scholarly journals Language Learning Difficulties Reported by Beginner-Level Learners of Arabic Using Online Tools

2020 ◽  
Vol 11 ◽  
pp. 19-35
Author(s):  
Mahmoud Amer
Keyword(s):  
Language Learning ◽  
Learning Difficulties ◽  
Online Supplementary Material ◽  
Vocabulary Recall ◽  
Online Tools ◽  
Supplementary Material ◽  
Weekly Journal ◽  
Journal Entries

This study examined how two classes used online supplementary material to learn Arabic and the difficulties they reported in the process of their learning. The two classes have a total of 33 students who completed the course. The data from their weekly journal entries and log information from the site where the material was housed are used to describe the extent and the ways in which students used the material and issues they faced learning Arabic. Results show that students in both classes spent roughly 265 hours practicing Arabic with an average of 8 hours per student throughout the semester and that vocabulary recall and pronunciation were key struggles in their learning. Furthermore, this paper discusses some of the themes that emerged of students’ journal entries about their learning Arabic. Further implications are provided and discussed.

scholarly journals Identifying Pre-Service Teachers’ Beliefs About Teaching EFL and Their Potential Changes

2017 ◽  
Vol 19 (2) ◽  
pp. 167-184 ◽  
Author(s):  
Sergio Andrés Suárez Flórez ◽  
Edwin Arley Basto Basto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Public University ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Teachers Beliefs ◽  
Bachelor Of Arts ◽  
Beliefs About Teaching ◽  
Weekly Journal ◽  
Journal Entries

This study aims at identifying pre-service teachers’ beliefs about teaching English as a foreign language and tracking their potential changes throughout the teaching practicum. Participants were two pre-service teachers in their fifth year of their Bachelor of Arts in Foreign Languages program in a public university in Colombia. Data were gathered through a modified version of Beliefs about Language Learning Inventory before the practicum, eight weekly journal entries administered during ten weeks, and two semi-structured interviews at the end of the teaching practicum. The findings revealed that most of the pre-service teachers’ beliefs changed once they faced the reality of the classroom.

scholarly journals Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course

2016 ◽  
pp. 136-151
Author(s):  
Sahar Alzahrani ◽  
Vicky Wright
Keyword(s):  
Language Learning ◽  
Instant Messaging ◽  
Virtual Learning Environment ◽  
Learning Needs ◽  
Learning Resources ◽  
Learning Space ◽  
Look Ahead ◽  
Online Tools ◽  
The Many ◽  
The University

This paper reports on the design and management of an online self-access language learning (SALL) space that was used with a group of Saudi medical students to complement classroom-based learning. The aim was to increase the opportunities for communication and language practice and, more specifically, to help develop the learners’ language learning autonomy (Little, 1999). In a pre-study, a questionnaire and a focus group were used to collect information about the students’ needs and interests in language learning. The design of this space was informed by the students’ feedback on their language learning needs and styles as recommended by Breen (1986) and Marsh (2012). Desire2Learn, a widely used virtual learning environment, was used to provide learners with an online self-access center because of the many features it has which would help learners to take control of their learning. The learning resources and online tools included instant messaging (IM), a news stream, access to a facilitator and other learning support, moderated discussions, videos, images, activities and quizzes, as well as links to external materials and to free self-access language learning resources. A description will be provided of how the materials, the tools, and the facilities were integrated within this space along with the justification for each of the elements. A look ahead to how this study could be extended for use with all learners enrolled in the medical scheme of the university will be discussed at the end of the paper.

scholarly journals College Students’ Possible L2 Self Development in an EFL Context during the Transition Year

2015 ◽  
Vol 9 (1) ◽  
pp. 41 ◽  
Author(s):  
Ying Zhan ◽  
Zhi Hong Wan
Keyword(s):  
Language Learning ◽  
Focus Group Interviews ◽  
Efl Context ◽  
Language Learning Motivation ◽  
Self Development ◽  
English Major ◽  
Cyclical Process ◽  
Group Interviews ◽  
Journal Entries ◽  
Academic Year

