scholarly journals SPEAKING STRATEGIES USED BY INDONESIAN TERTIARY STUDENTS

2016 ◽  
Vol 4 (2) ◽  
pp. 231
Author(s):  
Wawa Puja Prabawa
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategy ◽  
Compensation Strategy ◽  
Descriptive Research ◽  
Speaking Skill ◽  
Language Students ◽  
Foreign Language Students

Speaking is considered to be difficult thing, moreover English as a foreign language. Students' performance depends on their personalities. Students who have low participation in speaking activity in the classroom lose their opportunity to practice their speaking skill which may cause poor speaking skill and achievement. However, some of students are active in speaking activity in the classroom that leads them to have good skill and achievement in speaking. This study attempts to reveal: (1) speaking strategies used by Indonesian tertiary students in terms of speaking English and strategies to improve their speaking ability, and (2) to identify speaking strategies mostly used by the students when they speak English and improve their speaking ability. This study is a descriptive research since its purpose is to describe the Indonesian tertiary students’ learning strategies in learning speaking English. The data from 15 tertiary students, who have good performance and achievement in speaking, from one of schools of higher education in Cimahi were collected using a 21 items questionnaire of a modified version of Strategy Inventory Language Learning (SILL) and 5 items interview questions. The result of the study revealed that some speaking strategies are used in terms of speaking English and improve speaking ability, namely cognitive, metacognitive and compensation strategy. In the type of speaking strategy that mostly used by the student in terms of speaking English is compensation strategy, while cognitive strategy was indicated as the mostly speaking strategies used by the Indonesian tertiary students in improving their speaking ability.  Considering to the study conducted, it is recommended to students that they should know what strategies that appropriate and can help them in learning speaking English. The students should be able to choose strategies they need in learning and analyze which strategies that give better effect on their own learning.Keywords: Speaking, strategy, speaking strategy, tertiary students

scholarly journals E-books in foreign language learning from the students' perspective: A review of research

2020 ◽  
Vol 69 (3) ◽  
pp. 331-344
Author(s):  
Dragana Pavlović ◽  
Dina Petrović
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Student Perceptions ◽  
Relevant Literature ◽  
Foreign Language Learning ◽  
Printed Books ◽  
Language Students ◽  
Students Attitudes ◽  
Foreign Language Students

This paper looks at the use of e-books in higher education, with special reference to the perceptions of foreign language students, as over the last decade there has been a noticeable tendency in this population towards increased use of e-books for their studies. Due to their technical characteristics, primarily multimediality and interactivity, e-books have great potential for foreign language learning at all levels. Therefore, in the relevant literature there is an increasing number of studies dealing with various aspects of e-book use in foreign language acquisition. The aim of this paper is to present a review of published studies pertaining to student perceptions of the potential, advantages and drawbacks of e-books in content learning in the field of foreign languages. The structure of the paper comprises an introductory section, a section on the emergence of e-books, a review of research in higher education, and a review of studies in which data on foreign language students' perceptions of the use of e-books in their studies were obtained using empirical methods. In the conclusion, it is noted that students use e-books, that they are acquainted with their advantages and drawbacks, but that they nevertheless prefer the use of printed books for studying. Students' attitudes suggest that e-books, due to their technical characteristics, can have high applicability in foreign language learning in terms of vocabulary expansion, better comprehension, the development of reading habits and text analysis.

CSCL – a tool to motivate foreign language learners: The Finnish application

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 51-67 ◽  
Author(s):  
TUIJA LEHTONEN ◽  
SIRPA TUOMAINEN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Community ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Target Language ◽  
Computer Supported Collaborative Learning ◽  
On Line ◽  
Language Students

