Focus on ELT Journal最新文献_第2页

A meta-analysis of the effect of bimodal subtitling on vocabulary learning among adult EFL learners 双峰字幕对成人英语学习者词汇学习影响的meta分析

Focus on ELT Journal Pub Date : 2019-12-21 DOI: 10.14744/felt.2019.00001

R. Jaber, Yeşim Keşli Dollar

引用次数: 2

Learning in scaffolded autonomous e-learning environments amongst EAP students in a UK university 英国一所大学EAP学生在脚手架式自主电子学习环境中的学习

Focus on ELT Journal Pub Date : 2019-12-21 DOI: 10.14744/felt.2019.00002

Serpil Meri-Yilan

{"title":"Learning in scaffolded autonomous e-learning environments amongst EAP students in a UK university","authors":"Serpil Meri-Yilan","doi":"10.14744/felt.2019.00002","DOIUrl":"https://doi.org/10.14744/felt.2019.00002","url":null,"abstract":"As learners are working individually in e-learning environments, scholars have started to pay attention to research on providing guidance and help them to take responsibility for their own learning. Therefore, this study aimed to shed light on both learner autonomy and scaffolding in e-learning environments. 35 international English as a Foreign Language (EFL) students who were taking a course supported with online learning resources (OLRs) including the English for Academic Purposes (EAP) Toolkit participated in the study voluntarily. Before taking the course, they filled a pre-questionnaire about their perceptions of learning, whilst a post-questionnaire at the end of the course. In the meantime, they were observed three times while carrying out activities in the Toolkit, and interviewed afterwards. Data from observations, interviews and questionnaires have shown that e-learning through scaffolding facilitates EFL learners’ language learning and scaffolding has a significant impact on learner autonomy and vice versa. This study sets the grounds for learners to use scaffolding, teachers to implement scaffolding, institutions to provide a scaffolded autonomous e-learning environment and designers to set up that kind of environment in order to enable the educational equality and opportunity for all learners.Keywords: scaffolding e-learning learner autonomy EFL learners the EAP Toolkit","PeriodicalId":274355,"journal":{"name":"Focus on ELT Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115652843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How effective is TPRS for adult EFL learners with limited English proficiency? TPRS对英语水平有限的成人英语学习者有多有效?

Focus on ELT Journal Pub Date : 2019-12-21 DOI: 10.14744/felt.2019.00005

Mehmet Asmali

{"title":"How effective is TPRS for adult EFL learners with limited English proficiency?","authors":"Mehmet Asmali","doi":"10.14744/felt.2019.00005","DOIUrl":"https://doi.org/10.14744/felt.2019.00005","url":null,"abstract":"This study examines the impact of ‘Teaching Proficiency through Reading and Storytelling’ (TPRS) on students’ grammar and vocabulary performance as well as their attitude toward learning English. The participants are 38 freshmen, 14 in experimental and 24 in control group, studying in the department of tourism and hospitality services of a 2-year vocational school at a state university in Turkey. A pre-test including grammar and vocabulary questions as well as an attitude questionnaire was used as pre-test and post-test in the beginning and end of a four-week intervention as the data gathering tool. TPRS technique was implemented for four sessions in the experimental group to teach target vocabulary and structures. While The Mann-Whitney U test was run to find out the differences between pre-test and post-test scores of control and experimental groups, Wilcoxon Signed Rank Test was employed to find out the differences between the pre-test and the post-test scores of experimental group. The results indicated that TPRS technique had positive impact on students’ grammar and vocabulary performance as the students in the experimental group outperformed the ones in the control group in the post-test. TPRS technique was also found to be effective in creating positive attitudes toward learning English. Some implications to employ TPRS in English classes as well as suggestions for further research were also provided.","PeriodicalId":274355,"journal":{"name":"Focus on ELT Journal","volume":"160 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114313778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

EFL teachers’ perceptions of professional development activities and their effects in a non-Anglosphere context 英语教师对专业发展活动的看法及其在非英语圈环境中的影响

Focus on ELT Journal Pub Date : 1900-01-01 DOI: 10.14744/felt.2022.4.2.5

Duy Binh Nguyen

引用次数: 0

An Experimental Study on EFL Teacher Trainees’ Opinions about English as a Lingua Franca 英语教师实习生对英语作为通用语看法的实验研究

Focus on ELT Journal Pub Date : 1900-01-01 DOI: 10.14744/felt.2022.4.1.8

Mustafa Tekin

引用次数: 0

A descriptive analysis of digital game-based foreign language education 基于数字游戏的外语教育描述性分析

Focus on ELT Journal Pub Date : 1900-01-01 DOI: 10.14744/felt.2023.5.1.4

İbrahim Yaşar Kazu