scholarly journals Improving Language Pedagogy through Exploration of Learners’ Errors: An Examination of Undergraduates’ Written Communication

2014 ◽  
Vol 31 (2) ◽  
Author(s):  
Fizza Farrukh
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Electronic Mail ◽  
English Language ◽  
Corrective Feedback ◽  
Comparative Investigation ◽  
Target Language ◽  
First Semester ◽  
Significant Difference ◽  
Students First

One major part of language learning pedagogy includes identifying and rectifying discrepancies while communicating through the target language. In such educational settings, the importance of understanding learners’ errors becomes undeniable for both the pupil and pedagogue. Keeping this in forefront, the current investigation sampled two-hundred and ten emails jotted down by ESL (‘English as a Second Language’) students to their teachers. This comparative investigation divided the learners’ emails into two groups; First Semester and Fourth Semester, enrolled in MA English at COMSATS Institute of Information Technology, Virtual Campus, Islamabad. Utilizing Corder’s Model (1967) and Sawalmeh’s Categorization (2013), the emails were scrutinized and the results established that selected Pakistani learners commit nine different errors regularly in their electronic mail communiqué. Moreover, these outputs were comparatively studied utilizing the statistical software of SPSS (Version 16.0). These results highlighted a significant difference between the two semesters, which revealed a considerable reduction of errors in the learners’ language use as they move from first to fourth semester of the prescribed degree program. Additionally, Richards’ framework (1974) for deciphering source of learners’ errors was employed, which depicted that the first semester students’ first language (Urdu) frequently interferes when they use the second language (English) in writing emails. Meanwhile, the fourth semester students’ language errors majorly contained deviant structures or ignorance of target language’s (English) rules. Considering these findings, the study proposes similar studies to be conducted on other institutes’ pupils and also recommends practical methodologies like corrective feedback for teachers, in aiding learners to fortify their command on English language.

scholarly journals Language proficiency differences in second language learning anxiety

2018 ◽  
Vol 4 (2) ◽  
pp. 83
Author(s):  
Nur Atikah Binti Noor Rashid ◽  
Asnadia Binti Alias
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Daily Basis ◽  
T Test ◽  
Learning Anxiety ◽  
Significant Difference ◽  
Average Students ◽  
Language Learning Anxiety

<p><em>In general, the objective of learning English language in Malaysian education system is to ensure the students can use English in their daily basis, to further study and for the workplace. The main purpose of English course in Polytechnics is to ensure the students are able to communicate effectively and confidently. Therefore, the students should be able to understand the language and use it with confident in their daily lives and for their future employment. However, most of the students are reluctant to communicate in English and many of them prefer to withdraw from participating in any English language activities. The reason for this issue might be due to the feeling of anxiety in learning the second language. Hence, this study aimed to investigate the language proficiency differences between above average and below average students with respect to language learning anxiety. There were 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin participated in this study. SPSS version 22 has been used to analyses collected data consists of a 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS).  The t-test has been used to determine if there was a significant difference between above average and below average students in regard of language learning anxiety. The study revealed that below average students were more anxious than above average students for all types of anxiety. However, t-test demonstrated that there was no significant difference between language learning anxiety in regard of students’ level of proficiency. Thus, several implications have been suggested in this study to help the below average students to cater language learning anxiety. One of the examples is by conducting an English Camp for the targeted students serves as an effective method to cope language learning anxiety among below average students.</em></p>

scholarly journals Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

2021 ◽  
Author(s):  
Francis Bailey ◽  
Ahmed Kadhum Fahad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Role Models ◽  
Second Language Learning ◽  
English Language ◽  
Local Community ◽  
Language Learner ◽  
Target Language

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

scholarly journals Students’ Perception of Teachers’ Bilingual Language Use in EFL Classroom

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Desi Surayatika
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Use ◽  
First Language ◽  
Language Instruction ◽  
Target Language ◽  
English Language Learning ◽  
Classroom Language ◽  
Students First ◽  
English Classroom

