LEARNER MOTIVATION IN THE EFL CLASSROOMS: VOICES FROM A BANGLADESHI UNIVERSITY

English proficiency is considered a door opener almost in any field anywhere in the world, yet all the attempts to improve effectiveness of teaching and learning of English language in Bangladesh seem to fail over decades. Although poor learning motivation is counted as a key aspect why students do not hold their attention to their English classes and make use of their capabilities to understand and learn cognitively, there has been a very limited number of studies in Bangladeshi context to deal with this critical issue. This mixed method study attempted to identify the sources of motivation for attending English classes of the 1st year undergraduate students at a Bangladeshi university. Quantitative data was collected using two close-ended questionnaires from 50 randomly selected Bangladeshi tertiary level English language learners and 10 teachers. The student questionnaire was developed by adding three items with the ten items adapted from Clement et al. (1994) and the teachers questionnaire was developed and administered to follow up the findings from the student participants. For a more complete analysis, structured interviews were conducted with 10 purposively selected students. The results indicated lack of intrinsic motivation among the learners, and based on the existing literature, the study recommended the way outs to improve motivation of the non-performing learners. The recommendations included, shifting from exam-oriented assessment system, teachers’ reflection of their own teaching practices, redesigning course curricula based on learning need and learners’ expectations, ensuring easy access to the latest educational facilities, and encouraging the roles of students and their peers to develop learners’ motivation and foster their autonomous learning opportunities. Finally, the limitations are drawn and suggestions for further research are provided.

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Observing the Effectiveness of Task Based Approach in Teaching Narrative Essay at a Private University

International Journal of English Linguistics ◽

10.5539/ijel.v10n2p128 ◽

2020 ◽

Vol 10 (2) ◽

pp. 128

Author(s):

Hina Manzoor ◽

Sahar Azhar ◽

Fouzia Malik

Keyword(s):

English Language Learners ◽

Language Learners ◽

Undergraduate Students ◽

English Language ◽

Private University ◽

Structured Interviews ◽

Essay Writing ◽

Qualitative Research Design ◽

Lexical Resource ◽

Post Test

Writing is one of the most challenging skills of English language. Learners in Pakistan seem unable to master this skill even after years of using English as an official/second language. The focus of this research was to prove that within task-based learning (TBL) framework, language learners engage in purposeful, problem-oriented, and outcome-driven tasks that yield much better results as compared to traditional teaching methods which often fail to generate the desired output. The aim of this research was to prove that Task Based Approach is quite effective and successful in teaching narrative essay writing with an only disadvantage of time consumption. This study resorted to semi-structured interviews and post-test for data collection targeting the undergraduate students in Pakistan. This action research used purposive sampling and employed qualitative research design since the data comprised of both; final drafts of narrative essays and open-ended interviews. The data collected in the post-task phase i.e. the narrative essays were assessed via writing assessment rubrics presented in the IELTS guide for the teachers (2015). The bands were awarded on the basis of four parameters: task achievement, cohesion and coherence, lexical resource, and grammatical range and accuracy. The results delineated that majority of students achieved 5 bands and an overall improvement was observed in the narrative writing skills of students. In the same stead, the students in interview presented the view that Task Based Approach was much more successful in teaching them narrative essay writing.

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ENGLISH GRAMMAR AWARENESS FACILITATES L2 LEARNERS’ WRITING

European Journal of English Language Teaching ◽

10.46827/ejel.v6i4.3774 ◽

2021 ◽

Vol 6 (4) ◽

Author(s):

Nor Syahiza Shahabani ◽

Irma Wahyuny Ibrahim

Keyword(s):

