scholarly journals Motivation and E-Learning English as a foreign language: A qualitative study

Heliyon ◽  
2019 ◽  
Vol 5 (9) ◽  
pp. e02394 ◽  
Author(s):  
Fredy Geovanni Escobar Fandiño ◽  
Luz Dary Muñoz ◽  
Angela Juliette Silva Velandia
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
E Learning ◽  
Learning English

scholarly journals importance of speaking in English as a foreign language between skillful and thoughtful competencies: studying sociolinguistics perspectives

2021 ◽  
Vol 5 (S1) ◽  
pp. 113-124
Author(s):  
Sudarmo Sudarmo
Keyword(s):  
Data Collection ◽  
Qualitative Study ◽  
Foreign Language ◽  
Language Skills ◽  
Google Scholar ◽  
Coding System ◽  
Journal Publications ◽  
The Relationship ◽  
Learning English ◽  
Descriptive Qualitative

Speaking in a foreign language requires competence in the language skills itself and mindfulness so that the content of the speech is easier to reach and by the interlocutor. To understand the relationship between skillful and thoughtful in speaking English, we conducted a series of data collection with the help of an electronic engine based on Google Scholar data. We target these data in several international journal publications that discuss these two variables. After the data has been collected, it is then analyzed by involving a coding system and in-depth evaluation under a descriptive qualitative study. Before drawing data conclusions, we ensure that the data results meet reasonable and reliable standards. Based on the discussion of the findings, we can conclude that speaking in English as a foreign language requires skillful and thoughtful competence so that the interlocutor can easily understand the contents of the conversation. Thus, this finding should be a meaningful input for many parties in learning English.

scholarly journals STUDENTS’ PERCEPTIONS OF MOTIVATIONAL TEACHING STRATEGIES IN ENGLISH AS FOREIGN LANGUAGE (EFL) CLASSROOM

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Wirentake Wirentake
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Social Comparison ◽  
Teaching Strategies ◽  
Good Relationship ◽  
English As Foreign Language ◽  
English Speaking ◽  
The Common ◽  
Learning English ◽  
Descriptive Qualitative

This study was aimed at investigating students’ perception of motivational teaching strategies in English as Foreign Language (EFL) classroom, specifically on what motivational teaching strategies do students consider important and what are their reasons of considering the strategies as important. This study was a descriptive qualitative study. The instruments employed were questionnaire and interview. Based on the findings, the motivational teaching strategies considered most important are: (1) establish good relationship with students; (2) teachers should bring humors into the classroom; (3) teachers should show their enthusiasm for teaching; (4) teachers should show students that they care about them; (5) teachers should give clear instruction about how to carry a task; (6) teachers should make sure that grades reflect students achievement and effort; (7) teachers should invite English-speaking foreigners to class; (8) teachers should use a short and interesting opening activity to start each class; (9) teachers should avoid social comparison and (10) teachers should be themselves in front of students. In addition, one of the common reasons of why students considered those motivational teaching strategies as important was because they believed that those strategies are able to boost their motivation in learning English if it is implemented by their teachers.

scholarly journals The Challenges and Prospects of Using E-learning among EFL Students in Bisha University

2020 ◽  
Author(s):  
Mohammed Mohammed Nasser Hassan Ja'ashan
Keyword(s):  
Foreign Language ◽  
Learning System ◽  
Teaching Staff ◽  
English Department ◽  
Study Results ◽  
Teachers And Students ◽  
E Learning ◽  
Efl Students ◽  
Males And Females ◽  
Learning English

This study attempts to find out the challenges students' face in learning English as a foreign language when using E-learning system at University of Bisha. It also investigates whether using E-learning is beneficial to EFL students in their learning English to the degree anticipated. There are many challenges face both teachers and students during use E-learning. These challenges include academic, technological; and administrative challenges. The study sample included 36 teaching staff and 261 EFL students at University of Bisha - English department. To collect data required, the researcher developed questionnaires that consist of three domains for both teaching staff and students separately. The study results show that there are no significant differences between EFL students (males and females) of E-learning activities. Therefore, it argued that all domains of teaching staff and students' challenges could not predict academic achievement. The findings reveal that some factors such as academic, administrative, and technical challenges regarding E-learning were the main challenges of E-learning at University of Bisha. The results also show that students aware of the benefits of using E-learning. They perceive themselves as having a highly positive attitude towards E-learning in English. However, the main advantage can be used anywhere, anytime, and the E-learning system can adapt to the aims of improving communication and enriching students' learning experiences

scholarly journals Differences Between Native English-Speaking Teachers and Their Non-Native Counterparts When Evaluating Pronunciation

2020 ◽  
Vol 22 (1) ◽  
pp. 29-41
Author(s):  
Mauricio Arcaya
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Teachers ◽  
Small Scale ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Way ◽  
Learning English

This article is a small-scale qualitative study whose objective was to identify differences between the way in which native English teachers and their non-native Chilean counterparts assess pronunciation. To achieve this, teachers from both groups were asked to assess the same material produced by two students of English pedagogy in a Chilean university. The results show that native English teachers rate students higher than their non-native colleagues. This is apparently due not only to differences in training but also the differences in the processes of acquisition. The outcome of this research concerns anyone interested in teaching and learning English as a second/foreign language.

scholarly journals Implementation Of Self-Regulated Learning Model In E-Learning English Writing

2019 ◽  
Vol 8 (5C) ◽  
pp. 1450-1455
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Learning Model ◽  
English Writing ◽  
Self Regulated Learning ◽  
Foreign Language Learners ◽  
Regulated Learning ◽  
E Learning ◽  
Learning English

This Academic article discusses the implementation of self-regulated learning model in e- learning English Writing, especially on enriching writing skill. This study uses a qualitative method. The discussion of this article uses many points of views of self-regulated model learners, such as Albert Bandura, Barry Zimmerman, Anananita Bramuci, Popa Daniela, and Ernesto Panadero. According to the authors' interpretation, the discussion shows several results. (1) English writing skills require serious effort and practice in formulating, developing and analyzing ideas, especially for second / foreign language learners. (2) The understanding of English language grammar and vocabulary is indispensable for second / foreign language learners. (3) The self-regulated learning model can increase the learning motivation because this model encourages students to acquire knowledge and skills on their own voluntarily; and (4) learners who have high self-regulated learning, will have good learning outcomes as well.

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