CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: foreign language classroom anxiety (FLCA)</title> <meta name="description" content="Search results for: foreign language classroom anxiety (FLCA)"> <meta name="keywords" content="foreign language classroom anxiety (FLCA)"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="foreign language classroom anxiety (FLCA)" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="foreign language classroom anxiety (FLCA)"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6365</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: foreign language classroom anxiety (FLCA)</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6335</span> Classroom Management Whereas Teaching ESL to Saudi Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Akram">Mohammad Akram</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to improve classroom management while teaching especially ESL/EFL. At the same time, it has been discussed about the standard of the students through some surveys held in Jazan University in the month of February and March, 2013. The present research is a classroom action-oriented study. The subject of the study is mainly the students whose first language is not English at all. The study is prepared in one cycle that has planning, action, and reaction as well. Teachers of English as a second language/foreign language generally face numerous of unexpected problems while dealing with their students. To make the classes practical, meaningful, and easy like fun for the students is really a cumbersome task. It's a very practical move towards classroom ESL/EFL teaching if we want to apply anything new, I mean new policies, tactics, recent/smart teaching methodologies, we must peep into the hole of past because it will give us the best solution for the present strategies. We need to academically study the past of our students to make their present fruitful. Here, author wants to present a few important problematic issues like classroom management in the area of ESL/EFL while teaching ESL students. Impact these are suggestions to combat drawbacks of 'Classroom Teaching'. “Classroom management is to put into practice and a process through teaching and learning process”. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global" title="global">global</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated" title=" integrated"> integrated</a>, <a href="https://publications.waset.org/abstracts/search?q=segregated" title=" segregated"> segregated</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehension" title=" comprehension"> comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=productive" title=" productive"> productive</a> </p> <a href="https://publications.waset.org/abstracts/18789/classroom-management-whereas-teaching-esl-to-saudi-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">668</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6334</span> Communication Anxiety in Nigerian Students Studying English as a Foreign Language: Evidence from Colleges of Education Sector</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yas%C3%A0lu%20Haruna">Yasàlu Haruna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In every transaction, the use of language is central regardless of form or complexity if any meaning is expected to be harvested therefrom. Students constituting a population group in the learning landscape of Nigeria occupy a central position with a propensity to excel or otherwise in the context of communication, especially in the learning process and social interaction. The nature or quantum of anxiety or confidence in speaking a second language is not only peculiar to societies where the second language is not an official language but to a degree, the linguistic gap created by adoption and adaptation syndrome manifests in created anxiety or lack of confidence especially where mastery of a spoken language becomes a major challenge. This paper explores the manner in which linguistic complexity and cultural barriers combine to widen the adaptation and adoption gap. In much the same way, typical issues of pronouncement, intonation and accent difficulties are vital variables that explain the root cause of anxiety. Using a combination of primary and secondary sources of data expressed in questionnaires, key informant interviews and other available data, the paper concludes that the non-integration of anxiety possibility into the education delivery framework has left a lot to be needed in cultivating second language speakers among students of Nigerian Colleges of Education. In addition, cultural barriers and the absence of integration interfaces in the course of learning within and outside the classroom contribute to further widening the gap. Again, colleagues/mates/conversation partners' mastery of a second language remains a contributory factor largely due to the quality of the preparatory school system in many parts of the country. The paper recommends that national policies and frameworks must be reviewed to consider integration windows where culture and conversation partner deficiencies can be remedied through educational events such as debates, quizzes and symposia; improvements can be attained while commercial advertisements are tailored towards seeking for adoption of second language in commerce and major cultural activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20barriers" title="cultural barriers">cultural barriers</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20of%20education%20and%20adaptation" title=" college of education and adaptation"> college of education and adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a> </p> <a href="https://publications.waset.org/abstracts/171865/communication-anxiety-in-nigerian-students-studying-english-as-a-foreign-language-evidence-from-colleges-of-education-sector" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171865.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6333</span> The Effect of Classroom Atmospherics on Second Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sresha%20Yadav">Sresha Yadav</a>, <a href="https://publications.waset.org/abstracts/search?q=Ishwar%20Kumar"> Ishwar Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Second language learning is an important area of research in the language and linguistic domains. Literature suggests that several factors impact second language learning, including age, motivation, objectives, teacher, instructional material, classroom interaction, intelligence and previous background, previous linguistic experience, other student characteristics. Previous researchers have also highlighted that classroom atmospherics has a significant impact on learning as well as on the performance of students. However, the impact of classroom atmospherics on second language learning is still not known in the existing literature. Therefore, the purpose of the present study is to explore whether classroom atmospherics has an impact on second language learning or not? And if it does, it would be worthwhile to explore the nature of such relationship. The present study aims to explore the impact of classroom atmospherics on second language learning by dwelling into the existing literature to explore factors which impact second language learning, classroom atmospherics which impact language learning and the metrics through which such learning impacts could be measured. Based on the findings of literature review, the researchers have adopted a clustering approach for categorization and positioning of various measures of second language learning. Based on the clustering approach, the researchers have approach for measuring the impact of classroom atmospherics on second language learning by drawing a student sample consisting of 80 respondents. The results of the study uncover various basic premises of second language learning, especially with regard to classroom atmospherics. The present study is important not only from the point of view of language learning but implications could be drawn with regard to the design of classroom atmospherics, environmental psychology, anthropometrics, etc as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20atmospherics" title="classroom atmospherics">classroom atmospherics</a>, <a href="https://publications.waset.org/abstracts/search?q=cluster%20analysis" title=" cluster analysis"> cluster analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20learning" title=" second language learning"> second language learning</a> </p> <a href="https://publications.waset.org/abstracts/47688/the-effect-of-classroom-atmospherics-on-second-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">457</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6332</span> Classroom