scholarly journals Exploring Teachers’ and Learners’ Attitude towards Homework: The case of English versus Non-English-Major Teachers’ Homework Practices

2020 ◽  
Vol 15 (4) ◽  
pp. 32-49
Author(s):  
Fatemeh Khonamri ◽  
◽  
Martina Pavlikova ◽  
Keyword(s):  
English Language ◽  
Learning Opportunities ◽  
Classroom Context ◽  
Structured Interviews ◽  
Efl Context ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Major ◽  
Study Participants ◽  
Study Offer

Homework assignments provide a channel of communication between students and teachers especially in an EFL context where there is little exposure to English language out of the classroom context. Thus, exploring attitudes and homework features may provide teachers with useful information to know how to plan their homework assignments to improve students’ learning opportunities. This study aimed to explore both teachers’ and learners’ attitude towards homework; the difficulties faced by both teachers and learners with regard to homework as well as the assignment characteristics of English-major versus Non-English-major teachers. The study participants were 120 randomly selected adult male and female EFL learners and 81 EFL teachers. The data were collected through questionnaires and subsequent semi-structured interviews. SPSS 24 software was used to analyze the questionnaire data and interviews were recorded, transcribed, coded and categorized for further analysis. The results indicated that students had positive attitudes towards homework assignments. There was no significant difference between students’ attitude towards homework given by English Major (EM) and Non-English Major (NEM) teachers. The data showed that teachers do feel that homework is essential to students’ language development. Similarly, there was no significant difference among EM versus NEM teachers in their attitudes toward homework. The results revealed the following reasons for the difficulties that teachers and learners faced in assigning/doing homework assignments respectively. Those reasons varied from not learning the required concept, not knowing the instruction, not enjoying homework, not paying attention when homework assignments were presented, not understanding homework instruction, copying homework or cheating, the absence of related and meaningful tasks, parents’ lack of knowledge, lack of word power and grammar, to anxiety and stress of homework. The findings illustrated that there were some differences between EM and NEM teachers in terms of amount, skill area used, and degree of individualization in their homework assignments. The results of this study offer a number of pedagogical implications for teachers, curriculum developers, and institute managers.

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

scholarly journals Autonomous English Language Learning Beyond the Classroom: Indonesian Tertiary Students’ Practices and Constraints

2020 ◽  
Vol 19 (10) ◽  
pp. 194-213
Author(s):  
Daflizar Daflizar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Autonomous Learning ◽  
Learning Activities ◽  
First Year ◽  
English Language Learning ◽  
First Year Students ◽  
Significant Difference ◽  
English Major ◽  
Attention To Students

. In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning activities, however many of the activities were more receptive than productive. The interviews echoed the questionnaire results, and the students claimed that they were not autonomous in their learning due to several constraints. The results also revealed that there is no significant difference in the level of practice of autonomous out-of-class activities based on gender but a significant difference was found concerning majors of study. Practical implications for the Indonesian context are put forward.

scholarly journals Evaluating Attitudes towards Large Carnivores within the Great Bear Rainforest

2021 ◽  
Vol 13 (23) ◽  
pp. 13270
Author(s):  
Max C. Leveridge ◽  
Amélie Y. Davis ◽  
Sarah L. Dumyahn
Keyword(s):  
British Columbia ◽  
First Nations ◽  
Public Attitudes ◽  
Local Economy ◽  
Large Carnivores ◽  
Structured Interviews ◽  
New Ecological Paradigm ◽  
Relational Value ◽  
Positive Attitudes ◽  
Significant Difference

Cohabitation between humans and carnivores is vital to the continued existence and integrity of ecosystems, often playing a large role in the success of large carnivore conservation. We focus on interactions between humans and carnivores in the world’s largest, relatively intact temperate rainforest—The Great Bear Rainforest (GBR), British Columbia, Canada. Specifically, we focus on residents of Prince Rupert, a city within the GBR, and examine its residents’ ecological and relational attitudes towards the surrounding area of protected rainforest and the large carnivores present in the area. We aim to determine the strength of public attitudes and values of the environment and carnivores in the GBR, and to examine whether they differ between First Nations and non-First Nations residents of Prince Rupert, British Columbia. We conducted 28 semi-structured interviews of Prince Rupert residents. At the start of the interview, respondents self-administered a survey consisting of statements from the Social Ecological Relational Value and the New Ecological Paradigm scales. We find no significant difference between First Nations and non-First Nations respondent attitudes. This is possibly due to three factors: (1) cultural influence from the local First Nations, (2) the fact that these carnivores are important for the local economy through tourism, and (3) a strong sense of place associated with the area and the carnivores that inhabit it regardless of positive or negative encounters with these animals. While we find positive attitudes towards carnivores and little evidence of human–wildlife conflict, feelings towards carnivores encountered in town or while hiking tend to be negative, especially when they involve wolves. In order to mitigate these effects in a way that protects these valuable creatures, respondents overwhelmingly clamored for a conservation officer to be assigned to Prince Rupert. We conclude that policy and management might alleviate human–carnivore conflicts in the area should our results be corroborated by studies with larger sample sizes.

