scholarly journals The Influence of Self-editing on Micro Skills Development in Academic Writing in English as a Second Language

2016 ◽  
Vol 2 (1) ◽  
pp. 30-38
Author(s):  
Tatiana Pospelova
Keyword(s):  
University Students ◽  
Language Learning ◽  
Academic Writing ◽  
Research University ◽  
English Language ◽  
Research Question ◽  
Foreign Language Learning ◽  
Skills Development ◽  
Student Writers ◽  
Writing Students

Self-editing skills are extremely important in foreign language learning; without them university students tend not to write appropriately in academic contexts. These skills are, however, often less developed in school graduates and it is thus essential to understand the challenges faced by university students. The present study was conducted to answer the research question: whether self-editing as a final component of written production can boost the writing micro skills of learners. It analyzes English-language essays written by 50 second-year ESL students in the Faculty of Economics at the National Research University Higher School of Economics, Moscow, and reports on the most frequent errors committed in their formal writing. The aim of this study is to focus on the stage of self-editing and identify the role of self-editing in micro skills development. Findings reveal that students are most often weak at producing coherent and cohesive paragraphs; they also lack appropriate argumentation and are often inaccurate in using grammatical structures and lexis. Results also suggest, however, that L2 writing students can improve their own writing by transferring micro skills they learn when editing texts. The present study may contribute to teachers’ views on developing micro skills of student writers.

scholarly journals Internet tools for language learning: University students taking control of their writing

2010 ◽  
Vol 26 (6) ◽  
Author(s):  
Mark A. Conroy
Keyword(s):  
University Students ◽  
Language Learning ◽  
Academic Writing ◽  
English Language ◽  
University Student ◽  
Student Writers ◽  
Language Support ◽  
Potential Resource ◽  
Tools And Techniques ◽  
Australian Universities

<span>Many excellent corpus-based language learning resources (e.g., concordancers) have been freely available on the Internet for some time. Google assisted language learning (GALL) is also gaining increasing acceptance. These tools are a potential resource for English as an additional language (EAL) university students who want to independently improve their academic writing. However, many Australian universities have been remarkably slow to integrate these tools into English language support operations. In this study, Australian EAL university students were trained in Internet-based tools and techniques for language learning and subsequently surveyed on their attitudes and behaviour. Students' competence in using the tools and techniques to correct errors in their writing was also measured. The results revealed that students are enthusiastic and reasonably competent users of Internet-based tools and techniques for independent language learning. It is argued that Internet-based corpus tools and techniques are undervalued by Australian universities, but could be promoted and used to support EAL university student writers.</span>

scholarly journals A Study of Issues and Techniques for Creating Core Vocabulary Lists for English as an International Language

2021 ◽  
Author(s):  
◽  
C. Joseph Sorell
Keyword(s):  
Language Learning ◽  
English Language ◽  
Research Question ◽  
Foreign Language Learning ◽  
Word Type ◽  
Species Variation ◽  
International Language ◽  
Written Texts ◽  
Text Types ◽  
Core Vocabulary

<p>Core vocabulary lists have long been a tool used by language learners and instructors seeking to facilitate the initial stages of foreign language learning (Fries & Traver, 1960: 2). In the past, these lists were typically based on the intuitions of experienced educators. Even before the advent of computer technology in the mid-twentieth century, attempts were made to create such lists using objective methodologies. These efforts regularly fell short, however, and – in the end – had to be tweaked subjectively.  Now, in the 21st century, this is unfortunately still true, at least for those lists whose methodologies have been published. Given the present availability of sizable English-language corpora from around the world and affordable personal computers, this thesis seeks to fill this methodological gap by answering the research question: How can valid core vocabulary lists for English as an International Language be created?  A practical taxonomy is proposed based on Biber’s (1988, 1995) multi-dimensional analysis of English texts. This taxonomy is based on correlated linguistic features and reasonably covers representative spoken and written texts in English.  The four-part main study assesses the variance in vocabulary data within each of the four key text types: interactive (face-to-face conversation), academic exposition, imaginative narrative, and general reported exposition. The variation in word types found at progressive intervals in corpora of various sizes is measured using the Dice coefficient, a coefficient originally used to measure species variation in different biotic regions (Dice, 1945).  The second study proceeds to compare the most frequent vocabulary types in each of the four text types using an equal-sized collection of each text type. Of special interest is the difference between spoken and written texts.  Though types are arguably the proper unit to investigate when comparing vocabulary variation, few learners would want to approach vocabulary learning one word type at a time (Nation & Meara, 2002; Bauer & Nation, 1993). The third study thus compares the effect reordering words as families (as opposed to types) has on core vocabulary lists. An analysis is made of the major differences resulting from grouping the members of each word family under a single headword and summing their individual frequencies.  Methods are then discussed for how core vocabulary lists of various sizes can be constructed based on the findings of these three studies. Recommendations are made regarding the size and composition of the source corpus and the core list extraction and construction methodology based on the learning objectives.</p>

scholarly journals A Study of Issues and Techniques for Creating Core Vocabulary Lists for English as an International Language

