scholarly journals Examining International Students’ Attitudinal Learning in a Higher Education Course on Cultural and Language Learning

2020 ◽  
Vol 10 (3) ◽  
pp. 664-687
Author(s):  
William R. Watson ◽  
Sunnie Lee Watson ◽  
Sarah E. Fehrman ◽  
Ji Hyun Yu ◽  
Shamila Janakiraman
Keyword(s):  
International Students ◽  
Language Learning ◽  
Student Attitudes ◽  
Course Design ◽  
Cultural Exchange ◽  
Future Research ◽  
Structured Interviews ◽  
Mixed Methods Approach ◽  
Instructional Activities

This study examined students’ perceptions of attitudinal learning outcomes and instructional activities within a language and cultural exchange (LACE) course at a midwestern U.S. university and explored whether perceptions differed based on students’ prior knowledge, major, and/or demographics. We utilized a mixed-methods approach to gather quantitative data from a survey sent out in Weeks 5 and 15 to 137 international students enrolled in multiple sections of a LACE course that gathered perceptions on attitudinal learning and the most impactful aspects of the course design. Follow-up structured interviews were conducted with 37 students. Results indicated students saw growth in their attitudinal learning, with the highest perceived gains regarding cognitive and then behavioral components. Data from student interviews provided specific examples of how student attitudes were changed in each of these four areas of learning. Limitations and future research are discussed.

scholarly journals Adapting a Checklist of Materials Evaluation for a Self-access Learning Center in Japan

2019 ◽  
pp. 339-355
Author(s):  
Atsumi Yamaguchi ◽  
Erin Okamoto ◽  
Neil Curry ◽  
Katsuyuki Konno
Keyword(s):  
Mixed Methods ◽  
New Zealand ◽  
Language Learning ◽  
Future Research ◽  
Learning Center ◽  
Mixed Methods Approach ◽  
Japanese University ◽  
Japanese Learners Of English ◽  
Japanese Learners

Materials evaluation calls for a systematic and principled approach. In reality, however, materials evaluation in language-learning self-access centers (SACs) is significantly lacking in good models. This paper reports on a project undertaken by SAC facilitators in Japan to investigate whether/how a pre-evaluation checklist developed a decade ago at a SAC in New Zealand (c.f. Reinders & Lewis, 2006) could be adapted to their target context. A mixed methods approach was employed where data was obtained via a Likert-scale questionnaire and follow-up interviews. The survey was adapted from Reinders and Lewis and enrolled 103 Japanese university students. The interviews were conducted to eight randomly selected survey respondents. Results show that the modeled checklist can be used as a basis with modifications allowing for contextual differences. The results suggest that Japanese learners of English value visually stimulating materials and require more guided support for them to effectively use materials beyond the classroom. The article provides an adapted checklist designed for Japanese learners of English as well as suggestions for future research.

scholarly journals The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

10.28945/3703 ◽  
2017 ◽  
Vol 13 ◽  
pp. 037-057
Author(s):  
Kham Sila Ahmad ◽  
Jocelyn Armarego ◽  
Fay Sudweeks
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Vocabulary Acquisition ◽  
Learning Experience ◽  
Forced Migration ◽  
Future Research ◽  
Migrant Women ◽  
Structured Interviews ◽  
Mobile Assisted Language Learning ◽  
The Impact

Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

scholarly journals The Impact of Language and Skills Training on Immigrants's Lives

2009 ◽  
Vol 18 (2) ◽  
pp. 01 ◽  
Author(s):  
Ping Wong ◽  
Patricia Duff ◽  
Margaret Early
Keyword(s):  
Language Learning ◽  
Training Program ◽  
Job Search ◽  
Skills Training ◽  
Future Research ◽  
Structured Interviews ◽  
Assessment Tests ◽  
Self Confidence ◽  
Employment Barriers ◽  
The Impact

