the corresponding frequencies of British English vowels. Surprisingly, the significant differences in second formant (F2 of ILE were only in the production of /ɑ, ɒ, ɔ/ in which /ɑ/=p 0.002, /ɒ/ =p 0,001, /ɔ/ =p 0,03. The vowel space area of ILE was slightly less spacious than the native speakers. This study is expected to shed light in English language teaching particularly as a foreign language.

  12. Empirical Analysis of Intonation Activities in EFL Student’s Books

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    Dušan Nikolić

    2018-05-01

    Full Text Available Intonation instruction has repeatedly proved a challenge for EFL teachers, who avoid getting involved in intonation teaching more than their EFL textbooks demand from them. Since a great number of teachers rely on EFL textbooks when implementing intonation practice, the intonation activities in EFL materials are often central to their classroom. Even though the research on intonation instruction has been well-documented, few papers have explored intonation activities in EFL materials. The present study thus provides an empirical analysis of intonation activities in five EFL student’s books series by exploring the overall coverage of intonation activities across the series and the quality of these activities. The results reveal that intonation activities are underrepresented in the EFL student’s books, and that discourse intonation deserves more attention in the activities. Considerations for EFL teachers and publishers are also discussed.

  13. An Investigation into the Use of Cohesive Devises in Iranian High School EFL Textbooks

    Directory of Open Access Journals (Sweden)

    Mansour Shabani

    2015-07-01

    Full Text Available The present study aimed at probing into the use of grammatical and lexical cohesive subdevices in Iranian high school EFL textbooks. To this end, the reading sections of three high school EFL textbooks and one pre-university EFL textbook were analyzed in terms of the distribution of grammatical and lexical cohesive subdevices. The results of One-way ANOVA illustrated that: athere are no significant differences among the frequencies of grammatical cohesive subdevices across grade 1 high school EFL textbook and the pre-university EFL textbook, bthere are significant differences among the frequencies of grammatical cohesive subdevices across grades 2 and 3 high school EFL textbooks. Moreover, the results of Chi-Square test showed that the significant values of all of the lexical cohesive subdevices were higher than .05 across each of the Iranian EFL high school textbooks. These findings can be beneficial for textbook writers, materials developers and EFL teachers.

  14. The Use of EFL Authentic Materials: A Gender-Line University Teachers' Perspective

    Directory of Open Access Journals (Sweden)

    AbdulRahman Al Asmari

    2016-03-01

    Full Text Available The present study attempted to explore the role of authentic materials (henceforth AM in the interaction of the Saudi EFL university classrooms with an emphasis placed on gender-based analysis of EFL university teachers' classroom practices. Moreover, it introduces the concepts of what define AM, and presents various perceptions of researchers, teachers on their usefulness. To examine this phenomenon, Saudi EFL teachers’ perceptions about the use of authentic materials were investigated to improve English language skills at Saudi EFL university classrooms. After employing a structured questionnaire, the results indicated that Saudi EFL university teachers authenticated the significance of AM for improving language skills of Saudi EFL university students. Also, the results reflected that Saudi EFL teachers showed their preferences for the use of balanced AM and English for Academic Purposes (EAP textbooks. The findings elicited the meaningful implications for the use of AM especially for the Saudi EFL university students.

  15. Energy dependence of forward-rapidity [Formula: see text] and [Formula: see text] production in pp collisions at the LHC.

    Science.gov (United States)

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    2017-01-01

    We present results on transverse momentum ([Formula: see text]) and rapidity ([Formula: see text]) differential production cross sections, mean transverse momentum and mean transverse momentum square of inclusive [Formula: see text] and [Formula: see text] at forward rapidity ([Formula: see text]) as well as [Formula: see text]-to-[Formula: see text] cross section ratios. These quantities are measured in pp collisions at center of mass energies [Formula: see text] and 13 TeV with the ALICE detector. Both charmonium states are reconstructed in the dimuon decay channel, using the muon spectrometer. A comprehensive comparison to inclusive charmonium cross sections measured at [Formula: see text], 7 and 8 TeV is performed. A comparison to non-relativistic quantum chromodynamics and fixed-order next-to-leading logarithm calculations, which describe prompt and non-prompt charmonium production respectively, is also presented. A good description of the data is obtained over the full [Formula: see text] range, provided that both contributions are summed. In particular, it is found that for [Formula: see text] GeV/ c the non-prompt contribution reaches up to 50% of the total charmonium yield.

  16. Effects of Multimedia Task-Based Teaching and Learning Approach on EFL Learners' Accuracy, Fluency and Complexity of Oral Production

    Science.gov (United States)

    Bava Harji, Madhubala; Gheitanchian, Mehrnaz

    2017-01-01

    Albeit Task-Based Language Teaching (TBLT) has been extensively researched, there appears to be limited studies that focus on the effects of multimedia technology (MT) enhanced TBLT approach on EFL development. A study was conducted to examine the effects of a MT imbued TBLT, i.e. Multimedia Task-Based Teaching and Learning (MMTBLT) approach on…

  17. Evaluation of Two Popular EFL Coursebooks

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    Manoochehr Jafarigohar

    2013-11-01

    Full Text Available This study investigates two EFL coursebooks commonly taught in Iran, namely Topnotch and Total English. Thirty three teachers with minimum one year experience of teaching the two books evaluated them using a checklist of the evaluation of EFL coursebooks. Analysis of the obtained data by t-test showed that the difference between the two coursebooks was statistically significant in some criteria. Teachers were more satisfied with Topnotch than Total English in the criteria such as language components, tasks, activities, exercises, and critical discourse analysis features. On the other hand, they were more satisfied with Total English than the other coursebook in a criterion considered as general considerations. The difference between the two coursebooks was not significant in some criteria including structures, skills, and teacher’s manual. Findings of the study can be beneficial for the authors of the two coursebooks, EFL teachers, curriculum and material developers, administrators of language institutes, and also students interested in learning EFL.

  18. Classroom EFL Writing: The Alignment-Oriented Approach

    Science.gov (United States)

    Haiyan, Miao; Rilong, Liu

    2016-01-01

    This paper outlines the alignment-oriented approach in classroom EFL writing. Based on a review of the characteristics of the written language and comparison between the product-focused approach and the process-focused approach, the paper proposes a practical classroom procedure as to how to teach EFL writing. A follow-up empirical study is…

  19. Fostering EFL Learners' Reading Comprehension: Animation Film Technique

    Science.gov (United States)

    Torabian, Asefeh; Tajadini, Massoud

    2017-01-01

    The current study investigated the effect of implementing animation films on developing reading comprehension texts among EFL learners of a language institute in Kerman. For this purpose, two groups of pre-intermediate EFL learners were chosen (30 participants in each group). After three months of instruction, twice a week, 2story books named the…

  20. Citation Behaviors Observed in Japanese EFL Students' Argumentative Writing

    Science.gov (United States)

    Kamimura, Taeko

    2014-01-01

    Effective use of outside source texts is one of the key components of successful academic writing. This study aims at clarifying Japanese university EFL students' citation behaviors in producing argumentative writing. Twenty-six Japanese university EFL students wrote an argumentative essay. Their essays were analyzed quantitatively by six…

  1. Prompt-Type Frequency, Auditory Pattern Discrimination, and EFL Learners' Production of "WH"-Questions

    Science.gov (United States)

    McDonough, Kim; De Vleeschauwer, Jindarat

    2012-01-01

    Recently researchers have suggested that syntactic priming may facilitate the production of "wh"-questions with obligatory auxiliary verbs, particularly when learners are prompted to produce those questions with a wide variety of lexical items (McDonough & Kim, 2009; McDonough & Mackey, 2008). However, learners' ability to benefit from syntactic…

  2. Training research through EFL

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    Mardanshina Rimma M.

    2016-01-01

    Full Text Available In a globalized research market, developing students’ research skills by means of a foreign language is of particular importance. Students’ research work within the framework of the syllabus and extracurricular activities constitute the system of scientific work of students in a higher education institution. The potential of a foreign language in shaping the academic and research competence of students of Economics is revealed in the content and process aspects. Linguistics and economics as fields of scientific knowledge are reflected in the content aspect. Regarding the mode of training research, the emphasis is on reading strategies and activities aimed at fluent comprehension and handling professional and scientific information. Students’ scientific conference survey proves the potential of EFL in research activities and sheds the light on the new ways to develop research competence.

  3. Exploring students’ English production in moral dilemmas discussions through reading circles in the EFL classroom

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    HILDA ELENA PATIÑO ZEA

    2007-01-01

    Full Text Available Este artículo describe un proyecto de investigación llevado a cabo en un colegio público rural en Boyacá. El estudio pretende explorar la producción del Inglés de los estudiantes, durante la discusión de dilemas morales a través de círculos de lectura. El resultado de la investigación mostró cómo los estudiantes fueron capaces de producir ideas significativas a pesar de sus logros en el idioma extranjero, conectando sus experiencias de vida con el material de lectura dado durante las sesiones. Los círculos de lectura son un punto de partida en la innovación del contexto extranjero y una prometedora práctica pedagógica en el desarrollo de la lecto-escritura crítica. La investigadora incluye los resultados, los cuales aún están siendo analizados. Finalmente, este artículo incluye un plan de clase desarrolla- do durante un círculo de lectura y una entrevista recogida en una sesión.

  4. Investigating the of Explicit Instruction of Apology Speech Act on Pragmatic Development of Iranian EFL Learners

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    Shima Rajabi

    2015-08-01

    Full Text Available Learning a foreign language requires students to acquire both grammatical knowledge and socio-pragmatic rules of a language. Pragmatic competence as one of the most difficult aspects of language provides several challenges to L2 learners in the process of learning a foreign language. To overcome this problem, EFL teachers should find the most effective way of teaching pragmatic knowledge to their students. Accordingly, the present study investigated the effect of explicit teaching of apology speech act, as an aspect of pragmatic competence, on the Iranian EFL learners’ appropriate use of the mentioned speech act. In so doing, a total of 73 EFL students at intermediate and advanced levels participated in a pre-posttest design research with experimental and control group. Data were collected using a Discourse Completion Test (DCT. The selection of apologetic situations in DCT was based on two variables of social status and social distance. The results revealed that explicit instruction was a facilitative tool that helped students use the proper apology strategies in different situations. Moreover, it was found that L2 proficiency had a significant influence on overall appropriateness of speech act production. Keywords: Explicit instruction; Apology speech act;   Pragmatic competence; Iranian EFL learners

  5. Deeper Processing for Better EFL Reading Comprehension.

    Science.gov (United States)

    Oded, Brenda; Walters, Joel

    2001-01-01

    Investigates the extent to which tasks involving processing differences in English-as-a-foreign-language (EFL) reading result in differences in performance on comprehension. Processing differences were created by the assignment of two tasks--writing a text summary and listing the examples in the text. (Author/VWL)

  6. Production of K[Formula: see text](892)[Formula: see text] and [Formula: see text](1020) in p-Pb collisions at [Formula: see text] = 5.02 TeV.

    Science.gov (United States)

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    The production of K[Formula: see text](892)[Formula: see text] and [Formula: see text](1020) mesons has been measured in p-Pb collisions at [Formula: see text][Formula: see text] 5.02 TeV. K[Formula: see text] and [Formula: see text] are reconstructed via their decay into charged hadrons with the ALICE detector in the rapidity range [Formula: see text]. The transverse momentum spectra, measured as a function of the multiplicity, have a p[Formula: see text] range from 0 to 15 GeV/ c for K[Formula: see text] and from 0.3 to 21 GeV/ c for [Formula: see text]. Integrated yields, mean transverse momenta and particle ratios are reported and compared with results in pp collisions at [Formula: see text][Formula: see text] 7 TeV and Pb-Pb collisions at [Formula: see text][Formula: see text] 2.76 TeV. In Pb-Pb and p-Pb collisions, K[Formula: see text] and [Formula: see text] probe the hadronic phase of the system and contribute to the study of particle formation mechanisms by comparison with other identified hadrons. For this purpose, the mean transverse momenta and the differential proton-to-[Formula: see text] ratio are discussed as a function of the multiplicity of the event. The short-lived K[Formula: see text] is measured to investigate re-scattering effects, believed to be related to the size of the system and to the lifetime of the hadronic phase.

  7. A Critical Study of Iranian EFL Environment

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    Arezoo Molavi Vardanjani

    2013-12-01

    Full Text Available This paper discusses the theoretical and pedagogical issues in EFL learning and instruction to explore the research problem ‘the EFL teaching deficiencies in Iranian classrooms’. The primary aim of this study is to provide a solid overview of the second language teaching methods and approaches in the context of English as a foreign language in Iran. The theoretical issues discussed include research on the nature of the two commonly used Grammar Translation Method (GTM and Communicative Language Teaching approaches (CLT, the methodology and strategies employed in Iranian EFL classrooms and evaluating the students’ achievement from the point of view of language teachers and learners. To fulfill the aims of the study, a modified version of a BALLI questionnaire was employed. Results show that in spite of its deficiencies, both teachers and students still prefer to use the traditional GTM.

  8. Inclusive quarkonium production at forward rapidity in pp collisions at [Formula: see text]TeV.

    Science.gov (United States)

    Adam, J; Adamová, D; Aggarwal, M M; Aglieri Rinella, G; Agnello, M; Agrawal, N; Ahammed, Z; Ahn, S U; Aiola, S; Akindinov, A; Alam, S N; Aleksandrov, D; Alessandro, B; Alexandre, D; Alfaro Molina, R; Alici, A; Alkin, A; Almaraz, J R M; Alme, J; Alt, T; Altinpinar, S; Altsybeev, I; Alves Garcia Prado, C; Andrei, C; Andronic, A; Anguelov, V; Anielski, J; Antičić, T; Antinori, F; Antonioli, P; Aphecetche, L; Appelshäuser, H; Arcelli, S; Arnaldi, R; Arnold, O W; Arsene, I C; Arslandok, M; Audurier, B; Augustinus, A; Averbeck, R; Azmi, M D; Badalà, A; Baek, Y W; Bagnasco, S; Bailhache, R; Bala, R; Baldisseri, A; Baral, R C; Barbano, A M; Barbera, R; Barile, F; Barnaföldi, G G; Barnby, L S; Barret, V; Bartalini, P; Barth, K; Bartke, J; Bartsch, E; Basile, M; Bastid, N; Basu, S; Bathen, B; Batigne, G; Batista Camejo, A; Batyunya, B; Batzing, P C; Bearden, I G; Beck, H; Bedda, C; Behera, N K; Belikov, I; Bellini, F; Bello Martinez, H; Bellwied, R; Belmont, R; Belmont-Moreno, E; Belyaev, V; Bencedi, G; Beole, S; Berceanu, I; Bercuci, A; Berdnikov, Y; Berenyi, D; Bertens, R A; Berzano, D; Betev, L; Bhasin, A; Bhat, I R; Bhati, A K; Bhattacharjee, B; Bhom, J; Bianchi, L; Bianchi, N; Bianchin, C; Bielčík, J; Bielčíková, J; Bilandzic, A; Biswas, R; Biswas, S; Bjelogrlic, S; Blair, J T; Blau, D; Blume, C; Bock, F; Bogdanov, A; Bøggild, H; Boldizsár, L; Bombara, M; Book, J; Borel, H; Borissov, A; Borri, M; Bossú, F; Botta, E; Böttger, S; Bourjau, C; Braun-Munzinger, P; Bregant, M; Breitner, T; Broker, T A; Browning, T A; Broz, M; Brucken, E J; Bruna, E; Bruno, G E; Budnikov, D; Buesching, H; Bufalino, S; Buncic, P; Busch, O; Buthelezi, Z; Butt, J B; Buxton, J T; Caffarri, D; Cai, X; Caines, H; Calero Diaz, L; Caliva, A; Calvo Villar, E; Camerini, P; Carena, F; Carena, W; Carnesecchi, F; Castillo Castellanos, J; Castro, A J; Casula, E A R; Ceballos Sanchez, C; Cepila, J; Cerello, P; Cerkala, J; Chang, B; Chapeland, S; Chartier, M; Charvet, J L; Chattopadhyay, S; Chattopadhyay, S; Chelnokov, V; Cherney, M; Cheshkov, C; Cheynis, B; Chibante Barroso, V; Chinellato, D D; Cho, S; Chochula, P; Choi, K; Chojnacki, M; Choudhury, S; Christakoglou, P; Christensen, C H; Christiansen, P; Chujo, T; Chung, S U; Cicalo, C; Cifarelli, L; Cindolo, F; Cleymans, J; Colamaria, F; Colella, D; Collu, A; Colocci, M; Conesa Balbastre, G; Conesa Del Valle, Z; Connors, M E; Contreras, J G; Cormier, T M; Corrales Morales, Y; Cortés Maldonado, I; Cortese, P; Cosentino, M R; Costa, F; Crochet, P; Cruz Albino, R; Cuautle, E; Cunqueiro, L; Dahms, T; Dainese, A; Danu, A; Das, D; Das, I; Das, S; Dash, A; Dash, S; De, S; De Caro, A; de Cataldo, G; de Conti, C; de Cuveland, J; De Falco, A; De Gruttola, D; De Marco, N; De Pasquale, S; Deisting, A; Deloff, A; Dénes, E; Deplano, C; Dhankher, P; Di Bari, D; Di Mauro, A; Di Nezza, P; Diaz Corchero, M A; Dietel, T; Dillenseger, P; Divià, R; Djuvsland, Ø; Dobrin, A; Domenicis Gimenez, D; Dönigus, B; Dordic, O; Drozhzhova, T; Dubey, A K; Dubla, A; Ducroux, L; Dupieux, P; Ehlers, R J; Elia, D; Engel, H; Epple, E; Erazmus, B; Erdemir, I; Erhardt, F; Espagnon, B; Estienne, M; Esumi, S; Eum, J; Evans, D; Evdokimov, S; Eyyubova, G; Fabbietti, L; Fabris, D; Faivre, J; Fantoni, A; Fasel, M; Feldkamp, L; Feliciello, A; Feofilov, G; Ferencei, J; Fernández Téllez, A; Ferreiro, E G; Ferretti, A; Festanti, A; Feuillard, V J G; Figiel, J; Figueredo, M A S; Filchagin, S; Finogeev, D; Fionda, F M; Fiore, E M; Fleck, M G; Floris, M; Foertsch, S; Foka, P; Fokin, S; Fragiacomo, E; Francescon, A; Frankenfeld, U; Fuchs, U; Furget, C; Furs, A; Fusco Girard, M; Gaardhøje, J J; Gagliardi, M; Gago, A M; Gallio, M; Gangadharan, D R; Ganoti, P; Gao, C; Garabatos, C; Garcia-Solis, E; Gargiulo, C; Gasik, P; Gauger, E F; Germain, M; Gheata, A; Gheata, M; Ghosh, P; Ghosh, S K; Gianotti, P; Giubellino, P; Giubilato, P; Gladysz-Dziadus, E; Glässel, P; Goméz Coral, D M; Gomez Ramirez, A; Gonzalez, V; González-Zamora, P; Gorbunov, S; Görlich, L; Gotovac, S; Grabski, V; Grachov, O A; Graczykowski, L K; Graham, K L; Grelli, A; Grigoras, A; Grigoras, C; Grigoriev, V; Grigoryan, A; Grigoryan, S; Grinyov, B; Grion, N; Gronefeld, J M; Grosse-Oetringhaus, J F; Grossiord, J-Y; Grosso, R; Guber, F; Guernane, R; Guerzoni, B; Gulbrandsen, K; Gunji, T; Gupta, A; Gupta, R; Haake, R; Haaland, Ø; Hadjidakis, C; Haiduc, M; Hamagaki, H; Hamar, G; Harris, J W; Harton, A; Hatzifotiadou, D; Hayashi, S; Heckel, S T; Heide, M; Helstrup, H; Herghelegiu, A; Herrera Corral, G; Hess, B A; Hetland, K F; Hillemanns, H; Hippolyte, B; Hosokawa, R; Hristov, P; Huang, M; Humanic, T J; Hussain, N; Hussain, T; Hutter, D; Hwang, D S; Ilkaev, R; Inaba, M; Ippolitov, M; Irfan, M; Ivanov, M; Ivanov, V; Izucheev, V; Jacobs, P M; Jadhav, M B; Jadlovska, S; Jadlovsky, J; Jahnke, C; Jakubowska, M J; Jang, H J; Janik, M A; Jayarathna, P H S Y; Jena, C; Jena, S; Jimenez Bustamante, R T; Jones, P G; Jung, H; Jusko, A; Kalinak, P; Kalweit, A; Kamin, J; Kang, J H; Kaplin, V; Kar, S; Karasu Uysal, A; Karavichev, O; Karavicheva, T; Karayan, L; Karpechev, E; Kebschull, U; Keidel, R; Keijdener, D L D; Keil, M; Mohisin Khan, M; Khan, P; Khan, S A; Khanzadeev, A; Kharlov, Y; Kileng, B; Kim, D W; Kim, D J; Kim, D; Kim, H; Kim, J S; Kim, M; Kim, M; Kim, S; Kim, T; Kirsch, S; Kisel, I; Kiselev, S; Kisiel, A; Kiss, G; Klay, J L; Klein, C; Klein, J; Klein-Bösing, C; Klewin, S; Kluge, A; Knichel, M L; Knospe, A G; Kobayashi, T; Kobdaj, C; Kofarago, M; Kollegger, T; Kolojvari, A; Kondratiev, V; Kondratyeva, N; Kondratyuk, E; Konevskikh, A; Kopcik, M; Kour, M; Kouzinopoulos, C; Kovalenko, O; Kovalenko, V; Kowalski, M; Koyithatta Meethaleveedu, G; Králik, I; Kravčáková, A; Kretz, M; Krivda, M; Krizek, F; Kryshen, E; Krzewicki, M; Kubera, A M; Kučera, V; Kuhn, C; Kuijer, P G; Kumar, A; Kumar, J; Kumar, L; Kumar, S; Kurashvili, P; Kurepin, A; Kurepin, A B; Kuryakin, A; Kweon, M J; Kwon, Y; La Pointe, S L; La Rocca, P; Ladron de Guevara, P; Lagana Fernandes, C; Lakomov, I; Langoy, R; Lara, C; Lardeux, A; Lattuca, A; Laudi, E; Lea, R; Leardini, L; Lee, G R; Lee, S; Lehas, F; Lemmon, R C; Lenti, V; Leogrande, E; León Monzón, I; León Vargas, H; Leoncino, M; Lévai, P; Li, S; Li, X; Lien, J; Lietava, R; Lindal, S; Lindenstruth, V; Lippmann, C; Lisa, M A; Ljunggren, H M; Lodato, D F; Loenne, P I; Loginov, V; Loizides, C; Lopez, X; López Torres, E; Lowe, A; Luettig, P; Lunardon, M; Luparello, G; Maevskaya, A; Mager, M; Mahajan, S; Mahmood, S M; Maire, A; Majka, R D; Malaev, M; Maldonado Cervantes, I; Malinina, L; Mal'Kevich, D; Malzacher, P; Mamonov, A; Manko, V; Manso, F; Manzari, V; Marchisone, M; Mareš, J; Margagliotti, G V; Margotti, A; Margutti, J; Marín, A; Markert, C; Marquard, M; Martin, N A; Martin Blanco, J; Martinengo, P; Martínez, M I; Martínez García, G; Martinez Pedreira, M; Mas, A; Masciocchi, S; Masera, M; Masoni, A; Massacrier, L; Mastroserio, A; Matyja, A; Mayer, C; Mazer, J; Mazzoni, M A; Mcdonald, D; Meddi, F; Melikyan, Y; Menchaca-Rocha, A; Meninno, E; Mercado Pérez, J; Meres, M; Miake, Y; Mieskolainen, M M; Mikhaylov, K; Milano, L; Milosevic, J; Minervini, L M; Mischke, A; Mishra, A N; Miśkowiec, D; Mitra, J; Mitu, C M; Mohammadi, N; Mohanty, B; Molnar, L; Montaño Zetina, L; Montes, E; Moreira De Godoy, D A; Moreno, L A P; Moretto, S; Morreale, A; Morsch, A; Muccifora, V; Mudnic, E; Mühlheim, D; Muhuri, S; Mukherjee, M; Mulligan, J D; Munhoz, M G; Munzer, R H; Murray, S; Musa, L; Musinsky, J; Naik, B; Nair, R; Nandi, B K; Nania, R; Nappi, E; Naru, M U; Natal da Luz, H; Nattrass, C; Nayak, K; Nayak, T K; Nazarenko, S; Nedosekin, A; Nellen, L; Ng, F; Nicassio, M; Niculescu, M; Niedziela, J; Nielsen, B S; Nikolaev, S; Nikulin, S; Nikulin, V; Noferini, F; Nomokonov, P; Nooren, G; Noris, J C C; Norman, J; Nyanin, A; Nystrand, J; Oeschler, H; Oh, S; Oh, S K; Ohlson, A; Okatan, A; Okubo, T; Olah, L; Oleniacz, J; Oliveira Da Silva, A C; Oliver, M H; Onderwaater, J; Oppedisano, C; Orava, R; Ortiz Velasquez, A; Oskarsson, A; Otwinowski, J; Oyama, K; Ozdemir, M; Pachmayer, Y; Pagano, P; Paić, G; Pal, S K; Pan, J; Pandey, A K; Papcun, P; Papikyan, V; Pappalardo, G S; Pareek, P; Park, W J; Parmar, S; Passfeld, A; Paticchio, V; Patra, R N; Paul, B; Pei, H; Peitzmann, T; Pereira Da Costa, H; Pereira De Oliveira Filho, E; Peresunko, D; Pérez Lara, C E; Perez Lezama, E; Peskov, V; Pestov, Y; Petráček, V; Petrov, V; Petrovici, M; Petta, C; Piano, S; Pikna, M; Pillot, P; Pinazza, O; Pinsky, L; Piyarathna, D B; Płoskoń, M; Planinic, M; Pluta, J; Pochybova, S; Podesta-Lerma, P L M; Poghosyan, M G; Polichtchouk, B; Poljak, N; Poonsawat, W; Pop, A; Porteboeuf-Houssais, S; Porter, J; Pospisil, J; Prasad, S K; Preghenella, R; Prino, F; Pruneau, C A; Pshenichnov, I; Puccio, M; Puddu, G; Pujahari, P; Punin, V; Putschke, J; Qvigstad, H; Rachevski, A; Raha, S; Rajput, S; Rak, J; Rakotozafindrabe, A; Ramello, L; Rami, F; Raniwala, R; Raniwala, S; Räsänen, S S; Rascanu, B T; Rathee, D; Read, K F; Redlich, K; Reed, R J; Rehman, A; Reichelt, P; Reidt, F; Ren, X; Renfordt, R; Reolon, A R; Reshetin, A; Revol, J-P; Reygers, K; Riabov, V; Ricci, R A; Richert, T; Richter, M; Riedler, P; Riegler, W; Riggi, F; Ristea, C; Rocco, E; Rodríguez Cahuantzi, M; Rodriguez Manso, A; Røed, K; Rogochaya, E; Rohr, D; Röhrich, D; Romita, R; Ronchetti, F; Ronflette, L; Rosnet, P; Rossi, A; Roukoutakis, F; Roy, A; Roy, C; Roy, P; Rubio Montero, A J; Rui, R; Russo, R; Ryabinkin, E; Ryabov, Y; Rybicki, A; Sadovsky, S; Šafařík, K; Sahlmuller, B; Sahoo, P; Sahoo, R; Sahoo, S; Sahu, P K; Saini, J; Sakai, S; Saleh, M A; Salzwedel, J; Sambyal, S; Samsonov, V; Šándor, L; Sandoval, A; Sano, M; Sarkar, D; Scapparone, E; Scarlassara, F; Schiaua, C; Schicker, R; Schmidt, C; Schmidt, H R; Schuchmann, S; Schukraft, J; Schulc, M; Schuster, T; Schutz, Y; Schwarz, K; Schweda, K; Scioli, G; Scomparin, E; Scott, R; Šefčík, M; Seger, J E; Sekiguchi, Y; Sekihata, D; Selyuzhenkov, I; Senosi, K; Senyukov, S; Serradilla, E; Sevcenco, A; Shabanov, A; Shabetai, A; Shadura, O; Shahoyan, R; Shangaraev, A; Sharma, A; Sharma, M; Sharma, M; Sharma, N; Shigaki, K; Shtejer, K; Sibiriak, Y; Siddhanta, S; Sielewicz, K M; Siemiarczuk, T; Silvermyr, D; Silvestre, C; Simatovic, G; Simonetti, G; Singaraju, R; Singh, R; Singha, S; Singhal, V; Sinha, B C; Sinha, T; Sitar, B; Sitta, M; Skaali, T B; Slupecki, M; Smirnov, N; Snellings, R J M; Snellman, T W; Søgaard, C; Song, J; Song, M; Song, Z; Soramel, F; Sorensen, S; Sozzi, F; Spacek, M; Spiriti, E; Sputowska, I; Spyropoulou-Stassinaki, M; Stachel, J; Stan, I; Stefanek, G; Stenlund, E; Steyn, G; Stiller, J H; Stocco, D; Strmen, P; Suaide, A A P; Sugitate, T; Suire, C; Suleymanov, M; Suljic, M; Sultanov, R; Šumbera, M; Szabo, A; Szanto de Toledo, A; Szarka, I; Szczepankiewicz, A; Szymanski, M; Tabassam, U; Takahashi, J; Tambave, G J; Tanaka, N; Tangaro, M A; Tarhini, M; Tariq, M; Tarzila, M G; Tauro, A; Tejeda Muñoz, G; Telesca, A; Terasaki, K; Terrevoli, C; Teyssier, B; Thäder, J; Thomas, D; Tieulent, R; Timmins, A R; Toia, A; Trogolo, S; Trombetta, G; Trubnikov, V; Trzaska, W H; Tsuji, T; Tumkin, A; Turrisi, R; Tveter, T S; Ullaland, K; Uras, A; Usai, G L; Utrobicic, A; Vajzer, M; Vala, M; Valencia Palomo, L; Vallero, S; Van Der Maarel, J; Van Hoorne, J W; van Leeuwen, M; Vanat, T; Vande Vyvre, P; Varga, D; Vargas, A; Vargyas, M; Varma, R; Vasileiou, M; Vasiliev, A; Vauthier, A; Vechernin, V; Veen, A M; Veldhoen, M; Velure, A; Venaruzzo, M; Vercellin, E; Vergara Limón, S; Vernet, R; Verweij, M; Vickovic, L; Viesti, G; Viinikainen, J; Vilakazi, Z; Villalobos Baillie, O; Villatoro Tello, A; Vinogradov, A; Vinogradov, L; Vinogradov, Y; Virgili, T; Vislavicius, V; Viyogi, Y P; Vodopyanov, A; Völkl, M A; Voloshin, K; Voloshin, S A; Volpe, G; von Haller, B; Vorobyev, I; Vranic, D; Vrláková, J; Vulpescu, B; Vyushin, A; Wagner, B; Wagner, J; Wang, H; Wang, M; Watanabe, D; Watanabe, Y; Weber, M; Weber, S G; Weiser, D F; Wessels, J P; Westerhoff, U; Whitehead, A M; Wiechula, J; Wikne, J; Wilde, M; Wilk, G; Wilkinson, J; Williams, M C S; Windelband, B; Winn, M; Yaldo, C G; Yang, H; Yang, P; Yano, S; Yasar, C; Yin, Z; Yokoyama, H; Yoo, I-K; Yoon, J H; Yurchenko, V; Yushmanov, I; Zaborowska, A; Zaccolo, V; Zaman, A; Zampolli, C; Zanoli, H J C; Zaporozhets, S; Zardoshti, N; Zarochentsev, A; Závada, P; Zaviyalov, N; Zbroszczyk, H; Zgura, I S; Zhalov, M; Zhang, H; Zhang, X; Zhang, Y; Zhang, C; Zhang, Z; Zhao, C; Zhigareva, N; Zhou, D; Zhou, Y; Zhou, Z; Zhu, H; Zhu, J; Zichichi, A; Zimmermann, A; Zimmermann, M B; Zinovjev, G; Zyzak, M

    2016-01-01

    We report on the inclusive production cross sections of [Formula: see text], [Formula: see text], [Formula: see text](1S), [Formula: see text](2S) and [Formula: see text](3S), measured at forward rapidity with the ALICE detector in [Formula: see text] collisions at a center-of-mass energy [Formula: see text] TeV. The analysis is based on data collected at the LHC and corresponds to an integrated luminosity of 1.23 pb[Formula: see text]. Quarkonia are reconstructed in the dimuon-decay channel. The differential production cross sections are measured as a function of the transverse momentum [Formula: see text] and rapidity y , over the [Formula: see text] ranges [Formula: see text] GeV/ c for [Formula: see text], [Formula: see text] GeV/ c for all other resonances, and for [Formula: see text]. The cross sections, integrated over [Formula: see text] and y , and assuming unpolarized quarkonia, are [Formula: see text] [Formula: see text]b, [Formula: see text] [Formula: see text]b, [Formula: see text] nb, [Formula: see text] nb and [Formula: see text] nb, where the first uncertainty is statistical and the second one is systematic. These values agree, within at most [Formula: see text], with measurements performed by the LHCb collaboration in the same rapidity range.

  9. EDUCATION POLICY AND EFL CURRICULUM IN INDONESIA: BETWEEN THE COMMITMENT TO COMPETENCE AND THE QUEST FOR HIGHER TEST SCORES

    Directory of Open Access Journals (Sweden)

    Anita Lie

    2007-01-01

    Full Text Available Education policies and curricula provide the context and specific expectations that drive student learning and achievement towards a sustainable future. The underlying policies and practices in the EFL classrooms do not always match consistently. There is an emerging need to counterbalance the power of policymakers in ensuring that balanced, pedagogically sound education policies and EFL curriculum are produced, carried out, and monitored. As one of civil society organizations, TEFLIN is well positioned to serve that mission. TEFLIN may take the initiative to engage in the EFL curriculum review project, EFL curriculum design, and reform in EFL teacher education and certification.

  10. EFL Learner Collaborative Interaction in Second Life

    Science.gov (United States)

    Peterson, Mark

    2012-01-01

    This paper reports on the task-based interaction of English as a Foreign Language (EFL) learners in the 3D multiuser virtual environment (MUVE) Second Life. The discussion first explores research on the precursors of MUVEs, text-based 2D virtual worlds known as MOOs. This is followed by an examination of studies on the use of MUVEs in Computer…

  11. The Relationship between Oral Narrative Production and Expository Text Comprehension of Fifth-Grade Students

    Science.gov (United States)

    Marron, Jill K.

    2017-01-01

    The purpose of this study is to determine if there is a relationship between oral narrative production and the reading comprehension of expository text. The research questions are: (1) What is the relationship between oral narrative production and reading comprehension of expository text in fifth-grade students?; (2) Which components of oral…

  12. Age of Acquisition Effects in Chinese EFL learners’ Delexicalized Verb and Collocation Acquisition

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    Miao Haiyan

    2015-05-01

    Full Text Available This paper investigates age of acquisition (AoA effects and the acquisition of delexicalized verbs and collocations in Chinese EFL learners, and explores the underlying reasons from the connectionist model for these learners’ acquisition characteristics. The data were collected through a translation test consisted of delexialized verb information section and English-Chinese and Chinese-English collocation parts, aiming to focus on Chinese EFL learners’ receptive and productive abilities respectively. As Chinese EFL is a nationally classroom-based practice beginning from early primary school, the pedagogical value and different phases of acquisition are thus taken into consideration in designing the translation test. Research results show that the effects of AoA are significant not only in the learners’ acquisition of individual delexicalized verbs but also in delexicalized collocations. Although learners have long begun to learn delexicalized verbs, their production indicates that early learning does not guarantee total acquisition, because their grasp of delexicalized verbs still stay at the senior middle school level. AoA effects significantly affect the recognition but not the production of collocations. Furthermore, a plateau effect occurs in learners’ acquisition of college-level delexicalized collocations, as their recognition and production have no processing advantages over earlier learned collocations.

  13. High or low context culture in the EFL classroom?

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    Melih KARAKUZU

    2016-04-01

    Full Text Available Intercultural communicative competence (ICC and high-low context culture situations are important for both EFL/ESL teachers and their students. In the EFL context, tertiary level students in Turkey are taught by both native and non-native English speakers, which might be challenging for foreign language students as it causes potential communication breakdowns in the classroom. By regarding cultural values, there is a need to examine how EFL tertiary level students successfully negotiate these cultural differences and how both native and non-native English-speaking teachers might respond to them in classroom situations. This study aimed to investigate what culture group the EFL tertiary level students belong to and to explore to what extent high- and low-context culture situations affect the EFL tertiary level students’ communication in the classroom. The participants of the study included 50 EFL tertiary level students, and 15 native and non-native English instructors at a state university in Turkey. The data were collected using the “High or Low Context Culture Questionnaire” (Hall, 1976, and semi structured interviews. A coding and classifying approach (Gay, Mills, & Airasian, 2012 was used for the data analysis. Three categories of cultural conflicts; misperception, misinterpretation, and misevaluation in communication were identified. The result of the current research is important for EFL tertiary level students, TESOL and ESOL teachers. Building ICC helps EFL/ESL students perceive information across cultures, develop strategies in communication and overcome challenging situations in various contexts. Future research in other EFL/ESL contexts would help to expand the findings of the current study.

  14. Benefits of Using Vocabulary Flash Cards in an EFL Classroom

    OpenAIRE

    Jonathan, Aliponga; Christopher C, Johnston

    2013-01-01

    This paper was written to research and advocate the use of English word cards withregard to vocabulary acquisition and English productive and receptive competency. Also,student perceptions of using and making word cards will be examined to show theimportance of including a word card policy in an EFL classroom. Despite all the positiveresearch done on word cards, it is surprising how many Japanese EFL students do notutilize word cards in their English studies. For this research, 108 students f...

  15. Fostering EFL Learners’ Reading Comprehension: Animation Film Technique

    OpenAIRE

    Asefeh Torabian; Massoud Tajadini

    2017-01-01

    The current study investigated the effect of implementing animation films on developing reading comprehension texts among EFL learners of a language institute in Kerman. For this purpose, two groups of pre-intermediate EFL learners were chosen (30 participants in each group). After three months of instruction, twice a week, 2story books named the "Good Dinosaur" and "Little Prince" including totally 20 chapters in both groups and animation films including 60 minutes divided into 6 to 7 minute...

  16. Developing Standards for EFL in Indonesia as Part of the EFL Teaching Reform

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    Suwarsih Madya

    2002-01-01

    Full Text Available Abstract: The teaching of English in Indonesia has so far been unable to reach its declared goal, which is the students' mastery of the English macro skills listening, speaking, reading, writing. Various factors have certainly contributed to this failure, but the highly centralized curriculum has been one of the many to be blamed for it. The new system of regional autonomy gives ample opportunity to schools/ regions to develop their own curricula. This will lead to the need for the establishment of standard of English to ensure the achievement of the ultimate goal of teaching English throughout the country. This paper suggests that the development of standards for English should involve as many parties concerned as possible, including EFL teachers, EFL teacher educators, and users of school graduates. Another suggestion made related to the aspects to be covered in the standards, namely (1 the qualification of EFL policy makers, EFL teacher educators, and EFL teachers; (2 class size, (3 facilities and equipment, and (4 assessment and evaluation.

  17. Study of Styles of Creativity and Achievement Motivation among Iranian EFL and Non- EFL Learners

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    Hengameh Haniefi

    2018-05-01

    Full Text Available The present study was an attempt to investigate the relationship between styles of creativity and achievement motivation in EFL and Non- EFL learners. There were few studies conducted on the relationship between styles of creativity and achievement motivation among nursing, midwifery and foreign language learners. To this end, an ex-post facto study was done. Ninety EFL and Non- EFL learners took part in the study. It was a correlational descriptive study and sampling method was convenient. The values of these variables were measured through- Creativity Questionnaire (Duckworth, 2007; Runco, 2001 and Motivation Questionnaire (Vallerand, 1992. Cronbach's alpha coefficient for achievement motivation was 0.713, and for styles of creativity was 0.818. Based on the results, it can be said that there was a significant correlation between the RIBS and achievement motivation among Non- EFL learners. However, another creativity styles and achievement motivation were not statistically significant. The results also revealed that there were significant differences between learner's creativity in two groups on RIBS scale, avoiding novelty scale and academic selfefficacy scale. The results of the test have also shown that there were significant differences between learners' creativity in two groups in RIBS Scale. Therefore, the creativity of individuals changes the direction of achievement motivation. As implications, educators and teachers can apply efficient strategies and techniques in language classes in order to promote positive motivation and increase creativity among the students to learn language and raise the proficiency of their learners.

  18. The Relationship between EFL Learners' Self-Regulation and Their Listening Comprehension

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    Mohammad Ali Fatemi

    2014-08-01

    Full Text Available Self-regulated EFL students can comprehend better what they listen. The present study sought to investigate the relationship between EFL learners' listening comprehension and their self-regulation. To achieve the goals of this study, 103 intermediate EFL learners were selected in Torbat-e- Heydarieh, Iran. Two instruments were employed and the participants were to complete; first, Motivated Strategies for Learning Questionnaire (MSLQ to assess their Self-Regulation; and second, Standard Listening Test (SLT to measure their listening comprehension. Results of Pearson Correlation Coefficient indicated a statistically significant correlation. This finding provides pedagogical implications for EFL teachers to use self-regulatory approach when teaching listening comprehension.

  19. Reflective Journaling for English as a Foreign Language (EFL Teachers in Japan

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    Brent Allen Jones

    2015-12-01

    Full Text Available This paper reports on the initial phase of a qualitative investigation into reflective journaling as a form of professional development (PD involving EFL teachers at universities in Japan. The research questions were: (1 What shared/differing concerns or challenges are experienced by university EFL teachers in Japan? (2 Is reflective journaling a viable form of professional development for EFL teachers in Japan? Preliminary analysis identified classroom management, questioning of one’s own perspectives/practices, and classroom community as shared concerns. Also, with appropriate support, reflective journaling appears to be a viable form of PD for in-service teachers of EFL in this context

  20. REFLECTIVE JOURNALING FOR ENGLISH AS A FOREIGN LANGUAGE (EFL TEACHERS IN JAPAN

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    Brent Allen Jones

    2015-12-01

    Full Text Available This paper reports on the initial phase of a qualitative investigation into reflective journaling as a form of professional development (PD involving EFL teachers at universities in Japan. The research questions were: (1 What shared/differing concerns or challenges are experienced by university EFL teachers in Japan? (2 Is reflective journaling a viable form of professional development for EFL teachers in Japan? Preliminary analysis identified classroom management, questioning of one’s own perspectives/practices, and classroom community as shared concerns. Also, with appropriate support, reflective journaling appears to be a viable form of PD for in-service teachers of EFL in this context

  1. The Interplay among Emotional Intelligence, Classroom Management, and Language Proficiency of Iranian EFL Teachers

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    Hadi Hamidi

    2016-06-01

    Full Text Available The present study was an attempt to investigate the interplay among Iranian EFL teachers’ emotional intelligence, classroom management, and their general English language proficiency. The result of the data analysis showed that: 1 there was a statistically significant relationship between the emotional intelligence and the classroom management of Iranian EFL teachers, 2 there was a statistically significant relationship between the emotional intelligence and the language proficiency of Iranian EFL teachers, and 3 there was a statistically significant relationship between the classroom management and the language proficiency of Iranian EFL teachers. Teacher trainers, researchers in teacher education, and language teachers may benefit from the findings of the present research.

  2. Investigating Dictionary Users’ Needs for Illustrative Examples: the Case of Chinese EFL Learners.

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    Hai Xu

    2006-04-01

    Full Text Available This article aims to investigate dictionary users’ needs for illustrative examples. A questionnaire was administered to 367 Chinese EFL learners. It was found that Chinese EFL learners use illustrative examples mainly in production and sometimes in reception. More than 60% of the subjects favor sentence examples over phrasal ones. According to them, the priority of exemplification should be given to verbs, phrasal verbs, polysemous words, ambiguous words and unmarked high-frequency vocabulary. Some of them made some valuable suggestions, such as control of unfamiliar words in illustrative examples and exemplification of derivatives. The findings in the questionnaire survey cast light on users’ needs for examples, and serve as reference for lexicographers.