Discourse and English Language Teaching: Issues, Importance, and Implications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rabi%20Abdullahi%20Danjuma">Rabi Abdullahi Danjuma</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Binta%20Attahir"> Fatima Binta Attahir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Classroom discourse is important, and it is worth examining what the phenomena is and how it helps both the teacher and students in a classroom situation. This paper looks at the classroom as a traditional social setting which has its own norms and values. The paper also explains what discourse is, as extended communication in speech or writing often interactively dealing with some particular topics. It also discusses classroom discourse as the language which teachers and students use to communicate with each other in a classroom situation. The paper also looks at some strategies for effective classroom discourse. Finally, implications and recommendations were drawn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom" title="classroom">classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse" title=" discourse"> discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a> </p> <a href="https://publications.waset.org/abstracts/22918/classroom-discourse-and-english-language-teaching-issues-importance-and-implications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">607</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6331</span> Exploring the Impact of Feedback on English as a Foreign Language Speaking Proficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Santri%20Emilin%20Pingsaboi%20Djahimo">Santri Emilin Pingsaboi Djahimo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ikhfi%20Imaniah"> Ikhfi Imaniah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Helping students recognize both their strengths and weaknesses is a beneficial strategy for teachers to be implemented in the classroom, and feedback has been acknowledged as an effective tool to achieve this goal. It will allow teachers to assess the students’ progress, provide targeted support for them, and adjust both teaching and learning strategies. This research has investigated the importance of feedback in English as a Foreign Language (EFL) speaking class in East Nusa Tenggara Province, Indonesia. Through a qualitative study, it has shed light on the crucial roles of feedback in the process of English Language Teaching (ELT), especially, in the context of developing oral communication or speaking skills. Additionally, it has also examined students’ responses to feedback from their teacher by grouping them based on their semester, scores (GPA), and gender. This study, which seeks to provide insights into how feedback practices can be optimized to maximize learning outcomes in the English-speaking classroom, has revealed that these groups of students have different level of needs for feedback, yet all prefer constructive feedback. Looking at the results, it is highly expected that this study can contribute to a deeper understanding of the correlation between feedback and English language learning outcomes, particularly, in terms of speaking proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback" title="feedback">feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20class" title=" speaking class"> speaking class</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a> </p> <a href="https://publications.waset.org/abstracts/190807/exploring-the-impact-of-feedback-on-english-as-a-foreign-language-speaking-proficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190807.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">24</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6330</span> [Keynote Talk]: Computer-Assisted Language Learning (CALL) for Teaching English to Speakers of Other Languages (TESOL/ESOL) as a Foreign Language (TEFL/EFL), Second Language (TESL/ESL), or Additional Language (TEAL/EAL)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Laghos">Andrew Laghos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computer-assisted language learning (CALL) is defined as the use of computers to help learn languages. In this study we look at several different types of CALL tools and applications and how they can assist Adults and Young Learners in learning the English language as a foreign, second or additional language. It is important to identify the roles of the teacher and the learners, and what the learners’ motivations are for learning the language. Audio, video, interactive multimedia games, online translation services, conferencing, chat rooms, discussion forums, social networks, social media, email communication, songs and music video clips are just some of the many ways computers are currently being used to enhance language learning. CALL may be used for classroom teaching as well as for online and mobile learning. Advantages and disadvantages of CALL are discussed and the study ends with future predictions of CALL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20language%20learning%20%28CALL%29" title="computer-assisted language learning (CALL)">computer-assisted language learning (CALL)</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20English%20as%20a%20foreign%20language%20%28TEFL%2FEFL%29" title=" teaching English as a foreign language (TEFL/EFL)"> teaching English as a foreign language (TEFL/EFL)</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20learners" title=" adult learners"> adult learners</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20learners" title=" young learners"> young learners</a> </p> <a href="https://publications.waset.org/abstracts/47997/keynote-talk-computer-assisted-language-learning-call-for-teaching-english-to-speakers-of-other-languages-tesolesol-as-a-foreign-language-teflefl-second-language-teslesl-or-additional-language-tealeal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47997.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">434</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6329</span> Foreign Language Curriculum of Mongolian Higher Educational Institutions, Problems and Solutions: In the Example of the Curriculum at National University of Mongolia </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sainbilegt%20Dashdorj">Sainbilegt Dashdorj</a>, <a href="https://publications.waset.org/abstracts/search?q=Delgerekhtsetseg%20Tsedev"> Delgerekhtsetseg Tsedev</a>, <a href="https://publications.waset.org/abstracts/search?q=Odontuya%20Mishigdorj"> Odontuya Mishigdorj</a>, <a href="https://publications.waset.org/abstracts/search?q=Bat-Uchral%20Ganzorigt"> Bat-Uchral Ganzorigt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To develop a content-based recommendation of foreign language teaching for foreign language majoring and non-majoring classes at domestic universities by comparing the current situation, the environmental conditions, the curriculum, the plan, the content and so on of Mongolian foreign language teaching with the ones at the universities in the education development leading countries was set as the main goal and thus, it is considered to become an important step not only for solving an urgent foreign language teaching issue at Mongolian higher educational institutions but also for enhancing the foreign language knowledge of the national human resource in the globalizing world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CEFR" title="CEFR">CEFR</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20standart" title=" content standart"> content standart</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20curriculum" title=" language curriculum"> language curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a> </p> <a href="https://publications.waset.org/abstracts/35509/foreign-language-curriculum-of-mongolian-higher-educational-institutions-problems-and-solutions-in-the-example-of-the-curriculum-at-national-university-of-mongolia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35509.