Second Language Anxiety Among Undergraduate Learners of English Language in Sri Lanka: A Gender Based Study

The use of the internet for teaching and learning has become a global trend among the education practitioners over the recent decades. The integration of technology and media into Malaysian English as a Second Language (ESL) classrooms has altered the methods in English Language Teaching (ELT). In response to the impact of technology in ELT, the needs of a supplementary instructional platform, and the limitations of the learning management system (LMS) in fostering second language (L2) writing skill, a web-based instructional tool was designed and developed based on a theoretical-and-pedagogical framework namely Web-based Cognitive Writing Instruction (WeCWI). To determine the key concepts while identifying the research gap, this study conducted a literature review using online search on specific keywords including “blog”, “Blogger”, “widget”, and “hyperlink” found in the scholarly articles. Based on the review of literature, Blogger was opted due to its on-screen customisable layout editing features that can be embedded with web widgets and hypertext that share the identical features. By looking into the relationship between perceptual learning preferences on perceived information and the visual representations in iconic and symbolic views, the blogs can come with two different user interfaces embedded with web widgets or hypertext. The blog with web widgets appears in a graphical form of iconic view; while hypertext only displays textual form of symbolic view without involving the visual references. With the injection of web widgets and hypertext into the blogs, WeCWI attempts to offer a technological enhanced ELT solution to overcome the poor writing skill with a better engagement while learning online through the learners’ preferred perceptual learning preferences.

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Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

Journal of Education in Black Sea Region ◽

10.31578/jebs.v3i2.138 ◽

2018 ◽

Vol 3 (2) ◽

Author(s):

Ramia DIRAR SHEHADEH MUSMAR

Keyword(s):

Second Language ◽

Language Learning ◽

United Arab Emirates ◽

Language Proficiency ◽

English Language ◽

Learning Technologies ◽

Student Diversity ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency.

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FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

Knowledge International Journal ◽

10.35120/kij28072319r ◽

2018 ◽

Vol 28 (7) ◽

pp. 2319-2324

Author(s):

Rina Muka ◽

Irida Hoti

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learning ◽

Second Language Learning ◽

English Language ◽

Mother Tongue ◽

First Language ◽

Grammatical Knowledge ◽

Level Of Education ◽

The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

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English Language Components Preference of Students in Calabar, Cross River State, Nigeria: Implications for Teaching English as a Second Language

SSRN Electronic Journal ◽

10.2139/ssrn.3483857 ◽

2018 ◽

Author(s):

Alexander Essien Timothy

Keyword(s):

Second Language ◽

English Language ◽

Teaching English ◽

Cross River ◽

Cross River State

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Suicide methods in South Asia over two decades (2001–2020)

International Journal of Social Psychiatry ◽

10.1177/00207640211015700 ◽

2021 ◽

pp. 002076402110157

Author(s):

S M Yasir Arafat ◽

Syeda Ayat-e-Zainab Ali ◽

Vikas Menon ◽

Fahad Hussain ◽

Daniyal Shabbir Ansari ◽

...

Keyword(s):