  3. Iranian EFL Teachers' Sense of Professional Identity and their Computer Literacy

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    Toktam Abtahi

    2016-03-01

    Full Text Available This study examines Iranian EFL teachers’ sense of professional identity and their computer literacy. To these end, 718 EFL teachers from different cities in Iran filled out job satisfaction, occupational commitment, and computer literacy questionnaires. SPSS software was employed to summarize the collected data. Independent Sample t-test and Pearson Product-Moment Correlation were run to check the level of significance. For qualitative data collection, five open-ended questions were added to the end of the job satisfaction questionnaire. The obtained answers were categorized and the frequency for each category was calculated. The results revealed that computer literacy has a significant relation with continuance commitment, job satisfaction, and gender. The results further suggested that teacher computer literacy provided an encouraging base for their professional identity.

  4. Measurement of the [Formula: see text] production cross-section in proton-proton collisions via the decay [Formula: see text].

    Science.gov (United States)

    Aaij, R; Beteta, C Abellán; Adeva, B; Adinolfi, M; Affolder, A; Ajaltouni, Z; Akar, S; Albrecht, J; Alessio, F; Alexander, M; Ali, S; Alkhazov, G; Alvarez Cartelle, P; Alves, A A; Amato, S; Amerio, S; Amhis, Y; An, L; Anderlini, L; Anderson, J; Andreassen, R; Andreotti, M; Andrews, J E; Appleby, R B; Aquines Gutierrez, O; Archilli, F; Artamonov, A; Artuso, M; Aslanides, E; Auriemma, G; Baalouch, M; Bachmann, S; Back, J J; Badalov, A; Baesso, C; Baldini, W; Barlow, R J; Barschel, C; Barsuk, S; Barter, W; Batozskaya, V; Battista, V; Bay, A; Beaucourt, L; Beddow, J; Bedeschi, F; Bediaga, I; Belogurov, S; Belous, K; Belyaev, I; Ben-Haim, E; Bencivenni, G; Benson, S; Benton, J; Berezhnoy, A; Bernet, R; Bettler, M-O; van Beuzekom, M; Bien, A; Bifani, S; Bird, T; Bizzeti, A; Bjørnstad, P M; Blake, T; Blanc, F; Blouw, J; Blusk, S; Bocci, V; Bondar, A; Bondar, N; Bonivento, W; Borghi, S; Borgia, A; Borsato, M; Bowcock, T J V; Bowen, E; Bozzi, C; Brambach, T; Bressieux, J; Brett, D; Britsch, M; Britton, T; Brodzicka, J; Brook, N H; Brown, H; Bursche, A; Busetto, G; Buytaert, J; Cadeddu, S; Calabrese, R; Calvi, M; Calvo Gomez, M; Campana, P; Campora Perez, D; Carbone, A; Carboni, G; Cardinale, R; Cardini, A; Carson, L; Carvalho Akiba, K; Casse, G; Cassina, L; Castillo Garcia, L; Cattaneo, M; Cauet, Ch; Cenci, R; Charles, M; Charpentier, Ph; Chefdeville, M; Chen, S; Cheung, S-F; Chiapolini, N; Chrzaszcz, M; Ciba, K; Cid Vidal, X; Ciezarek, G; Clarke, P E L; Clemencic, M; Cliff, H V; Closier, J; Coco, V; Cogan, J; Cogneras, E; Cogoni, V; Cojocariu, L; Collins, P; Comerma-Montells, A; Contu, A; Cook, A; Coombes, M; Coquereau, S; Corti, G; Corvo, M; Counts, I; Couturier, B; Cowan, G A; Craik, D C; Cruz Torres, M; Cunliffe, S; Currie, R; D'Ambrosio, C; Dalseno, J; David, P; David, P N Y; Davis, A; De Bruyn, K; De Capua, S; De Cian, M; De Miranda, J M; De Paula, L; De Silva, W; De Simone, P; Decamp, D; Deckenhoff, M; Del Buono, L; Déléage, N; Derkach, D; Deschamps, O; Dettori, F; Di Canto, A; Dijkstra, H; Donleavy, S; Dordei, F; Dorigo, M; Dosil Suárez, A; Dossett, D; Dovbnya, A; Dreimanis, K; Dujany, G; Dupertuis, F; Durante, P; Dzhelyadin, R; Dziurda, A; Dzyuba, A; Easo, S; Egede, U; Egorychev, V; Eidelman, S; Eisenhardt, S; Eitschberger, U; Ekelhof, R; Eklund, L; El Rifai, I; Elena, E; Elsasser, Ch; Ely, S; Esen, S; Evans, H-M; Evans, T; Falabella, A; Färber, C; Farinelli, C; Farley, N; Farry, S; Fay, R F; Ferguson, D; Fernandez Albor, V; Ferreira Rodrigues, F; Ferro-Luzzi, M; Filippov, S; Fiore, M; Fiorini, M; Firlej, M; Fitzpatrick, C; Fiutowski, T; Fol, P; Fontana, M; Fontanelli, F; Forty, R; Francisco, O; Frank, M; Frei, C; Frosini, M; Fu, J; Furfaro, E; Gallas Torreira, A; Galli, D; Gallorini, S; Gambetta, S; Gandelman, M; Gandini, P; Gao, Y; García Pardiñas, J; Garofoli, J; Garra Tico, J; Garrido, L; Gaspar, C; Gauld, R; Gavardi, L; Gavrilov, G; Geraci, A; Gersabeck, E; Gersabeck, M; Gershon, T; Ghez, Ph; Gianelle, A; Gianì, S; Gibson, V; Giubega, L; Gligorov, V V; Göbel, C; Golubkov, D; Golutvin, A; Gomes, A; Gotti, C; Grabalosa Gándara, M; Graciani Diaz, R; Granado Cardoso, L A; Graugés, E; Graziani, G; Grecu, A; Greening, E; Gregson, S; Griffith, P; Grillo, L; Grünberg, O; Gui, B; Gushchin, E; Guz, Yu; Gys, T; Hadjivasiliou, C; Haefeli, G; Haen, C; Haines, S C; Hall, S; Hamilton, B; Hampson, T; Han, X; Hansmann-Menzemer, S; Harnew, N; Harnew, S T; Harrison, J; He, J; Head, T; Heijne, V; Hennessy, K; Henrard, P; Henry, L; Hernando Morata, J A; van Herwijnen, E; Heß, M; Hicheur, A; Hill, D; Hoballah, M; Hombach, C; Hulsbergen, W; Hunt, P; Hussain, N; Hutchcroft, D; Hynds, D; Idzik, M; Ilten, P; Jacobsson, R; Jaeger, A; Jalocha, J; Jans, E; Jaton, P; Jawahery, A; Jing, F; John, M; Johnson, D; Jones, C R; Joram, C; Jost, B; Jurik, N; Kaballo, M; Kandybei, S; Kanso, W; Karacson, M; Karbach, T M; Karodia, S; Kelsey, M; Kenyon, I R; Ketel, T; Khanji, B; Khurewathanakul, C; Klaver, S; Klimaszewski, K; Kochebina, O; Kolpin, M; Komarov, I; Koopman, R F; Koppenburg, P; Korolev, M; Kozlinskiy, A; Kravchuk, L; Kreplin, K; Kreps, M; Krocker, G; Krokovny, P; Kruse, F; Kucewicz, W; Kucharczyk, M; Kudryavtsev, V; Kurek, K; Kvaratskheliya, T; La Thi, V N; Lacarrere, D; Lafferty, G; Lai, A; Lambert, D; Lambert, R W; Lanfranchi, G; Langenbruch, C; Langhans, B; Latham, T; Lazzeroni, C; Le Gac, R; van Leerdam, J; Lees, J-P; Lefèvre, R; Leflat, A; Lefrançois, J; Leo, S; Leroy, O; Lesiak, T; Leverington, B; Li, Y; Likhomanenko, T; Liles, M; Lindner, R; Linn, C; Lionetto, F; Liu, B; Lohn, S; Longstaff, I; Lopes, J H; Lopez-March, N; Lowdon, P; Lucchesi, D; Luo, H; Lupato, A; Luppi, E; Lupton, O; Machefert, F; Machikhiliyan, I V; Maciuc, F; Maev, O; Malde, S; Malinin, A; Manca, G; Mancinelli, G; Mapelli, A; Maratas, J; Marchand, J F; Marconi, U; Marin Benito, C; Marino, P; Märki, R; Marks, J; Martellotti, G; Martens, A; Sánchez, A Martín; Martinelli, M; Martinez Santos, D; Martinez Vidal, F; Martins Tostes, D; Massafferri, A; Matev, R; Mathe, Z; Matteuzzi, C; Mazurov, A; McCann, M; McCarthy, J; McNab, A; McNulty, R; McSkelly, B; Meadows, B; Meier, F; Meissner, M; Merk, M; Milanes, D A; Minard, M-N; Moggi, N; Molina Rodriguez, J; Monteil, S; Morandin, M; Morawski, P; Mordà, A; Morello, M J; Moron, J; Morris, A-B; Mountain, R; Muheim, F; Müller, K; Mussini, M; Muster, B; Naik, P; Nakada, T; Nandakumar, R; Nasteva, I; Needham, M; Neri, N; Neubert, S; Neufeld, N; Neuner, M; Nguyen, A D; Nguyen, T D; Nguyen-Mau, C; Nicol, M; Niess, V; Niet, R; Nikitin, N; Nikodem, T; Novoselov, A; O'Hanlon, D P; Oblakowska-Mucha, A; Obraztsov, V; Oggero, S; Ogilvy, S; Okhrimenko, O; Oldeman, R; Onderwater, G; Orlandea, M; Otalora Goicochea, J M; Owen, P; Oyanguren, A; Pal, B K; Palano, A; Palombo, F; Palutan, M; Panman, J; Papanestis, A; Pappagallo, M; Pappalardo, L L; Parkes, C; Parkinson, C J; Passaleva, G; Patel, G D; Patel, M; Patrignani, C; Alvarez, A Pazos; Pearce, A; Pellegrino, A; Pepe Altarelli, M; Perazzini, S; Trigo, E Perez; Perret, P; Perrin-Terrin, M; Pescatore, L; Pesen, E; Petridis, K; Petrolini, A; Picatoste Olloqui, E; Pietrzyk, B; Pilař, T; Pinci, D; Pistone, A; Playfer, S; Plo Casasus, M; Polci, F; Poluektov, A; Polycarpo, E; Popov, A; Popov, D; Popovici, B; Potterat, C; Price, E; Price, J D; Prisciandaro, J; Pritchard, A; Prouve, C; Pugatch, V; Puig Navarro, A; Punzi, G; Qian, W; Rachwal, B; Rademacker, J H; Rakotomiaramanana, B; Rama, M; Rangel, M S; Raniuk, I; Rauschmayr, N; Raven, G; Redi, F; Reichert, S; Reid, M M; Dos Reis, A C; Ricciardi, S; Richards, S; Rihl, M; Rinnert, K; Rives Molina, V; Robbe, P; Rodrigues, A B; Rodrigues, E; Rodriguez Perez, P; Roiser, S; Romanovsky, V; Romero Vidal, A; Rotondo, M; Rouvinet, J; Ruf, T; Ruiz, H; Ruiz Valls, P; Saborido Silva, J J; Sagidova, N; Sail, P; Saitta, B; Salustino Guimaraes, V; Sanchez Mayordomo, C; Sanmartin Sedes, B; Santacesaria, R; Santamarina Rios, C; Santovetti, E; Sarti, A; Satriano, C; Satta, A; Saunders, D M; Savrie, M; Savrina, D; Schiller, M; Schindler, H; Schlupp, M; Schmelling, M; Schmidt, B; Schneider, O; Schopper, A; Schune, M-H; Schwemmer, R; Sciascia, B; Sciubba, A; Seco, M; Semennikov, A; Sepp, I; Serra, N; Serrano, J; Sestini, L; Seyfert, P; Shapkin, M; Shapoval, I; Shcheglov, Y; Shears, T; Shekhtman, L; Shevchenko, V; Shires, A; Silva Coutinho, R; Simi, G; Sirendi, M; Skidmore, N; Skwarnicki, T; Smith, N A; Smith, E; Smith, E; Smith, J; Smith, M; Snoek, H; Sokoloff, M D; Soler, F J P; Soomro, F; Souza, D; De Paula, B Souza; Spaan, B; Sparkes, A; Spradlin, P; Sridharan, S; Stagni, F; Stahl, M; Stahl, S; Steinkamp, O; Stenyakin, O; Stevenson, S; Stoica, S; Stone, S; Storaci, B; Stracka, S; Straticiuc, M; Straumann, U; Stroili, R; Subbiah, V K; Sun, L; Sutcliffe, W; Swientek, K; Swientek, S; Syropoulos, V; Szczekowski, M; Szczypka, P; Szilard, D; Szumlak, T; T'Jampens, S; Teklishyn, M; Tellarini, G; Teubert, F; Thomas, C; Thomas, E; van Tilburg, J; Tisserand, V; Tobin, M; Tolk, S; Tomassetti, L; Tonelli, D; Topp-Joergensen, S; Torr, N; Tournefier, E; Tourneur, S; Tran, M T; Tresch, M; Tsaregorodtsev, A; Tsopelas, P; Tuning, N; Ubeda Garcia, M; Ukleja, A; Ustyuzhanin, A; Uwer, U; Vacca, C; Vagnoni, V; Valenti, G; Vallier, A; Vazquez Gomez, R; Vazquez Regueiro, P; Vázquez Sierra, C; Vecchi, S; Velthuis, J J; Veltri, M; Veneziano, G; Vesterinen, M; Viaud, B; Vieira, D; Vieites Diaz, M; Vilasis-Cardona, X; Vollhardt, A; Volyanskyy, D; Voong, D; Vorobyev, A; Vorobyev, V; Voß, C; Voss, H; de Vries, J A; Waldi, R; Wallace, C; Wallace, R; Walsh, J; Wandernoth, S; Wang, J; Ward, D R; Watson, N K; Websdale, D; Whitehead, M; Wicht, J; Wiedner, D; Wilkinson, G; Williams, M P; Williams, M; Wilschut, H W; Wilson, F F; Wimberley, J; Wishahi, J; Wislicki, W; Witek, M; Wormser, G; Wotton, S A; Wright, S; Wyllie, K; Xie, Y; Xing, Z; Xu, Z; Yang, Z; Yuan, X; Yushchenko, O; Zangoli, M; Zavertyaev, M; Zhang, L; Zhang, W C; Zhang, Y; Zhelezov, A; Zhokhov, A; Zhong, L; Zvyagin, A

    The production of the [Formula: see text] state in proton-proton collisions is probed via its decay to the [Formula: see text] final state with the LHCb detector, in the rapidity range [Formula: see text] and in the meson transverse-momentum range [Formula: see text]. The cross-section for prompt production of [Formula: see text] mesons relative to the prompt [Formula: see text] cross-section is measured, for the first time, to be [Formula: see text] at a centre-of-mass energy [Formula: see text] using data corresponding to an integrated luminosity of 0.7 fb[Formula: see text], and [Formula: see text] at [Formula: see text] using 2.0 fb[Formula: see text]. The uncertainties quoted are, in order, statistical, systematic, and that on the ratio of branching fractions of the [Formula: see text] and [Formula: see text] decays to the [Formula: see text] final state. In addition, the inclusive branching fraction of [Formula: see text]-hadron decays into [Formula: see text] mesons is measured, for the first time, to be [Formula: see text], where the third uncertainty includes also the uncertainty on the [Formula: see text] inclusive branching fraction from [Formula: see text]-hadron decays. The difference between the [Formula: see text] and [Formula: see text] meson masses is determined to be [Formula: see text].

  5. Turkish EFL Teachers’ Perceptions of English as a Lingua Franca

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    Görsev İnceçay

    2014-01-01

    Full Text Available The aim of this study is to investigate the perceptions of; (1 Turkish EFL (English as a Foreign Language teachers about ELF, (2 Turkish EFL teachers and teacher educators about the role of ELF on language teacher education. Data came from a questionnaire and semi-structured interviews. A hundred Turkish EFL teachers working at two universities in Istanbul responded to the questionnaire. Ten randomly selected EFL teachers and 10 teacher educators working in language teacher education departments of two universities were interviewed to elicit their views about the role of ELF in language teacher education. Findings of the study revealed a number of important results and implications for the field

  6. Writing argumentative texts: The effects of electronic outlining on students’ writing product and process

    NARCIS (Netherlands)

    De Smet, Milou; Brand-Gruwel, Saskia; Leijten, Mariëlle; Kirschner, Paul A.

    2012-01-01

    De Smet, M. J. R., Brand-Gruwel, S., Leijten, M., & Kirschner, P. A. (2012, November). Writing argumentative texts: The effects of electronic outlining on students’ writing product and process. Paper presentation at ICO Fall School 2012, Girona, Spain.

  7. Language configurations of degree-related denotations in the spoken production of a group of Colombian EFL university students: A corpus-based study

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    Wilder Yesid Escobar

    2015-05-01

    Full Text Available Recognizing that developing the competences needed to appropriately use linguistic resources according to contextual characteristics (pragmatics is as important as the cultural-imbedded linguistic knowledge itself (semantics and that both are equally essential to form competent speakers of English in foreign language contexts, we feel this research relies on corpus linguistics to analyze both the scope and the limitations of the sociolinguistic knowledge and the communicative skills of English students at the university level. To such end, a linguistic corpus was assembled, compared to an existing corpus of native speakers, and analyzed in terms of the frequency, overuse, underuse, misuse, ambiguity, success, and failure of the linguistic parameters used in speech acts. The findings herein describe the linguistic configurations employed to modify levels and degrees of descriptions (salient sematic theme exhibited in the EFL learners´ corpus appealing to the sociolinguistic principles governing meaning making and language use which are constructed under the social conditions of the environments where the language is naturally spoken for sociocultural exchange.

  8. Multiple Intelligences - Based Planning of EFL Classes

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    Sanan Shero Malo Zebari

    2018-04-01

    Full Text Available The present study aimed to set a plan for teaching EFL classes based on the identification of university students’ dominant multiple intelligences in EFL classes, and the differences in the types of intelligence between female and male students in terms of their gender. The problem the present study aimed to address is that the traditional concept that “one size fits all” is still adopted by many EFL teachers, and that EFL students’ differences and preferences are noticeably unheeded. It is believed that identifying students’ dominant intelligences is a sound remedial solution for such a problem before embarking on any teaching program. Moreover, getting students aware of their different types of intelligence will motivate and encourage them in the classroom. The researchers used a questionnaire as a research instrument for data collection.  The results arrived at showed that there were no significant differences in the types of intelligence between female and male students in terms of their gender, except for bodily- kinesthetic intelligence. They also showed that the dominant intelligences were ranked from the highest to the lowest as follows interpersonal, linguistic, spatial, logical-mathematical, bodily kinesthetic, intrapersonal, musical, and naturalistic.

  9. Movie Effects on EFL Learners at Iraqi School in Kuala Lumpur

    Science.gov (United States)

    Yaseen, Bilal Huri; Shakir, Hani

    2015-01-01

    Previously, one of the vital tasks of English learning is to find new methods and resources to make the EFL students more stimulating and productive. Recently, the usage of movies (in DVD format) in courses became popular or supplementary resources to learn English among EFL learners. Many researchers stated that authentic video is an advantage…

  10. Derivational morphology and Serbian EFL learners: Three perspectives on the acquisition process

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    Dimitrijević-Savić Jovana V.

    2011-01-01

    Full Text Available Although it has long been an under-researched topic in the field of applied linguistics, morphological knowledge is nowadays regarded as a key component of vocabulary acquisition. The past two decades have witnessed a proliferation of studies of both L1 and L2 learning contexts which shed light on various issues, ranging from morphological processing to receptive/productive knowledge of derivational and inflectional morphology. However, investigations into the acquisition of English morphology by Serbian EFL learners have, to our knowledge, been scarce. The purpose of this paper is, therefore, to explore the productive derivational knowledge of upper-intermediate Serbian EFL learners by means of three different instruments: a test focusing on the knowledge of the four main word family members (nouns, verbs, adjectives, adverbs, a test of cognate and non-cognate derivatives employing six cognate English-Serbian suffixes (-ous/-oz(an, -ize/-izovati, -ation/-acija -ism/-iz(am, -ist/-ist(a, -ity/-itet and a contextualized word-formation skill test. A combination of a qualitative and quantitative approach to data analysis has revealed the difficulties Serbian EFL learners have been experiencing in their morphology/vocabulary classes and it has enabled us to identify common mistakes and weak spots. Our results have pedagogical implications and could be put to use in curriculum design and methodology.

  11. THE POWER OF LITERATURE IN EFL CLASSROOMS

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    Flora Debora Floris

    2004-01-01

    Full Text Available This paper proposes the importance of acknowledging literature as one of the best resources for promoting language learning in EFL (English as a Foreign Language classrooms. It reviews briefly various theoretical issues in teaching English through literature. Highlights are given to the justifications and guidelines for literature in the language classroom. Finally, the article presents examples of practical teaching and learning tasks based on one specific literary text.

  12. Movie-Generated EFL Writing: Discovering the Act of Writing through Visual Literacy Practices

    Science.gov (United States)

    Hekmati, Nargess; Ghahremani Ghajar, Sue-san; Navidinia, Hossein

    2018-01-01

    The present article explores the idea of using movies in EFL classrooms to develop students' writing skill. In this qualitative study, 15 EFL learners were engaged in different writing activities in a contextualized form of movies, meaning that the films acted as text-books, and activities were designed based on the contexts of the films. Taking…

  13. EFL Teachers’ Perceptions, Evaluations and Expectations about English Language Courses as EFL in Saudi Universities

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    Hussain Ahmed Liton

    2013-07-01

    Full Text Available The focus of this study is to explore EFL teachers’ perceptions, evaluations and expectations about English language courses as EFL in Saudi tertiary level. In other words, this article aims at creating a new avenue for effective EFL teaching-learning curriculum techniques and syllabus in the Saudi tertiary context. Saudi universities offer credit and non-credit Foundation English courses as a part of their program, which are not being very effective. These courses do not promote the students in dealing with their disciplines or programs oriented courses. Even after completion of the Foundation English courses in consecutive two or three semesters, students fail to grasp comprehensive control over the reading materials of their discipline-oriented courses. This is a common scenario in almost all the universities in KSA. The author of this paper ventured to study the predicament of EFL courses in some universities through survey questionnaires, observation as well as primary and secondary sources. The data were collected through questionnaires from a total of 25 EFL teachers at renowned Saudi universities. The research results revealed that the existing Foundation English Course syllabus is not tailored appropriately to the needs of the students so far as the higher studies concerned, and EFL classroom is not conducive to task-based language teaching (TBLT practice due to large class size (100-140. It, therefore, suggests that university Foundation English Courses should be redesigned in assimilating the learners’ standard and previous learning, and course contents should cover the socio-cultural factors of the learners. The study also concludes with some effective implications and recommendations based on the findings of the present research.

  14. The Impact of Processing Instruction on the Recognition and Production of English Derivational Affixes Among EFL Learners

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    Sasan Baleghizadeh

    2014-10-01

    Full Text Available In this study, we investigated the effectiveness of processing instruction (PI as opposed to traditional deductive exercise-based intervention (TI in teaching English derivational affixes. There was also a comparison non-intervention (NI group, and the groups were posttested. To teach the target affixes via PI, new structured input tasks were developed. In all, 101 adult male and female lower-intermediate participants initially took part in the study, but this was later reduced to 71 as a result of the pretest, and so on. The results were analyzed through MANOVA and paired t test. In recognition, PI and TI outperformed non-intervention, while PI and TI did not outperform one another. In production, TI outperformed the other groups, while the other groups did not outperform one another. More studies must be carried out before drawing any conclusions about the transferability of PI to output activities for teaching derivational affixes. The students were also interviewed to survey their attitudes. Affectively, PI created self-confidence and an enjoyable atmosphere among the learners. Also cognitively, PI was the only group that satisfied the participants in their ability to recognize and produce derivational affixes. We found PI a highly effective and positive approach for teaching recognizing derivational affixes. We also believe it to possess a high potential for teaching their production, as it gave the participants a good sense of self-confidence for the production of the affixes.

  15. Boosting Higgs pair production in the [Formula: see text] final state with multivariate techniques.

    Science.gov (United States)

    Behr, J Katharina; Bortoletto, Daniela; Frost, James A; Hartland, Nathan P; Issever, Cigdem; Rojo, Juan

    2016-01-01

    The measurement of Higgs pair production will be a cornerstone of the LHC program in the coming years. Double Higgs production provides a crucial window upon the mechanism of electroweak symmetry breaking and has a unique sensitivity to the Higgs trilinear coupling. We study the feasibility of a measurement of Higgs pair production in the [Formula: see text] final state at the LHC. Our analysis is based on a combination of traditional cut-based methods with state-of-the-art multivariate techniques. We account for all relevant backgrounds, including the contributions from light and charm jet mis-identification, which are ultimately comparable in size to the irreducible 4 b QCD background. We demonstrate the robustness of our analysis strategy in a high pileup environment. For an integrated luminosity of [Formula: see text] ab[Formula: see text], a signal significance of [Formula: see text] is obtained, indicating that the [Formula: see text] final state alone could allow for the observation of double Higgs production at the High Luminosity LHC.

  16. Natural products for chronic cough: Text mining the East Asian historical literature for future therapeutics.

    Science.gov (United States)

    Shergis, Johannah Linda; Wu, Lei; May, Brian H; Zhang, Anthony Lin; Guo, Xinfeng; Lu, Chuanjian; Xue, Charlie Changli

    2015-08-01

    Chronic cough is a significant health burden. Patients experience variable benefits from over the counter and prescribed products, but there is an unmet need to provide more effective treatments. Natural products have been used to treat cough and some plant compounds such as pseudoephedrine from ephedra and codeine from opium poppy have been developed into drugs. Text mining historical literature may offer new insight for future therapeutic development. We identified natural products used in the East Asian historical literature to treat chronic cough. Evaluation of the historical literature revealed 331 natural products used to treat chronic cough. Products included plants, minerals and animal substances. These natural products were found in 75 different books published between AD 363 and 1911. Of the 331 products, the 10 most frequently and continually used products were examined, taking into consideration findings from contemporary experimental studies. The natural products identified are promising and offer new directions in therapeutic development for treating chronic cough. © The Author(s) 2015.

  17. Search for Higgs boson pair production in the [Formula: see text] final state from pp collisions at [Formula: see text] TeVwith the ATLAS detector.

    Science.gov (United States)

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    A search for Higgs boson pair production [Formula: see text] is performed with 19.5 fb[Formula: see text] of proton-proton collision data at [Formula: see text] TeV, which were recorded by the ATLAS detector at the Large Hadron Collider in 2012. The decay products of each Higgs boson are reconstructed as a high-momentum [Formula: see text] system with either a pair of small-radius jets or a single large-radius jet, the latter exploiting jet substructure techniques and associated b -tagged track-jets. No evidence for resonant or non-resonant Higgs boson pair production is observed. The data are interpreted in the context of the Randall-Sundrum model with a warped extra dimension as well as the two-Higgs-doublet model. An upper limit on the cross-section for [Formula: see text] of 3.2 (2.3) fb is set for a Kaluza-Klein graviton [Formula: see text] mass of 1.0 (1.5) TeV, at the 95 % confidence level. The search for non-resonant Standard Model hh production sets an observed 95 % confidence level upper limit on the production cross-section [Formula: see text] of 202 fb, compared to a Standard Model prediction of [Formula: see text] fb.

  18. Writing argumentative texts: The effects of electronic outlining on students’ writing product and process

    NARCIS (Netherlands)

    De Smet, Milou; Brand-Gruwel, Saskia; Leijten, Mariëlle; Kirschner, Paul A.

    2012-01-01

    De Smet, M. J. R., Brand-Gruwel, S., Leijten, M., & Kirschner, P. A. (2012, July). Writing argumentative texts: The effects of electronic outlining on students’ writing product and process. Paper presented at the meeting of EARLI SIG Writing, Porto, Portugal.

  19. Process Research Methods and Their Application in the Didactics of Text Production and Translation

    DEFF Research Database (Denmark)

    Dam-Jensen, Helle; Heine, Carmen

    2009-01-01

    not only as learners, but also as thinkers and problem solvers. This can be achieved by systematically applying knowledge from process research as this can give insight into mental and physical processes of text production. This article provides an overview of methods commonly used in process research...

  20. The Role of Self-Regulated Learning Capacities in Iranian EFL Undergraduates’ Argumentative Writing Task Performance

    Directory of Open Access Journals (Sweden)

    Ali Akbar Khomeijani Farahani

    2017-09-01

    Full Text Available The current study was an attempt to explore the relationship between Iranian EFL learners’ self-regulatory capacities and their argumentative writing task performance in order to analyze measures of complexity, accuracy, and fluency (CAF. To this end, 44 Iranian EFL undergraduates majoring in English literature at the University of Tehran were recruited based on convenience sampling to participate in this study. Employing a correlational design, the participants were required to perform an argumentative writing task and complete the Motivated Strategies for Learning Questionnaire designed by Pintrich, Smith, Garcia, and McKeachie (1991. Pearson product moment correlation indicated a significant relationship between self-regulated learning and writing task performance in relation to CAF measures. In addition, the results of multiple regression showed that resource management strategies and value component predicted 56.9% of grammatical accuracy of writing task. It was also shown that resource management strategies, value, and expectancy components predicted 56.5% of lexical complexity of writing task. Lastly, cognitive and metacognitive strategies, expectancy, and value components predicted 55.2% of the fluency of writing task. The findings of this study informs EFL writing pedagogy and English language teachers and syllabus designers  with regard to the benefits of applying self-regulatory strategies in teaching and assessing writing.

  1. Texting As A Discursive Approach For The Production Of Agricultural Solutions

    Directory of Open Access Journals (Sweden)

    Ronan G. Zagado

    2015-08-01

    Full Text Available This paper demonstrates how the short messaging service SMS popularly known as texting has facilitated production of solutions to farm issues using the Farmers Text Centre FTC of the Philippine Rice Research PhilRice as the case study. Text messages registered in the FTC database in 2010 covering one cropping season were discourse analyzed. Interpretive qualitative research particularly the Grounded Theory was employed to interprettheorize said data. Since texting is a new emerging discourse in agricultural development Grounded Theory allows the explication of theoretical accounts that explain its existence and impact. Results indicate that timing queries received within working days from 8am to 5pm get speedy response content the easier the question the faster it gets reply length the shorter the message the better and clarity of the querytext message as well as cultural factors such as greetings and terms of respect are all important governing factors in texting for farm use. Moreover analysis reveals that the series of text messages sent back and forth by farmers and agricultural specialist in FTC suggests a dynamic process of negotiation rather than passive information sharing. The analysis further reveals that texting has allowed farmers to have access to a negotiated knowledge rather than a standard scientific recommendation vis--vis the solution to their farm issues. The term negotiated implies that farmers are actively involved in knowledge production via texting. Textholder is coined in this paper to describe farmers and agricultural specialists as co-creators of knowledge in texting as opposed to their traditional role as knowledge generator and user respectively. From the analysis reflections implications and theoretical contributions are drawn in relation to the value of SMSing in agricultural extension and communication.

  2. Complex distribution of EFL and EF-1α proteins in the green algal lineage

    Directory of Open Access Journals (Sweden)

    Keeling Patrick J

    2007-05-01

    Full Text Available Abstract Background EFL (or elongation factor-like is a member of the translation superfamily of GTPase proteins. It is restricted to eukaryotes, where it is found in a punctate distribution that is almost mutually exclusive with elongation factor-1 alpha (EF-1α. EF-1α is a core translation factor previously thought to be essential in eukaryotes, so its relationship to EFL has prompted the suggestion that EFL has spread by horizontal or lateral gene transfer (HGT or LGT and replaced EF-1α multiple times. Among green algae, trebouxiophyceans and chlorophyceans have EFL, but the ulvophycean Acetabularia and the sister group to green algae, land plants, have EF-1α. This distribution singles out green algae as a particularly promising group to understand the origin of EFL and the effects of its presence on EF-1α. Results We have sampled all major lineages of green algae for both EFL and EF-1α. EFL is unexpectedly broad in its distribution, being found in all green algal lineages (chlorophyceans, trebouxiophyceans, ulvophyceans, prasinophyceans, and mesostigmatophyceans, except charophyceans and the genus Acetabularia. The presence of EFL in the genus Mesostigma and EF-1α in Acetabularia are of particular interest, since the opposite is true of all their closest relatives. The phylogeny of EFL is poorly resolved, but the Acetabularia EF-1α is clearly related to homologues from land plants and charophyceans, demonstrating that EF-1α was present in the common ancestor of the green lineage. Conclusion The distribution of EFL and EF-1α in the green lineage is not consistent with the phylogeny of the organisms, indicating a complex history of both genes. Overall, we suggest that after the introduction of EFL (in the ancestor of green algae or earlier, both genes co-existed in green algal genomes for some time before one or the other was lost on multiple occasions.

  3. The differential production cross section of the [Formula: see text](1020) meson in [Formula: see text] = 7 TeV [Formula: see text] collisions measured with the ATLAS detector.

    Science.gov (United States)

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    A measurement is presented of the [Formula: see text] production cross section at [Formula: see text] = 7 TeV using [Formula: see text] collision data corresponding to an integrated luminosity of 383 [Formula: see text], collected with the ATLAS experiment at the LHC. Selection of [Formula: see text](1020) mesons is based on the identification of charged kaons by their energy loss in the pixel detector. The differential cross section is measured as a function of the transverse momentum, [Formula: see text], and rapidity, [Formula: see text], of the [Formula: see text](1020) meson in the fiducial region 500 [Formula: see text] 1200 MeV, [Formula: see text] 0.8, kaon [Formula: see text] 230 MeV and kaon momentum [Formula: see text] 800 MeV. The integrated [Formula: see text]-meson production cross section in this fiducial range is measured to be [Formula: see text] = 570 [Formula: see text] 8 (stat) [Formula: see text] 66 (syst) [Formula: see text] 20 (lumi) [Formula: see text].

  4. Students’ Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

    Directory of Open Access Journals (Sweden)

    Ranauli Sihombing

    2016-12-01

    Full Text Available Errors analysis has become one of the most interesting issues in the study of Second Language Acquisition. It can not be denied that some teachers do not know a lot about error analysis and related theories of how L1, L2 or foreign language acquired. In addition, the students often feel upset since they find a gap between themselves and the teachers for the errors the students make and the teachers’ understanding about the error correction. The present research aims to investigate what errors adult English learners make in written production of English. The significances of the study is to know what errors students make in writing that the teachers can find solution to the errors the students make for a better English language teaching and learning especially in teaching English for adults. The study employed qualitative method. The research was undertaken at an airline education center in Bandung. The result showed that syntax errors are more frequently found than morphology errors, especially in terms of verb phrase errors. It is recommended that it is important for teacher to know the theory of second language acquisition in order to know how the students learn and produce theirlanguage. In addition, it will be advantages for teachers if they know what errors students frequently make in their learning, so that the teachers can give solution to the students for a better English language learning achievement.   DOI: https://doi.org/10.24071/llt.2015.180205

  5. Taiwanese EFL Learners’ Perceived Use of Online Reading Strategies

    Directory of Open Access Journals (Sweden)

    Lisa Wen Chun Chen

    2015-09-01

    Full Text Available Reading strategies are beneficial to learners’ reading comprehension. The strategies can be divided into different categories, such as global reading strategies, problem solving strategies and support strategies. Most previous studies investigated the importance of reading strategies in the paper-based reading. However, relatively few studies examined online reading strategies and their effects on reading comprehension. Online reading materials are important sources for EFL students since an increasing number of learners read texts and learn through the Internet. EFL learners in Taiwan, unfortunately, are reported to be overwhelmed with English online materials on the Internet. Therefore, this study intends to examine EFL learners’ perceived use of online reading strategies and whether their perceived strategy uses are different in terms of proficiency levels and gender. There are 94 Taiwanese EFL learners (43% of them are males, n=40 and 57 % of them are females, n=54, who received the Online Survey of Reading Strategies (OSORS adapted from Anderson (2003 in the study. The result showed that EFL online readers tend to use more global strategies, such as using contextual clues and observing tables, figures, and pictures in the on-line text to increase understanding. High level learners used more global and problem solving strategies than low level learners, which corresponds to previous studies. Additionally, there is no difference of strategy use between males and females. Several pedagogical implications, such as the need to raise students’ awareness of strategy use, are addressed in the present study.

  6. Factors Contributing to Learners’ Autonomy in EFL Reading

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    Sri Endah Tabiati

    2016-08-01

    Full Text Available Abstract: This study aims to discover factors that assist learners develop their autonomy in EFL reading. The approach employed is qualitative involving EFL learners in an English Department of the Faculty of Cultural Studies, Brawijaya University Malang. There are two stages in the study: the subject selection stage intended to gain potential subjects and the main study intended to find the answer of the research questions. The findings of the study show that the autonomy of EFL learners in reading is influenced by 14 internal and 14 external factors.These factors appear to happen naturally. It seemed that autonomy in reading is subconscious and has been gained by the subjects gradually since childhood. Moreover, autonomy in EFL reading is presumed to be universal as it is found in a collectivist culture such as the one in Indonesia. Based on the findings, suggestions are proposed and addressed to Reading lecturers, parents and the faculty representing the goverment. Because the factors seem to occur before they study at a university, the suggestions are also addressed to teachers and schools. Key Words: internal factors, external factors, contribution, learners’ autonomy, EFL reading Abstrak: Penelitian ini bertujuan untuk menemukan faktor yang membantu mahasiswa dalam mengembangkan kemampuannya secara otonom pada kemampuan membaca EFL. Penelitian ini menggunakan desain kualitative dengan melibatkan mahasiswa kategori EFL Fakultas Ilmu Budaya Universitas Brawijaya Malang. Terdapat dua thapa dalam penelitian ini. Tahap pertama merupakan pemilihan subyek yang bertujuan untuk mencari subyek yang berpotensi dan setelah itu penelitian dilakukan untuk menjawab rumusan masalah. Hasil penelitian ini menunjukan bahwa sikap otonom mahasiswa EFL dalam kemampuan membaca dipengaruhi oleh 14 faktor internal dan 14 faktor eksternal. Faktor-faktor tersebut muncul secara natural. Terlihat bahwa sikap otonom dalam kemampuan membaca merupakah hal yang terjadi

  7. Production of [Formula: see text] and [Formula: see text] mesons up to high transverse momentum in pp collisions at 2.76 TeV.

    Science.gov (United States)

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Pop, A; Poppenborg, H; Porteboeuf-Houssais, S; Porter, J; Pospisil, J; Pozdniakov, V; Prasad, S K; Preghenella, R; Prino, F; Pruneau, C A; Pshenichnov, I; Puccio, M; Puddu, G; Pujahari, P; Punin, V; Putschke, J; Qvigstad, H; Rachevski, A; Raha, S; Rajput, S; Rak, J; Rakotozafindrabe, A; Ramello, L; Rami, F; Rana, D B; Raniwala, R; Raniwala, S; Räsänen, S S; Rascanu, B T; Rathee, D; Ratza, V; Ravasenga, I; Read, K F; Redlich, K; Rehman, A; Reichelt, P; Reidt, F; Ren, X; Renfordt, R; Reolon, A R; Reshetin, A; Reygers, K; Riabov, V; Ricci, R A; Richert, T; Richter, M; Riedler, P; Riegler, W; Riggi, F; Ristea, C; Cahuantzi, M Rodríguez; Røed, K; Rogochaya, E; Rohr, D; Röhrich, D; Rokita, P S; Ronchetti, F; Ronflette, L; Rosnet, P; Rossi, A; Rotondi, A; Roukoutakis, F; Roy, A; Roy, C; Roy, P; Montero, A J Rubio; Rueda, O V; Rui, R; Russo, R; Rustamov, A; Ryabinkin, E; Ryabov, Y; Rybicki, A; Saarinen, S; Sadhu, S; Sadovsky, S; Šafařík, K; Saha, S K; Sahlmuller, B; Sahoo, B; Sahoo, P; Sahoo, R; Sahoo, S; Sahu, P K; Saini, J; Sakai, S; Saleh, M A; Salzwedel, J; Sambyal, S; Samsonov, V; Sandoval, A; Sarkar, D; Sarkar, N; Sarma, P; Sas, M H P; Scapparone, E; Scarlassara, F; Scharenberg, R P; Scheid, H S; Schiaua, C; Schicker, R; Schmidt, C; Schmidt, H R; Schmidt, M O; Schmidt, M; Schuchmann, S; Schukraft, J; Schutz, Y; Schwarz, K; Schweda, K; Scioli, G; Scomparin, E; Scott, R; Šefčík, M; Seger, J E; Sekiguchi, Y; Sekihata, D; Selyuzhenkov, I; Senosi, K; Senyukov, S; Serradilla, E; Sett, P; Sevcenco, A; Shabanov, A; Shabetai, A; Shadura, O; Shahoyan, R; Shangaraev, A; Sharma, A; Sharma, A; Sharma, M; Sharma, M; Sharma, N; Sheikh, A I; Shigaki, K; Shou, Q; Shtejer, K; Sibiriak, Y; Siddhanta, S; Sielewicz, K M; Siemiarczuk, T; Silvermyr, D; Silvestre, C; Simatovic, G; Simonetti, G; Singaraju, R; Singh, R; Singhal, V; Sinha, T; Sitar, B; Sitta, M; Skaali, T B; Slupecki, M; Smirnov, N; Snellings, R J M; Snellman, T W; Song, J; Song, M; Soramel, F; Sorensen, S; Sozzi, F; Spiriti, E; Sputowska, I; Srivastava, B K; Stachel, J; Stan, I; Stankus, P; Stenlund, E; Stiller, J H; Stocco, D; Strmen, P; Suaide, A A P; Sugitate, T; Suire, C; Suleymanov, M; Suljic, M; Sultanov, R; Šumbera, M; Sumowidagdo, S; Suzuki, K; Swain, S; Szabo, A; Szarka, I; Szczepankiewicz, A; Szymanski, M; Tabassam, U; Takahashi, J; Tambave, G J; Tanaka, N; Tarhini, M; Tariq, M; Tarzila, M G; Tauro, A; Muñoz, G Tejeda; Telesca, A; Terasaki, K; Terrevoli, C; Teyssier, B; Thakur, D; Thakur, S; Thomas, D; Tieulent, R; Tikhonov, A; Timmins, A R; Toia, A; Tripathy, S; Trogolo, S; Trombetta, G; Trubnikov, V; Trzaska, W H; Trzeciak, B A; Tsuji, T; Tumkin, A; Turrisi, R; Tveter, T S; Ullaland, K; Umaka, E N; Uras, A; Usai, G L; Utrobicic, A; Vala, M; Van Der Maarel, J; Van Hoorne, J W; van Leeuwen, M; Vanat, T; Vyvre, P Vande; Varga, D; Vargas, A; Vargyas, M; Varma, R; Vasileiou, M; Vasiliev, A; Vauthier, A; Doce, O Vázquez; Vechernin, V; Veen, A M; Velure, A; Vercellin, E; Limón, S Vergara; Vernet, R; Vértesi, R; Vickovic, L; Vigolo, S; Viinikainen, J; Vilakazi, Z; Baillie, O Villalobos; Tello, A Villatoro; Vinogradov, A; Vinogradov, L; Virgili, T; Vislavicius, V; Vodopyanov, A; Völkl, M A; Voloshin, K; Voloshin, S A; Volpe, G; von Haller, B; Vorobyev, I; Voscek, D; Vranic, D; Vrláková, J; Wagner, B; Wagner, J; Wang, H; Wang, M; Watanabe, D; Watanabe, Y; Weber, M; Weber, S G; Weiser, D F; Wessels, J P; Westerhoff, U; Whitehead, A M; Wiechula, J; Wikne, J; Wilk, G; Wilkinson, J; Willems, G A; Williams, M C S; Windelband, B; Witt, W E; Yalcin, S; Yang, P; Yano, S; Yin, Z; Yokoyama, H; Yoo, I-K; Yoon, J H; Yurchenko, V; Zaccolo, V; Zaman, A; Zampolli, C; Zanoli, H J C; Zardoshti, N; Zarochentsev, A; Závada, P; Zaviyalov, N; Zbroszczyk, H; Zhalov, M; Zhang, H; Zhang, X; Zhang, Y; Zhang, C; Zhang, Z; Zhao, C; Zhigareva, N; Zhou, D; Zhou, Y; Zhou, Z; Zhu, H; Zhu, J; Zhu, X; Zichichi, A; Zimmermann, A; Zimmermann, M B; Zimmermann, S; Zinovjev, G; Zmeskal, J

    2017-01-01

    The invariant differential cross sections for inclusive [Formula: see text] and [Formula: see text] mesons at midrapidity were measured in pp collisions at [Formula: see text] TeV for transverse momenta [Formula: see text] GeV/ c and [Formula: see text] GeV/ c , respectively, using the ALICE detector. This large range in [Formula: see text] was achieved by combining various analysis techniques and different triggers involving the electromagnetic calorimeter (EMCal). In particular, a new single-cluster, shower-shape based method was developed for the identification of high-[Formula: see text] neutral pions, which exploits that the showers originating from their decay photons overlap in the EMCal. Above 4 GeV/[Formula: see text], the measured cross sections are found to exhibit a similar power-law behavior with an exponent of about 6.3. Next-to-leading-order perturbative QCD calculations differ from the measured cross sections by about 30% for the [Formula: see text], and between 30-50% for the [Formula: see text] meson, while generator-level simulations with PYTHIA 8.2 describe the data to better than 10-30%, except at [Formula: see text] GeV/[Formula: see text]. The new data can therefore be used to further improve the theoretical description of [Formula: see text] and [Formula: see text] meson production.

