scholarly journals A Study of English Language Learning Experience of North Korean Refugee Youth in South Korean High Schools

2015 ◽  
Vol null (32) ◽  
pp. 65-88
Author(s):  
정채관 ◽  
Kim, So-Yeon
Keyword(s):  
High Schools ◽  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
English Language Learning ◽  
Refugee Youth ◽  
South Korean ◽  
North Korean Refugee

Podcasts and English-Language Learning

2019 ◽  
Vol 11 (1) ◽  
pp. 20-35
Author(s):  
Yuping Mao ◽  
Martin Guardado ◽  
Kevin R. Meyer
Keyword(s):  
Second Language ◽  
Nontraditional Students ◽  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
Community Services ◽  
English Language Learning ◽  
Educational Settings ◽  
Language Programs ◽  
Non Profit

There are three ways to use podcasts in education: accessing podcasts created by others, teacher-created podcasts, and student-created podcasts. This chapter focuses on the use of teacher-created and student-created podcasts in an English as a second language (ESL) class. Existing literature on the use of podcasts in learning primarily focuses on formal educational settings, while nontraditional students in freely available language programs provided by non-profit organizations (NPOs) remain unexplored. Thus, the authors examine how podcasting enhances immigrants' English language learning experience in an ESL course offered by an NPO that provides community services to immigrants in Canada. This chapter addresses pedagogical and organizational affordances and challenges of using podcasts in language learning and provides recommendations for their implementation in NPOs.

scholarly journals The motivational evolution in EFL to ESL shift: A case of two Korean education migrants in Manila

2018 ◽  
Vol 9 (2) ◽  
pp. 797-805
Author(s):  
Selwyn Cruz ◽  
Haroun Mohammed Al Balushi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Possible Selves ◽  
Learning Experience ◽  
The Philippines ◽  
Extrinsic Factors ◽  
Motivational System ◽  
Korean Education ◽  
South Korean ◽  
Grounded Theory Method

The study stemmed from a continuing interest in the change in motivation of L2 learners who experience contextual shift using the possible selves framework (Dornyei, 2005). Specifically, it investigated the changes in the L2 motivational system of two South Korean university students in the Philippines. Using grounded-theory method, the two students were interviewed about their language learning experience prior and during the study abroad context. The findings demonstrated that the environment shift had influenced changes in their L2 motivational system. Although the learners' learning profiles were not identical, evident traces of positive motivation were present in their individual narrations. Furthermore, their L2 goals, perception on English language learning and the target community are what contributed to the changes in their L2 motivational system. The participants' statements also featured several traditional intrinsic and extrinsic factors that influenced their L2 self-images at varying levels. Moreover, the changes in the participants’ ideal L2 self as a competent English user appeared to be temporary because of the uncertainties that their national duties pose to their professional ambitions. The study also demonstrates the existence of L2 self in Korean learners.

scholarly journals ACTS OF AGENCY IN ENGLISH LANGUAGE LEARNING EXPERIENCE

2016 ◽  
Vol 2 (6) ◽  
pp. 733-733 ◽  
Author(s):  
Noor Saazai Mat Saad ◽  
Hamidah Yamat ◽  
Hanisa Mohd. Sidek ◽  
Hazleena Baharun ◽  
Muzhafar Mohd. Idrus
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
English Language Learning

scholarly journals FOSTERING 21st CENTURY SKILLS USING THE ONLINE DISCUSSION FORUM IN AN ENGLISH FOR SPECIFIC PURPOSE COURSE

2021 ◽  
Vol 18 (Number 1) ◽  
pp. 219-240
Author(s):  
Mazura Jamalai@Jamali ◽  
Pramela Krish
Keyword(s):  
Language Learning ◽  
21St Century ◽  
21St Century Skills ◽  
English Language ◽  
Online Discussion ◽  
Learning Experience ◽  
Discussion Forum ◽  
English Language Learning ◽  
Reflective Journals ◽  
Online Discussion Forum

Purpose – This study was initiated to explore students’ utilisation of the online discussionforum (ODF) via the university Learning Management System to assist English for Specific Purpose (ESP) students to execute and construct their final group task project, namely the Company Profile (CP). Methodology – A case study guided by Socio constructivism theory and Partnership of the 21st Century Learning Framework was employed. A total of 26 undergraduate students participated voluntarily in the ODF. The group project was carried out virtually among group members in three online sessions. Prior to the project, students were briefed by the instructor and questions were posted to students via the portal in stages to carry out the discussion online. Besides the online postings in the platform, students reflected on their online learning experiences in their reflective journals and took part in the interviews. The findings were qualitatively analysed and reported. Findings – The findings indicated that students value the learning experience and perceived the virtual setting as beneficial in assisting English language learning, as well as fostering the 21st century skills. The data from the online postings, reflective journals and interviews were grouped into several themes which provided significant aspects of their positive inclination in using ODF for their language learning facilitation and fostering of skills. The positive insight and impact on how the ODF assisted the students’ English language learning were realised in students’ Linguistic Attainment. Meanwhile, the idea of Flexibility Trait, Reference for Documentation, Confidence Increase and Attentiveness Provision were identified as influential factors on the students’ optimistic views on the usage of ODF. The students value the learning experience and also view the online environment as an inclusive venue to develop critical thinking, leadership, discipline, time management, and digital skills. Overall, this study revealed that practice in the virtual environment using ODF should be implemented in the English classroom with the belief that such mode of learning would contribute to the development language and enhancement of important skills for their future. Significance: The ODF platform demonstrated the potential for convenience, flexibility, and linguistic advancement amongst students for discussing and sharing knowledge relative to their CP construction and its execution. The non-threatening learning and the conducive atmosphere of their group discussion experience also supported active participation, in which passive participants had more opportunities to express their opinions confidently. Keywords: Online discussion forum; English for Specific Purpose; language learning experience, 21st Century Skills.

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