The Relationship between Social Support, Self‐Efficacy, and English Language Learning Achievement in Hong Kong

2018 ◽  
Vol 53 (1) ◽  
pp. 208-221 ◽  
Author(s):  
Barry Bai ◽  
Grace Chih Nuo Chao ◽  
Chuang Wang
Keyword(s):  
Social Support ◽  
Hong Kong ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
English Language Learning ◽  
Learning Achievement ◽  
The Relationship

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

scholarly journals Social Network Sites Effectiveness from EFL Students’ Viewpoints

2016 ◽  
Vol 10 (1) ◽  
pp. 39 ◽  
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Social Network ◽  
Language Learning ◽  
English Language ◽  
Social Network Sites ◽  
English Language Learning ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Efl Students ◽  
Perceptions And Expectations ◽  
The Relationship

This study investigated the relationship between EFL students’ experience, attitudes, perceptions, and expectations toward the effectiveness of Social Network Sites (SNS), namely, Facebook, Twitter, YouTube, Instagram, Flickr, Classmates, Academica, MySpace, English baby, and Google+, in English language learning. A survey of 103 participants from different higher education institutions in Saudi Arabia was conducted. The study’s results revealed that the participants had an average SNS experience. The findings also indicated that participants had overall positive attitudes, perceptions, and expectations toward SNS. In addition, the correlations between experience and attitudes, and experience and expectations were statistically significant. Data analysis also showed that the correlations between attitudes and perceptions, attitudes and expectations, and perceptions and expectations were statistically significant. However, experience did not significantly correlate with perceptions. The findings also indicated that the model of the three variables (attitudes, perceptions, and expectations toward SNS) predicting the variable (experience in SNS) was statistically significant: The significant predictor was expectations.

scholarly journals The Effectiveness of Mentoring Technique to Improve Self-Efficacy in English Language Learning of 7th to 9th-Grade Students with Visual Impairment at SLB A Yaat Klaten

2021 ◽  
Vol 8 (7) ◽  
pp. 762
Author(s):  
Misbahul Arifin ◽  
Munawir Yusuf ◽  
Joko Yuwono
Keyword(s):  
Language Learning ◽  
Visual Impairment ◽  
Self Efficacy ◽  
English Language ◽  
Sampling Technique ◽  
Rank Test ◽  
English Language Learning ◽  
Test Analysis ◽  
Significance Level ◽  
9Th Grade

This study aims at investigating the effectiveness of mentoring technique to improve self-efficacy in English language learning of 7th to 9th-grade students with visual impairment at SLB A Yaat Klaten. This study belongs to experimental research using a pre-experimental design with one group pretest-posttest. The subjects in this study include 7th to 9th-grade students with visual impairment at SLB A Yaat Klaten determined using a saturated sampling technique. The research instruments were questionnaires with 20 favorable statements and 20 unfavorable statements. The results of this study were analyzed using the Wilcoxon Sign Rank Test analysis, which yielded a Zcount of -2.160 with Asymp.Sig. (2-tailed) of 0.031, exemplifying a smaller value than the significance level (p< 0.05). The outcome indicates that the mentoring technique contributes positively to the improvement of self-efficacy of visually-impaired 7th to 9th-grade students of SLB A Yaat Klaten for the academic year 2018/2019.

scholarly journals Balancing Competing Needs among Stakeholders: Lessons from the Self-access Language Learning Centre (SALL) of the Chinese University of Hong Kong (Shenzhen)

2016 ◽  
pp. 46-55
Author(s):  
Kwan-yee Sarah Ng ◽  
Yang Gu
Keyword(s):  
Social Sciences ◽  
Hong Kong ◽  
Language Learning ◽  
Future Development ◽  
English Language ◽  
Private University ◽  
Business Administration ◽  
The Self ◽  
English Language Learning ◽  
Chinese University

The Chinese University of Hong Kong (Shenzhen), referred to as ‘University’ or ‘CUHK(SZ)’ hereafter, is a newly established private university located in the Longgong District of Shenzhen, which is a special economic zone in the southern part of China. Its first batch of about 300 undergraduate freshmen, all majoring in Business Administration, commenced studies in September 2014. The Self-access Language Learning Centre (‘SALL’ or ‘the Centre’ hereafter), as a unit under the School of Humanities and Social Sciences (SHSS[1]), was put into trial operation from 6th March to 4th June 2015 to explore students’ needs and preferences in self-access English language learning. The purpose of this progress summary is to delineate and analyze the trial operation. It is divided into two major sections. The first section is a brief description of the 3-month trial operation and evaluation whereas the second section details recommendations for the future development of the SALL and other self-access centres also needing to address conflicting needs among stakeholders.

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