European Journal of English Language Teaching最新文献_第2页

THE EFFECTS OF ROLE-PLAY GAMES ON YOUNG LEARNERS’ GRAMMAR LEARNING: A CASE STUDY AT A PRIMARY SCHOOL IN VIETNAM 角色扮演游戏对幼儿语法学习的影响:以越南一所小学为例

European Journal of English Language Teaching Pub Date : 2023-07-28 DOI: 10.46827/ejel.v8i4.4958

Thuy Thu Thi Du, Huan Buu Nguyen

{"title":"THE EFFECTS OF ROLE-PLAY GAMES ON YOUNG LEARNERS’ GRAMMAR LEARNING: A CASE STUDY AT A PRIMARY SCHOOL IN VIETNAM","authors":"Thuy Thu Thi Du, Huan Buu Nguyen","doi":"10.46827/ejel.v8i4.4958","DOIUrl":"https://doi.org/10.46827/ejel.v8i4.4958","url":null,"abstract":"Research into the effects of role-play games has indicated their role in facilitating young learners’ grammar learning. However, an intriguing concern is how to implement this method of teaching English grammar within the Vietnamese context. Little research has examined the effects of integrating role-play games into grammar lessons and explored learners’ perceptions of this instructional approach in Vietnam. The current study therefore aims at investigating this area of interest. A quasi-experimental design was employed to explore the effects of role-play games on young learners’ grammar learning. The participants were 72 fifth-graders from a public primary school in the Mekong Delta of Vietnam. Data collected in this study include pre-and post-tests, questionnaires, and semi-structured interviews. The quantitative analysis reveals that young learners in the treatment group made progress in their grammar learning compared with those in the control group. The findings reveal that role-play games influenced young learners’ grammar learning and these learners perceived the effects of role-play games on their grammar learning. Pedagogical implications for teachers and school administrators are made. Article visualizations:<img src=\"/-counters-/soc/0046/a.php\" alt=\"Hit counter\" />","PeriodicalId":475296,"journal":{"name":"European Journal of English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135607735","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

EFL TEACHERS’ USE OF MOTIVATIONAL STRATEGIES IN TEACHING VSTEP SPEAKING TO STUDENTS LEARNING TO REACH LEVEL 3 OF VSTEP (B1) AND FACTORS INFLUENCING THEIR PRACTICES 英语教师在英语口语教学中的动机策略运用及其影响因素(b1

European Journal of English Language Teaching Pub Date : 2023-07-27 DOI: 10.46827/ejel.v8i4.4956

Sang Ngoc Nguyen, Huan Buu Nguyen

{"title":"EFL TEACHERS’ USE OF MOTIVATIONAL STRATEGIES IN TEACHING VSTEP SPEAKING TO STUDENTS LEARNING TO REACH LEVEL 3 OF VSTEP (B1) AND FACTORS INFLUENCING THEIR PRACTICES","authors":"Sang Ngoc Nguyen, Huan Buu Nguyen","doi":"10.46827/ejel.v8i4.4956","DOIUrl":"https://doi.org/10.46827/ejel.v8i4.4956","url":null,"abstract":"Motivation plays a vital role in English language teaching and learning, especially in the development of speaking skills. This study, therefore, aims to examine teachers' use of motivational strategies (MS) in teaching VSTEP speaking to students learning to reach level 3 of VSTEP (B1) and the factors influencing their practices. Data were collected through observations and questionnaires with two and 54 teachers respectively. The findings reveal that teachers in the private sector demonstrated a range of motivational strategies in teaching VSTEP speaking to students who aspired to reach Level 3 (B1) in VSTEP. This study also reports five factors influencing the use of MS including teacher-related, student-related, school-related, MS-related and testing factors. This study contributes to the understanding of EFL teachers' use of motivational strategies in teaching speaking skills within the context of VSTEP Level 3 (B1). The findings offer insightful views for teachers and administrators, informing the development of effective teaching practices that foster motivation and enhance English language proficiency. Article visualizations:<img src=\"/-counters-/soc/0056/a.php\" alt=\"Hit counter\" />","PeriodicalId":475296,"journal":{"name":"European Journal of English Language Teaching","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135755791","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

TEACHERS’ BELIEFS AND PRACTICES OF SCAFFOLDING STUDENTS’ PARAGRAPH WRITING THROUGH MIND-MAPPING AT PRE-WRITING STAGE 教师在写作前阶段通过思维导图构建学生段落写作的信念与实践

European Journal of English Language Teaching Pub Date : 2023-07-27 DOI: 10.46827/ejel.v8i4.4957

Nhu Quynh Tu, Huan Buu Nguyen

引用次数: 0

THE MEDIATING EFFECT OF ENGLISH LANGUAGE ANXIETY ON THE RELATIONSHIP BETWEEN CLASSROOM LEARNING ENVIRONMENT AND COPING STRATEGIES 英语语言焦虑在课堂学习环境与应对策略关系中的中介作用

European Journal of English Language Teaching Pub Date : 2023-06-26 DOI: 10.46827/ejel.v8i3.4906

Merafel Grace S. Abule, Tessie G. Miralles

{"title":"THE MEDIATING EFFECT OF ENGLISH LANGUAGE ANXIETY ON THE RELATIONSHIP BETWEEN CLASSROOM LEARNING ENVIRONMENT AND COPING STRATEGIES","authors":"Merafel Grace S. Abule, Tessie G. Miralles","doi":"10.46827/ejel.v8i3.4906","DOIUrl":"https://doi.org/10.46827/ejel.v8i3.4906","url":null,"abstract":"This study investigated the mediating effect of English language anxiety on the relationship between classroom learning environment and coping strategies among first-year college students of UM Digos College. In order to do so, this study employed the quantitative research design using the descriptive and correlational method via mediation analysis. Using proportionate stratified random sampling, primary data were gathered through the use of online survey questionnaires addressed to 271 respondents who are first-year students with GE 2 subject. In addressing the hypotheses of the study, correlation analysis using Pearson product-moment correlation and mediation analysis using Sobel z test was used. The level of classroom learning environment, coping strategies, and English language anxiety were similarly high among college students. Results also revealed classroom learning environment has significantly predicted coping strategy. However, the classroom learning environment did not significantly predict English language anxiety. Further analysis through Sobel z test confirmed that the mediating effect of English language anxiety on the relationship between classroom learning environment and coping strategies is insignificant. Article visualizations:<img src=\"/-counters-/soc/0071/a.php\" alt=\"Hit counter\" />","PeriodicalId":475296,"journal":{"name":"European Journal of English Language Teaching","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134933698","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