scholarly journals STUDY OF MOTIVATION TYPES OF ENGLISH-MAJORING STUDENTS AND DEMOTIVATING FACTORS - IN THE CONTEXT OF NATIONAL UNIVERSITY OF MONGOLIA, ERDENET SCHOOL

2020 ◽  
pp. 083
Author(s):  
Solongo Shagdarsuren ◽  
Ulambayar Batchuluun ◽  
Daniel Lindbergh Lang
Keyword(s):  
Foreign Language ◽  
English Learning ◽  
Factors Affecting ◽  
Credit Hours ◽  
Teachers And Students ◽  
National University ◽  
English Learning Motivation ◽  
The University ◽  
Academic Year ◽  
Learning English

A decline in number of credit hours of English courses for English-majoring students at National University of Mongolia is forcing teachers and students to focus on how to learn English more effectively and what factors would affect that process within credit hours allowed at the university. However, the English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the interest in learning English as a foreign language, and resulting in a growth in the demand for English teachers. This study has a goal to investigate into motivation of English-majoring students towards learning English and the factors affecting them to be demotivated. Twenty students studying English as a major at National University of Mongolia, Erdenet School completed the research questionnaire  which intended to discover English learning motivation through 12 items and attended focus group interview with 5 questions to find internal and external demotivating factors in 2019-2020 academic year. The students had instrumental orientation and demonstrated a strong desire to learn English. Furthermore, they were demotivated by their teachers’ and classmates’ attitudes and living conditions. The researchers suggested some recommendations based on the study findings. 

scholarly journals ENGLISH LEARNING MOTIVATING AND DEMOTIVATING FACTORS AMONG POST-SOCIALIST MONGOLIA'S FUTURE ENGLISH TEACHERS

2020 ◽  
Vol 7 (2) ◽  
pp. 194
Author(s):  
Solongo Shagdarsuren
Keyword(s):  
English Education ◽  
English Teachers ◽  
English Learning ◽  
Factors Affecting ◽  
English Teaching ◽  
Credit Hours ◽  
Lead Teachers ◽  
Teachers And Students ◽  
National University ◽  
Learning English

A declining number of credit hours of English courses for English-majoring students at the National University of Mongolia lead teachers and students to focus on effective English education and what factors would affect it within credit hours allowed at the university. Meanwhile, English teaching class hours in Mongolian secondary schools have been increasing for the last few years, due to the national interest in learning English, resulting in a greater demand for English teachers. This study investigated the motivation of Mongolian English-majoring students towards learning English and the factors affecting them to be demotivated. A total of 20 students majoring in English teaching at the National University of Mongolia, Erdenet School of the 2019-2020 academic year completed the questionnaire on English learning motivation and attended focus group interviews. The findings showed that the students had instrumental orientation and demonstrated a strong desire to learn English. However, they felt demotivated by their teachers' and classmates' attitudes and living situations. The researcher recommends that the students and the teachers create a conducive environment in the classroom, where the students can feel comfortable despite making mistakes, and also suggests other practical takeaways given this post-socialist English learning environment.

scholarly journals FACTORS AFFECTING MOTIVATION OF ENGLISH-MAJORED STUDENTS TOWARDS LEARNING ENGLISH AT A UNIVERSITY IN THE MEKONG DELTA, VIETNAM

2021 ◽  
Vol 6 (6) ◽  
Author(s):  
Thi Bao Dung Dang ◽  
Van Lanh Le ◽  
Tuong Vy Ha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mekong Delta ◽  
Foreign Language Learning ◽  
English Learning ◽  
Personal Factors ◽  
Factors Affecting ◽  
Learning And Teaching ◽  
Study Process ◽  
Learning English

