Using ICT in Learning English Language as a Second Language for Ukwuani L1 Speaker

2013 ◽  
Vol 11 (12) ◽  
Keyword(s):  
Second Language ◽  
English Language ◽  
Learning English

iGeneration Methodology

2020 ◽  
pp. 108-114
Author(s):  
Aruldoss L. ◽  
Sujitra A. G. ◽  
Vijayalakshmi R.
Keyword(s):  
Second Language ◽  
Effective Teaching ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
New Method ◽  
Teaching Methodology ◽  
Visual Method ◽  
Learning English

This chapter aims at analyzing the effective teaching methodology for the iGeneration students who learn English as a second language. iGeneration students are the students who are born in between 1995 to 2012. As the iGeneration students are not interested in reading books, there has to be another method which can be used to teach them. This generation of students are using the technology effectively. The teachers who teach English for the students have to adopt a new method. To find out the best method for English language teaching, 150 students were taken for the research. They were divided into three sections namely A, B, and C sections. Each section was taught with different methods. At last, a test was conducted for all the students and marks were awarded for the test. Based on the marks scored by the students, it is found that audio-visual method was effective for learning English language.

scholarly journals An Investigation of Collegiate Students’ Motivation and Its Impact on Attitude for Learning English as a Second Language at Government Degree College Mehar

2019 ◽  
Vol 5 (2) ◽  
pp. 41
Author(s):  
Mumtaz Ali Khokhar ◽  
Shoukat Ali Lohar
Keyword(s):  
Second Language ◽  
English Language ◽  
Parental Influence ◽  
Item Number ◽  
Parental Encouragement ◽  
Quantitative Design ◽  
The Mean ◽  
Instrumental Motivation ◽  
Positive Results ◽  
Learning English

Motivation is a great stimuli for learning (Schmid, Palminteri, Lafargue, & Pessiglione, 2010) and learning a second language involves integrative and instrumental motivation (Curral & Marques- Quenterio, 2009). Influences of motivation in interior Sindh, Pakistan, speak volumes of factors. This study investigates the motivation of collegiate students at Government Degree College Mehar for learning English as a second language. Furthermore, to know the factors instrumental or integrative that motivated students for learning English language, the quantitative design was employed to conduct the research. The questionnaire encompasses 20 close ended items which were adapted from Gardener’s AMTB. The questionnaire is based on 5 point Likert scale, and the data were collected from 180 participants at Government Degree College Mehar. Data were analyzed through SPSS. The findings reveal that highest mean of the item number (1) is (4.73) and it reflects participants are instrumentally motivated whereas they are less integrative motivated. The parental influence has also shown positive results. As it is evident from the item number (11) that excelled in mean of the above item as (4.21). The parental encouragement has boosted the interest as well as confidence of the children for learning English language. The students’ over all attitude for learning English language is found greater in the mean item number (9) as (4.42) which all support that instrumental motivation plays major role for learning English at Government Degree College Mehar. The study recommends that functional and practical courses should be added in syllabi to enable students to achieve their instrumental aim and objectives.

scholarly journals STUDENTS’ PROBLEMS IN LEARNING ENGLISH AS A SECOND LANGUAGE AMONG MDAB STUDENTS AT UITM MALACCA

2019 ◽  
Vol 2 (7) ◽  
pp. 01-12
Author(s):  
Khalijah Mohd Nor ◽  
Masliza Mohd Razali ◽  
Nashrah Talib ◽  
Nurbarirah Ahmad ◽  
Siti Rosnita Sakarji ◽  
...  
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Higher Learning ◽  
Language Experience ◽  
Reading And Writing ◽  
Office Management ◽  
Learning Institutions ◽  
Learning English

This study examined students’ problems in learning English as a second language in higher learning institutions. This paper reports on the results of an interview of 30 randomly selected MDAB students of Diploma in Office Management and Technology at UiTM Melaka. The aim of this paper is to identify the factors that contribute to the decreasing of students’ achievement in the English language. The discussion revealed the different reasons that students face in speaking, listening, reading and writing skills. In learning a second language, it is of utmost importance that learners receive maximum support in terms of a supportive and conducive learning environment as well as an adequate and meaningful language experience. This research hopes to enlighten students in learning the English language so that they may strive to improve their English skills, thus making language teaching and learning more effective and meaningful for both lecturers and students.

