scholarly journals Students� learning autonomy, involvement and motivation towards their English proficiency

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Yen Hoang Phuong ◽  
Phuong Quyen Vo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
English Proficiency ◽  
Active Participation ◽  
English Language Learning ◽  
Classroom Activities ◽  
Proficiency Level ◽  
Learning English

Different factors are involved in the process of learners� learning English as a second or foreign language. Among them, learning autonomy, involvement and motivation and attitude toward English language learning have been claimed to positively correlate with learners� English proficiency. In the current study, 229 English-majored final-year students at a university in Vietnam were invited to participate in a survey to explore their English proficiency level and factors that may have impacted that level. Findings revealed that students� learning autonomy and their active participation in classroom activities are the most influential on their English proficiency level after four years of learning. As a result, the study suggests that measures should be taken to improve students� learning autonomy and classroom involvement.

scholarly journals Motivation of Saudi Arabia Tertiary Level Students Learning English as a Foreign Language

2016 ◽  
Vol 4 (2) ◽  
pp. 70-84
Author(s):  
ABDULLAH AL MAMUN BHUIYAN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Elementary Level ◽  
English Language Learning ◽  
Tertiary Level ◽  
Educational Model ◽  
Saudi Arabian Students ◽  
Grade One ◽  
Learning English

In this paper the author focuses on the motivation of Saudi Arabian students in learning English at the tertiary level. To show the significance of motivation in this paper the author uses Gardner’s socio-educational model of SLA. It centers on government initiatives, parents’ inspiration, classroom atmosphere, and teachers’ inspirations at elementary and tertiary levels in English language learning. Here a questionnaire has been used to collect data. The attitudinal scale is used with close-ended questions on a four points Likert scale. In the survey it has been revealed that English should be taught from grade one at elementary level and qualified English teachers are required there. In terms of motivation it has been recognized that family awareness plays a crucial role. It is also found that parents should care about the language efficiency of their children rather than grades in examinations.

scholarly journals Aptitude, Attitude, And Motivation In English Language Learning Of College Freshmen

2015 ◽  
Vol 2 ◽  
pp. 15-24
Author(s):  
Elma P. Bautista
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Proficiency ◽  
Rank Correlation ◽  
English Language Learning ◽  
Chi Square ◽  
Bachelor Of Science ◽  
Proficiency Level ◽  
The Difference ◽  
Attitude And Motivation

The research was conducted to determine the roles of aptitude, attitude, and motivation in English Language Learning of Freshman College students in Isabela State University – Cauayan Campus. This study is focused on the freshman students who are taking up four – year bachelor’s degree courses. The descriptive – correlational method of research was used in the study and the tools utilized to gather data from the respondents were the questionnaire, the Attitude/Motivation Test Battery(A/MTB), and the English Proficiency Test from CHED, documentary analysis on the result of Scholastic Abilities Test for Adults ( SATA ) and unstructured interview were used to gather needed information for the study. The statistical treatments used were Frequency and Tally Percent, Mean, Weighted Mean, Standard Deviation, One Way Analysis of Variance, Tamhane’s T2 post hoc test, Chi-square Test for Independence and Kendall’s Tau-b Rank Correlation Coefficient. The study revealed that majority of the respondents are of average age for college freshman and Ilocano – speaking; they are taking up Bachelor of Science in Business Administration and are predominantly female.. It also showed that the students are not well inclined in learning the English language although a majority of the respondents have average proficiency level. The majority of the respondents have average English Proficiency levels while aptitude, attitude, and motivation of the respondents in English do not vary when grouped according to their age, sex and languages are spoken at home. The only aspect that shows the difference in their course. Among all the personal status in the profile of the respondents, only course significantly affects their English Proficiency Level Hence, to make students more confident in the use of language, opportunities for enhancing English proficiency like the use of English in communicating should be strengthened in the school and home.

scholarly journals Analyzing the Role of Contemporary Teaching Techniques and Importance of Drama in Learning English as a Foreign Language

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dr. Saba Sadia ◽  
◽  
Dr. Rana Umair Nadeem ◽  
Dr. Afsheen Sallahddin ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Teaching Techniques ◽  
Drama In Education ◽  
Basic Principles ◽  
History Of ◽  
Learning English

This research explores the important activities and principles of the teaching of drama in learning English as a foreign language. This research is qualitative in nature and the analysis is based on theoretical grounds and a strong theoretical framework. It concentrates on the brief history of drama in education, its basic principles, techniques, and the possibilities and advantages that drama in education brings into English language learning. The aim of this research, Drama in Learning English as a Foreign Language, is not only to introduce drama in education to the readers but also present drama in the context of English language learning, and subsequently support the concept of drama being an English language learning method. I define drama, its general concepts, principles, and aims. I concentrate on the role of drama in learning English as a foreign language, its techniques, and the benefits that drama brings into the learning. This research is helpful for the teachers to understand the drama and activates related to it in the classroom.

scholarly journals Why are Certain Students Further from Achieving Their Desired Level of English Proficiency?

