scholarly journals Developing Capital in Language Learning: A Mixed-Method Study on Vietnamese English Learners

2021 ◽  
Vol 8 (3) ◽  
pp. 17
Author(s):  
Ngoc Tung Vu ◽  
Hoa Do
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Mixed Method ◽  
English Learners ◽  
English Language ◽  
Symbolic Capital ◽  
Mixed Method Study ◽  
Social Fields ◽  
Vietnamese Higher Education ◽  
The Common

English-as-a-Lingua-Franca’s acceleration serves an ultimate goal of preserving English language users’ cultural and linguistic identities. In Vietnam, English has emerged as the common language in the education sector, since it aims to equip learners with language proficiency and competence. Hence, it enables the acquisition of linguistic and cultural capital, which is fundamental to accentuate the future Vietnamese workforce’s personal commitment and competitive advantage in the globalized labor market. Therefore, this mixed-method study seeks to fill missing literature on how capital is acquired and developed through language learning in Vietnamese higher education, based on the interpretation of Bourdieu’s (1986) capital stances in social fields. Among 194 English learners from various cultural and disciplinary backgrounds, data suggested that (1) all forms of capital developed very differently and (2) symbolic capital was directly associated with other forms of capital. Implications are also presented at the conclusion of the article.

scholarly journals Writing Anxiety Among Saudi Female Learners at Some Saudi Universities

2019 ◽  
Vol 12 (9) ◽  
pp. 55
Author(s):  
Nafilah M. Aloairdhi
Keyword(s):  
Social Sciences ◽  
Language Learning ◽  
Mixed Method ◽  
English Language ◽  
Qualitative Data ◽  
Time Pressure ◽  
Writing Apprehension ◽  
Mixed Method Study ◽  
Writing Anxiety ◽  
Specific Formula

Writing is an important skill in language learning and in academic achievement. The level of writing anxiety could affect students' achievements positively or negatively. This research aimed to examine the writing anxiety among Saudi female learners enrolled in English language departments at some Saudi universities. It also aimed to identify the sources of writing anxiety. To this end, a mixed method study was designed in which Writing Apprehension Test (WAT) Scale by Daly and Miller (1975) and an open-ended question were used to collect necessary data from 105 randomly selected learners. For data analysis, two different statistical procedures in Statistical Package for Social Sciences (SPSS) and a specific formula suggested by Daly and Miller (1975) were applied. Coding was applied to qualitative data. The results indicated that the participants (N = 105) experience moderate level of writing anxiety. In addition, the main sources of writing anxiety were evaluation, generating ideas, grammar, time pressure, and lack of confidence.

scholarly journals The Usage of Games-Based Intervention in Improving the English Language Proficiency of High School B40 Students

2021 ◽  
Vol 6 (SI6) ◽  
Author(s):  
Siti Salwa Isa ◽  
Nor Lelawati Jamaludin ◽  
Abu Ali ◽  
Shahrul Niza Said
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Publishing House ◽  
English Language Proficiency ◽  
Application Development ◽  
School Students ◽  
International Publishing ◽  
Development Goals ◽  
The Common

The objective of this study is explore the use game-based intervention as a tool in understanding its contributions to the level of English Language proficiency among B40 secondary school students in Klang Valley (n=104). Results was tested using correlational study in SPSS. The level of English proficiency improvement of students was measured according to The Common European Framework of Reference for Languages (CEFR). Results indicate that more than 50% (54) shows a significant result in improvement with moderate-string correlation and statistically significant. This allows the curation of appropriate strategies and responses to address application development in English language learning if necessary. Keywords: Game-based Intervention (GBI); UN Sustainable Development Goals 4 (SDG); The Common European Framework of Reference for Languages (CEFR); B40 eISSN: 2398-4287 © 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI6.3036

English Language Proficiency Standards Aligned With Content Standards

2018 ◽  
Vol 47 (5) ◽  
pp. 317-327 ◽  
Author(s):  
Okhee Lee
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
English Language Proficiency ◽  
Lessons Learned ◽  
Content Standards ◽  
Federal Legislation ◽  
Content Areas ◽  
Disciplinary Practices

