Using Effective Exposure Time (Eet) as a Measurement of Efl Students’ Learning

Abstract

Globalization promotes huge amount of English as a Foreign Language (EFL) learners.Effective and efficient measurements of English literacy become more and more necessary.Traditional assessments are usually carried out in the form of formal assessments which are prolonged, cost inefficient and unnecessary for most of the learners. It is important to identify an efficient and effective measurement of English literacy for EFL learners who do not live in an English environment and/or whose second language is not English. In this paper, through literature review and analysis on the existing learning assessment on EFL, 'Effective Exposure Time' (EET) is proposed as a measurement of EFL students' learning from the social learning aspect. The EET is defined under the social learning theory as the exposure time in the formal and informal learning environments on learning comprehension (reading and listening) and production (writing and speaking) of EFL from the more knowledgeable others (teachers and non-teachers) in the Zone of Proximal Development (ZPD). By using the EET, EFL learning can be assessed efficiently and effectively.

The Barcelona Conference on Education 2022: Official Conference Proceedings

“…During the design and development of online English learning courses for youth and children, Protostar Education, based on the Common Core State Standards (CCSS) and local school standards, redesigned the curriculum and instruction to maximise teaching and learning effectiveness in online English learning. The school proposed and adopted a framework of "Effective Exposure Time" (EET), which is defined under the social learning theory as exposure time in formal and informal learning environments to learn English as a Foreign Learning (EFL) from others who are more knowledgeable in the Zone of Proximal Development (ZPD)" (Chen, 2018). Under the EET framework, the school further designed the RITA model to include the learning activities of "Raise questions" (R), "Interaction" (I), "Task extension" (T), and Assessment (A) for effective teaching and learning.…”

The Application of the Communicative Language Teaching Method in the Libyan Class at a Uk University: Lesson Plan, Rationale and Evaluation

“…Moreover, these activities can be motivating and they may allow self-stem students to express freely (Harmer, 2007). Learning as social participation with others can assist students to comprehend and to develop knowledge and skills (Chen, 2018). Harmer (1998) points out that small groups or pairs are likely to give students the opportunities to be independent, because they work together without intervention of the teacher.…”