Undergraduate Students ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

English Grammar ◽

English Classes ◽

L2 Learners ◽

The Government ◽

English Classroom ◽

Strongly Agree

“Words—so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them”, Nathaniel Hawthorne (1804-1864). It is true that from just words can become a phrase then a sentence but what we may need to realize is how hard and challenging it is to make the sentence right. To face the real world, writing is the most challenging skill to teach for language teachers mainly because students take time to grasp and digest the knowledge of writing skill. To make matters worse, writing test is also the most popular means of test for placement in entering schools and universities. Due to this reason, L2 learners crave to write clearly and accurately in English. Undeniably, how a person writes with acceptable choice of words and correct grammar represents the L2 learner’s competency in English Language. This study is done to explore the importance of having English grammar awareness to facilitate L2 learners in their writing activities. The study thus aims to determine how grammar awareness amongst the L2 and other support systems such as English classes & facilities help facilitating L2 writing. 84 undergraduate students answered the questionnaire. The quantitative data have been analysed at the end of the research. Some of the findings are 75% of the respondents indicated that they were still unsure on the use of proper grammar in writing despite 94% of the respondents agreed and strongly agreed that they understood when the instructor/teacher taught them English Grammar. The mix-up results in the findings have shown some drawbacks in the teaching and learning practices. Moreover, only 63% of the participants answered agree and strongly agree that their learning institution has an English classroom that is conducive for learning (self-access centre), which can be considered as not satisfactory since English Language is the second language in Malaysia. It is hoped that the government of Malaysia could provide complete conducive learning centre for schools and universities. Article visualizations:<img src="/-counters-/edu_01/0758/a.php" alt="Hit counter" />

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Application of Mobile Phone as a Motivational Tool in the ESP Classrooms of Dhofar University

International Journal of Language and Literary Studies ◽

10.36892/ijlls.v2i1.116 ◽

2020 ◽

Vol 2 (1) ◽

pp. 81-89

Author(s):

THOMAS BABY KAPPALUMAKKEL

Keyword(s):

English Language Learners ◽

Undergraduate Students ◽

Mobile Phones ◽

Mobile Applications ◽

Mobile Application ◽

Teaching And Learning ◽

English Language ◽

Internet Technology ◽

Application Technology ◽

Level Of Motivation

The present paper investigated the factors of motivation and the role of teachers in motivating English language learners in the ESP classes of Dhofar University as well as the significance of motivation in teaching and learning through mobile application technology. Mobile phones are handy devices that are readily available with all the students in universities and colleges nowadays. Furthermore, the innovative use of mobile applications and internet technology is very common among the undergraduate students. This paper is a detailed description of some of the teaching strategies employed through mobile phones to motivate the students who have very low level of motivation. Since lack of motivation among students is a common challenge faced by most of the ELT teachers in their classrooms, practical solutions centred on mobile applications is the focus of this study. Furthermore, supplementing classroom practices with mobile application technology can promote learner autonomy and peer learning opportunities within the classroom resulting in a visible rise in the motivational graph of the whole class. This paper is also a practical account of how mobile applications can be integrated into classroom teaching without affecting the traditional syllabus of a conventional university curriculum.

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Washback of an English Language Assessment System in a Malaysian University Foundation Programme

The Qualitative Report ◽

10.46743/2160-3715/2021.4349 ◽

2021 ◽

Author(s):

Umed Bokiev ◽

Arshad Abd. Samad

Keyword(s):

Teaching And Learning ◽

Large Scale ◽

English Language ◽

Qualitative Data ◽

Language Assessment ◽

Assessment System ◽

Structured Interviews ◽

Number Of Factors ◽

Foundation Programme ◽

Depth Analysis

Washback refers to the influence of language assessment on teaching and learning. In contrast to the wealth of studies involving external large-scale language examinations, scant research has been conducted to explore the influence of internal language assessment on instruction, particularly in the context of a university foundation programme. This qualitative study investigated the washback effects of an English language assessment system (ELAS) on the teaching and learning of English in a Malaysian university foundation programme. Apart from an in-depth analysis of official documents on the ELAS, we conducted individual semi-structured interviews with three curriculum and assessment developers, three English language instructors, four students and four alumni of the foundation programme and analysed the collected data using Miles and Huberman’s (1994) framework for qualitative data analysis. Findings indicated that the ELAS, with its different assessment forms, exerted an overall positive washback on various aspects of English teaching and learning. Yet, a number of factors related to the assessment, teachers, students as well as context mediated the extent of washback experienced. Based on the findings of the study, we put forward a few recommendations on how to encourage positive washback.

