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.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

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.

scholarly journals FAKTOR YANG MEMPENGARUI KEBERHASILAN PESERTA DIDIK DALAM PEMBELAJARAN BAHASA INGGRIS (Teori Linguistik dan Al-Qur’an)

2018 ◽  
Vol 12 (1) ◽  
pp. 105-124
Author(s):  
Andi Muhammad Dakhalan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
School Facilities ◽  
School Curriculum ◽  
English Language Teaching ◽  
English Language Learning ◽  
English Language Education ◽  
Learning English

The emergence of today’s role of English as an international language (EIL) and as a global lingua franca (ELF) makes English language education important in many countries. In Indonesia, for example, it has been growing a number of schools ranging from kindergarten to university level which use English as the medium of instructions.Every subject in school curriculum has different objectives including English subject. But some students donot realize that, learning English is really important in their life. It makes them unmotivated in learning English. Lack of learners’ motivation is believed as one of the primary problems of English language teaching, many of them take it as a difficult lesson to learn. As a result, they skip class, and when they attend the class, it is not because they want to learn English but likely because they fear of failure. Moreover, lots of them may lack of attention during class, chatting with classmates, doodling in their note books or gasp in their textbooks. This present study aims at discovering the factors that influence the students’ achievement in English language learning by using linguistic and Al-Qur’an theory. The conclusion of the study is the factors that influence the students’ achievement in English language learning are the students’ intelligence, motivation, school facilities, policies of government and the principal, family, and environment

scholarly journals ENGLISH-MAJORED STUDENTS’ MOTIVATION IN ENGLISH LANGUAGE LEARNING AND THEIR USE OF READING STRATEGIES: RESEARCH PERSPECTIVES

2021 ◽  
Vol 37 (1) ◽  
pp. 109
Author(s):  
Tran Quoc Thao ◽  
Nguyen Hoang Chau Long
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Reading Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Foreign Language Learning ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Research Perspectives

Reading plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. Furthermore, ESL/EFL learners’ use of reading strategies can be affected by their learning motivation, which can result in the high or low frequent use of reading strategies in reading comprehension. The present study, therefore, investigated the motivation in English language learning and the use of reading strategies among English-majored freshmen at a university in Bac Lieu province, Vietnam. A questionnaire was used to collect data from 180 English-majored freshmen, six of whom took part in semi-structured interviews. The results showed that participants had a high level of motivation in English language learning, and their metacognitive strategies worked better with their reading comprehension than their cognitive and social/affective strategies. The study further unraveled that the more participants were motivated in English language learning, the more they employed metacognitive and cognitive strategies in reading comprehension.

scholarly journals The Role of Motivation in English Language Learning: A Qualitative Study

2021 ◽  
Vol 8 (2) ◽  
pp. 68-72
Author(s):  
Roselle M. Soriano ◽  
Christian N. Escario ◽  
Pilipina B. Cagurangan ◽  
Annalene Grace E. Co ◽  
Chleo G. Pascual ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Environment ◽  
English Language ◽  
Parental Influence ◽  
Intervention Program ◽  
English Language Learning ◽  
State University ◽  
Structured Interviews ◽  
Factors Influencing

Numerous studies have found a positive connection between learners’ motivation towards foreign language and foreign language achievement. Drawn upon semi-structured interviews and focus group discussions among students, this study sheds light on the significant impact of motivation in English language learning. Further, this study explores the lived experiences of students and the factors influencing their motivation in learning the English Language. Purposeful sampling was to select participants in the different courses of Quirino State University, Cabarroguis Campus, Philippines. The results revealed that the teacher's influence, enjoyment in learning, desire to learn, parental influence, and classroom environment were the factors influencing students' motivation in learning the English Language. Thus, this study suggests that teachers should be aware of these factors of inspiration in their classrooms and consider these as significant parts in developing an English Language Intervention Program to motivate the students and improve their proficiency in learning the English Language.

