scholarly journals LEARNER AUTONOMY AND MOTIVATION, THE COMPARATIVE PREDICTING ROLE ON ENGLISH LANGUAGE PERFORMANCE IN TERTIARY EDUCATION OF BANGLADESH

2021 ◽  
Vol 9 (04) ◽  
pp. 158-165
Author(s):  
Md Mokarrom Hossain ◽  
◽  
Siti Maziha Binti Mustapha ◽  
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Positive Impact ◽  
Tertiary Education ◽  
Strong Relationship ◽  
Learner Autonomy ◽  
Survey Questionnaire ◽  
Language Performance ◽  
Design Data ◽  
Autonomous Behavior

This research paper explores comparative predicting role between learner autonomy and motivation in regard to the English language performance of tertiary education in Bangladesh. It sheds some insights on the existing teaching and learning practices and the low performances of English language of tertiary students. On the basis of study design, data has been collected through survey questionnaire from three different public universities. Findings imply that there exists a strong relationship between learner autonomy, motivation and English language performance of the students. Those students that are motivated, are found to be more autonomous. The findings suggests that learner autonomy and motivation both have significant positive impact on English language performance. It is found motivation is stronger predicator for English language performance in comparison to learner autonomy in Bangladesh. Students having both autonomous behavior and motivation are found with better achievement than those who are reluctant about these aspects. Besides, this research recommends some pedagogical improvements in the existing tertiary education for teaching English.

scholarly journals Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

2017 ◽  
Vol 19 (2) ◽  
pp. 101-120 ◽  
Author(s):  
Maria Eugenia Guapacha Chamorro ◽  
Luis Humberto Benavidez Paz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Tertiary Education ◽  
Strategy Instruction ◽  
Language Teachers ◽  
Language Learning Strategies ◽  
Language Performance ◽  
Language Tests ◽  
And Performance

This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance. 

scholarly journals Learner Autonomy Practices in English Language Teaching in EFL Context

2019 ◽  
Vol 1 ◽  
pp. 53-61
Author(s):  
Jagadish Paudel
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
Learner Autonomy ◽  
English Language Teaching ◽  
Qualitative Research Design ◽  
Taking Charge ◽  
The One ◽  
Language Teaching And Learning

Einstein says “I never teach my students. I simply provide the situations in which they can learn”. In line with this saying the learner autonomy (LA) approach provides learners with situations where they can learn independently in their own pace. This learner centered approach to teaching, emerged during the 1980s, aims at empowering learners by transforming responsibilities to them. This study aimed at exploring the practice level scenario of LA in English language teaching and learning. To this end, I employed the qualitative research design i.e. I observed teachers’ classes and conducted Focus Group Discussion (FGD) with the students. The information elicited from participants was transcribed, codified, categorized and finally themes were generated. The study revealed that, though the teachers and the students were affirmative towards LA, in a real sense, the majority of them did not adopt in English language teaching and learning. The classroom ritual is still teacher oriented. On the one hand, the teachers are still in the cockpit of pedagogy without providing any agency for the students. On the other hand, students' readiness for bearing responsibility of their learning was found weak. They preferred attachment to teachers without taking charge of learning.

scholarly journals Integrating Facebook as a Platform of Discussion Among ESL Learners in International School

2021 ◽  
Vol 6 (4) ◽  
pp. 287-296
Author(s):  
Belvinna Kaur Ajaib Singh ◽  
Azlina Abdul Aziz
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
English Language ◽  
Positive Impact ◽  
Language Skills ◽  
International School ◽  
Future Directions ◽  
The Past ◽  
Esl Learners

This paper presents a systematic literature review of relevant published studies on integrating Facebook as a platform of discussion in the ESL classroom. The published studies are taken from the year of 2011 to 2019. The systematic literature review gives an overview about the positive impact of using Facebook as a platform of discussion for the ESL learners and the benefits of applying multimodality in teaching the ESL learners. The paper also investigates the challenges faced in integrating Facebook into the teaching and learning. The results of most published papers indicate that learners and educators are comfortable with the presence of Facebook as a platform of discussion and provides a positive feedback for the future ESL learners and educators to implement Facebook. The past studies indicate that Facebook plays a role in motivating the learners and promotes blended learning in improving the learner’s English language skills. The past studies also specify the challenges faced by both learners and educators in using Facebook. The limitations of past related studies and future directions for research were being further discussed.

scholarly journals EFL students’ attitudes towards learner autonomy in English vocabulary learning

2020 ◽  
Vol 3 (2) ◽  
pp. 86
Author(s):  
Thao Quoc Tran
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Learner Autonomy ◽  
Structured Interviews ◽  
Efl Learners ◽  
Higher Institution ◽  
Efl Students ◽  
Students Attitudes ◽  
Shed Light

