Factors affecting second language achievement in primary school

2005 ◽  
Vol 28 (1) ◽  
pp. 36-51 ◽  
Author(s):  
Noriko Iwashita ◽  
Irene Liem
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Second Language Learning ◽  
Home Language ◽  
Language Background ◽  
Factors Affecting ◽  
English Classes ◽  
Chinese Study

Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.

scholarly journals Factors Affecting Technology Integration in EFL Classrooms: The Case of Kuwaiti Government Primary Schools

2020 ◽  
Vol 9 (4) ◽  
pp. 10
Author(s):  
Maha Bader Alghasab ◽  
Anaam Alfadley ◽  
Amel M. Aladwani
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Parental Support ◽  
Primary Schools ◽  
Computer Assisted ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Efl Teachers

Previous Computer Assisted Language Learning (CALL) research has shown that technology is beneficial for promoting language learning, but some teachers neither use technology as an assisted tool nor integrate it into their language classrooms. It has also been argued that the integration of technology has been unsuccessful in Kuwait. This study aims to explore the factors influencing teachers’ use of technology in English as a foreign language (EFL) classroom in Kuwaiti government primary schools. More specifically, it aims to highlight factors promoting and hindering EFL teachers’ use of technology. For the purpose of this study, 55 questionnaire responses were collected from different primary school teachers in Kuwait, followed up with 15 semi-structured interviews. The study findings show that Kuwaiti primary school EFL teachers who participated in the current study demonstrated positive attitudes towards using technology and acknowledged the implementation of some cutting-edge technologies in their classrooms. Enhancing students’ language learning, innovation and school support were the main factors that encouraged the participating teachers to use technology. Other factors hindered the use of technology; particularly those related to lack of parental support, personal expenses and health problems, teachers’ lack of skills and training, poor classroom infrastructure, and time constraints/workload. The findings also reveal that the lack of professional development training workshops provided by the Ministry of Education led the Kuwaiti teachers to rely more on informal training in which they worked and learnt together with their colleagues in small sub-groups to improve their use of technology. The study findings have implications for policymakers and other stakeholders intending to integrate technology in Kuwaiti primary schools.

Attitudes and Motivation of Turkish EFL Students towards Second Language Learning

2000 ◽  
Vol 129-130 ◽  
pp. 141-168 ◽  
Author(s):  
Z. Kiziltepe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Teachers ◽  
Foreign Languages ◽  
English Teacher ◽  
English Classes ◽  
Motivational Intensity ◽  
Efl Students ◽  
Learning English

This paper presents the results of a study of the influence of attitudes and motivation on the acquisition of English by Turkish students. It investigates the following factors : attitudes. towards the British and Americans; motivational intensity; interest in English and foreign languages in general; instrumental and integrative orientation; anxiety in English classes; family encouragement; the English teacher and course. Results indicate that students are highly motivated instrumentally as well as integratively although a moderate interest in the-British and the American community and culture is reported. Respondents' motivational intensity is high, their attitudes towards learning English and languages in general are positive. They do not show anxiety in class and their families are very supportive. Results about their attitudes towards their English teachers and courses vary according to the school they attend. Implications for EFL/ESL classrooms are also discussed at the end of the paper.

scholarly journals Encounters in Educating English as a Second Language in India

2020 ◽  
Vol 8 (4S4) ◽  
pp. 84-86
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Present Status ◽  
Second Language Learning ◽  
Research Paper ◽  
Letter Word ◽  
Correct Method ◽  
English Classes ◽  
Language Students ◽  
Exact Moment

This paper looks at the present status of English as a second language in India. It characterizes language and distinguishes the variables that influence second language learning. It talks about various issues looked by students of English and what is the correct method for language securing for second language students in India. Language goes about as an instrument to express adequately in different informative circumstances. Be that as it may, it is an exact moment the language which involves a cognizant and constant, precise endeavors to gain or use this. The second language obtaining is extremely a major test for every single local speaker of that language who truly manage it. Most of Indian understudies, especially from rustic pockets think about this type of seven – letter word as a supernatural and mysterious word. A sentiment of awkwardness sets in, the minute pupils overhear something in English. Accordingly, instructors who handle English classes face outlandish troubles. Understudies think that its hard to tune in and to comprehend the language in English. What are the determinations behind this? And What is the medicinal measures to be taken to reduce these issues? This research paper is an endeavor to examine the idea of the second language procurement and the components in charge of its moderate obtaining, particularly in the provincial pockets of India. Fitting and satisfactory healing measures are referred to for the fruitful correction of these issues.

scholarly journals Social Robots for (Second) Language Learning in (Migrant) Primary School Children

2021 ◽  
Author(s):  
Elly A. Konijn ◽  
Brechtje Jansen ◽  
Victoria Mondaca Bustos ◽  
Veerle L. N. F. Hobbelink ◽  
Daniel Preciado Vanegas
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
School Children ◽  
Second Language Learning ◽  
Social Robots ◽  
Social Robot ◽  
Human Robot Interaction ◽  
Primary School Children ◽  
Story Telling

AbstractEspecially these days, innovation and support from technology to relieve pressure in education is highly urgent. This study tested the potential advantage of a social robot over a tablet in (second) language learning on performance, engagement, and enjoyment. Shortages in primary education call for new technology solutions. Previous studies combined robots with tablets, to compensate for robot’s limitations, however, this study applied direct human–robot interaction. Primary school children (N = 63, aged 4–6) participated in a 3-wave field experiment with story-telling exercises, either with a semi-autonomous robot (without tablet, using WOz) or a tablet. Results showed increased learning gains over time when training with a social robot, compared to the tablet. Children who trained with a robot were more engaged in the story-telling task and enjoyed it more. Robot’s behavioral style (social or neutral) hardly differed overall, however, seems to vary for high versus low educational abilities. While social robots need sophistication before being implemented in schools, our study shows the potential of social robots as tutors in (second) language learning.

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