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Keywords = elementary EFL learners

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28 pages, 1093 KiB  
Article
Blended Phonetic Training with HVPT Features for EFL Children: Effects on L2 Perception and Listening Comprehension
by KyungA Lee and Hyunkee Ahn
Languages 2025, 10(6), 122; https://doi.org/10.3390/languages10060122 - 26 May 2025
Viewed by 866
Abstract
Despite being fundamental for speech processing, L2 perceptual training often lacks attention in L2 classrooms, especially among English as Foreign Language (EFL) learners navigating complex English phonology. The current study investigates the impact of the blended phonetic training program incorporating HVPT features on [...] Read more.
Despite being fundamental for speech processing, L2 perceptual training often lacks attention in L2 classrooms, especially among English as Foreign Language (EFL) learners navigating complex English phonology. The current study investigates the impact of the blended phonetic training program incorporating HVPT features on enhancing L2 perception and listening comprehension skills in Korean elementary EFL learners. Fifty-seven learners, aged 11 to 12 years, participated in a four-week intervention program. They were trained on 13 challenging consonant phonemes for Korean learners, using multimedia tools for practice. Pre- and posttests assessed L2 perception and listening comprehension. They are grouped into three proficiency levels based on listening comprehension tests. The results showed significant improvements in L2 perception (p = 0.01) with small and in listening comprehension (p < 0.001) with small-to-medium effects. The lower proficiency students demonstrated the largest gains. The correlation between L2 perception and listening comprehension was observed both in pre- (r = 0.427 **) and posttests (r = 0.479 ***). Findings underscore the importance of integrating explicit phonetic instruction with HVPT to enhance L2 listening skills among EFL learners. Full article
(This article belongs to the Special Issue L2 Speech Perception and Production in the Globalized World)
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24 pages, 719 KiB  
Article
Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
by Christine Möller-Omrani and Ann-Kristin H. Sivertsen
Languages 2022, 7(2), 109; https://doi.org/10.3390/languages7020109 - 3 May 2022
Cited by 4 | Viewed by 3267
Abstract
Internationally, multi-/plurilingualism has been defined as an important educational goal and plurilingual education as a right for all learners. The present study investigates the readiness of Norwegian pre-service teachers (N = 54) to lay the foundations for multilingualism and life-long language learning (LLLL) [...] Read more.
Internationally, multi-/plurilingualism has been defined as an important educational goal and plurilingual education as a right for all learners. The present study investigates the readiness of Norwegian pre-service teachers (N = 54) to lay the foundations for multilingualism and life-long language learning (LLLL) for all pupils in the elementary school English as a Foreign Language (EFL) classroom. For this purpose, we studied pre-service teachers’ conceptualization of multilingualism and their cognitions about laying the foundations for LLLL, using pluralistic approaches, and the importance of cross-linguistic awareness. The following data collection instruments were employed: (a) a survey with open- and closed-ended questions and (b) a short Likert scale survey with items based on the Framework of References for Pluralistic Approaches to Languages and Culture (FREPA). We found that the participants’ conceptualization of multilingualism reflected key dimensions in the field. The great majority of them had a positive view of the contribution that elementary school EFL teaching can make to multilingualism. The overwhelming majority were also positive about laying the foundations for LLLL and agreed that cross-linguistic awareness is important for pupils. However, almost one-third of the pre-service teachers were skeptical about pluralistic approaches to teaching. Full article
(This article belongs to the Special Issue Learning and Teaching of English in the Multilingual Classroom: English Teachers’ Perspectives, Practices, and Purposes)
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