2021 ◽  
Author(s):  
◽  
C. Joseph Sorell
Keyword(s):  
Language Learning ◽  
English Language ◽  
Research Question ◽  
Foreign Language Learning ◽  
Word Type ◽  
Species Variation ◽  
International Language ◽  
Written Texts ◽  
Text Types ◽  
Core Vocabulary

<p>Core vocabulary lists have long been a tool used by language learners and instructors seeking to facilitate the initial stages of foreign language learning (Fries & Traver, 1960: 2). In the past, these lists were typically based on the intuitions of experienced educators. Even before the advent of computer technology in the mid-twentieth century, attempts were made to create such lists using objective methodologies. These efforts regularly fell short, however, and – in the end – had to be tweaked subjectively.  Now, in the 21st century, this is unfortunately still true, at least for those lists whose methodologies have been published. Given the present availability of sizable English-language corpora from around the world and affordable personal computers, this thesis seeks to fill this methodological gap by answering the research question: How can valid core vocabulary lists for English as an International Language be created?  A practical taxonomy is proposed based on Biber’s (1988, 1995) multi-dimensional analysis of English texts. This taxonomy is based on correlated linguistic features and reasonably covers representative spoken and written texts in English.  The four-part main study assesses the variance in vocabulary data within each of the four key text types: interactive (face-to-face conversation), academic exposition, imaginative narrative, and general reported exposition. The variation in word types found at progressive intervals in corpora of various sizes is measured using the Dice coefficient, a coefficient originally used to measure species variation in different biotic regions (Dice, 1945).  The second study proceeds to compare the most frequent vocabulary types in each of the four text types using an equal-sized collection of each text type. Of special interest is the difference between spoken and written texts.  Though types are arguably the proper unit to investigate when comparing vocabulary variation, few learners would want to approach vocabulary learning one word type at a time (Nation & Meara, 2002; Bauer & Nation, 1993). The third study thus compares the effect reordering words as families (as opposed to types) has on core vocabulary lists. An analysis is made of the major differences resulting from grouping the members of each word family under a single headword and summing their individual frequencies.  Methods are then discussed for how core vocabulary lists of various sizes can be constructed based on the findings of these three studies. Recommendations are made regarding the size and composition of the source corpus and the core list extraction and construction methodology based on the learning objectives.</p>

scholarly journals Introducing blended learning in the English language classroom: Students’ attitudes and perceptions before and after the course

2017 ◽  
pp. 33-49
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Research University ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Instruction ◽  
Language Classroom ◽  
Attitudes And Perceptions ◽  
Before And After

The increased demands for foreign language learning and the dwindling number of contact hours have urged teachers to look for innovative methods of instruction such as blended learning (BL). A study was conducted at a Russian university (The National Research University Higher School of Economics) in order to explore the attitudes and perceptions of the students toward blended learning in the English language classroom. The research instruments were tests and questionnaires administered to students before and after the course. The online portion of the course was realized through the corporate learning management system (LMS). The study revealed a noticeable evolution in students’ perceptions and attitudes towards using blended learning in foreign language instruction. This shift and the consequential outcomes of the study are discussed.

scholarly journals A Comparative Study of Language Learning Strategies Used by Monolingual and Bilingual Learners

2016 ◽  
Vol 12 (26) ◽  
pp. 1
Author(s):  
Ahmet Yayla ◽  
Ishak Kozikoglu ◽  
Sehnaz Nigar Celik
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Foreign Language Learning ◽  
Vocational School ◽  
School Type ◽  
Language Learning Strategies

The purpose of this research is to analyze monolingual and bilingual university students’ language learning strategies (LLS) comparatively and to determine whether students’ level of using language learning strategies in foreign language learning process changes in terms of variables such as gender, department and school type. This research was conducted among 524 university students at Yüzüncü Yıl University and Bülent Ecevit University Çaycuma Vocational School. Data of the study was collected by “Strategy Inventory of Language Learning” developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007). Data collected was analyzed with descriptive statistics and parametric tests. As a result of the research, it was found that bilingual students use language learning strategies in foreign language learning process more than monolingual students. Furthermore, it was found that university students use language learning strategies at middle level; students mostly use metacognitive strategies and use affective strategies the least; female students use language learning strategies more than male students except cognitive and affective strategies; English language and literature and English language teaching department students use language learning strategies more than department of translation students; 4 years faculty students use language learning strategies more than vocational school students.

