scholarly journals EFL students’ attitudes towards learner autonomy in English vocabulary learning

2020 ◽  
Vol 3 (2) ◽  
pp. 86
Author(s):  
Thao Quoc Tran
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Learner Autonomy ◽  
Structured Interviews ◽  
Efl Learners ◽  
Higher Institution ◽  
Efl Students ◽  
Students Attitudes ◽  
Shed Light

Whether EFL learners can use English well or not depends much on vocabulary they possess. Learner autonomy (LA), however, plays a pivotal role in amassing EFL learners’ vocabulary. This study endeavored to explore students’ attitudes towards LA in English vocabulary learning. Two hundred English majors from a Ho Chi Minh City based higher institution, Vietnam got involved in answering the closed-ended questionnaire, and ten students took part in semi-structured interviews. The findings indicated that participants were cognitively aware of the importance of LA in English vocabulary learning, but affectively and behaviorally they showed low interest in LA in English vocabulary learning. Such findings may shed light on how to improve the teaching and learning of the English language in general and English vocabulary in particular at the research context and other similar EFL contexts.

scholarly journals Attitudes toward English phonetics learning: a survey on Indonesian EFL learners

2021 ◽  
Vol 11 (1) ◽  
pp. 197-217
Author(s):  
Sri Ayu Istiqomah ◽  
Alies Poetri Lintangsari ◽  
Widya Caterine Perdhani
Keyword(s):  
Teaching And Learning ◽  
Survey Design ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Phonetic Learning ◽  
The Social ◽  
Efl Students ◽  
Attitudes Toward English ◽  
Students Attitudes ◽  
English Literacy

Indonesian EFL learners face challenges in comprehending English phonemes as it becomes one of the significant predictors of English literacy. Hence, the English Phonetics subject is considered one of the most difficult ones, making the teaching and learning process less effective. Addressing Indonesian EFL learners’ attitudes toward English phonetics teaching is significant to improve phonetics teaching, yet, research on this has not received much attention. This present study was conducted to explore EFL learners’ attitudes toward English phonetic learning. A quantitative approach with survey design was employed involving 112 Indonesian EFL students. The researchers identified students’ attitudes using an adapted questionnaire from Lintunen and Mäkilähde (2015). Statistical Package for the Social Sciences (SPSS) version 25 was utilized to analyze the data. The results indicate that Indonesian EFL students perform positive attitudes toward English phonetic learning, although they confess that phonetics is challenging. It implies that phonetics learning is potential and promising to support their English fluency; hence, lecturers need to make phonetics Learning more enjoyable, easier and participating in drawing the students' full engagement by considering their preferences and attitude toward phonetics learning.

scholarly journals Language Learner Autonomy: The Beliefs of English Language Students

2020 ◽  
Vol 6 (2) ◽  
pp. 133-142
Author(s):  
Istanti Hermagustiana ◽  
Dian Anggriyani
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Dominant Role ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
Classroom Context ◽  
Efl Students ◽  
Language Students

