Young English As A Foreign Language Learners Research Articles

L2 willingness to read English story books amongst young EFL learners: social economic background, linguistic competence and gender as predictors

Even though previous research have shown that reading improves one’s language proficiency and a lot of research have been done to examine how young learners learn a second or foreign language, our knowledge on their willingness to read second (L2) or English as a foreign language (EFL) materials remain inadequate and limited. The current study aims to explore young EFL learners’ willingness to read English materials and if it can be predicted based on their social-economic background, English language proficiency and gender. Ninety-five young EFL learners from two elementary schools in a monolingual community participated in a reading program called Ace Your English: Read for Life. All participants completed a survey questionnaire on their willingness to read English materials/books before the start of the reading program. The study revealed that young EFL learners’ willingness to read English books/materials is not necessarily influenced by their Social Economic Status (SES). However, linguistic competence and gender are strong predictors of their willingness to read. Based on the findings of this study, almost all young EFL learners are willing to read English books either voluntarily or through persuasion from the teachers or parents.

Young Korean EFL Learners’ Reading and Test-Taking Strategies in a Paper and a Computer-Based Reading Comprehension Tests

ABSTRACT This study investigated whether young Korean students learning English as a foreign language (EFL) engage in similar processes when responding to reading comprehension questions delivered in two different test-presentation modes: paper and computer. It examined the relationship between the two modes and test-takers’ reading comprehension strategies, as well as the degree to which the test-takers’ reading proficiency moderates this relationship. Eighty-four Korean middle school EFL learners took both paper-based and computer-based reading comprehension tests and filled out a questionnaire of reading and test-taking strategies as well as a background questionnaire and a posttest survey. Results revealed that there was no statistically significant difference between the participants’ scores on the reading tests delivered on paper and computer, and there were very few statistically significant differences in strategy use between the two modes. On the other hand, there were clear differences in the strategies used by learners with different levels of English reading proficiency. Despite the similarities in test performance and strategy use between the two modes, the majority of participants preferred taking the test on paper and reported difficulties with the computer mode – a finding that might be due to the participants’ lack of familiarity with reading English on a computer screen.

The Role of the iPad as Instructional Tool in Optimizing Young Learners' Achievement in EFL Classes in the Saudi Context

The iPad tablets have been introduced into various educational sectors to facilitate learning and engage students in the classroom. However, little is known about the empirical evidence with regard to iPad usage in enhancing language achievement. This study set out to examine the effects of integrating iPad tablets as an instructional tool into the second language (L2) curricula to enhance young learner’s academic achievement in the English as a Foreign Language (EFL) classroom. It further endeavored to uncover the limitations that affect the utilization of the iPad in the classroom. To this end, forty Arabic first language (L1) young EFL learners enrolled in a middle school, were assigned as either an experimental group where they were exposed to study via iPad or a control group where they were taught in a traditional printed text across five weeks period. Language achievements were assessed through reading and vocabulary tests which were administered before the intervention and immediately after the intervention. To gauge the students’ engagements during the intended task, their behaviors were assessed in both scenarios. Findings from quantitative and qualitative data revealed that the students who were exposed to iPad were found much engaged and significantly outscored their counterparts in language achievements in the post-tests. Furthermore, technical problems were found to be predominant impediments to the integration of the iPad usage followed by unfamiliarity with the application, and student distraction. These findings provide EFL teachers and policy makers with insight on how to better integrate the iPad into the EFL environment. Further pedagogical recommendations and research directions are also highlighted at the end of the article.

In-Service Primary School Teachers’ Account of Phonetically Difficult Words in English as a Foreign Language

This article presents and discusses a mixed-method study that seeks to establish a set of words in the English language that in-service primary school teachers consider difficult to pronounce by young learners of English whose first language (L1) is Norwegian. In the study, 26 in-service primary school teachers of English as a Foreign Language (EFL) are asked to write a reflective essay with a list of phonetically difficult words (henceforth PDWs) in English that they think are difficult to pronounce by young EFL learners. Additionally, the in-service primary school teachers (further – participants) are requested to reflect and comment on PDWs, and explain the reasons why they think they are phonetically difficult. The participants’ individual lists of PDWs are compiled into a corpus which is processed in the Statistical Package for Social Sciences (SPSS) in order to calculate the frequency of PDWs. The participants’ comments and reflections are subsequently analysed qualitatively in order to establish the sources of PDWs. The results of the investigation reveal that the corpus of PDWs is comprised of 257 lexical items. The most frequent PDWs are associated with those sounds of the English language that are absent in the young EFL learners’ L1, Norwegian, e.g., /θ/ in birthday, /ð/ in this, /z/ in zoo, etc. Other frequent PDWs are related to English spelling conventions (e.g., fruit), the word-initial position of affricates (e.g., chocolate), and word stress (e.g., window). These findings and their linguo-didactic implications are further discussed in the article.

