scholarly journals The Impact of Animated Karaoke on Vocabulary Acquisition Among Japanese Language Learners in Malaysian Universities

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Muhammad Alif Redzuan Abdullah ◽  
Sanimah Hussin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Vocabulary Acquisition ◽  
Research Paper ◽  
Japanese Language ◽  
Good Tool ◽  
Language Classes ◽  
Motivation Level ◽  
Brain Data ◽  
The Impact

This research paper aimed to explore and investigate whether the use of animated karaoke in the Japanese language classes has an influence on vocabulary acquisition among Malaysian Japanese language learners. The study was conducted on 100 students learning the Japanese language at the beginner level as an elective subject at the Faculty of Modern Languages and Communication, Universiti Putra Malaysia (UPM). Data were collected through questionnaires, interviews, and observations. The analytical descriptive result showed that the participants were able to memorize and understand Japanese vocabulary quickly and easily after watching animation consisting of visual graphics combined with text which stimulate their brain. Data from the interviews also showed that the target vocabulary items were pronounced accurately and correctly when learners sang along while watching the animated karaoke. The triangulation of data showed that animated karaoke is a good tool to engage participants in learning the Japanese language while at the same time, having fun and feeling highly motivated to explore the language. The implication of the study suggests that the use of animated karaoke in other foreign language classes will help boost students’ confidence and motivation level.

scholarly journals Testing young foreign language learners’ reading comprehension: Exploring the effects of working memory, grade level, and reading task

2021 ◽  
pp. 026553222199148
Author(s):  
Tineke Brunfaut ◽  
Judit Kormos ◽  
Marije Michel ◽  
Michael Ratajczak
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Foreign Language ◽  
Language Learners ◽  
Grade Level ◽  
Reading Test ◽  
Reading Task ◽  
Young Learners ◽  
The Impact ◽  
Comprehension Accuracy

Extensive research has demonstrated the impact of working memory (WM) on first language (L1) reading comprehension across age groups (Peng et al., 2018), and on foreign language (FL) reading comprehension of adults and older adolescents (Linck et al., 2014). Comparatively little is known about the effect of WM on young FL readers’ comprehension, and even less within testing contexts. Young FL readers are still developing their L1 reading skills and general cognitive skills (e.g., attentional regulation abilities). Completing FL reading tests might be particularly taxing on their WM, and differences in WM capacity – as well as other learner and task characteristics – might create construct-irrelevant variance in test performance. In this study we investigate the effects of WM, grade level, and reading task on young learners’ FL reading test performances. Ninety-four young English language learners (Grades 6–7) in Hungary completed the TOEFL® Junior™ Comprehensive’s reading test and a WM test battery. Our mixed-effects model predicted significantly higher comprehension accuracy among learners with higher WM capacity, and among learners in Grade 7 compared to learners in Grade 6. Reading task differences were not associated with significant comprehension accuracy differences. We discuss the implications of our findings for testing young learners’ FL reading comprehension.

scholarly journals The Impact of Oral and Written Feedback on EFL Writers With the Use of Screencasts

2016 ◽  
Vol 18 (2) ◽  
pp. 79 ◽  
Author(s):  
Roberto Alvira
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Private University ◽  
Written Feedback ◽  
Oral Feedback ◽  
Foreign Language Learners ◽  
Promising Strategy ◽  
The Impact ◽  
Positive Results

<p>This article, based on an action research study performed at a Colombian middle-sized private university, proposes specific strategies to provide feedback to English as a foreign language learners and uses a Web 2.0 tool called screencasting. The findings of the study suggest that the use of coded, written, and oral feedback is widely accepted by students and yields positive results in the improvement of their writing skills at the paragraph level, and that the use of screencasting is a promising strategy that is motivational to students and increases the quality of their uptake.</p>

scholarly journals Innovations in Integrating Language Assistants: Inter-Collaborative Learning

2018 ◽  
Vol 4 (4) ◽  
pp. 54-62
Author(s):  
Fumie Kato
Keyword(s):  
Study Abroad ◽  
Language Learners ◽  
Native Speakers ◽  
The United States ◽  
Japanese Language ◽  
Japanese Study ◽  
Language Classes ◽  
One Year ◽  
Study Abroad Program ◽  
Study Abroad Students

