This paper focuses on the appropriate methods for Chinese EFL university students to improve reading comprehension skills. The combination of intensive reading and extensive reading in the teaching environment is suggested in this study. Specifically, in-class reading should be composed of two parts: 1) intensive reading activities involving the explicit instruction of reading comprehension skills; 2) extensive reading activities to increase Chinese EFL university students’ background and vocabulary knowledge, which paves way for the comprehension of the text. After-class extensive reading should be composed of the reading of materials containing the repetition of new vocabulary appear in class, which could consolidate EFL learners’ reading comprehension skills they have already learnt in class.
{"title":"The Roles of Intensive and Extensive Reading Activities in Chinese EFL University Students’ Reading Comprehension Skills","authors":"Sijing Fu","doi":"10.5296/elr.v8i1.19189","DOIUrl":"https://doi.org/10.5296/elr.v8i1.19189","url":null,"abstract":"This paper focuses on the appropriate methods for Chinese EFL university students to improve reading comprehension skills. The combination of intensive reading and extensive reading in the teaching environment is suggested in this study. Specifically, in-class reading should be composed of two parts: 1) intensive reading activities involving the explicit instruction of reading comprehension skills; 2) extensive reading activities to increase Chinese EFL university students’ background and vocabulary knowledge, which paves way for the comprehension of the text. After-class extensive reading should be composed of the reading of materials containing the repetition of new vocabulary appear in class, which could consolidate EFL learners’ reading comprehension skills they have already learnt in class.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"2016 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131330626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The world witnesses a noticeable rapid growth in information technology development of society pertaining to the language of business. One of the remarkable linguistic tools in business communication lies in the form blogs of effective companies. Therefore, the purpose of this paper is to show how effective business context are conducted by the assistance of discourse linguistics related to business. It is obvious that there is a need to concentrate on the cultural meaning relating to the websites’ form and content in the e-commerce context. Research also showed that there is lack of research pertaining to language role and its impact on limitation of websites and blogs. In reviewing literature, according to Forrester Research, most Chinese on-line consumers are convenient with websites involving content in language own use. Further studies and recommendations are presented accordingly.
{"title":"The Practicability of Language in Business Context: A Reviewed Study","authors":"Husam Alhumsi","doi":"10.5296/elr.v7i2.18450","DOIUrl":"https://doi.org/10.5296/elr.v7i2.18450","url":null,"abstract":"The world witnesses a noticeable rapid growth in information technology development of society pertaining to the language of business. One of the remarkable linguistic tools in business communication lies in the form blogs of effective companies. Therefore, the purpose of this paper is to show how effective business context are conducted by the assistance of discourse linguistics related to business. It is obvious that there is a need to concentrate on the cultural meaning relating to the websites’ form and content in the e-commerce context. Research also showed that there is lack of research pertaining to language role and its impact on limitation of websites and blogs. In reviewing literature, according to Forrester Research, most Chinese on-line consumers are convenient with websites involving content in language own use. Further studies and recommendations are presented accordingly.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115472905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning another language as English requires a combination of knowledge of the target language with skills and strategies that enable an individual to use them effectively. That is a learner has to develop knowledge about receptive skills; i.e., listening and reading, as well as productive ones; i.e., speaking and writing. Though all the skills are important for language learning, the writing skill is probably the most needed in academic and professional communities. It constitutes an important means of communication through which the writer expresses feeling, ideas and arguments. In the case of English language learning, writing in a language that one is not familiar with constitutes a hard task. In fact, though writing represents a crucial skill for learning any language, its complex nature makes it a challenging affair for both the learners and the teachers. It requires the learners to be guided and assisted in their efforts to reach success. Besides, the teachers are expected to furnish the appropriate measures to achieve the teaching goals. Therefore, it is with the perspective to highlight the importance of writing and the role of reading literature in developing EFL learners’ writing skill that this piece of work is undertaken. This is achieved via disclosing the nature of the writing skill and how the implementation of literature in the writing classes can provide positive effect on EFL learners’ performance.