ABSTRACTThis study aims at investigating: (1) levels of autonomous learning from three groups of students with different periods of study, (2) EFL students’ beliefs towards learner autonomy and their lecturers’ roles in promoting learner autonomy. The participants of this study were three groups of EFL students at English Department in their second, fourth, and sixth semesters. The data were obtained through questionnaire surveying Autonomous Learning Scale to find out the students’ levels of autonomy and interview to figure out their beliefs about learner autonomy and the roles of lecturers to promote autonomous learning. This study revealed that all group of students were classified as being in the mediate level of autonomy. From the interviews conducted to nine participants representing each group, it was found that to become autonomous, learners need to develop the ability to evaluate their own learning. Moreover, out-of-class activities were believed to enhance learner autonomy since the activities will provide students with self-responsibility to manage the tasks. Last, in terms of the lecturers’ roles in the classroom, most participants perceived that the lecturers still had a dominant role in controlling teaching and learning, particularly in the classroom context. This dominant role eventually led students to become less autonomous circumstances, both inside and outside classrooms.ABSTRAKPenelitian ini bertujuan untuk mengetahui: (1) tingkat pembelajaran mandiri dari tiga kelompok mahasiswa Bahasa Inggris dengan periode studi yang berbeda, dan (2) keyakinan mahasiswa Bahasa Inggris terhadap pembelajaran mandiri dan peran para dosen pengajar dalam mendukung pembelajaran mandiri di kelas. Para partisipan penelitian ini adalah tiga kelompok mahasiswa yang belajar di Jurusan Pendidikan Bahasa Inggris di semester kedua, keempat, dan keenam. Data diperoleh melalui angket survei Autonomous Learning Scale untuk mengetahui tingkat pembelajaran mandiri mahasiswa dan melalui wawancara untuk mengetahui pandangan mereka tentang pembelajaran mandiri dan peran dosen pengajar untuk mempromosikan pembelajaran mandiri. Hasil yang didapat dari penelitian ini adalah bahwa semua kelompok siswa dari tiga periode studi yang berbeda diklasifikasikan dalam pembelajaran mandiri tingkat menengah. Dari wawancara yang dilakukan kepada sembilan peserta yang mewakili setiap kelompok, diketahui bahwa untuk menjadi mandiri, mahasiswa perlu mengembangkan kemampuan untuk mengevaluasi pembelajaran mereka sendiri. Selain itu, kegiatan di luar kelas diyakini dapat meningkatkan pembelajaran mandiri karena kegiatan tersebut akan mengembangkan tanggung jawab dalam mengelola tugas. Begitu pun dalam hal peran dosen di ruang kelas, sebagian besar mahasiswa merasa bahwa dosen masih memiliki peran dominan dalam mengendalikan proses belajar mengajar, terutama di dalam kelas. Peran dominan dosen ini pada akhirnya menyebabkan mahasiswa menjadi kurang mandiri baik di dalam maupun di luar kelas.How to Cite: Hermagustiana, I., Anggriyani, D. (2019). Language Learner Autonomy: The Beliefs of English Language Students. IJEE (Indonesian Journal of English Education), 6(2), 133-142. doi:10.15408/ijee.v6i2.15467

scholarly journals ATTITUDES OF EFL STUDENTS REGARDING LEARNER AUTONOMY IN ENGLISH VOCABULARY ACQUISITION

2021 ◽  
Vol 4 (2) ◽  
pp. 67
Author(s):  
I Putu Andre Suhardiana
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Language Education ◽  
Learner Autonomy ◽  
Education Department ◽  
English Language Education ◽  
Semistructured Interviews ◽  
Efl Students ◽  
Learning English

Practical English communication for EFL students is wholly based on their vocabulary. However, learner autonomy (LA) is critical for EFL students’ vocabulary acquisition. The purpose of this research is to find out the viewpoints of students regarding LA when it comes to acquiring English vocabulary. There were 100 students from the college majoring in English Language Education Department completed the closed questionnaire, and 7 students participated in semistructured interviews. The research established that while participants intellectually recognized the relevance of LA in learning English vocabulary, they demonstrated a lack of interest in LA in learning English vocabulary on an emotional and behavioral level. These findings may help explain how to improve English teaching and learning, particularly English vocabulary teaching, in the context of other comparable EFL and research.

scholarly journals Assessing EFL Students’ Language Proficiency in Secondary School Classes in Benin

2021 ◽  
Vol 2 (1) ◽  
pp. 12-19
Author(s):  
Ulrich Orlando Sèna Hindeme ◽  
Katchédé Etienne Iwikotan ◽  
Arlette Joséline Arlette Hounhanou
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Basic Function ◽  
English Language Teaching ◽  
Efl Learners ◽  
Qualitative And Quantitative Methods ◽  
Efl Students

This paper presents a study on assessing English as a Foreign Language (EFL) students’ language proficiency in Benin secondary schools. Assessment and evaluation are indispensable components of English language teaching. Assessing students is crucial to both learners and teachers themselves in the sense that its basic function is to improve learning. However, much awareness has not been raised on the key roles of assessment in Benin secondary schools. This study aims at investigating how effective teachers’ assessment of their learners’ language abilities is in EFL classroom and to explore EFL learners’ attitude towards assessment. Using qualitative and quantitative methods, 56 EFL teachers and 458 lower intermediate and upper EFL learners in the Atlantic region in Benin participated in this study. The field study revealed that many teachers wrongly mistake assessment for test and thus use both terms to mean the same thing. Teachers have not been able to see tests as a way of assessing their teaching methods and upgrading their students’ language skills. Besides, most teachers stated that testing is the only tool they use in assessing their learners’ language proficiency and it is mostly for the purpose of assigning grades at the end of the terms. Students declared that most tests consist of grammar questions. As this study draws attention to the close relationship between assessment and teaching, training workshops have been recommended to guide and train teachers on how to effectively assess their students so that teaching and learning in the EFL classroom meet expected objectives and goals.

