Authentic Language Learning Research Articles

Communicative Activities in Saudi EFL Textbooks: A Corpus-driven Analysis

This paper investigates the speaking and communication tasks in EFL textbooks in Saudi Arabia by means of corpus analysis. This analysis explores the extent to which the speaking tasks provided in Saudi EFL textbooks are communicatively incompetent, and is important due to the unsatisfactory, limited levels achieved by many learners of English at most educational stages, specifically primary, intermediate, and secondary. The reason for the poor oral skills among many EFL learners is due to the absence of authentic language learning tasks in a wide range of situations. The techniques used to detect the range of communicative tasks are based on sketching and retrieving the n-grams of in pairs and the verbal collocates say, talk, tell, ask, and discuss in a span of n = 2 ≤ ≥ 2. The experimental analysis driven from the intended textbooks shows that speaking tasks lack reasonable distributions of everyday communication examples and speaking/communicative situations.

The song ‘Spring of Hometown’ as an authentic language learning material in a KFL classroom

The song ‘Spring of Hometown’ as an authentic language learning material in a KFL classroom

Exploring language learners’ perception of the effectiveness of an English Language Teaching (ELT) program in Iran

This study aimed to explore the effectiveness of an English Language Teaching (ELT) program at a language institute in Iran from learners’ perspective. Qualitative and quantitative data were collected using a questionnaire and semi-structured interviews. The analysis of the quantitative data showed that the learners found the reading, writing, listening, vocabulary, and grammar materials they received at the institute sufficient, but felt the need for more speaking materials. They also believed that the program overemphasized non-communicative teaching techniques and paid little attention to communicative authentic language learning tasks. The learners were dissatisfied with the difficulty and fairness of the assessment method at the institute and complained that the staff members were uncooperative and little attention was paid to the learners’ voice. The analysis of the qualitative data indicated that the learners viewed “teachers” and “accessibility” as the strengths and “staff’s sense of cooperation,” “class arrangements and rules,” “facilities,” and certain aspects of the “teaching and assessment” methods as the weaknesses of the institute. From the findings, it can be concluded that communicatively oriented teaching materials need to be injected into the ELT program, the teaching method needs to be overhauled, and the assessment system needs to be steered toward standard unbiased methods. Moreover, given the impact of facilities and administrative issues on learners’ evaluation of and satisfaction with a program, the study suggests that supportive policies be made on logistics to secure the learners’ satisfaction and the sustenance of the institute.

Foreign Language Learning Pedagogy: Learner Centredness vis-à-vis Linguistic Competence - <i>Action and Reaction</i>

It is well-expected that in the cause-and-effect relationship, authentic formal language learning four hours weekly for six years and 18 hours a week for nearly one year is very likely to produce learners with language proficiency enough to conduct simple conversations about basic daily life issues. Through measuring the global grammar accuracy in the oral language of foundation students at the English Institute at King Abdul Aziz University, the present study aimed at examining how far the learner is the centre of the learning operation so that it can correspondingly yield a considerable amount of EFL linguistic proficiency. The results, however, show that even the most basic grammar norms of the target language (TL) have not yet been acquired, and the learners’ TL grammar is so inaccurate that it severely affects the oral output intelligibility. That highly inaccurate TL grammar calls for the reestablishment of the learning aims, approaches, and tools in serious quest for more learner-centredness in the learning task so that those severe linguistic gaps can be abridged and more authentic TL acquisition is achieved.

Integrating a web-based platform to promote creativity and authenticity in language classrooms

This study investigates college students' perceptions in developing their communicative competence in the English as a foreign language (EFL) context by adopting authentic language learning materials and interactive activities from technology, entertainment and design (TED). TED is a web-based platform that is open to anyone and easily accessible, and TED has lately been recognised to have significant pedagogical potentials in English language instruction. Data for this study was gathered through online questionnaire and semi structured focus group interview, and students' writing samples on the TED website. By implementing an integrated approach to develop four English language skills and strategies, this paper illustrates how a web-based platform like TED can offer EFL learners interactive and meaningful English language learning environment. This study then suggests ways for teachers to design a creative and authentic English language course in order to promote genuine language learning experience and develop communicative competence of EFL learners.

