scholarly journals TOWARDS A BETTER EFL LEARNERS’ MANAGEMENT OF THEIR INDEPENDENT ENGLISH LANGUAGE LEARNING AT UNIVERSITY LEVEL

2016 ◽  
Vol 3 (1) ◽  
pp. 85
Author(s):  
NADIA KIES
Keyword(s):  
Language Learning ◽  
English Language ◽  
Research Work ◽  
First Century ◽  
Autonomous Learning ◽  
English Language Learning ◽  
Efl Learners ◽  
Before And After ◽  
Ultimate Objective ◽  
Instructional Programme

This paper reports the results of a research work that has sought to investigate the characteristics of students’ management of their English language learning and has attempted to correlate it with effective, independent, autonomous learning. It stresses the importance of improving students ‘learning how to learn skills’ through implementing an instructional programme based on autonomy fostering. It is undeniable that the ultimate objective of Education is targeting quality assurance and enhancement for facing twenty first century education challenges. Therefore, the primary goal of higher education is to prepare learners to function independently and appropriately into this world in constant motion. It is our role as teachers to equip them with the necessary tools and skills so that they manage both content and the way to learn it and use it for future employability objectives. Major researches in the area of learner autonomy in language learning will be reviewed drawing the characteristics of the autonomous learning behaviour as well as the main variables influencing its practice. The research adhered to a descriptive interpretative type of research, where we have attempted to investigate whether students were able to manage, monitor and self-regulate their learning and make it more self-directed and more successful. Both qualitative and quantitative data were collected thanks to a triangulation of research tools used before and after the instruction in learning skills and competencies. Some of the results revealed that while for the majority of learners, autonomy fostering was welcomed and gave significant results, not all students were ready to function independently from a teacher for their language learning.

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

scholarly journals Autonomous English Language Learning Beyond the Classroom: Indonesian Tertiary Students’ Practices and Constraints

2020 ◽  
Vol 19 (10) ◽  
pp. 194-213
Author(s):  
Daflizar Daflizar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Autonomous Learning ◽  
Learning Activities ◽  
First Year ◽  
English Language Learning ◽  
First Year Students ◽  
Significant Difference ◽  
English Major ◽  
Attention To Students

. In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning activities, however many of the activities were more receptive than productive. The interviews echoed the questionnaire results, and the students claimed that they were not autonomous in their learning due to several constraints. The results also revealed that there is no significant difference in the level of practice of autonomous out-of-class activities based on gender but a significant difference was found concerning majors of study. Practical implications for the Indonesian context are put forward.

scholarly journals English in an EFL Context: Teachers’ and Learners’ Motivations for English Language Learning

2018 ◽  
Vol 11 (9) ◽  
pp. 17
Author(s):  
Fatemeh Zarrabi
Keyword(s):  
Language Learning ◽  
Public Discourse ◽  
English Language ◽  
English Language Learning ◽  
Highly Qualified ◽  
Male And Female ◽  
Efl Learners ◽  
Life Chances ◽  
Efl Context ◽  
Efl Teachers

The present study explores the ways in which English is used in public discourse in Tehran-Iran and the motivations of Iranian - English as a Foreign Language (EFL) learners and teachers towards English language learning. The paper begins with an overview of different places in which English is used in Iran, such as media, public signs, traffic signs, advertisements, products, people’s ordinary lives, and education. A cohort of 327 participants, including 168 Iranian EFL learners (male and female) and 159 experienced Iranian EFL teachers (male and female) responded to an English language motivation questionnaire. The results revealed that there is an active presence of English in Iran. In addition, the majority of Iranian EFL learners and teachers involved in the study regard English as an important part of their lives for many and various reasons such as being up-to-date, love, education, learning a new skill, being promoted, having a better and more highly qualified job and increased life chances.