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">577</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6328</span> English as a Foreign Language for Deaf Students in the K-12 Schools in Turkey: A Policy Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cigdem%20Fidan">Cigdem Fidan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Deaf students in Turkey generally do not have access to foreign language classes. However, the knowledge of foreign languages, especially English, is important for them to access knowledge and other opportunities in the globalizing world. In addition, learning any language including foreign languages is a basic linguistic human right. This study applies critical discourse analysis to examine language ideologies, perceptions of deafness and current language and education policies used for deaf education in Turkey. The findings show that representation of deafness as a disability in policy documents, ignorance the role of sign languages in education and lack of policies that support foreign language education for the deaf may result in inaccessibility of foreign language education for deaf students in Turkey. The paper concludes with recommendations for policymakers, practitioners, and advocates for the deaf. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf%20learners" title="deaf learners">deaf learners</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20human%20rights" title=" linguistic human rights"> linguistic human rights</a> </p> <a href="https://publications.waset.org/abstracts/86623/english-as-a-foreign-language-for-deaf-students-in-the-k-12-schools-in-turkey-a-policy-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86623.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">381</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6327</span> Defining Heritage Language Learners of Arabic: Linguistic and Cultural Factors </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rasha%20Elhawari">Rasha Elhawari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Heritage language learners (HLL) are part of the linguistic reality in Foreign Language Learning (FLL). These learners present several characteristics that are different from non-heritage language learners. They have a personal connection with the language and their motivation to learn the language is partly because of this personal connection. In Canada there is a large diversity in the foreign language learning classroom; the Arabic language classroom is no exception. The Arabic HLL is unique for more than one reason. First, is the fact that the Arabic language is spoken across twenty-two Arab countries across the Arab World. Across the Arab World there is a standard variation and a local dialect that co-exist side by side, i.e. diaglossia exists in a strong and unique way as a feature of Arabic. Second, Arabic is the language that all Muslims across the Muslim World use for their prayers. This raises a number of points when we consider Arabic as a Heritage Language; namely the role of diaglossia, culture and religion. The fact that there is a group of leaners that can be regarded as HLL who are not of Arabic speaking background but are Muslims and use the language for religious purposes is unique, thus course developers and language instructors need take this into consideration. The paper takes a closer look at this distinction and establishes sub-groups the Arabic HLLs in a language and/or culture specific way related mainly to the Arabic HLL. It looks at the learners at the beginners’ Arabic class at the undergraduate university level over a period of three years in order to define this learner. Learners belong to different groups and backgrounds but they all share common characteristics. The paper presents a detailed look at the learner types present at this class in order to help prepare and develop material for this specific learner group. The paper shows that separate HLL and non-HLL courses, especially at the introductory and intermediate level, is successful in resolving some of the pedagogical problems that occur in the Arabic as a Foreign Language classroom. In conclusion, the paper recommends the development of HLL courses at the early levels of language learning. It calls for a change in the pedagogical practices to overcome some of the challenges learner in the introductory Arabic class can face. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=Heritage%20Language" title=" Heritage Language"> Heritage Language</a>, <a href="https://publications.waset.org/abstracts/search?q=langauge%20learner" title=" langauge learner"> langauge learner</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/60597/defining-heritage-language-learners-of-arabic-linguistic-and-cultural-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6326</span> English Classroom for SLA of Students and SME Entrepreneurs in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Yordchim">S. Yordchim</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Anugkakul"> G. Anugkakul</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Gibbs"> T. Gibbs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The English competence of Thai people was examined in the context of knowledge of English in everyday life for SME entrepreneurs, and also integrated with SLA students’ classroom. Second language acquisition was applied to the results of the questionnaires and interview forms. Levels of the need on English used for SME entrepreneurs in Thailand, satisfaction on joining the street classroom project were shown to be significantly high for some certain language functions and satisfaction. Finding suggests that the language functions on etiquette for professional use is essential and useful because lesson learned can be used in the real situation for their career. Implications for the climate of the street classroom are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20classroom" title="English classroom">English classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=SME%20entrepreneurs" title=" SME entrepreneurs"> SME entrepreneurs</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20students" title=" Thai students "> Thai students </a> </p> <a href="https://publications.waset.org/abstracts/19525/english-classroom-for-sla-of-students-and-sme-entrepreneurs-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">417</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6325</span> Students' Perspectives about Humor and the Process of Learning Spanish as a Foreign Language </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Mar%C3%ADnez%20Gonz%C3%A1lez">Samuel Marínez González</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last decades, the studies about humor have been increasing significantly in all areas. In the field of education and, specially, in the second language teaching, most research has concentrated on the beneficial effects that the introduction of humor in the process of teaching and learning a foreign language, as well as its impact on teachers and students. In the following research, we will try to know the learners’ perspectives about humor and its use in the Spanish as a Foreign Language classes. In order to do this, a different range of students from the Spanish courses at the University of Cape Town will participate in a survey that will reveal their beliefs about the frequency of humor in their daily lives and their Spanish lessons, their reactions to humorous situations, and the main advantages or disadvantages, from their point of view, to the introduction of humor in the teaching of Spanish as a Foreign Language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20languages" title=" foreign languages"> foreign languages</a>, <a href="https://publications.waset.org/abstracts/search?q=humor" title=" humor"> humor</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=Spanish%20as%20a%20Foreign%20Language" title=" Spanish as a Foreign Language"> Spanish as a Foreign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20perceptions" title=" students’ perceptions"> students’ perceptions</a> </p> <a href="https://publications.waset.org/abstracts/72840/students-perspectives-about-humor-and-the-process-of-learning-spanish-as-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72840.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6324</span> Authentic Visual Resources for the Foreign Language Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=O.