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English as a foreign language (TEFL/EFL)</title> <meta name="description" content="Search results for: teaching English as a foreign language (TEFL/EFL)"> <meta name="keywords" content="teaching English as a foreign language (TEFL/EFL)"> <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 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</div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: teaching English as a foreign language (TEFL/EFL)</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7568</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">7567</span> Prospective English Language Teachers’ Views on Translation Use in Foreign Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozlem%20Bozok">Ozlem Bozok</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusuf%20Bozok"> Yusuf Bozok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of using mother tongue and translation in foreign language classrooms cannot be ignored and translation can be utilized as a method in English Language Teaching courses. There exist researches advocating or objecting to the use of translation in foreign language learning but they all have a point in common: Translation should be used as an aid to teaching, not an end in itself. In this research, prospective English language teachers’ opinions about translation use and use of mother tongue in foreign language teaching are investigated and according to the findings, some explanations and recommendations are made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exposure%20to%20foreign%20language%20translation" title="exposure to foreign language translation">exposure to foreign language translation</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective%20teachers%E2%80%99%20opinions" title=" prospective teachers’ opinions"> prospective teachers’ opinions</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20of%20L1" title=" use of L1"> use of L1</a> </p> <a href="https://publications.waset.org/abstracts/17268/prospective-english-language-teachers-views-on-translation-use-in-foreign-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17268.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">533</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">7566</span> Teaching English Language through Religious English Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Smriti%20Mary%20Gupta">Smriti Mary Gupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article intends to show how literature may be used in language classes to develop student’s knowledge of English. First, we examine the evolution of literature in the language classroom, then we give account of some reasons that justify its use in language classes, of the role of reading in language development, and of the way poetry is treated in the ESL classroom. This paper aims to emphasize the use of literature as a popular tool to teach language skills (i.e. reading, writing, listening and speaking), language areas (i.e. vocabulary, grammar and pronunciation) as well as moral teachings, which is the necessity in present time. Reason for using religious literary texts in foreign language classroom and main criteria for selecting suitable religious literary texts in foreign language classes are stressed so as to make the reader familiar with the underlying reasons and criteria for language teachers, using and selecting religious literary texts. Moreover, religious literature and teaching of language skills, benefits the different genres of religious literature (i.e. poetry, fiction and drama), and also gaining knowledge of a particular religion through language teaching but some problems had been observed by language teachers within the area of English through religious literature (i.e. lack of preparation in the area of literature teaching in TESL/TEFL programs, absence of clarity in objectives defining the role of literature in ESL/EFL), language teachers not having the background, training and appropriate knowledge in religious literature, lack of pedagogically-designed teaching material that can be used by language teachers in a classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=religious%20literature" title="religious literature">religious literature</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20literature" title=" teaching literature"> teaching literature</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20of%20language%20skills" title=" teaching of language skills"> teaching of language skills</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=literary%20competence" title=" literary competence"> literary competence</a> </p> <a href="https://publications.waset.org/abstracts/36840/teaching-english-language-through-religious-english-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36840.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">525</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">7565</span> L2 Exposure Environment, Teaching Skills, and Beliefs about Learners’ Out-of-Class Learning: A Survey on Teachers of English 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=Susilo%20Susilo">Susilo Susilo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the process of foreign language acquisition, L2 exposure has been evidently assumed efficient for learners to help increase their proficiency. However, to get enough L2 exposure in the context of learning English as a foreign language is not as easy as that of the first language learning context. Therefore, beyond the classroom L2 exposure is helpful for EFL learners to achieve the language tasks. Alongside the rapid development of technology and media, English as a foreign language is virtually used in the social media of almost all regions, affecting the faces of Teaching English as a Foreign Language (TEFL). This different face of TEFL unavoidably intrigues teachers to treat their students differently in the classroom in order that they can put more effort in maximizing beyond-the-class learning to help improve their in-class achievements. The study aims to investigate: 1) EFL teachers’ teaching skills and beliefs about students’ out-of-class activities in different L2 exposure environments, and 2) the effect on EFL teachers’ teaching skills and beliefs about students’ out-of-class activities of different L2 exposure environments. This is a survey for 80 EFL teachers from Senior High Schools in three regions of two provinces in Indonesia. A questionnaire using a four-point Likert scale was distributed to the respondents to elicit data. The questionnaires were developed by