Integrating a web-based platform to promote creativity and authenticity in language classrooms

This study investigates college students' perceptions in developing their communicative competence in the English as a foreign language (EFL) context by adopting authentic language learning materials and interactive activities from technology, entertainment and design (TED). TED is a web-based platform that is open to anyone and easily accessible, and TED has lately been recognised to have significant pedagogical potentials in English language instruction. Data for this study was gathered through online questionnaire and semi structured focus group interview, and students' writing samples on the TED website. By implementing an integrated approach to develop four English language skills and strategies, this paper illustrates how a web-based platform like TED can offer EFL learners interactive and meaningful English language learning environment. This study then suggests ways for teachers to design a creative and authentic English language course in order to promote genuine language learning experience and develop communicative competence of EFL learners.

Three Factors of Preschool Classroom Influenced On Bilingual Development of Korean Preschoolers

This is a qualitative study that investigated the first- and second language speaking peers’ contribution to the bilingual development of Korean preschoolers in a classroom in a Midwestern university campus town in the USA. Natural data collection was made from children’s bilingual discourses. Three factors, such as verbal interaction, presence of communicable peers, and play/materials, provided an authentic language learning context for the first and second language development. The several helping strategies, exchanged their roles as peer-teachers and peer learners. They used code-switching in diverse ways at different levels for active verbal communication embedded in their firstand second culture in the process of bilingual development.

Improving Students' English Speaking Proficiency in Saudi Public Schools

In English as a foreign language (EFL) contexts, the absence of authentic language learning situations outside the classroom presents a significant challenge to improving students' English communication skills. Specific obstacles in the learning environment can also result in students’ limited use of English inside the classroom. These issues ultimately affect students’ English speaking capacity. Focusing on the Saudi EFL context, this paper attempted to identify the causes of Saudi students’ low proficiency in English communication and provide some recommendations to address these issues. The most significant findings of the paper were: (1) reforming specific Ministry of Education and Higher Education policies in Saudi Arabia is crucial; (2) the Saudi education system should reinforce the use of contemporary approaches to teaching that emphasise problem solving and critical thinking skills and put students in charge of their own learning; and (3) the ministry should consider converting some Saudi public schools into bilingual schools.

Making It Authentic : Egyptian EFL Student Teachers' Awareness and Use of Online Authentic Language Materials and Their Learning Motivation

T his paper reports a research study that sought investigating Assiut University College of Education (AUCOE) EFL student teachers’ awareness and use of online authentic materials on the basis of their actual language leaning needs, and how this relates to their language learning motivation. To accomplish this, a mixed-method research methodology was employed for data collection and analysis to provide both contextual understanding and quantitative evidence. In particular, the following tools were used: (1) a semi-structured interview (a qualitative method) for identifying the particular language-learning needs of EFL student teachers at AUCOE and compiling a list of those needs; (2) a qualitative analysis of some online language materials based on the compiled list of needs to identify the authentic materials that can be used to meet EFL student teachers' language learning needs; (3) a questionnaire administered to EFL student teachers to investigate their awareness and use of online authentic language materials; and (4) a questionnaire administered to EFL student teachers to identify their language learning motivation level. Results reached a list of EFL student teachers’ language learning needs, and a subsequent list of those authentic language materials available online which would meet those needs. Also, analysis of learners’ responses to the Online Authentic Language Learning Questionnaire revealed that learners were aware of online authentic materials and use them frequently in their language study. Moreover, Pearson’s Product Moment indicated a positive relationship between EFL student teachers’ awareness and use of online authentic materials and their language learning motivation.

