Global Journal of Foreign Language Teaching最新文献

{"title":"Iranian EFL students’ perceptions of criteria for assessing students’ written performance","authors":"Mostafa Tajgozari, Zahra Alimorad","doi":"10.18844/gjflt.v9i1.3874","DOIUrl":"https://doi.org/10.18844/gjflt.v9i1.3874","url":null,"abstract":"In the history of language teaching and learning, writing in general and the assessment of writing in particular have always been the topic of controversy. Listening to the voice of students with regard to the process of writing and its assessment is of crucial importance. Doing so, the present study intended to explore Iranian EFL students’ perceptions of criteria for assessing students’ written performance. To this aim, a convenient sample of students (N = 30) from different classes and institutes in Darab, Iran, was recruited to participate in the study. All of the participants were interviewed to determine their perceptions of criteria for writing assessment. Results indicated that based on students’ perceptions, grammar and spelling are the important factors in the assessment of a piece of writing, respectively. They also mentioned that the ability to write can be assessed through composition writing and their teachers should utilise their own perceptions rather than utilising a standard rubric. Keywords: Assessing writing, criteria, perceptions, students. ed.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122282481","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}

{"title":"Exploring the effect of metacognitive strategies on writing performance","authors":"Tamer Mohammad Al-Jarrah, Jarrah Mohammad Al-Jarrah, Rania Hassan Talafhah, Ibrahim Bashir","doi":"10.18844/GJFLT.V9I1.3977","DOIUrl":"https://doi.org/10.18844/GJFLT.V9I1.3977","url":null,"abstract":"Among all the learning strategies, metacognitive strategy is a higher-order executive skill. Once learners have a good command of a metacognitive strategy, they will become more independent and autonomous and will be more capable of planning, monitoring and evaluating their learning process and thus become efficient learners. This research aims to investigate whether secondary students at the Almazar Schools use metacognitive learning strategies (MLS) in their writing performance and they are aware of them; also, to find out whether their teachers provide the development of MLSs in the classroom. In a class of 22 students, just 10 volunteered to respond the interview questions. The findings showed that only less than half of the participants used were aware of MLS. This paper, therefore, intends to introduce metacognitive instruction in order to raise English as a Foreign language writing instructors’ awareness in teaching and in order to train students to become self-regulated learners. Keywords: Metacognitive strategies, writing performance, planning writing, monitoring writing, evaluating writing.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133796032","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}

{"title":"Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions","authors":"K. Y. Al-Johali","doi":"10.18844/gjflt.v9i1.3968","DOIUrl":"https://doi.org/10.18844/gjflt.v9i1.3968","url":null,"abstract":"This paper aimed at investigating the potential effectiveness of using mobile applications to teach vocabulary in public schools in Saudi Arabia. It was carried out in Sabia, Jazan, Saudi Arabia in the academic year 2018. It is a descriptive survey paper done to survey EFL teachers' perspectives about using vocabulary m-applications. The sample consisted of 113 teachers. This paper depended on one instrument to collect data which is a 25-item, 5-category and closed-answer questionnaire. It addressed five questions concerning usability, motivation, collaboration, vocabulary learning and mobilebased vocabulary instruction (MBVI) versus traditional vocabulary instruction (TVI). The findings revealed that vocabulary m-applications is of great usefulness to vocabulary instruction and learning in general. The teachers considered m-applications simple and usable and preferred MBVI to TVI because of its capabilities and acceptance among students. To effectively use vocabulary m-applications, students should be well trained and classrooms should be more mobile-oriented. Also, teachers must be technically and pedagogically competent. Keywords: Mobile applications, MALL, vocabulary learning, motivation, collaboration, mobile-based vocabulary instruction.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121312767","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}

