scholarly journals Exploring Gender on EFL Learners’ Beliefs about Language Learning

2014 ◽  
Vol 8 (2) ◽  
pp. 128 ◽  
Author(s):  
Hanna Sundari ◽  
Irfan Hadi ◽  
Nurhayati Nurhayati
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Education ◽  
Belief System ◽  
English Learning ◽  
Efl Learners ◽  
First Semester ◽  
English Speaking ◽  
Beliefs About Language Learning ◽  
Learning English

Article aimed to describe language learners’ belief system and to investigate how significance the language learners’ beliefs are between them in language learning. Using both qualitative and quantitative approaches, this research took 111 female- and 32 male-first semester college-students majoring in English Education as respondents. The instrument was 34-item BALLI questionnaire designed by Horwitz. The findings of the research showed that females and males’ language beliefs about language learning are mostly in similar fashion. The significant differences in responses were on the beliefs related to language and intelligence, enjoyment in practicing English, learning English-speaking cultures, having English-speaking friends, and motivation in learning English.

scholarly journals The Effects of Audio- visual Recorded and Audio Recorded Listening Tasks on the Accuracy of Iranian EFL Learners’ Oral Production

2016 ◽  
Vol 9 (9) ◽  
pp. 110
Author(s):  
Pooya Drood ◽  
Hanieh Davatgari Asl
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Control Groups ◽  
Efl Learners ◽  
Oral Production ◽  
Self Study ◽  
Teachers And Students ◽  
English Speaking ◽  
And Control

<p>The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and students, and have been the important resources of teaching and self-study. Nowadays, the environment we are living in is abundant with audio visual input and we as teachers ,thus, should be aware of the fact that environment can change students’ behavior towards language and language learning .What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in Iranian EFL learners’ accuracy in both audiovisual recorded (videos, movies ,etc.) and audio recorded tasks. For this purpose, 40 students of intermediate level were chosen and then were randomly assigned into two experimental and control groups each of which was under different listening tasks. (Audio visual- and audio only). Data analysis showed that the group which was trained under AV listening tasks showed different effects on students’ accuracy, compared to the other group positioned using audio recorded. Based on the results of this study, it is imperative that teachers consider the types of activities and methods that can have influence over language learners’ speaking ability.</p>

scholarly journals Does Autonomy Really Matter in Language Learning?

2019 ◽  
Vol 5 (4) ◽  
pp. 98-111
Author(s):  
Gülnihal Şakrak-Ekin ◽  
Cem Balçıkanlı
Keyword(s):  
Academic Success ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Education ◽  
Learner Autonomy ◽  
Personal Factors ◽  
Efl Learners ◽  
Personal Variables ◽  
The Relationship

The main aim of this study was to unravel the possible relationship between individuals’ level of autonomy as EFL learners and academic success in terms of language learning at the tertiary level. Additionally, this quantitative study focused on exploring EFL learners’ level of autonomy and also the relationship between learner autonomy and some personal factors, including gender, age, English level, and the length of English education. In order to assess the participants’ levels of autonomy, a questionnaire consisting of 66 items was administered to 267 university students, who were Turkish-speakers of English as a foreign language. The findings showed that more than half of the learners (65.2%) had a high autonomy level with a mean autonomy score of 461.37 out of 660. As for the personal variables, only gender was found to be a significant factor in regards to learners’ autonomy, in this case, in favour of females. Correlation analysis revealed a positive correlation between learner autonomy level and the academic success of language learners. In other words, the academic success of language learners increased with their autonomy and vice versa. In accordance with the literature, the present study revealed that learner autonomy could be considered one of the factors that affects the success of language learners. Based on the findings, it might be suggested that learner autonomy and possible ways to promote it in and out of class should be given more importance. Further empirical research was suggested in order to comprehend unexplored aspects of learner autonomy in language learning.

scholarly journals Social Construction of Language Learners: A Bakhtinian Analysis of EFL Learners’ Subjectivity in the Multilingual Context of Pakistan