scholarly journals Exploring EFL Instructors’ Perceptions of the Effectiveness of Reflective Practices on their Professional Development in the Saudi Context

2020 ◽  
Vol 8 (1) ◽  
pp. 88
Author(s):  
Danyah Fahad Alsayeud ◽  
Anas Hamed Almuhammadi
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Qualitative Data ◽  
Reflective Practices ◽  
Structured Interviews ◽  
Mixed Methods Approach ◽  
Efl Context ◽  
Sequential Mixed Methods ◽  
Significant Difference ◽  
Males And Females

This study explores the perceptions of EFL instructors about their reflective practice and its effect on their professional development in a Saudi Arabian university. This study adopts an explanatory sequential mixed-methods approach to collect quantitative and qualitative data. Two study instruments were used; a survey questionnaire with a study sample of 100 male and female participants and semi-structured interviews with a study sample of seven female instructors. The findings show that some instructors in general have a positive perception of reflective practices and they utilize a diversity of reflective tools. Female instructors show a greater degree of involvement in a reflective practice than male instructors in three of the four examined dimensions (cognitive and meta-cognitive, moral and learner and reflective teaching in general). However, no significant difference is reported between males’ and females’ perceptions in terms of the fourth dimension (practical). Based on the findings, recommendations have been made to encourage reflective practices in the Saudi EFL context.

Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

2021 ◽  
Vol 4 (9) ◽  
pp. 23-35
Author(s):  
Iman Abbas
Keyword(s):  
Higher Education ◽  
English Language ◽  
Pedagogical Practices ◽  
Survey Analysis ◽  
Structured Interviews ◽  
Formal Curriculum ◽  
Positive Attitudes ◽  
Skills Learning

This article is a case study that aims to understand and explore a teacher's perspective about integrating Facebook as an informal social platform into the EFL classroom in a higher education context in Oman. The study further aims to identify the attitudes and perspectives of a group of students belonging to the same context. Research data came from semi-structured interviews with a teacher participant and a survey questionnaire with student participants. The study provides a set of findings based on interview data analysis and questionnaire survey analysis. The study's findings revealed the teacher and students' positive attitudes and perspectives towards the role of Facebook in boosting pedagogical practices and increasing English language skills learning. This study contributes to knowledge by providing insights on the integration of Facebook as an informal platform into the formal curriculum-based learning in TESOL. The insights and findings are of value to the teachers and instructors in EFL higher education contexts. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results.

Impact of Peer Correction on Reducing English Language Students' Mistakes in Their Written Essays in PAUC and Learners' Attitudes towards This Technique

2016 ◽  
Vol 6 (11) ◽  
pp. 2068
Author(s):  
Mahmoud J. Itmeizeh
Keyword(s):  
English Language ◽  
Significant Progress ◽  
Careful Monitoring ◽  
Positive Attitudes ◽  
Correction Technique ◽  
English Major ◽  
Language Students

This study aims at investigating effectiveness of peer correction on students' progress in their written essays at PAUC. It also aims to investigate learners’ attitudes towards peer correction technique. Twenty sophomore English major students aged 19-21 years, who are taking Writing II course with the researcher, were selected to be the participants of this study. To achieve the aims of the study, the researcher used three tools: a questionnaire, a pretest-posttest and students' portfolios. The students had to correct and evaluate the essays, and respond to them during the lectures that each lasted for about 90 minutes. Results of the study showed that students have positive attitudes towards peer-correction and that most of the students were either interested or enjoyed this technique. Scores of the students in pretest-posttest showed significant progress in students' abilities in writing essays as they found more mistakes by the end of the semester. Comparison between essay number one and essay number eight showed a plummeting percentage of mistakes. It is recommended that peer correction should be applied in a modest and proper way, with the teacher’s careful monitoring.

scholarly journals Exploring the present and target academic English language needs of Iranian undergraduate students: a case at the Tabriz University of Medical Sciences

2019 ◽  
Vol 8 (2) ◽  
pp. 113-123
Author(s):  
Simin Sattarpour ◽  
Assef Khalili
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Needs Analysis ◽  
Medical Sciences ◽  
Structured Interviews ◽  
Self Assessment ◽  
Significant Difference ◽  
Teachers And Students