scholarly journals Dynamic assessment effect on speaking performance of Indonesian EFL learners

2020 ◽  
Vol 9 (3) ◽  
pp. 778
Author(s):  
Fahmi Fahmi ◽  
Bambang Widi Pratolo ◽  
Nurul Amalia Zahruni
Keyword(s):  
Alternative Assessment ◽  
Teaching And Learning ◽  
English Language ◽  
Dynamic Assessment ◽  
Proximal Development ◽  
Structured Interviews ◽  
Efl Learners ◽  
Self Reflection ◽  
Positive Effects ◽  
Speaking Performance

The research concerned the application of Dynamic Assessment (DA) in English Language Teaching (ELT) which based on Vygotsky’s theory, namely Zone of Proximal Development (ZPD). The research was meant to investigate the effect of DA in improving teaching and learning speaking in Indonesia especially English as a Foreign Language (EFL) learners in university. The research was conducted using a qualitative method by involving four Indonesian university learners in the first semester. The participants received the same treatments through pre-test and self-reflection, feedback and knowledge expansion, post-test and self-reflection, post-feedback, and semi-structured interviews. The instruments were used to analyze the learners’ non-fluency and mastery problem. The analysis showed that the learners’ speaking performance was improved after experiencing DA sessions. The results of the test and self-reflection showed significant improvement in their speaking. The finding showed some positive effects of DA on EFL learners’ speaking performance. In interviews, learners showed positive experiences and attitude toward DA since it served them a comfortable, structured, practical, and meaningful platform to recognize their speaking behavior, weaknesses, strength, and needs. Furthermore, it also helped them to get the objective feedbacks with less anxiety. The researchers conclude that DA can be applied as a primary alternative assessment in English speaking practices.

scholarly journals The Use of English Language Vocabulary Learning Strategies through Social Media by Pakistani EFL Students

2021 ◽  
Vol IV (IV) ◽  
pp. 1-9
Author(s):  
Abdul Khaliq ◽  
Asma Asif ◽  
Rasheed Ahmad
Keyword(s):  
Social Media ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Foreign Languages ◽  
Efl Learners ◽  
Media Technologies ◽  
Vocabulary Learning Strategies ◽  
Efl Students

The study aims to explore the effect of using social media on University students' vocabulary achievement, To motivate EFL learners to use latest effective vocabulary learning strategies through social media, .and to formulate useful recommendations for the development of English language vocabulary items by the routine of interesting shared media and the influence of social media on educating scholars' English dialectal skills, i.e., speaking with BS level EFL students at The Islamic University of Bahawalpur. Social media technologies include wikis, social networks, podcasts, pictures, magazines, internet forums, weblogs, social blogs, videos, and more. It works in many different ways, including. Still, rare research has focused precisely on the role of social media in learning foreign languages. .Findings reveal social media as an operative tool for the development of English dialectal vocabulary and motivate the learners to use social media positively for the enhancement of vocabulary.

scholarly journals Podcasting and Vocabulary Learning in an EFL Context: a Mixed Methods Study

2021 ◽  
Author(s):  
Behrooz Ghoorchaei ◽  
Hashem Rastegar ◽  
Nematullah Shomoossi ◽  
Mostafa Amiri
Keyword(s):  
Teaching And Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Instructional Tools ◽  
Efl Learners ◽  
Face To Face ◽  
Post Test ◽  
Students Attitudes ◽  
The Impact

Abstract The study investigated the impact of using podcasts as instructional tools on EFL learners’ vocabulary learning, and to evaluate their attitude towards listening to podcasts. A vocabulary pre-test was given to 60 male intermediate-level EFL learners which indicated that they were homogeneous regarding their vocabulary knowledge. The participants were divided into two groups; the experimental group were instructed by podcasts, but the control group continued with the routine instruction. The results revealed that the podcast group outperformed those in the control group in the post-test. To find out the students' attitudes towards podcasting, an 8-item Likert-type questionnaire was given to the participants in the podcasting group; through face-to-face interviews with 8 participants from the same group, a thematic analysis was conducted and four themes emerged: (1) vocabulary achievement, (2) learning by listening, (3) learner choice and flexibility, and (4) podcasts as useful instructional tools. The findings suggest that podcasts enhance learners’ vocabulary learning, thus emphasizing the pedagogical merits of podcasts on the enrichment of EFL classes. The results may provide implications for curriculum development and L2 vocabulary teaching and learning.

