The Effects of Motivation on EFL College Students’ Achievement

2014 ◽  
Vol 2 (4) ◽  
pp. 385
Author(s):  
Fahad Alqurashi
Keyword(s):  
Foreign Language ◽  
Extrinsic Motivation ◽  
Learning Experience ◽  
Self Esteem ◽  
Target Language ◽  
Secure Base ◽  
Language Aptitude ◽  
College Life ◽  
Affective Factors ◽  
Efl College Students

<em>The current study examined the motivation of 48 newly-admitted students at the English department of Umm Al-Qura University for the study and learning of English as a foreign language. The surveyed informants responded to a two-part questionnaire that measured their intrinsic and extrinsic motivation in an attempt to explore the problems that many students encounter during their college life that negatively affect their academic progress. Students’ responses revealed that they were highly motivated to learn the target language—which may indicate that there are other factors related to students’ underachievement. The study recommends that students’ motivation be reexamined at different stages during their enrollment in the BA program and that other aspects related to students’ achievement, such as language aptitude, cognitive style and memory, and other affective factors, such as attitudes and anxiety, be scrutinized. In addition, promoting students’ motivation is a key step towards improving classroom atmosphere and making learning more effective and persistent. Learners need to have positive relationships with teachers. Positive affirmations, constructive guidance, and encouraging words serve as a secure base to enhance their self-esteem, create a positive learning experience, and build constructive attitudes towards learning the target language.</em>

scholarly journals The Effects of Motivation on EFL College Students’ Achievement

2019 ◽  
Vol 7 (1) ◽  
pp. 83
Author(s):  
Fahad Alqurashi
Keyword(s):  
Foreign Language ◽  
Extrinsic Motivation ◽  
Learning Experience ◽  
Self Esteem ◽  
Target Language ◽  
Secure Base ◽  
Language Aptitude ◽  
College Life ◽  
Affective Factors ◽  
Efl College Students

<p><em>The current study examined the motivation of 48 </em><em>newly-admitted students at the English department of Umm Al-Qura University for the study and learning of English as a foreign language. The surveyed informants responded to a two-part questionnaire that measured their intrinsic and extrinsic motivation in an attempt to explore the problems that many students encounter during their college life that negatively affect their academic progress. Students’ responses revealed that they were highly motivated to learn the target language—which may indicate that there are other factors related to students’ underachievement. The study recommends that students’ motivation be reexamined at different stages during their enrollment in the BA program and that other aspects related to students’ achievement, such as language aptitude, cognitive style and memory, and other affective factors, such as attitudes and anxiety, be scrutinized. In addition, promoting students’ motivation is a key step towards improving classroom atmosphere and making learning more effective and persistent. Learners need to have positive relationships with teachers. Positive affirmations, constructive guidance, and encouraging words serve as a secure base to enhance their self-esteem, create a positive learning experience, and build constructive attitudes towards learning the target language.</em></p>

Bringing Cross-Cultural Communication Analysis Into Foreign Language Classrooms

2019 ◽  
pp. 71-97
Author(s):  
Trudy O'Brien
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Communication ◽  
Learning Experience ◽  
Cross Cultural ◽  
Target Language ◽  
Complex Nature ◽  
Linguistic Features ◽  
Cross Cultural Communication ◽  
Language Classrooms

The teaching of a second or foreign language has always incorporated some aspect of cultural information, but the full and rather complex nature of cross-cultural and intercultural communication has not always been an explicit pedagogical focus. The chapter outlines the key components of cross-cultural and intercultural communication (CCC/ICC), and reviews some major theories that have dominated the area. It is suggested that providing explicit instruction in CCC/ICC to language learners will prepare them for interacting appropriately in the target language in whatever global context they may wish to use it. Learners need to be not only linguistically and pragmatically but culturally competent as well as they move into multicultural contexts of interaction in that language. Specific elements of cross-/intercultural communication with regards to linguistic features and potential points of confusion in the EFL (English-as-a-foreign language) classroom are discussed as accessible examples. The chapter then relates some ways that cross-/intercultural mindfulness and understanding can form an active part of the teaching of a second/foreign language in order to enhance the full language learning experience and subsequent entry to successful communication.

