scholarly journals Message from editor

2017 ◽  
Vol 12 (2) ◽  
pp. 46
Author(s):  
Cigdem Hursen
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
English Language ◽  
Serious Game ◽  
English Language Learning ◽  
Guidance And Counseling ◽  
Application Process ◽  
Learning Beliefs ◽  
Educational Sciences ◽  
Language Learning Beliefs

From the Editors Huseyin Uzunboylu, Cigdem Hursen Dear Colleagues It is a great honour for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. Our main aim is to increase the quality of the journal day by day. We are ready to publish the new issue of Cypriot Journal of Educational Sciences which has 5 articles written by authors from Cyprus, Portugal and Turkey.   The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all authors who have contributed to this issue. There are different focuses in the articles. For example, Sibel Ersel Kaymakamoğlu aimed to explore the English language learning beliefs of the students studying in the Guidance and Counseling Department at one of the Universities in Northern Cyprus. It also explored if the participants’ perceptions about English language learning showed differences according to gender and age. The findings revealed significant differences between the male and female participants’ perceptions about English language learning beliefs. On the other hand, İshak Kozikoğlu aim of this research is to analyze the studies concerning challenges faced by novice teachers in terms of various aspects and compare challenges according to location of the studies conducted in Turkey and abroad. Another study conducted by Fernando Almeida. They describe the experience of using a serious game in the entrepreneurship field in the context of the classroom. For that, they adopt a quantitative research technique based on a survey research to measure the different characteristics experienced by higher education students when using serious games in the classroom to learn entrepreneurship. The students have multidisciplinary competences, coming from courses with strong emphasis in the area of management and technology. The use of the serious game allowed students to develop skills mainly in terms of innovation, leadership, strategic thinking, problem solving, business launch and risk management. Also, Belkıs Tekmen aim of this study is to review and discuss some of these components of preschool teacher education in the Turkish context such as the student selection policy, faculty development, recruitment policies and competencies of the graduates. Finally, Huseyin Bicen and Senay Kocakoyun aimed to determine the opinions of students who participated in the development and application process of an Android application named NEU-CEIT about the mobile learning environment, educational and sharing structure of the developed application. According to the results, it was revealed that outcomes related with the usage structure of the developed application were positive, educational structure of the application is appropriate to follow the curriculum, it is rich in terms of materials and it might be one of the applications that students can use for communication. I would like to express my thanks to all authors preferring Cypriot Journal of Educational Sciences to publish their articles, and also all reviewers working seriously in this process.  Best regards, Editor-in-Chief Prof. Dr. Huseyin Uzunboylu Executive Editor Assoc. Prof. Dr. Cigdem Hursen

scholarly journals Examining the Guidance and Counselling Students’ Perceptions about English Language Learning Beliefs

2017 ◽  
Vol 12 (2) ◽  
pp. 47-57 ◽  
Author(s):  
Sibel Ersel Kaymakamoglu
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
English Language Learning ◽  
Guidance And Counseling ◽  
Learning Beliefs ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
Learner Beliefs ◽  
Language Learning Beliefs

Abstract Since contemporary views of learning and teaching place learners in the center of learning process, most of the researchers and practitioners have directed their attention to understanding what goes on in the mind of the learners during the process of learning and teaching. In the area of English language learning and teaching this perspective have also been adopted and for more than three decades one of the main concerns of the researchers and practitioners have been on exploring the factors influencing the language learners in the learning and teaching process. ‘Learner beliefs’ have been identified as one of the main the sources of learners’ actions and decisions in this process. Therefore, in this study the researcher aimed to explore the English language learning beliefs of the students studying in the Guidance and Counseling Department at one of the Universities in Northern Cyprus. It also investigated whether there were any differences in the student teachers’ perceptions about English language learning regarding gender and age. 132 first year student teachers studying in the Department of Guidance and Counseling Department at a University in North Cyprus were the participants of the study. 65 female and 67 male student teachers participated in this investigation. In order to collect data about the student teachers’ perceptions regarding English language learning “English Language Learning Beliefs Inventory (BALLI)” version 2 (Horwitz, 2013) was utilized. The questionnaire consisted of 44 items and the participants replied to each item according to the 5-point Likert Scale. The findings revealed that there were significant differences between the male and female participants’ perceptions about English language learning beliefs. The participant student teachers’ perceptions about language learning beliefs differed significantly in relation to age. Key words: Learner beliefs, gender, age, learning and teaching.

