Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.12
S. Dronova, D. Sukhorukova, S. N. Khalevina
Teaching a foreign language at a university presents a particular challenge for teachers and methodologists: how to combine a foreign language, especially a second one, with the future professional activities of students. The purpose of this paper is to offer the most effective practical project-based tasks for teaching a second foreign language. An experiment over four academic years within the subject “Second Foreign Language” in the field “Tourism” at the Financial University (Moscow) with 180 undergraduates proved that the project-based assignments could be adjusted for different levels of students' training and used for teaching a second foreign language and the main one.
{"title":"Effective use of practical project-based assignments in second foreign language teaching at a university in the “Tourism” field in the era of digital technologies","authors":"S. Dronova, D. Sukhorukova, S. N. Khalevina","doi":"10.18355/xl.2023.16.02.12","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.12","url":null,"abstract":"Teaching a foreign language at a university presents a particular challenge for teachers and methodologists: how to combine a foreign language, especially a second one, with the future professional activities of students. The purpose of this paper is to offer the most effective practical project-based tasks for teaching a second foreign language. An experiment over four academic years within the subject “Second Foreign Language” in the field “Tourism” at the Financial University (Moscow) with 180 undergraduates proved that the project-based assignments could be adjusted for different levels of students' training and used for teaching a second foreign language and the main one.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41665321","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 introduction of multilingual education in the Republic of Kazakhstan meets the requirements of the time since globalization processes give rise to the need to integrate the state into the world community. Solution of topical issues of multilingual education necessitates solving problems with conscious regulation of the language situation. The aim of this study is the determination of the degree of implementation of multilingual education in the western region of Kazakhstan, which plays a significant role in the economy of the country as a whole. For diagnostics and measurement language processes, a questionnaire survey was used. The results of the study showed that the implementation of multilingual education in Kazakhstan is carried out purposefully and systematically: the social communicative functions of the state language have significantly expanded and strengthened in all spheres of society, and the development is proceeding quite rapidly English language and its practical application; positions of the Russian language remain stable as a language of international communication. At the same time, among children of preschool and primary school age, a tendency to prioritize the Russian language over Kazakh, which in the near future may greatly weaken the position state language. As a result, scientific recommendations are given for the adoption of timely and adequate management decisions in the field of language building in the region under study.
{"title":"Sociolinguistic aspects of polylinguistic (trilingualism) education in the Western region of Kazakhstan","authors":"Zhainagul Sadulova Kemaladinovna, Zhumaziya Abdrakhmanova, Murat Sabyr Bokenbaiuly, Gulzira Dauletova, Meruyet Amangaziyeva Kussainovna","doi":"10.18355/xl.2023.16.02.07","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.07","url":null,"abstract":"The introduction of multilingual education in the Republic of Kazakhstan meets the requirements of the time since globalization processes give rise to the need to integrate the state into the world community. Solution of topical issues of multilingual education necessitates solving problems with conscious regulation of the language situation. The aim of this study is the determination of the degree of implementation of multilingual education in the western region of Kazakhstan, which plays a significant role in the economy of the country as a whole. For diagnostics and measurement language processes, a questionnaire survey was used. The results of the study showed that the implementation of multilingual education in Kazakhstan is carried out purposefully and systematically: the social communicative functions of the state language have significantly expanded and strengthened in all spheres of society, and the development is proceeding quite rapidly English language and its practical application; positions of the Russian language remain stable as a language of international communication. At the same time, among children of preschool and primary school age, a tendency to prioritize the Russian language over Kazakh, which in the near future may greatly weaken the position state language. As a result, scientific recommendations are given for the adoption of timely and adequate management decisions in the field of language building in the region under study.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48185765","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.14
S. Setiawan, Suprapto, Sarmini, A. Munir, S. Weda
Post-method pedagogy is often seen as an effective way to help EFL teachers develop their theory of practice. This paper investigated the name of personal practice theory used by EFL teachers, the underlying reasons for using personal practice theory, teachers' perceptions of using personal practice theory, and the implications that may be made from using personal practice theory. This study involved 36 (thirty-six) English teachers teaching at different levels of education in several cities in East Java, Indonesia. This study used qualitative research that helped the researchers to cover a deeper understanding of the data. Furthermore, the researchers gained the data by conducting an open-ended questionnaire through a Google form. The results revealed four main points; 1) most English teachers recognize their theories and label their theories, but some of them theorize their practice, but they use flexible methods; 2) the adoption of the personal theory was justified based on needs, ease of learning, heterogeneous classes, students' abilities, producing enjoyable learning, familiarizing students with good English, and improvement, 3) the majority of teachers had positive views on the use of personal practice theory, like students are easier to comprehend learning materials, and 4) the use of personal practice theory had a positive effect on a variety of student outcomes. This study might contribute to the English language teaching field that theorizing practice is essential to establishing a meaningful learning environment. Finally, this study suggests that English teachers should reflect on their practice in creating their theory to improve their professional growth.
