The Relationship of Multiple Intelligences, Foreign Language Learning Anxiety, and English Language Proficiency

The study investigated the general state of foreign language learning anxiety and the relationship between foreign language learning anxiety and foreign language learning strategy among English major college students in Shi Jiazhuang, China. The quantitative research method was adopted in this study. The instruments were Foreign Language Class Anxiety Scale and Strategy Inventory Language Learning. The subjects were 400 English major students from Shi Jiazhuang College. The results showed that there exists a negative relationship between foreign language learning anxiety and the use of foreign language learning strategy. According to the findings of this study, it is necessary to reduce learners’ foreign language learning anxiety so as to apply more types of foreign language learning strategies efficiently, especially for those foreign language learners with high-level learning anxiety. Some suggestions were put forward for pedagogical implications, which will make Chinese learners be more successful during the process for foreign language acquisition.

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Listening Skill Requires a Further Look into Second/Foreign Language Learning

ISRN Education ◽

10.5402/2012/810129 ◽

2012 ◽

Vol 2012 ◽

pp. 1-10 ◽

Cited By ~ 8

Author(s):

Hossein Bozorgian

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Proficiency ◽

English Language ◽

Foreign Language Learning ◽

Strongly Correlated ◽

High Stakes ◽

Reading And Writing ◽

Listening Skill ◽

Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

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The relationship between students’ second language learning anxiety and language proficiency

Journal of Counseling and Educational Technology ◽

10.32698/0141 ◽

2018 ◽

Vol 1 (2) ◽

pp. 50

Author(s):

Asnadia Binti Alias ◽

Nur Atikah Binti Noor Rashid

Keyword(s):

Second Language ◽

Language Learning ◽

Test Anxiety ◽

Language Proficiency ◽

Second Language Learning ◽

English Language ◽

Learning Anxiety ◽

Language Learning Anxiety ◽

Spearman Test ◽

The Relationship

Students in Malaysian Polytechnics must enrol in a second language course as one of the compulsory courses offered by the institution. There is no placement test for polytechnics students to enrol in English language class. Therefore, students with different level of proficiency are mixed together in a classroom to learn English language. Consequently, students encountered difficulties in learning the second language due to feeling of anxiety. Hence, the aim of this study was to determine the correlation between students’ language learning anxiety and their language proficiency. This study involved of 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin which have been chosen randomly. A 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) was analysed using SPSS 22. The study revealed that the students experienced moderate level of language learning anxiety. Correlations – Spearman Test was used to determine the relationship between students’ second language learning anxiety and language proficiency. Three types of anxiety was tested which are Test Anxiety, Communication Apprehension and Fear of Negative Evaluation. Correlations – Spearman Test demonstrated that only Test Anxiety showed significant relationship with students’ language proficiency. Several implications have been discussed to offer suggestions to the lecturers in dealing with students learning anxiety. Lecturers should be careful in correcting students’ error to avoid students feel humiliated. This is because students tend to feel anxious whenever lecturers correct their mistakes in the classroom. A further research should be carried out by using two approaches; qualitative and quantitative and adds more variables such as attitude and motivation towards learning a second language.

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Developing an Interactive Storybook Application ‘Jack and the Dirty Smelly Beast’ for English Language Proficiency among Children

The International journal of Multimedia & Its Applications ◽

10.5121/ijma.2021.13401 ◽

2021 ◽

Vol 13 (4) ◽

Author(s):

Indah Fakhrani Arpin ◽

Maizatul Hayati Mohamad Yatim

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Proficiency ◽

English Language ◽

Learning Experience ◽

Descriptive Analysis ◽

Instructional System ◽

Foreign Language Learning ◽

Instructional System Design ◽

Education Policies

The high percentage of students who are still struggling with the English language is worrisome, even though there are many well-planned strategies and education policies that are developed to resolve this problem. It is a universal belief that learning a foreign language at a young age through reading plays an important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive storybook application combined with suitable multimedia elements and features to encourage children to read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and features in improving children’s learning. Their responses were recorded and analysed using descriptive analysis. The findings showed that respondents agreed that learning experience improved significantly and attracted children to read when using this application. In conclusion, by using correct multimedia elements and suitable features in the interactive storybook application, it is envisaged that the children’s comprehension in learning a foreign language can be expanded. This research foresees there is enormous opportunity for literacy development in foreign language learning in the early ages through the creation of an interactive storybook application with suitable multimedia elements and features for children.

