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

Information Behaviour ◽

Information Studies ◽

<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>

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

10.26686/wgtn.16993099 ◽

2021 ◽

Author(s):

◽

Matthew Banks

Keyword(s):

Second Language ◽

Qualitative Methodology ◽

Research Problem ◽

Structured Interviews ◽

Recreational Reading ◽

Information Behaviour ◽

Information Studies ◽

Integration of Digital Preservation Knowledge, Skills and Competencies in the Teaching Curricula of Library and Information Studies at the University of Botswana

Mousaion ◽

10.25159/2663-659x/6436 ◽

2019 ◽

Vol 37 (1) ◽

Cited By ~ 1

Author(s):

Thatayaone Segaetsho ◽

Julie Moloi

Keyword(s):

Digital Preservation ◽

Records Management ◽

Structured Interviews ◽

University Of Botswana ◽

Current Trends ◽

Teaching Content ◽

Information Studies ◽

The University

In the past few decades, digital technology has found a place in the acquisition, arrangement, description, preservation, and dissemination of information. However, heritage institutions are perturbed by the challenges of digital preservation strategies particularly for education. Despite continuous investment in digital preservation, there are limited skilled professionals to equip learners with the knowledge, skills and competencies required to drive digital preservation in Botswana. Therefore, this paper investigated the knowledge, skills and competencies related to digital preservation in the teaching curricula of the Department of Library and Information Studies (DLIS) at the University of Botswana. Data collection was done through intensive structured interviews with specific educators who teach courses on digital preservation in the archives and records management stream. The study revealed that despite the fact that the educators in preservation courses are aware of current trends in digital preservation, most of them have not obtained formal degree certification specific to digital preservation. The findings further revealed that minimal digital preservation competencies are observed in the teaching curricula. A significant number of challenges observed illustrated mainly a lack of resources and limited skills in terms of practical demonstrations by educators. The curricula mostly lacked clarity on long-term and short-term digital preservation. The study recommends that DLIS and other institutions should conduct surveys or curriculum auditing on digital preservation in order to improve the teaching content. A significant number of shortcomings regarding digital preservation that could motivate further studies are also discussed under the conclusion and recommendations section of this study.

“I can come up with more things when I’m happy, or especially when I’m angry”

International Journal of Language and Culture ◽

10.1075/ijolc.21063.ven ◽

2021 ◽

Author(s):

Beatrice Venturin

Keyword(s):

Second Language ◽

First Language ◽

Structured Interviews ◽

1.5 Generation ◽

Language Dominance ◽

Emotional Resonance ◽

Expression Of Emotions

Abstract This study examines language preferences to express anger and happiness among 15 Russian Australians belonging to the 1.5 generation, who acquired Russian as first language (L1) and English as second language (L2), after migration during childhood. While most research into these topics has focused on L1-dominant bilinguals, this study offers a novel perspective, as 1.5-generation migrants are generally L2-dominant or multidominant (L1+L2-dominant), and possibly L1 attriters. Semi-structured interviews were conducted and underwent qualitative thematic analyses. From the results it emerges that these speakers mostly express emotions in the L2 or both languages, in line with their language dominance, but their choices do not seem to relate to language emotionality, as the L1 maintains the highest emotional resonance for them. While research on multilinguals’ expression of emotions has mainly focused on anger, this study calls attention to the expression of happiness, and points to the importance of L2-dominant and multidominant multilinguals.

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

Proceedings of the ICECRS ◽

10.21070/picecrs.v1i1.523 ◽

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 ◽

Vocabulary Strategies ◽

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.

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

Sains Humanika ◽

10.11113/sh.v9n1-5.1175 ◽

2017 ◽

Vol 9 (1-5) ◽

Cited By ~ 1

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 ◽

Mobile Assisted Language Learning ◽

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.

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

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2019.76165 ◽

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 ◽

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.

‘Informed’, ‘active’ and ‘engaged’? Understanding and enacting information literacy from a UK citizenship perspective

Journal of Information Literacy ◽

10.11645/15.3.2934 ◽

2021 ◽

Vol 15 (3) ◽

pp. 20

Author(s):

Simon Paul Cloudesley

Keyword(s):

