Results 141 to 150 of about 315,935 (296)

The Sequential Organisation of Classroom Discourse at an EFL Kindergarten Classroom

Procedia - Social and Behavioral Sciences, 2014
AbstractThis study examines the micro-analytic sequential organisation of classroom discourse at a kindergarten English-as-a-foreign- language (EFL) classroom in Muğla, Turkey. The participants are 16 Turkish trainee teachers of English who have no formal teaching experience.
openaire   +2 more sources

Developing and Validating the Translanguaging Utility Scale for Navigating International Students’ Academic Success

International Journal of Applied Linguistics, EarlyView.
ABSTRACT On the heels of the multilingual turn, more attention has been paid to the strengths of multilingual students, including translanguaging strategies. While existing empirical research examines student attitudes or intrinsic value, Situated Expectancy‐Value Theory indicates that for a strategy to be sustained and effective, students must also ...
Timothy James Elliot Neufeld, Lawrence Jun Zhang   +1 more
wiley   +1 more source

L2 Pragmatics Instruction in the Greek EFL Classroom: Teachers’ Competence, Beliefs, and Classroom Challenges

Languages
While Greek EFL learners’ pragmatic competence has been frequently investigated, few studies have focused on Greek EFL teachers’ pragmatic knowledge. Complementing these earlier studies based on semi-structured interviews, we employed an extended online ...
Despoina Tosounidou, Marina Terkourafi
doaj   +1 more source

Doing Item Reviewing in and Through Interaction: What It Takes to Problematize and Revise a Language Test Item

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study brings an interactional perspective to item reviewing (IR) as one of the critical language test construction stages by using conversation analysis. Drawing on video recordings of IR sessions in an English preparatory school at the tertiary level, it examines how EFL teachers problematize and revise syllabus‐based language test items
Hümeyra Can, Çiler Hatipoğlu
wiley   +1 more source

STUDENTS’ SPONTANEOUS SMILE IN EFL CLASSROOM

Signótica, 2012
This article discusses the importance of the students’ spontaneous smile in EFL classroom interaction, and its implication to their oral production. Findings proved that the students’ spontaneous smile served as a fundamental interactive nonverbal sign for it not only favors a closer relation among students, but also helps them in the co-construction ...
openaire   +4 more sources

Exploring Interactions Between Young Chinese as Second Language Learners and Chinese‐Speaking Students in Hong Kong: Influence of Interlocutor and Patterns of Interaction

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Oral interaction plays a facilitative role in second language acquisition. While numerous studies have explored adult learners’ interactions, research that has examined young learners’ interactions, especially among Chinese as a second language learners (CSLs), is lacking. This study focused on CSLs and Chinese‐speaking students (CSSs) in Hong
Jing Yan
wiley   +1 more source

Functional Categories of Lexical Bundles in Indonesian EFL Textbooks: A Corpus-Based Study [PDF]

Lexical bundles, which are recurring sequences of multiple words, play a crucial role in both written and spoken discourse. Understanding the presence and patterns of these bundles in educational materials is essential for effective language instruction ...
Oktavianti, Ikmi Nur, Aziz, Roslina Abdul, Lestari, Esti Sapta   +2 more
core   +1 more source

Unraveling Student Anxiety in EFL Classrooms in China: The Roles of the Classroom Environment and Control–Value Appraisals

International Journal of Applied Linguistics, EarlyView.
ABSTRACT In this study, control–value theory (CVT) was used to investigate how students’ perceptions of the classroom environment shape their anxiety in the context of English as a foreign language (EFL) learning through the mediating effects of control and intrinsic value appraisals.
Quan Qian, Xianhan Huang
wiley   +1 more source

Iteratively Designing a Theory‐Driven Gamified Morphological Awareness Intervention to Improve EFL Learners’ Reading Performance and Engagement

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Gamification has been increasingly implemented for language learning purposes across the globe. However, there remains unknown regarding how the change in gamification design might maximize students’ language learning outcomes and engagement.
Shen Qiao, Susanna Siu‐sze Yeung, Samuel Kai Wah Chu   +2 more
wiley   +1 more source

Exploring Chinese College Students’ Emotions in EFL Speaking Classrooms

SAGE Open
This paper aims to report on Chinese college students’ emotions in English as a foreign language (EFL) speaking classrooms, including the trajectory of their emotions, and their perceived impacts of these emotions on their performances in class.
Jinghan Sun
doaj   +1 more source