Learning English as a Second Language through Social Media: Saudi Arabian Tertiary Context

2016 ◽  
Vol 8 (6) ◽  
pp. 112 ◽  
Author(s):  
Amin Ali Al Mubarak
Keyword(s):  
Social Media ◽  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Saudi Arabian ◽  
English Language Learning ◽  
Learning And Teaching ◽  
Perceptions And Attitudes ◽  
Saudi Arabian Students ◽  
Learning English

This paper aims to identify the role of social media in learning English as a second language among Saudi Arabian students. Four year students majoring B A in English at Al Ardh college of Science and Arts for girls in Jazan University were identified as the participants of this study. The instrument of this study is a comprehensive questionnaire, which is constructed in order to explore the students’ perceptions and attitudes on using social media for English language learning. It is found that majority of the participants use social media to enhance their communication skills. Moreover, the result revealed that collaborative learning that are embedded in a social media may help improve learning activities which in turn leads to the success of learning English as a second language. Apart from that, some of the problems encountered when using social media and combined group work in the learning and teaching of English as a second language at Tertiary level are also highlighted. Most importantly, the students agreed that social media has by and large affected in their English language learning skills. 

scholarly journals The Use of Smartphone English Language Learning Apps in the Process of Learning English: Slovak EFL Students’ Perspectives

2021 ◽  
Vol 13 (15) ◽  
pp. 8205
Author(s):  
Rastislav Metruk
Keyword(s):  
Language Learning ◽  
English Language ◽  
Target Population ◽  
English Language Learning ◽  
Male And Female ◽  
Efl Learners ◽  
Desktop Computers ◽  
Attitudes And Perceptions ◽  
Efl Students ◽  
Learning English

In recent years, an accelerating trend in an undergoing shift from the use of traditional desktop computers towards the utilisation of smartphones for language learning purposes has been detected. In line with these trends, this study aims to investigate Slovak EFL learners’ attitudes and perceptions of English language learning apps (ELLA) regarding practicing and learning English. Furthermore, the differences in the perception of ELLA between the male and female research participants are also analysed. The target population totalled 158 Slovak university EFL learners, 48 males and 110 females, who were required to display their level of agreement to statements by responding to a 5-point Likert scale questionnaire. The instrument consisted of 30 statements altogether, involving items on apps’ usage and apps’ perception. The calculated means indicate that the participants’ attitudes and perceptions of ELLA range between being neutral and positive, and that EFL learners tend to practice language systems and skills to varying degrees. Moreover, 30 independent-sample t-tests, which were run in order to determine the differences between the male and female attitudes and perceptions, reveal that 50% of statements on apps’ usage and apps’ perception differ significantly, demonstrating considerable differences between the two sexes. The achieved results seem to contribute to the existing research on the use of smartphones and ELLA in the context of EFL learning by casting more light on mobile language learning, an area that merits further scientific exploration.

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 Using Self-Assessment as a Tool for English Language Learning

2019 ◽  
Vol 12 (11) ◽  
pp. 64
Author(s):  
Mohd Hafizuddin Mohamed Jamrus ◽  
Abu Bakar Razali
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
English Learning ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
The Right ◽  
Learning English

A very important element of formative assessment is giving and receiving feedback. However, most teachers face difficulty in giving students feedback due to various reasons, such as the large number of students in class that makes it time consuming for them to do so. Fortunately, students themselves can be excellent sources of feedback through self-assessment, through which the students would reflect on the quality of their work, judge the degree to which their work reflects explicitly stated goals or criteria, and revise their work if necessary. Under the right conditions, student self-assessment can provide accurate, useful information to promote learning. Self-assessment can also be effective in English language learning, such as: motivating students to learn and reflect on their own English learning; promote critical thinking and reflective practices in learning English; scaffold knowledge of English learning from different English language skills; develop a sense of autonomy in their own learning English; and foster commitment in learning English among many others. This conceptual paper thus seeks to explore the potentials of using self-assessment in English language learning. In this paper, the concept and underlying principles of self-assessment will be introduced. Next, the review of past studies on self-assessment in the context of teaching and learning English as a second or English as a foreign language (ESL/EFL) will be explained. Later, the advantages and disadvantages of using self-assessment in the classroom will be discussed. In the final section, recommendations will be given for the implementation of self-assessment in learning English as a second language (ESL) classrooms.

scholarly journals A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS

2018 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Musarat YASMIN ◽  
Ayesha SOHAIL
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Target Language ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers

Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.

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