Willingness to Communicate and its Relationship with Emotional Intelligence and Gender Differences

As a matter of fact, contemporary universal education gives prominence on authentic communication as an ultimate goal of language learning. Language teaching and learning processes are among the most important and complex human endeavors which is the result of the complicated nature of human beings. Therefore, a successful language learner is the one who is capable of dealing with complexities of teaching-learning processes. Various recent learner-fronted teaching methodologies have underscored the notion of learner-initiated communication which is known as willingness to communicate (WTC). To date, various variables have been discovered by scholars to be influential in the satisfactory flow of communication among students in the language classrooms. Another variable analyzed in the present study is the potential relationship between learners’ gender and WTC as well as their emotional intelligence (EQ-i). Therefore, the present study tries to investigate the possible go-togetherness between learners’ willingness to communicate and their emotional intelligence. Two questionnaires of Bar-On’s (1997) emotional quotient inventory and McCrosky’s (1992) willingness to communicate scale were administered to a total of 100 academic EFL learners. After obtaining the raw data, the SPSS software (version17) was used to change the data into numerical interpretable forms. Correlation analysis revealed that there is positive correlation between learner’s willingness to communicate and their emotional intelligence level. Furthermore, the findings characterized females as the outperforming group both in terms of emotional intelligence and willingness to communicate.

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The Importance of Pedagogical Empiricism for Sensitizing University English Language Teachers in Arab Context

10.31235/osf.io/yw9d2 ◽

2019 ◽

Author(s):

Saleh Ahmed Saif Abdulmughni

Keyword(s):

Saudi Arabia ◽

English Language Learners ◽

Learning Styles ◽

Language Learning ◽

Teaching And Learning ◽

English Language ◽

Learning Processes ◽

Contributing Factors ◽

Learning And Teaching ◽

Teaching Learning

There is a significant psychological aversion to English as a foreign language in Saudi Arabia. General weakness among learners opting for English majors and undergraduate learners of the English language is noted. Different learners are unaware of learning styles most suited to them. This research discussed the necessity for sensitizing university teachers towards the contributing factors in the success or failure of teaching and learning the English Language in Saudi Arabia. Teaching-learning processes would be fruitful if the syllabus designers, teachers, and learners become aware of important factors like teacher’s characteristics, learners’ characteristics, teaching materials, and educational institutions. This study aimed to emphasize the role of the English language teacher in facilitating learning processes, through conducting active research of English language learners at Wadi Ad-Dawasir in Saudi Arabia. This research enhances the prospects of pedagogical studies of different language learning and teaching.

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THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

Globish: An English-Indonesian Journal for English, Education, and Culture ◽

10.31000/globish.v7i1.845 ◽

2018 ◽

Vol 7 (2) ◽

Author(s):

Hapsari Dwi Kartika

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Learner Autonomy ◽

Language Learner ◽

Autonomous Learning ◽

English Teaching ◽

Efl Context ◽

Definition Of ◽

Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

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Entrepreneurial visions of the self: Language teaching and learning under neoliberal conditions

Multilingua ◽

10.1515/multi-2020-0045 ◽

2020 ◽

Vol 39 (3) ◽

pp. 269-275

Author(s):

Martina Zimmermann ◽

Sebastian Muth

Keyword(s):

Language Learning ◽

Social Relations ◽

Teaching And Learning ◽

Language Ideologies ◽

Language Learner ◽

Critical Perspective ◽

Future Success ◽

Neoliberal Ideology ◽

The Relationship

AbstractIn this special issue, we bring together empirical research that takes a critical perspective on the relationship between language learning and individual aspirations for future success. In doing so we aim to initiate a debate on how neoliberal ideology and mode of governance permeate language learning as part of a wider neoliberal project that postulates the ideal of the competitive and self-responsible language learner. The four contributions illustrate how neoliberal desires about entrepreneurial selves play out differently within different social, political, or linguistic contexts. They do not only address different languages individuals supposedly need to teach or acquire for a successful future within a specific context, but also concentrate on the discourses and social relations shaping these entrepreneurial aspirations. Ranging from vocational training in Japan, early education in Singapore, healthcare tourism in India, to higher education in Switzerland, the contributions all illustrate the role of language as part of the struggle to improve either oneself or others. While the research sites illustrate that investments in language are simultaneously promising and risky and as such dependent on local and global linguistic markets, they equally highlight underlying language ideologies and reveal wider structures of inequality that are firmly embedded in local, national and global contexts.

