scholarly journals Childrens Digital Practices: Case Studies Of Children Viewing And Representing With Digital Text

2012 ◽  
Vol 8 (4) ◽  
pp. 381-392
Author(s):  
Daniel Churchill ◽  
Kay Yong Khoo
Keyword(s):  
Language Learning ◽  
Case Studies ◽  
Technology Use ◽  
English Language ◽  
Detailed Examination ◽  
Primary School Children ◽  
Digital Text ◽  
Curriculum Review ◽  
Study Results ◽  
The Individual

This paper reports on case studies of four primary school children and their digital practices in Hong Kong. The study explored how the participating children view and represent through digital text in the context of their out-of-school technology use. Understanding how these practices extended into their English language classrooms was explicated based on emerging data. The study results identify six aspects of emerging skills acquired by the children. These skills were not extended into the childrens schoolwork a reflection on the emphasis on uni-modal language learning in the class setting. A detailed examination of the individual skills led to a set of recommendations for curriculum review, suitable pedagogical strategies and classroom learning resources that English Language Educators may utilize to facilitate development of viewing and representing skills through digital text.

scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work. 

scholarly journals Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

2021 ◽  
Vol 11 ◽  
Author(s):  
Zhujun An ◽  
Chuang Wang ◽  
Siying Li ◽  
Zhengdong Gan ◽  
Hong Li
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Technology Use ◽  
Self Efficacy ◽  
English Language ◽  
Self Report ◽  
Target Language ◽  
English Learning

This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.

scholarly journals Investigating the Impact of Task-based English Language Teaching on Student Competencies at a Saudi EFL Context

2020 ◽  
Author(s):  
Hamza Alshenqeeti
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
Language Instruction ◽  
English Language Teaching ◽  
Saudi Students ◽  
Study Results ◽  
Perceived Relevance ◽  
The Impact

This study examines the impact of task-based English language teaching on Saudi students’ competencies, such as reading comprehension and writing proficiency. The mixed-methods approach, involving an experimental component and a qualitative component based on interviews with the participants, is applied in this study. The procedure for the experimental component was developed with attention to the design, implementation, and assessment of task-based English language instruction activities. A growing body of literature suggests that task-based English teaching has gained significance in recent decades because of its perceived relevance in augmenting linguistic and non-linguistic competencies of learners. The study results indicate that the use of tasks in language learning classrooms promotes students’ learning, the development of skills in reading and writing, social interaction, and the motivation to use English in real-life situations. These findings can be used to promote language learning in students studying English as a foreign language.

scholarly journals The Motivation of University Students of International Relations to Learn English

2020 ◽  
Vol 6 (1) ◽  
pp. 5-28
Author(s):  
Zarina Markova ◽  
Dessislava Yaneva
Keyword(s):  
International Relations ◽  
Language Learning ◽  
English Language ◽  
Small Scale ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
Study Results ◽  
Motivational Profile ◽  
Ideal L2 Self

This article reports on the findings of a study investigating the motivation of Bulgarian undergraduates of International Relations to learn English as a second language (L2). First, we consider language learning motivation in the context of three influential theoretical developments in research on motivation. Then, we report on a small-scale survey aiming to define the motivational profile of students of International Relations through the lens of the L2 Motivational Self System. The analysis of the survey data reveals similarities with findings of previous research as regards the favourable attitude towards English language learning, the prominent role of the ideal L2 self in the motivational pattern, and some doubt over the relation between the ought-to L2 self and the intended learning effort. The study results also indicate relations between travel orientation and the ought-to L2 self, and between the two types of instrumental motivation which have not been reported in previous research. These motivation peculiarities are explained through the specifics of the surveyed group that refer to students’ aspirations and potential careers in international relations.

scholarly journals LIMITED ENGLISH-PROFICIENT STUDENTS: ANALYSIS OF SUBJECTIVE EXPERIENCES

2015 ◽  
Vol 2 (97) ◽  
pp. 2-8 ◽  
Author(s):  
Diana Karanauskienė ◽  
Asta Lileikienė ◽  
Lina Danilevičienė
Keyword(s):  
Language Learning ◽  
Limited English Proficient ◽  
Study Skills ◽  
English Language ◽  
Internal Factors ◽  
Study Results ◽  
Self Study ◽  
External Causes ◽  
The University ◽  
Learning English