This study is a qualitative exploration of the experiences of immigrants who completed a health care aide training program that combined occupational skills and ESL training. The focus was the employment barriers and personal benefits associated with program completion. Data were collected through structured interviews with nine participants, eight of whom were women, which were then transcribed and analyzed for central themes. The interview data were supplemented with document data consisting of information from application forms and intake assessment tests. The findings revealed that participation in the training program had a major impact on the employment, identities, and settlement of program participants. The skills and language training improved the employment prospects of the individuals, although many had to overcome such employment barriers as the need to work on call, conflicts between domestic responsibilities and work outside the home, and transportation limitations. Many participants also spoke of the importance of learning job-search skills and the personal significance of having an occupational identity. Finally, successful completion of the program increased the self-confidence and autonomy of the individuals, which in turn aided their settlement and integration into Canadian society. The article concludes with recommendations for future research in this area, as well as pedagogical interventions to assist participants with their ongoing language learning, job aspirations, and settlement.

scholarly journals Research Forum: Motivators and Demotivators to Teach English in Japanese Secondary Schools

2020 ◽  
Vol 42 (1) ◽  
pp. 51
Author(s):  
Saki Suemori
Keyword(s):  
Secondary Schools ◽  
Influencing Factors ◽  
Student Attitudes ◽  
Teacher Motivation ◽  
Teacher Autonomy ◽  
Future Research ◽  
Self Evaluation ◽  
Additional Information

This paper presents an investigation of motivators and demotivators for Japanese teachers of English (JTEs) working in secondary schools. A total of 8 JTEs participated by answering a questionnaire containing 3 open-ended questions (2 were subsequently interviewed). Questionnaire results indicated that participants were influenced by 4 factors (i.e., student attitudes, teacher autonomy, self-evaluation, and relationship with colleagues). The follow-up interviews with 2 of the participants provided additional information on some of these influencing factors. Future research should explore changes in teacher motivation in specific contexts. 本研究は、日本の中学校、高校で教える日本人英語教師（JTEs）の動機づけを増大、減退させる要因を調査した。参加者は8名のJTEsである。8名の参加者は、質問紙に回答し、そのうち2名は、さらにインタビュー調査へ参加した。質問紙によって、参加者は、主に以下の4つから影響を受けていることが明らかになった：生徒の態度、教師オートノミー、自己評価、同僚との関係。さらにインタビュー調査によって、これらの要因が教師にどのように影響を与えているかを明らかにした。本研究によって、特定の状況下で教える教師の動機づけがどのように変化していくか、さらに調査していく重要性が示唆された。

scholarly journals TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University

2021 ◽  
Vol 24 (2) ◽  
pp. 99-126
Author(s):  
Hao Dao ◽  
Jonathan Newton
Keyword(s):  
Language Learning ◽  
Observation Data ◽  
Structured Interviews ◽  
Analysis And Evaluation ◽  
Learning Tasks ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews ◽  
The Relationship ◽  
And Task

This study investigated the relationship between the affordances for task-based teaching in a textbook and teachers’ awareness of and uptake of these affordances. Specifically, it compared and evaluated the communicativeness and task-likeness of activities in the textbook, New Cutting Edge, Elementary (Cunningham & Moore, 2005) and then contrasted these findings with classroom observation data on the way the activities were implemented by three Vietnamese English as a Foreign Language (EFL) teachers at a Vietnamese university. Interviews with the teachers provided further data on their implementation decisions. The analysis and evaluation of the textbook activities and how they were implemented adopted two coding frameworks, one for evaluating communicativeness (Littlewood, 2004) and the other for evaluating task-likeness (Ellis, 2018). The analysis of communicativeness revealed that while the textbook has a high proportion of activities with low communicative value, the task analysis showed that many of these activities are, in fact, either tasks or task-like. However, form-focused activities typically precede the tasks, which compromises the alignment of the textbook with TBLT. Data from classroom observations of three 90-minute lessons taught by each teacher showed that the teachers consistently reduced the communicativeness and task-likeness of the textbook activities, and replaced them with teacher-centered, explicit grammar explanation and drill practice. Stimulated recall interviews and follow-up semi-structured interviews revealed the teachers’ rationales for their practice, including their concern about the unsuitability of tasks for low proficiency students, exam pressure and time constraints, and their lack of awareness of the nature of language learning tasks.

