Adult Chinese Immigrants Learning English

2020 ◽  
pp. 104515952098267
Author(s):  
Clarena Larrotta ◽  
Jan Adversario
Keyword(s):  
Language Learning ◽  
English Language ◽  
Chinese Immigrants ◽  
Transition Theory ◽  
Descriptive Case Study ◽  
Teacher Authority ◽  
Confucian Philosophy ◽  
New Community ◽  
Learning Principles ◽  
Learning English

This article provides an account of a group of adult Chinese immigrants learning English at a cultural center serving the local Asian community. The focus of this teacher-research descriptive case study is on learner experiences as they relate to transition theory and Confucian learner principles and as these materialized through classroom participation. Using transition theory as a lens, the article establishes connections with Confucian learning principles as they emerged in the data collected. Therefore, study findings are presented under four themes: Self, Situation, Strategies, and Support. In view of the Confucian philosophy of learning, the participants’ stories illustrate their understanding of teacher authority, collaborative learning, function of effort, and pursuit of lifelong learning. Thus, the article examines how the learners were adapting or struggling with different daily life aspects that require the use of the English language. Learning English served as catalyst for the adult learners to achieve their goals in the new community and culture.

scholarly journals The Perceptions and Beliefs of Saudi Preparatory Year Program Learners Towards Learning English: A Case Study

2019 ◽  
Author(s):  
Rola A. Massri
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
Main Tool ◽  
Structured Interviews ◽  
Descriptive Case Study ◽  
The Status ◽  
Preparatory Year ◽  
Learning English

Learning English in the Kingdom of Saudi Arabia (KSA) can be a challenging experience. Nevertheless, being proficient in English language guarantees better job opportunities in various fields and thus learners need to acquire an acceptable level of proficiency. Recognizing its significant role in the learners’ academic and professional excellence, the English language has gained the status of a mandatory language in the Saudi higher education institutions. As students enter universities for higher studies, they are often required to take prerequisite courses in English to gain a higher level of proficiency. This qualitatively driven descriptive case study investigated the attitudes of EFL students who were enrolled in the Foundation Year Program. This study aimed to examine the learners’ feelings, emotions, and attitudes in the light of their academic performance. In total, thirteen male and seventeen female students were interviewed using semi-structured interviews as a main tool for the data collection. They were asked to recall and write their narratives regarding their experience of learning the English language throughout the foundation year program. The socio-constructivist nature of this qualitative case study offered an opportunity to participants to share their stories. Consequently, it highlighted the factors that motivated them for a language learning experience. Moreover, it allowed them to reflect on the challenges that they encountered during their learning odyssey of the English language course as part of the preparatory year program (PYP). Findings from this research study suggest that the participants’ motivations to learn English are primarily related to socio-economic reasons. Besides, students were particularly motivated to learn English when they were encouraged by their families and by ‘good’ teaching practices. Nevertheless, these findings failed to establish an association between the learners’ attitudes and their performance on the assessments during the course. This case study adds to the existing literature by examining a context that lacks empirical evidence on the topic of EFL learners’ beliefs about English learning. More research in this area is required to determine why this discrepancy occurred

The emergence of a new phonological feature in Pakistan English

English Today ◽  
2021 ◽  
pp. 1-6
Author(s):  
Nasir A. Syed ◽  
Shah Bibi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Acoustic Analysis ◽  
Foreign Language Learning ◽  
Historical Background ◽  
Ruling Elite ◽  
Phonological Feature ◽  
British Colonial ◽  
Country Specific ◽  
Learning English

English is used as a lingua franca in most parts of the world (Ozaki, 2011). However, problems and issues related to learning English are country specific (Nagamine, 2011), because most of the difficulties in foreign language learning arise from L1 interference (Flege, 1995). Since this study focuses on acoustic analysis of a phonological feature of Pakistan English (PakE), we outline the historical background of the issue very briefly. Pakistan is a linguistically rich country. More than 70 languages are spoken in Pakistan (Rahman, 1996). Saraiki, Balochi, Sindhi, Punjabi and Pashto are the major indigenous languages of the country. More than 90% of the total population speaks these languages. Pakistan came into being in 1947. It inherited English as a language of education, law, the judiciary and media from the British colonial masters. The British rulers also used the English language in India for official correspondence. Therefore, English became a very effective tool and symbol of power in the subcontinent. As a result, people of the subcontinent feel pride in learning English. Although the colonial period has ended and the English rulers have departed to their homeland, English still remains the language of ruling elite in Pakistan and India.

