scholarly journals The Effect of Attitudes and Emotions on the Desire to Use Arabic in Communication: Case Study of the Learners of Arabic as a Second Language at the Malysian University of Islamic Sciences

2013 ◽  
Vol 7 (3) ◽  
pp. 330
Author(s):  
Mechael Ibrahim
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Structural Equation ◽  
Willingness To Communicate ◽  
Target Language ◽  
Equation Modeling ◽  
Learning Context ◽  
Language Competence ◽  
Language Communication

The main purpose of this study was to investigate the effect of attitudes and emotions on the desire to use Arabic in communication in a second language learning context, in this case learners of Arabic as a second language at the Malaysian University of Islamic Sciences. A number of 225 students from the Islamic Science University of Malaysiavoluntarily participated in the study. The students represented four faculties of the University. A model of "willingness" to communicate in the second language was tested using Structural Equation Modeling and was found to accurately fit the data. The study found that language competence was antecedent of language communication confidence, while language confidence significantly and statistically correlated with willingness to communicate and consequently with language proficiency. The study also showed that male learners are more liable to language anxiety which was found to be negatively correlated with language competence and consequently lack of ability to use the target language. The study recommends that teachers provide learners of Arabic as a second language with greater opportunities to use the language inside and outside the classroom and to make their teaching more task-orientedinstead of lecture-oriented. 

scholarly journals THE CONTRIBUTIONS OF IMPLICIT-STATISTICAL LEARNING APTITUDE TO IMPLICIT SECOND-LANGUAGE KNOWLEDGE

2021 ◽  
pp. 1-29
Author(s):  
Aline Godfroid ◽  
Kathy MinHye Kim
Keyword(s):  
Second Language ◽  
Reaction Time ◽  
Language Learning ◽  
Statistical Learning ◽  
Structural Equation ◽  
Reaction Time Task ◽  
Implicit Knowledge ◽  
Equation Modeling ◽  
Language Tests ◽  
Language Knowledge

Abstract This study addresses the role of domain-general mechanisms in second-language learning and knowledge using an individual differences approach. We examine the predictive validity of implicit-statistical learning aptitude for implicit second-language knowledge. Participants (n = 131) completed a battery of four aptitude measures and nine grammar tests. Structural equation modeling revealed that only the alternating serial reaction time task (a measure of implicit-statistical learning aptitude) significantly predicted learners’ performance on timed, accuracy-based language tests, but not their performance on reaction-time measures. These results inform ongoing debates about the nature of implicit knowledge in SLA: they lend support to the validity of timed, accuracy-based language tests as measures of implicit knowledge. Auditory and visual statistical learning were correlated with medium strength, while the remaining implicit-statistical learning aptitude measures were not correlated, highlighting the multicomponential nature of implicit-statistical learning aptitude and the corresponding need for a multitest approach to assess its different facets.

The intersectionality of teacher immediacy, emotioncy and willingness to communicate in higher education context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Asieh Amini ◽  
Hiwa Weisi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Structural Equation ◽  
English Language ◽  
Pearson Correlation ◽  
Small Sample ◽  
Willingness To Communicate ◽  
Equation Modeling ◽  
Teacher Immediacy ◽  
Content Type

PurposeGiven the significance of willingness to communicate and its integral role in the field of foreign/second language acquisition (F/SLA), this quantitative study intends to examine the relationship between sensory emotioncy types and teacher immediacy with second language learners' willingness to communicate (WTC).Design/methodology/approachA total number of 280 students majoring in teaching English as a Foreign Language (TEFL), and English Language and Literature completed three scales of Sensory Emotioncy Type (SET), Willingness to Communicate and Teacher Immediacy (TI). For data analysis, Pearson correlation coefficient, multiple regression analysis and structural equation modeling (SEM) were employed.FindingsThe results of SEM showed that learners' WTC was significantly predicted by emotioncy and teacher immediacy. Further, reports from correlational and regression analyses revealed a significantly positive correlation, first, between teacher immediacy and learners' WTC, secondly, between emotioncy and learners' WTC.Research limitations/implicationsThe main limitation of this study was that the participants were selected from one context with relatively a small sample which might restrict the generalization. Nonetheless, the present study findings might extend ancillary horizons and provided worthwhile insights into the perception of teacher immediacy and emotioncy on students' willingness to communicate.Practical implicationsThe significance of the current study lies in its theoretical contribution to the notion of WTC and its pedagogical implications and suggestions to the benefits of rejuvenating second language teaching and learning. Findings of this study help pre-service and in-service teachers in providing them more robust picture of learners' individual differences; and hence exert the most appropriate tasks which learners have the most degree of familiarity and better to say, emotioncy.Originality/valueIn the current study notable results were obtained which would be efficacious to the present literature on the EFL teacher immediacy, emotioncy and willingness to communicate. First and foremost, the findings added to a growing body of literature on emotioncy as a relatively novel concept in academic settings and teacher immediacy , and willingness to communicate which have gained scant attention in the field.