Whether EFL learners can use English well or not depends much on vocabulary they possess. Learner autonomy (LA), however, plays a pivotal role in amassing EFL learners’ vocabulary. This study endeavored to explore students’ attitudes towards LA in English vocabulary learning. Two hundred English majors from a Ho Chi Minh City based higher institution, Vietnam got involved in answering the closed-ended questionnaire, and ten students took part in semi-structured interviews. The findings indicated that participants were cognitively aware of the importance of LA in English vocabulary learning, but affectively and behaviorally they showed low interest in LA in English vocabulary learning. Such findings may shed light on how to improve the teaching and learning of the English language in general and English vocabulary in particular at the research context and other similar EFL contexts.

scholarly journals English language teachers’ perspectives on learner autonomy

2019 ◽  
Vol 24 (1-2) ◽  
pp. 220-232
Author(s):  
Chetnath Panta
Keyword(s):  
School Environment ◽  
Teaching And Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Global Trends ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Teachers Perspectives

This study explores the perceptions and practices of the English language teachers to create autonomous learning environment in the context of Nepalese secondary EFL classroom. The study further unpacks the role of the teachers in creating better learning opportunities for learners so as to promote learner autonomy. The research is based on interpretive paradigm to look into kaleidoscopic view of variety of perspectives, classroom practices and emerging dilemmas of the teachers. Based on the findings, the research showcases the deep rooted social practices and myths to bring tensions in the relation between teachers and students. The school environment has to be homely and autonomy supportive. It seems pertinent to think over the concept of learner autonomy globally and act locally adapting the global trends and issues of teaching and learning, and at the same time, there is a dire need to remain mindful of the translated concept of learner autonomy thinking contextually and pragmatically.

scholarly journals Teachers’ and Learners’ Perceptions Towards Digital Game-Based Learning in ESL Classroom

2020 ◽  
Vol 8 (1) ◽  
pp. 166
Author(s):  
Amal Abdullah Alhebshi ◽  
Maha Saeed Halabi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Positive Impact ◽  
Learning Experience ◽  
Relevant Literature ◽  
Digital Game ◽  
Classroom Context ◽  
Game Based Learning ◽  
Learning And Teaching ◽  
Teachers And Students

Technology is being used in teaching environments to engage students and teachers effectively in the classroom context and building their interest to explore the versatile phenomenon of learning. Digital game-based learning has become a new learning experience that enhances students’ and teachers’ motivation to achieve competencies. The present research explores the perceptions of teachers and students about digital game-based learning in ESL classrooms. The researcher draws on the relevant literature to demonstrate and support the study's findings. The research is investigated quantitatively by administering a questionnaire to measure the perspectives of ESL teachers and the foundation-year students at King Abdulaziz University, Kingdom of Saudi Arabia. The quantitative data gathered from students and teachers were analyzed through SPSS software. The findings indicate that a significant number of respondents prefer using technological devices for better outcomes in the teaching and learning process. It also shows that using digital games had positive impact in relation to three main variables; engagement with learning and teaching, acceptance of DGBL and the effects of DGBL to learn the English language. This also helps participants to gain learning experience in their environment at any time and from anywhere.

scholarly journals Language Learner Autonomy: The Beliefs of English Language Students

2020 ◽  
Vol 6 (2) ◽  
pp. 133-142
Author(s):  
Istanti Hermagustiana ◽  
Dian Anggriyani
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Dominant Role ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
Classroom Context ◽  
Efl Students ◽  
Language Students

ABSTRACTThis study aims at investigating: (1) levels of autonomous learning from three groups of students with different periods of study, (2) EFL students’ beliefs towards learner autonomy and their lecturers’ roles in promoting learner autonomy. The participants of this study were three groups of EFL students at English Department in their second, fourth, and sixth semesters. The data were obtained through questionnaire surveying Autonomous Learning Scale to find out the students’ levels of autonomy and interview to figure out their beliefs about learner autonomy and the roles of lecturers to promote autonomous learning. This study revealed that all group of students were classified as being in the mediate level of autonomy. From the interviews conducted to nine participants representing each group, it was found that to become autonomous, learners need to develop the ability to evaluate their own learning. Moreover, out-of-class activities were believed to enhance learner autonomy since the activities will provide students with self-responsibility to manage the tasks. Last, in terms of the lecturers’ roles in the classroom, most participants perceived that the lecturers still had a dominant role in controlling teaching and learning, particularly in the classroom context. This dominant role eventually led students to become less autonomous circumstances, both inside and outside classrooms.ABSTRAKPenelitian ini bertujuan untuk mengetahui: (1) tingkat pembelajaran mandiri dari tiga kelompok mahasiswa Bahasa Inggris dengan periode studi yang berbeda, dan (2) keyakinan mahasiswa Bahasa Inggris terhadap pembelajaran mandiri dan peran para dosen pengajar dalam mendukung pembelajaran mandiri di kelas. Para partisipan penelitian ini adalah tiga kelompok mahasiswa yang belajar di Jurusan Pendidikan Bahasa Inggris di semester kedua, keempat, dan keenam. Data diperoleh melalui angket survei Autonomous Learning Scale untuk mengetahui tingkat pembelajaran mandiri mahasiswa dan melalui wawancara untuk mengetahui pandangan mereka tentang pembelajaran mandiri dan peran dosen pengajar untuk mempromosikan pembelajaran mandiri. Hasil yang didapat dari penelitian ini adalah bahwa semua kelompok siswa dari tiga periode studi yang berbeda diklasifikasikan dalam pembelajaran mandiri tingkat menengah. Dari wawancara yang dilakukan kepada sembilan peserta yang mewakili setiap kelompok, diketahui bahwa untuk menjadi mandiri, mahasiswa perlu mengembangkan kemampuan untuk mengevaluasi pembelajaran mereka sendiri. Selain itu, kegiatan di luar kelas diyakini dapat meningkatkan pembelajaran mandiri karena kegiatan tersebut akan mengembangkan tanggung jawab dalam mengelola tugas. Begitu pun dalam hal peran dosen di ruang kelas, sebagian besar mahasiswa merasa bahwa dosen masih memiliki peran dominan dalam mengendalikan proses belajar mengajar, terutama di dalam kelas. Peran dominan dosen ini pada akhirnya menyebabkan mahasiswa menjadi kurang mandiri baik di dalam maupun di luar kelas.How to Cite: Hermagustiana, I., Anggriyani, D. (2019). Language Learner Autonomy: The Beliefs of English Language Students. IJEE (Indonesian Journal of English Education), 6(2), 133-142. doi:10.15408/ijee.v6i2.15467

