scholarly journals PROMOTING ENGLISH LANGUAGE LEARNING AMONG LIMITED ENGLISH PROFICIENCY LEARNERS THROUGH MOVIES

2021 ◽  
Vol 22 (1) ◽  
pp. 126-138
Author(s):  
ROZMEL ABDUL LATIFF ◽  
NOR HASNI MOKHTAR ◽  
RAJA HANANI RAJA MUSHAHAR ◽  
MICHI FARIDA ABDUL HALIM
Keyword(s):  
Language Learning ◽  
Rural Areas ◽  
Limited English Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
English Proficiency ◽  
Language Skills ◽  
Target Language ◽  
English Language Learning ◽  
Comprehensible Input

English language learning in a non-native environment is always a challenge. This is especially so among limited English proficiency (LEP) learners. Despite having eleven years of instructions in English in primary and secondary school, there are still quite a number of LEP learners entering the university. This may be attributed to lack of exposure to the language, as classroom instruction alone is not sufficient for mastery of a second language. Although English is widely spoken in Malaysia, this does not apply to all communities, especially in rural areas. In such circumstances, watching movies in the target language can provide the necessary exposure, the ample amount of listening and reading in the target language, which provides the comprehensible input essential for language acquisition. Movies also come with closed captions, which not only help the learner recognize the words but also enable them to look up the words in a dictionary. An action research was conducted to investigate the effectiveness of using movies in a Foundation English course. This paper details the implementation of movie viewing in the course and presents the usability and appropriateness of using English movies in the acquisition of English language skills and creating cultural awareness among LEP learners. Finally, this paper highlights the learners’ responses regarding their experience in watching the movies. These responses provide invaluable insights into the impetus for future use of movies in the ESL classroom. Keywords: Comprehensible input; Cultural awareness; Limited english proficiency (LEP) learners; Language skills; Movies.

scholarly journals Medical Students’ English Language Learning: Needs and Perceptions

2018 ◽  
Vol 13 (1) ◽  
pp. 164-190
Author(s):  
Amin Karimnia ◽  
Mohammad Reza Khodashenas
Keyword(s):  
Medical Students ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Target Language ◽  
Needs Analysis ◽  
English Language Learning ◽  
Learning Needs ◽  
Skills Use ◽  
English Language Skills

Summary This study investigated the medical students’ English language learning needs and their perceptions of ESP courses in an academic environment. To do this, 100 medical students studying medical sciences in the faculty of medicine in Mashhad, Iran, were selected as the participants. Hutchinson and Waters’ target language needs analysis framework was drawn on as the analytic model guiding the study. A needs analysis questionnaire was used for data collection. The questionnaire designed to identify the learners’ perceptions of the frequency of English language skills/sub-skills use, the importance of English language learning, their ability in using language skills, their needs of language learning and their preferences of an English language course. After gathering and analyzing the data, it was found that reading skill is given priority by the students in terms of frequency of use, importance and proficiency. It also revealed that students need and prefer training in speaking, listening and communication skills. Considering the students’ perceptions of the current ESP course, the findings implied that the English language skills incorporated in the current ESP book for the medical students and the allocated time for this course are not compatible with the English language learning needs and wants of the students.

scholarly journals Establishing Learning Resource Center in the Department of Languages and Translation at the University of Tabuk

2021 ◽  
pp. 8-14
Author(s):  
Dr. Abdulrahman Alfahadi
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Target Language ◽  
English Language Learning ◽  
Learning Resource ◽  
Resource Center ◽  
Frequent Use ◽  
The University

Language proficiency is best raised through active and frequent use. It is important to provide students with maximum English exposure as well as meaningful and purposeful activities through which they can learn and apply the target language. A rich English language learning environment can be created by making full use of the time and resources both inside and outside the classroom. Based on previous studies and experiences of peer universities, developing learning resource center has become widespread in many universities, colleges, and schools. Accordingly, the current project attempts to develop a learning resource center for the Languages and Translation Department at the University of Tabuk. The project attempts to create a convenient place for the students of Tabuk University to facilitate and develop their language skills through resources and technologies. To achieve this objective of this project, the researcher has designed two questionnaires for the teachers and the students to collect the attitudes toward developing a learning resource center for the Department of Languages and Translation at the University of Tabuk.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