%20Yeret">O. Yeret</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visual resources are all around us, especially in today's media-driven world, which gravitates, more and more, towards the visual. As a result, authentic resources, such as television advertisements, become testaments – authentic cultural materials – that reflect the landscape of certain groups and communities during a specific point in time. Engaging language students with popular advertisements can provide a great opportunity for developing cultural awareness, a component that is sometimes overlooked in the foreign language classroom. This paper will showcase practical examples of using Israeli Television Ads in various Modern Hebrew language courses. Several approaches for combining the study of language and culture, through the use of advertisements, will be included; for example, targeted assignments based on students' proficiency levels, such as: asking to recognize vocabulary words and answer basic information questions, as opposed to commenting on the significance of an ad and analyzing its particular cultural elements. The use of visual resources in the language classroom does not only enable students to learn more about the culture of the target language, but also to combine their language skills. Most often, interacting with an ad requires close listening and some reading (through captions or other data). As students analyze the ad, they employ their writing and speaking skills by answering questions in text or audio form. Hence, these interactions are able to elicit complex language use across the four domains: listening, speaking, writing, and reading. This paper will include examples of practical assignments that were developed for several Modern Hebrew language courses, together with the specific advertisements and questions related to them. Conclusions from the process and recent feedback notes received from students regarding the use of visual resources will be mentioned as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20materials" title="authentic materials">authentic materials</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20awareness" title=" cultural awareness"> cultural awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20resources" title=" visual resources"> visual resources</a> </p> <a href="https://publications.waset.org/abstracts/124438/authentic-visual-resources-for-the-foreign-language-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124438.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6323</span> Methodological Issues of Teaching Vocabulary in a Technical University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elza%20Salakhova">Elza Salakhova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this article is to consider some common difficulties encountered in teaching vocabulary in technical higher educational institutions. It deals with the problem of teaching special vocabulary in the process of teaching a foreign language. There have been analyzed some problems in teaching a foreign language to learners of a technical higher establishment. There are some recommendations for teachers to motivate their students to learn and master a foreign language through learning terminology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professionally-oriented%20study" title="professionally-oriented study">professionally-oriented study</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20university" title=" technical university"> technical university</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a> </p> <a href="https://publications.waset.org/abstracts/148709/methodological-issues-of-teaching-vocabulary-in-a-technical-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6322</span> Language Ideology and Classroom Discursive Practices in ESL Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hema%20Vanita%20Kesevan">Hema Vanita Kesevan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the impact of teacher’s language ideology on their classroom discursive practice in ESL / EFL classrooms. It examines teachers’ perceptions of the use of local variety of Malaysian English in the classroom. The investigation shows that although teachers and students are against its use in the classroom, it is widely employed. The participants of this study consist of two Malaysian non-native English teachers with different linguistic and cultural backgrounds. This study employs a comparative case study approach which focuses on the teachers and their classroom discourse practice. There are two modes of inquiry used in this study: classroom observation and semi-guided interviews. The findings are of interest to ESL / EFL teachers, policy makers and language researchers in the Malaysian and other similar ESL / EFL contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20ideology" title="language ideology">language ideology</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20English" title=" Malaysian English"> Malaysian English</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20teachers" title=" native teachers"> native teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=non-native%20teachers" title=" non-native teachers"> non-native teachers</a> </p> <a href="https://publications.waset.org/abstracts/71702/language-ideology-and-classroom-discursive-practices-in-esl-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71702.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">516</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6321</span> A Study of Flipped Classroom’s Influence on Classroom Environment of College English Reading, Writing and Translating</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xian%20Xie">Xian Xie</a>, <a href="https://publications.waset.org/abstracts/search?q=Qinghua%20Fang"> Qinghua Fang </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study used quantitative and qualitative methods to explore the characteristics of flipped classroom’s influence on classroom environment of college English reading, writing, and translating, and to summarize and reflect on the teaching characteristics of college English Reading, writing, and translating. The results of the study indicated that after the flipped classroom applied to reading, writing, and translating, students’ performance was improved to a certain extent, the classroom environment was improved to some extent, students of the flipped classroom are generally satisfied with the classroom environment; students showed a certain degree of individual differences to the degree of cooperation, participation, self-responsibility, task-orientation, and the teacher leadership and innovation. The study indicated that the implementation of flipped classroom teaching mode can optimize College English reading, writing, and translating classroom environment and realize target－learner as the center in foreign language teaching and learning, but bring a greater challenge to teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20environment" title="classroom environment">classroom environment</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20English%20reading" title=" college English reading"> college English reading</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20and%20translating" title=" writing and translating"> writing and translating</a>, <a href="https://publications.waset.org/abstracts/search?q=individual%20differences" title=" individual differences"> individual differences</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a> </p> <a href="https://publications.waset.org/abstracts/56637/a-study-of-flipped-classrooms-influence-on-classroom-environment-of-college-english-reading-writing-and-translating" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56637.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6320</span> Impact Of Flipped Classroom Model On English as a Foreign Language Learners' Grammar Achievement: Not Only Inversion But Also Integration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cem%20Bulut">Cem Bulut</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeynep%20B.%20Kocoglu"> Zeynep B. Kocoglu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Flipped classroom (FC) method has gained popularity, specifically in higher education, in recent years with the idea that it is possible to use the time spent in classrooms more effectively by simply flipping the passive lecturing parts with the homework exercises. Accordingly, the present study aims to investigate whether using FC method is more effective than the non-flipped method in teaching grammar to English as a Foreign Language (EFL) learners. An experimental research was conducted with the participants of two intact classes having A2 level English courses (N=39 in total) in a vocational school in Kocaeli, Turkey. Results from the post-test indicated that the flipped group achieved higher scores than the non-flipped group did. Additionally, independent samples t-test analysis in SPSS revealed that the difference between two groups was statistically significant. On the other hand, even if the factors that lie beneath this improvement are likely to be attributed to the teaching method, which is also supported by the answers given to the FC perception survey and interview, participants in both groups developed statistically significant positive attitudes towards learning grammar regardless of the method used. In that sense, this result was considered to be related to the level of the course, which was quite low in English level. In sum, the present study provides additional findings to the literature for FC methodology from a different perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title="flipped classroom">flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20management%20system" title=" learning management system"> learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a> </p> <a href="https://publications.waset.org/abstracts/98944/impact-of-flipped-classroom-model-on-english-as-a-foreign-language-learners-grammar-achievement-not-only-inversion-but-also-integration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98944.