scholarly journals Foreign Language Learning and Identity Reconstruction: Learners’ Understanding of the Intersections of the Self, the Other and Power

2017 ◽  
Vol 7 (4) ◽  
pp. 13-36
Author(s):  
Seyyed Hatam Tamimi Sa’d
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Social Characteristics ◽  
Identity Reconstruction ◽  
The Status ◽  
Group Interviews

The present qualitative study sought to explore the relationship between English language learning and identity reconstruction from the viewpoints of Iranian language learners. The data were collected by means of focus-group interviews with forty-five male intermediate learners of English as a foreign language (EFL). To define the concept of identity, the participants were found to draw upon notions as diverse as personal and social characteristics, ethnic origins, geographical locations, religious affiliations, national customs and rituals and values, amongst others. Furthermore, the vast majority of the learners held that learningEnglish had a profound impact on how they perceive their identity. Of these, nearly all the interviewees regarded the above impact as highly positive and beneficial to the course of language learning. The interviewees also expressed strong inclination to integrate and, therefore, to dentify with the target linguistic and cultural norms. Notwithstanding, a number of opposing voices were raised by some learners who resisted identity reconstruction through language learning, claiming that they learned English simply for the sake of instrumental, as opposed to integrative, purposes. These participants also levelled criticisms at what theyviewed as ‘the imposition of Western values on an Islamic country’. The results highlight the vital role of motivation and the status of English as an international language in viewing, redefining and reconstructing identity. In conclusion, the findings confirm the role of discursive practices, power relations, solidarity and otherising with regard to identityreconstruction in the course of second language (L2) learning.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

The Role of the Future Civil Engineers' Motivation in the Foreign Language Learning

2015 ◽  
Vol 725-726 ◽  
pp. 1646-1652 ◽  
Author(s):  
Maria Kukushkina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Technical Students ◽  
The Future ◽  
Civil Engineers

The article is dedicated to the changes happening in the sphere of higher education and concerning the foreign language education of the future civil engineers. The research held studies the main motivational factors for English language learning among the students of the Institute of Civil Engineering. The conclusions made are meant to improve the system of technical students’ foreign language education .

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

The Role of Social-emotional skills among kindergarteners in Foreign Language Learning

2015 ◽  
Vol 1 (4) ◽  
pp. 364
Author(s):  
Chalak Ghafoor Raouf ◽  
Ranjdar Hama Sharif
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Social Emotional ◽  
Emotional Skills ◽  
Young Learners

Nowadays, second language learning among young learners is considered to be one of the main subjects in the field of education around the world. A lot of researches dealt with this subject, and focused on the processes of second language learning among young learners. Researchers were trying to understand and diagnose young language learners’ strengths and weaknesses. They came up with some evidences which show that language aptitude, gender, age, creativity, and motivation are among the elements that make a young student be different from other students. Unlike the other researches, this paper investigated the role of social-emotional skills among young learners in second language learning. It examined the influences of these skills in the process of foreign language learning. For this study a kindergarten was chosen, and 20 children were randomly selected as representatives of the 60 children who applied for an English language course in this kindergarten. Thirteen of the selected children were male learners, while the rest were females, and the age of the participants were between 4-5 years old. At the beginning of the English course a group of socialworkers conducted a pretest to measure the young learners’ social and emotional skills, and after the English course a group of English language teachers conducted the second test to measure the learners’ language proficiency. After the data collection, the finding showed a significant relationship between social-emotional skills and foreign language learning. Those students who showed a high level of social-emotional skills were more active in learning the new language, and passed the test of English proficiency with high degrees, while those students who showed a low level of social-emotional skills couldn’t pass the English proficiency test or passed with low degrees.

scholarly journals Management Education – The Psychology of the English Language the Importance of Sport, In Learning a Foreign Language

2020 ◽  
Vol 8 (04) ◽  
pp. 1731-1738
Author(s):  
Stefania Allegra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Educational Psychology ◽  
English Language ◽  
Management Education ◽  
Foreign Language Learning ◽  
Inner Self ◽  
The Mind ◽  
Memorization Techniques

It’s normal and important to understand the role of the applied linguistic in everyday life. It’s an important rule to understand the role of the educational psychology of the foreign language learning. You find many difficult phases in this study according to the age and culture, so the place where you live. To understand the process of the learning about L2, as foreign language, it’s something that needs a special attention in psychology. Psychology is part of the rule that manages the whole life. There are aspects of ourselves that must go together in inner Self life and external life. A professor must have the average knowledge about the psychology of the person. If you don’t apply the teaching with psychology, you can’t have the minimum and the top results in your students. There are awareness concepts in the teaching process, it’s a result of the going on in the ability adaptation of the mind, in memorization techniques. It’s particular to understand that the memorisation techniques are difficult steps to obtain. It depends on the age the ability to learn a language fast; it means it’s an easier process in children; young teenagers are surely trained at school so they can get good results; adults are not so strong in memorization if they are far from studies processes that activate the mind in a properly way training in order to learn a foreign language. In all these processes is very important the practice of sport, because of improvement of mind processes.

scholarly journals Love and enjoyment in context: Four case studies of adolescent EFL learners

2018 ◽  
Vol 8 (1) ◽  
pp. 73-101 ◽  
Author(s):  
Liana Maria Pavelescu ◽  
Bojana Petrić
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Positive Emotions ◽  
English Language ◽  
Foreign Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
Adolescent Students

This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students’ language learning process.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

scholarly journals Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research

2021 ◽  
Vol 11 (5) ◽  
pp. 222
Author(s):  
Rafael Darque Pinto ◽  
Bruno Peixoto ◽  
Miguel Melo ◽  
Luciana Cabral ◽  
Maximino Bessa
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Second Language Learning ◽  
English Language ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Traditional Approaches

Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

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