A Comprehensive Review of Mobile Technology-Assisted English Learning

2021 ◽  
pp. 246-265
Author(s):  
Liheng Yu ◽  
Zhonggen (中根) Yu (于)
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
Language Skills ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Factors Influencing ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the past 11 years. It visualized the general trend of the number of related publications in a decade, discussed the attitudes of teachers and learners toward mobile device-assisted English learning, explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device-assisted English learning on output and input English language skills, presented the influence of mobile device-assisted English learning on vocabulary knowledge acquisition, demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device-assisted English learning, together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

scholarly journals Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

2016 ◽  
Vol 9 (9) ◽  
pp. 52
Author(s):  
Chia-Pei Wu ◽  
Huey-Ju Lin
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Limited English Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
English Proficiency ◽  
Writing Anxiety ◽  
English Writing

<p>This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test results revealed no significant association between learning strategies and English writing anxiety. The common learning strategies utilized by participants were compensation, social, memory and mixed strategies. The interview data indicated that ELLs suffered considerably from writing anxiety. Coping strategies of highly anxious ELL of each learning strategy group is also reported. However, further studies of larger populations and comparison of different ethnic groups as well as quantitative statistics analyses are needed.</p>

scholarly journals HIGHER EDUCATION TEACHING STRATEGIES: AN OVERVIEW OF ENGLISH CLASSES

2018 ◽  
Vol 11 (2) ◽  
pp. 183
Author(s):  
L. Angelianawati
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching Strategies ◽  
English Language ◽  
English Education ◽  
English Teachers ◽  
Target Language ◽  
English Language Learning ◽  
English Classes ◽  
Higher Education Teaching

ABSTRAk   Salah satu komponen utama dalam perencanaan pendidikan tinggi adalah pengajaran. Berkaitan dengan pembelajaran bahasa Inggris, pengajaran berpengaruh terhadap keberhasilan siswa di kelas bahasa Inggris. Pemilihan strategi mengajar yang tepat, yang dilakukan oleh guru bahasa Inggris, membantu pembentukan proses pembelajaran Bahasa yang efektif dan tepat sasaran. Terdapat banyak strategi mengajar yang sesuai untuk pembelajaran bahasa Inggris di pendidikan tinggi. Dalam tulisan ini akan diuraikan beberapa strategi mengajar tersebut, termasuk persyaratan dan hambatannya. Pemahaman tentang strategi mengajar terbaik yang sesuai dengan kelas bahasa Inggris sangat penting bagi guru bahasa Inggris. Ulasan dalam tulisan ini diharapkan dapat menghasilkan perbaikan dalam praktik mengajar pendidikan bahasa Inggris di perguruan tinggi.   Kata Kunci: Pendidikan Tinggi, Metode Pengajaran, Pendidikan Bahasa Inggris     ABSTRACT   One of the main components in higher education planning is teaching. Regarding to English language learning, teaching distributes influences toward the learners’ successfulness in English classes. The appropriate selection of teaching strategies conducted by the English teachers help shaping effective and on-target language learning processes. There are many teaching strategies applicable to English language learning in higher education. The present writing elaborates discussions about those teaching strategies, including its requirements and barriers. Understanding the best teaching strategies which fit the English classes is considerately important for English teachers. It is expected that the discussion will result in the betterment on English teaching practices in higher education.   Key Words: Higher Education, Teaching Strategies, English Education

scholarly journals Students’ Perception of Teachers’ Bilingual Language Use in EFL Classroom

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Desi Surayatika
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Use ◽  
First Language ◽  
Language Instruction ◽  
Target Language ◽  
English Language Learning ◽  
Classroom Language ◽  
Students First ◽  
English Classroom