{"title":"Enhancing Iranian EFL learners’ speaking fluency through using task-based activities","authors":"Arash Hashemifardnia, Hosna Rasooyar, M. Sepehri","doi":"10.18844/gjflt.v9i1.3998","DOIUrl":"https://doi.org/10.18844/gjflt.v9i1.3998","url":null,"abstract":"This study examined the effects of task-based activities on Iranian EFL learners’ speaking fluency. For this study, 50 Iranian participants were selected from students based on Oxford Quick Placement Test. The selected intermediate participants were then randomly divided into two equal groups: experimental and control. After a pre-test, a treatment was started; in the first session of the treatment, the task of ‘buying’ was given to the participants to be performed in a near authentic context. In the second, the third and the fourth sessions of the treatment, the task of ‘ordering food’, ‘ordering a bus ticket’ and ‘visiting a doctor’ were given to the participants, respectively. The control group did not receive task-based instruction. At the end of the experiment, a post-test for finding their speaking fluency was done. The findings revealed that the experimental group significantly outperformed the control group (p < 0.05). Keywords: Iranian EFL learners, speaking fluency, task-based speaking activities","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114572587","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}

{"title":"Domestication and foreignisation of allusions in Persian translations of Waiting for Godot: A case study","authors":"Mehrdad Vasheghani Farahani, Nima Mahmoudi Kaleybar","doi":"10.18844/GJFLT.V9I2.3633","DOIUrl":"https://doi.org/10.18844/GJFLT.V9I2.3633","url":null,"abstract":"In this thesis, Samuel Beckett’s Waiting for Godot along with its Persian translation was analysed in terms of Venuti’s dichotomy of domestication and foreignisation. The allusion samples were selected through the whole book. Then, the translations of the allusions were analysed according to Venuti’s framework. It was found that foreignisation happened mainly when there was a proper name (PN) in the item which was translated. Items without PN were almost domesticated. Even if they had been foreignised, the referents for the TT reader would have been ungraspable mainly due to the cultural and religious differences. These findings will help literary translators to have a better understanding of such plays. Taken that the translators would stick to the findings of this research, the readers would be able to have an expressive translation of the play rather than an informative piece of translation. Keywords: Domestication, foreignisation, allusion, style, literary translation.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129790154","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}

{"title":"Words: Are we really teaching them? The case of two EFL teachers in Ethiopia","authors":"Anteneh Kebede Lakew","doi":"10.18844/gjflt.v8i4.1948","DOIUrl":"https://doi.org/10.18844/gjflt.v8i4.1948","url":null,"abstract":"This paper discuses a short account of vocabulary instruction. It identifies some obstacles to the teaching and learning of English words and points out possible ways of addressing the obstacles. Moreover, actual classroom practices of two EFL teachers in Ethiopia were observed and examined with the state-of-the-art in vocabulary instruction worldwide. Finally, some implications were drawn out for EFL practitioners.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132849046","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}

{"title":"Current perspectives of teaching English through affective learning strategies","authors":"Jeannette Valencia Robles","doi":"10.18844/gjflt.v8i4.3088","DOIUrl":"https://doi.org/10.18844/gjflt.v8i4.3088","url":null,"abstract":"This paper explores the current perspectives of teaching English taking into consideration the benefits of applying affective learning strategies. Affective strategies are a set of techniques that seek to facilitate learning by lessen the affective filter and increasing motivation to face language anxiety.  The paper revises the latest discussions about the elements of the affective domain and how addressing them could increase learners’ opportunities to participate more meaningfully in the learning process of acquiring and developing the skills in a foreign language. \u0000  \u0000Keywords: affective strategies, social estrategies, affective domain, learning objectives","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127864523","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}

