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The purpose of this study is to assess the anxiety connected with target language of the high school students who are learning Turkish as a foreign language in terms of certain variables. The study used FLCAS--Foreign Language Classroom Anxiety Scale that was developed by Horwitz, Horwitz and Cope (1986) and was made validity and reliability by Horwitz (1986) as a data collection instrument and was made Turkish version of the scale (Gülsün). Alpha reliability coefficient of this scale has been found as 0.97. The participants are 314 students (from 27 countries) who are learning Turkish in GIH High School in Kayseri-Turkey. 314 students' responses were studied. The data were analysed using means, standard deviation, Tukey and t-test. Also the success situation of the students was defined according to mean of marks in the Turkish Language at the end of semester. According to the space of 0-44 was accepted "not successful"; the space of 45-100 was accepted "successful". According to the space of 0-54 (1), between 55-69 (2), between 70-84 (3), and between 85-100 (4) have been recorded and described as low, moderate, good, very good. This study showed that the anxiety of the students who learn Turkish as a foreign language does not change with student degree, and student success status in Turkish language, but that alters with the purpose of learning Turkish, and their nationality.

This article reports an investigation into the factors that facilitate language learning. The first strand examines whether motivation is a predictor of as is widely accepted. In order to confirm this, Grade 10 students' motivation level was measured using two questions. Language gains were also measured and compared with the motivation level. The other strand aims to discover, by observing classes using Communicative Orientation of Language Teaching (COLT) what other factors facilitate learning outcomes. Statistical analyses of the relationship between the two variables, motivational level and language gains indicate that motivation was not a predictor for the Grade 10 students in the study. Nor were many of the language class features included in the COLT. The most powerful predictors of language gains were found in more implicit teachers' beliefs about their students' capacities and their expectations of their students' achievement. (Contains 5 tables.)

For the purposes of revealing and comparing the social, cultural, and motivational differences between American and Chinese undergraduate students learning foreign language, a sample of 100 students at University of Wyoming was asked to fill out a Foreign Language Learning Motivation and Beliefs questionnaire and 61 respondents completed the surveys. The results revealed that American students commonly believed that foreign language learning can help break cultural biases, and Chinese students generally reported that learning foreign languages is an essential skill to survive the present day competitive society. The implications of these findings are discussed. Appended is a Foreign Language Learning Motivation and Beliefs Survey. (Contains 5 tables.)

Papers on issues concerning the governance of private research university foreign language programs include: "The Governance of Foreign Language Teaching and Learning" (James S. Noblitt); "Academic Alignments in Language Teaching" (Winfred P. Lehmann); "The Politics of Language Instruction" (James Redfield); "Perceptions of Governance in a Smaller University" (James J. Wrenn); "Language Teaching in Literature Departments: Natural Partnership or Shotgun Marriage?" (Nicolas Shumway); "A Case Study: A Dean for Language Instruction?" (Barbara F. Freed); "Language Program Governance at the Large Public University: When Is Bigger Better?" (Gerard L. Ervin); "The Training of Foreign Language Specialists in Major Research-Oriented Foreign Language Departments" (Albert Valdman, Cathy Pons); "Language Departments and Teaching: An Administrator's View" (Ward Dennis); "The Technology Explosion--The Teacher's Dilemma" (James W. Marchand); and "New Directions in the Study of Foreign Languages" (Claire Kramsch). Also included are an overview of the symposium, selections from the symposium's transcripts illustrating the range of concerns expressed, and samples of the language used in job descriptions for positions in governance. (MSE)

"Quantitative-oriented" students of French have been found to display a propensity for formal rules of grammar in university-level French language classes, which departs significantly from that of "letters-oriented" students. "Quantitative-oriented" students include mathematics, commerce, science and engineering majors, while "letters-oriented" students comprise the regular arts majors. Pending a more thorough and controlled psycholinguistic study, it can be concluded, on the basis of the strength of correlation between language-learning behavior (request for formal rules of grammar) and academic orientation (science vs. arts majors), that knowledge of a learner's background in the quantitative components of non-language-related curricula can help F(oreign) L(anguage) teachers to predict the language learning approach style that the learner will most likely prefer. Greater ability to identify the learning approach styles that work best for the FL learner could improve the efficiency of the learning experience, both for the teacher and the student. It is hoped that other L(anguage) for S(pecial) P(urposes) instructors will monitor more closely their students and report any observed learning approach style differences and preferences. More controlled psycholinguistic studies are needed to shed more light on the issue. (Author)

In the globalizing world economy, for the realization of international trade is increasing the need for foreign language learning. TR63 (Kahramanmaras, Osmaniye and Hatay) region is increasing its export every day. Besides these advances, interest is awakening in foreign language education among the region. In preparing syllabus for this kind of an education detection of perceptual learning styles of the learner provides solutions for special areas. To do so, the present study aims to identify the perceptual learning styles of the foreign language learners in a comparative way. The results of the study will lead preparation of syllabus for language learning not only based on the language needs but also the perceptual learning styles of the learners. Thus, the present study is aimed to shed light to the efforts on forming educational programs for special solutions for specific areas. In order to do so, a survey adapted from literature is applied to 580 students in foreign language students in state universities of Kahramanmaras, Osmaniye and Hatay. Statistical analyses are applied to the data via the use of SPSS 18 and AMOS 16. The results of the study revealed that, students acquire language in different ways. So, more specified syllabi should be used in order to obtain better results in language teaching.