reffering to the constructs of teaching skills (i.e. teaching preparation, teaching action, and teaching evaluation) and beliefs about out-of-class learning (i.e. setting, process and atmosphere), which have been taken from some expert definitions. The internal consistencies for those constructs were examined by using Cronbach Alpha. The data of the study were analyzed by using SPSS program, i.e. descriptive statistics and independent sample t-test. The standard for determining the significance was p < .05. The results revealed that: 1) teaching skills performed by the teachers of English as a foreign language in different exposure environments showed various focus of teaching skills, 2) the teachers showed various ways of beliefs about students’ out-of-class activities in different exposure environments, 3) there was a significant difference in the scores for NNESTs’ teaching skills in urban regions (M=34.5500, SD=4.24838) and those in rural schools (M=24.9500, SD=2.42794) conditions; t (78)=12.408, p = 0.000; and 4) there was a significant difference in the scores for NNESTs’ beliefs about students’ out-of-class activities in urban schools (M=36.9250, SD=6.17434) and those in rural regions (M=29.4250, SD=4.56793) conditions; t (78)=6.176, p = 0.000. These results suggest that different L2 exposure environments really do have effects on teachers’ teaching skills and beliefs about their students’ out-of-class learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=belief%20about%20EFL%20out-of-class%20learning" title="belief about EFL out-of-class learning">belief about EFL out-of-class learning</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20exposure%20environment" title=" L2 exposure environment"> L2 exposure environment</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20of%20English%20as%20a%20foreign%20language" title=" teachers of English as a foreign language"> teachers of English as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20skills" title=" teaching skills "> teaching skills </a> </p> <a href="https://publications.waset.org/abstracts/62695/l2-exposure-environment-teaching-skills-and-beliefs-about-learners-out-of-class-learning-a-survey-on-teachers-of-english-as-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62695.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">342</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">7564</span> Teaching English as a Second/Foreign Language Under Humanistic and Sociocultural Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahrukh%20Baig">Mahrukh Baig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper, sets out to draw some traditional english language teaching practices and to suggest ways for their improvement under the light of humanistic and socio-cultural psychology. This is going to aid language teachers by applying principled psychological methods on the field of education in order to introduce a reciprocal mode of teaching where teacher and learner begin with a mutual effort. However the teacher, after initiating most of the work, gradually passes on more and more responsibility to the learners resulting in their independent endeavors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20Teaching%20%28ELT%29" title="English Language Teaching (ELT)">English Language Teaching (ELT)</a>, <a href="https://publications.waset.org/abstracts/search?q=Second%20Language%20Acquisition%20%28SLA%29" title=" Second Language Acquisition (SLA)"> Second Language Acquisition (SLA)</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20english%20as%20second%2Fforeign%20language" title=" teaching english as second/foreign language"> teaching english as second/foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=humanistic%20psychology" title=" humanistic psychology"> humanistic psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20psychology" title=" socio-cultural psychology"> socio-cultural psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=application%20of%20psychology%20to%20language%20teaching" title=" application of psychology to language teaching"> application of psychology to language teaching</a> </p> <a href="https://publications.waset.org/abstracts/30329/teaching-english-as-a-secondforeign-language-under-humanistic-and-sociocultural-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30329.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">608</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">7563</span> Teaching Speaking Skills to Adult English Language Learners through ALM</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wichuda%20Kunnu">Wichuda Kunnu</a>, <a href="https://publications.waset.org/abstracts/search?q=Aungkana%20Sukwises"> Aungkana Sukwises</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Audio-lingual method (ALM) is a teaching approach that is claimed that ineffective for teaching second/foreign languages. Because some linguists and second/foreign language teachers believe that ALM is a rote learning style. However, this study is done on a belief that ALM will be able to solve Thais’ English speaking problem. This paper aims to report the findings on teaching English speaking to adult learners with an “adapted ALM”, one distinction of which is to use Thai as the medium language of instruction. The participants are consisted of 9 adult learners. They were allowed to speak English more freely using both the materials presented in the class and their background knowledge of English. At the end of the course, they spoke English more fluently, more confidently, to the extent that they applied what they learnt both in and outside the class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20English" title="teaching English">teaching English</a>, <a href="https://publications.waset.org/abstracts/search?q=audio%20lingual%20method" title=" audio lingual method"> audio lingual method</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20science" title=" cognitive science"> cognitive science</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/12355/teaching-speaking-skills-to-adult-english-language-learners-through-alm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12355.