scholarly journals Lithuanian University Students’ Motivation to Study English

2021 ◽  
Author(s):  
Aurelija Daukšaitė-Kolpakovienė ◽  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Student Motivation ◽  
Liberal Arts ◽  
Qualitative Data ◽  
Demographic Information ◽  
Online Questionnaire ◽  
Liberal Arts University ◽  
Learning Content ◽  
Different Types

Lithuanian university students’ motivation to study English as an obligatory study subject seems to be not researched. This is the reason why this study attempts to fill in the existing gap by aiming to learn how motivated Lithuanian students are to learn English at a liberal arts university in which English (as a foreign language) is obligatory to study. 61 upper-intermediate level students at Vytautas Magnus University (VMU) in Kaunas (Lithuania) were involved in the study and filled in an anonymous online questionnaire to reflect on their motivation to study English. The questionnaire involved statements on demographic information and 21 statements on different types of motivation. In addition, the research participants needed to explain in writing why they chose specific statements (all of which started with I study English because…). Thus, it was a quantitative and qualitative study, since qualitative data is lacking in various previous research on student motivation. The findings show that the Lithuanian university students are mostly instrumentally oriented. They hardly see English as an obligatory subject, even though it is, and intend to use it mainly as a tool to achieve various goals in the future, for instance, while travelling, communicating and working. Therefore, English teachers should place the learning content in these contexts to increase student motivation to study. This research may also have implications for the teaching of other obligatory non-speciality subjects at a liberal arts university, such as VMU.

scholarly journals Towards Understanding EFL Teachers’ Conceptions of Research: Findings From Argentina

2018 ◽  
Vol 20 (1) ◽  
pp. 57-72
Author(s):  
Darío Luis Banegas
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teacher Development ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Online Questionnaire ◽  
Efl Teachers ◽  
Research Findings

This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional notions closer to a quantitative paradigm. They felt research was not part of their job, and a lack of time was the main reason for not engaging in/with research. Teacher development, agency, empowerment, and autonomy could be sought by engaging teachers with forms of research which are meaningful to them, such as action research.

scholarly journals Learning foreign languages in teletandem: Resources and strategies

2015 ◽  
Vol 31 (3) ◽  
pp. 603-632 ◽  
Author(s):  
João A. TELLES
Keyword(s):  
University Students ◽  
Qualitative Data ◽  
Native Language ◽  
Critical Discussion ◽  
Learning Processes ◽  
Foreign Languages ◽  
Online Questionnaire ◽  
Intercultural Contact

ABSTRACT Teletandem is a virtual, collaborative, and autonomous context in which two speakers of different languages use the text, voice, and webcam image resources of VOIP technology (Skype) to help each other learn their native language (or language of proficiency). This paper focuses on learners' studying processes and their responses to teletandem. We collected quantitative and qualitative data from 134 university students through an online questionnaire. Results show the content of students' learning processes, resources, activities, and strategies. We conclude with a critical discussion of the results and raise pedagogical implications for the use o-f teletandem as a mode of online intercultural contact to learn foreign languages.

scholarly journals TED talks as resources for the development of listening, speaking and interaction skills in teaching EFL to university students

Neofilolog ◽  
2021 ◽  
pp. 201-221
Author(s):  
Katarzyna Kozińska
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
University Students ◽  
Online Teaching ◽  
Teaching Practice ◽  
Oral Communication ◽  
Research Literature ◽  
Online Questionnaire ◽  
Ted Talks ◽  
Interaction Skills