  8. A MOBILE-DEVICE-SUPPORTED PEER-ASSISTED LEARNING SYSTEM FOR COLLABORATIVE EARLY EFL READING

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    Yu-Ju Lan

    2007-02-01

    Full Text Available Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. The present research includes two studies. In Study One, the weaknesses of collaborative learning in a traditional EFL setting were observed. Then, in Study Two, a mobile-device-supported peer-assisted learning (MPAL system was developed for the purpose of addressing the identified weaknesses. Two classes of twenty-six third grade students participated in the present research to examine the unique contribution of MPAL to collaborative EFL reading activities. The collaborative behavior of elementary EFL learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MPAL helped improve collaboration in elementary school level EFL learners and promotes their reading motivation.

  9. An investigation into Spanish EFL learners' anxiety

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    Juan de Dios Martínez Agudo

    2013-08-01

    Full Text Available This research article reports the results of a study designed to measure and analyse Spanish students' perceived anxiety when learning and using EFL inside the classroom. This article first includes a review of the literature on foreign language anxiety. Then it describes the participants of the investigation and the research methodology procedures. This is followed by the presentation and discussion of the results and, finally, the conclusions derived from this study. The resulting data revealed interesting information about the anxiety levels present among Spanish EFL learners. While relatively high levels of speaking anxiety have been identified, somewhat lower levels of listening anxiety associated with error correction, by contrast, have also been found. More specifically, the results suggested that the level of listening anxiety seems to slightly increase when error correction is somehow involved in the process.

  10. Topic prominence in Chinese EFL learners’ interlanguage

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    Shaopeng Li

    2014-01-01

    Full Text Available The present study aims to investigate the general characteristics of topicprominent typological interlanguage development of Chinese learners of English in terms of acquiring subject-prominent English structures from a discourse perspective. Topic structures mainly appear in Chinese discourse in the form of topic chains (Wang, 2002; 2004. The research target are the topic chain, which is the main topic-prominent structure in Chinese discourse, and zero anaphora, which is the most common topic anaphora in the topic chain. Two important findings emerged from the present study. First, the characteristics of Chinese topic chains are transferrable to the interlanguage of Chinese EFL learners, thus resulting in overgeneralization of the zero anaphora. Second, the interlanguage discourse of Chinese EFL learners reflects a change of the second language acquisition process from topic-prominence to subject-prominence, thus lending support to the discourse transfer hypothesis.

  11. TEACHER’S POLITENESS IN EFL CLASS

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    Ayfer Sülü

    2015-10-01

    Full Text Available Politeness is considered to promote effective interaction between people. In the context of language teaching, it is believed to enhance learning by providing a lively and friendly atmosphere in classroom (Jiang, 2010. This study investigates an EFL classroom in terms of interaction between English learners and a native English speaking teacher. The aim of the study is to see whether the effects of politeness strategies differ when students and teacher do not share the same culture and native language. Two hours of classes were observed and taperecorded by the researcher. The recordings were transcribed and analyzed by making use of related politeness strategies and functions of speech. Also, three randomly chosen students were interviewed after the class. The findings showed that politeness existed in that EFL classroom and it helped students to have positive feelings towards the lesson and motivated them to participate more in classes.

  12. FORMATIVE ASSESSMENT IN EFL CLASSROOM PRACTICES

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    Ida Ayu Made Sri Widiastuti

    2017-03-01

    Full Text Available This study investigated the challenges and opportunities of formative assessment in EFL classes. It made use of qualitative research design by using indepth interviews to collect the required data. Three teachers and three students were involved as research participants in this study and they were intensively interviewed to get valid and reliable data regarding their understanding of formative assessment and the follow up actions they took after implementing formative assessment. The results of this study showed that the English teachers were found not to take appropriate follow up actions due to their low understanding of formative assessment. The teachers’ understanding could influence their ability in deciding the actions. This study indicates that EFL teachers need urgent further intensive training on the appropriate implementation of formative assessment and how follow up actions should be integrated into classroom practices

  13. Measurement of ψ(2S) meson production in pp collisions at [Formula: see text].

    Science.gov (United States)

    Aaij, R; Abellan Beteta, C; Adeva, B; Adinolfi, M; Adrover, C; Affolder, A; Ajaltouni, Z; Albrecht, J; Alessio, F; Alexander, M; Alkhazov, G; Alvarez Cartelle, P; Alves, A A; Amato, S; Amhis, Y; Anderson, J; Appleby, R B; Aquines Gutierrez, O; Archilli, F; Arrabito, L; Artamonov, A; Artuso, M; Aslanides, E; Auriemma, G; Bachmann, S; Back, J J; Bailey, D S; Balagura, V; Baldini, W; Barlow, R J; Barschel, C; Barsuk, S; Barter, W; Bates, A; Bauer, C; Bauer, Th; Bay, A; Bediaga, I; Belogurov, S; Belous, K; Belyaev, I; Ben-Haim, E; Benayoun, M; Bencivenni, G; Benson, S; Benton, J; Bernet, R; Bettler, M-O; van Beuzekom, M; Bien, A; Bifani, S; Bird, T; Bizzeti, A; Bjørnstad, P M; Blake, T; Blanc, F; Blanks, C; Blouw, J; Blusk, S; Bobrov, A; Bocci, V; Bondar, A; Bondar, N; Bonivento, W; Borghi, S; Borgia, A; Bowcock, T J V; Bozzi, C; Brambach, T; van den Brand, J; Bressieux, J; Brett, D; Britsch, M; Britton, T; Brook, N H; Brown, H; de Bruyn, K; Büchler-Germann, A; Burducea, I; Bursche, A; Buytaert, J; Cadeddu, S; Callot, O; Calvi, M; Calvo Gomez, M; Camboni, A; Campana, P; Carbone, A; Carboni, G; Cardinale, R; Cardini, A; Carson, L; Carvalho Akiba, K; Casse, G; Cattaneo, M; Cauet, Ch; Charles, M; Charpentier, Ph; Chiapolini, N; Ciba, K; Cid Vidal, X; Ciezarek, G; Clarke, P E L; Clemencic, M; Cliff, H V; Closier, J; Coca, C; Coco, V; Cogan, J; Collins, P; Comerma-Montells, A; Constantin, F; Contu, A; Cook, A; Coombes, M; Corti, G; Couturier, B; Cowan, G A; Currie, R; D'Ambrosio, C; David, P; David, P N Y; De Bonis, I; De Capua, S; De Cian, M; De Lorenzi, F; De Miranda, J M; De Paula, L; De Simone, P; Decamp, D; Deckenhoff, M; Degaudenzi, H; Del Buono, L; Deplano, C; Derkach, D; Deschamps, O; Dettori, F; Dickens, J; Dijkstra, H; Diniz Batista, P; Domingo Bonal, F; Donleavy, S; Dordei, F; Dosil Suárez, A; Dossett, D; Dovbnya, A; Dupertuis, F; Dzhelyadin, R; Dziurda, A; Easo, S; Egede, U; Egorychev, V; Eidelman, S; van Eijk, D; Eisele, F; Eisenhardt, S; Ekelhof, R; Eklund, L; Elsasser, Ch; Elsby, D; Esperante Pereira, D; Falabella, A; Fanchini, E; Färber, C; Fardell, G; Farinelli, C; Farry, S; Fave, V; Fernandez Albor, V; Ferro-Luzzi, M; Filippov, S; Fitzpatrick, C; Fontana, M; Fontanelli, F; Forty, R; Francisco, O; Frank, M; Frei, C; Frosini, M; Furcas, S; Gallas Torreira, A; Galli, D; Gandelman, M; Gandini, P; Gao, Y; Garnier, J-C; Garofoli, J; Garra Tico, J; Garrido, L; Gascon, D; Gaspar, C; Gauld, R; Gauvin, N; Gersabeck, M; Gershon, T; Ghez, Ph; Gibson, V; Gligorov, V V; Göbel, C; Golubkov, D; Golutvin, A; Gomes, A; Gordon, H; Grabalosa Gándara, M; Graciani Diaz, R; Granado Cardoso, L A; Graugés, E; Graziani, G; Grecu, A; Greening, E; Gregson, S; Gui, B; Gushchin, E; Guz, Yu; Gys, T; Hadjivasiliou, C; Haefeli, G; Haen, C; Haines, S C; Hampson, T; Hansmann-Menzemer, S; Harji, R; Harnew, N; Harrison, J; Harrison, P F; Hartmann, T; He, J; Heijne, V; Hennessy, K; Henrard, P; Hernando Morata, J A; van Herwijnen, E; Hicks, E; Holubyev, K; Hopchev, P; Hulsbergen, W; Hunt, P; Huse, T; Huston, R S; Hutchcroft, D; Hynds, D; Iakovenko, V; Ilten, P; Imong, J; Jacobsson, R; Jaeger, A; Jahjah Hussein, M; Jans, E; Jansen, F; Jaton, P; Jean-Marie, B; Jing, F; John, M; Johnson, D; Jones, C R; Jost, B; Kaballo, M; Kandybei, S; Karacson, M; Karbach, T M; Keaveney, J; Kenyon, I R; Kerzel, U; Ketel, T; Keune, A; Khanji, B; Kim, Y M; Knecht, M; Koopman, R F; Koppenburg, P; Korolev, M; Kozlinskiy, A; Kravchuk, L; Kreplin, K; Kreps, M; Krocker, G; Krokovny, P; Kruse, F; Kruzelecki, K; Kucharczyk, M; Kvaratskheliya, T; La Thi, V N; Lacarrere, D; Lafferty, G; Lai, A; Lambert, D; Lambert, R W; Lanciotti, E; Lanfranchi, G; Langenbruch, C; Latham, T; Lazzeroni, C; Le Gac, R; van Leerdam, J; Lees, J-P; Lefèvre, R; Leflat, A; Lefrançois, J; Leroy, O; Lesiak, T; Li, L; Li Gioi, L; Lieng, M; Liles, M; Lindner, R; Linn, C; Liu, B; Liu, G; von Loeben, J; Lopes, J H; Lopez Asamar, E; Lopez-March, N; Lu, H; Luisier, J; Mac Raighne, A; Machefert, F; Machikhiliyan, I V; Maciuc, F; Maev, O; Magnin, J; Malde, S; Mamunur, R M D; Manca, G; Mancinelli, G; Mangiafave, N; Marconi, U; Märki, R; Marks, J; Martellotti, G; Martens, A; Martin, L; Martín Sánchez, A; Martinez Santos, D; Massafferri, A; Mathe, Z; Matteuzzi, C; Matveev, M; Maurice, E; Maynard, B; Mazurov, A; McGregor, G; McNulty, R; Meissner, M; Merk, M; Merkel, J; Messi, R; Miglioranzi, S; Milanes, D A; Minard, M-N; Molina Rodriguez, J; Monteil, S; Moran, D; Morawski, P; Mountain, R; Mous, I; Muheim, F; Müller, K; Muresan, R; Muryn, B; Muster, B; Musy, M; Mylroie-Smith, J; Naik, P; Nakada, T; Nandakumar, R; Nasteva, I; Nedos, M; Needham, M; Neufeld, N; Nguyen, A D; Nguyen-Mau, C; Nicol, M; Niess, V; Nikitin, N; Nomerotski, A; Novoselov, A; Oblakowska-Mucha, A; Obraztsov, V; Oggero, S; Ogilvy, S; Okhrimenko, O; Oldeman, R; Orlandea, M; Otalora Goicochea, J M; Owen, P; Pal, K; Palacios, J; Palano, A; Palutan, M; Panman, J; Papanestis, A; Pappagallo, M; Parkes, C; Parkinson, C J; Passaleva, G; Patel, G D; Patel, M; Paterson, S K; Patrick, G N; Patrignani, C; Pavel-Nicorescu, C; Pazos Alvarez, A; Pellegrino, A; Penso, G; Pepe Altarelli, M; Perazzini, S; Perego, D L; Perez Trigo, E; Pérez-Calero Yzquierdo, A; Perret, P; Perrin-Terrin, M; Pessina, G; Petrella, A; Petrolini, A; Phan, A; Picatoste Olloqui, E; Pie Valls, B; Pietrzyk, B; Pilař, T; Pinci, D; Plackett, R; Playfer, S; Plo Casasus, M; Polok, G; Poluektov, A; Polycarpo, E; Popov, D; Popovici, B; Potterat, C; Powell, A; Prisciandaro, J; Pugatch, V; Puig Navarro, A; Qian, W; Rademacker, J H; Rakotomiaramanana, B; Rangel, M S; Raniuk, I; Raven, G; Redford, S; Reid, M M; Dos Reis, A C; Ricciardi, S; Richards, A; Rinnert, K; Roa Romero, D A; Robbe, P; Rodrigues, E; Rodrigues, F; Rodriguez Perez, P; Rogers, G J; Roiser, S; Romanovsky, V; Rosello, M; Rouvinet, J; Ruf, T; Ruiz, H; Sabatino, G; Saborido Silva, J J; Sagidova, N; Sail, P; Saitta, B; Salzmann, C; Sannino, M; Santacesaria, R; Santamarina Rios, C; Santinelli, R; Santovetti, E; Sapunov, M; Sarti, A; Satriano, C; Satta, A; Savrie, M; Savrina, D; Schaack, P; Schiller, M; Schleich, S; Schlupp, M; Schmelling, M; Schmidt, B; Schneider, O; Schopper, A; Schune, M-H; Schwemmer, R; Sciascia, B; Sciubba, A; Seco, M; Semennikov, A; Senderowska, K; Sepp, I; Serra, N; Serrano, J; Seyfert, P; Shapkin, M; Shapoval, I; Shatalov, P; Shcheglov, Y; Shears, T; Shekhtman, L; Shevchenko, O; Shevchenko, V; Shires, A; Silva Coutinho, R; Skwarnicki, T; Smith, N A; Smith, E; Sobczak, K; Soler, F J P; Solomin, A; Soomro, F; Souza De Paula, B; Spaan, B; Sparkes, A; Spradlin, P; Stagni, F; Stahl, S; Steinkamp, O; Stoica, S; Stone, S; Storaci, B; Straticiuc, M; Straumann, U; Subbiah, V K; Swientek, S; Szczekowski, M; Szczypka, P; Szumlak, T; T'Jampens, S; Teodorescu, E; Teubert, F; Thomas, C; Thomas, E; van Tilburg, J; Tisserand, V; Tobin, M; Topp-Joergensen, S; Torr, N; Tournefier, E; Tourneur, S; Tran, M T; Tsaregorodtsev, A; Tuning, N; Ubeda Garcia, M; Ukleja, A; Urquijo, P; Uwer, U; Vagnoni, V; Valenti, G; Vazquez Gomez, R; Vazquez Regueiro, P; Vecchi, S; Velthuis, J J; Veltri, M; Viaud, B; Videau, I; Vieira, D; Vilasis-Cardona, X; Visniakov, J; Vollhardt, A; Volyanskyy, D; Voong, D; Vorobyev, A; Voss, H; Wandernoth, S; Wang, J; Ward, D R; Watson, N K; Webber, A D; Websdale, D; Whitehead, M; Wiedner, D; Wiggers, L; Wilkinson, G; Williams, M P; Williams, M; Wilson, F F; Wishahi, J; Witek, M; Witzeling, W; Wotton, S A; Wyllie, K; Xie, Y; Xing, F; Xing, Z; Yang, Z; Young, R; Yushchenko, O; Zangoli, M; Zavertyaev, M; Zhang, F; Zhang, L; Zhang, W C; Zhang, Y; Zhelezov, A; Zhong, L; Zvyagin, A

    The differential cross-section for the inclusive production of ψ (2 S ) mesons in pp collisions at [Formula: see text] has been measured with the LHCb detector. The data sample corresponds to an integrated luminosity of 36 pb -1 . The ψ (2 S ) mesons are reconstructed in the decay channels ψ (2 S )→ μ + μ - and ψ (2 S )→ J / ψπ + π - , with the J / ψ meson decaying into two muons. Results are presented both for promptly produced ψ (2 S ) mesons and for those originating from b -hadron decays. In the kinematic range p T ( ψ (2 S ))≤16 GeV/ c and 2< y ( ψ (2 S ))≤4.5 we measure [Formula: see text] where the last uncertainty on the prompt cross-section is due to the unknown ψ (2 S ) polarization. Recent QCD calculations are found to be in good agreement with our measurements. Combining the present result with the LHCb J / ψ measurements we determine the inclusive branching fraction [Formula: see text] where the last uncertainty is due to the [Formula: see text], [Formula: see text] and [Formula: see text] branching fraction uncertainties.

  14. Metacognitive interventions in text production and working memory in students with ADHD

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    Nelba Maria Teixeira Pisacco

    2018-03-01

    Full Text Available Abstract This study compared the effects of two metacognitive interventions on writing, working memory (WM, and behavioral symptoms of students with attention-deficit/hyperactivity disorder (ADHD. The disorder was clinically diagnosed by a multidisciplinary team according to DSM-IV criteria. The first approach consisted of a combined intervention in text production and WM while the second focused only on WM. Participants were 47 students from the fifth to ninth grades of two public elementary schools in Porto Alegre (Brazil, randomized to one of the two interventions groups. Writing and WM were assessed before, immediately after, and 3 months after the interventions. The results suggest that both interventions contributed to improving behavior and school performance, whereas only the combined intervention increased the overall quality of narrative text, organization of paragraphs, and denouement.

  15. EFL Learners’ Negotiation of Meaning

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    Samira Saeed Rashid Al Hosni

    2014-01-01

    Full Text Available This study aimed at investigating EFL learners’ frequency of negotiation of meaning when performing focused and unfocused communication tasks. The sample consists of thirty learners divided into ten groups. Three research instruments were used to collect data; communication tasks, field notes and interviews. Data analysis revealed that there is no significant difference in the frequency of negotiation of meaning between the two task types. This is due to the fact that, learners performed both task types as unfocused tasks and they were able to use some communication strategies to keep communication flowing and to go round the target structure. Amazingly, despite the existence of the trigger of negotiation, the indicator of misunderstanding, an important negotiation phase, was absent in many cases from the conversations in both task types. Subsequently, the research findings suggest providing learners with opportunities that urge them to perform as language users rather than language learners.

  16. EFL oral skills behaviour when implementing blended learning in a content-subject teachers’ professional development course

    Directory of Open Access Journals (Sweden)

    Natalia Sanchez Narvaez

    2017-08-01

    Full Text Available The increasing use of technology in educational settings (Murray, 2014; Zandi, Thang, & Krish, 2014 encourages teachers to refocus their professional development by centering their efforts on becoming proficient in the use of information and communication technologies (ICTs in language lessons (Chen, Chen, & Tsai, 2009. As such, this qualitative action research project intended to describe content-subject teachers’ EFL oral behavior when blended learning was implemented in a professional development course and to determine the influence of blended learning in EFL oral skill behavior. The participants were seven content-subject teachers from a private school in Huila, Colombia. Data were gathered via in-depth interviews, class observations, video recording analysis, teachers’ reflection, students’ artifacts, and a survey. Data were collected during the implementation of an English blended course in which 12 lessons were divided into six face-to-face sessions and six online meetings. The findings suggest that EFL oral skill behavior is connected with use of vocabulary, use of body language, pronunciation and intonation patterns, production of chunks of language, monitoring oral production and, motivation and engagement. In addition, blended learning influenced participants’ oral production.

  17. Innovating EFL Teaching in Asia

    Science.gov (United States)

    Muller, Theron, Ed.; Herder, Steven, Ed.; Adamson, John, Ed.; Brown, Philip Shigeo, Ed.

    2012-01-01

    This collection offers a distinctly Asian voice for English language education and addresses some of the unique needs of Asian learners in EFL contexts. Teachers and researchers from nine Asian countries present some of the most current and innovative research in five distinct and fascinating areas of EFL teaching and learning. This book is…

  18. Screen Indians in the EFL-Classroom: Transnational Perspectives

    Directory of Open Access Journals (Sweden)

    Karsten Fitz

    2008-06-01

    Full Text Available This article addresses the question of what different audiences ‘see’ when watching movies depicting Native Americans, arguing that ways of ‘seeing’ are deeply embedded in specific cultural contexts. In particular, it is concerned with what a German movie-going audience—our EFL-students, in particular—see when watching blockbuster Hollywood movies like Dances with Wolves or popular Native American productions like Smoke Signals? Against the background of the West German Winnetou films and the East German DEFA westerns, respectively, German audiences on both sides of the iron curtain have been appropriating ‘Indians’ on their own terms, ‘using’ them for their own purposes and within their own cultural frames of reference.

  19. A Detailed Examination of the GPM Core Satellite Gridded Text Product

    Science.gov (United States)

    Stocker, Erich Franz; Kelley, Owen A.; Kummerow, C.; Huffman, George; Olson, William S.; Kwiatowski, John M.

    2015-01-01

    The Global Precipitation Measurement (GPM) mission quarter-degree gridded-text product has a similar file format and a similar purpose as the Tropical Rainfall Measuring Mission (TRMM) 3G68 quarter-degree product. The GPM text-grid format is an hourly summary of surface precipitation retrievals from various GPM instruments and combinations of GPM instruments. The GMI Goddard Profiling (GPROF) retrieval provides the widest swath (800 km) and does the retrieval using the GPM Microwave Imager (GMI). The Ku radar provides the widest radar swath (250 km swath) and also provides continuity with the TRMM Ku Precipitation Radar. GPM's Ku+Ka band matched swath (125 km swath) provides a dual-frequency precipitation retrieval. The "combined" retrieval (125 km swath) provides a multi-instrument precipitation retrieval based on the GMI, the DPR Ku radar, and the DPR Ka radar. While the data are reported in hourly grids, all hours for a day are packaged into a single text file that is g-zipped to reduce file size and to speed up downloading. The data are reported on a 0.25deg x 0.25 deg grid.

  20. Storytelling in EFL Classes

    OpenAIRE

    Emine Bala

    2015-01-01

    Storytelling is one of the oldest ways of education and oral tradition that is continuously being used to transfer the previous nation‘s cultures, tradition and customs. It constructs a bridge between the new and the old. Storytelling in EFL classes usually provides a meaningful context, interesting atmosphere and is used as a tool to highly motivate students. Although it seems to be mostly based on speaking, it is used to promote other skills such as writing, reading, and listening. Storytel...

  1. Reading Processing Skills among EFL Learners in Different Proficiency Levels

    Science.gov (United States)

    Dhanapala, Kusumi Vasantha; Yamada, Jun

    2015-01-01

    This study aims to understand how EFL learners in different reading proficiency levels comprehend L2 texts, using five-component skills involving measures of (1) vocabulary knowledge, (2) drawing inferences and predictions, (3) knowledge of text structure and discourse organization, (4) identifying the main idea and summarizing skills, and (5)…

  2. Enhancing intercultural competence through U.S. multicultural literature in the EFL classroom

    Directory of Open Access Journals (Sweden)

    Luis Fernando Gómez Rodríguez

    2013-12-01

    Full Text Available This article reports part of an action research experience that was conducted in an advanced EFL classroom of the language program at a public university in Bogotá, Colombia in 2011. The study proposes the incorporation of authentic multicultural literary texts in the EFL classroom as a means to develop intercultural communicative competence (ICC. Data were collected to show how learners acquired cultural knowledge, developed critical intercultural skills, and created positive attitudes -aspects of Byram's model of ICC- when they read literary short stories. Findings show that integrating language and literature in EFL constitutes a pedagogical contribution to construct critical intercultural awareness.

  3. PROBLEMS FACED BY INDONESIAN EFL LEARNERS IN WRITING ARGUMENTATIVE ESSAY

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    Wulan Rahmatunisa

    2014-12-01

    Full Text Available This study aims to find out problems in writing argumentative essay faced by Indonesian EFL learners. It is carried out in a qualitative research design as it attempted to describe the problems and their ways out. The data were taken from university students’ writing task and interview. The participants are the second year of university Indonesia students who enrol their study in English Department. Results of the data indicated that Indonesian EFL learners faced the problems in three categories, those are linguistics problems, cognitive problems, and psychological problems. Mostly, students faced problems in linguistics related to the grammatical structure (23.2%, formatting words (30.2%, words classes (16.3%, error in using words (9.3%, and the use of article (21%. Second, cognitive problems are related to organizing paragraph, difficulties in remaining word classes, getting lost the generic structure, making a conclusion, and putting punctuation. Last, psychological problems which included laziness, egoism, bad mood, and difficulties to start writing also faced by Indonesian EFL learners. Data analysis also indicated the problem solving which hopefully will be beneficial for EFL teachers in writing class. It is strongly recommended that the EFL class should strengthen all the language skills in general and writing in particular, motivate the students to use English with the teachers, introduce pair work, peer-correction, and use dictionaries frequently etc.

  4. The Effects of Implicit and Explicit Instruction on the Academic Interlanguage Pragmatic Knowledge of Iranian EFL Learners

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    Hamid Reza Iraji

    2018-04-01

    Full Text Available Pragmatic competence, as one of the main components of communicative competence, ought to be given sufficient attention by the foreign language instructors and students. Recently, a surge of interest in interlanguage pragmatics (ILP has been witnessed. The studies on explicit and implicit instruction on Iranian EFL students’ production of two pragmatic aspects of apology and request have been few. Thus, the aim of this study was exploring the potentially facilitative impacts of explicit and implicit instruction on Iranian EFL students’ production of two pragmatic aspects frequently used in daily conversations, namely the speech acts of apology and request. For this purpose, forty homogenized upper-intermediate Iranian EFL learners were randomly divided into one experimental and one control group. They took part in an English-medium conversation course which lasted for eight sessions in which ILP academic situations were presented to the students of the experimental group in the explicit way, while the control group received the same instruction and materials through the implicit method. Following the treatment, the participants received the same validated academic Multiple-Choice Discourse Completion Test (MDCT of ILP. The results indicated that teaching pragmalinguistic features explicitly could improve the interlanguage pragmatic knowledge of the participants in the experimental group.

  5. Measurement of ϒ production in pp collisions at [Formula: see text].

    Science.gov (United States)

    Aaij, R; Abellan Beteta, C; Adeva, B; Adinolfi, M; Adrover, C; Affolder, A; Ajaltouni, Z; Albrecht, J; Alessio, F; Alexander, M; Alkhazov, G; Alvarez Cartelle, P; Alves, A A; Amato, S; Amhis, Y; Anderson, J; Appleby, R B; Aquines Gutierrez, O; Archilli, F; Arrabito, L; Artamonov, A; Artuso, M; Aslanides, E; Auriemma, G; Bachmann, S; Back, J J; Bailey, D S; Balagura, V; Baldini, W; Barlow, R J; Barschel, C; Barsuk, S; Barter, W; Bates, A; Bauer, C; Bauer, Th; Bay, A; Bediaga, I; Belogurov, S; Belous, K; Belyaev, I; Ben-Haim, E; Benayoun, M; Bencivenni, G; Benson, S; Benton, J; Bernet, R; Bettler, M-O; van Beuzekom, M; Bien, A; Bifani, S; Bird, T; Bizzeti, A; Bjørnstad, P M; Blake, T; Blanc, F; Blanks, C; Blouw, J; Blusk, S; Bobrov, A; Bocci, V; Bondar, A; Bondar, N; Bonivento, W; Borghi, S; Borgia, A; Bowcock, T J V; Bozzi, C; Brambach, T; van den Brand, J; Bressieux, J; Brett, D; Britsch, M; Britton, T; Brook, N H; Brown, H; de Bruyn, K; Büchler-Germann, A; Burducea, I; Bursche, A; Buytaert, J; Cadeddu, S; Callot, O; Calvi, M; Calvo Gomez, M; Camboni, A; Campana, P; Carbone, A; Carboni, G; Cardinale, R; Cardini, A; Carson, L; Carvalho Akiba, K; Casse, G; Cattaneo, M; Cauet, Ch; Charles, M; Charpentier, Ph; Chiapolini, N; Ciba, K; Cid Vidal, X; Ciezarek, G; Clarke, P E L; Clemencic, M; Cliff, H V; Closier, J; Coca, C; Coco, V; Cogan, J; Collins, P; Comerma-Montells, A; Constantin, F; Contu, A; Cook, A; Coombes, M; Corti, G; Couturier, B; Cowan, G A; Currie, R; D'Ambrosio, C; David, P; David, P N Y; De Bonis, I; De Capua, S; De Cian, M; De Lorenzi, F; De Miranda, J M; De Paula, L; De Simone, P; Decamp, D; Deckenhoff, M; Degaudenzi, H; Del Buono, L; Deplano, C; Derkach, D; Deschamps, O; Dettori, F; Dickens, J; Dijkstra, H; Diniz Batista, P; Domingo Bonal, F; Donleavy, S; Dordei, F; Dosil Suárez, A; Dossett, D; Dovbnya, A; Dupertuis, F; Dzhelyadin, R; Dziurda, A; Easo, S; Egede, U; Egorychev, V; Eidelman, S; van Eijk, D; Eisele, F; Eisenhardt, S; Ekelhof, R; Eklund, L; Elsasser, Ch; Elsby, D; Esperante Pereira, D; Falabella, A; Fanchini, E; Färber, C; Fardell, G; Farinelli, C; Farry, S; Fave, V; Fernandez Albor, V; Ferro-Luzzi, M; Filippov, S; Fitzpatrick, C; Fontana, M; Fontanelli, F; Forty, R; Francisco, O; Frank, M; Frei, C; Frosini, M; Furcas, S; Gallas Torreira, A; Galli, D; Gandelman, M; Gandini, P; Gao, Y; Garnier, J-C; Garofoli, J; Garra Tico, J; Garrido, L; Gascon, D; Gaspar, C; Gauld, R; Gauvin, N; Gersabeck, M; Gershon, T; Ghez, Ph; Gibson, V; Gligorov, V V; Göbel, C; Golubkov, D; Golutvin, A; Gomes, A; Gordon, H; Grabalosa Gándara, M; Graciani Diaz, R; Granado Cardoso, L A; Graugés, E; Graziani, G; Grecu, A; Greening, E; Gregson, S; Gui, B; Gushchin, E; Guz, Yu; Gys, T; Hadjivasiliou, C; Haefeli, G; Haen, C; Haines, S C; Hampson, T; Hansmann-Menzemer, S; Harji, R; Harnew, N; Harrison, J; Harrison, P F; Hartmann, T; He, J; Heijne, V; Hennessy, K; Henrard, P; Hernando Morata, J A; van Herwijnen, E; Hicks, E; Holubyev, K; Hopchev, P; Hulsbergen, W; Hunt, P; Huse, T; Huston, R S; Hutchcroft, D; Hynds, D; Iakovenko, V; Ilten, P; Imong, J; Jacobsson, R; Jaeger, A; Jahjah Hussein, M; Jans, E; Jansen, F; Jaton, P; Jean-Marie, B; Jing, F; John, M; Johnson, D; Jones, C R; Jost, B; Kaballo, M; Kandybei, S; Karacson, M; Karbach, T M; Keaveney, J; Kenyon, I R; Kerzel, U; Ketel, T; Keune, A; Khanji, B; Kim, Y M; Knecht, M; Koopman, R F; Koppenburg, P; Korolev, M; Kozlinskiy, A; Kravchuk, L; Kreplin, K; Kreps, M; Krocker, G; Krokovny, P; Kruse, F; Kruzelecki, K; Kucharczyk, M; Kvaratskheliya, T; La Thi, V N; Lacarrere, D; Lafferty, G; Lai, A; Lambert, D; Lambert, R W; Lanciotti, E; Lanfranchi, G; Langenbruch, C; Latham, T; Lazzeroni, C; Le Gac, R; van Leerdam, J; Lees, J-P; Lefèvre, R; Leflat, A; Lefrançois, J; Leroy, O; Lesiak, T; Li, L; Li Gioi, L; Lieng, M; Liles, M; Lindner, R; Linn, C; Liu, B; Liu, G; von Loeben, J; Lopes, J H; Lopez Asamar, E; Lopez-March, N; Lu, H; Luisier, J; Mac Raighne, A; Machefert, F; Machikhiliyan, I V; Maciuc, F; Maev, O; Magnin, J; Malde, S; Mamunur, R M D; Manca, G; Mancinelli, G; Mangiafave, N; Marconi, U; Märki, R; Marks, J; Martellotti, G; Martens, A; Martin, L; Martín Sánchez, A; Martinez Santos, D; Massafferri, A; Mathe, Z; Matteuzzi, C; Matveev, M; Maurice, E; Maynard, B; Mazurov, A; McGregor, G; McNulty, R; Meissner, M; Merk, M; Merkel, J; Messi, R; Miglioranzi, S; Milanes, D A; Minard, M-N; Molina Rodriguez, J; Monteil, S; Moran, D; Morawski, P; Mountain, R; Mous, I; Muheim, F; Müller, K; Muresan, R; Muryn, B; Muster, B; Musy, M; Mylroie-Smith, J; Naik, P; Nakada, T; Nandakumar, R; Nasteva, I; Nedos, M; Needham, M; Neufeld, N; Nguyen, A D; Nguyen-Mau, C; Nicol, M; Niess, V; Nikitin, N; Nomerotski, A; Novoselov, A; Oblakowska-Mucha, A; Obraztsov, V; Oggero, S; Ogilvy, S; Okhrimenko, O; Oldeman, R; Orlandea, M; Otalora Goicochea, J M; Owen, P; Pal, K; Palacios, J; Palano, A; Palutan, M; Panman, J; Papanestis, A; Pappagallo, M; Parkes, C; Parkinson, C J; Passaleva, G; Patel, G D; Patel, M; Paterson, S K; Patrick, G N; Patrignani, C; Pavel-Nicorescu, C; Pazos Alvarez, A; Pellegrino, A; Penso, G; Pepe Altarelli, M; Perazzini, S; Perego, D L; Perez Trigo, E; Pérez-Calero Yzquierdo, A; Perret, P; Perrin-Terrin, M; Pessina, G; Petrella, A; Petrolini, A; Phan, A; Picatoste Olloqui, E; Pie Valls, B; Pietrzyk, B; Pilař, T; Pinci, D; Plackett, R; Playfer, S; Plo Casasus, M; Polok, G; Poluektov, A; Polycarpo, E; Popov, D; Popovici, B; Potterat, C; Powell, A; Prisciandaro, J; Pugatch, V; Puig Navarro, A; Qian, W; Rademacker, J H; Rakotomiaramanana, B; Rangel, M S; Raniuk, I; Raven, G; Redford, S; Reid, M M; Dos Reis, A C; Ricciardi, S; Richards, A; Rinnert, K; Roa Romero, D A; Robbe, P; Rodrigues, E; Rodrigues, F; Rodriguez Perez, P; Rogers, G J; Roiser, S; Romanovsky, V; Rosello, M; Rouvinet, J; Ruf, T; Ruiz, H; Sabatino, G; Saborido Silva, J J; Sagidova, N; Sail, P; Saitta, B; Salzmann, C; Sannino, M; Santacesaria, R; Santamarina Rios, C; Santinelli, R; Santovetti, E; Sapunov, M; Sarti, A; Satriano, C; Satta, A; Savrie, M; Savrina, D; Schaack, P; Schiller, M; Schleich, S; Schlupp, M; Schmelling, M; Schmidt, B; Schneider, O; Schopper, A; Schune, M-H; Schwemmer, R; Sciascia, B; Sciubba, A; Seco, M; Semennikov, A; Senderowska, K; Sepp, I; Serra, N; Serrano, J; Seyfert, P; Shapkin, M; Shapoval, I; Shatalov, P; Shcheglov, Y; Shears, T; Shekhtman, L; Shevchenko, O; Shevchenko, V; Shires, A; Silva Coutinho, R; Skwarnicki, T; Smith, N A; Smith, E; Sobczak, K; Soler, F J P; Solomin, A; Soomro, F; Souza De Paula, B; Spaan, B; Sparkes, A; Spradlin, P; Stagni, F; Stahl, S; Steinkamp, O; Stoica, S; Stone, S; Storaci, B; Straticiuc, M; Straumann, U; Subbiah, V K; Swientek, S; Szczekowski, M; Szczypka, P; Szumlak, T; T'Jampens, S; Teodorescu, E; Teubert, F; Thomas, C; Thomas, E; van Tilburg, J; Tisserand, V; Tobin, M; Topp-Joergensen, S; Torr, N; Tournefier, E; Tourneur, S; Tran, M T; Tsaregorodtsev, A; Tuning, N; Ubeda Garcia, M; Ukleja, A; Urquijo, P; Uwer, U; Vagnoni, V; Valenti, G; Vazquez Gomez, R; Vazquez Regueiro, P; Vecchi, S; Velthuis, J J; Veltri, M; Viaud, B; Videau, I; Vieira, D; Vilasis-Cardona, X; Visniakov, J; Vollhardt, A; Volyanskyy, D; Voong, D; Vorobyev, A; Voss, H; Wandernoth, S; Wang, J; Ward, D R; Watson, N K; Webber, A D; Websdale, D; Whitehead, M; Wiedner, D; Wiggers, L; Wilkinson, G; Williams, M P; Williams, M; Wilson, F F; Wishahi, J; Witek, M; Witzeling, W; Wotton, S A; Wyllie, K; Xie, Y; Xing, F; Xing, Z; Yang, Z; Young, R; Yushchenko, O; Zangoli, M; Zavertyaev, M; Zhang, F; Zhang, L; Zhang, W C; Zhang, Y; Zhelezov, A; Zhong, L; Zvyagin, A

    The production of ϒ (1 S ), ϒ (2 S ) and ϒ (3 S ) mesons in proton-proton collisions at the centre-of-mass energy of [Formula: see text] is studied with the LHCb detector. The analysis is based on a data sample of 25 pb -1 collected at the Large Hadron Collider. The ϒ mesons are reconstructed in the decay mode ϒ → μ + μ - and the signal yields are extracted from a fit to the μ + μ - invariant mass distributions. The differential production cross-sections times dimuon branching fractions are measured as a function of the ϒ transverse momentum p T and rapidity  y , over the range p T <15 GeV/c and 2.0< y <4.5. The cross-sections times branching fractions, integrated over these kinematic ranges, are measured to be [Formula: see text] where the first uncertainty is statistical, the second systematic and the third is due to the unknown polarisation of the three ϒ states.

  6. Morphosyntactic constructs in the development of spoken and written Hebrew text production.

    Science.gov (United States)

    Ravid, Dorit; Zilberbuch, Shoshana

    2003-05-01

    This study examined the distribution of two Hebrew nominal structures-N-N compounds and denominal adjectives-in spoken and written texts of two genres produced by 90 native-speaking participants in three age groups: eleven/twelve-year-olds (6th graders), sixteen/seventeen-year-olds (11th graders), and adults. The two constructions are later linguistic acquisitions, part of the profound lexical and syntactic changes that occur in language development during the school years. They are investigated in the context of learning how modality (speech vs. writing) and genre (biographical vs. expository texts) affect the production of continuous discourse. Participants were asked to speak and write about two topics, one biographical, describing the life of a public figure or of a friend; and another, expository, discussing one of ten topics such as the cinema, cats, or higher academic studies. N-N compounding was found to be the main device of complex subcategorization in Hebrew discourse, unrelated to genre. Denominal adjectives are a secondary subcategorizing device emerging only during the late teen years, a linguistic resource untapped until very late, more restricted to specific text types than N-N compounding, and characteristic of expository writing. Written texts were found to be denser than spoken texts lexically and syntactically as measured by number of novel N-N compounds and denominal adjectives per clause, and in older age groups this difference was found to be more pronounced. The paper contributes to our understanding of how the syntax/lexicon interface changes with age, modality and genre in the context of later language acquisition.

  7. L1 Use and Morphosyntactic Development in the Oral Production of EFL Learners in a CLIL Context

    Science.gov (United States)

    Lazaro, Amparo; Garcia Mayo, Maria del Pilar

    2012-01-01

    This paper explores the effects of Content and Language Integrated Learning (CLIL) instruction on the oral production of 15 high-school learners of English. The learners' use of the L1s (Basque and Spanish) in discourse markers and repair sequences as well as the learners' overall morphosyntactic development were analysed at two testing times (age…

  8. The Impact of Vocabulary Knowledge Level on EFL Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Shima Kameli

    2013-01-01

    Full Text Available The present study examined the impact of vocabulary knowledge level on reading comprehension performance among EFL language learners. The ultimate intention was to determine the association between levels of vocabulary knowledge and to clarify the relationship among vocabulary knowledge on reading comprehension performance of EFL Iranian students on subtest of VLT and IELTS. Quantitative data were collected from 220 EFL Iranian adult students at the beginning of second semester of 2011 in private English language institute (BAHAR, Shiraz, Iran. The Vocabulary Levels Test (VLT and Reading Comprehension Test (IELTS were performed in one session as research instruments. The findings indicated that there were positive relationships among different levels of vocabulary test and also test scores on vocabulary size/breadth of vocabulary knowledge, and reading comprehension.

  9. Excellent Thinking and Its Position among EFL Learners

    Directory of Open Access Journals (Sweden)

    Gholamhossein Shahini

    2018-03-01

    Full Text Available The major goal of education, according to the educationalist Matthew Lipman (2003, is to culture students to become thoughtful by attaining excellent thinking power; i.e., critical, creative, and caring thinking ability. The purpose of this study was to examine the current status of excellent thinking among EFL students. Using accessible sampling, 41 EFL students at Shiraz University, Iran read two passages of various types and were asked to make a number of essay-type questions on each one. The results indicated that the majority of the questions were trivial reading comprehension ones with no sign of excellent thinking. The findings may imply that despite the significance of cultivating excellent thinking within students, no/scant attention is paid to this issue and EFL students have not still gained the necessary skills of excellent thinking.

  10. Enhancing The EFL Learners’ Speaking Skill Through Folktales Based Instruction

    Directory of Open Access Journals (Sweden)

    Nyoman Mantra Ida Bagus

    2018-01-01

    Full Text Available This present research was conducted to improve the EFL learners’ speaking skill through the implementation of Folktales Based Instruction. Consequently this study was intended to explore the valuable usefulness of folktales based instruction implemented intensively in EFL classroom. The subject of the present study consisted of 30 EFL adult learners. The study was conducted in two consecutive cycles in which two learning sessions were carried out for each cycle. The t ea ching ses sions were s t rongly focused on the learners’ active engagement in various communicative classroom activities to ensure that the learners gain higher level of speaking ability. The research result showed that the learners’ speaking skill improved significantly in the second cycle compared to the first cycle. The questionnaire result also showed that the learners strongly enjoyed learning speaking through the integration of folktales based instruction.Therefore it is recommended that teachers should consider utilizing folktales based instruction in teaching speaking skill.

