scholarly journals Malaysian Tertiary ESL Students' Writing Errors and Their Implications on English Language Teaching

2021 ◽  
Vol 17 (3) ◽  
pp. 235
Author(s):  
Siti Zawani Mehat ◽  
Lilliati Ismail
Keyword(s):  
Second Language ◽  
Academic Writing ◽  
Language Production ◽  
English Language ◽  
English Language Teaching ◽  
English As Second Language ◽  
Adult Esl ◽  
Study Results ◽  
Esl Learners ◽  
Writing Errors

Abstract: Errors, either in writing or speaking, are common in second language production. Researchers have long been investigating English as Second Language (ESL) learners' errors because they may produce different kinds of errors than native speakers. The purpose of this study was to identify errors made by adult ESL learners and to examine the L1 interference in writing errors. Writing samples were collected from 30 students enrolled in the academic writing class in Universiti Putra Malaysia, and the errors were identified, recorded, and analyzed to determine whether they were intralingual or interlingual ones. The study results showed that most of the errors were in subject-verb agreement and verb tenses, which could be caused by first language (L1) influence. The findings of this study would shed light on the types of errors these ESL learners make and their weaknesses in using the English language. Besides, the findings could support instructors, curricula creators, and textbook writers to create and offer materials that could help learners enhance their command of the English language.   Keywords: Error Analysis, Intralingual, Interlingual, writing problems, writing errors

scholarly journals SUCCESSFUL LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL YEAR 5 ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Peter Lee Pui Weng ◽  
Melor Md Yunus ◽  
Mohamed Amin Bin Embi
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
English As Second Language ◽  
Vocabulary Strategies ◽  
Esl Learners

Research on language learning strategies in Malaysia has been carried out extensively since mid 1990s. However, these studies have not covered the language learning strategies among native pupils in suburban primary school in Mukah, Sarawak. The main objective of the study was to identify the language learning strategies used by English as Second Language (ESL) learners. Data was collected using a survey questionnaire with 20 outstanding Year 5 ESL Iban learners in one of the suburban schools in Mukah, Sarawak. The instrument used in this study include a Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 60 statements concerning the four major English language skills, namely listening, speaking and reading as well as acquisition of vocabulary and grammar. Data was analyzed through mean, frequency, percentage and standard deviation. The findings revealed that these learners were moderate users of listening, reading, writing, grammar and vocabulary strategies and low users of speaking strategies. There were variations in responses with regard to the use of language learning strategies among primary school learners. The pedagogical implications of the findings are also discussed. 

scholarly journals Students' Writing Errors and What Lies Beyond Them

2018 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Fahmy Imaniar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Error Analysis ◽  
English Language ◽  
Second Language Learners ◽  
English Language Teaching ◽  
Common Error ◽  
Teachers And Students ◽  
Writing Errors

Writing in second language is demanding that leads learners to make errors in their performance. Fortunately, the view of error has changed into a way of understanding second language acquisition and its practice. Error analysis is an approach of SLA to learn the errors made by the second language learners. However, knowing the errors made is not enough, therefore, it is important to see the factors beyond the errors. This present study aims at knowing what writing errors the learners make and what the most common error occurs are. Furthermore, this study explored what factor lies beyond those errors. Through mixed method design as well as Error Analysis (EA) approach, this study was conducted in one learning course in Sidoarjo, East Java, Indonesia. Through this study, it was revealed that omission was the type of error mostly made. Furthermore, intralingual and interlingual factors were the ones beyond the errors. It is expected that this study will contribute to the knowledge and practice on the fields of not only Second Language Acquisition (SLA) but also English Language Teaching (ELT) involving teachers and students.   

scholarly journals Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Harwati Hashim ◽  
Melor Md. Yunus ◽  
Mohamed Amin Embi ◽  
Nor Azwa Mohamed Ozir
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
English Language ◽  
English As Second Language ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Nowadays, mobile technology is changing the landscape of language learning and is seen as the next frontier being researched for its potential in enhancing the teaching and learning of English language.  The portability of mobile devices is believed to bring new methods that can shape learning styles and pedagogies which could become more personalised and allow learners to learn on the move; thus, enhance English language teaching and learning.  This creates the potential for significant change in the teaching and learning of English as Second Language (ESL). Taking mobile learning as the setting within which developments in Mobile-assisted Language Learning (MALL) may be understood, this paper offers reflections on what Mobile-assisted Language Learning (MALL) has potentially offered and the constraints that might be faced by the English as Second Language (ESL) learners when using MALL.  Above all, it was a challenging issue to cover learning tasks by using a mobile device particularly in learning English as Second Language (ESL).  Nevertheless, mobile devices which are popular among students are motivational tools to be used in education as well as various learning activities.  This was proven by many researchers who have shown the positive outcomes.  Hence, we should admit that mobile devices are finding their way into classrooms in the student’s pockets, and we have to ensure that educational practice can include this mobile technology in effective and productive ways particularly for English as Second Language (ESL) learning.

