Learner perceptions and experiences of pride in second language education

2016 ◽  
Vol 39 (3) ◽  
pp. 272-291 ◽  
Author(s):  
Andrew S. Ross ◽  
Elke Stracke
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Positive Emotions ◽  
English Language ◽  
Learning Experience ◽  
Critical Role ◽  
Language Education ◽  
Language Learner

Within applied linguistics, understanding of motivation and cognition has benefitted from substantial attention for decades, but the attention received by language learner emotions has not been comparable until recently when interest in emotions and the role they can play in language learning has increased. Emotions are at the core of human experience, so a greater understanding of their impact on language learners is critical. In particular, the role and impact of positive emotions on learners and their learning experience has been overlooked in favour of a focus on issues of confidence and anxiety. One particular positive emotion that has a meaningful connection with the learning experience is that of pride. Drawing on qualitative interview data from tertiary English language learners in Australian universities, this article singles out pride as a means of confirming the critical role of positive emotions in language learning. The interviews revealed that pride had a significant impact on the experiences of learners. It was also discovered that within the notion of pride there exists a degree of dimensionality. Pride is felt in communicative contexts whereas a feeling of ‘non-pride’ can occur in learning contexts. The article also presents implications arising from the study concerning the place of emotions in language teaching and learning.

scholarly journals Olowalu Review: Developing identity through translanguaging in a multilingual literary magazine

2016 ◽  
Vol 18 (2) ◽  
pp. 109
Author(s):  
Alex Josef Kasula
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Education ◽  
Language Learner ◽  
Language Teachers ◽  
English Only ◽  
Literary Magazine ◽  
Learning Policies

With the current trends in our globalized society, there is a clear increase in multilinguals rise; however, the understanding of multilingual identity and policy towards education stays relatively the same. Recent investigation in multilingualism in the US has shed light on the positive impacts of alternating policy in language education with regard to a greater understanding in how translanguaging and identity impact the language learner and language learning policies (Garcia & Wei, 2013). The following article describes the development of an online multilingual literary magazine, Olowalu Review, that aimed to provide English language learners in an English-only language policy a space to translanguage. Thus, having the opportunity to develop and express their multilingual identities. Goals and the development of the magazine are described in terms relating to current multilingual theory. While the outcomes and findings reveal how Olowalu Review enabled multilinguals to foster and exercise multilingual identities and skills, raise multilingual awareness, and act as an important multilingual artifact through an analysis of written submissions and interviews with authors. Pedagogical implications are discussed to empower language teachers, learners, or artists to develop the same or similar project for their own local, national, or global community. 

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context

2021 ◽  
Vol 14 (11) ◽  
pp. 108
Author(s):  
Sultan H. Alharbi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Learning Difficulties ◽  
English Language Proficiency ◽  
Point Of View ◽  
Language Learner ◽  
Language Courses

The term ‘struggling language learner’ is one that is usually ascribed to students who are trying, without much success to master the English language in an academic setting. As a case study, this study was carried out to gain insights into the ‘struggles’ of the struggling English as a foreign language (EFL) learners. Ten students were selected from those with the 20th least percentile in their English language courses. Observation of and discussion with these categories of learners revealed that many language learners had a point at which they began to take learning English language more seriously. In such positive or negative situations, their language learning journey improved therefrom. The findings showed that 80% of the participants believed that their English language proficiency was ‘very good’, while 20% of these participants believed that their English language proficiency was ‘average’. Also, the findings indicated that there was a statistically significant association (i.e., p < .05) between English language proficiency of the learners and the following observable attributes: willingness to learn for educational purposes; willingness to learn for career development; and students’ continuation without losing focus. The study proposes a fresh evaluation of the problems faced by EFL struggling learners by bringing to light a multifaceted, meaningful consideration of their learning attitudes from socio-psychological point of view, offering a comprehensive account of these learners and their learning difficulties as well as their attitudes and outlook while taking lessons as freshmen at the university.  

The motivational self of the novice language learner

2019 ◽  
Vol 9 (1) ◽  
pp. 203-221
Author(s):  
Maria Villalobos-Buehner
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Language Education ◽  
Language Learner ◽  
Pedagogical Practices ◽  
Language Class ◽  
The Usa ◽  
Professional Self ◽  
Motivational Focus

Abstract Novice learners comprise the majority of language students in higher education, but very few decide to continue their foreign language education beyond the required credits. Educators must develop a deeper understanding of what motivates this group of students so they can design pedagogical practices that will help students shift from a checklist mindset to a lifelong commitment approach to language learning. This qualitative study examines the role that a motivational focus and future-self guides play in the language learning experience of novice language learners, taking a language class for the first time, from the USA, and the role that a grammar-based pedagogy has on the formation of those self-guides. Interviews with ten novice language learners showed that six students exhibited a strong promotion focus with an ideal L2 self available in their professional-self concept. Prevention-focused students with an available ought-to L2 self preferred classroom experiences centered around grammar topics while those with a promotional focus preferred culture-based lessons. This study makes recommendations on how language educators could maximize students’ level of engagement by knowing their students’ motivational focus.

scholarly journals “English Language Learners”: An Analysis of Perplexing ESL-Related Terminology

2012 ◽  
Vol 14 (3) ◽  
pp. 83 ◽  
Author(s):  
Nina Lee Webster ◽  
Chunlei Lu
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Literature Search ◽  
First Language ◽  
Language Learner ◽  
Culturally Appropriate ◽  
Globalized World

In today’s globalized world it is increasingly important to consciously consider the terminology used when referencing others. The purpose of this paper is to explore and discuss the perplexing array of loosely defined ESL-related terminology in Education. A literature search revealed various terms referring to the same group of learners, the most common being English Language Learner. Through a deconstruction of related terms, an alternative term is proposed: Learner of English as an Additional Language (LEAL). The language learning aspect should not be utilized as a defining characteristic. LEAL is a respectful and culturally appropriate term that utilizes person first language.

