Affective aspects of student authoring for foreign language learning

ReCALL ◽  
2000 ◽  
Vol 12 (2) ◽  
pp. 129-142 ◽  
Author(s):  
OFELIA R. NIKOLOVA
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Foreign Language Learning ◽  
Control Subjects ◽  
Level Of Satisfaction ◽  
Experimental Subjects ◽  
High Level ◽  
Experimental Group

This study compares the attitude toward instruction of two groups of participants: control subjects who used a multimedia instructional module for French created by the researcher, and experimental subjects who created their own module. Quantitative data did not yield statistically significant differences in their attitudes. In the light of additional qualitative data, possible reasons for this result are discussed: high level of satisfaction with the novelty of instruction for both groups; computer problems, lack of adequate orientation, lack of real outlet for the module and difficulty of the texts for the experimental group. Included are conclusions and recommendations for further research.

CONTENT AND LANGUAGE INTEGRATED LEARNING IN FOREIGN LANGUAGE TO STUDENTS OF NON-LINGUISTIC SPECIALTIES: ADVANTAGES AND PROBLEMS OF IMPLEMENTATION

2021 ◽  
pp. 44-51
Author(s):  
А.И. Дубских
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Professional Competence ◽  
Rapid Development ◽  
Foreign Language Learning ◽  
Integrated Learning ◽  
Skill Levels ◽  
The Impact ◽  
Experimental Group

Стремительное развитие информационно-коммуникационных технологий, расширение международных связей в области экономики, науки, культуры и образования сделало владение иностранным языком одним из ключевых компонентов профессиональной компетентности специалиста. Иностранный язык в вузе превращается из просто дисциплины в инструмент получения профессиональной информации. Предметно-языковое интегрированное обучение (Content and Language Integrated Learning - CLIL) представляет один из целесообразных способов, позволяющих успешно устанавливать связи между профилирующими дисциплинами, а также осуществлять эффективную подготовку будущего специалиста к ведению профессионального общения с коллегами на иностранном языке, что и определяет актуальность нашей работы. В статье описываются принципы предметно-языкового интегрированного обучения, его преимущества и проблемы использования в учебном процессе. Цель статьи - определить влияние CLIL на улучшение изучения учащимися лексики и выяснить, есть ли разница между прогрессом студентов, применявших CLIL на занятиях, и теми, кто опирался на традиционные методы. Для проведения исследования были отобраны студенты, которые прошли обучение в экспериментальной и контрольной группах. Студенты экспериментальной группы активно использовали методы CLIL. Результаты показали, что студенты экспериментальной группы демонстрируют более высокий уровень квалификации и более высокую коммуникативную компетентность, чем их сверстники. Однако в процессе использования методики CLIL и преподаватели, и учащиеся столкнулись с рядом трудностей. Тем не менее автор приходит к выводу, что у CLIL есть потенциал для лучшего понимания профессионального контента при изучении иностранного языка. Полученными выводами могут воспользоваться преподаватели, методисты, исследователи, разработчики образовательных программ. The rapid development of information and communication technologies, the expansion of international ties in the field of economy, science, culture and education have made foreign language knowledge one of the key components in a specialist’s professional competence. Foreign language in the university is transformed from simply discipline into a tool for obtaining professional information. Content and Language Integrated Learning (CLIL) is one of the most expedient ways to successfully establish links between majoring disciplines, as well as effectively prepare a future specialist to conduct professional communication with colleagues in a foreign language, which determines the relevance of our work. The article describes the principles of students’ Content and Language Integrated Learning, their advantages and problems of implementation. The purpose of the article is to determine the impact of CLIL on improving students’ study of vocabulary and to find out if there is a difference between the progress in students’ using CLIL in classes and those who have relied on traditional methods. The study selected students who were trained in experimental and control groups. Students in the experimental group actively used CLIL methods. The results showed that students in this experimental group demonstrate higher skill levels and higher communicative competence than their peers. However, in the process of using the CLIL methodology, both teachers and students faced a number of difficulties. The author concludes that CLIL has the potential to better understand professional content through foreign language learning. These results can be used by teachers, methodologists, researchers, and developers of educational programs.