2021 ◽  
Vol 3 (1) ◽  
pp. 22-35
Author(s):  
Imdad Ullah Khan ◽  
Ayesha Perveen ◽  
Akifa Imtiaz
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Ethnographic Study ◽  
English Learning ◽  
Learning Trajectories ◽  
Language Policies ◽  
Efl Learners ◽  
Social Actors ◽  
Family Language

ESL/EFL scholarship has traditionally adopted a cognitivist andpsychoanalytical approach towards learning a language based on the premisethat languages are abstract unitary systems. In recent decades, however, therehas been a greater emphasis on the role of social, cultural, andautobiographical factors in language learning. Bakhtin’s socially-orientedphilosophy of language offers a useful lens to view EFL learning as a situatedactivity and EFL learners as multidimensional social actors who configuretheir English learning trajectories within broader social and institutionalfactors. Based on a broader ethnographic study, analysis in this article takes aBakhtinian perspective to understand how multilingual EFL learners innorthern Pakistan construct their identity at the intersection of social,domestic, and future-oriented factors. The analysis shows that locallanguages, school, and family language policies, and imagined Englishspeaking communities have significant implications for learners' orientationand motivation towards learning EFL. The article suggests that responding tothe social turn in applied linguistics, EFL classroom, and pedagogy inPakistan needs to broaden its purview to support individual learnerseffectively negotiate their complex learning trajectories and build empoweringlearner identities.

scholarly journals Developing Communication Skills Through Motivation Among Acharya Nagarjuna University Students

2020 ◽  
Vol 8 (3) ◽  
pp. 15
Author(s):  
Tulluri Venkateswarlu ◽  
Professor M Suresh Kumar
Keyword(s):  
University Students ◽  
Language Learning ◽  
Communication Skills ◽  
English Language ◽  
Important Variable ◽  
English Language Learning ◽  
English Learning ◽  
Efl Learners ◽  
Learning English

The present study analyses and determines various orientations of Acharya Nagarjuna University students for learning English. The descriptive and correlational approaches were used to investigate the participants’ motivations. The researcher adapted questionnaires available from the literature to quantitatively collect data. The results show that university students are highly motivated to learn English and therefore, it suggests that motivation is an important variable that shapes learners' idea about English language learning. The results also show that students of different gender and majors had different perspectives about English learning. The conclusions and recommendations of the present study provide platform for future investigations into EFL learners’ motivation in other areas of India with regional medium students or in similar settings in ESL speaking countries to find out differences in students' orientations.

scholarly journals EFL Learners and Their Success in Learning English in the Thai Context

2019 ◽  
Author(s):  
Sureepong Phothongsunan
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
English Learning ◽  
High Achieving ◽  
Teacher Rapport ◽  
Learning English

The main aim of the study is to explore 15 high achieving English language learners’ accounts of their undertakings in learning English in a Thai upper secondary school. The researcher adopts the view of social learning, particularly in reaching better understandings of the learners’ experiences in learning English. As there exists a tendency to gauge learners’ success in English based on examinations, this study asserts that language learning involves more than a cognitive process, thus values the social aspects of experiential English learning. The focus lies on investigating the perceptions of these high achieving English language learners of their success in learning English as well as the influences contributing to it. Two methods are used to collect data: focus groups and interviews. The findings indicate the participants’ perceptions of their own success in learning English in three main aspects: English language ability, examination performance and skills in teaching others. In particular, the ability to speak English fluently and correctly appears to be of utmost importance for a successful English as a Foreign Language (EFL) learner. It is also found that most learners identify their own performance in class, the teacher, including teacher rapport, and school culture as contributing to their English learning achievement. In focusing on the learners’ perceptions and their actual experiences, insights into how the learners actually undergo the learning opportunities provided by the education system can be obtained. To understand the extent to which innovations in English language teaching and learning have been successful, the everyday realities of the language classroom and school have to be accentuated.

scholarly journals Prior to and in the Course of Covid-19 Pandemic: Exploring Learners’ Experiences of Learning English through Narrative Lens

