Afghan EFL students’ difficulties and strategies in learning and understanding English idioms

Orfan, Sayeed Naqibullah

doi:10.1080/23311983.2020.1796228

Cited by 24 publications

(36 citation statements)

References 28 publications

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“…The learning and use of English became very widespread following the arrival of the international community in Afghanistan in 2001 before which English education was banned by the Taliban Regime who barred girls and women from going to schools let alone universities ( Noori, 2021 ; Orfan, 2021a ; Noori et al., 2020 ). English is learned and taught as a foreign language in Afghanistan ( Akramy, 2020 ; Orfan, 2020a ), and it is widely used in education, business, economy, governmental and nongovernmental organizations ( Orfan, 2020b ). Two types of EFL textbooks have been used to teach English to Afghan English learners.…”

Section: Introductionmentioning

confidence: 99%

Afghan EFL instructors’ perceptions of English textbooks

Orfan

Noori

Akramy

2021

Heliyon

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Section: Introductionmentioning

confidence: 99%

Afghan EFL instructors’ perceptions of English textbooks

Orfan

Noori

Akramy

2021

Heliyon

Self Cite

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“…In the long run, few studies conducted concerning teaching vocabulary in Afghan context. For example, a study carried out about Afghan EFL students' difficulties and strategies in learning and understanding English idioms and phrases by Orfan (2020), who reported the impact of students' gender and first language in his study. The findings of the study indicated no significant impact on students' attitudes towards learning English vocabulary, idioms, and phrases.…”

Section: Purpose Of the Studymentioning

confidence: 99%

Effective techniques of teaching vocabulary in Afghan EFL classrooms

Akramy

Noori

Orfan

et al. 2022

Asian. J. Second. Foreign. Lang. Educ.

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The present study investigated effective techniques of teaching vocabulary in an Afghan EFL setting. It also attempts to determine the impacts of the participants’ demographic profile ((i.e., gender, age, first language, and teaching experiences) on their responses. The data were collected from 93 randomly selected English teachers through a questionnaire containing 25 items. Statistical Package for the Social Sciences (SPSS) version 26.0 was employed to analyze the data. To answer the reserach questions, descriptive and inferential statistics (independent sample T-test and one-way ANOVA tests) were used. The findings revealed that the overall attitude of Afghan EFL instructors towards applying effective techniques of teaching vocabulary in an Afghan EFL setting is positive. The respondents also reported that they warmly welcomed the techniques which led students to enhance their motivation for learning English vocabulary. Moreover, the study revealed that the participants’ gender, age, first language, and teaching experiences had a signficant impact on their responses.

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“…Thus, the items were considered appropriate for the study. The questionnaire was translated into Dari (the lingua franca of Afghanistan) since English is a foreign language and many people cannot speak English in Afghanistan [48,49]. The Dari questionnaire was given to three faculty members in the Dari Department for improvement and the problematic items were identified and revised based on their comments.…”

Section: Instrumentmentioning

confidence: 99%

Coeducation in Higher Education of Afghanistan: Students’ Perspective

Orfan¹,

Niazi²

2022

Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications

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The study investigated Afghan undergraduate students’ perceptions of positive and negative effects of coeducation. It also examined the impact of students’ gender and ethnicity on their perceptions. A survey questionnaire was used to collect data from 230 randomly selected students from Takhar University. The authors utilized descriptive and inferential statistics to analyze the data. The results showed that students had positive attitudes towards coeducation. They believed that coeducation had both personal and social effects such as improving students’ academic confidence, communication skills, preparing them for real life, promoting gender equality and reducing gender biases and stereotypes. However, less than half of students believed that coeducation had negative effects, e.g., distracting students and male students’ domination of class activities. Moreover, the findings revealed that students’ gender had a significant impact on their responses; female students’ attitude towards coeducation was stronger than that of male students. However, students’ ethnicity did not significantly impact their responses.

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Afghan EFL students’ difficulties and strategies in learning and understanding English idioms

Cited by 24 publications

References 28 publications

Afghan EFL instructors’ perceptions of English textbooks

Afghan EFL instructors’ perceptions of English textbooks

Effective techniques of teaching vocabulary in Afghan EFL classrooms

Coeducation in Higher Education of Afghanistan: Students’ Perspective

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