Learning English as a second language at the university level in Jordan: motivation, self-regulation and learning environment perceptions

2014 ◽  
Vol 19 (1) ◽  
pp. 133-152 ◽  
Author(s):  
Eman Alzubaidi ◽  
Jill M. Aldridge ◽  
Myint Swe Khine
Keyword(s):  
Second Language ◽  
Learning Environment ◽  
Self Regulation ◽  
University Level ◽  
The University ◽  
Learning English

Fostering Successful Learning Communities to Meet the Diverse Needs of University Students by Creating Brain Based Online Learning Environments

2009 ◽  
Vol 5 (4) ◽  
pp. 18-25
Author(s):  
Silvia L. Braidic
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
University Students ◽  
Learning Communities ◽  
Course Design ◽  
Online Learning Environment ◽  
Online Programs ◽  
University Level ◽  
The University

This paper introduces the reader on how to foster successful learning communities to meet the diverse needs of university students by creating a brain based online learning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for many students wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based online learning environment will inform the reader of ways to foster successful learning communities to most effectively meet the diverse needs of the students it serves.

The use/non-use of ne in the spoken French of university-level learners of French as a second language in the Canadian context

2010 ◽  
Vol 20 (3) ◽  
pp. 289-311 ◽  
Author(s):  
KATHERINE REHNER
Keyword(s):  
High School ◽  
Second Language ◽  
Undergraduate Studies ◽  
Canadian Context ◽  
University Level ◽  
The University ◽  
The Impact

ABSTRACTThis paper presents the results of a sociolinguistic analysis of ne use/non-use in the spoken French of learners of French as a second language enrolled in their first or fourth year of undergraduate studies in a bilingual university in Ontario, Canada. Specifically, it examines the impact of various linguistic and extra-linguistic factors on the students’ use of the variants and compares the patterns found to previous research on ne use/non-use among Ontario high school FSL learners and on other sociolinguistic variables in the speech of the same university FSL learners under study here. The paper concludes that while many of the same influences are at work in the speech of both the university and high school learners, the precise influences appear to be modified with continued study and that many of these patterns are similar across variables within the university FSL learners’ speech.

scholarly journals The Production of Key Chain Kaugaci (Keychain Cardboard) As A Development Effort Of Psychomotor Skills In Higher Education

2018 ◽  
Vol 6 (03) ◽  
Author(s):  
Rully Putri Nirmala Puji ◽  
Abu Tholib ◽  
Beki Febri Kuswanto ◽  
Muhammad Reza Firmansyah ◽  
Achmad Syamsul
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Skills Development ◽  
Development Effort ◽  
Psychomotor Skills ◽  
High Effectiveness ◽  
Demographic Profiles ◽  
University Level ◽  
The University ◽  
Used Goods

Creativity is one of indicators in assessing learners’ competence and personality. Innovation skill and capability are expected to be developed continuously by learners in their learning environment. KAUGACI production was a keychain product by utilizing used goods in the form of cardboard, and it was developed by students of history education of Jember University. This research aims to assess the effectiveness of products in improving students’ psychomotor skills in the university level. 100 respondents with demographic profiles based on gender and entrepreneurial experience were taken as the research participants. The findings showed that KAUGACI products had high effectiveness and productivity that gave impact to the students’ skills development.

scholarly journals Show Them How, but Don’t Intrude: Autonomy Support Promotes EFL Classroom Attendance and Achievement, Teacher Control Hinders It

2020 ◽  
Vol 44 (3) ◽  
pp. 3
Author(s):  
W. L. Quint Oga-Baldwin
Keyword(s):  
Learning Environment ◽  
Autonomy Support ◽  
Tertiary Education ◽  
Teaching Styles ◽  
Education Students ◽  
University Teachers ◽  
Teacher Control ◽  
Course Grades ◽  
University Level ◽  
The University

Moving from secondary to tertiary education, students in Japan often need extra support to become accustomed to the more autonomous learning environment of university. In order to document the influence university teachers may have on this process, I investigated how teachers support or thwart students’ autonomy, and the effects of these practices on attendance and achievement. 250 students from 4 universities completed surveys on their instructors’ teaching styles. Students who perceived more support from their teachers showed higher attendance and achievement, while students who perceived more intrusive teaching had lower attendance and course grades. Implications for teaching at the university level are discussed. 中等教育から高等教育へ移る中で、学生は、より自律した学習環境に慣れる為のサポートがしばしば必要になる。この論文では、大学教員の学生に対する自律の支援または自律へのお節介な介入が出席率や学習達成度に及ぼす影響を検討するため、四校の大学から250名の学生を調査し、教員による自律への支援・介入の授業スタイルについてアンケートを実施した。アンケートの結果、自律支援が学生の出席率と学習達成度を高める一方、自律への介入を感じた学生は出席率と学習達成度が低くなったことがわかった。この調査結果がもたらす高等教育現場への影響を論じる。

scholarly journals Japanese Learners’ Consciousness Toward English: When Do They Begin to Like or Dislike English?