The influence of task repetition type on young EFL learners’ attention to form

Task repetition (TR) is a valuable tool to direct learners’ attention from meaning to language form. The first time learners perform a task their focus is on conveying meaning, whereas during the second enactment they tend to focus on the form of their message. Collaborative writing also promotes learners’ focus on form, allowing extra time to pay attention to language use, and providing multiple opportunities for learners to pool their linguistic resources and co-construct meaning. Despite the increasing body of research on young learners’ (YLs) second language acquisition process, few studies have addressed the effect of the repetition of collaborative writing tasks on this population’s output. The present study aims to fill this gap by analysing the impact of TR on YLs’ (age 11–12) attention to form, operationalized as language-related episodes (LREs). Forty ( n = 40) beginner learners of English as a foreign language (EFL) worked with two types of TR: exact TR (ETR), where the participants repeated exactly the same task, and procedural TR (PTR), where the participants repeated task type but with different content. Contrary to most previous research, most LREs were form-focused, and resolved target-like in both groups. The results also revealed a statistically significant decrease in the number of LREs at time 3 in the ETR group, whereas the LREs in the PTR group remained stable. Pedagogical implications of these findings will be discussed.

Differences in the task-supported negotiations of younger and older EFL children: From repair into prevention

Abstract The benefits of task-supported interaction are especially noticeable when negotiation of meaning (NoM) occurs. Despite the large amount of research on interaction, children’s ability to collaborate and to understand their partners’ needs remains under-researched. This capacity has been questioned, and has been claimed to develop with age. From an interactionist perspective, we have analysed the oral interactions of 80 Spanish young learners (YLs) of English as a foreign language (EFL) from two age groups (8–9 and 10–11), when performing a collaborative task. Specifically, we have examined the nature of NoM and the strategies YLs use. Significant differences between the groups were identified: whereas younger children negotiate mostly to repair communication breakdowns, older YLs show a greater concern about their interlocutor’s needs. As in previous research addressing this population, focus on form strategies are rare. This study sheds light on our understanding of how young EFL learners negotiate in task-supported interactions.

The Role of the iPad as Instructional Tool in Optimizing Young Learners' Achievement in EFL Classes in the Saudi Context

The iPad tablets have been introduced into various educational sectors to facilitate learning and engage students in the classroom. However, little is known about the empirical evidence with regard to iPad usage in enhancing language achievement. This study set out to examine the effects of integrating iPad tablets as an instructional tool into the second language (L2) curricula to enhance young learner’s academic achievement in the English as a Foreign Language (EFL) classroom. It further endeavored to uncover the limitations that affect the utilization of the iPad in the classroom. To this end, forty Arabic first language (L1) young EFL learners enrolled in a middle school, were assigned as either an experimental group where they were exposed to study via iPad or a control group where they were taught in a traditional printed text across five weeks period. Language achievements were assessed through reading and vocabulary tests which were administered before the intervention and immediately after the intervention. To gauge the students’ engagements during the intended task, their behaviors were assessed in both scenarios. Findings from quantitative and qualitative data revealed that the students who were exposed to iPad were found much engaged and significantly outscored their counterparts in language achievements in the post-tests. Furthermore, technical problems were found to be predominant impediments to the integration of the iPad usage followed by unfamiliarity with the application, and student distraction. These findings provide EFL teachers and policy makers with insight on how to better integrate the iPad into the EFL environment. Further pedagogical recommendations and research directions are also highlighted at the end of the article.

