scholarly journals A review on consequences of English language while writing a research paper

2021 ◽  
pp. 199-217
Author(s):  
POSHAM UPPAMMA
Keyword(s):  
United Nations ◽  
English Language ◽  
Early Stage ◽  
Continuous Process ◽  
School Level ◽  
English Learning ◽  
Continuous Learning ◽  
Official Language ◽  
Learning Functions ◽  
The World

Balla, E. (2016)Now a days English is most important language around the world. there is no study can be started without using English and its learning. It is widely used in number of states and official language of united nations, widely spread language. Author says that continuous learning towards foreign language it's better to communicate easily and it is going to be easier to remind. Learning is the continuous process to focus on modern English learning functions at school level for better improvement in early stage of students.

A Comprehensive Review of Mobile Technology-Assisted English Learning

2021 ◽  
pp. 246-265
Author(s):  
Liheng Yu ◽  
Zhonggen (中根) Yu (于)
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
Language Skills ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Factors Influencing ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the past 11 years. It visualized the general trend of the number of related publications in a decade, discussed the attitudes of teachers and learners toward mobile device-assisted English learning, explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device-assisted English learning on output and input English language skills, presented the influence of mobile device-assisted English learning on vocabulary knowledge acquisition, demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device-assisted English learning, together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

scholarly journals Exploring the Causes of English Language Speaking Anxiety among Postgraduate Students of University of Balochistan, Pakistan

2017 ◽  
Vol 7 (2) ◽  
pp. 99 ◽  
Author(s):  
Nazeer Ahmed ◽  
Zahid Hussain Pathan ◽  
Faria Saeed Khan
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Official Language ◽  
Speaking Anxiety ◽  
Postgraduate Students ◽  
Statistical Significant Difference ◽  
Significant Difference ◽  
The World

English language enjoys its glory as an official language of Pakistan and it is used widely as a medium of instructions across educational institutes. Since anxiety retards the learning process, therefore it has been widely researched in the world and seems under researched in Pakistani context. Thus, the prime aim of this research is to explore the factors that cause English language speaking anxiety among Postgraduate Students of University of Balochistan (UoB), Pakistan. This study also aimed at determining the statistical significant difference if any across gender. The quantitative research design was employed in which a questionnaire comprising of eighteen items was adapted from the study by Horwitz et al. (1986). Both descriptive and inferential statistics were performed in the SPSS (version, 21). The findings revealed that UOB students were experiencing anxiety due to myriad factors in EFL classroom. The findings of the t-test revealed no statistical significant difference across gender. This paper has implications on both teaching and learning of English as a foreign language in Pakistani context.

A Systematic Review on Mobile Technology-Assisted English Learning

2019 ◽  
Vol 15 (4) ◽  
pp. 71-88
Author(s):  
Zhonggen Yu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
General Trend ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the recent eleven years. It visualized the general trend of the number of related publications in a decade; discussed the attitudes of teachers and learners toward mobile device assisted English learning; explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device assisted English learning on output and input English language skills; presented the influence of mobile device assisted English learning on vocabulary knowledge acquisition; demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device assisted English learning; together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

The universal language of all cultures

1997 ◽  
Vol os-29 (1) ◽  
pp. 52-58
Author(s):  
Isabel Aretz De Ramon Y Rivera
Keyword(s):  
Early Stage ◽  
School Level ◽  
Music Schools ◽  
Musical Education ◽  
Universal Language ◽  
European Tradition ◽  
The People ◽  
The World ◽  
The Right ◽  
Different Cultures

Music is a language that is expressed through the audible sounds for which no one requires a translation, therefore music can be utilized, when shared between cultures in the right fashion, as a tool to increase brotherhood among people in the world. Sharing music by means of a concert or audio-visual tools falls short when it comes to penetrating the human sentiment. Our concert audiences always tend to prefer the music that they were brought up with; our music schools only answer to the European tradition. One can conclude that an appreciation of different musical cultures in the world depends on the degree of musical education at an early stage. Therefore one must consider an early musical education starting at the elementary school level. We believe that every child should be educated within its own culture first, in order to proceed to develop an appreciation of the culture of fellow nations within the same continent. Once a cultural foundation has been established – including the musical aspects – the child must be familiarized with and learn to appreciate the music and people of different continents in order to slowly become a world citizen. It is not the intention of this ambitious plan to unite the music of different cultures, but rather to maintain the musical diversity of the different continents, each with its own rich instrumental and vocal heritage, that accompanies people from birth until death. This diversity deserves to be perpetuated, as is done with musical masterpieces which can be attributed to their composers. Thus it can be achieved that the people of different nations may contact and communicate by means of a not yet exploited sonorous language which is familiar to everybody.