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">418</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">7562</span> A Study on Pre-Service English Language Teacher's Language Self-Efficacy and Goal Orientation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ertekin%20Kotbas">Ertekin Kotbas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching English as a Foreign Language (EFL) is on the front burner of many countries in the world, in particular for English Language Teaching departments that train EFL teachers. Under the head of motivational theories in foreign language education, there are numerous researches in literature. However; researches comprising English Language Self-Efficacy and Teachers’ Learning Goal Orientation which has a positive impact on learning teachings skills are scarce. Examination of these English Language self-efficacy beliefs and Learning Goal Orientations of Pre-Service EFL Teachers may broaden the horizons, in consideration the importance of self-efficacy and goal orientation on learning and teaching activities. At this juncture, the present study aims to investigate the relationship between English Language Self-Efficacy and Teachers’ Learning Goal Orientation from Turkish context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20goal%20orientation" title=" learning goal orientation"> learning goal orientation</a>, <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=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a> </p> <a href="https://publications.waset.org/abstracts/59758/a-study-on-pre-service-english-language-teachers-language-self-efficacy-and-goal-orientation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59758.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">492</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">7561</span> Communicative Language Teaching in English as a Foreign Language Classrooms: An Overview of Secondary Schools in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saifunnahar">Saifunnahar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a former English colony, the relationship of Bangladesh with the English language goes a long way back. English is taught as a compulsory subject in Bangladesh from an early age starting from grade 1 and continuing through the 12th, yet, students are not competent enough to communicate in English proficiently. To improve students’ English language competency, the Bangladesh Ministry of Education introduced communicative language teaching (CLT) methods in English classrooms in the 1990s. It has been decades since this effort was taken, but the students’ level of proficiency is still not satisfactory. The main reason behind this failure is that CLT-based teaching-learning methods have not been effectively implemented. Very little research has been conducted to address the issues English as a foreign language (EFL) classrooms are facing to carry out CLT methodologies in secondary schools (grades 6 to 10) in Bangladesh. Though the secondary level is crucial for students’ language learning and retention, EFL classrooms are marked with various issues that make teaching-learning harder for teachers and students. This study provides an overview of the status of CLT in EFL classrooms and the reasons behind failing to implement CLT in secondary schools in Bangladesh through an analysis of the qualitative data collected from different literature. Based on the findings, effective approaches have been recommended to employ CLT in EFL classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title="Bangladesh">Bangladesh</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20language%20teaching" title=" communicative language teaching"> communicative language teaching</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=secondary%20schools" title=" secondary schools"> secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/122773/communicative-language-teaching-in-english-as-a-foreign-language-classrooms-an-overview-of-secondary-schools-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122773.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">7560</span> A Study on Pre-Service English Teachers' Language Self Efficacy and Learning Goal Orientation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erteki%CC%87n%20Kotba%C5%9F">Erteki̇n Kotbaş</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching English as a Foreign Language (EFL) is on the front burner of many countries in the world, in particular for English language teaching departments that train EFL teachers. Under the head of motivational theories in foreign language education, there are numerous researches in literature. However; researches comprising English language self-efficacy and teachers’ learning goal orientation which has a positive impact on learning teachings skills are scarce. Examination of these English language self-efficacy beliefs and learning goal orientations of pre-service EFL teachers may broaden the horizons, considering the importance of self-efficacy and goal orientation on learning and teaching activities. At this juncture, present study aims to investigate the strong relationship between English language self efficacy and teachers’ learning goal orientation from Turkish context in addition to teacher students’ grade factor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20goal%20orientation" title=" learning goal orientation"> learning goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20efficacy" title=" self efficacy"> self efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a> </p> <a href="https://publications.waset.org/abstracts/43834/a-study-on-pre-service-english-teachers-language-self-efficacy-and-learning-goal-orientation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43834.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">462</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">7559</span> Intercultural Communication in the Teaching of English as a Foreign Language in Malawi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20Mayeso%20Jiyajiya">Peter Mayeso Jiyajiya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses how the teaching of English as a foreign language in Malawi can enhance intercultural communication competence in a multicultural society. It argues that incorporation of intercultural communication in the teaching of English as a foreign language would improve cultural awareness in communication in the multicultural Malawi. The teaching of English in Malawi is geared towards producing students who would communicate in the global world. This entails the use of proper pedagogical approaches and instructional materials that prepare the students toward intercultural awareness. In view of this, the language teachers were interviewed in order to determine their instructional approaches to intercultural communication. Instructional materials were further evaluated to assess how interculturality is incorporated. The study found out that teachers face perceptual and technical challenges that hinder them from exercising creativity to incorporate interculturality in their lessons. This is also compounded by lack of clear direction in the teaching materials on cultural elements. The paper, therefore, suggests a holistic approach to the teaching of English language in Malawian school in which the diversity of culture in classrooms must be considered an opportunity for addressing students’ cultural needs that may be lacking in the instructional materials. <p class="card-text"><strong>Keywords:</strong> <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=grammar" title=" grammar"> grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a> </p> <a href="https://publications.waset.org/abstracts/54177/intercultural-communication-in-the-teaching-of-english-as-a-foreign-language-in-malawi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54177.