Teachers’ perspectives towards learning autonomy: a survey on English teachers

LEKSIKA ◽  
2021 ◽  
Vol 15 (2) ◽  
pp. 90
Author(s):  
Mister Gidion Maru ◽  
Chris Ceasar Pikirang ◽  
Ceisy N Wuntu
Keyword(s):  
Language Learning ◽  
Research Method ◽  
English Language ◽  
English Teachers ◽  
Autonomous Learning ◽  
English Language Learning ◽  
Teachers Perceptions ◽  
Computer Library ◽  
Teachers Perspectives

This study investigates teachers’ perspective toward autonomous learning in the context of English language learning in the current era.  As a mixed research method then analyzing the collected data, it  exposed that teachers’ perceptions on learning autonomy is low due to many of whom believed that their learners are still reluctant to take control of their study. It further indicated that, during thisCovid-19  pandemic,  a learning autonomy may not be applicable in all context particularly within which school’s facility such as computer library and book library are limited or even not provided.  This study concluded that learning autonomy practice is situational.

scholarly journals The Use of Smartphone English Language Learning Apps in the Process of Learning English: Slovak EFL Students’ Perspectives

2021 ◽  
Vol 13 (15) ◽  
pp. 8205
Author(s):  
Rastislav Metruk
Keyword(s):  
Language Learning ◽  
English Language ◽  
Target Population ◽  
English Language Learning ◽  
Male And Female ◽  
Efl Learners ◽  
Desktop Computers ◽  
Attitudes And Perceptions ◽  
Efl Students ◽  
Learning English

In recent years, an accelerating trend in an undergoing shift from the use of traditional desktop computers towards the utilisation of smartphones for language learning purposes has been detected. In line with these trends, this study aims to investigate Slovak EFL learners’ attitudes and perceptions of English language learning apps (ELLA) regarding practicing and learning English. Furthermore, the differences in the perception of ELLA between the male and female research participants are also analysed. The target population totalled 158 Slovak university EFL learners, 48 males and 110 females, who were required to display their level of agreement to statements by responding to a 5-point Likert scale questionnaire. The instrument consisted of 30 statements altogether, involving items on apps’ usage and apps’ perception. The calculated means indicate that the participants’ attitudes and perceptions of ELLA range between being neutral and positive, and that EFL learners tend to practice language systems and skills to varying degrees. Moreover, 30 independent-sample t-tests, which were run in order to determine the differences between the male and female attitudes and perceptions, reveal that 50% of statements on apps’ usage and apps’ perception differ significantly, demonstrating considerable differences between the two sexes. The achieved results seem to contribute to the existing research on the use of smartphones and ELLA in the context of EFL learning by casting more light on mobile language learning, an area that merits further scientific exploration.

scholarly journals Identity, Motivation and English Learning in a Japanese Context

2017 ◽  
Vol 7 (4) ◽  
pp. 18 ◽  
Author(s):  
Nooshin Goharimehr
Keyword(s):  
Language Learning ◽  
English Language ◽  
Influencing Factor ◽  
English Language Learning ◽  
English Learning ◽  
Efl Learners ◽  
Self Confidence ◽  
Positive Attitudes ◽  
L2 Motivational Self System ◽  
Integrative Motivation

Founded upon motivation, identity and self theories, this qualitative case study explored the motivational self systemand identities of Japanese EFL learners and their influence on motivation and English language learning. Data wascollected through online surveys among 22 graduate and undergraduate university students. The survey resultsindicated high motivation, international orientation and positive attitudes toward English language learning. Thethematic analysis of students’ detailed responses to the open-ended questions showed a stronger instrumentalmotivation and lack of desire to join and identify with the English communities and culture. International orientationappeared to be a better measure of motivation as opposed to integrative motivation. Moreover, the learners hadinhibitory factors operating against English learning motivation and speaking practices such as anxiety and lowlinguistic self-confidence. Resistance to new cultural identities or identity conflicts resulted from different culturalcontexts show to be an influencing factor in L2 learning. In sum, combining Gardner’s views on motivation,Norton’s conceptions of identity and Dörnyei's L2 Motivational Self System together with qualitative approachesmight render a deeper understanding of motivational barriers of Japanese EFL learners.

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