scholarly journals English Department Students’ Beliefs Towards Plurilingualism And Its Influence on English Academic Achievement and Language Learning Styles In Mulawarman University

2017 ◽  
Vol 2 (1) ◽  
pp. 51
Author(s):  
Feti Fahmimroah ◽  
Maria Tedora Ping ◽  
Iwan Setiawan
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Language Learning ◽  
Mixed Method ◽  
English Department ◽  
Campus Environment ◽  
Self Confidence

This study aimed at investigating the correlation between students’ beliefs towards plurilingualism with their English academic achievement and language learning styles both from quantitative and qualitative perspectives. A mixed method was used in this study and the researcher took students from the sixth semester of English department. To collect the data, the researcher distributed questionnaire and conducted interview. From the regression calculation, it was revealed that students’ beliefs towards plurilingualism correlated with their English academic achievement and language learning styles. Furthermore, from the interview, students’ views towards people who have the ability in many languages and their self-confidence from the aspects of belief towards plurilingualism held an important role for students’ English academic achievement. In addition, the students’ beliefs towards plurilingualism influenced their language learning styles, especially the frequency of the students English use in campus environment, whether inside or outside the classroom.

THE FACTORS WHICH INFLUENCE LANGUAGE LEARNING

2021 ◽  
Author(s):  
Risolatkhon Payziyeva
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Time Management ◽  
Native Speaker ◽  
Native Language ◽  
Real Life ◽  
Authentic Materials ◽  
Language Teacher ◽  
Self Confidence ◽  
Main Factors

The article is devoted to the main factors in language learningprocess. Factors like motivation, age, personality, self-confidence, experience ormultilingualism, learning styles, aptitude, native language, teacher and course book,time-management, authentic materials and native speaker are discussed as the mainfactors in language learning. Each factor is described thoroughly with the review ofpreviously conducted researches and real life examples.

scholarly journals Demystifying Perceptual Learning Style Preferences of Vietnamese University Freshmen in English Academic Achievement

2020 ◽  
Vol 19 (9) ◽  
pp. 15-38
Author(s):  
Tuan Van Vu ◽  
Dinh Ngoc Tran
Keyword(s):  
Academic Achievement ◽  
Second Language Acquisition ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Data Gathering ◽  
English Language Teaching ◽  
Perceptual Learning Style

Learning styles play an important role in teaching and learning, especially in second language acquisition. This study aims to investigate the perceptual language learning style preference of 385 first-year university students in Vietnam. Adapting Reid’s (1984) learning style questionnaire is used as a data gathering tool in which it was responded and retrieved via students’ emails incorporated with Google form. The results revealed that freshmen were active learners since they mostly belonged to 4 major learning styles, namely Tactile, Auditory, Group, and Kinesthetic learners, and 2 minor learning styles, i.e. Visual and Individual learners. In addition, the study did not find the differences between gender as well as major and non-major English students in comparison with learning styles. Besides, freshmen’s English academic achievement was highly influenced by their learning styles. The research findings contribute resourceful references to the formation of stakeholders’ policies on English language teaching and learning, teachers of English, and future studies.

scholarly journals Sociocultural aspects of international students’ speech behavior: mixed method in language teaching

2021 ◽  
Vol 284 ◽  
pp. 08008
Author(s):  
Alla Sokolova ◽  
Dzhamilya Khuchbarova ◽  
Alexandra Radyuk
Keyword(s):  
International Students ◽  
Study Abroad ◽  
Language Learning ◽  
Mixed Method ◽  
Foreign Students ◽  
Study Abroad Programs ◽  
Factors Affecting ◽  
Self Confidence ◽  
Quantitative And Qualitative Research ◽  
Academic Year

