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.

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.

scholarly journals EFL Teachers’ Autonomy Supportive Practices for Out-of-Class Language Learning

2020 ◽  
Vol 8 (4) ◽  
pp. 63-78
Author(s):  
Tuba Işık ◽  
Cem Balçıkanlı
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Autonomy Support ◽  
English Language ◽  
Language Teachers ◽  
State University ◽  
Structured Interviews ◽  
Learner Motivation ◽  
Supportive Behaviors ◽  
Language Classrooms

Autonomy support is a recently defined role for teachers, and they are expected to help learners engage in autonomous out-of-class learning. With a focus on English language learning outside the classroom, this study intended to uncover English as a foreign language teachers’ practices related to autonomy support and to discuss the challenges faced by the teachers in this process. Eleven teachers working at the tertiary level at a state university in Turkey were interviewed. Semi-structured interviews were conducted in three sessions to find out the extent to which the teachers help their learners become autonomous. The findings revealed that the teachers perform many autonomy-supportive behaviors which are feasible in language classrooms such as motivating students, giving language advice and promoting peer collaboration. In doing this, the teachers utilize five different support mechanisms: affective, resource, capacity, technology, and social support. On the other hand, the findings uncovered such constraints as crowded classes, overloaded curriculum, and low learner motivation. These challenges were perceived as barriers hampering teachers’ efforts for autonomy support. This study highlights the feasibility of creating an autonomy-supportive language learning environment and provides implications for teachers of English as a Foreign Language.

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

scholarly journals RETHINKING THE USE OF L1 IN L2 CLASSROOM

2019 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Learning ◽  
Learning And Teaching ◽  
L2 Learning

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

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.

Sociolinguistic Factors Influencing English Language Learning

2019 ◽  
pp. 403-424
Author(s):  
Jon Bakos
Keyword(s):  
Language Learning ◽  
Personal Identity ◽  
English Language ◽  
Economic Status ◽  
English Language Learning ◽  
Social Variables ◽  
Language Variation And Change ◽  
Socio Economic Status ◽  
Factors Influencing ◽  
Contemporary Work

This chapter examines processes of language variation and change that take place in all languages, with a focus on English. Sociolinguists have observed that demographic and social variables such as where someone is born, their age, gender, and socio-economic status can be relevant to how they speak. However, contemporary work indicates that there is more to how someone speaks than a few checkboxes on a survey. Who does a speaker feel empathy with and want to emulate? How does a multi-faceted sense of personal identity affect how a person speaks? How might a second language (L2) learner's sense of belonging affect their own realization of English? These are some of the questions that this chapter seeks to address.

A Comprehensive Review of Mobile Technology-Assisted English Learning

2021 ◽  
pp. 246-265
Author(s):  
Liheng Yu ◽  
Zhonggen (中根) Yu (于)
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
Language Skills ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Factors Influencing ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the past 11 years. It visualized the general trend of the number of related publications in a decade, discussed the attitudes of teachers and learners toward mobile device-assisted English learning, explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device-assisted English learning on output and input English language skills, presented the influence of mobile device-assisted English learning on vocabulary knowledge acquisition, demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device-assisted English learning, together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

EFL Learners' Home Culture Attachment and their Attitudes towards English Language Learning: A structural equation modeling approach

2017 ◽  
Vol 6 (7) ◽  
pp. 161
Author(s):  
Zahra Sharifi Feriz ◽  
Khalil Motallebzadeh ◽  
Ma'ssoumeh Bemani Naeini
Keyword(s):  
Structural Equation Modeling ◽  
Foreign Language ◽  
Language Learning ◽  
Structural Equation ◽  
English Language ◽  
Pearson Correlation ◽  
Reliability And Validity ◽  
Equation Modeling ◽  
English Language Learning ◽  
Home Culture

The purpose of the present study is to examine home culture attachment construct and its underlying variables among Iranian English as Foreign Language learners as well as their attitudes towards English language learning. Pearson correlation is used with a sample of 411 English major university students from different provinces in Iran, mainly Khorasan Razavi, Khoran Jonoubi and Sistan Baluchestan participated in this study. As for the quantitative phase of data collection, the study employed home culture attachment and attitude towards English language learning questionnaires. The reliability and validity of these questionnaires are reported. A home culture attachment model and an attitude model are also developed and tested using structural equation modeling. The results suggest that all three subscales of attitudes (emotional, behavioral, and cognitive) are positive and significant predictors of students' western attachment. From three subscales of attitude, only behavioral attitude is negative and significant predictors of students' religious attachment. In addition, Iranian attachment is influenced by cognitive attitudes and emotional attitudes. Besides, cognitive attitude is a positive and significant predictor of students' cultural attachment. It is also found that, artistic attachment is influenced by behavioral attitudes and emotional attitudes. Finally, the pedagogical implications are discussed in light of foreign language achievement.

scholarly journals KEY FACTORS INFLUENCING LEARNERS’ ORAL FLUENCY IN ENGLISH SPEAKING CLASSES: A CASE AT A PUBLIC UNIVERSITY IN VIET NAM

2020 ◽  
Vol 36 (6) ◽  
pp. 93
Author(s):  
Dinh Thi Bich Ngoc ◽  
Tran Thi Dung
Keyword(s):  
Language Learning ◽  
English Language ◽  
Structured Interview ◽  
Survey Questionnaire ◽  
Structured Interviews ◽  
Oral Fluency ◽  
Factors Affecting ◽  
Affective Factors ◽  
Factors Influencing ◽  
English Speaking

In the field of English language learning, speaking is regarded as one of the most important skills to be developed and enhanced continually as means of effective communication. In most English classes at universities, many students find it difficult to express themselves in spoken English. So this research aims to investigate prominent factors affecting fluency of second-year students in speaking skill. The study uses mixed research methods with two data collection instruments namely survey questionnaire and semi-structured interview. The participants joining the survey questionnaire include 98 English non-majored students who were taking the English speaking course in their second semester at a university. The semi-structured interviews were conducted with 15 teachers and 15 students. The findings reveal that the group of affective factors is the prominent one, and then followed by automation, error correction and performance factors influencing their oral fluency. Therefore, some useful recommendations focusing on interactive strategies to minimize learners’ difficulties in oral fluency as well as develop their fluency in English speaking performance in this study could be taken into account for EFL teachers in English speaking classes.

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.

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