scholarly journals Challenges Faced by Language Learning Disabilities Primary Students in Learning English as Second Language

2020 ◽  
Vol V (III) ◽  
pp. 294-307
Author(s):  
Fareeha Javed ◽  
Yameena Batool ◽  
Sana Baig
Keyword(s):  
Learning Disabilities ◽  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Teaching Staff ◽  
English As Second Language ◽  
Language Learning Disabilities ◽  
Esl Learners ◽  
Learning English

This paper reports on a study carried out to explore challenges faced by primary level Language Learning Disabilities (LDs) students in learning English as a Second Language (ESL) in Pakistan. The data was collected through a quantitative (close-ended) questionnaire filled in by 100 and a qualitative (open-ended) questionnaire filled by 10 Primary English language teachers in Pakistan. The findings revealed that language LDs hinder the development of literacy and oral skills of primary ESL learners. The study concluded that in order to improve the English language learning of students with language LDs, there is a need to assure the provision of teacher training facilities, application of sensorial activities, and establishment of good rapport between the teaching staff, school administration and parents of students with language LDs.

scholarly journals SUCCESSFUL LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL YEAR 5 ENGLISH AS A SECOND LANGUAGE (ESL) LEARNERS

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Peter Lee Pui Weng ◽  
Melor Md Yunus ◽  
Mohamed Amin Bin Embi
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
English As Second Language ◽  
Vocabulary Strategies ◽  
Esl Learners

Research on language learning strategies in Malaysia has been carried out extensively since mid 1990s. However, these studies have not covered the language learning strategies among native pupils in suburban primary school in Mukah, Sarawak. The main objective of the study was to identify the language learning strategies used by English as Second Language (ESL) learners. Data was collected using a survey questionnaire with 20 outstanding Year 5 ESL Iban learners in one of the suburban schools in Mukah, Sarawak. The instrument used in this study include a Language Strategy Use Questionnaire adapted from Language Strategy Use Inventory by Cohen, Oxford and Chi (2002). The adapted version of Language Strategy Use Questionnaire consists of 60 statements concerning the four major English language skills, namely listening, speaking and reading as well as acquisition of vocabulary and grammar. Data was analyzed through mean, frequency, percentage and standard deviation. The findings revealed that these learners were moderate users of listening, reading, writing, grammar and vocabulary strategies and low users of speaking strategies. There were variations in responses with regard to the use of language learning strategies among primary school learners. The pedagogical implications of the findings are also discussed. 

scholarly journals Mobile-assisted Language Learning (MALL) for ESL Learners: A Review of Affordances and Constraints

2017 ◽  
Vol 9 (1-5) ◽  
Author(s):  
Harwati Hashim ◽  
Melor Md. Yunus ◽  
Mohamed Amin Embi ◽  
Nor Azwa Mohamed Ozir
Keyword(s):  
Second Language ◽  
Learning Styles ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
English Language ◽  
English As Second Language ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Nowadays, mobile technology is changing the landscape of language learning and is seen as the next frontier being researched for its potential in enhancing the teaching and learning of English language.  The portability of mobile devices is believed to bring new methods that can shape learning styles and pedagogies which could become more personalised and allow learners to learn on the move; thus, enhance English language teaching and learning.  This creates the potential for significant change in the teaching and learning of English as Second Language (ESL). Taking mobile learning as the setting within which developments in Mobile-assisted Language Learning (MALL) may be understood, this paper offers reflections on what Mobile-assisted Language Learning (MALL) has potentially offered and the constraints that might be faced by the English as Second Language (ESL) learners when using MALL.  Above all, it was a challenging issue to cover learning tasks by using a mobile device particularly in learning English as Second Language (ESL).  Nevertheless, mobile devices which are popular among students are motivational tools to be used in education as well as various learning activities.  This was proven by many researchers who have shown the positive outcomes.  Hence, we should admit that mobile devices are finding their way into classrooms in the student’s pockets, and we have to ensure that educational practice can include this mobile technology in effective and productive ways particularly for English as Second Language (ESL) learning.