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">343</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">7558</span> Formation of an Artificial Cultural and Language Environment When Teaching a Foreign Language in the Material of Original Films</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Konysbek%20Aksaule">Konysbek Aksaule</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this work is to explore new and effective ways of teaching English to students who are studying a foreign language since the timeliness of the problem disclosed in this article is due to the high level of English proficiency that potential specialists must have due to high competition in the context of global globalization. The article presents an analysis of the feasibility and effectiveness of using an authentic feature film in teaching English to students. The methodological basis of the study includes an assessment of the level of students' proficiency in a foreign language, the stage of evaluating the film, and the method of selecting the film for certain categories of students. The study also contains a list of practical tasks that can be applied in the process of viewing and perception of an original feature film in a foreign language, and which are aimed at developing language skills such as speaking and listening. The results of this study proved that teaching English to students through watching an original film is one of the most effective methods because it improves speech perception, speech reproduction ability, and also expands the vocabulary of students and makes their speech fluent. In addition, learning English through watching foreign films has a huge impact on the cultural views and knowledge of students about the country of the language being studied and the world in general. Thus, this study demonstrates the high potential of using authentic feature film in English lessons for pedagogical science and methods of teaching English in general. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=university" title="university">university</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=feature%20film" title=" feature film"> feature film</a> </p> <a href="https://publications.waset.org/abstracts/126665/formation-of-an-artificial-cultural-and-language-environment-when-teaching-a-foreign-language-in-the-material-of-original-films" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126665.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">148</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">7557</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">7556</span> Student's Reluctance in Oral Participation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soumia%20Hebbri">Soumia Hebbri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English language has become a major medium for communication across borders. Nowadays, it is seen as a communicative medium not only for business but also for academic purposes. Some scientists describe English language as a way to enjoy an admired position in many countries. It is neither a national nor an official language in North Africa; it is considered as the most widely taught foreign language at the educational system. In order to achieve mastery of a foreign language, learners must develop the four principal language skills: Reading, writing, listening and speaking. However, being able to interact orally with others, using effectively the target language, is nowadays very important. People who cannot speak a foreign language cannot be considered effective language users, even if they can read and understand it. The teachers’ role in promoting foreign language acquisition is very important, as they are responsible for providing students appropriate contexts to foster communicative situations that allow students to express themselves and interact in the target language. So, we should understand the student’s reasons of their reluctance in oral participation when dealing with oral communicative tasks, in order to get insights about the possible motivating factors that may improve their involvement and participation in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EL" title="EL">EL</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=ET" title=" ET"> ET</a>, <a href="https://publications.waset.org/abstracts/search?q=TEFL" title=" TEFL"> TEFL</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a> </p> <a href="https://publications.waset.org/abstracts/28792/students-reluctance-in-oral-participation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28792.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">503</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">7555</span> How can Introducing Omani Literature in Foreign Language Classrooms Influence students' Motivation in Learning the Language?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibtisam%20Mohammed%20Al-Quraini">Ibtisam Mohammed Al-Quraini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines how introducing Omani literature in foreign language classrooms can influence the students' motivation in learning the language. The data was collected through the questionnaire which was administered to two samples (A and B) of the participants. Sample A was comprised of 30 female students from English department who are specialist in English literature in college of Arts and Social Science. Sample B in contrast was comprised of 10 female students who their major is English from college of Education. Results show that each genre in literature has different influence on the students' motivation in learning the language which proves that literacy texts are powerful. Generally, Omani English teachers tend to avoid teaching literature because they think that it is a difficult method to use in teaching field. However, the advantages and the influences of teaching poetries, short stories, and plays are discussed. Recommendations for current research and further research are also discussed at the end. <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%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=Omani%20literature" title=" Omani literature"> Omani literature</a>, <a href="https://publications.waset.org/abstracts/search?q=poetry" title=" poetry"> poetry</a>, <a href="https://publications.waset.org/abstracts/search?q=story" title=" story"> story</a>, <a href="https://publications.waset.org/abstracts/search?q=play" title=" play"> play</a> </p> <a href="https://publications.waset.org/abstracts/28898/how-can-introducing-omani-literature-in-foreign-language-classrooms-influence-students-motivation-in-learning-the-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28898.