scholarly journals EFL Students’ Views on Distance English Language Learning in a Public University in Turkey

2019 ◽  
Vol 7 (1) ◽  
pp. 121
Author(s):  
Dilek Altunay
Keyword(s):  
Distance Education ◽  
Language Learning ◽  
English Language ◽  
Public University ◽  
Study Data ◽  
English Language Learning ◽  
Structured Interviews ◽  
Technical Problems ◽  
Language Courses ◽  
Efl Students

<p><em>This study investigated first year Turkish EFL students’ views about learning English through distance education. The participants were on-campus students in a public university in Turkey who took compulsory English language courses through distance education. A total of 62 students from different majors were involved in the study. Data was collected through an 18-item </em><em>online Likert-Scale questionnaire</em><em> and semi-structured interviews. The questionnaire revealed that students did not have clear views about distance English language learning and that they preferred face-to-face instructional setting to learn English. Interviews revealed that students were happy with distance language learning setting because they liked flexibility of time and place, but they suffered from lack of equipment and technical problems. The study also revealed that students had problems with English language learning in general. New studies should be carried out with distance EFL learners on issues such as autonomy, motivation, academic procrastination, and technical and pedagogical support.</em></p>

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students&rsquo; motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students&rsquo; motivation from teachers&rsquo; perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students&rsquo; motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work.&nbsp;

scholarly journals Social Network Sites Effectiveness from EFL Students’ Viewpoints

2016 ◽  
Vol 10 (1) ◽  
pp. 39 ◽  
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Social Network ◽  
Language Learning ◽  
English Language ◽  
Social Network Sites ◽  
English Language Learning ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Efl Students ◽  
Perceptions And Expectations ◽  
The Relationship

This study investigated the relationship between EFL students’ experience, attitudes, perceptions, and expectations toward the effectiveness of Social Network Sites (SNS), namely, Facebook, Twitter, YouTube, Instagram, Flickr, Classmates, Academica, MySpace, English baby, and Google+, in English language learning. A survey of 103 participants from different higher education institutions in Saudi Arabia was conducted. The study’s results revealed that the participants had an average SNS experience. The findings also indicated that participants had overall positive attitudes, perceptions, and expectations toward SNS. In addition, the correlations between experience and attitudes, and experience and expectations were statistically significant. Data analysis also showed that the correlations between attitudes and perceptions, attitudes and expectations, and perceptions and expectations were statistically significant. However, experience did not significantly correlate with perceptions. The findings also indicated that the model of the three variables (attitudes, perceptions, and expectations toward SNS) predicting the variable (experience in SNS) was statistically significant: The significant predictor was expectations.

scholarly journals Telegram App in Learning English: EFL Students’ Perceptions

2019 ◽  
Vol 13 (1) ◽  
pp. 51
Author(s):  
Zahra A. Abu-Ayfah
Keyword(s):  
College Students ◽  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Device ◽  
English Language ◽  
English Language Learning ◽  
Learning Techniques ◽  
Device Applications ◽  
Efl Students ◽  
Efl College Students

The rapid growth of mobile device technology and the emergence of new mobile device applications such as Telegram have created new opportunities for EFL students. Accordingly, the current study investigated the EFL College students&rsquo; perceptions of using Telegram for English language learning. The participants of the present study were 300 EFL college students, 200 female and 100 male were selected randomly from the department of English and Translation at Tibah University in AL-Medina AL-Manwarah in Saudi Arabia. This study followed a quantitative approach in which a survey questionnaire was utilized as an instrument for data collection. The results revealed that the majority of EFL students perceived Telegram as a useful tool for English language learning, particularly in vocabulary learning. The findings of the present study may contribute to developing the process of improving learning techniques in higher education in Saudi Arabia.

scholarly journals ENGLISH-MAJORED STUDENTS’ MOTIVATION IN ENGLISH LANGUAGE LEARNING AND THEIR USE OF READING STRATEGIES: RESEARCH PERSPECTIVES

2021 ◽  
Vol 37 (1) ◽  
pp. 109
Author(s):  
Tran Quoc Thao ◽  
Nguyen Hoang Chau Long
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Reading Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Foreign Language Learning ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Research Perspectives

Reading plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. Furthermore, ESL/EFL learners’ use of reading strategies can be affected by their learning motivation, which can result in the high or low frequent use of reading strategies in reading comprehension. The present study, therefore, investigated the motivation in English language learning and the use of reading strategies among English-majored freshmen at a university in Bac Lieu province, Vietnam. A questionnaire was used to collect data from 180 English-majored freshmen, six of whom took part in semi-structured interviews. The results showed that participants had a high level of motivation in English language learning, and their metacognitive strategies worked better with their reading comprehension than their cognitive and social/affective strategies. The study further unraveled that the more participants were motivated in English language learning, the more they employed metacognitive and cognitive strategies in reading comprehension.

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