Identifying the trajectories of young EFL learners across multi-stage writing and feedback processing tasks with model texts

This study explores the language learning potential of written corrective feedback (WCF) processing using model texts with young second language (L2) learners in an instructional setting. Eight pairs aged between 10 and 11 years from two primary school English as a Foreign Language (EFL) classes engaged in two three-stage collaborative writing and feedback tasks five months apart. Between each task, one of the classes participated in a six-week instructional intervention in which they were trained to use models. Results indicate that young learners follow sequential routes or trajectories across writing and feedback processing tasks that involve a wider range of interrelated problem-solving behaviours, noticing and uptake possibilities than previously acknowledged in process-oriented studies of WCF. The children’s use of trajectories was found to impact differentially on their developing L2 knowledge. Preliminary evidence suggests that children who received instruction with models followed more beneficial trajectories than their peers.

BUILDING RAPPORT WITH YOUNG EFL LEARNERS AND ITS IMPACT ON THEIR ACHIEVEMENT IN AN EFL LEARNING CONTEXT

This paper aims to stress the importance of building rapport with young EFL (English as a foreign language) learners and to investigate the connection between student-teacher rapport and students’ achievement in an EFL classroom. It also treats some methods and approaches that should be used when teaching young language learners with respect to their needs and characteristics. In addition, this paper describes the importance of motivation for language acquisition and explores some motivational strategies for young language learners. The paper also aims at inspiring EFL teachers to focus on dimensions of language teaching which are associated with pedagogical aspects of teaching and are focused on creating positive student-teacher relations. The positive classroom atmosphere in which students feel safe and comfortable is considered essential for their success in language learning.

The Effect of Group Dynamics-Oriented Instruction on Developing Iranian EFL Learners’ Speaking Ability and Willingness to Communicate

The study investigated how group-dynamics instruction techniques of adaptable nature can be to the benefit of EFL (English as a Foreign Language) learners so as to develop and improve their willingness- to- communicate and speaking- ability in the long run. After analyzing the data via ANCOVA and EFA, the researcher selected 108 young Iranian male and female EFL learners in a language school in Tehran by means of convenient sampling technique. This investigation shows how EFL learners reacted to Group-Dynamics Oriented Instruction (GDOI). Later, the researchers instructed speaking tasks along with improving the learner’s willingness to communicate. TOEFL PBT Test was run among participants for homogeneity purposes, and then the researchers used two parallel speaking section of PET test along with WTC questionnaire before and after the treatment process. The findings of the study bore witness to hypotheses of the study, indicating that GDOI was reliably effective in improving speaking ability and uplifting willingness to communicate. In the same line of analysis, the researcher proved that GDOI has improved EFL learner’s willingness to communicate since GDOI provoked and triggered energy, interest, and inclination to partake in discussions in learners. As its effects on speaking ability were concerned, the results were interpreted as showing that GDOI would exert changes to L2 learners’ conceptual and psychological predispositions that, in return, would determine the strategies and behaviors the learners employ to address the challenges of L2 learning.

Rhetorical Transfer among Young EFL Learners: The First Experience of Paragraph Writing Investigated

The process of language production among English as a Foreign Language (EFL) learners is a multifaceted phenomenon which has engaged EFL researchers and practitioners’ interest for a long time. For many EFL learners, producing language through writing is considered a difficult and challenging task, making it a favoured research area. However, there seems to be a dire need to investigate the way writing is mastered among young EFL learners. The present study attempted to investigate language transfer from L1 to L2 or vice versa among young EFL learners when experiencing paragraph writing for the first time. In addition, the researchers attempted to see whether the preliminary paragraph writing instruction can affect young EFL learners’ paragraph writing. A further goal was to find out whether the type of writing task can influence the paragraph organization among young EFL learners. In order to address these concerns, 34young EFL learners participated in this study. The data were gathered through full-term observation, collecting L1 and L2 writing samples, and conducting written interviews. The results revealed a negative transfer from L1 in rhetoric and paragraph development which was weakened after teaching L2 paragraph structure. It was also uncovered that the type of writing task and its topic affected the paragraph development. The study concludes with a discussion on the findings followed by suggesting some avenues for further research.