scholarly journals The L2 Motivational Self System: A Replication Study

2020 ◽  
Vol 42 (1) ◽  
pp. 5
Author(s):  
Leander Hughes ◽  
Stacey Vye ◽  
Debjani Ray
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Structural Equation ◽  
Equation Modeling ◽  
Socioeconomic Background ◽  
System A ◽  
L2 Motivational Self System ◽  
Two Samples ◽  
National University ◽  
Self System

This study replicates research by Taguchi, Magid, and Papi (2009) regarding the L2 motivational self system, a framework for understanding second language learning motivation in terms of how learners view themselves as users of the second language (Dörnyei, 2005). The study was of 922 students at a national university in Japan who completed a questionnaire measuring 10 different L2 motivational and attitudinal factors. Correlation analyses and structural equation modeling (SEM) of the data supported the validity of the L2 motivational self system as a culture-independent explanation of the factors comprising L2 motivation. The differences that emerged in the strengths of relationships between factors for our sample compared to the Japanese sample in Taguchi et al. are postulated to be mainly due to differences between the two samples in their socioeconomic background and educational context. 本研究は、L2動機づけ自己システムに関する研究であるTaguchi, Magid, and Papi（2009）を追試したものである。L2動機づけ自己システムとは、第二言語学習における動機づけを、学習者が自分を第二言語使用者としてどのように見ているかという観点で理解するための枠組みである（Dörnyei, 2005）。本研究には日本の国立大学生922名が参加した。彼らはL2の動機づけ及び態度に関わる10個の異なる要因を測定するアンケートに回答した。相関分析と構造方程モデリング（SEM）を行った結果、L2動機づけの要因が文化的要因と独立したものであるとするL2動機づけ自己システムの妥当性が支持された。本研究とTaguchiらの研究で要因間の関係の強さに違いが生じたのは、主に社会経済的環境及び教育環境の違いが原因だと思われる。

scholarly journals The impact of the objectives of Arabic language learners as a second language and their involvement in the learning engagement on their language proficiency- field study on two Malaysian universities – Malaysia: علاقة الدافعية بتحسين الكفايات اللغوية لمتعلمي اللغة العربية كلغةٍ ثانيةٍ وانخراطهم في العملية التعلمية - دراسة ميدانية على طلبة جامعتي العلوم الإسلامية الماليزية والإسلامية العالمية الماليزيتين-

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Mikail Ibrahim, Zainalabidin Hajib, Yuslina Mohammad, Essamo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Learning Process ◽  
Structural Equation ◽  
Negative Relationship ◽  
Arabic Language ◽  
Linguistic Competence ◽  
The University ◽  
The Impact

This research aims to study the correlative relationships between the orientation towards the goal and engage in the learning process, and their relationship to the acquisition of Arabic language skills as a second language between students of the University of Islamic Science Malaysia and International Islamic University Malaysia. The study followed the correlative approach. The questionnaire consisted of a questionnaire that was distributed to a random stratified sample. The study population consisted of students from the University of Islamic Sciences Malaysia and the International Islamic University Malaysia. It reached 451 students (males = 170, females = 281). The researchers used the typical structural equation for statistical treatments. The result of the analysis showed a statistically significant relationship between the goal of empowerment, the goal of performance on the one hand, and linguistic competence on the other. While the negative relationship between avoiding schoolwork and language competence. The study also revealed that there is a strong positive relationship between engaging in the learning process mentally, behaviorally, emotionally and linguistic competence, and the behavioral involvement factor obtained the strongest relationship in determining the fate of the language learning process. Finally, the analysis showed that females are more capable than males. In light of the results, the current study recommended the application of such studies in some countries where Arabic is considered a second language to ensure the validity and consistency of the scale, and the possibility of generalizing it. Developing the skills of Arabic language teachers through training workshops and introducing them to modern teaching methods in teaching the Arabic language.

Testing Hypotheses about Language Learning Using Structural Equation Modeling

2014 ◽  
Vol 34 ◽  
pp. 102-122 ◽  
Author(s):  
Paula Winke
Keyword(s):  
Structural Equation Modeling ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Structural Equation ◽  
Applied Linguistics ◽  
Sem Analysis ◽  
Equation Modeling ◽  
Learning Context ◽  
The People

In this chapter, I review a statistical method for hypothesis or theory testing calledstructural equation modeling(SEM). First, I describe what a model of second language acquisition (SLA) is. I do this so anyone, even those new to the field of applied linguistics, can understand the basic concepts underlying SEM; that is, SEM researchers first articulate a model of SLA, then get empirical data from the real world that operationalize the variables in the model. Researchers use an SEM program to test the model on the data (to see if the model fits the data; if the model is plausible in relation to the learning context of the people from whom the data were collected). After explaining the basics of SEM, I provide a review of 39 applied linguistics studies that have been published in the last five years (between 2008 and 2013) and that present at least one SEM analysis as part of the results. I discuss four problematic areas related to the use of SEM that I believe these 39 studies highlighted: (a) sample size, (b) model presentation, (c) reliability, and (d) the number of Likert-scale points. I conclude with possible solutions for the four problem areas and outline future directions.

