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Global Journal of Foreign Language Teaching最新文献

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Comparison of E-learning versus traditional instruction in transferring a Foreign Language Learning English grammar knowledge to students' writing abilities 网络学习与传统教学在将外语学习英语语法知识转化为学生写作能力方面的比较
Global Journal of Foreign Language Teaching Pub Date : 2023-05-30 DOI: 10.18844/gjflt.v13i2.6483
Hicham Zyad, Bouchaib Benzehaf, M. Yeou, Laaboudi Daouia
{"title":"Comparison of E-learning versus traditional instruction in transferring a Foreign Language Learning English grammar knowledge to students' writing abilities","authors":"Hicham Zyad, Bouchaib Benzehaf, M. Yeou, Laaboudi Daouia","doi":"10.18844/gjflt.v13i2.6483","DOIUrl":"https://doi.org/10.18844/gjflt.v13i2.6483","url":null,"abstract":"Several studies were conducted with the goal being to identify the limitations of distance education during COVID-19 lockdowns. However, little research has been undertaken to compare students’ achievements in normal circumstances with emergency remote teaching and learning under those circumstances. Such endeavor will by far identify gaps in e-learning implementation in crises and help devise remedies for a more effective technology-mediated environment. Thus, the present study seeks to fill this gap by comparing two groups of Moroccan EFL university-level students in terms of grammar knowledge transfer to writing ability. A convenience sample of 315 participants’ argumentative essays was rated for some measures. In the main, it was found that the students in the traditional group outperformed their peers in the e-learning group at the levels of writing quality and grammar knowledge transfer. The researchers trace this back to several factors including student psychology, teacher training, and attitude to technology and other socio-economic issues.\u0000Keywords: COVID-19; e-learning; impediments; grammar transfer; writing ability","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127112059","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
The effects of digital tools on English Foreign Learning learners’ face-to-face interactions 数字工具对英语外语学习者面对面互动的影响
Global Journal of Foreign Language Teaching Pub Date : 2023-05-30 DOI: 10.18844/gjflt.v13i2.8217
Samia Mouas, A. Ghaskil
{"title":"The effects of digital tools on English Foreign Learning learners’ face-to-face interactions","authors":"Samia Mouas, A. Ghaskil","doi":"10.18844/gjflt.v13i2.8217","DOIUrl":"https://doi.org/10.18844/gjflt.v13i2.8217","url":null,"abstract":"Presently, technological innovations have altered every facet of our everyday life, particularly those associated with the humanities. The development of new communication devices has transformed the nature of contact from interpersonal to computer-mediated. This study aims to contribute to the debate about the different effects of digital tools on in-person interaction. This study investigates the effects of modern digital communication technology outlets on English as a foreign language (EFL) learners’ face-to-face interaction. The researchers opted for a questionnaire and field observation to collect the necessary data to be analyzed. One hundred (100) participants answered the questionnaire. The study found that the abusive use of digital tools has a critical impact on face-to-face interactions and that it affected the human ties between EFL learners, and also their relationships with their families and friends. The outcomes of this investigation allow us to conclude that the constant use of digital outlets can negatively affect face-to-face interactions.\u0000Keywords: Digital tools; EFL learners; interactions; technology.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127147713","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
The effect of blended learning model in improving English foreign language learning students’ achievement 混合式学习模式对提高英语外语学习学生成绩的影响
Global Journal of Foreign Language Teaching Pub Date : 2023-05-30 DOI: 10.18844/gjflt.v13i2.8331
Amaria Fehaima
{"title":"The effect of blended learning model in improving English foreign language learning students’ achievement","authors":"Amaria Fehaima","doi":"10.18844/gjflt.v13i2.8331","DOIUrl":"https://doi.org/10.18844/gjflt.v13i2.8331","url":null,"abstract":"Higher education institutions are researching and adopting pedagogical approaches to meet the changing needs of education in response to various challenges, especially with Covid19 and E-learning is one of these modes. This study aimed to explore the effectiveness of this new model (mixed education) in the English language on Third-year English foreign learners' achievement and their attitudes toward using it. It compares the results of various ways of teaching and students' attitudes toward their use. The case study is used as a research design. The participants of the study were 30 students, the questionnaire was designed to confirm the study's validity and reliability, and quantities were used to analyze the data. The findings have shown that there were positive towards using blended learning. The study recommends further research into the use of blended learning in higher education.\u0000Keywords: Blended learning; EFL Learners; E-learning; face-to-face learning; students’ achievement; higher education.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132157933","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
The voice of adult women in taking English proficiency test 成年女性参加英语水平测试的声音
Global Journal of Foreign Language Teaching Pub Date : 2023-05-30 DOI: 10.18844/gjflt.v13i2.8819
S. Rahayu
