Results 41 to 50 of about 130,019 (288)

Pre‐task Vocabulary Support Enhances Lexical Learning but Dampens Positive Emotions: Interactive Task Implementation in English‐as‐a‐Foreign‐Language Classroom

TESOL Quarterly, EarlyView.
Abstract This classroom study explored the effects of vocabulary support on collocation learning and affective responses in task‐based language teaching (TBLT) among English‐as‐a‐foreign‐language (EFL) learners at a Japanese university. For this purpose, 68 EFL learners completed two interactive information‐gap tasks under either vocabulary‐support or ...
Yuichi Suzuki, Sachiko Nakamura
wiley   +1 more source

CODE SWITCHING IN EFL CLASSROOM: A Qualitative Case Study in a Public High School in Bandung [PDF]

, 2014
Penelitian berjudul Code Switching in EFL Classroom: A Qualitative Case Study in a Public High School in Bandung (Alih Kode di Kelas EFL: Sebuah Studi Kasus Kualitatif di Sebuah SMA Negeri di Bandung) berfokus kepada penggunaan alih kode di kelas EFL ...
Octora, Putri Dara
core  

Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases [PDF]

, 2019
The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences.
Pavelescu, Liana Maria
core   +2 more sources

A Bird's Eye View of English Grammar: Connecting the Dots in Two Dimensions

TESOL Quarterly, EarlyView.
Abstract Over the past few decades, discussions on grammar instruction have primarily focused on teaching methodologies, such as whether grammar should be taught explicitly or implicitly, and whether the focus should be on form or forms. This paper, however, shifts the focus to grammar itself, aiming to provide a “shape” for pedagogical grammar.
Akira Tajino, Yoshitaka Kato
wiley   +1 more source

LEARNER DIVERSITY IN THE EFL CLASSROOM: ETHNICITY PERSPECTIVES

Tell-us Journal
This descriptive qualitative research aimed to investigate learner diversity in the EFL Classroom from an ethnic perspective. In collecting data, the writer used classroom observation and a questionnaire as the instrument.
Diah Khoirunnisa Harahap, Sholihatul Hamidah Daulay   +1 more
doaj   +1 more source

Teachers’ Beliefs and Perceptions of Code Switching in English as Foreign Language Classroom

SHS Web of Conferences, 2018
In Indonesia, the use of only English as a medium of instruction in English as a Foreign Language (EFL) classroom is highly demanded. The present study investigates how code-switching is perceived by High School teachers in Kupang city, East Nusa ...
Pondan Perlindungan Leoanak Sondang, Kurniati Amalo Bonik   +1 more
doaj   +1 more source

Enhancing General and Academic L2 Writing Complexity Through Dialogue Journal Writing: The Role of Learners' Motivational Beliefs

TESOL Quarterly, EarlyView.
Abstract Writing is crucial in tertiary education, yet enhancing the complexity of academic writing presents significant challenges for second language (L2) learners. This study explores the potential of dialogue journal writing (DJW), an interactive and low‐stress classroom activity, to enhance writing complexity among novice L2 writers.
Barry Lee Reynolds, Xiaoke Bai, Brian V. Rusk   +2 more
wiley   +1 more source

THE USE OF TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY IN EFL CLASSROOM: A CASE STUDY AT BULUKUMBA REGENCY

LET: Linguistics, Literature and English Teaching Journal, 2019
This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process.
Rahmawansyah Bin Sahib
doaj   +1 more source

Re-using features of English as a foreign language (EFL) materials for special needs students of the same age group [PDF]

, 2006
This paper identifies a lack of age-appropriate literacy software for dyslexic teenagers in Irish classrooms and investigates the features of English as a Foreign Language (EFL) software that could be helpful to dyslexic students.
Greene, Cara N.
core  

Optimizing the Effectiveness of Captioned Viewing for Incidental Second Language Vocabulary Learning: The Effects of Repeated Viewing and Reading Fluency

TESOL Quarterly, EarlyView.
Abstract This study examined the effects of repeated viewing and reading fluency on incidental second language vocabulary acquisition through captioned video exposure. A total of 149 Japanese EFL learners watched a short animation with or without captions, varying in the number of repetitions (once, twice, or three times).
Satsuki Kurokawa, Takumi Uchihara
wiley   +1 more source