scholarly journals THE USE OF MULTIMEDIA LINGUISTIC LABORATORIES IN FOREIGN LANGUAGE LEARNING (THE CASE STUDY OF «TRANSLATION» SPECIALTY)

2019 ◽  
Vol 74 (6) ◽  
pp. 201-211
Author(s):  
Володимир Миколайович Манько ◽  
Людмила Іванівна Хіценко
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Computer Software ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Advantages And Disadvantages ◽  
The Future ◽  
Computer Classrooms ◽  
High Level

The research is devoted to the experimental verification of the effectiveness of multimedia language laboratories in foreign language learning (on the example of the specialty «Translation»). The study represents the capabilities of multimedia language laboratories in the foreign language learning and the advantages and disadvantages of their use. The article discusses the concepts of “multimedia technologies” as digital delivery of content using more than one medium which influences several perception channels of information, and “multimedia linguistic laboratories” as computer classrooms equipped with E-Presenter, multimedia projector, interactive whiteboard and peripheral equipment. Multimedia presentations, electronic studies manuals and Internet access are used to provide the future interpreters with necessary knowledge for doing translation. Modern multifunctional computer software gives the future interpreters the opportunity to form the competence in listening. The use of Skype and Viber helps to develop communicative skills providing communication and cultural interaction with native speakers. MLL’s software and hardware complex provides teachers with a powerful toolkit that helps to create, edit and save tests, conduct tests and collect results, quickly assess and comment on the answers. The statistical calculations confirmed that the implementation of multimedia technology in the educational process, the correct and systematic use of MLL in the foreign language learning, can not only diversify learning process, but also help the future interpreters to achieve a high level of the foreign language competence. The use of MLL revealed a number of methodological advantages over traditional ways of teaching. The authors see the prospects for further research in the creation of appropriate pedagogical conditions for implementing information and communication technologies in the process of training future interpreters.

scholarly journals Graduate Students’ Proficiency Strategy Attitutes on Autonomous Learning in Foreign Language Learning

2018 ◽  
Vol 11 (7) ◽  
pp. 142
Author(s):  
Halil Küçükler
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Foreign Language Learning ◽  
Autonomous Learning ◽  
Perceptual Learning Style ◽  
Medium Level ◽  
High Level

The aim of the study is to investigate the strategy attitudes of graduate students’ proficiency attitudes on autonomous learning in foreign language learning. This survey was conducted in Balıkesir University in academic years of of 2014-2015. The survey analyses graduate (Master of Arts) students’ foreign language learning styles and strategies to find out to what extent they are autonomous. Two kinds of questionnaires were administered. The first one was learner autonomy survey questionnaire developed by Zhang and Li (2004), which was administered to investigate how autonomous the participants were in learning English as a foreign language. The second one was the perceptual learning style preference questionnaire (PLSPQ) developed by Reid (1987). The two questionnaires were administered to 600 graduate students enrolled in the Institutions of Social Sciences and the Institution of Health at Balıkesir University in the academic years of 2014-2015. Only 504 graduate students responded the questionnaires. Then it was announced that there would be two types of English YDS preparation courses for the participants enrolled at Balıkesir University, Institute of M.A programs. 30 participants applied to join the courses. The participants are assigned to two groups, as instructed and non-instructed on voluntary bases. The results of data analysis showed that most of the participants preferred to learn English in class. But few students believed that they would be successful by self-study. The learners did not use strategies in high level but they used them in medium level.

