scholarly journals Analysis of Writing Motivation for Medical University EFL Learners in China

2021 ◽  
Vol 11 (11) ◽  
pp. 1474-1481
Author(s):  
Yingying Ma
Keyword(s):  
Critical Role ◽  
English Learning ◽  
Heavy Load ◽  
Efl Learners ◽  
Writing Motivation ◽  
Medical University

This research aims to investigate EFL learners’ writing motivation in a medical university. Although writing plays a critical role in English learning, it has often been neglected by students, they only take writing as a tortured task which has been related to the score in final tests. In a medical university, most students are afraid of writing and lack motivation to write in English because of the heavy load and pressure from their medical tasks. Therefore, this study describes students’ writing motivation through the class observation, questionnaire, and interview, and finds what factors affect students’ writing motivation. Based on the analysis results, combined with features of students from a medical university, the researcher comes up with strategies to improve learners’ writing motivation.

英語學習自我效能，閱讀焦慮，與閱讀能力：以非英語系主修的EFL學生為例

2021 ◽  
Vol 26 (26) ◽  
pp. 069-092
Author(s):  
楊逸君 楊逸君 ◽  
吳昱嫺 吳昱嫺
Keyword(s):  
Self Efficacy ◽  
Reading Proficiency ◽  
Language Teachers ◽  
English Learning ◽  
Efl Learners ◽  
Affective Factors ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
English Major ◽  
The Relationship

<p>這項研究主要調查台灣非英語系主修的大學生英語閱讀焦慮，英語自我效能以及閱讀能力等三者之間的關係。本研究對象為209名非英語系的大三學生。此次研究採用兩份問卷，外語閱讀焦慮問卷和英語學習自我效能問卷，以及多益閱讀測驗來了解這三項變數之間的關係。研究者在兩份問卷各加入開放式問題，以了解學習者對自身英語學習自我效能和英語閱讀焦慮的認知。結果顯示，學生英語學習自我效能與閱讀能力之間的關係呈正相關，但與英語閱讀焦慮之間則是負相關。另外，學生英語閱讀自我效能和英語學習自我效能呈現高度相關。然而，英語閱讀焦慮與不同程度的閱讀能力並無任何關聯。就閱讀焦慮的因素而言，大多數學生在閱讀陌生的詞彙和句子結構時都會經歷閱讀焦慮。學生英語學習自我效能越高者，在閱讀理解上的表現則愈佳。而閱讀能力在中間的學生，其英語學習自我效能和閱讀焦慮則呈現顯著差異的負相關。總而言之，這項研究增加對於非英語系主修學生在英語學習自我效能以及閱讀焦慮認知上的了解，以及這些因素在英語閱讀能力上產生的影響，同時提供語言教師非英語系主修學生的閱讀焦慮來源。教學建議則提供教師未來於課堂參考，以有效提升學生的英語學習自我效能及降低閱讀焦慮。</p> <p>&nbsp;</p><p>EFL learners’ reading performances can be greatly influenced by affective factors, such as anxiety and self-efficacy. This study investigates the effects of non-English major EFL learners’ reading anxiety and overall-English-learning self-efficacy on their reading proficiency. 209 non-English majors participated in the study. Two questionnaires, the Foreign Language Reading Anxiety Scale and the Questionnaire of English Self-Efficacy, and a TOEIC reading subtest were utilized to examine the relationship between the three variables. Open-ended questions at the end of two questionnaires were added to obtain learners’ perceptions of overall-English-learning self-efficacy and reading anxiety. Results showed that the relationship between overall-English-learning self-efficacy, reading self-efficacy, and reading proficiency was positive respectively whereas that between overall-English-learning self-efficacy and anxiety was negative, particularly for the students in the middle group. Reading anxiety, however, was not correlated with reading proficiency at different levels. Students had the highest level of reading self-efficacy when comparing to the self-efficacy of other language skills. They mostly experienced reading anxiety when reading unfamiliar vocabulary and sentence structures. To conclude, this study can be of importance in understanding the relationship between the three factors and provide language teachers with non-English major students’ sources of reading anxiety. Pedagogical implications are provided for language teachers’ future references.</p> <p>&nbsp;</p>

Using Blogs to Motivate English as a Foreign Language Writers

2020 ◽  
pp. 257-278
Author(s):  
Selami Aydin ◽  
Emrah Özdemir
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Target Language ◽  
Writing Achievement ◽  
Learning Context ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Motivation ◽  
Post Test ◽  
Motivation Level

Not many studies have been present on the effects of blogging, particularly with respect to English as a Foreign Language (EFL) writing motivation. Those studies did not focus on the effect of the use of blogs on Turkish EFL learners' writing motivation. Thus, this chapter examines how the use of blogs affects EFL writing motivation among EFL learners in a Turkish EFL learning context. A questionnaire interrogating demographic information, a pre-test and a post-test measuring writing achievement were administered to a group of participants including 48 language learners. According to results, blogging on its own does not increase motivation; however, the process-based writing instruction mainly has positive influences on EFL learners' motivation in both traditional pen-paper and blog environments. Thus, EFL teachers need to know that the use of blogs does not increase motivation among Turkish EFL learners. To increase their motivation level, it is also recommended that teachers should use a writing environment where their students are encouraged to write in the target language.

