scholarly journals Saudi Students’ Perceived Self-efficacy and its Relationship to their Achievement in English Language Proficiency

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Mohammad Saleem ◽  
Muhammad Ali ◽  
Radzuwan Rashid
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Language Proficiency ◽  
Self Efficacy ◽  
English Language ◽  
English Language Proficiency ◽  
English Language Learning ◽  
Positive Correlation ◽  
Saudi Students ◽  
The Impact

In the recent years, an increasing interest in self-efficacy has been observed. However, the impact of students’ perceived self-efficacy on their academic achievements needs more attention. The aim of this paper is to evaluate the effect of self-efficacy on English language proficiency of students at Umm Al-Qura University, Makkah, Saudi Arabia. This study attempts to answer the question whether there exists any relationship between Saudi students’ perceived self-efficacy and their achievement in English language learning. Self-efficacy scales were used to gather data from 230 preparatory year students from Umm Al-Qura University, Makkah, Saudi Arabia. Fifteen out of seventy-six sections were randomly selected from the three streams, namely, Medical, Scientific and Administration. For data analysis, descriptive statistical analysis was performed using SPSS. It is significant in terms of providing insights into the psychology of the students particularly regarding their perceived self-efficacy which will be of great help to the course designers, content developers and teachers in taking measures for the inclusion of the content to improve students’ self-efficacy. The findings show that there exists a positive correlation between General and English self-efficacy and achievements in English language learning. However, there is no positive correlation between social self-efficacy and English language achievements. On the basis of the findings, the study provides some recommendations to improve students’ self-efficacy for better performance in learning English. Based on the findings of the research, further research is recommended to compare self-efficacy of the students from different Saudi universities in order to explore the reasons for different levels of their self-efficacy and English language achievements.

The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates

2016 ◽  
Vol 7 (2) ◽  
pp. 264 ◽  
Author(s):  
George Mathew Nalliveettil ◽  
Talal Hail Khaled Alenazi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phone ◽  
Mobile Phones ◽  
English Language ◽  
English Language Learning ◽  
Advanced Country ◽  
Educational Value ◽  
Teaching Learning ◽  
The Impact

Researchers across the world are examining the educational value and effectiveness of integrating the latest electronic gadgets with teaching-learning activities in the classroom. In spite of the availability of latest electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested in the educational value of the mobile phones for the teaching-learning of English. In a technologically advanced country like Saudi Arabia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile phone for connecting with their friends and relatives.  Moreover, it has become a common trend among undergraduates to carry a mobile phone to the classroom as well. The present study examines the impact of mobile phones on students’ English language learning.  A field study was conducted on fifty-two undergraduate male students majoring in English language and literature at Aljouf University, Saudi Arabia.  The methodology of data collection included a self-report for students and a teacher questionnaire.   Findings of the study are significant for EFL teachers and researchers for introducing innovative methods and resourceful materials for the English classroom.

scholarly journals English Language Learning of Indonesian Students during Study Abroad Program in Australia

2019 ◽  
Vol 1 (1) ◽  
pp. 27-40
Author(s):  
Sabaruddin Sabaruddin
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Identity Transformation ◽  
Cultural Learning ◽  
English Language Learning ◽  
Study Overseas ◽  
Study Abroad Program

This article discusses how the transformation of identity and cultural learning influence the English language learning of Indonesian students during their study program. This article is divided into three different sections of discussions in order to elaborate this issue comprehensively. Firstly, the identity change during the study abroad program is discussed by utilising the concept of identity. Subsequently, the process of identity transformation of Indonesian students during their study abroad is further elaborated through the identity movement theory. Secondly, the process of cultural learning during study abroad program is explained regarding English language learning of Indonesian students. Thirdly, how the students’ identity transformation and cultural learning impact on English language learning is also be analysed. In conclusion, the role of identity transformation and intercultural learning is significant in the enhancement of English language proficiency of the students during the study overseas program. Furthermore, the process of English language learning transforms the students’ identities through the students’ engagement in the new sociocultural condition. The transformation of students’ identity occurs in three steps of identity movement which are molar, molecular and line of flight identity. The transformation also lies in intercultural learning which later develops the students’ intercultural awareness and understanding. That is to say, study overseas can transform the students’ identity and facilitate cultural learning in which both are beneficial in enhancing the English language proficiency of the student. Besides that, study abroad program also constructs difference between individuals who pursue study overseas and who do not.