It could be broadly accepted that motivation plays its fundamental role as one of the most important elements in foreign language learning. The present research investigated factors affecting motivation in learning English of freshmen at Tay Do University. The participants were 84 freshmen studying in Faculty of Linguistics and Literature. In the study process, these participants were given questionnaires which consisted of several statements related to the mentioned factors and the interview to get information. The collected data from the two instruments mentioned above were all analyzed afterward. The current study showed that there were elements that motivate freshmen towards English learning. Parental, environmental, teacher’s and intrinsic (personal) factors were examined. It is hoped that this research can be helpful for not only students but also teachers in learning and teaching English. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>

scholarly journals TEACHING PRACTICUM ACTIVITIES AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES - VIETNAM NATIONAL UNIVERSITY, HANOI FROM THE TEACHERS’ AND STUDENTS’ PERSPECTIVES

2019 ◽  
Vol 35 (2) ◽  
Author(s):  
Nguyen Thuy Lan
Keyword(s):  
Foreign Language ◽  
Training Program ◽  
Student Teachers ◽  
Teacher Education Program ◽  
International Studies ◽  
Language Teacher Education ◽  
Teaching Practicum ◽  
Teachers And Students ◽  
National University ◽  
The University

Practicum is always an important and indispensable component in a training program  in general and a foreign language teacher education program in particular. Through this activity, students will be able to put their acquired knowledge into practice, thereby shortening the gap of "apprenticeship" of young graduates. To assess the appropriateness of the current teaching practicum at the University of Languages and International Studies  - Vietnam National University, Hanoi (ULIS-VNU), the study has conducted a survey with 30 teachers and 100 students. The initial results show that in terms of practicum duration and implementation time, most teachers required that the duration should be increased because 06 weeks was not enough for students to practice and learn from experience. However, most students believed that the current internship was reasonable in the final semester of the training program. Concerning the time of starting the internship, the majority of teachers said that students should start their internship in the last semester when they had sufficient foreign language skills and pedagogical skills; students conversely preferred to practice earlier. In terms of skills and knowledge that need to be equipped for students, all participants agreed that the training of soft skills should be added. In terms of the highschools that receive student teachers, most participants believed that those should be selected by the university; however, the schools’ level of support and effectiveness in guiding students were not highly appreciated. The initial findings of this study may serve as suggestions for the continous revision and improved facilitation of the teaching practicum activities at ULIS-VNU to achieve the goals of training prospective student-teachers.

scholarly journals FORMATION OF THE RESEARCH SKILLS OF STUDENTS DURING STUDYING THE FOREIGN LANGUAGE (ENGLISH) AT THE UNIVERSITY

2019 ◽  
Vol 7 (6) ◽  
pp. 33-37
Author(s):  
Inna Imamovna Sokolova ◽  
Ilyuza Vasilovna Gilmutdinova
Keyword(s):  
Foreign Language ◽  
Scientific Literature ◽  
Language Education ◽  
Foreign Language Education ◽  
Research Skills ◽  
Analysis And Synthesis ◽  
Teachers And Students ◽  
Second Year ◽  
The University ◽  
Academic Year

The purpose of the article is to research the influence of English lessons and students’ scientific conferences on the formation of the research skills of university students.Materials and methods: The second-year students of the Institute of Psychology and Education, Kazan Federal University took part in the study. In the process of study, the following research methods were used: theoretical analysis and synthesis of scientific literature; the study and synthesis of advanced educational experience; pedagogical observations of the process of foreign language education at the university, interviews, and questionnaires.Results of the research: There were identified the key research skills for university students. The initial and final level of the formation of the research skills during the academic year was measured. The results show that the lessons of the foreign language (English) along with the participation in student’s conference influence effectively on the research skills formation. Applications: This research can be used for the universities, teachers, and students. Novelty/Originality: In this research, the model of Formation of the research skills of students during studying the foreign language (English) at the university is presented in a comprehensive and complete manner.

scholarly journals LEARNING MOTIVATION AS THE BASIC NEEDS IN IMPROVING ENGLISH SKILLS FOR NON- EFL LEARNERS COOPERATIVELY