Investigation Concerning the Aerothermodynamic Performance Perturbation of a 19MW Intercooled Air Compressor

2000 ◽  
Author(s):  
Inam U. Haq ◽  
Ali H. Al-Jameel ◽  
Khalid N. Al-Khalidi
Keyword(s):  
Critical Role ◽  
Cooling Water ◽  
Extended Period ◽  
Evaluation Study ◽  
Plant Production ◽  
Ambient Conditions ◽  
Heavy Load ◽  
Air Compressor ◽  
Compressor Surge ◽  
Condensed Water

This paper investigates the performance problem of a large capacity multistage centrifugal air compressor when operated continuously for an extended period of time without overhauling. The compressor flow constitutes fifty percent of the plant production and plays a critical role in meeting the annual contract capacity and can not tolerate performance instability due to high intercooler temperatures, ambient conditions and, fouling of the internal components. During a recent harsh summer operation, the compressor was undergone to surge many times and prompted to initiate a performance evaluation study to identify the cause(s) of surge and the extent of performance deterioration. High cooling water supply temperature and ambient conditions crippled the performance of the compressor. Engineering analysis identified the excessive accumulation of condensed water in the water chamber of the second intercooler as the most logical reason of the compressor surge during the instances of high ambient conditions i.e. relative humidity and temperature greater than 80% and 35°C, respectively. During heavy load of condensed water, the blockage and insufficient size of the condensate drain caused build up of water level in the water collecting chamber which offered instantaneous hindrance to airflow to the next section and, hence, led to the compressor surge. During normal ambient conditions, the overall performance of the compressor was found satisfactory when compared with the commissioning after a long term of continuous operation without maintenance.

scholarly journals 大学生の英語学習における動機減退要因の予備調査—Preliminary study of demotivating factors in Japanese university English learning

2011 ◽  
Vol 35 (1) ◽  
pp. 11
Keyword(s):  
English Learners ◽  
Vocabulary Learning ◽  
English Learning ◽  
Factor Analyses ◽  
Likert Scales ◽  
Efl Learners ◽  
Affective Factors ◽  
Japanese University ◽  
Self Evaluation ◽  
Preliminary Study

Abstract This research focused on EFL learners’ demotivation and investigated what affective factors were related to Japanese EFL learners’ demotivation and whether or not English learners’ demotivated attitudes were unique to English study. 122 university students completed two self-evaluation questionnaires using Likert scales. Factor analyses were run on the responses, and correlations between factors were examined. One of the resulting factors was amotivation, which positively correlated with an aversion to making an effort, resistance to grammar and vocabulary learning, and anxiety about using English. The results indicated that demotivated English learners tend to make less effort. This likely lowers their competence, which in turn may raise their anxiety of using English. Furthermore, examination of aversions to making an effort implies that demotivated English learners tend to have an insular mentality, and show difficulty in making an effort which was not exclusive to English. 本論では、EFL学習者の「動機減退 (demotivation)」 に注目し、どのような要因が英語学習におけるdemotivationと結びついているのか、またdemotivationは英語学習に限ったことなのかを調査した。122名の大学生による2つのアンケート調査の回答を因子分析し、下位尺度間相関を調べた。その結果、特に、「無動機 (amotivation)」要因は「文法・語彙学習への抵抗感」、「努力嫌い」、「英語使用への不安」との間に正の相関が見られた。動機づけの低い学習者は、あまり努力をせず英語の習熟度も低くなりがちで、英語使用への不安や、英語に限らず努力することが苦手だという傾向がみられた。

scholarly journals The Role of Learners’ Attitudes Toward Parental Involvement in L2 English Learning

2018 ◽  
Vol 12 (1) ◽  
pp. 18
Author(s):  
Jung-Tae Kim ◽  
Rusty Barrett
Keyword(s):  
Parental Involvement ◽  
South Korea ◽  
English Proficiency ◽  
Positive Influence ◽  
English Learning ◽  
Negative Attitudes ◽  
Efl Learners ◽  
Positive Attitudes ◽  
Korean Efl Learners

This paper seeks to examine Korean EFL learners&rsquo; perceptions of parental involvement and how their attitudes toward parental involvement are associated with the success of parental involvement. Two hundred fifty four EFL children in South Korea participated in a survey asking the degree of their parent&rsquo;s involvement in seven involvement types and their attitudes towards parental involvement. The results showed that while all types of parental involvement were positively correlated with English proficiency for the group of children with positive attitudes towards parental involvement, no such correlations were found for the group of children with highly negative attitudes. In addition, for the group of children with moderately negative attitudes toward parental involvement, only less direct, autonomy-supportive parental involvement was found to be related to their achievement. These results suggest that learners&rsquo; attitudes toward parental involvement may be a factor that delimits the positive influence of parental involvement on EFL learners&rsquo; achievement.

Sign in / Sign up

Export Citation Format

Share Document