Performance Tasks as Mediation to Communicating in English and as Enhancing Language Learner Engagement

English Learners ◽

Language Learner ◽

Learning Motivation ◽

Target Language ◽

Performance Task ◽

Learner Engagement ◽

Performance Tasks ◽

Research Perspective ◽

This paper discusses whether technology-based performance tasks could become a mediator to communicating in English and enhance language learner engagement. The present study investigated how low-proficiency Japanese English-language learners could change their attitude toward communication in their target language by completing a performance task involving making and presenting a digital portfolio. Such students should need to mediate between themselves linguistically and contextually when completing a performance task for communication. The study adapted two types of questionnaires: open-ended questions about the performance task and four Likert-type questions about L2 learning motivation. Twenty-five students completed the questionnaires. The present study asked the students to answer each questionnaire twice, once at the end of the first semester and once at the end of the second semester. The data from the open-ended questions were analyzed qualitatively from a phenomenological research perspective, while the data collected from the four Likert-type questions were statistically analyzed. The students’ comments on the task showed that they positively engaged in the performance task throughout the two semesters by reflecting on themselves as English learners, with some difficulty mediating themselves in L1 and L2. However, the results of the Likert-type questionnaire suggested that such positive engagement would not necessarily lead to simultaneous English learning motivation. The results indicate that the task might become a “headstream” of directed motivational current (DMC) for the students.

Performance Tasks as Mediation to Communicating in English and as Enhancing Language Learner Engagement

10.31124/advance.13237919.v2 ◽

2020 ◽

Author(s):

Saeko Toyoshima

Keyword(s):

English Learners ◽

Language Learner ◽

Learning Motivation ◽

Target Language ◽

Performance Task ◽

Learner Engagement ◽

Performance Tasks ◽

Research Perspective ◽

This paper discusses whether technology-based performance tasks could become a mediator to communicating in English and enhance language learner engagement. The present study investigated how low-proficiency Japanese English-language learners could change their attitude toward communication in their target language by completing a performance task involving making and presenting a digital portfolio. Such students should need to mediate between themselves linguistically and contextually when completing a performance task for communication. The study adapted two types of questionnaires: open-ended questions about the performance task and four Likert-type questions about L2 learning motivation. Twenty-five students completed the questionnaires. The present study asked the students to answer each questionnaire twice, once at the end of the first semester and once at the end of the second semester. The data from the open-ended questions were analyzed qualitatively from a phenomenological research perspective, while the data collected from the four Likert-type questions were statistically analyzed. The students’ comments on the task showed that they positively engaged in the performance task throughout the two semesters by reflecting on themselves as English learners, with some difficulty mediating themselves in L1 and L2. However, the results of the Likert-type questionnaire suggested that such positive engagement would not necessarily lead to simultaneous English learning motivation. The results indicate that the task might become a “headstream” of directed motivational current (DMC) for the students.

Performance Tasks as Mediation to Communicating in English and as Enhancing Language Learner Engagement

10.31124/advance.13237919.v3 ◽

2020 ◽

Author(s):

Saeko Toyoshima

Keyword(s):

English Learners ◽

Language Learner ◽

Learning Motivation ◽

Target Language ◽

Performance Task ◽

Learner Engagement ◽

Performance Tasks ◽

Research Perspective ◽

This paper discusses whether technology-based performance tasks could become a mediator to communicating in English and enhance language learner engagement. The present study investigated how low-proficiency Japanese English-language learners could change their attitude toward communication in their target language by completing a performance task involving making and presenting a digital portfolio. Such students should need to mediate between themselves linguistically and contextually when completing a performance task for communication. The study adapted two types of questionnaires: open-ended questions about the performance task and four Likert-type questions about L2 learning motivation. Twenty-five students completed the questionnaires. The present study asked the students to answer each questionnaire twice, once at the end of the first semester and once at the end of the second semester. The data from the open-ended questions were analyzed qualitatively from a phenomenological research perspective, while the data collected from the four Likert-type questions were statistically analyzed. The students’ comments on the task showed that they positively engaged in the performance task throughout the two semesters by reflecting on themselves as English learners, with some difficulty mediating themselves in L1 and L2. However, the results of the Likert-type questionnaire suggested that such positive engagement would not necessarily lead to simultaneous English learning motivation. The results indicate that the task might become a “headstream” of directed motivational current (DMC) for the students.