The purpose of this study is to determine the effects on motivation and success within the application of blended learning environments in the foreign language class. The research sample is formed by third grade students studying in the tourism and hotel management programs of the faculty for tourism and the faculty of economics and administrative sciences at the Nevsehir Haci Bektas Veli University (Turkey) in fall semester of the 2012-2013 academic year. The research group consists of 62 students and there of 35 students belong to the experimental group and the other 27 persons belong to the control group. While the experimental group was subject to 14 hours online and 6 hours traditional face to face learning, the control group was subject to only 6 hours traditional face to face learning. The research has been completed after a 10 week application. The data on the research have been collected with German course achievement tests via the German Language Learning Motivation Scale. The results reveal that the experimental group of students attending the German classes in blended learning environments has more success and higher motivation compared to the control group attending German language classes in the traditional learning environment. Even if the learners achieve certain success and motivation findings in the classroom and face to face environments performed along with teaching-learning activities mainly in control of the instructor, the success and motivation effect of the blended learning environment could not be achieved.

Life today cannot be imagined without foreign languages. As the process of globalization accelerates, learning a foreign language is becoming a modern requirement. Today, knowing English has become a simple requirement to be a good professional in any field. The question I asked myself while learning a foreign language was: "How can I learn a foreign language quickly? How can I speak a foreign language easily?" "Learning a language quickly, then speaking it quickly what's the secret 4 hours of language learning takes time to master the language perfectly? ”As a result of my many years of research, I have come to realize that the cause of the problem is the approach to language learning. I am learning a sixth language today because I understand a lot of mistakes and it seems easier to me than ever. I understand day by day that learning a foreign language is not as difficult as we imagined. The important thing for this is to be able to choose the best way to learn a foreign language. The Soviet methodology used in most of our educational institutions is outdated, and language learning today is more dependent on the learner than on the teacher.

Learning another language, especially English, has become quite popular in the last years. Adults have very busy lives, between work, family, and personal and economical goals, learning a language can be very challenging. The following research inquires some of the reasons that adults between 30 to 60 years old have regarding learning English as a second or foreign language. The research tool used was a questionnaire that was asked to 3 participants, all of them with different backgrounds and contexts. The research concluded different motivational factors that adult students have to learn English. Some of these factors are job opportunities, personal growth or satisfaction, and public relations. The research shows how all of the participants consider learning English as something useful in the modern world.

Project 5 of the GUME study on foreign language teaching methods continues the work of the previous projects concerning the relative effectiveness of a habit-formation (implicit) method and a cognitive-code learning method, with explanations in either the source or target language. The educational problem of Project 5 is teaching the English passive voice to Swedish students in Class 8. The teaching procedures and design differ slightly from the first three projects. The time for explanations varies between the source-language and target-language methods. The source-language method uses comparisons with corresponding structures in the source language where applicable. No significant differences in the learning effects of the three methods are evidenced; interesting trends, however, are noted and discussed. This report presents details on project design, lessons, and evaluation instruments. A statistical description of the experimental population is provided along with a statistical analysis of the results and a correlation study of the variable factors. A discussion of the results and their implications follows. A bibliography is included and appendixes provide details on the English grammatical explanations and on some of the evaluation instruments used. Related documents can be found through the following reference numbers: Project 1, ED 034 172; Project 2, FL 002 818; Project 3, FL 002 819; Project 4, ED 045 969; Adult Project, FL 002 868; statistical synopsis of Projects 1-3, FL 002 816. (VM)

This study examined the construct validity of the Motivation Orientation and Language Learning Strategy Scales: For Spanish as a Foreign Language (MOLLS). The MOLLS is a Likert-type scale, that has 20 items in 5 broad categories in the motivation orientation scale (MOS) and 18 items in 3 broad categories in the language learning strategies scale (LLSS). These items were adapted for learning English as a foreign language from previous research (M. Entwhistle and P. Ramsden, 1983; J. Nicholls and others, 1985; J. Nicholls, 1989; and W. Lambert and others, 1972). and then were modified to be used for students learning Spanish as a foreign language. A total of 321 students attending a rural U.S. university participated in the study. Confirmatory factor analysis was used to examine the construct validity of the instrument, and internal consistency reliability was examined within each category. The suggested model was not confirmed for the MOS or the LLSS. Further exploratory factor analyses were performed to examine the underlying structures for both MOS and LLSS. The paper discusses items that were culturally biased and that need revision. Three appendixes contain the MOLLS and suggested factors for each item in the MOS and the LLSS. (Contains 4 tables and 35 references.) (Author/SLD)