scholarly journals The Use of Modern Technology in Learning English as Second Language A study at undergraduate level in South Punjab Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 95-103
Author(s):  
Shehla Ilyas ◽  
Abdul Ghani ◽  
Abdul Khaliq
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Web Sites ◽  
English Language ◽  
Modern Technology ◽  
Computer Assisted ◽  
English Language Learning ◽  
English As Second Language ◽  
Use Of Technology ◽  
Learning English

The purpose of current research is to highlight the influence of using modern technology in teaching English as a second language It explains that productivity of pedagogical process can be increased if technology is infused in it tactfully There are several ways in which modern technology can be employed in class like English language learning web sites Mobile assisted language learning computer assisted language learning programs presentation software digital dictionaries chatting and email messaging programs listening CDaudios and watching of English language learning videos and stories Questionnaire was employed to collect the data from 300 students learning English language in various undergraduate programs of two universities of Bahawalpur The findings revealed that most of the students choose the use of technology especially mobile and computers in developing their second language skills The study advises proper training to use various software related to language learning

Quality Indicators for Designing English Learning Podcasts

2021 ◽  
pp. 62-75
Author(s):  
Tingting Kang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Quality Indicators ◽  
English Language ◽  
English Language Learning ◽  
English As Second Language ◽  
American University ◽  
Mobile Assisted Language Learning ◽  
Esl Learners

Podcasts, one type of mobile-assisted language learning, have been promoted as promising tools in second language (L2) learning. Yet, quality indicators of podcast programs have not been generalized. Applying previous empirical results on predictors of listening comprehension, the purpose of this chapter was to identify English language learning podcast programs in iTunes that were preferred by language learners and teachers and build up a list of the indicators that can be considered for selecting and designing high-quality English language learning podcasts. Participants were 26 intermediate English as second language (ESL) learners at a southwestern American university and two of their listening and speaking teachers. The results revealed that the ESL students and their teachers both preferred podcasts that had interesting topics, natural speed, and clear pronunciation.

An Investigation of the Relationship of Motivation, Attitudes and Environment

2018 ◽  
pp. 1126-1139
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Proficiency ◽  
Attribution Theory ◽  
Global Economy ◽  
English Language ◽  
Language Teachers ◽  
Self Confidence

This chapter will study a Philippine and a Chinese leaner's approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner's motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner's model of socio-educational model in second language acquisition and Weiner's attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners' motivation and competitiveness in the global economy.

scholarly journals Y TÚ, ¿POR QUÉ VAS A CLASE? EXAMEN DE LA MOTIVACIÓN DE ESTUDIANTES DE INGLÉS EN LA UNIVERSIDAD ESPAÑOLA.

2016 ◽  
Vol 1 (1) ◽  
pp. 541
Author(s):  
Alba Gutiérrez Martínez ◽  
José Antonio Del Barrio Del Campo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Motivation Factors ◽  
Learning Success ◽  
Language Learning Motivation ◽  
Second Language Teachers