Utilizing WhatsApp Messenger to Enhance Listening Skills of Civil Engineering Degree Students in Mandarin Courses at UiTM Penang Branch

2021 ◽  
Vol 5 (1) ◽  
pp. 51-60
Author(s):  
Foo Terng Hoe ◽  
◽  
Teck Heng Lim ◽  
Boon Yih Mah ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Test Scores ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
Listening Skills ◽  
Instructional Tool ◽  
Significant Difference ◽  
Experimental Group

Listening skills are important skills that need to be mastered by foreign language learners. Listening skills have, however, often been neglected in the teaching and learning process. This study aims to investigate the effectiveness of using WhatsApp messenger as an instructional tool in enhancing listening skills. This experimental research employs the two-group pre-test post-test design. Two groups of 30 students who enrolled in the Introductory Mandarin course in one of the public universities in Malaysia took part in the study. During the study, the experimental group of 30 students underwent listening drills and exercises using WhatsApp messenger as the treatment, while another 30 students in the control group were taught by another lecturer using the conventional method of teaching listening skills. Listening test scores of before and after the treatment were compared and analyzed using Independent Samples t-Test to identify the significant level of the difference between the scores of these two groups. The findings show no significant difference in the listening pre-test scores between both control and experimental groups. However, after the treatment, the listening scores of the experimental group students are significantly better than that of the control group students. These results indicate that WhatsApp messenger is a useful instructional tool to teach listening skills in foreign language. The findings of this study could be used as a reference for further development of WhatsApp messenger as an instructional tool to enhance listening skills, overcome the constraints on teaching time, and improve the pedagogy as well as the instructions of foreign language learning.

Getting Cinema into the Saudi EFL Classroom: Catering to Changing Learner Needs

2021 ◽  
Vol 7 (5) ◽  
pp. 3826-3843
Author(s):  
Arif Ahmed Mohammed Hassan Al-Ahdal ◽  
Addullah H. A. Alfauzan ◽  
Nasser Mohammed Saleh Al-Sa’egh
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Learning Context ◽  
Pilot Studies ◽  
Efl Learners ◽  
Feature Films ◽  
Experimental Group

Objectives: The language proficiency of English as a foreign language (EFL, henceforth) learners at Qassim University is currently below the expected standards. Even with pedagogical innovations taking the place of conventional methods in the classrooms, and feature films being increasingly used as authentic language exposure, the inclusion of feature films for teaching English is not welcomed in Saudi Arabia though English films are quite popular with the EFL learners in other parts of the globe. Pilot studies, before the current research, demonstrated positive outcomes with using feature films in the EFL classrooms, the results of which prompted this study. The current study discusses the implications of using films in language teaching, using questionnaires for collecting data from students and teachers of English at Qassim University, Saudi Arabia. The study spanned twelve weeks, during which time, an intervention was administered to the experimental group. At the end of the 12 weeks, the participants in the experimental group reported an increased communicative proficiency and engagement in the lessons when the teacher used films. The analysis of the students’ responses proved that the use of film-based language teaching is an effective and authentic means of language training. With enhanced communicative competence, EFL learners felt naturally confident to speak in English in real-world language situations. The results of the study would be beneficial to the EFL students, EFL teachers, schools, curriculum developers, and governments especially in terms of improved EFL instructions and improved economy, not only in Arabian but any foreign language learning context.

scholarly journals Maintaining and Supporting Seniors’ Wellbeing through Foreign Language Learning: Psycholinguistics of Second Language Acquisition in Older Age

2020 ◽  
Vol 17 (21) ◽  
pp. 8038
Author(s):  
Marcel Pikhart ◽  
Blanka Klimova
Keyword(s):  
Second Language ◽  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
Control Groups ◽  
Young Control ◽  
Experimental Group ◽  
Elderly Control

