scholarly journals Why are Certain Students Further from Achieving Their Desired Level of English Proficiency?

2020 ◽  
Vol 4 (2) ◽  
pp. 70-73
Author(s):  
Fëllanza CANOLLI MALLET
Keyword(s):  
Language Learning ◽  
Educational System ◽  
English Language ◽  
English Proficiency ◽  
English Language Learning ◽  
Learning English

This study deals with proficiency of students towards English Language Learning.  It includes ELT strategies that can properly motivate students to learn the language without betraying where they come from. Although many of them are afraid that learning English might assimilate them, therefore, they hesitate to learn English due to their Educational system which makes them fearful of losing their identity.

scholarly journals Students� learning autonomy, involvement and motivation towards their English proficiency

2019 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Yen Hoang Phuong ◽  
Phuong Quyen Vo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
English Proficiency ◽  
Active Participation ◽  
English Language Learning ◽  
Classroom Activities ◽  
Proficiency Level ◽  
Learning English

Different factors are involved in the process of learners� learning English as a second or foreign language. Among them, learning autonomy, involvement and motivation and attitude toward English language learning have been claimed to positively correlate with learners� English proficiency. In the current study, 229 English-majored final-year students at a university in Vietnam were invited to participate in a survey to explore their English proficiency level and factors that may have impacted that level. Findings revealed that students� learning autonomy and their active participation in classroom activities are the most influential on their English proficiency level after four years of learning. As a result, the study suggests that measures should be taken to improve students� learning autonomy and classroom involvement.

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 PROMOTING ENGLISH LANGUAGE LEARNING AMONG LIMITED ENGLISH PROFICIENCY LEARNERS THROUGH MOVIES

2021 ◽  
Vol 22 (1) ◽  
pp. 126-138
Author(s):  
ROZMEL ABDUL LATIFF ◽  
NOR HASNI MOKHTAR ◽  
RAJA HANANI RAJA MUSHAHAR ◽  
MICHI FARIDA ABDUL HALIM
Keyword(s):  
Language Learning ◽  
Rural Areas ◽  
Limited English Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
English Proficiency ◽  
Language Skills ◽  
Target Language ◽  
English Language Learning ◽  
Comprehensible Input

English language learning in a non-native environment is always a challenge. This is especially so among limited English proficiency (LEP) learners. Despite having eleven years of instructions in English in primary and secondary school, there are still quite a number of LEP learners entering the university. This may be attributed to lack of exposure to the language, as classroom instruction alone is not sufficient for mastery of a second language. Although English is widely spoken in Malaysia, this does not apply to all communities, especially in rural areas. In such circumstances, watching movies in the target language can provide the necessary exposure, the ample amount of listening and reading in the target language, which provides the comprehensible input essential for language acquisition. Movies also come with closed captions, which not only help the learner recognize the words but also enable them to look up the words in a dictionary. An action research was conducted to investigate the effectiveness of using movies in a Foundation English course. This paper details the implementation of movie viewing in the course and presents the usability and appropriateness of using English movies in the acquisition of English language skills and creating cultural awareness among LEP learners. Finally, this paper highlights the learners’ responses regarding their experience in watching the movies. These responses provide invaluable insights into the impetus for future use of movies in the ESL classroom. Keywords: Comprehensible input; Cultural awareness; Limited english proficiency (LEP) learners; Language skills; Movies.

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 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.

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 GOOGLE CLASSROOM FOR ENGLISH LANGUAGE LEARNING: AN EXPLORATORY STUDY

2019 ◽  
pp. 01-07
Author(s):  
Om Joshi
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
Information Communication ◽  
Web 2.0 Tools ◽  
Communication And Technology ◽  
Learning English

In the present era of rapid civilization, integration of Information Communication and Technology ICT make teaching and learning more innovative, creative, and learner centric through the use of websites and Web 2.0 tools i.e. TED, Moodle, Google Classroom and so on. Department of English, Bhakta Kavi Narsinh Mehta University, Junagadh has implemented Google Classroom for English language learning. However, it's important to know students' attitude towards the use of Google Classroom for English language learning. Here, researchers will share the questionnaire among students and will analyse the data to know students' approach towards learning English language through Google Classroom. Here, it has been attempted to demonstrate the advantages of utilizing Google Classroom in English language learning.

scholarly journals English Language Learning-Based Open Space (ELLBOS) for young learners in the tourism area

2020 ◽  
Vol 3 (4) ◽  
pp. 145-149
Author(s):  
Nehru Pasoloran Pongsapan ◽  
Andi Anto Patak
Keyword(s):  
Language Learning ◽  
English Language ◽  
Open Space ◽  
English Language Teaching ◽  
English Language Learning ◽  
Young Learners ◽  
Speaking Skill ◽  
English Speaking ◽  
District Government ◽  
Learning English

This research aims to actualize the Tana Toraja district government program as an "English Speaking Area". This research also is subject to improve English communication skills for the young learners in Tana Toraja and produce English Language Learning-Based Open Space (ELLBOS) as a prototype of an English language teaching approach for young learners in the tourism area. The research applied the ADDIE research design consists of three cycles: preparation, implementation, and evaluation. This research found five issues: (1) participant reported that they are enthusiasm in English lessons; (2) the participants need to learn English; (3) the English-speaking skill is essential for students; (4) students revealed that are unhappy in learning English in the classroom; (5) students experienced peaceful learning atmosphere if learning English outside the classroom. This research recommends the significance of applying the English Language Learning-Based Open Space (ELLBOS) for young learners in the tourism area. It is good if the teacher does English learning outside the classroom with open space to feel free to explore their potency in learning English.

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