Background. Many long-term adolescent and adult learners experience persistent academic underachievement in English in spite of many years of schooling. Students pertaining A2 level can be classified as Limited English- Proficient Learners who have not acquired English proficiency as required by the university, state and European guidelines. Research aim was to analyse the perceptions of underachieving students of reasons of their failure to gain English language proficiency of the required level aiming at increasing the knowledge on the problem and providing possible solutions for improvement. Methods. Participants’ perceptions of their underachievement reasons were elicited through individual unstructured in-depth interviews. Data analysis occurred concurrently with data collection using grounded theory as a method for analysing the data. Member checks with several research participants, reflexive journaling and peer debriefing were also utilized to ensure trustworthiness of the study . Results. The examination of interview transcripts revealed two big themes concerning the students’ underachievement in the English language: internal and external causes for being limited English-proficient learner. External causes were conditions for learning English at school and at the university: poor learning in primary grades, underestimated value of knowing and learning English at school, inadequate conditions for informal learning, and poor organization of English lessons. University factors mentioned were too few contact hours for English classes, inconvenient time-table, and lack of time due to other activities. Internal factors were fear to look unacceptable (resulting in the inactivity in the classes), lack of self-confidence, too much self-criticism, laziness, procrastination, finding faults with others, inadequate perception of the course, poor attitudes towards the course, lack of internal motivation, rating the module of English as a second-rate course, not knowing how to learn the language, and, what is most important, absence of self-study skills. Conclusions. Internal factors conditioning underachievement in the English language proved to be much more important than the external ones. Poor self-esteem, lack of motivation and poor attitudes towards the course suggest the need of the individualization of teaching/learning and psychological counselling. Lack of self-study skills can predict poor academic achievements in other university courses, which could result in drop-outs. This suggests the need of coaching students in learning skills. The collected data show that the teacher also plays a crucial role in language learning, however, the wider societal, cultural and psychological context should be articulated in further possible research as well. Study programmes at tertiary level should be designed to encourage both internal and external motivation of students to study foreign languages as an indispensable factor for developing a full-rate personality.

scholarly journals CONSEQUENCE OF LEARNING ENGLISH

2021 ◽  
Vol 8 (3) ◽  
Author(s):  
Ms. Chitra Sharma sharma ◽  
Dr. Shaifali Rachna Puri puri
Keyword(s):  
Language Learning ◽  
English Language ◽  
Focal Point ◽  
Large Space ◽  
Space Navigation ◽  
Tourism Sector ◽  
The World ◽  
Aerospace Technology ◽  
The Individual ◽  
Game Changer

English is valued as the most widely speaking language of the world. This language is very significant in the present era of modernization considering its aggrandizement the horizon for the individual. We inhabit in a multiform earth with n olio of cultures as well as languages. English has emanated as commanding language and the awareness in English supports us to attach yonder our cultu9ral margins. From exertion to pedagogical barter to commerce, the language assists us associate at an international extent. Universal trade, scholastic exchange, aesthetic exchange along with numerous others have been authorized and ameliorated by English language. This language has been a game changer for the world economy. The country which embraces English language rapidly, has been manifested to be generous in the aeon of globalization. The obtainability of English erudite youngsters has furnished a boost for the hospitality industry in the country. The large space in the aerospace technology in any country has been endorsed by the insight of English. The tourism sector reckons on English language. This provides it a functioning recognition by manufacturing it comparatively more trouble-free to reach international excursionists. English language learning is noteworthy because it provides outpouring to more of the internet. Currently, in the information media or press, there is exceptionally one language that looms, and that is English. Because the focal point in concomitant civilization has drifted from utilizing contrasting languages one can liaise with, precisely English. Smoothness in this language is sprightly for communication in the health care field. This language can be very salient when it approaches to communicating with concomitants, chiefs as well as patients in a hospital or other hospice. This language is on high demand while dealing with space, navigation, geopolitical and global diplomatic affairs. The present article aims at exploring the cons

scholarly journals Optimization of the English learning with primary school children using Duolingo

2020 ◽  
Vol 9 (4) ◽  
pp. 232-249
Author(s):  
Sebastián Bernal Rodríguez ◽  
Astrid Ramírez Valencia
Keyword(s):  
Language Learning ◽  
English Language ◽  
School Context ◽  
Primary School Children ◽  
English Language Learning ◽  
Academic Improvement ◽  
English Grammar ◽  
Field Notes ◽  
The Moment ◽  
Value Changes

