Although corrective feedback (CF) has been studied, more studies still need to be conducted on this variable to check its effects on language learning. Therefore, this study aimed to investigate the effectiveness of teachers’ written and verbal CF during the formative assessment (FA) on English as a foreign language (EFL) learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL) in Ahvaz, Iran. Using the convenience sampling method, 76 students were chosen and divided into the experimental group (EG) and control group (CG). The EG received CF during FA, but CG was taught traditionally. After analyzing the data through descriptive and inferential statistics, the results indicated that the teachers’ written and verbal CF during FA positively affected the experimental language learners’ AP. In addition, the results showed that teachers’ CF significantly diminished the EG’s level of anxiety. Regarding the learners’ ATL English, the results showed that there was a significant change in the pre-test and post-test due to the feedback received from the teacher, which means that learners’ ATL enhanced remarkably. Considering the results of this study, a number of conclusions are drawn, and several implications are put forward.
Since speaking well in English is crucial for English language literature undergraduates, the present study aimed at describing difficulties that may be encountered at an EFL setting. The sample was stratified random as drawn from six Jordanian public universities. Survey questionnaires as well as semi-structured interviews were constructed. 64 students were interviewed out of 566 students who responded to a survey questionnaire. The findings of the study exposed a perceived failure of EFL students' speaking skill in English was reported together with reasons that explain such perceived difficulty. The results of the study showed a 'low' speaking proficiency level among EFL undergraduates along with negligible instruction of the speaking skill at university courses' level. More highlighted difficulties by this study were as these of: communication in L1, large classes, and lack of time.
The study sought to identify the problems and challenges of teaching EFL to Syrian refugees and to identify the solutions to overcome the problems. The study has successfully met the purpose by conducting semi-structured interview with 10 Syrian refugees, one director of resettlement agency, one EFL manager, and one ESL instructors. The thematic analysis results shows that social, education, financial, and institutional are four important challenges of learning and teaching ESL to Syrian refugees in Jordan. Most of the social challenges are derived from the financial crisis, concerns about immediate family and relatives who are still residing in Syrian, childcare, lack of fulfilling basic needs, and mental hazard are severe social challenges for the Syrian refugees in terms of teaching ESL. Most of financial challenges are centralized to afford the regular family expenses, such as food, clothes, and medicine. Most of the challenges of learning EFL in terms of education include poor educational background, uncomfortable with English, lack of knowledge of teachers to deal with Syrian refugees, and lack of motivation. Budget crisis for addressing the demand of additional learning materials, new class environment, scarcity of teachers and volunteers, and poor academic background of Syrian refugees are major challenges under the institutional related challenges. The study recommends that the curriculum of teaching EFL should be designed easily by using sophisticated and learner friendly teaching methods. If necessary, ESL teachers should pay extra attention to teach EFL to Syrian refugees. For providing extra effort, the institution should pay extra compensation to motivate the teacher.
Listening comprehension strategies play an important role in the development of related language skills and process of language acquisition. These self-regulated strategies are focused to enhance learning comprehension and their consequences. The study aimed to evaluate the listening comprehension strategies covered by Kuwaiti ninth grade target English textbook with adherence to the teaching practices of EFL teachers. Qualitative research approach has been adopted with content analysis to assess the listening comprehension strategies. 38 teachers were selected from 16 Kuwaiti schools and involved a textbook of ninth grade. High practices have been achieved from all listening comprehension strategies. Inferencing and practicing sounds revealed as the viable strategies covered by Kuwaiti textbooks. Highest mean score has been accomplished by cognitive strategies (M = 1.87, SD = 0.16); whereas, low mean scores were examined for metacognitive strategies (M = 1.74, SD = 0.29). Evaluation strategy was considered as the most frequent application examined in all teaching units. The listening comprehension abilities are significantly affected from cognitive and metacognitive strategies to provide guidelines for EFL (English as a Foreign Language Teachers) to improvise listening comprehension skills of students. The study has concluded with the need of incorporating explicit strategy training in national listening curriculum in Kuwaiti schools to endow teachers with some guidelines to enhance learners' listening comprehension.
This study aimed at infusing digital citizenship elements in language classes and check if the exposure to such elements in international English content, in an interactive online mode, affect tenth grade writing performance. To achieve the aim of the study, an instructional digital citizenship program entailing Ribble, Bailey, and Ross's ( 2004) elements was designed in light of the witing activities in Over to You textbook. A quasi-experimental research design was followed by the means of a pre-post writing test administered on 04 students selected from a basic school in Kuwait as two intact sections (N. 20 students each) and then assigned randomly into an experimental group and a control. The study reported a statistically significant impact on participants' writing performance.
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