THE INTEGRATION OF CORPUS INTO EFL SPEAKING INSTRUCTION: A STUDY OF LEARNER PERCEPTIONS

Recent years have shown a growing interest in using corpora in language instruction, enhancing data-driven learning (DDL) pedagogy by promoting the use of tools and techniques of corpus linguistics in language classrooms. Many studies have tested the impact of corpus tools in EFL writing or vocabulary instruction; however, little attention has been paid to the integration of corpus tools into EFL speaking instruction. This paper describes a small-scale study of corpus use in enhancing English speaking performance of EFL learners with a focus on their perceptions towards web-based concordancing. Drawn in accordance with convenience sampling procedures, the participants of the study were 31 university level EFL learners who experienced DDL activities in the speaking classroom. Data collected through a post-instruction perception questionnaire were analysed using descriptive statistics. Results indicated that students benefited from concordance based learning activities, and also hold positive attitudes towards using it in learning speaking. The findings also point out some challenges to overcome while using web-based concordancing in EFL instruction.     Keywords: EFL learners, data-driven learning (DDL), web-based concordancing, learner perceptions, speakin

Investigating the impact of wikis on writing performance of EFL students

The use of technology has become an indispensable part of current generation of students often referred to as “digital natives” across the world. To make the educational activities compatible with the present day life itself, an increasing number of universities are seeking to provide students with more flexible and innovative language learning environments through Web 2.0 technologies. One powerful Web 2.0 tool that has recently attracted great attention in the field of second or foreign language teaching (L2) is wikis. Informed by the constructivist model of learning and by theories in L2 writing, this study aims to explore the impact of incorporating wikis into a writing course on writing performance of English as a foreign language (EFL) students. Through a quasi-experimental research design, students in the control group (n=17) received only in-class process-oriented writing instruction, and the experimental group students (n=20) integrated wiki tools into their writing process. The main data for the study were collected through writing performance pre-test and post-test. The findings indicated that using wikis had a positive impact on the overall writing performance of the participants in the experimental group. This study, therefore, recommends that EFL teachers employ wikis when they seek the ways of promoting their instructional practices through technology enhanced environment

Blended instruction for EFL learners: Engagement, learning and course satisfaction

Offering blended courses has increasingly become common at tertiary education though it is relatively new in the field of language teaching. This paper describes the design of a blended language course through Moodle in an efl context with an emphasis on students’ perceptions. In a survey based approach, a total of 68 university students’ experiences with blended language learning for two consecutive terms were examined. The questionnaire items focused on the effect of blended design on students’ engagement, learning and overall course satisfaction. Student responses revealed that technology-assisted language instruction provided in parallel with face to face teaching could create efficient learning environments

Evaluation of the effect of nutritional status in patients with cancer receiving chemotherapy on anthropometric measurements and quality of life

The aim of this study is to determine the nutritional status, anthropometric measurements and quality of life of adult patients with cancer receiving chemotherapy, and to evaluate their interactions. In this retrospective cross sectional study, information about the patients’ demographic characteristics, anthropometric measurements, nutritional status, hand grip strengths which were measured with a portable digital hand dynamometer, and the quality of life scores were obtained from the patient files. According to NRS-2002, 16.3% of the patients were at the risk of malnutrition. The body weight, body mass index, waist circumference, hip circumference, mid-upper arm circumference, hand grip strength values of the individuals who had three or higher scores from NRS-2002 were significantly lower (p < 0.05). Considering the evaluation of the quality of life scores based on their nutritional status, the functional and general health score was significantly lower in patients at the risk of malnutrition and their symptom score was significantly higher (p < 0.05). The presence of nutritional risk in cancer patients is related to the quality of life. In conclusion, the nutritional status of patients with cancer should be evaluated regularly, and early intervention regarding this is important to increase the quality of life.No sponso

Exploring EFL learners' use of web 2.0 tools: Preliminary findings

The shift from ‘read only web’ to ‘read and write’ web has substantially changed the practices in the field of language education depending on the enormous potential of Web 2.0 technologies on language learning. However, understanding to what extent the language learners are aware of and proficient in using Web 2.0 tools remains a key consideration. Reporting on some preliminary results from a larger research project, this study aims to investigate the use of Web 2.0 tools by English as a Foreign Language (EFL) learners in their personal and educational life. Chosen through convenience sampling, the participants include 572 university level EFL learners. The data was collected through questionnaires and analysed using descriptive statistics. Suggesting a greater diversity with regard to the range and the proficiency in the use of Web 2.0 tools, the findings show that while established technologies such as searching for information or social networks are very popular among preparatory EFL learners, newer technologies including self-publishing and content creation tools are used by a rather small portion of the students

Extending writing instruction beyond school walls

Perceived, until recently, as a powerful research and communication tool, the internet with new web publication systems has manifested itself as more than just a readable and searchable device. By changing the role of the users from simply readers into writers on the web, publishing opportunities have been redefining ways of using the internet in language teaching as well (Richardson, 2004). One of the applications redefining the place of the web in language education is what is called weblogs. This paper discusses weblog use in language teaching with a focus on what weblog offers in writing instruction