This study investigated how 12 Taiwanese English-as-a-Foreign-Language (EFL) college students comprehended and interpreted 4 English short stories. Free writing was used to collect the data, and a topical unit was used to analyze the data. The results identified two patterns: the comprehension level and the interpretation level. The comprehension level was divided into three categories: summarizing, elaborating, and inferring. The interpretation level was also divided into three categories: evaluating, associating, and transferring. The comprehension level helped participants understand the text, but the interpretation level helped participants become critical thinkers and readers. The pedagogical implications suggest that ESL/EFL teachers should broaden their views of reading instruction and, furthermore, should provide a rich learning environment for students to make personal, sensible, and meaningful connections through a social inquiry process. (Contains 11 references.) (Author/SM)

This study discusses problems involved in an attempt to define the minimum level of foreign language competence. That level, defined as the "threshold level," is considered to be the lowest learning objective in the framework of a unit/credit system. The criteria suggested in this paper to determine the threshold level of linguistic competence in each of the basic language skills are then examined with reference to the development of adult language programs. (RL)

Adults find learning new languages to be difficult. The proposed project uses a miniature language learning paradigm to explore whether learning a new language can be enhanced by speaking the language as opposed to just listening to it. Research has suggested an advantage of retrieval practice for learning; this is referred to as the “testing effect” (Rowland, 2014; Karpicke & Roediger, 2007). Recent work suggests that such benefits may extend to artificial language learning (Hopman & MacDonald, 2018). The proposed study examines whether retrieval practice enhances learning of a natural language (Turkish) relative to other methods. We introduce Turkish to naïve learners through a remote computer-assisted language learning (CALL) protocol that is delivered synchronously via Zoom where spoken dialogues are presented in structured tasks with immediate feedback. Across learning conditions, we vary the structure of the learning tasks in a between- subjects design, i.e., whether participants are required to retrieve from memory, verbally repeat, or just listen to inflected Turkish nouns and match them with pictures. Our CALL protocol resembles the miniature artificial language paradigms widely used in psycholinguistic research, but uses a natural language to increase external validity (Kempe & Brooks, 2016). That is, participants must grapple with unfamiliar phonological patterns as they learn Turkish vocabulary and grammar. Some participants may be invited back for a second CALL session (exploratory). In addition to manipulating the structure of the learning tasks, the proposed study examines how individual differences in language learning aptitude impact learning of Turkish nominal morphology (case making, number), with aptitude assessed via tests of nonverbal ability (Cattell & Cattell, 1973) and nonword repetition (Gupta, 2003). Previous research (Brooks et al., 2006; DeKeyser, 2012) indicates possible aptitude by training interactions, with some language learners failing to benefit from conditions that are advantageous for others.

This curriculum guide for junior high school foreign language programs illustrates ways in which language instruction is related to the official educational philosophy of the states of Maryland and Delaware. Sections contained in the guide include: (1) relating educational goals, (2) goals of foreign language study, (3) general educational goals and student objectives in foreign languages, (4) administrative considerations for programs in the middle grades, (5) characteristics of the learner in the middle grades, (6) suggested curriculum for foreign language in the middle school, (7) overall goals, curriculum components, broad theme, sources of content, (8) constructing a unit of study for the middle school, (9) choosing a unit theme, stating the overall purpose, selecting key ideas, choosing concepts, and writing performance objectives, and (10) sample tasks. Several samples of materials used in the language laboratory are included. (RL)

xv, 136 pages 23 cm

This paper evaluates the affordability of "Quipper" as an online platform for teaching and learning English as a foreign language (EFL). It focuses on the extent to which features available in "Quipper" may correspond to fundamental components of Computer-Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle (2003), including L2-input exposure, interaction and linguistic production. The evaluation results indicate that "Quipper" is affordable for use as an online teaching and learning EFL platform. More importantly, it corresponds to the three conditions of CALL pedagogy, thus making it a potential aid for activities used in teaching and learning foreign language.

x, 244 p. ; . cm

The Education Endowment Foundation (EEF) commissioned this Rapid Evidence Assessment (REA) with a view to understanding what is known from the research literature concerning learning a foreign language (FL) and its impact on students' wider academic outcomes. The key questions addressed examine: (1) the research identifying what approaches to teaching FLs are being used and what variables impact on the effectiveness of these approaches; (2) the research which has examined the influence of learning a FL (or knowing another language) on other aspects of attainment; and (3) the impact of using a non-native language as the Medium of Instruction (MoI) on language learning and academic attainment. To address these questions, this REA first identified relevant extant synthesis literature (systematic reviews and/or meta-analyses) which we then updated by locating and reviewing more recent research that adopted either a Randomised Controlled Design (RCT) or a Quasi-Experimental Design (QED) as these research designs enable the determination of underlying causal relationships between variables. The research discussed in this report will lead to a greater understanding of the key findings in the literature, together with the trustworthiness of these findings, and will in turn enable strategic decision making regarding future research programmes, funding for research, and policy making.

