scholarly journals ‘Where Have All the Students Gone?’ Absenteeism in a Turkish State University English Language Preparatory Year

2016 ◽  
Vol 1 (1) ◽  
pp. 57 ◽  
Author(s):  
Wayne Trotman
Keyword(s):  
Language Learning ◽  
English Language ◽  
Data Gathering ◽  
Learning Opportunities ◽  
State University ◽  
Turkish State ◽  
Preparatory Year ◽  
The University

<p>Research presented here adopted a mixed method approach to data gathering in order to provide a case study that investigated reasons for students in a higher education context in Turkey failing the year due to repeated absenteeism. A survey administered to 109 students and 43 teachers revealed varying reasons and perceptions of why students were absent from language lessons. Individual and follow-up interviews with ten students revealed how absence was due largely to logistical and personal problems, principally commitment and motivation, rather than those related to learning or teaching, which reflects Longhurst (1999). Based upon these points, it is clear that in order to maximise language learning opportunities in the university preparatory year, the issue of both potential and actual students failing due to absenteeism (SFDA) requires urgent address.</p>

scholarly journals Utilizing WhatsApp Application in English Language Learning Classroom

2020 ◽  
Vol 4 (1) ◽  
pp. 89
Author(s):  
Cicih Nuraeni ◽  
Lia Nurmalia
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
English Language Learning ◽  
English Department ◽  
Mobile Assisted Language Learning ◽  
Teachers And Students ◽  
Main Instrument ◽  
Gathering Data

<p>WhatsApp (WA) is one of the most popular messaging applications which can be accessed by using mobile phone and Personal Computer (PC). Nowadays, most people prefer to use this application for communicating with other. In education field, WhatsApp also give beneficial features such as text, call, send video, audio, links, location, document, and pictures. This research is aimed at observing WA which is tailored to support English Language Learning (ELL) activities.  For gathering data, this study applied case study using observation and questionnaire as main instrument.  A case study is drawn from participants of 5<sup>th</sup> semester students at English Department Universitas Bina Sarana Informatika. It is found that WA was significant in helping ELL activities since it was used by both teachers and students for ELL related activities. The results are: 1) In the field of technical advantages, WA provides simple operation; 2) WA can enhance learning opportunities outside classroom for students.  In brief, WA facilitated ELL activities as an effort toward MALL (Mobile-Assisted Language Learning) implementation.</p>

scholarly journals An EAP Course for Chinese MBA Students

2000 ◽  
Vol 17 (2) ◽  
pp. 29 ◽  
Author(s):  
Patricia M. Raymond ◽  
Margaret Des Brisay
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
English For Academic Purposes ◽  
Master Of Business Administration ◽  
Teaching Staff ◽  
Mba Students ◽  
Mba Program ◽  
The University

This article describes an English for Academic Purposes (EAP) course for Chinese Master of Business Administration (MBA) students. Unequal English language learning opportunities overseas means that many otherwise excellent candidates are denied access to graduate programs at Canadian universities. Consequently, the Second Language Institute at the University of Ottawa decided to make ESL training estimates based on scores from the Canadian Test of English for Scholars and Trainees (CanTEST) for a group of Chinese applicants to the University of Ottawa's MBA program. Thirty-four candidates participated in an innovative EAP course that combined teaching language, study, and acculturation skills, whereas some candidates were also required to complete 240 to 480 hours of Intensive Four Skills English before undertaking the EAP course. Successful completion of the EAP course constituted fulfilling the requirements for admission into the MBA program. Teaching staff from both the Faculty of Administration and the Second Language Institute provided input into the EAP course.

scholarly journals Implementing E+VE at the University of Bordeaux within English for specific purposes courses

2020 ◽  
pp. 179-190
Author(s):  
Laüra Hoskins ◽  
Alexandra Reynolds
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Culturally Diverse ◽  
English Language ◽  
Local Area ◽  
English Language Learning ◽  
Diverse Group ◽  
Content Learning ◽  
The University

This case study reports on an Erasmus+ Virtual Exchange (E+VE) course at the University of Bordeaux. VE enables students to develop communication skills in an English as a Lingua Franca (ELF) environment (Helm, 2016; Kohn & Hoffstaedter, 2017). The present study reports on student language and content learning experiences through E+VE, where L2 users of English interacted with a more culturally diverse group of peers than they would likely meet in their local area. Our students’ perspectives echo the E+VE impact report (Helm & Van Der Velden, 2019) and place a particular emphasis on English language learning outcomes.

scholarly journals Self-regulated Learning Strategies of Learners of English in a Turkish State University to Improve their Language Proficiency

2021 ◽  
Vol 12 (3) ◽  
pp. 22
Author(s):  
Burak Tomak ◽  
Gölge Seferoğlu
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Self Regulation ◽  
State University ◽  
Self Regulated Learning ◽  
Turkish State ◽  
One Year