Sri Lanka ◽

South Asia ◽

South Asian ◽

English Language ◽

Public Health Problem ◽

Asian Countries ◽

Pubmed Central ◽

Suicide Methods ◽

Search Terms ◽

Quantitative Studies

Background: Suicide is a global preventable public health problem. About a quarter of all suicides in the world occur in South Asia. As means restriction is an important suicide prevention strategy, gaining knowledge of the common suicide methods and their changing trends in each country and region is crucial. Aims: We aimed to assess the suicide methods in South Asian countries over the last two decades. Methods: A search was performed in PubMed, PubMed Central, Scopus, and Google Scholar with the search terms. Original articles of quantitative studies, published in the English language, from 2001 to 2020, with full-accessible text, that rank different methods of suicide in eight South Asian countries, were included. Results: A total of 68 studies were found eligible for review. The Maximum number of studies were found from India ( n = 38), followed by Bangladesh ( n = 12), Pakistan ( n = 9), Sri Lanka ( n = 6), and Nepal ( n = 3). Hanging ( n = 40, 55.8%) and poisoning ( n = 24, 35.3%) were the two most common suicide methods reported, in that order. Hanging followed by poisoning were the commonest suicide methods in Bangladesh, India, and Pakistan while in Sri Lanka, poisoning was the preferred method to hanging. There is a decline in suicide by poisoning and an increase in suicide by hanging in Sri Lanka, Bangladesh, and India. Although hanging is still the commonest method in Pakistan, the use of firearms is growing in recent years (2011–2020). Conclusions: There is a steady decline in the incidence of suicides by poisoning following pesticide regulations in South Asian countries. However, there is heterogeneity of study methods, probable under-reporting of suicide, and lack of robust suicide data.

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Fear of Small Numbers and Political Behaviour of Ethnocentric Majority of Sri Lanka: Undeclared War against Upcountry Tamil Females

Open Political Science ◽

10.1515/openps-2021-0012 ◽

2021 ◽

Vol 4 (1) ◽

pp. 120-125

Author(s):

Harsha Senanayake

Keyword(s):

Sri Lanka ◽

International System ◽

Labour Force ◽

Social Process ◽

Normative Values ◽

Political Behaviour ◽

Tea Plantations ◽

Gender Hierarchies ◽

Gender Based ◽

Legal Frameworks

Abstract The United Nations Human Development Report (UNHDR) mentions that the rights of women and female children are inalienable, integral and indivisible. It further highlights the full and equal participation of women in every segment of the social process without any discrimination or without considering sex - gender hierarchies.1 The legal frameworks of the international system and local political space is accepting of the normative values of gender equality and the eradication of gender-based discrimination. But most of the majoritarian societies challenge these legal frameworks to address their political, social and market-oriented interests. These actions are driven by political, social and structural frameworks which have been accepted by the majoritarian societies in the liberal democratic world. Tamil women in upcountry tea plantations in Sri Lanka were subjected to systemic and structural violence because of Sinhala majoritarian statecrafts in post-independence Sri Lanka. The ethnocentric violence directly problematises human security, survival and the personal rights of the upcountry Tamil female labour force. This paper discusses the survival of Tamil female plantation labour forces, focusing mainly on the security crisis of female reproductive rights under the ethnocentric Sinhala Majoritarian Society.

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Factors Shaping Second Language Acquisition Among Adult Mexican Immigrants in Rural Immigrant Destinations

Hispanic Journal of Behavioral Sciences ◽

10.1177/0739986318821703 ◽

2019 ◽

Vol 41 (1) ◽

pp. 85-102

Author(s):

Julia Albarracin ◽

Guadalupe Cabedo-Timmons ◽

Gloria Delany-Barmann

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

English Language ◽

Mexican Immigrants ◽

The United States ◽

Grocery Store ◽

Health Providers ◽

Gateway Communities ◽

Immigrant Destinations ◽

Bank Tellers

This article investigated the intrinsic, extrinsic, and integrative orientations shaping reading and speaking English skills among adult Mexican immigrants in two gateway communities in Illinois. Intrinsic orientations refer to reasons for second language (L2) learning derived from one’s inherent pleasure and interest in the activity. Extrinsic orientations refer to reasons that are instrumental to some consequence. In turn, integrative orientation refers to social identity issues that are addressed by neither the intrinsic nor the extrinsic orientations. Findings indicated that whereas extrinsic and integrative orientations influenced English language skills, intrinsic orientations did not. More specifically, immigrants had multiple extrinsic reasons to be motivated to learn the language, including succeeding in the United States, finding (better) jobs, and communicating with health providers, bank tellers, and grocery store employees. In turn, both quantitative and qualitative analyses showed that closeness and openness toward L2 group influenced the desire to learn the language.

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