Blending Video Games Into Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 75-89 ◽  
Author(s):  
Jonathan Newcombe ◽  
Billy Brick
Keyword(s):  
English Language Learners ◽  
Video Games ◽  
Language Learning ◽  
Language Learners ◽  
Video Game ◽  
English Language ◽  
Learning Opportunities ◽  
Language Learner ◽  
Game Based Learning ◽  
Learning Principles

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

scholarly journals THE USE OF E-PORTFOLIO TO DEVELOP ENGLISH LANGUAGE LEARNERS' AUTONOMY AND INDEPENDENCE

2017 ◽  
Vol 60 (4) ◽  
pp. 155
Author(s):  
Oksana I. Ivanova
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
English Language ◽  
Learning Experience ◽  
Educational Institutions ◽  
Technical Problems ◽  
Promising Tool ◽  
Teachers And Students

This paper discusses the findings of a research study concerning the use of e-portfolios to develop learners' autonomy and independence, from the perspectives of teachers and students participating in this study. The findings demonstrate many of the benefits of e-portfolio practice regarding learners’ increased sense of ownership, teacher and peer feedback, enriched learning experience at both individual and technological levels, enhanced opportunity for self-improvement and increased awareness of the learning process. Despite many positive aspects of e-portfolios use, the study reveals some challenges facing students, teachers and support staff, mainly connected with technical problems and Internet access, and the necessity for teachers and learners to change their roles to become more independent in the learning process. The author concludes that e-portfolio is a promising tool to stimulate and challenge students to become independent and self-regulated learners that should be implemented in English language learning at higher educational institutions.

scholarly journals Listening to Learners’ Voices

2018 ◽  
Vol 27 (1) ◽  
Author(s):  
Rod Neilsen ◽  
Ruth Arber
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Adult Students ◽  
Language Learners ◽  
English Language ◽  
Linguistic Diversity ◽  
Corrective Feedback ◽  
Language Learner ◽  
Critical Examination ◽  
Written Corrective Feedback

This 2018 issue was initially intended as unthemed, but in fact a theme does emerge from the three papers – that of language learners’ voices, reminding us as educators of how much we need to listen – and the kinds of things we need to listen to more reflexively. Anna Filipi’s paper points to the frequent absence of the voices of international students in investigations, giving an account of their identities through a critical examination of English language learner categorisation. Suma Sumithran then asks how EAL/D teachers speak about their adult students’ language learning experiences, indicating that sometimes students’ voices are not heard in crucial ways, resulting in a perpetuation of cultural stereotyping, even if their teachers engage with them with the best of intentions. In an Australia characterised by cultural and linguistic diversity, an examination of the hybrid and fluid identities of its peoples reveal that ‘othering’ based on geographical nation-state boundaries is highly problematic. Finally, Nicholas Carr and Michiko Weinmann look at written corrective feedback from a sociocultural angle to give an account of how the voices of adult English language learners in Japan reveal their experiences of processing teacher feedback through collaboration, both with peers and with the language teacher.

scholarly journals Technology and English language learners: Can digital technology enhance the English language learning experience?

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Claire Lecocq
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Online Survey ◽  
English Language ◽  
Teaching Practice ◽  
Learning Experience ◽  
Traditional Practice ◽  
Ell Students ◽  
Use Of Technology

This article focuses on the topic of technology and its role in elementary classrooms. Specifically, technology's use in supporting English Language Learners is researched, yielding results that are important for those working in the field of education, including pre-service teachers. Questions that are acknowledged in this article include: How can ELL students’ learning be enhanced with the use of technology? What technologies are best for supporting language learning needs? What advantages and challenges may arise with the use of technology? Both online survey and interview methods are used to collect data which are analyzed and collated using Google Spreadsheets and the word cloud software, Tagxedo. Results from research show that technology can be very beneficial in supporting ELL students upon a number of conditions being met: 1. The technology is intuitive and user friendly. 2. The technology/program does not replace the role of the teacher. 3. Teachers feel comfortable using the technology themselves to best support the learner. This may mean more training for teachers in the field of technology is necessary.  4. The technology enhances the child’s learning, rather than replaces a traditional practice that is just as effective. This research highlights professional roles and responsibilities, an important aspect of teaching, and is significant for educators striving to improve their teaching practice.

Learning English through Movies: Adult English Language Learners’ Perceptions

2018 ◽  
Vol 8 (12) ◽  
pp. 1567 ◽  
Author(s):  
Waheeb S. Albiladi ◽  
Fahad H. Abdeen ◽  
Felicia Lincoln
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Learners ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Tools ◽  
English Teaching ◽  
Reading Vocabulary

The use of media in English teaching and learning has received much attention from educators and second/foreign language educators. The use of media includes the use of movies, music, films, and other types of entertainment-related learning resources. However, little has been done to understand the adult language learners’ perceptions toward the benefits and challenges of using English movies to learn English. This qualitative research study explored English learners’ perceptions regarding the use of movies as English teaching and learning tools. The study focused on what language learners believe are the benefits and challenges of relying on English movies to develop their language competency. The study’s results indicated that language learners believed that movies are authentic sources of language learning and can be used effectively to improve language skills including speaking, listening, reading, vocabulary, and writing. Findings also revealed that according to language learners, movies are beneficial in terms of increasing students’ cultural awareness.

Sign in / Sign up

Export Citation Format

Share Document