Abstract:WHY DO YOU GO TO CLASS? A STUDY ABOUT ENGLISH LANGUAGE LEARNING MOTIVATION FACTORS OF STUDENTS IN A SPANISH UNIVERSITY.Research on Second Language Acquisition has stand out the importance of students’ motivation as a crucial individual variable in the learning success (Gardner 2001, 2010, Dörnyei y Ushioda 2011, for instance). The present study reports on motivation factors of a group of English as a Foreign Language students (EFL) from the University of Cantabria. Data was collected through questionnaires and has important pedagogical implications because understanding motivation is an important factor not only for our students but also for parents, instructors and editorials (Babaae, 2012). Moreover, Europe is moving into a multilingual society that requires second language teachers not simply to teach English, French or German but to develop a multilingual and multicultural conscience on students (Lorenzo, Trujillo & Vez, 2011). This data can shed light to the issue by explaining what motivates our students.KEY WORDS: MOTIVATION, SECOND LANGUAGE MOTIVATION, ENGLISH TEACHING, FOREIGN LANGUAGE LEARNINGResumen:Gran parte de la investigación en la adquisición de segundas lenguas ha resaltado el papel de la motivación del alumnado como una importante variable individual para el éxito del aprendizaje (Gardner 2001, 2010, Dörnyei y Ushioda 2011, por ejemplo). El presente estudio reporta los factores de motivación de un grupo de alumnos y alumnas de inglés de la Universidad de Cantabria relacionados con su nivel, edad y sexo. Los resultados han sido recogidos a través de cuestionarios y tienen una gran importancia pedagógica ya que conocer la motivación tiene un papel crucial no solo para nuestro alumnado, sino también para padres y madres, profesorado y editoriales (Babaae, 2012). Además, no hay que olvidar que, con los cambios que nos están llevando hacia una sociedad plurilingüe, el profesorado debe ampliar sus competencias docentes y dejar, por tanto, de enseñar solo inglés, francés o alemán, para pasar a desarrollar una conciencia plurilingüe y multicultural en su alumnado (Lorenzo, Trujillo & Vez, 2011). Estos datos pueden contribuir en gran medida a ello arrojando luz sobre qué motiva a nuestros estudiantes.PALABRAS CLAVE: MOTIVACIÓN, MOTIVACIÓN EN SEGUNDAS LENGUAS, ENSEÑANZA DE INGLÉS, APRENDIZAJE DE SEGUNDAS LENGUAS

scholarly journals The X-Factor Profile Characteristics of English Language Teachers in Non-Native Setting

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Zarina Othman ◽  
Shahizan Shaharuddin ◽  
Azizah Ya’acob
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teachers ◽  
English Language Teaching ◽  
English Teacher ◽  
English Language Teachers ◽  
Native Speakers Of English ◽  
Profile Characteristics ◽  
Learning English

Phrases such as ‘learning English is fun’ or ‘English is fun’ are often heard when one speaks about learning English especially in a context where English is not the mother tongue of the learners. What about when the focus shifts to English language teachers on the other hand, who are non-native speakers of English? The focus on the teacher other than the curriculum, syllabus, material and pedagogy needs considerable attention in promoting effective English language learning. What are the profile characteristics of an English teacher that can help most importantly first boost the students’ motivation and interest to learn English. Studies have explored in general the characteristics of effective language teachers but to what extent has it identified the ‘X’ factors. This paper addresses a discussion on the the profile characteristics of specifically non –native English language teachers. It focuses on the relevance of the ‘qualities’ of English language teachers’ in relations to English teacher attributes specifically.We gathered the views and opinions of English language instructors teaching English at one of the local higher institutions who are non-native and who have had twenty years’ experience in the field of ELT (English Language Teaching) on what they believe is the X factor characteristics profile of an English language teacher.

scholarly journals An Evaluation of Chatbots as Software Aids to Learning English as a Second Language

2008 ◽  
Vol 13 ◽  
pp. 2
Author(s):  
David Coniam
Keyword(s):  
Second Language ◽  
Speech Recognition ◽  
Language Learning ◽  
Second Language Learning ◽  
Command Line ◽  
Esl Learners ◽  
The Way ◽  
Learning English ◽  
Esl Classroom

<p>'Chatbot' programs are pieces of software that can hold a conversation, or interact, in English. This paper explores the potential of chatbots for ESL (English as a Second Language) learning from a pedagogical perspective. From the command-line days of Eliza, chatbots have matured considerably – to the point where many chatbots now involve an avatar interface, with speech recognition also becoming available as a feature. The paper evaluates six chatbots currently available either online or for purchase. The evaluation examines chatbots from the perspective of their interfaces as a human-looking or sounding partner to chat with, as well as their usability as pieces of software suitable for ESL learners. To put some of these issues in perspective and provide insights into their use, the paper also reports on the use of some chatbots in<br />the ESL classroom. The paper concludes with an analysis of chatbots currently available, noting that while chatbots have matured considerably since the early days of Eliza, they still have a long way to go before they can interact with students in the way that researchers such as Atwell (1999) envisage.</p>

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