In today’s world, it is recognized that learners should be in charge of their own learning. Therefore, language learners are expected to regulate their language learning process. This study aimed at investigating the self-regulation process a group of language learners at A1 level went through during a one-year English prep program they attended at a state university in Turkey. The students were to get English medium instruction (EMI) in their departments if they passed the English proficiency exam at the end of the year. Ten participants were selected based on the results of Strategy Inventory for language learning (SILL) (Oxford, & Burry-Stock, 1995), which was applied on 169 English language students who started their language learning with A1 level. On the basis of the questionnaire results, three students were selected from the higher average learners, three students were selected from below average learners and four students were chosen from average learners. These ten participants were interviewed twice: at the end of the first term and the second term. It was found that learners who were highly self-regulated had both self-study time and evaluated their development in terms of linguistic competence. Based on the findings, it can be suggested that learners must monitor their language development and plan their own learnings accordingly.

scholarly journals The Perceptions and Beliefs of Saudi Preparatory Year Program Learners Towards Learning English: A Case Study

2019 ◽  
Author(s):  
Rola A. Massri
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
Main Tool ◽  
Structured Interviews ◽  
Descriptive Case Study ◽  
The Status ◽  
Preparatory Year ◽  
Learning English

Learning English in the Kingdom of Saudi Arabia (KSA) can be a challenging experience. Nevertheless, being proficient in English language guarantees better job opportunities in various fields and thus learners need to acquire an acceptable level of proficiency. Recognizing its significant role in the learners’ academic and professional excellence, the English language has gained the status of a mandatory language in the Saudi higher education institutions. As students enter universities for higher studies, they are often required to take prerequisite courses in English to gain a higher level of proficiency. This qualitatively driven descriptive case study investigated the attitudes of EFL students who were enrolled in the Foundation Year Program. This study aimed to examine the learners’ feelings, emotions, and attitudes in the light of their academic performance. In total, thirteen male and seventeen female students were interviewed using semi-structured interviews as a main tool for the data collection. They were asked to recall and write their narratives regarding their experience of learning the English language throughout the foundation year program. The socio-constructivist nature of this qualitative case study offered an opportunity to participants to share their stories. Consequently, it highlighted the factors that motivated them for a language learning experience. Moreover, it allowed them to reflect on the challenges that they encountered during their learning odyssey of the English language course as part of the preparatory year program (PYP). Findings from this research study suggest that the participants’ motivations to learn English are primarily related to socio-economic reasons. Besides, students were particularly motivated to learn English when they were encouraged by their families and by ‘good’ teaching practices. Nevertheless, these findings failed to establish an association between the learners’ attitudes and their performance on the assessments during the course. This case study adds to the existing literature by examining a context that lacks empirical evidence on the topic of EFL learners’ beliefs about English learning. More research in this area is required to determine why this discrepancy occurred

scholarly journals Test Writers’ Perceptions of English Language Tests in Relation to the Common European Framework of Reference (CEFR) at a Saudi Arabian University

2020 ◽  
Vol 8 (2) ◽  
pp. 151
Author(s):  
Gamal Shehata ◽  
Ayub Sheik
Keyword(s):  
Language Learning ◽  
English Language ◽  
Academic Staff ◽  
Saudi Arabian ◽  
Specific Test ◽  
Language Tests ◽  
Data Collection And Analysis ◽  
The Common ◽  
The University

The CEFR is currently being used globally as a guiding document for specifying the standards of language learning, teaching, and assessment. The university wherein this study takes place, assumes that its internally produced English language tests are CEFR-related because they are based on textbooks which claim affinity with the CEFR. This study investigates the validity of this assumption. The literature review suggests a wealth of studies which link a specific test or exam to the CEFR based on the technical procedures laid out in the Manual for Relating Language Examinations to the CEFR (the Manual). This study has a different approach as it investigates whether the internally produced English language tests at a Saudi Arabian university are linked/related to the CEFR from the perspectives of the academic staff who are responsible for producing the English language tests at the university wherein this study is conducted. As such, this study is situated within an interpretative case study paradigm and uses a mixed method methodology for data collection and analysis. The study showed that all the research participants share the view that the English language exams which they develop are CEFR linked/related because they are based on the learning outcomes of textbooks which, according to the publisher, are CEFR linked. In addition, the contextual issues related to the implementation of the Manual and the CEFR are to be considered. The study presents implications and recommendations for the institution and for ELT publishers who claim that their ELT materials are CEFR linked.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