{"title":"The voice of adult women in taking English proficiency test","authors":"S. Rahayu","doi":"10.18844/gjflt.v13i2.8819","DOIUrl":"https://doi.org/10.18844/gjflt.v13i2.8819","url":null,"abstract":"A lot of studies reported that female learners’ capability in mastering a second language is better than that of male learners. However, adult female test takers experience bigger challenges in dealing with English Proficiency Tests (EPT) since they are usually multi-roles women. The objectives of the study were to analyze the views of adult women test takers on the challenges of English proficiency tests related to the most difficult skill that they have to take and how they cope with their problems. The study applied mixed method study with descriptive quantitative and phenomenology approaches. The data were taken through a questionnaire and structured interview for 77 respondents of the study. Based on the result of the data analysis on 77 respondents, the questionnaire data show that the most difficult part of EPT was listening. The respondents provided many strategies for raising their EPT scores. The most popular method of learning EPT was autonomous learning, which was followed by taking a course, studying with friends, and not trying to improve EPT at all.\u0000 Keywords: Adult women; coping mechanism; difficult skill; EPT.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121045866","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
Incorporating role-play as an innovative approach to fostering English Foreign Language students’ creativity and critical thinking 结合角色扮演作为一种创新的方法来培养英语外语学生的创造力和批判性思维
Global Journal of Foreign Language Teaching Pub Date : 2023-05-30 DOI: 10.18844/gjflt.v13i2.8718
F. Z. Elouali
{"title":"Incorporating role-play as an innovative approach to fostering English Foreign Language students’ creativity and critical thinking","authors":"F. Z. Elouali","doi":"10.18844/gjflt.v13i2.8718","DOIUrl":"https://doi.org/10.18844/gjflt.v13i2.8718","url":null,"abstract":"Communicative activities introduce learners to real-life situations that require speaking in the target language. As a didactic strategy, role-play is assumed to be an effective method of learning and developing social skills, creativity, critical thinking, problem-solving, and communication using simulated scenarios. In the present investigation, role-playing is used in an educational setting specifically in English foreign language classes. This research paper sheds light on the importance of including innovative approaches when teaching; moreover, it investigates the impact of role-plays in developing speaking qualifications, social knowledge, and personal skills. The sample comprised 35 EFL students at the University of Ain Temouchent, Algeria. To guarantee research validity and reliability, a mixed methods approach was applied to collect and analyze data. The findings demonstrate that students could increase their speaking qualifications and overcome speaking difficulties and using role-plays can develop students’ creativity and critical thinking by engaging them in real-life situations.\u0000Keywords: Communicative skills; creativity; critical thinking; role-plays; speaking qualifications.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126805049","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
Evaluation of Bloom’s taxonomy and digitalization of English Foreign Language course content 布鲁姆对英语外语课程内容的分类与数字化评价
Global Journal of Foreign Language Teaching Pub Date : 2023-05-30 DOI: 10.18844/gjflt.v13i2.8376
Asma Rahmani, Nadia Ghounane
{"title":"Evaluation of Bloom’s taxonomy and digitalization of English Foreign Language course content","authors":"Asma Rahmani, Nadia Ghounane","doi":"10.18844/gjflt.v13i2.8376","DOIUrl":"https://doi.org/10.18844/gjflt.v13i2.8376","url":null,"abstract":"The present research is action research that aims at unveiling the impetus behind Bloom’s taxonomy when designing the online courses’ educational objectives in the digitized courses and checking its benefits on learners’ academic achievement. To gain empirical data, a survey was addressed to a sample of 62 teachers at the Department of English, Faculty of Foreign Languages. The survey consisted of an online questionnaire that attempts to collect teachers` viewpoints, perceptions, and experiences about the use of Bloom’s taxonomy when formulating courses’ objectives during online learning and its impact on learners’ achievement. The obtained results were coded, treated, and analyzed through the Statistical Package of Social Sciences SPSS. The findings of this paper revealed that the creation of effective objectives depending on Bloom’s taxonomy facilitates and highly improves learners’ academic achievement and serves as a guide in their new online learning setting.\u0000Keywords: Academic achievement; Bloom taxonomy; courses’ content; COVID-19 pandemic; Online teaching.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128802340","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
Research and training in CLIL times: Meeting practitioners’ needs CLIL时代的研究和培训:满足从业者的需求
Global Journal of Foreign Language Teaching Pub Date : 2023-02-01 DOI: 10.18844/gjflt.v13i1.7633
Lilly E. Escobar Artola
{"title":"Research and training in CLIL times: Meeting practitioners’ needs","authors":"Lilly E. Escobar Artola","doi":"10.18844/gjflt.v13i1.7633","DOIUrl":"https://doi.org/10.18844/gjflt.v13i1.7633","url":null,"abstract":"The widespread implementation of content and language integrated learning (CLIL) across school settings in Europe as an innovative and effective means of improving Foreign Language learning and teaching, has triggered a profusion of academic research on its tenets and rewards. The focus has been on theoretical discussions of CLIL’s ins and outs and few empirical studies on key players’ views regarding its efficacy. A consistent outcome of the latter has been the call made by CLIL practitioners for more guidance in the practical application of this approach. The goal of this study is to encourage a shift of focus from the theoretically-based discussion of this approach to one centred on its practical application. This study is a discussion paper that intends to encourage discussion and research on teacher training to better tackle the methodological concerns of those teachers in CLIL practice. This study concludes that, as a reality, CLIL methodology exists and is not merely a theory.\u0000Keywords: CLIL, methodology, practitioners, teacher training","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124801334","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