The article presents a study conducted on 27 university students and 5 of their teachers in the Winter semester 2020/21. The study was conducted because of recommended online teaching at Polish universities and almost four decades after the first TED event, when the TED community has become worldwide and the recordings of the events can be accessed online cost-free by anybody. The popularity of TEDs and the need to teach online prompted the author to incorporate it in teaching practice and review research literature from the areas of SLA (Second Language Acquisition), EFL (English as a Foreign Language) teaching and learning, socio-constructivism and adult learning. Based on this review, a hypothesis was formulated: TED talks support the development of listening, speaking, and interaction skills when used as a supplementary resource in teaching English as a foreign language to university students. Three supplementary questions were formed to test the hypothesis. Data was obtained in an online questionnaire and analysed using the qualitative data analysis framework of Miles and Huberman (1994). The study confirmed the hypothesis. Lessons with TEDs are valued as varied, interesting, inspiring and supporting oral communication skills’ development. Results are discussed, conclusions drawn and further research explored.  

scholarly journals University Students’ Understanding on Cultural Activities in American Culture Class

2018 ◽  
Vol 12 (2) ◽  
pp. 169
Author(s):  
Maryani Maryani ◽  
Lewinna Christiani Aguskin
Keyword(s):  
University Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
American Culture ◽  
Cultural Understanding ◽  
Cultural Activities ◽  
Different Types ◽  
Learning Logs ◽  
Learning Log

This research examined university students’ cultural understanding based on cultural activities that they had experienced. The data were gathered from 20 Indonesian university students who were attending American culture class through a questionnaire and ten learning logs. These students had experienced four different types of cultural activities. They were asked to share the experiences they have had regarding the cultural activities in the questionnaire and their gained knowledge related to each cultural activities in the learning log. The qualitative data were analyzed manually and classified into tables. The findings were used to explore student’s understanding of the use of cultural activities in learning and understanding American culture. In conclusion, the students gain deeper understanding after experiencing the cultural activities regarding American culture. The cultural activities practiced in this research can be used and developed for other subjects to enhance teaching and learning process in the classroom, especially to increase students’ comprehension of the particular subjects.

scholarly journals Institutional Internationalization of Greenville University: An Empirical Analysis of its Motivations and Challenges

2020 ◽  
Vol 13 (5) ◽  
pp. 1
Author(s):  
Yiwei Qiu
Keyword(s):  
Decision Making ◽  
Liberal Arts ◽  
Qualitative Methodology ◽  
Qualitative Data ◽  
External Factors ◽  
Decision Making Process ◽  
Field Observations ◽  
Liberal Arts University ◽  
Internal And External Factors

Drawing on case study evidence, this article explores the motivations a small liberal arts university internationalize and the challenges in facilitating internationalization. It employs qualitative methodology with qualitative data were collected from organizational documents, interviews, and field observations. The findings suggest that though a strong missionary is the most significant motivation for expansion, other internal and external factors impact the international decision-making process.

scholarly journals What is architectural management? Towards a pragmatic definition

2015 ◽  
Vol 22 (2) ◽  
pp. 151-168 ◽  
Author(s):  
Mohammed Alharbi ◽  
Stephen Emmitt ◽  
Peter Demian
Keyword(s):  
Design Methodology ◽  
Qualitative Data ◽  
Response Rate ◽  
Systematic Research ◽  
Online Questionnaire ◽  
Content Type ◽  
Different Types ◽  
Research Findings ◽  
Definition Of ◽  
Common Understanding

Purpose – The purpose of this paper is to provide a pragmatic definition of architectural management (AM) derived from systematic research. Design/methodology/approach – A triangulated approach to data collection was employed, comprising a number of sequential stages. First, a literature review was carried out to analyse the previous attempts to define the term. Then, a preliminary survey was conducted (online questionnaire) to capture the current interpretations of the term. After that, a new definition was formulated based on analysing and synthesising the collected data. The fourth stage was focused on examining the consistency of the new definition through the perspectives of architectural researchers and practitioners. The final stage was refining the definition based on the feedback. Findings – After following a pragmatic approach for constructing a new definition of AM; and based on the results of the several testing stages, it was found that AM is associated with the strategic management of the architectural office and its individual projects; and it is responsible for value design and delivery for its adopter and for the different types of stakeholders. Research limitations/implications – Although there was some quantitative testing in addition to the qualitative data the response rate was low in terms of the population of UK architectural practices. Originality/value – The outcome is the first definition of AM grounded in research. The research is unique in terms of reviewing the scope and limitations of the previous definitions of AM. Based on the research findings, the new definition of AM was found to offer an accepted description of AM that can be used by both researchers, educators and practising architects. The definition provides a common understanding (vocabulary) for those working in the area of AM.