{"title":"\"My class is mine, and I do it my way\", empowering EFL teachers through theorizing practice","authors":"S. Setiawan, Suprapto, Sarmini, A. Munir, S. Weda","doi":"10.18355/xl.2023.16.02.14","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.14","url":null,"abstract":"Post-method pedagogy is often seen as an effective way to help EFL teachers develop their theory of practice. This paper investigated the name of personal practice theory used by EFL teachers, the underlying reasons for using personal practice theory, teachers' perceptions of using personal practice theory, and the implications that may be made from using personal practice theory. This study involved 36 (thirty-six) English teachers teaching at different levels of education in several cities in East Java, Indonesia. This study used qualitative research that helped the researchers to cover a deeper understanding of the data. Furthermore, the researchers gained the data by conducting an open-ended questionnaire through a Google form. The results revealed four main points; 1) most English teachers recognize their theories and label their theories, but some of them theorize their practice, but they use flexible methods; 2) the adoption of the personal theory was justified based on needs, ease of learning, heterogeneous classes, students' abilities, producing enjoyable learning, familiarizing students with good English, and improvement, 3) the majority of teachers had positive views on the use of personal practice theory, like students are easier to comprehend learning materials, and 4) the use of personal practice theory had a positive effect on a variety of student outcomes. This study might contribute to the English language teaching field that theorizing practice is essential to establishing a meaningful learning environment. Finally, this study suggests that English teachers should reflect on their practice in creating their theory to improve their professional growth.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42446099","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.13
Jakub Przybył
The paper discusses the effects of strategy instruction on language learners’ self-regulation across its stages of planning, monitoring, control, and reflection. According to the results of the reported study, based on data from 61 students of applied linguistics majoring in English and German, strategic instruction contributed to significant improvements in self-regulation throughout all its stages. At the same time, no statistically significant differences in self-regulation levels were detected across groups of language learners varying in terms of attainment or learning experience, which supports the rationale for implementing strategy instruction at linguistic faculties.
{"title":"The effects of strategic instruction on self-regulated language learning","authors":"Jakub Przybył","doi":"10.18355/xl.2023.16.02.13","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.13","url":null,"abstract":"The paper discusses the effects of strategy instruction on language learners’ self-regulation across its stages of planning, monitoring, control, and reflection. According to the results of the reported study, based on data from 61 students of applied linguistics majoring in English and German, strategic instruction contributed to significant improvements in self-regulation throughout all its stages. At the same time, no statistically significant differences in self-regulation levels were detected across groups of language learners varying in terms of attainment or learning experience, which supports the rationale for implementing strategy instruction at linguistic faculties.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42455731","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.11
Abdullah, Badaruddin, Sarlin, A. Ramadhani, Sunarlia Limbong
This study aims to investigate the use of morphological analysis strategy in enhancing the student’s vocabulary acquisition and reading comprehension. The research was experimented in the English Department at Universitas Muhammadiyah Parepare, with a total sample of 28 students. This study was pre-experiment research with a pretest-posttest design. The result of this study indicated that: (1) in teaching vocabulary through vocabulary analysis strategy, there are significant differences between the mean score of the pre-test (58.57) and the mean score of the post-test (84.28). Besides that, the result of the t-test calculation shows that the t-test value (7.75) is higher than the t-table value (2.052) at a significance level 0.05 from df = 27. (2) In teaching reading comprehension through vocabulary analysis strategy, there are also significant differences between the mean score of the pre-test (54.64) and the mean score of the post-test (80.51). In addition, the result of the t-test calculation shows that the t-test value (9.75) is higher than the t-table value (2.052) at the significance level 0.05 from df = 27. Thus, the student’s vocabulary acquisition and reading comprehension significantly improve after they are taught using the morphological analysis strategy.