{"title":"EFL Writing Skills Development Through Literature","authors":"Siham Bouzar Fodil-Cherif","doi":"10.5296/ELR.V7I2.18835","DOIUrl":"https://doi.org/10.5296/ELR.V7I2.18835","url":null,"abstract":"Learning another language as English requires a combination of knowledge of the target language with skills and strategies that enable an individual to use them effectively. That is a learner has to develop knowledge about receptive skills; i.e., listening and reading, as well as productive ones; i.e., speaking and writing. Though all the skills are important for language learning, the writing skill is probably the most needed in academic and professional communities. It constitutes an important means of communication through which the writer expresses feeling, ideas and arguments. In the case of English language learning, writing in a language that one is not familiar with constitutes a hard task. In fact, though writing represents a crucial skill for learning any language, its complex nature makes it a challenging affair for both the learners and the teachers. It requires the learners to be guided and assisted in their efforts to reach success. Besides, the teachers are expected to furnish the appropriate measures to achieve the teaching goals. Therefore, it is with the perspective to highlight the importance of writing and the role of reading literature in developing EFL learners’ writing skill that this piece of work is undertaken. This is achieved via disclosing the nature of the writing skill and how the implementation of literature in the writing classes can provide positive effect on EFL learners’ performance.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"110 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114060372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In most African writings, it is commonly noticed that culture and linguistic background affect the creation of literary idiolects. African writers use the English language in accordance with the situation in which they find themselves; they also make use of multilingual features, thus combining the English language with the linguistic resources they draw from their mother tongue. This paper aims to explore patterns of multilingualism in Mopelola: The Tale of a Beauty Goddess, a play produced by a Nigerian writer, Ayoade Okedokun. The paper mainly focuses on the linguistic and cultural influence of Yoruba that reflect the use of multilingualism features in the play. The analysis shows that there are various instances of borrowing, code-switching and transliteration representing the cultural interferences which are used to accommodate some elements of the writer’s native culture and language into the English language.
{"title":"Investigating Features of Multilingualism in Ayoade Okedokun’s Mopelola: The Tale of a Beauty Goddess: A Sociolinguistic Appraisal","authors":"I. Koutchadé","doi":"10.5296/elr.v6i2.18112","DOIUrl":"https://doi.org/10.5296/elr.v6i2.18112","url":null,"abstract":"In most African writings, it is commonly noticed that culture and linguistic background affect the creation of literary idiolects. African writers use the English language in accordance with the situation in which they find themselves; they also make use of multilingual features, thus combining the English language with the linguistic resources they draw from their mother tongue. This paper aims to explore patterns of multilingualism in Mopelola: The Tale of a Beauty Goddess, a play produced by a Nigerian writer, Ayoade Okedokun. The paper mainly focuses on the linguistic and cultural influence of Yoruba that reflect the use of multilingualism features in the play. The analysis shows that there are various instances of borrowing, code-switching and transliteration representing the cultural interferences which are used to accommodate some elements of the writer’s native culture and language into the English language.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132890900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study is conducted to evaluate the English language textbook used for university students who specialized in engineering; the case study of this research is the textbook which is indorsed to teach English to the university students of engineering college at Sudan International University. The main objective of this evaluation is to analyze the textbook to recognize whether it suits the engineering students. The adopted method for this study was descriptive analytical method. The researcher used the questionnaire, (an Arabic version) for a sample of (90) engineering college students. The findings of the study have shown that an overwhelming majority of the students agreed that the layout of the textbook is perfect and its design is suitable. Besides, they acknowledged that textbook is quite satisfactory in terms of its activities. Based on the above findings, the researcher comes to the conclusion that the textbook which is taught in this university, with all these positive views is definitely a favorable and useful textbook for the engineering students and at Sudan International University.