{"title":"The relationship between spiritual intelligence and self-regulation with success of Iranian EFL university lecturers","authors":"Seyedeh Elham Elhambakhsh, F. Amirjalili, Samaneh Jahandoust","doi":"10.18844/GJFLT.V8I3.3138","DOIUrl":"https://doi.org/10.18844/GJFLT.V8I3.3138","url":null,"abstract":"Successful lectures adapt themselves to the circumstances and comply with changes in addition to having good psychological adjustment, interpersonal relationships, and performance on achievement-related tasks. Researchers acknowledge that self-regulation (SR) and spiritual intelligence (SI) are both crucial for success in many life domains. As lecturers can influence the complex process of learning in education, understanding the factors influencing their pedagogical success can help them achieve more effective teaching. This study investigated the relationship between spiritual intelligence (SI) and self-regulation (SR) with pedagogical success of 20 Iranian EFL university lecturers, instructing at the universities in Yazd, Iran,  whose success was assessed by 83 of their EFL learners studying for a bachelor’s degree. For this purpose, a sequential mixed-method was designed. Quantitative data were gathered through Spiritual Intelligence questionnaire (SIQ), self-regulation questionnaire (SRQ), and Characteristics of Successful Teachers’ Questionnaire (CSTQ). To enrich the data, qualitative data were also gathered through classroom observations. The findings from Pearson product correlation coefficients revealed that there was a positive and meaningful relationship between the lecturers’ SI and SR with their success. Also, observation checklists revealed a high contribution of some components of SI (e. g. transcendent self-realization, spiritual experiences, and patience) to the teachers’ pedagogical success. The more spiritually intelligent lecturers being more responsible, courageous, creative, confident, and conscious, had a better interpersonal relationship and were less anxious about pursuing their educational goals. Besides, the successful lecturers proved to have a better ability to develop, implement, and flexibly maintain planned behavior in order to achieve their goals. Such findings imply that high levels of SI and SR can help L2 lecturers promote their success and, in turn, improve their learners’ L2 achievement in the classroom.","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115192346","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}

{"title":"The effects of vocabulary pre-teaching and pre-questioning on intermediate Iranian EFL learners’ reading comprehension ability","authors":"Somayyeh Mousavian, H. Siahpoosh","doi":"10.18844/GJFLT.V8I3.1704","DOIUrl":"https://doi.org/10.18844/GJFLT.V8I3.1704","url":null,"abstract":"Reading comprehension is a key issue in learning English as a foreign language, and it is critical that teachers utilize pre-reading strategies in reading classes in order to help students enhance their comprehension. The present study investigated the effectiveness of two pre-reading strategies of pre-questioning and vocabulary pre-teaching on EFL students’ performance in reading comprehension. A group of 60 students participated in this study. An experimental design was used, with 20 students being assigned to the first experimental group that received one pre-reading strategy (vocabulary pre-teaching), while the second experimental group which also consisted 20 students received another pre-reading strategy (pre-questioning) and the remaining 20 students received the traditional method. Students in the groups were asked first to perform the pre-reading strategy, read a passage, and then answer comprehension questions. Results indicated that there were statistically significant differences between the groups. The experimental groups got better results than the control group. Comparison of the two experimental groups, moreover, showed that the vocabulary pre-teaching group outperformed the pre-questioning group. \u0000  \u0000Key words: EFL teaching, Pre-reading strategies, Pre-questioning, Reading comprehension, Schema theory, Vocabulary pre-teaching","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126911122","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}

{"title":"Innovative, creative VARK learning styles improvement strategies","authors":"Ezzat Tabatabei","doi":"10.18844/GJFLT.V8I3.539","DOIUrl":"https://doi.org/10.18844/GJFLT.V8I3.539","url":null,"abstract":"Learning styles are different ways of understanding information. There are a lot of models and theories about learning styles one of which is the learning styles of VARK_ Visual, Audio, Read/Write, Kinaesthetic. Learners may have diverse mental abilities, affective orientations, motivations, and perseverance, but they can all use productive creative strategies. Also, significant research indicates that student self-disclosure plays an important role in the learning experience and producing positive learning outcomes. If student’s self-disclosure is based on their learning style, best results can be achieved. The main purpose of this article is to explain a scheme for improving the process of learning. In deeper learning uses their knowledge and skills in a way that prepare students for real life. So student self-disclosure with using senses according to VARK learning style leads to a deeper learning. \u0000  \u0000Key words: learning styles VARK; self-disclosure; deeper learning; learning style","PeriodicalId":381886,"journal":{"name":"Global Journal of Foreign Language Teaching","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126338684","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}