{"title":"Morphological analysis strategy used to enhance the student’s vocabulary acquisition and reading comprehension","authors":"Abdullah, Badaruddin, Sarlin, A. Ramadhani, Sunarlia Limbong","doi":"10.18355/xl.2023.16.02.11","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.11","url":null,"abstract":"This study aims to investigate the use of morphological analysis strategy in enhancing the student’s vocabulary acquisition and reading comprehension. The research was experimented in the English Department at Universitas Muhammadiyah Parepare, with a total sample of 28 students. This study was pre-experiment research with a pretest-posttest design. The result of this study indicated that: (1) in teaching vocabulary through vocabulary analysis strategy, there are significant differences between the mean score of the pre-test (58.57) and the mean score of the post-test (84.28). Besides that, the result of the t-test calculation shows that the t-test value (7.75) is higher than the t-table value (2.052) at a significance level 0.05 from df = 27. (2) In teaching reading comprehension through vocabulary analysis strategy, there are also significant differences between the mean score of the pre-test (54.64) and the mean score of the post-test (80.51). In addition, the result of the t-test calculation shows that the t-test value (9.75) is higher than the t-table value (2.052) at the significance level 0.05 from df = 27. Thus, the student’s vocabulary acquisition and reading comprehension significantly improve after they are taught using the morphological analysis strategy.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46216366","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 purpose of this study was threefold: (a) to create an original student corpus of the argumentative writings of first-year undergraduate students; (b) to describe the differences among student writing (with a focus on thesis statements) at two stages of the first semester, based on essays obtained at two different times; (c) to investigate the effectiveness of indirect instruction of argumentative writing during the first semester. The results of the study indicate that there were slight differences in the effectiveness of the indirect instruction, which included introducing argumentative essay samples, free-writing activities and discussions. The results further indicate that the writings of stage one and stage two, respectively, were not notably different when it came to composing a thesis statement. Relatively few students included a sentence to resemble the structure and function of a thesis statement. The findings of this study reveal that students are not aware of certain linguistic patterns present in written argumentation. It is obvious from the study that in order for students to create thesis statements, which is an inevitable argumentative writing skill in academia, Needs-based Learning should be integrated across the implemented methods of teaching. The results have implications for the syllabus and course materials.
{"title":"Indirect exposure to argumentative genre: a methodological approach to improving thesis statements (The case of Kosovo first semester undergraduate students)","authors":"Donika Elezkurtaj Bërveniku, Lindita Sejdiu-Rugova","doi":"10.18355/xl.2023.16.02.15","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.15","url":null,"abstract":"The purpose of this study was threefold: (a) to create an original student corpus of the argumentative writings of first-year undergraduate students; (b) to describe the differences among student writing (with a focus on thesis statements) at two stages of the first semester, based on essays obtained at two different times; (c) to investigate the effectiveness of indirect instruction of argumentative writing during the first semester. The results of the study indicate that there were slight differences in the effectiveness of the indirect instruction, which included introducing argumentative essay samples, free-writing activities and discussions. The results further indicate that the writings of stage one and stage two, respectively, were not notably different when it came to composing a thesis statement. Relatively few students included a sentence to resemble the structure and function of a thesis statement. The findings of this study reveal that students are not aware of certain linguistic patterns present in written argumentation. It is obvious from the study that in order for students to create thesis statements, which is an inevitable argumentative writing skill in academia, Needs-based Learning should be integrated across the implemented methods of teaching. The results have implications for the syllabus and course materials.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48165419","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.09
Assel Kundahbayeva, Larissa Noda, G. Astemes, O. Lozhnikova, Nazym Eskhuatova
The evolution of the concept of "competence" in education, in particular in the field of language didactics, was reflected in the works of linguists and sociolinguists of the late twentieth century, for example, considered the ability to speak a language is a feature of the human brain, part of an innate genetic program. In this sense, competence is something that a subject can perfectly embody by giving his biological potential. The competence is unique and independent. Linguistic competence means an innate universal linguistic predisposition, an ideal internal ability that ultimately explains any linguistic phenomenon put into action. The method of questionnaire survey was used to study the features of philologists working in the education system, namely in secondary schools, lyceums, preschool educational institutions, colleges in Almaty.
