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Second Language Acquisition and Language Pedagogy
... Rooted in the input hypothesis and interactionist models, immersion programs aim to simulate the naturalistic conditions under which first languages are acquired. These conditions are made possible by designing classrooms where English is not only the medium of instruction but also the primary vehicle for meaningful communication and social interaction (Ellis, 1994;Brown, 2007a). ...
... Immersion programs emphasize comprehension through context rather than translation. Teachers use visual cues, body language, demonstrations, and real-world objects to convey meaning, replicating how children acquire their first language (Carless, 2002;Ellis, 1994). This form of scaffolding fosters intuitive understanding and builds long-term language retention. ...
... Numerous studies confirm that immersion students often perform at equal or higher levels on standardized academic assessments compared to their non-immersion peers. This is true even when instruction is delivered in a second language for much of the early schooling period (Brown, 2007b;Ellis, 1994). In programs where English is introduced in later grades, students may experience a brief lag in language-specific skills such as spelling or punctuation. ...
This article explores the core principles and educational outcomes of full English immersion, an instructional model that prioritizes the exclusive use of English in classroom communication. Rooted in the belief that language is best acquired through natural, context-rich exposure, full immersion fosters authentic language use across all four skills—listening, speaking, reading, and writing. The method encourages learners to think in English rather than translate, thus promoting fluency, spontaneity, and cognitive flexibility. In addition to linguistic gains, immersion enhances cultural competence by integrating elements of English-speaking cultures into instruction. Drawing on recent research, this paper outlines the cognitive, academic, and sociolinguistic benefits of full immersion, including improved problem-solving skills, higher academic performance, and more accurate language production. However, it also identifies persistent challenges such as the scarcity of qualified teachers, the difficulty of maintaining immersion environments in upper grades, and the limited attainment of native-like proficiency among some learners. The paper argues that while immersion is highly effective, its success depends on well-structured curricula, sustained exposure, and support tailored to learner diversity. Ultimately, full English immersion prepares students not only for academic achievement but also for real-world communication in global contexts.
... Geçmişte yaşadıkları tecrübelerle doğru orantılı olarak yabancı dile yönelik tutumları değişebilmekte, bu süreç öğrencilerin duyuşsal durumları, öz güven düzeyleri, yaşları, öğrenme biçimleri gibi değişik faktörlerin etkisiyle şekillenmektedir. Ellis (2008), öğrenme üzerinde etkili ve değişkenlik düzeyleri birbirinden farklı olan birçok genel faktör olduğunu belirtirken Oxford (1992) yabancı dil öğretimi sürecinde öğretmenlerin göz önünde bulundurması gereken en önemli noktanın öğrencilerindeki yaş, cinsiyet, güdülenme, tutum, rekabet edebilme, iş birliği yapabilme, duyuşsal durumları gibi bireysel farklılıklar olduğunu vurgulamaktadır. ...
... Bu durumda yabancı dil öğrenimini kolaylaştıran, fazla çaba gerektirmeden gerçekleşmesini sağlayan belirli bir yaş aralığı olduğu düşünülebilir. Bu görüşü savunan Ellis (2008)'e göre bu dönem beynin esnekliğini koruduğu hayatın ilk on yılıdır ve bu dönem sol beyinde dil öğrenme fonksiyonun geliştiği döneme denk gelmektedir. Oxford (1992) ise bu durumun aksini iddia eden yazarların olduğunu ve yetişkinlerin önceki dil öğrenme tecrübeleri, sosyokültürel durumları, bilişsel olgunlukları duygusal faktörler gibi birtakım avantajlar neticesinde yabancı dil öğrenme konusunda daha başarılı oldukları örneklerin bulunduğunu belirtmektedir. ...
... Bu inançlar doğru veya yanlış olsalar da öğrenme sürecine yön vermektedir (Lightbown ve Spada, 2000). Ayrıca öğrencilerin hedef dile ve onu öğrenmeye yönelik inançlarının yanı sıra yabancı dil eğitiminin önemi, hedef dili anadil olarak kullanan toplumun nitelikleri, sınıf içinde aktivitelerin işleniş biçimleri, öğretmenin hataları düzeltme yöntemleri ve verdiği geri dönütler, yabancı dile nasıl çalışmaları gerektiğine dair inançları da öğrenme sürecini etkileyen faktörler arasındadır (Ellis, 2008). ...
... Hata ve yanlış kavramları günlük yaşamda birbiri yerine kullanılan sözcüklerken İngilizcede "error" ve "mistake" sözcükleri ile ifade edilmektedir. "Error" var olan bilgiyi kullanamamaktan kaynaklı yanılgıları karşılarken "mistake" bilgi eksikliği kaynaklı yanılgıları kapsamaktadır (Brown, 2014;Ellis, 1994) Araştırmada "error" kelimesi İngilizcedeki anlamsal karşılığı ve alan yazını (Altıkulaçoğlu Kayaer, 2023;Büyükikiz & Hasırcı, 2013; Çerçi vd., 2016;Elturan, 2019) çerçevesinde "yanlış" olarak çevrilmiştir. Günlük yaşamda bu sözcükler birbiri yerine kullanılmaktadır. ...
... Bu tür sözlü üretimleri yanlış olarak nitelendirmek doğru olmayacaktır. Ellis (1994), sözlü anlatım yanlışlarının belirlenmesinde hedef dilde genel olarak doğru kabul edilen dil varyasyonunun ölçün kabul edilmesinin bu soruna çözüm olabileceğini belirtmiştir. Gizli yanlışlar, dil kurallarına uyan fakat anlamsal boşluklar içeren sözlü anlatım yanlışlarıdır. ...
... Yanlışlar; Sistematik Sınıflandırma (Corder, 1974), Yüzey Strateji Sınıflaması (Dulay vd., 1982) ve Dilsel Sınıflama gibi sınıflama yöntemleri kullanılarak sınıflandırılabilir. Bu tanımlama yöntemlerinden en kolayı öğrencinin bulunduğu dil düzeyini gösteren, müfredat ve eğitim amaçları ile ilişkili olan dilsel sınıflama yöntemidir (Ellis, 1994). ...