Information Literacy ◽

Personal Agency ◽

Structured Interviews ◽

Liberal Democratic ◽

Socially Constructed ◽

Information Studies ◽

The Status ◽

Personal Context ◽

Personal Ethics

Information literacy (IL) has been considered by Library and Information Studies (LIS) research and praxis to be vital in helping citizens be ‘informed’, ‘active’ and ‘engaged’ within society. LIS discourse has explored different conceptions of citizenship and its relationship with IL within the paradigm of liberal democratic societies. Critical IL approaches have in turn promoted a citizenship of personal agency, empowerment, challenging the status quo and the pursuit of social justice, as well as focusing on what has been termed ‘political literacy’. However, critical information literacy has also problematised some of the approaches to citizenship found in LIS discourse. Despite the complexity of the subject, empirical study into these issues is still severely lacking. This research moves to start addressing this need by investigating how IL is understood and enacted from the perspective of UK citizenship. Using a qualitative approach of semi-structured interviews with five UK citizens based in Oxford, UK, in the summer of 2019, it set out to establish the relationship between IL and citizenship in a personal context. It was found to be understood and enacted through the development of socially-constructed personal citizenship information landscapes, oriented to a personal sense of citizenship, agency, motivation and empowerment. These personal landscapes challenge some of the established IL paradigms of ‘informed’, ‘active’ and ‘engaged’ citizens, as well as related concepts of information ‘wealth’ and ‘poverty’. They also raise questions of the role of personal ethics in decision making as citizens and potential tensions with ‘acceptable’ norms. These findings help to further problematise the dynamic between IL and citizenship, and challenge LIS research and praxis not just to promote specific values and goals, but also to work towards a greater understanding of the personal contexts shaping that dynamic.

The Transformative Methodology: Expository Study of Teaching English as the Second Language Acquisition

Research in Social Sciences and Technology ◽

10.46303/ressat.2021.20 ◽

2021 ◽

Vol 6 (2) ◽

pp. 219-232

Author(s):

Jacob Tshepang Moloi ◽

Emmanuel Tobi Adegoriolu

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Critical Discourse Analysis ◽

Teaching And Learning ◽

Qualitative Methodology ◽

Teaching Strategy ◽

Critical Role ◽

Structured Interviews ◽

Foreign Speakers

The significance of language as a science in the educational sector has continued to play a critical role in terms of teaching and learning. However, due to inequalities exposed severely by the Covid-19 pandemic, the teaching of English as the second language acquisition to foreign speakers; is adversely affected. Therefore, the use of transformative methodology as the teaching strategy is explored to determine the most suitable methodology of teaching during the Covid-19 pandemic. The study utilizes Participatory Action Research as the approach to explore the efficacy of transformative methodology; this approach is embedded in the paradigmatic principles of constructivism as the lens of qualitative methodology. Besides, the data is analysed using Critical Discourse Analysis post the generation of it using observations and semi-structured interviews (free attitudinal interviews). The paper demonstrates the prospects of using transformative methodology as the appropriate use of pedagogical strategy for English as the second language acquisition, it also suggests efficient but costly measures required to be implemented by the universities for the use of the transformative methodology.

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

English Review Journal of English Education ◽

10.25134/erjee.v6i1.765 ◽

2017 ◽

Vol 6 (1) ◽

pp. 1 ◽

Cited By ~ 2

Author(s):

Romualdo A. Mabuan

Keyword(s):

Second Language ◽

21St Century ◽

Public Speaking ◽

Group Discussion ◽

The Philippines ◽

Language Teachers ◽

Speech Communication ◽

Increasing Demand ◽

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

Malaysian Tertiary ESL Students' Writing Errors and Their Implications on English Language Teaching

Asian Journal of University Education ◽

10.24191/ajue.v17i3.14504 ◽

2021 ◽

Vol 17 (3) ◽

pp. 235

Author(s):

Siti Zawani Mehat ◽

Lilliati Ismail

Keyword(s):

Second Language ◽

Academic Writing ◽

Language Production ◽

English Language ◽

English Language Teaching ◽

Adult Esl ◽

Study Results ◽

Esl Learners ◽

Writing Errors

Abstract: Errors, either in writing or speaking, are common in second language production. Researchers have long been investigating English as Second Language (ESL) learners' errors because they may produce different kinds of errors than native speakers. The purpose of this study was to identify errors made by adult ESL learners and to examine the L1 interference in writing errors. Writing samples were collected from 30 students enrolled in the academic writing class in Universiti Putra Malaysia, and the errors were identified, recorded, and analyzed to determine whether they were intralingual or interlingual ones. The study results showed that most of the errors were in subject-verb agreement and verb tenses, which could be caused by first language (L1) influence. The findings of this study would shed light on the types of errors these ESL learners make and their weaknesses in using the English language. Besides, the findings could support instructors, curricula creators, and textbook writers to create and offer materials that could help learners enhance their command of the English language. Keywords: Error Analysis, Intralingual, Interlingual, writing problems, writing errors