scholarly journals The integration of mobile learning among esl teachers to enhance vocabulary learning

2020 ◽  
Vol 1 (2) ◽  
pp. 28
Author(s):  
Hafizah Muhamad Kassim ◽  
Nur-Ehsan Mohd Said
Keyword(s):  
English Language Learners ◽  
Mobile Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Handheld Devices ◽  
Research Approach ◽  
Structured Interviews ◽  
Esl Teachers ◽  
Use Of Technology ◽  
Positive Attitudes

<p>This study intended to describe seven ESL teachers’ integration and their attitudes toward mobile learning (m-learning) as a tool to facilitate students in vocabulary lessons. Mobile learning is a new way to access learning content using handheld devices where mobile technology is integrated into routine teaching activities. The concept is grounded on a theoretical foundation where the mobile application is used as a tool to enhance learning. A qualitative research approach was employed for data collection and analysis in the study. Seven respondents of ESL teachers at secondary schools participated in a series of semi-structured interviews. The interview protocol was adapted from the Unified Theory of Acceptance and Use of Technology (UTAUT) to understand the ESL teachers’ practice regarding the integration of mobile learning. Findings from the study indicated that the ESL teachers integrated mobile learning in their teaching due to its functionality in enhancing English language learners’ vocabulary learning. The study indicated that the teachers considered mobile learning as necessary and a convenient type of learning while displaying positive attitudes towards the integration of mobile learning. Regardless of their length in service or volition, mobile learning is seen as one of the many useful tools that facilitate vocabulary lessons.</p>

Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale

2021 ◽  
pp. 001698622098594
Author(s):  
Nielsen Pereira
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
English Language ◽  
Rating Scales ◽  
Rating Scale ◽  
Teacher Rating ◽  
Esl Teachers ◽  
Invariance Testing ◽  
Scale Scores ◽  
The One

The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.

scholarly journals English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

2012 ◽  
Vol 29 ◽  
pp. 25 ◽  
Author(s):  
Jim Cummins ◽  
Rania Mirza ◽  
Saskia Stille
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
School Administrators ◽  
Academic Learning ◽  
Esl Teachers ◽  
Ell Students ◽  
Literacy Engagement ◽  
Biliteracy Development

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students’ lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area.

scholarly journals INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

2020 ◽  
Vol 8 (2) ◽  
pp. 288-295
Author(s):  
Elnaz Zariholhosseini ◽  
Ehsan Namaziandost ◽  
Mehdi Nasri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
New Words ◽  
Novice Learners ◽  
Vocabulary Learning Strategies ◽  
Personal Use

Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).

scholarly journals Validation of an online questionnaire of vocabulary learning strategies for ESL learners

2020 ◽  
Author(s):  
Yongqi Gu
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Internal Consistency Reliability ◽  
Online Questionnaire ◽  
Paper Version ◽  
Response Formats ◽  
Vocabulary Learning Strategies ◽  
Esl Learners

© 2018, Adam Mickiewicz University Press. All rights reserved. This article reports on the updating and validation of a questionnaire for vocabulary learning strategies. An English as a second language (ESL) version of the Vocabulary Learning Questionnaire (VLQ), first published in Gu and Johnson (1996), was created based on its latest version. Two response formats were piloted, that is, a paper version with a 7-point Likert scale and an online version with a 100-point slider bar. A series of validation procedures resulted in a 62-item instrument which was then administered online among 682 English language learners at the tertiary level in China. The paper presents evidence of content validity, construct validity, internal consistency reliability, and predictive validity. It also provides suggestions for interpreting and using the questionnaire for both research and instructional purposes.

scholarly journals The Awareness Of ICT Implementation For Materials Management In Construction Projects

2011 ◽  
pp. 159-168
Author(s):  
N. B. Kasim ◽  
Peniel Ang Soon Ern
Keyword(s):  
Construction Projects ◽  
Early Stage ◽  
Construction Materials ◽  
Handheld Devices ◽  
Research Approach ◽  
Materials Management ◽  
Structured Interviews ◽  
Ict Implementation ◽  
Management Processes ◽  
Main Barrier

Construction materials usually constitute a major portion of the total cost in a building construction project. Despite the potential benefit of ICT, convincing construction organisations to embrace its use and implementation has proved a difficult task. This research seeks to identify the implementation of ICT in construction materials management processes and to investigate on the acceptance of contractors for ICT transformation to the materials management in construction projects. In relation to that, current constraints that are found hindering the acceptance of ICT in materials management processes are also identified. A triangulation research approach which consists of standard derived questionnaires, semi structured interviews with class A contractors and review of previous research were conducted. The findings from this research reveal that the implementation of ICT in the materials management for construction projects in Malaysia is at early stage. Microsoft Excel Spreadsheet and handheld devices are found to be the common ICT tools adopted in the materials management processes. Meanwhile, there is only an average level of acceptance towards the transformation of ICT implementation in the construction materials management. The main barrier is found to be the cost involvement at the initial stage or overall implementation of ICT in the materials management processes. Finally, it can be concluded that there is a lack of awareness towards the ICT implementation of materials management in the construction projects.

scholarly journals Pre-Service ESL Teachers’ Self-Reported Knowledge of English Language Learners’ (ELLs) Reading Assessments

2020 ◽  
Vol 11 (5) ◽  
pp. 31-57
Author(s):  
Renata Burgess-Brigham ◽  
Zohreh Eslami ◽  
Khatereh Esteki ◽  
◽  
◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Reading Assessments ◽  
Esl Teachers

Exploring the Difficulties Encountered by the Non-English Department Students in Learning the English Language: A Study on the Tertiary Level of Education in Bangladesh

2021 ◽  
pp. 47-55
Author(s):  
Md. Musrifur Jelane
Keyword(s):  
Language Learning ◽  
Quantitative Research ◽  
English Language ◽  
Tertiary Level ◽  
English Department ◽  
Research Approach ◽  
Structured Interviews ◽  
Public And Private ◽  
Level Of Education ◽  
English Departments

Most of the non-English departments at the tertiary level of education in Bangladesh conduct the English language course for the development of English language skills of the non-English department students. However, the non-English department students at the tertiary level of education in Bangladesh face many troubles in learning the English language efficiently. The purpose of this study was to explore the difficulties encountered by the non-English department students at the tertiary level of education in Bangladesh in learning the English language. This study followed a quantitative research approach. Data collected from 100 non-English department students both from public and private universities of Bangladesh through survey questionnaires and semi-structured interviews. The findings of this study disclosed that the non-English department students face the most difficulty in productive skills (speaking and writing). Moreover, duration of the class and semester, syllabus design, needs analysis, classroom techniques, and methods are the significant factors that affect the English language learning of the non-English department students.

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.

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