{"title":"A COME-BACK TO LISTENING IN THE EFLT: THE SOLICITED BUT NEGLECTED SKILL","authors":"Najib Slimani, Nada El Idrissi Moubtassim","doi":"10.46827/ejfl.v7i2.4994","DOIUrl":"https://doi.org/10.46827/ejfl.v7i2.4994","url":null,"abstract":"By scholarly consensus, listening is a fundamental language-related skill. It is closely linked to and affected by other language skills, such as speaking, reading, and writing. The focus of language learning was initially on written communication. Slowly but surely, listening started to gain ground as a solicited skill for learners. Several theories and methods have cropped up to suggest new techniques and strategies geared toward fostering learners’ listening efficacy. However, the applicability of these methods to listening is far from being a challenge-free endeavour. Morocco-wise, there seems to be less focus on listening, and this is ascribed to various factors. Within this vein, this paper addresses listening-bound challenges liable to thwart the implementation of this important skill. The paper connects the dots around listening in the EFL context. The outcome of this review paper indicates that listening goes uncatered for in the Moroccan EFL settings. The fact of overlooking this skill is motivated by subjective and objective opinions.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0061/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":483318,"journal":{"name":"European Journal of Foreign Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337624","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}
Julia Sevy-Biloon, Tania Cajamarca Alvear, Andrea Avila Mendez
{"title":"ENHANCING COMPREHENSION AND MOTIVATION IN LOWER LEVEL ECUADOR EFL STUDENTS: AN ACTION RESEARCH STUDY OF THREE READING STRATEGIES AT UNAE","authors":"Julia Sevy-Biloon, Tania Cajamarca Alvear, Andrea Avila Mendez","doi":"10.46827/ejfl.v7i2.4992","DOIUrl":"https://doi.org/10.46827/ejfl.v7i2.4992","url":null,"abstract":"It has been observed that EFL students at the National University of Education (UNAE) struggle with acquiring basic vocabulary, reading comprehension skills, and intrinsic motivation to promote reading in English. To address this issue, a qualitative exploratory action research was conducted aimed at improving these areas through the use of three reading strategies—extensive reading, language experience approach (LEA), and literacy circles—on the reading and motivation of 89 lower-level EFL students in UNAE within three different courses which were conducted over a six-month period. Qualitative and quantitative tools such as diagnostic and summative exams, questionnaires, observations, and reflective journals were used to understand and identify students' improvement and progress throughout the exploratory, intervention, and reflection phases of the study. Throughout this period the teachers regularly observed the strategies being utilized in the classes and reflected on their experiences. The findings from these tools suggest that the implementation of the different reading strategies together had a positive impact on students' reading abilities, writing abilities, vocabulary, comprehension, engagement, and motivation. Additionally, students were more motivated to read not only in class but also for pleasure, which promoted increased reading in English. The study provides insights into the potential benefits of using these strategies to facilitate autonomous reading, improve overall language competencies and may support EFL teachers in the development of reading programs that foster autonomous learning, increase motivation, and promote language development among EFL learners.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0056/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":483318,"journal":{"name":"European Journal of Foreign Language Teaching","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135164688","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":"EFL HIGH-SCHOOL TEACHERS’ PRACTICES OF STRATEGIES FOR CRITICAL THINKING INSTRUCTION IN WRITING CLASSES","authors":"Nguyen Thi Hong Duyen, Nguyen Thi Khanh Doan","doi":"10.46827/ejfl.v7i2.4976","DOIUrl":"https://doi.org/10.46827/ejfl.v7i2.4976","url":null,"abstract":"This study aims to investigate EFL high-school teachers’ practices of strategies for CT instruction in their writing classrooms. The study was designed as a mixed-method one, using a questionnaire, and classroom observation as collecting data instruments. The sample consists of 103 EFL teachers from 21 high schools in Camau province, in the Mekong Delta region for quantitative data; five out of 103 teachers were purposely chosen to be observed to collect qualitative data. The finding of the study revealed that EFL high-school teachers’ practices of CT strategies used in writing classrooms were at a high level but at the lowest rate. At the same time, the results from classroom observation showed that EFL teachers used three more including setting real writing tasks, presentation, and student questioning in addition to the seven CT strategies presented in the research. From the findings, some pedagogical implications and recommendations are promoted in the hope that EFL teachers can effectively employ strategies for teaching CT in writing classrooms. Finally, the study’s limitations and suggestions for further research were also highlighted.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0059/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":483318,"journal":{"name":"European Journal of Foreign Language Teaching","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135840888","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}
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