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Global Journal of Foreign Language Teaching最新文献

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Beliefs about language learning and context: A case study of Turkish EFL learners at a Northern Cyprus University 关于语言学习和语境的信念:北塞浦路斯大学土耳其语学习者的个案研究
Global Journal of Foreign Language Teaching Pub Date : 2022-05-31 DOI: 10.18844/gjflt.v12i2.7561
A. Hadizadeh
{"title":"Beliefs about language learning and context: A case study of Turkish EFL learners at a Northern Cyprus University","authors":"A. Hadizadeh","doi":"10.18844/gjflt.v12i2.7561","DOIUrl":"https://doi.org/10.18844/gjflt.v12i2.7561","url":null,"abstract":"Recently, the role of context as a determining force in shaping the beliefs and perceptions of language learners has been brought to the forefront in many studies. Although the language learning beliefs of Turkish students in the context of Turkey have been adequately investigated, lesser attention has been paid to the beliefs of Turkish students studying abroad. Thus, by adopting a mixed-method approach, the current study attempted to examine the learners’ beliefs of Turkish students in the context of Northern Cyprus. For this purpose, both quantitative and qualitative data were collected on a group of 56 Turkish-second language learners in the context under the study. The fındıngs indicated that Turkish students have varying beliefs toward language learning in the context under the study, which also varied from those of the Turkish students in the context of Turkey underscoring the dynamic, complex, and context-dependent nature of beliefs about language learning.\u0000Keywords: Beliefs; context; language; language learners; perceptions.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127353729","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
Meeting the needs of practitioners through research and training in CLIL times 通过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 : 2022-05-31 DOI: 10.18844/gjflt.v12i2.7631
Lilly E. Escobar Artola
{"title":"Meeting the needs of practitioners through research and training in CLIL times","authors":"Lilly E. Escobar Artola","doi":"10.18844/gjflt.v12i2.7631","DOIUrl":"https://doi.org/10.18844/gjflt.v12i2.7631","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 mainly centered on theoretical discussions of CLIL´s ins and outs but there have also been empirical studies on key players’ views regarding its efficacy. A consistent outcome of the latter has been the call made by CLIL practitioners (the classroom teachers) for more guidance in the practical application of this approach. However, not much attention has been paid to this key issue which should concern researchers and teacher educators from CLIL-supporting contexts. The goal of this study is to encourage a shift of focus from the theoretically-based discussion of this approach to one centered 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.\u0000Keywords: CLIL; foreign language; teacher; training.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117307569","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
Hybrid learning during the Pandemic: The case of Tlemcen university EFL learners 大流行时期的混合学习:以特莱姆森大学英语学习者为例
Global Journal of Foreign Language Teaching Pub Date : 2022-05-31 DOI: 10.18844/gjflt.v12i2.7606
Abderrahmane Bassou
{"title":"Hybrid learning during the Pandemic: The case of Tlemcen university EFL learners","authors":"Abderrahmane Bassou","doi":"10.18844/gjflt.v12i2.7606","DOIUrl":"https://doi.org/10.18844/gjflt.v12i2.7606","url":null,"abstract":"Education throughout the world has recently witnessed a dramatic shift from traditional teaching to what is commonly now known as online education. Because of the Covid-19 pandemic, Algerian universities have been pushed towards a type of teaching that blends in-person and online learning known by hybrid teaching/ learning. This study extends through two periods. The first one dealt with students’ online asynchronous learning during the total lock down, while the second studied third year licence students,  henceforth (L3 students), by the end of  semester one (2021/2022). The results have shown that students did not benefit from Moodle lectures and admit they either did not log on to download their lectures or could not understand their content when they did. While for the study of the second period the researcher could decipher a kind of acquaintance to hybrid teaching on the side of some teachers and resistance from others, but nearly a general negative attitude of learners towards synchronous online learning was uncovered. ","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"133 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126291612","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
Code-switching in English classrooms and its Impact on undergraduate learning in a public university in Afghanistan 阿富汗某公立大学英语课堂语码转换及其对大学生学习的影响
Global Journal of Foreign Language Teaching Pub Date : 2022-05-31 DOI: 10.18844/gjflt.v12i2.7744
Hashmatullah Tareen