In the present research, the authors have studied direct and indirect cross-cultural contact as well as motivated behavior and language attitude in a study-abroad context on the territory of the Russian Federation. For the research purposes, the mixed method combining quantitative and qualitative research methodologies was applied in order to demonstrate contact, behavioral and motivational variables throughout one academic year of the foundation programme. The authors attempted to identify the main factors affecting the language learning motivation of international students studying in Russian international programs, to define the type and frequency of the contact with the maximum impact on students’ perception of the language acquisition. The results of encounter experiences were registered at three discrete points throughout the academic year. The detailed analysis showed that written and media use contacts had become more frequent throughout the year while the direct spoken contacts had exhibited the opposite tendency. The authors attempted to give some recommendations that would encourage contact opportunities and reduce inter-group anxiety among foreign students. The implemented analysis of the research results has demonstrated that self-confidence of international students had suffered immensely as the result of the negative encounter experiences. This type of experiences could be fully eliminated or reduced to a minimum if the hosts were aware of the expectation, attitudes, feelings, and possible forms of the international students’ behavior. The study proved out the necessity of potential students to prepare for the study abroad programs before their arrival to the host country. They are supposed to develop communication skills and strategies as well as their linguistic ability. A necessary precondition for students upon their arrival is the provision of institutional support, which allows them to get used to new cultural and social environment and to bond with native speakers.

scholarly journals Effect of Flipped Learning Model on EFL Learners' Academic Achievement, Self-Esteem and Self-Confidence

2021 ◽  
Vol 10 (2) ◽  
pp. 158-168
Author(s):  
Hojjat Namdaran ◽  
Omid Akbari
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Flipped Classroom ◽  
Learning Experience ◽  
Self Esteem ◽  
Structured Interview ◽  
Learning Model ◽  
Flipped Learning ◽  
Efl Learners ◽  
Self Confidence

The aim of the study is to examine the effect of flipped learning model on EFL learners academic achievement, self-esteem and self-confidence. This is a quantitative qualitative study in which a mixed methods design is used for data collection procedure. The study sample includes two groups of intermediate English students who study in foreign language institutions. They are selected by purposive sampling method. This method of sampling allows the researcher to select students with two years of learning experience. In this study, the independent variable of the research is flipped learning model, as opposed to traditional learning approach, while the dependent variables are students academic achievement, self-esteem, and self-confidence. One sample pre-test and post-test design is used to collect quantitative data on academic achievement, self-esteem and self-confidence. In order to collect qualitative data, a semi-structured interview is administered to reveal the general attitudes of the students towards the benefits, difficulties and the solutions of the flipped classroom. The results indicate that flipped learning model has significant effect on EFL learners academic achievement, self-esteem and self-confidence. The researcher concludes that learners with high self-confidence and self-esteem will have a greater academic achievement, and flipped classroom can enhance language learning.

KARAKTERISTIK PENCAPAIAN KEMAMPUAN PEMBUKTIAN DAN KEPERCAYAAN DIRI MAHASISWA MELALUI METODE MOORE

2018 ◽  
Vol 4 (2) ◽  
pp. 72-82
Author(s):  
Iyon Maryono ◽  
Siska Amanda Lucita Dewi ◽  
Agus Hikmat Syaf
Keyword(s):  
Learning Outcomes ◽  
Mixed Method ◽  
Student Learning Outcomes ◽  
Student Thinking ◽  
Student Responses ◽  
Self Confidence ◽  
Teacher Students ◽  
Thinking Process ◽  
Better Than ◽  
Important Activity

Pembuktian dalam matematika adalah suatu aktivitas yang penting, tetapi aktivitas ini tergolong sulit bagi mahasiswa calon guru matematika. Masalah ini salah satunya dipengaruhi oleh kepercayaan-diri. Tujuan penelitian ini adalah untuk menganalisis karakteristik pencapaian kemampuan pembuktian matematis dan kepercayaan-diri mahasiswa melalui metode Moore. Penelitian ini menggunakan metode campuran bertahap yaitu tahap kuantitatif dan tahap kualitatif. Pada tahap kuantitatif disimpulkan bahwa kemampuan pembuktian pada kelas yang menggunakan metode Moore lebih baik daripada kelas yang menggunakan model pembelajaran langsung. Metode Moore dapat mengungkap proses perkembangan capaian pembelajaran mahasiswa dalam pembuktian, sehingga dosen dapat memberikan umpan balik untuk mengembangkannya. Pada tahap kualitatif, dihasilkan karakteristik kemampuan pembuktian beberapa mahasiswa. Karakteristik ini ditinjau berdasarkan respon mahasiswa terhadap masalah pembuktian. Pada pembelajaran dengan metode Moore, mahasiswa tidak diperbolehkan membuka bahan ajar, sehingga dosen harus mengikuti alur berpikir mahasiswa dan mengarahkan proses berpikirnya. Sebagai implikasi, metode Moore baik digunakan dengan catatan mahasiswa harus belajar terlebih dahulu sebelum pembelajaran di kelas.Proving in mathematics is an important activity, but this activity is classified as difficult for prospective mathematics teacher students. This problem is influenced by self-confidence. The purpose of this study was to analyze the characteristics of achievement of students' mathematical proving ability and self-confidence  through the Moore method. This study uses a phased mixed method, namely quantitative and qualitative stages. In the quantitative stage, it was produced: "Based on the overall and PAM categories, the ability to prove the class using the Moore method is better than the class that uses the direct learning model". Moore's method can reveal the process of developing student learning outcomes in proof, so that lecturers can provide feedback to develop it. In the qualitative stage, the characteristics of the ability of several students are produced. these characteristics are reviewed based on student responses to the problem of proof. In the Moore method of learning, students are not allowed to open teaching materials, so the lecturer must follow the flow of student thinking and direct the thinking process. As an implication of the results of this study, the Moore method is well used with the notes that students must study before learning in class.

