FORMING PROFESSIONAL ENGLISH LANGUAGE SPEAKING COMPETENCE FOR FUTURE SOFTWARE ENGINEERS: PSYCHOEDUCATIONAL PECULIARITIES

2019 ◽  
pp. 52-59
Author(s):  
Iryna Nazarenko
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Personal Learning ◽  
Group Activities ◽  
Self Evaluation ◽  
Positive Side ◽  
Software Engineers ◽  
Characteristic Features ◽  
Psychological Features

This article draws attention to the importance of English language speaking competence mastery for future software engineers; some arguments in support are being well-grounded. The author offers analysis of existing scientific works of different scientists, who faced similar pedagogical problems and summarizes their findings. The article has its purpose to study possible pedagogical ways to improve English learning results among this category of students, by analyzing psychological features of these students’ category and developing own pedagogical recommendations. With the purpose to raise effectiveness on the way to form professional English language speaking competence of future software engineers, some age peculiarities of these students are being analyzed. The possible ways to apply these findings in the learning process are being discussed. The author gives detailed analyses of psychological features and the outlook of the students, studies professional features of programmers. The author comes out with personally developed pedagogical ways to use some of characteristic features of these students’ category, each of which, having its positive side, can be applied in favour of the learning process. Some recommendations to be applied in the process of forming professional English language speaking competence of future software engineers are systematized in a table. Among them are: the wide use of schematically represented matters, the extended use of self-evaluation and interpersonal evaluation among students, the advice to involve students in a wider range of group activities, including games, projects etc., encourage students’ introspection, the necessity of getting students acquainted with some aspects of the theory of communication, among which are the secrets of effective communication, etc. The important task is to induce students to acquire a number of personal learning strategies and apply them in the process of mastering English language speaking competence.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

scholarly journals Exploring Factors and Indicators for Measuring Students’ Performance in Moodle Learning Environment

2021 ◽  
Vol 16 (12) ◽  
pp. 169
Author(s):  
Iman Rashid Al-Kindi ◽  
Zuhoor Al-Khanjari
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Online Courses ◽  
Smart Cities ◽  
Sultan Qaboos University ◽  
Personal Learning ◽  
Smart Learning ◽  
Holistic Understanding ◽  
And Performance ◽  
Data Log

One of the most important pillars of smart cities is the smart learning environ-ment. This environment should be well prepared and managed to improve the in-struction process for instructors from one side and the learning process for stu-dents from the other side. This paper presents the student’s Engagement, Behav-ior and Personality (EBP) predictive model. This model uses Moodle log data to investigate the influence and the effect of the students’ EBP factors on their per-formance. For this purpose, this paper uses the data log files of the "Search Strat-egies on the Internet" online course in Fall 2019 at Sultan Qaboos University (SQU) extracted from Moodle database. The intention of conducting this kind of experiments is of three-facets: 1. to assist in gaining a holistic understanding of online learning environments by focusing on student EBP and performance with-in the course activities, 2. to explore whether the student’s EBP can be considered as indicators for predicting student’s performance in online courses, and 3. to support instructors with insights to develop better learning strategies and tailor instructions for personal learning of individual students. Moreover, this paper takes a step forward in identifying effective methods to measure student’s EBP during the learning process. This may contribute to proposing a framework for the smart learning behavior environment that would guide the instructors to ob-serve students’ performance in a more creative way. All the 38 students who participated in this experiment had compatible statistics and results as the relationship between their Engagement, Behavior, Personality was symmetric with their Performance. This relationship was presented using a group of condition rules (If-then). The extracted rules gave us a straightforward and visual picture of the rela-tionship between the factors mentioned in this paper.

scholarly journals Learning Strategies Employed in English Language: Perceptions and Practices

2019 ◽  
Vol 1 ◽  
pp. 87-99 ◽  
Author(s):  
Pitambar Paudel
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Phenomenological Study ◽  
Learning Strategy ◽  
Language Skills ◽  
Learning Goal ◽  
Listening Skill ◽  
Teaching Learning