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">390</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">7554</span> Examining the Links between Established Principles, Iranian Teachers' Perceptions of Reading Comprehension, and Their Actual Practice in English for Specific Purposes Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Alimorad">Zahra Alimorad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a strong belief that language teachers' actual practices in the classroom context are largely determined by the underlying perceptions they hold about the nature of language and language learning. That being so, it can be envisaged that teaching procedures of ESP (English for Specific Purposes) teachers teaching reading comprehension will mainly be driven by their perceptions about the nature of reading. To examine this issue, four Iranian university professors holding Ph.D. in either TEFL (Teaching English as a Foreign Language) or English Literature who were teaching English to Engineering and Sciences students were recruited to participate in this study. To collect the necessary data, classroom observations and follow-up semi-structured interviews were used. Furthermore, the materials utilized by the teachers such as textbooks, syllabuses, and tests were also examined. Although it can be argued that their perceptions were partially compatible with the established principles, results of the study pointed to a lack of congruence between these teachers' perceptions and their practices, on the one hand, and between the established principles and the practices, on the other. While the literature mostly supports a metacognitive-strategy approach to reading comprehension, the teachers were mainly adopting a skills-based approach to the teaching of reading. That is, they primarily focused on translation as the core activity in the classroom followed by reading aloud, defining words, and explaining grammatical structures. This divergence was partly attributed to the contextual constraints and partly to students' lack of motivation by the teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20teachers" title="English teachers">English 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=practice" title=" practice"> practice</a>, <a href="https://publications.waset.org/abstracts/search?q=principles" title=" principles"> principles</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/61261/examining-the-links-between-established-principles-iranian-teachers-perceptions-of-reading-comprehension-and-their-actual-practice-in-english-for-specific-purposes-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61261.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">262</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">7553</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>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Reza%20Baradaran"> Mohammad Reza Baradaran</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Rastegari%20Ghiri"> Mehdi Rastegari Ghiri </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=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/32647/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/32647.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">530</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">7552</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">7551</span> Arabic as a Foreign Language in the Curriculum of Higher Education in Nigeria: Problems, Solutions, and Prospects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kazeem%20Oluwatoyin%20Ajape">Kazeem Oluwatoyin Ajape</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is concerned with the problem of how to improve the teaching of Arabic as a foreign language in Nigerian Higher Education System. The paper traces the historical background of Arabic education in Nigeria and also outlines the problems facing the language in Nigerian Institutions. It lays down some of the essential foundation work necessary for bringing about systematic and constructive improvements in the Teaching of Arabic as a Foreign Language (TAFL) by giving answers to the following research questions: what is the appropriate medium of instruction in teaching a foreign or second language? What is the position of English language in the teaching and learning of Arabic/Islamic education? What is the relevance of the present curriculum of Arabic /Islamic education in Nigerian institutions to the contemporary society? A survey of the literature indicates that a revolution is currently taking place in FL teaching and that a new approach known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adapted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language and also makes recommendations towards the development of the language in Nigerian Institutions of Higher Learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20Language" title="Arabic Language">Arabic Language</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigerian%20institutions" title=" Nigerian institutions"> Nigerian institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20approach" title=" communicative approach "> communicative approach </a> </p> <a href="https://publications.waset.org/abstracts/21395/arabic-as-a-foreign-language-in-the-curriculum-of-higher-education-in-nigeria-problems-solutions-and-prospects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21395.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">612</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">7550</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">7549</span> English Language Teaching and Learning Analysis in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Zarrabi">F. Zarrabi</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20R.