This study concerns aspects of positive psychology connected to foreign language learning (FLL) in an older healthy generation. The positive psychology perspective stresses the positive aspects of improved wellbeing in participants who engage in various activities, particularly mental and brain-training practices. Therefore, the aim of this study was to explore older people’s subjective feelings connected to their FLL as one of the crucial ways to improve their quality of life (QoL). The objective of the research was to determine the subjective satisfaction level of the participants of a second language (L2) acquisition course. The research sample (experimental group) consisted of 105 respondents who were Czech citizens and 55+ years old. Two control groups were set up. The first (young control) consisted of 102 young adults (university students), also Czech citizens, aged between 19 and 23 years. The second control group (elderly control) consisted of 102 subjects older than 55 years, similar in age to the experimental group. A standardized online questionnaire survey was the principal research method, identical both for the experimental and control groups. The findings clearly showed that language training significantly improved the subjective positive feelings and wellbeing of the older participants, regardless of their objective progress in FLL itself. These results stood in opposition to the young control group and were different from the elderly control group. The results revealed that FLL is an effective tool for enhancing the overall wellbeing of older people, which was shown in their expression of their feelings of happiness, satisfaction, and positive motivation to learn an L2. In addition, FLL objectively affected their mental health in a positive way and expanded their social networks. Moreover, FLL was a meaningful activity for them, despite the weak objective learning outcomes due to the decline of cognitive functions, helping them find their general purpose of life, as well as life motivation as expressed in the survey. These findings are crucial, as it has already been proven that wellbeing is directly connected with good health and longevity. Therefore, national governments and all stakeholders dealing with the present issue of the aging population should pay undivided attention to the enhancement of older people’s wellbeing by all possible intervention approaches, including FLL. There is limited research into the issue and the findings of this investigation could be an impetus for further research into the topic from the perspectives of cognitive science, psychology, and psycholinguistics.

scholarly journals Investigating Foreign Language Speaking Anxiety among the Kurdish EFL Students: A Case Study at a Public University

2021 ◽  
Vol 60 (1) ◽  
pp. 77-92
Author(s):  
Rawezh Mohammed Ibrahim ◽  
Latif Yahya Hamad
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Structured Interview ◽  
Negative Evaluation ◽  
First Year Students ◽  
Speaking Anxiety ◽  
English Classes ◽  
Efl Students

In the English as a Foreign Language EFL contexts from different settings, the issue of language learning anxiety has been extensively studies and investigated. However, in the Kurdish settings a few studies carried out about this issue, specially about speaking anxiety in English classes. Therefore, the aim of the present study is to investigate the level, major factor of foreign language speaking anxiety among the Kurdish EFL students and the students’ perspectives about foreign language speaking anxiety in the context of a university in Kurdistan. For achieving the study purpose, first year students (N=91) from English Department at a state university participated. The data regarding the level of EFL speaking anxiety gathered through administering a questionnaire (Foreign Language Anxiety Classroom Scale FLCAS) by (Horwitz et al. 1986), as well as through a semi-structured interview with the participants (N=18). The quantitative data were analyzed through descriptive statistics by using the SPSS software program (version 25), and the qualitative data were analyzed by content analysis. The results of the quantitative data illustrated that the students experienced a moderate level of EFL speaking anxiety, and the qualitative data confirmed the results whilst the participants perceived speaking as the most anxiety provoking factor. It was also found that fear of making mistakes, fear of negative evaluation, fear of speaking in front of others and immediate questions were as the major causes of the students’ speaking anxiety. This research contributes to the literature as it is the first to target FL speaking anxiety among Kurdish freshmen EFL learners.

scholarly journals ACADEMIC ENVIRONMENT AND PHD-STUDENTS’ ENGLISH LANGUAGE COMMUNICATIVE COMPETENCIES

2020 ◽  
Vol 97 (4) ◽  
pp. 45-54
Author(s):  
В. І. Гарапко
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Language Learning ◽  
Graduate Education ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Education ◽  
Academic Environment ◽  
Post Graduate ◽  
High Level