Making It 'Authentic': Egyptian EFL Student Teachers' Awareness and Use of Online Authentic Language Materials and Their Learning Motivation

T his paper reports a research study that sought investigating Assiut University College of Education (AUCOE) EFL student teachers’ awareness and use of online authentic materials on the basis of their actual language leaning needs, and how this relates to their language learning motivation. To accomplish this, a mixed-method research methodology was employed for data collection and analysis to provide both contextual understanding and quantitative evidence. In particular, the following tools were used: (1) a semi-structured interview (a qualitative method) for identifying the particular language-learning needs of EFL student teachers at AUCOE and compiling a list of those needs; (2) a qualitative analysis of some online language materials based on the compiled list of needs to identify the authentic materials that can be used to meet EFL student teachers' language learning needs; (3) a questionnaire administered to EFL student teachers to investigate their awareness and use of online authentic language materials; and (4) a questionnaire administered to EFL student teachers to identify their language learning motivation level. Results reached a list of EFL student teachers’ language learning needs, and a subsequent list of those authentic language materials available online which would meet those needs. Also, analysis of learners’ responses to the Online Authentic Language Learning Questionnaire revealed that learners were aware of online authentic materials and use them frequently in their language study. Moreover, Pearson’s Product Moment indicated a positive relationship between EFL student teachers’ awareness and use of online authentic materials and their language learning motivation.

Using Mobile Technologies with Young Language Learners to Support and Promote Oral Language Production

The paper examines how the use of mobile technologies such as tablets and handheld MP3 players can support and promote oral language production among young language learners. It explores how the use of these mobile technologies in the language classroom supports pedagogical practices anchored in socioconstructivist theories of SLA that emphasize the role of dialogue and social interaction among young language learners. The paper is based on a collaborative action research project involving French Immersion teachers and their students in primary schools in a western province of Canada. Findings show that the affordances of mobile technologies contribute to the creation of innovative learning environments and authentic language learning experiences that support and promote the production of oral language among young language learners. The inquiry demonstrates the adoption of second language pedagogical approaches anchored in socioconstructivist theories of SLA that promote autonomy and a sense of agency among language learners.

Discussing the factors contributing to students’ involvement in an EFL collaborative wiki project

AbstractA growing number of researchers have acknowledged the potential for using wikis in online collaborative language learning. While researchers appreciate the wikis platform for engaging students in virtual team work and authentic language learning, many also have recognized the limitations of using wikis to promote student collaboration (Alyousef & Picard, 2011; Arnold, Ducate & Kost, 2009; Coniam & Kit, 2008; Judd, Kennedy & Cropper, 2010; Warschauer, 2010). The current study aims to examine what factors facilitated or hindered student collaboration when a wiki environment was used to engage 103 Taiwanese students from two universities in an online picture book production project. Divided into 17 groups of four to six members, the students spent approximately one academic year forming online communities, learning to conduct peer editing, and collaboratively completing a final learning product, an online picture book. A variety of data, including the electronically archived versions of the wiki pages, students’ responses to retrospective surveys, and focused follow-up interviews were collected and analysed. The findings suggested that the nature of the learning tasks, students’ constant communication and appreciation of different opinions, the difficulties they encountered when communicating asynchronously, and students’ expectations toward English learning affected to what extent they were involved in the online collaboration.

They Made it! Enhancing University-Level L2 Learners’ Listening Comprehension of Authentic Multimedia Materials with Advance Organizers

Authentic language learning materials become prevalent in foreign and second language (L2) classrooms. Since these materials are not altered to suit the proficiency level or needs of L2 learners, they are likely to cause difficulties in comprehension. The purpose of this research was to examine the effect of advance organizers in conjunction with the cognitive theory of multimedia learning as a presentation principle on L2 learners’ comprehension of English-language DVD soundtrack material. A total of 136 intermediate university-level L2 students participated as intact groups in the study. They were placed in a control condition or one of the two experimental conditions prior to viewing a DVD, including (1) a 5-min film preview with captions followed by brainstorming and (2) a set of 20 cards (10 printed with episodic photos and 10 with a caption in the form of a line from the film) for each small group to match them and then to rearrange the 10 well-matched pairs of cards in chronological order of the film plot based on their initial guesses. Two dependent measures, a written summary and a multiple-choice listening test, were used. The results show that the advance organizer groups performed at a substantially higher level than the control group on both dependent measures; however, the two experimental groups differed only on the written protocol, not on the multiple-choice listening test. Limitations of the study and suggestions for further research are also discussed in this article.