The value of picture-book reading-based collaborative output activities for vocabulary retention

This study investigated the effects of three instructional modes: picture-book reading-only (PRO), picture-book reading plus vocabulary instruction (PRVI), and picture-book reading plus reading-based collaborative output activity (PRCOA) on young adult EFL (English as a foreign language) learners’ vocabulary acquisition and retention. Eighty Taiwanese university students with low to intermediate level English proficiency from three English reading classes participated in each of the three modes once during three weekly 100-minute sessions. Vocabulary knowledge was tested through two post-tests using a modified Vocabulary Knowledge Scale: immediately after each instructional mode to measure students’ vocabulary acquisition, and one month later to measure their word retention. The results showed that the PRVI mode was the most helpful for immediate word learning. However, the PRCOA mode was the most effective for word retention, and most conducive to bettering students’ productive knowledge in both acquisition and retention. This study suggests that explicit learning from vocabulary instruction that directs students’ attention to the words to be learned did not guarantee greater vocabulary gains than incidental learning where new words can be learned as by-products of classroom collaborative output activities. Without trying to memorize words, students learned vocabulary through mental investment in group discussions and generative activities, leading to their mastery of productive word knowledge.

Effects of Gender and Grade Level on Young Korean EFL Learners’ Reading Comprehension

The present study examined the effects of gender and grade level on English reading comprehension proficiency of young Korean English as a Foreign Language (EFL) Learners. Through a nationwide reading comprehension assessment event, nine hundred seventy-nine young Korean EFL learners in Korean elementary school grades 1 through 6 were tested for their English reading comprehension measures. Statical analysis was conducted to investigate between and within group differences as well as possible interactional effect of gender and grade level. Results showed significant main effects of gender and grade level on reading comprehension. However, there was no interactional effect of gender and grade level on English reading comprehension of the young Korean EFL learners.

The Effect of Metacognitive Instruction on L2 Learners’ Listening Abilities and Beliefs about Listening

<p class="2M-body">Framed in metacognition and sociocultural theory, the present study aims at probing the effect of metacognitive instruction on the learners’ perceptions about listening in one hand, and examining whether this pedagogical sequence of teaching listening may lead to the learners’ listening development in the course of one semester on the other. To gather desirable data, 90 (50 males and 40 females) young Iranian EFL (English as a foreign language) learners, who were studying English in a private language institute, were the potential participants of the study. Data was gathered through semi-structured interview, open-ended questionnaire, as well as KET (Key English Test) listening test. Findings highlighted the occurrence of changes in the learners’ beliefs about listening at the end of the term after they received metacognitive listening instruction. Similarly, quantitative data analysis of the pre-and post-test indicated that the participants in the experimental group outperformed those of the control group. Results revealed that metacognitive listening instruction seems to be more beneficial for less-skilled (novice) listeners to take advantage of a process-based listening instruction to improve their listening abilities.</p>

The influence of a Lesson Study cycle on a 2nd grade EFL picture book-based teaching practice lesson in Norway

This study aims to explore the influence of Lesson Study on the teaching of a 2nd grade English as a foreign language (EFL) picture book-based lesson conducted by a group of student teachers during teaching practice in Norway. Lesson Study is an investigative educational method originating in Japan. A group of teachers plan a research lesson which one of them teaches and the others observe, their attention focussing on a few selected pupils. The lesson is reviewed, re-planned and re-taught to a different class. The data presented here was collected through video-recordings of two lessons (a lesson taught and the same lesson re-planned and re-taught) and their corresponding pre-, mid-and post-supervision sessions. Lesson Study appeared to have had an influence on the activities, especially the type and number of questions being asked by the teacher, the timing of activities, and the use of the target language. It also appeared to have had an influence on the attitudes of both the mentors and students to using picture books with young EFL learners. Lesson Study has previously been little used and researched in foreign language teaching. This study demonstrates its potential to enhance teaching and learning in that context.

