scholarly journals ENGLISH MATERIAL NEEDS OF AUTOMOTIVE TECHNOLOGY STUDENTS: AN ESP APPROACH

2021 ◽  
Vol 7 (1) ◽  
pp. 152
Author(s):  
Farida Indri Wijayanti ◽  
Arif Nugroho
Keyword(s):  
Language Learning ◽  
Information Exchange ◽  
Structured Interview ◽  
Linguistic Features ◽  
Content Areas ◽  
Technology Students ◽  
Automotive Technology ◽  
Vehicle Inspection ◽  
Career Needs ◽  
Specific Discipline

English for automotive technology is a specific discipline in which the students require particular language learning materials to meet their academic and future career needs. Hence, contextual material is a prerequisite to achieving the success of language learning. Drawing on this issue, the present study identified the English material needs of automotive technology students for working in vehicle inspection. The required data were collected using a web-based questionnaire and semi-structured interview from 186 students, 7 English lecturers, and 44 graduates of Poltrada Bali and PKTJ Tegal Indonesia who were purposively selected as the participants. This study classified English materials into content areas of automotive technology, language skills, and linguistic features. The results revealed that content areas needed by the students included vehicle components and their performances, ranging from engine system to support components. This study further suggested that speaking and reading were the most frequently needed skills than the other two skills because of the rapid growth of Information, Communication and Technology (ICT) and the needs of international information exchange in the automotive field. It was also depicted that the students preferred applied terminologies and translation to grammar since many automotive technology references and vehicle inspection were normally written in English. The results of this study could serve as an overview for lecturers and institution in automotive technology program to create standard syllabus and contextual material textbooks for the students.

Female Saudi International Students Daily Practices on Social Media in Australia

2017 ◽  
Vol 5 (12) ◽  
pp. 39-77 ◽  
Author(s):  
Hanan MOHAMMED ALSHEHAB
Keyword(s):  
Social Media ◽  
International Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Social Life ◽  
English Language ◽  
Human Life ◽  
Structured Interview ◽  
Digital Identity ◽  
English Language Acquisition

The effect of Social Media (SM) technology on human life in the 21St century cannot be denied; the use of SM platforms can be seen in various fields, such as education, medicine, politics, social life, communication methods, and daily life. The research aimed to investigate SM’s impact on Female Saudi International Students’ (FSIS) English language learning and creation of identities. This study utilized a qualitative method to obtain in-depth knowledge of FSIS’ practices on SM and the effects on their learning and identity. The semi-structured interview was used to collect the data from eight FSIS. Thematic analysis was used to analyze the data. Three main themes were generated: FSIS’ daily practices, FSIS’ digital identity, and FSIS’languages on SM. The findings show that FSIS is active on SM, having accounts on different SM platforms. They communicate with people from Saudi Arabia and of different nationalities. Also, the findings assert that FSIS has a strong digital identity on SM. Moreover, the findings emphasized that using SM helps some of the FSIS to improve their English language proficiency. They use SM as a learning tool for English language acquisition. The limitations and the implications of the study are stated in the Conclusion. For further research, suggestions are made to investigate more phenomena regarding Saudis’ using of SM.

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

scholarly journals Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 63-84
Author(s):  
Sevim Maviş ◽  
Fevzi Dursun
Keyword(s):  
Language Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
English Language Teaching ◽  
Teaching English ◽  
Black Sea Region ◽  
The Impact

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

scholarly journals TEACHERS’ PERCEPTIONS TOWARDS TEACHING WRITING USING WORD GAMES; THE CASE STUDY OF JUNIOR HIGH SCHOOLS IN SEMARANG, CENTRAL JAVA, INDONESIA

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Dias Andris Susanto ◽  
Maria Yosephine
Keyword(s):  
High Schools ◽  
Language Learning ◽  
Junior High ◽  
Lesson Plan ◽  
Structured Interview ◽  
Junior High Schools ◽  
Teaching Writing ◽  
Teachers Perceptions ◽  
Central Java ◽  
The Way