Bu çalışmada yabancı dil olarak Türkçe öğrenen B seviyesi öğrencilerin sözlü anlatım yanlışlarının yanlış çözümleme yöntemine uygun olarak çözümlenmesi, bu yanlışların yanlış türlerine göre görülme sıklığı ve oranının belirlenmesi amaçlanmaktadır. Yanlış çözümleme yönteminde yanlışlar toplanır, sınıflandırılır, tanımlanır, açıklanır ve değerlendirilir. Araştırmada nitel araştırma deseni kullanılmış ve veriler doküman incelemesi yoluyla elde edilmiştir. Çalışma grubu, Türkçeyi yabancı dil olarak öğrenen B seviyesi 158 öğrenciden oluşturmaktadır. Veri toplanma aracı olarak araştırmacı tarafından geliştirilen hazırlıksız konuşma konu havuzu kullanılmıştır. Konuşmalar, katılımcı onayı ile ses kaydına alınmış ve kayıtlar yazılı doküman hâline getirilerek öğrenci yanlışları, yanlış çözümlemesi yöntemi ile belirlenmiştir. Araştırma sonucunda öğrencilerin sözlü anlatım yanlışları şu şekilde kodlanmıştır: harfin yanlış seslendirilmesi, asalak ses kullanımı, sesin gereksiz uzatılması, harf/hece eksikliği, ek yanlışlığı, yanlış sözcük kullanımı, kod karıştırma. B1 seviyesi öğrencilerinin en sık asalak ses kullanımına (%42,15), B2 seviyesi öğrencilerinin en sık harfin yanlış seslendirilmesine (%39,03) yönelik yanlışlar yaptığı görülmüştür. Ayrıca harf/hece eksikliği ve ek yanlışlıklarının hemen hemen tüm ek türlerinde yapıldığı belinmiştir. Araştırma sonuçlarından hareketle öğrencilerin daha fazla konuşma deneyimi edinmesini sağlayacak etkinliklerle kelime hazinelerinin geliştirilmesi, dil bilgisi kurallarının öğretimine yönelik etkinlikler yapılması, eklerinin anlam ve görev farklılıklarının öğretimine önem verilmesi önerilerinde bulunulmuştur.
... El análisis semántico-pragmático es diferente al análisis descriptivo de la lengua en tanto se elabora conjuntamente con los estudiantes: interactuando socialmente y reflexionando en el aula desde la cultura, la lengua y la comunicación del texto. Este tipo de análisis enfatiza el significado de la lengua (lo semántico) y su uso (lo pragmático), como componentes esenciales del concepto de competencia comunicativa ofrecido por Ellis (1995). ...
... El componente pragmático se refiere al uso de la lengua en la comunicación, el cual depende en gran medida del contexto situacional. A decir de Ellis (1995), se trata del conocimiento que posee el hablante con respecto a lo que es apropiado en una situación comunicativa, es decir, el uso real en la producción y comprensión de la lengua. "Estudiamos el uso si examinamos como los aprendices transmiten significado a través del proceso de construcción del discurso " (p. ...
Este artículo contiene los resultados de una investigación acerca del análisis semántico-pragmático de textos, como estrategia del aprendizaje del inglés en la carrera de Licenciatura en Educación: Lenguas Extranjeras, inglés. Tiene como objetivo mostrar las oportunidades que ofrece este tipo de análisis de la lengua en tanto abarca las dimensiones fónicas, gramatical, léxico-semántica y pragmática y el uso de la lengua en dependencia del contexto comunicativo situacional. El pre-experimento, la observación, la entrevista y la técnica de autorreflexión aportaron los datos que justifican la utilización de este tipo de análisis en la enseñanza de la lengua. Los autores elaboraron y seleccionaron textos con valor lingüístico, comunicativo y cultural. Se realizó el análisis a cada texto y se impartieron todos los textos en primer año. Como resultado, los estudiantes aprendieron a realizar este tipo de análisis y reconocieron sus valores para el estudio de la lengua y su futura profesión. Un material con 11 análisis semántico-pragmáticos de textos queda listo para el uso de los profesores y estudiantes. Se ha demostrado las posibilidades y oportunidades que brinda el aprender a realizar este tipo de análisis.
... Sementara itu, Ellis (1994) melihat strategi pembelajaran bahasa (SPB) sebagai pendekatan atau teknik khusus yang diaplikasikan oleh pelajar untuk menguasai bahasa kedua. Ellis (1994) juga berpendapat bahawa pengalaman kejayaan pelajar dalam mencapai tahap kemahiran tinggi akan mempengaruhi pilihan strategi pembelajaran mereka dalam usaha penguasaan bahasa kedua pada masa depan. ...
... Sementara itu, Ellis (1994) melihat strategi pembelajaran bahasa (SPB) sebagai pendekatan atau teknik khusus yang diaplikasikan oleh pelajar untuk menguasai bahasa kedua. Ellis (1994) juga berpendapat bahawa pengalaman kejayaan pelajar dalam mencapai tahap kemahiran tinggi akan mempengaruhi pilihan strategi pembelajaran mereka dalam usaha penguasaan bahasa kedua pada masa depan. ...
Kemahiran mendengar merupakan teras utama dalam pemerolehan bahasa, namun sering terpinggir dalam pembelajaran Bahasa Melayu sebagai bahasa ketiga di Singapura. Persekitaran sosio-linguistik yang dominan dengan bahasa Inggeris menyukarkan pelajar bukan penutur natif menguasai kemahiran ini. Kajian ini bertujuan meneroka penggunaan strategi pembelajaran bahasa (SPB) bagi kemahiran mendengar dalam kalangan pelajar BMPK di Singapura. Kajian tinjauan kuantitatif ini melibatkan 40 pelajar Menengah Dua daripada dua sekolah menengah. Data dikumpulkan melalui soal selidik yang diadaptasi daripada Model SPB Oxford (1990) dan Inventori SPB Zamri (2015). Analisis menggunakan SPSS versi 26.0 menunjukkan purata penggunaan strategi berada pada tahap sederhana hingga tinggi (min = 3.85; sisihan piawai = 0.45), dengan strategi kognitif (min = 4.25) dan metakognitif (min = 4.10) digunakan pada tahap tinggi. Strategi afektif, sosial, memori dan tampungan pula digunakan pada tahap sederhana tinggi. Dapatan ini menunjukkan keperluan memperkukuh penggunaan strategi sosial, afektif dan memori dalam pengajaran mendengar. Kajian ini mencadangkan pembangunan model pengajaran mendengar berasaskan strategi pembelajaran yang sistematik dan kontekstual bagi meningkatkan kecekapan mendengar pelajar bukan penutur natif Bahasa Melayu di Singapura.
... For example, in a recently published edited volume, Li et al. (2022) categorize IDs relevant to SLA into cognitive (e.g., working memory and learning strategies), conative (e.g., motivation and willingness to communicate), affective (e.g., anxiety and enjoyment), and sociodemographic differences (e.g., identity and age). Similarly, (Ellis, 1994) identified several essential categories of individual learner differences: age, aptitude, motivation, learning style, beliefs, and personality. These categories have also been defined variously. ...
... Further, beliefs are defined as learners' beliefs about language learning, such as difficulty, methods, and cultural aspects. Finally, personality is defined as learners' characteristics and traits, such as willingness to communicate, extraversion, introversion, and self-esteem (Ellis, 1994;Segalowitz, 1997;Skehan, 1989). In addition to these categories, anxiety is defined as the combination of several factors, such as feelings of apprehension, self-doubt, and nervousness during L2 learning and use, arising from communication apprehension, fear of negative social evaluation, and test-related anxiety, which together hinder cognitive processing, learning, and performance (MacIntyre & Gardner, 1989). ...