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Autonomous Learners: How Competency-Based Curriculum could Accelerate EFL at English Education Department

LEKSIKA ◽

10.30595/lks.v12i2.3804 ◽

2019 ◽

Vol 12 (2) ◽

pp. 72

Author(s):

Jati Suryanto

Keyword(s):

Language Learning ◽

English Education ◽

Learning Processes ◽

Autonomous Learning ◽

Education Department ◽

Competency Based ◽

Long Life ◽

Ultimate Objective ◽

Student Centred Learning ◽

Teaching Learning

This paper will explore the implementation of the Competency-Based Curriculum at the Department of English Education, Universitas Muhammadiyah Yogyakarta, in reaching the goal of creating autonomous learners. Autonomous Learner is the ultimate objective in teaching learning processes. It is the beginning of the long-life learning processes. By creating autonomous learners, the process of achieving better graduate quality will be more effective and efficient. To reach the goal of producing autonomous learners, the Department of English Education, Universitas Muhammadiyah Yogyakarta, focuses its curriculum on the graduate abilities in “thinking how to think” and “learning how to learn” through the Competency Based Curriculum.Competency-Based Curriculum (CBC) is the teaching learning planning which bases its objectives on the students’ competences. To achieve the ultimate goal of language learning the Department of English Education, Universitas Muhammadiyah Yogyakarta needs to choose the relatively most effective curriculum and method of teaching for the students. Therefore, the department chooses CBC that applies student centred learning (SCL) to achieve the autonomous learning model. The department also applies constructivism approach which enhance the students curiosity to accelerate the autonomous learning in the student centred learning.

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Assessing the impact of ISO: 9001 implementation on school teaching and learning processes

Quality Assurance in Education ◽

10.1108/qae-09-2018-0103 ◽

2019 ◽

Vol 27 (3) ◽

pp. 285-303 ◽

Cited By ~ 1

Author(s):

Francisco José Fernández-Cruz ◽

Jesús Miguel Rodríguez-Mantilla ◽

Ma José Fernández-Díaz

Keyword(s):

Teaching And Learning ◽

Learning Processes ◽

Iso 9001 ◽

Content Type ◽

Educational Benefits ◽

Average Impact ◽

School Teaching ◽

And Performance ◽

Teaching Learning ◽

The Impact

Purpose A growing number of schools are now implementing quality management systems (QMS). As a result, studies are being conducted to assess the educational benefits of these systems and their capacity to identify areas for improvement in school processes and performance. The purpose the present study is to assess the impact of ISO:9001 implementation on teaching-learning processes in the classroom, and in schools with at least three years’ experience of applying this standard. Design/methodology/approach To this end, a questionnaire was administered to a final sample of 2,185 subjects from 80 pre-school, primary and secondary education schools in the regions of Madrid, Castile and León, Andalusia and Valencia (Spain). Findings The results show that ISO:9001 implementation yielded a higher than average impact on teaching-learning processes. Specifically, improvements were observed in the subdomains of tutorials, evaluation and classroom teaching methodologies as a result of implementing this QMS. Originality/value This impact was higher in state-subsidized private schools in Valencia and Andalusia with over nine years’ experience of ISO:9001 in schools with internal funding plans and in those with fewer than 29 teachers on the staff.