Immersion through Virtual Reality (VR) gives the subjective impression that the learner has a realistic experience (Dede, 2009). The pedagogical potential of VR provides the means of enabling constructivist places of contextualised learning. This paper aims to examine the potential the VR application "Mondly" may have to maximise interactivity and aid learners in proactively experiencing empirical conversations that emulate authentic contexts. The research took place in an undergraduate course Italian I (A1, Common European Framework of Reference for languages), offered by the Cyprus University of Technology. The present study adopts a quasi-experimental design to evaluate the impact of "Mondly" on Italian learning. Digital material is incorporated into the lesson to promote contextualised learning. An experimental group is subjected to learning through "Mondly" whereas a control group is subjected to conventional lectures utilising the same material as the experimental group. [For the complete proceedings, see ED600837.]

According to contemporary thought and foundational research, this paper presents various elements of the foreign language teaching profession and language learning environment in the United States as either product-driven or process-based. It is argued that a process-based approach to language teaching and learning benefits not only second language acquisition, but the foreign language professional as a whole. Also, the preparedness of instructors of college level foreign language courses is discussed, noting the role of culture and the notion of linguistic currency (Bourdieau, 1991). A conclusion regarding how to approach foreign language education and learning is reached by presenting Carse's (1986) philosophical constructs of finite and infinite games and their role in education. (Contains 39 references.) (Author/SM)

The idea of this book arose out of an awareness that students with language learning disabilities are completely ignored in the Egyptian school system and there are no special programs that cater to these students. They are placed in normal schools that are not prepared to deal with their unique difficulties. This book, therefore, is an attempt to provide teachers with multiple-strategies models for teaching English language skills to these students at the intermediate level and beyond. More specifically, this book will help pre-and in-service teachers to: (1) identify effective strategies for learning and using language skills, (2) use multiple-strategies models for teaching language skills, (3) interweave strategies for language learning and language use into regular language activities, and (4) improve both the processes and products of language learning of students with learning disabilities. Thus, the target audience of this book includes pre-and in-service regular teachers, special education teachers, school psychologists, counselors, and administrators.

Social media has created new possibilities for digitally native students to engage, interact and collaborate in learning tasks that foster learning processes and the overall learning experience. Using both qualitative and quantitative data, this article discusses experiences and challenges of using a social media-enhanced collaborative learning environment in case-based teaching of foreign languages. Based on social constructivism we argue that foreign language learning is an individual as well as collaborative process and cognitive processes underlying learning and in particular foreign language learning are facilitated by means of social media and especially for new generation of students. This article contributes to understanding of how best to make use of social media in an educational setting and how learning may be fostered in social, collaborative knowledge construction, sharing and building. The case-study findings indicate that collaborative learning processes that are embedded in a social media enhanced learning platform are supportive and conducive to successful problem-solving which leads to successful adult foreign language learning. Furthermore, the study reports on some of the challenges in using social media and collaborative group work for teaching and learning at university level.

This booklet discusses the growing interrelationship between multicultural education and technologically defined media education. First, literature on multicultural education is reviewed, and five separate approaches are identified: human relations; teaching the culturally different; cultural democracy; single-group studies; and multicultural and social reconstructionist education. Next, varieties of media-based instruction are examined: computer-based education; network-based learning; distance education; open learning; and various levels and forms of technology used. Some basic trends within multimedia language instruction are discussed, including the historical convergence of language teaching and instructional media, the shift in emphasis from computer-assisted teaching to computer-enhanced learning, and shifts in the language teacher's role. Related issues being explored by the profession are also noted, including consideration of learning environment, quality of input, quality of communication, the concept of the structure of language, errors, and quality of learning. The booklet concludes by discussing the relationship of various technologies to meaningful language learning. (Contains 88 references.) (MSE)

Part of a larger research project, this descriptive study identified the range and characteristics of learning strategies used in studying foreign languages. Related studies include a course development study, in which foreign language instructors teach their students to apply learning strategies, and a longitudinal study that analyzed differences between effective and ineffective high school and college language learners and changes in strategy uses over time. Subjects were 67 high school students of Spanish and 34 college students of Russian. Research questions focused on types of strategies used, strategy variation by language of study, and strategy variation by course or proficiency level. Results suggest that students use a wide variety of strategies regardless of the language under study, and that students at all levels of instruction use predominantly cognitive strategies supported by metacognitive strategies that help them plan, monitor, and evaluate their work. The Learning Strategies Inventory (LSI) and interview guides are appended. Contains 38 references. (LB)