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A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS

Creativity Studies ◽

10.3846/23450479.2017.1406874 ◽

2018 ◽

Vol 11 (1) ◽

pp. 1-9 ◽

Cited By ~ 9

Author(s):

Musarat YASMIN ◽

Ayesha SOHAIL

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Proficiency ◽

English Language ◽

Foreign Language Learning ◽

Learner Autonomy ◽

Target Language ◽

English Language Learning ◽

Structured Interviews ◽

University Teachers

Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.

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The Relationship between English Pronunciation Self-Concept and English Learning

International Letters of Social and Humanistic Sciences ◽

10.18052/www.scipress.com/ilshs.60.54 ◽

2015 ◽

Vol 60 ◽

pp. 54-59

Author(s):

Hossein Talebzadeh ◽

Leila Gholami

Keyword(s):

Foreign Language ◽

Language Learning ◽

English Language ◽

Foreign Language Learning ◽

Self Concept ◽

Global English ◽

English Pronunciation ◽

Iranian Context ◽

Teaching Learning ◽

The Relationship

English pronunciation self-concept refers to self-evaluation of a person’s English pronunciation proficiency which is shaped during the time spent for pronunciation learning (Gimson, 1980). The present paper aims at investigating the possible correlation between English pronunciation self-concept and English language learning. Furthermore, the relationship between global English self-concept and classroom anxieties are examined in the Iranian context. To this end, Xiuquan zhu’s (2005) questionnaire was administrated to the total of 100 English as a foreign language (EFL) students. Moreover, to assess students general English performance and their pronunciation proficiency two kinds of tests were taken by the participants. Descriptive statistics was used to turn the raw data to the interpretable forms. The analysis revealed statistically significant correlation between English pronunciation self-concept and global English self-concept with in turn leads to efficient English language performance. However, negative correlation is obtained regarding English classroom anxiety and English pronunciation self-concept. Because of facilitating role of pronunciation self-concept in English language acquisition, the findings of the present study suggest that due attention should be paid on the English pronunciation self-concept in foreign language learning teaching-learning environments

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Do Cultural Intelligence and Language Learning Strategies Influence Students’ English Language Proficiency?

Journal of Language Teaching and Research ◽

10.17507/jltr.0903.27 ◽

2018 ◽

Vol 9 (3) ◽

pp. 655

Author(s):

Noor Rachmawaty ◽

M. Basri Wello ◽

Mansur Akil ◽

Syarifuddin Dollah

Keyword(s):

Language Learning ◽

Learning Strategies ◽

Language Learners ◽

Language Proficiency ◽

Cultural Intelligence ◽

English Language ◽

Learning Strategy ◽

English Language Proficiency ◽

Language Learning Strategies ◽

Relationship Of

Cultural Intelligence (CQ) is believed as an additional type to the existing forms of intelligence (IQ, EQ). It also explains why some individuals are more effective than others in culturally diverse situations. Studies have documented how successful language learners seem to use wider variety of language learning strategies than unsuccessful learners. Having these two important aspects in relation to the successfulness of acquiring foreign language thus this study is intended to explore the relationship of Cultural Intelligence, Language Learning Strategy and English Language proficiency. The study involved 87 second-year students of English Department, Mulawarman University. Data were gathered using The Cultural Intelligence Scale (CQS), The Strategy Inventory for Language Learning (SILL) and TOEFL. Descriptive and inferential statistics using SPSS 20 were used in the process of data analysis. The result reveals that CQ level of the students is medium (M=51.984) with metacognitive and motivational as dominant factors for both male and female students. The data shows that there is a significant relationship between CQ and LLS (F= 13.082, p= 0.001). This result confirms the previous studies that culture influences the frequency and type of LLS use. As for strategy categories, metacognitive is the most frequently used strategy (M=3.704) and affective is the least frequently used (M=3.080). The students’ proficiency level is ranging from elementary (25.29%) to advanced (8.05%). The dominant level is low intermediate. The data recorded that there is no correlation among cultural intelligence, language learning strategies and English language proficiency (F=1.208, p= 0.304).

