scholarly journals A needs survey of overseas Irish language learners

2021 ◽  
pp. 63-68
Author(s):  
Ronan Connolly
Keyword(s):  
Language Learning ◽  
Needs Assessment ◽  
Language Learners ◽  
Endangered Languages ◽  
Language Community ◽  
Irish Language ◽  
Two Generations ◽  
The Usa ◽  
Collaborative Language

The vast majority of endangered languages are expected to have vanished from community use within one to two generations (Lackaff & Moner, 2016). One such language, Irish, may die out as a vernacular within a decade in the Irish-speaking regions of Ireland (Ó Giollagáin & Charlton, 2015). However, there is growing interest in the Irish language overseas, particularly in the USA (Schwartz, 2020). In this study, a survey was conducted with 92 respondents to identify the needs of learners living outside of Ireland. The findings of this needs assessment suggest that overseas Irish learners would benefit from the provision of an online Irish language community that connects members through communicative and collaborative language activities. Positioned in the context of similar developments and innovations internationally (e.g. Henry, Carroll, Cunliffe, & Kop, 2018), this research builds on existing literature in online sociocultural language learning.

scholarly journals Chinese Learners of Portuguese and Spanish Majors in Macau: A Comparative Case-Study of Motivation Aspects

2019 ◽  
Vol 12 (8) ◽  
pp. 54
Author(s):  
Oksana Kharlay ◽  
Martin Bagheri ◽  
Jeremy D. Philips
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mixed Methods Research ◽  
Learning Motivation ◽  
Target Language ◽  
Comparative Case Study ◽  
Language Community ◽  
Language Learning Motivation ◽  
Chinese Learners ◽  
Integrative Motivation

This study investigated multiple learning motivation aspects of Chinese university students in Macau majoring in Spanish and Portuguese. A mixed methods research was employed by using questionnaires and interviews. 181 learners (96 Portuguese and 85 Spanish majors) were surveyed about ten language-learning motivation dimensions by using a questionnaire. A subset of participants from questionnaires were later given follow-up interviews. Quantitative and qualitative data indicated that the students in these majors had strong intrinsic motivation but limited integrative motivation towards the target language community. Other motivational pull-factors were the heritage connection between the language and the place of study and interest in the pop-culture associated related to the target language. Students reported a decline in motivation during the middle years of study, however, Spanish students’ interest resurged by the end of year three. There was also a gender imbalance, suggesting that career-related aspects of motivations were stronger among males. The results also revealed that language learners had an ideal-self that was multilingual and cosmopolitan but did not aspire to integrate into a specific target-language community.

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 Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment

2019 ◽  
Vol 9 (3) ◽  
pp. 541-564 ◽  
Author(s):  
Pia Resnik ◽  
Christine Schallmoser
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
First Language ◽  
Target Language ◽  
Foreign Language Learners ◽  
Cultural Mediators ◽  
The Usa ◽  
Perceived Enjoyment ◽  
The Uk

This paper reports on crossing borders virtually via an e-Tandem scheme and presents the findings of a study, in which students of English from an Austrian university were paired with students of German from the UK and the USA. Drawing on data from 19 in-depth interviews, the study aims to identify links between e-Tandem language learning and foreign language enjoyment (FLE) (Dewaele & MacIntyre, 2014, 2016). A category-based qualitative text analysis (Kuckartz, 2014) revealed that a majority of the interviewees felt e-Tandem language learning contributed to their FLE. Furthermore, a range of reasons underlying students’ perceived enjoyment of learning a language in Tandem emerged: having authentic conversations in the target language with L1 (first language) users (Dewaele, 2018), perceiving each other as cultural mediators and a difference from language classroom contexts on the level of power relations, which made students feel more at ease. Helping each other, receiving one-on-one feedback and perceiving improvement in their linguistic mastery were furthermore mentioned as factors they felt boosted their enjoyment and so was developing friendships with L1 users. According to the interviewees, these aspects specifically increased their interest and enjoyment in using and learning the language and their eudaimonic happiness. The findings demonstrate that e-Tandem language learning can be a resource to enhance perceived enjoyment in foreign language learners at tertiary level and they illustrate that social and private components of FLE seem to be interlinked.

scholarly journals Teacher and student roles in multimedia language learning

2020 ◽  
Vol 20 ◽  
pp. 67-85
Author(s):  
Thomas W. Ihde
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Computer Applications ◽  
The Body ◽  
Self Directed Learning ◽  
Irish Language ◽  
Use Of Technology ◽  
Language Classes ◽  
Traditional Language ◽  
Directed Learning