A contextual perspective on oral L2 fluency

This paper reports on a study investigating the impact of differences in the learning context on oral L2 fluency outcomes. The study specifically focuses on the effect of different levels of L1 and L2 prominence (as determined by their status, functions roles and domains of use) in the extracurricular context on the speed, breakdown and repair fluency of the L2 speech of German learners of English (ages 8–14). Controlled variation of L1 and L2 prominence is observed across 4 different authentic language learning contexts. The results demonstrate an effect of different levels of L2 prominence on L2 speed and breakdown fluency and grant support to a gradient operationalization of language prominence. We further suggest that L1 prominence is a relevant factor in the operationalization of context. The different dimensions of fluency (i.e., speed, breakdown and repair fluency) are affected differently by elements in the learning context, which confirms the multilayered approach to the construct.

The Significant Role of Multimedia in Motivating EFL Learners’ Interest in English Language Learning

The use of multimedia in teaching and learning leads to higher learning. Multimedia refers to any computer-mediated software or interactive application that integrates text, color, graphical images, animation, audio sound, and full motion video in a single application. Multimedia learning systems offer a potentially venue for improving student understanding about language. Teachers try to find the most effective way to create a better foreign language teaching and learning environment through multimedia technologies. In this paper, the researcher defines multimedia, elaborates the rationale for using multimedia, identifies multimedia learning, mentions principles of multimedia, explains theoretical basis of multimedia English teaching, reviews roles of teachers and learners in multimedia environment, discusses the relationship between multimedia and learning, and states the strength of multimedia English teaching. The review of literature shows that teachers need to make full use of multimedia to create an authentic language teaching and learning environment where students can easily acquire a language naturally and effectively.

Cyberl@b: a platform for learning english in Costa Rican public high schools

This paper covers the design and development of a noncommercial software for learning and practicing English called CyberL@b. It was developed at the School of Modern Languages at the University of Costa Rica. Its target population focuses on 7th, 8th and 9th graders at six public high schools in diverse urban and rural settings in Costa Rica. CyberL@b uses interactive media resources designed to engage student in learning English within authentic contexts. Cyberlab was designed to create an environment that is unique in fostering the integration of the four language skills (listening, speaking, reading, and writing) through social interactions that are critical in EFL (English as a Foreign Language). An initial needs analysis of the six schools indicated that students considered the following to be important contributors to language learning: conversations with tourists, computer programs and video games, movies, and email of class notes. The implementation of CyberL@b indicates that when students engage in authentic activities relevant to their needs, they become more autonomous and self-directed in their learning. Teachers also adopt more learnercentered methods in their language teaching. On the basis of ongoing development and evaluation, a variety of approaches and technical strategies have been considered to allow students to engage in real-time authentic language learning activities through CyberL@b. Este documento describe el diseño y desarrollo de un software no comercial para el aprendizaje y aplicación práctica del inglés llamado CyberL@b. Este software fue diseñado por la Escuela de Lenguas Modernas de la Universidad de Costa Rica y está enfocado para el III Ciclo (sétimo, octavo y noveno grado) en seis escuelas pilotos ubicadas en áreas rurales y urbanas de Costa Rica. CyberL@b utiliza recursos interactivos en línea con el propósito de facilitar el aprendizaje del inglés en contextos auténticos y de crear un ambiente único donde se integran las cuatro habilidades básicas (comprensión auditiva, comunicación oral, lectura comprensiva y comunicación escrita) a través de intercambios sociales que son pertinentes en el aprendizaje de un idioma. Un estudio de necesidades previo indicó que los estudiantes consideran los siguientes recursos como medios muy importantes para el aprendizaje del inglés como lengua extranjera: conversaciones con turistas, uso de programas de computadoras y juegos de videos, películas y correos electrónicos. CyberL@b toma en cuenta estas necesidades y centra su implementación en el hecho de que cuando los estudiantes experimentan el inglés en actividades significativas, el mismo se hace más autónomo y los estudiantes auto-regulan su aprendizaje. Igualmente los docentes adoptan una metodología de enseñanza centrada en los intereses del alumno. Tomando en cuenta el desarrollo y evaluación de CyberL@b, una variedad de métodos y estrategias pedagógicas han sido consideradas con el fin de facilitar el aprendizaje del inglés con actividades significativas y en línea.

