This study aims to explain the attitude and perception of Sudanese EFL secondary school students towards learning literature to enrich their vocabulary. The study is unique as the researchers believe that no significant research in the undertaken area has been conducted in secondary schools in Sudan. The study sample consists of seventy-nine subjects: thirty girls, thirty-five boys, and fourteen teachers from Ahfad Secondary School in Khartoum. This study investigated vocabulary acquisition challenges faced by secondary school students of Ahfad due to lack of interest, lack of good study material for literature, lack of experienced and well-qualified teachers, lack of modern techniques in the EFL classroom, and the implementation of a designed curriculum. Secondary students can engage in meaningful active communication in English if they have good vocabulary, and literature is the most effective way to expand vocabulary. The study adopted qualitative methodology using a questionnaire and vocabulary building activities to perceive how literature helps vocabulary acquisition. The study results showed that the EFL subjects positively enriched their vocabulary through the existing curriculum. EFL teachers should use innovative methods to inculcate vocabulary acquisition in the heart of the EFL students to develop the spirit of reading sections.
While several studies have addressed the interconnections between self-assessment and academic stress, much uncertainty still exists about the mediating role of coping styles in this interplay. Therefore, this research aimed to determine the mediating role of coping styles in the relationship between the core of self-assessment and academic stress. To this aim, a total of 384 English as a foreign language (EFL) learners in the training institutes in Woldia, Ethiopia, filled out three questionnaires, including self-evaluations, the coping styles, and the academic stress. The analysis of the data using structural equation modeling revealed that the core of self-assessment had significant negative effects on academic stress, emotion-based coping, and avoidance. Furthermore, self-assessment with the mediating role of other factors, namely problem-oriented coping, emotion-based coping, and avoidance coping showed to have a negative and significant effect on academic stress. Based on the findings, it is possible to receive personality traits as an individual factor, predict differences in individuals coping styles of academic stress, and, as a result, teach appropriate coping styles to EFL learners to reduce their academic stress.
Speaking ability is regarded as among the essential aspects of language development. Oral examination appeared challenging to evaluate due to the presence of human evaluators. The speaking method depends on the test’s reliability, determined by the raters’ scores. The current study is aimed at evaluating the speaking test’s interrater reliability utilized to measure the speaking performance of Common First Year (CFY) students during remote learning. The data were obtained from 56 EFL learners using a scoring sheet and rubrics. Eight raters were responsible for rating the study. The speaking test’s reliability was estimated using quantitative data analysis. Correlation coefficients and the Bland-Altman test were employed to assess raters’ agreement. SPSS was utilized to analyze the data in this investigation. The study’s findings suggested that the speaking exam used in the CFY program during remote learning has shown some reliability on correlations and acceptable norms on the Bland-Altman test.
This article advocates that spoken language is learned only when genuine communication and exposure occur, not when it is practiced simply as a set of structures or only when its grammar is learned. This research study demonstrates the possibility of exploring novel approaches to inspire non-native EFL learners in the Al-Qassim region of Saudi Arabia to master communication skills by establishing a linguistic club named English Café to showcase their spoken proficiency. The study sample consisted of undergraduates from level 1 and level 2 from the first year of the B.A. program. The methodology adopted was a descriptive-analytical method using a questionnaire and spoken activities to achieve the desired objectives. One major finding was that participants improved their communicative competence by participating in pronunciation and speaking activities through constant motivation, preferred learning style, self-interest, and willingness to participate naturally with expert guidance initially and constant practice after that.
Arabs often mispronounce many sounds of English due to a lack of exposure to English as a foreign language. This research article focuses on pronunciation problems encountered by Arab undergraduate EFL learners. It uses questionnaires, recorded speech samples, and pronunciation tests as part of its methodology to analyze learners’ performance orally through repetition drills to help participants articulate the sounds of English through Blackboard Collaborate Ultra Learning Management System. This research emphasizes the main question on the common problems encountered by EFL undergraduates with pronunciation skills. The study aims to train the students with pronunciation tests and phonemic inventory by repetition and imitation to overcome pronunciation miscues and fossilized miscues to enhance their pronunciation. This study is significant because it proposes feasible pedagogical techniques for imparting English sounds and initiating the learners to produce and acquire sounds more accurately, which will help Arab undergraduate EFL learners with their pronunciation problems. To achieve this goal, it proposes feasible pedagogical techniques to impart sounds of English and initiate the learners to produce and acquire sounds more accurately. One of the main findings of this research revealed that our EFL undergraduates have improved in their pronunciation through constant motivation and willingness to participate in the designed tests through Blackboard. Recommendations for further research would be on phonological awareness as an aid in learning EFL
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