scholarly journals The Perceptions and Beliefs of Saudi Preparatory Year Program Learners Towards Learning English: A Case Study

2019 ◽  
Author(s):  
Rola A. Massri
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
Main Tool ◽  
Structured Interviews ◽  
Descriptive Case Study ◽  
The Status ◽  
Preparatory Year ◽  
Learning English

Learning English in the Kingdom of Saudi Arabia (KSA) can be a challenging experience. Nevertheless, being proficient in English language guarantees better job opportunities in various fields and thus learners need to acquire an acceptable level of proficiency. Recognizing its significant role in the learners’ academic and professional excellence, the English language has gained the status of a mandatory language in the Saudi higher education institutions. As students enter universities for higher studies, they are often required to take prerequisite courses in English to gain a higher level of proficiency. This qualitatively driven descriptive case study investigated the attitudes of EFL students who were enrolled in the Foundation Year Program. This study aimed to examine the learners’ feelings, emotions, and attitudes in the light of their academic performance. In total, thirteen male and seventeen female students were interviewed using semi-structured interviews as a main tool for the data collection. They were asked to recall and write their narratives regarding their experience of learning the English language throughout the foundation year program. The socio-constructivist nature of this qualitative case study offered an opportunity to participants to share their stories. Consequently, it highlighted the factors that motivated them for a language learning experience. Moreover, it allowed them to reflect on the challenges that they encountered during their learning odyssey of the English language course as part of the preparatory year program (PYP). Findings from this research study suggest that the participants’ motivations to learn English are primarily related to socio-economic reasons. Besides, students were particularly motivated to learn English when they were encouraged by their families and by ‘good’ teaching practices. Nevertheless, these findings failed to establish an association between the learners’ attitudes and their performance on the assessments during the course. This case study adds to the existing literature by examining a context that lacks empirical evidence on the topic of EFL learners’ beliefs about English learning. More research in this area is required to determine why this discrepancy occurred

scholarly journals TECHNOLOGY AND INFORMAL L2 LEARNING EXPERIENCE: A TRANSDISCIPLINARY FRAMEWORK

PARADIGM ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Justsinta Silvi Alivi ◽  
Wiwik Mardiana
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Structured Interviews ◽  
Digital Era ◽  
Learning English

<p align="justify">Technology in informal language learning is inevitably in this digital era since it offers opportunities and brings positive impacts on English language learners. Some related studies are concerned with a particular approach. Therefore, this study looks at a broader lens to investigate individuals' differences in developing a second language, and to what extent technology contributes to their second language acquisition by employing the transdisciplinary framework of Douglas Fir Group (2016). This case study involved two participants, and the data was collected through semi-structured interviews. The findings indicate that individual differences in learning English are influenced by social interaction (micro), environment (meso), and belief (macro). Technology is utilized not only as a medium of learning English but also as an identity construction. How ideology and technology are interrelated is further discussed.</p>

scholarly journals Effects of Pop Culture for Improving Student-Teachers’ Writing Skill (A Case Study at Galuh University)

2018 ◽  
Vol 4 (1) ◽  
pp. 47
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Pop Culture ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Authentic Materials ◽  
Descriptive Case Study ◽  
Writing Skill

Writing, one of the four skills which have to be taught by educators in language learning. Starting from classroom observation implied that students confronted the difficulties in writing involving generating ideas, organizing words, and making compositions. This study supposes to explore some effects of pop culture as authentic materials for English language teaching in improving students’ writing skill. Due to pop culture relates to students’ life and experience, it is considered to be a stimulus for gaining students’ ideas, information, motivation, and interest in teaching writing. The students of secondary school were involved in this study and descriptive case study was employed to observe the importance of pop culture in writing class. Also, questionnaires and students’ works are the instruments to measure its effects. Both students’ works and result of the questionnaires pointed out that significantly improvement obtained after applying pop culture. In line with findings, it can be said that pop cultures have significant effects toward students’ writing skill. So, educators need to apply pop culture as their choices in future planning lesson.

