scholarly journals Out-of-class English Practicing

2021 ◽  
Vol 5 (1) ◽  
pp. 7-15
Author(s):  
Zhakaw H. Ahmed ◽  
Wrya I. Ali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Language Use ◽  
Foreign Language Learning ◽  
Activity Type ◽  
Efl Students ◽  
University Level

Research in Second/Foreign language learning indicates that using English outside of the classroom is an essential part of the language learning process. However, certain studies have been cared out on university-level EFL students indicate that students use English minimally when outside of the classroom. This study furthers the research on English use outside of the classroom to more fully understand out-of-d all types of language learners and the link between language proficiency and out-of-class English language use. For methodology, three private universities in Erbil are concerned. The tools that are used in this study is a questionnaire and also interview. Validity and reliabilities are regarded here. The aims are to investigate the use of of-out-of class activity type that promotes using English and even their attitudes toward the benefits of using English outside of class. Research explores some recommendations to English language departments in the three universities which are helpful for the students’ language proficiency, the research also provides some suggestions for further studies.

scholarly journals Listening Skill Requires a Further Look into Second/Foreign Language Learning

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Hossein Bozorgian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Strongly Correlated ◽  
High Stakes ◽  
Reading And Writing ◽  
Listening Skill ◽  
Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

scholarly journals Machine Translation in Foreign Language Learning Classroom-Learners’ Indiscriminate Use or Instructors’ Discriminate Stance

2020 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Xiaomin Zhu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
Language Learners ◽  
Language Proficiency ◽  
Curriculum Design ◽  
Foreign Language Learning ◽  
Technology Tools ◽  
Holistic Understanding ◽  
Self Development

The use of machine translation (MT) tools in language learning classroom is now omnipresent, which raises a dilemma for instructors because of two issues, language proficiency and academic integrity, caused by that fact. However, with the unstoppable development and irresistible use of MT in language learning, rather than entangling with using it or banning it, it is more significant to figure out why learners turn to MT in spite of the prohibition from their instructors and how can instructors guide learners to use it appropriately. Consequently, this paper reviews articles with regard to the reason why learners turn to MT, the practical use of MT in learners’ writing, and some pedagogical solutions for making peace with MT in language learning classroom respectively. Implications can be garnered like that a course for learners of how to use MT tools properly should be included in the curriculum design, and simultaneously, the holistic understanding of these overwhelmingly fast-developed technology tools for instructors should be a part of teachers’ self-development, since instructors without knowledge said technology tools can not fully motivate language learners and implement the pedagogical solutions offered.

scholarly journals A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary

2019 ◽  
Vol 9 (1) ◽  
pp. 225-246
Author(s):  
Kata Csizér ◽  
Csaba Kálmán
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Learning Experiences ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
English Language Teachers

Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.

scholarly journals Developing an Interactive Storybook Application ‘Jack and the Dirty Smelly Beast’ for English Language Proficiency among Children

2021 ◽  
Vol 13 (4) ◽  
Author(s):  
Indah Fakhrani Arpin ◽  
Maizatul Hayati Mohamad Yatim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experience ◽  
Descriptive Analysis ◽  
Instructional System ◽  
Foreign Language Learning ◽  
Instructional System Design ◽  
Education Policies

The high percentage of students who are still struggling with the English language is worrisome, even though there are many well-planned strategies and education policies that are developed to resolve this problem. It is a universal belief that learning a foreign language at a young age through reading plays an important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive storybook application combined with suitable multimedia elements and features to encourage children to read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and features in improving children’s learning. Their responses were recorded and analysed using descriptive analysis. The findings showed that respondents agreed that learning experience improved significantly and attracted children to read when using this application. In conclusion, by using correct multimedia elements and suitable features in the interactive storybook application, it is envisaged that the children’s comprehension in learning a foreign language can be expanded. This research foresees there is enormous opportunity for literacy development in foreign language learning in the early ages through the creation of an interactive storybook application with suitable multimedia elements and features for children.

Massive Multiplayer Online Role-Playing Games as English as a Foreign Language Learning Environments

2019 ◽  
pp. 162-182
Author(s):  
Hélder Fanha Martins
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
English Language ◽  
Foreign Language Learning ◽  
Role Playing ◽  
Target Language ◽  
Role Playing Games

The objective of this chapter is to gain a better understanding of the usefulness of massive multiplayer online role-playing games (MMORPGs) for promoting English as a foreign language (EFL) acquisition. To accomplish this goal, the author analyzed specific categories of interaction occurring between English language learners while playing an online game entitled Eve Online. Previous research has proved that there are positive outcomes on EFL acquisition from the interaction that takes place while playing video games known as MMORPGs. These games immerse players in virtual worlds that are inhabited by hundreds and even thousands of other players, and all are partaking in the game in real time. Learners who choose to play the game in a foreign language are exposed to target language input in a context-rich environment where they can interact with native-speakers and other language learners.