Part of a larger research project, this longitudinal study analyzed differences between effective and ineffective high school and college language learners and changes in strategy uses over time. Related studies include a descriptive study, which identified learning strategies used in studying foreign languages, and a course development study, in which foreign language instructors teach their students to apply learning strategies. The longitudinal study was conducted during years 2 and 3 of the project with 55 high school students enrolled in Spanish and 25 college students enrolled in Russian. Findings to date indicate that effective students (50) and ineffective students (30) Spanish or Russian tend to use similar strategies to perform language tasks but that effective students are likely to use a wider range of strategies, as well as a greater number of strategies. Examples of metacognitive strategies include self-monitoring, self-evaluation, selective attention, problem identification, and planning; cognitive strategies include using resources, elaboration, note-taking, making inferences, summarizing, translation, deduction, and substitution. However, qualitative differences were found in the way that effective versus ineffective students applied learning strategies, with the effective learners appearing to use more "on-target" strategies and seeming to be more purposeful in their strategy use and in matching strategies to tasks. Appendices present samples of student workbook pages, tables of frequency of strategy use by Spanish students, and reading proficiency guidelines. Contains 41 references and 33 exhibits. (LB)

Anxiety in language learning is one of the less researched areas; that is why this study explores whether the anxiety level of foreign language learners is related to their self efficacy levels. For this purpose, 100 participants joined the study and the Foreign Language Learning Anxiety Scale and The Self Efficacy Scale were administered to them. The results show that both aspects are uncorrelated and gender plays no important role in terms of the anxiety level and self perception ratings of these junior teacher trainees. (Contains 6 tables and 1 figure.)

This study explores and identifies some reasons for the problems of foreign language learning (English) and teaching from the perspective of instructors and learners using the case study model. The data of the study was gathered by a semi-structured interview form, and the study group of the research was composed of English language instructors and graduate students at Ahi Evran University. Random sampling method was used to determine 15 instructors and 20 graduate students to face-to-face interview, and the data of the study was analysed by content analysis method, which the students and instructors agreed on students who have been problematic in language learning process. In addition to students, examination systems, instructional programs, language teachers' qualifications and learning environments have been considered as barriers to language learning. On the other hand, students and instructors suggested starting learning/teaching English earlier, much more practice and exams on all four skills; elective courses; more practice and communication; revisions in teacher training system, considering individual differences; motivating and encouraging students; and designing well equipped language environment and teaching materials.

Blended Learning has become one of the most common ways to teach EFL (English as a Foreign Language) due to its double component, which integrates Face-to-Face classes with virtual learning in order to offer students a wide range of materials and resources organized in a methodological way. Over the years, teachers and students have changed the way this educational process is seen because new technologies have been implemented and teachers have to propose new ways of working to display materials that complement EFL Face-to-Face classes. However, the implementation of a Blended Course must have a pedagogical foundation for each setting where it is planned in order to be developed. This article seeks to present some integrative components of Blended Learning and how they have been applied in several researches done in different contexts as well as to present some considerations to keep in mind when designing, implementing and evaluating this model. Besides, it encourages teachers to reflect upon Blended Learning (BL) as a potential and different way to approach learning EFL, taking advantage of all the emerging pedagogical tools.

This article offers a critique of the lack of attention to the place of online course offerings in foreign language departments and/or distance education in general by the MLA's 2007 report on foreign language departments and their role in the academy. The article responds to how currently accessible technology (course management system platforms like WebCT/Blackboard™), already in wide use by universities and colleges across the United States, has made great strides towards replicating a classroom environment that can promote language proficiency as well as achieve the committee's suggestions for encouraging more cross-cultural awareness in foreign language classrooms at all levels.

In this study, the Felder learning styles inventory was administered to students who were non-English majors in a Chinese University. Descriptive statistics identified that participants do vary in their preference for particular learning styles with a great variety of learning style preferences distributed unevenly among the sample population. A large number of the participants showed mild preference to Global, Visual and Sensing learning styles. The present study extended Felder's work to a group of Chinese English as a Foreign Language learners. Implications for English as a Foreign Language teachers in Chinese Universities are that it is important to be aware of varied needs of learners from different majors and to respond flexibly by employing a broad range of teaching techniques to better reach students of different learning preferences. (Contains 3 figures and 3 tables.)

The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs. 

This study aimed to determine the challenges faced by Thai international students when they first came to Indonesia to study Indonesian as a foreign language. There were nine Thai students studying in six different cities in Indonesia were recruited as participants. The thematic analysis revealed two major themes: academic challenges and technological issues. Both made it difficult for Thai students to master the Indonesian language effectively. The condition potentially hinders their academic success when studying in Indonesia. However, the researchers found that despite the language barrier, Thai students still tried to speak Indonesian with Indonesian students and residents. It indicates that Thai students in this study were highly determined, friendly, and open to new cultures. Furthermore, the researchers advise teachers and program organizers to pay attention to these challenges to maximize the learning output.