scholarly journals ENGLISH EDUCATION DEPARTMENT GRADUATES’ JOB PREFERENCES: A CASE STUDY ON ENGLISH LANGUAGE LEARNING CENTER TEACHERS

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Aji Budi Rinekso ◽  
Nurin Afifah ◽  
Ari Nur Widyantoro
Keyword(s):  
Language Learning ◽  
English Language ◽  
Formal Education ◽  
English Education ◽  
Education Department ◽  
International Language ◽  
Teaching Situation ◽  
Career Prospect ◽  
Learning English

The demands of English as an international language keep increasing along the time. Through time, the needs for learning English vary from for different purposes. Then the realization came to the surface that not all groups of learners need to learn general English. Thus, the design of English courses is developed for specific purposes as they are best known as English for Specific Purpose (ESP). The needs for learning English in specific purpose enable English teachers to pose themselves in different challenges other than in formal education. This paper aims at investigating the motivations of some English Education Department graduates for working as English instructors at English courses. The qualitative data was obtained by conducting the interview on some English instructors in Swift English School in Yogyakarta. After analyzing the data, it was found that despite its challenges, some English Education graduates prefer to work in English courses to regular schools. With all of the privileges of working in an English course, some general motivations underlie their working preferences. Among of the factors are flexible teaching situation, more chances for improving personal competence, higher salary and moderate career prospect.

scholarly journals Students’ Perceptions Towards Extensive Reading In Efl Contexts

2021 ◽  
Vol 1 (2) ◽  
pp. 99-104
Author(s):  
Rini Lindawati
Keyword(s):  
Language Proficiency ◽  
Information Search ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Language Education ◽  
Target Language ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Learning English

Most university students are struggling in learning English as Foreign Language. The utilization of an extensive reading strategy will potentially promote more striking influential impacts on EFL learners’ target language proficiency. The students' perceptions influence the success of teaching and learning English. The research aimed to know the students’ perception of Extensive Reading in EFL contexts. The researcher used the Qualitative Research method. This study was conducted in Universitas Islam Majapahit. The researcher selected twelve senior students of the English language education department who have already received the extensive reading subject in their previous semesters. The researcher collected the data through semi-structured interviews. The data were then analyzed by following Miles and Huberman’s (1994) framework. The results showed that the students had positive perceptions toward Extensive Reading practices. They considered if Extensive Reading is a reading activity for pleasure and information search where they can read material without any restraint. Besides, Extensive Reading also contributed to developing their comprehension and English skills such as listening, speaking, reading, writing, vocabulary mastery, and grammar. Moreover, Extensive Reading enabled them to enjoy the learning experience.

scholarly journals The Motivations of Learning Foreign Languages: A Descriptive Case Study of Polyglots

2021 ◽  
Author(s):  
Noprival Noprival ◽  
Zainal Rafli ◽  
Nuruddin Nuruddin
Keyword(s):  
Social Interaction ◽  
Language Learning ◽  
Language Ability ◽  
Foreign Languages ◽  
Structured Interviews ◽  
Descriptive Case Study ◽  
Motivation For Learning ◽  
Social Intercourse

Polyglots are extraordinary people in terms of language ability. Therefore, it is interesting to academically explore their motivations for learning several languages. This research is novel compared to previous studies because scant extant research exists of polyglots’ motivation for learning several languages. To this end, researchers collected data from semi structured interviews obtained from five informants. The method that we used was a descriptive case study. Findings showed that the polyglots’ motivation for learning multiple foreign languages were (a) pleasure, (b) social intercourse, (c) professional purposes, and (d) academic purposes. Mostly, the previous research revealed that motivation for people learning foreign languages were for social interaction, professional reasons, and academic purposes. Meanwhile, the motivation of polyglots for learning many languages besides those three motivations was for pleasure. This is the key point behind their commitment to sustainable multiple language learning.

scholarly journals Yemeni EFL Learners’ Identity Conflicts: An Exploratory Case Study