Coping Strategies of Taiwanese University Students as Predictors of English Language Learning Anxiety

2013 ◽  
Vol 41 (3) ◽  
pp. 411-419 ◽  
Author(s):  
Po-Chi Kao ◽  
Philip Craigie
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Coping Strategies ◽  
Coping Strategy ◽  
English Language ◽  
Foreign Language Learning ◽  
Positive Thinking ◽  
Learning Anxiety ◽  
Language Learning Anxiety

In this study we examined which coping strategies could predict anxiety about learning English as a foreign language. Our participants were 120 Taiwanese university students who completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and the modified version (Marwan, 2007) of the Foreign Language Anxiety Coping Scale (Kondo & Yang, 2004). The results showed that positive thinking was the coping strategy that the participants used most often when they were experiencing foreign language learning anxiety. Use of the coping strategy of positive thinking was also the strongest predictor of all coping variables of a lower level of foreign language learning anxiety. The results also revealed that resignation contributed to higher levels of foreign language learning anxiety than did use of other coping strategies. Results in the current study have implications for both teachers and students to become more aware of the relative efficacy of different coping strategies.

scholarly journals Mobile-Assisted Language Learning (MALL) in Indonesian Islamic Higher Education

2017 ◽  
Vol 2 (1) ◽  
pp. 21
Author(s):  
Rully Agung Yudhiantara ◽  
Andang Saehu
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Mobile Phone ◽  
English Language ◽  
Research Question ◽  
Foreign Language Learning ◽  
English Language Learning ◽  
Mobile Phone Use ◽  
Mobile Assisted Language Learning ◽  
Listening Skill

Mobile phone use has been studied in its connection with foreign language learning by many researchers concerned in Mobile Assisted language learning (MALL) for more than a decade. In Indonesian Islamic higher education context, the issues of MALL  has not been discussed extensively.  To respond to this need, this study was aimed at investigating the following research question:  1) How do students use their mobile phone to learn English Monolingual Dictionary (EMD) application?; 2)How do students use their mobile phone to support English language learning?. This study employed the qualitative method using case study. To collect data, this study applied observation to find out students’ engagement in using the mobile phone for learning EMD application. Students participated in this study were 40 students. Findings showed that students were able to use the mobile phone to use EMD application in English language learning (ELL). They demonstrated skill in operating EMD application which was realized in their knowledge concerning, pronunciation, grammar and meaning information when searching a particular word. In addition, there were many features that students seized from the mobile phone for English language learning. They used audio feature to operate EMD from mobile phone to boost listening skill. Their mobile phone facilitated them to record video project presenting their vocabulary learning. These activities could be done by their mobile phone existence as an introductory effort toward MALL implementation in ELL in Islamic Higher education.  

The University Student’s Motivation Level on Learning English

2016 ◽  
Vol 7 (1) ◽  
pp. 130
Author(s):  
Esmira Mehdiyev ◽  
Celal Teyyar Uğurlu ◽  
Gonca Usta
Keyword(s):  
University Students ◽  
Language Learning ◽  
English Language ◽  
T Test ◽  
University Graduates ◽  
Significant Difference ◽  
Personal Use ◽  
Motivation Level ◽  
Motivation Scale ◽  
The University

This study aims to determine the university students’ level of motivation in terms of different variables. A study group of this research has been designed through one of the non-random sampling methods, Using appropriate sampling, 606 students from Faculty of Education of C.U. have been involved in this study. Motivation scale in English Language Learning developed by Mehdiyev,Usta,Uğurlu (2015) was used as an instrument of data collection. T-test and one - way analysis of variance (ANOVA) were used to resolve problems of this research. As a result of the research the motivation level of university students hasn’t been revealed significantly different regarding to the gender variable. However, considering the t-test results of motivation scale dimensions, confidence, attitude and personal use, significant difference is seen in favour of women in personal use dimension. The level of language learning motivation of female students is higher than men’s regarding to personal use dimension. However, men’s and women’s views don’t differ significantly in attitude and confidence dimensions. University students don’t present significant differences in terms of birth place, parent’s education level, total motivation scores and confident, attitude and personal dimensions. Students’ motivation levels are seen not to be influenced by the places such as village, provision or city where they have spent the most of their lifetime. At the same time the findings revealed that parental status variable in terms of primary, secondary and university graduates has no effects on students’ motivation.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

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