scholarly journals English Language Learning Experience Among Iban Secondary ESL learners in A Rural Area

2021 ◽  
Vol 3 (3) ◽  
Author(s):  
Sandra Balentia Engkasan ◽  
Hamidah Yamat
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
Structured Interview ◽  
Language Teachers ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Majority Population ◽  
Esl Learners

English language learning has become a rising topic in the Malaysian Education system as it is unable to develop fluent users among Malaysians. This leads to a question on what are the reasons behind the retardation of Ministry of Education Malaysia regarding the learning of English as a Second Language (ESL) in the country. Hence, this study was carried out to explore English language learning experienced by Iban secondary ESL learners in Saratok, Sarawak, as the ethnic is one of the majority population in Malaysia. This is a case study, and the data were gained through semi-structured interview sessions. A set of interview questions comprise of 2 sections were distributed. English language learning and the process involved while acquiring and learning the language at school were explored among three Iban secondary ESL learners. The findings revealed that the Iban learners had a positive attitude towards English language learning by applying various strategies while learning the language in a supportive and convenience classroom’s environment. The findings of this study benefit the language teachers as their source of reference in planning their lesson by selecting appropriate approaches and strategies that cater to learners’ needs and preferences to facilitate their learning of English language.

scholarly journals A Case Study on the Problems and Suggestions in Foreign Language Teaching and Learning at Higher Education

2017 ◽  
Vol 5 (6) ◽  
pp. 64 ◽  
Author(s):  
Menderes Unal ◽  
Elif Ilhan
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
Training System ◽  
Language Teachers

This study explores and identifies some reasons for the problems of foreign language learning (English) and teaching from the perspective of instructors and learners using the case study model. The data of the study was gathered by a semi-structured interview form, and the study group of the research was composed of English language instructors and graduate students at Ahi Evran University. Random sampling method was used to determine 15 instructors and 20 graduate students to face-to-face interview, and the data of the study was analysed by content analysis method, which the students and instructors agreed on students who have been problematic in language learning process. In addition to students, examination systems, instructional programs, language teachers’ qualifications and learning environments have been considered as barriers to language learning. On the other hand, students and instructors suggested starting learning/teaching English earlier, much more practice and exams on all four skills; elective courses; more practice and communication; revisions in teacher training system, considering individual differences; motivating and encouraging students; and designing well equipped language environment and teaching materials.

scholarly journals HOW TO CREATE A FOREIGN LANGUAGE LEARNING CURRICULUM WITH A PEDAGOGICAL DIMENSION?

2021 ◽  
Vol 03 (05) ◽  
pp. 29-33
Author(s):  
Zainab NAZZEE
Keyword(s):  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Early Years ◽  
English Language Learning ◽  
Ministry Of Education ◽  
School Students ◽  
Accurate Performance ◽  
The Many

Despite of the many changes in the English language learning curriculum in Iraq, teaching English to school students is not just challenging but rather unsuccessful in terms of creating pupils with both a good competence and an accurate performance. The learning process is being replaced with a merely passing one grade to another process with the blessing of no serious effort to locate and solve such a problem,which would result in an illiterate generation in an English language oriented cultures. There are many reasons for such a problem,one of which is the tendency of most English language teachers to treat content of the curriculum as a structure based material, also there are other factors like; the repetition of the same grammatical rules through our the different stages of school years and the predictable questions used,even in high school final exam.Therefor I would like to propose a three –step plan to overcome these difficulties.The first step is to design a functional based curriculum which presents no syntactical rules in the early years of learning English language but only concentrates on communicative and interacting skills. The second step is to use " pedagogical wheel " as a course given in college in a pre-training program for teachers, the third step of our model is to create a reference in the Ministry of Education to connect with all English teachers and provide updated information, advises,aids and share experience among them. Keywords: Pedagogical Dimension, English Language, Learning Curriculum

scholarly journals THE ROLE OF GENDER ON ESL LEARNERS’ PERCEPTION IN ENGLISH LANGUAGE LEARNING: A SYSTEMATIC REVIEW

2021 ◽  
Vol 6 (43) ◽  
pp. 235-248
Author(s):  
Partibaraaj Nagasundram ◽  
Suyansah Swanto ◽  
Megawati Soekarno ◽  
Wardatul Akmam Din
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
English Language Learning ◽  
Online Journal ◽  
Perceptions And Attitudes ◽  
Psychological Differences ◽  
Esl Learners

