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Short communications. eLearning in EFL: Problems and Solutions

Short communications. eLearning in EFL: Problems and Solutions

This paper investigates certain problems encountered when technology-based instruction is employed in teaching English as a foreign language. Three EFL specialists from Saudi Arabia are interviewed and their insights on solving those problems are presented. Many academics feel ill-equipped to utilize new technologies in teaching because they are technophobes who fear or dislike technology or do not have sufficient experience in employing computer applications. Other academics found technology-based teaching time-consuming, leading to increased workload, and demanding high levels of technical support. Solutions to face the reluctance to engage in electronic forms of teaching include the provision of instructional support to provide faculty with the necessary technical skills, changing college policies to consider teaching with technology an activity for which faculty receive credit, improving the reward system to motivate faculty to better productivity and higher performance, and addressing critical work-related issues, such as workload.

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Unidimensionality and construct validity of the Self-Regulating Capacity in Vocabulary Learning (SRCvoc) in Iranian EFL context: item-level responses versus item parcels

Abstract

This study investigated the psychometric properties of self-regulating capacity in vocabulary learning scale (Tseng, Dornyei, & Schmitt, 2006) in the Iranian EFL context. For this purpose, a sample of 1167 high school students completed the Persian SRCvoc in the main phase. The internal consistency reliability of the scale was examined using Cronbach’s alpha. It showed acceptable reliability in both piloting and main phases. The results of exploratory factor analysis (EFA) showed that the SRCvoc is composed of three factors. However, confirmatory factor analysis (CFA) on the three-factor model of the SRCvoc and Tseng et al.’s (2006) five-factor model of the SRCvoc with item-level indicators showed that both models did not fit the data. The findings of this study imply that the item-parcels in Tseng et al. (2006) may have masked the nature of the factor structure of the self-regulating capacity in vocabulary learning scale. It should therefore be re-theorized.

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Individual Differences and Quality Of Translation: A Personality-Based Perspective

References Ahmed, F. & Capretz, L.F. (2010). Why do we need personality diversity in software engineering. ACM SIGSOFT Software Engineering Notes, 32 (2), 1-11. Al-Samandi, H.A. (2009). The relationship between Saudi EFL college level students’ use of reading strategies and their EFL reading comprehension. Unpublished doctoral dissertation, University of Ohio, U.S.A. Retrieved 26.11.2012 from http://www.etd.ohiolink.edu/send-pdf.cgi/alsamandiha Bickhard, M., Blunter, R., & Hochnadel, E. (2010). Two

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The Cognitive Profile of a Talented Foreign Language Learner. A Case Study

-89. Ellis, R. (1995). The Study of Second Language Acquisition. Oxford: Oxford University Press. Ellis, N.C., & Sinclair, S.G. (1996). Working memory in the acquisition of vocabulary and syntax: Putting language in good order. The Quarterly Journal of Experimental Psychology , 49A, 234-250. Ely, Ch., M. (1995). Second Language Tolerance of Ambiguity Scale. In J. Reid (Ed.), Learning Styles in EFL/ESL Classroom (pp. 216-217). Boston: Heinle & Heinle/Thomson International. Engle, R

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Metaphorical Competence in Multilingual Context of Language Acquisition and Learning

Benjamins. Sharifian, F., Dirven, R., Yu, N., & Neiemier, S. (Eds.). (2008). Culture, body, and language: Conceptualizations of internal body organs across cultures and languages. Berlin/New York: Mouton de Gruyter. Shirazi, M. G. & M. R. Talebinezhad (2013). Developing intermediate EFL learners metaphorical competence through exposure. Theory and Practice in Language Studies, 3(1), 135-141. Sinha, Ch. & Jensen de López, K. (2004). Language, culture and the embodiment of spatial cognition. Cognitive Linguistics, 11, 17

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Do Teachers Facilitate the Strategies their Pupils Need?

), 74-80. Kiely, L. (2002). Learning strategies for the Pilot Project for Modern Languages . In Paper presented at the Annual Language Learning Conference. Limerick, Ireland: University of Limerick. Lan, R. (2005). Language Learning Strategies Profiles of EFL Elementary School Students in Taiwan . [PhD Thesis]. Washington: University of Maryland. Lin, L. (2001). Taiwanese Children’s EFL Vocabulary Learning Strategies . [MA Thesis]. Hinschu, Taiwan: National Chinhua University. Naiman, N., Fröhlich, M., Stern, H. H., & Todesco, A. (1978

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Do Young Learners Exploit the Same Learning Strategies as Adults?

the Primary Level . [PhD thesis]. Montreal: Concordia University. Gűrsoi, E., (2010). Investigating Language Learning Strategies of EFL Children for the Development of a Taxonomy. English Language Teaching, 3 (3), 165-175. Harmer, J. (2007). The practice of English language teaching. (4th edition.) Harlow: Longman. Hrozková, I. (2013). Strategie učení se angličtin? jako cizímu jazyku u žák? 1. stupn? základní školy. [PhD thesis]. Retrieved from http://is.muni.cz/th/5582/pedf_d/ [12.12.2014]. Naiman, N., Fröhlich, M., Stern, H.H., & Todesco, A. (1978

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The Use of Concept Maps in Creating a Short Video with Students

References Al-Jarf, R. (2015). A model for enhancing EFL freshman students’ vocabulary with mind-mapping software. The Journal of Teaching English for Specific and Academic Purposes, 3 (3), 509-520. Béres, J. (2014). A kritikai gondolkodas fejlesztese pecsi konyvtarszakos hallgatok koreben. Tudásmenedzsment, 15 (1), 58-65. Bíróné Udvari, K. (2006). A fogalomterkep gyakorlati alkalmazasa a szakmai idegennyelv-oktatasban. In Majoros, P. (Ed.), Tudományos évkönyv 2005. A prioritások és a konvergencia kölcsönhatása

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