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Technology in ELT: Iranian EFL Teachers’ Perception towards Using Fotobabble in English Classes

Language Teaching Research Quarterly ◽

10.32038/ltrq.2017.04.03 ◽

2017 ◽

Vol 4 ◽

pp. 25-30

Author(s):

Hamid Ashraf ◽

Bahman Kazemi ◽

Sara Kazemi

Keyword(s):

Technology Use ◽

Teaching And Learning ◽

English Language ◽

Structured Interviews ◽

Web Based ◽

Learning And Teaching ◽

English Classes ◽

Language Classes ◽

Efl Teachers ◽

Effective Teaching And Learning

Teaching with technology has gained attention around the globe and internet use has become an integral part of teaching. Web- based tools are used in language classes to enhance interaction among learners and increase learning and teaching opportunity. Thus, the aims of this study are to introduce fotobabble which is a web tool that can be used in English language classes for teaching purposes, and to know the Iranian EFL teachers’ perception towards it. To collect data, 30 EFL teachers teaching at schools and private English institutes were randomly selected and their attitudes and opinions were investigated through semi- structured interviews. The participants were sent via telegram and e- mail an informative text about fotobabble and then were asked to talk about their opinions about its benefits and merits in language classes. The collected qualitative data was analyzed by means of content analysis and it was revealed that the majority of Iranian EFL teachers had a positive attitude towards the use of this web- based tool in their classes; however, a few number of teachers shared their concerns about its application in English classes. It is believed that studies about technology use in classes can help increase effective teaching and learning.

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An Investigation of Factors Causing ESL Learning Anxiety in Classroom: A Case Study of ESL Learners at Shah Abdul Latif University Khairpur

Education and Linguistics Research ◽

10.5296/elr.v6i2.17650 ◽

2020 ◽

Vol 6 (2) ◽

pp. 43

Author(s):

Farah Naz Abbasi ◽

Siraj Ahmed Channa ◽

Shehla Anwar Kurd ◽

Farheen Shaikh

Keyword(s):

Undergraduate Students ◽

English Language ◽

Research Study ◽

Peer Pressure ◽

Negative Evaluation ◽

Fear Of Negative Evaluation ◽

Structured Interviews ◽

English Classes ◽

Esl Learners

English language plays crucial role as an official language of Pakistan and it is applied normally as a medium of instructions crossway over instructional institutions and business organizations. Since anxiety hinders the studying and learning techniques, in this way it's been widely inquired approximately the world and indicates to be underneath seemed into Pakistani context. As a result the important aim of this research is to investigating factors causing language anxiety in learning to speak English in classroom among undergraduate students of Shah Abdul Latif University Khairpur, Sindh, Pakistan. This Study followed a case study with mixed method approach using both quantitative and qualitative tactics. The population of this research study was 214 learners of English from Faculty of social sciences, Departments of Economics, International Relations and Media Studies. In this research study sampling size of 150 students was taken randomly who participated. Questionnaire used “to know students’ level of anxiety was adopted from FLCAS scale, developed by Horwitz et al (1986)”. Qualitative data was also obtained by conducting semi-structured interviews from 15 students randomly from three departments, 5 from each, and classroom observation was also carried out for three weeks. The results showed that anxiety of English classes is high rated Mean=31.98, Secondly fear of negative evaluation Mean=30.62, thirdly communicative apprehension Mean= 25.01 and fourthly test anxiety Mean= 13.89. It indicated that students have problem of anxiety. The statistics was analyzed in element eventually each quantitative and qualitative findings have been mixed to attain the end result of the study. The Findings of study mostly shown anxiety factors in classroom and are prominent such as fear of teacher, other student’s fear of being mocked, fear of making mistakes, lack of confidence, peer pressure, anxious personality, unsure about their abilities, fear of negative evaluation, worry of failing in examination tests, low proficiency, lack of vocabulary. Therefore results are significant that students have problem of anxiety while learning to speak English in classroom.