scholarly journals STUDENTS’ PERCEPTIONS OF THEIR REFLECTIVE ESSAY WRITING EXPERIENCE AND TEACHER FEEDBACK COMMENTS

2017 ◽  
Vol 6 (2) ◽  
pp. 204
Author(s):  
Asiah Mohd Sharif ◽  
Siti Zaidah Zainuddin
Keyword(s):  
Language Learning ◽  
Reflective Writing ◽  
Teacher Feedback ◽  
Future Research ◽  
Small Contribution ◽  
Esl Students ◽  
Essay Writing ◽  
Entry Level ◽  
Reflective Skills

Reflection which encompasses critical and analytical capabilities is a critical 21st century skill for students to develop. To ensure students are equipped with this skill, reflective writing has been identified as a possible tool. Teacher feedback on students’ written output therefore plays a role in developing students’ reflective skills. This study asks two questions: How do students perceive their experience writing reflective essays? What is the nature of the teacher’s feedback comments on students’ reflective essays and how do students perceive them? To answer these questions, nineteen ESL students in an entry-level Medical programme completed a questionnaire concerning their experiences writing reflective essays and perceptions of teacher feedback on these essays. Interviews were conducted with two students to follow-up on questionnaire responses. The content analysis showed that the students believed reflective writing played a small contribution to their language learning. Further investigation into the students’ perspectives of their teachers’ feedback comments suggests that even though the teachers’ feedback was positive, the students also referred to the comments as inadequate and ineffective. Pedagogical implications and suggestions for future research are discussed.  

scholarly journals What Motivates L3 Learners’ Investment and/or Divestment in Arabic? Understanding Learning Motivation in terms of “Identity”

2020 ◽  
Vol 84 ◽  
pp. 27-39
Author(s):  
Jing Liao ◽  
Ning An ◽  
Yongyan Zheng
Keyword(s):  
Language Learning ◽  
First Language ◽  
Future Research ◽  
Sample Population ◽  
Structured Interviews ◽  
Third Language ◽  
Material Resources ◽  
Perspective Drawing ◽  
Chinese Learners ◽  
The Relationship

The study extends our understanding of the relationship between identity and Arabic learning in the Chinese context from a sociolinguistic perspective. Drawing on Darvin and Norton’s (2015) model of investment, the study explores the interplay between identity and investment in the context of Chinese learners’ motivation to learn Arabic. The sample population comprises 25 adult Arabic learners with Chinese as their first language, English as their second language, and Arabic as their third language. Qualitative data from learners’ retrospective narrative accounts and complementary semi-structured interviews were analyzed in terms of identity and investment. The findings show that these Chinese Arabic learners’ constitutive orientation towards language learning is highly related to their multifaceted and fluid identities (inherited identities, competitive identities, and imagined identities), which are complex and dynamic and can be negotiated and constructed over time, involving learners’ perceptions of affordances in capital resources and their goals of acquiring symbolic and material resources. Therefore, investment/divestment is influenced by the interconnections between identities and perceptions. The study concludes with some methodological and theoretical implications for future research on learning LOTEs (languages other than English) and investment.

scholarly journals Environmental Sustainability in the Follow-Up and Evaluation Stage of Logistics Services Purchasing: Perspectives from UK Shippers and 3PLs

2019 ◽  
Vol 11 (9) ◽  
pp. 2460 ◽  
Author(s):  
Witold Bahr ◽  
Edward Sweeney
Keyword(s):  
Environmental Sustainability ◽  
Cost Savings ◽  
Third Party ◽  
Future Research ◽  
Exploratory Research ◽  
Structured Interviews ◽  
Service Levels ◽  
Logistics Services ◽  
Evaluation Stage