Learning strategies are the key tools to determine the approach for achieving the learning goal. They are included in different phases of teaching learning process. They are usually tied to the needs and interests of students to enhance their learning efficiency. This article aims at exploring perspectives and practices of learning strategies in learning English language. For this, phenomenological descriptive qualitative research was conducted with a class of 48 students of Bachelor in Education at a constituent campus, under Tribhuvan University, Nepal. Both the class of the students and campus were selected purposively to meet the requirement of phenomenological study. Thirty classes were observed as a participant as well as teacher and from the same group of the students only ten students were interviewed. Then, the data from both the sources were triangulated, interpreted and analyzed descriptively. From this study, it was interpreted that students employed various strategies to learn different language skills and aspects. The study revealed that students felt difficulty in selecting proper learning strategy for learning grammatical rules due to many exceptional cases and listening skill due to their less time devotion on it while the felt ease to select and employ proper strategies in learning vocabulary.

scholarly journals Incorporating Advising Strategies into One-to-One Tutoring: Effects on the Awareness Towards Vocabulary Learning

2021 ◽  
pp. 4-20
Author(s):  
Doğuş Aydın ◽  
Birsen Tütüniş
Keyword(s):  
Qualitative Research ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language Learner ◽  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Structured Interview ◽  
Language Learner ◽  
Teaching And Learning Strategies

Language advising helps a language learner discover different ways of learning and enables him/her to make decisions for better learning. This paper reports on an inquiry conducted with one English language learner who had difficulty with vocabulary acquisition which led to a perceived lack of progress in learning. The main purpose of the research was to observe and interpret the experience of the learner in terms of how different teaching and learning strategies appeared to affect her vocabulary learning. Qualitative research instruments including a semi-structured interview and a diary were used for this study. The results showed an increase in the learner’s control over her vocabulary learning process which was likely facilitated by the incorporation of language advising strategies into individual private tutoring.

scholarly journals Do start ao game over: analisando narrativas de aprendizagem de inglês com jogos eletrônicos

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Keila Mendes Santos ◽  
Cleide Jane De Sá Araújo Costa
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Knowledge Construction ◽  
English Language ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Electronic Games

Resumo: Este estudo objetiva investigar o processo de aprendizagem de estudantes de língua inglesa (LI), que assumem terem aprendido o idioma por meio da prática de jogos eletrônicos, especificamente os chamados jogos MMORPG, e também destacar as estratégias adotadaspelos aprendizes ao longo do referido processo. Trata-se de uma pesquisa qualitativa que teve como participantes três estudantes de letras/inglês, gamers. Para coletar os dados foram utilizadas narrativas de aprendizagem nas quais os aprendizes relataram seu processo de construção do conhecimento em LI, partindo do contato com os jogos. A pesquisa teve por fundamento o seguinte questionamento: De que forma a prática de games do gênero MMORPG auxiliam no processo de aprendizagem da língua inglesa? Os resultados demonstraram que esses jogos podem ser percebidos como recursos significativos no desenvolvimento de habilidades distintas, ampliando, também, o conhecimento vocabular, além de proporcionar atitudes autônomas, considerando as estratégias de aprendizagem adotadas pelos gamers.Palavras chave: Língua inglesa. Jogos eletrônicos. Narrativas de aprendizagem.  FROM START TO GAME OVER: ANALYSING ENGLISH LEARNING NARRATIVES WITH ELECTRONIC GAMES. Abstract: This study aims to investigate the learning process of english language (EL) students, who assume that they have learned the language through the practice of electronic games, specifically the so-called MMORPG games, and also highlight the strategies adopted by learners throughout this process. This is a qualitative research that had as participants  three students of letters/english, gamers. To collect the data, learning narratives were used in which the learners reported their process of knowledge construction in EL, starting from the contact with the games. The research was based on the following question: How can MMORPG games help in the English language learning process? The results showed that these games can be perceived as significant resources in the development of different abilities, also improving vocabulary knowledge, besides providing autonomous attitudes, considering the learning strategies adopted by the gamers.Keywords: English language. Electronic games. Learning narratives. 

scholarly journals Encouraging Learner Autonomy Development in Distance Teaching in Primary School

