scholarly journals Teachers’ Perspectives on Factors Affecting EFL Learners’ Course Learning Outcomes: A Case Study

2019 ◽  
Vol 6 (3) ◽  
Author(s):  
Mansoor S. Almalki
Keyword(s):  
Learning Outcomes ◽  
Factors Affecting ◽  
Efl Learners ◽  
Teachers Perspectives

scholarly journals Listening to Saudi EFL Learners’ Voices: Demotivating Factors Affecting Learning

2021 ◽  
Vol 11 (12) ◽  
pp. 1717-1723
Author(s):  
Wael A Holbah ◽  
Vipin Sharma
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Qualitative Data ◽  
Classroom Observation ◽  
Factors Affecting ◽  
Efl Learners ◽  
Course Materials ◽  
Daunting Task ◽  
Structured Questionnaire ◽  
Efl Learning

A plethora of research has considered motivation instrumental in achieving the requisite objectives in learning a language regrettably overlooked the most critical component called demotivation that indubitably affects the learning process substantially. The researchers have taken the daunting task to figure out the demotivating factors that affect Saudi learners’ English proficiency. The research is qualitatively based on the responses obtained from semi-structured informal interviews with twenty-six respondents and classroom observation inputs from over 125 students learning English as a foreign (EFL) language at Jazan University in Saudi Arabia. The sample of this study responded to a self-structured questionnaire to get qualitative data and after twofold data analysis, six demotivating factors related to students; teachers; environment (internal & external); attitude towards EFL learning; course materials, and time constriction were identified. The findings and suggestions reckon students, teachers, parents, and administrators to give utmost priority to address demotivation factors to facilitate even EFL learning to timely achieve not only the prerequisite learning outcomes but may also lead learners to be autonomous, infuse interest, confident with 21st-century skills, better teacher-learner relationship, and change in cognitive behavior, and non-cognitive aspects which includes perception, attitude, beliefs and willingness to learn English language.

scholarly journals Student’s Ability and Factors to Use Gerund and To Infinitive Case Study: Indonesian EFL Learners in University Level

2019 ◽  
Vol 3 (2) ◽  
pp. 145
Author(s):  
Rina Husnaini Febriyanti
Keyword(s):  
Language Learners ◽  
First Language ◽  
Research Result ◽  
Factors Affecting ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
University Level ◽  
Second Year ◽  
Descriptive Method

<p>Mastering grammar seems very challenging for English foreign language learners. Learning grammar constructions that they do not find or have different system to their first language bring some consequences. One of them is on learning about gerund and to infinitive. The objectives of this study are to describe the ability on mastering gerund and infinitive form and to analyze the factors affecting them to learning its form. This study used descriptive method. The respondents of this research were the students who took English Structure subject on second year of Indraprasta PGRI University Jakarta. Moreover, the data was collected through the instruments, and they were test and questionnaire. The data was analyzed descriptively, and it was tabulated and calculated. Next, it was presented in percent form. After analyzing the data descriptively, the research result is the ability of the students on mastering the using of gerund is on very poor range that is 41.82% (23 out of 55), in other words, it can be said that more than half respondents were still in low understanding of gerund, in the same time, mastering the using to-infinitive form is on very poor range that is 36.36% (20 out of 55), or it can be said that the respondents were still low in understanding of to infinitive. The factors affecting them were being passive, lack of motivation, slow learning, less practice in doing exercises, poor of literature, and not learning from the mistakes. These findings may encourage the lecturer of English Structure to find out more ways to improve student’s ability especially on using gerund and to infinitive for Indonesian EFL Learners in<strong> </strong>University level.</p>

Factors Affecting The Sustainability Of The Asphalt Roads: A Case Study Of Irbid Inner Ring Road, Jordan

2011 ◽  
Vol 1 (5) ◽  
pp. 93-94
Author(s):  
Eng. Nasr Ahmad Eng. Nasr Ahmad ◽  
◽  
Dr. Mihai Iliescu
Keyword(s):  
Factors Affecting ◽  
Ring Road

Factors Affecting Financial Literacy of Vietnamese Adults: A Case Study for Hanoi and Nghe An

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Tue Nguyen Dang
Keyword(s):  
Higher Education ◽  
Multiple Regression ◽  
Financial Literacy ◽  
Urban Areas ◽  
Logistic Models ◽  
Factors Affecting ◽  
Financial Behaviors ◽  
Financial Decisions ◽  
Literacy Level

This research examines the factors affecting the financial literacy of Vietnamese adults. Using a sample of 266 observations of adults in 2 big cities in Vietnam (Hanoi and Vinh in Nghe An Province), the author evaluates the literacy level of adults in these urban areas. The financial literacy of the interviewed people is low. The multiple regression results show that lower financial literacy levels associate with higher age and married status and higher financial literacy levels associate with higher education, more family members, the person making financial decisions and the person attending a useful financial course. This research also explores the association between financial literacy and financial behaviors of individuals employing logistic models. It is found that higher financial literacy associates with less probability of overspending and higher probability of saving money and careful spending. Higher financial literacy is also found to associate with higher probability of opening a savings account and making various investments. 

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

Capturing Transformative Moments in a Participatory Values-Based Event

2021 ◽  
pp. 154134462199624
Author(s):  
Felix Okechukwu Dike ◽  
JohnBosco Chika Chukwuorji
Keyword(s):  
Transformative Learning ◽  
Learning Outcomes ◽  
Study Design ◽  
Present Moment ◽  
Case Study Design ◽  
Fresh Perspective ◽  
The Stability

The theory of transformative learning (TL) has been criticized secondhand for its lack of clarity in capturing and explaining in detail the processes undergone by learners who are going through TL experiences and their link to learning outcomes. Using a case study design, and carefully synthesized TL processes (TLPs) from Mezirow’s TL theory, we present—moment by moment—the TLPs linked to outcomes identified among a group of teachers who participated in a values-based workshop. Participants were followed through interviews for over 72 weeks to trace the stability of their TL outcome. TL processes identified were compared to Mezirow’s 10 processes. The article discusses ontological transformations gained and offers fresh perspective to identifying TLPs that can be linked to outcomes.

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