scholarly journals University Students' Beliefs and Attitudes Regarding Foreign Language Learning in France

2006 ◽  
Vol 24 (1) ◽  
pp. 113 ◽  
Author(s):  
Nathalie Piquemal ◽  
Robert Renaud
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
First Year ◽  
Internal Factors ◽  
First Year Students ◽  
Personal Attitude ◽  
Language Classes ◽  
Beliefs And Attitudes

This study is based on a survey of 1,305 university students enrolled in English and other foreign-language classes across year levels in four major universities in France. It explores the factors that promote or hinder multilingualism, with special attention to the following questions: What are the beliefs and attitudes of students enrolled in various postsecondary institutions across France toward learning a foreign language? How do these beliefs and attitudes change as students progress from beginning first-year students to upper years? The results suggest that the reasons first-year students typically have for studying a foreign language have more to do with internal factors (e.g., personal attitude) than with external factoars (e.g., social value). Moreover, this trend becomes more pronounced with upper-year students whose motivation to learn a foreign language compared with that of first-year students is influenced less by perceived societal beliefs and more by intrinsic reasons.

scholarly journals Using BBC Learning English Podcasts to develop university students’ listening skills

e-mentor ◽  
2021 ◽  
Vol 92 (5) ◽  
pp. 26-35
Author(s):  
Olena Davydenko ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Listening Comprehension ◽  
Foreign Language Learning ◽  
First Year ◽  
Listening Skills ◽  
First Year Students ◽  
Alternative Means ◽  
Learning English

The emergence of podcasts in an English foreign language (EFL) setting is seen as a helpful aid to foreign language learning. Using podcasts might help improve language learning efficiency. This research addresses how podcasts can be an alternative means of improving English listening comprehension for university students. The study was carried out at Nizhyn Gogol State University, Ukraine, using quantitative and qualitative methods of analyzing data. To collect the data, research tools such as a questionnaire, initial and final testing, and observation were used. The procedure was introduced for a group of first-year students and implemented for six weeks. Special BBC Learning English podcast activities were designed and offered to the students. The main stages have been specified in the process of developing students’ listening skills. In the pre-listening stage, students do preparation activities to prepare for the podcast using their background knowledge. The while-listening stage is aimed at listening for gist, listening for details, making inferences, and summarizing. In the post-listening stage, the listeners are taken beyond the podcast content and set tasks which contribute to integrating other language skills. Samples of activities which correspond to these three stages are provided. A balanced approach to choosing top-down or bottom-up processing within the stages improves the process of forming competencies in listening of first-year students. Hence, based on the positive results of this study, BBC Learning English podcasts with meaningful, appropriate, and interesting activities attract the students’ attention, increase their motivation, and improve their listening comprehension.

scholarly journals ОРГАНІЗАЦІЯ САМОСТІЙНОЇ РОБОТИ СТУДЕНТІВ ЗАСОБАМИ MOODLE В ПРОЦЕСІ НАВЧАННЯ ІНОЗЕМНОЇ МОВИ

2018 ◽  
Vol 63 (1) ◽  
pp. 218
Author(s):  
Kateryna V. Rudnitska ◽  
Veronika V. Drozdova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Practical Work ◽  
Educational Institutions ◽  
First Year ◽  
Higher Educational Institutions ◽  
First Year Students ◽  
Self Study ◽  
Study Monitoring

The authors have analyzed the problem of students’ self-study organization at higher school on the basis of studying pedagogical, psychological and methodical literature, program-methodical documentation of higher educational institutions, experience of practical work. In accordance with the normative increase on students’ self-study load, there was a need to use Moodle system. It has been found out that the organization of students’ self-study by means of Moodle system in the process of foreign language learning has not been properly researched. To solve this problem, a new curriculum and the author’s special course «Professional language of an economist» for foreign language learning have been developed and implemented for the first-year students of economic specialties. The main advantages of the special course for organization of students’ self-study, monitoring and analysis of students’ activity in the process of foreign language learning have been determined. The effectiveness of organization of students’ self-study by means of Moodle system in the process of foreign language learning has been experimentally tested and proved.

scholarly journals Developing Students’ Cognition Culture for Successful Foreign Language Learning

2018 ◽  
Vol 50 ◽  
pp. 01128
Author(s):  
Lyubov Pavlova ◽  
Yuliana Vtorushina
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Culture Conditions ◽  
Social Adaptation ◽  
Teaching Techniques ◽  
Cognitive Component ◽  
Effective Development ◽  
The University

This paper presents results of the research aimed at determining essential aspects of the development of university students’ cognition culture as a factor of successful foreign language learning. The authors define cognition culture as a complex of capabilities and skills, enabling students to look for, analyze, process, organize and critically assess information in the text, considering its historical and cultural value background. The investigation proves that a student’s cognition culture is manifested in his/her knowledge of national mentality, language, and cultural picture of the world as well as in the student’s skills of search, procession and critical assessment of information, the skills of analysis, comparison, generalization, cognitive motivation and aspiration for constant improvement of foreign language skills. The research determines the contents of the cognitive component of foreign language learning and works out a complex of teaching techniques for developing students’ cognition culture. The results prove that the application of the complex of special teaching techniques ensures effective development of the university students’ cognition culture for successful foreign language learning. Thus, students’ cognitive culture conditions their social adaptation and academic mobility.

scholarly journals Foreign language learning anxiety: A comparison between high school and university students

2018 ◽  
Vol 15 (3) ◽  
pp. 1584
Author(s):  
Gökhan Baş ◽  
Mehmet Özcan
Keyword(s):  
High School ◽  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Educational Status ◽  
Monthly Income ◽  
Learning Anxiety ◽  
Anxiety Levels ◽  
Language Learning Anxiety

