scholarly journals Needs Analysis of Chinese English Majors in EGP Courses

2021 ◽  
Vol 12 (3) ◽  
pp. 452-465
Author(s):  
Kexin Xu
Keyword(s):  
Positive Attitude ◽  
Learning Motivation ◽  
Learning Activities ◽  
Needs Analysis ◽  
English Learning ◽  
Analysis Model ◽  
Cognitive Perspective ◽  
English Majors ◽  
Research Endeavor ◽  
Analyze Data

Based on the needs analysis model outlined by Li (2007), this study investigates the needs of Chinese English majors enrolled in EGP courses and identifies the gender differences in their needs from linguistic, cognitive, and affective perspectives. SPSS 23.0 was used in this study to analyze data obtained from 221 Chinese English majors through a revised version of Li’s (2007) questionnaire. The results showed that: 1) from the linguistic perspective, students revealed the strongest desire to practice pronunciation and speaking in class, attached the greatest importance to vocabulary and speaking, and had a conflict opinion of vocabulary. 2) from the cognitive perspective, students manifested aspirations for the teacher’s positive feedback, a harmonious English learning environment, communicative learning activities, and the opportunity to practice in class. 3) from the affective perspective, students recorded the usefulness of English as their primary learning motivation, showing a broadly positive attitude and adequate confidence when learning English. 4) males preferred using the grammar-translation method to learn English and were more likely to be motivated by their desires to understand the information in English; females favored adopting the communicative method to learn English and were more likely to be stimulated by school’s requirement and their cravings for good grades. This research endeavor is considered significant because its finding can be used to assist Chinese teachers and course designers to develop the rarely-examined EGP courses provided for Chinese English majors based on the often-overlooked students’ needs.

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

scholarly journals PENDEKATAN SAINTIFIK DALAM MENINGKATKAN MOTIVASI BELAJAR PENDIDIKAN AGAMA ISLAM

2017 ◽  
Vol 4 (2) ◽  
pp. 243-255
Author(s):  
Abdul Munib
Keyword(s):  
Learning Process ◽  
Motivational Factors ◽  
Learning Motivation ◽  
Learning Activities ◽  
Learning Achievement ◽  
Scientific Approach ◽  
Innovative Learning ◽  
Internal Forces ◽  
Analyze Data

The scientific approach is an innovative learning process designed specifically for students to actively construct the concept of knowledge through several processes or stages by observing to perform an identification of a problem, and from the results of the observation students are expected to be able to formulate the problem dilajutkan by formulating hypotheses, collect data with various techniques, and analyze data, and draw conclusions and communicate concepts, laws or principles that are "discovered". The application of a scientific approach in learning will involve the skills of the process of observing, classifying, measuring, predicting, explaining, and then concluding. With this saintific approach, it is expected that students will be happy to participate in learning activities and can improve their learning motivation to follow the learning process and will ultimately have an impact on their learning achievement. Motivational factors can be said to be key to understanding the process of self-adjustment, motivation as well as emotional infrastructure needs which are internal forces that cause tension and imbalance in organisms. In general, motivation will not arise, but motivation will rise if there is a great interest, the learning process will work well if all students have a great interest in following the learning process.

scholarly journals Needs Analysis and Teachers’ Perceptions: A Study of English Undergraduate Students

2020 ◽  
pp. 27-33
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used as a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack effective presentation skills. Furthermore, most of the students have lack of involvement in classroom activities and feel shy in speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2020 ◽  
Vol 3 (II) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

scholarly journals A Study on English Learning Motivation and Vocabulary Learning Strategies of Excellent English Graduates

2021 ◽  
Vol 7 (4) ◽  
pp. 177-181
Author(s):  
Jiali Wu ◽  
Keyword(s):  
Learning Strategies ◽  
Achievement Motivation ◽  
Vocabulary Learning ◽  
Mean Value ◽  
Vocabulary Knowledge ◽  
Learning Motivation ◽  
English Learning ◽  
Vocabulary Learning Strategies ◽  
English Majors ◽  
English Learning Motivation

