Belief in foreign language learning and satisfaction with using Google classroom to submit online homework of undergraduate students

2018 ◽  
Author(s):  
Masashi Inoue ◽  
Wipanee Pengnate
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Foreign Language Learning ◽  
Online Homework

scholarly journals ESP SPEAKING STRATEGIES AND FOREIGN LANGUAGE ANXIETY IN HIGHER EDUCATION CLASSROOM

1970 ◽  
Vol 45 (5) ◽  
pp. 181-203
Author(s):  
Милевица Десимир Бојовић
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Foreign Language Learning ◽  
Individual Performance ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
High Anxious ◽  
Medium Level ◽  
Anxious Group

The study examines the undergraduate students’ perceived use of foreign language speaking strategies, their levels of foreign language anxiety, and the potential relationships between them. Two instruments were used in the study—Inventory of Speaking Strategies in a Foreign Language, based on the instrument Strategy Inventory in Foreign Language Learning, and Foreign Language Classroom Anxiety Scale. The results showed that students’ overall perceived use of speaking strategies in English as a foreign language for specific purposes was frequent. The findings also revealed that the students’ foreign language anxiety was at a medium level; individual performance anxieties remained at the same medium levels. A few differences were found between the low-anxious and high-anxious groups on the speaking strategy use: the former uses circumlocutions and synonyms when stuck with a word in English more frequently while the latter is paying attention more often when someone is speaking in English. The results also suggest that the medium-anxious group uses gestures when unable to think of a word during a conversation in English less frequently than the low-anxious group.

Use of Smartphones for Self-Regulated Foreign Language Learning Activities

2020 ◽  
pp. 204-223
Author(s):  
Violeta Jurkovič
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Qualitative Methodology ◽  
English Language ◽  
Foreign Language Learning ◽  
Learning Activities ◽  
Language Competence ◽  
Mobile Assisted Language Learning ◽  
Foreign Language Acquisition

Smartphones can significantly affect the development of foreign languages in two distinct ways. Firstly, online informal learning of languages may result in naturalistic foreign language acquisition while mobile assisted language learning implies the use of smartphones following a conscious decision to engage in language learning activities that would result in the improvement of one's language competence. Based on quantitative and qualitative methodology applied on a sample of undergraduate students in Slovenia, the main objective of this chapter is to explore the use of smartphones for self-regulated English language learning activities beyond the language classroom.

scholarly journals Beyond Drama: Postdramatic theater in upper level, performance-oriented foreign language, literature and culture courses

2014 ◽  
Vol VIII (2) ◽  
pp. 1-16
Author(s):  
Morgan Koerner
Keyword(s):  
South Carolina ◽  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Foreign Language Learning ◽  
Language Education ◽  
Action Research Project ◽  
Spring Semester ◽  
Theatrical Performances ◽  
Postdramatic Theater

This article makes the case for expanding drama pedagogy in foreign language education to include strategies from postdramatic theater, which abandons traditional notions of plot, character, and dialogue and prioritizes theatrical performances over dramatic texts. The article presents findings from an action research project conducted with undergraduate students of German at the College of Charleston, South Carolina in the spring semester of 2013. It describes and discusses the efficacy of specific postdramatic theater strategies and assignments that encouraged Bachelor’s students of German to think beyond dramatic convention by detaching body from character, separating voice and movement from text, and exploring a heterogeneity of theatrical codes via hands-on writing and directing exercises. Based on extensive documentation of the course and the learners’ experiences, the article concludes by discussing postdramatic theater’s capacity to promote foreign language learning, critical thinking, and unfamiliar modes of perception and signification.

scholarly journals DEVELOPMENT OF STUDENTS’ COMMUNICATIVE CULTURE VIA ONLINE FOREIGN LANGUAGE INTERACTION

2021 ◽  
Vol 5 ◽  
pp. 360-370
Author(s):  
Tatyana Klets ◽  
Elena Nikiforova ◽  
Nadezhda Presnyakova ◽  
Maria Starovoitova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Educational Institution ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Cultural Development ◽  
Educational Process ◽  
Actual Problem

The article focuses on the use of digital technologies in the foreign language learning process and the formation of students’ communicative culture via online interaction. The issue discussed in this paper is very urgent because nowadays digital technologies are viewed as a comprehensive means of teaching a foreign language in a higher educational institution. General cultural competency and communicative culture, particularly, are considered as an integrative quality of a specialist concerning his potential for self-realization in his future career. In this regard, the actual problem is the methodically correct organisation of the educational process for students’ cultural development on the basis of digital technologies. The research is aimed at the theoretical substantiation of pedagogical effectiveness of the organization of online training in foreign language communication as a condition for the formation of the communicative culture of undergraduate students as well as the generalization of the results of experimental training. To verify the productivity of digital resources in foreign language training and cultural development of university students the authors conducted a pedagogical experiment using theoretical and empirical methods of scientific research. The results of the experiment proved the effectiveness of online teaching in mastering communicative culture components.

scholarly journals Changes in Prospective Teachers’ Beliefs about Foreign Language Learning in a Teacher Training Program

2020 ◽  
Vol 10 (2) ◽  
pp. 37
Author(s):  
Adel Abu Radwan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Prospective Teachers ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Teaching Experience ◽  
Sultan Qaboos University ◽  
Learning And Teaching ◽  
The Right