The University Student’s Motivation Level on Learning English

2016 ◽  
Vol 7 (1) ◽  
pp. 130
Author(s):  
Esmira Mehdiyev ◽  
Celal Teyyar Uğurlu ◽  
Gonca Usta
Keyword(s):  
University Students ◽  
Language Learning ◽  
English Language ◽  
T Test ◽  
University Graduates ◽  
Significant Difference ◽  
Personal Use ◽  
Motivation Level ◽  
Motivation Scale ◽  
The University

This study aims to determine the university students’ level of motivation in terms of different variables. A study group of this research has been designed through one of the non-random sampling methods, Using appropriate sampling, 606 students from Faculty of Education of C.U. have been involved in this study. Motivation scale in English Language Learning developed by Mehdiyev,Usta,Uğurlu (2015) was used as an instrument of data collection. T-test and one - way analysis of variance (ANOVA) were used to resolve problems of this research. As a result of the research the motivation level of university students hasn’t been revealed significantly different regarding to the gender variable. However, considering the t-test results of motivation scale dimensions, confidence, attitude and personal use, significant difference is seen in favour of women in personal use dimension. The level of language learning motivation of female students is higher than men’s regarding to personal use dimension. However, men’s and women’s views don’t differ significantly in attitude and confidence dimensions. University students don’t present significant differences in terms of birth place, parent’s education level, total motivation scores and confident, attitude and personal dimensions. Students’ motivation levels are seen not to be influenced by the places such as village, provision or city where they have spent the most of their lifetime. At the same time the findings revealed that parental status variable in terms of primary, secondary and university graduates has no effects on students’ motivation.

DEVELOPMENT OF SCIENTIFIC AND RESEARCH WORK OF STUDENTS OF THE UNIVERSITY IN ENGLISH CLASSES

2020 ◽  
pp. 141-149
Author(s):  
Tat'yana V. Baranova ◽  
Keyword(s):  
English Language ◽  
Research Work ◽  
Scientific Activity ◽  
Educational Process ◽  
State University ◽  
English Classes ◽  
Russian State ◽  
Objective Reasoning ◽  
Oriental Studies ◽  
The University

The present article is dedicated to the problems of the organization and planning of scientific and research work of students of the University in English classes, gives grounds for the purposes and tasks of such competence-forming activity as part of the “Oriental studies” speciality program, the Russian State University for the Humanities. The article analyzes these competences, as well as forms and methods of their formation and development. The author presents demarcation of scientific knowledge and gives its characteristics: using most general qualities of a subject, objective reasoning, argumentativeness, results verifiability and reproducibility, consistency, practicality, capability to change, anticipating the future, making forecasts, methodological reflection. The author tried to analyze the reflexive component of scientific and research work of students in more detail. The article presents possible reflexive positions in the interaction between the teacher and the student and shows the dynamics of this interaction, i.e. gives a hierarchy of positions which the student can occupy in the educational process depending on how independent they are in their activity. The article also highlights the content of scientific and research work of students of the University in English classes on the basis of work with foreign texts in the macro-discourse for the “Oriental studies” speciality. The given foundations of the organization and content of scientific and research work of students have been regularly used in English language classes, as well as in optional forms of scientific activity. The students have shown good results and passion for this kind of work, which confirms the correctness of this approach.

Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners

2020 ◽  
Vol 9 (2) ◽  
pp. 199-226
Author(s):  
Dan Jiang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Mandarin Chinese ◽  
Learning Opportunities ◽  
French Immersion ◽  
Chinese Learners ◽  
Instructed Second Language Acquisition ◽  
Negotiation For Meaning

AbstractThe roles of interaction have been studied for several decades. Recent studies have turned to investigate “the details of which components of interaction might be more or less effective in which contexts with which learners” (Loewen, Shawn & Masatoshi Sato. 2018. Interaction and instructed second language acquisition. Language Teaching 51(3). 285–329: 286). This case study, based on three unstructured interactions outside the classroom between two L2 Mandarin Chinese learners, investigates the learning opportunities these interactions brought about in terms of helping them to increase in control over forms that had already been encountered inside the classroom. Using the concept of the language-related episode (Swain, Merrill & Sharon Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82(3). 320–337), this study sets focus on learning opportunities for lexis- and grammar-related items. It finds learning opportunities arise as the two peers negotiate for meaning motivated by the need to comprehend, strive to use the L2 to express/co-express themselves, and improve their form through the other’s feedback. In addition, lexis-related learning is found to be very positive in this study. The dictionary played an indispensable role in facilitating the learners when they encountered lexis-related issues. Further, it enabled the learners to learn new vocabulary when driven by communicative needs. In comparison, the grammar-related learning is found to be relatively complicated. And the fact the learners had nowhere to resort to concerning grammatical issues attributed to it. In terms of the different types of interactions, compared to learning through negotiation for meaning and feedback, output and co-construction/collaboration were found to be most productive in promoting the learning.

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