The Didactic Treatment of English as a Medium of Instruction in Ivorian Universities: A Case Study

2016 ◽  
Vol 7 (2) ◽  
pp. 243 ◽  
Author(s):  
Jérôme Kouassi
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Successful Implementation ◽  
Intensive English ◽  
Language Of Instruction ◽  
Material Resources ◽  
Interview Guide ◽  
Constructivist Perspective ◽  
Academic Year

In Côte-d’Ivoire French is used as the language of instruction at all levels of education except the foreign language departments in our universities. Today, the idea is to use EMI[1] in higher education. This requires full year training in intensive English. As the current conditions are not appropriate, the situation calls for reflection on an alternative solution: Training our students without necessarily resorting to a full academic year of intensive English. Considering the difficulties relating to the mobilization of human and material resources indispensable for a successful implementation of intensive English learning and taking account of the current teaching practices in our different departments, what didactic choices can allow the much needed training in our context? In order to answer this question I investigated the situation at the UFR-SEG[2]using a questionnaire and an interview guide. The conclusions of this study carried out in a constructivist and socio-constructivist perspective indicate that the majority of our trained students are unable to use English for instruction. My suggestions are threefold: Triangulation of didactic situations (didactic, a-didactic and non didactic situations), use of a multi-dimensional differentiated approach to instruction, and instruction based on learning strategies.

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals Learning Strategies Used by Good EFL Adult Learners: a Case Study on University Students in Pare-Pare

2018 ◽  
Vol 5 (2) ◽  
pp. 114
Author(s):  
Buyung Renaldy Adisaputra ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Graduate Students ◽  
Adult Learners ◽  
Foreign Language ◽  
Learning Strategies ◽  
Qualitative Method ◽  
Cognitive Strategy ◽  
Metacognitive Strategy ◽  
Social Strategy ◽  
Audio Recorder

This research aimed to find out the good EFL adult learners learning strategies in acquiring the foreign language and how the learning strategies affect the leaners achievement at Universitas Muhammadiyah Parepare. The method used in this research was qualitative method. The instrument were an interview and audio recorder. The participant of the research were the graduate students of Universitas Muhammadiyah Parepare within the age of 25-65 as one of the criteria of adult learners. The result of the research showed that the learning strategies applied by the learner were direct and indirect strategy. Direct strategy covered memory related strategy, cognitive strategy and compensatory strategy while metacognitive strategy, affective strategy and social strategy were included in indirect strategy.

scholarly journals Learning Strategies and Styles of a Part Time Job Student With Good Achievement (A Case Study of a Successful Part Time Job EFL Learner)

2016 ◽  
Vol 3 (1) ◽  
pp. 91
Author(s):  
Rigel Sampelolo ◽  
Haryanto Atmowardoyo
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Process ◽  
Contributing Factors ◽  
Comprehensive Description ◽  
Christian University ◽  
Social Strategy ◽  
Part Time ◽  
Academic Year

This research intended to find out the comprehensive description of learning strategies, and styles applied by the part-time job University student at the Christian University of Indonesia Toraja, and all the contributing factors that affect his learning process. The method used in this research was grounded theory. The instruments were an interview, direct observation, and documentation. The participant of the research was the part-time job student academic year 2014/2015 at English Department of Christian university of Indonesia Toraja. The result of the research showed that (i) the learning strategies performed by this student were the direct and indirect strategy. The direct strategy included memory, cognitive, compensation strategies while indirect strategy covered affective and social strategy. (ii) Learning styles perform by this student were visual and kinesthetic style. And (iii) the factors contributing to student's success were Personality, Motivation, English practicing, Social interaction, and Self-management. Keywords: learning strategies, learning styles, contributing factors to learning process, part time job student.

scholarly journals Using an inquiry-based approach to enhance grade 3 learners’ basic science concepts development

2021 ◽  
Vol 16 (3) ◽  
pp. 1065-1072
Author(s):  
Zukiswa Nhase ◽  
Chinedu I.O. Okeke ◽  
Christian Sunday Ugwuanyi
Keyword(s):  
Basic Science ◽  
Cultural Theory ◽  
Case Study Research ◽  
Structured Interview ◽  
Language Of Instruction ◽  
Interpretive Case Study ◽  
Interview Guide ◽  
Science Concepts ◽  
Grade 3

This study explored Grade 3 teachers’ use of an inquiry-based approach to mediate the development of basic science concepts among learners within the socio-cultural theory. This study adopted interpretive case study research of the qualitative type, using a sample of four (4) female teachers who use the home language of learners as the language of instruction. Data were collected using a semi-structured interview guide and observational schedule which was properly validated. Analysis of data was achieved through thematic data analysis. The result of the study revealed that the foundation phase teachers are aware of the importance of the use of the inquiry-based approach in mediating the development of basic science concepts by the learners, but only one out of the four participants implemented it. Thus, it was recommended that there should be a provision of further professional development spaces that promote a community of practice in using an Inquiry-Based Approach in the Foundation Phase.   Keywords: Basic science concepts, Grade 3 teachers, Foundation Phase, Inquiry-Based approach

scholarly journals INTRODUCING GRAMMAR LEARNING STRATEGIES IN A2 AND B1 CLASSES OF ENGLISH AS A FOREIGN LANGUAGE: AN ALBANIAN CASE STUDY

