scholarly journals DEVELOPING ESL/EFL LEARNERS� PUBLIC SPEAKING SKILLS THROUGH PECHA KUCHA PRESENTATIONS

2017 ◽  
Vol 6 (1) ◽  
pp. 1 ◽  
Author(s):  
Romualdo A. Mabuan
Keyword(s):  
Second Language ◽  
21St Century ◽  
Public Speaking ◽  
Group Discussion ◽  
The Philippines ◽  
Language Teachers ◽  
Speech Communication ◽  
English As Second Language ◽  
Increasing Demand ◽  
Esl Learners

In the 21st century workplace, there has been an increasing demand for graduates to possess communicative competence particularly in speaking. Anchored on the 21st Century Learning Framework (Partnership for 21st Century Skills or P21, 2006) and the TPACK Framework (Koehler & Mishra, 2009), this study reports findings on the pedagogical viability of utilizing Pecha Kucha 20x20 Presentations in developing students� competence and confidence while presenting in the language classroom. Research participants include 43 English as Second Language (ESL) learners taking Speech Communication classes in a private university in Manila, the Philippines during the second semester of the academic year 2016-2017. Research data from students� reflections, interviews, survey, and focus group discussion (FGD) suggest that despite some format and technological limitations, delivering Pecha Kucha presentations may help students develop their English speaking and oral presentation skills, build their confidence in speaking before an audience, and practice their English macro skills such as listening and reading. In the light of these findings, pedagogical implications are provided for ESL (English as a second language) and EFL (English as a foreign language) teachers, communication educators, and researchers.Keywords: Teaching speaking, Pecha Kucha Presentations, ESL public speaking, TPACK

scholarly journals Challenges Faced by Language Learning Disabilities Primary Students in Learning English as Second Language

2020 ◽  
Vol V (III) ◽  
pp. 294-307
Author(s):  
Fareeha Javed ◽  
Yameena Batool ◽  
Sana Baig
Keyword(s):  
Learning Disabilities ◽  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Teaching Staff ◽  
English As Second Language ◽  
Language Learning Disabilities ◽  
Esl Learners ◽  
Learning English

This paper reports on a study carried out to explore challenges faced by primary level Language Learning Disabilities (LDs) students in learning English as a Second Language (ESL) in Pakistan. The data was collected through a quantitative (close-ended) questionnaire filled in by 100 and a qualitative (open-ended) questionnaire filled by 10 Primary English language teachers in Pakistan. The findings revealed that language LDs hinder the development of literacy and oral skills of primary ESL learners. The study concluded that in order to improve the English language learning of students with language LDs, there is a need to assure the provision of teacher training facilities, application of sensorial activities, and establishment of good rapport between the teaching staff, school administration and parents of students with language LDs.

scholarly journals RELATIONSHIP BETWEEN BILINGUAL INSTRUCTION AND LEARNERS’ PERFORMANCE IN ENGLISH AS SECOND LANGUAGE CONTEXT

2015 ◽  
Vol 2 (1) ◽  
pp. 66
Author(s):  
Huma Imran Khan
Keyword(s):  
Test Performance ◽  
Positive Response ◽  
Language Teachers ◽  
English As Second Language ◽  
Bilingual Instruction ◽  
School Settings ◽  
Learner Outcomes ◽  
Language Context ◽  
L1 And L2 ◽  
Esl Learners

The prime purpose of this study was to explore a correlation<br />between bilingual instruction in an ESL class and the class<br />performance of the ESL learners at the secondary level. Quantitative<br />research method was used to evaluate the test performance of 60 ESL<br />learners divided into two groups: One was the controlled group (which<br />was given instructions in L2 only) and the other was the treatment<br />group (which was given instructions in both L1 and L2) in Public<br />School settings. Apart from the students, 15 language teachers’ feedback<br />upon their perceptions of L1 usage in L2 classrooms was taken<br />by using the Likert scale feedback forms. The results confirmed that<br />the instructions given bilingually are directly associated to improved<br />learner outcomes and teachers’ responses for the usage of L1 in<br />classrooms showed a strong positive response.

scholarly journals SUCCESSFUL LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL YEAR 5 ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Peter Lee Pui Weng ◽  
Melor Md Yunus ◽  
Mohamed Amin Bin Embi
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
English As Second Language ◽  
Vocabulary Strategies ◽  
Esl Learners

Research on language learning strategies in Malaysia has been carried out extensively since mid 1990s. However, these studies have not covered the language learning strategies among native pupils in suburban primary school in Mukah, Sarawak. The main objective of the study was to identify the language learning strategies used by English as Second Language (ESL) learners. Data was collected using a survey questionnaire with 20 outstanding Year 5 ESL Iban learners in one of the suburban schools in Mukah, Sarawak. The instrument used in this study include a Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 60 statements concerning the four major English language skills, namely listening, speaking and reading as well as acquisition of vocabulary and grammar. Data was analyzed through mean, frequency, percentage and standard deviation. The findings revealed that these learners were moderate users of listening, reading, writing, grammar and vocabulary strategies and low users of speaking strategies. There were variations in responses with regard to the use of language learning strategies among primary school learners. The pedagogical implications of the findings are also discussed. 

