scholarly journals A Study on EFL Learners’ Preferred Types of Salience and Categories in Movie English

STEM Journal ◽  
2021 ◽  
Vol 22 (3) ◽  
pp. 15-28
Author(s):  
Dohyung Ryu
Keyword(s):  
College Students ◽  
The Self ◽  
Efl Learners

The purpose of this paper is twofold: (1) to observe EFL learners’ preferred types of salience in Movie English and (2) to examine which language categories are mainly salient. The types of salience are based on Schmid and Günther’s (2016) 4 types of salience, with categories of grammar, individual words, chunks, and messages. This is a case study of five college students majoring in English all with TOEIC scores higher than 800. The study was divided into a self-heuristic group of three students and a category-presented group of two students. The self-heuristic group was instructed to find out what they found salient and noticeable in a movie, without the terms salience and category being mentioned. The category-presented group was directed to find out what they found salient and noticeable in the movie, based on given categories. The results showed that the two groups preferred surprise and novelty. Both groups preferred different categories, however. The self-heuristic group mostly focused on chunks, with a preferred order of chunks, grammar, words, and messages. The category-presented group mainly focused on words, with a preferred order of words, chunks, messages, and grammar. Pedagogical implications will be discussed in more detail in this paper.

Understanding Interaction Inside and Outside the EFL Self-Concept System: A Case Study of Chinese Learners in Junior High School

2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Xia Chen ◽  
Hao Xu
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
The Self ◽  
Self Concept ◽  
Efl Learners ◽  
Concept System ◽  
System A ◽  
Chinese Learners

AbstractThis case study on three Chinese EFL learners in junior high school examined the interaction inside and outside learners’ EFL self-concept system, and the findings revealed: (1) inside the self-concept system, the interaction between the global and specific self-concepts is of much complexity; (2) the gap between the global and specific self-concepts would cause imbalance in the self-concept system, and thus trigger efforts to improve learning, while some reconciling elements in the global self-concept may sustain balance in the self-concept system, inhibiting learners’ motivation to improve; and (3) the degree of specificity of learners’ specific selfconcepts that inform learners’ learning efforts contributes considerably to the outcome of these efforts, as does that of learners’ beliefs about EFL learning which mediate the learning efforts.

scholarly journals Improving Reading Skills of Saudi English Learners

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Abdulwahab Alamat Alsharari ◽  
Keyword(s):  
College Students ◽  
Intrinsic Motivation ◽  
English Learners ◽  
Qualitative Method ◽  
English Language ◽  
Reading Skills ◽  
The Self ◽  
Language Practice ◽  
Efl Learners ◽  
Language Communication

This study aimed at investigating the underlying reasons that can cause Saudi EFL learners to have lower English performance. This study follows a qualitative method through interviewing three college students at Jouf University and one professor. The self-constructed interviews were basically targeted four items; 1) students’ related issues, 2) teachers’ related issues, 3) curricula- related issues, and 4) assessment related issues. The finding of this study have indicated that the primary reasons of Saudi EFL learners were due to their lower internal and intrinsic motivation. The conceptualized learning English as an academic course to pass, and not an actual language communication. The recommendations suggested by this study were trimmed into the following: increasing English language practice, learning authentic communicative language.

scholarly journals Analysis of Underlying Reasons for Low Saudi EFL Performance

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Saad Khidr M Alruwaili ◽  
Keyword(s):  
College Students ◽  
Intrinsic Motivation ◽  
Qualitative Method ◽  
English Language ◽  
The Self ◽  
Language Practice ◽  
Efl Learners ◽  
Language Communication ◽  
Learning English

This study aimed at investigating the underlying reasons of challenges that can cause Saudi EFL learners to have lower English performance. This study follows a qualitative method through interviewing three college students at Jouf University and one professor. The self-constructed interviews were basically targeted four items; 1) students’ related issues, 2) teachers’ related issues, 3) curricula- related issues, and 4) assessment related issues. The finding of this study have indicated that the primary challenges of Saudi EFL learners were due to their lower internal and intrinsic motivation. The conceptualized learning English as an academic course to pass, and not an actual language communication. The recommendations suggested by this study were trimmed into the following: increasing English language practice, shifting the focus from being examination- driven focus onto learning authentic communicative language.

College Students' Cognition of Internet Accidental Injury Insurance: A Case Study of Guangdong Province

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Yongmei Hou ◽  
Qian Yi
Keyword(s):  
College Students ◽  
Guangdong Province ◽  
The Self ◽  
The Internet ◽  
Accidental Injury ◽  
Factors Affecting ◽  
Factors Influencing

Objective: to explore college students' understanding and satisfaction of internet accidental injury insurance, and to analyse the factors influencing college students' awareness and satisfaction of internet accidental injury insurance. Methods: 836 college students in Guangdong Province were  selected by stratified ramdon sampling. They were investigated with the self-designed questionnaire "College Students' Cognition of Internet Accidental Injury Insurance (CSCIAII)". Results: 29.67%, 52.18%, 10.13% and 8.02% of the college students didn't know, knew a little, knew relatively well and knew very well about internet accidental injury insurance, respectively. 55%, 16. 82%, 47. 73%, 11. 82% and 14. 09% of the college students satisfied with, , respectively. Conclusion: College Students' awareness of insurance is weak, and they do not pay enough attention to accidental injury insurance. The percentage of college students who are very satisfied with the internet accidental injury insurance, think the internet accidental injury insurance basically meets their own needs, think it is acceptable but needs to be improved, do not agree with and are not satisfied with it at all are 9.55%, 16.82%, 47.73%, 11.82% and 14.09%, respectively. The design, publicity and sale strategies of internet insurance products may be important factors affecting college students' understanding and satisfaction with internet accidental injury insurance.