A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

Using Blogs to Motivate English as a Foreign Language Writers

2020 ◽  
pp. 257-278
Author(s):  
Selami Aydin ◽  
Emrah Özdemir
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Target Language ◽  
Writing Achievement ◽  
Learning Context ◽  
Efl Writing ◽  
Efl Learners ◽  
Writing Motivation ◽  
Post Test ◽  
Motivation Level

Not many studies have been present on the effects of blogging, particularly with respect to English as a Foreign Language (EFL) writing motivation. Those studies did not focus on the effect of the use of blogs on Turkish EFL learners' writing motivation. Thus, this chapter examines how the use of blogs affects EFL writing motivation among EFL learners in a Turkish EFL learning context. A questionnaire interrogating demographic information, a pre-test and a post-test measuring writing achievement were administered to a group of participants including 48 language learners. According to results, blogging on its own does not increase motivation; however, the process-based writing instruction mainly has positive influences on EFL learners' motivation in both traditional pen-paper and blog environments. Thus, EFL teachers need to know that the use of blogs does not increase motivation among Turkish EFL learners. To increase their motivation level, it is also recommended that teachers should use a writing environment where their students are encouraged to write in the target language.

scholarly journals Benefits and Difficulties of Learning in Group Work in EFL Classes in Saudi Arabia

2017 ◽  
Vol 10 (7) ◽  
pp. 247 ◽  
Author(s):  
Nurah Alfares
Keyword(s):  
Foreign Language ◽  
Adult Students ◽  
Language Learners ◽  
Group Work ◽  
Language Teachers ◽  
Telephone Interviews ◽  
Language Classes ◽  
Emotional Aspects ◽  
Quantitative And Qualitative Methods

This study investigates learners’ perceptions of the benefits and the difficulties of group work (GW) in EFL (English as a foreign language) classes. The purpose of this study is to explore the possible effects of GW, in order to better understand learners’ attitudes towards GW, and to inform language teachers of students’ views of using GW. A mixed-methods approach (quantitative and qualitative methods) was used to collect the required data for the study. Questionnaires were collected from 188 students in five private language institutions. These institutions specialise in teaching EFL to adult students studying in intermediate and secondary schools. From this sample, 20 students were interviewed in more detail in follow-up telephone interviews. The questionnaire examined learners’ general perceptions, and the telephone interviews further explored the questionnaire findings. The findings revealed that many language learners consider the advantages of GW to be mainly related to (1) cognitive aspects, i.e. benefits that help learners in the learning process; and (2) emotional aspects, which are benefits that enhance motivation for learners. However, some learners identified difficulties, mostly related to learners’ behaviours, which can result in uncooperative work in groups. These findings revealed that Saudi learners regard GW as effective in learning, but that some students’ negative behaviours may prevent them from obtaining the benefits of GW.

One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension

2019 ◽  
pp. 136216881985645 ◽  
Author(s):  
Ping-Jung Lee ◽  
Yeu-Ting Liu ◽  
Wen-Ta Tseng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Listening Comprehension ◽  
Second Language Learners ◽  
Transient Nature ◽  
Significant Difference ◽  
L2 Learners ◽  
Comprehension Aids ◽  
The Impact

Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants’ listening comprehension outcomes under the four caption conditions when their caption reliance was not considered. However, when this was considered, the differences among the four caption conditions became salient, which was suggestive of the selective effect of captions on L2 learners with different caption reliance. While less-caption-reliant L2 learners had the best listening comprehension outcome under the partial-caption condition and the worst under the full-caption condition, more-caption-reliant L2 learners exhibited the best performance under the full-caption condition yet the worst under the partial-caption condition. The finding underscores the importance of considering L2 learners’ processing profiles when utilizing captioned videos as multimodal instructional/learning materials and speaks to the need of utilizing differentiated video materials for optimal listening outcomes.

scholarly journals Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668417
Author(s):  
Meral Seker
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Training Experience ◽  
Based Instruction ◽  
The Impact ◽  
Instruction Design

The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S2R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning.

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