<p class="SammaryHeader" align="center"><strong>ABSTRACT</strong></p><p><em>Students’ perception of teachers’ bilingual language use was based on bilingual approach in English language learning in which the students’ first language ( </em><em>L1 </em><em>) is combined with the target language ( </em><em>L2 </em><em>) being studied to be a language instruction used by the teacher to conduct an English classroom.  The purpose of this research was to find out the students’ perception toward the use of Bilingual language they are English and Indonesian by the teacher in EFL classroom. This research was a qualitative approach with the forty students as the sample. In collecting the data, questionnaire was used. The data was analyzed through Likert Scale in order to find out students’ perception of teachers’ bilingual language use in EFL classroom. Based on the result of data analysis and interpretation of the data gained from questionnaire, it indicates that students show their positive perceptions to the use of bilingual language done by the teacher as language instruction in their English classroom. Finally, the result of the research would give a contribution to the improvement of the classroom language instruction used by the teacher in an English language learning classroom particularly for teaching the students who were learning English as a foreign language ( </em><em>EFL </em><em>)</em>.</p><p><strong><em>Keyword </em></strong><strong><em>: </em></strong><em>Bilingual, Students’ Perception, language use, EFL classroom</em></p><p align="center"><strong>ABSTRAK</strong></p><p><em>Persepsi siswa tentang penggunaan dua bahasa oleh guru didasarkan pada pendekatan bilingual dalam pembelajaran bahasa Inggris di mana bahasa pertama siswa ( </em><em>L1 </em><em>) dikombinasikan dengan bahasa target (L2) yang dipelajari menjadi pengajaran bahasa yang digunakan oleh guru untuk melaksanakan pembelajaran bahasa Inggris di kelas. Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa terhadap penggunaan dua bahasa yaitu bahasa Inggris dan bahasa Indonesia oleh guru di kelas EFL. Penelitian ini menggunakan metode kualitatif dengan empat puluh siswa sebagai sampel. Dalam mengumpulkan data, kuesioner digunakan. Data dianalisis melalui Skala Likert untuk mengetahui persepsi siswa tentang penggunaan dua bahasa oleh guru di kelas EFL. Berdasarkan hasil analisis data dan interpretasi data yang diperoleh dari kuesioner, hal ini menunjukkan bahwa siswa memiliki persepsi positif  terhadap penggunaan dua bahasa yang dilakukan oleh guru sebagai bahasa pengantar di kelas bahasa Inggris.. Pada akhirnya, hasil penelitian diharapkan dapat memberikan kontribusi pada peningkatan pengajaran bahasa Inggris di kelas yang digunakan oleh guru di kelas pembelajaran bahasa Inggris terutama untuk mengajar siswa yang belajar bahasa Inggris sebagai bahasa asing ( </em><em>EFL </em><em>).</em></p><strong><em>Kata kunci : </em></strong><em>Dua bahasa, Persepsi Siswa, penggunaan bahasa, kelas EFL</em>

scholarly journals Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

2021 ◽  
Vol 12 (2) ◽  
pp. 540-550
Author(s):  
Francis Bailey ◽  
Ahmed Kadhum Fahad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Role Models ◽  
Second Language Learning ◽  
English Language ◽  
Local Community ◽  
Language Learner ◽  
Target Language

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

scholarly journals EFFECTS OF ANXIETY IN LEARNING SECOND LANGUAGE: A STUDY ON THE PUBLIC SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Shazia Inayat Ali, Saba Shakeel, Farheen Shakir
Keyword(s):  
Second Language ◽  
Public Schools ◽  
Language Learning ◽  
Test Anxiety ◽  
Classroom Environment ◽  
English Language ◽  
Secondary Level ◽  
School Students ◽  
Significant Difference ◽  
Teaching Learning

The main purpose of the study is to investigate the causes of anxiety which effect among the students of English language at secondary level. The data has been collected from the 100 students of secondary level of public schools using a survey questionnaire comprised of 24 items. There are 18 towns in Karachi for this study; as a sample frame New town was selected. The total of particepants100 as the samples size was selected through purposive sampling group of 50 female and 50 male students from public schools. All dimensions are reliable, it is confirmed by reliability analysis. The adopted questioner grouping has been confirmed by the outcomes of the factor analysis. One sample test also shows the significant difference. At last, the regression analysis indicates a significant relationship between student language learning anxiety, classroom environment, the teacher’s role and test anxiety. The research suggests a strong intervention by the second language teachers to provide a conducive environment to the students. The teacher must try their level best to create an effective teaching learning process and the teacher training institutions should teach the strategies to reduce the test anxiety among the students.

Deployment of I don’t know and wakannai in second language classroom peer discussions

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Yuri Hosoda ◽  
David Aline
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Classroom Interaction ◽  
Target Language ◽  
Epistemic Stance ◽  
Japanese Learners Of English ◽  
Peer Discussions ◽  
Japanese Learners

Abstract This conversation analytic study explicates the differential actions of the English phrase I don’t know (IDK) and its equivalent in Japanese, wakannai, as deployed by Japanese learners of English during peer discussions for language learning. By examining natural classroom interaction, we explore second language (L2) speakers’ use of these tokens for various pragmatic actions. The data consist of 47 h of discussions in English language classes in three Japanese universities. The discussions were carried out in the target language, English, for the most part, but occasionally the participants used their common first language (L1), Japanese. All cases of IDK and wakannai examined here occurred in first positions during production of opinions or first assessments. The analysis revealed that within a single discussion session, the participants marshalled IDK and wakannai to perform differential actions. Overwhelmingly, in our data, IDK was deployed to manage their epistemic stance, while wakannai was produced to make a public assertion of their insufficient knowledge.