This study examines changes in the beliefs of a group of undergraduate students about learning and teaching English as a foreign language. Learners’ beliefs are thought to shape students’ language learning experience and often guide their future teaching practices. Thus, any mistaken beliefs could negatively affect student learning and teaching experience for decades (Peacock, 2001). While some studies suggest that students’ beliefs are stable, inflexible and resistant to change, others show that students’ beliefs are amenable to change with proper intervention. This study uses a questionnaire to collect data from 212 students in the English Department at Sultan Qaboos University. The results show that learners hold strong beliefs about the role of vocabulary, grammar and practice in learning a foreign language. Moreover, their beliefs did not undergo any significant changes during the duration of the program though slight shifts in their beliefs could be noticed in the final year of their training. The study suggests that special attention should be given to this area to eliminate any detrimental beliefs held by prospective teachers. Early intervention may steer students in the right direction and could equip them with the theoretical and pedagogical beliefs necessary to positively influence their future students.   

scholarly journals Exploring the Causes of Listening Comprehension Anxiety from EFL Saudi Learners’ Perspectives: A Pilot Study

2017 ◽  
Vol 8 (4) ◽  
pp. 79 ◽  
Author(s):  
Ibrahim Otair ◽  
Noor Hashima Abd Aziz
Keyword(s):  
Pilot Study ◽  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Listening Comprehension ◽  
Case Study Research ◽  
Foreign Language Learning ◽  
Structured Interviews ◽  
Preparatory Year ◽  
High Level

Anxiety is an important factor in foreign language learning. Very few studies have been done on English as a Foreign Language (EFL) Saudi students in listening classes. Therefore, this pilot study was aimed at exploring the causes of listening comprehension anxiety from EFL Saudi learners’ perspectives at Majmaah University, Saudi Arabia. The pilot study involved two students who were selected based on the following criteria: 1) Only Saudi male undergraduate students who enrolled in Preparatory Year Program (PYP) at Majmaah University would be involved in this study, 2) The students who had studied or lived in native English speaking countries would be excluded. The researcher used pseudonyms to refer to the participants as Mohammad and Ismail. This study employed a qualitative case study research design. The data were collected through Semi-structured interviews with the participants. The interview sessions were audiotaped and transcribed. The results show that the participants experienced a high level of anxiety when doing the listening comprehension tasks. Three main causes of listening comprehension anxiety emerged from this study: 1) the problematic nature of listening comprehension, 2) the classroom atmosphere, and 3) the low English proficiency of the students.

scholarly journals ENHANCING ENGLISH AS A FOREIGN LANGUAGE LEARNING IN UNDERGRADUATE STUDENTS: PERSPECTIVES AND STRATEGIES TO BEING BILINGUAL

2021 ◽  
Vol 20 (2) ◽  
pp. 50-63
Author(s):  
Óscar Alejandro Daza Hurtado ◽  
Luis Carlos Mosquera Ramírez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Foreign Language Learning

El presente artículo es una reflexión a las perspectivas y estrategias para llegar a ser bilingüe, desde una exposición y postura de dos profesores nativos extranjeros a través del escenario de una conferencia virtual. El objetivo se enmarca en ampliar y generar maneras simples de interacción con el idioma extranjero a estudiantes de diferentes programas académicos de nivel profesional de la Universidad de Cundinamarca, quienes evidencian creencias y pensamientos que limitan el aprendizaje, lo que conlleva a una carencia en la puesta en práctica y presentan bajo resultado en las actividades que confluyen en las cuatro habilidades comunicativas del inglés. De esta manera, se implementa un método deductivo que, con la enunciación de experiencias vividas alrededor de aprender un idioma, ocasiona y permite crear una autonomía de mejora a futuro en el uso de la lengua para ser llevado a diferentes posibles escenarios de la vida cotidiana y profesional. Es así como, las conclusiones están dirigidas a una constancia autónoma en la implementación de acciones e interacción con elementos propios, incorporados o vinculados desde áreas de la tecnología, el arte, la ciencia o la sociedad.

scholarly journals A model for the enhancement of autonomy

2008 ◽  
Vol 24 (spe) ◽  
pp. 469-492 ◽  
Author(s):  
Walkyria Magno e Silva
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Local Context ◽  
Self Monitoring ◽  
Self Evaluation

This article presents an innovative model for the enhancement of learner autonomy and shows some of its results and challenges. The model entails investigation of problematic areas of individual students' foreign language learning processes, identification of their privileged learning styles, use of technological tools to improve learning autonomy, development of a wider range of language learning strategies, and implementation of self-monitoring and self-evaluation routines. This model has been applied for the last three years with undergraduate students, earning a B.A. in Modern Languages (English, French or German), who will become foreign language teachers in elementary and high schools in Brazil. Results are threefold: first, the model has proven its efficiency in providing scaffolding for students autonomous language learning; second, autonomy developing experiences lived by subjects who are studying to be teachers can be mirrowed in their future professional lives with their own students; and thirdly, data derived from the participants in the study can shed some light into the variety of ways people learn in the local context.

scholarly journals Anxiety in adult foreign language learning: The case of Ghanaian undergraduate students of Spanish

2021 ◽  
Vol 32 (1) ◽  
pp. 49-81
Author(s):  
Benedicta Adokarley Lomotey
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Pearson Correlation ◽  
Foreign Language Learning ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
And Performance ◽  
Classroom Anxiety

This study investigates students’ anxiety levels through the administration of the Foreign Language Classroom Anxiety Scale (FLCAS) among Spanish learners at a Ghanaian University. The differences according to level of instruction, the association between classroom anxiety and performance, as well as the possible relationship between language immersion and anxiety are also analysed using descriptive statistics, and Pearson’s Moment Correlation Coefficient. The findings indicate that the majority of student participants experienced foreign language classroom anxiety. Nonetheless, contrary to previous research findings, anxiety was not found to decrease systematically as proficiency increased. Additionally, as confirmed by previous studies, the result of the Pearson correlation analysis showed that students’ overall Spanish classroom anxiety and their classroom achievement had a negative association.

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