This research aimed to identify the differences in foreign language learning (FLL) anxiety levels between high school and university students based on some variables such as gender, current educational status, parents’ (father and mother) educational status, and monthly income of families.  The survey model was adopted in the research.  The research included high school (n = 333) and university (n = 341) students from Nigde and Afyonkarahisar provinces. In the research, “Foreign Language Learning Anxiety Scale” (FLLAS) was used in order to collect data. For the analyses of the data, independent samples t-test and one-way ANOVA were performed. The results of the research indicated that gender, fathers’ educational status and monthly income of family variables did not have a significant impact on foreign language anxiety levels of high school and university students. It was also found that students’ educational status as well as their mothers’ educational status variables influenced their FLL anxiety significantly.

scholarly journals EXPLORING LANGUAGE INPUT OF THE READING TEXTS IN NORTHSTAR TEXTBOOKS FOR FIRST-YEAR ENGLISH-MAJOR STUDENTS AT UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY

2020 ◽  
Vol 129 (6B) ◽  
Author(s):  
Phuong Ngoc Quynh Tran
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Difficulty Level ◽  
First Year ◽  
Text Input ◽  
Language Difficulty ◽  
English Major ◽  
Language Input ◽  
Reading Texts

There are many studies on English Language Teaching materials evaluation, but very few investigate the language input of reading materials though text input is considered a primary factor for successful foreign language learning. This research explored the language input of reading texts in a book series used in teaching reading for first-year English-major students at a foreign language university in central Vietnam. It aimed at investigating text topics, genres, length, language difficulty level and students’ as well as teachers’ perceptions of the studied texts in an attempt to facilitate students’ reading comprehension. Thirty-two reading texts were studied using a descriptive analytical approach. Individual and focus group interviews were implemented with 15 students and 7 lecturers. The findings showed the textbooks incorporated a wide variety of topics which are interesting and familiar to students. Article was the most popular text genre. The text length and language difficulty level proved to be appropriate to students’ levels. The lecturers’ and students’ perceptions of the texts also supported the textbook analysis findings. These findings implicated the selected textbooks should be kept in the curriculum but need further adaptation. Besides, some suggestions were made to help ELT lecturers modify the text input effectively.

scholarly journals Tracks for Russian university students’ multilingual development within remote education during the pandemic

2021 ◽  
pp. 217-233
Author(s):  
Anastasia Atabekova ◽  
Alexander Belousov ◽  
Oleg Yastrebov
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Translation ◽  
Foreign Language Learning ◽  
Skills Training ◽  
Point Of View ◽  
University Education ◽  
Educational Institutions ◽  
Language Courses

The chapter explores language and non-language university students’ practices of foreign language learning within the unscheduled shift to remote studies in Russia due to the COVID-19 emergency. The RUDN University Law Institute experience is considered as an example. The paper explores common and specific features of foreign language, translation, and interpreting skills training within the Law Institute language and non-language programmes. The research rests on the case study methodology, considered from the policy-making and managerial point of view. The findings reveal both common features and specificities of multilingual university education of non-language and language students. The study also confirms the need for the educational institutions to draft specific guidelines on language courses implementation for different target audiences during the COVID-19 pandemic.

scholarly journals An Investigation into the Benefits of the Intercultural Approach to EFL Learning and Teaching: A Case Study of Taif University, KSA

2017 ◽  
Vol 8 (1) ◽  
pp. 52 ◽  
Author(s):  
Amir H. Abdalla
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
First Year ◽  
Learning And Teaching ◽  
Efl Students ◽  
Potential Benefits ◽  
Preparatory Year ◽  
Study Participants

The purpose of this study is to investigate the potential benefits of using the intercultural approach to teaching English as a foreign language in the preparatory –year programme (male branch), Taif University, Kingdom of Saudi Arabia. The intercultural approach is considered a viable means of foreign language education that seeks to address issues of culture in foreign language learning and teaching and how best to address them. Hence, this study intends to explore the attitudes of first year EFL Taif university students to the potential benefits of the intercultural approach to EFL. A sample of 200 EFL students participated in the study. Participants’ views on the topic of the study are collected via a questionnaire the researcher designed and administered to the participants. In addition, the views of 50 EFL instructors teaching in the preparatory programme were gathered by a questionnaire regarding the topic researched. Descriptive statistics were used to analyse the collected data.

Learning to LOLIPOP

2010 ◽  
pp. 176-194 ◽  
Author(s):  
Jennifer Bruen ◽  
Juliette Péchenart ◽  
Veronica Crosbie
Keyword(s):  
Language Learning ◽  
Course Design ◽  
Undergraduate Research ◽  
Foreign Language Learning ◽  
Electronic Version ◽  
First Year ◽  
European Language ◽  
First Year Students ◽  
Learning And Teaching ◽  
Intercultural Studies

The focus of this chapter is twofold: firstly, on the development of an electronic version of a European Language Portfolio, known as the LOLIPOP ELP,1 and, secondly, on its integration into a study and research skills module for first-year students on the BA in Applied Language and Intercultural Studies at Dublin City University. The chapter begins with an introduction to the concept of a European Language Portfolio (ELP) in the context of current trends in foreign language learning and teaching. It then describes the development and key features of the LOLIPOP ELP. It explains how it was integrated into a first-year, undergraduate research and study skills module focusing on elements of course design and assessment. Finally, the chapter concludes by analysing the output from the participants in this study which indicates that they appreciated the opportunity to engage with the LOLIPOP ELP and found it beneficial to their language learning although issues remain around its design and integration into an academic programme.

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