scholarly journals The Grammatical Error Analysis Found in Students’ Composition

2020 ◽  
Vol 10 (2) ◽  
pp. 218
Author(s):  
Tri Jampi Setiyorini ◽  
Puspa Dewi ◽  
Edi Sunjayanto Masykuri
Keyword(s):  
Error Analysis ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Method ◽  
Research Result ◽  
Corrective Feedback ◽  
Target Language ◽  
Error Type ◽  
Grammatical Errors

Grammar is an important language component to enhance students’ language proficiency. However, many students still make grammatical errors in writing their essays. This research aims at analyzing types of grammatical errors found in students’ essays. The type of this research is a descriptive case study. The subjects of the study were 20 third-semester students of Purworejo Muhammadiyah University, Indonesia. The researchers used a test to collect the data. The results of tests were analyzed descriptively by using Keshavarz’s theory. The analysis result shows that the percentage for each error type is 34.06% (omission), 7.25% (addition), 57.97% (substitution), and 0.72% (permutation). Based on the research result, the researchers conclude that the most dominant error is substitution. The percentage of error can prove it, that is, 57.97%. There are some implications of error analysis in English language teaching in universities in Indonesia. The lecturer can give enrichment, understand students’ grammar competence, give corrective feedback to students’ errors, modify target language learning items in classrooms and textbooks, understand the way students apply the target language rules, and use the effective teaching method or learning media.

scholarly journals Beyond classroom walls: The role of a co-curricular English club in supporting second language learning

2021 ◽  
Author(s):  
Jennifer Sheokarah ◽  
Ansurie Pillay
Keyword(s):  
Second Language ◽  
Critical Pedagogy ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Second Language Learners ◽  
Target Language ◽  
Affective Filter ◽  
Self Confidence ◽  
Set Up

Second language learners of English in South Africa and beyond face challenges in acquiring the target language. In this paper, we report on a study during which we worked with an English Language Club set up as a co-curricular activity at a South African high school. We focus on one activity of the club that took place beyond the classroom walls to help learners improve their spelling. While the activities of the club were underpinned by critical pedagogy, we interpreted the findings of the study using Krashen's Affective Filter hypothesis. Using a critical paradigm, a qualitative approach, and an action research design, in this aspect of the study, as foregrounded in this paper, we aimed to answer the question of how learners' attitudes towards spelling may be changed by an activity outside the classroom. Our observations, fieldnotes, and reflections revealed that learners are able to transcend their fear of the language and increase their participation levels when they are in a relaxed learning environment that values their interests; this increased, in turn, their self-confidence. We argue for the use of alternative teaching methods to complement conventional teaching and learning.

scholarly journals Mobile-Assisted Language Learning Based Using Scientific Approach to Improve Students Vocabulary

2021 ◽  
Vol 4 (1) ◽  
pp. 43
Author(s):  
Tri Perwita ◽  
Candra Hadi Asmana ◽  
Yudhi Arifani
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Alternative Strategy ◽  
Target Language ◽  
Control Group ◽  
Significant Difference ◽  
Scientific Approach ◽  
Teaching Learning ◽  
Positive Effect

One of the hard sections of learning the target language for English language learners is vocabulary. Vocabulary plays a significant part in language learning because without vocabulary the students cannot master 4 skills (speaking, listening, reading, and writing). So many problems were found in learning vocabulary which influence students’ vocabularies mastery and to solve it the researcher addresses the alternative strategy which can be used for teaching learning vocabulary. Based on previous studiess technology gave the positive effect on learning English. Thus, making different with the previous studies, the researcher applied MALL based using scientific Approach to teaching vocabulary. The objective of the study is to find out the significant effect of MALL based using scientific Approach to improve students’ vocabulary. The design of this study was quasi experiment design. The researcher chose eight grade students of SMPN 4 Babat which totally consisted of 48 students. The researcher chose the sample of the study through population sampling. The sample was divided 24 students of VIII-A as experiment group and 24 students of VIII-B as control group.  The data was collected by using pre-test and post-test about active and passive vocabulary. After getting the data, the researcher analyzed the data using SPSS 16.00 and independent Sample T-test. The research finding showed that there was significant difference between experimental group and control group. It has been proven by the result of sig. (2-Tiled) is .002. the sig (2-Tiled) is lower 0.05 (0.001 < 0.05). So, null hypothesis (Ho) can be rejected. It means that MALL based using scientific approach significantly affects students vocabulary.  The researcher concluded that MALL based using scientific approach give positive effect on students’ vocabulary ability. The researcher suggests the English teacher to implement MALL based using scientific approach as an alternative strategy in teaching learning process. For the next researcher, they can implement MALL for higher level students’ using other media.

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

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