The role of educational technologies, in the current processes of teaching and learning is becoming more prevalent and accepted in terms of being a mainstream pedagogical tool. During the past three decades, ICT has found its way into English language classrooms. In this study, a quantitative design was used to examine the attitudes of the English as a Foreign Language (EFL) students towards the use of iPads. A cross-sectional survey was conducted to obtain data from participants. The sample of this research comprised 109 English language learners at Majmmah University. Gender, age, and students' academic year were selected as student demographic variables for this research. The data were analyzed by calculating frequencies, percentages and conducting t-test and One-Way ANOVA. The analysis revealed that most of the participants had positive attitudes toward iPad use in language learning. No statistically meaningful differences were seen in participants' attitude toward iPads with respect to gender, age and academic level. Some useful implications are discussed based on the research findings.

Although there are many websites designed and published on the Internet for learning and teaching English, little use of them is done by both Egyptian EFL teachers and students. The textbook is usually their main concern and focus. That is why the present study draws more light on the importance of language teaching and learning websites and evaluates some of them so as to introduce them to both for use. This problem was tackled through answering the following questions: (1) What are the websites available online for learning and teaching English as a foreign language?; (2) What are the points of strength and weakness of some of these sites?; and (3) How can these sites be utilized by the Egyptian teachers and students for teaching and learning English as a foreign language? A 63-item evaluation criteria checklist was used to assess the six selected websites. It covered eight dimensions as follows: Authority, Purpose, Coverage, Currency, Objectivity, Accuracy, Technical Aspects (navigation, design and structure, and access), and Usefulness for TEFL Teachers and Students. The participants (n=17 - post-graduate students at Benha University) visited them and responded to the evaluation criteria checklist for identifying the points of strength and weakness of each website. The six websites, as a whole, were reported by the participants very useful for learning and teaching English. Based on the findings of evaluation, educational implications and recommendations for the utilization of these sites for teaching and learning English in Egypt were suggested. (Contains 7 tables and 7 appendices.)

English foreign language has recently become an obligatory subject in the elementary school curricula since the first grade in Albanian education system. This paper presents the attitudes of high school students towards the context of learning the language, addressed by two scales, according to International Attitude Motivation Test Battery, (Gardner, 2004): foreign language teacher evaluation and foreign language class evaluation. It also aims to find the variances of students' attitudes according to three groups of schools: urban public high school, rural public high school and non-public high school. The subjects in this research are N=1800 high school students from five main districts in Albania, by a random sample selection method. The analysis of descriptive statistics for mean values, frequencies of the variable "attitudes" and a two-way ANOVAs procedure to investigate for the variances of attitudes between the groups of schools. It resulted that from a Likert scale from 1-6, the mean value for the variable of attitudes was M=4.5, revealing that high school students have positive attitudes towards English language learning context, though not very highly positive. The research also found significant statistical differences of attitudes between the groups of schools at the value: p = 0.000 so p<0.05, F (2.1798) = 7.789. However the differences between the groups were very low. Post Hoc Tukey HSD procedure found that variances of attitudes for the urban public high school and rural public high school were at the value: 0.19161, p=0.00; for the urban public high school and non-public high school the difference was: 0.00426, p=1 and for the rural public high school and non-public high school the difference was: -0.14846, p=0.09. However, these results are significant only for the groups of urban public high school and rural public high school, p = 0.00, p <0.05. [For the full proceedings, see ED626668.]

Book Source: Digital Library of India Item 2015.72831 dc.contributor.author: West,michael. dc.date.accessioned: 2015-06-30T13:26:39Z dc.date.available: 2015-06-30T13:26:39Z dc.date.digitalpublicationdate: 2005-04-16 dc.date.citation: 1926 dc.identifier.barcode: 2030020006897 dc.identifier.origpath: /data7/upload/0176/067 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/72831 dc.description.scannerno: 9 dc.description.scanningcentre: RMSC, IIIT-H dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 81 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: Green And Company Limited dc.rights: In_copyright dc.source.library: Osmania University dc.subject.classification: Language. Linguistics. Literature dc.subject.classification: Literature dc.subject.classification: Literature dc.title: Learning To Read A Foreign Language

The purpose of this action research was to explore the types of interactions that foreign language learners experience while using a wiki as a supporting tool for a face-to-face research course. This design allowed me to play a dual role: first, I studied my own classroom setting and students. Second, I implemented a pedagogical intervention based on a collaborative online learning interaction. The data were gathered from participants' posts, and the findings revealed that class tasks promoted an asynchronous voluntary interaction among participants in which they shared knowledge and experiences while expressing the opinions and points of view that enabled them to actively participate in the face-to-face class.

The purpose of this action research was to explore the types of interactions that foreign language learners experience while using a wiki as a supporting tool for a face-to-face research course. This design allowed me to play a dual role: first, I studied my own classroom setting and students. Second, I implemented a pedagogical intervention based on a collaborative online learning interaction. The data were gathered from participants' posts, and the findings revealed that class tasks promoted an asynchronous voluntary interaction among participants in which they shared knowledge and experiences while expressing the opinions and points of view that enabled them to actively participate in the face-to-face class.

