Coherence Problems of EFL Students’ Writing in Light of the Gricean Maxims

Khonamari, Fatemeh; Hashemi, Ehsan; Pavlíková, Martina; Petrášová, Božena

doi:10.15503/jecs2021.2.294.313

Cited by 3 publications

(3 citation statements)

References 27 publications

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“…Positive emotions help expand thinking, generate new ideas, and serve to increase motivation. From the aforementioned, it is evident that better grades for students have a positive impact on their relationship with learning foreign languages (Khonamri et al, 2021;Khonamri et al, 2022).…”

Section: Resultsmentioning

confidence: 99%

Education of Foreign Languages Examined Using the Semantic Differential

Tokárová,

Simon,

Páleniková

et al. 2023

JECS

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Aim. The main aim of our project is to find out the opinions of selected groups of respondents about the teaching of foreign languages. Methods. For verification, we chose to apply the research method of semantic differential and matched it in relation to psycholinguistics. Semantic differential is a research method aimed at verifying how respondents perceive concepts. We focused on verifying what the term language teaching evokes in three different groups of respondents (pupils/students, parents, and teachers). 16 bipolar terms were chosen, which the respondents had to evaluate on a scale of 1 to 7. The given term was evaluated more positively, the smaller the value of the number was. Didactic research was attended by 231 respondents who were divided into three basic groups: teacher, parent, and pupil/student. Then, the experimentally obtained data was statistically analysed and compared using post-hoc tests to determine which of the groups showed any results of significance. Results. Of the used terms, only 3 were statistically significant: contemporary - outdated, valuable - worthless and cheerful- sad. The statistically significant difference was manifested in the two groups of pupils/students and parents. Pupils/students evaluated the teaching of foreign languages as contemporary, valuable, and fun. By contrast, parents are inclined to answer that teaching foreign languages is outdated, less valuable and sad. Conclusion. The results evoke the implementation of new innovative based methods, for example, on integrated teaching (CLIL method) or new activating teaching methods.

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Section: Resultsmentioning

confidence: 99%

Education of Foreign Languages Examined Using the Semantic Differential

Tokárová,

Simon,

Páleniková

et al. 2023

JECS

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“…Analyzing the situation provided by interviews and focus groups regarding the factors of the supportive climate in inclusive classrooms versus students with special needs, using contemporary techniques of group work or the integration of ICT in teaching and to make possible a motivating learning environment for these children, inclusive schools should invest in the direction of teacher training in relation to the most modern techniques where group work takes a greater place in the lesson (Gadu ová et al, 2021;Khonamri et al, 2020Khonamri et al, , 2021.…”

Section: Recommendationsmentioning

confidence: 99%

The Impact of Climate in Inclusive Classrooms - Influencing the Motivation of Students with Special Needs

Duka,

Leka,

Vampa

et al. 2024

JECS

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Aim: The study aims to analyze the climate factors in inclusive classes in motivating students with special needs to increase their academic achievements and improve social behaviors. Through a qualitative methodology, the study investigated several dimensions of supportive and open classroom climate on their impact on the performance of students with special needs in inclusive classrooms. Through the suggestions that this study offers, the close relationship that the supportive climate has in the motivation of students in the classroom, especially when different techniques of group activities are developed can be easily seen. Method: For the realization of this study, ninety-two (92) students/teachers of the "Teachers in Primary Education" program of the second cycle of studies at "Aleksander Moisiu" University in Durres were included and were divided into four (4) focus groups. At the same time, semi-structured interviews were conducted with twenty-one (21) primary education teachers (grades 1-5) in three schools in the Municipality of Durres. Results: The findings of the study highlight that collaborative climate factors in inclusive classrooms influence and motivate students with special needs. Several issues related to students' motivation have been identified, specifically: their motivation increases during group work, their motivation increases in project-based learning, and their motivation increases in the reinforcement of hard skills they bring to teaching supported by ICT. Conclusion: Students and teachers also reported that all these beliefs and attitudes directly affect the performance of students with special needs and therefore their achievements. Teachers emphasize that students with special needs are more involved in group work, and some of the benefits that students with special needs have, are: improved communication and interaction by strengthening cooperation and self-efficacy. On the other hand, some of the benefits of project work that parents highlighted are: that children become more social; lasting friendships develop; self-esteem increases; and everyone's values and abilities stand out.

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“…Moreover, it is necessary to realize that text comprehension is an active process, in which the pupil not only takes in the information contained in the text, but expresses a certain attitude or agreement, disagreement, evaluation and consideration of its meaning and usefulness. This means that the pupil conducts an internal dialogue with the author of the text, which requires the pupil's thought activity (Gavora, 1992;Radulović et al, 2022;Roubalová et al, 2021;Khonamri, Hashemi et al, 2021).…”

Section: The Importance Of Developing/stimulating Reading Comprehensi...mentioning

confidence: 99%

Experimental Verification of the Reading Comprehension Intervention for the German Language as L3

Szabó

Страновска²,

Ficzere³

2022

JECS

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Aim. The main aim of the research was to verify the reading comprehension intervention program for the German language that builds on complex models of foreign language text comprehension while stimulating the cognitive, affective and social levels of reading. Methods. The respondents of the research were studying English language in their 3rd year in secondary schools in Slovakia. The data were collected with the didactic reading comprehension test for the German language (Hockicková et al., 2020). The research was conducted through a pre-test before the intervention program and a post-test after the intervention. The basic characteristics of the examined variables were described using descriptive statistics. A paired t-test was used to detect differences in reading comprehension before and after the intervention. Results. The results of the research confirmed an increase in German texts comprehension in each experimental group. A statistically significant difference in reading comprehension performance was not confirmed in the control groups without completing the intervention program. Conclusion. The reading comprehension intervention program for the German language at A2 level appears to be effective in the direction of increasing performance in reading comprehension of German texts. The intervention in German text comprehension is manifested in two simultaneous work practices, namely in the development of predictors and in working with different types of texts as well as different reading strategies.

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Coherence Problems of EFL Students’ Writing in Light of the Gricean Maxims

Cited by 3 publications

References 27 publications

Education of Foreign Languages Examined Using the Semantic Differential

Education of Foreign Languages Examined Using the Semantic Differential

The Impact of Climate in Inclusive Classrooms - Influencing the Motivation of Students with Special Needs

Experimental Verification of the Reading Comprehension Intervention for the German Language as L3

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