Language ability of young English language learners: Definition, configuration, and implications

In this study I examined the dimensionality of the latent ability underlying language use that is needed to fulfill the demands young learners face in English-medium instructional environments, where English is used as the means of instruction for teaching subject matters. Previous research on English language use by school-age children provided evidence that language proficiency for academic studies relates to, yet differs from, the language ability needed for social communications. Focusing on learners of English as a foreign language (EFL), I investigated the nature of language proficiency of school-age EFL learners in light of their learning experience. Analyses were based on test performance from the TOEFL Junior® Comprehensive test a proficiency assessment of English as a foreign language for young learners between the ages of 11 and 15, developed by the Educational Testing Service. The results showed that the two ability constructs (i.e., academic and social language), although theoretically distinct and educationally relevant, were statistically indistinguishable based on EFL learners’ test performance. It was also found that the test performance could be explained best by a higher-order model, indicating that the language ability of these young EFL learners was structurally similar to that usually found with adult learners in a foreign language environment. The outcomes highlight the interrelatedness of learning environment, age and language proficiency. On the one hand, the nature of the ability construct can vary across groups of learners due to differences in learning environments. On the other hand, learners of different ages who share similar learning environments could be similar in terms of the latent representation of their language proficiency. The study concludes that the interpretation of young EFL learners’ language proficiency needs to take into consideration how language components are developmentally related to each other as a function of learning experience in a foreign language environment.

Interactional metadiscourse in young EFL learner writing

This study investigates how young English as a foreign language (EFL) learners from Chinese, Spanish, and Polish mother tongue backgrounds use interactional metadiscourse in descriptive and argumentative English essays by drawing data from the ICCI corpus. The quantitative and qualitative analyses show that (i) there are significant differences among the three groups of EFL learners in the use of boosters, attitude markers, self-mentions, and engagement markers; and (ii) there are significant differences between the descriptive essays and the argumentative essays in the use of hedges and self-mentions. Discussion of the results is related to intergroup homogeneity and heterogeneity in the use of metadiscourse and the influences of essay types as well as topics/prompts. Pedagogical implications are provided for teaching interactional metadiscursive resources to young EFL learners from different mother tongue backgrounds and in relation to descriptive and argumentative writing.

CLIL: A Science Lesson with Breakthrough Level Young EFL Learners

This paper reports on the implementation of a Content and Language Integrated Learning (CLIL) approach to teach a science subject topic to young learners. The participants of the study were 10-11 year-old elementary school children who lived in Tahiti, French Polynesia. The study comprised four identical lessons: a) two CLIL lessons (English/L2); and b) two science subject lessons (French/L2). The approach used in the lessons drew on the principles of CLIL and sociocultural theories. The study was designed to investigate if CLIL could be applied effectively with beginner level young learners with 25- to 30-minute English as a Foreign Language (EFL) showers. The study also sought to explore if there would be any observable differences between a CLIL lesson (L2) and a subject lesson (L1) regarding: a) the teaching/learning of content knowledge; b) the learners’ willingness to participate in classroom activities; and c) the types of classroom interactions used. The study employed video recordings to gather data. The videotaped data were transcribed and the transcribed data were analyzed qualitatively by focusing on classroom exchanges, and non-verbal contextual elements. The data were also analyzed qualitatively by using descriptive statistics, and the results obtained were presented through histograms. The results indicated that successful CLIL practice is possible with Breakthrough level young learners. This study also showed that dialogic exchanges can be used both as a means for scaffolding content and language learning.

Fast‐Mapping and Deliberate Word‐Learning by EFL Children

This study examined the abilities of young English as a foreign language (EFL) learners to identify quickly new words from a nonostensive, indirect teaching context (known as fast‐ mapping) and their ability to commit the words to memory. Seventy‐five fourth‐grade EFL learners heard novel words embedded in sentences. They were then tested for their ability to fast‐map the novel words to their referents and to recognize the new words. Six months later, the children were further tested for retention of the novel words and ability to commit the novel words to memory in a deliberate word‐learning task. These young EFL learners were able to fast‐map a novel word they had heard only once or twice and avoid mapping the novel word onto another new referent. They were also able to retain the mapping immediately after the exposure. However, the retention rate was low after 6 months when they were retested. Children's fast‐mapping and deliberate word‐learning performances related to phonological awareness of the native language and their existing English vocabulary.

English only? The linguistic choices of teachers of young EFL learners

This research attempted to explore the language patterns of teachers of varying linguistic backgrounds teaching English as a foreign language (EFL) to young learners. In particular it examined the teachers’ use of the students’ first language (L1). The sample included six teachers teaching EFL to young learners in Hebrew and Arabic medium schools. Results reveal diverse use patterns, some of which differ from those previously found in older learner populations, and can be attributed to the teachers’ personal pedagogical beliefs and assumptions regarding the goals of young learner programs and the role of L1 use.