2019 ◽  
Vol 9 (3) ◽  
pp. 268
Author(s):  
Rais Ahmed Attamimi ◽  
Nasser Omer M. Al-Tamimi ◽  
Jon Andrew Chittick
Keyword(s):  
Language Learning ◽  
English Language ◽  
Case Study Research ◽  
Sampling Technique ◽  
Target Language ◽  
Structured Interviews ◽  
Exploratory Case Study ◽  
Identity Conflicts ◽  
High Level

The importance of the concept of &ldquo;identity&rdquo; in the context of language learning is unassailable. Stemming from this premise, the current study is intended to explore the identity conflicts of a group of Yemeni learners who were studying English, as well as the techniques and strategies used to mitigate and/or lessen the conflicts between their actual identity and the identity associated with the target language, i.e., English. This research project used a qualitative exploratory case study research design with a sample of 20 students who were requested to write their journal diaries. Following that, semi-structured interviews were conducted using the double-sampling technique to select 10 of the previously sampled students who were proven to have written the most stimulating and intriguing journal entries. From the results of the study, tangible identity conflicts between the Yemeni culture and society at large and the implied behaviors and conventions accompanying the intensive study of the English language became apparent. The students exhibit a high level of motivation and they also exert their efforts using different techniques and strategies to excel at the learning and/or acquisition of the speaking skill of the English language. These conflicts may be consciously or subconsciously realized by the language learners, but what has been proven is that their attitudes, motivation and general inclinations towards the goal of speaking with a native or a native-like accent are unquestionably genuine. Lastly, the study suggested or recommended a revamp of the current textbooks giving teachers more training sessions in order to improve their individual repertoire, as well as a higher degree of awareness upon the part of the Yemeni society at large that these conflicts can interfere with the strong motivations, both aspirational and actual, to achieve the learning outcomes of the nation&rsquo;s most promising future leaders and pioneers.

scholarly journals Investigating the Use of Instagram as a MALL Tool: The Case of Al-Imam University EFL Students

2019 ◽  
Author(s):  
Athar Yousef Abdullah Al-Garawi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Oral Communication ◽  
English Language Learning ◽  
Listening Skills ◽  
Structured Interviews ◽  
Immediate Feedback ◽  
First Semester ◽  
The Cost ◽  
Learning English

This study aimed to investigate the benefits and barriers of using Instagram in English language learning. The sample of this study consisted of 151 randomly-selected female students enrolled in the department of English at the College of Languages and Translation at Al-Imam Muhammad Ibn Saud Islamic University in the academic year 1436/1437– 2015/2016 in the first semester. The researcher used both a five-point Likert scale questionnaire as a quantitative instrument and semi-structured interviews withstudents as a qualitative instrument to collect the data of the study. Those instruments were validated by ten university professors. Similarly, the reliability of the questionnaire was achieved by calculating Cronbach Alpha formula. The findings of the study revealed that the most important benefits of using Instagram in learning English were as follows: improving the reading, writing, and listening skills, providing enjoyable learning experiences, enriching vocabulary, improving oral communication skills, and enjoying a sense of freedom of time and place. Furthermore, the results of the study unveiled the following challenges of using Instagram in English learning: distracting attention, lack of direction from the syllabuses, lack of encouragement from instructors, embarrassment, lack of immediate feedback, the cost of Internet access, and the difficulty of writing long passages. Finally, the findings of the study presented the following solutions to Instagram barriers in English language learning: creating learning accounts and posting important things in the lecture, following only specialized accounts for learning English.

scholarly journals Analyzing Capital to be Developed In Language Learning Among Graduates: A Case Study to Employ Bourdieusian Stances

2021 ◽  
Vol 8 (4) ◽  
pp. 36
Author(s):  
Ngoc Tung Vu
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Multiple Identities ◽  
Structured Interviews ◽  
Language And Culture ◽  
Social Fields ◽  
Field Data Collection ◽  
Capital Construction