{"title":"An Analytical Evaluation of ESP Textbook for Engineering Students in Sudanese Universities A Case Study of Sudan International University SIU English Language Course, C","authors":"Osama Wdidi","doi":"10.5296/elr.v6i2.17816","DOIUrl":"https://doi.org/10.5296/elr.v6i2.17816","url":null,"abstract":"The current study is conducted to evaluate the English language textbook used for university students who specialized in engineering; the case study of this research is the textbook which is indorsed to teach English to the university students of engineering college at Sudan International University. The main objective of this evaluation is to analyze the textbook to recognize whether it suits the engineering students. The adopted method for this study was descriptive analytical method. The researcher used the questionnaire, (an Arabic version) for a sample of (90) engineering college students. The findings of the study have shown that an overwhelming majority of the students agreed that the layout of the textbook is perfect and its design is suitable. Besides, they acknowledged that textbook is quite satisfactory in terms of its activities. Based on the above findings, the researcher comes to the conclusion that the textbook which is taught in this university, with all these positive views is definitely a favorable and useful textbook for the engineering students and at Sudan International University.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128887873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study investigated the effects of chemistry-based puzzles on senior secondary school chemistry students’ interest and gender in chemical periodicity. The design of the study was quasi-experimental; specifically the pre-test, post-test non-equivalent control group design was adopted. A sample of 129 students from a population of 4369 was used in the study. Students were classified into experimental and control groups: Students in the experimental groups were instructed with chemistry-based puzzles while students in the control groups were instructed with the demonstration method. An interest questionnaire called Chemical Periodicity Concepts Interest Inventories (CPCII), constructed by the researchers and validated by experts from three universities in Nigeria, was used in the study. Reliability coefficient of the instrument was calculated and found to be 0.79. Three research questions and three hypotheses were raised in the study. The research questions were answered using Mean and Standard Deviation while hypotheses were tested at 0.05 confidence level using Analysis of Covariance (ANCOVA). Findings showed that students in the experimental group who were taught with Puzzle-Based Strategy (PBS) had higher interest in the topic ‘chemical periodicity’ than those in the control group who were taught with the Demonstration Method (DEM). There was no significant difference in the interest of students by gender. Interaction effect of gender and treatments on interest was not significant. It was recommended that teachers should incorporate puzzle-based instructional strategies in their teaching as a variety to curb boredom in the classroom due to monotony of the conventional methods among others.
{"title":"Effects of Chemistry-Based Puzzles on Senior Secondary School Chemistry Students’ Interest in Chemical Periodicity","authors":"J. N. Adzape, E. Otor, T. Akpoghol","doi":"10.5296/elr.v6i2.17836","DOIUrl":"https://doi.org/10.5296/elr.v6i2.17836","url":null,"abstract":"The study investigated the effects of chemistry-based puzzles on senior secondary school chemistry students’ interest and gender in chemical periodicity. The design of the study was quasi-experimental; specifically the pre-test, post-test non-equivalent control group design was adopted. A sample of 129 students from a population of 4369 was used in the study. Students were classified into experimental and control groups: Students in the experimental groups were instructed with chemistry-based puzzles while students in the control groups were instructed with the demonstration method. An interest questionnaire called Chemical Periodicity Concepts Interest Inventories (CPCII), constructed by the researchers and validated by experts from three universities in Nigeria, was used in the study. Reliability coefficient of the instrument was calculated and found to be 0.79. Three research questions and three hypotheses were raised in the study. The research questions were answered using Mean and Standard Deviation while hypotheses were tested at 0.05 confidence level using Analysis of Covariance (ANCOVA). Findings showed that students in the experimental group who were taught with Puzzle-Based Strategy (PBS) had higher interest in the topic ‘chemical periodicity’ than those in the control group who were taught with the Demonstration Method (DEM). There was no significant difference in the interest of students by gender. Interaction effect of gender and treatments on interest was not significant. It was recommended that teachers should incorporate puzzle-based instructional strategies in their teaching as a variety to curb boredom in the classroom due to monotony of the conventional methods among others.