ESL learners have varying perceptions towards their English language learning experience because no one student is alike with the other. Gender differences is an important aspect of ESL learners’ identity which is frequently overlooked because English curriculums and teaching methods are usually carried out in classrooms with a one-size-fits-all concept, and does not cater to the different needs and learning styles of their students. This study aims to determine whether gender plays a significant role in shaping ESL learners’ perceptions towards English language learning. This study was conducted via the systematic literature review method. A total of ten literatures were chosen for inclusion in this study based on specified criteria and gathered from various online journal databases. Based on the results, it was found that gender does play an important role on ESL learners’ perception due to societal and environment factors that feed into stereotypical gender roles. Also, the inherent biological and psychological differences between males and females can affect ESL learners’ perceptions and attitudes when learning English.

scholarly journals STUDENTS’ MOTIVATIONS IN ENGLISH LANGUAGE LEARNING OF EFL CLASSROOM: A CASE STUDY OF ENGLISH DEPARTMENT STUDENTS OF ACADEMIC YEAR 2018/2019 IKIP SILIWANGI BANDUNG

2020 ◽  
Vol 3 (2) ◽  
pp. 271
Author(s):  
Hendra Husnussalam ◽  
Sudiyono Sudiyono ◽  
Silpia Rahayu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Statistical Data ◽  
Structured Interview ◽  
Traditional Classroom ◽  
English Language Learning ◽  
English Department ◽  
Ability Levels ◽  
Academic Year

Some psychologists and educationalists have explained various models related to students’ motivation in learning English language. One of them is proposed by (Gardner, 1988) who explained about the socio-educational model. This study reports data from the interview conducted to the English Department students of IKIP Siliwangi of Academic Year 2018/2019 about their motivation in English language learning. In this research, there are three students of English Department as the participants. In addition to the researcher, the instrument of this study is Interview which is applied to the three students based on their language ability levels; namely, high, moderate and low. This study belongs to Qualitative research because there is no statistical data presented. Instead, the data were collected by using structured interview and then, they were transcribed, categorized and interpreted. The findings revealed that there are three factors for the students that makes the students of English Department becomes more motivated in English language learning; namely, the teacher himself, the teaching strategies and games. Keywords: Students’ Perception, English Language, Traditional Classroom

The English Language Learning Progressions (ELLP): Challenge or opportunity?

2020 ◽  
Vol 16 ◽  
pp. 21-37
Author(s):  
Judith Anthony
Keyword(s):  
Language Learning ◽  
English Language ◽  
Future Research ◽  
English Language Learning ◽  
Learning Progressions ◽  
Ministry Of Education ◽  
Critical Policy Analysis ◽  
Challenges And Opportunities ◽  
Key Issues ◽  
Critical Policy

This article provides an overview and critical analysis of The English Language Learning Progressions (ELLP) (Ministry of Education, 2008). Identifying main themes through critical policy analysis, this review seeks to place ELLP in context through a comparison with The English Language Learning Framework: Draft (Ministry of Education, 2005) and English Language Learning Progressions (ELLP ) Pathway Years 1–8 (Ministry of Education, 2020a). Within this review, the structure of ELLP is explored along with key ideas and claims. It is argued that there are both challenges and opportunities in ELLP. Finally, the key issues are summarised and suggestions are made for future research.

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

scholarly journals Washback of English national exams at ninth-grade level in Thailand and Indonesia

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wachyu Sundayana ◽  
Panusak Meekaeo ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Language Learning ◽  
Grade Level ◽  
Teaching And Learning ◽  
English Language ◽  
Ninth Grade ◽  
Ninth Graders ◽  
English Language Teaching ◽  
English Language Learning ◽  
Ninth Grade Students

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

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