The high level of personal involvement required by the foreign language learning process is even more difficult for our universities, where the demands of the academic environment are so high that not all graduate students acquire the necessary competencies to meet these requirements. The purpose of the article is to explore the background for acquiring foreign language competence in the academic environment and to obtain the necessary information necessary for further research. The research methodology is based mainly on theoretical methods, such as analysis of scientific papers and publications to identify the main problems of the article. The classification method is used to classify the main points of view on the selected problem. The broader goal of language education is independent communication in a foreign language, which is based on the premise that language skills learned in classrooms are easy to transfer to real situations, and that graduate students will gain the necessary experience at the end of the language program. But this is not the case, and the practical results of the acquired skills of communication in a foreign language almost always do not meet the language expectations of the applicants. The current state of educational services indicates a significant increase in the need for high-quality post-graduate education, which will provide the applicant with relevant competencies relevant to the academic environment. Today the aim of post-graduate education is not only the growth of usage of lexical and grammar materials in the training of a competent specialist. In theory, post-graduate education established the imperative of the competence-based approach, while practically communicative competencies aren't directed to the process of inclusion of PhD students in professional culture are underestimated and incomplete extent implemented by them in the academic educational environment.

scholarly journals Fostering Tertiary Student Professional Mobility Skills via Convergence of the Professional Training and Foreign Language Learning

2021 ◽  
Vol 10 (4) ◽  
pp. 1919-1936
Author(s):  
Valentyna I. ◽  
Elvira V. ◽  
Tetiana S. ◽  
Larysa H. ◽  
Olena O.
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Professional Training ◽  
Foreign Language Learning ◽  
Professional Mobility ◽  
Foreign Language Proficiency ◽  
Professional Field ◽  
Mobility Skills ◽  
Experimental Group

<p style="text-align: justify;">The purpose of the study was to identify how the instructional model that converges professional training and foreign language learning can influence the students’ professional mobility and students’ readiness to build their careers. The study used the methods of a quantitative kind for the evaluation study and descriptive research. The variables for the study were as follows: levels of student professional mobility skills proficiency that included students’ competence in their professional field, foreign language proficiency, students’ networking skills, personality qualities, and sampled students’ satisfaction with the reshaped course. The field phase of the study found that the Erasmus and Work-and-Travel programmes contributed to the former students’ adaptability and flexibility, the experience of work abroad, and practical specialism-related experience gained during study. The students developed their abilities to project a positive social image, ability to build and maintain relationships, foreign language proficiency, proficiency in presenting and negotiating, and theoretical knowledge. The English Language-delivered Professional Mobility course brought shifts in the levels of students’ professional mobility skills. The experimental group students reported that they improved their competence in their professional field, foreign language proficiency, networking skills, and personality qualities. The experimental group students’ judgements concerning the quality of the course were complimentary.</p>

The Reciprocal Effects of Both Responsibility and Motivation in Foreign Language Learning Process: a Comparative Study

2016 ◽  
Vol 4 (1) ◽  
pp. 138
Author(s):  
Lokman Coşkun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Personal Responsibility ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Secondary Data ◽  
Self Control ◽  
Reciprocal Relations ◽  
High Level

This study aims to analyze the significance of personal responsibility and its positive benefits and also its relations with motivation in foreign language learning environment. Particularly, responsibility enhances motivation and benefits from values and capabilities, since they are considered as central to what it means to learn in the life. In accordance with it, each individual has freedom how to consider his/her choices, behaviors, and actions in the life as well. The study on personal responsibilities and motivation were taken into account to demonstrate how these two features of foreign language learning process can help students take control of their own learning in order to become self-regulated learners. In this regard, self-regulated learning/learner (SRL) model based on social cognitive, cyclical, triadic, and multi-level models by Zimmerman (2001, 2002, 2008, 2011 - 2013) shed lights to explain the details of this article in terms of foreign language learning and the benefits of those models were added in the conclusion. The features of personal responsibility, motivation, cognition, and individual differences (capabilities) were presented in details in order to find out their reciprocal relations, which cause positive outcomes in learning process. Instructional approach was used to compare both responsibility - motivation also their reciprocal relations. As limitation, the study does not include any questionnaire and interview, only the first data, secondary data and the researcher’s individual views were used to explain the study. The study reveals that responsibility not only makes the ways for high level motivation also creates a positive atmosphere for both instructors and students in terms of fruitful outcomes. Actually, responsibilities cause the particular person to benefit from his/her available abilities through self-control and self-regulation.

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