Performance Tasks as a Mediator to Communicating in English and for Enhancing Language Learner Engagement

10.31124/advance.13237919.v4 ◽

2021 ◽

Author(s):

Saeko Toyoshima

Keyword(s):

English Learners ◽

English Language ◽

Language Learner ◽

Target Language ◽

Performance Task ◽

Learner Engagement ◽

Performance Tasks ◽

Research Perspective ◽

First Semester

This paper discusses whether technology-based performance tasks could be a mediator to communicating in English and enhance language learner engagement. Through action research, the study investigated how low-proficiency Japanese English-language learners could change their attitude toward communicating in their target language by completing a performance task that involve making and presenting a digital portfolio. The students had to mediate between themselves linguistically and contextually when completing the performance task. The study adapted two types of questions in a questionnaire: one involved a three-point Likert scale and the other had open-ended questions about the performance task. Twenty-five students completed the questionnaire. The students had to answer the questionnaire twice, once at the end of the first semester and once at the end of the second semester. The data from the open-ended questions were analyzed qualitatively from a phenomenological research perspective. The students’ comments on the task showed that they positively engaged in the performance task throughout the two semesters by reflecting on themselves as English learners, with some difficulty mediating themselves in L1 and L2.

Effects of Tone-Quality Conditions on Perception and Performance of Pitch among Selected Wind Instrumentalists

Journal of Research in Music Education ◽

10.2307/3345395 ◽

2000 ◽

Vol 48 (3) ◽

pp. 222-236 ◽

Cited By ~ 16

Author(s):

Michael D. Worthy

Keyword(s):

High School ◽

Paired Comparisons ◽

Performance Task ◽

Performance Tasks ◽

Perception Task ◽

Wind Instrumentalists ◽

Tone Quality ◽

Comparison Results ◽

And Performance ◽

The purpose of this study was to assess the effects of changes in tone quality on the perception of pitch and to determine the extent to which the same tone-quality conditions would affect the performance of pitch. The experiment was conducted in two segments: a perception task that involved judgments of paired comparisons of tones, and a performance task that involved tone matching. High school and university wind instrumentalists participated in perception and performance tasks that were similar to provide a basis for comparison. Results indicated that tone-quality conditions had significant effects on the perception and performance of pitch. Subjects judged “bright” tones “brighter” in tone quality and sharper in pitch than reference tones and performed sharp when matching “bright” stimuli. Subjects judged “dark” tones “darker” in tone quality and flatter in pitch than reference tones and performed flat when matching “dark ” stimuli.

LOTE (Languages Other than English) learners’ investment in learning languages

Círculo de lingüística aplicada a la comunicación ◽

10.5209/clac.71995 ◽

2020 ◽

Vol 84 ◽

pp. 55-64

Author(s):

Juexuan Lu ◽

Lifen He ◽

Qi Shen

Keyword(s):

University Students ◽

Language Learning ◽

English Learners ◽

Learning Motivation ◽

Target Language ◽

Policy Makers ◽

English Students ◽

Depth Interviews

This study draws on the model of language learning investment to explore China’s LOTE (Languages Other than English) students’ learning motivation. Data collected through in-depth interviews with 35 university students were analyzed in an inductive way. The findings show that: (1) the participants invested in learning LOTEs because they had enough affordances (resources applicable to LOTE learning) and/or perceived target language-related benefits (economic, cultural or social ones) from LOTE learning, even though most of our participants were initially involuntary applicants; (2) students were reluctant to invest in learning their target language(s) and merely strove to fulfil their program(s) when they were lacking affordances, perceiving few benefits, or even devalued by the in-context ideologies. These findings provide important implications for LOTE educators to motivate their students, and for policy makers to improve China’s LOTE education.

“MY GRADES ARE ALWAYS EQUAL TO STANDARDIZED CRITERIA”: DISCOVERING EFL LEARNERS’ MOTIVATION OUTSIDE FORMAL CLASSROOM

JEELS (Journal of English Education and Linguistics Studies) ◽

10.30762/jeels.v7i2.1770 ◽

2020 ◽

Vol 7 (2) ◽

pp. 347-369

Author(s):

Siti Jannatussholihah ◽

Ashadi Ashadi ◽

Erna Andriyanti

Keyword(s):

Language Learners ◽

English Learners ◽

English Language ◽

Formal Education ◽

Target Language ◽

Speech Community ◽

Integrative Motivation ◽

Instrumental Motivation ◽

Depth Interviews

Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.

