scholarly journals Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment

System ◽  
2022 ◽  
pp. 102720
Author(s):  
Hyangeun Ji ◽  
Soyeon Park ◽  
Hye Won Shin
Keyword(s):  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Second Language Learning ◽  
Synchronous Online

scholarly journals A Study of the Difficulties in Learning of English Faced by Hindi and Urdu Speaking Students in India and Indian Expatriates in Saudi Arabia

2016 ◽  
Vol 8 (4) ◽  
pp. 29
Author(s):  
Qudsia Iqbal Hashmi
Keyword(s):  
Saudi Arabia ◽  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Learning Process ◽  
Second Language Learning ◽  
Learning Difficulties ◽  
English Learning ◽  
Statistical Inferences ◽  
Better Than

Main aim of the study was to explore and analyze the learning difficulties faced by Hindi and Urdu speaking-students in India and Indian expatriates in Saudi Arabia. It is generally felt that learning of English varies in different context. Learners having background of Urdu, Hindi differ on account of learning achievements. Similarly those who enjoy more English learning environment may perform better than their counterparts. In order to carry out the study, three types of subjects were purpose. The study, though was descriptive-qualitative in nature, quantification was used to arrive at statistical inferences. The results indicated that most of the learner’s problems arose due to L1 interference on second language learning process.

The Language Learner's Environment as a Resource for Linguistic Input? A Review of Theory and Research

1994 ◽  
Vol 105-106 ◽  
pp. 69-116 ◽  
Author(s):  
Teresa Pica
Keyword(s):  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Learning Environments ◽  
Second Language Learning ◽  
Linguistic Input

Abstract This article reviews theory and research on the second language learning environment as a source of input to learners and the contributions made by speakers in learners' environment to their input needs and requirements. Discussion centers on connections between the formal and interactional properties of input which have been identified in research on learners and learning environments and theoretical claims about their contributions to second language learning.

scholarly journals Inclusion in French Immersion in Canada: One Parent’s Perspective

2009 ◽  
Vol 19 (2) ◽  
Author(s):  
Callie Mady ◽  
Katy Arnett
Keyword(s):  
Learning Disabilities ◽  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Differentiated Instruction ◽  
Second Language Learning ◽  
French Immersion ◽  
Learning Context ◽  
Two Systems ◽  
The Status

Through an examination of one mother’s journals about her son’s academic struggles to navigate the French immersion (FI) program in Canada, this article explores the tensions that exist when the construct of “inclusion” is juxtaposed against that particular second language-learning context. The analysis of the mother’s journals revealed three distinct stress points between the two systems: the conflict between the diagnostic policies/procedures for learning disabilities and the ideals of inclusion, the “status” often accorded to FI and how that has naturally inhibited inclusion, and the limitations of the research on struggling students in FI. This article argues that in this age of celebrated learner diversity and calls for corresponding differentiated instruction, these stress points must be addressed in order for FI to foster a learning environment that is accessible and beneficial to all.

scholarly journals A Brief Analysis on Vocabulary Learning Strategies in Second Language

Humaniora ◽  
2013 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Temmy Temmy
Keyword(s):  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
Vocabulary Learning ◽  
Target Language ◽  
Proficiency Level ◽  
Vocabulary Learning Strategies ◽  
Practical Guidance

This article tries to explore the usage of vocabulary learning strategies in second language learning on students with different background. It attempts to elicit useful ideas and gives a practical guidance in learning Chinese as a second language. This work explains how learning environment, cultural background and proficiency level can highly affect the choice of learning strategies. And even though students are learning different languages, there are similarities in their choice of strategies during the process of acquiring the target language.     

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