With the rapid advancement of teaching and learning English as a second or foreign language (ESL/EFL) and research in second language acquisition (SLA), English has become one of the most sought-after languages to learn. In this regard, one of the fundamental aspects of second language (L2) teaching and learning is individual difference factors (IDs), as they impact the learning process and learning outcomes. However, the relationship between teaching/learning EFL and IDs has remained largely unexplored. Therefore, this scoping review is undertaken to expand our understanding of this area of investigation by examining the breadth of available literature on the topic. We aim to identify key concepts, sources of evidence, strengths, weaknesses, and research gaps that contribute to informing practice in the field, focusing on Iraqi Kurdistan as the target EFL context. Similar to prior research, this study carried out a five-stage scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Four databases, namely Web of Science (WOS), APA PsycNet, Education Resources Information Center (ERIC), and Google Scholar, were used for scoping data. Ten studies were included in the final analysis after a full review. The main findings suggest a positive relationship between learning EFL and IDs with varying degrees. At the same time, the available data reveals that although EFL learners face serious challenges in the process of learning EFL, these challenges can be turned into opportunities by considering IDs. The paper concludes with some recommendations for future research.
... Educational management should not only focus on administrative aspects but also on curriculum development, assessment, and teaching techniques that encourage second language development. According to (Ellis, 2020), effective second language teaching does not solely depend on the materials delivered but on how they are structured and managed to meet students' needs. ...
... A well-designed curriculum should be able to integrate various language teaching approaches that enrich students' learning experiences, including communication-based, task-based, and technology-assisted approaches. According to research by (Ellis, 2020), a curriculum that focuses on language use in real and interactive contexts can accelerate the second language acquisition process. ...
Second language learning faces significant challenges, such as low student motivation, limited resources, and a lack of teacher training, which can hinder learning effectiveness. Ineffective educational management in curriculum and language policy implementation may exacerbate these conditions, making exploring effective strategies for supporting second language acquisition essential. This study aims to identify and analyze effective educational management strategies in supporting second language acquisition and solutions to challenges encountered in their implementation. Additionally, this research seeks to provide recommendations on policies and teaching approaches to enhance the quality of second language learning. The research method used is a literature review involving collecting and analyzing relevant articles and scientific journals. This study explores various literature on educational management, second language teaching strategies, and technology in language learning. The findings indicate that effective educational management—such as curriculum development based on authentic communication, the use of technology in learning, and teacher training—can improve the effectiveness of second language acquisition. The main challenges include low student motivation and limited resource access, which can be addressed through technology-based approaches and more inclusive policies.
... Due to the language's complexity, students may find it difficult to develop robust EFL English speaking skills (Nunan, Second Language Teaching & Learning, 1999). The differences between English and the native tongue cause discomfort when speaking the new language in front of others (Ellis, 2008) and a lack of opportunities to practice the language often and in a variety of situations. Therefore, teachers can use the Zoom Meeting application to teach English, especially teaching speaking. ...
... Especially in second language learning, some researchers believe that speaking is the most crucial skill for business and government workers operating in the field and that it is the heart of second language learning (Egan, 1999). The differences between English and the native tongue cause discomfort when speaking the new language in front of others (Ellis, 2008) and a lack of opportunities to practice the language often and in a variety of situations (Shumin, 2002). ...
This article examines students’ perception of using Zoom Meeting for online learning in teaching English speaking skill. Qualitative descriptive method was used to find out students’ perception related to the use of Zoom Meeting during learning speaking. The data collection used was collected by creating a questionnaire that consisted of 15 statements. The questionnaire was distributed via Google Form. The participants of this study were students of English Education Department from Singaperbangsa Karawang University which is selected randomly about 9 students from second semester students. The result showed that the use of Zoom Meeting for online learning in teaching English speaking skills give positive and negative impacts. Zoom Meeting applications make them understand some speaking class learning materials easily. However, in the other case, most of the students were bored with the implementation of online classes and lost of motivation to study during the COVID-19 pandemic only.
... A survey of the academic discourse reveals a spectrum of pedagogical frameworks advocated by distinguished linguists and academicians, tailored to meet the evolving educational, commercial, and communicative exigencies characteristic of various epochs (Brown, 2000;Larsen-Freeman, 2000). The heterogeneity of learners' needs in mastering the English language precludes the adoption of a monolithic teaching method (Krashen, 1982;Ellis, 1994). Consequently, a composite or eclectic pedagogical approach, one that integrates diverse methodologies, emerges as a pragmatic solution, adaptable to the unique requirements and objectives of individual learners (Kumaravadivelu, 2006). ...
This paper aims to provide a comprehensive examination of the diverse approaches and methodologies employed in the instruction of English as a second language (ESL). Linguists and scholars worldwide have embraced varied pedagogical approaches and methods to enhance the efficacy of ESL instruction. Given English's emergence as a global language, it is crucial to delineate the wide array of approaches and methods employed across different regions for ESL education. In today's pedagogical landscape, which advocates for an eclectic approach to ESL instruction, a historical perspective on these approaches and methods is imperative to assess their relevance in fostering specific language skills and sub-skills. This paper conducts an extensive review of notable approaches, including the structural and communicative approaches, as well as prominent methodologies such as the Grammar-Translation Method, the Direct Method, the Audio-lingual Method, and the Total Physical Response Method.
... Teacher talk (TT) is one of the factors influencing learners' language proficiency when studying EFL. Ellis suggested that teacher talk is seen as a key factor in influencing learners' performance in second language acquisition [23]. Teachers communicate with language learners in the classroom differently than with other types of learners, modifying both the form and function of their language to facilitate effective communication [24]. ...
... In this organized setting, students can receive regular feedback, repeatedly practice their skills, and experience rewards or consequences, which reinforce positive behaviour and enhance their learning process. The structured nature of the environment, considering various academic and social activities, tends to create ideal conditions for the application of pedagogical theories of behaviorism, which relies upon reinforcement and repetition (Ellis, 2008;Gass & Selinker, 2008). ...
Repetition and reinforcement in structured conditions is normally found in language learning in a boarding school setting. But there is still view discussion on it as investigating this area needs time and complex analysis. As in this study, theoretical and application aspect of behaviorist perspective in the English as Foreign Language (EFL) Program will be investigated in an Islamic boarding school context. Known with the observable behavior, reinforcement system, conditioning process, and language learning structured approach, behaviorism is particularly suitable with highly controlled and structured environment called as a boarding school. This study focuses on the prominence of behavioral concepts such as stimulus-response, reinforcement and repetition in language learning program. The EFL curriculum in an Islamic Boarding school show that teachers, staffs and students can implement the reinforcement and practice through controlled repetition as a way to increase language proficiency in a structured environment. Some real-life application of behaviorist technique will be explored which highlight on how behaviorist influence students’ engagement, motivation and retention in the language learning. This study found that behaviorism in EFL offers recommendation regarding possible improvements in EFL teaching strategies in boarding schools.
... Understanding inflectional morpheme errors in ESL writing has significant pedagogical implications. Insights from such research can inform instructional materials, curricula, and strategies tailored to ESL learners' needs (Ellis, 2008). Future studies could explore the effectiveness of various teaching methodologies in enhancing inflectional morpheme acquisition and usage among ESL learners. ...
