Differences and similarities between oral and written competence in Spanish pre-university students. A correlation study.

The Foreign Language (FL) section of Spanish University Entrance Examination (EFL-PAU) has had few revisions over the last twenty years. The Spanish government has substituted the old EFL-PAU University Entrance Examination by a high stakes Baccalaureate Final Evaluation. However, further changes are expected in the coming years. Among the most important ones for the Foreign Language Section is a deep and necessary revision with the inclusion of new types of tasks. To try and inform the decisions made for the new Baccalaureate Final Evaluation, this article reports on the quantitative and qualitative analyses conducted thanks to a pilot oral test carried out with 772 recorded candidate performances. Three main goals were established for this research: 1) to find out the most important variables which characterize foreign language learning in secondary school in Spain; 2) to find out if there is any correlation between the oral competence of students at the end of their non-compulsory secondary education (as obtained from the pilot study) and the marks students obtain in the University Entrance Examination (which does not include the oral skill); and 3) to find out any aspects related to EFL teaching and learning which may potentially enhance oral performance. The results of this paper provide rich information on the students? foreign language learning context, the strong correlation between the written and oral competences and the need to pay attention to three variables which foster the development of oral foreign language in secondary school classroomsMinisterio de Ciencia e Innovació

A survey on first-year students’ opinions concerning causes of their low performance in listening in the English II course at Thaksin University, Phatthalung

This study attempts to survey Thaksin University’ (Phatthalung Campus) first-year students’ opinions concerning the causes of their low performance in the listening component of the English II course. Two hundred and sixty-four students of the Faculties of Science, Public Health and Sport Science, and Technology and Community Development were chosen as the research subjects. A student questionnaire, the only instrument for gathering the data, was used to explore the students’ opinions by considering six factors that may have caused low listening performance: students’ L2 prior knowledge, students’ motivation, students’ learning strategies, the teachers’ teaching methods,classroom environment, and classroom facilities. The SPSS program was used to analyze the quantitative data while the teaching researcher’s discussion was used to describe the qualitative data. The findings revealed that from the total results or the means of the six factors, the students disagreed with the six factors causing their low listening performance. However, considering the mean of each sub factor, there were other six sub-factors, under the students’ prior L2 knowledge and the students’ learning strategies factors, the students agreed as the causes of their low listening performance. Moreover, the majority of the students, 29.11%, agreed that the native speakers’ rate of speech in the CD-ROM was the other additional factor causing their low listening performance. As a result, the English II course teachers should realize the two factors and additional factor above before the rest of the four factors when teaching listening skills in order to solve the students’ listening problems in the right way

Troubleshooting Prospective Problems Associated with the Implementation of Communicative Language Teaching in the EFL Context

In this era of practical language learning, the communicative language teaching (CLT) appears to be the perfect teaching model. The significance of using the CLT increases remarkably in the context of using the language as a medium for communication. The implementation of the communicative approach in teaching English as a foreign language is, however, pervaded with a number of prospective problems that are potential hazards in achieving favorable results. These anticipated issues may affect the learning outcome and make it not as efficient as expected. The current study aims at examining the potential problems that may have a negative impact on communicative language teaching in EFL contexts and the author intends to present the possible solutions for such problems. One of the aims of this study is to promote the consciousness concerning the prospective problems of implementing CLT and present practical solutions to facilitate it for both EFL teachers and learners. In order to efficiently use CLT as one of the most productive teaching methods in EFL, it is essential to provide informed ideas on the successful management of teaching and learning activities

Hidden Challenges of Novice English Teachers in a Korean Independent School: Through an Ethnographic Lens

This study aims to unravel challenges experienced by two novice English teachers in a Korean independent school, the steadily growing education sector worldwide. The author spent 13 months in the participants’ natural environment, observing and collecting data through observation field notes, interviews, questionnaires, and cultural probes. A grounded theory approach was adopted to guide the recursive data analysis and identify the themed findings – personal factors (e.g., unrealistic expectations) and sociocultural factors (e.g., school policy and structure). These findings suggest that novice English teachers should obtain accurate information about their new school and actively seek formal and informal support from multiple sources. It offers several practical suggestions for novice teachers and school administrators that would help beginning teachers sustain and succeed in the new teaching environment. More research grounded in this ethnographic approach should be done to address this critical issue in an in-depth, contextualized, and sociocultural manner