  11. World Representation in the EFL Coursebook: A Sociodiscursive Approach

    Directory of Open Access Journals (Sweden)

    Rogério Tilio

    2011-10-01

    Full Text Available Aiming to understand how EFL coursebooks represent in a socio-discursive basis the world and cultural contexts, this paper analyses 12 EFL coursebooks in 6 different didactic series, from beginner to intermediate levels. The analysis demonstrated the choices of topics and cultural contexts lead to a worldview that may influence students in adopting certain identities which are represented and legitimated in the books as the socially correct ones. The results point to an American and European worldview in 8 out of the 12 books, as well as to status and visibility as determinants of success, as it is observed in postmodern society.

  12. PRÁTICAS DE PRODUÇÃO DE TEXTOS. TEXT PRODUCTION PRACTICES

    Directory of Open Access Journals (Sweden)

    Piffer, Maristela Gatti

    2011-05-01

    Full Text Available Este artigo discute o trabalho com a produção de textos escritos em uma instituição de educação infantil, a partir dos resultados de uma pesquisa de mestrado, realizada pela abordagem metodológica do estudo de caso do tipo etnográfico. A pesquisa foi desenvolvida durante o ano de 2005, em uma turma de crianças na faixa de seis a sete anos de idade. As análises, sustentadas na perspectiva dialógica de linguagem de Mikhail Bakhtin, focaram as práticas de produção de textos com os gêneros textuais que foram recorrentes na sala de aula: as histórias em quadrinhos e os textos de opinião. Além da leitura e dos conhecimentos sobre o sistema de escrita da língua portuguesa, a produção de textos escritos é considerada, neste artigo, como uma dimensão importante na alfabetização e, por isso, ela é enfatizada neste trabalho. A investigação da prática educativa evidenciou que as professoras envolvidas no estudo se preocuparam em desenvolver propostas em relação a esse tipo de trabalho, mas apontou também a necessidade de criação de condições apropriadas para que as crianças tenham o que dizer e se sintam, dessa forma, motivadas a escrever textos.This paper results from a research that aims at analyzing the work of written text production at an educational institution for children. The research was based on an ethnographic case study and was developed during a year at a school for children from zero to six years old. The class involved in the work included six and seven-year-old children. In order to carry out the analysis, we evoked the studies of Bakhtin and Geraldi, among other authors who gave us support to understanding text production at school. Thereby, this article aims at analyzing the work carried out by teachers and children, in that specific class, with comics and opinionated texts. Besides the reading and the knowledge on Portuguese language system, the production of written texts is considered, in this

  13. Study of the production of charged pions, kaons, and protons in pPb collisions at [Formula: see text]5.02[Formula: see text].

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    Chatrchyan, S; Khachatryan, V; Sirunyan, A M; Tumasyan, A; Adam, W; Bergauer, T; Dragicevic, M; Erö, J; Fabjan, C; Friedl, M; Frühwirth, R; Ghete, V M; Hörmann, N; Hrubec, J; Jeitler, M; Kiesenhofer, W; Knünz, V; Krammer, M; Krätschmer, I; Liko, D; Mikulec, I; Rabady, D; Rahbaran, B; Rohringer, C; Rohringer, H; Schöfbeck, R; Strauss, J; Taurok, A; Treberer-Treberspurg, W; Waltenberger, W; Wulz, C-E; Mossolov, V; Shumeiko, N; Suarez Gonzalez, J; Alderweireldt, S; Bansal, M; Bansal, S; Cornelis, T; De Wolf, E A; Janssen, X; Knutsson, A; Luyckx, S; Mucibello, L; Ochesanu, S; Roland, B; Rougny, R; Staykova, Z; Van Haevermaet, H; Van Mechelen, P; Van Remortel, N; Van Spilbeeck, A; Blekman, F; Blyweert, S; D'Hondt, J; Kalogeropoulos, A; Keaveney, J; Maes, M; Olbrechts, A; Tavernier, S; Van Doninck, W; Van Mulders, P; Van Onsem, G P; Villella, I; Caillol, C; Clerbaux, B; De Lentdecker, G; Favart, L; Gay, A P R; Hreus, T; Léonard, A; Marage, P E; Mohammadi, A; Perniè, L; Reis, T; Seva, T; 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Dasu, S; Friis, E; Grothe, M; Hall-Wilton, R; Herndon, M; Hervé, A; Klabbers, P; Klukas, J; Lanaro, A; Loveless, R; Mohapatra, A; Mozer, M U; Ojalvo, I; Pierro, G A; Polese, G; Ross, I; Savin, A; Smith, W H; Swanson, J

    Spectra of identified charged hadrons are measured in pPb collisions with the CMS detector at the LHC at [Formula: see text]. Charged pions, kaons, and protons in the transverse-momentum range [Formula: see text]-1.7[Formula: see text] and laboratory rapidity [Formula: see text] are identified via their energy loss in the silicon tracker. The average [Formula: see text] increases with particle mass and the charged multiplicity of the event. The increase of the average [Formula: see text] with charged multiplicity is greater for heavier hadrons. Comparisons to Monte Carlo event generators reveal that Epos Lhc, which incorporates additional hydrodynamic evolution of the created system, is able to reproduce most of the data features, unlike Hijing and Ampt. The [Formula: see text] spectra and integrated yields are also compared to those measured in pp and PbPb collisions at various energies. The average transverse momentum and particle ratio measurements indicate that particle production at LHC energies is strongly correlated with event particle multiplicity.

  14. From Education Policy to Class Practices: Indonesian Secondary EFL Teachers’ Self-Efficacy in Developing School-Based EFL Syllabi

    Directory of Open Access Journals (Sweden)

    Dairabi Kamil

    2014-05-01

    Full Text Available The purpose of this quantitative inquiry was to examine the self-efficacy of Indonesian secondary school English as foreign language (EFL teachers in developing a school-based EFL syllabus. The data were collected through a survey to 98 secondary school EFL teachers in the District of Kerinci, Jambi Sumatra, Indonesia. The data were analyzed through the Rasch Analysis (Linacre 2004, 2006. The results revealed that the teachers had a high-self efficacy in developing the syllabus. However, they tended to be less efficacious on theoretical tasks in the syllabus development and on tasks that were not part of their responsibility in previous curricula. In addition, this study also produced an instrument for measuring teachers’ self-efficacy in developing the syllabus that can be used for similar purposes in other contexts.

  15. Impact of Mobile Assisted Language Learning (MALL on EFL: A Meta-Analysis

    Directory of Open Access Journals (Sweden)

    Imtiaz Hassan Taj

    2016-04-01

    Full Text Available Mobile Assisted Language Learning (MALL has emerged as a potential tool in the instruction of English as a foreign language (EFL. Meta-analysis of 13 studies published between year 2008 and 2015 was conducted. Four point criteria for the selection of studies for analysis is based on the year of publication, quasi-experimental design, pretest and posttest method and finally use of mobile device for intervention. Findings of the analysis suggest that MALL has fostered the EFL instruction. Overall effect size was (d = 0.8 which is considered a large effect size. Keywords: MALL, technology assisted language learning, EFL, vocabulary acquisition, vocabulary instruction, meta-analysis

  16. Relational teaching: A way to foster EFL learners’ intercultural communicative competence through literary short stories

    Directory of Open Access Journals (Sweden)

    Luis Fernando Gómez Rodríguez

    2014-09-01

    Full Text Available This article reports an action research study in an advanced EFL class of the language program at a public University in Bogotá, Colombia in 2011. The study suggests that the inclusion of authentic multicultural short stories of the U.S. in the EFL context fosters learners’ critical intercultural communicative competence (ICC through the implementation of the Relational Teaching approach. The collected data showed how learners developed critical intercultural skills through commonalities (a concept proposed by Relational Teaching when they read literary short stories. Findings show that applying new teaching approaches and literature in EFL might contribute to create critical intercultural awareness.

  17. Centrality dependence of low-$p_{_\\text{T}}$ and high-$p_{_\\text{T}}$ particle production in proton--lead collisions with ATLAS

    CERN Document Server

    Shulga, Evgeny; The ATLAS collaboration

    2015-01-01

    Measurements of the centrality dependence of low-$p_{_\\text{T}}$ and high-$p_{_\\text{T}}$ particle production in proton-lead collisions at the LHC can provide unique insight into the dynamics of soft and hard scattering processes and the initial state of ultra-relativistic nuclear collisions. Recent results have shown that both soft and hard processes may be significantly influenced by event-to-event fluctuations (variations) in the structure of the proton. In this talk, the latest measurements of the centrality dependence of charged particle, jet, and Z boson production with the ATLAS detector at the LHC will be used to explore these questions. In particular, the sensitivity of the charged particle pseudorapidity distribution in proton--lead collisions to the choice of centrality variable will be discussed. Separately, the strong centrality dependence of jet production in proton--lead collisions has raised questions about energy production at large rapidities in collisions involving a large proton-x. To addr...

  18. EFL Learners' Metacognitive Awareness of Reading Strategies

    Science.gov (United States)

    Al-Mekhlafi, Abdo Mohammed

    2018-01-01

    Reading, a literacy skill, is of great importance to all educational systems. Even in tertiary education, many EFL learners have trouble in reading academic texts in English, as they are often found to be using ineffective reading strategies. A review of relevant literature provides insights into a range of issues relating to the teaching of…

  19. The Transmission of Cultural Values via EFL Textbooks in China

    Science.gov (United States)

    Li, Jingyi

    2016-01-01

    This article examines the cultural values conveyed via texts and illustrations in EFL (English as a foreign language) textbooks currently in use in China. The large number of cultural values represented include patriotism, respect, diligence, collectivism, and equitable gender roles. These show that the national curriculum has been implemented in…

  20. Dynamic Assessment in Iranian EFL Classrooms: A Post- method Enquiry

    Directory of Open Access Journals (Sweden)

    Seyed Javad Es-hagi Sardrood

    2011-11-01

    Full Text Available Derived from the emerging paradigm shift in English language teaching and assessment, there has been a renewal of interest in dynamic assessment (DA to be used as an alternative to the traditional static testing in language classrooms. However, to date, DA practice has been mostly limited to clinical treatments of children with learning disabilities, and it has not been widely incorporated into the EFL contexts. In order to find out the reasons behind the slow trend of DA practice, this research adopted a framework, based on the post method pedagogical principles and recommendations, to delve into the prospect of methodological realization of DA approaches in Iranian EFL classrooms. To this end, two instruments, a questionnaire and an interview were developed to explore the practicality of DA through seeking 51 Iranian EFL teachers' perception of DA practice in their classrooms. The results indicated that most of the teachers were negative about the practice of DA in their classrooms and believed that a full-fledged implementation of DA in Iranian EFL classrooms is too demanding. The feasibility of DA in Iranian EFL classrooms, where teachers are deprived of DA training, guideline, and technological resources, is questioned seriously due to the factors such as time-constrained nature of DA procedures, large number of students in EFL classrooms, the common practice of static tests as the mainstream, and overreliance on the teachers' teaching and assessment abilities. The paper suggests the framework of inquiry in this study, which was derived from the post method pedagogy, to be utilized as a blueprint for a critical appraisal of any alternative method or theory which is introduced into ELT contexts.

  1. Measurement of the [Formula: see text] and [Formula: see text] production cross sections in multilepton final states using 3.2 fb[Formula: see text] of [Formula: see text] collisions at [Formula: see text] = 13 TeV with the ATLAS detector.

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Todome, K; Todorov, T; Todorova-Nova, S; Tojo, J; Tokár, S; Tokushuku, K; Tolley, E; Tomlinson, L; Tomoto, M; Tompkins, L; Toms, K; Tong, B; Torrence, E; Torres, H; Torró Pastor, E; Toth, J; Touchard, F; Tovey, D R; Trefzger, T; Tricoli, A; Trigger, I M; Trincaz-Duvoid, S; Tripiana, M F; Trischuk, W; Trocmé, B; Trofymov, A; Troncon, C; Trottier-McDonald, M; Trovatelli, M; Truong, L; Trzebinski, M; Trzupek, A; Tseng, J C-L; Tsiareshka, P V; Tsipolitis, G; Tsirintanis, N; Tsiskaridze, S; Tsiskaridze, V; Tskhadadze, E G; Tsui, K M; Tsukerman, I I; Tsulaia, V; Tsuno, S; Tsybychev, D; Tudorache, A; Tudorache, V; Tuna, A N; Tupputi, S A; Turchikhin, S; Turecek, D; Turgeman, D; Turra, R; Turvey, A J; Tuts, P M; Tyndel, M; Ucchielli, G; Ueda, I; Ughetto, M; Ukegawa, F; Unal, G; Undrus, A; Unel, G; Ungaro, F C; Unno, Y; Unverdorben, C; Urban, J; Urquijo, P; Urrejola, P; Usai, G; Usanova, A; Vacavant, L; Vacek, V; Vachon, B; Valderanis, C; Valdes Santurio, E; Valencic, N; Valentinetti, S; Valero, A; Valery, L; Valkar, S; Vallecorsa, S; Valls Ferrer, J A; Van Den Wollenberg, W; Van Der Deijl, P C; van der Geer, R; van der Graaf, H; van Eldik, N; van Gemmeren, P; Van Nieuwkoop, J; van Vulpen, I; van Woerden, M C; Vanadia, M; Vandelli, W; Vanguri, R; Vaniachine, A; Vankov, P; Vardanyan, G; Vari, R; Varnes, E W; Varol, T; Varouchas, D; Vartapetian, A; Varvell, K E; Vasquez, J G; Vazeille, F; Vazquez Schroeder, T; Veatch, J; Veloce, L M; Veloso, F; Veneziano, S; Ventura, A; Venturi, M; Venturi, N; Venturini, A; Vercesi, V; Verducci, M; Verkerke, W; Vermeulen, J C; Vest, A; Vetterli, M C; Viazlo, O; Vichou, I; Vickey, T; Vickey Boeriu, O E; Viehhauser, G H A; Viel, S; Vigani, L; Vigne, R; Villa, M; Villaplana Perez, M; Vilucchi, E; Vincter, M G; Vinogradov, V B; Vittori, C; Vivarelli, I; Vlachos, S; Vlasak, M; Vogel, M; Vokac, P; Volpi, G; Volpi, M; von der Schmitt, H; von Toerne, E; Vorobel, V; Vorobev, K; Vos, M; Voss, R; Vossebeld, J H; Vranjes, N; Vranjes Milosavljevic, M; Vrba, V; 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Zhou, M; Zhou, N; Zhu, C G; Zhu, H; Zhu, J; Zhu, Y; Zhuang, X; Zhukov, K; Zibell, A; Zieminska, D; Zimine, N I; Zimmermann, C; Zimmermann, S; Zinonos, Z; Zinser, M; Ziolkowski, M; Živković, L; Zobernig, G; Zoccoli, A; Zur Nedden, M; Zwalinski, L

    2017-01-01

    A measurement of the [Formula: see text] and [Formula: see text] production cross sections in final states with either two same-charge muons, or three or four leptons (electrons or muons) is presented. The analysis uses a data sample of proton-proton collisions at [Formula: see text] TeV recorded with the ATLAS detector at the Large Hadron Collider in 2015, corresponding to a total integrated luminosity of 3.2 fb[Formula: see text]. The inclusive cross sections are extracted using likelihood fits to signal and control regions, resulting in [Formula: see text] pb and [Formula: see text] pb, in agreement with the Standard Model predictions.

  2. INFORMATION STRUCTURE IN EFL TEACHING

    Directory of Open Access Journals (Sweden)

    Gültekin Boran

    2015-07-01

    Full Text Available When speaking or writing in a foreign language, being grammatically and semantically competent may not be enough to convey the necessary information to the interlocutors in dual conversations or to the readers who read our texts in various genres such as personal letters, formal letters, e-mails, etc. Namely, individuals who communicate in a foreign language may generate grammatically and semantically well-formed sentences or phrases but their sentences and phrases may still not be comprehensible enough because they fail in highlighting the new information (unfamiliar information and deemphasizing the given (old information. Therefore, teaching how to utilize intonation, sentence stress and pitch when speaking English and teaching how to utilize various syntactic constructions such as fronting, left-dislocation, clefting, pseudoclefting, passive structures and word order in order to highlight new information and deemphasise given information when both speaking English and writing a text in English are of great importance in foreign language teaching. In this article, the concept of information structure is reviewed, examples are given both in Turkish and English and suggestions are made for English as a Foreign Language (EFL classes.

  3. Complimenting Functions by Native English Speakers and Iranian EFL Learners: A Divergence or Convergence

    Directory of Open Access Journals (Sweden)

    Ali Akbar Ansarin

    2016-01-01

    Full Text Available The study of compliment speech act has been under investigation on many occasions in recent years. In this study, an attempt is made to explore appraisals performed by native English speakers and Iranian EFL learners to find out how these two groups diverge or converge from each other with regard to complimenting patterns and norms. The participants of the study were 60 advanced Iranian EFL learners who were speaking Persian as their first language and 60 native English speakers. Through a written Discourse Completion Task comprised of eight different scenarios, compliments were analyzed with regard to topics (performance, personality, possession, and skill, functions (explicit, implicit, and opt-out, gender differences and the common positive adjectives used by two groups of native and nonnative participants. The findings suggested that native English speakers praised individuals more implicitly in comparison with Iranian EFL learners and native speakers provided opt-outs more frequently than Iranian EFL learners did. The analysis of data by Chi-square showed that gender and macro functions are independent of each other among Iranian EFL learners’ compliments while for native speakers, gender played a significant role in the distribution of appraisals. Iranian EFL learners’ complimenting patterns converge more towards those of native English speakers. Moreover, both groups favored explicit compliments. However, Iranian EFL learners were more inclined to provide explicit compliments. It can be concluded that there were more similarities rather than differences between Iranian EFL learners and native English speakers regarding compliment speech act. The results of this study can benefit researchers, teachers, material developers, and EFL learners.

  4. An Exploration of EFL Teachers' Attributions

    Science.gov (United States)

    Ghonsooly, Behzad; Ghanizadeh, Afsaneh; Ghazanfari, Mohammad; Ghabanchi, Zargham

    2015-01-01

    The present study investigated English as a foreign language (EFL) teachers' attributions of success and failure. It also set out to investigate whether these attributions vary by teachers' age, teaching experience, gender and educational level. To do so, 200 EFL teachers were selected according to convenience sampling among EFL teachers teaching…

  5. The Effect of Text Chat Assisted with Word Processors on Saudi English Major Students' Writing Accuracy and Productivity of Authentic Texts

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    Ahmad Mosa Batianeh

    2014-10-01

    Full Text Available Abstractــ-This study explored the effects of using online chat and word processors on students' writing skills that include; organizing a text, spelling, punctuation, grammar, phrasal verbs, idioms, idiomatic expressions, pragmatics, creativity, vocabulary growth, content, relational words, conjunctions, authenticity, figures of speech, imagination, coherence, style, socio-cultural aspects, language use, and the production of authentic text. The study group consisted of students in the Department of Languages and Translation at Taibah University who registered for the Writing Two course in the first semester of the 2012 - 2013 academic year. Fourty subjects were divided into two sections: section one was assigned as an experimental group (supported by Facebook and Skype and section two was assigned as a control group and was asked to write their essays with paper and pencil. Facebook and Skype accounts were created for every student in the experimental group. Data was analyzed from pre-test and post-test results to evaluate the question posed by the study: Does the use of online text chat assisted with word processors help undergraduate students develop their writing skills more than traditional methods of teaching? The results revealed that students who worked with Facebook and Skype showed a significant improvement in their writing skills when compared to the control group. In light of these findings, it is recommended that online discussions via Facebook, Skype, and other social media sites should be utilized when teaching writing and the other language skills.

  6. Exploring the Relationship between Annotation Use of EFL Learners and Their Learning Styles

    OpenAIRE

    Şakar, Asım

    2015-01-01

    This study explores the relationship between (perceptual and cognitive) learning styles and the use of hypermedia annotations by intermediate EFL learners while reading a hypermedia text. The participants were 44 EFL adult learners studying English for academic purposes. Data were collected through a software tracking tool, a learning styles survey and interviews. Results did not indicate a significant relationship, suggesting that learners with different learning styles had similar patterns ...

  7. The Effect of Cultural Integration on the Development of Listening Comprehension among Iranian Upper-Intermediate EFL Learners

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    Mohammad Ali Fatemi

    2014-12-01

    Full Text Available Cultural integration can be used as an effective learning practice in contexts of English as Foreign Language (EFL classrooms. The present study aimed at investigating the effect of cultural integration on the development of Iranian EFL upper-intermediate learners' listening comprehension.  To this end, fifty-two upper-intermediate EFL learners were selected based on the Quick Placement Test, developed by Oxford University Press and University of Cambridge Local Examinations Syndicate (2012. These participants were randomly assigned into experimental (N=26 and control (N=26 groups. T-test analysis indicated significant effects of cultural integration on the development of listening comprehension on upper-intermediate EFL learners. The findings offer pedagogical implications for integrating First Language (L1 culture in EFL listening comprehension classrooms.

  8. On the Efficiency of Text Production in Vocabulary Learning: An Empirical Study on Iranian GFL-Learners

    Science.gov (United States)

    Haghani, Nader; Kiani, Samira

    2018-01-01

    The concept of text-oriented vocabulary exercises is based on Kühn's (2000) three-step model of vocabulary teaching--receptive, reflective and productive vocabulary exercises--which focuses on working with texts. Since the production is in principle more exhausting than the reception--as can be seen from the Levels of Processing Effect--one can…

  9. Reflections on the Production of the Formation of Physiotherapy in the Con-text of SUS

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    Ana Luísa Pinho Pinto Ferreira

    Full Text Available Abstract Background: This study was motivated by the need of understanding how the relationship of the training with the national health system is treated, both in the sphere of health services and the aca-demic area. This work aims to contribute to the debate on the inclusion of the physiotherapist in SUS (Brazil's NHS by pointing out issues that need to be deepened in future studies. Purpose: To analyze the national literature production on the relationship between the training of therapists and their work in SUS, from 1996 to 2010. Methods: Descriptive research with literature on the bases: LILACS, SCI-ELO Bank and CAPES thesis. Results: We found 13 publications, sorted by: year, publication type, region where it was published in the categories "national curriculum guidelines," "professional respon-sibility", "integrality in health" and "conceptions of teachers in training in Physiotherapy ". There no publishing from 1996 to 2005, gradually increasing from this year. It was identified a higher number of articles compared to other types of publications; there is also an important difference between the Brazilian regions, with higher prevalence of studies in the South (53.8% and a greater number of pub-lications in the category "national curriculum guidelines". Conclusion: It was possible to raise ques-tions that involve the applicability of the National Curriculum Guidelines on the pedagogical courses; suitability of teachers to the reality of SUS; investigation of the models covered in health care envi-ronments trainers, and the lack of contribution by higher education institutions on teaching-research and teaching and public service, contributing to form an important agenda of study. {#}

  10. J-TEXT-EPICS: An EPICS toolkit attempted to improve productivity

    International Nuclear Information System (INIS)

    Zheng, Wei; Zhang, Ming; Zhang, Jing; Zhuang, Ge

    2013-01-01

    Highlights: • Tokamak control applications can be developed in very short period with J-TEXT-EPICS. • J-TEXT-EPICS enables users to build control applications with device-oriented functions. • J-TEXT-EPICS is fully compatible with EPICS Channel Access protocol. • J-TEXT-EPICS can be easily extended by plug-ins and drivers. -- Abstract: The Joint Texas Experimental Tokamak (J-TEXT) team has developed a new software toolkit for building Experimental Physics and Industrial Control System (EPICS) control applications called J-TEXT-EPICS. It aims to improve the development efficiency of control applications. With device-oriented features, it can be used to set or obtain the configuration or status of a device as well as invoke methods on a device. With its modularized design, its functions can be easily extended. J-TEXT-EPICS is completely compatible with the original EPICS Channel Access protocol and can be integrated into existing EPICS control systems smoothly. It is fully implemented in C number sign, thus it will benefit from abundant resources in.NET Framework. The J-TEXT control system is build with this toolkit. This paper presents the design and implementation of J-TEXT EPICS as well as its application in the J-TEXT control system

  11. The Attitudes of Students from ESL and EFL Countries to English

    Directory of Open Access Journals (Sweden)

    Muhamad Hasbi

    2013-06-01

    Full Text Available This research is to study the attitudes of English students from English as a Second Language (ESL and English as a Foreign Language (EFL country in English and Foreign Languages University (EFL University, Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaire consisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive and Writing (neutral and those from EFL country have better attitudes to Speaking (neutral-to-positive and Listening (neutral-to-positive.

  12. The Attitudes of Students From ESL And EFL Countries To English

    Directory of Open Access Journals (Sweden)

    Muhammad Hasbi

    2013-06-01

    Full Text Available This research is to study the attitudes of English students from English as a Second Language (ESL and English as a Foreign Language (EFL country in English and Foreign Languages University (EFL University, Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaire consisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to Speaking, positive attitudes to Reading, and poor attitudes to Writing. In addition, the English students from ESL country have better attitudes to Reading (positive and Writing (neutral and those from EFL country have better attitudes to Speaking (neutral-to-positive and Listening (neutral-to-positive.

  13. Attitudes of Jordanian Students Towards Using Group Work in EFL Classrooms

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    Sana' Ababneh

    2017-02-01

    Full Text Available This paper addresses itself to the outcomes of a field study which was carried out to identify Jordanian EFL students' attitudes towards using group work in EFL classrooms. The study sample consisted of 179 students enrolled in English 101, an elementary language skills course taught at Al- Huson University College, Al -Balqa' Applied University, Jordan. A questionnaire was used to investigate the subjects' attitudes. The findings show that approximately two-thirds of the participants are either very extrovert or somewhat extrovert, i.e. they have positive attitudes towards participating in group work in EFL classes. In contrast, only a third are either somewhat introvert or very introvert, i.e., they do not like to take part in group work in EFL classes. Moreover, the data show that neither the subjects' gender nor their secondary school stream (vocational, scientific, or literary has any significant effect on their preferences.

  14. The Difficulties of English as a Foreign Language (EFL Learners in Understanding Pragmatics

    Directory of Open Access Journals (Sweden)

    Fauzia

    2016-02-01

    Full Text Available Pragmatics is the study of the relation of signs to interpreters. For English foreign language (EFL learners, the knowledge and comprehensible input of pragmatics is much needed. This paper is based on research project. The writer did the research survey by giving some respondents questionnaire. The respondent is some students from UAD, which is taken randomly. Besides using open questionnaire, the writer also got the data from in depth interview with some EFL learners, the native speaker who teaches English, and also did literature review from some books. The result of the research then gives some evidences that EFL learners difficulties in understanding the English pragmatics occurs in 1 greeting, 2 apologizing, 3 complimenting, and 4 thanking. The factors that promotes EFL learners’ difficulties in understanding because 1 the different culture and values between native speaker and learners; 2 habit that the usually use in their daily life.

  15. Discourse marker acquisition and out-of-school activities: evidence from EFL writing

    Directory of Open Access Journals (Sweden)

    Gloria Vickov

    2015-05-01

    Full Text Available The present paper attempts to investigate what out-of-school activities might positively affect the acquisition of discourse markers (DMs which seems to be one of the most demanding areas for EFL learners. Two equal size groups of Croatian primary and secondary school learners (N = 200 completed a writing test in English and a questionnaire aimed at establishing the degree to which the respondents were exposed to out-of-school activities. The results reveal that the out-of-school activity which EFL learners might best benefit from is reading authentic English literature. It is followed by watching English TV programs and surfing English websites. The findings of the study reflect a need for enhancing EFL learners´ awareness of the benefits and possibilities for out-of-school activities by incorporating tasks and teaching materials that bring the out-of-school activities into EFL classrooms.

  16. EFL Teachers' Stress and Job Satisfaction: What Contribution Can Teacher Education Make?

    Directory of Open Access Journals (Sweden)

    Karim Sadeghi

    2016-10-01

    Full Text Available The present study was conducted to find out the level of job satisfaction and stress among Iranian EFL teachers. More precisely, an attempt was made to investigate the main sources of EFL teachers’ stress, their level of satisfaction with the job and the relationship between occupational stress and instructors’ age, marital status and tenure. Using a localized self-reported questionnaire, adapted from Ferguson, Frost, and Hall (2012, data was collected from 149 EFL teachers working in Urmia, Iran. The analysis of the data revealed that 29.93% of the teachers reported feelings of stress in one way or another. In addition, more than one-third of the teachers claimed to be somewhat or very dissatisfied with their job. It was also observed that age, marital status and employment play significant roles in the level of occupational stress perceived by EFL teachers. Suggestions are offered for relieving teachers from stress and how teacher education programmes can contribute.

  17. The Effects of Embedding Information Technologies within ELT on EFL Learners’ Motivation and Interest

    Directory of Open Access Journals (Sweden)

    Shaker Al-Mohammadi

    2014-01-01

    Full Text Available In today’s globalised world, technologies have been embedded in every aspect of daily activities and discourses. The field of education made no exception and hence technologies have become an integral part of all educational systems worldwide, but with different levels and layers. The presence of information technology in English language teaching has brought about notable changes for teachers and learners alike. Accordingly, this paper investigates the impact of integrating information technologies in ELT on EFL learners’ motivation and interest. Based on an authentic comparative case study, this paper explores the influence of information technology on EFL learners’ perceptions, motivation, and interest in the context of ELT in the Tunisian higher education. The findings of this study suggest that the integration of IT in ELT heavily affects EFL students’ motivation and academic performance and hence EFL instructors should take this variable into consideration.

  18. The Relationship between EFL Teachers’ Preferences of Corrective Feedback and Their Attitudes towards Communicative Language Teaching

    Directory of Open Access Journals (Sweden)

    Ali Zangoei

    2014-09-01

    Full Text Available Despite a laissez-faire approach to errors nowadays, appropriate corrective feedback makes an educational environment more communicative and effective. The present correlational study sought to scrutinize the relationship between EFL teachers’ preferences of corrective feedback (CF and their attitudes towards principles of communicative language teaching (CLT. To do so, 108 EFL teachers completed a questionnaire containing three parts, e.g. demographic information, attitudes towards principles of CLT (24 items adopted from Chang, 2011 and CF preferences. Results of Chi Square Test confirmed the relationship between these two variables. It was also found that elicitation and metalinguistic feedback were the most frequently selected types by the participants as well as preferences of those EFL teachers who gained higher scores in CLT attitude scale. The findings can provide pedagogical implications to employ particular types of CFs in English classrooms to pave the ways for effective communication in EFL settings.

  19. Conscience in Language Teaching and its Relationship with Language Proficiency and Emotional Intelligence of EFL Teachers

    Directory of Open Access Journals (Sweden)

    Sedighe Jalili Kalangestani

    2017-01-01

    Full Text Available The present study aimed to explore the relationship among Iranian EFL teachers’ language teaching conscience, language proficiency, and emotional intelligence. To this purpose, 82 homogenized language teachers, M.A. students and M.A. holders in TEFL, English literature, and English translation, both males and females, were taken as the participants.  The result of the data analysis showed that there was a statistically significant relationship between the language teaching conscience and the emotional intelligence of Iranian EFL teachers, rs(80 = .83, p < .05, 2. There was also a statistically significant relationship between the language teaching conscience and the language proficiency of Iranian EFL teachers, rs(80 = .59, p < .05. And finally, there was a statistically significant relationship between the emotional intelligence and the language proficiency of Iranian EFL teachers, rs(80 = .52, p < .05. Teacher trainers, researchers in teacher education, and language teachers can benefit from the findings of this study.

  20. Critical Pedagogy Principles in Teaching EFL Reading

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    Slamet Wahyudi Yulianto

    2015-12-01

    Full Text Available This study attempts to reveal how the use of critical pedagogy principles in teaching English as a Foreign Language (EFL reading facilitates students to think critically. Additionally, it investigates and elaborates the benefits and challenges of using critical pedagogy principles in teaching EFL reading. The three critical pedagogy principles used in this study were dialogic education, democratic classroom, and reading the world and the word. Critical thinking skills and dispositions expected to be performed by the participants were analysis and evaluation skills, open-mindedness, and making reasoned decision. This is a case study design which was conducted in the form of teaching program. The teaching program which consisted of eight meetings was given to 59 EFL sophomores in the Reading in Professional Context class at a private teacher education in Bandung. Data in the form of classroom talks and activities and students‟ responses as well as their critical thinking skills self-assessment were collected by using video recordings, observation notes, interview guideline, students‟ learning journals, and questionnaires. It is revealed that the teaching program has facilitated students to think critically by providing four categories of activity. They are (1 offering problematic topics and reading materials that are linked to the students‟ lives, (2 encouraging students to read between the lines, (3 distributing classroom power, and (4 creating space for students‟ voices to be heard. Meanwhile, there are two benefits of the teaching program, namely (1 language development and (2 new knowledge as well as experience acquisition. However, there are three major challenges in conducting the teaching program that are (1 the lack of classroom-friendly authentic controversial reading materials, (2 the passive culture, and (3 the unpredictable classroom.

  1. THE TEACHING OF EFL READING IN THE INDONESIAN CONTEXT: THE STATE OF THE ART

    Directory of Open Access Journals (Sweden)

    Bambang Yudi Cahyono

    2006-01-01

    Full Text Available Abstract: Skills in reading (and learning information from texts written in English as a foreign language (EFL reading constitute an important element of the establishment of English curriculum of secondary and tertiary schools (both English and non-English departments in Indonesia. The need of the learners to be skilled in reading to learn has inspired EFL reading teachers or specialists to apply some techniques in the teaching of EFL reading and to investigate the effects of the techniques on improving Indonesian students’ reading skills, as well as to examine various related aspects such as reading materials, reading strategies, and factors affecting reading comprehension. Our purpose in writing this article is to review recent development in the EFL reading pedagogy and research in Indonesia and to view it from the broader perspective on the theories of reading process and ESL/EFL reading instruction. Drawing on the results of this analysis, we will outline the current trends and recommend future direction in the EFL reading pedagogy and research in this country.

  2. Improving the EFL Learners’ Speaking Ability through Interactive Storytelling

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    Marzuki Marzuki

    2016-06-01

    Full Text Available This present research was aimed to improve the EFL learners’ speaking ability and their classroom activities through the implementation of Interactive Storytelling Strategy. Therefore, this study was directed to explore the beneficial of Interactive Storytelling that closely related to the EFL learners’ everyday activities at their home and school. The subject consisted of 22 of Junior High of Indonesian EFL learners. A Classroom Action Research in two cycles had been conducted within 6 meetings for every cycle. The meetings were focused on the interactivity and communicative ability among learners. The research result showed that the learners’ speaking ability improved from 17 or 72,27% passed in Cycle 1 to 22 or 100% passed the criteria of success in Cycle 2. It also showed that their classroom activities improved from 8 or 36,36% who were very active (VA and 14 or 63,64% who were active (A to 18 or 81,82% were very active (VA and 4 or 18,18% were active (A. In conclusion, the implementation of Interactive Storytelling Strategy increased the EFL learners’ speaking ability and their classroom activities.

  3. EFL Teachers’ Epistemological Beliefs and Their Assessment Orientations

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    Ammar Abdullah Mahmoud Ismail

    2016-11-01

    Full Text Available Epistemological beliefs—beliefs about the nature of knowledge, where it resides, and how knowledge is constructed and evaluated—have been the target of increased research interest lately. Heretofore, emphasis has been directed to language teaching/learning aspects and strategies. Language assessment practices have not yet received due attention in epistemic research literature. The current study examined the relationship between pre-service EFL teachers’ epistemological beliefs and their assessment orientations. Dimensions of epistemological beliefs were assessed via a questionnaire designed and validated by the researcher based on Schommer’s work. Two assessment orientations were examined including: (a transmissive surface- processing orientation and (b constructive deep-processing orientation. The study involved 114 preservice EFL teachers enrolled in the Professional Diploma in Teaching Program in the Abu Dhabi University, the United Arab Emirates. Results of the study showed that EFL teachers’ epistemological beliefs have a direct bearing on their assessment orientations and practices. EFL teachers with naive epistemological beliefs tended more to adopt surface-level assessment orientations whereas those with sophisticated epistemological beliefs showed more tendency to adopt deeper level approaches to assessment in language settings. Results are discussed in terms of backwash effects on foreign language instruction, curriculum development, and teacher education. Suggestions for further research are also discussed.

  4. Analysing the Improper Pronunciation of Diphthongs by Iraqi EFL learners

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    Mukhalad Malik Almutalabi

    2018-04-01

    Full Text Available The current study aims at analysing the improper pronunciation of Iraqi EFL learners concerning the pronunciation of diphthongs in words of various syllables. It describes and identifies thoroughly the mispronunciations of such important sounds in English language. The study attempts at analysing such mispronunciations by clarifying and assigning the phonetic deviations of Iraqi EFL learners when they pronounce diphthongs. So the main objective of the study is to analyse the errors committed by Iraqi learners in the pronunciation of diphthongs grouping each error into its specific category. To verify the objective of the paper, 25 Iraqi EFL learners from the department of English at Cihan University/ Slemani are chosen to be the main participants of the study. The test which was conducted in the laboratory of the Department of English contained 10 words comprising various diphthongs. The results clearly revealed that mispronouncing English diphthongs by Iraqi EFL were mostly observed by replacing the required diphthong with another improper one and they also tended to use simple vowels instead of the correct required diphthongs.

  5. Exploring EFL Teachers’ Cognitive Models Through Metaphor Analysis

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    Hui Xiong

    2015-10-01

    Full Text Available This study aims to investigate how a group of Chinese university teachers developed their cognitive models by using “English as a Foreign Language (EFL teachers” metaphors. The research method includes an open-ended questionnaire, a checklist questionnaire, and verbal reports. The goal for this research is twofold. First, we will present those metaphors we believe to be the most frequently used or most central in shaping the thoughts or ideas they have had for EFL teaching and learning. Second, we will provide a description of their internal process of developing cognitive models, as well as factors that could account for such models. The findings showed that (a most of us had three ways of understanding EFL teachers in terms of the educational journey metaphor, the educational building metaphor, and the educational conduit metaphor; (b we used such a cluster of converging cognitive models as the instructor model, the transmitter model, and the builder model to construct definitions for EFL teachers, with the instructor model as a central model; and (c metaphor can actually serve as a useful, effective, and analytic tool for making us aware of the cognitive model underlying our conceptual framework.

  6. Word Reading Efficiency, Text Reading Fluency, and Reading Comprehension among Chinese Learners of English

    Science.gov (United States)

    Jiang, Xiangying; Sawaki, Yasuyo; Sabatini, John

    2012-01-01

    This study examined the relationship among word reading efficiency, text reading fluency, and reading comprehension for adult English as a Foreign Language (EFL) learners. Data from 185 adult Chinese EFL learners preparing to take the Test-of-English-as-a-Foreign-Language[TM] (TOEFL[R]) were analyzed in this study. The participants completed a…

  7. Classifying unstructed textual data using the Product Score Model: an alternative text mining algorithm

    NARCIS (Netherlands)

    He, Qiwei; Veldkamp, Bernard P.; Eggen, T.J.H.M.; Veldkamp, B.P.

    2012-01-01

    Unstructured textual data such as students’ essays and life narratives can provide helpful information in educational and psychological measurement, but often contain irregularities and ambiguities, which creates difficulties in analysis. Text mining techniques that seek to extract useful

  8. Argumentation Within Language as Subsidy for the Evaluation of Reading Practices and Production of Argumentative Texts

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    Lauro Gomes

    2016-12-01

    Full Text Available This paper aims to present an evaluation proposal of the performance in reading and writing dissertative-argumentative texts, based on principles and concepts from the theory of Argumentation in Language – created by Jean-Claude Anscombre and Oswald Ducrot, especially the version of the Theory of the Semantic Blocks and the works inspired by it. The goal is to create criteria which are capable of being less intuitive in judging the performance in reading and wrinting dissertative-argumentative texts. The analysis of the corpora – the Enem 2011’s composition proposal and 50 (fifty texts written by the students – and the test of the criteria of reading and writing evaluation in this work revealed practice funcionality and efficiency of criteria. The results allow these criteria to be applied in any evaluation processes of dissertative-argumenative texts. Finally, this paper offers theoretical and methodological subisdies which can help teachers and professors to qualify their teaching of reading and writing and the evaluation of student’s texts.

  9. Constructing Model of Relationship among Behaviors and Injuries to Products Based on Large Scale Text Data on Injuries

    Science.gov (United States)

    Nomori, Koji; Kitamura, Koji; Motomura, Yoichi; Nishida, Yoshifumi; Yamanaka, Tatsuhiro; Komatsubara, Akinori

    In Japan, childhood injury prevention is urgent issue. Safety measures through creating knowledge of injury data are essential for preventing childhood injuries. Especially the injury prevention approach by product modification is very important. The risk assessment is one of the most fundamental methods to design safety products. The conventional risk assessment has been carried out subjectively because product makers have poor data on injuries. This paper deals with evidence-based risk assessment, in which artificial intelligence technologies are strongly needed. This paper describes a new method of foreseeing usage of products, which is the first step of the evidence-based risk assessment, and presents a retrieval system of injury data. The system enables a product designer to foresee how children use a product and which types of injuries occur due to the product in daily environment. The developed system consists of large scale injury data, text mining technology and probabilistic modeling technology. Large scale text data on childhood injuries was collected from medical institutions by an injury surveillance system. Types of behaviors to a product were derived from the injury text data using text mining technology. The relationship among products, types of behaviors, types of injuries and characteristics of children was modeled by Bayesian Network. The fundamental functions of the developed system and examples of new findings obtained by the system are reported in this paper.

  10. Self-assessment and Peer-assessment in an EFL Context

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    Morteza Yamini

    2012-01-01

    Full Text Available Salient in an EFL teaching context is students' dissatisfaction with their final scores especially in oral courses. This study tried to bridge the gap between students' and teachers' rating system through alternatives to existing measurement methods. Task-based language assessment has stimulated language teachers to question the way through which students' language knowledge is assessed. Three groups of university students majoring in translation participated in this study. Two groups received rater instruction, but the control group did not. The assessed tasks were students' oral productions in Reading Comprehension I. Each oral production was assessed three times: by the speakers, by the peers, and by the teacher. The correlation of self-peer assessments and teacher assessments were estimated. Their performance on oral production of Reading Comprehension II was also analyzed and discussed and eventually compared with that of the control group to check the effects of rater instruction on learning.

  11. Effect of age on variability in the production of text-based global inferences.

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    Lynne J Williams

    Full Text Available As we age, our differences in cognitive skills become more visible, an effect especially true for memory and problem solving skills (i.e., fluid intelligence. However, by contrast with fluid intelligence, few studies have examined variability in measures that rely on one's world knowledge (i.e., crystallized intelligence. The current study investigated whether age increased the variability in text based global inference generation--a measure of crystallized intelligence. Global inference generation requires the integration of textual information and world knowledge and can be expressed as a gist or lesson. Variability in generating two global inferences for a single text was examined in young-old (62 to 69 years, middle-old (70 to 76 years and old-old (77 to 94 years adults. The older two groups showed greater variability, with the middle elderly group being most variable. These findings suggest that variability may be a characteristic of both fluid and crystallized intelligence in aging.

  12. Fostering Intercultural Communicative Competence through Reading Authentic Literary Texts in an Advanced Colombian EFL Classroom: A Constructivist Perspective (Desarrollo de la competencia comunicativa intercultural mediante la lectura de textos literarios auténticos: una perspectiva constructivista)

    Science.gov (United States)

    Gómez, Luis Fernando R.

    2012-01-01

    This article describes an action research experience carried out in an advanced English as a foreign language classroom of the language program at a university in Bogotá, Colombia, in 2010. The study proposes the inclusion of authentic literary texts in the English as a foreign language classroom through the implementation of four constructivist…

  13. Appetitive drives for ultra-processed food products and the ability of text warnings to counteract consumption predispositions.

