scholarly journals An Analysis of the Needs of Korean EFL Learners in the Collegiate Level

2017 ◽  
Vol 6 (6) ◽  
pp. 15
Author(s):  
Young-Suk Lee ◽  
Pamela Villacorta
Keyword(s):  
Learning Needs ◽  
English Learning ◽  
Korean Language ◽  
Efl Learners ◽  
Effective Learning ◽  
Effective Strategies ◽  
Collegiate Level ◽  
English Speaking ◽  
Method Of Instruction ◽  
Korean Efl Learners

<p><em>This study aims to identify the learning needs and preferences of Korean EFL learners in the collegiate level studying at a university in Korea. The result of this study indicates that the respondents feel, among the four macro skills of English, speaking and writing are as equally difficult skills to master. These were followed by reading and listening, respectively. Also as the goal of English learning, the respondents answered getting a high score in such tests as TOEIC and TOEFL. As the effective strategies to learn English, the respondents consider immediate correction of mistakes in speaking and writing and using English as a method of instruction to be effective learning methods. On the other hand, the usage of the Korean language to teach English and the intensive grammar classes are considered as unhelpful in English learning</em>. </p>

scholarly journals English Learning Needs of the Biology Education Department Students

2018 ◽  
Author(s):  
Riana Agustin Tindjabate
Keyword(s):  
Data Collection ◽  
Biology Education ◽  
Learning Needs ◽  
English Learning ◽  
Research Subjects ◽  
Education Department ◽  
Christian University ◽  
Research Participants ◽  
English Speaking

The purpose of this study is to describe learning needs of the students of Biology Education Department on the English learning. The research was conducted at the Christian University of Tentena particularly in the Biology Education Department. The research subjects were 24 students who acted as research participants. The data collection was carried out by distributing questionnaires of the 25-BioSNEL to 24 participants. Data from the research showed that students of Biology Education Department of the Christian University of Tentena needed knowledge about the terms of English used in the field of biology education and for training English speaking students desperately needed exercises that teach them how to use the English vocabulary in daily conversation. The research concluded that the teaching of English in the field of biology education should be more focused on learning about the vocabulary and terms in the field of biology as well as learning about how to use the English vocabulary in conversation.

scholarly journals Gifted High School Students’ Needs for English Learning in Vietnam Contexts

2021 ◽  
Author(s):  
Minh Hung ◽  
Nguyen Thi Thu Ai
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Needs ◽  
English Learning ◽  
Main Question ◽  
Listening Skills ◽  
School Students ◽  
Interview Survey ◽  
English Speaking ◽  
English Students

The learning needs of English students have been researched over the past decades in different countries, especially among non-speaking English ones. The core goal of these studies was to examine if learner needs/wants and learning outcomes of the English course/curriculum provided are sufficiently matched, i.e., whether or not students feel satisfied (because their needs/wants are met). Expanding this line of research, the current study attempts to find out the needs for English learning among gifted high school students in the current Vietnam context by seeking the answer to the main question: How do these students report their needs for English learning? The findings are supposed to provide useful insights into this English learning – teaching setting. One hundred and eighty English-majored students from five gifted high schools in five provinces of Vietnam participated in a questionnaire-interview survey. The obtained results show that most participants opted for English because they needed it for future employment and cross-cultural/national communications for long-term purposes. As a result, they wanted to practice more English speaking and listening skills rather than other components of English knowledge (pronunciation, grammar, vocabulary) and skills (reading, writing). Yet, their English practices in the classroom did not place much emphasis on speaking-listening skills, i.e., their needs were not very satisfactorily met. Some of the findings echo those of previous research, and some are first reported in the current study.

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.

scholarly journals Exploring Gender on EFL Learners’ Beliefs about Language Learning

2014 ◽  
Vol 8 (2) ◽  
pp. 128 ◽  
Author(s):  
Hanna Sundari ◽  
Irfan Hadi ◽  
Nurhayati Nurhayati
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Education ◽  
Belief System ◽  
English Learning ◽  
Efl Learners ◽  
First Semester ◽  
English Speaking ◽  
Beliefs About Language Learning ◽  
Learning English

Article aimed to describe language learners’ belief system and to investigate how significance the language learners’ beliefs are between them in language learning. Using both qualitative and quantitative approaches, this research took 111 female- and 32 male-first semester college-students majoring in English Education as respondents. The instrument was 34-item BALLI questionnaire designed by Horwitz. The findings of the research showed that females and males’ language beliefs about language learning are mostly in similar fashion. The significant differences in responses were on the beliefs related to language and intelligence, enjoyment in practicing English, learning English-speaking cultures, having English-speaking friends, and motivation in learning English.

scholarly journals Gifted High School Students’ Needs for English Learning in Vietnam Contexts

2021 ◽  
Vol 12 (3) ◽  
pp. 351-365
Author(s):  
Do Minh Hung ◽  
Nguyen Thi Thu Ai
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Needs ◽  
English Learning ◽  
Main Question ◽  
Listening Skills ◽  
School Students ◽  
Interview Survey ◽  
English Speaking ◽  
English Students

The learning needs of English students have been researched over the past decades in different countries, especially among non-speaking English ones. The core goal of these studies was to examine if learner needs/wants and learning outcomes of the English course/curriculum provided are sufficiently matched, i.e., whether or not students feel satisfied (because their needs/wants are met). Expanding this line of research, the current study attempts to find out the needs for English learning among gifted high school students in the current Vietnam context by seeking the answer to the main question: How do these students report their needs for English learning? The findings are supposed to provide useful insights into this English learning – teaching setting. One hundred and eighty English-majored students from five gifted high schools in five provinces of Vietnam participated in a questionnaire-interview survey. The obtained results show that most participants opted for English because they needed it for future employment and cross-cultural/national communications for long-term purposes. As a result, they wanted to practice more English speaking and listening skills rather than other components of English knowledge (pronunciation, grammar, vocabulary) and skills (reading, writing). Yet, their English practices in the classroom did not place much emphasis on speaking-listening skills, i.e., their needs were not very satisfactorily met. Some of the findings echo those of previous research, and some are first reported in the current study.

scholarly journals Attitudes of Saudi EFL Learners towards Speaking Skills

2019 ◽  
Author(s):  
Jamal Kaid Mohammed Ali ◽  
Muayad Abdulhalim Shamsan ◽  
Rajakumar Guduru ◽  
Nirmala Yemmela
Keyword(s):  
Saudi Arabia ◽  
English Language ◽  
Female Students ◽  
English Learning ◽  
Male And Female ◽  
Efl Learners ◽  
English Speaking ◽  
Intensive Program ◽  
Interest And Motivation ◽  
Speaking Skills

This paper looks at intensive program students’ perceptions of English-speaking skills and emphasizes the immediate need for improving them at all levels of higher education. For this purpose, 100 students (50 males and 50 females) of the intensive program from colleges of Arts, Business and Community, Saudi Arabia were administered a questionnaire. The data were analyzed quantitatively with SPSS. The findings of the study show that male and female students do not differ in their perceptions about learning to speak English and they are now becoming more aware of the growing importance of learning English. It is also found that lack of environment, interest and motivation are the most important factors that affect students’ speaking skills. In addition, female students’ perception towards English learning is more positive. The analysis also indicates that there is an undisputed agreement among the learners that English language will play an important role in Saudi Arabia. Finally, some implications for teachers to develop students' speaking skills are presented.

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