scholarly journals Editorial

2020 ◽  
Vol 10 (4) ◽  
pp. 669-672
Author(s):  
Mirosław Pawlak
Keyword(s):  
Social Sciences ◽  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Fine Arts ◽  
First Year ◽  
Learning And Teaching ◽  
Journal Citation Reports ◽  
The One ◽  
The Impact

I have to honestly admit that writing this editorial feels very different from writing the one for the December of 2011 when Studies in Second Language Learning and Teaching had just completed its first year of existence. At that time, I was feeling a lot of uncertainty and trepidation about the future of the journal, wondering whether it would survive beyond the first year or two as well as whether it would stand a chance of becoming internationally recognizable. Today the situation is very different. Even though this has been an unprecedented year because of the COVID pandemic with all the havoc it has been wreaking all over the world, 2020 has proved to be exceptionally gracious to SSLLT. For one thing, not only has the journal survived and it is now turning 10 years of age, but it has also managed to secure its place among the most influential journals in the field, as can be seen, for example, from its ever-increasing indices in Scopus. Even more importantly, SSLLT has at last been included in some of the databases in Web of Science, most notably Social Sciences Citation Index (SSCI) and Journal Citation Reports Social Sciences (JCRSS). Needless to say, we have been waiting for this momentous turn of events for quite a few years and now we cannot wait again to find out the impact factor for the journal, which should be announced some time in 2021. Once again, I cannot stress enough that the huge success of the journal is the outcome of the contribution of numerous individuals, in particular the consecutive associate editors, authors, reviewers, as well as editors of special issues. All of this certainly calls for a celebration and it is our intention to do so by organizing a conference that would bring together all those who have been involved in SSLLT and supported it from its inception, in whatever capacity this might have happened. We are sincerely hoping to be able to hold this event in October 2021 and will be sending out a call for papers some time in December. We do realize that the pandemic can foil any plan now, but we are determined to celebrate the success of the journal. Should autumn 2021 turn out to be unfeasible, we will be aiming for spring 2022 and we are very confident that sooner rather than later we will be able to finally meet face-to-face to discuss key issues involved in the process of second language learning and teaching. While there is surely nothing wrong with online conferences, I am convinced that we would all rather have a chance to talk in person at along last and we will do our best to make this happen. One thing is for sure, whatever the timing, the Faculty of Pedagogy and Fine Arts in Kalisz, Adam Mickiewicz University, Poland, will be the venue for this event. After all, this is where the idea for SSLLT was conceived well over 10 years ago and where the journal has been published from the get-go.

scholarly journals Using Email in Second Language Learning and Teaching

2018 ◽  
Vol 2 (9) ◽  
Author(s):  
‏​‏​‏​​‏​‏​​‏​‏​‏​‏​‏​‏ Amal Abdullah Ali Almashham
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Writing Skills ◽  
Important Application ◽  
Negative Effects ◽  
Learning And Teaching ◽  
Class Room ◽  
The Impact

This study aims to investigate the impact of using email as one of the most important application in the second language learning. In this study the researcher discussed the benefits of using email in learning the second language according to some previous studies which were done in the same field. She found that the email can improve the students' language and enhance their learning in two different aspects : inside and outside the class room especially in the writing skills. Also she mentioned to the positive and the negative effects of using email for second language's learners . So, the teachers can take the benefits of using this application in their teaching and the researchers also can follow the recommendation which the author listed at the end. Finally, I hope this study makes changes in the students' motivations for enhancing their learning of second language.  

scholarly journals Editorial

2017 ◽  
Vol 7 (4) ◽  
pp. 569-571
Author(s):  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Foreign Languages ◽  
Present Issue ◽  
Learning And Teaching ◽  
Entire Process ◽  
Efficient Processing ◽  
Number Of Citations ◽  
The Impact