<p class="SammaryHeader" align="center"><strong>ABSTRACT</strong></p><p><em>Students’ perception of teachers’ bilingual language use was based on bilingual approach in English language learning in which the students’ first language ( </em><em>L1 </em><em>) is combined with the target language ( </em><em>L2 </em><em>) being studied to be a language instruction used by the teacher to conduct an English classroom.  The purpose of this research was to find out the students’ perception toward the use of Bilingual language they are English and Indonesian by the teacher in EFL classroom. This research was a qualitative approach with the forty students as the sample. In collecting the data, questionnaire was used. The data was analyzed through Likert Scale in order to find out students’ perception of teachers’ bilingual language use in EFL classroom. Based on the result of data analysis and interpretation of the data gained from questionnaire, it indicates that students show their positive perceptions to the use of bilingual language done by the teacher as language instruction in their English classroom. Finally, the result of the research would give a contribution to the improvement of the classroom language instruction used by the teacher in an English language learning classroom particularly for teaching the students who were learning English as a foreign language ( </em><em>EFL </em><em>)</em>.</p><p><strong><em>Keyword </em></strong><strong><em>: </em></strong><em>Bilingual, Students’ Perception, language use, EFL classroom</em></p><p align="center"><strong>ABSTRAK</strong></p><p><em>Persepsi siswa tentang penggunaan dua bahasa oleh guru didasarkan pada pendekatan bilingual dalam pembelajaran bahasa Inggris di mana bahasa pertama siswa ( </em><em>L1 </em><em>) dikombinasikan dengan bahasa target (L2) yang dipelajari menjadi pengajaran bahasa yang digunakan oleh guru untuk melaksanakan pembelajaran bahasa Inggris di kelas. Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa terhadap penggunaan dua bahasa yaitu bahasa Inggris dan bahasa Indonesia oleh guru di kelas EFL. Penelitian ini menggunakan metode kualitatif dengan empat puluh siswa sebagai sampel. Dalam mengumpulkan data, kuesioner digunakan. Data dianalisis melalui Skala Likert untuk mengetahui persepsi siswa tentang penggunaan dua bahasa oleh guru di kelas EFL. Berdasarkan hasil analisis data dan interpretasi data yang diperoleh dari kuesioner, hal ini menunjukkan bahwa siswa memiliki persepsi positif  terhadap penggunaan dua bahasa yang dilakukan oleh guru sebagai bahasa pengantar di kelas bahasa Inggris.. Pada akhirnya, hasil penelitian diharapkan dapat memberikan kontribusi pada peningkatan pengajaran bahasa Inggris di kelas yang digunakan oleh guru di kelas pembelajaran bahasa Inggris terutama untuk mengajar siswa yang belajar bahasa Inggris sebagai bahasa asing ( </em><em>EFL </em><em>).</em></p><strong><em>Kata kunci : </em></strong><em>Dua bahasa, Persepsi Siswa, penggunaan bahasa, kelas EFL</em>

scholarly journals PEMBELAJARAN BAHASA INGGRIS MELALUI CONTENT-BASED INSTRUCTION

Diksi ◽  
2015 ◽  
Vol 16 (1) ◽  
Author(s):  
Suharso
Keyword(s):  
Language Learning ◽  
Subject Matter ◽  
English Language ◽  
Language Skills ◽  
Learning Activity ◽  
English Language Learning ◽  
Based Instruction ◽  
Activity Organization

Content-Based Instruction (CBI) is an approach to English language learning thatcombines subject matter contents with language skills. This approach can be employed toenable learners to master such contents and communicate them to other people. Likekilling two birds with one stone, this approach equips learners with such contents andlanguage skills simultaneously. There are two types of CBI, namely the content-drivenprogram and the language-driven program. The former focuses on the contents of aparticular subject matter as the basis of the learning activity organization, whereas thelatter focuses on the language skills. One statement supporting this approach is that itenhances learners’ motivation because the materials are authentic and contextual andlearners need such materials in order to master subject matter contents.Keywords: Content-Based Instruction, content-driven, language-driven

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