CSCL – a tool to motivate foreign language learners: The Finnish application

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 51-67 ◽  
Author(s):  
TUIJA LEHTONEN ◽  
SIRPA TUOMAINEN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Target Language ◽  
Computer Supported Collaborative Learning ◽  
On Line ◽  
Language Students

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language learning experience in the CSCL-environment will be examined. Furthermore, the conclusions, and the realization of our goals from the perspective of CSCL, as well as the students’ feedback on the collaborative process will be discussed. Based on the knowledge gained from limited feedback, a discussion of tools to aid language students in becoming a part of motivating and authentic collaboration projects on-line will be discussed. Looking at the students’ work on-line, as well as the feedback received, it was realized that certain skills crucial for communication have been neglected in teaching. Furthermore, it was realized that teaching on-line learning strategies in addition to teaching the target language is crucial. Future plans, and ideas for research in the area of CSCL will be shared in anticipation of inspiring others to undertake further research.

scholarly journals The Impact of a Cultural Research Course Project on Foreign Language Students’ Intercultural Competence and Language Learning

2017 ◽  
Vol 8 (1) ◽  
pp. 97 ◽  
Author(s):  
Fang Li ◽  
Yingqin Liu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mandarin Chinese ◽  
Intercultural Competence ◽  
Learning Experience ◽  
Target Language ◽  
Cultural Research ◽  
Language Students ◽  
The Impact ◽  
Foreign Language Students

This study explores whether using a cultural research course project can positively impact foreign language students’ intercultural competence and language learning. Using a case study method, the researchers recruited 12 student participants from an Intermediate Mandarin Chinese I class and from an Introduction to Mandarin Chinese I class in the Fall 2014 semester at a small public southwest university in USA. The project asked the participants to do a PowerPoint oral presentation on special topics from the target language culture and then to write a reflective cultural comparison English essay on this learning experience during the final exam. The findings show that, through doing the project, the students have improved their intercultural competence in that they have a more positive attitude towards “otherness,” enriched their cultural knowledge of the target language society and  that of their own, and obtained skills in critically appreciating and evaluating both similarities and differences  between the target language culture and their own. The students also expanded their language learning experience beyond the classroom and textbook and acquired better language skills in listening, speaking, and writing Chinese characters while they became more interested in and motivated by learning the target language and culture. Recommendations for future study are discussed.

scholarly journals The Relationship between Self-esteem and Second Language Anxiety among Hashemite University Students in Jordan

2019 ◽  
Vol 1 (1) ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Esteem ◽  
The Self ◽  
Target Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom ◽  
Hashemite University ◽  
The Relationship

The purpose of this study was to investigate the relationship between self-esteem and second foreign language. A random sample of 258 students Hashemite University participated in the current study. The foreign language classroom anxiety scale which was developed by horwitz and others and the self-esteem scale which was developed by Rosenberg were used to measure two variables, the self-esteem and foreign language anxiety consequently. The findings of this study revealed a strong negative correlation between self-esteem and foreign language anxiety and the study also revealed that self-esteem good predictor of foreign language anxiety. The findings also showed that there is a statically significant differences in the correlation between self-esteem and foreign language anxiety refer to faculty and academic year and there is no a statistically significant differences in the correlation between self-esteem and foreign language anxiety refer to gender. Many researchers refer to importance of affect in the language classroom. Language learning is an anxiety-provoking experience for many students. Affective factors which may have impacts on foreign language learning have been studied since past two decades. The most important affective e factors that have been received considerable attention and widely studied in educational context are language and self-esteem [1]. Self-esteem is one of the central drives in human beings. When the level of the self -esteem is low, the psychological homeostasis is unbalanced, creating insecurity, fear and other negative situations. In the context of language learning, low self-esteem can have serious consequences, student may avoid taking the necessary risks to acquire communicative competence in the target language, they may feel deeply insecure and even drop out of the class [2].

scholarly journals Understanding EFL students’ learning through classroom research: Experiences of teacher-researchers

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Research Experiences ◽  
English As Foreign Language ◽  
Teacher Researchers ◽  
Academic Events