This was a descriptive qualitative study which was done in 2017 at junior high schools in Semarang Central Java, Indonesia. This study focused on the teachers’ perception and teaching writing using word games. According to Chastain (1988) "writing is a basic communication skill and a unique tool in the process of second language learning" (p.244). The problem of this study was what are the teachers’ perception towards the word games used in enhancing the students’ writing skill? The sample of the research were 6 junior high schools’ students in Semarang central java, Indonesia. They were students of grade eighth at SMP N 8, SMPN 39, SMPN 36, SMP Institut Indonesia, SMP PGRI Semarang, and SMP Theresiana Semarang. A structured interview was kindly used as the instrument in collecting the data. The findings are; 1) Teaching writing is not easy and need to be creative to make students understand since they have to master the way hoe to organize a good paragraph or text. 2) Usually they do not apply any games in teaching writing since they got the material for granted. 3) Most of the teachers have known what word game is. Even they have applied it sometimes in speaking and vocabulary. 4) Teachers rarely do teaching English using word games by purpose. Especially teaching writing, teachers do not really pay attention on the current skill. 5) Even though some teachers do not really understand the way to use word games in the case of implementation but then, they are aware that students need a motivation in a space of teaching and learning process during filling the material. 6) Teachers like teaching writing using word games because word games can help them to motivate students in following the questions since the love playing while learning in the classroom. 7) teachers can motivate students to follow the lesson with fun, teachers easily follow the word games because it is equipped by the clear instructions, there are various word games which are related to teaching skills, word games are easily made/created by teachers based on the need of the lesson plan, word games are the simplest media to teach and long life. 8) word games which applicable to teach writing using word games are entitled broken sentence, mixed story, arranging sentence in a story, and getting occupation. The conclusions are The teachers’ perceptions towards teaching writing using word games are; teachers feel happy and fun during teaching writing using word games, teachers need more energy and time to maintain the word games, teachers should focus on the goal of writing mastery not the game itself, teachers should be creative in creating and organizing the word games, and teachers believe that word games are able to motivate students in following the lesson.  Key words: teachers’ perception, teaching writing, word games

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

Perception of Students on the Use of Mobile Phones in EFL Learning: A Phenomenological Study

2021 ◽  
Vol 5 ◽  
pp. 51-61
Author(s):  
Harka Raj Tembe
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Policy Makers ◽  
Positive Attitudes ◽  
Network Quality ◽  
Efl Learning

This research study focuses on the students’ perception on the use of mobile phones in EFL learning in the context of Nepal. It aims to investigate how the students are taking smart phones as a means for EFL learning in their educational experience. The study was carried out among the students of the bachelor level at Dhankuta Multiple Campus. It was largely informed by a phenomenological approach in order to examine the students’ experiences of using mobile phones in EFL learning. The semi- structured interview was held to collect the required data. Results indicate that all participants have positive attitudes on the use of mobile phones in learning English. However, they feel a few difficulties in understanding the text through the mobile phones. They expect supportive guidance and reliable network quality for effective EFL learning. Mobile phones can serve as a useful language learning tool if it is utilized properly for specific purposes. All curriculum developers, syllabus designer and policy makers should consider the space of mobile assisted English language learning in the present curriculum.

Bringing Cross-Cultural Communication Analysis Into Foreign Language Classrooms

2019 ◽  
pp. 71-97
Author(s):  
Trudy O'Brien
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Communication ◽  
Learning Experience ◽  
Cross Cultural ◽  
Target Language ◽  
Complex Nature ◽  
Linguistic Features ◽  
Cross Cultural Communication ◽  
Language Classrooms

The teaching of a second or foreign language has always incorporated some aspect of cultural information, but the full and rather complex nature of cross-cultural and intercultural communication has not always been an explicit pedagogical focus. The chapter outlines the key components of cross-cultural and intercultural communication (CCC/ICC), and reviews some major theories that have dominated the area. It is suggested that providing explicit instruction in CCC/ICC to language learners will prepare them for interacting appropriately in the target language in whatever global context they may wish to use it. Learners need to be not only linguistically and pragmatically but culturally competent as well as they move into multicultural contexts of interaction in that language. Specific elements of cross-/intercultural communication with regards to linguistic features and potential points of confusion in the EFL (English-as-a-foreign language) classroom are discussed as accessible examples. The chapter then relates some ways that cross-/intercultural mindfulness and understanding can form an active part of the teaching of a second/foreign language in order to enhance the full language learning experience and subsequent entry to successful communication.

Automatically Augmenting Academic Text for Language Learning

2018 ◽  
pp. 512-537
Author(s):  
Shaoqun Wu ◽  
Alannah Fitzgerald ◽  
Ian H. Witten ◽  
Alex Yu
Keyword(s):  
Open Access ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Contextual Information ◽  
British Library ◽  
Linguistic Features ◽  
Lexical Bundles ◽  
English Writing ◽  
Design Considerations

This chapter describes the automated FLAX language system (flax.nzdl.org) that extracts salient linguistic features from academic text and presents them in an interface designed for L2 students who are learning academic writing. Typical lexico-grammatical features of any word or phrase, collocations, and lexical bundles are automatically identified and extracted in a corpus; learners can explore them by searching and browsing, and inspect them along with contextual information. This chapter uses a single running example, the PhD abstracts corpus of 9.8 million words derived from the open access Electronic Theses Online Service (EThOS) at the British Library, but the approach is fully automated and can be applied to any collection of English writing. Implications for reusing open access publications for non-commercial educational and research purposes are presented for discussion. Design considerations for developing teaching and learning applications that focus on the rhetorical and lexico-grammatical patterns found in the abstract genre are also discussed.

Sign in / Sign up

Export Citation Format

Share Document