As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science. It starts with a brief description of federal legislation for alignment between ELP standards and content standards along with challenges of ensuring alignment. Then, it highlights how current efforts to ensure alignment center on the language used to engage in disciplinary practices of content standards. Next, taking a perspective on ELP standards from the vantage point of content areas, the article presents a critique of ELP standards developed by the two major consortia of states, WIDA and English Language Proficiency Assessment for the 21st Century (ELPA21). Specifically, the critique focuses on how each consortium addresses two aspects of alignment: (a) disciplinary practices across content areas and (b) cognitive expectations across proficiency levels. Both consortia fall short in accurately reflecting disciplinary practices and maintaining consistent cognitive expectations. Lessons learned from this critique offer recommendations for the field to move forward in ensuring English learners capitalize on the opportunities and meet the demands for both content and language learning presented by content standards. As the challenges in ELP standards development lie squarely at the intersection of content and language learning, the article ends with a call to action for closer collaboration between language and content educators.

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

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

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.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

Applying Possessive pronoun in Writing Sentences: Exploring Students’ Ability and Problems in a Mixed Method Study

2019 ◽  
Vol 1 (3) ◽  
pp. 79-83
Author(s):  
Eka Utami Putri ◽  
Syahdan Syahdan
Keyword(s):  
Mixed Method ◽  
Simple Random Sampling ◽  
Average Score ◽  
Mixed Method Study ◽  
Z Score ◽  
Possessive Pronoun ◽  
Efl Students ◽  
The Common ◽  
Common Problems ◽  
Essay Test

The purpose of this research was to find out the students' ability in applying Possessive pronoun in writing sentences and the problems encounter it.  This mixed method study employs an explanatory design to reveals it. 53 students out of 105 students from1st semester EFL students from one reputable University in Pekanbaru, Indonesia, were invited to this study. These 53 students were selected using simple random sampling and enrolled for an essay test and interview to see the students' ability and explaining the problems. The data analysis using SPSS showed that the average score of students was 52.98. Meanwhile for the median is 48, the mode is 20. The score of Standard Deviation is 27.93, Variance is 780.25, and Range is 84.  Z-Score was found 41.5%, which is means higher than average and 58.5% while, students' ability was indicated below the average. It showed that the students were low ability in applying possessive pronoun in writing sentences. The study also found the common problems, i.e., (1) students still mixed up between possessive pronoun and possessive adjectives. (2) students used the wrong pattern in using a possessive pronoun. (3) students did not understand clearly about a possessive pronoun, (4) experiencing difficulties in learning possessive pronoun. 

The price of immersion: language learners as a cheap workforce in Malta’s voluntourism industry

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Larissa Semiramis Schedel
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Voluntary Work ◽  
Island State ◽  
Classroom Language ◽  
Mediterranean Island ◽  
Efficient Alternative ◽  
Travel Industry

Abstract This contribution treats “language immersion” as a linguistic ideology and explores narratives, practices, and subjectivities pertinent to that notion in the context of language-motivated voluntourism. Voluntourism programs offer short-term sojourns abroad, which combine voluntary work with holidays while promising “immersion” as an efficient alternative to classroom language learning. In the Mediterranean island state of Malta, whose population is mostly bilingual in English and Maltese, voluntourism has become an attractive product for the booming English language travel industry. Since there is a lack of critical sociolinguistic and second language acquisition research on the language learning trajectories of voluntourists, this piece examines the promise of immersion through the example of a hostel that figures as a workplace. Drawing on ethnographic data, it investigates how learning English through immersion while working abroad is imagined and promoted, whether or not it occurs, and what gains (linguistic or otherwise) it generates and for whom. The article argues that the voluntourism industry appropriates the discourse of immersion to responsibilize English learners for their linguistic self-skilling, thereby constituting them as neoliberal subjects that can easily be exploited as a cheap workforce.

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