scholarly journals Meeting business students’ English language needs in the Algerian tertiary education

2021 ◽  
Vol 11 (2) ◽  
pp. 124-139
Author(s):  
Soraya Benzerdjeb
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Tertiary Education ◽  
Business Students ◽  
Target Language ◽  
Structured Interviews ◽  
Digital Platforms ◽  
The Government

Graduate Algerian economic sciences students, who will be future university teachers or workplace managers, are urged to use the English language. However, most of them reveal that they are unable to use the English language appropriately. The main aim in this paper is to depict students’ difficulties and help them improve their academic language performance. This paper describes the teaching and learning situations of English for Business and Economics (EBE) in the Department of Economic Sciences at the University of Tlemcen. The investigator used a questionnaire and two structured interviews. The sampling included EBE learners and English for specific purposes teachers as well as workplace managers (former EBE students). The main findings in this investigation confirmed that students had poor target language proficiency. Results revealed that the content of the actual EBE course was inappropriate to learners’ needs. The investigator wants to integrate new technologies as the government supplies digital platforms to the Algerian universities.   Keywords: Algerian, tertiary education, English, Economics, business students.

scholarly journals Identifying the contradictions in the technology enhanced language classroom

Seminar.net ◽  
2021 ◽  
Vol 17 (01) ◽  
Author(s):  
Rob Miles
Keyword(s):  
Language Learning ◽  
Activity Theory ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
English Language ◽  
Positive Impact ◽  
English Language Teaching ◽  
Future Research ◽  
Computer Assisted ◽  
Technology Enhanced Learning

This study takes place in the context of a federal laptop-mediated English language pre-university course in the United Arab Emirates. Despite predictions and claims from policy makers and practitioners that 1:1 classroom devices would revolutionise teaching and learning, student results remain static and student attrition remains high. Through the lens of activity theory this paper identifies ten contradictions, and their discursive manifestations, potentially causing failure and attrition. This paper contributes to the fields of technology enhanced learning, 1:1 device initiatives, English language teaching, computer assisted and mobile assisted language learning and activity theory by highlighting several problematic experiences in teachers’ practices and mapping these within the activity system context. The paper also questions the positive impact of a 1:1 laptop initiative in this particular context, with implications for future research.

scholarly journals ATTITUDES OF EFL STUDENTS REGARDING LEARNER AUTONOMY IN ENGLISH VOCABULARY ACQUISITION

2021 ◽  
Vol 4 (2) ◽  
pp. 67
Author(s):  
I Putu Andre Suhardiana
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Language Education ◽  
Learner Autonomy ◽  
Education Department ◽  
English Language Education ◽  
Semistructured Interviews ◽  
Efl Students ◽  
Learning English

Practical English communication for EFL students is wholly based on their vocabulary. However, learner autonomy (LA) is critical for EFL students’ vocabulary acquisition. The purpose of this research is to find out the viewpoints of students regarding LA when it comes to acquiring English vocabulary. There were 100 students from the college majoring in English Language Education Department completed the closed questionnaire, and 7 students participated in semistructured interviews. The research established that while participants intellectually recognized the relevance of LA in learning English vocabulary, they demonstrated a lack of interest in LA in learning English vocabulary on an emotional and behavioral level. These findings may help explain how to improve English teaching and learning, particularly English vocabulary teaching, in the context of other comparable EFL and research.

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