scholarly journals Does Traditional Mean Good? A Pilot Study on University Students’ Perceptions of Different Types of Women and Men

2020 ◽  
Vol 19 (1) ◽  
pp. 109-136
Author(s):  
Kristina Fernandes
Keyword(s):  
Pilot Study ◽  
University Students ◽  
Gender Stereotypes ◽  
Explanatory Power ◽  
Gender Stereotyping ◽  
Current Paper ◽  
Shared Knowledge ◽  
Cognitive Structures ◽  
Online Questionnaire ◽  
Different Types

AbstractGender stereotyping remains a pervasive issue in society. Gender stereotypes are cognitive structures containing socially shared knowledge and expectations about women and men. Research has found that the dimensions evaluation (sweetheart vs. bitch) and traditionality (businessman vs. stay-at-home dad) have high explanatory power for identifying gender stereotypes. As a pilot study, the current paper investigates the traditionality and evaluation perceptions of expressions for women and men in English and Spanish, analysing them in the framework of Conceptual Metaphor and Metonymy Theory. In an online questionnaire, university students in London and Madrid rated 20 expressions for women (e.g. Eng. bitch, Spa. princesa) and men (e.g. Eng. player, Spa. cabrón), previously produced by themselves in single brainstorming sessions. The results indicate the existence of gender stereotypes, especially regarding promiscuity, and a correlation between traditionality and evaluation. Surprisingly and contrary to previous research, female participants produce more promiscuous subtypes than male participants.

scholarly journals Understanding Instructor Nonverbal Immediacy, Verbal Immediacy, and Student Motivation at a Small Liberal Arts University

2016 ◽  
Vol 16 (3) ◽  
pp. 11-22 ◽  
Author(s):  
Stephen A Furlich
Keyword(s):  
Student Motivation ◽  
Liberal Arts ◽  
Motivation To Learn ◽  
Nonverbal Immediacy ◽  
Communication Behaviors ◽  
Verbal Immediacy ◽  
Liberal Arts University ◽  
Immediacy Behaviors ◽  
Instructor Communication ◽  
Regression Relationship

Abstract Instructor communication behaviors and student motivation to learn relationships were studied at a small liberal arts university. Specifically, relationships between instructor nonverbal immediacy, verbal immediacy behaviors and student motivation to learn were measured. Only instructor verbal immediacy behaviors had a significant linear regression relationship result with student motivation to learn. These results from a small liberal arts university are discussed in reference to previous research that measured these variables primarily at research universities. The results and implications are addressed for instructors and administrators.

De Organisatie Van Het Tweetalige Lexicon.

1989 ◽  
Vol 34 ◽  
pp. 115-121 ◽  
Author(s):  
Hans Kerkman
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Lexical Decision ◽  
English Department ◽  
The Real ◽  
Lexical Decision Tasks ◽  
Different Types ◽  
Series Of Experiments ◽  
Lexical Items ◽  
Decision Tasks

In this article a description is given of a series of experiments in which it was tried to discover to what extend lexical items from two languages are stored separately or jointly. The experimental tasks used were lexical decision tasks with repetition and priming. Four different types of words were used that varied with respect to similarity in form and meaning in the two languages Dutch and English. Subjects were Dutch university students and members of staff from the English department. It was shown that words that are similar in the two langauges with respect to both form and meaning have a single representation in the lexicon, while words that were similar in form but different in meaning have separate representations for the two languages. For the nearly balanced bilinguals (members of staff) it was found that even for the real cognates (form and meaning similarity) the lexical elements have language separate representations. Apparently, the lexical organisation is different for advanced and very advanced speakers of a foreign language

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