<p>In the field of second language learning motivation, the studies on process-oriented nature of possible L2 selves are scarce. In order to address this research gap, this study explored how a group of five Chinese non-English-major undergraduates developed their possible L2 selves during the transition year from high school to university. The content analysis of 4 focus group interviews, 202 journal entries, and 50 post-diary interviews show that in the first academic year, the five participants experienced a four-stage cyclical process of developing their possible L2 selves, namely, (a) generating multiple possible L2 selves, (b) selecting a possible L2 self to pursue, (c) realizing the selected possible L2 self, and (d) incorporating the realized possible L2 self into the present self scheme. More specifically, the selected possible L2 self was realized through elaboration of relevant imagination and alignment with a larger community. The study has enriched our understanding of the mechanism of possible L2 self development and shed light on motivating undergraduates to learn English in an EFL context.</p>

Enriching Child Psychology Courses with a Preschool Journal Option

1988 ◽  
Vol 15 (2) ◽  
pp. 93-95 ◽  
Author(s):  
Judith Sugar ◽  
Marylin Livosky
Keyword(s):  
Child Psychology ◽  
Practical Experience ◽  
Extra Credit ◽  
Psychology Courses ◽  
Weekly Journal ◽  
Journal Entries

This article describes a preschool journal option for child psychology classes. The option requires students to spend 2 hr each week throughout the term as volunteers at a preschool. Weekly journal entries must integrate lecture and text material with practical experience. Participating students earn extra credit, commensurate with their performance, toward their final course grade. Students' evaluations indicate that the project is enjoyable as well as educational. Furthermore, local preschools are eager to participate in exchange for the volunteers.

Recommending Intervention for Toddlers With Specific Language Learning Difficulties

1998 ◽  
Vol 7 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Lesley B. Olswang ◽  
Barbara Rodriguez ◽  
Geralyn Timler
Keyword(s):  
Risk Factors ◽  
Language Learning ◽  
Language Impairment ◽  
Language Change ◽  
Learning Difficulties ◽  
Review Of The Literature ◽  
Child Behaviors ◽  
Specific Language ◽  
Learning Language ◽  
Predictors Of Change

This paper presents a review of the literature designed to identify child behaviors that shape a profile of toddlers who should receive intervention. The review presents empirically documented predictors of language change and risk factors for language impairment. It examines research addressing the children having difficulty learning language and children developing typically. The argument presented is that toddlers who exhibit few positive predictors of change and many risk factors are more likely to have a true impairment and need intervention than toddlers who exhibit many predictors of change and few risk factors. The review attempts to paint a profile of toddlers for whom treatment should be recommended and those for whom a watch and see approach should be followed.

Reading strategy training in second language contexts

1993 ◽  
Vol 16 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Sara Cotterall
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
First Language ◽  
Learning Difficulties ◽  
Reading Strategy ◽  
Strategy Training ◽  
Learning Context

Strategy training appears to be a promising means of assisting second language learners. However, strategy training operates within a context. If factors in that context are not considered, the training will not be successful. This paper discusses a number of insights highlighted by a reading strategy training study conducted in a second language (L2) setting. It cautions against the uncritical adoption of strategy training as a panacea for learning difficulties, and stresses the importance of recognising and taking account of factors in the second language learning context which may suggest modifications to procedures carried out successfully in first language (L1) settings.

Taalleerproblemen en het Ontwikkelen van een Nieuwe Leergang Engels

1998 ◽  
Vol 60 ◽  
pp. 39-45
Author(s):  
M.C.L.F. Hoeks-Mentjens
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Difficulties ◽  
Independent Learning ◽  
Complex Task ◽  
Age Group ◽  
Dutch Government ◽  
Writing Course ◽  
Educational Programmes ◽  
The One

Since in 1993 the Dutch government set detailed goals for educational programmes on secondary schools for 14-year-olds, writing EFL materials has become an increasingly complex task for textbook writers. Not only are they supposed to deal with these new objectives, but they are also expected to cater for all pupils within that age-group and ensure that (teacher)independent learning can be achieved. Writing course books for all pupils implies writing for pupils with language learning difficulties as well. In a newly developed English course a distinction was made between dyslexic pupils, who experience purely phonological problems, on the one hand and poor language learners, who in addition are characterized by a poor general understanding on the other. In this article the editor of 'Worldwide', the new Dutch EFL course, reports on how the various elements mentioned above have been incorporated into the material.

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