This collection of papers is divided into three parts. After "Introduction," (Judith A. Muyskens), Part 1, "Issues in Teaching with Technology: Implications for the Future Training of Teaching Assistants," includes "Exploring the Link between Teaching and Technology: An Approach to TA Development" (Virginia M. Scott) and "A Revolution from Above: The Race for Technology in Foreign Languages" (Winnifred Adolph and Leona LeBlanc). Part 2, "Applications and Case Studies in Technology and Foreign Language Education," includes "Enhancing Foreign Culture Learning through Electronic Discussion" (Elizabeth Bernhardt and Michael Kamil); "Technology, Social Interaction, and FL Literacy" (Richard G. Kern); "Write to Speak: The Effects of Electronic Communication on the Oral Achievement of Fourth Semester French Students" (Margaret Healy Beauvois); and "Remote Access for Foreign or Second Language Acquisition: New Interpretations of Distance Learning" (Michael Graham Fast). Part 3, "Learning, Foreign Languages, and Technology," includes "Personality and Motivational Factors in Computer-Mediated Foreign Language Communication (CMFLC) (Lydie E. Meunier) and "Cognition, Context, and Computers: Factors in Effective Foreign Language Learning" (Judith G. Frommer). (Papers contain references.) (SM)

This study investigated the interrelationship between students' foreign language anxiety, perceptions of teachers' classroom behaviour and their achievement in English as a Foreign Language (EFL). The participants were eight teachers and their Year 10 and 11 students (N=344) from two different schools, International Standard School (ISS) and non-International Standard School (Non-ISS). The students completed the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986) and Student-reported Teacher Style Scale (TSS) by Watt and Richardson (see Spearman, and Watt, 2013); teacher completed Teacher Style Scale (TSS). The result indicated that students who perceived their teacher positively exhibited low anxiety and showed better achievement. Teachers perceived themselves to be more structured, have better relatedness and clearer expectations than their students perceived.

The study investigated the learner perceptions of a CALL component in a blended language learning context. 52 Taiwanese college students attended instructional classroom sessions and did weekly online assignments in the form of interactive web-based exercises over one semester. Their learning performance was measured by means of two computer-based language assessments at the mid-point and final part of the semester. Learners' perceptions of the interactive web-based exercises were elicited by a computerized survey conducted at the end of the semester. The results reported on the survey revealed that participants perceived the interactive web-based exercises as interesting but only modestly so. This was probably attributable to the difficulty level of the created exercises and a lack of diverse exercise formats. Even so, having easy access, receiving immediate feedback, allowing multiple attempts, and enabling self-paced learning were mentioned as benefits of the constructed exercises. More importantly, most participants reported the effectiveness of these exercises in improving their reading comprehension and vocabulary leaning. This confirmed language assessment results that demonstrated significant gains in reading comprehension and vocabulary knowledge. Implications include suggestions for language teachers and program developers for improving the way web-based learning activities are created and implemented.

A study investigated: (1) the distribution of learning styles of students of Japanese as a second language, as measured by the Myers-Briggs Type Indicator, (2) students' preferences for error correction in speaking and writing, as measured by a researcher-developed questionnaire, and (3) relationships between students' learning styles and their preferences for error correction. Items were divided into three categories of error correction: explicit; implicit; and self-correction. Subjects were 38 undergraduate students in four second-semester Japanese classes. Results indicate that students fell into 12 of the 16 Myers-Briggs learning style categories, with extraverted students outnumbering introverted students significantly. A large majority of students (89.5 percent) preferred self-correction to explicit or implicit correction. One subject preferred explicit correction, two preferred implicit correction, and one rated implicit and self-correction equally. No statistical significance was found in the relationship between learning style and error correction preference. Implications for teacher's expectations and classroom instruction are discussed briefly. Contains 23 references. (MSE)

A study investigated: (1) the distribution of learning styles of students of Japanese as a second language, as measured by the Myers-Briggs Type Indicator, (2) students' preferences for error correction in speaking and writing, as measured by a researcher-developed questionnaire, and (3) relationships between students' learning styles and their preferences for error correction. Items were divided into three categories of error correction: explicit; implicit; and self-correction. Subjects were 38 undergraduate students in four second-semester Japanese classes. Results indicate that students fell into 12 of the 16 Myers-Briggs learning style categories, with extraverted students outnumbering introverted students significantly. A large majority of students (89.5 percent) preferred self-correction to explicit or implicit correction. One subject preferred explicit correction, two preferred implicit correction, and one rated implicit and self-correction equally. No statistical significance was found in the relationship between learning style and error correction preference. Implications for teacher's expectations and classroom instruction are discussed briefly. Contains 23 references. (MSE)

This paper discusses recent uses of information and communication technologies (ICTs) in fostering Internet-based projects for learning English as a Foreign Language (EFL) at the Faculty of Foreign Languages in Yakutsk State University, Russia. It covers the authors' experiences integrating distance education and creating educational resources within the Moodle LMS and wiki projects based on Web 2.0 social networking technologies. Also it discusses our international project, Net-based Course Development: English through Digital Storyline, in cooperation with the University of Tromso, Norway.