Language and culture are indispensably inseparable in language learning. The development of capital during language learning is of growing importance in Vietnam’s sociocultural context. However, there are very few studies that have explored Vietnamese learners of English use of capital to enhance their employability skills. This qualitative study examined five selected language learners who were graduates with various degrees from higher education institutions and were employed in different jobs. We sought to examine the reflections of participants from different disciplines regarding their capital construction and development, which occurred during English language learning. Drawing on Bourdieu’s (1986) stances on capital and field, data collection primarily concentrated on semi-structured interviews that were thematically analyzed. Findings suggested that students utilized various forms of learning in order to negotiate their capital and think that field acts as a driver force behind their use of certain strategies. Language learners were observed as cultural-beings able to make informed decisions on how to develop certain types of capital, based on their sense of agency and formation of multiple identities available in their academic, professional, and social fields. The findings are discussed and implications are presented.

scholarly journals English Medium Instruction and the Internationalization of Higher Education in Latin America: A Case Study from a Colombian University

2021 ◽  
Vol 13 (2) ◽  
pp. 339-367 ◽  
Author(s):  
Isabel Tejada-Sanchez ◽  
Mario Molina-Naar
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
Internationalization Of Higher Education ◽  
Learning Support ◽  
Internationalization Process ◽  
Structured Interviews ◽  
English Medium Instruction ◽  
Contextual Awareness

This study discusses the implementation of English medium instruction (EMI) at a Colombian university. First, the paper reviews the rise of EMI in the internationalization of higher education. Second, it illustrates how one university incorporated EMI as part of an internationalization process. Third, it identifies the perceptions that a group of administrators, faculty, and students have regarding the EMI initiative. Questionnaires, semi-structured interviews, and document analysis were conducted. Findings suggest that EMI is tied to the structuring of an internationalization office, curricular reforms, and English language learning support. Participants’ perceptions are associated with their imaginaries, identities, experiences, and obligations in relation to the English language. The study concludes that the implementation of EMI within the internationalization of universities is inevitable, yet a sustainable EMI strategy requires contextual awareness and articulation amongst its participants.

scholarly journals COLLABORATIVE ENGLISH LANGUAGE LEARNING: SOME REFLECTIONS FROM INTERACTIONS BETWEEN PAIRS

2019 ◽  
Vol 58 (1) ◽  
pp. 259-286
Author(s):  
Laryssa Paulino de Queiroz Sousa ◽  
Fernanda Franco Tiraboschi ◽  
Neuda Alves do Lago ◽  
Francisco José Quaresma de Figueiredo
Keyword(s):  
Language Learning ◽  
English Language ◽  
Collaborative Writing ◽  
Essential Elements ◽  
Esl Students ◽  
Structured Interviews ◽  
Audio Recordings ◽  
Learning Development ◽  
Collaborative Language

ABSTRACT The focus of this study is on the interactions five pairs of students had in order to carry out a collaborative writing activity. The research was conducted in a language school of Goiânia, in Goiás, Brazil, with ten EFL/ESL students, in 2015. The objectives of this investigation are: a) to observe and discuss the elements that stand out during the students' interactions; and b) to investigate these learners' perceptions of the experience. This study is grounded on sociocultural theory (DONATO, 1994; HALL, 2001; VYGOTSKY, 1978) and collaborative language learning (FIGUEIREDO, 2005, 2006, 2008, 2015; OXFORD, 1997). The theoretical assumptions that guide this research consider interaction and collaboration as essential elements for language learning development. This is a qualitative case study (GODOY, 2006; TELLES, 2002), and the sources used to generate the data are questionnaires, audio recordings of the students' interactions and semi-structured interviews. The elements that stand out in this investigation are related to the potentialities of dialogic interactions, which foster scaffolding, mutual support, and the promotion of learners' autonomy. In addition, the learners highlight some positive aspects they could perceive from the experience, such as each other's help and the possibility to access more ideas; as negative aspects, they point out disagreements and conflicts they had to handle during the interactions.

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