scholarly journals Emotions and Autonomy in Foreign Language Learning at University

EL LE ◽  
2018 ◽  
Author(s):  
Micòl Beseghi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Self Awareness ◽  
Learning Context ◽  
Affective Dimension ◽  
Written Form ◽  
The Impact ◽  
The Relationship

This article explores the role of emotions in foreign language learning at university level. Drawing on the recent literature regarding the affective dimension in language learning, it illustrates the ways in which students experience emotions in foreign language learning. Particular emphasis is given to the way in which students’ emotions, both positive and negative, emerge and change during their learning process. The article presents a study conducted among university students learning English in a co-directed and autonomy-inspired environment. Following a qualitative approach, students’ emotional expression was investigated, by means of individual advising sessions and group sessions, as well as in written form. The relationship between emotion, motivation and self-awareness in a semi-autonomous learning context was explored in order to consider the impact of the affective dimension on students’ progress and achievement.

scholarly journals Technology as a Motivational Factor in Foreign Language Learning

2018 ◽  
Vol 1 (3) ◽  
pp. 43 ◽  
Author(s):  
Panagiotis Panagiotidis
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Technology Use ◽  
Foreign Language Learning ◽  
Common Belief ◽  
Motivational Factor ◽  
Learning Context ◽  
Impact Of Technology ◽  
The Impact ◽  
The Relationship

It is a common belief that engagement and motivation are crucial factors in learning and especially in language learning. In particular, increasing motivation can lead to the mobilization of students’ personal, cognitive, emotional and behavioral resources and, consequently to better learning results. As digital technology has become more sophisticated, its tools and applications can be used in and outside the classroom, in both formal and informal settings, in order to increase students’ motivation. Amongst the various factors -tools, methods or strategies- that can lead to increased motivation, this paper examines the role of technology as a motivational factor in foreign language learning. The relationship between the use of technological means such as web tools and services, digital games, mobile apps or communication tools and motivation in language learning context, has been studied extensively, with a wide variety of approaches, and within the framework of several language learning applications. In order to determine the real impact of technology on learners' motivation, an extensive literature review focusing on studies that have examined the impact of technology use in language learning and teaching on motivation to learn, has been carried out. Furthermore, this paper discusses the concept of motivation in learning context and the relationship between technology and language learning, summarizes some of the numerous studies and researches on this subject, presents a synthesis of the studies examined, and formulates conclusions and perspectives for effective integration of technology as a motivational tool / factor in language learning context.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals Language Learning Through Drama

2018 ◽  
Vol 10 (4) ◽  
pp. 376-380
Author(s):  
Nuriye Değirmenci Uysal ◽  
Fatih Yavuz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Review Of The Literature ◽  
Language Classroom ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
The Impact

This study presents a review of the literature regarding the impact of drama on dimensions of second/ foreign language learning. The paper first discusses the importance of integrating drama into the second/ foreign language learning process and the role of teachers and students in the learning process. Then, after introducing the pedagogical and linguistic aspects of using drama techniques in the language classroom in a broader perspective, it focuses on the drama-oriented verbal and nonverbal exercises. Next, the paper reviews the studies on the language learning through drama, and concludes that using drama in language teaching would facilitate emotional and social development in addition to language development of students while it points out that the number of studies on the issue is limited. 

scholarly journals Grammar Efficacy and Grammar Performance: An Exploratory Study on Arabic Learners

2017 ◽  
Vol 8 (4) ◽  
pp. 123-128
Author(s):  
Nik Hanan Mustapha ◽  
Nik Farhan Mustapha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
Language Skills ◽  
Arabic Language ◽  
Public University ◽  
Sentence Construction ◽  
The Impact ◽  
The Relationship

Abstract Previous research has clearly documented that self-efficacy in language learning positively affects students′ performance in acquiring language skills. While much research has studied grammar efficacy indirectly as part of writing efficacy, none of these focuses on Arabic language learning. Considering the impact of self-efficacy on language learning, as well as the important role of grammar in Arabic learning, this study examines the relationship between grammar efficacy and grammar performance among students learning Arabic as a foreign language in Malaysian public universities. Specifically, it intends to determine the relationship between grammar efficacy and grammar performance among Arabic learners on three aspects: Correction of grammar errors, vocalization of words, and construction of sentences. Using a newly-developed questionnaire, 140 students majoring in Arabic language from a public university in Malaysia participated in the study. The questionnaire covers three important aspects in Arabic grammar learning: Correction of grammar errors, vocalization of words, and construction of sentences. This study showed a moderate correlation between grammar efficacy and grammar performance. Efficacy of sentence construction appeared to correlate the highest among the three aspects. Teachers′ awareness on the importance of heightening students perceived confidence in accomplishing grammar tasks will eventually promote better learning among students.

scholarly journals EFL Learners’ Perceptions About Language Learning and Culture When Using Telecollaboration

2020 ◽  
Vol 22 (2) ◽  
pp. 95-113
Author(s):  
Natalia Ramírez-Lizcano ◽  
María Alejandra Cabrera-Tovar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Phenomenological Study ◽  
Foreign Language Learning ◽  
Cultural Exchange ◽  
Local Context ◽  
Video Recordings ◽  
Field Notes ◽  
The Relationship

This phenomenological study explores students’ perceptions about the relationship between foreign language learning and culture when using telecollaboration. Three main concerns underlie this work: the lack of studies that explore how students perceive the relationship between foreign language learning and culture in the local context, the need to explore the incidence of culture in language learning, and the role of telecollaboration in cultural exchange. Data were collected through questionnaires, focus groups, video recordings, field notes, and students’ artifacts. The findings show students’ understanding of the nature of language situated within functional and humanistic perspectives. Furthermore, participants alluded to the importance of language learning as a means to understand the scope of culture and cultural identity.

scholarly journals The Review on the Role of Ambiguity of Tolerance and Resilience on Students’ Engagement

2022 ◽  
Vol 12 ◽  
Author(s):  
Miao Yu ◽  
Hongliang Wang ◽  
Guoping Xia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Present Review ◽  
Significant Feature ◽  
Human Adaptation ◽  
Ambiguity Tolerance ◽  
Efl Learners ◽  
The Impact

Due to the arrival of positive psychology (PP) in the development of teaching, the construct of engagement has been thrived and got a notable function in the educational arena. Alternatively, numerous individual differences, containing ambiguity of tolerance, have been taken into consideration as a result of the key role they can play in the process of learning, and thus, on different facets of the learners’ engagement. Furthermore, resilience is recommended to be an alternate and effective way of engaging English as a foreign language (EFL) learners. Also, it is a significant feature of the human adaptation system in which students can efficaciously manage and tackle stressful involvements despite their troubles and disasters. Given the eminence of both ambiguity tolerance and resilience in educational settings and the fact that little attention has been given to these constructs in foreign language learning, the present review makes an effort to scrutinize the impact of ambiguity of tolerance and resilience on EFL learners’ engagement. Succinctly, the fundamental roles of ambiguity tolerance and resilience in learners’ engagement were confirmed, and consistent with the conclusions drawn from the present review, some suggestions are set forth concerning the implications of this paper.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

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