2020 ◽  
Vol 12 (1) ◽  
pp. 277-294
Author(s):  
Katja Komljanec ◽  
Lara Šebalj
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
Learning Process ◽  
Primary Schools ◽  
Learner Autonomy ◽  
Distance Teaching ◽  
School Students ◽  
Self Evaluation ◽  
Use Of Technology ◽  
Key Aspects

The central topic of the article is the development of learner autonomy and how teachers in Slovenian primary schools encourage it. The first part of the article presents and explains what learner autonomy is, the factors important for its development, and other significant concepts connected to it. The key aspects of learner autonomy are intrinsic motivation, learning strategies, collaborative learning, and self-evaluation. The theory of learner autonomy is then related to the context of distance learning that we were able to observe this year, during the COVID-19 pandemic. The article also discusses the use of technology in teaching EFL/ESL and suggests it helps in the development of learner autonomy. The second part presents an analysis and discussion based on the results of interviews conducted with primary school English teachers and questionnaires that were given to primary school students. The purpose of the research was to explore how learner autonomy was manifested during the time of the pandemic, when the learning process had to be moved online. By analysing the results, we were able to confirm or reject five hypotheses. The results show that teachers use many activities that promote the development of learner autonomy. The research shows that in distance teaching the main factors that influence the development of learner autonomy are quality, attractive, and engaging materials, as well as good explanations. Teachers also reported that the home environment was one of the key aspects contributing to a successful or unsuccessful learning process.

scholarly journals Lingual Means of Imperative in the Lecture and Sermon Discourses

2020 ◽  
pp. 171-183
Author(s):  
Nina Oleksandrivna Kravchenko ◽  
Kateryna Andriivna Bondarenko
Keyword(s):  
Learning Process ◽  
English Language ◽  
Syntactic Structure ◽  
Text Structure ◽  
Institutional Discourse ◽  
Linguistic Research ◽  
General Scientific ◽  
The Subject ◽  
Characteristic Features ◽  
Linguistic Means

The research aims to reveal the peculiarities of the linguistic means of imperative utterances which function in the lecture and sermon discourses. They encourage students/parishioners to engage in the learning process fully. The following tasks were formulated: to categorize imperative utterances in the view of characteristic features of the mentioned discourses; to characterize the lexical-syntactic peculiarities of each type of imperative phrases. The object of the research is an oral English-language institutional discourse of two kinds – academic (lecture) and religious (sermon). The subject of the study is the lexical and syntactic arrangement of imperative utterances in the lecture and sermon discourses. To achieve the aim, both general scientific and unique linguistic research methods found application. Conclusions of the study are as follows: the functioning of imperative utterances in the sermon and lecture discourse is determined by such linguistic and extralinguistic factors as the expressiveness/implicitness of the imperative constructions, the syntactic structure of the imperative constructions, the communicative-pragmatic orientation, and the targeted nature of the order/ localization of the imperative construction in the compositional text structure. In our work, direct and indirect explicit constructions, aimed at an immediate action, are viewed as operational imperative statements. According to the communicative-pragmatic orientation and considering the temporal signs, we distinguish two main types of motivation: simultaneous and post-communicative. The communicative-pragmatic orientation criterion also makes it possible to single out constructions intended to induce physical/mental impact (in lectures) and spiritual/mental impact (in sermons). The prospect of further investigation is studying non-verbal features of lecture and sermon discourses.

scholarly journals Lingual Means of Imperative in the Lecture and Sermon Discourses