scholarly journals Processes of Acquisition a Second Language and Learning a Foreign Language: Terminology Standardisation and Harmonization

2019 ◽  
Vol 25 (2) ◽  
pp. 307-322
Author(s):  
Oksana Turkevych
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Language Performance ◽  
Language Aptitude ◽  
Language Competence

The article analyzes microgroup of terms relating to the process of second language acquisition or foreign language learning (language aptitude, interlanguage, language competence, language performance, language proficiency). The semantics of this group is analyzed and some aspects of normalization (compliance with linguistic and terminological norms) and harmonization (compliance with variants that function in English) are proposed. The difference between the terms of language acquisition and language learning is specified. The author of the article proves the idea that the acquisition of the second language is an unconscious process of producing the language, when a person implicitly assimilates speech samples and produces them intuitively. Learning a foreign language is a conscious process of producing a language when a person explicitly learns speech samples and produces them consciously. Language aptitude denotes the innate ability of a person which develops with the experience of communication, and it is a kind of mechanism that allows the mental and physiological levels to master the language. It is revealed that bilingualism (natural and educational) can be the result of different strategies of language mastering and thus there are various mechanisms for its formation. It is found out that interlanguage is a language that is characterizing a person who learns a new language, and it is the result of the interaction of language systems, rules, norms of native language and the language which is learned. It is dynamic and reflects the appropriate level of language proficiency. The relationship between terms language competence (a set of language knowledge), language performance (production and comprehension of language), and language proficiency (ability of an individual to speak or perform in a language according to the aim of communication) is determined. These terms are at the stage of entry into Ukrainian science.

Language mindsets, perceived instrumentality, engagement and graded performance in English as a foreign language students

2020 ◽  
pp. 136216882095840
Author(s):  
Altay Eren ◽  
Anıl Rakıcıoğlu-Söylemez
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Structural Equation ◽  
Emotional Engagement ◽  
Equation Modeling ◽  
Language Aptitude ◽  
Efl Students ◽  
Perceived Instrumentality ◽  
The Relationship

This study aimed to examine the relationships between English as a foreign language (EFL) students’ language mindsets (i.e. entity and incremental beliefs about general language intelligence, second language aptitude, and age sensitivity in language learning) and graded performance by considering the mediating roles of their perceived instrumentality as well as four aspects of engagement (i.e. agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement) within English classes. A total of 526 EFL students voluntarily participated in the present study. A latent factor correlation analysis, a series of multiple regression analyses, and a structural equation modeling analysis were conducted to analyse the data. The results showed that EFL students’ language mindsets, four aspects of engagement, perceived instrumentality, and graded performance were significantly and selectively related to each other. The results also demonstrated that the relationship between incremental beliefs about second language aptitude and graded performance was fully mediated by perceived instrumentality, that the relationship between incremental beliefs about general language intelligence and graded performance was fully mediated by agentic engagement, and that the relationship between perceived instrumentality and graded performance was partially mediated by agentic engagement. Theoretical and practical implications for EFL learning, teaching, and educational policymaking processes are also discussed in the study.

scholarly journals Authenticity of Identity and Second Language Learning

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110685
Author(s):  
Ying Wang
Keyword(s):  
Second Language ◽  
Social Context ◽  
Language Learning ◽  
Language Proficiency ◽  
Second Language Learning ◽  
Identity Theory ◽  
Target Language ◽  
Language Identity ◽  
Language Context ◽  
The Impact

This article focuses on authenticity of second language identity which has been at issue. Previous research of the authenticity of second language identity has revealed that second language identity may be inauthentic due to the impact from social context and the individual’s competence and desires. The discussion in this article aims at exploring causes for the possible inauthenticity of second language identity further. The discussion is carried out in a theoretical framework consisting of Sociocultural Identity Theory of Second Language Learning and Identity Theory. It is revealed that besides individual learners’ insufficient second language proficiency to support their free expression, contributive factors include: their possible disadvantageous position in power relations in a second language context, the lack of immediate and realistic social context, and the possible imagined membership in the target language community in a foreign language context. Based on the discussion, suggestions are made for second language teaching and learning practice.

scholarly journals Language Proficiency, Reading Development, and Learning Context

2014 ◽  
Vol 24 (1) ◽  
pp. 73-92 ◽  
Author(s):  
Liu Li
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
Quantitative Methods ◽  
Reading Development ◽  
Learning Context ◽  
Qualitative And Quantitative Methods ◽  
Learning Contexts

Language learning context plays an important role in second language acquisition. Yet little research has been done to find out the effects of contexts on second language reading development. This study compared the reading development of students at three proficiency levels in two learning contexts: the study abroad context and the at homeland context. Both qualitative and quantitative methods were used to measure the students’ progress. The results indicate that learning contexts play a role in learners’ reading development. The facilitative effects of the study-abroad context are more pronounced at the intermediate level.

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