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6319</span> Effects of Closed-Caption Programs on EFL Learners' Listening Comprehension and Vocabulary Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahman%20Gorjian">Bahman Gorjian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effects of closed-captioning on vocabulary learning and listening comprehension of English-language movies. Captioning is thus an effective language-learning tool for persons learning English as a second language. Because students may learn a foreign language "passively," utilizing subtitles on television could make learning English enjoyable for them. Closed captioning is an electrical technique that converts spoken words from a television program's audio into written text that mimics subtitles in another language. The findings of this study showed the importance of using closed-captioning software when learning a foreign language. As a result, these must be considered when teaching EFL/ESL. The influence of watching movies with closed captions on vocabulary and hearing is compared in this study. This goal can be reached by employing a closed-captioned movie as a teaching tool in the classroom. This research was critical because it demonstrates the advantages of closed-captioning programs in EFL classrooms for both teachers and students. The study's findings assisted teachers in better understanding how to employ closed captioning as a teaching tool in the classroom. The effects will be seen as even more significant for language learners who use the method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=closed-captions" title="closed-captions">closed-captions</a>, <a href="https://publications.waset.org/abstracts/search?q=listening" title=" listening"> listening</a>, <a href="https://publications.waset.org/abstracts/search?q=comprehension" title=" comprehension"> comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=vcabulary" title=" vcabulary"> vcabulary</a> </p> <a href="https://publications.waset.org/abstracts/160929/effects-of-closed-caption-programs-on-efl-learners-listening-comprehension-and-vocabulary-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160929.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6318</span> Mathematics Anxiety among Secondary Level Students in Nepal: Classroom Environment Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Krishna%20Chandra%20Paudel">Krishna Chandra Paudel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the association between the perceived classroom environment and mathematics learning and test anxiety among secondary level students in Nepal. Categorizing the students in three dominant variables- gender, ethnicity and previous schooling, and selecting sample students with respect to higher mathematics anxiety from five heterogeneous classes, the research explores disparities in student's mathematics cognition and reveals nexus between classroom environment and mathematics learning and test anxiety. This research incorporates social learning theory and social development theory as interpretive tool for analyzing themes through qualitative data. Focussing on the interviews with highly mathematics learning anxious students, the study sheds light on how mathematics anxiety among the targeted students is interlinked with multiple factors. The research basically exposes the students’ lack of mathematical passion, their association with other students and participation in classroom learning, asymmetrical content and their lack of preparedness for the tests as caustic factors behind such anxieties. The study further reveals that students’ lack of foundational knowledge and complexity of mathematical content have jointly contributed to mathematics anxiety. Admitting learning as a reciprocal experience, the study points out that the students’ gender, ethnicity and disparities in previous schooling in the context of Nepal has very insignificant impact on students’ mathematics anxiety. It finally recommends that the students who get trapped into the vicious cycle of mathematics anxiety require positive and supportive classroom environment along with inspiring comments/compliments and symmetrical course contents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=asymmetry" title=" asymmetry"> asymmetry</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=habitus" title=" habitus"> habitus</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=preparedness" title=" preparedness"> preparedness</a> </p> <a href="https://publications.waset.org/abstracts/95298/mathematics-anxiety-among-secondary-level-students-in-nepal-classroom-environment-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95298.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6317</span> The Use of Authentic Materials in the Chinese Language Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yiwen%20Jin">Yiwen Jin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jing%20Xiao"> Jing Xiao</a>, <a href="https://publications.waset.org/abstracts/search?q=Pinfang%20Su"> Pinfang Su</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The idea of adapting authentic materials in language teaching is from the communicative method in the 1970s. Different from the language in language textbooks, authentic materials is not deliberately written, it is from the native speaker’s real life and contains real information, which can meet social needs. It could improve learners ' interest, create authentic context and improve learners ' communicative competence. Authentic materials play an important role in CFL（Chinese as a foreign language） classroom. Different types of authentic materials can be used in different ways during learning and teaching. Because of the COVID-19 pandemic，a lot of Chinese learners are learning Chinese without the real language environment. Although there are some well-written textbooks, there is a certain distance between textbook language materials and daily life. Learners cannot automatically fill this gap. That is why it is necessary to apply authentic materials as a supplement to the language textbook to create the real context. Chinese teachers around the world are working together, trying to integrate the resources and apply authentic materials through different approach. They apply authentic materials in the form of new textbooks, manuals, apps and short videos they collect and create to help Chinese learning and teaching. A review of previous research on authentic materials and the Chinese teachers’ attempt to adapt it in the classroom are offered in this manuscript. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authentic%20materials" title="authentic materials">authentic materials</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20as%20a%20second%20language" title=" Chinese as a second language"> Chinese as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20use%20of%20digital%20resources" title=" developmental use of digital resources"> developmental use of digital resources</a>, <a href="https://publications.waset.org/abstracts/search?q=materials%20development%20for%20language%20teaching" title=" materials development for language teaching"> materials development for language teaching</a> </p> <a href="https://publications.waset.org/abstracts/143062/the-use-of-authentic-materials-in-the-chinese-language-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143062.