In the English language learning, the technology is considered as a very important factor, even so, in the public-school context, teacher’s expertise, and knowledge to integrate are vitally important in the classroom. The aim of this study was to demonstrate the inclusion’s incidence of Duolingo platform in a third-grader's class led by a trainee teacher, who was concerned about why children presented several difficulties to assimilate a foreign language, this event motivated him to propose on his lesson plans permanently the inclusion of this platform during the development of his teaching practicum, which was convened with the home teacher, so he decided to investigate the effect of Duolingo’s use with his researcher sight, during its sessions. For the analysis of this study was considered theories from Čok (2016), Loeb, (2018), Ahmed(2016), Vesselinov & Grego (2012), among others, which were perceived Duolingo’s digital support as a facilitator element for the English language learning, it was also vital the teacher’s sight and expertise at the moment of including technology in the class space. For this research, three instruments were applied: Trainee teacher’s field notes, a survey, and a questionnaire, to measure children’s language knowledge knowing different perspectives of this experience, thus, to have arguments to invite the teachers to assume these challenges. Finally, the results let us to know the increase of the English grammar knowledge and vocabulary, after Duolingo’s implementation in the classroom, demonstrating a meaningful academic improvement also behavior changes were noticed and with that, value changes, tending to the education of an integral being, in the scholars.

scholarly journals Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners

2021 ◽  
Author(s):  
Mohammad Mahyoob
Keyword(s):  
English Language Learners ◽  
Online Learning ◽  
Online Education ◽  
Language Learning ◽  
English Language ◽  
Tertiary Education ◽  
Learning Performance ◽  
Efl Learners ◽  
Study Results ◽  
The World

COVID-19 has disrupted most of the industries in the world. Education is the only industry that is completely transferred to online mode in most countries around the world. Online learning was the best solution for continuing education during the pandemic, especially in tertiary education. This study aims to determine the challenges and obstacles confronted by English language learners (EFL) in Science and Arts College, Alula, Taibah University, Saudi Arabia, during switching to online learning in the second semester of 2020 due to the COVID-19 pandemic. The contribution of this study is to evaluate the learners’ new experiences in online education and to assess the feasibility of the virtual methods of learning. This is achieved by analyzing 184 learners’ responses to the survey-based questionnaire. A descriptive statistical method was used to test the validation of the study. It is found that the main problems that influence and impact online EFL learning during COVID-19 are related to technical, academic, and communication challenges. The study results show that most EFL learners are not satisfied with continuing online learning, as they could not fulfill the expected progress in language learning performance.

scholarly journals Evaluating Integrated Task Based Language Teaching and English Language Learning and Instruction System

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Andhi Dwi Nugroho
Keyword(s):  
Language Learning ◽  
English Language ◽  
Instruction System ◽  
Self Evaluation ◽  
Teachers And Students ◽  
The Individual ◽  
Learning Interest ◽  
Learning Competence ◽  
Integrated Tasks ◽  
Learning And Instruction

This study aimed at evaluating the implementation of integrated TBLT and ELLIS which emphsized on observing, questioning,  exploring,  and  communicating.  The integrated learning had been implemented at two different classes of SMPN 1 Banguntapan and SMPM Piyungan in Bantul regency, Yogyakarta. The task resources were selected from ELLIS units involving sixteen units. Of quesionnaires and interviews, the results indicated that the developed tasks had already met the standard of learning competence at the level. Teachers and students responded in several aspects, namely; learning objective, content material, integrated language skill exercise, and self-evaluation availibility. Thus, the integrated tasks conclusively helped the students achieve better and easier understanding, promotes learning interest, and evaluate their own learning and progress, inasmuch as these tasks equipped with the individual and group exercises. This study implies that combination of TBLT and ELLIS generated better opportunities to create more innovative English teaching.

PROFESSIONAL FOREIGN LANGUAGE COMPETENCE FOR SUCCESSFUL INTEGRATION INTO THE LABOUR MARKET

2019 ◽  
Vol 3 ◽  
pp. 594
Author(s):  
Anna Vintere ◽  
Inese Ozola ◽  
Santa Krumina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Service Industry ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Training Environment ◽  
Language Competence ◽  
Study Results ◽  
Business Sectors

Good knowledge of a foreign language is an important factor contributing to the professional recognition and career prospects. In order to improve professional foreign language competence, the study of the situation in professional foreign language teaching and learning was carried out in three business sectors: logistics, transport, service industry. The survey was carried among three target groups: employers, foreign language teachers and students. Employers were asked to name language skills which employees need most to perform work, to express an opinion on the role of employers in the English language learning process as well as to identify topics, most common words, phrases, or specific professional terms which would be important for their employees to know. Students were asked about motivation and foreign language needs, training environment and teaching methods as well as about their learning styles. Foreign language teachers' questionnaires contained the evaluation of teaching process and methods used, lessons preparation and evaluation of learning. The study results show that foreign language competences are considered by employers as one of the most important for the employees. However, the level of language competences varies according to the position and role within the company. Based on the findings, suggestions and recommendations were developed for acquiring a professional foreign language in the three business sectors. 

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