2021 ◽  
Vol 3 (3) ◽  
Author(s):  
Achmad Kholili
Keyword(s):  
Language Learning ◽  
English Education ◽  
Learning Experience ◽  
Learning Experiences ◽  
Hybrid Learning ◽  
Structured Interview ◽  
Asynchronous Learning ◽  
Efl Learners ◽  
Face To Face Learning ◽  
Learning English

The language learning largely took place in the classroom, especially prior to Covid-19 pandemic and that this occurrence resulted in simplicity for the learners to learn and interact with each other because they could directly make in contact with their classmates and their teachers. However, since the pandemic developed in March 2020, all the learning process was subsequently altered into online learning. To date, studies on language learning has been undertaken by the researchers both at intra and international level. Despite the existence of these former studies, little work reports the comprehensive picture of language learning experiences prior to and during Covid-19 pandemic. To fill this lacuna, the current article reports on a narrative inquiry of EFL learners’ experiences of learning English prior to and during Covid-19 pandemic. Drawing upon data from a semi-structured interview with two Indonesian EFL learners of the sixth semester majoring in English education program, the finding indicates that EFL learners have sustained multifaceted learning experiences prior to and during the pandemic. They have gone through face-to-face learning prior to the pandemic, asynchronous learning during the pandemic and hybrid learning experience during the Covid-19 pandemic. This article concludes with suggestions for promoting hybrid learning model in the EFL setting, particularly in a higher education during the Covid-19 pandemic.

scholarly journals Mothers’ Educational Beliefs and Preschoolers’ English Learning Attitudes: The Mediating Role of English Experiences at Home

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097023
Author(s):  
Naya Choi ◽  
Taeyeon Kim ◽  
Jieun Kiaer ◽  
Jessica Morgan-Brown
Keyword(s):  
Early Childhood ◽  
Language Learning ◽  
Family Income ◽  
English Education ◽  
Foreign Language Learning ◽  
English Learning ◽  
Learning Attitudes ◽  
The Relationship ◽  
Learning English ◽  
At Home

This article analyzes the relationship between Korean mothers’ beliefs about early childhood English education and preschoolers’ attitudes toward English learning. English experiences in the home were also projected to be significantly related to the aforementioned factors. Participants consisted of 159 mother–child pairs in South Korea. This study yielded three main results. First, correlations were found between the mothers’ education level and all three factors, while the fathers’ education and family income levels correlated only with preschoolers’ English experiences at home. Second, the subfactors of the mothers’ beliefs, the preschoolers’ home English experiences, and their attitudes toward learning English were revealed to be partly related. Third, the study showed that preschoolers’ English experiences at home mediated the relationship between the mothers’ beliefs in the importance of English education and the preschoolers’ attitudes. In effect, while the mothers’ beliefs about early childhood English education did not directly affect their children’s attitudes, indirect effects were found to be mediated by English experiences at home. Based on these results, we propose that it is necessary for parents to create a rich language environment in the home that engenders in children positive foreign language learning attitudes.

scholarly journals Differences in Motivation to Learning English among Saudi University Students

2020 ◽  
Vol 13 (2) ◽  
pp. 63
Author(s):  
Ayman Sabry Daif-Allah ◽  
Fahad Hamad Aljumah
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Important Variable ◽  
English Learning ◽  
Efl Learners ◽  
Arabic Speaking ◽  
Saudi Male ◽  
Learning English

This paper analyzes and determines the various orientations of 247 Saudi male and female university students for learning English. The descriptive and correlational approaches were used to investigate the participants&rsquo; motivations. The researchers adapted questionnaires available from the literature to quantitatively collect data. The results show that university students are highly motivated to learning English and therefore, it suggests that motivation is an important variable that shapes learners&#39; idea about foreign language learning. The results also show that students of different gender and majors had different perspectives about English learning. The conclusions, and recommendations of the present study provide platform for future investigations into EFL learners&rsquo; motivation in other areas of Saudi Arabia or in similar settings in Arabic speaking countries to find out differences in students&#39; orientations.

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