The need for a speech corpus

This paper outlines the ongoing construction of a speech corpus for use by applied linguists and advanced EFL/ESL students. In the first part, sections 1–4, the need for improvements in the teaching of listening skills and pronunciation practice for EFL/ESL students is noted. It is argued that the use of authentic native-to-native speech is imperative in the teaching/learning process so as to promote social inclusion. The arguments for authentic language learning material and the use of a speech corpus are contextualised within the literature, based mainly on the work of Swan, Brown and McCarthy. The second part, section 5, addresses features of native speech flow which cause difficulties for EFL/ESL students (Brown, Cauldwell) and establishes the need for improvements in the teaching of listening skills. Examples are given of reduced forms characteristic of relaxed native speech, and how these can be made accessible for study using the Dublin Institute of Technology’s slow-down technology, which gives students more time to study native speech features, without tonal distortion. The final part, sections 6–8, introduces a novel Speech Corpus being developed at DIT. It shows the limits of traditional corpora and outlines the general requirements of a Speech Corpus. This tool – which will satisfy the needs of teachers, learners and researchers – will link digitally recorded, natural, native-to-native speech so that each transcript segment will give access to its associated sound file. Users will be able to locate desired speech strings, play, compare and contrast them – and slow them down for more detailed study.

Language learning

Language learning

An application of XML to the creation of an interactive resource for authentic language learning tasks

There has of late been a call among language practitioners for the sophisticated new markup language XML to be used in Web-based tools for language learning (Mills, 1999; Riley, 2001; Godwin-Jones, 2000). This paper describes just such an application: the development of an interactive electronic resource book of learning tasks for English Language Teaching (ELT). The electronic resource book incorporates an authenticity-centred approach to language learning materials design, viz language learning based on authentic texts complemented by authentic tasks. The paper covers a general introduction to XML, describes the pedagogical model (i.e. the authenticity-centred approach) that it was used to realise, and describes the development of the XML-based system operating the electronic resource book. Among the conclusions of this paper are that this trial application reveals XML to be ideally suited to the realisation of such pedagogical models and that its greatly enhanced information management and linking potential promises an exciting future in the field of language teaching by providing the possibility for pedagogy-led technology rather than technology-led pedagogy.

Developing Multimedia CALL: The Telos Language Partner Approach

The paper looks at the multimedia dimension of CALL from the point of view of using an authoring tool developed for the production and customisation of (online and offline) multimedia language learning materials. The interaction between learners and teachers in Internet-based pedagogic communication environments is not dealt with. The main emphasis is on the production and customisation of multimedia language learning materials and on the kind of software support needed for their successful embedding in an overall learning and teaching context. The paper also considers the kind of software support needed for the successful embedding of such materials in an overall learning and teaching context. Some of the principles and requirements underlying the development of Multimedia CALL are discussed, but the main focus is on the description of the multimedia learning and authoring software Telos Language Partner. This is a multimedia PC-software designed to incorporate the principles and requirements of multimedia language learning and tutoring discussed in the paper. The software was developed and evaluated with support from the European projects ‘Eloquent’ (Lingua) and ‘Telos’ (Telematics Applications Programme, ET 3005). It supports relevant and authentic language learning activities; intuitive editing functions facilitate the low-cost production, customisation and flexible pedagogical embedding of multimedia language learning contents.