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

scholarly journals Effects of Pop Culture for Improving Student-Teachers’ Writing Skill (A Case Study at Galuh University)

2018 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Pop Culture ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Authentic Materials ◽  
Descriptive Case Study ◽  
Writing Skill

Writing, one of the four skills which have to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students’ writing skill. Due to pop culture relates to students’ life and experience, it is considered to be a stimulus for gaining students’ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students’ works are the instruments to measure its effects. Both students’ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students’ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

Learning English for Technical Purposes

2011 ◽  
pp. 169-190 ◽  
Author(s):  
Anne Dragemark
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
School Students ◽  
Self Assessment ◽  
Online Tutoring ◽  
Upper Secondary ◽  
Research Findings ◽  
Learning Development ◽  
Learning English

This chapter presents some research findings in the area of self assessment,obtained from the European Leonardo Project: Learning English forTechnical Purposes (LENTEC), carried out 2001–2003. In this project,upper-secondary vocational students solved problem-based learning casesin a virtual environment. The project aimed at stimulating upper-secondaryvocational school students from six different European countries to improvetheir English-language skills. It also aimed at helping foreign-languageteachers to develop their skills in online tutoring. A validation study wasundertaken and the results underscored that students need time andpractice to assess their own results. According to students and teachers, amajority of the students became more aware of their own language-learning development. The teachers in the project developed a new teacherrole where some of the responsibility for assessment moved from them to thestudents themselves. This not only motivated the students but also gave themadded time for actual language learning.

scholarly journals Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

2019 ◽  
Vol 10 (3) ◽  
pp. 516
Author(s):  
Mohammad Owais Khan
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
College Education ◽  
Uttar Pradesh ◽  
English Language Teaching ◽  
Intermediate Students ◽  
Learning English

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.

scholarly journals IMPROVING MOTIVATION OF LEARNING ENGLISH SUBJECT THROUGH INTEGRATION OF URBAN LEGEND LITERACY - A SHORT PLAY IN NARRATIVE TEXT OF TETH GRADE STUDENTS AT SMAN 8 MALANG

2020 ◽  
Vol 3 (2) ◽  
pp. 96-101
Author(s):  
Evy Maria K ◽  
◽  
Prambudi Nur Adhitama ◽  
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Rating Scale ◽  
Narrative Text ◽  
Diverse Range ◽  
Teaching Technique ◽  
Tenth Grade ◽  
Urban Legend ◽  
Learning English

This study aims at implementing integration teaching technique between Urban legend literacy with short-play in narrative text for educational purposes It uses as teaching strategies on improving students motivation and to raise further comprehension on important value of narrative text. The researh design was Classroom Action Research (CAR) design with qualitative approach. Interview guide, questionnaire, and rating scale were used as research instruments. The steps were planning, implementing observing, and reflecting. The participants of this study were tenth grade (X) students from the class of MIPA 6 and IPS 1 & 2 in SMAN 8 Malang. The data was analyzed qualitatively. Regarding the result of this present study, it is showed that this integration teaching technique was significantly effective and appropriate to be applied for tenth grade students, This technique also encourages students in discovering diverse range of National Urban Legend Literacy to be preserved. This study gave contributions in supporting English language learning in Indonesia, increasing the students’ motivation in learning English, and making the process of teaching and learning English becoming more interesting.

scholarly journals ENGLISH EDUCATION DEPARTMENT GRADUATES’ JOB PREFERENCES: A CASE STUDY ON ENGLISH LANGUAGE LEARNING CENTER TEACHERS

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Aji Budi Rinekso ◽  
Nurin Afifah ◽  
Ari Nur Widyantoro
Keyword(s):  
Language Learning ◽  
English Language ◽  
Formal Education ◽  
English Education ◽  
Education Department ◽  
International Language ◽  
Teaching Situation ◽  
Career Prospect ◽  
Learning English

The demands of English as an international language keep increasing along the time. Through time, the needs for learning English vary from for different purposes. Then the realization came to the surface that not all groups of learners need to learn general English. Thus, the design of English courses is developed for specific purposes as they are best known as English for Specific Purpose (ESP). The needs for learning English in specific purpose enable English teachers to pose themselves in different challenges other than in formal education. This paper aims at investigating the motivations of some English Education Department graduates for working as English instructors at English courses. The qualitative data was obtained by conducting the interview on some English instructors in Swift English School in Yogyakarta. After analyzing the data, it was found that despite its challenges, some English Education graduates prefer to work in English courses to regular schools. With all of the privileges of working in an English course, some general motivations underlie their working preferences. Among of the factors are flexible teaching situation, more chances for improving personal competence, higher salary and moderate career prospect.

scholarly journals International Students in American Pathway Programs: Learning English and Culture through Service-Learning

2015 ◽  
Vol 5 (4) ◽  
pp. 334-352
Author(s):  
Julie Miller ◽  
Becca Berkey ◽  
Francis Griffin
Keyword(s):  
United States ◽  
International Students ◽  
Service Learning ◽  
Language Learning ◽  
English Language ◽  
The United States ◽  
The Body ◽  
Demographic Shifts ◽  
Practical Factors ◽  
Learning English

As the number of international students studying in the United States continues to grow, the body of literature about service-learning in English Language Learning (ELL) curricula is growing in tandem. The primary goal of this paper is to explore how service-learning impacts the development and transition of pathway program students in the United States. Authors present recent demographic shifts in ELL student education, a concise introduction to pathway programs, an overview of literature about service-learning with international students, and theoretical and practical factors to consider for facilitators of Learning English and Culture through Service-Learning (LECSL) based on data from 250 students at Northeastern University.

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