    Science.gov (United States)

    David, Isabel A; Krutman, Laura; Fernández-Santaella, María Carmen; Andrade, Jéssica R; Andrade, Eduardo B; Oliveira, Leticia; Pereira, Mirtes G; Gomes, Fabio S; Gleiser, Sonia; Oliveira, José M; Araújo, Renata L; Volchan, Eliane; Braga, Filipe

    2018-02-01

    The present study aimed to (i) assess the appetitive drives evoked by the visual cues of ultra-processed food and drink products and (ii) investigate whether text warnings reduce appetitive drives and consumers' reported intentions to eat or drink ultra-processed products. In Study I, a well-established psychometric tool was applied to estimate the appetitive drives associated with ultra-processed products using sixty-four image representations. Sixteen product types with four exemplars of a given product were included. Pictures from the International Affective Picture System (IAPS) served as controls. The two exemplars of each product type rated as more appetitive were selected for investigation in the second study. Study II assessed the impact of textual warnings on the appetitive drive towards these thirty-two exemplars. Each participant was exposed to two picture exemplars of the same product type preceded by a text warning or a control text. After viewing each displayed picture, the participants reported their emotional reactions and their intention to consume the product. Controlled classroom experiments SUBJECTS: Undergraduate students (Study I: n 215, 135 women; Study II: n 98, 52 women). In Study I, the pictures of ultra-processed products prompted an appetitive motivation associated with the products' nutritional content. In Study II, text warnings were effective in reducing the intention to consume and the appetitive drive evoked by ultra-processed products. This research provides initial evidence favouring the use of text warnings as a public policy tool to curb the powerful influence of highly appetitive ultra-processed food cues.

  14. THE EFFECT OF TEACHER TALK IN EFL CLASSROOMS: THE NONUSE OR USE OF LEARNERS' L1 BY AN INSTRUCTOR

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    Chiyo Myojin

    2007-01-01

    Full Text Available This study examines the effect of the variation of teacher talk on EFL learners' performance, especially the one related to listening comprehension skills, by chronologically observing a Japanese first language (L1 instructor's classrooms at a university.

  15. The Utilization of Authentic Materials in Indonesian EFL Contexts- An Exploratory Study on Learners’ Perceptions

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    Heri Mudra

    2014-06-01

    Full Text Available The aims of this study were to find out the kinds of preferred authentic materials (AMs utilized by EFL learners at Islamic State College of Kerinci (STAIN Kerinci, Indonesia; and, to explore the learners` perceptions on the utilization of preferred AMs in EFL classrooms. This study was carried out of focus-group interviews towards seven learners selected by using snowball sampling technique. The findings of the study show that the EFL learners utilize various kinds of AMs including internet-mediated AMs, printed AMs, audiovisual (video AMs, and audio AMs. It was reported that each kind of materials has either advantages or disadvantages. The advantages of AMs included: improving and developing skills or abilities on listening, reading, speaking, writing, vocabulary, grammar, and pronunciation. The materials also make the learners aware of the importance of native-speaker cultures through which real English is learnt. However, the disadvantages of AMs included: unlimited in length and lack of academic instructions. It is recommended that EFL teachers should provide various AMs in EFL classrooms. The AMs should be selected and balanced with EFL learners’ English abilities or levels.

  16. The Effect of Genre-Based Teaching on EFL Learners' Speaking Performance

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    Mohammad Bagher Khatibi

    2014-09-01

    Full Text Available Abstract The present study examined the effect of genre-based tasks on EFL learners' speaking performance and probed whether genre-based tasks may empower EFL learners to perform better on speaking tests. A further concern of the study was to explore whether the effect of genre-based tasks on speaking ability of EFL learners varied across different age groups, i.e. teenagers (13-16 years old and young adults (24-27 years old. To this end, some generic based consciousness-raising tasks (CRT were adapted from the model proposed by Benedict (2006 to develop control of a genre used as the treatment procedures. Two different speaking tests of different genres (e.g. recount, report, review, etc., used as pretest and posttest, were administered to 120 senior university students majoring in English language translation. The results indicated that consciousness-raising tasks significantly affected EFL learners' speaking performance. However, the effect of generic-based CRTs did not vary across different age groups. Overall, the findings provided empirical support for the facilitative effect of generic-based consciousness-raising tasks on speaking performance of EFL learners. The findings may promise implications for EFL speaking syllabuses and provide guidelines to designers to accommodate the insights derived from the genre-based instruction perspective.

  17. Teacher Electronic Portfolio and its Relation to EFL Student Teacher Performance and Attitude

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    Areej T Alshawi

    2017-01-01

    Full Text Available E-portfolio is a promising approach to develop teachers into reflective practitioners who show that they can adapt to new technologies, new criteria, and new environments. The current research explored the quality of EFL student teachers’ e-portfolios and their attitudes towards using them. The research was conducted on 30 EFL female student teachers at Princess Noura bint Abdulrahman University, Saudi Arabia. The participants were engaging in practical training at schools and reflecting their skills and experiences in their e-portfolios. This research posed further questions about the relationships between the quality of EFL student teachers’ e-portfolios, their attitudes towards using them and their teaching performance. In order to explore the possible answers, the participants’ teaching performance were observed, their e-portfolios were evaluated by a rubric, and a 24-item questionnaire was administered to them. The results proved high proficiency level of the EFL student teachers’ e-portfolios and positive attitudes towards using e-portfolios among EFL student teachers. Furthermore, the results denoted a statistically significant positive relationship between the quality of EFL student teachers’ e-portfolio and their teaching performance. The results of this study may encourage policy makers to integrate the idea of e-portfolio and reflection as an effective component in teacher education and development.

  18. Teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms

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    Trine Mathiesen Gilje

    2014-10-01

    Full Text Available This article is about a qualitative study of teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms. Teacher cognition, defined by Borg (2003, p.81 as ‘what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom’, is a relatively new field of research, with few studies focussing on its link to the teaching of EFL reading skills in state schools or in young language learner classrooms. The study therefore aimed to explore upper primary EFL teachers’ reading-related materials and practices, what knowledge, attitudes and beliefs formed the basis of their choices, and the role of teacher education in this context. The method was semi-structured interviews with eight randomly selected 6th grade EFL-teachers. The study showed that the teachers primarily based their teaching of EFL reading on textbooks, used them in similar ways, but also used additional reading materials to varying extents. The teachers thus appeared to be heavily guided by their textbooks, in addition to intuition and routines. The impact of formal teacher education varied from teacher to teacher. Nevertheless, it was argued that pre-service and in-service teacher education will play an important role in helping future EFL teachers make and understand the choices they make about reading materials and pracices, so that they can meet the demands of increasingly diverse classrooms due to differences in linguistic, social and national backgrounds between pupils.

  19. Beliefs on Learning and Teaching Language Components: The Case of Iranian EAP and EFL Learners

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    Gholamreza Parsi

    2017-06-01

    Full Text Available The present study intended to investigate the possible difference between EAP and EFL learners’ beliefs concerning learning and teaching of language components, namely, vocabulary, pronunciation and grammar. Furthermore, this study examined the association between EAP and EFL learners’ beliefs and their language components’ development. To this end, 231 undergraduate EAP (117 and EFL (114 learners at Ferdowsi University took part in the study by completing a five-point Likert scale questionnaire adapted from Simon and Taverniers (2011. The face and content validity of the questionnaire was confirmed by the experts’ judgment and factor analysis. Moreover using Cronbach alpha coefficient the questionnaire was found acceptably reliable (α=0.88. Furthermore, for language components’ development, the EAP learners’ scores in English course and EFL learners’ average scores in their Basic English courses were taken into account. The results of an Independent Samples t-test revealed that there existed a statistically significant difference between EAP and EFL learners’ beliefs on learning and teaching language components. Furthermore, the results of Pearson correlation coefficients indicated a statistically significant positive association between EFL learners’ beliefs and their language components’ development, however no statistically significant correlation was found between EAP learners’ beliefs and their language components’ development.

  20. Texts and data mining and their possibilities applied to the process of news production

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    Walter Teixeira Lima Jr

    2008-06-01

    Full Text Available The proposal of this essay is to discuss the challenges of representing in a formalist computational process the knowledge which the journalist uses to articulate news values for the purpose of selecting and imposing hierarchy on news. It discusses how to make bridges to emulate this knowledge obtained in an empirical form with the bases of computational science, in the area of storage, recovery and linked to data in a database, which must show the way human brains treat information obtained through their sensorial system. Systemizing and automating part of the journalistic process in a database contributes to eliminating distortions, faults and to applying, in an efficient manner, techniques for Data Mining and/or Texts which, by definition, permit the discovery of nontrivial relations.

  1. Texts and data mining and their possibilities applied to the process of news production

    Directory of Open Access Journals (Sweden)

    Walter Teixeira Lima Jr

    2011-02-01

    Full Text Available The proposal of this essay is to discuss the challenges of representing in a formalist computational process the knowledge which the journalist uses to articulate news values for the purpose of selecting and imposing hierarchy on news. It discusses how to make bridges to emulate this knowledge obtained in an empirical form with the bases of computational science, in the area of storage, recovery and linked to data in a database, which must show the way human brains treat information obtained through their sensorial system. Systemizing and automating part of the journalistic process in a database contributes to eliminating distortions, faults and to applying, in an efficient manner, techniques for Data Mining and/or Texts which, by definition, permit the discovery of nontrivial relations.

  2. Effect of age on variability in the production of text-based global inferences.

    Science.gov (United States)

    Williams, Lynne J; Dunlop, Joseph P; Abdi, Hervé

    2012-01-01

    As we age, our differences in cognitive skills become more visible, an effect especially true for memory and problem solving skills (i.e., fluid intelligence). However, by contrast with fluid intelligence, few studies have examined variability in measures that rely on one's world knowledge (i.e., crystallized intelligence). The current study investigated whether age increased the variability in text based global inference generation--a measure of crystallized intelligence. Global inference generation requires the integration of textual information and world knowledge and can be expressed as a gist or lesson. Variability in generating two global inferences for a single text was examined in young-old (62 to 69 years), middle-old (70 to 76 years) and old-old (77 to 94 years) adults. The older two groups showed greater variability, with the middle elderly group being most variable. These findings suggest that variability may be a characteristic of both fluid and crystallized intelligence in aging.

  3. The production of coherent narrative texts by older language impaired children

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    Sharon Tuch

    1977-11-01

    Full Text Available A group of  4 language-impaired children, 9 years old, and a group of 4 control children with no language problems were compared on an aspect of  'communicative competence' - their ability to produce coherent narrative texts (sequences of  sentences which were semantically coherent and appropriate to the situational context. A test was devised by the writer, comprising stories presented to the children through a number of sensory modalities. The narrative texts elicited from  the 2 groups were compared on a number of  measures of  semantic cohesion and measures of  general semantic content (or appropriateness to the situational context. The performance of the language-impaired children appeared to be inferior  to the control group on all the measures of semantic cohesion and general semantic content , supporting the hypothesis that the language-impaired group would perform  inferiorly  to the control group on an aspect of 'communicative competence'. The implications of  the study's findings for the diagnosis and treatment of  expressive language problems in the older child were discussed.

  4. Measurements of electroweak [Formula: see text] production and constraints on anomalous gauge couplings with the ATLAS detector.

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    Aaboud, M; Aad, G; Abbott, B; Abdallah, J; Abdinov, O; Abeloos, B; Abidi, S H; AbouZeid, O S; Abraham, N L; Abramowicz, H; Abreu, H; Abreu, R; Abulaiti, Y; Acharya, B S; Adachi, S; Adamczyk, L; Adams, D L; Adelman, J; Adersberger, M; Adye, T; Affolder, A A; Agatonovic-Jovin, T; Agheorghiesei, C; Aguilar-Saavedra, J A; Ahlen, S P; Ahmadov, F; Aielli, G; Akatsuka, S; Akerstedt, H; Åkesson, T P A; Akimov, A V; Alberghi, G L; Albert, J; Alconada Verzini, M J; Aleksa, M; Aleksandrov, I N; Alexa, C; Alexander, G; Alexopoulos, T; Alhroob, M; Ali, B; Aliev, M; Alimonti, G; Alison, J; Alkire, S P; Allbrooke, B M M; Allen, B W; Allport, P P; Aloisio, A; Alonso, A; Alonso, F; Alpigiani, C; Alshehri, A A; Alstaty, M; Alvarez Gonzalez, B; Piqueras, D Álvarez; Alviggi, M G; Amadio, B T; Amaral Coutinho, Y; Amelung, C; Amidei, D; Santos, S P Amor Dos; Amorim, A; Amoroso, S; Amundsen, G; Anastopoulos, C; Ancu, L S; Andari, N; Andeen, T; Anders, C F; Anders, J K; Anderson, K J; Andreazza, A; Andrei, V; Angelidakis, S; Angelozzi, I; Angerami, A; Anghinolfi, F; Anisenkov, A V; Anjos, N; Annovi, A; Antel, C; Antonelli, M; Antonov, A; Antrim, D J; Anulli, F; Aoki, M; Aperio Bella, L; Arabidze, G; Arai, Y; Araque, J P; Araujo Ferraz, V; Arce, A T H; Ardell, R E; Arduh, F A; Arguin, J-F; Argyropoulos, S; Arik, M; Armbruster, A J; Armitage, L J; Arnaez, O; Arnold, H; Arratia, M; Arslan, O; Artamonov, A; Artoni, G; Artz, S; Asai, S; Asbah, N; Ashkenazi, A; Asquith, L; Assamagan, K; Astalos, R; Atkinson, M; Atlay, N B; Augsten, K; Avolio, G; Axen, B; Ayoub, M K; Azuelos, G; Baas, A E; Baca, M J; Bachacou, H; Bachas, K; Backes, M; Backhaus, M; Bagiacchi, P; Bagnaia, P; Baines, J T; Bajic, M; Baker, O K; Baldin, E M; Balek, P; Balestri, T; Balli, F; Balunas, W K; Banas, E; Banerjee, Sw; Bannoura, A A E; Barak, L; Barberio, E L; Barberis, D; Barbero, M; Barillari, T; Barisits, M-S; Barklow, T; Barlow, N; Barnes, S L; Barnett, B M; Barnett, R M; Barnovska-Blenessy, Z; Baroncelli, A; Barone, G; Barr, A J; 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    2017-01-01

    Measurements of the electroweak production of a W boson in association with two jets at high dijet invariant mass are performed using [Formula: see text] 7 and 8 [Formula: see text] proton-proton collision data produced by the Large Hadron Collider, corresponding respectively to 4.7 and 20.2 fb[Formula: see text] of integrated luminosity collected by the ATLAS detector. The measurements are sensitive to the production of a W boson via a triple-gauge-boson vertex and include both the fiducial and differential cross sections of the electroweak process.

  5. Correlations between Learners' Initial EFL Proficiency and Variables of Clicker-Aided Flipped EFL Class

    Science.gov (United States)

    Yu, Zhonggen; Yu, Liheng

    2017-01-01

    Although the flipped class has been hotly discussed, the clicker-aided flipped EFL class (CFEC) still remains a mystery for most scholars. This study aims to determine the correlations between the initial EFL proficiency and other variables of the clicker-aided EFL flipped class. The sample was made up of randomly selected 79 participants (Female…

  6. EFL Pronunciation Teaching: A Theoretical Review

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    Hamid Nikbakht

    2010-05-01

    Full Text Available This study aims to represent the developing status of pronunciation teaching and presents the current perspectives on pronunciation learning and teaching, coupled with innovative approaches and techniques/activities. It is argued that pronunciation teaching methodologies have changed over decades since the Reform Movement. The exact status of teaching pronunciation appeared first in the Audio Lingual Methods and continued in the Communicative Language Teaching methods; however, the ways of teaching pronunciation have explicitly a long history. In this study, the researcher scrutinizes the most influential factors in pronunciation learning, the knowledge of which can by and large facilitate both the teaching and the acquisition of pronunciation. Next, the focus of the article will be placed mainly on pronunciation intelligibility as a more realistic purpose of pronunciation pedagogy and instruction. Additionally, the article discusses a number of suggestions for teaching pronunciation and indicates that the teaching of pronunciation can be made more effective and facilitative in the EFL classrooms by offering some state-of-the-art teaching approaches to pronunciation convenient to EFL environment, along with a set of diverse techniques/activities. Finally, the study outlines the current innovative approaches and gives new insights into pronunciation instruction.

  7. EFL Teachers’ First Year of Teaching

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    Georgios Giotis

    2010-02-01

    Full Text Available The research presented in this chapter focuses on the first year of teaching of EFL teachers who graduated from the University of Athens during the academic years 2004-2005 and 2005-2006. The main research questions were their motive for being teachers, their opinion for the effectiveness of their university-based preparation and their self-efficacy perceptions. The questionnaire which was used was sent by email to the participants. The data collected presented an image of the profession as teaching by vocation which is chosen mainly due to humanistic reasons. Moreover, it is argued that the participating teachers were prepared effectively for the real world of teaching and they have a relatively high sense of self-efficacy. On the other hand, the participants consistently define classroom management problems and low student motivation as sources of dissatisfaction in their profession, dimensions of teaching in which they were not prepared to the degree they expected, and in which they feel less efficacious. Finally, particular proposals are made for the improvement of teacher education for EFL teachers on the basis of the research findings.

  8. Evaluation Study for Secondary Stage EFL Textbook: EFL Teachers' Perspectives

    Science.gov (United States)

    Al Harbi, Abdullah Abdul Muhsen

    2017-01-01

    This study aimed at evaluating EFL textbook for secondary stage in Saudi Public schools. Participants consisted of (100) male teachers and (73) female teachers teaching secondary stage students in two cities: Madinah and Dowadmi. The tool of the study designed to cover five dimensions: layout and design, the objectives of the textbook, teaching…

  9. EFL learners’ motivational beliefs and their use of learning strategies

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    Sedigheh Najibi

    2015-02-01

    Full Text Available The present study attempted to examine the relationship between English as a Foreign Language (EFL learners’ motivational beliefs and their use of learning strategies. The three components of motivation, i.e. expectancy component, value component and affective component, were examined in relation to metacognitive, cognitive and effort management strategies. Two hundred and fifty seven EFL learners representing different proficiency levels completed the Persian version of the Motivated Strategies for Learning Questionnaire (MSLQ, which consisted of motivation scale and learning strategies scale. The analysis of the effect of proficiency level on motivational beliefs showed a significant effect of proficiency level on test anxiety and extrinsic goal orientation, suggesting that less proficient learners were significantly more anxious and more extrinsically oriented compared to advanced learners of English. It was also found that self-efficacy, control of learning beliefs, intrinsic goal orientation and task value could account for 70% of variations in self-regulated learning (SRL strategies. Based on the findings of this study, several suggestions are made to aid instructors in creating a non-product-oriented approach to learning, which promotes foreign language learners’ learning outcomes.

  10. Output-Based Instruction, Learning Styles and Vocabulary Learning in the EFL Context of Iran

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    Behnaz Rastegar

    2017-04-01

    Full Text Available Language learners' productive role in teaching and learning processes has recently been the focus of attention. Therefore, this study aimed at investigating the effect of oral vs. written output-based instruction on English as a foreign language (EFL learners' vocabulary learning with a focus on reflective vs. impulsive learning styles. To this end, 131 learners were chosen among 182 learners by taking Nelson vocabulary proficiency test. Next, the participants received a valid Persian version of reflective thinking (Kember et al., 2000 and Barratt, Patton and Stanford (1975 BIS (Barratt’s Impulsiveness Scale 11 impulsiveness questionnaires, based on which both experimental groups were divided into impulsive and reflective subgroups, but the control group consisted of both impulsive and reflective learners. After 15 sessions of intervention and based on the results through one-way ANOVA and independent t-test it was concluded that both oral output and written output had significant effect on vocabulary learning of reflective and impulsive EFL Learners. It was also observed that the effect of both oral output and written output on impulsive (oral group’s mean=21.04; written groups’ mean= 21.75 learners and reflective learners (oral groups’ mean=22.38; written group’s mean: 22.23 is not significantly different. Pedagogical implications are discussed.

  11. Teachers’ Beliefs about Young EFL Learners’ Self-assessment: a Case Study of Macedonia

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    /Anžela Nikolovska

    2015-11-01

    Full Text Available The paper explores Macedonian primary EFL teachers’ attitudes, beliefs and practices regarding self-assessment of young learners (10-12 year-olds. The study surveyed primary EFL teachers (n=30 who teach English to 5th and 6th graders. The results indicated that vocabulary, grammar and reading were more often the focus of self-assessment tasks than the other areas of language learning. This, along with the finding that the receptive language skills were more frequently self-assessed than the productive skills has been attributed to the impact of the external exam. The most frequently used self-assessment techniques were can-do statements and check-lists. The perceived benefits and challenges of self-assessment have been found to be compatible with the findings of other studies. In spite of their positive attitudes towards learner self-assessment, the teachers expressed awareness of certain problems underlying its implementation as well as uncertainty about how to train learners to self-assess. In line with the conclusions, recommendations have been made regarding the need for greater emphasis on self-assessment of the neglected language areas (speaking and writing, the necessity of using a variety of self-assessment formats and the need for learner training in self-assessment from an early age.

  12. Private speech in teacher-learner interactions in an EFL context: A sociocultural perspective

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    Nouzar Gheisari

    2017-07-01

    Full Text Available Theoretically framed within Vygotskyan sociocultural theory (SCT of mind, the present study investigated resurfacing of private speech markers by Iranian elementary female EFL learners in teacher-learner interactions. To this end, an elementary EFL class including 12 female learners and a same-sex teacher were selected as the participants of the study. As for the data, six 30-minute reading comprehension tasks with the interval of every two weeks were videotaped, while each participant was provided with a sensitive MP3 player to keep track of very low private speech markers. Instances of externalized private speech markers were coded and reports were generated for the patterns of private speech markers regarding their form and content. While a high number of literal translation, metalanguage, and switching to L1 mid-utterance were reported, the generated number of such private markers as self-directed questions, reading aloud, reviewing, and self-explanations in L2 was comparatively less which could be due to low L2 proficiency of the learners. The findings of the study, besides highlighting the importance of paying more attention to private speech as a mediating tool in cognitive regulation of learners in doing tasks in L2, suggest that teachers’ type of classroom practice is effective in production of private speech. Pedagogically speaking, the results suggest that instead of seeing L1 private speech markers as detrimental to L2 learning, they should be seen as signs of cognitive regulation when facing challenging tasks.

  13. English in Product Advertisements in Non-English-Speaking Countries in Western Europe: Product Image and Comprehension of the Text

    NARCIS (Netherlands)

    Gerritsen, M.; Nickerson, C.; Hooft, A.P.J.V. van; Meurs, W.F.J. van; Korzilius, H.P.L.M.; Nederstigt, U.; Starren, M.B.P.; Crijns, R.M.J.

    2010-01-01

    Although English has been shown to be the most frequently used foreign language in product advertisements in countries where it is not the native language, little is known about its effects. This article examines the response to advertisements in English compared to the response to the same ad in

  14. Exploring EFL fluency in Asia

    CERN Document Server

    Muller, T; Brown, P; Herder, S

    2014-01-01

    In EFL contexts, an absence of chances to develop fluency in the language classroom can lead to marked limitations in English proficiency. This volume explores fluency development from a number of different perspectives, investigating measurements and classroom strategies for promoting its development.

  15. An Investigation of the Differential Effects of Visual Input Enhancement on the Vocabulary Learning of Iranian EFL Learners

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    Zhila Mohammadnia

    2014-07-01

    Full Text Available This study investigated the effect of visual input enhancement on the vocabulary learning of Iranian EFL learners. One hundred and thirty-two EFL learners from elementary, intermediate and advanced proficiency levels were assigned to six groups, two groups at each proficiency level with one being an experimental and the other a control group. The study employed pretests, treatment reading texts, and posttests. T-test was used for the analysis of the data. The results revealed positive effects for visual input enhancement in the advanced level based on within group and between groups’ comparisons. However this positive effect was not found for the elementary and intermediate levels based on between groups’ comparisons. It was concluded that although visual input enhancement may have beneficial effects for elementary and intermediate levels, it is much more effective for the advanced EFL learners. This study may provide useful guiding principles for EFL teachers and syllabus designers.

  16. Measurement of pion, kaon and proton production in proton-proton collisions at [Formula: see text] TeV.

    Science.gov (United States)

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Khan, S A; Khanzadeev, A; Kharlov, Y; Kileng, B; Kim, B; Kim, D W; Kim, D J; Kim, H; Kim, J S; Kim, M; Kim, M; Kim, S; Kim, T; Kirsch, S; Kisel, I; Kiselev, S; Kisiel, A; Kiss, G; Klay, J L; Klein, C; Klein, J; Klein-Bösing, C; Kluge, A; Knichel, M L; Knospe, A G; Kobayashi, T; Kobdaj, C; Kofarago, M; Köhler, M K; Kollegger, T; Kolojvari, A; Kondratiev, V; Kondratyeva, N; Kondratyuk, E; Konevskikh, A; Kouzinopoulos, C; Kovalenko, O; Kovalenko, V; Kowalski, M; Kox, S; Meethaleveedu, G Koyithatta; Kral, J; Králik, I; Kravčáková, A; Krelina, M; Kretz, M; Krivda, M; Krizek, F; Kryshen, E; Krzewicki, M; Kubera, A M; Kučera, V; Kucheriaev, Y; Kugathasan, T; Kuhn, C; Kuijer, P G; Kulakov, I; Kumar, J; Kumar, L; Kurashvili, P; Kurepin, A; Kurepin, A B; Kuryakin, A; Kushpil, S; Kweon, M J; Kwon, Y; Pointe, S L La; Rocca, P La; Fernandes, C Lagana; Lakomov, I; Langoy, R; Lara, C; Lardeux, A; Lattuca, A; Laudi, E; Lea, R; Leardini, L; Lee, G R; Lee, S; Legrand, I; Lehnert, J; Lemmon, R C; Lenti, V; 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Minervini, L M; Mischke, A; Mishra, A N; Miśkowiec, D; Mitra, J; Mitu, C M; Mohammadi, N; Mohanty, B; Molnar, L; Zetina, L Montaño; Montes, E; Morando, M; Godoy, D A Moreira De; Moretto, S; Morreale, A; Morsch, A; Muccifora, V; Mudnic, E; Mühlheim, D; Muhuri, S; Mukherjee, M; Müller, H; Mulligan, J D; Munhoz, M G; Murray, S; Musa, L; Musinsky, J; Nandi, B K; Nania, R; Nappi, E; Naru, M U; Nattrass, C; Nayak, K; Nayak, T K; Nazarenko, S; Nedosekin, A; Nellen, L; Ng, F; Nicassio, M; Niculescu, M; Niedziela, J; Nielsen, B S; Nikolaev, S; Nikulin, S; Nikulin, V; Noferini, F; Nomokonov, P; Nooren, G; Norman, J; Nyanin, A; Nystrand, J; Oeschler, H; Oh, S; Oh, S K; Ohlson, A; Okatan, A; Okubo, T; Olah, L; Oleniacz, J; Silva, A C Oliveira Da; Oliver, M H; Onderwaater, J; Oppedisano, C; Velasquez, A Ortiz; Oskarsson, A; Otwinowski, J; Oyama, K; Ozdemir, M; Pachmayer, Y; Pagano, P; Paić, G; Pajares, C; Pal, S K; Pan, J; Pandey, A K; Pant, D; Papikyan, V; Pappalardo, G S; Pareek, P; Park, W J; Parmar, S; Passfeld, A; Paticchio, V; Paul, B; Pawlak, T; Peitzmann, T; Costa, H Pereira Da; Filho, E Pereira De Oliveira; Peresunko, D; Lara, C E Pérez; Peskov, V; Pestov, Y; Petráček, V; Petrov, V; Petrovici, M; Petta, C; Piano, S; Pikna, M; Pillot, P; Pinazza, O; Pinsky, L; Piyarathna, D B; Płoskoń, M; Planinic, M; Pluta, J; Pochybova, S; Podesta-Lerma, P L M; Poghosyan, M G; Polichtchouk, B; Poljak, N; Poonsawat, W; Pop, A; Porteboeuf-Houssais, S; Porter, J; Pospisil, J; Prasad, S K; Preghenella, R; Prino, F; Pruneau, C A; Pshenichnov, I; Puccio, M; Puddu, G; Pujahari, P; Punin, V; Putschke, J; Qvigstad, H; Rachevski, A; Raha, S; Rajput, S; Rak, J; Rakotozafindrabe, A; Ramello, L; Raniwala, R; Raniwala, S; Räsänen, S S; Rascanu, B T; Rathee, D; Razazi, V; Read, K F; Real, J S; Redlich, K; Reed, R J; Rehman, A; Reichelt, P; Reicher, M; Reidt, F; Ren, X; Renfordt, R; Reolon, A R; Reshetin, A; Rettig, F; Revol, J-P; Reygers, K; Riabov, V; Ricci, R A; Richert, T; Richter, M; Riedler, P; Riegler, W; Riggi, F; Ristea, C; Rivetti, A; Rocco, E; Cahuantzi, M Rodríguez; Manso, A Rodriguez; Røed, K; Rogochaya, E; Rohr, D; Röhrich, D; Romita, R; Ronchetti, F; Ronflette, L; Rosnet, P; Rossi, A; Roukoutakis, F; Roy, A; Roy, C; Roy, P; Montero, A J Rubio; Rui, R; Russo, R; Ryabinkin, E; Ryabov, Y; Rybicki, A; Sadovsky, S; Šafařík, K; Sahlmuller, B; Sahoo, P; Sahoo, R; Sahoo, S; Sahu, P K; Saini, J; Sakai, S; Saleh, M A; Salgado, C A; Salzwedel, J; Sambyal, S; Samsonov, V; Castro, X Sanchez; Šándor, L; Sandoval, A; Sano, M; Santagati, G; Sarkar, D; Scapparone, E; Scarlassara, F; Scharenberg, R P; Schiaua, C; Schicker, R; Schmidt, C; Schmidt, H R; Schuchmann, S; Schukraft, J; Schulc, M; Schuster, T; Schutz, Y; Schwarz, K; Schweda, K; Scioli, G; Scomparin, E; Scott, R; Seeder, K S; Seger, J E; Sekiguchi, Y; Selyuzhenkov, I; Senosi, K; Seo, J; Serradilla, E; Sevcenco, A; Shabanov, A; Shabetai, A; Shadura, O; Shahoyan, R; Shangaraev, A; Sharma, A; Sharma, N; Shigaki, K; Shtejer, K; Sibiriak, Y; 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Yurchenko, V; Yushmanov, I; Zaborowska, A; Zaccolo, V; Zaman, A; Zampolli, C; Zanoli, H J C; Zaporozhets, S; Zarochentsev, A; Závada, P; Zaviyalov, N; Zbroszczyk, H; Zgura, I S; Zhalov, M; Zhang, H; Zhang, X; Zhang, Y; Zhao, C; Zhigareva, N; Zhou, D; Zhou, Y; Zhou, Z; Zhu, H; Zhu, J; Zhu, X; Zichichi, A; Zimmermann, A; Zimmermann, M B; Zinovjev, G; Zyzak, M

    The measurement of primary [Formula: see text], [Formula: see text], [Formula: see text] and [Formula: see text] production at mid-rapidity ([Formula: see text] 0.5) in proton-proton collisions at [Formula: see text][Formula: see text] 7 TeV performed with a large ion collider experiment at the large hadron collider (LHC) is reported. Particle identification is performed using the specific ionisation energy-loss and time-of-flight information, the ring-imaging Cherenkov technique and the kink-topology identification of weak decays of charged kaons. Transverse momentum spectra are measured from 0.1 up to 3 GeV/[Formula: see text] for pions, from 0.2 up to 6 GeV/[Formula: see text] for kaons and from 0.3 up to 6 GeV/[Formula: see text] for protons. The measured spectra and particle ratios are compared with quantum chromodynamics-inspired models, tuned to reproduce also the earlier measurements performed at the LHC. Furthermore, the integrated particle yields and ratios as well as the average transverse momenta are compared with results at lower collision energies.

  17. Using the Think-Aloud Technique for Determining Different Reading Strategies Used by Iranian EFL Learners

    Science.gov (United States)

    Bakhshalinezhad, Ladan; Nikou, Farahnaz Reymani; Bonyadi, Alireza

    2015-01-01

    This study explored the reading strategies used by advanced and intermediate Persian EFL learners in both English and Persian reading comprehension texts. Based on the aims of the study reading comprehension texts were administered to the learners and their reading strategies in both English and Persian reading comprehension texts were examined…

  18. DIFFICULTIES IN TEACHING AND LEARNING GRAMMAR IN AN EFL CONTEXT

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    Abdu Mohammed Al-Mekhlafi

    2011-07-01

    Full Text Available The role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper reports a study undertaken to investigate the difficulties teachers face in teaching grammar to EFL students as well as those faced by students in learning it, in the teachers' perception. The study aimed to find out whether there are significant differences in teachers' perceptions of difficulties in relation to their gender, qualification, teaching experience, and the level they teach in school, thus providing insights into their own and their students' difficulties. Mean scores and t-test were used to interpret the data. The main findings are reported with implications.

  19. The Relationship Between EFL Learners’ Resilience and Autonomous Learning

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    Parinaz Kajabadi

    2016-07-01

    Full Text Available This study aimed to investigate relationship between resilience as a personality factor defined in positive psychology and autonomous learning as a newly developed subject in learning and teaching (EFL area. This research employed resilience scale by Connor and Davidson (2003 and learner autonomy questionnaire by Spratt, Humphreys and Chan (2002 to evaluate EFL learners’ resilience level and their autonomy. To meet the purpose of this study, about 150 male and female participants randomly selected among undergraduate students majoring English language translation. Collected data of two questionnaires were analyzed through Spearman’s correlation and regression. Findings of the correlation analysis revealed that there is a significant relationship between resilience and autonomy (ρ = .29, n = 156, p < .01. Also, results showed that resilience is a strong predictor for autonomous learning.

  20. KNOWLEDGE BASE AND EFL TEACHER EDUCATION PROGRAMS: A COLOMBIAN PERSPECTIVE

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    Yamith Fandiño

    2013-04-01

    Full Text Available In the 21st century, Colombian pre-service EFL Teacher Education Programs (TEPs should study what constitutes the core knowledge base for language teachers to be effective in their profession. These programs must refrain from simply conceptualizing knowledge base as the acquisition of the basic skills required for teaching, the competency of educators in their subject matter area, and the use of pedagogical skills. Instead, they should strive to reflect on what Colombian language teachers need to know about teaching and learning, and study how their knowledge, beliefs, and attitudes inform their practices. A starting point to do so is to interpret the variety of proposals that have been generated through the years in the field. This paperoffers a review of what teacher knowledge base is, presents an overview of how Colombian EFL TEPs are working on teacher knowledge,and suggests some strategies to envision a more complete framework of reference for teacher formation in Colombia.

  1. Effects of Social Networking on Iranian EFL Learners’ Vocabulary Acquisition

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    Fatemeh Khansarian-Dehkordi

    2017-01-01

    Full Text Available The study aimed to scrutinize social networking effects on Iranian EFL learners’ vocabulary acquisition. Eighty Iranian EFL learners at the intermediate level participated in a pretest-posttest study after taking the placement test. They were then divided into an experimental group whose participants were supposed to equip their mobile phones or tablet PCs with a social networking application, that is, Line and form an online group to take part in eighteen virtual instructional sessions. Participants of the control group, however, underwent classroom learning during which target words were presented through routine classroom activities. Results of the independent-samples t-test in the posttest indicated that participants of the experimental group outperformed those of the control group. Results have important implications for both pedagogy and theory, especially socio-cultural theories of second language development.

  2. Indicators of Achievement in EFL Classes at a Taiwanese University

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    Brent Allan Kelsen

    2012-01-01

    Full Text Available Understanding the factors that contribute to student success is crucial for educators. This study estimated the indicators of success in the context of student achievement in university EFL courses in Taiwan. Data was collected from two classes of sophomore students and various student assessment aspects served as dependent variables: overall final grade, final exam score, oral test performance, and scores received on the listening, reading, and writing sections of the final exam. Explanatory variables included: years of English study, gender, part-time work, total hours studying English, participation in English-taught program, English language aptitude, first language ability, intrinsic motivation, extrinsic motivation, language anxiety, attendance, reading English for pleasure, and socioeconomic status. Pearson product-moment correlations were calculated and stepwise multiple regression analyses identified selections of variables that explained the dependent variables. Multiple regressions using the selected variables suggested that hours spent studying English, participation in the English taught program, first language ability, attendance and reading for pleasure were the most significant indicators of achievement. All models provided statistically significant moderate to strong explanatory power. Finally, this paper offers pedagogical considerations based on the results, as well as suggestions for future research.

  3. Teacher Impact on EFL Students’ Motivation

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    Haroun BOURAS

    2016-12-01

    Full Text Available This study probes teachers and students’ perceptions of some teacher characteristics impact on students’ motivation. The investigation explores eight elements to elicit the views of students and teachers and find out which teacher characteristics both groups believe foster learners’ motivation in the EFL classroom. A total number of 200participants was surveyed in the academic year 2014-2015. The same questionnaire was administered to 21teachers. The findings disclosed that teachers differed from students in the ranking of their characteristics. This therefore implies that motivating learners requires a teacher to strike a good balance between the teaching methodology and the preferences of the students in terms of his or her motivating characteristics.

  4. Iranian EFL Learner’s Communication Strategies:

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    Atefe Sobhani

    2014-03-01

    Full Text Available Email has become a widespread medium of communication between students and their instructors, however; there is a limited amount of research on instructional role and uses of email in academic context. The present study investigated the communication strategies in email messages sent by Iranian EFL students to their male instructors in relation to their socioeconomic status (such as family income and education level. Moreover, the relationships between communication strategies and gender were examined. Email message sent by male and female students to their male instructors during the academic year 2012-2013 were analyzed for communication strategies (requesting, negotiating, reporting, social. The results of quantitative and qualitative statistics revealed that there were significant relationships between communication strategies and participants’ socioeconomic status. In addition, there were significant relationships between communication strategies and gender.

  5. Collaborative Strategic Reading with University EFL Learners

    Science.gov (United States)

    Zoghi, Masoud; Mustapha, Ramlee; Maasum, Tg. Nor Rizan Mohd.

    2010-01-01

    The present study was an attempt to probe into the feasibility and effectiveness of a reading instructional approach called MCSR--Modified Collaborative Strategic Reading. Based on a pretest-posttest design, MCSR was implemented with 42 university-level EFL freshmen. They met once a week and received EFL reading instruction according to MCSR for…

  6. Collaborative Repair in EFL Classroom Talk.

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    Iles, Zara

    1996-01-01

    Drawing data from audiotaped lessons with 10 native-speaker English-as-a-Foreign-Language (EFL) teachers and 12 EFL learners of varied linguistic backgrounds, a study explored some of the ways in which classroom talk by learners is collaboratively built to repair errors, misunderstandings, and non-communication. Focus is on both explicit and…

  7. The Indonesian EFL Learners' Motivation in Reading

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    Salikin, Hairus; Bin-Tahir, Saidna Zulfiqar; Kusumaningputri, Reni; Yuliandari, Dian Puji

    2017-01-01

    The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners' motivation in reading activity based on Deci and Ryans' theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group…

  8. The Effect of Teaching Structural Discourse Markers in an EFL Classroom Setting

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    Alraddadi, Budoor Muslim

    2016-01-01

    This study aimed to explore the effects of explicit teaching on the acquisition of spoken discourse markers (DMs) on EFL learners' presentation production. It also aimed to measure the impact of two different treatments on the acquisition of a set of DMs. This study is an experimental study and focuses on the overall production of spoken…

  9. A TEACHING PROPOSAL OF PRODUCTION OF DISSERTATIVE-ARGUMENTATIVE TEXTS BASED ON THE THEORY OF SEMANTIC BLOCKS

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    Cláudio Primo Delanoy

    2015-12-01

    Full Text Available This paper aims to explain a teaching proposal of production of dissertative-argumentative texts, based on concepts and principles of the Theory of Argumentation within Language (ADL of Ducrot (1990, 2009, and above all in tools made available by the Theory of Semantic Blocks (TBS, Carel (1995, 2005, and Carel and Ducrot (2005. In order to do so, first, the text production proposal of Enem 2012 is analyzed, so as to find the basic semantic units of its motivational texts, which, by being associated to argumentative aspects of semantic blocks that originate those semantic units, may guide effective argumentative routes to be realized in dissertative argumentative text from semantic relations within the same block. It is verified, also, to what extent argumentative transgressive chaining are presented in argumentative essays as more convincing than the normative argumentative ones. As a result, this work may provide theoretical and methodological support for teachers that have been working directly with the teaching of reading and writing, in basic or superior education levels.

  10. Using portfolios as a powerful strategy to foster and develop students writing skill in EFL

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    Daniel Albeiro Melgarejo M.

    2006-02-01

    Full Text Available This article emphasises on the use of portfolios as a powerful strategy to monitor the students’ writing performance in EFL and foster their writing production by means of taking advantage of their interests and beliefs when creating different types of compositions. Some of the ideas included in this article come from a large project research carried out with children between 9 and 13 years old who were in the Intermediate level of “Cursos de Extensión” at Universidad Pedagó- gica Nacional. The data analysis component is still in process and it is part of the thesis proposed by the author for the Master in Applied Linguistics for the TEFL at Universidad Distrital “Francisco José de Caldas”.

  11. The Utility of Synthetic-based Approach of Writing among Iranian EFL Learners

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    Nasrin Derakhshandeh

    2014-05-01

    Full Text Available The present study intends to examine the utility of synthetic-based approach versus traditional approaches of writing among Iranian EFL learners. To achieve this end, ninety students at Upper-Intermediate level were randomly chosen from the English population of Kish and Gooyesh English Institutes. The students were divided into three groups. Group1 was asked to do a writing task based on product-based approach. A writing task based on process-oriented approach was administered to Group2; later on, Group 3 was invited to write a composition to assess their performance based on synthetic-based approach. The result of the t test and two-way ANOVA revealed that the students performed better in writing using synthetic approach rather than traditional approaches to writing.

  12. An Analysis on Effects of Story Mapping in Writing Short Stories in EFL Classes, Iraqi Case

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    Emine Bala

    2017-06-01

    Full Text Available In this study, it is investigated that how much story map graphic organizers contribute to foster writing short stories. Eighteen EFL students from foundation year were randomly chosen and provided eight writing courses. First, the writing teacher provided a topic to the students for each course, and asked them to write three short stories about given topics. In the following two lessons, the instructor introduced graphic organizers and taught the elements of short story to the students. Later, they were given another three topics for the following three courses to create short stories using story map graphic organizers created by writing teacher. Then, the researcher selected two of their first and second pieces randomly and developed a scale to assess the students’ first and second products. The results were classified by including story elements.in two tables as percentage.

  13. A SURVEY OF THE ENGLISH READING HABITS OF EFL STUDENTS IN INDONESIA

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    Erna Iftanti

    2012-07-01

    Full Text Available This article investigated the English reading habits of Indonesian students of EFL. The data were collected through a questionnaire survey and interview validation. The questionnaires were distributed to 546 EFL college students in East Java. Based on the statistical analysis of the data, it is concluded that although the students have read English since elementary school, they do not indicate to have good English reading habits. Only few of them are identified to have good English reading habits as suggested by their eagerness to regularly spend time reading various types of English texts and their high motivation to read English for pleasure. The EFL students read English for some purposes, i.e. for school assignments, for pleasure, and for knowledge and English skills improvement. Their positive belief about reading does not motivate them to read English for pleasure; rather, it is school assignments that appear to be their biggest motivation.

  14. Global Precipitation Measurement (GPM) Mission: Precipitation Processing System (PPS) GPM Mission Gridded Text Products Provide Surface Precipitation Retrievals

    Science.gov (United States)

    Stocker, Erich Franz; Kelley, O.; Kummerow, C.; Huffman, G.; Olson, W.; Kwiatkowski, J.