Vocabulary is the basic building block of language, and the acquisition of a language relies on vocabulary. In acquiring vocabulary, the adoption of vocabulary learning strategies is an important affecting factor. The relationship between vocabulary learning strategy and vocabulary knowledge has been the focus of researchers. Motivation also has a significant impact on language learning. The paper aims to explore excellent English graduates’ English learning motivation and vocabulary strategies. Two separate questionnaires are used to investigate different motivations and vocabulary learning strategies of English majors. In designing the motivation questionnaire, Gao Yihong’s questionnaire is used as a reference and in designing the vocabulary learning questionnaire, the paper mainly follows O’Malley and Chamot’s study. Through analysis, the study reveals the following findings: Firstly, with the least mean value exceeded 2.4, all kinds of vocabulary learning strategies were adopted by excellent English majors while learning vocabulary. Meta-cognitive (M=3.614035088) strategies and cognitive (M=3.633684211) strategies were preferred. Secondly, for the situation of learning motivations, situational motivations (M=3.858695652) were the highest. With the mean value of 3.432065217, instrumental motivations were the lowest motivation among the three types of motivations. Especially achievement motivation, it was the least held motivation by excellent English majors.

PENDEKATAN SAINTIFIK DALAM MENINGKATKAN MOTIVASI BELAJAR PENDIDIKAN AGAMA ISLAM

2017 ◽  
Vol 4 (2) ◽  
pp. 242
Author(s):  
Abdul Munib
Keyword(s):  
Learning Process ◽  
Motivational Factors ◽  
Learning Motivation ◽  
Learning Activities ◽  
Learning Achievement ◽  
Scientific Approach ◽  
Innovative Learning ◽  
Internal Forces ◽  
Analyze Data

The scientific approach is an innovative learning process designed specifically for students to actively construct the concept of knowledge through several processes or stages by observing to perform an identification of a problem, and from the results of the observation students are expected to be able to formulate the problem dilajutkan by formulating hypotheses, collect data with various techniques, and analyze data, and draw conclusions and communicate concepts, laws or principles that are "discovered". The application of a scientific approach in learning will involve the skills of the process of observing, classifying, measuring, predicting, explaining, and then concluding. With this saintific approach, it is expected that students will be happy to participate in learning activities and can improve their learning motivation to follow the learning process and will ultimately have an impact on their learning achievement. Motivational factors can be said to be key to understanding the process of self-adjustment, motivation as well as emotional infrastructure needs which are internal forces that cause tension and imbalance in organisms. In general, motivation will not arise, but motivation will rise if there is a great interest, the learning process will work well if all students have a great interest in following the learning process.

scholarly journals The Efficacy of MALL Instruction in Business English Learning

2019 ◽  
Vol 13 (08) ◽  
pp. 60
Author(s):  
Raja Muhammad Ishtiaq Khan ◽  
Noor Raha Mohd Radzuan ◽  
Abdulmohsin Suliman Alkhunaizan ◽  
Ghulam Mustafa ◽  
Imran Khan
Keyword(s):  
Saudi Arabia ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
Business Administration ◽  
Learning Activities ◽  
Foreign Languages ◽  
English Learning ◽  
Business English ◽  
College Of Business ◽  
Conventional Classroom

<p><strong> </strong></p><p><strong>T</strong>he existing technological expansion has transformed pervasive revolutions in modern civilization, with continuing innovation of services and products. Nowadays people are having different channels of communication.  Currently, mobile learning (M-learning) is being used extensively in teaching and learning foreign languages which further widens the mobility of learners. The usage of mobile instruction can lead learners towards a real interruption to learn effectively when used inappositely. The current study is an attempt to explore the potential usage of M-Learning in English for specific purpose (ESP) classes. For this intention smartphone were used in the ESP context for teaching Business English at the College of Business Administration at a public sector university in Saudi Arabia. A questionnaire was distributed to 21 participants of the present study after a 5-week exposure to M-learning activities in the formal classroom. The findings revealed that ESP learners acknowledge M-learning as a prompt source of feedback in ESP. The results of this study also indicate that incorporation of M-learning in ESP learning with conventional classroom can support learners to develop their learning proficiency. Moreover, learners showed significantly positive attitude in mobile instruction in a formal classroom.</p>

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