2020 ◽  
Vol 4 (2) ◽  
pp. 70-73
Author(s):  
Fëllanza CANOLLI MALLET
Keyword(s):  
Language Learning ◽  
Educational System ◽  
English Language ◽  
English Proficiency ◽  
English Language Learning ◽  
Learning English

This study deals with proficiency of students towards English Language Learning.  It includes ELT strategies that can properly motivate students to learn the language without betraying where they come from. Although many of them are afraid that learning English might assimilate them, therefore, they hesitate to learn English due to their Educational system which makes them fearful of losing their identity.

scholarly journals Using Pictionary Game to Increase Learners’ Vocabulary Mastery in English Language Instruction

2019 ◽  
Vol 2 (1) ◽  
pp. 43-51
Author(s):  
Welliam Hamer ◽  
Ledy Nur Lely
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Instruction ◽  
Smart Board ◽  
Unsatisfactory Result ◽  
Classroom Activities ◽  
English Language Instruction ◽  
Learning English

This article aims at sharing information on how pictionary game is used to increase the learners’ vacabulary mastery in the process of teaching and learning. It is clear that vocabulary is one of components of English language. When the learners are reading, they need to master vocabulary related to certain topic. Therefore vocabulary is important thing in learning English. However, mastering English vocabularies is not easy. English is foreign language in which learning English is often considered to be difficult to comprehend. This problem can be seen from the unsatisfactory result when learning English. The learning processs commonly used in the classroom just puts the teacher as a center of learning. It means that the teacher always dominates him/herself to teach, not to focus on how the learners learn effectively. This makes the learners passive and less interested in following the course of learning. In fact the learners’ interest is the most important factor in the study. Interest can be developed if the learning process run with fun, vary, and conducive athmosphere. There are many factors that can support the existance of an increase in the study, i.e. teachers, learners, materials, media, methods, and other learning sources. One factor that can help the learners learn vocabulary is the use of pictionary game. In this study, pictionary game is a classic game of drawing and guessing pictures. Pictionary game can also increase the imagination of learners, where learners are asked to draw according to the word given by the teachers. Things that are needed to play pictionary game are a list or card of vocabulary items, whiteboard, calkboard, or smart board and markers. Pictionary game will help learners to get involved in classroom activities. Other advantages of using pictionary game can be concluded that it provides fun language practice in the various language skills.

scholarly journals Influence of Reinforcement in English Language Learning at Primary Level of Education in Bangladesh

BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 83-104
Author(s):  
Mohammed Rashel Uddin ◽  
Sharmin Hena ◽  
Ariful Hoq Shanil
Keyword(s):  
Language Learning ◽  
Positive Reinforcement ◽  
English Language ◽  
Negative Reinforcement ◽  
English Language Learning ◽  
Primary Level ◽  
Classroom Activities ◽  
Self Confidence ◽  
Teacher Student ◽  
Teaching Learning

This research focuses on the effect of reinforcement during English Language Learning (ELL) classroom activities of Bangladeshi primary level education. The findings of the research indicate that teachers follow both positive and negative reinforcement as part of their teaching-learning activities depending on the actual situation of the class. Positive reinforcement helps students to enhance their mental growth and also boost their learning behaviour. There are some negative influences on students’ behaviour when the teacher treats them with any kind of negative reinforcement. Although all the teachers believe that positive reinforcement helps to improve motivation, self-confidence, classroom participation, teacher-student relationship and effective learning of students during ELL classroom activities, a few teachers still use negative phrases which demotivate students towards learning rather than creating the eagerness to learn.

scholarly journals RETHINKING THE USE OF L1 IN L2 CLASSROOM

2019 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Learning ◽  
Learning And Teaching ◽  
L2 Learning

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

FORMATION OF FOREIGN-LANGUAGE PHONETIC COMPETENCE WITHIN THE FRAMEWORK OF ENGLISH LANGUAGE LEARNING IN GENERAL SCHOOL EDUCATION

2020 ◽  
Vol XIII (XIII) ◽  
pp. 32-36
Author(s):  
I.A. GROKHOVSKAYA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Oral Communication ◽  
English Language Learning ◽  
Initial Stage ◽  
Correct Pronunciation ◽  
General School ◽  
Language Competencies ◽  
Development Of Students

This article discusses the peculiarities of developing the phonetic skills of students in English lessons. The study of the phonetic system is a rather complex aspect in the system of mastering foreign-language competencies in English lessons at school. That is why it is necessary to lay the foundation for correct pronunciation and articulation at the initial stage of training followed by the development of this skill which contributes to the development of students' abilities in oral communication in a foreign language.

EFL Learners' Home Culture Attachment and their Attitudes towards English Language Learning: A structural equation modeling approach

2017 ◽  
Vol 6 (7) ◽  
pp. 161
Author(s):  
Zahra Sharifi Feriz ◽  
Khalil Motallebzadeh ◽  
Ma'ssoumeh Bemani Naeini
Keyword(s):  
Structural Equation Modeling ◽  
Foreign Language ◽  
Language Learning ◽  
Structural Equation ◽  
English Language ◽  
Pearson Correlation ◽  
Reliability And Validity ◽  
Equation Modeling ◽  
English Language Learning ◽  
Home Culture

The purpose of the present study is to examine home culture attachment construct and its underlying variables among Iranian English as Foreign Language learners as well as their attitudes towards English language learning. Pearson correlation is used with a sample of 411 English major university students from different provinces in Iran, mainly Khorasan Razavi, Khoran Jonoubi and Sistan Baluchestan participated in this study. As for the quantitative phase of data collection, the study employed home culture attachment and attitude towards English language learning questionnaires. The reliability and validity of these questionnaires are reported. A home culture attachment model and an attitude model are also developed and tested using structural equation modeling. The results suggest that all three subscales of attitudes (emotional, behavioral, and cognitive) are positive and significant predictors of students' western attachment. From three subscales of attitude, only behavioral attitude is negative and significant predictors of students' religious attachment. In addition, Iranian attachment is influenced by cognitive attitudes and emotional attitudes. Besides, cognitive attitude is a positive and significant predictor of students' cultural attachment. It is also found that, artistic attachment is influenced by behavioral attitudes and emotional attitudes. Finally, the pedagogical implications are discussed in light of foreign language achievement.

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