Web-Based Inquiry of Autonomy in Foreign Language Learning as a English Major in Higher Vocational College

2012 ◽  
pp. 45-48 ◽  
Author(s):  
Hong Hu ◽  
Zhan Du
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Web Based ◽  
Vocational College ◽  
Higher Vocational College ◽  
English Major

scholarly journals EXPLORING LANGUAGE INPUT OF THE READING TEXTS IN NORTHSTAR TEXTBOOKS FOR FIRST-YEAR ENGLISH-MAJOR STUDENTS AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY

2020 ◽  
Vol 129 (6B) ◽  
Author(s):  
Phuong Ngoc Quynh Tran
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Difficulty Level ◽  
First Year ◽  
Text Input ◽  
Language Difficulty ◽  
English Major ◽  
Language Input ◽  
Reading Texts

There are many studies on English Language Teaching materials evaluation, but very few investigate the language input of reading materials though text input is considered a primary factor for successful foreign language learning. This research explored the language input of reading texts in a book series used in teaching reading for first-year English-major students at a foreign language university in central Vietnam. It aimed at investigating text topics, genres, length, language difficulty level and students’ as well as teachers’ perceptions of the studied texts in an attempt to facilitate students’ reading comprehension. Thirty-two reading texts were studied using a descriptive analytical approach. Individual and focus group interviews were implemented with 15 students and 7 lecturers. The findings showed the textbooks incorporated a wide variety of topics which are interesting and familiar to students. Article was the most popular text genre. The text length and language difficulty level proved to be appropriate to students’ levels. The lecturers’ and students’ perceptions of the texts also supported the textbook analysis findings. These findings implicated the selected textbooks should be kept in the curriculum but need further adaptation. Besides, some suggestions were made to help ELT lecturers modify the text input effectively.

English Major Students' Attitudes towards Movies and Series as Language Learning Resources

2015 ◽  
pp. 276-295
Author(s):  
Buğra Zengin ◽  
Duygu Doğan ◽  
Feryal Çubukçu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
English Language Teaching ◽  
Learning Resources ◽  
Original Language ◽  
English Major ◽  
Students Attitudes ◽  
Low Exposure

This chapter focuses on the attitudes of the fourth-year English Language Teaching (ELT) students towards strategies related to using movies and series as foreign language learning resources. The subjects were teacher candidates (at a state university in the west of Turkey). The current study demonstrates that foreign-language majors are not immune to downsides of a low-exposure EFL setting. The participants also state that only their family members - but not friends - are likely to cause a shift to the dubbed version of movie/series they want to view in the original language and with L2 captions (intralingual captions / in the source language) otherwise. This study suggests that backseat TV systems on buses can provide solutions. The backseat TV systems are welcome by most of the participants, in particular by those whose intercity travelling habits are found to be quite high.

Metacognitive Knowledge and Language Learning in a Web-Based Distance Learning Context

2019 ◽  
pp. 311-334
Author(s):  
Naiyi Xie Fincham ◽  
Guofang Li
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Metacognitive Knowledge ◽  
Learning Context ◽  
Web Based ◽  
Language Programs ◽  
Efl Learners ◽  
Online Distance

This chapter reported on the construction and development of the metacognitive knowledge (MCK) about web-based distance language learning of two adult English as a foreign language (EFL) learners in China. Drawing upon theories and research in metacognition, self-regulated second/foreign language learning, and distance language learning, the authors investigated adult Chinese EFL learners' knowledge about themselves as online distance language learners, the nature and demands of online distance English learning, and how to best approach their learning in this program. They identified changes in these learners' MCK over the 16 week semester and discussed how a number of contextual factors, including the pre-determined learning structure, teacher-led instructional sessions, and peer interaction opportunities, were significant in shaping and influencing learners' adjustments and revisions of their MCK about online distance language learning. Findings from this study have important implications for the design and implementation of web-based distance language programs for adult learners.

scholarly journals REVISITING TRANSLATION AS A FOREIGN LANGUAGE LEARNING TOOL: CONTRASTING BELIEFS OF DIVERSELY PROFICIENT STUDENTS

2020 ◽  
Vol 1 (1) ◽  
pp. 9-16
Author(s):  
Anisatul Karimah
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Foreign Language Learning ◽  
Learning Tool ◽  
Proficiency Levels ◽  
Learning Practices ◽  
Language Classroom ◽  
English Major ◽  
Research Findings