2016 ◽  
Vol 4 ◽  
pp. 444-450
Author(s):  
Benita Stavre ◽  
Anxhela Pashko
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Oral Communication ◽  
Proficiency Tests ◽  
Teaching English ◽  
Grammatical Knowledge ◽  
Learning Contexts ◽  
Grammar Learning ◽  
Correct Usage

The issue of learning strategies remains a complicated matter in the field of teaching English as a Foreign Language (EFL). Although the research has been intensive in the last twenty-five years, it is difficult to draw teaching strategies that fit learning contexts that vary greatly due to particular features of the learner. Furthermore, regarding grammar, teachers are even more convinced that it is their primary duty to lead and monitor the acquisition process in the classroom. The case of schools in Albania, where English is taught as a foreign language, shows that pupils who do well in proficiency tests, do not perform adequately in oral communication for the same grammatical knowledge. This papers aims to introduce a range of available grammar learning strategies for learners of EFL to use in the A2 and B1 levels. The material is accompanied by concrete examples of how grammar learning strategies can be included in lesson plans, based on textbook material. The aim is to render interested readers the awareness of the possible need to increase communicative grammar proficiency in learners of EFL by increasing their awareness of the range of means available to create long-lasting associations between the theory, acquisition, and correct usage of grammar. The earlier the attempts to create independent grammar learners, the sooner the opportunity exists for these learners to reach native-like grammar proficiency.

scholarly journals STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
GPR Dewi ◽  
LDS Adnyani ◽  
KS Piscayanti
Keyword(s):  
English Language ◽  
Online Discussion ◽  
Case Study Research ◽  
Language Education ◽  
Positive Perception ◽  
English Language Education ◽  
Interview Guide ◽  
Asynchronous Online Discussion ◽  
Academic Year

This study was aimed at investigating students’ perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.

scholarly journals STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION

2019 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Dewi G.P.R ◽  
Adnyani L.D.S. ◽  
Piscayanti K.S.
Keyword(s):  
English Language ◽  
Online Discussion ◽  
Case Study Research ◽  
Language Education ◽  
Positive Perception ◽  
English Language Education ◽  
Interview Guide ◽  
Asynchronous Online Discussion ◽  
Academic Year

This study was aimed at investigating students’ perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.

scholarly journals An Investigation into Factors Affecting Hufi Students Poor English Performance: A Case Study of Non-English Major Third-Year Students at Ho Chi Minh University of Food Industry

2021 ◽  
Vol 3 (6) ◽  
pp. 26-31
Author(s):  
Le Vu Ngan Ha
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Learning ◽  
Factors Affecting ◽  
Effective Learning ◽  
Majority Students ◽  
English Major ◽  
Native Teachers

It is undeniable that most students learning English as a foreign language at universities face many problems. This study was conducted to explore some reasons that impact HUFI students low English Learning. The subjects of this quantitative research were the third-year students in two classes—each respondent listed 10 reasons why students are poor in English performance. The study's findings revealed some primary factors, including firstly, the majority students stated that they were not confident enough to use English in class because of shyness and concern about making mistakes. Second, students lack fundamental knowledge and skills. Third, students do not have opportunities to practise English with native teachers because of big size classes. Fourth, students are not satisfied with some teachers’ teaching methods. Last but not least, students are not well-motivated, encouraged and instructed to apply some effective learning strategies.

A Case Study of Formation of Mandarin-English College Students’ Metacognition

2016 ◽  
Vol 6 (12) ◽  
pp. 22802291
Author(s):  
Wei Zhou
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Process ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
English Major

The present study provides both quantitative and qualitative analysis of the formation of language learners’ metacognition as the Mandarin-English college students in China. I hypothesized that language learning will be promoted by intervention of course teaching if students are trained to become more aware of and skillful at the use of metacognition strategies and other learning strategies that can be used in the language learning process. 3 of 115 freshmen from department of foreign language in Southwest Petroleum University are chosen to be subjects of the study. The result carries out to examine the intervention of strategy course on the formation of metacognition of English major freshmen in their language learning. The conclusions obtained from pre-interviews and post-interview have indicated that the subjects’ metacognition knowledge and metacognitive strategy use in language learning are conflicting. After the course, the metacognition of the subjects increased.

scholarly journals SPEAKING ANXIETY IN EFL CLASSROOM: CATEGORIES AND FACTORS

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Suciati Suciati
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Specific Situation ◽  
Speaking Anxiety ◽  
English As Foreign Language ◽  
Performance Factors ◽  
Efl Classrooms ◽  
And Performance ◽  
Academic Year

English is as foreign language for Indonesian students. Hence, they often find the anxiety in learning speaking. This study investigated the categories and factors of students’ anxiety in English as Foreign Language (EFL) classrooms. This is a case study. It was conducted at IAIN Kudus, especially in speaking classes of the second semester students, English Education Department (EED) in the academic year of 2018/2019. For obtaining the data, the researcher used observation of the class interaction and interview. Based on the analysis, there were two results. The speaking anxiety categories found in EFL classrooms are trait, state, and specific-situation anxiety. And, factors that cause the speaking anxiety are cognitive, affective, and performance factors.

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