scholarly journals English Language Learning Beliefs of Jordanian Students: The Effect of Gender

2019 ◽  
Vol 9 (2) ◽  
pp. 219
Author(s):  
Khaleel Bader Al Bataineh
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Private University ◽  
English Language Learning ◽  
English Learning ◽  
Learning Beliefs ◽  
Foreign Language Learners ◽  
English Major ◽  
Language Learning Beliefs

English language learning beliefs play a key role in the language learning process, especially among EFL (English as a foreign language) learners. This study seeks to clarify English learning beliefs among EFL students in Jordan, and to examine whether female and male learners differ in these beliefs. Horwitz’s (1987) Language Learning Beliefs Inventory (BALLI) was adapted to gather relevant data from 83 English major participants at a private university during regular classes. Frequency analysis and T-tests were then performed utilizing SPSS. The findings demonstrate that while Jordanian students are not sure about language difficulty, they are highly enthusiastic about learning the English language. Furthermore, female and male students only had significantly different results in two aspects of BALLI: 1) motivation and expectations and 2) difficulty of language learning. Hopefully, the results will provide constructive insights to lecturers concerning students’ beliefs about learning English, which will help improve the English-learning process in Jordanian universities.

scholarly journals Saudi University Undergraduates’ Beliefs about Language Learning along Gender Lines

2018 ◽  
Vol 8 (4) ◽  
pp. 39 ◽  
Author(s):  
Choudhary Zahid Javid ◽  
Eidah Abdullah Al-malki
Keyword(s):  
Language Learning ◽  
English Language ◽  
Arab World ◽  
Language Teachers ◽  
Learning Beliefs ◽  
Foreign Language Aptitude ◽  
Beliefs About Language Learning ◽  
Language Learning Beliefs ◽  
Gender Based ◽  
Teaching Learning

A growing mass of research has reported that each human being is different like a signature and particular characteristics based on their specific personalities have a strong effect on their language learning possibilities. Research posits that identification of EFL learners’ beliefs about language learning positively affects language learning process as it helps the teachers to address to their students’ learning effectively and also bears positive overbearing in case they bear some less positive beliefs. The study in hand is an attempt to investigate the beliefs of Saudi undergraduates along gender lines by using Horwitz’s (1987) BALLI. The comparative analyses generated by Independent-sample T-test reveal that male participants have assigned comparatively higher values to the majority of the questionnaire items as compared to their female counterparts. The participants of this survey have exhibited the greatest gender-based differences in their beliefs about “motivation and expectations”. Beliefs about “learning and communication strategies” and “the nature of language learning” have shown medium gender-based differences whereas male and female participants have seen eye to eye to each other in their perceived beliefs related to “foreign language aptitude” and difficulty of language learning. The findings of this empirical study have several pedagogical implications to revisit and modify teaching/learning practices of English language in Saudi Arabia in particular and Arab world in general. The findings will help English language teachers teaching in the KSA to understand the gender-based dimensionality of the language learning beliefs which will help them align their teaching methods to their learners’ beliefs; thus, maximizing the possibilities of much sought after goal of effective and efficient ELT in the KSA.

scholarly journals Language Beliefs among Adult Learners: Individual Differences

2017 ◽  
Vol 10 (1) ◽  
pp. 20
Author(s):  
Aiza Johari
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Opportunities ◽  
Learning Beliefs ◽  
Language Learning Beliefs