The present issue of Studies in Second Language Learning and Teaching closes the seventh year of the existence of the journal. It is fully warranted to say that 2017 has been yet another successful year for at least three reasons. First, the number of submissions has increased considerably and so has their quality with the effect that SSLLT has become even more established in the field. Second, and closely related to the previous point, the number of downloads of individual papers has been on the rise as well, which must have translated into in the growing number of citations, a metric that is illustrative of the impact the journal is having in the field. Third, we have finally managed to move SSLLT to an electronic platform, with the entire process of submitting, reviewing, processing, editing and proofing papers being handled by the PRESSto publishing system maintained by Adam Mickiewicz University. The transition could not have come at a better time as dealing with the growing influx of submissions was becoming less and less manageable, which was beginning to constitute a threat to the credibility of the journal. I am hopeful that the move to the new platform, with all of its useful functionalities, will not only result it more speedy and efficient processing of the submissions, but will also make it easier for us to find the most suitable reviewers and even further enhance the visibility of SSLLT and its impact in the domain of research in learning and teaching foreign languages.

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

2021 ◽  
pp. 104687812110565
Author(s):  
Maram Almufareh
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Second Language Learning ◽  
Video Gaming ◽  
Control Group ◽  
Students Attitudes ◽  
The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

scholarly journals Idiomaticity as a Language Learning Barrier: The EFL Context of Saudi Arabia

2020 ◽  
Vol 10 (3) ◽  
pp. 59
Author(s):  
Abdalla Elkheir Elgobshawi
Keyword(s):  
Social Sciences ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Learning And Teaching ◽  
Efl Context ◽  
The Social ◽  
Idiomatic Expressions ◽  
Efl College Students ◽  
The Impact

The aim of this paper is to investigate the impact of Idiomaticity on language learning and the extent to which it can be a language learning barrier. It contrasts the perspective of language teachers and the attitude of language learners regarding how idioms can influence language learning. The theoretical framework provides a description of the general properties of English idiomatic expressions and shows the relevance of idiomaticity to linguistic theory. The paper is based on an analytical analysis and follows a quantitative approach in which two questionnaires are used to collect the data. The two questionnaires are administered to two independent samples: 20 participants representing ELT teachers at the tertiary level and 80 subjects representing Saudi EFL college students. The data are then analyzed using SPSS (Statistical Package for the Social Sciences). The study reveals learners’ reasonable consensus on the issues assessed. They generally acknowledge the significance of idioms for language learning but with a general dissatisfaction with their status in learning and teaching contexts. Both teachers and learners view idioms as odd pieces of language that lack a uniform character and do not receive due attention in language syllabi and curricula. Teachers give different ratings on the pedagogical value of idioms, but they generally show low interest in teaching them.

scholarly journals Why should a Business English Teacher be a Constructivist Teacher?

2018 ◽  
Vol 34 ◽  
pp. 87-92
Author(s):  
Joanna Lempart
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English For Specific Purposes ◽  
English Teacher ◽  
Constructivist Approach ◽  
Business English ◽  
Learning And Teaching ◽  
Teaching Business ◽  
The Difference

The article provides some considerations related to the issue of learning and teaching Business English in Poland. It explains the difference between Business English, General English and English for Specific Purposes. The main aim of it is to present the characteristics of the Constructivist Business English Teachers. In order to this the constructivist approach to second language learning and teaching is briefly presented and a few. valuable suggestions are provided on how to it can be employed in Business English teaching.

First Person Singular

2012 ◽  
pp. 22-40
Author(s):  
Shaoqun Wu ◽  
Ian H. Witten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Digital Library ◽  
Second Language Learning ◽  
First Person ◽  
Library Collection ◽  
The Impact ◽  
Library Technology ◽  
The Web

We use digital library technology to help language learners express themselves by capitalizing on the human-generated text available on the Web. From a massive collection of n-grams and their occurrence frequencies we extract sequences that begin with the word “I”, sequences that begin a question, and sequences containing statistically significant collocations. These are preprocessed, filtered, and organized as a digital library collection using the Greenstone software. Users can search the collection to see how particular words are typically used and browse by syntactic class. The digital library is richly interconnected to other resources. It includes links to external vocabularies and thesauri so that users can retrieve words related to any term of interest, and links the collection to the web by locating sample sentences containing these patterns and presenting them to the user. We have conducted an evaluation of how useful the system is in helping students, and the impact it has on their writing. Finally, language activities generated from the digital library content have been designed to help learners master important emotion related vocabulary and expressions. We predict that the application of digital library technology to assist language students will revolutionize second language learning.

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