Part of a study of the oral communication skills of Chinese scientists in an intensive course in English for science and technology focused on the importance of attaining accuracy or mastery for their specific language needs and the error tolerance level of English-speaking scientist peers. Three students in each of three different science specialties at the Graduate School English Language Center in Beijing were chosen as subjects for speech samples of two types: one a planned presentation as in a formal, professional setting; the other, unplanned, informal conversation. The three students in each specialty had language skills considered good, average, and weak. Native English-speaking scientists and English teachers evaluated the taped speech samples. Results suggest that the Chinese scientists probably could function adequately in formal and informal professional settings and have adequate speech speed, but with only acceptable grammar. It is also concluded that the program had successfully lowered the psychological barrier about making mistakes in English. Adjustment of language programs' expectations of accuracy and fluency to meet the real language needs of the students, weighing grammatical accuracy against other factors such as word choice and pronunciation, is recommended. Appendices consist of the evaluation questionnaire and two statistical tables showing results. (MSE)

At present, there are few studies which explore the learning strategies employed by students of Chinese as a Foreign Language (CFL) and even fewer that focus specifically on mobile application use. This study provides insights into how adult learners at varying levels of proficiency employ mobile apps to support their Chinese character learning. Data were collected from a survey completed by 140 learners and semi-structured interviews with eight subjects. The findings demonstrate that most of the participants are using mobile apps to support their character learning. The most widely used mobile app is Pleco, but only a small proportion of its functionality is exploited. The most frequently used app-based strategies include looking up example sentences that contain new words and viewing stroke orders. The study suggests that students recognise the value of mobile apps in their learning but may need training in how to exploit their full potential. [For the complete volume, "Beyond the Language Classroom: Researching MOOCs and Other Innovations," see ED574781.]

The aim of this paper is to describe a blended learning model to be used in Egyptian schools when teaching reading classes in English as a foreign language. This paper is divided into three parts. The first part outlines the Egyptian context and describes the target learners. The second part describes the suggested blended learning model, which is based on Text Manipulation software, and provides a rationale of each component of this model, followed by a discussion of some practical steps for designing a blended learning model. The third part describes the online courseware as a basic part of the model.

This study analyzed the textbooks titled "Arabic for Non-native Speaking Children", Level I by Zakirov, Mingazova, and Mukhametzyanov (2011), and "Arabic for Non-Native Speaking Children", Level II by Mingazova, Zakirov, and Mukhametzyanov (2013) which are used to teach Arabic as a foreign language (AFL) to elementary school children in Tatarstan. The textbooks were then evaluated in the light of the Common European Framework of Reference (CEFR) criteria. Results showed that the textbooks do not meet the CEFR language teaching and learning criteria, as they focus on the reading and writing skills, not oral skills and communication. They focus on the Arabic alphabet letters and basic Arabic grammatical structures and categories. The words taught are selected based on whether they contain the alphabet letter under study, not on the basis of belonging to a certain semantic category. In addition, the textbooks have adopted a grammar-translation approach, not a communicative, functional approach. The study recommends restructuring the textbook aims, skills and subskills taught, language elements selected, syllabus design adopted, and language teaching approach followed so that focus is on learning Arabic for communication. The whole Arabic lesson should be conducted in Arabic (L2). The students should practice oral skills before they move on to reading and writing sentences and paragraphs. The form and meaning of the words and grammatical patterns should be taught together using real objects, drawings, gestures and dramatization. The textbooks should adopt a functional situational syllabus design and follow a communicative language teaching approach. [This paper was published in: "Proceedings IFTE-2020" (pp. 101-129). Kazan Federal University.]

This study aimed at devising a vocabulary learning software that would help learners learn and retain vocabulary items effectively. Foundation linguistics and learning theories have been adapted to the foreign language vocabulary learning context using a computer software named Parole that was designed exclusively for this study. Experimental design with control and experimental groups which were formed of English learners at a university program was used and quantitative and qualitative data collection methods were employed. Quantitative data collection instruments were the pre-test, the computer software-Parole, the immediate post-test and the delayed post-test. Both of the post tests were the reimplementation of the pre-test at two different times. The qualitative data collection instruments were the semi-structured interviews done with students after the implementation of the study. The proposed model was successfully implemented and results of the quantitative statistical analyses showed at the end of the study that the software is an effective vocabulary learning model and tool that could be used to learn vocabulary in English; that words are learned more effectively and permanently using this model and that users who used the model for longer durations learned words more effectively and permanently.