The article addresses the use of dictionaries among the new millennium generation of English as a foreign language (EFL) undergraduates. Applying the mixed-method approach (a questionnaire and interviews), the study examines the frequency of dictionary use, the types of dictionaries used, activities initiating dictionary consultation, information searched for, and problems faced in using dictionaries. The findings suggest that the participants are most fond of bilingual online dictionaries and use them mostly for looking up the meaning of unknown words. They also show that despite being high consumers of technology, participants do not benefit much from online dictionaries, as they neglect most of the entry information. The qualitative data reveal that the participants perceive various digital tools of questionable quality as online dictionaries. Overall, the study sheds light on the characteristic behavior of the new generation of EFL learners regarding their dictionary use and points to the necessity of developing their digital competence in the realm of dictionary use.
The present study explores the efficiency of the flipped classroom approach on English for Academic Purposes (EAP) students’ academic vocabulary acquisition in comparison with the conventional teaching approach. The efficiency is examined by evaluating students’ post-test performance, self-perceived mental effort employed in completing post-test tasks, and perceptions regarding the learning experiences. To this end, 60 undergraduates divided into flipped (E) and conventional (C) group participated in the survey. Quantitative data analysis revealed that the flipped classroom approach showed higher instructional efficiency than the conventional approach as the E group significantly outperformed the C group and reported investing considerably lower mental effort in completing the post-test tasks. In addition, the E group expressed significantly more positive perceptions toward the learning experience than the C group. Considering the positive results obtained in the study, the article points out the use of the flipped approach as an example of good practice for enhancing academic vocabulary acquisition in EAP context.
Abstract. Pragmatics plays a very important role in the process of communication, and the speech act of refusal is performed on a daily basis and in a variety
The multimodality of the online learning environment allows students’ participation in different modes, relying either on video, audio or text-based communication. The current study explores the level of students’ willingness to communicate in the three modes of interaction in synchronous online English language lessons and compares it with their willingness to communicate in a conventional face-to-face language classroom. To this end, we recruited for this research 281 university students who took a course in English as part of their study programs. Relying on a cross-sectional survey design, we analyzed the data on the response variables by means of descriptive statistical tests and factorial ANOVAs. The results reveal that the students’ willingness to communicate in synchronous online classes decreases whenever they are required to activate more modes of communication. They also show that the highest willingness to communicate is found in conventional, face-to-face classrooms. An implication of the research is that the mode of communication has the potential to encourage or discourage WTC in EFL among students. It is proposed that the factors of responsibility and face-saving affect the students’ participation in online classes, aligning with the idea that WTC is a dynamic, fluid variable which changes depending on the situational context.
Research in computer-mediated communication has pointed to online disinhibition effect, i.e., a tendency to interact with less restraint when online than in face-to-face contacts. The current study explores the presence and level of disinhibition in online communication among university students and sets it in the context of synchronous online foreign language learning. To this end, 284 university students who took a course in English as part of their study programs participated in the research. A quantitative approach employing a survey design was adopted and the results were analyzed by means of descriptive and inferential statistical tests in SPSS 25. The findings show that the overall level of online disinhibition is rather low among the participants-the students self-report they feel inhibited when using the internet and communicating online. It also shows that male students tend to be more disinhibited in online communication than females. Two factors, the ability to immerse themselves in online learning surroundings and the use of headphones while attending lessons online are found to produce higher disinhibition levels. The findings imply that the affective domain deserves special attention in creating and conducting online language courses and that the digital environment requires a specific student-centered approach that is yet to be explored and defined.
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