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CBM language measures as indicators of foreign-language learning: Technical adequacy of scores for secondary-school students

10.28987/5.1.42 ◽

2021 ◽

pp. 42-57

Author(s):

Laura Hoefnagel ◽

Christine A. Espin ◽

Ralph Rippe

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Proficiency ◽

English Language ◽

Progress Monitoring ◽

Reading Aloud ◽

Reliability And Validity ◽

Foreign Language Learning ◽

English Word ◽

School Students

Students with and without learning disabilities often struggle to learn a foreign language (FL). Teachers could benefit from a measure designed to screen and identify students at risk for FL learning difficulties. In this study, we examined the reliability and validity of scores from four curriculum-based measures (CBM) as potential indicators of English FL learning: reading aloud, maze selection, and English-to-Dutch and Dutch-to-English word translation. Participants were 133 Dutch students in Grade 8. Criterion variables were English course grades and scores on a standardized achievement test (Cito-VAS). Alternate-form reliability ranged from r = .77 to .87. Correlations between CBM and criterion measure scores ranged from r = -.04 to .65. Scores from maze selection and reading aloud alone predicted English-language proficiency better than a combination of scores from the four measures, explaining 29.7% and 23.6% of the variance, respectively. Implications for the use of CBM for FL screening and progress-monitoring are discussed.

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The Correlation between Iraqi EFL Preparatory School Students’ Language Learning Styles and Language Proficiency

International Journal of Research in Social Sciences and Humanities ◽

10.37648/ijrssh.v11i03.031 ◽

2021 ◽

Vol 11 (3) ◽

Author(s):

Khattab Jabbar Jassim Al Saadey ◽

Prof. Dr. Salam Hamid Abbas ◽

Prof. Dr. Salam Hamid Abbas

Keyword(s):

Foreign Language ◽

Learning Styles ◽

Language Learning ◽

Learning Style ◽

Language Proficiency ◽

English Language ◽

English Language Proficiency ◽

Validity And Reliability ◽

School Students ◽

Preparatory School

Learning styles usually viewed as having a direct impact on foreign language learning. Knowing of students’ learning styles contributes significantly to the development of the level of students in the foreign language where they deal with language inputs differently and each student has a different learning style. Accordingly, foreign language teachers should be aware of the students’ individual differences in general and learning styles in particular. This study aims to find out: 1. Iraqi EFL preparatory school students’ learning styles. 2. Iraqi EFL preparatory school students’ level of language proficiency. 3. The correlation between Iraqi EFL preparatory school students’ learning styles and level of language proficiency. 4. Which of the learning styles do contribute to the interpretation of variation in language proficiency of Iraqi EFL preparatory school students. This study is a correlational research in which the population consists of 325 students from different Iraqi preparatory schools during the academic year 2020/2021. The data is gathered by employing a questionnaire to assess students' learning styles and an English language proficiency test to assess students’ proficiency represented by language skills. After their validity and reliability are verified, the instruments are applied to the research sample. The results of the statistical manipulation showed the following: 1. Iraqi EFL preparatory school students show weak level of language proficiency. 2. The dominant learning styles of Iraqi preparatory school students are random/intuitive style, followed by impulsive/reflective, while the sequential learning style comes third. While the use of closure/open oriented and deductive/inductive learning styles are not statistically significant. 3. Iraqi EFL preparatory school students’ learning styles are statistically correlated with their English language proficiency. 4. The visual, auditory, impulsive/reflective, and synthetic/analytic styles contribut

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