Understanding common errors in English language acquisition is crucial for enhancing ESL (English as a Second Language) instruction, particularly in mastering inflectional morphemes that are vital for grammatical accuracy. This study addresses the persistent challenges ESL learners face in mastering inflectional affixes, focusing on errors in nouns, adjectives, and verbs. It investigates the types and frequencies of inflectional morpheme errors among Grade Eleven students at San Jose National High School, aiming to identify the most problematic morphemes and provide insights into patterns of difficulty. A total of 261 student essays, written over three three-hour sessions, were analyzed using both quantitative and qualitative methods. Errors were identified through Grammarly and categorized using Dulay et al.'s (1982) Surface Structure Taxonomy. Results indicate that verb inflections, particularly past tense and 3rd person singular present agreement morphemes, are the most challenging for learners, with noun and adjective errors being less frequent. Notably, the study highlights the 3rd person singular present agreement as a significant area of difficulty. These findings suggest the need for targeted instruction focused on verb inflections in practical writing contexts. By implementing error-focused teaching strategies, educators can address specific challenges, fostering improved grammatical accuracy and supporting better language acquisition outcomes.
... It emphasizes the comprehension of grammar and vocabulary within significant contexts rather than through mechanical memorization (Lado, 1964). Prior research suggests that this approach can enhance understanding and recall of linguistic structures (Brown, 2007;Ellis, 2008). CCLT is recognized as a synthesis of Chomsky's Transformational Grammar and Carroll's Psychology (Carroll, 1965). ...
This study examines how Iraqi EFL students' academic motivation is affected by the Cognitive-Code Method (CCM). The purpose of the study aims to determine if structured cognitive learning techniques and explicit grammar instruction improve students' internal and extrinsic motivation. A control group received instruction using conventional methods, whereas an experimental group was taught using the Cognitive-Code Method as part of a quasi-experimental design. Following the treatment, a post-questionnaire was given to each group. To assess variations in motivation levels, the data were analyzed using item-total correlation and the T-test formula. According to the results, students in the experimental group were substantially more engaged and intrinsically motivated than those in the control group. The experimental group showed an enhanced knowledge of language structures, a deeper level of cognitive involvement, and a greater enthusiasm for learning, even if extrinsic motivation was identical in both groups. These findings support theories of cognitive learning by highlighting the ways in which explicit rule-based education promotes critical thinking, meaningful comprehension, and active engagement. Furthermore, the study emphasizes that students who were exposed to the Cognitive-Code Method had a higher chance of acquiring self-motivation, problem-solving skills, and a favorable attitude toward language acquisition. According to the study's findings, including the Cognitive-Code Method into EFL lessons can significantly enhance students' motivation and interest. In order to promote in-depth learning and a sustainable interest in language acquisition, it This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. advises instructors to implement structured cognitive techniques. These results highlight the value of cognitive-based methods in teaching foreign languages since they provide an organized and interesting way to raise motivation and enhance learning results.
... Toth pointed out that both perfectionism and competitiveness had influence on foreign language learning [9]. Price showed four potential factors for foreign language anxiety: the difficulty level of foreign language courses, the individual's perception of language ability, certain personality variables, and stressful classroom experience [10]. Young confirmed six factors affecting foreign language anxiety from the aspects of learners, teachers and teaching behaviors: personal and interpersonal anxiety, learners' beliefs about language learning, teachers' beliefs about language teaching, interaction between teachers and learners, classroom procedures and language tests [11]. ...
Language anxiety has become a research topic of great concern in foreign language learning and teaching. This study adopted the qualitative research method of a case study to analyze factors impacting higher vocational college students’ English learning anxiety. A questionnaire consisting of essential information and focused semi-constructed interviews was conducted among eight first-year students, who were from three different majors at a higher vocational college in Hunan Province, China. The participants’ interviewed materials were coded according to different categories and analyzed. After open coding, ten individual nodes, two peer nodes and three teacher nodes were subsequently constructed. Then they were further classified after axial coding. Through selective coding, they were eventually categorized into five individual factors, one-peer factors and two teacher factors, which can be constructed a model of influencing factors of higher vocational college students’ English learning anxiety. Therefore, the results show that there are mainly three factors affecting Chinese higher vocational college students’ English learning anxiety, namely, individual factors, peer factors and teacher factors, among which individual factors are the most significant. These findings offer pedagogical implications for taking specific strategies to decrease English learning anxiety to improve students’ English performance.
... c) Engagement and Imagination -Encourage creativity and active participation (Ghosn, 2018). d) Repetition and Reinforcement -Strengthen language retention and confidence (Ellis, 2021). e) Multimodal Aspects -Incorporate gestures, facial expressions, and voice modulation for effective storytelling (Mayer, 2022). ...
Speaking is one of the most challenging skills for junior high school students, as it requires fluency, pronunciation accuracy, confidence, and expressive communication. Many students struggle with speaking English due to limited exposure, fear of making mistakes, and lack of engaging learning methods. This study aims to analyze the effectiveness of storytelling in improving the speaking skills of eighth-grade students, particularly in terms of pronunciation, fluency, confidence, and expressive delivery. Using a qualitative research approach, this study involved 20 eighth-grade students with limited English-speaking experience who participated in a five-day storytelling program, where they practiced speaking in small groups guided by tutors. Data were collected through pre- and postobservations, video recordings, and student reflections. The results indicate that storytelling significantly improved students’ speaking abilities, as they became more fluent, confident, and expressive in their storytelling performances. Initially, students exhibited hesitation and struggled with pronunciation, but by the final session, they demonstrated greater clarity, natural fluency, and expressive body language. Peer collaboration and tutor support played a crucial role in fostering students' engagement and reducing anxiety. Despite some early challenges, students ultimately found storytelling enjoyable and beneficial for their speaking development. These findings suggest that storytelling should be integrated into English learning as an interactive and effective method to improve students' oral communication skills, with further research needed to explore its long-term impact and its effectiveness compared to other speaking-based teaching methods.
... Instrumentality-promotion emerged as the most significant motivational factor, especially among female students and those from A-accredited schools, indicating a strong incentive to learn English for future opportunities. Ellis (2008) noted that instrumental and integrative motivation often work in tandem to facilitate successful L2 learning. In foreign language contexts, instrumental orientation has a particularly significant influence on learners (Dörnyei, 2005). ...
This research studied student motivation in light of Dörnyei’s L2 Motivational Self System theory. There are three motivational dimensions: Ideal-L2 Self, Ought-to L2 Self, and Language Learning Experience in this theory. According to the idea, this research studied whether individual variables (gender and school accreditations) influence students’ motivation in private senior high schools. This study used a quantitative survey research methodology. This survey included second-grade pupils from seventeen private high schools in Samarinda. 193 students were chosen as the sample using random cluster selection and random individual sampling. This research used the English Learner Questionnaire (ELQ) developed by Dörnyei and Taguchi. This study used SPSS 25 of descriptive and inferential statistics to analyze the data. The data revealed that private high school students in Samarinda were highly motivated (M = 4.27) to study the English language. In addition, a statistical analysis revealed female pupils demonstrated greater motivation than male classmates. In addition, the findings for the relationship between school accreditations and student motivation revealed that school accreditations do not predict learners’ motivation. Based on the L2 Motivational Self System, pupils at private senior high schools in Samarinda were highly motivated. Their motivation was often defined by gender, but not by educational attainment.
