COMPUTER SCIENCE STUDENTS’ ATTITUDES TOWARDS ENGLISH LANGUAGE LEARNING

2018 ◽  
Vol 1 (2) ◽  
pp. 43-53 ◽  
Author(s):  
Iswahyuni Iswahyuni ◽  
Keyword(s):  
Language Learning ◽  
Computer Science ◽  
English Language ◽  
English Language Learning ◽  
Science Students ◽  
Students Attitudes

scholarly journals Attitude of Francophone Students towards Pidgin at the University of Buea (UB)

2020 ◽  
Vol 3 (11) ◽  
pp. 87-93
Author(s):  
Blasius A. Chiatoh ◽  
Clovis N. Nkwain
Keyword(s):  
Language Learning ◽  
English Language ◽  
First Year ◽  
English Language Learning ◽  
Official Language ◽  
Standard Code ◽  
Opportunities For Learning ◽  
Students Attitudes ◽  
The University ◽  
First Time

Although English is the official language of the University of Buea (UB), Cameroon Pidgin English (CPE) is quite commonly used on campus, particularly in extra curricula situations by Anglophones, who have it as their language of wider communication (LWC). However, Francophone students, some of whom meet CPE for their first time upon enrolment, tend to manifest much dislike for this language. Faced with the challenge of maximising the opportunities for learning and studying in English, a language in which they have limited spoken and written competence in, they view CPE as a sub-standard code, indeed, an impediment to the English language learning process. This paper surveys Francophone students’ attitudes towards CPE at UB with focus on the underlying motivations for these attitudes. Data was elicited from a questionnaire administered to first-year Francophone students. The findings evince that Francophone students harbour unfriendly attitudes towards CPE.

scholarly journals Academic Subject Areas and English Language Learning Strategies: Any Relationships?

2018 ◽  
Vol 4 (3) ◽  
pp. 58-68
Author(s):  
Ahmad Nazari ◽  
Tanvi Warty
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Structured Interview ◽  
English Language Learning ◽  
Science Students ◽  
Language Learning Strategies ◽  
Academic Subject ◽  
Subject Areas

This study is an attempt to resolve the contradictory findings concerning the relationship between learners’ English language learning strategies and their academic subject areas. A two-phased mixed-methods research approach, consisting of a questionnaire and a semi-structured interview, was adopted for the study. 250 students speaking English as a second language and studying five different subject areas at various London universities responded to a questionnaire on the English language learning strategies they used. The results showed that the preference for learning strategies differed significantly between students of different subject areas. Whilst cognitive strategies were reported to be the most commonly used ones by medicine and finance students, metacognitive, memory-related and social strategies were mostly used by law, music and social science students respectively. The least common set of strategies reported to be used by law and finance students was affective strategies, whereas compensatory, cognitive and metacognitive strategies were the least used ones by medicine, music and social science students in turn. A semi-structured interview was conducted with 10 of the participants to disclose the reasons behind these learners’ choices of learning strategies and the contributory factors which might influence their choices. The results showed that the participants attributed their choices to factors such as the nature of their academic exposure, of their academic instructions, their learning styles, their motivations and their domestic backgrounds. The pedagogical and research significance of the study are described in the concluding remarks.

scholarly journals Creativity and attitudes in English language learning

DOCERE ◽  
2019 ◽  
pp. 37-40
Author(s):  
Rosario de los Milagros Ruiz Ortega
Keyword(s):  
Language Learning ◽  
English Language ◽  
Outcome Data ◽  
English Language Learning ◽  
Exploratory Research ◽  
Learning And Teaching ◽  
Students Attitudes ◽  
Group Interviews ◽  
Negative Feelings ◽  
Basic Level

Una de las competencias más importantes en bachillerato es el desarrollo de las habilidades de escritura; por eso, es indispensable promover estrategias de aprendizaje gramatical de forma situada que doten a los estudiantes de conocimientos explícitos sobre la lengua para comunicar sus ideas eficazmente. Para ello, el texto literario es un recurso valioso que fortalece la competencia lingüística a través de la creación poética. Aquí se ofrece una propuesta didáctica, cuyo soporte es la estructura analógica; en ella se combinan las funciones poética y metalingüística de la lengua, por medio de la producción de greguerías, para analizar cuál es la función del verbo. De esta manera, al reconocer el tipo de sintagma verbal escrito, se confirma si la intención comunicativa ha sido expresada correctamente. Abstract This in an exploratory research about students’ attitudes towards English language learning and teaching creativity at the Universidad Autónoma del Estado de Hidalgo (UAEH). The participants were learners in the first and last English course, which is the sixth semester. The purpose was to find out what kind of tendencies the results exhibit as students advance in studies, and to what extent teachers’ creativity might have influenced the outcome. Data was collected from 297 students currently enrolled in the Instituto de Ciencias Sociales y Humanidades (ICSHU), using a questionnaire and focus group interviews. Results showed that attitudes to English language learning are extremely positive among basic level students, but negative feelings increase in the last course. Regarding creativity, it was found that teachers are too enclosed by the school policies that they do not perform at their fullest potential creativity.

scholarly journals The Language Attitude towards English Learning among EFL Learners: A Case at One Private Islamic Senior High School

Ta dib ◽  
2020 ◽  
Vol 25 (1) ◽  
pp. 32-43
Author(s):  
Annisa Astrid ◽  
Deta Desvitasari ◽  
Aghor Aqdam
Keyword(s):  
High School ◽  
Language Learning ◽  
English Language ◽  
Senior High School ◽  
Motivational Orientation ◽  
Survey Method ◽  
English Language Learning ◽  
English Class ◽  
Students Attitudes ◽  
And Performance

Attitude is one of the considerable factors in learning and plays an essential role since it can influence language learning and performance. This study aimed at investigating students’ attitudes towards English language learning. Survey method was used in this study to describe the attitudes of the students at one Islamic private senior high school towards English language learning. The participants involved in this study were 217 students at one Islamic private senior high school in Indralaya. In collecting the data, we employed a Likert scale questionnaire consisting of 20 items which were divided into 5 components; (1) attitude towards native English speakers, (2) motivational orientation in learning English, (3) interest in English, (4) attitude towards English class, and (5) attitude towards English teachers. The result of this study indicated that the attitude of the students of one Islamic private senior high school in Indralaya South Sumatera towards English language learning was generally positive.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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