scholarly journals EXPLORING PARENTS’ HOME-BASED INVOLVEMENT IN THEIR CHILDREN’S ENGLISH LEARNING: TRIGGERS AND BARRIERS

2021 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
Cicilia Siwi Triutami ◽  
Retno Muljani
Keyword(s):  
Language Learning ◽  
English Language ◽  
School Level ◽  
English Language Learning ◽  
English Learning ◽  
Learning Tools ◽  
Digital Era ◽  
Home Based ◽  
Societal Changes ◽  
Parents Involvement

In Indonesian context, English has been taught in elementary school level and parents’ involvement is considered as one of the influencing factors which has contribution to the children’s language learning achievement. The rapid, complex and continuous societal changes in this digital era might impact and alter the possibilities of parents’ involvement in their children’s language learning. The current study explored the triggers and the barriers of parents’ home-based involvement in their children’s English language learning and the features of their involvement. The qualitative research by implementing semi-structured, in- depth interview with four parents of elementary students at one of private schools in Yogyakarta city was conducted. The findings show the three main triggers in parents’ home-based involvement namely: (1) parents’ belief of the importance of English, (2) the implementation of school technological learning tools and (3) parents’ expectation of their children academic achievement. While the barriers that parents encounter in their involvement are: (1) parents’ lack of time, (2) parents’ unproficiency in English and (3) parents’ unfamiliarity with the use of technological tools. As the features of involvement, the study reveals parents’ monitoring, accompaniment, assistances in their children’s home-learning activities, providing some additional English learning media and financing English private course. Keywords:  Barriers, Children’s English Language Learning, Parents’ Home-Based Involvement, Triggers

An emergent English-mediated identity and a Chinese variety of WE

2020 ◽  
Vol 11 (1) ◽  
pp. 70-95
Author(s):  
Asha Tickoo
Keyword(s):  
Language Learning ◽  
English Language ◽  
World Englishes ◽  
English Language Learning ◽  
English Learning ◽  
Chinese Community ◽  
Shared Experience ◽  
Proficiency Levels ◽  
Proficiency Level ◽  
The World

Abstract This paper will document an English-learning influenced transformation of self, as a shared experience amongst a community of its Chinese users. The study examines 84 English narratives on the English language learning (ELL) experience of undergraduate L1 speakers of Mandarin at three proficiency levels: Year II, Year III and Year IV. Identity, expressed in learners’ positioning on ELL, is assessed in its explicit, propositionally represented form, and its linguistically marked implicit counterpart. Implicit positioning is examined at the macro-discoursal level by acknowledging the choice of the narrative configuration, and therefore the perceptual mould, adopted for the capture of the ELL experience. It is also assessed at the micro-discoursal, sentential level in (1) the registered sense of agency over the learning, (2) the assumed responsibility for statements about the learning, and (3) the character of definition given to the learning. The cross-proficiency level assessment will show that overt and implicit positioning are in consonance in capturing a gradual adoption of an English-mediated access to the world, with resulting altered affiliations, affinities, and sense of being. The study traces the emergence of a Chinese community uniquely defined, in its own perception, by the use of the English language; hence its significance to the World Englishes enterprise.

Assessing the Ideological Foundations and Relevance of the School Feeding Policy in Ghana

2019 ◽  
Vol 6 (4) ◽  
pp. 42-56
Author(s):  
Joseph Ezale Cobbinah
Keyword(s):  
Academic Performance ◽  
United Nations ◽  
School Level ◽  
School Enrolment ◽  
Political Will ◽  
Alternative Policy ◽  
Policy Initiatives ◽  
School Feeding ◽  
The World ◽  
Global Concern