    2015-01-01

    In February 2015, the Global Precipitation Measurement (GPM) mission core satellite will complete its first year in space. The core satellite carries a conically scanning microwave imager called the GPM Microwave Imager (GMI), which also has 166 GHz and 183 GHz frequency channels. The GPM core satellite also carries a dual frequency radar (DPR) which operates at Ku frequency, similar to the Tropical Rainfall Measuring Mission (TRMM) Precipitation Radar, and a new Ka frequency. The precipitation processing system (PPS) is producing swath-based instantaneous precipitation retrievals from GMI, both radars including a dual-frequency product, and a combined GMIDPR precipitation retrieval. These level 2 products are written in the HDF5 format and have many additional parameters beyond surface precipitation that are organized into appropriate groups. While these retrieval algorithms were developed prior to launch and are not optimal, these algorithms are producing very creditable retrievals. It is appropriate for a wide group of users to have access to the GPM retrievals. However, for researchers requiring only surface precipitation, these L2 swath products can appear to be very intimidating and they certainly do contain many more variables than the average researcher needs. Some researchers desire only surface retrievals stored in a simple easily accessible format. In response, PPS has begun to produce gridded text based products that contain just the most widely used variables for each instrument (surface rainfall rate, fraction liquid, fraction convective) in a single line for each grid box that contains one or more observations.This paper will describe the gridded data products that are being produced and provide an overview of their content. Currently two types of gridded products are being produced: (1) surface precipitation retrievals from the core satellite instruments GMI, DPR, and combined GMIDPR (2) surface precipitation retrievals for the partner constellation

  15. The Role of Comic Reading Materials in Enhancing the Ability to Read in EFL

    Science.gov (United States)

    Roozafzai, Zahra Sadat

    2012-01-01

    Reading is an extremely active, complex, mental and personal process that concerns both the reader and the text. It is now generally believed that a range of reader with text factors affect the reading process to a considerable extent. So, teachers of EFL need to be aware of the important role of teaching materials. Thus, this study investigated…

  16. Bringing Classroom-Based Assessment into the EFL classroom

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    Andrew Finch

    2012-01-01

    Full Text Available   This paper describes how English as a Foreign Language (EFL teachers can bring reliable, valid, user-friendly assessment into their classrooms, and thus improve the quality of learning that occurs there. Based on the experience of the author as a an EFL teacher and teacher-trainer, it is suggested that the promotion and development of autonomy, intrinsic motivation, and self-esteem that takes place in a Classroom-Based Assessment (CBA environment facilitates an holistic approach to language learning and prepares the students for the high-stakes tests that often determine their motivation for learning English. Rather than relying on the memorization of language code, form, lexis, and prepared answers, students who have learned in a CBA environment are able to self-assess, peer-assess, build portfolios, and edit their own work. Not only does this reduce the assessment burden on the teacher, but it also develops the skills of problem-solving, critical thinking, and summarization in the students, in addition to a heightened awareness of the language-learning process. By learning how to set goals, assess their achievements, and reflect on their future learning needs, students become more efficient language learners. While acknowledging the place of standardized, summative tests in contemporary society, it is suggested that CBA in the EFL classroom can enhance long-term learning and consequently enable and empower students to prepare for their future learning needs.

  17. Gender stereotyping in EFL grammar textbooks. A diachronic approach

    Directory of Open Access Journals (Sweden)

    Marcin Lewandowski

    2014-12-01

    Full Text Available Gender stereotyping in educational materials (especially in EFL textbooks has been a common theme in linguistic research (cf., e. g., Hellinger 1980; Porreca 1984; Freebody/Baker 1987; Sunderland 1994; Lee/Collins 2010. However, very little attention has been paid to the representation of men and women in EFL/ESL grammar textbooks; i. e. the way both genders are portrayed in constructed examples of usage and practice sentences. The present contribution is intended to fill this gap. The paper investigates the scope of gender stereotyping from a diachronic perspective: it seeks to demonstrate whether and how the images of men and women have changed following the dissemination of guidelines for non-sexist language and equal treatment of the two genders in English language educational materials. To this aim, two corpora have been compiled. The first one includes sentences derived from three EFL textbooks published in the 1970s and 1980s, while the other one contains analogous data from three 21st century titles. The contrastive analysis of the sentences in the two corpora across 11 semantic domains has found that the recently published grammar textbooks portray the two genders in a much less stereotyped way than the 20th century course books.

  18. How Should an Effective Performance Appraisal Be: EFL Teachers’ Perspective

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    Holi Ibrahim Holi Ali

    2012-11-01

    Full Text Available This study is set to examine EFL teachers’ perceptions, views about what makes an effective performance appraisal system by adopting a quantitative survey design for data collection. A total number of 45 college instructors in the Sultanate of Oman responded to survey on: how is an effective performance appraisal perceived by EFL teachers? How do teachers perceive their participation in developing the appraisal system? And how might the present performance appraisal practices be improved? The result reveals that staff participation in developing performance appraisal system and goals, feedback confidentiality, quality appraiser, quality of place and time of appraisal, appraiser-appraisee relationships, and developmental nature of performance appraisal would help in making effective appraisal and the overall PA effectiveness depends mostly on these factors. The result has a significant implication for improving the process of teacher performance appraisal in Oman and enriches the body knowledge of PA in general. The study puts forwards suggestions and recommendations for improving PA practices and exercises in EFL contexts.

  19. A Comparative Study of Vocabulary Learning Strategies Used by Marine Engineering Students and Iranian EFL Learners

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    Davood Mashhadi Heidar

    2017-11-01

    Full Text Available The present study explored the vocabulary learning strategies used by Iranian EFL learners and Marine Engineering (ME students by using the categorization of vocabulary learning strategies proposed by Schmitt (1997. A vocabulary learning strategies questionnaire was administered to 30 EFL learners and 43 ME students. Then, the strategies used by each group were determined and the two groups were compared with each other. It was found that both groups used determination strategies more frequently than social strategies for discovering a new word’s meaning. The most frequently used discovery strategy by both groups was found to be “bilingual dictionary”. The second and third most frequently used strategy for discovery by EFL learners and ME students was found to be “monolingual dictionary” and “guess from textual context”, respectively. It was also revealed that EFL learners used memory strategies more frequently than other strategies for consolidating the meaning of new words and ME students used cognitive strategies the most frequently. Both groups were found to use “verbal repetition” more frequently than all other consolidation strategies. The second most frequently used strategy by EFL learners was “use Englishlanguage media” whilst for ME students they were “written repetition” and “word lists”. The comparison of the strategy use by the participants in the two groups showed no significant difference.

  20. On the Awareness of English Polysemous Words by Arabic-Speaking EFL Learners

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    Sulafah Abdul Salam Alnamer

    2017-04-01

    Full Text Available This study measures the extent to which Arabic-speaking EFL learners are aware of polysemy in English. It also investigates whether the English proficiency level of Arabic-speaking EFL learners plays a role in their ability to distinguish between the various meanings of English polysemous words, and whether they face problems when they encounter these words in unusual contexts (i.e. the contexts that employ the extended meanings of the target polysemous words. To these ends, a translation test in which the participants were asked to give full Arabic translation for fifteen English sentences was designed. The words open, run, and make were the target polysemous words in this study. The Results show that Arabic-speaking EFL learners have little awareness of polysemy in English, and their English proficiency level does play a role in their ability to distinguish between the different meanings of English polysemous words. It was also found that Arabic-speaking EFL learners have no problems guessing the primary meaning of the English polysemous words. However, they face difficulty guessing the extended meanings of polysemous words in unusual contexts. Moreover, some Arabic-speaking EFL learners can guess the extended meanings of the polysemous words they encounter in familiar contexts, or when they understand some cues provided to disambiguate these words. This study concludes with some pedagogical implications and recommendations for further studies.

  1. THE RELATIONSHIP BETWEEN TURKISH EFL STATE SCHOOL TEACHERS' CULTURAL INTELLIGENCE AND THEIR PROFESSIONAL WELL-BEING

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    İ. EFE EFEOĞLU

    2017-09-01

    Full Text Available Cultural intelligence is described as the ability of a person to behave adequately in culturally diverse environments. It involves comprehending the effects of cultural background on the attitudes of people for auspicious participation in any social setting. Cultural intelligence may be positively and significantly correlated with professional well-being among English as foreign language (EFL teachers. So, the present study sought to investigate the correlation between Turkish EFL state school teachers' cultural intelligence and their professional well-being. A sample including 120 EFL state school teachers completed two questionnaires: (1 Cultural Intelligence Scale developed by Cultural Intelligence Center (2005; and (2 the Scale of Teacher Perception of Professional Well-Being developed by Yildirim, Arastaman and Dasci (2016. The results of the study indicated significant correlations between Turkish EFL state school teachers' cultural intelligence and their professional well-being. This study may help English Language Teaching (ELT departments to implement materials to their curriculum for aiding EFL teachers in terms of developing cultural intelligence. Furthermore, this paper makes a unique contribution to the area of cultural intelligence by identifying whether there is a relationship between cultural intelligence and professional well-being.

  2. The Effect of Emotionality and Openness to Experience on Vocabulary Learning Strategies of Iranian EFL Students

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    Shabnam Ranjbaran Oskouei

    2011-11-01

    Full Text Available This study explored the relationship between vocabulary learning strategies and learner variables of Iranian learners of English as a foreign Language (EFL with special reference to their personality types to examine what implications these associations have for teaching EFL. It tried to find any possible relation between vocabulary learning strategies use of Iranian EFL students and two personality types, namely emotionality and openness to experience. For so doing, a representative sample of the EFL students was chosen, which comprised 120 second year EFL students from Islamic Azad university of Tabriz.  The data were collected using two questionnaires - Schmitt’s vocabulary learning strategy questionnaire and HEXACO personality assessment questionnaire;only two dimensions of emotionality and openness to experience were investigated in this research. The Pearson correlation coefficient was used to measure the associations between the learner variables and use of vocabulary learning strategies. The findings showed differences in strategy use indicating that these strategy choices are correlated with their personality type. It was found that there is a positive relation between emotionality and cognitive strategies, and also between emotionality and metacognitive strategies. The results also showed that there is a positive relation between openness to experience and memory, and social strategies.

  3. The Comparative Effect of Teaching Metacognitive Strategies and Collaborative Strategic Reading on EFL Learners' Reading Comprehension

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    Mania Nosratinia

    2017-03-01

    Full Text Available This study was an attempt to systematically investigate the comparative impact of teaching Metacognitive Strategies (MS and Collaborative Strategic Reading (CSR on English as a Foreign Language (EFL learners' Reading Comprehension (RC. The participants were 58 homogenized intermediate level female EFL learners, within the age range of 18-30 (Mage = 24; they were non-randomly selected and were randomly assigned into two experimental groups of 29. One experimental group received MS training based on Anderson's (2002 model, and the other experimental group received training in CSR based on Klingner and Vaughn’s (1998 model. Inspecting the initially-homogenized participants’ post-treatment performance, through using a piloted PET reading test and running an independent-samples t-test, revealed that the MS group performed significantly better than the CSR group in terms of RC. The study concludes with a discussion on the obtained results, followed by presenting some implications for EFL teachers, EFL learners, and EFL material developers.

  4. Apology Strategies Employed by Saudi EFL Teachers

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    Marzouq Nasser Alsulayyi

    2016-12-01

    Full Text Available This study examines the apology strategies used by 30 Saudi EFL teachers in Najran, the Kingdom of Saudi Arabia (KSA, paying special attention to variables such as social distance and power and offence severity. The study also delineates gender differences in the respondents’ speech as opposed to studies that only examined speech act output by native and non-native speakers of English. To this end, the study employs a Discourse Completion Task (DCT that consists of 10 situations designed to test how the respondents would react if they imagine that they belong to different types of social status whether higher, lower or equal. In addition, social distance and power have been taken into consideration in designing the ten situations included in the test used in this study. The results reveal that Illocutionary Force Indicating Device (IFID is the most used apology strategy by the Saudi respondents followed by downgrading responsibility (DR, upgrader, offer of repair, taking on responsibility and then verbal redress. The results also reveal that gender has a great impact on the use of apology strategies in various ways. For instance, the IFID strategy and the upgrader strategy are used by males more than their female counterparts, whereas females use the DR strategy more than their male counterparts. It has been argued that some of the respondents’ answers to the test were influenced by their mother tongue, as reported in previous studies conducted on apology strategies. The study discusses the results elicited via the DCT and compares them with those of previous studies on apology strategies and other speech acts. Finally, the study concludes with recommendations for further research. Keywords: pragmatics, apology strategies, Saudi EFL teachers, interlanguage pragmatics, target culture

  5. Powerful Vocabulary Acquisition through Texts Comparison

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    Mohammad Reza Hasannejad

    2015-03-01

    Full Text Available This study aimed to investigate if dual version reading comprehension had a positive effect on Intermediate EFL students’ general vocabulary acquisition, receptive and productive knowledge of vocabulary and students’ synonymous power of words. Two groups were selected - the experimental group and the control group. The study included: (1 four pretests (2 the dual version reading comprehension, and (3 four posttests. It was found that there was no significant difference between the two groups of students on the pretests. However there was a significant difference between the two groups of the students on the posttests. Overall, the dual version reading comprehension vocabulary-learning made the experimental group learners outperformed the control groups in terms of their performance on four types of vocabulary tests. This indicates that students following dual version reading comprehension were more successful in vocabulary acquisition, and developing their receptive knowledge of vocabulary, transferring their receptive knowledge in to the productive knowledge and enhancing the memorization of the synonymous words.

  6. The design of an instrument to evaluate software for EFL/ESL pronunciation teaching

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    Cristiana Gomes de Freitas Menezes Martins

    2016-01-01

    Full Text Available http://dx.doi.org/10.5007/2175-8026.2016v69n1p141 The purpose of this study was to develop and test the reliability and validity of an instrument to evaluate the extent to which software programs teach English as a Foreign Language and/or Second Language (EFL/ESL pronunciation following the principles of the Communicative Approach (Celce-Murcia et al, 2010, thus having the potential to develop English pronunciation. After the development of the instrument, 46 EFL/ESL teachers used it to analyze an online version of the software program Pronunciation Power 2. The responses of the participants were submitted to statistical analysis and the validity and reliability of the instrument were tested. The good reliability indexes obtained in this study suggest the instrument has some degree of validity for evaluating how well an ESL/EFL pronunciation teaching software program potentially develops English pronunciation.

  7. Students’ Attitudes towards their EFL Lessons and Teachers: Their Retrospective Study

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    Mojca Žefran

    2015-05-01

    Full Text Available The article investigates attitudes towards English as a foreign language (EFL by focusing on retrospective accounts of higher-education students’ experience with learning English. The first part looks at individual factors affecting foreign language (FL learning, such as attitudes towards FL learning and FL anxiety. The second part presents the results of a study conducted among students of the Faculty of Health Sciences at the University of Primorska. The main aim of the study was to identify students’ attitudes towards their past EFL lessons and teachers and students’ FL anxiety level. The results show that anxiety is a serious problem and that students exhibit alarmingly negative attitudes towards EFL lessons and teachers.

  8. Influence of Speech Anxiety on Oral Communication Skills among ESL/EFL Learners

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    Said Muhammad Khan

    2015-12-01

    Full Text Available The realization of speech anxiety among ESL/EFL learners is important. Once understood, these feelings of fear or nervousness may be relieved and the desired objectives of learning the target language may be achieved.  The study has attempted to measure the level of anxiety among ESL/EFL learners at HITEC University, Taxila, Pakistan. The current research has arrived at the conclusion that the target population is highly anxious in situation where they are required to speak English. The findings show that sources such as pedagogical, psychological, socio-economic, linguistic and cultural generate anxiety among the EFL learners. The study has suggested variety of strategies to treat anxiety in the academic context. It was found that communicative approach in classroom may be helpful in minimizing the negative impact of anxiety among language learners. Keywords:  speech anxiety, communicative approach, communication apprehension, FLA

  9. The Impact of Digital Storytelling on EFL Learners' Oracy Skills and Motivation

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    Abdorreza Tahriri

    2015-05-01

    Full Text Available The present study was conducted to investigate the impact of digital storytelling (DST on EFL learners' oracy skills and their motivation towards the use of DST instruction. Thirty intermediate EFL learners were selected based on their performance on an Oxford Placement Test (OPT and were randomly assigned into two groups (one control and one experimental group each containing 15 participants. Three instruments, listening and speaking tests as pre-post tests, and a motivation questionnaire, were utilized to assess the participants’ oracy skills prior to and after the experiment. To analyze the data, Analysis of covariance (ANCOVA and multivariate analysis of covariance (MANCOVA were run. According to the findings of the study, DST participants outperformed the control group in terms of oracy skills and motivation after the treatment. The findings highlighted the need for instruction through the implementation of digital software as a vital component of language instruction that is recommended to be taken into consideration in EFL curriculum.

  10. INCREASING EFL STUDENTS’ WRITING ABILITIES USING PEER RESPONSE ACTIVITIES VIA FACEBOOK

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    M. Zaini Miftah

    2016-12-01

    Full Text Available This study was aimed to increase EFL students’ abilities in writing argumentative essay via Facebook by developing peer response activities. The classroom action research was employed in cyclic activities. The subjects were 25 Indonesian fourth-year undergraduate EFL students who enrolled in Writing III course. The data were gained from writing task, observation, and field notes. The result shows that this strategy with the appropriate instructional procedures can increase the EFL students’ abilities in writing argumentative essay. It is indicated by the increases of the students’ writing achievement and involvement in writing class during peer response activities via Facebook. Hence, it gives insights to employ this way as an alternative teaching technique in writing classroom because of its effectiveness.

  11. Increasing EFL Students’ Writing Abilities Using Peer Response Activities via Facebook

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    M. Zaini Miftah

    2016-12-01

    Full Text Available This study was aimed to increase EFL students’ abilities in writing argumentative essay via Facebook by developing peer response activities. The classroom action research was employed in cyclic activities. The subjects were 25 Indonesian fourth-year undergraduate EFL students who enrolled in Writing III course. The data were gained from writing task, observation, and field notes. The result shows that this strategy with the appropriate instructional procedures can increase the EFL students’ abilities in writing argumentative essay. It is indicated by the increases of the students’ writing achievement and involvement in writing class during peer response activities via Facebook. Hence, it gives insights to employ this way as an alternative teaching technique in writing classroom because of its effectiveness.

  12. Self-assessment of Certified EFL Teachers in Central Sulawesi on Their Professional Competence

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    Anshari Syafar

    2014-06-01

    Full Text Available The study intends to describe the level of certified EFL teachers’ self-assessment of their competence to teach English. A cross-sectional survey design and systematic random sampling strategy were applied to take 227 research respondents. Questionnaire and interview were used for collecting data whereas frequency, percentage and descriptive statistics were employed to analyze the data. Most respondents self-rated their abilities to teach English at ‘competent’ and ‘strongly competent’ levels. Yet, their self-rating of English teaching competence did not match up with the re-sults of teacher competence test done by the government. Accordingly, the self-assessment should be endorsed with teaching performance assessment to have more reliable data for validating EFL teachers’ self-grading abilities in English teaching practices.  Key Words: self-assessment, teacher certification program, teacher standard of competence, certified EFL teachers, english teaching practices

  13. Context-model-based instruction in teaching EFL writing: A narrative inquiry

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    Zheng Lin

    2016-12-01

    Full Text Available This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students’ development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher’s memos, and the students’ reflections on their learning experience in the study. The findings that have resulted from this narrative inquiry show (1 the context-model-based instruction has helped students develop their context model; (2 students could learn to configure the four elements of the context model (i.e. “the purpose of communication, the subject matter, the relationship with the reader and the normal pattern of presentation”; and (3 students could learn to be mindful to proactively apply the context model in the process of EFL writing to manage the situated, dynamic and intercultural issues involved.

  14. A Corpus-based Study of EFL Learners’ Errors in IELTS Essay Writing

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    Hoda Divsar

    2017-03-01

    Full Text Available The present study analyzed different types of errors in the EFL learners’ IELTS essays. In order to determine the major types of errors, a corpus of 70 IELTS examinees’ writings were collected, and their errors were extracted and categorized qualitatively. Errors were categorized based on a researcher-developed error-coding scheme into 13 aspects. Based on the descriptive statistical analyses, the frequency of each error type was calculated and the commonest errors committed by the EFL learners in IELTS essays were identified. The results indicated that the two most frequent errors that IELTS candidates committed were related to word choice and verb forms. Based on the research results, pedagogical implications highlight analyzing EFL learners’ writing errors as a useful basis for instructional purposes including creating pedagogical teaching materials that are in line with learners’ linguistic strengths and weaknesses.

  15. Assessing Reading Strategy Training based on CALLA model in EFL and ESL Context

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    Alireza Karbalaei

    2011-04-01

    Full Text Available Reading strategies instruction is currently gaining much attention as an effective means of enhancing reading comprehension. In this research, we examined the effect of Underlining Strategy Intervention, based on the CALLA model in EFL and ESL contexts. A group of 189 college students were randomly selected from different universities in Iran and India. Based on a proficiency test, students were grouped into high, moderate, and low level. Then, the underlining strategy was taught during the treatment sessions. The results suggest that intervention or explicit instruction was effective in increasing the reading comprehension of both Iranian and Indian students although Indian ESL students were able to perform better in comparison to their Iranian EFL counterparts. There was no significant difference between proficiency level and students' performance in reading comprehension in EFL and ESL contexts. In addition, there was no significant difference between males and females in both contexts.

  16. On the Effect of Online Formative Assessment on Iranian Lower Intermediate EFL Learners Reading Comprehension

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    Farideh Peyghambarian

    2015-03-01

    Full Text Available Online Formative Assessment (OFA improves EFL students’ reading comprehension enabling them to have a better performance in reading comprehension tests. To lend support to the above mentioned claim, a quasi-experimental study was conducted in Mashhad, Iran. 48 female lower intermediate EFL students took part in this study. Participants were assigned to control and treatment groups.  Participants in both groups received a formative assessment program lasting for 10 sessions. Formative assessment in treatment group was conducted by the site itself, and participants in control group were assessed by the teacher. It was found that participants in treatment group significantly outperformed those in control group. This finding indicated OFA as an effective learning tool in EFL reading comprehension classrooms.

  17. DIVISION OF LABOR IN COOPERATIVE LEARNING‘S INDIVIDUAL ACCOUNTABILITY ACTIVITIES: PROCESS AND BENEFITS FOR EFL LEARNERS

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    Puji Astuti

    2017-12-01

    Full Text Available Research revealing the positive effects of cooperative learning (CL on EFL learning is vast and well-documented, yet little is known about the processes occurring within the use of CL in EFL classrooms. This qualitative case study fills the gap in the literature by exploring the role of individual accountability—a principle of and one of the activities in CL—in enhancing EFL learning. The study was conducted in Indonesian middle and high schools‘ EFL classrooms. Document analysis, classroom observations (involving two secondary school teachers and 77 students, and in-depth interviews (involving the two teachers and four focal students were utilized as data collection methods. The gathered data were analyzed using constructivist grounded theory. One of the findings—identified by looking at the relation between the EFL learners as individual accountability performers and the division of labor—substantiated that reciprocity and exchange of information took place in the observed CL groups. Specifically, the division of labor arranged by the procedures of the selected CL structures (including individual accountability activities, i.e., performances and peer interaction made the EFL learners specialize on a certain part of the learning materials—thus creating information gap—and learn from their peers‘ presentations of expertise (i.e., the previously thought about, discussed, and learned information.

  18. An Investigation of the Relationship between Iranian EFL Learners’ Cultural Intelligence and Their Performance on the IELTS Listening Modules

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    Arezoo Rafie

    2016-06-01

    Full Text Available This study aimed to investigate the relationship between Iranian EFL Learners’ Cultural intelligence (CQ and their performance on the IELTS Listening Module. Sixty advanced EFL students majoring in English translation at University of Zanjan were matched for the study through the Oxford Quick Placement Test. Cultural Intelligence Scale developed and validated by Ang et al. (2007 was used to assess the participants' cultural intelligence. The IELTS Listening Module and the Cultural Intelligence Scale were administered to the participants who were willing to take part in this study. The correlational analysis of the results revealed that there exists a statistically significant relationship between EFL learners’ CQ and their performance on IELTS Listening Module. Furthermore, running multiple regression analysis indicated that of the four components of CQ (i.e. metacognitive, cognitive, behavioral, and motivational CQs, motivational CQ is the best predictor forthe listening ability of EFL learners. The findings of the study highlight the importance of incorporating programs for teaching culture in the EFL classroom, as enhancing cultural intelligence related skills at schools and universities can promote better communicational skills. Keywords: Culture, cultural intelligence (CQ, teaching culture, listening comprehension, EFL learners

  19. Game-Based Methods to Encourage EFL Learners to Transition to Autonomous Learning

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    Janine Berger

    2014-09-01

    Full Text Available This paper describes a work in progress in which we aim to encourage EFL students to take their learning beyond the classroom in order to experience English in different ways. Inspired by what is being done at the Quest to Learn middle and high school in New York City and ChicagoQuest (Institute of Play, 2014b our idea involves conducting an action research project in order to find out if game-like learning techniques, modified and adapted to the needs of university-aged EFL learners in Ecuador will help to increase motivation and independent learning for our students.

  20. GRAMMATICAL SYLLABUS AND EFL TEXTBOOKS: THE NEED FOR CONSCIOUSNESS-RAISING ACTIVITIES

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    Sasan Baleghizadeh

    2012-09-01

    Full Text Available In this paper, the role of the grammatical syllabus in EFL settings is examined. To this end, the grammatical syllabus and its shortcomings are first explored. It is then argued that the grammatical syllabus is perhaps the best channel through which grammar instruction can take shape, and hence the importance of grammar instruction is discussed. Finally, the concept of consciousness-raising activities is introduced and it is suggested that the explicit presentation of grammar in traditional EFL textbooks still used in certain settings be replaced by consciousness-raising activities.

  1. Effects of Task Complexity, Task Conditions, and Task Difficulty on the Grammatical Accuracy of EFL Learners in Written Discourse

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    Saeideh Ahangari

    2012-11-01

    Full Text Available Different methods of language teaching have tried to help EFL learners to develop good language skills based on their various perspectives. Research findings have underscored the effect of using task types in promoting language skills in terms of accuracy in written discourse. Therefore, this study set out to investigate whether there is an evidence of correct use of simple past tense (Accuracy based on Task Complexity (Task type :Here-and now & There-and-then,Task Conditions (Gender: Male & Female, and Task Difficulty (Proficiency: Lower-intermediate & Intermediate. Sixty Iranian English learners in a language institute participated in the study and were assigned to four groups of lower-intermediate male, lower-intermediate female, intermediate male and intermediate female. Initial homogeneity of the groups was verified using two general proficiency tests; KET for lower-intermediate and PET for intermediate. All groups in here-and-now task type were asked to write a story using simple past based on a picture strip while for there-and-then task type the participants were supposed to write about their last birthday. The results from paired samples t-test, independent samples t-test and two-way ANOVA analysis of the written data revealed significant differences in performing task types, at different proficiency levels and interaction between them. The findings have significant pedagogical implications for EFL learners to understand the relationship among Task Complexity,Task Conditions, Task Difficulty and L2 written production leading to various degrees of Accuracy.

  2. The Effects of Warm-Up Tasks on the Iranian EFL Students' Writing Ability

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    Estalkhbijari, Zahra Pakdel; Khodareza, Mohammadreza

    2012-01-01

    This study aims to investigate the effects of warm up tasks as classroom activities on foreign language written production. For showing these effects, sixty out of one hundred forty Iranian sophomore EFL students from the Islamic Azad University of Lahijan branch, Iran were selected after following the Oxford Placement Test (OPT). Then, they were…

  3. Plays Well with Others: A Study of EFL Learner Reciprocity in Action

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    Ozkose-Biyik, Cagri; Meskill, Carla

    2015-01-01

    Classroom observation studies suggest that the teacher-calculus is complex and sensitive to learner behaviors. In language education, this becomes particularly important due to strong emphasis on productive interpersonal interaction. This study set out to understand what constitutes positive learning behaviors in an EFL context. The construct of…

  4. EXPLORING THE TERTIARY EFL STUDENTS' ACADEMIC WRITING COMPETENCIES

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    Aunurrahman Aunurrahman

    2017-05-01

    Full Text Available For tertiary English as a Foreign Language (EFL students, academic writing is not an easy task. It requires knowledge of the academic writing genres with their particular linguistic features. Moreover, academic writing demands good critical thinking. This research aims to explore the students' academic writing competencies that also focus on critical thinking. The research involved thirty-six first-year tertiary EFL students from a regular class of a private university in Pontianak, West Kalimantan, Indonesia. The source for data collection was the students’ texts. Three texts were selected and the students were categorized into low, medium, and high levels of writing achievement. The text analysis utilized functional grammar rooted in systemic functional linguistics (Emilia, 2014. The analysis shows that the students, regardless of their levels of writing achievement, have little control over the schematic structure and linguistic features of an argumentative writing. The text analysis also shows that the students’ texts have some limitations as regards their critical thinking capacity. Still, a few examples of academic language were detected in the texts. The findings suggest that the lecturer should incorporate explicit teaching and cooperative learning activities to alleviate the students' difficulties and develop their academic writing and critical thinking capacity.

  5. Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

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    Fatollahi, Moslem

    2016-01-01

    Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in…

  6. Improving Readability in an Explicit Genre-Based Approach: The Case of an EFL Workplace Context

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    Albino, Gabriel

    2017-01-01

    The present study investigates how learners of English as a foreign language (EFL) improve the readability of their texts in an explicit genre-based approach that is utilized in an oil and gas exploration workplace in Angola. By drawing on the English for Specific Purposes and Systemic Functional Linguistics genre traditions, the study engages 18…

  7. The Effect of Two Types of Corrective Feedback on EFL Learners' Writing Skill

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    Farshi, Sina Soltanabadi; Safa, Saeedeh Khalili

    2015-01-01

    The purpose of this study was to compare the effects of two types of corrective feedback on EFL learners' writing skill. Thirty five advanced learners in three groups participated in this study. Structures of written texts were taught in all three classes during fourteen sessions of treatment; and each session, a related topic was given and the…

  8. Bridging content and EFL: a one-day ESP workshop for flight instructors

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    Turner, Dorothy

    2011-01-01

    Full Text Available This workshop allows an ESP provider with limited specialized knowledge in the field of aviation to train English-speaking flight instructors in basic EFL communication strategies. While the present workshop is based on a Canadian model of flight instruction, it can be easily adapted to other jurisdictions

  9. Effects of Lexical Modification on Incidental Vocabulary Acquisition of Iranian EFL Students

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    Negari, Giti Mousapour; Rouhi, Mahdieh

    2012-01-01

    The present article reports on the results of a study designed to investigate the effects of two types of lexical modification i.e., lexical simplification and elaboration, on incidental vocabulary acquisition of Iranian EFL learners.To this end, four versions of experimental texts containing 20 target words were created: baseline and simplified…

  10. GUESSING VERB-ADVERB COLLOCATIONS: ARAB EFL ...

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    In the sections to follow, the concept and meaning of collocation is defined ... expressions (Alexander 1984); formulaic language or speech (Weinert 1995); multi- ... Two further studies reported Arab EFL learners' overall ignorance of col-.

  11. Stakeholders’ Perceptions of Effective EFL Teachers

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    Thooptong Kwangsawad

    2017-01-01

    Teacher preparation is important as the component of teachers’ ongoing learning and development. Well-designed teacher preparation can also be a powerful vehicle for preparing the next generation of teachers to implement new curriculum and innovative teaching methods. The rationale for this quantitative study was to explore stakeholders’ perceptions of effective EFL teachers in the EFL pre-service education program at Mahasarakham University, Thailand. The questionnair...

  12. Contextual EFL Learning in a 3D Virtual Environment

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    Lan, Yu-Ju

    2015-01-01

    The purposes of the current study are to develop virtually immersive EFL learning contexts for EFL learners in Taiwan to pre- and review English materials beyond the regular English class schedule. A 2-iteration action research lasting for one semester was conducted to evaluate the effects of virtual contexts on learners' EFL learning. 132…

  13. A Descriptive Study on EFL Learners' Perceptions of Facebook

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    Aydin, Selami

    2017-01-01

    There is a strong need to investigate English as a foreign language (EFL) learners' perceptions of Facebook as a language-learning environment, as their perceptions that directly influence their language development and achievement have not been examined within the EFL learning context. Thus, this study aims to investigate EFL learners'…

  14. Verb-Noun Collocations in Written Discourse of Iranian EFL Learners

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    Fatemeh Ebrahimi-Bazzaz

    2015-07-01

    Full Text Available When native speakers of English write, they employ both grammatical rules and collocations. Collocations are words that are present in the memory of native speakers as ready-made prefabricated chunks. Non-native speakers who wish to acquire native-like fluency should give appropriate attention to collocations in writing in order not to produce sentences that native speakers may consider odd. The present study tries to explore the use of verb-noun collocations in written discourse of English as foreign language (EFL among Iranian EFL learners from one academic year to the next in Iran. To measure the use of verb-noun collocations in written discourse, there was a 60-minute task of writing story  based on a series of six pictures whereby for each picture, three verb-noun collocations were measured, and nouns were provided to limit the choice of collocations. The results of the statistical analysis of ANOVA for the research question indicated that there was a significant difference in the use of lexical verb-noun collocations in written discourse both between and within the four academic years. The results of a post hoc multiple comparison tests confirmed that the means are significantly different between the first year and the third and fourth years, between the second and the fourth, and between the third and the fourth academic year which indicate substantial development in verb-noun collocation proficiency.  The vital implication is that the learners could use verb-noun collocations in productive skill of writing.

  15. The relationship between multiple intelligence profiles and reading strategy use of successful English as a Foreign Language (EFL readers

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    Orhan lyitoglu

    2015-05-01

    Full Text Available This study relied on Sheorey and Mokhtari's (2001 metacognitive knowledge about reading strategies,which was influenced by a number of factors, including previous experiences, beliefs, culture-specific instructional practices and proficiency in a second language (L2. This study is thereby built on the premise that EFL readers' metacognitive awareness of reading strategies was also influenced by their multiple intelligence profiles. The purpose of this study is to explore the integrated impact of multiple intelligences and reading strategies on EFL learners' reading performance. This was an explanatory sequential study, combining quantitative and qualitative research design. A convenience sample of 60 high school EFL learners from one of the Anatolian high schools in Istanbul, Turkey participated in this study. Two quantitative surveys and an achievement test, followed by a qualitative observation checklist, were used in this study to collect the data. The results of the study indicated that females were found to be more successful than males in EFL reading in addition to employing more support and problem solving reading strategies. In addition, this study also found that successful readers in EFL seemed to use more global strategies and tended to support reading strategies if they were dominant in musical, intrapersonal intelligences. Moreover, successful musically or verbally intelligent readers were found to use more problem-solving strategies. As a result, this study provides EFL teachers and curriculum designers with valuable information that will foster awareness of the role of these intelligence-strategy relations may play in triggering success in EFL reading, and thus, in their overall proficiency in the language.

  16. Toward Finding an Approach for Improving Rhetorical Organization of EFL Learners’ Argumentative Writing

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    Toktam Miri

    2014-05-01

    Full Text Available This study aimed at examining the probable impact of three distinct approaches to teaching writing, namely Process, Process-product and Product approaches on the rhetorical organization of EFL learners’ argumentative essays. To fulfill this aim, after ensuring the homogeneity of the 45 participants of the study through Oxford Placement Test (OPT the learners who were all at the intermediate level of English proficiency were divided into three groups comprising of 15 learners, each receiving instruction for 6 sessions based on the aforementioned approaches. After teaching the basic structure of an argumentative essay, the students in each group were required to write an essay in each session. In the last session they were asked to produce an essay which was considered as their post-test. The rhetorical organization of their writings was analyzed using a rubric adopted from the study of Tsai (2006. Using SPSS 16, the results of One-way ANOVA at the alpha level of .05 revealed that there was a significant difference between those who wrote based on process approach and also process-product approach and those who were taught on the basis of product approach to writing. The pedagogical implications of the study are further discussed throughout the paper.

  17. Distinctiveness of Saudi Arabian EFL Learners

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    Manssour Habbash

    2016-04-01

    Full Text Available In view of the increasing concern among English language teachers dealing with students from Saudi Arabia, as it manifests in TESOL community discussions, about the uniqueness of Saudi Arabian EFL learners, this paper attempts to document the outcome of a study of their distinctiveness from the perspective of expatriate teachers working for PYPs (Preparatory Year Programs in Saudi Arabia. This study examines the distinctiveness with regard to the learning attitudes of Saudi students that are often cultivated by the culture and academic environment in their homeland. Employing an emic approach for collecting the required data an analysis was carried out in light of the other studies on ‘education’ in Saudi Arabia that have particular reference to the factors that can positively influence student motivation, student success and the academic environment. The findings were used in constructing the rationale behind such distinctiveness. Assuming that the outcome of the discussion on the findings of this exploration can be helpful for teachers in adapting their teaching methodology and improving their teacher efficacy in dealing with students both from the kingdom and in the kingdom, some recommendations are made. Keywords: China Distinctiveness, Saudi Arabian University context, Expatriate teachers’ perspective, Distinctiveness Theory

  18. Exploring gender differences in the EFL classroom

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    Norma Constanza Durán

    2011-04-01

    Full Text Available This article aims to describe a case study which explores teacher and students` conceptions about gender in an EFL setting and the way they are manifested in their discourse patterns. This exploratory case study was carried out with a group of eleventh grade students and an English teacher at Liceo de la Universidad Católica high school in Bogotá Colombia. The data collected included direct observation of classroom interaction, audio and video recording of the teacher and students` interactions and interviews on the teacher’s and students` discourse. The analysis of the data revealed that in fact there are imbalances in relation to boys` and girls` participation during interaction, made manifest by verbal and nonverbal attitudes. There is also sound evidence of girls’ low self esteem in response to the lack of value and respect granted to their opinions by their male peers. Stereotypes are part of teachers’ and students’ conceptions regarding gender and thus they are maintained to a great extent. The teacher’s attitude in the classroom with respect to boys and girls also appeared to show inequality that favoured boys. The girls showed evidence of awareness of the teacher’s conscious or unconscious indifference towards them, which seemed to affect their autonomy and confidence as English language learners.

  19. EFL teacher professional change in India

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    Toraskar Helen B.

    2016-09-01

    Full Text Available This article examines teacher professional change and compares two 10th standard English as a Foreign Language teachers employed in a Marathi-medium secondary school in Pune (India at different stages in their careers. Wenger’s (1998 three interconnected Community of Practice dimensions (i.e. mutual engagement, joint enterprise and shared repertoire highlight pertinent facets of the teachers’ professional lives as viewed from the sociocultural perspective (Vygotsky, 1978. Case study methodology was utilized within a qualitative, ethnographic research paradigm. The aim is to uncover how the two EFL teachers engage in their professional community of practice and their career trajectories. Firstly, the data analysis indicates that periphery member status is established through active engagement in the professional community which creates trajectories along which novices may travel. Secondly, the accessing and sharing of information, ideas and experiences is beneficial for all members as it strengthens professional relationships and reconfirms already existing members’ central position. Lastly, active engagement in a professional community of practice offers a means of potential growth for novice teachers and central members. Access to communal resources such as new knowledge, stories and artifacts is acquired and aids in establishing novices’ competency.

  20. Iranian EFL Teachers’ Perceptions of Learning Accent

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    Hassan Galbat

    2018-05-01

    Full Text Available Since the appearance of “Audio-lingual Method”, the issue of foreign accent has been the focus of many researchers and many teachers attempted to sound as native like as possible to better teach native English accent. The present study attempted to uncover the Iranian EFL teachers’ perceptions on accent, the way they viewed their own accent, and how English accent can be improved. Totally 50 male and female teachers with different age range, qualifications, teaching and learning experiences participated in the study. The data of the study were collected using Teachers’ Perceptions of Accent Questionnaire developed by the researcher and semi-structured interviews. Based on the analysis performed on the data collected through questionnaires and interviews, it was found that teachers care about learning accent and they considered it valuable and important. They admitted that they have foreign accent to some degree and they did not seem to be happy with foreign accent and were more in favour of native like accent. Regarding the strategies to improve English accent, they mentioned techniques like listening to authentic language, understanding pronunciation rules, and comparing people’s accent with their own accent, watching English movies, noticing stress, and pronunciation patterns, imitating, speaking with native people, using books, and recording and monitoring their own speeches.

  1. CONGRATULATION STRATEGIES OF JORDANIAN EFL POSTGRADUATE STUDENTS

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    Yasser Al-Shboul

    2016-07-01

    Full Text Available This study investigates congratulation strategies used by Jordanian EFL postgraduate students. It also investigates the types of positive politeness strategies in the congratulation speech act. Data were collected using an adopted version of discourse completion test (DCT by Dastjerdi and Nasri (2013. Data were encoded and analyzed based on the taxonomy of congratulation strategy proposed by Elwood (2004. Furthermore, data were analyzed based on a modified version of positive politeness strategies proposed by Brown and Levinson (1987. Findings revealed that the most frequently used strategies of congratulation were illocutionary force indicating devise (IFID, offer of good wishes, and expression of happiness. Regarding the positive politeness strategies, findings revealed that the most frequently used strategies by the participants were giving gift to listener, exaggeration, and ingroup identity marker. The study concludes with a discussion of important directions for future research such as including more participants with different social background. The results are expected to be useful information in cross-cultural comparison studies and other related areas.

  2. Incorporating Computers into Classroom: Effects on Learners’ Reading Comprehension in EFL Context

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    Ali Akbar Ansarin

    2017-10-01

    Full Text Available Owing to the importance of computer-assisted reading and considering the prominent role of learners in this respect, the present study investigated: (1 the effects of computer as a supplemental tool to support and improve the Iranian EFL learners’ reading comprehension in comparison with equivalent non-technological or traditional print-based treatments, (2 EFL learners’ attitudes and perception towards the computer-assisted reading course.To this purpose, 111 randomly selected groups of EFL learners participated in the study. The subjects were divided into two groups of control and experimental. Both groups received 10 reading lessons either through computers or through an instructor-led method. The statistical analysis revealed no significant difference between the learners who had access to reading supports on computer screen and their counterparts in the traditional reading classes. Learners were also allowed to express their ideas on a 5-point Likert Scale. The purpose of the attitude questionnaire was to find out more information about the participants and their experiences with computer-assisted reading. Results of attitude questionnaire supported the conclusion that computers may enhance EFL learners’ motivation and interest towards learning but they do not enhance comprehension. The findings of this study support the view that technology should supplement not supplant teachers and that people read less accurately and less comprehensively on screens than on paper.

  3. The Effect of Modified Collaborative Strategic Reading on EFL Learners' Reading Anxiety

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    Shabnam Abbasnezhad

    2016-12-01

    Full Text Available The present study was an attempt to investigate the effectiveness of reading instructional approach called MCSR- Modified Collaborative Strategic Reading on reducing intermediate EFL learner's reading anxiety. Based on a pretest-posttest design, MCSR was implemented with 64 EFL learners at intermediate level. They received EFL reading instruction according to MCSR over two and a half months. A questionnaire called English as a Foreign Language Reading Anxiety Inventory EFLRAI was group-administered atthepretest and the posttest. Quantitative results indicated that participating students demonstrated significant gains in reducing reading anxiety. This study highlighted our understanding by considering the effectiveness of MCSR program and also it elaborated the effects of using strategies like MCSR in overcoming the big problem of reading anxiety among EFL learners as non-native students. And teachers changed the focus of attention from using traditional methods for teaching the essential skill of reading to modern programs like MCSR in order to remove their students' anxiety and stress in reading.

  4. Opinions of Elementary Level EFL Learners on The Use of Weblogs

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    Ilknur ISTIFCI

    Full Text Available Technology is an indispensable part of our lives and education cannot be taught without it. Since technology is in every part of our lives, foreign language education also makes use of the new technology. By the use of the Internet, virtual classrooms and materials are easy to access and learning takes place beyond the boundaries of the classrooms. Weblogs or blogs are one of the tools that are used to teach language skills in EFL courses and students have a chance to reflect on what they wrote in the blogs. The aim of this study is to find the opinions of elementary level EFL learners on using weblogs and distance education. The subjects of the study were 10 Native speakers of English in London and 15 Turkish EFL learners who are learning English in the School of Foreign Languages. Turkish EFL learners created a class blog and every week they were given assignments by their class teacher. They wrote paragraphs and they gave and receive feedback on their writing in terms of content, vocabulary and grammar by their classmates and by native English speakers in a virtual environment. This procedure lasted for 6 weeks. At the end of 6 weeks, students were given an evaluation questionnaire and they were asked to write their opinions about using weblogs. They were also interviewed by their teacher and the opinions of the students were categorized. Findings indicate that the students found the idea of weblogs as a distant learning tool motivating, enjoyable and encouraging.