{"title":"Code-switching in English classrooms and its Impact on undergraduate learning in a public university in Afghanistan","authors":"Hashmatullah Tareen","doi":"10.18844/gjflt.v12i2.7744","DOIUrl":"https://doi.org/10.18844/gjflt.v12i2.7744","url":null,"abstract":"The alternate use of two different languages as code-switching is situated in the field of bilingualism and it is considered a common feature of those who speak two or more languages. The occurrence of code-switching in English classrooms is considered a conducive linguistic resource to be exploited and practiced sensibly. This study aims to highlight the current situation of code-switching in EFL classrooms, the motives for EFL lecturers’ code-switching during their instruction to facilitate the teaching and learning process, and the measures for avoiding the use of code-switching. A qualitative study based on interviews followed by classroom observation was conducted. Eight EFL learners in a public university participated in this study. Four instructional periods of classroom observations were carried out. The results indicated that code-switching is predominantly employed and learners perceive it positively and lecturers use it for content clarification and building rapport with learners. Moreover, it can be also considered as impeding language skills.\u0000Keywords: Code-switching; EFL; EFL classroom; language.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125481115","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
Algerian EFL teachers’ and students’ attitudes towards online assessment feasibility and Impediment 阿尔及利亚英语教师和学生对在线评估的可行性和障碍的态度
Global Journal of Foreign Language Teaching Pub Date : 2022-05-31 DOI: 10.18844/gjflt.v12i2.7710
Ammar Benabed
{"title":"Algerian EFL teachers’ and students’ attitudes towards online assessment feasibility and Impediment","authors":"Ammar Benabed","doi":"10.18844/gjflt.v12i2.7710","DOIUrl":"https://doi.org/10.18844/gjflt.v12i2.7710","url":null,"abstract":"The current investigation revolves around online assessment feasibility and its practicability issues during the Coronavirus pandemic. Within this context, this study precisely aims at getting tertiary EFL teachers’ and students’ voices about to what extent online assessment can be ineffective or effective in an e- teaching/learning environment. To this end, a mixed-method design is used encompassing three research instruments, a questionnaire addressed to 50 second-year master didactics students at Ibn Khaldoun university of Tiaret, an interview, conducted with 5 EFL teachers from the same university, and a corpus analysis allowing for a comparative study of face-to-face and online exams’ results. The triangulated analysis of the gleaned data reveals that the majority of the respondents and the interviewees recognize the importance and efficiency of the new mode of assessment. Assuredly, the comparative study displays that online assessment was much better than paper-pen-based exams in results. \u0000Keywords: Assessment; digital literacy; e-learning; Online assessment;  technological devices.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125009435","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
Using literature to enhance language skills for EFL learners 运用文学来提高英语学习者的语言技能
Global Journal of Foreign Language Teaching Pub Date : 2022-02-28 DOI: 10.18844/gjflt.v12i1.6503
Siham Guetatlia, Soraya Hamane
{"title":"Using literature to enhance language skills for EFL learners","authors":"Siham Guetatlia, Soraya Hamane","doi":"10.18844/gjflt.v12i1.6503","DOIUrl":"https://doi.org/10.18844/gjflt.v12i1.6503","url":null,"abstract":"The integration of literature contributes to the development of the thinking process as well as to the cultural background of learners. This paper aims to investigate the role of literature in enhancing and developing language skills; reading, writing, speaking, and listening. As an attempt to make learning effective, a student-centered approach will be adopted. The paper first explores the reasons for choosing literature as a source for language learning, and then the challenges that face English Foreign Language learners in classrooms. As an attempt to facilitate learning, some creative ways will be included. The findings reveal that developing language skills through literature depends on the techniques and strategies that teachers use in the classroom. The study suggests that teachers should plan a new curriculum that places learners at the core of the learning process.\u0000Keywords: challenges; EFL learners; language skills; literature.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129988706","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: 3
Constraints in language education during the pandemic in junior high school 疫情对初中语文教育的制约
Global Journal of Foreign Language Teaching Pub Date : 2022-02-28 DOI: 10.18844/gjflt.v12i1.6648
J. Valencia-Robles, Jesús García-Laborda
{"title":"Constraints in language education during the pandemic in junior high school","authors":"J. Valencia-Robles, Jesús García-Laborda","doi":"10.18844/gjflt.v12i1.6648","DOIUrl":"https://doi.org/10.18844/gjflt.v12i1.6648","url":null,"abstract":"The pandemic has prevented language learners worldwide from getting the right education. English is just one of those subjects in which this has been remarkably significant due to the lack of classroom interaction and the reduced amount of input students have received. The current study explores 14 EFL teachers’ reflections on the main challenges they have been facing. Their responses were given in an open-ended survey. The Content Analysis carry out aimed at identifying the main constraints primary and secondary EFL teachers have faced while teaching during the first months of the pandemic. It also addresses the possible solutions they have used to address the input scarcity due to the current situation. The paper stresses that it is clear the role that input and strategies have in language learning. The paper concludes that the gap in learning may require additional teaching support in the incoming years.\u0000Keywords: Covid-19; emotional intelligence; online learning; teacher’s reflections.\u0000 ","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115527365","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: 3