%20Brown"> J. R. Brown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although English is not a second language in Iran, it has become an inseparable part of many Iranian people’s lives and is becoming more and more widespread. This high demand has caused a significant increase in the number of private English language institutes in Iran. Although English is a compulsory course in schools and universities, the majority of Iranian people are unable to communicate easily in English. This paper reviews the current state of teaching and learning English as an international language in Iran. Attitudes and motivations about learning English are reviewed. Five different aspects of using English within the country are analysed, including: English in public domain, English in Media, English in organizations/businesses, English in education, and English in private language institutes. Despite the time and money spent on English language courses in private language institutes, the majority of learners seem to forget what has been learned within months of completing their course. That is, when they are students with the support of the teacher and formal classes, they appear to make progress and use English more or less fluently. When this support is removed, their language skills either stagnant or regress. The findings of this study suggest that a dependant approach to learning is potentially one of the main reasons for English language learning problems and this is encouraged by English course books and approaches to teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20in%20Iran" title="English in Iran">English in Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title=" English language learning"> English language learning</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=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/59754/english-language-teaching-and-learning-analysis-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59754.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">418</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">7548</span> The Impact of Culture in Teaching English, the Case Study of Preparatory School of Sciences and Techniques</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nouzha%20Yasmina%20Soulimane-Benhabib">Nouzha Yasmina Soulimane-Benhabib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language is a medium of communication and a means of expression that is why today the learning of foreign languages especially the English language has become a basic necessity for every student who is ambitious. It is known that culture and language are inseparable and complementary, however, in the process of teaching a foreign language, teachers used to focus mainly on preparing adequate syllabi for ESP students, yet, some parameters should be considered. For instance; the culture of the target language may play an important role since students attitudes towards a foreign language enhance their learning or vice versa. The aim of this study is to analyse how culture could influence the teaching of a foreign language, we have taken the example of the English language as it is considered as the second foreign language in Algeria after French. The study is conducted at the Preparatory School of Sciences and Techniques, Tlemcen where twenty-five students participated in this research. The reasons behind learning the English language are various, and since English is the most widely-spoken language in the world, it is the language of research and education and it is used in many other fields, we have to take into consideration one important factor which is the social distance between the culture of the Algerian learner and the culture of the target language, this gap may lead to a culture shock. Two steps are followed in this research: The first one is to collect data from those students who are studying at the Preparatory School under the form of questionnaire and an interview is submitted to six of them in order to reinforce our research and get effective and precise results, and the second step is to analyse these data taking into consideration the diversity of the learners within this institution. The results obtained show that learners’ attitudes towards the English community and culture are mixed and it may influence their curiosity and attention to learn. Despite of big variance between Algerian and European cultures, some of the students focused mainly on the benefits of the English language since they need it in their studies, research and a future carrier, however, the others manifest their reluctance towards this language and this is mainly due to the profound impact of the English culture which is different from the Algerian one. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Algeria" title="Algeria">Algeria</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a> </p> <a href="https://publications.waset.org/abstracts/49806/the-impact-of-culture-in-teaching-english-the-case-study-of-preparatory-school-of-sciences-and-techniques" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49806.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">7547</span> English for Specific Purposes: Its Definition, Characteristics, and the Role of Needs Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karima%20Tayaa">Karima Tayaa</a>, <a href="https://publications.waset.org/abstracts/search?q=Amina%20Bouaziz"> Amina Bouaziz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid expansion in the scientific fields and the growth of communication technology increased the use of English as international language in the world. Hence, over the past few decades, many researchers have been emphasizing on how the teaching and learning of English as a foreign or as an additional language can best help students to perform successfully. English for specific purpose is today quite literally regarded as the most global language discipline which existed practically in every country in the world. ESP (English for Specific Purposes) involves teaching and learning the specific skills and language needed by particular learners for a particular purpose. The P in ESP is always a professional purpose which is a set of skills that learners currently need in their work or will need in their professional careers. It has had an early origin since 1960’s and has grown to become one of the most prominent of English language teaching today. Moreover, ESP learners are usually adults who have some quittances with English and learn the language so as to communicate and perform particular