What should foreign language teachers do to help their students improve their linguistic skills? Many are the ways how teachers can support their students´ learning process. There are a variety of methods, strategies, techniques, as well as materials and resources we can rely on in order for our students to succeed in the development of their skills. Teachers can get ideas on what to do from published research, presentations at academic events, informal conversations with colleagues, online resources, and their own language learning experience. It is just a matter trying these ideas out and evaluate the extent to which they favor the enhancement of students´ linguistic competences in the target language. In line with these ideas, this book is intended to inform pre-service and in-service EFL teachers about the result of investigations conducted by English as foreign language teachers. The book is composed of five chapters which demonstrate how these teachers have taken a step further by taking the role of teacher-researchers to understand and boost their students´ performance.

scholarly journals Les attitudes d'apprenants taiwanais de langue étrangère à l'égard de la bande dessinée et quelques implications

2012 ◽  
Vol 55 (5) ◽  
Author(s):  
Laurent-Fidèle Sossouvi
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Target Language ◽  
Foreign Languages ◽  
Intercultural Learning ◽  
Learning Resource ◽  
Affective Factors ◽  
Bande Dessinee ◽  
Positive Attitudes ◽  
Educational Potential

The issue of exploitation foreign languages' instructional comics has been widely discussed in recent years. However, although the authors indicate its advantages and its great educational potential, few have actually investigated learners' attitudes towards this learning resource. And everyone knows the importance of affective factors in the process of learning foreign languages. In addition, comic is rarely used as a teaching aid in Asia. As part of this contribution exploratory, we propose to examine not only the attitudes of Sinophones Learners of French as Foreign Language towards comic, but also the support it can provide. To achieve this goal, fifty-five Taiwanese learners, from level A1 to B1, divided into three distinct groups were probed, questioned and subjected to work around comics. According to the results, we conclude that (i) learners have positive attitudes towards comics, mangas, and are highly motivated; (ii) the use of comics has helped to improve their language skills and intercultural learning as well as revitalize the target language. Implications of these findings are discussed.

scholarly journals Impact of ESL Learners’ Self-Esteem on Their Oral Proficiency

2018 ◽  
Vol 8 (3) ◽  
pp. 210
Author(s):  
Shugla Mandokhail ◽  
Fouzia Rehman Khan ◽  
Mehwish Malghani
Keyword(s):  
English Language ◽  
Positive Relationship ◽  
Oral Proficiency ◽  
Self Esteem ◽  
Target Language ◽  
Significant Positive Relationship ◽  
Affective Factors ◽  
Affective Filter ◽  
Esl Learners ◽  
The Relationship

This study attempted to investigate the relationship between ESL learners’ Oral proficiency and their level of Self-esteem. The sample consisted of 30 students of Master studying English language at SBK Women’s University Quetta Baluchistan. The data were gathered through two instruments: Rubric for ESL Oral Proficiency along with voice recording and the Rosenberg (1965) Self-esteem Scale. The technique applied was non participant controlled observation. To determine the relationship between ESL learners’ Oral proficiency and their level of Self-esteem, correlational analysis was employed quantitatively. The findings revealed a significant positive relationship between the two variables and asserted Krashen’s Affective Filter Hypothesis that an imaginary barrier of affective factors in learner prevents the learner from acquiring the target language.

The Importance of Intercultural Communicative Competences for Tourism Labour Market: Students’ Views and their Self-Assessment

2019 ◽  
Vol 7 (1) ◽  
pp. 103-117
Author(s):  
Zuzana Sándorová
Keyword(s):  
Foreign Language ◽  
Self Esteem ◽  
Daily Basis ◽  
Tourism Industry ◽  
Theory And Practice ◽  
Self Assessment ◽  
Current Trends ◽  
Migration Flows ◽  
Globalized World ◽  
The Given

Abstract The present paper is founded on two pillars. Firstly, it is one of the current trends in education worldwide, i.e. to connect theory and practice. Secondly, it is the need to be interculturally competent speakers of a foreign language in today’s globalized world of massive migration flows and signs of increasing ethnocentrism. Based upon these two requirements, the ability to communicate in a FL effectively and interculturally appropriately in the tourism industry is a must, since being employed in whichever of its sectors means encountering other cultures on a daily basis. Therefore, the aim of the present study was to find out undergraduate tourism students’ opinion on the importance of intercultural communicative competences for their future profession as well as their self-assessment in the given field. The findings of the research, which are to be compared to employers’ needs, revealed that there is considerable difference between the respondents’ views on the significance of the investigated issues and their self-esteem.

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