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Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

E-Learning and Digital Media ◽

10.1177/20427530211048235 ◽

2021 ◽

pp. 204275302110482

Author(s):

Thi Nguyet Le ◽

Bill Allen ◽

Nicola F Johnson

Keyword(s):

Blended Learning ◽

Teaching And Learning ◽

English Language ◽

English Language Teaching ◽

Successful Implementation ◽

Structured Interviews ◽

Policy And Practice ◽

Web Based ◽

Learning Barriers ◽

Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

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Language and the Performance of English-Language Learners in Math Word Problems

Harvard Educational Review ◽

10.17763/haer.78.2.70783570r1111t32 ◽

2008 ◽

Vol 78 (2) ◽

pp. 333-368 ◽

Cited By ~ 108

Author(s):

MARIA MARTINIELLO

Keyword(s):

English Language Learners ◽

Language Learners ◽

Word Problems ◽

English Language ◽

Assessment System ◽

Linguistic Features ◽

Linguistic Complexity ◽

Test Items ◽

Math Test ◽

Math Proficiency

In this article, Maria Martiniello reports the findings of a study of the linguistic complexity of math word problems that were found to exhibit differential item functioning for English-language learners (ELLs) and non-ELLs taking the Massachusetts Comprehensive Assessment System (MCAS) fourth-grade math test. It builds on prior research showing that greater linguistic complexity increases the difficulty of Englishlanguage math items for ELLs compared to non-ELLs of equivalent math proficiency. Through textual analyses, Martiniello describes the linguistic features of some of the 2003 MCAS math word problems that posed disproportionate difficulty for ELLs. Martiniello also uses excerpts from children's think-aloud transcripts to illustrate the reading comprehension challenges these features pose to Spanish-speaking ELLs. Through both DIF statistics and the voices of children, the article scrutinizes the appropriateness of inferences about ELLs' math knowledge based on linguistically complex test items.

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The Effects of Kagan Cooperative Learning Structures in Teaching Subject–Verb Agreement among Rural Sarawak Learners

10.31235/osf.io/n2ukr ◽

2019 ◽

Author(s):

Chong Xin Txin ◽

Melor Md Yunus

Keyword(s):

Cooperative Learning ◽

Secondary School ◽

Teaching Methods ◽

Teaching And Learning ◽

English Language ◽

Formal Education ◽

Structured Interviews ◽

School Students ◽

Cooperative Teaching ◽

Verb Agreement

Even after undertaking years of formal education to acquire the language in schools, having a poor command of English remains a problem faced by most Malaysians, especially students in rural schools of Sarawak. Based on the error-analysis carried out by recent research, subject–verb agreement (SVA) is one of the most frequent errors committed by students. To overcome this problem, teachers should significantly improve students’ mastery of SVA in the English language through effective teaching methods. Therefore, this research was conducted to explore the effects of Kagan Cooperative Learning Structures in teaching SVA among rural Sarawak learners. In this study, 35 Form 4 students were selected from a secondary school in the Belaga District, Sarawak as the research participants. Questionnaires and semi-structured interviews were used as data collection tools. Overall, findings demonstrated that students showed positive feedback after the intervention was implemented. Results of this research will hopefully provide insights to secondary school students, teachers and the community in the cooperative teaching and learning of grammar.

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Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.492 ◽

2018 ◽

Vol 8 (1) ◽

pp. 139

Author(s):

Seyyed Hatam Tamimi Sa’d ◽

Fereshte Rajabi

Keyword(s):

English Language Learners ◽

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

Teaching And Learning ◽

English Language ◽

Language Teachers ◽

Strategy Training ◽

Efl Learners ◽

English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145 intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary.

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