College Teachers' Perceptions of English Language Characteristics that Identify English Language Learning Disabled Deaf Students

2000 ◽  
Vol 145 (4) ◽  
pp. 342-358 ◽  
Author(s):  
Gerald P. Berent ◽  
Vincent J. Samar ◽  
Ila Parasnis
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Disabled ◽  
English Language Learning ◽  
College Teachers ◽  
Deaf Students ◽  
Teachers Perceptions ◽  
Language Characteristics

Teachers’ perspectives towards learning autonomy: a survey on English teachers

LEKSIKA ◽  
2021 ◽  
Vol 15 (2) ◽  
pp. 90
Author(s):  
Mister Gidion Maru ◽  
Chris Ceasar Pikirang ◽  
Ceisy N Wuntu
Keyword(s):  
Language Learning ◽  
Research Method ◽  
English Language ◽  
English Teachers ◽  
Autonomous Learning ◽  
English Language Learning ◽  
Teachers Perceptions ◽  
Computer Library ◽  
Teachers Perspectives

This study investigates teachers’ perspective toward autonomous learning in the context of English language learning in the current era.  As a mixed research method then analyzing the collected data, it  exposed that teachers’ perceptions on learning autonomy is low due to many of whom believed that their learners are still reluctant to take control of their study. It further indicated that, during thisCovid-19  pandemic,  a learning autonomy may not be applicable in all context particularly within which school’s facility such as computer library and book library are limited or even not provided.  This study concluded that learning autonomy practice is situational.

scholarly journals Examining the Guidance and Counselling Students’ Perceptions about English Language Learning Beliefs

2017 ◽  
Vol 12 (2) ◽  
pp. 47-57 ◽  
Author(s):  
Sibel Ersel Kaymakamoglu
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
English Language Learning ◽  
Guidance And Counseling ◽  
Learning Beliefs ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
Learner Beliefs ◽  
Language Learning Beliefs

Abstract Since contemporary views of learning and teaching place learners in the center of learning process, most of the researchers and practitioners have directed their attention to understanding what goes on in the mind of the learners during the process of learning and teaching. In the area of English language learning and teaching this perspective have also been adopted and for more than three decades one of the main concerns of the researchers and practitioners have been on exploring the factors influencing the language learners in the learning and teaching process. ‘Learner beliefs’ have been identified as one of the main the sources of learners’ actions and decisions in this process. Therefore, in this study the researcher aimed to explore the English language learning beliefs of the students studying in the Guidance and Counseling Department at one of the Universities in Northern Cyprus. It also investigated whether there were any differences in the student teachers’ perceptions about English language learning regarding gender and age. 132 first year student teachers studying in the Department of Guidance and Counseling Department at a University in North Cyprus were the participants of the study. 65 female and 67 male student teachers participated in this investigation. In order to collect data about the student teachers’ perceptions regarding English language learning “English Language Learning Beliefs Inventory (BALLI)” version 2 (Horwitz, 2013) was utilized. The questionnaire consisted of 44 items and the participants replied to each item according to the 5-point Likert Scale. The findings revealed that there were significant differences between the male and female participants’ perceptions about English language learning beliefs. The participant student teachers’ perceptions about language learning beliefs differed significantly in relation to age. Key words: Learner beliefs, gender, age, learning and teaching.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

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