Writing competence in translating ESP texts through blogging within the framework of flipped classroom 翻转课堂框架下用博客翻译ESP文本的写作能力
Global Journal of Foreign Language Teaching Pub Date : 2023-02-01 DOI: 10.18844/gjflt.v13i1.6170
Nicolás Montalbán, Salvador Montaner-Villalba
{"title":"Writing competence in translating ESP texts through blogging within the framework of flipped classroom","authors":"Nicolás Montalbán, Salvador Montaner-Villalba","doi":"10.18844/gjflt.v13i1.6170","DOIUrl":"https://doi.org/10.18844/gjflt.v13i1.6170","url":null,"abstract":"\u0000In this paper, we aim to verify whether Flipped Classroom and blogging promote writing competence in specialized English. In order to do this, we implemented an experiment with learners from the Specialized Translation (English) course, in the 4th academic year of the BA in Translation and Interpretation during the year 2019-2020. This didactic experience consisted of the creation of a blog by learners with their tasks, which consisted of some translations from English into Spanish and text composition in English. To assess this experience, two questionnaires were made: a diagnostic survey to ascertain learners’ knowledge related to the acquisition of written competence in English through blogging within the framework of Flipped Classroom, and a final survey to analyze the progress. Moreover, quality research was done on the English-Spanish translation, which was used within the process of teaching writing competence in English through evaluation metrics, such as Precision, Recall, WER and BLEU. Finally, texts produced through Coh-Metrix tool and learners’ co-evaluation were studied to analyze the quality of the texts in English. \u0000","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122046338","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
Vocabulary recall and retention improvement: Working memory training using dual N-back task 词汇回忆与记忆:双N-back任务的工作记忆训练
Global Journal of Foreign Language Teaching Pub Date : 2023-02-01 DOI: 10.18844/gjflt.v13i1.6486
Seyed Mojtaba Marashi, Mina Adibi Sadinezhad
{"title":"Vocabulary recall and retention improvement: Working memory training using dual N-back task","authors":"Seyed Mojtaba Marashi, Mina Adibi Sadinezhad","doi":"10.18844/gjflt.v13i1.6486","DOIUrl":"https://doi.org/10.18844/gjflt.v13i1.6486","url":null,"abstract":"Working memory (WM) plays an important role in learning since it serves as the buffer between past sensations and future behaviour, making it essential to understand not only how we encode and recall sensory information in memory but also how we plan for its upcoming use. This study examined the effect of WM training on vocabulary recall and retention of Iranian EFL learners using the dual n-back task technique. N-back requires the individual to remember an item that was presented a certain number of items previously. To this end, 50 EFL learners were randomly assigned to the experimental (n = 25) and control (n = 25) groups. The participants were taught 100 English words in 20 sessions. In each session, the experimental group also received a dual n-back task. The obtained data were analysed through two-way repeated measures analysis of variance and independent samples t-tests. The results showed that the experimental group outperformed the control group in target words’ recall and retention.\u0000Keywords: Dual n-back task, EFL learners, working memory training, vocabulary recall, vocabulary retention","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132673815","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
Exploring self-regulated learning and motivation: A case study of EFL undergraduate learners at a public university in Afghanistan 探索自主学习与动机:阿富汗一所公立大学英语本科学习者的个案研究
Global Journal of Foreign Language Teaching Pub Date : 2023-02-01 DOI: 10.18844/gjflt.v13i1.7745
Hashmatullah Tareen
{"title":"Exploring self-regulated learning and motivation: A case study of EFL undergraduate learners at a public university in Afghanistan","authors":"Hashmatullah Tareen","doi":"10.18844/gjflt.v13i1.7745","DOIUrl":"https://doi.org/10.18844/gjflt.v13i1.7745","url":null,"abstract":"The concept of self-regulated learning (SRL) in the field of educational psychology has been developed to comprehend how students learn autonomously. Motivation is a pivotal factor in learners’ academic outcomes and its connection with (SRL) is extensive. The purpose of this study was to further explore this phenomenon among EFL learners enrolled at Kandahar University. Quantitative research was carried out on a sample of 123 EFL learners. The data were collected through an online survey questionnaire and analysed using statistical packages. The results indicated that the majority of the learners were standing on the average level of SRL. The results also revealed that there was a significant positive relationship between motivation and SRL. Foreign language learning can be enhanced by designing environments in a way that fosters SRL skills. Further research could be conducted with a wider sample size from other public universities to generate a more fine-grained understanding.\u0000Keywords: EFL, EFL learners, self-regulated learning, motivation","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124484419","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
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