scholarly journals EFL PHONOLOGY: A CASE STUDY OF ENGLISH FRICATIVE PRODUCTION BY INDONESIAN LEARNERS/FONOLOGI BAHASA INGGRIS SEBAGAI BAHASA ASING: STUDI KASUS PELAFALAN BUNYI GESER OLEH MAHASISWA INDONESIA 

Aksara ◽  
2022 ◽  
Vol 33 (2) ◽  
pp. 283-294
Author(s):  
Ni Luh Putu Sri Adnyani
Keyword(s):  
College Students ◽  
Developmental Process ◽  
Word List ◽  
First Year ◽  
Reading Task ◽  
Efl Learners ◽  
Significant Difference ◽  
English Spelling ◽  
And Task

AbstractThis study reports the difficulties 40 first-year Indonesian college students, majoring in English, had in pronouncing the English fricatives. The aim of this paper is, first, to reveal how these Indonesian EFL learners produced English fricatives, the order of difficulties, and the pronunciation constraints they experienced. The second aim is to identify the possible causes of the pronunciation difficulties. In collecting the data, two types of tasks were administered: a word-list-reading task (Task 1) and a sentence-list-reading task (Task 2). By using Wilcoxon based T-Test, it was revealed that there was a significant difference in the number of errors in Task 1 and Task 2. There was also an increase in errors in Task 2. The results show that the order of difficulties Indonesian learners had in producing fricative sounds (from the most to the least problematic) were: /v/, /ʃ/, /ð/, /θ/, /z/, /ʒ/, /f/, and /s/. It is likely that the influence of the challenging English spelling system played the most important role in the students’ errors. Other factors such as transfer of L1 and the developmental process also contributed to the errors. This research implies that teachers need to apply certain strategies to meet students’ needs.  Keywords: English, fricative, Indonesian students, errors AbstrakPenelitian ini melaporkan kesulitan yang dialami mahasiswa tahun pertama Jurusan Pendidikan Bahasa Inggris  dalam melafalkan bunyi geser , urutan kesulitan  dan kendala dalam pelafalan bunyi tersebut. Tujuan kedua penelitian ini adalah mengidentifikasi kemungkian sebab-sebab dari kesulitan ini. Dua jenis tugas diberikan kepada siswa untuk mengumpulkan data yaitu tugas membaca daftar kata (Tugas 1) dan tugas membaca daftar kalimat (Tugas 2). Berdasarkan hasil Uji T  Wilcoxon terungkap bahwa  terdapat perbedaan yang signifikan dari segi jumlah kesalahan dalam mengerjakan tugas I dan tugas 2. Juga terdapat peningkatan kesalahan dalam Tugas 2. Hasil-hasil ini memperlihatkan bahwa urutan kesulitan yang dialami mahasiswa Indonesia dalam melafalkan bunyi frikatif ( dari yang paling bermasalah hingga yang kurang bermasalah ) adalah : /v/, /ʃ/, /ð/, /θ/, /z/, /ʒ/, /f/, dan /s/. Ada kecenderungan bahwa sistem ejaan Bahasa Inggris yang rumit sangat besar pengaruhnya terhadap  kesalahan-kesalahan yang dibuat oleh mahasiswa. Faktor-faktor lain seperti transfer dari BI dan  proses perkembangan juga berkontribusi terhadap kesalahan-kesalahan tersebut.  Implikasi penelitian ini adalah dosen atau guru  dapat menerapkan strategi-srategi tertentu untuk memenuhi kebutuhan mahasiswa atau siswa.  Kata kunci: bahasa Inggris, bunyi geser, mahasiswa Indonesia, kesalahan 

AAC Collaboration Using the Self-Anchored Rating Scales (SARS): An Aphasia Case Study

2012 ◽  
Vol 21 (4) ◽  
pp. 136-143
Author(s):  
Lynn E. Fox
Keyword(s):  
Augmentative And Alternative Communication ◽  
Rating Scales ◽  
Rating Scale ◽  
Therapeutic Process ◽  
Family Counseling ◽  
The Self ◽  
Alternative Communication ◽  
Her Family ◽  
Solution Focused

Abstract The self-anchored rating scale (SARS) is a technique that augments collaboration between Augmentative and Alternative Communication (AAC) interventionists, their clients, and their clients' support networks. SARS is a technique used in Solution-Focused Brief Therapy, a branch of systemic family counseling. It has been applied to treating speech and language disorders across the life span, and recent case studies show it has promise for promoting adoption and long-term use of high and low tech AAC. I will describe 2 key principles of solution-focused therapy and present 7 steps in the SARS process that illustrate how clinicians can use the SARS to involve a person with aphasia and his or her family in all aspects of the therapeutic process. I will use a case study to illustrate the SARS process and present outcomes for one individual living with aphasia.

A Qualitative Case Study of Flipped Learning Class on College Students

2016 ◽  
Vol 22 (4) ◽  
pp. 777-803
Author(s):  
Sanghoon Im ◽  
Sumin Kang ◽  
Sinwoo Lee ◽  
Yeong-Mahn You
Keyword(s):  
College Students ◽  
Qualitative Case Study ◽  
Flipped Learning
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