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">173</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6316</span> The Experiences of Agency in the Utilization of Twitter for English Language Learning in a Saudi EFL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fahd%20Hamad%20Alqasham">Fahd Hamad Alqasham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This longitudinal study investigates Saudi students’ use trajectory and experiences of Twitter as an innovative tool for in-class learning of the English language in a Saudi tertiary English as a foreign language (EFL) context for a 12-week semester. The study adopted van Lier’s agency theory (2008, 2010) as the analytical framework to obtain an in-depth analysis of how the learners’ could utilize Twitter to create innovative ways for them to engage in English learning inside the language classroom. The study implemented a mixed methods approach, including six data collection instruments consisting of a research log, observations, focus group participation, initial and post-project interviews, and a post-project questionnaire. The study was conducted at Qassim University, specifically at Preparatory Year Program (PYP) on the main campus. The sample included 25 male students studying in the first level of PYP. The findings results revealed that although Twitter’s affordances initially paled a crucial role in motivating the learners to initiate their agency inside the classroom to learn English, the contextual constraints, mainly anxiety, the university infrastructure, and the teacher’s role negatively influenced the sustainability of Twitter’s use past week nine of its implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CALL" title="CALL">CALL</a>, <a href="https://publications.waset.org/abstracts/search?q=agency" title=" agency"> agency</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a> </p> <a href="https://publications.waset.org/abstracts/156340/the-experiences-of-agency-in-the-utilization-of-twitter-for-english-language-learning-in-a-saudi-efl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156340.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6315</span> University Arabic/Foreign Language Teacher's Competences, Professionalism and the Challenges and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Heider">Abeer Heider</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article considers the definitions of teacher’s competences and professionalism from different perspectives of Arab and foreign scientists. A special attention is paid to the definition, classification of the stages and components of University Arabic /foreign language teacher’s professionalism. The results of the survey are offered and recommendations are given. In this paper, only some of the problems of defining professional competence and professionalism of the university Arabic/ foreign language teacher have been mentioned. It needs much more analysis and discussion, because the quality of training today’s competitive and mobile students with a good knowledge of foreign languages depends directly on the teachers’ professional level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%E2%80%99s%20professional%20competences" title="teacher’s professional competences">teacher’s professional competences</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%2F%20foreign%20language%20teacher%E2%80%99s%20professionalism" title=" Arabic/ foreign language teacher’s professionalism"> Arabic/ foreign language teacher’s professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20evaluation" title=" teacher evaluation"> teacher evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20quality" title=" teacher quality"> teacher quality</a> </p> <a href="https://publications.waset.org/abstracts/41881/university-arabicforeign-language-teachers-competences-professionalism-and-the-challenges-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6314</span> Ads on Social Issues: A Tool for Improving Critical Thinking Skills in a Foreign Language Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fonseca%20Jully">Fonseca Jully</a>, <a href="https://publications.waset.org/abstracts/search?q=Chia%20Maribel"> Chia Maribel</a>, <a href="https://publications.waset.org/abstracts/search?q=Rodr%C3%ADguez%20Ilba"> Rodríguez Ilba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is a qualitative research report. A group of students form a public university in a small town in Colombia participated in this study which aimed at describing to what extend the use of social ads, published on the internet, helped to develop their critical thinking skills. Students’ productions, field notes, video recordings and direct observation were the instruments and techniques used by the researches in order to gather the data which was analyzed under the principles of grounded theory and triangulation. The implementation of social ads into the classroom evidenced a noticeable improvement in students’ ability to interpret and argue social issues, as well as, their self-improvement in oral and written production in English, as a foreign language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ads" title="Ads">Ads</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20argumentation" title=" critical argumentation"> critical argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20issues" title=" social issues"> social issues</a> </p> <a href="https://publications.waset.org/abstracts/38690/ads-on-social-issues-a-tool-for-improving-critical-thinking-skills-in-a-foreign-language-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38690.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">339</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6313</span> Teachers’ Language Insecurity in English as a Second Language Instruction: Developing Effective In-Service Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mamiko%20Orii">Mamiko Orii</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study reports on primary school second language teachers’ sources of language insecurity. Furthermore, it aims to develop an in-service training course to reduce anxiety and build sufficient English communication skills. Language/Linguistic insecurity refers to a lack of confidence experienced by language speakers. In particular, second language/non-native learners often experience insecurity, influencing their learning efficacy. While language learner insecurity has been well-documented, research on the insecurity of language teaching professionals is limited. Teachers’ language insecurity or anxiety in target language use may adversely affect language instruction. For example, they may avoid classroom activities requiring intensive language use. Therefore, understanding teachers’ language insecurity and providing continuing education to help teachers to improve their proficiency is vital to improve teaching quality. This study investigated Japanese primary school teachers’ language insecurity. In Japan, teachers are responsible for teaching most subjects, including English, which was recently added as compulsory. Most teachers have never been professionally trained in second language instruction during college teacher certificate preparation, leading to low confidence in English teaching. Primary source of language insecurity is a lack of confidence regarding English communication skills. Their actual use of English in classrooms remains unclear. Teachers’ classroom speech remains a neglected area requiring improvement. A more refined programme for second language teachers could be constructed if we can identify areas of need. Two questionnaires were administered to primary school teachers in Tokyo: (1) Questionnaire A: 396 teachers answered questions (using a 5-point scale) concerning classroom teaching anxiety and general English use and needs for in-service training (Summer 2021); (2) Questionnaire B: 20 teachers answered detailed questions concerning their English use (Autumn 2022). Questionnaire A’s responses showed that over 80% of teachers have significant language insecurity and anxiety, mainly when speaking English in class or teaching independently. Most teachers relied on a team-teaching partner (e.g., ALT) and avoided speaking English. Over 70% of the teachers said they would like to participate in training courses in classroom English. Questionnaire B’s results showed that teachers could use simple classroom English, such as greetings and basic instructions (e.g., stand up, repeat after me), and initiate conversation (e.g., asking questions). In contrast, teachers reported that conversations were mainly carried on in a simple question-answer style. They had difficulty continuing conversations. Responding to learners’ ‘on-the-spot’ utterances was particularly difficult. Instruction in turn-taking patterns suitable in the classroom communication context is needed. Most teachers received grammar-based instruction during their entire English education. They were predominantly exposed to displayed questions and form-focused corrective feedback. Therefore, strategies such as encouraging teachers to ask genuine questions (i.e., referential questions) and responding to students with content feedback are crucial. When learners’ utterances are incorrect or unsatisfactory, teachers should rephrase or extend (recast) them instead of offering explicit corrections. These strategies support a continuous conversational flow. These results offer benefits beyond Japan’s English as a second Language context. They will be valuable in any context where primary school teachers are underprepared but must provide English-language instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english%20as%20a%20second%2Fnon-native%20language" title="english as a second/non-native language">english as a second/non-native language</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service%20training" title=" in-service training"> in-service training</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20language%20insecurity" title=" teachers’ language insecurity"> teachers’ language insecurity</a> </p> <a href="https://publications.waset.org/abstracts/159881/teachers-language-insecurity-in-english-as-a-second-language-instruction-developing-effective-in-service-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159881.