Difficulties in Learning English by EFL Students in Turkey

Özmat, Demet; Senemoğlu, Nuray

doi:10.30964/auebfd.742803

Cited by 8 publications

(4 citation statements)

References 14 publications

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“…The current study results are also in line with a study by Özmat & Senemoğlu (2021), they found that poor teaching methods and inadequate learning materials are challenges in the language learning process, where the purpose of this paper is to identify the English language learning difficulties. They analyzed the participants' responds using the Language Learning Difficulties Scale.…”

Section: Discussionsupporting

confidence: 90%

An Analysis of The Role of English in Business Fields in Non-English- Speaking Countries (A Case Study)

Mohamad¹,

Tılfarlıoğlu²

2023

JETS

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The aim of this study is to determine the importance of learning English to find jobs in sectors such as banks, education, and private companies. It also shows the importance of finding a platform with a designed curriculum for those who are interested in working in this field to facilitate their integration to improve employment opportunities with limited duration or based on the challenges that might come out. A questionnaire was conducted on 408 workers with higher levels of education, English speakers, and non-speakers in Gaziantep, in Turkey. The researcher found that English Language learning has a very important role in finding better job opportunities in Turkey. However, the main challenges facing the learners, according to the results, are learner’s lack of confidence, teaching method, being with people who speak your mother tongue, limited learning environments, over-use of native language in the classroom, and inadequate learning materials. Difficulties such as time and cost are the least challenges facing them to learn English in the participants’ opinion. Lastly, as solutions to overcome the learning challenge, the education process should focus more on motivation, speaking, learning vocabulary, using communicative language teaching, and improving teaching methods, social networks, reading, and school. However, living abroad, free and private courses, grammar, university, platforms, and family environment are the least effective supports to overcome those challenges.

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Section: Discussionsupporting

confidence: 90%

An Analysis of The Role of English in Business Fields in Non-English- Speaking Countries (A Case Study)

Mohamad¹,

Tılfarlıoğlu²

2023

JETS

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“…Coşkun 2(2), 2023 EDUCATIONE grammar teaching was mostly regarded as teacher-centered which required students to passively receive the linguistic rules written on the board. It was maintained in the same manner that too much emphasis is put on grammar instruction (Özmat & Senemoğlu, 2021), and especially teaching grammar deductively is thought to be boring in the Turkish EFL context (Uysal & Yavuz, 2015). It is a fact that grammar is perceived as boring by language learners and teachers in other contexts (Jean & Simard, 2011), and the place of teaching grammar is generally considered negatively (Ali El Deen, 2023;Huang, 2023;Loewen et al, 2009).…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Perception of Boredom in Young Learners’ English Language Classes

COŞKUN

2023

Educatione

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This study aims to reveal the boredom perceptions in a Turkish public school providing intensive English classes for the 5th grade. From the perspectives of both students and teachers, the study examines whether young English as a foreign language (EFL) learners get bored in the classroom, the causes and signs of their boredom in addition to the perceived solutions to reduce their boredom perceptions. In accordance with these objectives, six 5th grade students and four English teachers took part in semi-structured interviews. As a result of the analysis of the findings, it was discovered that boredom is a common phenomenon for the students, and it is generally associated with certain causes such as grammar instruction. Additionally, it was found that boredom manifests itself by typical behaviors such as doodling. Finally, some solutions such as more active involvement of the students into the lessons by means of engaging activities were offered by the participants to minimize boredom. Some practical recommendations are presented at the end of the study in line with the findings and the relevant literature.

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“…Analyzing various approaches that foreign specialists in linguodidactics use in the practice of teaching English, F. Boers notes that the modern methodology considers vocabulary as one of the integral components of formation and development of speech skills [2]. Vocabulary in the works of D. Özmat and N. Senemoğlu is understood as a set of words that are part of the language [9]. R. Karimian Shirejini and A. Derakhshan define that knowledge of foreign languages has recently become an integral part of the professional competence of many specialists [3].…”

Section: Literature Reviewmentioning

confidence: 99%

Influence of digital services of infographics on effectiveness of mnemonics when teaching foreign language vocabulary

Eremkina¹,

Babushkina²,

Porchesku³

et al. 2022

P Sci Edu

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The problem and the aim. Modern linguodidactics pays special attention to identifying the role of vocabulary in learning a foreign language, determining strategies for learning foreign language vocabulary, finding methods for testing vocabulary, mastering the vocabulary of scientific discourse, using mnemonics in memorizing lexical norms. New training formats necessitate the use of information visualization technologies and digital means in the study of a foreign language. The purpose of the study is to identify and confirm effectiveness of using digital services of infographics in mnemonics to improve the quality of teaching foreign language vocabulary. Research methods. Digital tools for data visualization are used in the system of mnemonic operations (grouping, classification, structuring, systematization, analogy, association, repetition) and methods (rhyme, association, mnemonics, chain method, memory cards, mnemonic cards). Infographic services support semantisation of lexical material and its activation, explanation of rules, situational illustration, and foreign language communication. A special test is developed, it includes questions on English vocabulary and assignments based on the methodology of A.R. Luria. Auxiliary visualization methods are used: data design in the form of mind maps, tables, charts, graphs. The experiment involved 30 students of the training program Pedagogical education (Bachelor's programme) of Vyatka State University. WordArt is used as a digital service of infographics. Statistical processing of the results is performed using the nonparametric method - Wilcoxon's T-test. Results. Students learn digital infographic services, use them to study new lexical material, memorize and present concepts/terms, set expressions, and combine familiar lexical elements in a variety of contexts. Statistical assessment of the reliability of positive dynamics of students' skills to recognize words, understand lexical units, to construct new phrases was carried out Temp <Tcrit0.05 (45<107). In conclusion rules and conditions, implementation of which ensures effectiveness of using digital services of infographics in mnemonics to improve quality of teaching a foreign language, are summarized.

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Difficulties in Learning English by EFL Students in Turkey

Cited by 8 publications

References 14 publications

An Analysis of The Role of English in Business Fields in Non-English- Speaking Countries (A Case Study)

An Analysis of The Role of English in Business Fields in Non-English- Speaking Countries (A Case Study)

Perception of Boredom in Young Learners’ English Language Classes

Influence of digital services of infographics on effectiveness of mnemonics when teaching foreign language vocabulary

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