This article discusses characteristics associated with access and self-directed learning as demonstrated by learners who make use of technology in the language learning process. Focus was specifically on two groups of learners, those following traditional language classes with access to some computer applications and those using such technology exclusively without the guidance of a teacher. Forty-nine questionnaires completed by Irish language learners provided data which led to the findings reported in this article. Data was collected through correspondence with participants, open-ended responses to questionnaire items, and Likert-scale responses. Individuals subscribing to GAEILGE-B, an asynchronous discussion group on the Internet, participated in the project. In terms of self access and technology, participants did not seem as highly motivated about the existing technological tools as one might expect. Either they lacked the training to access the materials or the body of materials was limited as a result of the language being less commonly used. As regards self direction, the data indicates that the quantity and quality of self direction preferred by the participants varied. It appears that this variation is related to their previous Irish language learning experiences

Computer-Supported Collaboration in Language Learning

2010 ◽  
pp. 218-234 ◽  
Author(s):  
Bin Zou
Keyword(s):  
Active Learning ◽  
Collaborative Learning ◽  
Language Learning ◽  
Language Learners ◽  
Language Skills ◽  
Questionnaire Data ◽  
Teachers And Students ◽  
Computer Based ◽  
Collaborative Language ◽  
Listening And Speaking

Studies suggest that the computer can support collaborative learning between learners. This chapter discusses collaboration between language learners while using computer-based tasks. The researcher aims to look at in what ways students collaborate when completing tasks using computers during language learning, particularly in developing their listening and speaking skills. This chapter also explores the possibilities of monitoring and assessment for this collaborative language learning. The analysis is based on interview, observation and questionnaire data from both teachers and students at two UK university language centers. The findings indicate that collaboration in computer-based environments organized by teachers is useful for students to develop their language skills. Computer-supported collaboration increases students’ confidence and encourages them to maintain active learning, thus reduces the passive reliance on teachers’ feedback.

scholarly journals “I Have Big, Big, BIG Dream!”

Refuge ◽  
2021 ◽  
Vol 37 (2) ◽  
pp. 141-163
Author(s):  
Li-Shih Huang
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Needs Assessment ◽  
Language Learners ◽  
English Language ◽  
Learning Needs ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Oral Production ◽  
Data Content

This article reports on a study involving multiple sources of data that captured adult Syrian refugee learners’ unique language-learning needs by developing and implementing needs assessment surveys; conducting in-depth, semi-structured interviews with the learners and teachers; and analyzing the learners’ oral production. The insights gained from the analysis of direct data (the learners’ oral production) and indirect data (content analysis using NVivo 12 Plus of the learning needs reported by learners and teachers) are intended to inform the work of researchers conducting needs assessment as well as the practices that are applicable within and beyond the Canadian context of instructors and material developers working with English-language learners who are refugees.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

scholarly journals ULearnEnglish: An Open Ubiquitous System for Assisting in Learning English Vocabulary

Electronics ◽  
2021 ◽  
Vol 10 (14) ◽  
pp. 1692
Author(s):  
Letícia Garcia da Silva ◽  
Eduardo Gonçalves de Azevedo Neto ◽  
Rosemary Francisco ◽  
Jorge Luis Victória Barbosa ◽  
Luis Augusto Silva ◽  
...  
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Language Learners ◽  
Incidental Learning ◽  
Ease Of Use ◽  
L2 Acquisition ◽  
Communication Problems ◽  
Learning Techniques ◽  
Ubiquitous System ◽  
Acceptance Model

Language learners often face communication problems when they need to express themselves and do not have the ability to do so. On the other hand, continuous advances in technology are creating new opportunities to improve second language (L2) acquisition through context-aware ubiquitous learning (CAUL) technology. Since vocabulary is the foundation of all language acquisition, this article presents ULearnEnglish, an open-source system to allow ubiquitous English learning focused on incidental vocabulary acquisition. To evaluate our proposal, 15 learners used the developed system, and 10 answered a survey based on the Technology Acceptance Model (TAM). Results indicate a favorable response to the application of incidental learning techniques in combination with the learner context. ULearnEnglish achieved an acceptance rate of 78.66% for the perception of utility, 96% for the perception of ease of use, 86.5% for user context assessment, and 88% for ubiquity. Among its main contributions, this study demonstrates a possible tool for ubiquitous use in the future in language learning; additionally, further studies can use the available resources to develop the system.

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