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6312</span> Building in Language Support in a Hong Kong Chemistry Classroom with English as a Medium of Instruction: An Exploratory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kai%20Yip%20Michael%20Tsang">Kai Yip Michael Tsang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science writing has played a crucial part in science assessments. This paper reports a study in an area that has received little research attention – how Language across the Curriculum (LAC, i.e. science language and literacy) learning activities in science lessons can increase the science knowledge development of English as a foreign language (EFL) students in Hong Kong. The data comes from a school-based interventional study in chemistry classrooms, with written data from questionnaires, assessments and teachers’ logs and verbal data from interviews and classroom observations. The effectiveness of the LAC teaching and learning activities in various chemistry classrooms were compared and evaluated, with discussion of some implications. Students in the treatment group with lower achieving students received LAC learning and teaching activities while students in the control group with higher achieving students received conventional learning and teaching activities. After the study, they performed better in control group in formative assessments. Moreover, they had a better attitude to learning chemistry content with a richer language support. The paper concludes that LAC teaching and learning activities yielded positive learning outcomes among chemistry learners with low English ability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20learning%20and%20teaching" title="science learning and teaching">science learning and teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20and%20language%20integrated%20learning" title=" content and language integrated learning"> content and language integrated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20across%20the%20curriculum" title=" language across the curriculum"> language across the curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a> </p> <a href="https://publications.waset.org/abstracts/95553/building-in-language-support-in-a-hong-kong-chemistry-classroom-with-english-as-a-medium-of-instruction-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95553.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6311</span> Code – Switching in a Flipped Classroom for Foreign Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Tutova">E. Tutova</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Ebzeeva"> Y. Ebzeeva</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Gishkaeva"> L. Gishkaeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.Smirnova"> Y.Smirnova</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Dubinina"> N. Dubinina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have been working with students from different countries and found it crucial to switch the languages to explain something. Whether it is Russian, or Chinese, explaining in a different language plays an important role for students’ cognitive abilities. In this work we are going to explore how code switching may impact the student’s perception of information. Code-switching is a tool defined by linguists as a switch from one language to another for convenience, explanation of terms unavailable in an initial language or sometimes prestige. In our case, we are going to consider code-switching from the function of convenience. As a rule, students who come to study Russian in a language environment, lack many skills in speaking the language. Thus, it is made harder to explain the rules for them of another language, which is English. That is why switching between English, Russian and Mandarin is crucial for their better understanding. In this work we are going to explore the code-switching as a tool which can help a teacher in a flipped classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20linguistics" title=" psychological linguistics"> psychological linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=code-switching" title=" code-switching"> code-switching</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20linguistics" title=" social linguistics"> social linguistics</a> </p> <a href="https://publications.waset.org/abstracts/163259/code-switching-in-a-flipped-classroom-for-foreign-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163259.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6310</span> Learning Mandarin Chinese as a Foreign Language in a Bilingual Context: Adult Learners’ Perceptions of the Use of L1 Maltese and L2 English in Mandarin Chinese Lessons in Malta</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christiana%20Gauci-Sciberras">Christiana Gauci-Sciberras</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The first language (L1) could be used in foreign language teaching and learning as a pedagogical tool to scaffold new knowledge in the target language (TL) upon linguistic knowledge that the learner already has. In a bilingual context, code-switching between the two languages usually occurs in classrooms. One of the reasons for code-switching is because both languages are used for scaffolding new knowledge. This research paper aims to find out why both the L1 (Maltese) and the L2 (English) are used in the classroom of Mandarin Chinese as a foreign language (CFL) in the bilingual context of Malta. This research paper also aims to find out the learners’ perceptions of the use of a bilingual medium of instruction. Two research methods were used to collect qualitative data; semi-structured interviews with adult learners of Mandarin Chinese and lesson observations. These two research methods were used so that the data collected in the interviews would be triangulated with data collected in lesson observations. The L1 (Maltese) is the language of instruction mostly used. The teacher and the learners switch to the L2 (English) or to any other foreign language according to the need at a particular instance during the lesson. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual" title=" bilingual"> bilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20purpose%20of%20L1%20and%20L2" title=" pedagogical purpose of L1 and L2"> pedagogical purpose of L1 and L2</a>, <a href="https://publications.waset.org/abstracts/search?q=CFL%20acquisition" title=" CFL acquisition"> CFL acquisition</a> </p> <a href="https://publications.waset.org/abstracts/116606/learning-mandarin-chinese-as-a-foreign-language-in-a-bilingual-context-adult-learners-perceptions-of-the-use-of-l1-maltese-and-l2-english-in-mandarin-chinese-lessons-in-malta" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6309</span> The Integration of ICT in EFL Classroom and Its Impact on Teacher Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tayaa%20Karima">Tayaa Karima</a>, <a href="https://publications.waset.org/abstracts/search?q=Bouaziz%20Amina"> Bouaziz Amina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today's world is knowledge-based; everything we do is somehow connected with technology which it has a remarkable influence on socio-cultural and economic developments, including educational settings. This type of technology is supported in many teaching/learning setting where the medium of instruction is through computer technology, and particularly involving digital technologies. There has been much debate over the use of computers and the internet in foreign language teaching for