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124721719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Technology is a double-edged sword; the development and application of communication technologies have not only made great contributions to human beings and promoted the development of language, but also brought a rapid spread of language violence that caused great impact on people's lives. With the innovation of Internet technology, this form of language has developed rapidly in the dissemination of Internet media. At present, network language does not meet the requirements of language grammar, so there is a lack of teaching significance. Arabic and Chinese are subordinate to different language families with different network words. A prospective analysis has been performed between Arabic and Chinese network words which is mainly based on the influence of chivalrous network language on society and language. The research was based on 110 questionnaires distributed on social networking sites, and 40 interviews conducted with network users from china and some Arab countries. The findings suggested participants to use network language because, it is the language of their peers, it is cool and stylish, they have difficulties with the Arabic and Chinese language, and network constitutes a secret code, allowing escape from judgements of the older generation. The study concludes that network language is a strong marker of youth identity and group solidarity. Through a comparative analysis of Arabic and Chinese Internet words, Arabic or Chinese learners can clearly understand the similarities and differences between the two network words, and reduce the barriers to Internet communication, and appropriately use Chinese and Arabic Internet words.
{"title":"A Contrast of New Network Language Between Arabic and Chinese","authors":"A. Hassanein, Xun Zhai","doi":"10.5296/elr.v5i2.15776","DOIUrl":"https://doi.org/10.5296/elr.v5i2.15776","url":null,"abstract":"Technology is a double-edged sword; the development and application of communication technologies have not only made great contributions to human beings and promoted the development of language, but also brought a rapid spread of language violence that caused great impact on people's lives. With the innovation of Internet technology, this form of language has developed rapidly in the dissemination of Internet media. At present, network language does not meet the requirements of language grammar, so there is a lack of teaching significance. Arabic and Chinese are subordinate to different language families with different network words. A prospective analysis has been performed between Arabic and Chinese network words which is mainly based on the influence of chivalrous network language on society and language. The research was based on 110 questionnaires distributed on social networking sites, and 40 interviews conducted with network users from china and some Arab countries. The findings suggested participants to use network language because, it is the language of their peers, it is cool and stylish, they have difficulties with the Arabic and Chinese language, and network constitutes a secret code, allowing escape from judgements of the older generation. The study concludes that network language is a strong marker of youth identity and group solidarity. Through a comparative analysis of Arabic and Chinese Internet words, Arabic or Chinese learners can clearly understand the similarities and differences between the two network words, and reduce the barriers to Internet communication, and appropriately use Chinese and Arabic Internet words.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129479939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Identifying students’ learning styles is advantageous for both teachers and students. Awareness of students’ learning styles allows teachers to plan lessons to reach each student in the classroom by providing proper activities and classroom materials that suit every individual. Furthermore, students can raise their own awareness of the learning process and maximize their opportunities to learn by knowing their preferred learning styles. Using the Perceptual Learning Style Preference Questionnaire, this study aims to investigate Saudi EFL students’ preferred learning styles and explore whether these learning styles are affected by students’ academic majors. The participants were 120 Saudi students at a private college in four different majors. The results show that the kinaesthetic learning style is the most commonly preferred learning style among students of all majors. Based on the findings, pedagogical implications and directions for further research are highlighted.