  5. The Effect of Background Music While Silent Reading on EFL Learners’ Reading Comprehension

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    sakineh sahebdel

    2014-05-01

    Full Text Available This study attempted to determine the effect of background music while silent reading on Iranian EFL learners’ reading comprehension. The participants were 57 Iranian EFL learners between the ages of 14 and 16 in two 3rd grade high schoolclasses at pre-intermediate proficiency level. Before treatment,both experimental and control groups took a reading comprehension pretest. In the experimental group, the researchers played Mozart sonatas as background music and asked them to read the passage silently and then answer the reading comprehension questions. In the control group, the procedure was the same, but no music was played while silent reading by the students. After ten sessions, the students of both groups were asked to answer another independent but parallel form of reading section of PET as their post-test. The independent samples t-testresultsindicated that the experimental group outperformed the control group in reading comprehension posttest, and listening to background music while silent reading had a significantly positive effect on Iranian EFL learners’ reading comprehension. The results of the present study have implications for EFL students, teachers, and teacher educators as well as syllabus designers and materials developers.

  6. The Effect of Visual Advance Organizer and Types of Passages on EFL Learners’ Listening Comprehension

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    Gholam Reza Kiany

    2008-05-01

    Full Text Available Testing the comprehension of spoken language is of primary importance. A lot of factors may affect the performance of EFL learners on listening comprehension tests, among which are the use of visual advance organizers, and types of listening passages (dialogues or monologues. As B-Ikeguchi (1997 states a few studies have been carried out on the effects of these factors on EFL learners’ listening comprehension with controversial results. And even fewer studies have concentrated on the effects of these factors on EFL learners’ performance on listening comprehension tests, which is the purpose of this study. In the present study, 180 advanced EFL learners were randomly selected by administering the Oxford Placement Test (OPT. The subjects were randomly assigned to three groups each consisting of 60 students. As far as the performance of subjects on listening comprehension test was concerned, the following results were obtained: 1 There was a significant difference between the presence vs. lack of visual advance organizer; 2 There was a significant difference between the uses of short-interval vs. long-interval advance organizer; 3 There was a significant difference between different types of listening passages (dialogues vs. monologues; and 4 There was no significant interaction between the use of visual advance organizer and  different types of listening passages.

  7. The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners

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    Amir Mohammadian

    2018-04-01

    Full Text Available With the development of educational technology, the concept of technology-enhanced multimedia instructions is using widely in the educational settings. Technology can be employed in teaching different skills such as listening, reading, speaking and writing. Among these skills, reading comprehension is the skill in which EFL learners have some problems to master. Regarding this issue, the present study aimed at investigating the effect of video materials on improving reading comprehension of Iranian intermediate EFL learners. A Longman Placement Test was administered to 30 EFL learners to ensure that learners are at the same level of proficiency. The students were chosen from the state high schools in Chabahar.  The participants were regarded as intermediate learners and were divided into two groups (one experimental group and one control group. Then, a pre-test of reading comprehension was administered to assess the participants’ reading comprehension. The participants of experimental group used video files to improve their reading comprehension while the control group received conventional approaches of teaching reading comprehension. Finally, all the participants were assigned a 40-item multiple-choice reading comprehension post-test. The results of the study indicated that video materials had a significant effect on promoting reading comprehension of Iranian intermediate EFL learners (p = .000, <.05.

  8. Learning and Teaching Styles in the Focus: The Case of Iranian EFL Learners and Teachers

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    Zohreh Seifoori

    2015-11-01

    Full Text Available Underlying any learning and teaching process is a set of preferred Learning Styles (LSs and Teaching Styles (TSs which epitomize the overall educational policy and identification of which is sine qua non for any reform of the educational system. This ex-post-facto study scrutinized preference of Iranian EFL teachers' for Expert, Formal Authority, Personal Model, Facilitator, and Delegator TSs and their students' tendencies towards Visual, Auditory, and Kinaesthetic student LSs. We collected the research data based on Grasha's (1996 Teaching Style Questionnaire administered to 30 Iranian EFL teachers and the Barsch Learning Style Questionnaire (1991 administered to 300 Iranian EFL learners. Descriptive statistics of the research data revealed that majority of Iranian EFL learners opt for the visual learning style and teachers highly favour facilitating foreign language learning. However, Visual and Delegate Learning and Teaching Styles reflected the lowest frequencies.  The findings underscore the need to raise teachers’ awareness of LSs so that they can modify their teaching according to their students’ preferences.

  9. ‘CULTURE’ AS A SKILL IN UNDERGRADUATE EFL CLASSROOMS: THE BANGLADESHI REALITIES

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    Faheem Hasan Shahed

    2013-01-01

    Full Text Available As regards the status of English in today’s globalization era, ‘cul- ture’ has turned out to be an essential component in the teaching and learn- ing of English. Some Applied Linguists have even described it as the fifth skill—after listening, speaking, reading and writing—which must be han- dled adequately in EFL classrooms. By appreciating and acquiring the cultural knowledge, values and skills associated with the different varieties of English, EFL students could develop their cultural sensitivities using English as the medium of instruction despite their resentment motivation. Eventually, students would be able to identify and respond to both culturally significant and inappropriate information and think positively about being a part of international environment. Given the growing importance of EFL teaching in Bangladesh, this study investigated the roles of ‘culture’ in the under- graduate EFL classrooms. That is, the study carefully evaluated the effort and capabilities of the teachers in dealing with culturally sensitive issues in their materials, and the influences of cultural items of English on students’ learning. The study made constructive recommendations for English teachers to have successful implementation of cultural skills in their ELT activities regarding Bangladeshi socio-cultural realities which would make students become effective workforce in this challenging era.

  10. Scaffolding EFL Oral Performance through Story Maps and Podcasts and Students’ Attitudes toward it

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    Mohammed Pazhouhesh

    2014-11-01

    Full Text Available The present study sought to explore the impact of story maps and audio podcasts as scaffolds on oral proficiency of Iranian EFL learners. The quasi-experimental study was launched with 36 EFL undergraduates in three groups by adopting a counterbalanced 3  3 Latin squared design. All participants were indiscriminately, but in a specified order, exposed to the three treatment conditions of story retelling, story retelling plus story map, and story retelling plus podcast, and post-tested sequentially. The Latin square analysis of the oral assessment scale showed statistically meaningful differences under the treatment conditions for the groups. The post-hoc test also showed overachievements of the participants under the treatment conditions of story retelling plus story map and story retelling plus podcasts. The performance under podcast condition was significantly better than performances under the story map and short story conditions. The post-experiment opinion survey showed the learners’ preferences for and positive attitudes towards podcast and story map as scaffolds in developing EFL oral proficiency. The participants welcomed integration of the scaffolds into EFL speaking courses.

  11. Text Mining.

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    Trybula, Walter J.

    1999-01-01

    Reviews the state of research in text mining, focusing on newer developments. The intent is to describe the disparate investigations currently included under the term text mining and provide a cohesive structure for these efforts. A summary of research identifies key organizations responsible for pushing the development of text mining. A section…

  12. Grammar Texts and Consumerist Subtexts

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    Sokolik, M. E.

    2007-01-01

    While several checklists exist for the evaluation of ESL/EFL textbooks, none includes suggestions for looking for specific biases, especially those found in the content of examples and sample sentences. Growing awareness in publishing has reduced problems in the presentation of gender-based and racial biases in most ESL/EFL grammar textbooks, but…

  13. The Effect of Comprehensible Input and Comprehensible Output on the Accuracy and Complexity of Iranian EFL Learners’ Oral Speech

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    omid tabatabaie

    2009-10-01

    Full Text Available This study aimed at investigating the relative impact of comprehensible input and comprehensible output on the development of grammatical accuracy and syntactic complexity of Iranian EFL learners’ oral production. Participants were 60 female EFL learners selected from a whole population pool of 80 based on the standard test of IELTS. To investigate the research questions, the participants were randomly divided into three groups: Input group, output group, and control group. The study involved two phases: the pre-task phase, and the main-task phase. During the pre-task phase, the input group received comprehensible input. In the same phase, the output group was pushed to be engaged in comprehensible output production. The control group neither received input, nor was engaged in output production. In the main-task phase, all subjects performed monologues that were separately recorded, and later transcribed and coded in terms of accuracy and complexity through Bygate's (2001 standard coding system and finally scored. The statistical analysis of the results revealed that while the output group outperformed the input group in grammatical accuracy, the input group proved to be more rigorous and influential in developing speech complexity. The study supports Swain’s (1985 claim that there are roles for comprehensible output that are different from and independent of comprehensible input, and Skehan & Foster's (2001 theory regarding human beings’ limited attentional capacities that can be devoted to one aspect of oral speech at the expense of the other. Generally, it is implied that the most effective way for improving oral speech, based on the literature and the results obtained from this study, is an eclectic approach which conflates both comprehensible input and comprehensible output.

  14. Prospective ESL/EFL Teachers’ Perceptions towards Writing Poetry in a Second Language: Difficulty, Value, Emotion, and Attitude

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    Fang-Yu Liao

    2018-03-01

    Full Text Available The study aims to explore how 18 M.A. TESOL students, who are prospective or experienced ESL/EFL teachers, perceive poetry writing in a second language. A qualitative interview-based design was utilized. Following Iida’s (2012a analytical framework in examining EFL students’ perceptions toward writing haiku in English, this current study investigates 18 prospective ESL/EFL teachers’ perspectives through the lens of difficulty, value, emotion, and attitude. In order to validate the coding of the interviews, the intraclass correlation coefficient (ICC test was computed among three interview coders including the primary researcher, which yields a great agreement rate at .86. The results indicate that while these prospective ESL/EFL teachers understand writing poetry in a second language involves various difficulties, they acknowledge the values of utilizing poetry writing in second language classrooms. The results also show that writing poetry in a second language contains both positive and negative emotions, but positive ones are more frequently addressed. Most importantly, the data suggests that writing poetry in a second language is considered as an applicable practice in ESL/EFL language classrooms.

  15. Reflective Blogfolios in the Language Classroom: Impact on EFL Tertiary Students’ Argumentative Writing Skills and Ways of Knowing

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    Ammar Abdullah Mahmoud Ismial

    2016-10-01

    Full Text Available The emerging paradigm shift in educational contexts from walled classroom environments to virtual, hybrid, blended, and lately personal learning environments has brought about vast changes in the foreign language classroom practices.  Numerous calls  for experimenting with new instructional treatments to enhance students' language performance in these new learning environments have been voiced by researchers and language educators in different settings. The current study aimed at investigating the impact of using reflective blogfolios in teaching argumentation to EFL tertiary students on their argumentative essay writing skills and ways of knowing. As well, the study investigated the relationship between student's ways of knowing and their argumentative writing capabilities. The participants of the study were fifty one EFL tertiary students in the Emirati context. Two assessment instruments were used, including a ways-of-knowing scale and a rubric for tapping EFL students' argumentative writing skills. Results of the study indicated that using reflective blogfolios in the foreign language classroom brought about significant changes in EFL tertiary students' argumentative writing skills and their ways of knowing. Results of the study also indicated that connected ways of knowing were better predictors of EFL tertiary students' argumentative writing performance than separate ways of knowing. Details of the instructional intervention, the assessment instruments, results of the study, implications for foreign language instruction in virtual learning environments, and suggestions for further research are discussed. Keywords: Reflective blogfolios, argumentative writing skills, ways of knowing

  16. Fostering EFL Learners’ Reading Comprehension: Animation Film Technique

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    Asefeh Torabian

    2017-04-01

    Full Text Available The current study investigated the effect of implementing animation films on developing reading comprehension texts among EFL learners of a language institute in Kerman. For this purpose, two groups of pre-intermediate EFL learners were chosen (30 participants in each group. After three months of instruction, twice a week, 2story books named the "Good Dinosaur" and "Little Prince" including totally 20 chapters in both groups and animation films including 60 minutes divided into 6 to 7 minutes in each session in experimental group were presented. To estimate the primary knowledge of the subjects, a pretest was taken from both groups and after the experiment came to an end, a posttest was followed. The result revealed that a meaningful relationship could be identified between the procedures incorporated for both groups. However, the experimental group achieved higher degree of achievement using animation films presented to them by scoring higher in the total mean and also, interview participants were satisfied with the use of animation films in the reading class.

  17. Measurement of double-differential cross sections for top quark pair production in pp collisions at [Formula: see text][Formula: see text] and impact on parton distribution functions.

    Science.gov (United States)

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Taylor, L; Tkaczyk, S; Tran, N V; Uplegger, L; Vaandering, E W; Vernieri, C; Verzocchi, M; Vidal, R; Wang, M; Weber, H A; Whitbeck, A; Wu, Y; Acosta, D; Avery, P; Bortignon, P; Bourilkov, D; Brinkerhoff, A; Carnes, A; Carver, M; Curry, D; Das, S; Field, R D; Furic, I K; Konigsberg, J; Korytov, A; Low, J F; Ma, P; Matchev, K; Mei, H; Mitselmakher, G; Rank, D; Shchutska, L; Sperka, D; Thomas, L; Wang, J; Wang, S; Yelton, J; Linn, S; Markowitz, P; Martinez, G; Rodriguez, J L; Ackert, A; Adams, T; Askew, A; Bein, S; Hagopian, S; Hagopian, V; Johnson, K F; Kolberg, T; Perry, T; Prosper, H; Santra, A; Yohay, R; Baarmand, M M; Bhopatkar, V; Colafranceschi, S; Hohlmann, M; Noonan, D; Roy, T; Yumiceva, F; Adams, M R; Apanasevich, L; Berry, D; Betts, R R; Cavanaugh, R; Chen, X; Evdokimov, O; Gerber, C E; Hangal, D A; Hofman, D J; Jung, K; Kamin, J; Sandoval Gonzalez, I D; Trauger, H; Varelas, N; Wang, H; Wu, Z; Zhang, J; Bilki, B; Clarida, W; Dilsiz, K; Durgut, S; Gandrajula, R P; Haytmyradov, M; Khristenko, V; Merlo, J-P; Mermerkaya, H; Mestvirishvili, A; Moeller, A; Nachtman, J; Ogul, H; Onel, Y; Ozok, F; Penzo, A; Snyder, C; Tiras, E; Wetzel, J; Yi, K; Blumenfeld, B; Cocoros, A; Eminizer, N; Fehling, D; Feng, L; Gritsan, A V; Maksimovic, P; Roskes, J; Sarica, U; Swartz, M; Xiao, M; You, C; Al-Bataineh, A; Baringer, P; Bean, A; Boren, S; Bowen, J; Castle, J; Forthomme, L; Khalil, S; Kropivnitskaya, A; Majumder, D; Mcbrayer, W; Murray, M; Sanders, S; Stringer, R; Tapia Takaki, J D; Wang, Q; Ivanov, A; Kaadze, K; Maravin, Y; Mohammadi, A; Saini, L K; Skhirtladze, N; Toda, S; Rebassoo, F; Wright, D; Anelli, C; Baden, A; Baron, O; Belloni, A; Calvert, B; Eno, S C; Ferraioli, C; Gomez, J A; Hadley, N J; Jabeen, S; Jeng, G Y; Kellogg, R G; Kunkle, J; Mignerey, A C; Ricci-Tam, F; Shin, Y H; Skuja, A; Tonjes, M B; Tonwar, S C; Abercrombie, D; Allen, B; Apyan, A; Azzolini, V; Barbieri, R; Baty, A; Bi, R; Bierwagen, K; Brandt, S; Busza, W; Cali, I A; D'Alfonso, M; Demiragli, Z; Gomez Ceballos, G; Goncharov, M; Hsu, D; Iiyama, Y; Innocenti, G M; Klute, M; Kovalskyi, D; Krajczar, K; Lai, Y S; Lee, Y-J; Levin, A; Luckey, P D; Maier, B; Marini, A C; Mcginn, C; Mironov, C; Narayanan, S; Niu, X; Paus, C; Roland, C; Roland, G; Salfeld-Nebgen, J; Stephans, G S F; Tatar, K; Velicanu, D; Wang, J; Wang, T W; Wyslouch, B; Benvenuti, A C; Chatterjee, R M; Evans, A; Hansen, P; Kalafut, S; Kao, S C; Kubota, Y; Lesko, Z; Mans, J; Nourbakhsh, S; Ruckstuhl, N; Rusack, R; Tambe, N; Turkewitz, J; Acosta, J G; Oliveros, S; Avdeeva, E; Bloom, K; Claes, D R; Fangmeier, C; Gonzalez Suarez, R; Kamalieddin, R; Kravchenko, I; Malta Rodrigues, A; Monroy, J; Siado, J E; Snow, G R; Stieger, B; Alyari, M; Dolen, J; Godshalk, A; Harrington, C; Iashvili, I; Kaisen, J; Nguyen, D; Parker, A; Rappoccio, S; Roozbahani, B; Alverson, G; Barberis, E; Hortiangtham, A; Massironi, A; Morse, D M; Nash, D; Orimoto, T; Teixeira De Lima, R; Trocino, D; Wang, R-J; Wood, D; Bhattacharya, S; Charaf, O; Hahn, K A; Mucia, N; Odell, N; 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Johns, W; Maguire, C; Melo, A; Ni, H; Sheldon, P; Tuo, S; Velkovska, J; Xu, Q; Arenton, M W; Barria, P; Cox, B; Hirosky, R; Ledovskoy, A; Li, H; Neu, C; Sinthuprasith, T; Sun, X; Wang, Y; Wolfe, E; Xia, F; Clarke, C; Harr, R; Karchin, P E; Sturdy, J; Zaleski, S; Belknap, D A; Buchanan, J; Caillol, C; Dasu, S; Dodd, L; Duric, S; Gomber, B; Grothe, M; Herndon, M; Hervé, A; Hussain, U; Klabbers, P; Lanaro, A; Levine, A; Long, K; Loveless, R; Pierro, G A; Polese, G; Ruggles, T; Savin, A; Smith, N; Smith, W H; Taylor, D; Woods, N

    2017-01-01

    Normalized double-differential cross sections for top quark pair ([Formula: see text]) production are measured in pp collisions at a centre-of-mass energy of 8[Formula: see text] with the CMS experiment at the LHC. The analyzed data correspond to an integrated luminosity of 19.7[Formula: see text]. The measurement is performed in the dilepton [Formula: see text] final state. The [Formula: see text] cross section is determined as a function of various pairs of observables characterizing the kinematics of the top quark and [Formula: see text] system. The data are compared to calculations using perturbative quantum chromodynamics at next-to-leading and approximate next-to-next-to-leading orders. They are also compared to predictions of Monte Carlo event generators that complement fixed-order computations with parton showers, hadronization, and multiple-parton interactions. Overall agreement is observed with the predictions, which is improved when the latest global sets of proton parton distribution functions are used. The inclusion of the measured [Formula: see text] cross sections in a fit of parametrized parton distribution functions is shown to have significant impact on the gluon distribution.

  18. EFL SPEAKING AND INDIVIDUAL DIFFERENCES IN WORKING MEMORY CAPACITY: GRAMMATICAL COMPLEXITY AND WEIGHTED LEXICAL DENSITY IN THE ORAL PRODUCTION OF BEGINNERS

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    GICELE VERGINE e RAQUEL D’ELY

    2008-04-01

    Full Text Available O presente estudo expande a investigação de Fontanini, Weissheimer, Bergsleithner, Perucci and D’Ely (2005 utilizando parte dos dados dessa pesquisa para examinar a relação entre capacidade de memória de trabalho, medida pelo teste de amplitude oral e pelo teste de amplitude geral, e o uso de fala gramaticalmente complexa e lexicalmente densa de doze alunos iniciantes ao elaborarem uma descrição de gravura em Inglês como L2. Adicionando aos resultados obtidos por Fontanini et al (2005, não houve correlação estatisticamente significativa entres as medidas de memória de trabalho e a fala complexa e lexicalmente densa dos aprendizes. Portanto, os resultados corroboram a existência de efeito de troca de recursos atencionais (trade-off effects entre variáveis da produção oral como uma função de diferenças individuais na capacidade de memória de trabalho.PALAVRAS-CHAVE: produção oral, complexidade, densidade lexical, capacidade de memória de trabalho, efeito de troca de recursos atencionais.

  19. (NTIC et aides à la compréhension et à la production de textes explicatifs en langue seconde - Vers une didactique cognitive du texte en contexte plurilingue et pluriculturel (NICT and helps in second language comprehension and production of  explicative texts - Towards cognitive textual didactics in multilingual  and multicultural contexts

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    Med Makhlouf

    2007-03-01

    Full Text Available Les apprentis lecteurs et producteurs de textes en langue maternelle (L1 éprouvent des difficultés à élaborer la cohérence des significations locales (microstructure et globales (macrostructure du contenu sémantique des textes à comprendre et à produire. En langue seconde (L2, les difficultés sont encore plus grandes, car les apprenants doivent activer leurs connaissances non seulement sur la L2, mais aussi sur le monde évoqué par le texte et construites dans leur langue maternelle. Ce sont ces connaissances qui leur permettent de faire les inférences nécessaires à la construction de la cohérence de la signification des textes. Nous présentons deux recherches sur les aides en langue maternelle à la compréhension et à la production de textes en L2. Le but est de concevoir et de valider des systèmes hypertextes (closed hypertext systems et des systèmes de co-apprentissage à distance (open-ended internet environments en nous appuyant sur un même cadre théorique intégrateur permettant de rendre compte du fonctionnement de la mémoire dans les apprentissages en contexte plurilingue et diglossique. C'est à partir de ce cadre commun en effet qu'il est possible d'envisager de façon interdisciplinaire des développements cohérents et efficaces au niveau de la didactique et des systèmes d'aide.Learners in comprehension and production of texts in mother tongue (L1 have difficulties in working out the coherence of the local (microstructure and global (macrostructure meaning of the semantic contents of the texts to be understood and written. In second language (L2, these difficulties are even more important because students must activate linguistic knowledge about the second language, but also about representations evoked by the text and built in their mother tongue. These are the knowledge which enables learners to activate the necessary inferences for the construction of the coherence of the text. We present two researches on

  20. 21st CENTURY LEARNING: IS ICT REALLY INTEGRATED IN EFL CLASSROOM OR MERELY SEGREGATED OUTSIDE THE CLASSROOM?

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    Ririn Ovilia

    2017-06-01

    Full Text Available In 21st century, along with the rapid development of technology, the teachers begin to involve Information and Communication Technology (ICT in EFL learning. However, the case arises whether the use of ICT is really integrated or merely segregated outside the classroom. This study was a case study which attempted to see the practice of integrating ICT in EFL classroom, particularly in Charis School?a private Junior High School in Malang, and to investigate the students� and teacher�s perceptions toward the learning process. The instruments were interview guide, observation sheet, and questionnaire. The results of this study showed that the teacher was aware to integrate ICT in EFL classroom and the students showed positive attitudes in the learning process.

  1. A scrutiny of the educational value of EFL mobile learning applications

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    Cristina Calle Martínez

    2014-08-01

    Full Text Available Mobile learning is without any doubt the next step in the evolution of educational technology as it offers modern methods of support to the process of learning through the use of mobile instruments. However, although there are a huge number of educational applications in the market at the moment, the educational value of many of them is rather questionable. The final aim of the SO-CALL-ME ((Social Ontology-based Cognitively Augmented Language Learning Mobile Environment (FFI 2011-29829 research project is to design and create EFL mobile applications that successfully combine technical skills and a solid pedagogy. In this light, the present study is the third phase of a line of research which started in 2012. In the first phase 67 MALL applications in the context of EFL were assessed by means of a rubric not on their technical features but on their pedagogic goals. The results gave us an idea of the qualities and limitations of the apps examined. In the second phase, a quality guide was created as the basis for a more elaborate evaluation rubric. Out of the EFL apps previously analyzed with the first rubric, we chose four that fulfilled the features considered most important for the apps to be developed in a final stage of the research project. In the third phase, a rubric was used to evaluate the linguistic adequacy of EFL apps for listening. The present study offers the evaluation of a higher number of apps using the rubrics created in phases 2 and 3 in order to corroborate the first impressions as a final step before using the quality guide for the creation of EFL applications.

  2. THE USE OF MOTHER TONGUE IN EFL CLASSROOMS WITH YOUNG ENGLISH LEARNERS IN KORÇA, ALBANIA

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    Dorela KAÇAUNI KONOMI

    2015-05-01

    Full Text Available The aim of this article is to show to what extent English teachers speak the MT (Albanian in the EFL classrooms when they teach Young English Learners in a public school in Korça, Albania. To achieve this, the researcher analyzed the data collected from four classroom observations in grades 3 up to 6. Three English teachers were interviewed and compared to show how much they used Albanian and reasons why they used it. The data obtained from the classroom observations and interviews showed that all the teachers used Albanian in the EFL classrooms in different extents and for different reasons.

  3. O gerenciamento do erro em aulas de inglês como língua estrangeira: um estudo com foco na produção oral Error management in efl classes: a study on oral production

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    Suzi Marques Spatti Cavalari

    2008-06-01

    Full Text Available Este trabalho foi realizado com o objetivo de se investigar o gerenciamento do erro em aulas de inglês como língua estrangeira e suas implicações para o processo de ensino e aprendizagem. Em sua primeira etapa, a investigação buscou (a verificar como os participantes da pesquisa vivenciavam o erro e a correção, (b descrever as principais características das interlínguas dos aprendizes naquele momento. Na segunda etapa do trabalho, desenvolveu-se uma proposta de intervenção e tratamento dos erros mais recorrentes, por meio da qual se pretendia implementar ações pedagógicas com foco na forma (FonF que promovessem a negociação de determinados aspectos lingüísticos. Os dados foram coletados por meio de entrevistas, questionários, gravações audiovisuais, observações das aulas, notas de campo transformadas em diários, sessões de visionamento com os aprendizes e de discussão com a professora participante, num processo cíclico e contínuo, a fim de se embasarem as decisões referentes ao processo interventivo. Verificou-se que os movimentos corretivos empregados para promover momentos de negociação da forma se mostraram uma importante ferramenta no tratamento dos erros por ajudarem os aprendizes a perceberem lacunas em suas interlínguas e a se esforçarem para refazer suas produções consideradas imprecisas. Nesse esforço, observou-se a importância do papel do professor ao fornecer os andaimes necessários para que cada aprendiz pudesse se monitorar. Considerou-se, também, a relevância do aspecto complementar entre os dois focos - foco na forma x foco na mensagem para o processo de ensino e aprendizagem de língua estrangeira por instrução.This study was carried out in order to investigate error management in EFL (English as a foreign language classes and its implications for the teaching and learning process. In its first stage, this investigation aimed at assessing how the participants perceived error and its

  4. Indonesian EFL Students’ Perspective on Writing Process: A Pilot Study

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    Imelda Hermilinda Abas

    2016-06-01

    Full Text Available The study was aimed at understanding the EFL Indonesian students’ perspective on the writing process. The pilot study involved two male Indonesian postgraduate students in Universiti Utara Malaysia. The Indonesian students were selected based on the following criteria: (1 had enough knowledge in English writing, indicated by the completion of Academic Writing and Research Methodology courses taken in UUM; (2 had written an unpublished thesis during their undergraduate studies in Indonesia and they are writing their master or doctoral thesis in English; (3 used English extensively in writing their assignments, and in daily activities. Pseudonyms were used to refer to the participants as Sukarno and Suharto. The data were collected through in-depth interviews with the participants. The interview sessions took approximately 15-20 minutes for each participant and were videotaped and audiotaped. Semi-structured interview with 15 questions and probes were used. The results showed that the two participants had positive feelings and attitudes towards writing in English. Although they had a hard time in English writing during their undergraduate in Indonesia, they become fond of writing in English in their postgraduate time due to the exposure to English extensively. In composing, they used brainstorming, drafting, pausing, revising and editing in a recursive manner. Keywords: in-depth interview, pilot study, writing process, English as a Foreign Language (EFL

  5. The importance of using games in EFL classrooms

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    Emine Gozcu

    2016-06-01

    Full Text Available This paper aims to find out how games are important and effective when used in EFL classrooms. Two different kinds of qualitative research methods are used to gather the data. These are semi-structured interviews and observation. Multi-method triangulation is used throughout in this study. Kopinak (1999 defines multi-method triangulation as “gathering information pertaining to the same phenomenon through more than one method, primarily in order to determine if there is a convergence and hence, increased validity in research findings” (Kopinak, 1999: 171. Kopinak (1999 states that more detailed and multi-layered information about the fact under study would be provided from using more instruments. It is a case study in which 2 undergraduate students are taught English by using the game called ‘Twister’ which is adapted for teaching. The study sample consisted of people who are between 20-25 years old and live in Lefke. It was determined from the data that games should be employed in second language learning classrooms in terms of providing an atmosphere for EFL learners in which there are fun, motivation and high learning performance.

  6. DIRECTIVE SPEECH ACTS REALIZATION OF INDONESIAN EFL TEACHER

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    Cucu Suhartini

    2015-06-01

    Full Text Available This research examines the types and functions of directive speech act performed by an Indonesian EFL teacher in one senior high school in Kuningan, Indonesia. This study uses qualitative method. The data of this research were taken from the video transcription which contains directives spoken by the EFL teacher and analyzed based on Kreidler’s (1998 theory. The findings show that there are three types of directives used by the teacher. They are commands, requests, and suggestions. The most frequent type of directives performed is commands with 233 occurrences (94.8%. It was also found that there are five functions seized by the directives, they are elicitation, instruction, advice, threat, and attention-getter. The most frequent function of directives used is elicitation with 108 occurrences (44%. From the findings, it is concluded that the using of commands shows teacher’s dominance. Yet, this type of directives is not easily understood by the students. Therefore, it is suggested that the teacher should use other types of directives more, such as requests and suggestions, to encourage students’ participation.

  7. Study on Writing Anxiety among Iranian EFL Students

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    Naghmeh Jebreil

    2015-03-01

    Full Text Available This article aimed at investigating the level of writing anxiety of the Iranian EFL students with different proficiency levels. To do so, 45 students (elementary, intermediate, and advanced learners studying in Azad University of Ilam, Iran were selected based on random sampling. Second, Language Writing Anxiety Inventory SLWAI (Cheng, 2004 was used to measure anxiety.  Both descriptive and inferential statistics including One-way ANOVA were run to analyze the data. Statistical analysis was conducted using Statistical Package for Social Science (SPSS. The results of the study indicated that the selected Iranian EFL students majoring in English language teaching experienced a high level of anxiety. In addition, students with elementary level were found to suffer higher level of English writing anxiety than the students with intermediate and advanced levels. Finally, based on the findings, cognitive anxiety was the most common type of anxiety, followed by somatic anxiety, and avoidance behavior. The results also highlighted the fact that foreign and second language teachers should be cautious of the dangers of  anxiety  and try  to  make  the  atmosphere  of  class  as  stress-free  as possible  in  order  to  improve  students’ performance.

  8. Representation of Hidden Curriculum in EFL Textbook (Gender Markers

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    Ekaterina E. Shishlova

    2014-01-01

    Full Text Available The article considers the mechanism ofrepresenting the hidden curriculum in the discourse of EFL textbooks, i.e. the transmission ofsociocultural norms and values of native speakers to foreign students. To do this the authors make a brieftheoretical review of this problem and demonstrate the results of the comparative discourse analysis of two popular textbooks, the one of the pre-globalization age and the present-day one. The authors provide evidence for their idea of the dual role, which English plays today being simultaneously a national language of different English-speaking societies and the global lingua franca. The conducted discourse analysis is based on the analysis of semiotic means, which are used to nominate concepts basic to any society and culture. In the article, the authors demonstrate their own plan of analysis by the example of the "gender" concept. The gender concept shows social and cultural conditionality of distinctions in behavior and the identity of men and women. The comparative analysis of gender markers in the discourse of EFL textbooks reveals a global vector of transformation and distribution ofsociocultural values. Authors state that cultural expansion through English teaching is an instrument of smart power. It is suggested using the mechanism of transmission ofsociocultural norms and values, which is analyzed in the research, to create Russian textbooks for foreign students.

  9. IRANIAN EFL TEACHERS AND STUDENTS’ DEVELOPMENT THROUGH OBSERVATION

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    Khalil Motallebzadeh

    2013-12-01

    Full Text Available This paper describes the processes used to examine on one hand the effect of less experienced teachers’ participation in experienced teachers’ classes on their own skills and teaching methodologies. It also describes the role of teachers’ training through observation in their students’ achievements. This quasi-experimental design study was conducted In KISH Language School in Bojnurd, Iran. Twenty one EFL teachers were selected as experienced and less experienced ones and involved 169 male and female students (aged 15 - 45 years as participants. In order to compare students’ English proficiency before and after the treatment, a Key English Test (KET and a Preliminary English Test (PET were employed. Also, a Peer Observation of Teaching Questionnaire, a sample of TOEFL test and an interview were used to find out the results of teachers’ development. This study also revealed that less-experienced teachers’ participation in experienced teachers’ classes had a significant effect on EFL teachers’ skills and strategies used in their classroom and almost all teachers were satisfied with their participation in experienced teachers’ classes.

  10. Factors Contributing to EFL Teachers' Professional Development in Indonesia

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    Muhammad Amin

    2016-12-01

    Full Text Available This study was aimed at investigating factors contributing to English as a Foreign Language teachers’ professional development and how these factors have shaped their professionalism. The subjects of the study included six English teachers at senior high schools under the Ministry of Education and the Ministry of Religious Affairs in three different regions in Indonesia. Findings of the study reveal that there are both personal and environmental factors identified as having contributed to an EFL teacher’s professionalism, both prior to and after their induction into EFL teaching. Prior to the induction, two of the personal factors were identified: an early interest in English and a high aptitude, although early exposure to English may also be considered an environmental factor. After induction, their professional development is affected by: the level of job satisfaction, commitment to their own learning and student learning, communication skills, and resilience as personal factors, and students, school facilities, teacher colleagues, curriculum change, school leadership, and the supervisory system as environmental factors.

  11. The Positive Effect of Realia in EFL Classes

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    Emine Bala

    2015-09-01

    Full Text Available There are many ways generated by the linguists to teach the language items in EFL classroom; however, bringing ̳realia‘ into the classroom is one of the most effective ways to create an enjoyable class atmosphere and acquire the target language efficiently. Especially, low-level students may suffer from obtaining what teacher presents because they have no chance to synthesize what they learn in the class with real life situations. Using real objects and materials gives students opportunity to experience real life in the class atmosphere and this may facilitate and accelerate their learning process. Accordingly, using visuals stimulates students to maintain studying on the language because practicing the topic with visuals assists students to get involved in more powerful learning. This study illustrates an investigation based on a 20-question exam paper whether getting support from realia augments the students‘ success in the examination or not. Two elementary-level EFL classes took part in this project. Looking at the results, the students who were taught with realia showed more success compared to the others who were not taught with visuals during teaching.

  12. Students with Attention Deficit Disorder Carrying out Tasks of Reading Comprehension and Text Production: A Comparative Study in 4th-Grade Students of Primary Education in Chile

    OpenAIRE

    Fabián Andrés Inostroza-Inostroza

    2017-01-01

    The present article aims to compare the performance in students with Attention Deficit Disorder to those who do not present it, in tasks of reading comprehension and text production carried out by students attending the fourth grade of primary education. This quantitative, non-experimental comparative study aims to provide evidence regarding the way in which this condition limits the learning outcomes in the tasks of comprehension and production of texts, language, and communication. One the ...

  13. Reverse Transfer: Exploring the Effects of Foreign Language Rhetorical Patterns on L1 Writing Performance of Iranian EFL Learners

    Science.gov (United States)

    Babaii, Esmat; Ramazani, Kambiz

    2017-01-01

    The relationship between language learners' L1 and L2 writing productions has attracted the attention of researchers since Kaplan (1966). Along this research line, the present study aimed to explore the reverse transfer of rhetorical patterns from English (L2) to Persian (L1) in the argumentative essays of EFL students in Iran. Sixty MA university…

  14. How Good EFL Learners Decrease Their Foreign Language Anxiety: A Solution for the EFL Students with High Anxiousness

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    Ali Wira Rahman

    2017-08-01

    Full Text Available This research is aimed to find out the solution of the anxiousness phenomenon that always attacks the EFL Learners particularly in Indonesia. In the future, this research is expected as main information for all students and lecturer or teachers of English to decrease the students’ anxiety in performing speaking. In long time ago until now, it becomes a big problem for all beginner students of English. The implementation of this research starting by doing observation to all class in the sixth semester students to find out some good EFL Learners. Researchers then consulting with the lecturer in determining the students to be the subject of this research. After finding the subject, interview session will be conducted to find out several information about their anxiousness. The data will be collected until limit of saturation. The last step of this research is doing analysis of the data were taken from observation and interview. The researchers will apply data reduction for the first step, the second is data display and the last will be drawing conclusion and verification of the data. The conclusion that being made will be verify by triangulation to get the validity of the result of this research.

  15. Productivity, part 1: getting things done, using e-mail, scanners, reference managers, note-taking applications, and text expanders.

    Science.gov (United States)

    Lackey, Amanda E; Moshiri, Mariam; Pandey, Tarun; Lall, Chandana; Lalwani, Neeraj; Bhargava, Puneet

    2014-05-01

    In an era of declining reimbursements and tightening of the job market, today's radiologists are forced to "make do with less." With the rollout of the Patient Protection and Affordable Care Act, commonly called "Obamacare," radiologists will be expected not only to interpret studies but to also take on many additional roles, adding a new layer of complexity to already demanding daily duties. These changes make it more important than ever to develop a personal workflow management system incorporating some of the most potent productivity tools. In this article, the authors discuss current productivity techniques and related software with the most potential to help radiologists keep up with the ever increasing demands on their time at the work place and help us lead more balanced lives. Published by Elsevier Inc.

  16. A Search for Anomalous Production of Events with three or more leptons using $9.2\\,\\text{fb

    CERN Document Server

    CMS Collaboration

    2012-01-01

    inconsistent with that of the Z boson, b-jets, absence of taus, or high jet activity. Control samples in data are used to check the robustness of background evaluation techniques and to minimize the reliance on simulation. The observations are consistent with expectations from standard model processes. These results are used to exclude previously unexplored regions of the supersymmetric parameter space for two representative benchmark scenarios: slepton co-NLSP and a third-generation scenario involving gluino-mediated stop production.

  17. A Classroom View of Negotiation of Meaning With EFL Adult Mexican Pupils

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    Gildardo Palma

    2014-05-01

    Full Text Available The present article reports on an approximate replication of D. Foster’s (1998 study on the negotiation of meaning. D. Foster investigated the interactional adjustments produced by L2 English learners working on different types of language learning tasks in a classroom setting. This replication study duplicates the methods of data collection and data analysis of the original study, but alters the conditions by exploring interactional modifications in the language production of English as a foreign language (EFL students. It followed the three parameters set originally by D. Foster: speech production, comprehensible input, and modified output. It was thus carried out within the Benemérita Universidad Autónoma de Puebla (BUAP. The participants’ differences were seen as affecting the results of this replication where a corpus shows participants conducting significant amounts of meaning negotiation and producing modified output. This disparity in results is interpreted as deriving from a closer examination of interaction as suggested by Pica, Holliday, Lewis, and Morgenthaler.

  18. Research on the Application of "Tree Analysis Diagram" to the Teaching of English Argumentative Writing of the Chinese EFL Learners

    Science.gov (United States)

    Liu, Xiaokai

    2018-01-01

    Writing as one of essential skills in English learning is attached more and more importance. English writing involves not only the application of lexicon and grammar, but also the construction of the text and the expression of the thought. For Chinese EFL learners, the common problem in English writing is that they tend to apply the Chinese…

  19. Factors Contributing to Learners’ Autonomy in EFL Reading

    OpenAIRE

    Sri Endah Tabiati

    2016-01-01

    Abstract: This study aims to discover factors that assist learners develop their autonomy in EFL reading. The approach employed is qualitative involving EFL learners in an English Department of the Faculty of Cultural Studies, Brawijaya University Malang. There are two stages in the study: the subject selection stage intended to gain potential subjects and the main study intended to find the answer of the research questions. The findings of the study show that the autonomy of EFL learners in ...

  20. Enhancing The EFL Learners’ Speaking Skill Through Folktales Based Instruction

    OpenAIRE

    Nyoman Mantra Ida Bagus; Maba Wayan

    2018-01-01

    This present research was conducted to improve the EFL learners’ speaking skill through the implementation of Folktales Based Instruction. Consequently this study was intended to explore the valuable usefulness of folktales based instruction implemented intensively in EFL classroom. The subject of the present study consisted of 30 EFL adult learners. The study was conducted in two consecutive cycles in which two learning sessions were carried out for each cycle. The t ea ching ses sions were ...

  1. Traditional grain alcohol (bai jiu, [Symbol: see text]) production and use in rural central China: implications for public health.

    Science.gov (United States)

    Qian, Ling; Newman, Ian M; Xiong, Wen; Feng, Yanyu

    2015-12-19

    An estimated 25% of the alcohol consumed in China is traditional unrecorded alcohol produced and distributed informally. Consequently there is concern about its safety and its contribution to public health risk. Little has been written about this type of alcohol in China. Researchers observed the manufacture of traditional bai jiu in a rural area of Hubei Province, Central China. Two hundred fifty-nine individuals were interviewed, either individually or in small groups, about their use of and attitudes toward bai jiu. Individuals who made or sold bai jiu were interviewed about local production, distribution, and sale. Key community leaders were asked about risks from local bai jiu production, sale, and use. All of the bai jiu makers followed the same basic traditional procedure. Most had learned their craft from a family member or by apprenticeship, and their product was sold to neighbors or nearby villagers. Bai jiu makers typically had a business license and a health certificate. The shops that bought and sold traditional bai jiu were family-run businesses that sold both traditional bai jiu and commercial alcohol to clientele within a close social network. Alcohol (all types) was consumed by 79.9% of interviewed villagers (89.7% of males, 50.0% of females). Of the 207 drinkers in the sample, 72.9% drank bai jiu, 59.4% drank beer, and 22.7% drank commercial spirits. Bai jiu was most often consumed at mealtimes. Bai jiu drinkers believed moderate drinking was healthy and that drinking improved the social atmosphere, and about one-third of them believed drinking too much could result in quarrels and family problems. The bai jiu business provided two sources of income for makers because spent grain from the distillation process could be fed to livestock. Production, sale, and use of traditional bai jiu occurred within the context of local traditions, values, customs, and social networks. The data did not suggest any significant issues related to contamination

  2. Literature in EFL/ESL Classroom

    Science.gov (United States)

    Khatib, Mohammad; Rezaei, Saeed; Derakhshan, Ali

    2011-01-01

    This paper is a review of literature on how literature can be integrated as a language teaching material in EFL/ESL classes. First, it tracks down the place of literature in language classes from the early Grammar Translation Method (GTM) to Communicative Language Teaching (CLT) era. The paper then discusses the reasons for the demise and…

  3. Using Mobile Phone Technology in EFL Classes

    Science.gov (United States)

    Sad, Süleyman Nihat

    2008-01-01

    Teachers of English as a foreign language (EFL) who want to develop successful lessons face numerous challenges, including large class sizes and inadequate instructional materials and technological support. Another problem is unmotivated students who refuse to participate in class activities. According to Harmer (2007), uncooperative and…

  4. Perceptions of EFL Students toward Academic Reading

    Science.gov (United States)

    Akarsu, Oktay; Harputlu, Leyla

    2014-01-01

    In this study, data were collected using a modified version of Mokhtari and Sheorey's (2002) Survey of Reading Strategies (SORS). Results suggest that Turkish EFL (English as a Foreign Language) students at the graduate level, while engaged in academic reading, are aware of almost all effective reading strategies, though each one is not used…

  5. Apology Strategies Employed by Saudi EFL Teachers

    Science.gov (United States)

    Alsulayyi, Marzouq Nasser

    2016-01-01

    This study examines the apology strategies used by 30 Saudi EFL teachers in Najran, the Kingdom of Saudi Arabia (KSA), paying special attention to variables such as social distance and power and offence severity. The study also delineates gender differences in the respondents' speech as opposed to studies that only examined speech act output by…

  6. Towards Quality Assessment in an EFL Programme

    Science.gov (United States)

    Ali, Holi Ibrahim Holi; Al Ajmi, Ahmed Ali Saleh

    2013-01-01

    Assessment is central in education and the teaching-learning process. This study attempts to explore the perspectives and views about quality assessment among teachers of English as a Foreign Language (EFL), and to find ways of promoting quality assessment. Quantitative methodology was used to collect data. To answer the study questions, a…

  7. Pragmatic Elements in EFL Course Books

    Science.gov (United States)

    Ulum, Ömer Gökhan

    2015-01-01

    Pragmatic development or competence has been great concern particularly for the recent decades. Regarding this issue, questioning the existence and delivery of speech acts in EFL course books may be sententious, as learners employ them for pragmatic input. Although much research has been conducted referring to speech acts, comparably little…

  8. Using "The Simpsons" in EFL Classes

    Science.gov (United States)

    Rucynski, John, Jr.