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language teaching

Language Teaching ◽

10.1017/s0261444806003910 ◽

2007 ◽

Vol 40 (1) ◽

pp. i-i ◽

Cited By ~ 1

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Educational Practice ◽

Theory And Practice ◽

Learning And Teaching ◽

Replication Research ◽

Timely Response ◽

New Research ◽

Teaching Learning

Phil Benson's state-of-the-art review of autonomy in L2 learning and teaching is a timely response to an ever-growing interest in autonomous language learning. Focusing his attention on the recent literature, he explores how this interest in autonomy is influencing theory and practice, leading to the emergence of new research agendas in the field. He focuses particularly on the ways in which conceptions of autonomy have evolved and continue to change, and how these new conceptions fit in with broader developments in language teaching and learning theory, educational practice, and social thought.This issue includes also a call for papers on Replication Research Studies, two features marking the publication of this fortieth volume of the journal, and reports on a series of research seminars.Richard Johnstone's article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://journals.cambridge.org/jidLTA&volumeId=39&issueId=04>.

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Integrating Content and Language in Business English Teaching in China: First Year Students’ Perceptions and Learning Experience

English Language Teaching ◽

10.5539/elt.v11n8p86 ◽

2018 ◽

Vol 11 (8) ◽

pp. 86 ◽

Cited By ~ 2

Author(s):

Elaine Ruth Martyn

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

Learning Experience ◽

Foreign Language Learning ◽

Difficulty Level ◽

First Year ◽

Business English ◽

English Teaching ◽

First Semester ◽

Teaching Learning

Content and language integrated learning (CLIL) is a key construct in Business English teaching in universities in China today. While there is a plethora of articles on implementation in European contexts, there is limited evidence in the literature of the teaching/learning experience in other foreign language learning environments—despite its wide application in, for example, south-east Asia and China in particular. As CLIL programs have been developed in a variety of ways to meet the unique needs of learners and societal expectations, the context of teaching and learning is critical. This paper focuses on the perceptions and learning experiences of students in a first year, first semester course, Introduction to Contemporary Business, in a Chinese university. Lesson observations, questionnaires, and interviews explore the experience of learners. While most students found the course very challenging in their first semester, they met the challenge. Coping with both language and content is always a double challenge: most students found their Introduction to Contemporary Business their most difficult course, yet they perceived it as manageable and worthwhile. Students coped with the difficulty level in two main ways: either by spending much time in review and translating the textbook prior to class, or by focusing on the teacher’s PowerPoint slides after class—as they considered these were the key points and the textbook was too difficult. Suggestions for a closer integration between language and content within CLIL courses are offered, such as a case-task-based approach, a greater variety of input, and the role of content teachers in English enhancement.

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Non-Verbal Communication: Why We Need It in Foreign Language Teaching and How We Can Foster It with Drama Activities

Scenario: A Journal for Performative Teaching, Learning, Research ◽

10.33178/scenario.8.2.3 ◽

2014 ◽

Vol VIII (2) ◽

pp. 28-43

Author(s):

Carola Surkamp

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Language Teaching ◽

Verbal Communication ◽

Foreign Language Teaching ◽

Willingness To Communicate ◽

Language Learner ◽

Positive Effects ◽

Intercultural Encounters

Even though non-verbal communication is an essential part of communicative situations, it still is a neglected issue in foreign language teaching. This is quite surprising as no language learner can achieve communicative competence without having some knowledge of non-verbal phenomena, which make communication authentic and serve numerous functions needed for communicative success.Teaching a combination of verbal and non-verbal aspects of communication has positive effects on the language learning process in general and on the students’ willingness to communicate in particular. Furthermore, it is important for language learners to become aware of the role non-verbal communication plays in intercultural encounters. Additionally, the knowledge and awareness of the functions of non-verbal communication also help to develop literary competence since non-verbal phenomena contribute to a text’s meaning and its effect on the reader in both drama and prose.The objectives of this paper are to outline the nature and functions of non-verbal communication, to show why integrating non-verbal phenomena into different areas of FLT can be highly valuable, and to present drama activities that help sensitise students to non-verbal aspects of communication in various contexts.