{"title":"Saudi EFL Learners’ Perceptual Learning-Style Preferences","authors":"Alya Khalil, Mona Sabir","doi":"10.5296/elr.v5i2.15711","DOIUrl":"https://doi.org/10.5296/elr.v5i2.15711","url":null,"abstract":"Identifying students’ learning styles is advantageous for both teachers and students. Awareness of students’ learning styles allows teachers to plan lessons to reach each student in the classroom by providing proper activities and classroom materials that suit every individual. Furthermore, students can raise their own awareness of the learning process and maximize their opportunities to learn by knowing their preferred learning styles. Using the Perceptual Learning Style Preference Questionnaire, this study aims to investigate Saudi EFL students’ preferred learning styles and explore whether these learning styles are affected by students’ academic majors. The participants were 120 Saudi students at a private college in four different majors. The results show that the kinaesthetic learning style is the most commonly preferred learning style among students of all majors. Based on the findings, pedagogical implications and directions for further research are highlighted.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130130475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Compounding is a frequent phenomenon in Tai-Kadai languages when it comes to word formation processes. Numerous individual as well as comparative researches conducted on various languages of the Tai-Kadai group provide evident testimonials to the prolific use and functionality of compounding in terms of its varied syntactic, semantic, and anthropological attributes. Tai Ahom – a Southwestern language from the Tai-Kadai group, spoken in ancient Assam, India and now extinct – demonstrates a similar phenomenon.
{"title":"Compounding in Tai Ahom: A Descriptive Study","authors":"Dipima Buragohain","doi":"10.5296/elr.v5i2.15564","DOIUrl":"https://doi.org/10.5296/elr.v5i2.15564","url":null,"abstract":"Compounding is a frequent phenomenon in Tai-Kadai languages when it comes to word formation processes. Numerous individual as well as comparative researches conducted on various languages of the Tai-Kadai group provide evident testimonials to the prolific use and functionality of compounding in terms of its varied syntactic, semantic, and anthropological attributes. Tai Ahom – a Southwestern language from the Tai-Kadai group, spoken in ancient Assam, India and now extinct – demonstrates a similar phenomenon.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"152 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134018338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to explore the factors that caused the EFL learners’ English speaking difficulties and then investigate the successful learners’ strategy use to improve their English speaking performance. A five-level Likert-scale questionnaire was conducted to anonymously investigate 148 EFL sophomore and junior English majors in Taiwan. Results of the analysis showed that (a) psychological problems (e.g. nervousness, fear of making mistakes, and lack of confidence) was the primary reason for English speaking difficulties, followed by linguistic problems (e.g. insufficient vocabulary), and environmental problems (e.g. lack of learning context for English conversation); (b) a majority of successful learners tended to use various speaking strategies to improve their English speaking performance and particularly focused on linguistic accuracy by repeatedly practicing the pitch, pronunciation, and intonation. Furthermore, most of them seized the chances to practice speaking English, such as joining English social activities, or participating in English speech contests etc. They also used the body language (e.g. facial expressions, eye contacts, and gestures) for better communication. The findings suggest pedagogical implications for promoting the EFL learners’ speaking English.
{"title":"EFL Learners’ English Speaking Difficulties and Strategy Use","authors":"Ming-yueh Shen, Tzu-yen Chiu","doi":"10.5296/elr.v5i2.15333","DOIUrl":"https://doi.org/10.5296/elr.v5i2.15333","url":null,"abstract":"This study aimed to explore the factors that caused the EFL learners’ English speaking difficulties and then investigate the successful learners’ strategy use to improve their English speaking performance. A five-level Likert-scale questionnaire was conducted to anonymously investigate 148 EFL sophomore and junior English majors in Taiwan. Results of the analysis showed that (a) psychological problems (e.g. nervousness, fear of making mistakes, and lack of confidence) was the primary reason for English speaking difficulties, followed by linguistic problems (e.g. insufficient vocabulary), and environmental problems (e.g. lack of learning context for English conversation); (b) a majority of successful learners tended to use various speaking strategies to improve their English speaking performance and particularly focused on linguistic accuracy by repeatedly practicing the pitch, pronunciation, and intonation. Furthermore, most of them seized the chances to practice speaking English, such as joining English social activities, or participating in English speech contests etc. They also used the body language (e.g. facial expressions, eye contacts, and gestures) for better communication. The findings suggest pedagogical implications for promoting the EFL learners’ speaking English.","PeriodicalId":169592,"journal":{"name":"Education and Linguistics Research","volume":"577 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122765869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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