Efl Learners
Efl Learners - Related Videos
02:20
Milgram's Obedience to Authority
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2020
Obedience to authority is classically demonstrated in a more famous series of social psychology experiments performed by Stanley Milgram. He was a social psychology professor at Yale who was influenced by the trial of Adolf Eichmann, a Nazi war criminal. Eichmann’s defense for the atrocities he committed was that he was “just following orders.” Milgram’s Experiments Milgram (1963) wanted to test the validity of this defense, so he designed an experiment and initially recruited 40 men for his...
11:18
Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
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Cited by 18 •
2015
A method is described in which 3-4 month old infants learn a task by discovery and their leg movements are captured to quantify the learning process.
08:31
Place and Response Learning in the Open-field Tower Maze
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Cited by 2 •
2015
The Open-field Tower Maze (OFTM) is a maze created to study the behavioral and neural mechanisms of spatial learning (e.g., place- or response-learning) in rats. This maze is especially useful for experimenters who want to use a non-stressful maze paradigm to investigate spatial learning in their research.
15:58
Using Point of Care Ultrasound to Augment Acquisition of Physical Exam Skills: Organs
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2023
Source: Joseph H. Donroe, Rachel Liu; Yale School of Medicine, USA Point of care ultrasound (POCUS) is used by clinicians for diagnosis, ongoing monitoring, and/or procedural guidance at the time of patient care. Many medical schools are now teaching POCUS as a part of their basic clinical skills training, in addition to history, physical exams, and clinical reasoning. Besides being an independent skill, POCUS is also an incredibly useful tool for augmenting the teaching and learning of the...
09:51
Using Point of Care Ultrasound to Augment Acquisition of Physical Exam Skills: Knee and Shoulder
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2023
Source: Joseph H. Donroe, Rachel Liu; Yale School of Medicine, USA Point of Care Ultrasound or POCUS is easy to use, has enhanced mobility due to the smaller equipment needed, and may be carried out in a variety of settings. It is also far safer and cheaper than imaging techniques like computer tomography. POCUS can be helpful when certain physical exam findings are difficult to appreciate by palpation, percussion, or auscultation and can facilitate learning elements of the cardiac, pulmonary,...
FAQs
Exposure to English and opportunities for meaningful practice can influence how learners direct attention, participate, and choose learning strategies. Practice gives students occasions to use language purposefully, while exposure supports continued engagement with English input. Observing changes in participation and strategy use can help educators identify whether classroom activities are encouraging active involvement and progress.
Motivation can encourage learners to persist with language tasks, whereas anxiety may reduce their willingness to communicate. These influences interact with classroom opportunities and feedback, so participation may vary across speaking, listening, reading, and writing activities. Recognizing this relationship helps educators create conditions that support confidence while maintaining opportunities for meaningful language use.
Feedback can shape learners’ attention, persistence, confidence, and strategy use during language activities. Its influence is connected to motivation, anxiety, and the opportunities students have to apply what they learn. By observing how learners respond after feedback, educators can adjust instruction and identify whether classroom interactions are supporting engagement and continued participation.
Educators can examine classroom participation and engagement across speaking, listening, reading, and writing tasks. Useful observations include learners’ willingness to communicate, attention to activities, persistence, and use of learning strategies. Comparing these behaviors across tasks can reveal how instructional conditions influence involvement and can guide adjustments intended to strengthen participation and progress.
Educators can use observations of learner behavior to design supportive activities and adjust instruction. Activities should provide opportunities for meaningful practice while attending to motivation, anxiety, feedback, and willingness to communicate. This approach connects classroom design with observable engagement, helping teachers promote confidence, persistence, and more effective participation in language-learning tasks.
EFL learner behavior provides evidence about how students engage with language-learning opportunities and respond to classroom conditions. Studying participation, attention, strategy use, motivation, anxiety, and feedback responses can contribute to research on second-language acquisition. The findings also inform classroom environments intended to improve engagement, persistence, confidence, and effective communication.