ENTORNO PERSONAL DE APRENDIZAJE BASE, UN SISTEMA DE ACTIVIDADES PARA LA EVALUACIÓN DEL APRENDIZAJE AUTÓNOMO DE IDIOMAS.

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Yoan Martínez Márquez ◽  
Yalice Gámez Batista ◽  
Norberto Valcárcel Izquierdo
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Positive Influence ◽  
General Terms ◽  
Communication Processes ◽  
Weakly Coupled ◽  
The One ◽  
Meaningful Connections

Las TIC median las interacciones y la comunicación de los estudiantes a diario. Se conciben como mediado-ras de la reflexión y la autorregulación de la actividad del estudiante, resultante de la interacción consciente de la percepción que tiene el estudiante sobre si con la que negocia con el resto de los estudiantes, los ase-sores y la sociedad en general. En este contexto el aprovechamiento de las TIC debe promover una influen-cia formativa en los espacios formales y no formales. Las condicionantes de complementariedad de espa-cios y de unidad en la diversidad de recursos tecnológicos y didácticos deben guiar la actividad que tenga al estudiante como centro de la misma.Ya no se trata de integrar las TIC en el proceso de formación, haciéndolo formal y estandarizado. El reto está en que sean las características personales de los estudiantes, sus estilos de aprendizaje, sus conoci-mientos y experiencias previas, y sus esquemas afectivos los que marquen el aprovechamiento de las TIC en la evaluación del aprendizaje autónomo de inglés.En el presente trabajo se estructura el aprovechamiento de las TIC mediante un EPA base para la evalua-ción del aprendizaje autónomo de inglés. El EPA base constituye un andamiaje de personas, procedimien-tos, espacios de interacción, y de recursos tecnológicos y didácticos. Los componentes que lo conforman se encuentran débilmente acoplados por la tecnología y altamente cohesionados por la significatividad de las conexiones que el estudiante establece entre ellos. Palabras Clave: Aprendizaje, Autonomía, Entorno, Evaluación, Personal. ABSTRACT There is no doubt about the key role of ICT in the interaction and communication processes among students. ICT are thought as a mean for the reflection and self-regulation of students´ activity, which is in a permanent conscientious comparison between the perception a student has about him/herself and the one he/she nego-tiates with the rest of students, advisors and society in general terms. In this context, ICT should promote a positive influence on student formation in formal and non-formal spaces. The conditionals related to spaces combined support and union in the diversity of technological and didactical resources should guide every activity having students at the center of its conception.It is no longer about integrating ICT to the formation process making it formal and standardized. The chal-lenge on autonomous language learning evaluation with ICT has to do with making the differences through personal characteristics of students, their learning styles, previous experiences and affective schemas.In this paper the use of ICT is structured by means of a PLE frame for the evaluation of English autonomous language learning. It is a scaffolding of people, procedures, interaction spaces, and technological and didac-tical resources. Its components are weakly coupled by technologies and highly cohesive by the meaningful connections students establish among them. Keywords: Learning, Autonomy, Evaluation, Environment, Personal. Recibido: septiembre de 2016Aprobado: noviembre de 2016

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