The purpose of the research described in this paper is to investigate the role played by the green agenda and sustainability in the follow-up and evaluation stage of the purchasing of logistics services. This stage is relatively under-explored in the extant academic literature. However, there is some evidence of a divergence between the perspectives of shippers and forwarders in this area. In this context, therefore, two carefully selected groups of UK-based supply chain management professionals—from shippers (i.e., manufacturers and retailers) and third-party logistics (3PLs)—were investigated using semi-structured interviews. The interviews were based on a data collection guide informed by the authors’ three overall research objectives. Data from the interviews were analysed using a combination of content analysis and grounded analysis. The findings suggest that, while shippers and 3PLs recognise a positive link between cost savings and the development of green initiatives, there is considerable room for improvement in this area in order to reorient the focus of the follow-up and evaluation stage from price and service levels towards sustainability. The authors’ exploratory research leads to the identification of a number of potentially fruitful areas for future research.

scholarly journals Intersectionality of Lesbian, Gay, and Bisexual International Students: Impact of Perceived Experiences on Campus Engagement

10.28945/4412 ◽  
2019 ◽  
Vol 4 ◽  
pp. 049-065
Author(s):  
Andrew S Herridge ◽  
Hugo Alberto Garcia ◽  
Mi-Chelle Leong
Keyword(s):  
International Students ◽  
Identity Development ◽  
Online Resources ◽  
Future Research ◽  
Structured Interviews ◽  
Campus Environment ◽  
Campus Engagement ◽  
Emerging Themes ◽  
And Bisexual ◽  
Perceived Experiences

Aim/Purpose: While there are studies that examine the experience of LGB or international students, we are not aware of any study that examines both intersectionalities. In this study, we attempt to be the first to examine the experiences of international LGB students and the resources they utilize on campuses. Background: This research provides an understanding of how this population of students interact with the campus environment, how they perceive the campus climate, and what impact their interaction and perceptions have on their performance and overall outcomes. Methodology: This narrative qualitative research study was guided by the unifying model of sexual identity development and the model of multiple dimensions of identity. This study conducted semi-structured interviews with eleven participants from two states to attain a deeper insight and perspective on the experiences of LGB International students. Contribution: With this population of students being understudied in the larger body of literature, the result of this research will allow for institutional staff and future researchers to gain additional insight into the experiences and outcomes of international students that identify as a member of the LGB community. Findings: The respondents indicated a mixture of experiences based on their sexual orientation and national identity. Emerging themes for RQ1 were Fear, Isolation, and Openness. Respondents expressed the utilization of a wide variety of resources from campus based on online resources. Emerging themes for RQ2 were Campus Based Resources, Online Resources, and Negative Experiences. Recommendations for Practitioners: Based on these findings, institutions of higher education can promote the resources available to students within these populations. Institutions should be intentional in supporting the spiritual and religious needs of international LGBTQIA students to aid in the holistic development of their students. Recommendation for Researchers: It is recommended for researchers to explore how international students who identify as LGBTQIA students experience community colleges. Future Research: Future research should explore how staff, administrators, and faculty attempt to support students from regions of the world that are very conservative as they recruit students from those regions.

Virtual School Counseling

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Debra S. Osborn ◽  
Gary W. Peterson ◽  
Rebecca R. Hale
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Virtual Schools ◽  
Virtual School ◽  
Future Research ◽  
Full Time ◽  
Structured Interviews ◽  
Traditional School ◽  
Florida Virtual School

The advent of virtual schools opens doors to opportunity for delivery of student services via the Internet. Through the use of structured interviews with four practicing Florida virtual school counselors, and a follow-up survey, the authors examined the experiences and reflections of school counselors who are employed full time in a statewide virtual school. Findings highlight how virtual school counselors differ in their activities from traditional school counselors. This article presents implications for practice, training, and future research.

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