This article discusses the applications of the theory of Computer Supported Collaborative Learning (CSCL) to teaching and learning a foreign language, in this case, one of the ‘Less Commonly Taught Languages’, Finnish. The ‘Virtually Finnish’ project was based on the idea of creating a larger, virtual Finnish learning community among the second-year Finnish language students in five US universities during the fall semester, 2001. CSCL was chosen as a base, as its principal goal is to aid the learners in sharing and distributing their knowledge to the whole learning community. In addition to discussing the set up and the content of the project, the students’ feedback about their language learning experience in the CSCL-environment will be examined. Furthermore, the conclusions, and the realization of our goals from the perspective of CSCL, as well as the students’ feedback on the collaborative process will be discussed. Based on the knowledge gained from limited feedback, a discussion of tools to aid language students in becoming a part of motivating and authentic collaboration projects on-line will be discussed. Looking at the students’ work on-line, as well as the feedback received, it was realized that certain skills crucial for communication have been neglected in teaching. Furthermore, it was realized that teaching on-line learning strategies in addition to teaching the target language is crucial. Future plans, and ideas for research in the area of CSCL will be shared in anticipation of inspiring others to undertake further research.

The Foreign Language Students’ Beliefs Regarding Learning Strategies In Different Kazakhstan University Students

2018 ◽  
Vol 6 (3) ◽  
pp. 96-104
Author(s):  
Gulnar Orynbek ◽  
Akbarkan Dauletali ◽  
Orazakynkyzy Farida ◽  
Koishigulova Lyailya ◽  
Bissenbayeva Zhanat ◽  
...  
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Learning Strategies ◽  
Language Students ◽  
Foreign Language Students

scholarly journals The Impact of a Cultural Research Course Project on Foreign Language Students’ Intercultural Competence and Language Learning

2017 ◽  
Vol 8 (1) ◽  
pp. 97 ◽  
Author(s):  
Fang Li ◽  
Yingqin Liu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mandarin Chinese ◽  
Intercultural Competence ◽  
Learning Experience ◽  
Target Language ◽  
Cultural Research ◽  
Language Students ◽  
The Impact ◽  
Foreign Language Students

This study explores whether using a cultural research course project can positively impact foreign language students’ intercultural competence and language learning. Using a case study method, the researchers recruited 12 student participants from an Intermediate Mandarin Chinese I class and from an Introduction to Mandarin Chinese I class in the Fall 2014 semester at a small public southwest university in USA. The project asked the participants to do a PowerPoint oral presentation on special topics from the target language culture and then to write a reflective cultural comparison English essay on this learning experience during the final exam. The findings show that, through doing the project, the students have improved their intercultural competence in that they have a more positive attitude towards “otherness,” enriched their cultural knowledge of the target language society and  that of their own, and obtained skills in critically appreciating and evaluating both similarities and differences  between the target language culture and their own. The students also expanded their language learning experience beyond the classroom and textbook and acquired better language skills in listening, speaking, and writing Chinese characters while they became more interested in and motivated by learning the target language and culture. Recommendations for future study are discussed.

scholarly journals Learning Strategies in Speaking Skill Applied by A Student in Second Grade of SMK Pelita Nusantara Kediri

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Diani Nurhajati ◽  
Alfianti Azizah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Strategies ◽  
Cognitive Strategy ◽  
Target Language ◽  
Second Grade ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Speaking Skill ◽  
Asking Questions

Most of the students get difficulties when they want to communicate to others. It is caused many factors including the limited students’ vocabularies, pronunciation, the idea that they are delivered, and knowledge of grammar. To increase the students’ speaking ability, they usually apply certain strategies in learning. This research aims to investigate what strategies and how they are applied to solve the difficulties in speaking and increasing the ability of speaking.The subject of research is a student in second grade of SMK Pelita Nusantara Kediri. She is the best student of second grade and she always gets the best ranking. The writer did some observations and interview to get the data. There are two kinds of learning strategies that applied; they are direct strategies and indirect strategies. Direct strategies are language learning strategies that directly involve the target language, and indirect strategies are language learning strategies that support and manage language learning without directly involving the target language. Direct strategies that are applied are memory strategies that reflect very simple principles such as arranging things in order, making association, and reviewing, cognitive strategies that most important strategies are practicing, and compensation strategies which intended to make up for an adequate repertoire of grammar and, especially, of vocabularies. In indirect strategies that are applied are metacognitive strategies which provide a way for learners to coordinate their own learning process, affective strategies that help to regulate emotions, motivations, and attitudes, and social strategies that can help all learners increase their ability to empathize by developing culture understanding and becoming aware of others’ thoughts and feelings.It can be found that the strategies mostly  used were cognitive strategies and social strategies. Cognitive strategy used was practicing by repeating, recognizing and using formula and patterns, and practicing naturalistically. Social strategies used were asking questions and cooperating with others.