Translation as a learning tool or strategy, which is also known as pedagogical translation, has reemerged as a topic of discussion after being overshadowed by the popularity of the communicative approach. While a number of experts and scholars perceive translation or the use of L1 as interference, several others believe that translation does not really disappear from foreign language learning practices. As many research findings showed beneficial impacts of using translation activities to enhance foreign language learning, other research looked into learners’ perception of the use of pedagogical translation. An interesting contradiction was found stating that diversely proficient students had different perceptions of the usefulness of translation activities as a learning tool (Calis & Dikilitas, 2012; Dagiliene, 2012). Therefore, this research attempted to investigate learners’ beliefs on translation practices as a learning tool in their foreign language classroom respective to their proficiency levels. University students of non-English major were involved in this research. Questionnaire and interview were employed to gather relevant data. The findings reveal how translation as a learning strategy was perceived by learners with different ranges of proficiency levels.

scholarly journals Analyzing the Relationship of English Language Learning Anxiety and English Language Learning Strategy Use Among English Major Undergraduates in Shi Jiazhuang, China

2019 ◽  
Vol 10 ◽  
pp. 1569-1575
Author(s):  
Wang Fei
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Strategy ◽  
Foreign Language Learning ◽  
Learning Anxiety ◽  
Language Learning Strategy ◽  
English Major ◽  
Language Learning Anxiety ◽  
The Relationship

The study investigated the general state of foreign language learning anxiety and the relationship between foreign language learning anxiety and foreign language learning strategy among English major college students in Shi Jiazhuang, China. The quantitative research method was adopted in this study. The instruments were Foreign Language Class Anxiety Scale and Strategy Inventory Language Learning. The subjects were 400 English major students from Shi Jiazhuang College. The results showed that there exists a negative relationship between foreign language learning anxiety and the use of foreign language learning strategy. According to the findings of this study, it is necessary to reduce learners’ foreign language learning anxiety so as to apply more types of foreign language learning strategies efficiently, especially for those foreign language learners with high-level learning anxiety. Some suggestions were put forward for pedagogical implications, which will make Chinese learners be more successful during the process for foreign language acquisition.

scholarly journals Vocabulary Learning Strategies of Saudi English Major Students: Strategy Use and Gender

2018 ◽  
Vol 7 (3.25) ◽  
pp. 21
Author(s):  
Jamilah Al-Harbi ◽  
Engku Haliza Engku Ibrahim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processing ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Strategy Use ◽  
Social Strategy ◽  
Vocabulary Learning Strategies ◽  
English Major

One of the major challenges that learners face during the process of foreign language learning is acquiring vocabulary. Thus, students need to employ various vocabulary learning strategies to acquire the vocabulary of a foreign language. The present study attempts to identify the vocabulary learning strategies employed by Saudi English major students. This study also aims to examine if there are differences between male and female students in the pattern and frequency of strategy use. Sixty-five first-year English major students of Majmaah University participated in the study. Their vocabulary learning strategies were measured using the Vocabulary Learning Strategy Survey. The results showed that students preferred cognitively less demanding strategies compared to the ones that required deeper cognitive processing. The most frequently used strategies were “I try to remember the word by repeating it for several times,” “I try to guess the meaning of the word from text/context” and “I learn new words when I interact with native speakers.” In general, social strategy is the most used strategy while memory strategy is the least used. The findings also showed that males preferred social strategy compared to females who preferred cognitive strategy and that two strategies (cognitive and memory strategies) showed significant differences between the two genders.  

scholarly journals Foreign language learning boredom: conceptualization and measurement

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Chengchen Li ◽  
Jean-Marc Dewaele ◽  
Yanhong Hu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
English Teachers ◽  
Value Theory ◽  
Validity And Reliability ◽  
Confirmatory Factor Analyses ◽  
Control Value ◽  
English Major ◽  
Efl Students

Abstract This article reports on a two-step investigation of foreign language learning boredom amongst Chinese university non-English-major EFL students and English teachers. In Study 1, 22 students and 11 English teachers were interviewed and 659 students responded to an open questionnaire, recalling and describing their experiences and perceptions of boredom in learning English. The data allowed a multidimensional conceptualization of Foreign Language Learning Boredom (FLLB), empirically supporting the control-value theory in educational psychology. Based on the conceptualization of FLLB, in Study 2, the Foreign Language Learning Boredom Scale (FLLBS) was developed. Through surveying 808 students in a pilot and 2,223 in the main study, a 7-factor FLLBS with 32 items was validated using exploratory and confirmatory factor analyses as well as further validity and reliability analyses. It is argued that FLLB is a crucial addition to the emerging field of foreign languagelearning emotion research.

Sign in / Sign up

Export Citation Format

Share Document