    2011-01-01

    Most teachers of English as a Second/Foreign Language (ESL/EFL) would agree that their job is not just to teach language, but also to teach culture. While it is not a problem to accept this dual role, the complication lies in choosing what type of cultural content to include in their lessons. First, they have to decide whether a cultural component…

  9. Distinctiveness of Saudi Arabian EFL Learners

    Science.gov (United States)

    Habbash, Manssour; Idapalapati, Srinivasa Rao

    2016-01-01

    In view of the increasing concern among English language teachers dealing with students from Saudi Arabia, as it manifests in TESOL community discussions, about the uniqueness of Saudi Arabian EFL learners, this paper attempts to document the outcome of a study of their distinctiveness from the perspective of expatriate teachers working for PYPs…

  10. "SCAFFOLDING" STUDENTS' WRITING IN EFL CLASS: IMPLEMENTING PROCESS APPROACH

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    Ekaning Dewanti Laksmi

    2006-01-01

    Full Text Available The writing process approach views a writing learner as a creator of text, and hence, he needs to experience what writers actually do as they write, and so do students in EFL writing classes. The approach offers an answer to the need of helping the students develop their writing skill without their having to master the basic fundamental elements of writing, i.e. grammar, prior to attending the writing courses. This article highlights the potential of the process approach-with which students go through a write-rewrite process-in giving students a scaffold to work in a real, live process of how a real writer engages in the process of writing. However, the most important harvest is the fact that students have become more confident in expressing their ideas in writings.

  11. Identifying and Combating Sexism in EFL Textbooks--With a Case Study into China

    Science.gov (United States)

    Tao, Baiqiang

    2008-01-01

    This paper explores methodologies of identifying and combating sexism in EFL (English as a Foreign Language) textbooks. The writer of this paper has found out there exists sexism or gender inequality in the Chinese high school EFL textbooks. The writer hopes that future EFL curriculum designers, EFL textbook writers, textbook censors in textbook…

  12. Improving Efl Students' Reading Comprehension And Students' Perception On Metacognitive Reading Strategies

    OpenAIRE

    Linda, Kristina; Regina; Sutapa,, Y. Gatot

    2015-01-01

    The aims of this study were improving EFL students' reading comprehension by using Metacognitive Reading Strategies and finding out the students' perceptions on Metacognitive Reading Strategies. The method of the research was a classroom action research. The research subjects were 29 students majoring in Accounting Program class 3 of Year-10. This research was conducted in three cycles to maximize the students' improvement in comprehending the text. The findings of data collecting revealed th...

  13. Measurement of the $t\\bar{t}\\text{+}\\gamma$ production cross-section in pp collisions at $\\sqrt{s}=8~\\mathrm{TeV}$

    CERN Document Server

    CMS Collaboration

    1900-01-01

    A measurement of the cross section for top quark pairs produced in association with a photon in proton-proton collisions at $\\sqrt{s}=8~\\mathrm{TeV}$ is presented. The analysis uses data, collected by the CMS detector at the LHC, corresponding to 19.7 $\\text{fb}^{-1}$ of integrated luminosity. The signal is defined as the production of a pair of top quarks in association with a photon having a transverse energy of $E_\\text{T}>25~\\mathrm{GeV}$ and a pseudorapidity of $\\left|\\eta\\right|<1.44$. The measurement is performed in the fiducial phase space corresponding to the semileptonic decay chain of the top quark pair, and the cross section is measured relative to the inclusive top quark pair production cross section. The ratio of the cross section of top quark pair plus photon production to the top quark pair production cross section is measured to be $\\sigma^\\text{fid}_{t\\bar{t}\\text{+}\\gamma}/\\sigma_{t\\bar{t}} = 5.2\\pm1.1 \\times 10^{-4} (\\text{stat}+\\text{syst})$ per semileptonic final state. The fiducial c...

  14. Picturebooks Go Digital – The Potential of Story Apps for the Primary EFL Classroom

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    Sonja Brunsmeier

    2017-05-01

    Full Text Available Storytelling and reading picturebooks are widespread activities in the primary EFL classroom. Generally, it is the teacher who reads most of the texts to the students: independent reading is less common in primary school classrooms. Many primary teachers are concerned that independent reading would be too difficult for their students and would lead to incorrect pronunciation. However, studies investigating the use of written language and extensive reading in the primary EFL classroom show that this teacher-centred approach to reading picturebooks does not fully exploit the language learning potential they offer. Story apps offer new opportunities for reading in a foreign language: their multi-modal nature facilitates the reading process. They offer innovative spaces for reader-text interaction that can help the reader understand the story, learn vocabulary and develop reading strategies. Based on the results of an action-research project, this paper explores the benefits of story apps for the primary EFL classroom and presents criteria for the selection of appropriate story apps for extensive reading settings.

  15. NOTICING HYBRID RECASTS IN TEXT CHAT

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    Mark J. Oliver

    2016-12-01

    Full Text Available This study examined ten EFL learners’ noticing of the corrective nature of a form of text-based SCMC (text chat feedback that combined a recast of a grammatical error with metalinguistic information. The feedback, termed a hybrid recast, was provided by a native-speaker interlocutor during two text chat activities: a spot-the-difference and picture-ordering task. Data was collected in two ways: analysis of task-based dyadic text chat interaction in which uptake was used as an indicator of learner noticing, and a post-task questionnaire containing questions that identified evidence of learner noticing. Interaction analysis showed that learners responded to almost two thirds of the hybrid recasts with uptake. In addition, every learner provided evidence that they had correctly perceived at least some of the hybrid recasts as corrective in their post-task questionnaire responses.

  16. Developing the EFL Students’ Reading Comprehension By Employing Herringbone Technique

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    Yunisrina Qismullah Yusuf

    2016-11-01

    Full Text Available This research aims to find out whether Herringbone Technique can developEFL students’ reading comprehension or not, especially in finding the main idea and supporting details in a recount text. The literature notes that Herringbone is known to be one of the techniques that can helpstudents to find important information and main idea in a text by seeking for answers on six comprehension questions on a diagram, viewed such as a fish’s skeleton. The sample of this research was 30 second grade junior high school students. The researchers employed simple random sampling to choose the sample. It further used the quantitative experimental approach with the pre-experimental design in the form of one group pre-test-post-test design.Pre-test was given before treatments, while post-test was given after the students were taught reading by using the Herringbone Technique. Each pre-test and post-test consisted of ten questions. The statistical formulas were used to analyze the data from the students tests’ scores. The mean score of pre-test was 59 and the post-test was 76. Futhermore, the result of t-test was 10.15, while the critical value of 0.05 significant level was 2.045, with the degree of freedom of 29. Since t-test (10.15 was higher than t-table (2.045, this study concludes that this technique could increase the EFL students’ reading comprehension.Despite in practice the researchers found that this technique decreased the students’ efforts in note-taking, however it did not inhibited them in obtaining improved scores in their reading tests.

  17. Le resume de texte: une activite de production en langue etrangere assistee par ordinateur (Abstracting: A Computer-Assisted Foreign Language Production Activity).

    Science.gov (United States)

    Janitza, Jean

    1985-01-01

    A productive language exercise that uses the computer and a variation on the cloze procedure by deleting every third word and requiring the student to insert a grammatically and thematically acceptable term is described. (MSE)

  18. Self-perceived Listening Comprehension Strategies Used by Iranian EFL Students

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    Sara Nowrouzi

    2014-11-01

    Full Text Available Numerous studies are available on L2 learners’ strategy use; however, there is no study investigating the Iranian tertiary level EFL learners’ listening strategy use. The present paper reports the findings of a cross-sectional study that explored a group of Iranian EFL learners’ (n = 100 use of listening comprehension strategies. The instrument that was used for collecting the data was called the Listening Strategy Use Questionnaire (LSUQ by Nowrouzi, Tam, Nimehchisalem, and Zareian (2014. The instrument divides listening strategies into cognitive, metacognitive, and socio-affective categories. Based on the results, on average the respondents reported low levels of self-perceived use of cognitive, metacognitive, and socio-affective strategies. The results indicate a serious need to focus more on the students’ listening comprehension skills in general and their listening strategies in particular.

  19. Outdoor Class Project: the Potential Benefits to Foster EFL Students’ Language Proficiency

    Directory of Open Access Journals (Sweden)

    Indah Fajaria

    2013-01-01

    Full Text Available There are such myriad ideas upon English teaching-learning process. Everybody can share each fabulous idea through various media. One of fun English learnings that can motivate EFL students’ eagerness to practice English easily is an outdoor class activity. This project could sometimes deals with an outbound activities which provide the numerous contextualized values to shape more students’ character and their language proficiency as well. Moreover, nowadays the development of technology can be also integrated into the EFL classrooms. Therefore, the outdoor class project is potentially implemented through the technology-enhanced teaching. The most crucial materials that is urgently to be prepared are the tutorial models & methods, and the thermalized subject based on the objective itself.

  20. The relationship between EFL teachers’ beliefs and actual practices of classroom management

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    Mohammad Aliakbari

    2015-12-01

    Full Text Available This study aimed at analyzing Iranian EFL teachers’ beliefs toward classroom management and the relationship between teachers’ beliefs and their actual practices of classroom management in regard with individual variables such as gender, education degree, and teaching experience. The data were collected using a behavior and instructional management scale inventory and direct class observation through a researcher made classroom management observation checklist. The findings showed that EFL teachers favored interactionalist orientation on behavior and instructional management dimensions. Findings also indicated that male teachers were not significantly different from females in terms of the relationship between their beliefs and actual practices. However, there was a significant relationship between teachers’ beliefs and their actual practices of classroom management among less experienced teachers. It was further found that increase in teachers’ educational level led to decrease in discrepancy between their beliefs and actual practices.

  1. Task-Based Language Teaching in Iran: A Study of EFL Teachers’ Perspectives

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    Fatemeh Mahdavirad

    2017-12-01

    Full Text Available The present study aimed to examine EFL teachers' perceptions of task-based language teaching (TBLT in Iranian context. The data for the study were collected through questionnaires from a total of 160 teachers at 20 different language institutes in Iran. The data were analyzed quantitatively and qualitatively. The findings of the study showed that the majority of Iranian EFL teachers have a clear understanding about TBLT concepts. However, there exist some negative views about implementing TBLT with regard to its classroom practice. Based on the findings, some pedagogical suggestions have been offered which can help teachers and teacher-trainers to design and implement TBLT more effectively in Iranian context.

  2. An Investigation into EFL Learners’ Translations of Metaphors from Cognitive and Cultural Perspectives

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    Yi-chen Chen

    2017-07-01

    Full Text Available The study investigates how EFL learner-translators deal with metaphors and how cognitive factors and cultural background influence their choices. An English-to-Chinese translation task consisting of 20 English sentences was given to 70 Taiwanese university students; each sentence contains a figurative expression that falls into the categories in the cognitive cultural models (Kövecses, 2005. The students’ performances on the task were rated; quantitative analyses show that the students performed significantly better on translating metaphors whose conceptual metaphors exist in both languages than on metaphors whose conceptual metaphors are exclusive to English. Additionally, twenty students were selected for post-task interviews; qualitative analyses indicate that sentence context, concerns over style and register, and translators’ personal preferences affected their choices while translating. Communicative strategies, like providing neutral meanings to avoid uncertain translation, were adopted. The results contribute to the literature on and pedagogical applications for EFL learner translators from both cognitive and cultural aspects.

  3. Using Synchronous Online Peer Response Groups in EFL Writing: Revision-Related Discourse

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    Mei-Ya Liang

    2010-02-01

    Full Text Available In recent years, synchronous online peer response groups have been increasingly used in English as a foreign language (EFL writing. This article describes a study of synchronous online interaction among three small peer groups in a Taiwanese undergraduate EFL writing class. An environmental analysis of students’ online discourse in two writing tasks showed that meaning negotiation, error correction, and technical actions seldom occurred and that social talk, task management, and content discussion predominated the chat. Further analysis indicates that relationships among different types of online interaction and their connections with subsequent writing and revision are complex and depend on group makeup and dynamics. Findings suggest that such complex activity may not guarantee revision. Writing instructors may need to proactively model, scaffold and support revision-related online discourse if it is to be of benefit.

  4. TEACHERS’ PERCEPTIONS ON THE USE OF ICT IN INDONESIAN EFL LEARNING CONTEXT

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    Sophia Fithri Al-Munawwarah

    2014-12-01

    Full Text Available This study aims to investigate teachers’ perceptions towards the implementation of ICT in EFL teaching and learning process. The present study applied descriptive qualitative method, and the data were collected through open-ended questionnaire and interview to gain relevant data. The results of the present study were in line with the previous findings from the studies conducted by Park & Son (2009; Barnawi (2009; and others. The research findings of the present study discovered that there were three benefits of using ICT in English teaching and learning process; namely, helping the teachers to conduct interesting and enjoyable learning activities, promoting learner autonomy, and motivating the students to learn. The present study also reveals some challenges encountered by the teachers in using ICT in EFL classes and strategies to overcome the challenges. Overall, the teachers’ perceptions towards the utilization of ICT in English teaching were positive. Thus, it is recommended to use ICT in English teaching and learning process.

  5. EFL Prospective Teachers’ Competency in Phonological Awareness: Impact on Teaching English Reading

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    Yousef Alshaboul

    2018-03-01

    Full Text Available Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness.

  6. The Effect of Word Meaning Deriving Strategy Instruction: The Case of EFL Students in Taiwan

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    Chin Min Lin

    2008-01-01

    Full Text Available This study intends to find out the effect of teaching word meaning deriving strategies to EFL Students in Taiwan. The subjects were one class of the first year students attending a junior college in Taiwan. They were given a pre-test, which contained a passage, 10 vocabulary test items and 10 strategy questions. The researchers then began a two-month experiment. During the experimental period, the researcher, who was the instructor of the subjects, taught word meaning deriving strategies to students. The post-test, which was exactly the same as the pre-test, was given at the end of the experimental period. The results show significant differences of students' correct guessing rates and the strategy choice between the pre-test and the post-test. This suggests that it is worthwhile teaching EFL students word meaning deriving strategies.

  7. Dematerialization and Deformalization of the EFL/ESL Textbook - Literature Review and Relevant Issues

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    Meurant, Robert C.

    Rapid development and critical convergence of Information Communication Technologies is radically impacting education, particularly in second language acquisition, where the sudden availability of multimedia content and immediacy of distance communication offer specific advantage. The language classroom is evolving to integrate computer-mediated learning and communication with traditional schooling; digitization and the Internet mean the textbook is evolving from inert hard copy that is consumed, to dynamic e-texts that students participate in. The emergence of English as a Global Language, with the primary role of English on the Internet, means that the transition from fixed hard copy to fluid online digital environment is particularly evident in EFL/ESL. I review research, trace ways in which this transition occurs, and speculate on how, under the impact of ICTs and their convergence, the EFL/ESL textbook will reform, and may even disappear as a stand-alone entity.

  8. A Study on College EFL Learning Community Based on QQ International

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    WEI Li

    2013-03-01

    Full Text Available An EFL Learning Community has been set up online via a free messaging tool QQ International to consolidate and apply the knowledge learnt in class. One sub-community aims at developing multicultural awareness while the other focuses on expertise training in English for the undergraduates in several universities. Our innovative approach is that the trainees interact with other participants with virtual icons, virtual roles and specific achievement goals according to curriculum-related scenarios. The project team utilized surveys and observations to analyze the advantages and disadvantages from different perspectives and gain further insight into the nature of member participation, knowledge application and learning interests. Results revealed that EFL Learning Community promoted learning interests and training efficiency, contributed to interprofessional collaboration and interpersonal cooperation, with the implication that levels of moderate anonymity are the most optimal for role-plays in a learning community both online and in real life.

  9. The Impact of a Teacher Development Program for Strategic Reading on EFL Teachers’ Instructional Practice

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    Fatemeh Khonamri

    2010-10-01

    Full Text Available Research on teacher development has been the focus of attention in recent decades. The overall aim of this study was to explore the impact of reading strategy training on high school teachers' reading instructional practices. The study was conducted in the EFL context of Iran. To meet this aim, four EFL high school teachers voluntarily took part in the study. Teachers' reading classes were observed and audio-recorded both before and after the teachers took part in a three-hour workshop on reading strategies. Drawing on data from observations, the results showed some degree of change in teachers' reading practices after their having taken part in the workshops. That is, they took a more strategic approach to the teaching of reading in their classes.

  10. A Language-in-Use Study of EFL Students’ Social Discourses in Project-Based Learning

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    Ingrid Bello Vargas

    2012-06-01

    Full Text Available This article is based on a qualitative research study that was conducted to explore students’ discourses as citizens in an English as aForeign Language (EFL course. A pedagogical intervention was proposed in order to bridge the existing gap. The instructional design consistedof PBL sessions with a coeducational group of eighteen undergraduate students, who worked collaboratively to discuss social issues whilestudying the target language (TL. Student artifacts, transcriptions of project oral reports, and a conference with the participants were used togather the data. Following a discourse analysis approach, three main discourses were identified to show the learners’ social representations,their critical stand on topical issues, and their interest in social transformations. Overall, the findings suggest that the students’ views of socialreality are diverse, contradictory, and changing, and that the EFL class can become a site for citizenship education when the TL is presentedas a tool to facilitate self-expression and critical reflection.

  11. Assessment Orientations of State Primary EFL Teachers in Two Mediterranean Countries

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    Dina Tsagari

    2016-01-01

    Full Text Available Many researchers have highlighted the central role that assessment plays in second language (L2 classrooms and have expressed the need for research into classroom-based language assessment (CBLA, an area that is gradually coming into its own in the field of language testing and assessment (e.g., Hasselgreen, 2008; Leung, 2014; Hill & McNamara, 2012; Turner, 2012. Motivated by the prominence of CBLA in recent discussions, the present study set out to investigate the CBLA practices, knowledge and skills of Greek and Cypriot primary school EFL teachers. The data was collected through teacher interviews and classroom-based tests. The results showed that teachers employ a summative orientation towards evaluating their students’ performance and seem to have unclear ideas about the purposes and implementation of formative assessment, mainly due to lack of professional training in language assessment. The paper concludes with suggestions as to how EFL teachers’ CBLA literacy can be enhanced.

  12. Picturebooks in the Primary EFL Classroom: Authentic Literature for an Authentic Response

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    Sandie Mourão

    2016-05-01

    Full Text Available This article begins by discussing the term ‘picturebook’, followed by a definition which centres on the picture-word dynamic, the social and cultural implications of using picturebooks and an explanation of picturebook peritext. This is followed by a section that discusses response and its relevance to teachers who want to (reconsider picturebooks in an EFL classroom. A category of responses is then suggested as a way to support EFL teachers to understand their learners’ responses to picturebooks and help them recognize the relevance of response to the storytelling experience. The final section describes two picturebooks with concrete examples of the different ways picturebooks enable and promote authentic responses through both the pictures and the words.

  13. Professional self-esteem as a predictor of teacher burnout across Iranian and Turkish EFL teachers

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    Ebrahim Khezerlou

    2017-01-01

    Full Text Available The study aimed at measuring the perceived Professional Self-esteem, Emotional Exhaustion (EE, Depersonalization (DP, and Personal Accomplishment (PA of Iranian (n = 230 and Turkish (n =156 EFL teachers and determining the prediction role of Professional Self-esteem in EE, DP, and PA processes. The Maslach Burnout Inventory-Educators Survey (MBI-ES was used to measure the perceived burnout levels of the participants, and a shortened English version of Professional Self-esteem Scale developed by Aricak (1999 was employed to measure the participants’ self-esteem perceptions in five dimensions of satisfaction, knowledge development, commitment, adaptation and communication. The internal reliability of the professional self-esteem scale was r = 0.821. The results revealed that professional selfesteem was strongly correlated with EE, DP, and PA burnout. They also showed that EE, DP, and PA processes were better predicted by Satisfaction, Commitment, and Knowledge Development dimensions of Professional Self-esteem in the case of both Iranian and Turkish teachers, respectively. Moreover, the EE and PA prediction variances of Iranian group were greater than that of Turkish group, whereas the DP prediction variance of Turkish group was greater than that of Iranian group. The study highlights the significance of professional self-esteem in education and offers strategies for teachers and authorities to combat burnout for better teacher productivity.

  14. Reading Approach Use Effectiveness And EFL Reading Comprehension In University Muhammadiyah Of Parepare

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    Baharuddin

    2017-10-01

    Full Text Available This study investigated Indonesian EFL learners approach of two reading approaches cognitive and metacognitive their perceived contact on effectiveness and the association between reading approach and effectiveness on their English reading comprehension. Fifty-Three English-major freshmen from University Muhammadiyah of Parepare participated in these lessons. Two principal questions were addressed 1 what is the most frequent use of reading approach reported by individual students 2 Is there any significant association between reading approach and effectiveness on their English reading comprehension To examine the effects of approach instruction on students reading performance a qualitative interview technique and quantitative research methods including a paired-sample t-test and Person Product Moment Correlation were used to estimate the relationship between reading approach use and effectiveness on students reading accomplishment. Significance showed that the most frequent use of reading approach was found to be metacognitive approach followed by the cognitive approach. In addition there was a significant positive connection between reading approach and effectiveness on their English reading comprehension. Reading approach on the other hand was unrelated to reading achievement. Results of interview findings were analyzed to explore in-depth in sequence about the condition of approach used. The implications of these findings for implementing effective reading strategy instruction are discussed.

  15. Case Study of Chinese College Students’ Attitudes Toward Only English-Medium Teaching in EFL Classrooms

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    Sun Yue

    2015-04-01

    Full Text Available Facing the current situation that Chinese students are poor in English productive ability, the mode of only English-medium teaching is put forward to completely improve students’ English abilities and comprehensive competence by creating second language acquisition atmosphere. Since few studies have been conducted on students’ attitudes toward only English-medium teaching in ELT classrooms especially from the perspective of students themselves, this paper, through questionnaires and interviews, focuses on students’ attitudes to figure out their preferences, evaluations and suggestions of teaching modes, and further discusses the practical application of only English-medium teaching in EFL classrooms from five respects: teaching purpose, course design, teacher’ qualification, students’ language level and teaching effect. It is concluded that only English-medium teaching is not of popularity among students giving their own English levels and the advancement of only English-medium teaching quality depends on the qualified teachers and suitable courses.  Keywords: English teaching, Teaching effect, Teacher qualification, Students’ language level, Course design

  16. The Effect of Self, Peer and Teacher Correction on the Pronunciation Improvement of Iranian EFL Learners

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    Saeideh Ahangari

    2014-02-01

    Full Text Available The concept of self correction and peer correction in foreign language teaching has been an important consideration in the past decades due to the increased attention to learner centered curricula. The researchers have concluded that active engagement happens when the students have to think and correct themselves. The purpose of this study was to investigate the effect of teacher, self and peer correction on the pronunciation improvement of Iranian EFL learners in oral productions. To do this, 45 participants were selected from among 60 English language learning students by assigning a PET test and they were divided into three groups. Some picture series were given to the participants to make and then tell a story based on the scripts. In the self correction group every participant had to correct her pronunciation errors individually, in the peer correction group the participants in pairs corrected each others’ pronunciation errors and for the third group their errors were corrected by the teacher. This process continued for 15 sessions. A pre-test and post-test were administered. The results showed that the pronunciation of the self correction group improved more than the other two groups and peer correction group outperformed the teacher correction group.

  17. Integrating Critical Pedagogy theory and practice: classroom experiences in Argentinean EFL teacher education

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    Zelmira Álvarez

    2012-10-01

    Full Text Available Argentinean ESL teacher education presupposes an understanding of the past and present world role of English. Thus, the curriculum of the ESL Teacher Education Program at Universidad Nacional de Mar del Plata includes subjects dealing with historical, cultural, and social questions concerning English-cultures worldwide. This paper explains how some of these issues are addressed in activities carried out in the sophomore course Overall Communication. They involve critical and postcolonial analysis of the film Slumdog millionaire (2008 and the story “The free radio” (Rushdie, 1994. Activities aim at making student-teachers aware of their need to critically address concepts related to race, ethnicity, class, religion, education, and language to unveil the political, economic, and social issues underlying the teaching and learning of English. The choice of materials and authors also aims at listening to English-speaking voices other than those stemming from (former imperial centers. Activities involve research and discussions of problematics such as oppression, exclusion, and illiteracy. This paper will analyze sample written productions by students working collaboratively among themselves and cooperatively with their teachers. In short, this is an experience that strives at showing how Critical Pedagogy can become a site for raising questions concerning power and EFL teaching and learning.

  18. The Effect of Explicit Instruction of Connected Speech Features on Iranian EFL Learners’

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    Moussa Ahmadian

    2014-03-01

    Full Text Available Listening comprehension has found its right place in the field of SLA in recent decades. For years, among all language skills, speaking and writing were of high significance in teaching and learning a new language as they were considered to be productive skills. Listening and reading, on the other hand, were neglected since they were regarded as passive skills, means to other ends, rather than ends in themselves. This study investigates possible effects of explicit instruction of connected speech features on listening comprehension of Iranian English language learners. Forty adult female Persian speaking homogeneous English learners, aged 18-30, participated in the study. They were divided into two experimental and control groups. The experimental group received explicit instructions on connected speech features, while the control group followed the routine instructions designed by their institute. Tests of connected speech features were used in pre- and post tests. The participants’ scores on the pre-posttests were compared via the paired samples t-tests and independent samples t-tests. The results indicated the outperformance of the experimental group over the control group, thus, suggesting that explicit instructions of connected speech features have facilitative roles in improving EFL learners’ listening comprehension skill. Possible implications of the findings for teaching listening comprehension are discussed.

  19. YOUNG ADOLESCENT EFL LEARNERS’ PERSPECTIVES ON CRITICAL THINKING SKILLS

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    Hasan Bedir

    2016-07-01

    Full Text Available Critical Thinking Skills (CTs are among the 21st century learning skills, and schools are expected to equip the students with these skills. Turkey has been restructuring the educational system in order to improve the quality of education which enables students to acquire such learning skills as critical and creative thinking, problem solving, and collaboration. The present study based on the perspectives of young adolescent EFL learners presents findings on the students’ awareness of CTs, and whether or not they apply them to a given task, and if there is any conflict between knowledge and application of CTs. The findings showed that the students, despite their quiet well awareness, did not effectively apply CTs. The problems they encountered were assumed to be resulted from lacking in metacognitive knowledge.

  20. Evaluating task-based syllabus for EFL learners

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    Luu, Hoang Mai

    2013-01-01

    Full Text Available This research is an evaluation of the effectiveness of task-based syllabus on EFL learners’ language competence at a private university in Vietnam educational context. This research resorts to questionnaire survey, semi-structured interview, and pretest and posttest as instruments for data collection. The research findings revealed that a strength of the current task-based syllabus is the match between lesson topics and students’ expectations. However, the syllabus still created difficulties for students including insufficient vocabulary, unfamiliar structures, and lack of life knowledge. The effect of teaching with task-based syllabus on students’ language performance is also reflected through a significant difference in mean scores between the pretest and the posttest. This research provides an insight into the effectiveness of English teaching through task-based syllabus at a private university in Vietnam setting. It implies to teachers that they need to be sustainable change catalysts for more interesting syllabus for learners

  1. Pronunciation and Conversation Challenges among Saudi EFL Students

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    Issa Mohammad Muflih Naser

    2018-04-01

    Full Text Available This study aims to identify the difficulties of pronunciation and conversation faced by EFL learners who undertook a Preparatory Year Program (PYP in Saudi Arabia, It highlights the main issues in pronunciation and conversations (e.g., textbooks, teaching methods, and students' attitude and motivation and techniques to address these problems. The instruments used in the study were classroom observations and teachers' discussions. The results revealed that firstly, students did not have a sound knowledge of grammar. Secondly, students' outside environment was influenced by their mother tongue. Thirdly, the teaching methods did not suit their proficiency levels. Finally, they were demotivated and thought that they have an impossible mission to improve their English pronunciation and conversation.

  2. An overview of EFL teacher candidates’ teaching models

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    Claudio Heraldo Díaz Larenas

    2009-05-01

    Full Text Available This paper identifies the EFL teaching and learning models underlying a group of ten student-teachers’ discourse who are doing their teaching internship in different schools in Concepción, Chile. These students are about to obtain their degree as High School teachers of English. They were given a Likert-like survey that contained forty statements related to the didactic components of the English teaching and learning process. Student-teachers’ responses allowed the identification of the teaching and learning models underlying the respondents’ discourse. All respondents showed a strong communicative teaching orientation that favors the development of communication and the negotiation of meaning over the study of language structures.

  3. Teacher Autonomy Perceptions of Iranian and Turkish EFL Teachers

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    Ebrahim KHEZERLOU

    2013-07-01

    Full Text Available The study aimed at examining Iranian (N= 218 and Turkish (N=142 high school EFL teachers’ opinions about teacher autonomy over (a the choice of appropriate teaching methods, strategies and techniques and implementation of the established curriculum (b teacher involvement in decision making processes and (c teachers’ use of personal initiative in solving their work problems. An 11-item questionnaire (α= .758 was used to measure autonomy perceptions of the participants. The results revealed that Turkish teachers’ autonomy perceptions were greater than that of Iranian teachers in the three teacher autonomy dimensions. Moreover, it was observed that male and master- holder teachers perceive less autonomy than female and bachelor-holder ones; whereas, no significant relationship were observed for the age and marital status variables with any teacher autonomy dimensions. Lastly, decision making dimension was the strongest predictor of teacher autonomy among both Iranian and Turkish teachers.

  4. THE IMPLEMENTATION OF FLIPPED CLASSROOM MODEL IN EFL WRITING

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    Rida Afrilyasanti

    2016-10-01

    Full Text Available Flipped classroom is an approach to learning to write that allows teachers to have one-on-one assistance to help learners in the “during writing” stage in the classroom. Theories are given to the students in a video lectures to watch before class. Because problems in writing mostly occur in “during writing” stage, teacher assistance is crucial. This paper aims to share theoretical review and research findings pertaining to the implementation of flipped classroom model to EFL writing. Research findings show that flipped classroom is able to give greater opportunities for interactive sessions in class which focus on the students’ own concerns, questions, and needs. Therefore, students’ difficulties in “during writing” stage can be minimized

  5. The Relationship between EFL Learners’ Emotional Intelligence and Critical Reading

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    Mahnaz Saeidi

    2008-02-01

    Full Text Available This study examined the EFL learners’ Emotional Quotient (EQ and Critical Reading (CR ability to identify possible relationships between these two traits. The results show that there exists a significant relationship between students’ EQ and CR and there is no significant difference between females and males’ EQ and CR ability. Finally, only Intrapersonal and Stress Management subscales of EQ can be regarded as predictors of changes in CR scores. The findings of the study suggest that it is necessary to plan and take action for the management of the learners’ emotions and behaviors if pedagogy is going to develop learners’ skill in rational thinking and problem-solving which will be effective not only in instructional settings but also in daily life.

  6. Scope of Cooperative Learning (CL Strategies in Teaching English to Saudi Adult EFL Learners: A Study of Practical Barriers and Possible Implications

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    Muhammad Ishtiaq

    2017-10-01

    Full Text Available This study aims at investigating the teachers’ practices and perceptions in teaching English in Saudi Arabia by viewing their stance on Cooperative Learning (CL — an innovative teaching approach proposed to raise the language proficiency level of adult EFL learners. The study has been conducted in Qassim University, Saudi Arabia—a vibrant and flourishing EFL context. A quantitative tool (a questionnaire has been used to collect data and to serve qualitative purposes. It reports 80 EFL teachers’ (40 males and 40 females perceptions about CL using a 17-items comprehensive survey covering all the possible barriers in the way of implementing CL strategies in EFL classes. The survey items also explore how the EFL teachers in Saudi Arabia foresee the implications of making such an innovative move in their classes. The responses have been analyzed on a 5-point Likert scale which ranges from strongly disagree-disagree-neutral-agree-strongly agree. Major findings are that CL strategies have practical barriers but their implications are far more positive. The barriers are mainly due to the wrong learning habits of the adult EFL learners in Qassim University and lack of will and vision of the educational administration. The study recommends that CL strategies need to be given due consideration and support by the administrators and policy makers to raise the proficiency level of adult EFL learners. The study also allays the misconception that majority of the practitioners in English language teaching field are not ready to practice and implement CL strategies in their classes.

  7. The Relationship between Iranian EFL Learners’ Multiple Intelligences and their Writing Performance across Different Genders

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    Helen Alizadeh

    2014-05-01

    Full Text Available After Gardner’s Multiple Intelligences Theory (MIT, some language teaching practitioners set out to teach students in a way to help their dominant intelligence(s blossom. In an EFL context, usually teachers’ main focus is to develop communication skills. Nowadays, writing is one of the main ways by which people communicate. Thus, this study aimed at investigating possible relationship between Multiple Intelligences and writing performance of Iranian EFL learners across different genders. To conduct this study, 15 male and 15 female advanced EFL learners from a reputable institute in Tabriz participated.  They passed through a placement test to enter the course, yet the researchers administered a Test of English as a Foreign Language (TOEFL to ensure homogeneity in the group. After a session of introducing the project’s purpose, Multiple Intelligence Developmental Assessment (MIDAS questionnaire was administered for obtaining participants’ Multiple Intelligence profile.  Later, the participants were given a text and asked to read and summarize it. The collected writings were analyzed for grammatical accuracy, complexity and quality of the writing based on Jacob et al.’s (1981 scale. The results of the correlational analysis revealed that overall Multiple Intelligences correlated positively with the quality of the female learners’ writing. The findings suggest that English teachers consider the role of multiple intelligences in learning and teaching process and provide more effective activities to help learners of different intelligences improve their foreign language writing skill.

  8. Improving the EFL Learners' Speaking Ability through Interactive Storytelling

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    Marzuki; Prayogo, Johannes Ananto; Wahyudi, Arwijati

    2016-01-01

    This present research was aimed to improve the EFL learners' speaking ability and their classroom activities through the implementation of Interactive Storytelling Strategy. Therefore, this study was directed to explore the beneficial of Interactive Storytelling that closely related to the EFL learners' everyday activities at their home and…

  9. Sociocultural Theory as an Approach to Aid EFL Learners

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    Behroozizad, Sorayya; Nambiar, Radha M. K.; Amir, Zaini

    2014-01-01

    Learning English as a foreign language (EFL) has long been regarded a challenging task. Said challenge is clearly evident in the many studies attempting to delineate some of the major problems faced by EFL learners while trying to uncover both the sources and the solutions. This paper turns to the Vygotskian approach to language learning, in…

  10. Written Corrective Feedback: The Perception of Korean EFL Learners

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    Chung, Bohyon

    2015-01-01

    This paper reports on the perception of Korean EFL learners toward feedback types on their written errors. The survey was administered using an adopted questionnaire from previous studies (Ishii 2011; Leki, 1991). This further allows a comparison of Korean EFL learners' attitudes with the responses to an identical questionnaire by Japanese EFL…

  11. Ambiguity Tolerance and Perceptual Learning Styles of Chinese EFL Learners

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    Li, Haishan; He, Qingshun

    2016-01-01

    Ambiguity tolerance and perceptual learning styles are the two influential elements showing individual differences in EFL learning. This research is intended to explore the relationship between Chinese EFL learners' ambiguity tolerance and their preferred perceptual learning styles. The findings include (1) the learners are sensitive to English…

  12. An Investigation of Metacognitive Strategies Used by EFL Listeners

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    Teng, Huei-Chun; Chan, Chi-Yeu

    2008-01-01

    The main intent of the present study is to find out what metacognitive strategies Taiwanese college students employ in EFL listening process. Four research questions explored in the study include: (1) What are the metacognitive strategies adopted by EFL listeners when they listen? (2) What are the differences of metacognitive strategies between…

  13. The Role and Use of Course Books in EFL

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    Charalambous, Angeliki Constantinou

    2011-01-01

    Course books continue to play a significant role in EFL teaching and learning by providing useful ready-made material to both teachers and students. However, inappropriate use of course books may de-skill teachers and tire students. This paper explores the role of course books in EFL teaching and examines how teachers can make effective use of the…

  14. Inculcating Character Education through EFL Teaching in Indonesian State Schools

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    Qoyyimah, Uswatun

    2016-01-01

    This paper describes how English as a Foreign Language (EFL) teachers in Indonesia have implemented the recent character education policy within an era of school-based curriculum reform. The character education policy required all teachers, EFL teachers included, to instil certain values in every lesson whilst the school-based curriculum reform…

  15. Primary EFL Teachers' Technology Use in China: Patterns and Perceptions

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    Li, Guofang; Ni, Xiaopeng

    2011-01-01

    Drawing on survey data, this paper examines the patterns and perceptions of technology use by primary EFL teachers in China. Findings suggest that although Chinese EFL teachers hold positive attitudes toward the value of technology for teaching and learning, they use technology mainly for teacher-centered purposes, such as teaching preparation and…

  16. Connections between Learning and Teaching: EFL Teachers' Reflective Practice

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    Nguyen, Chinh Duc

    2017-01-01

    This study explores six Vietnamese, English as a Foreign Language (EFL) teachers' reflections on their experiences of English language learning during the early 1980s to the late 1990s. Data collected in narrative interviews with the participating teachers revealed a wide range of issues that arose during their EFL learning, central to which was…

  17. A Pedagogic Cycle for EFL Note-Taking

    Science.gov (United States)

    Siegel, Joseph

    2016-01-01

    More attention has been given to note-taking in EFL classrooms in recent years, probably due to growing numbers of EFL students who attend lectures given in English and the importance of note-taking during language proficiency tests. While textbooks and materials for note-taking practice are readily available, classroom techniques for teaching EFL…

  18. Factors Causing Demotivation in EFL Teaching Process: A Case Study

    Science.gov (United States)

    Aydin, Selami

    2012-01-01

    Studies have mainly focused on strategies to motivate teachers or the student-teacher motivation relationships rather than teacher demotivation in the English as a foreign language (EFL) teaching process, whereas no data have been found on the factors that cause teacher demotivation in the Turkish EFL teaching contexts at the elementary education…

  19. Ungrammatical Patterns in Chinese EFL Learners' Free Writing

    Science.gov (United States)

    Sun, Xiaohui

    2014-01-01

    This paper investigated a number of common ungrammatical patterns that were found in Chinese EFL leaners' free writings, in order to find useful pedagogical implications for English grammar teaching in EFL setting, especially in China. The corpus of writing data is examined by the author together with a native English teacher. Our findings suggest…

  20. Gabriele Stein. Better Words: Evaluating EFL Dictionaries. 2002, x + ...

    African Journals Online (AJOL)

    rbr

    previously unprinted papers, forms a cornerstone in EFL lexicography. It is a useful reference book for both EFL teachers and students alike, as well as for lexicographers. Stein shows how lexicography has evolved over a 25-year period, and how certain information (word definitions, grammar information, idiomaticity,.

  1. Critical Friends Group for EFL Teacher Professional Development

    Science.gov (United States)

    Vo, Long Thanh; Nguyen, Hoa Thi Mai

    2010-01-01

    For the best student outcomes, teachers need to engage in continuous professional development. As a result, models of teacher professional development have been developed, among which is the Critical Friends Group (CFG) technique. However, whether it works well with EFL teachers in an Asian context like Vietnam, where EFL teachers in particular do…

  2. Spoken Grammar: An Urgent Necessity in the EFL Context

    Science.gov (United States)

    Al-wossabi, Sami A.

    2014-01-01

    Recent studies in corpus linguistics have revealed apparent inconsistencies between the prescriptive grammar presented in EFL textbooks and the type of grammar used in the speech of native speakers. Such variations and learning gaps deprive EFL learners of the actual use of English and delay their oral/aural developmental processes. The focus of…

  3. Leading for Learning: Reflective Management in EFL Schools

    Science.gov (United States)

    Goker, Suleyman Davut

    2006-01-01

    Around the world there are many schools where native speakers of other languages study English as a foreign language (EFL). In this article, I introduce a school-based reflective management model (SBRM) for such EFL schools. The model centers on creating a learning community where all changes involve reflective learning and growth for students,…

  4. Conceptions of Critical Thinking from University EFL Teachers

    Science.gov (United States)

    Marin, Matias A.; de la Pava, Luisa

    2017-01-01

    Critical Thinking has become an educational and social ideal. English as a Foreign Language (EFL) teaching has not been apart from the discussion on the importance of implementing Critical Thinking into the educational process. However, research on Critical Thinking has broadly been carried out in other fields of knowledge rather than in EFL.…

  5. Holistic versus Analytic Evaluation of EFL Writing: A Case Study

    Science.gov (United States)

    Ghalib, Thikra K.; Al-Hattami, Abdulghani A.

    2015-01-01

    This paper investigates the performance of holistic and analytic scoring rubrics in the context of EFL writing. Specifically, the paper compares EFL students' scores on a writing task using holistic and analytic scoring rubrics. The data for the study was collected from 30 participants attending an English undergraduate program in a Yemeni…

  6. The Status of Pragmatics among Iranian EFL Learners

    Science.gov (United States)

    Mohammad-Bagheri, Mehri

    2015-01-01

    The present study attempted to investigate the status of pragmatics among Iranian EFL learners. Status of pragmatics was analyzed in terms of the amount of pragmatic knowledge EFL learners believed to have and the amount of pragmatic knowledge they believed to receive from teachers, classmates, course books, and exams. Additionally, attempts were…

  7. Effects of Three Questioning Strategies on EFL Reading Comprehension.

    Science.gov (United States)

    El-Koumy, Abdel Salam A.

    This study investigated the effects of three classroom questioning strategies on the reading comprehension of learners of English as a Foreign Language (EFL). Subjects were 86 first-year EFL students in the school of education of Suez Canal University (Egypt), randomly assigned to three treatment groups. The same instructor taught the three groups…

  8. A Critique of Recent Trends in EFL Teaching.

    Science.gov (United States)

    Newman, Marianne

    1997-01-01

    English-as-a-foreign-language (EFL) teachers should not reject traditional methods of imparting knowledge. Storytelling, repetition through chanting, memorizing, and logical analysis all have a place in EFL instruction alongside contemporary approaches. Each child has a different mind and deserves to be taught appropriately. Whole brain teaching,…

  9. Anxiety as It Pertains to EFL Writing Ability and Performance

    Science.gov (United States)

    Nodoushan, Mohammad Ali Salmani

    2015-01-01

    This paper reports the results of a study conducted to find (a) the impact of anxiety on EFL learners' writing performance, and (b) the relationship between anxiety and foreign language writing ability. 137 (N = 137) EFL learners took the Foreign Language Classroom Anxiety Scale (FLCAS), the Oxford Placement Test (OPT), and a writing task on a…

  10. Speaking L2 in EFL Classes: Performance, Identity and Alterity

    Science.gov (United States)

    Forman, Ross

    2014-01-01

    When teachers and students use L2 in Expanding Circle, Asian EFL classes, what kind of interpersonal roles do they perform, and what does this mean for the development of L2-mediated identity? The notion of alterity, or otherness, is used here to analyse the extent to which identity work occurs in EFL classes located in a Thai university context.…

  11. Exploring Children's Picture Storybooks with Adult and Adolescent EFL Learners

    Science.gov (United States)

    Malu, Kathleen F.

    2013-01-01

    This article presents a theoretical framework to support the use of children's picture storybooks in teaching EFL to adults and adolescents. The author presents ways to use these books, addresses the twin goals of teaching mechanics and culture, and includes a list of books and a wide variety of activities that EFL teachers can use to effectively…

  12. The Text of Tile Master Agreement between the Agency and the United States of America Governing Sales of Source, By- Product and Special Nuclear Materials for research Purposes

    International Nuclear Information System (INIS)

    1974-01-01

    The text of the Master Agreement Governing Sales of Source, Bye Product and Special Nuclear Materials for Research Purposes, which has been concluded between the Agency and the Government of the United States of America, is reproduced herein for the information of all Members,

  13. Centrality dependence of charged jet production in p-Pb collisions at [Formula: see text] = 5.02 TeV.

    Science.gov (United States)

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