scholarly journals Promovendo a autonomia e a motivação: o papel do conselheiro linguageiro

2015 ◽  
Vol 13 (1) ◽  
Author(s):  
Walkyria Passos Magno e Silva ◽  
Edirnelis Moraes dos Santos
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Significant Role ◽  
Language Students ◽  
Theoretical Issues ◽  
Foreign Language Students

Resumo Este artigo visa a mostrar como conselheiros linguageiros podem fomentar a autonomia e a motivação de graduandos com entraves na aprendizagem de uma língua estrangeira (LE), ajudando-os a superá-los. Tal trabalho repousa sobre os arcabouços teóricos da autonomia, da motivação, das estratégias de aprendizagem e do aconselhamento linguageiro. Os dados foram coletados por meio de narrativas e cadernos de notas dos conselheiros com registros das sessões de aconselhamento. Foi constatado que o conselheiro pode exercer um papel significativo no desempenho de estudantes com dificuldades na LE. Palavras-chave: Aconselhamento linguageiro. Autonomia. Motivação. Francês língua estrangeira.   Abstract This text aims at showing how language advisers can help build autonomy and motivation of foreign language students with difficulties in learning, helping them overcome them. The research is based on theoretical issues, as autonomy, motivation, learning strategies, and language advising. Data were collected from three French students´ narratives and their adviser’s notes on advising sessions. Results show that the adviser can have a significant role in the performance of students with difficulties in learning a foreign language. Keywords: Language advising. Autonomy. Motivation. French as a foreign language.

scholarly journals ONLINE FOREIGN LANGUAGES LEARNING AT THE UNIVERSITY AND THE COVID-19 PANDEMIC IMPACT IN THE REPUBLIC OF MOLDOVA

InterConf ◽  
2021 ◽  
pp. 148-160
Author(s):  
Alina Slobodaniuc
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Languages ◽  
Republic Of Moldova ◽  
Online Language Learning ◽  
Language Students ◽  
The Republic ◽  
The University ◽  
Foreign Language Students

The main purpose of this article is to assess the phenomenon of online language learning during the pandemic and to analyze the survey on the opinion of foreign language students who have expressed their views about the difficulties encountered and the solutions they consider appropriate in order to improve this process in the Republic of Moldova.

scholarly journals The Integration of Games in Teaching English as a Foreign Language in the Classroom: Moulay Ismail University as a Case Study

2021 ◽  
Vol 3 (1) ◽  
pp. 208-229
Author(s):  
Mossaab BEN EL MOUDDEN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Team Work ◽  
Research Approach ◽  
Teaching English ◽  
Problem Solving Skills ◽  
Language Students ◽  
Foreign Language Students

This paper puts emphasis on the integration of games in the teaching of English as a foreign language, with the aim of investigating the impacts of using games in the classroom on the process of learning English as a foreign language, the students'perception towards the use of games, the students’ skills, their participation in games, and their attitudes. The research approach adopted is the quantitative approach. The tool used to collect quantitative data is a questionnaire. The questionnaire was administered to one group of foreign language students, who study at the university of Letters and Human Sciences in Moulay Ismail University in Meknes, Morocco. The sample includes fifty male and female participants. The findings show that the integration of games in the classroom helps the foreign language students to improve their four language learning skills, vocabulary repertoire, critical thinking skills, problem solving skills, team work skills and encourages them to participate in the classroom. Furthermore, the findings indicate that the use of games in the classroom has many positive impacts on the perceptions of students towards the technique of game-based teaching, their attitudes towards the language, the teacher, and themselves. The significance of the study lies in raising the teachers’ awareness of the importance of the integration of games in teaching English as a foreign language.

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