Описание: There is an enormous body of work on Critical thinking skills and their application in various fields of human significance. the present book is about developing critical thinking skills in ESL/EFL learners for better learning outcome. The book mainly focuses on those critical thinking skills that can promote improved learning abilities in ESL or EFL learners. Cognitive developmental theories and critical thinking skills are the basis for the model to teach critical thinking for language pedagogy. the issues included in the book are principally concerned with the teaching techniques and designing tasks to accomplish the objectives of language teaching.
Описание: Faculty within institutions of higher education are increasingly being asked to play leadership roles in ESP and needs analysis. This charge is being driven by quality concern; burgeoning disciplinary knowledge; interest in a broader array of learning outcomes, including skills and values; and growing support for constructivist pedagogies and Learner-sentered interdisiplinary approach.So it is essential that faculty be well prepared to take a scholarly approach to this work.
Описание: ABSTRACT The present study investigated the effectiveness of learning-based readiness on Iranian Intermediate EFL learners’ speaking ability. This study tried to determine whether or not using learning-based readiness in speaking classrooms might enhance a more acceptable speaking ability in Iranian EFL learners at the intermediate level. To answer this question, 60 intermediate language learners in Shokouh Language Institute in Tehran were randomly selected via administering a PET to 100 language learners. Then, they were divided into experimental and control groups. A pre-test of speaking was administered to both groups, and the participants were asked to answer them orally. The experimental group was taught speaking in lieu of the targeted learning-based readiness while the control group was taught speaking with respect the existing methods. After 10 sessions of the treatments, the post-test of speaking was administered in which the participants in both groups were asked to answer the posttest questions. The data was analyzed through calculating a t-test and ANOVA coefficient.
Описание: This book is considered as the first book which sheds light on the most important errors committed by Arab speaking EFL learners when using English adjectives. No body in the Arab world dared to discuss the common errors committed by Arab students who learn English as a foreign language in using English adjectives.I hope through this work to benefit the Arab EFL learners to avoid committing errors when using English adjectives. I also hope to benefit the Arab researchers for the purpose of investigating another errors in using English adjectives.
Автор: Yosra Kettani Название: Foreign Language Anxiety and EFL Learning ISBN: 3659514594 ISBN-13(EAN): 9783659514593 Издательство: LAP LAMBERT Academic Publishing Рейтинг: Цена: 7837 р. Наличие на складе: Нет в наличии.
Описание: Foreign language anxiety is the psychological tension, apprehension, and worry experienced by non-native speakers when learning or using a foreign language (Young, 1991). Such a phenomenon can make English learning a traumatic experience for learners and may prevent them from learning it effectively. In this respect, this book aims at introducing a critical review of the literature about this psychological variable, its types, factors, symptoms, and negative effects. Through two research methods, which are the scale and the questionnaire, this book also has the purpose of investigating Foreign Language Anxiety among Moroccan secondary and high school students. Not only that, but this book also attempts to suggest a variety of strategies to alleviate anxiety among learners in order to make their EFL learning experience an interesting and pleasing one. Therefore, this book can be useful for students, teachers, parents, educational counselors, curriculum developers, educational policy makers, and researchers.
Описание: This study compared the impact of two types of teacher written feedback on Iranian EFL learners’ writing ability and their ability of tense consistency in L2 writing.After administering a standardized language proficiency test(Preliminary English Test),62 homogenous participants were assigned to the control(direct-only correction)and experimental(direct metalinguistic correction) group.The comparison of the groups on the writing pretest confirmed the homogeneity of the subjects before the instruction.During 10 sessions of instruction,the control group received direct-only correction by indicating the location of an error and the provision of the correct form,while the experimental group received direct metalinguistic correction by indicating the location of an error, writing the correct form,and providing metalinguistic comments explaining the reason behind correction.After the treatment,both groups took part in the writing and delayed writing posttests,respectively.The results indicated that direct metalinguistic correction was more effective in the improvement of EFL learners’ writing ability and their ability of tense consistency and this improvement was retained over 3 weeks.
Описание: The purpose of the current study was to find out beneficial ways of implementing e-learning tools, particularly, Voki in a classroom, and see whether it would have an effect on the development of EFL learners' speaking skills, as well as to find out the learners' attitude towards the program. Moreover, an attempt was made to reveal the participants' learning behaviors and strategies when using the program. From two groups involved in the study, the experimental group received treatment, whereas the control group received placebo. The study comprised both quantitative(pre and post tests, attitudinal questionnaire) and qualitative(semi-structured interview) data collection instruments. The findings of the study indicated that the application of Voki might be an appropriate method for improving EFL learners' speaking skills. Furthermore, the results confirmed that the learners had positive attitude towards the program, as it provided a learning environment that was fun, enjoyable, stress free and effective for improving their speaking skills. Moreover, it was revealed that the participants had a number of learning strategies that they used when creating their Vokis.
Описание: Situated in the field of technology and language teaching and learning, the current paper reports a mixed-method research study on the use of digital storytelling for developing EFL learners' speaking skills. The purpose of this research study, therefore, was threefold: primarily, to investigate the impact of digital storytelling on EFL learners' speaking skills, secondly, to reveal learners' attitude towards implementing the program, and thirdly, to report students' learning behaviors when using the program. Accordingly, this quasi-experimental study revealed the effect of a 7-week's instructional treatment on speaking skills carried out in experimental group. A traditional method of storytelling was employed in the control group. The instrumentations used for data collection constituted pre and post tests, an attitudinal questionnaire, and a semi-structured interview, which served to collect qualitative and quantitative data, respectively. The results of statistical analysis displayed that there was a trend towards significant gains in the learners' oral production after the treatment. It also documented the learners' positive attitude towards the program.
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