scholarly journals Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Harwati Hashim ◽  
Melor Md. Yunus ◽  
Mohamed Amin Embi ◽  
Nor Azwa Mohamed Ozir
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
English Language ◽  
English As Second Language ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Nowadays, mobile technology is changing the landscape of language learning and is seen as the next frontier being researched for its potential in enhancing the teaching and learning of English language.  The portability of mobile devices is believed to bring new methods that can shape learning styles and pedagogies which could become more personalised and allow learners to learn on the move; thus, enhance English language teaching and learning.  This creates the potential for significant change in the teaching and learning of English as Second Language (ESL). Taking mobile learning as the setting within which developments in Mobile-assisted Language Learning (MALL) may be understood, this paper offers reflections on what Mobile-assisted Language Learning (MALL) has potentially offered and the constraints that might be faced by the English as Second Language (ESL) learners when using MALL.  Above all, it was a challenging issue to cover learning tasks by using a mobile device particularly in learning English as Second Language (ESL).  Nevertheless, mobile devices which are popular among students are motivational tools to be used in education as well as various learning activities.  This was proven by many researchers who have shown the positive outcomes.  Hence, we should admit that mobile devices are finding their way into classrooms in the student’s pockets, and we have to ensure that educational practice can include this mobile technology in effective and productive ways particularly for English as Second Language (ESL) learning.

scholarly journals READING INTEREST AND ITS RELATIONSHIP WITH READING PERFORMANCE: A STUDY OF ENGLISH AS SECOND LANGUAGE LEARNERS IN MALAYSIA

2020 ◽  
Vol 7 (6) ◽  
pp. 1154-1161
Author(s):  
Siti Normala Muhamad ◽  
Mohd Nazri Latiff Azmi ◽  
Isyaku Hassan
Keyword(s):  
Second Language ◽  
Second Language Learners ◽  
Survey Design ◽  
Data Gathering ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
English As Second Language ◽  
Reading Interests ◽  
Esl Learners ◽  
Reading Interest

Purpose of the study: This study aims to specifically examine reading interest among English as a Second Language (ESL) learners and determine its relationship with their performance in ESL classrooms. Methodology: This study is based on cross-sectional survey design, comprising a randomly selected sample of 351 ESL learners from the state of Terengganu. The questionnaire was used as a data-gathering instrument, consisting of pre-test and post-test items using Know Want Learn (KW Leading method). Main Findings: The findings revealed that most of the ESL learners read English materials for academic purposes rather than news and entertainment. Also, there is a significant relationship between ESL learners’ reading interests and their performance in ESL classrooms. Applications: This study consists of empirical evidence regarding students’ reading interests and their correlation with their performance in the ESL classroom. This could help ESL teachers to rectify the students’ problems in reading English materials. Novelty/Originality: This study provides valuable information on the importance of reading interests in determining students’ performance, particularly in ESL classrooms.

scholarly journals The Same, but Different: An Exploratory Study of English as Second Language Learners in the Context of their Information Behaviour Related to Recreational Reading

2021 ◽  
Author(s):  
◽  
Matthew Banks
Keyword(s):  
Second Language ◽  
Qualitative Methodology ◽  
Research Problem ◽  
Structured Interviews ◽  
Recreational Reading ◽  
English As Second Language ◽  
Information Behaviour ◽  
Library And Information Studies ◽  
Information Studies ◽  
Esl Learners

<p>Research problem: This research was a localised (Wellington-based) exploration of the information behaviour of adult immigrant English as Second Language (ESL) Learners in relation to their recreational reading. It explored the context of their everyday lives and the individual experiences of ESL Learners. It contributes to the development of our understanding of immigrant information behaviour in the Library and Information Studies field. Methodology: A qualitative methodology was used. This was in the form of semi-structured interviews conducted with each of the five participants and qualitative data analysis techniques. A purposive sample was drawn from adult, immigrant members of the Wellington ESL community. Results: The information behaviour of the participants interviewed was found to be wide ranging and often specific to the individual's needs. Some similarities in the participant's experiences were found. The participant's information behaviour was found to be influenced by a number of social and cultural factors. Language was found to significantly impact the participant's information behavior. Implications: This research implies that there is a continuing need for ongoing investigation into the information behaviour of ESL learners and immigrants within the Library and Information Studies community. This will have ongoing implication for public libraries as they continue to find new and better ways to meet the needs of this group.</p>

scholarly journals Neglected assets in migrants’ health literacy promotion: Translanguaging and second language teacher

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Online Survey ◽  
Literacy Practices ◽  
Participant Observation ◽  
Group Discussion ◽  
Realist Review ◽  
Language Teachers ◽  
Language And Culture ◽  
Language Courses

Abstract Background Providing health care to migrants and refugees can be difficult due to language discordance, divergent cultural preferences and low levels of health literacy (HL). To improve it, experts suggest promoting newcomers' HL in second language courses (SLC). Yet, little empirical evidence exists on the promotion HL in SLC exist, and the HL debate ignored the plurilingual and pluricultural competencies defined in the Common European Framework of Reference for Languages. In the project SCURA, funded by the German Federal Ministry of Education and Research, we explored the role of HL in SLC and developed interventions to promote it. This study's purpose was to understand how HL is addressed in SLC, what teachers contribute and how first language and culture are used to promote HL. Methods In our multi-method study, we conducted a realist review of SLC (N = 13 interventions), document analyses of SLC teaching materials worldwide (N = 22) and of German textbook-series (N = 8*3), participant observation in two language courses (N = 100 hours), interviews (N = 15) and focus group discussion (N = 14) with German SLC teachers and an online survey (N = 25) among SLC teacher and triangulated our results. Results Four topics emerged: SLC material include various units on health stimulating HL development. Newcomers possess many assets (experiences, language and cultural skills) and show various strategies for using these assets to acquire new HL skills such as translanguaging, digital devices, social support. Teachers play a crucial role in promoting HL in informal conversations, by modelling and in developing interactive, asset-valuing HL-promoting activities. Conclusions HL interventions in SLC can draw from a wealth of assets and can be more promising by strengthening translanguaging and transculturing skills and providing discussion stimulating materials. Key messages Migrants’ health literacy practices are characterized by a unique use of translanguaging and transculturing. Second language teachers can promote migrants’ health literacy especially by facilitating learning opportunities that encourage them to use their assets.

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