... However, some studies showed that differences between the first and target languages do not necessarily cause significant learning difficulties (Chan, 2004;Odlin, 1989;Richards, 1983). For example, a study on Spanish learners studying English indicated that less than 5% of the errors were only due to the interference of the Spanish first language (Ellis, 1996). In this respect, Rabadi (2016) noted that studying similarities and differences between English and Arabic demonstratives should be useful for teachers and learners of Arabic and English as a second language, and in resolving the problems caused by the interference of the native language. ...
This study aims to investigate the effects of deductive and inductive instructions on the acquisition of English demonstrative determiners by 78 Arabic-speaking 4th graders in an attempt to determine which of the two instructions is more effective. We adopted the experimental design of a pre- and post-test to measure the participants’ knowledge of English demonstrative determiners before and after the treatment. The 78 participants were divided into two groups: deductive and inductive groups. We administered a 10-item multiple-choice test as the pre- and post-test to determine whether the two types of instructions expand the participants’ knowledge. Descriptive statistics were initially calculated, followed by Analysis of Covariance (ANCOVA) to examine the differential effects of the two instructional methods. The results show that the inductive group outperformed their counterpart group on the post-test, suggesting that the inductive approach has yielded better outcomes in teaching English demonstrative determiners to Jordanian young EFL learners. Students in the inductive group were engaged in various activities in which demonstrative determiners were used in a comprehensible and meaningful context. This enables students to infer the rules by themselves and to establish a connection between each demonstrative determiner and its function.
... Nevertheless, the intermediate group judgments indicated greater variability than the advanced group, which aligns with findings from studies on variability in interlanguage grammar. For instance, Ellis (2002) and Han and Odlin (2005) suggest that intermediate learners often display more fluctuating judgments due to developing syntactic representations and unstable L2 processing strategies. The higher coefficient of variation in intermediate learners observed here supports this trend, indicating that learners in this group have less consistent grammatical intuitions, likely due to ongoing acquisition and restructuring of L2 syntax. ...
... Their responses provided a representative sample of the challenges faced by learners at this stage of English language acquisition. In collecting the data test was employed which consisted of questions designed to evaluate the students' ability to formulate 'yes/no' questions and questions involving auxiliary verbs In this study, the researchers employed a flow method by using the theory from Ellis (1997) which includes, firstly collecting information from student test results. The test is made in the form of 5 questions ...
This study aims at highlighting students’ ability in formulating questions words in English. This study is intended to make sure that students are able to express question words which enable them to communicate well in English. Therefore, a set of questions were administered and analyzed to identify the student’s ability in developing question words. The study employed 40 student’s English department at the 3rd semester at the odd semester 2022 in Universitas Islam Lamongan. Meanwhile, there were 5 categories of questions asked to the students involving auxiliary verb or yes/no questions. The results showed there were 14 and 11 students answering correctly for auxiliary ‘do’ there were 5 and 6 students correctly answered for question words using auxiliary ‘does. Additionally, there were no correct answer regarding the question using the verb’ rain’. The premature use of grammar and the insufficient knowledge on students’ literacy on the use of question words are identified as the major cause of the students’ difficulty in formulating good questions respectively. Further, there is also the effect of first language interference as well as the insufficient cognitive aspect on related vocabulary use.Â
... In contrast, spoken errors, particularly in terms of lexical and syntactic mistakes, were more resistant to correction, especially among learners with low extrinsic motivation. This finding is consistent with Ellis (2008), who argued that oral language errors are harder to correct due to the real-time nature of speaking and the lack of immediate feedback in natural conversations. This was evident in the study, where errors in spoken tasks were more persistent than those in written tasks, regardless of motivation type. ...
This study explores the influence of achievement motivation on the persistence of language errors among EFL students in the MENA region, with a particular focus on intrinsic and extrinsic motivational dimensions. A sample of fifty university participants from Morocco, Tunisia, and Egypt was utilized for a mixed-methods research approach. Data collection encompassed a Likert-scale questionnaire adapted from Gardner's Attitude/Motivation Test Battery, 500-word written essays, and spoken interviews. The analysis of language errors across lexical, syntactic, and morphological categories revealed a significant correlation between extrinsic motivation, driven by goals such as career advancement, and the reduction of errors, particularly in written performance. Conversely, intrinsic motivation was associated with engagement but had less impact on error persistence. The predominance of lexical errors indicated challenges in vocabulary acquisition among the learners. Qualitative insights from the interviews highlighted the pivotal role of extrinsic motivators in driving error correction, reinforcing the quantitative findings. The study underscores the importance of designing pedagogical strategies that enhance extrinsic motivation while leveraging intrinsic engagement for sustained language improvement. These insights hold valuable implications for language teaching practices and curriculum development across the MENA region. |
... Krashen (1988 cited in Jin, Singh andLi 2005) also added that grammar teaching is unnecessary as knowledge is a kind that cannot be passed on with rules, but can only be acquired unconsciously through exposure to the language. On the other hand, Ellis (1992) revealed that in order to achieve linguistic and communicative competences you need to depend on practicing the grammatical rules with in communicative contexts "practice may only facilities acquisition directly if it is communicative, i.e. meaningfocused in nature." ...
The purpose of this study is to investigate the important of grammatical teaching approaches by making compare between two approaches; traditional and communicative approach. The study was guided by tests (pre-test and post-test). Furthermore; the objective of the study to identify the appropriate and affective approaches in teaching grammar. The main significant goal was to show which approach is appropriate to enable learners achieving linguistic competence. The sample of the study was number of students in second intermediate stage in Al Aadhmia School in Baghdad city. Based on the findings of the study the researcher has found out that, second language learners would benefit of applicant of both methods in teaching grammar and concerning with knowledge rather than the use of grammatical rules in communication.
... The construct of CAF was first proposed by Skehan (1996) to assess L2 ability in task-based experiments, and was later employed by some researchers to track second language (L2) development in longitudinal studies (Ferrari, 2012;Larsen-Freeman, 2006;Vercellotti, 2017;Yu & Lowie, 2020). CAF researchers generally agree that complexity refers to the degree of richness, diversity and sophistication in L2 syntactically and lexically, accuracy refers to native-like production in terms of grammar and lexical use, and fluency refers to target-like speed, pauses, repetitions and revisions in L2 speaking (Ellis, 2003(Ellis, , 2008Ellis & Barkhuizen, 2005;Housen et al., 2012;Lennon, 1990;Michel, 2017;Skehan, 1996). ...
This study examined the relationship between complexity, accuracy and fluency (CAF), using longitudinal data. Conducted from the perspective of complex dynamic systems theory (CDST), this research adopted four CAF general measures to track the development of five Chinese undergraduates’ English speech over a 15-week period. LOWESS graphs supported by correlation analyses showed that there were individual differences in CAF relations. Different trade-off effects were found in the CAF development of four individuals. One learner improved in lexical complexity at the expense of accuracy, another learner improved in accuracy at the cost of lexical complexity, one student made progress in syntactic complexity but sacrificed fluency, and one improved in accuracy and lexical complexity while compromising fluency and syntactic complexity, respectively. Furthermore, the use of moving correlations demonstrated that CAF relations changed dynamically over time, revealing eight identified change patterns. These patterns exhibited varying degrees of variability, ranging from highest to medium to low-medium to lowest. Six patterns involved state changes, transitioning from a competitive to supportive relationship, for example.