Learning English as a Second Language through Social Media: Saudi Arabian Tertiary Context

2016 ◽  
Vol 8 (6) ◽  
pp. 112 ◽  
Author(s):  
Amin Ali Al Mubarak
Keyword(s):  
Social Media ◽  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Saudi Arabian ◽  
English Language Learning ◽  
Learning And Teaching ◽  
Perceptions And Attitudes ◽  
Saudi Arabian Students ◽  
Learning English

This paper aims to identify the role of social media in learning English as a second language among Saudi Arabian students. Four year students majoring B A in English at Al Ardh college of Science and Arts for girls in Jazan University were identified as the participants of this study. The instrument of this study is a comprehensive questionnaire, which is constructed in order to explore the students’ perceptions and attitudes on using social media for English language learning. It is found that majority of the participants use social media to enhance their communication skills. Moreover, the result revealed that collaborative learning that are embedded in a social media may help improve learning activities which in turn leads to the success of learning English as a second language. Apart from that, some of the problems encountered when using social media and combined group work in the learning and teaching of English as a second language at Tertiary level are also highlighted. Most importantly, the students agreed that social media has by and large affected in their English language learning skills. 

scholarly journals Dilemmas in Using Phenomenology to Investigate Elementary School Children Learning English as a Second Language

in education ◽  
2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Zihan Shi
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Lived Experience ◽  
Doctoral Students ◽  
Language Learners ◽  
English Language ◽  
Phenomenological Approach ◽  
Cultural Challenges ◽  
Conducting Research ◽  
Learning English

This paper is intended for doctoral students and other researchers considering using phenomenology as a methodology to investigate the experiences of children learning English as a second language in an elementary classroom setting.  I identify six dilemmas or puzzling challenges likely to arise if researchers adopt a phenomenological approach to conducting research.  The six dilemmas fall under two categories: fundamental and situational. Fundamental dilemmas include descriptive versus interpretive; objective versus subjective; and participant voice versus researcher voice.  The former focus is on a fundamental understanding of phenomenology as a research method while the latter include language and cultural challenges and limitations of the researchers.  Situational dilemmas arise from the challenges an investigator may encounter in using an in-depth interview as a research tool with children from different cultural and language backgrounds.  I present these dilemmas so that researchers can understand more readily the challenges they may face in exploring the lived experience of these children.Keywords: phenomenology; English Language Learners; lived experience

scholarly journals Impact of Aliteracy on Learning English as A Second Language in Nigeria

2019 ◽  
Vol 8 (4) ◽  
pp. 60
Author(s):  
Ezekwesili ◽  
Chinyere Chinedu
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Poor Performance ◽  
Language Performance ◽  
School Students ◽  
Poor Reading ◽  
The Impact ◽  
Learning English

This paper examines the impact of aliteracy on learning English as a second language in Nigeria. Genuine concern expressed by stakeholders on the poor performance exhibited by Nigerian secondary school students in English language has led to a number of inquiries for solutions to the problem. Many studies have attributed poor language performance to a number of factors but nobody has connected the apathetic stance of students towards reading to poor language performance. Their appalling performance manifests in the plethora of spelling and grammatical errors that riddle essay assignments. Writing is a productive language skill by which a student demonstrates his ability to produce grammatically correct and connected texts. This study searches for the link between students’ lack of interest in reading and their writing competence. Aliteracy is the state of being able to read but being uninterested in doing so. The data for the study were generated from students’ written essay and questionnaire. An analysis of the students’ reading habits juxtaposed with their continuous writing showed that students who were avid readers performed better than those who did not like to read. This result shows that the decline in the level and quality of language written by senior secondary school students in Nigeria can be attributed to poor reading culture.

scholarly journals Teaching and learning English in a second language situation: The case of some Igbo Teachers and students

2020 ◽  
Vol 16 ◽  
pp. 160-175
Author(s):  
Nkoli Nnyigide ◽  
Obiageli Anyaegbu
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Mother Tongue ◽  
Instructional Materials ◽  
Language And Literature ◽  
Government Education ◽  
Teachers And Students ◽  
National Life ◽  
Learning English