more than two decades. Various studies highlights that the integration of Information Communications Technology (ICT) in foreign language teaching will have positive effects on both the teachers and students to help them be aware of the modernized world and meet the current demands of the globalised world. Information and communication technology has been gradually integrated in foreign learning environment as a platform for providing learners with learning opportunities. Thus, the impact of ICT on language teaching and learning has been acknowledged globally, this is because of the fundamental role that it plays in the enhancement of teaching and learning quality, modify the pedagogical practice, and motivate learners. Due to ICT related developments, many Maghreb countries regard ICT as a tool for changes and innovations in education. Therefore, the ministry of education attempted to set up computer laboratories and provide internet connection in the schools. Investment in ICT for educational innovations and improvement purposes has been continuing the need of teacher who will employ it in the classroom as vital role of the curriculum. ICT does not have an educational value in itself, but it becomes precious when teachers use it in learning and teaching process. This paper examines the impacts of ICT on teacher development rather than on teaching quality and highlights some challenges facing using ICT in the language learning/teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20communications%20technology%20%28ICT%29" title="information communications technology (ICT)">information communications technology (ICT)</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching" title=" foreign language teaching"> foreign language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20development" title=" teacher development"> teacher development</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20opportunity" title=" learning opportunity"> learning opportunity</a> </p> <a href="https://publications.waset.org/abstracts/43919/the-integration-of-ict-in-efl-classroom-and-its-impact-on-teacher-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43919.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6308</span> Developing Language Ownership: An Autoethnographic Perspective on Transformative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Abbey">Thomas Abbey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is part of an ongoing research addressing the experience of language learners in developing a sense of language ownership in their second language. For the majority of language learners, the main goal of learning a second or foreign language is to develop proficiency in the target language. Language proficiency comprises numerous intersecting competency skills ranging from causally listening to speaking using certain registers. This autoethnography analyzes lived experiences related to transitioning from learning a language in a classroom to being in an environment where the researcher's second language is the primary means of communication. Focused on lived experiences, the purpose of this research is to provide an insight into the experiences of language learners entering new environments and needing to navigate life within another language. Through reflections, this paper offers a critical account of experience traveling to Baku, Azerbaijan as a Russian language learner. The analysis for this paper focuses on the development of a sense of language ownership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autoethnography" title="autoethnography">autoethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20ownership" title=" language ownership"> language ownership</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title=" transformative learning"> transformative learning</a> </p> <a href="https://publications.waset.org/abstracts/180528/developing-language-ownership-an-autoethnographic-perspective-on-transformative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6307</span> Examining EFL Teachers Level of Self-efficacy for Teaching English in Language Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Mirsanjari">Zahra Mirsanjari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom Management, Student Engagement, and Oral English Language Use.It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20teaching" title=" English Language teaching"> English Language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teachers%20and%20practitioners." title=" language teachers and practitioners."> language teachers and practitioners.</a> </p> <a href="https://publications.waset.org/abstracts/36289/examining-efl-teachers-level-of-self-efficacy-for-teaching-english-in-language-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36289.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">459</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6306</span> Teaching Tolerance in the Language Classroom through a Text</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Natalia%20Kasatkina">Natalia Kasatkina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an ever-increasing globalization, one’s grasp of diversity and tolerance has never been more indispensable, and it is a vital duty for all those in the field of foreign language teaching to help children cultivate such values. The present study explores the role of DIVERSITY and TOLERANCE in the language classroom and elementary, middle, and high school students’ perceptions of these two concepts. It draws on several theoretical domains of language acquisition, cultural awareness, and school psychology. Relying on these frameworks, the major findings are synthesized, and a paradigm of teaching tolerance through language-teaching is formulated. Upon analysing how tolerant our children are with ‘others’ in and outside the classroom, we have concluded that intolerance and aggression towards the ‘other’ increase with age, and that a feeling of supremacy over migrants and a sense of fear towards them begin to manifest more apparently when the students are in high school. In addition, we have also found that children in elementary school do not exhibit such prejudiced thoughts and behavior, which leads us to the believe that tolerance as well as intolerance are learned. Therefore, it is within our reach to teach our children to be open-minded and accepting. We have used the novel ‘Uncle Tom’s Cabin’ by Harriet Beecher Stowe as a springboard for lessons which are not only targeted at shedding light on the role of language in the modern world, but also aim to stimulate an awareness of cultural diversity. We equally strive to conduct further cross-cultural research in order to solidify the theory behind this study, and thus devise a language-based curriculum which would encourage tolerance through the examination of various literary texts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literary%20text" title="literary text">literary text</a>, <a href="https://publications.waset.org/abstracts/search?q=tolerance" title=" tolerance"> tolerance</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20classroom" title=" EFL classroom"> EFL classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=word-association%20test" title=" word-association test"> word-association test</a> </p> <a href="https://publications.waset.org/abstracts/60040/teaching-tolerance-in-the-language-classroom-through-a-text" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60040.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">292</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety%20%28FLCA%29&page=1" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety%20%28FLCA%29&page=1">1</a></li> <li class="page-item active"><span class="page-link">2</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety%20%28FLCA%29&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety%20%28FLCA%29&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety%20%28FLCA%29&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety%20%28FLCA%29&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety%20%28FLCA%29&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety%20%28FLCA%29&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety%20%28FLCA%29&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety%20%28FLCA%29&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety%20%28FLCA%29&page=212">212</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety%20%28FLCA%29&page=213">213</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=foreign%20language%20classroom%20anxiety%20%28FLCA%29&page=3" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>