... Intralingual errors may arise due to incomplete knowledge of the target language's grammar, vocabulary, or pronunciation. (Brown, 2007) , (Ellis, 2008). ...
This study analyzes errors made by EFL university students in the Word-Formation process, especially in Clipping, Blending, and Compounding. The problem of the study is that many undergraduate students at English departments who study English as a foreign language are uncertain about using the process of word-formation correctly in their post-graduate careers. The study involves (150) English as a Foreign Language undergraduate students (male and female). The results of the study show that the performance of Iraqi EFL learners in the recognition and production tests of the three morphological processes (i.e., Clipping, Blending, and Compounding) is good, with fewer errors according to the mean percentage score of errors for each of the clipping, blending, and compounding processes. Students’ overall performance on the recognition test of the three morphological processes is better than on the production test of the three morphological processes. On average, the performance of EFL students on tests of recognition and production in the three morphological processes is poor. According to the analysis, clipping is found to cause more errors than the blending and compounding processes. These results indicate that the EFL students make errors in the area of the English Word-Formation process (i.e., Clipping, Blending, and Compounding). Finally, it is recommended that more attention should be directed to morphological knowledge in teaching the English language.
... On the other hand, the lack of vocabulary to apply grammatical rules was the most common issue among SHS students (44.4%) but slightly less prevalent among university students (28.6%). This confirms the results of previous studies (e.g., Ellis, 1997), which suggest that younger learners often struggle with applying vocabulary within grammatical structures. Meanwhile, both groups reported relatively low instances of lack of motivation (11.2% of SHS students and 14.3% of university students), indicating that while motivation can be a challenge, it is not the primary difficulty for most students. ...
Vocabulary is an important component that students must master in order to master other language skills, such as reading, writing, listening, and speaking. Vocabulary learning can be effectively done through reading stories. A popular example is Alternative Universe (AU), a setting for a work of fan fiction found on Twitter or X. Utilizing a qualitative research design, this study investigated students' perception of reading short stories in AU for vocabulary development. The participants were 78 students consisting of 36 senior high school (SHS) students and 42 university students. Data was collected through questionnaires. The findings show that most respondents were familiar with and engaged in reading AU stories. The participants had a positive perception of reading AU stories because it helped them discover new words, recall previously learned vocabulary, and improve their reading skills. Therefore, it was concluded that AU stories can be an effective tool to increase vocabulary among EFL students.
... Scholars such as Schmenk have advocated more studies of SDL in different teaching contexts. The advantages of the learning approach reported by researchers include increased students' productivity, higher motivation in learning, higher student retention rate, and improved metacognitive skills (Du 2012; Ellis, 1994;Rivers, 2001). As Thomson puts it, 'Language learning is a life-long endeavor', it is important to help students to take charge of their own language learning. ...
This study is a quantitative approach with descriptive design. It aims to know the students’ errors in speaking. The researcher used a descriptive analysis technique with the percentage from the frequency of each type of errors that the students’ commit on their grammatical errors in speaking. The subject of this study was the student English community, while the object of this study was a students’ grammatical errors in speaking. The researcher are used random sampling. There were 20 samples from 43 populations. To collect data, researcher used speaking tests to find out grammatical errors that students made in their language skills. Based on data analysis, the researcher have found the kinds of errors students made in their speaking. The total number of errors made by the student is 93 percent blame the percentage of the student's errors in omission is 15.05% addition is 22,58% misformation 56.98%, and misordering 5.37%. So the most common students’ grammatical errors in speaking was a Misformation total of 53 errors or it was up to 56,98%
The aim of the study was to demonstrate that the educational strategies based on the learning styles applied to the teaching of the English language can contribute to improve the learning of the English language. It tried to identify the different leaning styles and their effect on students’ attitudes. The researcher used qualitative methods. The participants of the study were students in first Business Computing and Business English and Management and Business English Department at the Faculty of Economics Sciences and Management at the University of Kinshasa during the academic year 2023-2024. The instrument of the study was a questionnaires. The results revealed that teachers do not identify students’ styles before they get started their teachings, students like video, audio and textbook. The implication of this study suggests that teaching in students learning styles have the capacity to change students’ negative attitudes toward English learning, improve motivation to learn, facilitate various learning styles.
This article aims at identifying Language Learning Strategies (LLS) used by Papuan EFL Learners in acquiring English. This research adopted a quantitative research design by adapting the strategies in learning and acquiring English as EFL Learners. The instrument used was questionnaire as data source which is adopted from Min et al (2021). The research was conducted at English Education Department of Universitas Muhammadiyah Sorong West-Papua Indonesia. The participants were selected by using total sampling that the researchers took all Papuan EFL learners. The result showed that the participants used various learning strategies to acquire English. They use Metacognitive strategies as the first rank that helps them in acquiring English. Participants tend to use self-plan and self-monitoring in regulating their own cognition toward their learning process. However, it followed by affective strategies in the second rank. The third strategies were social strategies. The participants used cognitive strategies in fourth rank and followed by memory strategies. The last learning strategies used by participants were cognitive strategies. These findings underline the vital role of metacognitive strategies in successful language acquisition for Papuan EFL learners. The study significantly contributes to the EFL education field by offering a unique insight into the learning strategies of a previously understudied learner group. The findings carry crucial implications for educators and policymakers, informing pedagogical approaches, and guiding effective resource allocation for this demographic. Further research is encouraged to expand on these findings and explore their application in other EFL contexts.
This study investigates whether the cognitive processes outlined in the Output Hypothesis (Swain, 1995) emerge during a translation task. The Output Hypothesis posits that language production fosters second language (L2) 3 learning by triggering three key functions: noticing gaps, hypothesis testing, and metalinguistic reflection. To examine this, participants worked in pairs to complete a translation task, which was recorded and analyzed to determine the extent to which these cognitive processes were activated. The findings indicate that the functions of output do not occur in isolation but rather in an interwoven and overlapping manner throughout task performance. These results suggest that translation tasks elicit cognitive processes that support language learning, reinforcing their potential as an effective pedagogical tool in L2 instruction.
Error analysis is a systematic scrutiny and elucidation of inaccuracies present in learners' written or spoken expressions due to a lack of their understanding of rules. This study, which executed a cross-sectional research survey design, is to analyze the grammatical errors in a corpus of 105 essays written by 105 BBM (Bachelor of Business Management) and BBA (Bachelor of Business Administration) third semester students studying English as a foreign language (EFL) at Makawanpur Multiple Campus Nepal in the Academic Year 2024. The instrument used for this study to collect data involved students’ written essays in English language. All the students were asked to write an essay of almost 700 words on a topic “Significance of Effective Communication Skills”. Essays of 105 students were selected from those of 143 students through a simple random sampling technique, especially a lottery method. The sample size, which included the essays of 105 students was determined by employing a software calculator, taking a confidence level of 95% and a margin of error of 5%. The study identified 15 sorts of grammatical errors, such as verb tense, article, subject verb agreement, preposition, number agreement, parallelism, word choice, run-on sentence, modifier, fragment, collocation, word order, punctuation, pronoun, and double negative. The results depict that the highest error was in the use of the verb tense (163 occurrences / 14.0%), whereas the lowest error was observed in the use of double negatives (22 occurrences / 2.0%) while writing negative sentences. Mann-Whitney U test (Sig. or p = .846) revealed a uniform distribution of errors across categories of the BBM and BBA programs, ultimately leading to the acceptance of the null hypothesis. The implications of the study extend to language teaching methodologies and assessment practices, aiming to enhance the writing proficiency of EFL learners.