This article critically examines the school feeding policy in Ghana. The policy became operational in the year 2005. It was part of the nation's effort to curb a drop in school enrolment that became a global concern which became part of the United Nations (UN) global efforts to reduce poverty in many parts of the world. The drop in school enrolment was attributed to poverty, hunger, and inequality in many deprived communities. So, to address those problems, the UN initiated various forms of interventions in member nations as part of efforts to improve school enrolment, reduce inequality and poverty. Ghana initiated a school feeding that was aimed at providing at least one hot meal a day for every child at the basic school level. Implementation of the policy has faced a lot of challenges and lack of political will. Some critics therefore argue that alternative policy initiatives should be considered to improve or replace the existing school feeding policy because although enrolment seem to go up, there is little evidence the policy is improving academic performance

ECONOMIC AND EDUCATIONAL IMPACTS REGARDING THEREMOVAL OF ENGLISHLANGUAGE AS AN OFFICIAL LANGUAGEINPAKISTAN:

Al-Burz ◽  
2017 ◽  
Vol 9 (1) ◽  
pp. 65-83
Author(s):  
Dr. Noor Ahmed ◽  
Bijar khan ◽  
Dr. Mirwais Kasi ◽  
Abdul Qadir
Keyword(s):  
Developing Countries ◽  
English Language ◽  
Economic Impacts ◽  
Official Language ◽  
Lingua Franca ◽  
Linguistic Development ◽  
The World ◽  
Actual Use ◽  
Official Languages ◽  
Local Languages

This paper examines the definite impacts of English language’s removal as an official language in Pakistan as well as analyzes critically whether the timing of the decision is a sane motive?  English surely is the lingua franca and educational language in the world possessing the prime status regarding international communiqué. Scholastic development as accepted by globalization has to shifted the character of the English language. Whereas English has turned out to be an essential means increasing attractiveness in international arena, as the top developing countries are emphasizing more and more on English language to be universalized in all fields. Although the local languages do have their importance and may not be discarded to be used as official languages. The findings of this study reveal the possible economic impacts and common realism of different linguistic development as well as strategy creativities in the country as well as to recommend the better policies and planning for the actual use of local as well as English language.

scholarly journals A Study on 'English Language Teaching' (ELT) in Telugu Speaking States

2020 ◽  
Vol 8 (3) ◽  
pp. 10
Author(s):  
Dr. V. N. Ch. Ranganath ◽  
K. Vijana
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Short Paper ◽  
Official Language ◽  
The World ◽  
Methods And Techniques ◽  
Language Classrooms ◽  
Educational Field

The importance of the English language in the educational field is clear from the fact that many countries have made English an official language. Consequently, English language teaching (ELT) has become one of the significant growth industries around the world in recent years. The English language teaching tradition has been subject to tremendous change, especially throughout the twentieth century. Perhaps more than any other discipline, this tradition has been practised in various adaptations in language classrooms all around the world for centuries. While the teaching of Maths or Physics, that is, the methodology of teaching Maths or Physics, has, to a greater or lesser extent, remained the same, this is hardly the case with English or language teaching in general. As will become evident in this short paper, there are some milestones in the development of this tradition, which we will briefly touch upon, in an attempt to reveal the importance of research in the selection and implementation of the optimal methods and techniques for language teaching and learning.

scholarly journals THE ROLES AND STATUS OF ENGLISH IN PRESENT-DAY VIETNAM: A SOCIO-CULTURAL ANALYSIS

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Hoang Van Van
Keyword(s):  
Foreign Language ◽  
Science Communication ◽  
English Language ◽  
Cultural Analysis ◽  
National Language ◽  
Foreign Languages ◽  
Official Language ◽  
Doi Moi ◽  
The World ◽  
Communication And Technology

Starting from a collection of dialects in the southern counties in England, the English language has moved far beyond its nation and has now consolidated its power as the most widely used lingua franca in the world for business, science, communication and technology, and for many other purposes (Cheshire, 1996; Crystal, 1997, 2012; Halliday, 2017). In Vietnam, since Đổi mới (Renovation) which was initiated by the Vietnam Communist Party in 1986, English has become the most important foreign language being taught and used nation-wide, second only to Vietnamese – the national language. Why has English gained such a predominant status in the Vietnamese linguistic space? What are the roles and status of English in present-day Vietnam? Does the expansion of English pose any threat to Vietnamese? To what extent does the expansion of English challenge other foreign languages being taught and learned in Vietnam? Will English become a second official language in Vietnam? The answers to these questions constitute the focus of analysis in this paper and will be addressed throughout.

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