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Online Learning And Its Challenges For Parents

10.31219/osf.io/rsqu6 ◽

2020 ◽

Author(s):

Benteng Martua Mahuraja Purba ◽

Ester Lina Situmorang

Keyword(s):

Online Learning ◽

Teaching And Learning ◽

Human Life ◽

Learning Processes ◽

Learning Activities ◽

The Internet ◽

Public Places ◽

Face To Face ◽

Virtual Classes ◽

Teaching Learning

Technology has significantly brought changes in all aspects of human life, the changes that occur require everyone to change from old habits to new habits that are not used to be done. Changes in general in face-to-face classes began to shift to virtual classes. Even the elements of education have undergone many changes both parents, students and teachers. They experience new teaching patterns and ways of teaching. Learning places are transformed and can be done at home, public places, and so on. Time and place are no longer a barrier to teaching and learning activities because they can be done online. Online learning is carried out by utilizing existing technology through media that uses the internet to carry out teaching and learning processes such as cellphones and laptops. This media will support the teaching and learning process through available applications such as whatsApp, google classroom and so on. Learning brings many challenges and obstacles faced by parents in particular. Of course this is a challenge in itself for parents in monitoring children's learning activities, especially in the application of technology as a learning medium for children.

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Valoración por los estudiantes de la licenciatura en psicopedagogía, de una experiencia innovadora basada en estrategias de aprendizaje colaborativo y el uso del Courselab / Innovative experience evaluation in initial high school teacher based in...

Education in the Knowledge Society (EKS) ◽

10.14201/eks.8820 ◽

2012 ◽

Vol 13 (1) ◽

pp. 437-458

Author(s):

Rocío Serrano Rodríguez ◽

Juan Manuel Muñoz González ◽

Isabel López Cobo

Keyword(s):

Information And Communication Technologies ◽

Teaching And Learning ◽

School Teacher ◽

High School Teacher ◽

Communication Technologies ◽

Learning Processes ◽

Continuous Training ◽

Positive Assessment ◽

Information And Communication ◽

Teaching Learning

Una sociedad en constante cambio tecnológico exige profesionales de la enseñanza en formación continua. Entre las principales competencias docentes que debe adquirir actualmente el profesorado, durante el proceso de formación inicial, podemos destacar el uso educativo de las Tecnologías de la Información y la Comunicación (TIC) y el trabajo en equipo. A través de esta experiencia de innovación centrada en el desarrollo de una dinámica de trabajo fundamentada en el aprendizaje cooperativo y la utilización del programa Courselab, se exige al alumnado ciertas destrezas específicas en el dominio, tanto del PC en su conjunto, como de la navegación a través de Internet y de la capacidad de trabajo y de resolución en equipo. En definitiva, se pretende completar la formación de los futuros docentes en entornos TIC, para que puedan desempeñar procesos de enseñanza/aprendizaje que respondan, verdaderamente, a los intereses y motivaciones del alumnado y puedan contribuir a la mejora del éxito escolar. Los resultados de este estudio indican que estos profesores en formación, demandan el uso de herramientas similares que les motiven y se adecuen a los procesos de enseñanza aprendizaje, concluyendo con una valoración positiva tanto de la experiencia como del propio desarrollo de la asignatura. A technological society in permanent evolution requires teaching professionals with continuous training. Among the main teaching skills that teachers must currently acquire during process of initial training, we emphasize the educational use of Information and Communication Technologies (in Spanish its acronym is TIC) and teamwork. Through this innovation experience focused on developing a workflow based on cooperative learning using CourseLab application, specific student skills are required in PC use, navigation through Internet and ability for teamwork and problem resolution. Definitely, we pretend to complete training of future teachers in ICT environments, so they could perform teaching / learning processes in order to match students interests and motivations, and may contribute to improvement of school success. Results of this study indicate that training teachers demand the use of similar tools to motivate themselves and adapt to teaching and learning processes. We conclude with a positive assessment of both experience and development of the subject.

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