The English language, which is studied as a second language in Nigeria, is indispensable in all spheres of human endeavours. It is the language of government, education, the judiciary and indeed every aspect of national life. All ethnic groups in the country, the Igbo inclusive, embrace this all-important language for their various activities. Because this significant language is not a mother tongue in the Igbo environment, some students of English in a second language situation encounter problems because some learners study it against the background of their mother tongue in which they have attained a reasonable degree of competence. Again, teachers on their own part contribute to the problem owing to their pedagogical incompetence, lack of instructional materials, language interference, etc. To this end, this paper looks at the concept of teaching and learning English in a second language situation with a focus on the problems encountered by the Igbo teachers and learners as regards imbibing the intricacies of the language and possible solution. To get about this, fifty Year one Sandwich students of Department of English Language and Literature, Nnamdi Azikiwe University and their lecturers were directly observed in a classroom situation. It was discovered that they have interference problem amongst other problems inherent in studying English as a second language.

scholarly journals Unraveling the Attitude—Acquisition Conundrum in Learning English as a Second Language (L2) in Cameroon

2017 ◽  
Vol 6 (1) ◽  
pp. 12
Author(s):  
Vincent A. Tanda ◽  
Joan Mapeh Eposi
Keyword(s):  
Second Language ◽  
English Language ◽  
Negative Attitude ◽  
Professional Schools ◽  
Competitive Edge ◽  
Global World ◽  
Learning English

<p><em>This study set out to unravel the attitude—acquisition conundrum exhibited by Francophone Cameroonians in the learning of English as a second language (L2). It submits that notwithstanding the widely negative attitude they hold of English and the Anglophone Cameroonians who speak the language,  this negativism seems not, more recently, to blight their quest to learn and use the English language when necessary. The paper contends that albeit that Francophone Cameroonians overtly show a disdain for the English language, they at the same time recognize its role as a window to the global world.</em></p><p><em>They also recognize that even within Cameroon knowing English will give them a competitive edge into the professional schools in the country and also to the few jobs opportunities that exist.</em></p>

scholarly journals The Significance of Current Techniques and Skills of Learning English as a Second Language

2021 ◽  
Vol 10 (6) ◽  
pp. 60-68
Author(s):  
Sunil Dasariya ◽  
A.S. Chauhan
Keyword(s):  
Second Language ◽  
Large Scale ◽  
English Language ◽  
English Speakers ◽  
Social Setting ◽  
Social Foundations ◽  
Non Local ◽  
Language Students ◽  
Learning English

English has been assigned as a wellspring of intercultural correspondence among individuals from different semantic and social foundations. A scope of phonetic and social hypotheses contributes significant experiences on the improvement of ability in intercultural correspondence. The theories recommend the utilization of informative methodologies zeroing in on the advancement of students' productivity in imparting language through social setting. This investigation pointed toward deciding variables which may affect the learning of English as a second language large scale abilities (perusing, composing, tuning in, and talking) by optional students and furthermore the difficulties and advantages of learning ESL. English as a second or unknown dialect is the utilization of English by speakers with various local dialects. Guidance for English-language students might be referred to as English as a subsequent language, English as an unknown dialect, English as an extra language, or English for speakers of different dialects. English as an unfamiliar language is utilized for non-local English speakers learning English in a country where English isn't ordinarily spoken.

scholarly journals Motivational Factors that Influence English as a Foreign Language Learners at Quality Leadership University, Panama City, Panama

2020 ◽  
Vol 11 (4) ◽  
pp. 543
Author(s):  
Ricardo Roman Jr. ◽  
Aixa M. Nunez
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Instrumental Motivation ◽  
Learning English

Research in second language acquisition took off in the early 1970s. This study on integrative and instrumental motivation examined the correlation between the two forms in terms of second language acquisition, and the interest it has generated through continued research efforts in language learning. Research to date suggests a possible relationship between motivation and second language learning. The results obtained by this research were determined by two basic types of motivation which play a relevant role in second language acquisition, it also revealed which was the most prevalent motivational factor that influences students in learning English as a Foreign Language (EFL) at Quality Leadership University, Panama. Our objective was to prove that instrumental motivation is more prevalent among students learning English as a Foreign Language in Panama. Although cultural awareness is very much present in the EFL classroom, it too plays a major role with English Language Learners (ELLs). This is a quantitative research study which includes a questionnaire classifying twenty motivational statements into two types of motivation, integrative and instrumental. The study revealed that instrumental motivation was more prevalent among English language learners at Quality Leadership University, Panama. Albiet learning about new cultures has been the driving force with which students approach language learning and students in Panama are not the exception. We can thus conclude that instrumental motivation has been acknowledged as the significant factor by students surveyed and the interest in specific language learning for career advancement, whereas integrative motivation is linked to more general second language acquisition for the benefit of cultural integration.

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