2018 ◽  
Vol 42 (4) ◽  
pp. 19
Author(s):  
Sumie Matsuno
Keyword(s):  
High School ◽  
Junior High School ◽  
First Grade ◽  
English Grammar ◽  
Qualitative Survey ◽  
Motivation For Learning ◽  
University Level ◽  
Japanese Learners ◽  
The University ◽  
Learning English

This paper provides a review of research addressing when students begin to like or dislike English, when they obtain or lose their motivation for learning English, and the reasons associated with their preferences and motivation regarding the language. It also includes a discussion of the findings of a qualitative survey conducted by the author, which indicates that the first and the second grades of junior high school are probably serious turning points of their consciousness toward English. The second biggest turning point is probably the first half of the first grade of high school. Once they have difficulty in learning English and begin to hate English, their feelings continue, even at the university level. The reasons for students’ dislike of English are often related to their difficulty with the language. For example, studying English is to memorize sentences and words, and learning English grammar is very difficult. 本論では、生徒が英語を好きになり始めたり嫌いになり始める時期やその動機、理由について過去の研究結果を調査している。また40名の大学1年生を対象にした質的調査を行った結果を述べている。この質的調査の結果はこれまでの研究結果を裏付けるもので、まず中学1年と2年の時期、次に高校1年の前半の時期が、英語に対する意識の最も重要なターニングポイントであることがわかった。また一度嫌いになるとその気持ちは大学生になっても続く傾向にある。嫌いになる要因としては英文や英単語の暗記、文法の難しさがあげられる。

scholarly journals RELATIONSHIP BETWEEN LEARNING ENVIRONMENT AND PERFORMANCE OF STUDENTS AT UNIVERSITY LEVEL

2021 ◽  
Vol 9 (3) ◽  
pp. 877-844
Author(s):  
Maryam Munir ◽  
Muhammad Shabbir Ali ◽  
Asif Iqbal ◽  
Muhammad Faisal Farid ◽  
Muhammad Siddique
Keyword(s):  
Learning Environment ◽  
Urban Areas ◽  
Female Students ◽  
Rural Students ◽  
Study Population ◽  
Insignificant Difference ◽  
University Level ◽  
And Performance ◽  
The University ◽  
Relationship Of

Purpose of the study: The objectives were to investigate and correlate the learning environment of students and the performance of students at the university level. Methodology: The study was descriptive. The study population consisted of the students currently studying at GC Women University Faisalabad. The data were computed using descriptive as well as inferential statistics. The self-developed instrument, Learning Environment and Performance Survey [LEPS], was used. Main Findings: When the learning environment improves the performance of the students also increases strongly. The result showed the weak positive relationship of the learning environment with the performance of urban areas students. On the other hand, there were strong positive relationships of the learning environment with the performance of rural students. Applications of this study: The study may be applied to investigate and improve the students' learning environment. Novelty/Originality of this study: The female students had a better learning environment and significantly improved their achievement scores. Rural students had an insignificant difference in their learning environment and performance.

Game On! Teaching Foreign Language Online

2014 ◽  
pp. 208-226
Author(s):  
Kim Carter-Cram
Keyword(s):  
Second Language ◽  
Management System ◽  
Teaching And Learning ◽  
Language Instruction ◽  
Target Language ◽  
Second Language Instruction ◽  
Successful Development ◽  
University Level ◽  
The University ◽  
Learning Language

This case discusses the development and delivery of a course designed to teach elementary French at the university level in a fully online environment. Included in the discussion are issues related to the problematics of creating an interactive locus where effective communication in the target language can take place both between the instructor and the student and between students. The study examines attitudes about teaching (and learning) language online, how the textbook industry has attempted (or not) to deal with the advent of more online second language instruction, and how advances in tools available to instructors in the Learning Management System can both help and hinder the successful development and deployment of a course in second language instruction. Also examined here are questions of student motivation and retention, and proposed solutions to both problems via innovative quest-based gamification of course lessons and materials.

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