The incarnation of global citizenship education in an Algerian secondary education textbook 阿尔及利亚中等教育教科书中全球公民教育的化身
Global Journal of Foreign Language Teaching Pub Date : 2022-02-28 DOI: 10.18844/gjflt.v12i1.6489
Naima Sahli, L. Belaid
{"title":"The incarnation of global citizenship education in an Algerian secondary education textbook","authors":"Naima Sahli, L. Belaid","doi":"10.18844/gjflt.v12i1.6489","DOIUrl":"https://doi.org/10.18844/gjflt.v12i1.6489","url":null,"abstract":"This research examines the extent to which the Algerian secondary education textbook represents the ideals of global citizenship education. It targets the textbook coverage of GCE themes, and if the tasks’ objectives tackled global citizenship competency respectively. The present study is built on content analysis in which second-year English language textbooks are scanned. The study employs a combination of Sharma’s framework for value-creating global citizenship education and UNESCO’s (2015) framework. It also relies on the PISA framework for the evaluation of global competency. The findings indicate that this textbook sufficiently covers the themes of global citizenship education. However, it requires additions concerning updated trends to face climate change. The textbook activities focus on fostering the four dimensions of global citizenship education competency, with a particular emphasis on productive skills in which the pupils can have their approach to current global issues.\u0000 \u0000Keywords: Algerian Textbook; EFL; Global citizenship; Global competency; Secondary education.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127161138","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: 4
A self-study of a former EFL teacher in the Algerian secondary education 阿尔及利亚中学前英语教师的自学
Global Journal of Foreign Language Teaching Pub Date : 2022-02-28 DOI: 10.18844/gjflt.v12i1.6491
Khaled Chouana
{"title":"A self-study of a former EFL teacher in the Algerian secondary education","authors":"Khaled Chouana","doi":"10.18844/gjflt.v12i1.6491","DOIUrl":"https://doi.org/10.18844/gjflt.v12i1.6491","url":null,"abstract":"Several novices but also veteran teachers face several challenges as they try to implement the competency-based approach in their EFL classes. However, they can teach English better by deploying a number of innovative techniques and strategies instead of trying to implement a teaching method. This descriptive research paper aims to develop some reflections on TEFL at the secondary school level with special reference to Algeria. This research uses a self-study of teaching and teacher education practices (S-STTEP) by following the researcher’s work as an EFL headteacher and coordinator in Algerian secondary education for six years in order to illustrate ways in which personal techniques and strategies can contribute to a deeper understanding of teaching English in Algeria. The paper argues that TEFL in Algeria can evolve for the better as teachers adapt to the contextual factors and promote continuing professional development (CPD) and 21st-century skills.\u0000Keywords: Adaptation; Algerian secondary education; CBA; techniques; TEFL.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127030767","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
Communication anxiety and self-confidence among learners of English as a foreign language: The role of learning cooperatively 英语作为外语学习者的交际焦虑与自信:合作学习的作用
Global Journal of Foreign Language Teaching Pub Date : 2021-11-30 DOI: 10.18844/gjflt.v11i4.6114
Yahya Gordani, Arash Saharkhiz Arabani, Iman Javadzadeh Moghtader
{"title":"Communication anxiety and self-confidence among learners of English as a foreign language: The role of learning cooperatively","authors":"Yahya Gordani, Arash Saharkhiz Arabani, Iman Javadzadeh Moghtader","doi":"10.18844/gjflt.v11i4.6114","DOIUrl":"https://doi.org/10.18844/gjflt.v11i4.6114","url":null,"abstract":"The present study investigated the impact of learning a foreign language cooperatively on boosting self-confidence and alleviating communication anxiety among learners of English as a foreign language (EFL). One hundred and thirty-five intermediate EFL male and female language learners, homogenized via a language proficiency test, were randomly assigned into two groups of 65 (the experimental group) and 70 (the control group). Participants were then administered two questionnaires to measure levels of oral communication apprehension and self-confidence before the study. On the final session of each class, the questionnaires were re-administered as post-tests and the participants were interviewed. The findings obtained from the statistical analyses as well as the qualitative analysis of the interviews demonstrated that incorporating the principles of learning cooperatively in EFL speaking classes can significantly affect the level of self-confidence and lower the communication apprehension levels. Findings are discussed and implications for EFL classrooms are elaborated upon.\u0000 \u0000Keywords: Anxiety; communication; English; foreign language; learning cooperatively; self-confidence.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127559990","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
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