Board games are effective educational tools, encouraging engagement, interaction, and collaboration. Regarding language learning, studies have found that extended use of games in language instruction can enrich vocabulary acquisition, improve grammatical comprehension, and boost overall language proficiency by making the learning process more enjoyable and less intimidating (Benoit, 2017; Ningrum, et al. 2024). Their social nature encourages communication and critical thinking, while it offers opportunities for students to practice language skills in a low-pressure setting (Iseli, 2024; Yaccob & Yunus, 2019). Nevertheless, little is known about the impact of such interventions on displaced populations. To address this gap, this study targets displaced youth, between 15-24 years old, living in Athens, who are attending Greek language classes at Gekko Educational Center. The research introduces different types of modern board games, adjusted for teaching Greek as a second language at A1, A2, B1 and B2 levels according to the CEFR (Council of Europe 2001, 2020). By applying pre-and post-intervention questionnaires, the study measures shifts in students' preferences and attitudes toward board game incorporation into language learning. Quantitative analysis showed significant improvements in engagement, motivation, and collaborative learning, which affirms the effectiveness of board games to support language acquisition among vulnerable students.
Communicating in multiple languages is becoming increasingly valuable in our interconnected and globalized world. However, knowing grammar and the alphabet does not necessarily mean one can pronounce words correctly. Learning pronunciation rules from the beginning helps overcome initial obstacles and proves beneficial in the long run. Practicing pronunciation and being mindful of it while learning a language is essential for fluency. This article explores the necessity of learning a foreign language, emphasizing cognitive benefits, career opportunities, cultural appreciation, and social advantages. Additionally, it discusses the challenges learners face and strategies to overcome them. Learning a new language can seem intimidating, but with the right mindset, methods, and motivation, anyone can achieve fluency. The key is to approach language learning with optimism and self-belief. Instead of dwelling on negative thoughts such as “I’m not good at languages” or “I tried before and failed”, learners should focus on incremental progress. With consistent effort over time, fluency is within reach. To achieve success in learning English as a foreign language, it is essential to lay a strong foundation with certain prerequisites. These foundational elements help learners progress more effectively and efficiently in their language-learning journey.
This research study aims at: (1) finding out the forms of difficulties in writing in vocabulary and grammar of the second year students of SMP 1 Selong East Lombok West Nusa Tenggara in the school year 2008/2009, and (2) finding out the causal factors of difficulties in writing in vocabulary and grammar of the second year students of SMP 1 Selong East Lombok West Nusa Tenggara in the school year 2008/2009. The study was a case study. It used a qualitative positivistic descriptive approach. The participants consisted of 34 students. The main data were obtained from the 34 students’ compositions. The other data were collected from observation, interviews, and recording. The results show that (1) eight most common errors of students’ writing were: verb-tenses, articles, word forms, capital letters, punctuation, missing words, spelling, and prepositions; (2) verb-tense errors occupied the first rank (23.76%), followed by article errors (20.85%), and word form errors (10.62%); (3) two kinds of direct factors caused the students to make errors in the writing skills were: negative interlanguage and intralingual transfers in the forms of adverb interference, copulative verb interference, word-order interference, tense-form interference, overgeneralization, ignorance of rule restriction, and incomplete application of rules; and (4) five sources of indirect factors caused the students to make errors in the writing skills were: students’ low motivation, lack of use of media, low frequency of the writing instruction, lack of parents’ support, and loose control of students’ learning.
Ideal for methods and foundational courses in world language education, this book presents a theoretically informed instructional framework for instruction and assessment of world languages. In line with ACTFL and CEFR standards, this volume brings together scholarship on contextualized, task- based performance assessment and instruction with a genre theory and pedagogy to walk through the steps of designing and implementing effective genre- based instruction. Chapters feature step-b y- step lesson designs, models of performance assessment, and a wealth of practical and research- based examples on how to make languages explicit to students through a focus on genre. Including sections on Arabic, French, Spanish, Italian, and other major world languages, this book demonstrates how to effectively teach and assess world languages in the classroom.
Interlanguage is a transitional stage in language learning, where a person’s language ability moves from their first language (mother tongue) toward the other language. It is important to note that interlanguage is distinct from the mother tongue and the second/foreign language. This study examines the translation errors made by students when translating from Bahasa Indonesia to English during their interlanguage stage. The study aims to investigate (1) how students translate at this stage, (2) the types of errors they make, and (3) the most frequent errors. Using descriptive qualitative and content analysis methods, ten seventh-grade junior high school students participated in this study whose mother tongue is Bahasa Indonesia, and English is a foreign language/target language. For the instrument, this study uses an individual sentence translation test. The students were instructed to translate four unrelated sentences each, with a time limit of one minute per sentence. The researcher uses sources of error theory from Richard and Lott. The findings indicate that (1) most students tend to transfer the rules of their mother tongue into English. (2) Out of 40 sentences, it found 18 contained errors, leading to 26 mistakes: 8 interference errors (7.7% transfer of structure, 23% interlingual), and 18 intralingual errors (11.5% incomplete application of rules, 30.8% false concept hypothesized, and 27% overgeneralization). Meanwhile, (3) the most frequent error is false concept hypothesized, followed by overgeneralization, interlingual errors, incomplete application of rules, and transfer of structure errors.
The rapid changes in the educational landscapes of the Philippines have outpaced both students and teachers, making it challenging for them to keep their stride. One greatly affected macro skills is the students’ Basic Grammar Skills in English. This study developed and validated the Learning Patch Tool (LPT) as supplemental instructional material to enhance students' basic grammar skills in English in areas like parts of speech, parts of the sentence, sentence structure, and subject-verb agreement. It was conducted for Grade 10 students at Zeneben Integrated School, Lambayong, Sultan Kudarat. The researcher used a true-experimental research design to assess the quality of the innovative strategy in teaching students. Descriptive-evaluative research design was also used to determine the extent of students’ assessment of the LPT. The findings indicate that the evaluation of the LPT received a "very good" rating, meeting the expected standards set by the evaluators. Results further demonstrated that the use of the module effectively enhanced students' basic grammar skills in English, leading to a significant improvement in the post-test scores of the experimental group. Therefore, it can be concluded that the developed LPT has the potential to strengthen students' foundational grammar skills through structured intervention materials tailored to address the least mastered skills identified each quarter. Through these printed materials and differentiated grammar activities, teachers can modify, strengthen, and projectile essential learning to boost students’ academic performance in English.