profession. Related activities are based on specific purposes and needs. They are integrated into subject matter area important to the learners. Unlike general English which focuses on teaching general language courses and all four language skills are equally stressed, ESP and practically needs analysis determine which language skills are the most needed by the learners and syllabus designed accordingly. This paper looked into the origin, characteristics, development of ESP, the difference between ESP and general English. Finally, the paper critically reviews the role of needs analysis in the ESP. <p class="card-text"><strong>Keywords:</strong> <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=English%20for%20general%20purposes" title=" English for general purposes"> English for general purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20specific%20purposes" title=" English for specific purposes"> English for specific purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=needs%20analysis" title=" needs analysis"> needs analysis</a> </p> <a href="https://publications.waset.org/abstracts/43586/english-for-specific-purposes-its-definition-characteristics-and-the-role-of-needs-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43586.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">405</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">7546</span> Influence of Omani Literature in Foreign Language Classrooms on Students' Motivation in Learning English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibtisam%20Mohammed%20Salim%20Al%20Quraini">Ibtisam Mohammed Salim Al Quraini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines how introducing Omani literature in foreign language classrooms can influence the students' motivation in learning the language. The data was collected through the questionnaire which was administered to two samples (A and B) of the participants. Sample A was comprised of 30 female students from English department who are specialist in English literature in college of Arts and Social Science. Sample B in contrast was comprised of 10 female students who their major is English from college of Education. Results show that each genre in literature has different influence on the students' motivation in learning the language which proves that literacy texts are powerful. Generally, Omani English teachers tend to avoid teaching literature because they think that it is a difficult method to use in teaching field. However, the advantages and the influences of teaching poetries, short stories, and plays are discussed. Recommendations for current research and further research are also discussed at the end. <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=plays" title=" plays"> plays</a>, <a href="https://publications.waset.org/abstracts/search?q=short%20stories" title=" short stories"> short stories</a>, <a href="https://publications.waset.org/abstracts/search?q=poems" title=" poems"> poems</a> </p> <a href="https://publications.waset.org/abstracts/24658/influence-of-omani-literature-in-foreign-language-classrooms-on-students-motivation-in-learning-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24658.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">378</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">7545</span> The Use of Modern Technology to Enhance English Language Teaching and Learning: An Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fazilet%20Alachaher%20%28Benzerdjeb%29">Fazilet Alachaher (Benzerdjeb)</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From the chalkboard to the abacus and beyond, technology has always played an important role in education. Educational technology refers to any teaching tool that helps supports learning, and given the rapid advancements in Information Technology and multimedia applications, the potential to support the teaching of foreign languages in our universities is ever greater. In language teaching and learning, we have a lot of to choose from the world of technology: TV, CDs, DVDs, Computers, the Internet, Email, and Blogs. The use of modern technologies can enrich the experience of learning a foreign language because they provide features that are not present in traditional technology. They can offer a wide range of multimedia resources, opportunities for intensive one-to-one learning in language labs and resources for authentic materials, which can be motivating to both students and teachers. The advent of Information and Communication Technology (ICT) and online interaction can also open up new range of self-access and distance learning opportunities The two last decades have witnessed a revolution due to the onset of technology, and has changed the dynamics of various industries, and has also influenced the way people live and work in society. That is why using the multimedia to create a certain context to teach English has its unique advantages. This paper tries then to analyse the necessity of multimedia technology to language teaching and brings out the problems faced by using these technologies. It also aims at making English teachers aware of the strategies to use it in an effective manner. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategies%20English%20teaching" title="strategies English teaching">strategies English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20technology" title=" multimedia technology"> multimedia technology</a>, <a href="https://publications.waset.org/abstracts/search?q=advantages" title=" advantages"> advantages</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantages" title=" disadvantages"> disadvantages</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20learning" title=" English learning"> English learning</a> </p> <a href="https://publications.waset.org/abstracts/11185/the-use-of-modern-technology-to-enhance-english-language-teaching-and-learning-an-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11185.