scholarly journals The Relationship between the Type of High School and the Students' English Language Proficiency

2016 ◽  
Vol 4 (2) ◽  
pp. 107
Author(s):  
Mohammad Reza Ghamari ◽  
Farzad Hosseini
Keyword(s):  
High School ◽  
Language Learning ◽  
Student Performance ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
English Language Learning ◽  
Non Profit ◽  
Reading And Writing ◽  
The Relationship

<p>This study investigated the English language learning status in 18 high schools in Tehran, Iran. The aim was to examine the extent to which the students have achieved English proficiency, due to the type of high school (non- profit and ordinary- governmental) in which they studied. Also, an attempt was made to explore whether the student' performance on vocabulary, listening, speaking, reading, and writing would be different in terms of students' attendance in language institutes. Furthermore, in this study, the subjects' attitude toward English and its effect on the skills was taken into account.</p>

scholarly journals Investigation the effects of comparison between bilingual instruction and the use of L2

2018 ◽  
Vol 53 ◽  
pp. 05002
Author(s):  
Fatemeh Mirzaei ◽  
Muhammad Ridhuan Tony Lim Bin Abdullah ◽  
Zulqarnain B Abu Bakar ◽  
Waseem Sattar
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Positive Feedback ◽  
Mixed Mode ◽  
English Language ◽  
English Language Proficiency ◽  
Learning Improvement ◽  
Bilingual Instruction ◽  
Positive Attitudes ◽  
The Impact

This paper is a comparison of the impact of using bilingual instruction and the use of L2 on learners’ learning improvement. The mixed mode is used to determine the use of mother language (L1) as a resource helped the students in learning. The respondents were selected from faculty of Management in UTM, Malaysia. They used rarely English language outside of the school and had average level of English language proficiency. In this paper, it also distinguished resource, difficulties and challenges which the students faced in using bilingual instruction. The questionnaire was used to determine students’ perceptions and data was analyzed by SPSS. In addition, the data was collected from interview which is transcribed and described. The results indicated that L1 in UTM can be used as a resource to teach specific subjects to students. According to the results, respondents had positive attitudes about using bilingual instruction in the class and it was effective on students’ leaning improvement. Based on findings, it is hoped that positive feedback in this research provide a reason why L1 should be used in teaching and look it as a resource for language learning in the future.

scholarly journals QUEER LEARNER IDENTITY AND ENGLISH LANGUAGE LEARNING IN A THAI CONTEXT

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Tinnawat Suebkinnon ◽  
Apisak Sukying
Keyword(s):  
Language Learning ◽  
Identity Construction ◽  
Language Proficiency ◽  
English Language ◽  
Qualitative Content Analysis ◽  
Gender Diversity ◽  
English Language Proficiency ◽  
English Language Learning ◽  
Structured Interviews ◽  
Learner Identity

This study examined the identity construction of queer learners in English language learning and its influences on English language learning. The four participants were male, queer and studied in English majors and English language teaching in a Thai university. Two of the participants were known to the researcher. Semi-structured interviews, field notes, and a digital sound recorder were used for data collection and qualitative content analysis was used to analyze the data. The findings revealed that queer characteristics and marginalized and unequal positions based on gender identity and sexual orientation were two main factors constituting queer learner identity in English language learning. The majority of the participants shared that their queer characteristics were conducive to their speaking skills. Additionally, it was shown that the heteronormative Thai context motivated the participants to pursue English language proficiency. The participants reported that English language proficiency was advantageous for their future success and helped them gain parental and societal acceptance. Moreover, the participants stated that learning the English language would allow them to migrate to English-speaking countries that are welcoming to queer people. The results also indicated that some participants who desire a Western partner viewed English as beneficial to finding a Western man, whom they thought would be more open to gender diversity than Thai men. These findings provide a better understanding of the identity construction of queer learners and its influences on English language learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0787/a.php" alt="Hit counter" /></p>

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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