Blended Approach for Learning English as Second Language

2020 ◽  
Vol 1 (1) ◽  
pp. 35-39
Author(s):  
Rajesh Lankapalli ◽  
Y.V.G. Nukeswara Rao
Keyword(s):  
Second Language ◽  
Blended Learning ◽  
Education System ◽  
English Language ◽  
English Language Teaching ◽  
Learning Activities ◽  
English As Second Language ◽  
Face To Face ◽  
Subject Areas ◽  
Face To Face Learning

This article describes how over the years, education systems, academics, and students have undergone many modifications with the appearance of the latest technologies. This variation is clear particularly in implementation within the pedagogic structures of the education system. On par with different subject areas especially in English language teaching is additionally taking advantage of the blended mode of learning. Blended learning is for people who would like to advance their skills through face-to-face learning, while supporting their learning with online and remote learning activities.

scholarly journals History of English-as-a-Second-Language Teaching in the Middle East and the Current Scenario in Bahrain

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Gita Ponnuchamy
Keyword(s):  
Second Language ◽  
Middle East ◽  
Primary Schools ◽  
English Language ◽  
Language Teaching ◽  
Arabic Language ◽  
International Standards ◽  
English Language Teaching ◽  
Grade One ◽  
Esl Learners

In the Middle East, independence from the colonial powers was synonymous with ‘Arabization,’ making Arabic fundamental to education (Findlow 2006). With the member nations of the Arab League striving to promote Arab-Islamic culture and the Arabic language, Arabic came to symbolize tradition and Islamic values and the English language and Western culture, modernity and materialism (Al Zeera 19990; Charise 2007; Findlow 2006). While government-run schools adopted Arabic as their medium of instruction relegating English to the status of a second language, most of post-secondary education continued to be imparted through the medium of English, leaving English-as-a-Second-Language (ESL) learners inept at coping with the academic demands of higher education. The introduction of ESL in Grade Four in primary schools is partly to be blamed for the ESL learners’ inadequacies. Rising criticism from tertiary level educators and employers necessitated the introduction of ESL in Grade One in 2004 in Bahrain (Bahrain Ministry of Education, 2003). Sweeping national reforms in the educational arena in Bahrain have led to the revamping of curriculum, instruction and assessment standards in an attempt to ensure Bahrain’s educational system is of international standards (Quality Assurance Authority for Education & Training 2011). The purpose of this review article is to trace the way English Language teaching has changed since the colonial days in the Middle East, especially in Bahrain and the reasons necessitating the change. This paper also has implications for research on the English proficiency levels of freshman students today who have learned ESL since Grade 1.

scholarly journals Challenges Faced by Language Learning Disabilities Primary Students in Learning English as Second Language

2020 ◽  
Vol V (III) ◽  
pp. 294-307
Author(s):  
Fareeha Javed ◽  
Yameena Batool ◽  
Sana Baig
Keyword(s):  
Learning Disabilities ◽  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Teaching Staff ◽  
English As Second Language ◽  
Language Learning Disabilities ◽  
Esl Learners ◽  
Learning English

This paper reports on a study carried out to explore challenges faced by primary level Language Learning Disabilities (LDs) students in learning English as a Second Language (ESL) in Pakistan. The data was collected through a quantitative (close-ended) questionnaire filled in by 100 and a qualitative (open-ended) questionnaire filled by 10 Primary English language teachers in Pakistan. The findings revealed that language LDs hinder the development of literacy and oral skills of primary ESL learners. The study concluded that in order to improve the English language learning of students with language LDs, there is a need to assure the provision of teacher training facilities, application of sensorial activities, and establishment of good rapport between the teaching staff, school administration and parents of students with language LDs.

Quality Indicators for Designing English Learning Podcasts

2021 ◽  
pp. 62-75
Author(s):  
Tingting Kang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Quality Indicators ◽  
English Language ◽  
English Language Learning ◽  
English As Second Language ◽  
American University ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Podcasts, one type of mobile-assisted language learning, have been promoted as promising tools in second language (L2) learning. Yet, quality indicators of podcast programs have not been generalized. Applying previous empirical results on predictors of listening comprehension, the purpose of this chapter was to identify English language learning podcast programs in iTunes that were preferred by language learners and teachers and build up a list of the indicators that can be considered for selecting and designing high-quality English language learning podcasts. Participants were 26 intermediate English as second language (ESL) learners at a southwestern American university and two of their listening and speaking teachers. The results revealed that the ESL students and their teachers both preferred podcasts that had interesting topics, natural speed, and clear pronunciation.

Impact of inquiry-based English teaching through digital applications on primary schoolchildren's reading comprehension and autonomy in pandemic situation

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Ekaterine Pipia ◽  
Irina Chikovani
Keyword(s):  
Academic Performance ◽  
Reading Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Autonomy Development ◽  
Study Results ◽  
Before And After ◽  
Quantitative Manner ◽  
The Impact

Considering the urgency of integrating technologies in the contemporary classrooms, the aim of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ reading comprehension and autonomy development during a pandemic outbreak of COVID-19. The research context has been designed in a quantitative manner to analyze experiment results and compare control and treatment group learners’ reading comprehension and academic achievement levels as well as to measure primary schoolchildren’s level of autonomy before and after the treatment. The subjects’ autonomy level, curiosity and interest in reading through digital applications before and after the experiment have been evaluated through pre and post-experimental questionnaires. Learning processes of two experimental and two control groups were compared to create four research contexts for the study. Discrepancy between inquiry-based teaching through a digital library and a traditional way of teaching reading has been emphasized in the study results. The obtained data has been analyzed using SPSS to compare the academic performance results. The study revealed that inquiry-based English language teaching through digital applications highly enhanced the primary learners’ academic performance in reading and increased their motivation level to study independently.

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