Influence of prestudy on foreign language learning attitude

2010 ◽  
Vol 38 (2) ◽  
pp. 187-196 ◽  
Author(s):  
Ismail Hakki Mirici
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Foreign Language Learning ◽  
Control Group ◽  
Learning Attitude ◽  
Target Unit ◽  
Reading Activities

In this experimental study, based on qualitative and quantitative data collection from an experimental and a control group, the influence of 2 different ways of prestudy on foreign language learning attitude of the upper-intermediate level of English language learners was investigated. One prestudy program was based on specially designed familiarization handout-materials comprising topic-related reading activities, the other program entailed using a dictionary focusing on the words used in the target unit. Students who worked with the handout were significantly more motivated, active, and interactive than those who worked with a dictionary. In addition, teachers felt that students who did prestudy using handouts found the unit more meaningful and developed a better attitude towards learning a foreign language than did those who relied on a dictionary.

scholarly journals A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS

2018 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Musarat YASMIN ◽  
Ayesha SOHAIL
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Target Language ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers

Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.

scholarly journals CBM language measures as indicators of foreign-language learning: Technical adequacy of scores for secondary-school students

2021 ◽  
pp. 42-57
Author(s):  
Laura Hoefnagel ◽  
Christine A. Espin ◽  
Ralph Rippe
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Progress Monitoring ◽  
Reading Aloud ◽  
Reliability And Validity ◽  
Foreign Language Learning ◽  
English Word ◽  
School Students

Students with and without learning disabilities often struggle to learn a foreign language (FL). Teachers could benefit from a measure designed to screen and identify students at risk for FL learning difficulties. In this study, we examined the reliability and validity of scores from four curriculum-based measures (CBM) as potential indicators of English FL learning: reading aloud, maze selection, and English-to-Dutch and Dutch-to-English word translation. Participants were 133 Dutch students in Grade 8. Criterion variables were English course grades and scores on a standardized achievement test (Cito-VAS). Alternate-form reliability ranged from r = .77 to .87. Correlations between CBM and criterion measure scores ranged from r = -.04 to .65. Scores from maze selection and reading aloud alone predicted English-language proficiency better than a combination of scores from the four measures, explaining 29.7% and 23.6% of the variance, respectively. Implications for the use of CBM for FL screening and progress-monitoring are discussed.

Beliefs about Language Learning: Indonesian Learners' Perspectives, and Some Implications for Classroom Practices

2002 ◽  
Vol 46 (3) ◽  
pp. 323-337 ◽  
Author(s):  
Erlenawati
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Classroom Practices ◽  
Foreign Language Learning ◽  
Research Project ◽  
Beliefs About Language Learning ◽  
Learning And Instruction

Language learners hold a set of beliefs concerning language learning and these beliefs may influence the ways they learn, even though the beliefs are not always explicitly stated. This paper, part of the researcher's on-going research project, investigates the beliefs held by three Indonesian learners undertaking an English course in an English language centre at an Australian university. Data were gathered through questionnaire and interview. The findings reveal that the learners indeed held preconceived ideas about how English should best be learnt. Despite some misconceptions, learners' beliefs were on the whole realistic. The paper aims to sensitise teachers in the English as a foreign language and in second language environments to the types of beliefs learners may hold, and to the possible consequences of these beliefs for second or foreign language learning and instruction.

scholarly journals PEMBELAJARAN BAHASA INGGRIS MELALUI LAGU PADA ANAK USIA DINI

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Ida Vera Sopya
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
English Language ◽  
Foreign Language Learning ◽  
Short Term ◽  
Foreign Language Learners ◽  
Language Class ◽  
Good Learning

<p>This article describes the advantages and the examples of song to support English language learning process. Moreover, this article explains the position of English language in Indonesia and the characteristic of children as foreign language learners. Children have unique characteristics that could be employed for the supporting factors and disadvantaging factors of foreign language learning process. They need to move and be able to concentrate for a short term, learn through experiences, have less ability to control and plan their activities, not fear to do some mistakes or take risks, not really pay attention to their shelves or their actions, pay attention to the language purpose, and posses limited experiences in their lives. Songs are learning resources that have so many advantages, including linguistics resource, affective/psychological resource, and cognitive resource. Songs can be good learning sources as teaching media for English language class.</p>

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