Google assisted EFL reading instruction

The use of Google as a search engine has been a commonplace practice both in and beyond the education; however, what is recently burgeoning is the use of Google applications as instructional tools in the field of language education. Among various applications, Google docs launched in 2007 seem to be promising aids that could be explored to create effective, efficient and engaging learning environments. Google docs, in essence, is a free, user friendly, web-based word processing, spreadsheet and presentation program that allow teachers to design internet based activities. This paper presents the results of a-12-week study which integrated Google docs into EFL reading instruction. The participants were beginner level students of English (n=32). Throughout the study, the students were provided with Google-assisted reading activities to support their in-class teaching and they were required to keep vocabulary logs through Google docs. At the end of the study, they were administered a post instruction perception questionnaire asking about their attitudes towards using Google docs language learning. Students’ perceptions of this experience are discussed in relation to the course design, and practical suggestions are provided for language teachers wishing to create engaging learning environments

EFL students’ experiences with blog-integrated writing instruction

With the advent of the Internet, various tools (e.g. wikis, discussion forums, blogs) have been redefining the way we teach writing. Among internet based applications, blogging especially attracts attention with its user-friendly and open-to-anyone nature, hyperlinked post structure and options for comment and reply that foster interaction. As it is directly related to writing, blogging has currently been regarded as a natural tool for writing instruction. [1]. Describing a blog-integrated writing course, this paper presents the results of a study on students’ perceptions towards blog use as a means of writing. 27 intermediate level university students were instructed according to the principles of process approach and they were required to carry on stages of writing process (drafting, revising etc ...) through blog software. The study lasted for 16 weeks and at the end of the course, the students were given a Post Instruction Perception Questionnaire divided into four categories: student perceptions towards effect of a) blog use on overall writing performance; b) blog use on the components of writing; c) blog use on the feedback and revision; d) effect of blogging on interest, motivation and technology use.The results showed that the students had a positive perception of blog use in their writing course and they believed that carrying on the writing activities through blog software especially contributed to the improvement of the content and organization of their writings

Teaching collocations through web-based concordancing: A corpus informed quasi-experimental study

With the advent of language corpora and concordancing activities, teaching collocations knowledge of which is considered significant for appropriate and fluent language use has gained new dimensions within the context of technology enhanced language learning. The present study investigates the impact of web-based concordancing activities on EFL learners’ achievement and retention of verb-noun collocations compared to paper based-activities. A total of 62 EFL learners participated in the study by taking a pre-test and an immediate and a delayed post-test. Results indicated that learners in experimental group outperformed the control group making significant improvement in their knowledge of verb-noun collocation immediately after the web-based practice. Although both groups regressed later, final performance of the experimental group was still better than that of control group. This study, therefore, suggests that EFL practitioners craving for creating variations in their instructional settings employ web-based concordancing activities to raise collocational competence of learners

Dijital çağda öz-düzenleyici öğrenme: Yabancı dil olarak İngilizce bağlamı

Research on the role of Information and Communication Technologies (ICT) in language learning has ascertained heretofore various potentials ranging from metacognitive domain to skill-based practices. One area in which the potentials of ICT tools requires further exploration is self-regulated language learning, an active, constructive process in which learners take the initiative in their learning experiences. This paper reports on a study which aims to examine English as a Foreign Language (EFL) learners’ use of ICT tools to self-regulate their language learning outside the formal instructional setting. A total of 777 university students attending an intensive English language preparatory program participated in the study. Analysis of the data collected through surveys showed that EFL learners were actively engaged in the use of ICT tools for self-regulated language learning, but there were variations both among the students and in aspects of regulating learning through the use of ICT tools.Dil öğreniminde bilgi ve iletişim teknolojilerinin kullanımı konusunda yürütülen araştırmalar, şimdiye dek üst bilişsel alandan dil becerileri temelli uygulamalara kadar, teknolojik araçların birçok farklı potansiyelini ortaya koymuştur. Bilgi ve iletişim teknolojilerinin potansiyelinin daha fazla araştırılması gereken bir alan da, öğrencilerin kendi öğrenme süreçleriyle ilgili girişimde bulunduğu etkin ve yapıcı bir süreç olan öz-düzenleyici dil öğrenimi alanıdır. Bu çalışma, yabancı dil olarak İngilizce öğrenicilerinin okul dışında öz-düzenleyici dil öğrenimi faaliyetlerinde bilgi ve iletişim teknolojileri kullanımlarını incelemektedir. Çalışmaya, İngilizce hazırlık programına devam eden 777 üniversite öğrencisi katılmıştır. Anket yoluyla toplanan verilerin analizi İngilizce öğrenicilerinin öz-düzenleyici dil öğrenimi faaliyetlerinde aktif bir şekilde bilgi ve iletişim teknolojilerini kullandığını, ancak hem öğrenciler arasında hem de öğrenmenin düzenlenen yönleri açısından farklılıklar olduğunu göstermiştir