2021 ◽  
Vol 4 (1) ◽  
pp. 126
Author(s):  
Asti Gumartifa ◽  
Betri Sirajuddin
Keyword(s):  
English Learners ◽  
English Language ◽  
Learning Motivation ◽  
English Learning ◽  
Intrinsic Factors ◽  
School Activities ◽  
Foreign Language Learners ◽  
Teachers And Students ◽  
English Learning Motivation ◽  
Learning English

The language of English has been used for many years before. The importance of the English language used has been considered by many students in school activities. Unfortunately, some students cannot master English language skills easily. There are some students’ perception about the difficulties of learning English; some of them are students who have the low spirit of English learning process. English learning motivation is one of the fundamental requirements in the process of learning effectively. Motivation in learning English is a part of intrinsic factors from the students. Students have high and deep motivation in learning will gain the objective of learning well. Therefore, both teachers and students must keep improving the learning motivation to the students in the process of learning English both inside and outside of the class. This paper examines current views and scientific proof about the nature of learning motivation in improving non-English foreign language learners. This study is widely used to generate the diverse interests of teachers to the importance of motivation used in the process of English learning, especially for non-native English learners. Keywords:  English Language, English Learners, Learning Motivation, Cooperatively

Promoting positive washforward through personalised test feedback and other benefits: Piloting a computer-based testing system

2020 ◽  
Vol 10 (1) ◽  
pp. 235-244
Author(s):  
Elena A. M. Gandini ◽  
Tania Horák
Keyword(s):  
Foreign Language ◽  
Testing System ◽  
Test Results ◽  
Test Feedback ◽  
Teachers And Students ◽  
Computer Based ◽  
Computer Based Testing ◽  
The University ◽  
Future Learning ◽  
Personalised Feedback

AbstractThis contribution reports on the developing and piloting of a computer-based version of the test of English as a foreign language produced by the University of Central Lancashire (UCLan), where it is currently used for the admission of international students and the subsequent evaluation of their language progress. Among other benefits, computer-based testing allows for better and individualised feedback to both teachers and students, and it can provide a more authentic test experience in light of the current digital shift that UK universities are undergoing. In particular, the qualitative improvement in the feedback available for test-takers and teachers was for us a crucial factor. Providing students with personalised feedback, that is, directly linked to their performance, has positive washforward, because it means we can guide their future learning, highlighting the areas they need to work on to improve their language skills and giving them suggestions on how to succeed in academia. Furthermore, explaining the meaning of test results in detail improves transparency and ultimately washback, as teachers can use the more accessible marking criteria, together with information on how their students performed, to review plans and schemes of work for subsequent courses.

scholarly journals Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
pp. 104 ◽  
Author(s):  
Huda Alqunayeer
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Female Students ◽  
Language Teachers ◽  
Test Results ◽  
Loan Words ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals USING BOOKWIDGETS TO ATTRACT STUDENTS' INTEREST IN LEARNING ENGLISH

2021 ◽  
Vol 9 (4) ◽  
pp. 504
Author(s):  
Zaitun Zaitun ◽  
Muhammad Sofian Hadi ◽  
Diah Rahmawati Lestari
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Online Survey ◽  
Learning Activities ◽  
English Learning ◽  
School Students ◽  
Teachers And Students ◽  
Quantitative Descriptive ◽  
Descriptive Method ◽  
Learning English

English teachers deliver their teaching materials using various platforms. One of those is the BookWidgets platform which is used to create interactive learning activities and involves students in engaging teaching material. This platform provides teachers and students with dynamic widgets such as iPad, Android tablets, Chromebooks, and iBooks with interactive content. These are designed to interact with students’ interest in acquiring English smoothly. Therefore, this study is aimed at finding out students’ interest in learning English and attract their interest using Bookwidgets. The method used in this study was a quantitative descriptive method, which used a survey to collect the data. The population in this study was taken from junior high school students in MTs Al-Falah using a questionnaire or online survey. In analyzing the data, the writer used a Likert statistical analysis. The results of this showed that students’ interest in English learning using media increased up to 48,1% after they were being introduced to Bookwidgets.

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