Learning in the digital era now uses a lot of English, because the development of advanced times requires children to learn to recognize early English learning, therefore the a need for the right strategy to introduce English to early childhood. This research aims to find out strategies for introducing English to early childhood. The research method used qualitative through a descriptive approach. The research subjects were a class A group of 15 young children who were studied in Cilegon City. The data analysis technique uses the theory of Milles and Huberman. The results of the study revealed that Nurul Ikhlas 1). The method used is singing and playing, 2). The material taught according to the theme follows the policies of the school, and the media used varies but are usually educational game tools such as puzzles, meronce buttons, sticks, and others. Conclusion Nurul Ikhlas PAUD has increased, especially early vocabulary in early childhood but of course the role of the teacher and the right strategy to provide learning to improve children's English
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Linguistic performance, supported by socio-cognitive competencies, is a crucial aspect in EFL (English as a Foreign Language) writing. The study investigates the acquisition of English clause constructions among tertiary English as a foreign language (EFL) students. The research focuses on syntactical content, as it is crucial for primary communication in writing. However, there is a lack of research in this area, particularly regarding common clause construction errors. A corpus of 105 narrative essays from 105 tertiary English and non-English major students (75 females, 30 males) of Bangladeshi private and public universities was used as the qualitative content data. The data was analyzed using Hsieh and Shannon's summative content analysis method (2005) to identify acquisition challenges and pedagogical needs. Findings indicate that tertiary EFL students exhibit some ease in acquiring coordinate clauses, while they display a protracted struggle with the acquisition of subordinate clauses and subject-verb agreement. It further indicates that Bangladeshi tertiary EFL students’ syntactic mastery across diverse clause subtypes and aspects is not only non-linear but also asymmetrical. Based on the findings, the study suggests reshaping syntax pedagogy to emphasize syntactic subordination and subject-verb agreement, adapting scaffolding to clause complexities, shifting traditional paradigms towards dynamic, engaging practice, and incorporating socio-cognitive schema.
Thesis with the title Error Analysis of English by 8th-grade student in SMPN 4 Baturiti. This thesis aims to analyze the repeated errors made by SMPN 4 Baturiti students to find the types of errors in their writing, the causes of students in error writing, Writing in English is not easy even though the students have learned this before. They still find some problems in writing and cannot write the sentences in right structure. They still need more knowledge to understand the basics. The students still write sentences by using Indonesian rules and also still miss in grammar knowledge. The data used in the study was taken from descriptive writing test by the students in SMPN 4 Baturiti, Tabanan. The eight grade student was chosen because they already know how to make a descriptive text and they have learned it before. This school has four classes of eighth-grade (8A-8D). In this study, the writing data were taken from students in 8B. In collecting data, this thesis uses qualitative methods. In collecting data there are four steps used, namely first, selecting data properly, identifying errors, then classifying data based on its type, and finally evaluating the data found. In analyzing the data, the theory of error analysis was used by Ellis (1997). The results of the analysis show the types of errors found in the writing of SMPN 4 Baturiti students. Errors found in youth writing are grouped and categorized into four types: Omission. There are five omission errors. These errors were found and analyzed with a syntactic structure perspective.
This study aims at investigating the difficulties encountered by teachers in teaching grammar while using the communicative method in Saladin secondary schools. It is hypothesized that most of English teachers use the traditional method of teaching and they don’t use communicative method in teaching grammar, and the second hypothesis is that ‘teachers who teach males students encounter more difficulties in teaching grammar than those who teach female students’. The sample of this study is secondary school students and teachers that teach English as a foreign language. A questionnaire is designed to achieve the aims of the study. Data is collected analyzed statistically. Finally , the findings of the study revealed that teachers of English who teach ‘English for Iraq’ series encounter various difficulties in teaching grammar , and English teachers use the traditional way of teaching grammar (the structural method) ,and they don’t know how to teach grammar contextual lying. According to the findings it has been found out that the students has a significant relationship with the teaching method and this will be reflected on the performance of the students of secondary school students.
في هذا البحث المستل نبحث المعرفة الإجرائية والتي تتضمن فهم كيفية أداء المهام اللغوية بفعالية، مع إدارة العبء المعرفي يمكن أن ترتبط بأداء الطلبة لمهارات اللغة الإنتاجية. تعد الدراسة الحالية دراسة ارتباطية تهدف إلى كشف نوع الارتباطات بين قدرة الطلبة على استخدام المعرفة الإجرائية ، وإدارة العبء المعرفي ، وارتباطهما بإنتاج واستخدام اللغة, وتألفت عينة الدراسة من 240 طالبًا و طالبة في السنة الثالثة من قسم اللغة الإنجليزية في جامعة تكريت في العام الدراسي 2022/2023. حيث تم جمع البيانات باستخدام أداتين، الاستبيان لتقييم أنواع العبء المعرفي لدى الطلبة، واختبارين تشخيصيين لتقييم مستوى المعرفة الإجرائية، العبء المعرفي ، وأداء مهارات الإنتاج اللغوية. أظهرت نتائج الدراسة أن هناك ارتباطًا معنويًا بين معرفة الطلاب الإجرائية ومهارة الكتابة، وهناك ارتباطًا معنويًا بين العبء المعرفي لدى الطلبة ومهارات الإنتاج اللغوية، وأن استجابة الطلبة في (النوع الثالث للعبء المعرفي) لديها أعلى متوسط درجة، وأن الارتباط إيجابي. واشارت الاجراءات الاحصائية إلى عدم وجود ارتباط معنوي بين معرفة الطلبة الإجرائية والمهارات اللغوية للكلام. استنادًا إلى هذه النتائج، تم تقديم بعض الاستنتاجات والتوصيات والاقتراحات لدراسات أخرى.
Reviewing existing research is of paramount importance for educational policy makers, practitioners, and researchers as it plays an important role in providing an updated overview of the current research focuses and identifying gaps and needs for future research. In the current study, an attempt is made to explore the landscape of research on Iraqi EFL learners' pronunciation. The examined corpus included 16 published research articles meeting established criteria for study selection. The included studies were scrutinized for their characteristics, design, strengths and limitations. The findings reveal that while the existing research employs a variety of research designs, collects both qualitative and quantitative data, and covers a wide spectrum of pronunciation-related issues, it is mostly limited to university undergraduate learners. Additionally, many studies suffer from small sample sizes, utilize basic data collection tools, and adopt traditional (and subjective) data analysis methods, often neglecting advanced statistical analysis techniques. The present review underscores the need for further research to diversify participants across different educational levels, increase sample sizes, conduct longitudinal studies, employ advanced analysis tools, and broaden the research focus to include interventional studies and examination of instructional methods. |
Research on motivation in recent years has focused more and more on teaching practice and techniques used during the language class. The work presents a didactic activity model that allows to positively affect on the motivation of advanced level learners, both as a factor of the underlying psychological motivation that can guide this type of learner, and as a motivational strategy, i.e. as a didactic technique that allows to stimulate and support motivation during various moments of the language class. In the model of didactic activity two aspects are combined: a) attention to the formal aspects of the language, in particular the set of didactic strategies indicated as a whole as focus on form ; b) development of a learning path which ends with an experience of contact with native speakers in an authentic context.
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