INTERNATIONAL POSTURE, INTEGRATIVENESS AND L2 MOTIVATION IN THE SERBIAN EFL CONTEXT

Nasledje Kragujevac ◽

10.46793/naskg2148.337rk ◽

2021 ◽

Vol 18 (48) ◽

pp. 337-350

Author(s):

Anica Radosavljević Krsmanović ◽

Keyword(s):

Language Learning ◽

English Language ◽

Learning Motivation ◽

Target Language ◽

English Language Learning ◽

Language Community ◽

L2 Motivation ◽

Language Learning Motivation ◽

International Posture

In line with globalization, the development of bicultural identities and the emergence of English as a world language, the notion of “World English identity” or “international posture” has emerged, defined as the concept of English language separated from its native communities and cultures. As a means of explaining how an individual tends to relate oneself to the global community rather than any particular geographical or cultural entity, international posture has been regarded as an alternative to the notion of integrativeness or an interest in learning a foreign language in order to identify with a specific language community. Previous research has demonstrated that the lack of identification with native speakers and their cultures is an important motivating factor for English language learners in various contexts. The aim of the study is to determine which factor is a more significant predictor of English language learning motivation, international posture or integrativeness, in Serbia, that is, in the context with limited contact with the target language community. For this purpose, we conducted a survey with non-English major university students. The method of data collection involved a questionnaire survey aimed at examining the students’ international posture, integrativeness and their English language learning motivation. The results indicated that both international posture and integrativeness are predictors of the participants’ motivation for English language learning, while the concept of international posture proved to be a more significant source of the learners’ motivation. The present findings provide important insights into the nature of L2 motivation of the participants, thus carrying some pedagogical implications.

Second Language Acquisition and Mother Tongue Influence of English Language Learners – A Psycho Analytic Approach

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.36.23926 ◽

2018 ◽

Vol 7 (4.36) ◽

pp. 497

Author(s):

A. Delbio ◽

R. Abilasha ◽

M. Ilankumaran

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Learners ◽

English Language ◽

Mother Tongue ◽

First Language ◽

Language Learner ◽

Target Language ◽

Second Language Learner

Language is a tool used to convey one’s thoughts, feelings and needs. Mother tongue is the language acquired by everyone ever since his birth. A learner encounters mother tongue influence while learning or speaking a foreign language or target language. Mother tongue influence is something that affects a person’s thought process in a sense that he thinks in mother tongue and expresses in English or a second language. People use incorrect pronunciation of words while communicating in English language as they are influenced by the sound patterns of their mother tongue. A second language learner has an unconscious preference to convey his customs from his first language to the target language. The influence of mother tongue has become a significant region and is generally referred to as ‘Language Interference’. Every language learner comes across this issue. Students, sometimes, use words from their parent language while communicating in English. This paper speaks about the difficulties faced by the learners of the second language and the causes of first language influence. This paper attempts to bring out the ways to avoid the overwhelmed influence of mother tongue and gives some notions to the students to develop their second language skills.

Learning Fun English Using Total Physical Response Method

IJECA (International Journal of Education and Curriculum Application) ◽

10.31764/ijeca.v1i3.2127 ◽

2018 ◽

Vol 1 (3) ◽

pp. 23

Author(s):

Zulia Karini

Keyword(s):

Language Learners ◽

English Learners ◽

English Language ◽

Target Language ◽

Learning Activity ◽

English Learning ◽

Communicative Skills ◽

Physical Response ◽

Response Method

One of the difficult parts of learning the target language for English language learners is the acquisition of vocabulary. Most learners find that English is a hard subject to be studied. However, they can enjoy learning English when it is taught in a fun way. Using games for teaching vocabulary has been very popular for several decades. Different studies revealed that games are beneficial in vocabulary learning because they enhance students’ ability to memorize words, encourage student’s interaction, improve their communicative skills and enhance students’ motivation. Games also can help the teachers to create contexts in which the language is useful and meaningful. Watching a movie is also a great way to learn English. Learners can improve their vocabulary while watching a film. Total Physical Response method can also be applied when teaching English for children. This method makes language skills more quickly understood and understood by children the use of functional English like "Show and tell". Fun English learning activities (over English learning) was done this time, considering how enthusiastic the children in Taman Baca Kudi Dusun Cunil Pegalongan village Banyumas in every activity given. This English learning activity also aims to provide English introduction materials early so that they will be accustomed to facing all things related to the English language.