{"title":"Competence-based approach in the training of future specialists in arts and humanities","authors":"Assel Kundahbayeva, Larissa Noda, G. Astemes, O. Lozhnikova, Nazym Eskhuatova","doi":"10.18355/xl.2023.16.02.09","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.09","url":null,"abstract":"The evolution of the concept of \"competence\" in education, in particular in the field of language didactics, was reflected in the works of linguists and sociolinguists of the late twentieth century, for example, considered the ability to speak a language is a feature of the human brain, part of an innate genetic program. In this sense, competence is something that a subject can perfectly embody by giving his biological potential. The competence is unique and independent. Linguistic competence means an innate universal linguistic predisposition, an ideal internal ability that ultimately explains any linguistic phenomenon put into action. The method of questionnaire survey was used to study the features of philologists working in the education system, namely in secondary schools, lyceums, preschool educational institutions, colleges in Almaty.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47604103","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.03
Lendita Gjikolli, Valbona Gashi-Berisha
According to European standards, the promotion of learning more than one foreign language implies a comprehensive reform of language policies with new standards, objectives, new approaches to language activities and accessible digital teaching/learning platforms. Throughout history, learning a foreign language has experienced changes in its evolution from traditional into a more attractive, creative and effective communicative approach-method. Relying on the idea that learners participate in interactive-communicative activities, focused on ʺAlter egoʺ method in real communication, using their strategies for language acquisition. The purpose of this research is to describe, identify the learning strategies and objectives by targeting language performance in the European context. It is important to stress that the communicative approach gives opportunities to train foreign learners to communicate freely; it expands the scope of their expectations with the range of appropriate activities. It requires reassessing all techniques in terms of a wider conception of learning. This research is composed of four parts, where the first part focuses on theories of learning languages from a communicative approach to the "learning task" in teaching/learning strategies and objectives based on CEFR. The second part develops the methodology used in this research. The third part focuses on discussions of the interactional perspective, the accomplishment of the language activities and the operations of the research field and the fourth part analyses results derived from activities with a communicative and action approach. Therefore, in this research, we will explore and analyze the use of the new strategies, objectives, competencies, parameters and communicative approaches from the “communicative approach” to the “communicative-action approach” with the aim of accomplishing the tasks encountered by the learners during the difficult situations in the different areas of the social life, that requires accomplishments of language activities and operations.