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">464</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">7544</span> Implementation of Computer-Based Technologies into Foreign Language Teaching Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Golovchun%20Aleftina">Golovchun Aleftina</a>, <a href="https://publications.waset.org/abstracts/search?q=Dabyltayeva%20Raikhan"> Dabyltayeva Raikhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, in the world of widely developing cross-cultural interactions and rapidly changing demands of the global labor market, foreign language teaching and learning has taken a special role not only in school education but also in everyday life. Cognitive Lingua-Cultural Methodology of Foreign Language Teaching originated in Kazakhstan brings a communicative approach to the forefront in foreign language teaching that gives raise a variety of techniques to make the language learning a real communication. One of these techniques is Computer Assisted Language Learning. In our article, we aim to: demonstrate what learning benefits students are likely to get by teachers having implemented computer-based technologies into foreign language teaching process; prove that technology-based classroom serves as the best tool for interactive and efficient language learning; give examples of classroom sufficient organization with computer-based activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20assisted%20language%20learning" title="computer assisted language learning">computer assisted language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20benefits" title=" learning benefits"> learning benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching%20process" title=" foreign language teaching process"> foreign language teaching process</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20approach" title=" communicative approach"> communicative approach</a> </p> <a href="https://publications.waset.org/abstracts/6819/implementation-of-computer-based-technologies-into-foreign-language-teaching-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6819.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">473</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">7543</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">7542</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">7541</span> Challenges of Teaching English Language in Polytechnics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jyoti%20Sanjay%20Pathrikar">Jyoti Sanjay Pathrikar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The 21st century is marked by increased industrialization and a great spurt of technical institutes in almost all parts of the country. In this changing scenario, teaching English language to the students of polytechnic institutes, situated in the small towns of the country is a great challenge as well as responsibility. The learners have very strong vernacular roots and their adaptation to the English language is really slow, as a result teaching English language to them is a herculean task. The students of polytechnics get admission despite of low grades, the base of English has to be prepared at the plus two level, the influence of the local language looms large and the reluctance to learn the English language is obvious. However, the needs of the industries have to be kept in mind and the prospective engineers have to be taught the language. There is an urgent need to devise new ways of teaching the language keeping in mind the requirements of the industry, the capability of the students and maintaining the sanctity of the language. A way has to be carved out. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=industrialization" title="industrialization">industrialization</a>, <a href="https://publications.waset.org/abstracts/search?q=herculean" title=" herculean"> herculean</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective" title=" prospective"> prospective</a>, <a href="https://publications.waset.org/abstracts/search?q=sanctity" title=" sanctity"> sanctity</a>, <a href="https://publications.waset.org/abstracts/search?q=vernacular" title=" vernacular"> vernacular</a> </p> <a href="https://publications.waset.org/abstracts/24298/challenges-of-teaching-english-language-in-polytechnics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24298.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">444</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">7540</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">7539</span> Exploring Motivation and Attitude to Second Language Learning in Ugandan Secondary Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nanyonjo%20Juliet">Nanyonjo Juliet</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Across Sub-Saharan Africa, it’s increasingly becoming an absolute necessity for either parents or governments to encourage learners, most particularly those attending high schools, to study a second or foreign language other than the “official language” or the language of instruction in schools. The major second or foreign languages under consideration include but are not necessarily limited to English, French, German, Arabic, Swahili/Kiswahili, Spanish and Chinese. The benefits of learning a second (foreign) language in the globalized world cannot be underestimated. Amongst others, it has been expounded to especially involve such opportunities related to traveling, studying abroad and widening one’s career prospects. Research has also revealed that beyond these non-cognitive rewards, learning a second language enables learners to become more thoughtful, considerate and confident, make better decisions, keep their brain healthier and generally – speaking, broaden their world views. The methodology of delivering a successful 2nd language – learning process by a professionally qualified teacher is located in motivation. We strongly believe that the psychology involved in teaching a foreign language is of paramount importance to a learner’s successful learning experience. The aim of this paper, therefore, is to explore and show the importance of motivation in the teaching and learning of a given 2nd (foreign) language in the local Ugandan high schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language" title="second language">second language</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</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%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=official%20language" title=" official language"> official language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20of%20instruction" title=" language of instruction"> language of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=globalized%20world" title=" globalized world"> globalized world</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20rewards" title=" cognitive rewards"> cognitive rewards</a>, <a href="https://publications.waset.org/abstracts/search?q=non-cognitive%20rewards" title=" non-cognitive rewards"> non-cognitive rewards</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/175351/exploring-motivation-and-attitude-to-second-language-learning-in-ugandan-secondary-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span 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