To develop the quality of language learning and utilise learning opportunities in and out of a classroom, it is vital to understand individual's beliefs in language learning. White (2008) affirmed that an individual’s belief plays a key role in the learning process and language acquisition, especially the beliefs the learners have about themselves, language and language learning, and about the settings in which they contribute as language learners and users. This study identifies the English language learning beliefs of adult learners (between 45-50 years of age) in a local university in Sarawak. Questionnaire was the instrument  to collect the data and the data were analysed using SPSS Version 21. The study showed that these adult learners have various levels of language beliefs. The results obtained can be used to enhance the teaching and learning of English language where language instructors can learn more about their learners and the learners’ language beliefs can further enhance learning process in the classroom.

scholarly journals The Plasticity of Students’ Language Learning Beliefs: The Interplay of Gender, Grade and Educational Level

2019 ◽  
Vol 5 (4) ◽  
pp. 36-53
Author(s):  
Vildana Dubravac ◽  
Esma Latić
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Educational Level ◽  
Epistemological Beliefs ◽  
English Language ◽  
Learning Experience ◽  
English Language Teaching ◽  
Learning Beliefs ◽  
Main Effect ◽  
Language Learning Beliefs

Understanding learners’ epistemological beliefs as one of the core segments underlying one’s learning experience is of cardinal importance both from the point of conveying as well as acquiring new knowledge. In English language teaching studying language learning beliefs has aroused a widespread research interest, with its genesis found in the seminal paper by Horwitz (1987), whose instrument (BALLI) was employed to collect the data in the present paper. In the under-researched context of Bosnia and Herzegovina the current study explores language learning beliefs of 233 elementary school and university students, taking into account the main and interaction effect of three factors: gender, grade and educational level. Through ANOVA and MANOVA statistical analyses, the results revealed an insignificant main effect of gender and grade on the BALLI while the latter significantly affected one of the subscales. Conversely, educational level demonstrated a significant main effect on both the BALLI and one subscale. Most importantly, the study showed interesting interplay of the three factors on the shaping of learners’ stances. These findings bring a significant realization of the complexity of the beliefs as well as their ever-changing nature with relevant pedagogical implications for the field of second language acquisition.

scholarly journals AN INVESTIGATION OF THAI STUDENTS’ ENGLISH LANGUAGE LEARNING STRATEGIES

2018 ◽  
Vol 6 (1) ◽  
pp. 47
Author(s):  
Agus Trioni Nawa
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Rating Scale ◽  
English Language Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Frequent Use ◽  
Thai Students

The purpose of this study was to investigate the English language learning strategies implemented by Thai students with the consideration of gender variable. The study employed a descriptive quantitative research design which involved administering questionnaires of rating scale using Oxford, (1990) Strategy Inventory for Language Learning (SILL) to investigate the most frequent language learning strategies from 38 Thai students (15 males and 23 females) of Wahid Hasyim University of Semarang. This study revealed that females showed more strategic (3.34) in learning English than males (2.823). Generally, females showed more frequent use social strategies and males showed more frequent use affective strategies.

scholarly journals Language Learning Beliefs of Second Language Learners at Graduate Level in Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 104-112
Author(s):  
Qurratulain Ershad ◽  
Maria Shiraz ◽  
Shahzada Qaisar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Graduate Students ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Second Language Learners ◽  
Learning Beliefs ◽  
Language Learning Beliefs ◽  
The Stability

The current research aimed at examining the beliefs of Pakistani graduate students towards English language learning and assessing the stability of their beliefs after six weeks. In the process of language learning beliefs play a pivotal role. Students beliefs about second language acquisition need to be studied so that appropriate approach can be adopted. To collect data, sixty graduate students were selected by purposive sampling. BALLI (Beliefs about Language Learning Inventory, Horwitz, 1987) tool was adopted and administered twice to collect the data. The results showed that the learners are motivated and keen to acquire English language. The respondents were apprised of the significance of foreign language acquisition and highlighted the importance of pronouncing the words correctly, meanings of new words, and the benefits of drills. The results also depicted that there is stability in most of students beliefs after six weeks.

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