{"title":"Learning foreign languages with communicative and action approach and CEFR standards (Digital Technology Supported)","authors":"Lendita Gjikolli, Valbona Gashi-Berisha","doi":"10.18355/xl.2023.16.02.03","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.03","url":null,"abstract":"According to European standards, the promotion of learning more than one foreign language implies a comprehensive reform of language policies with new standards, objectives, new approaches to language activities and accessible digital teaching/learning platforms. Throughout history, learning a foreign language has experienced changes in its evolution from traditional into a more attractive, creative and effective communicative approach-method. Relying on the idea that learners participate in interactive-communicative activities, focused on ʺAlter egoʺ method in real communication, using their strategies for language acquisition. The purpose of this research is to describe, identify the learning strategies and objectives by targeting language performance in the European context. It is important to stress that the communicative approach gives opportunities to train foreign learners to communicate freely; it expands the scope of their expectations with the range of appropriate activities. It requires reassessing all techniques in terms of a wider conception of learning. This research is composed of four parts, where the first part focuses on theories of learning languages from a communicative approach to the \"learning task\" in teaching/learning strategies and objectives based on CEFR. The second part develops the methodology used in this research. The third part focuses on discussions of the interactional perspective, the accomplishment of the language activities and the operations of the research field and the fourth part analyses results derived from activities with a communicative and action approach. Therefore, in this research, we will explore and analyze the use of the new strategies, objectives, competencies, parameters and communicative approaches from the “communicative approach” to the “communicative-action approach” with the aim of accomplishing the tasks encountered by the learners during the difficult situations in the different areas of the social life, that requires accomplishments of language activities and operations.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44865559","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.10
Sonila Piri, Adrian Haxhillazi
The article dwells upon issues of the last years faced in the teaching of the Italian medical language for specific purposes (LSP) in Albanian universities. The main issue is related to the role of the lecturer of a specific language course, the competencies it requires and difficulties arising from the medical terminology. In this sense, the specifics of the creation and composition of specific terminology are initially treated, in general, as specialization, metaphorizing, neology etc., as well as the characteristics of the Italian medical terminology in particular. Furthermore, the article deals with the specifics of the role of teachers in this field, the problems that may be encountered in the didactic process, what competencies they should possess and which methodology should be put in place. In order to develop a useful teaching process and with the aim of strengthening the specific competencies required for the LSP students, an innovative didactic unit has been elaborated with Italian language materials, whereby relevant exercises for creating the medical words are additionally suggested to enhance the competence of independent learning throughout life.
{"title":"Medical Italian language: application of terminology and specific didactic materials in the teaching process","authors":"Sonila Piri, Adrian Haxhillazi","doi":"10.18355/xl.2023.16.02.10","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.10","url":null,"abstract":"The article dwells upon issues of the last years faced in the teaching of the Italian medical language for specific purposes (LSP) in Albanian universities. The main issue is related to the role of the lecturer of a specific language course, the competencies it requires and difficulties arising from the medical terminology. In this sense, the specifics of the creation and composition of specific terminology are initially treated, in general, as specialization, metaphorizing, neology etc., as well as the characteristics of the Italian medical terminology in particular. Furthermore, the article deals with the specifics of the role of teachers in this field, the problems that may be encountered in the didactic process, what competencies they should possess and which methodology should be put in place. In order to develop a useful teaching process and with the aim of strengthening the specific competencies required for the LSP students, an innovative didactic unit has been elaborated with Italian language materials, whereby relevant exercises for creating the medical words are additionally suggested to enhance the competence of independent learning throughout life.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42530958","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}
Pub Date : 2023-04-01DOI: 10.18355/xl.2023.16.02.06
Alek, Van-Tuyen Nguyen
The present study aims to examine the effects of incorporating online systematic guided reading strategies (SGRS) on the reading performance of English as a foreign language (EFL) learners. The study employed a mixed-method approach with a one-group pre-test and post-test design. The participants were recruited from second-year students majoring in English language. The quantitative data were subjected to statistical analysis using a t-test, while the qualitative data were analyzed and interpreted based on the participants' responses to open-ended survey questions and in-depth interviews regarding the use of online SGRS. The findings indicate that the implementation of SGRS significantly improved the reading performance of EFL students (p < 0.05). The study's implications for EFL teaching and research on learners' reading competence are also discussed in depth.
{"title":"Online systematic guided reading strategies to improve EFL students’ reading performance","authors":"Alek, Van-Tuyen Nguyen","doi":"10.18355/xl.2023.16.02.06","DOIUrl":"https://doi.org/10.18355/xl.2023.16.02.06","url":null,"abstract":"The present study aims to examine the effects of incorporating online systematic guided reading strategies (SGRS) on the reading performance of English as a foreign language (EFL) learners. The study employed a mixed-method approach with a one-group pre-test and post-test design. The participants were recruited from second-year students majoring in English language. The quantitative data were subjected to statistical analysis using a t-test, while the qualitative data were analyzed and interpreted based on the participants' responses to open-ended survey questions and in-depth interviews regarding the use of online SGRS. The findings indicate that the implementation of SGRS significantly improved the reading performance of EFL students (p < 0.05). The study's implications for EFL teaching and research on learners' reading competence are also discussed in depth.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48716891","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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