Background: The content for courses for English for specific purposes (ESP) has been largely determined on the basis of the intuitive judgments and personal preferences of syllabus designers and teachers rather than a standard needs analysis. The present study was an attempt at assessing the current English language abilities of undergraduate students majoring in the medical sciences and identifying their target needs for academic success through quantitative and qualitative methods. Methods: The participants included 197 undergraduate students, 12 Teaching English as a Foreign Language (TEFL) teachers, and 15 content teachers from the Tabriz University of Medical Sciences, Iran. Data were collected through a target needs analysis, self-assessment questionnaires, and semi-structured interviews. Results: Pronunciation, technical and general vocabulary knowledge, and use of bilingual dictionaries were regarded as ‘important’ and ‘very important’ target needs by the participants, though some significant differences in perceptions were found between content teachers and students. Writing skill, listening comprehension, and speaking were perceived as the weakest points in the students’ current level of ability. There was also a significant difference between the perception of TEFL teachers and students in assessing the students’ linguistic abilities. Furthermore, both students and TEFL teachers voiced their dissatisfaction with certain areas of ESP courses, such as an inadequate number of credits and heterogeneity of classes. Conclusion: To improve the outcome of ESP courses, they should be designed on the basis of a realistic appreciation of all stakeholders’ perceptions in the field, and they should be taught through the cooperation of both TEFL teachers and content teachers working together.

scholarly journals Investigating Students’ and Staff Members’ Attitudes Toward the Efficiency of the Language Skills Modules Offered During the Foundation Year

2019 ◽  
Vol 12 (6) ◽  
pp. 24
Author(s):  
Abdulmohsen A. Dashti
Keyword(s):  
English Language ◽  
Basic Education ◽  
Language Skills ◽  
Language Teachers ◽  
English Department ◽  
Staff Members ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
English Major ◽  
English Language Teachers

In the scope of teaching English as a foreign language, and more specifically teaching speaking, reading, and writing, this study investigated the attitudes English language teachers-to-be have towards the three language skills modules, namely, Conversation, Reading, and Basic writing, offered by the College of Basic Education (hereafter CBE) in Kuwait. It also investigated the concerns of staff members at the English department in CBE with regards to the matter. The study utilized two questionnaires, one distributed to the students’ population, i.e., English major students (the sample received was (N 385), and the other one distributed to all staff members in the English department in CBE (N 27). In addition, 20 students were randomly selected and interviewed to verify the questionnaires’ results. The data, then, were analysed both quantitatively and qualitatively. Percentages, means and standard deviations were calculated together with t test and ANOVA. Results showed that even though most students and staff members showed positive attitudes towards most of the questionnaires’ items, others were concerned about a few items.

scholarly journals Teachers’ Perceptions on Using Smartphones in English as a Foreign Language Context

2019 ◽  
Vol 4 (1) ◽  
pp. 92-104
Author(s):  
Ali Abbas Alzubi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
Qr Codes ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Teachers ◽  
Educational Applications ◽  
Language Context

This study explored the perceptions of English as a foreign language (EFL) teachers at a foundation year in a university in Saudi Arabia. 41 male (27) and female (14) teachers completed a survey using Google Forms. The results indicated that the majority of teachers (83%) supported the integration of smartphones in EFL context, as 71% believe that smartphones would enhance students’ EFL learning. 72% reported that they used smartphones for university-related work. Sending and receiving emails, accessing the internet, and using educational applications were the most reported beneficial features whereas scanning/creating QR codes, using calculator, playing games, and playing a podcast were the least reported. 79 % believed that smartphones would have instructional benefits for the learners such as access to technology, motivation, creativity English language learning opportunities, and variation in instruction whereas 58 % did not see any barriers in the use of smartphones in EFL context. That smartphones may distract students’ attention was the only reported barrier. Recommendations and impactions for further research and applications were suggested.

scholarly journals Effects of Extensive Reading on Thai Tertiary Students’ Reading Attitudes

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Ketvalee Porkaew ◽  
Ariyadhorn Fongpaiboon
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Structure Interview ◽  
Reading Engagement ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Significance Level ◽  
Language Class ◽  
Significant Difference

An exposure to free choice of inspiring reading materials among Thai students has not been largely promoted in English language class, affecting negative language learning attitudes and development of a reading habit. This present study examined the effects of extensive reading (ER) on Thai university students. To measure their attitudes towards comfort, anxiety, intellectual value, practical value and linguistic value before and after 15-week extensive reading. 68 undergraduate students were asked to complete the 5-point Likert scale questionnaire of 23 items adopted from Yamashita (2013). A semi-structure interview was also employed. The results revealed students had positive feelings in which ER increased their comfort and decreased their anxiety at the significance level of 0.05. They also had positive beliefs about the intellectual benefits. However, the practical value that ER might bring advantages to students’ study or future career was lower in the posttest. There was no significant difference between the pretest and posttest in their beliefs about English language study benefits. Qualitative data from the semi-structured interviews showed that students satisfied with their own choice of reading preference. The findings suggested the use of ER approach in English as a foreign language (EFL) classes to increase students’ positive attitudes, decrease their negative ones towards reading, and develop good reading habits through their reading engagement.

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