2020 ◽  
Author(s):  
Nina Oleksandrivna Kravchenko ◽  
Kateryna Andriivna Bondarenko
Keyword(s):  
Learning Process ◽  
English Language ◽  
Syntactic Structure ◽  
Text Structure ◽  
Institutional Discourse ◽  
Linguistic Research ◽  
General Scientific ◽  
The Subject ◽  
Characteristic Features ◽  
Linguistic Means

he research aims to reveal the peculiarities of the linguistic means of imperative utterances which function in the lecture and sermon discourses. They encourage students/parishioners to engage in the learning process fully. The following tasks were formulated: to categorize imperative utterances in the view of characteristic features of the mentioned discourses; to characterize the lexical-syntactic peculiarities of each type of imperative phrases. The object of the research is an oral English-language institutional discourse of two kinds – academic (lecture) and religious (sermon). The subject of the study is the lexical and syntactic arrangement of imperative utterances in the lecture and sermon discourses. To achieve the aim, both general scientific and unique linguistic research methods found application. Conclusions of the study are as follows: the functioning of imperative utterances in the sermon and lecture discourse is determined by such linguistic and extralinguistic factors as the expressiveness/implicitness of the imperative constructions, the syntactic structure of the imperative constructions, the communicative-pragmatic orientation, and the targeted nature of the order/ localization of the imperative construction in the compositional text structure. In our work, direct and indirect explicit constructions, aimed at an immediate action, are viewed as operational imperative statements. According to the communicative-pragmatic orientation and considering the temporal signs, we distinguish two main types of motivation: simultaneous and post-communicative. The communicative-pragmatic orientation criterion also makes it possible to single out constructions intended to induce physical/mental impact (in lectures) and spiritual/mental impact (in sermons). The prospect of further investigation is studying non-verbal features of lecture and sermon discourses.

scholarly journals Observable Signals of Motivation in Teaching-learning Process

2020 ◽  
Vol 2 (1) ◽  
pp. 42-59
Author(s):  
Muhammad Umer Azim ◽  
Zaheer Hussain ◽  
Azhar Munir ◽  
Muhammad Iqbal
Keyword(s):  
Learning Process ◽  
English Language ◽  
Phenomenological Study ◽  
Group Discussion ◽  
Language Teachers ◽  
Cognitive Domains ◽  
Group Activities ◽  
English Language Teachers ◽  
Conducting Research ◽  
Teaching Learning

The current study focuses on the identification of the observable signals of motivation as perceived by the language teachers in the teaching-learning process. This phenomenon is worth studying as it can open new dimensions for conducting research on motivation and engagement in the field of applied linguistics. It can be very helpful for teachers in assessing their students’ motivation. Data was collected for this phenomenological study through questionnaire, interviews, and focus group discussion. The sample consisted of twenty-six English language teachers. The data were analyzed through thematic analysis. The observable signals of motivation were categorized in the behavioral, emotional, and cognitive domains. The results identified that ‘asking probing questions’, ‘eye contact’, ‘asking for extra resources’, ‘loving and respecting teachers’, ‘coming on time’, ‘completing classroom tasks quickly’, ‘enjoying group activities’, and ‘suggesting topics to teachers’ comprised the observable signals of motivation. The majority of the teachers agreed on observing most of these signals. Teachers can use these signals to assess the motivation of their learners and future researchers can use the findings of this research for conducting further research.

scholarly journals A Comparative Study of Language Learning Strategies Used by Monolingual and Bilingual Learners

2016 ◽  
Vol 12 (26) ◽  
pp. 1
Author(s):  
Ahmet Yayla ◽  
Ishak Kozikoglu ◽  
Sehnaz Nigar Celik
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
English Language ◽  
Foreign Language Learning ◽  
Vocational School ◽  
School Type ◽  
Language Learning Strategies

The purpose of this research is to analyze monolingual and bilingual university students’ language learning strategies (LLS) comparatively and to determine whether students’ level of using language learning strategies in foreign language learning process changes in terms of variables such as gender, department and school type. This research was conducted among 524 university students at Yüzüncü Yıl University and Bülent Ecevit University Çaycuma Vocational School. Data of the study was collected by “Strategy Inventory of Language Learning” developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007). Data collected was analyzed with descriptive statistics and parametric tests. As a result of the research, it was found that bilingual students use language learning strategies in foreign language learning process more than monolingual students. Furthermore, it was found that university students use language learning strategies at middle level; students mostly use metacognitive strategies and use affective strategies the least; female students use language learning strategies more than male students except cognitive and affective strategies; English language and literature and English language teaching department students use language learning strategies more than department of translation students; 4 years faculty students use language learning strategies more than vocational school students.

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