Extensive reading in a second language : literature review and pedagogical implications

textThis Report explores the importance of including extensive reading (ER) program in English as a second language (ESL) or English as a foreign language (EFL) context. To find benefits and implications of L2 extensive reading, the Report reviews comprehensive literature on L2 extensive reading. Research has found that extensive reading enables L2 learners to achieve both cognitive and affective gains. Based on these findings, the report provides some pedagogical implications for an L2 program in ESL/EFL contexts. The suggestions include practical tips such as materials, useful ER activities, and a discussion of teacher roles in an extensive reading program.Foreign Language Educatio

The Development and Validation of an EFL Learner Attitude Scale for Phonetic Symbol Learning in A Chinese University Context

Research has established that learner attitude significantly impacts the outcomes of learning English as a foreign language (EFL). However, previous studies have rarely considered a validated attitude scale for English phonetic symbol learning (EPSL). This study aims to develop and validate a scale to measure students\u27 attitudes toward EPSL by integrating findings from learning attitude research in education and psychology. The results demonstrate that the attitude scale can predict attitudes towards EPSL in the context of a Chinese university and has good reliability and validity (KMO=0.892, α=0.749). Pedagogical suggestions are made to help students develop a more positive attitude toward EPSL

Problemas en la realización de exámenes de idiomas presenciales y online

Despite the increasing importance of language testing, technology design matters related to testing have hardly been addressed in academic research, yet not enough has been written on test-taking anxiety related to computerized speaking tests. Although students nowadays are digital natives, in our experience they seem to experience a significant level of anxiety when facing Internet-based oral. This research addresses an observational study of 67 students at the University of Alcalá who took a computer-delivered exam. The study concludes that despite students growing up with computers in their lives, we are far from invisible interfaces and independence when it comes to the way an exam is delivered. The results of this research study can shed light on what needs to be revised in computer or internet speaking tasks in highstakes language tests.A pesar de la creciente importancia de los exámenes de idiomas, los asuntos relacionados con el diseño tecnológico aplicados a la realización de estas pruebas cuando se realizan por ordenador apenas se han abordado en la investigación académica, y no se han publicado suficientes estudios sobre la ansiedad del estudiante a la hora de realizar pruebas orales de idiomas en frente de un ordenador. Aunque podemos considerar que los estudiantes de hoy en día son nativos digitales, la experiencia nos muestra que estos manifiestan un importante nivel de ansiedad a la hora de realizar pruebas orales de idiomas a través de Internet. En este artículo se analizan los resultados de un estudio observacional realizado con una muestra de 67 estudiantes de la Universidad de Alcalá que hicieron una prueba de idioma por ordenador. El estudio concluye que, a pesar de que los estudiantes crecen con los ordenadores y están familiarizados con los mismos, aún estamos lejos de conseguir interfaces invisibles y de la independencia en cuanto a la forma en que se entrega un examen. Los resultados de este estudio de investigación pueden arrojar luz sobre lo que necesita revisarse a la hora de diseñar exámenes de idiomas que se realizan a través del ordenador

Teachers’ Conceptions And Practices In The Integration Of Critical Thinking In Efl Reading Classes In China: A Case Study

Kebolehan untuk berfikir secara kritis telah dikenal pasti sebagai kemahiran yang perlu ada pada pelajar di institusi pengajian tinggi The ability to think critically is recognised as a crucial skill for students in higher educatio

The impact of a multi-strategy academic writing handbook on Emergent bilinguals’ cross-curricular writing competences

La escritura académica en una segunda lengua puede ser uno de los requerimientos más complejos en la educación superior debido a los elementos lingüísticos, estratégicos y procedimentales que esta abarca al igual que los procesos cognitivos superiores que involucra. A pesar de su presencia permanente en la academia, los profesores no han encontrado aún una forma apropiada para enseñar y evaluar la escritura que garantice el progreso de los estudiantes y el apoyo continuo a lo largo de su proceso de aprendizaje. De esta manera, este estudio de caso de métodos mixtos apunta a diseñar y evaluar la efectividad de un Manual de Referencia para la Escritura Académica (MREA) que pretende proveer la asistencia constante que los estudiantes necesitan para solidificar su conocimiento de escritura y el material pedagógico apropiado que los docentes requieren para unificar los prácticas de enseñanza y evaluación de la escritura; este manual está fundamentado en los enfoques de la escrita como proceso y basada en el género, análisis de errores y evaluación..