scholarly journals Investigating EFL Learners’ Perceptions of Collaborative Writing

2020 ◽  
Vol 10 (3) ◽  
pp. 32
Author(s):  
Majed O. Abahussain
Keyword(s):  
English Language ◽  
Collaborative Writing ◽  
Self Report ◽  
Structured Interviews ◽  
Writing Assignments ◽  
Efl Learners ◽  
Significant Difference ◽  
Language Classrooms ◽  
Efl Students ◽  
The Individual

Although pair and group work are commonly applied in English language classrooms, research investigating EFL learners’ perceptions of collaborative writing (CW henceforth) is still limited. The present study explores EFL students’ attitudes and perceptions toward CW. The study involved 30 L2 students enrolled in a writing course at one of the largest universities in Saudi Arabia. The course was divided into two parts: individual writing (IW) for the first month (four weeks) and collaborative writing for the second month (four weeks). The study uses a within-groups mixed methods design whereby the same group of students received both the individual writing and collaborative writing assignments for exploring participants’ attitudes toward collaborative writing as compared to their views toward individual writing. The same self-report survey (6-point Likert-scale) was used two times (after each writing condition) to determine the participants’ views of each writing condition. In addition, semi-structured interviews were conducted to gain qualitative insights while exploring the participants’ views toward the two writing conditions they experienced as well as to find out the benefits and challenges they faced. Results show that participants reported the effectiveness of CW significantly higher than individual writing. The analyses reveal a statistically significant difference where ratings of CW were higher compared to IW, indicating helpfulness of CW in enhancing not only their writing skills but also their learning of all four English language skills. Despite some reservations, the majority of the participants were supportive of the CW experience.

scholarly journals Learner Autonomy in English Language Learning: Vietnamese EFL Learners’ Perceptions and Practices

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Duong Minh Tuan
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mekong Delta ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Language Instruction ◽  
Autonomous Learning ◽  
Positive Effects ◽  
Efl Students

Learner autonomy has been regarded as an important value which is expected to be present in any English language students as it can have positive effects on their learning. In Vietnam, the notion of learner autonomy has attracted more attention, and various studies have been conducted on teacher beliefs and practices regarding learner autonomy over the last decade. Nevertheless, not much evidence has been provided on how EFL students perceive and practise autonomous learning, especially at a time when there has been a shift towards student-centered instruction. To contribute to bridging this gap, this study is aimed to report on an investigation into Vietnamese EFL students’ perceptions and practices of autonomous learning. Data were collected from 50 English-majored students at a university in the Mekong Delta of Vietnam by using a questionnaire and a semi-structured interview. It was found that the students had an agreement on the importance of learner autonomy in their language learning. However, their perceived level of abilities to act autonomously was just above average. This result was the same as that found on their frequency scale of reported practices of autonomous activities inside and outside the classroom. Therefore, it is suggested that, to better enhance learner autonomy in teaching and learning English in Vietnam, it should be integrated into English language instruction by making it an integral part of EFL curricula.

scholarly journals A Survey on the Relationship between Willingness to Communicate and Learner Autonomy of Turkish EFL Students

2021 ◽  
Vol 9 (S1-May) ◽  
pp. 104-116
Author(s):  
Muzaffer Barin ◽  
Aysel Eyerci
Keyword(s):  
Significant Relationship ◽  
Mixed Methods Research ◽  
English Language ◽  
Learner Autonomy ◽  
Willingness To Communicate ◽  
State University ◽  
Efl Learners ◽  
Efl Students ◽  
The Difference ◽  
The Relationship

This study was designed with an aim to investigate the relationship between willingness to communicate (WTC) and learner autonomy (LA) in EFL settings at a Turkish university context. The primary purpose of the study was to reveal the possible statistically significant relationship between L2 WTC and learner autonomy of EFL learners in the classroom setting. The study was based on a mixed-methods research design. 211 students majoring at the Department of English Language and Literature of a state university in Turkey participated in the study. The instruments which were used to collect data were a willingness to communicate scale, a learner autonomy scale, and classroom observation. The results revealed that there was a moderate but significant relationship between EFL learners’ WTC and LA. The autonomy levels of the EFL learners had a predictive role in their L2 WTC. The difference between the self-reported L2 WTC and the behavioural L2 WTC of the Turkish EFL students was higher when the autonomy level of the students was lower. Based on the results, implications for enhancing L2 WTC of EFL learners are discussed.

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