Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

scholarly journals Autonomous English Language Learning Beyond the Classroom: Indonesian Tertiary Students’ Practices and Constraints

2020 ◽  
Vol 19 (10) ◽  
pp. 194-213
Author(s):  
Daflizar Daflizar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Autonomous Learning ◽  
Learning Activities ◽  
First Year ◽  
English Language Learning ◽  
First Year Students ◽  
Significant Difference ◽  
English Major ◽  
Attention To Students

. In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning activities, however many of the activities were more receptive than productive. The interviews echoed the questionnaire results, and the students claimed that they were not autonomous in their learning due to several constraints. The results also revealed that there is no significant difference in the level of practice of autonomous out-of-class activities based on gender but a significant difference was found concerning majors of study. Practical implications for the Indonesian context are put forward.

scholarly journals Social Network Sites Effectiveness from EFL Students’ Viewpoints

2016 ◽  
Vol 10 (1) ◽  
pp. 39 ◽  
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Social Network ◽  
Language Learning ◽  
English Language ◽  
Social Network Sites ◽  
English Language Learning ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Efl Students ◽  
Perceptions And Expectations ◽  
The Relationship

This study investigated the relationship between EFL students’ experience, attitudes, perceptions, and expectations toward the effectiveness of Social Network Sites (SNS), namely, Facebook, Twitter, YouTube, Instagram, Flickr, Classmates, Academica, MySpace, English baby, and Google+, in English language learning. A survey of 103 participants from different higher education institutions in Saudi Arabia was conducted. The study’s results revealed that the participants had an average SNS experience. The findings also indicated that participants had overall positive attitudes, perceptions, and expectations toward SNS. In addition, the correlations between experience and attitudes, and experience and expectations were statistically significant. Data analysis also showed that the correlations between attitudes and perceptions, attitudes and expectations, and perceptions and expectations were statistically significant. However, experience did not significantly correlate with perceptions. The findings also indicated that the model of the three variables (attitudes, perceptions, and expectations toward SNS) predicting the variable (experience in SNS) was statistically significant: The significant predictor was expectations.

scholarly journals Language proficiency differences in second language learning anxiety

2018 ◽  
Vol 4 (2) ◽  
pp. 83
Author(s):  
Nur Atikah Binti Noor Rashid ◽  
Asnadia Binti Alias
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Daily Basis ◽  
T Test ◽  
Learning Anxiety ◽  
Significant Difference ◽  
Average Students ◽  
Language Learning Anxiety

<p><em>In general, the objective of learning English language in Malaysian education system is to ensure the students can use English in their daily basis, to further study and for the workplace. The main purpose of English course in Polytechnics is to ensure the students are able to communicate effectively and confidently. Therefore, the students should be able to understand the language and use it with confident in their daily lives and for their future employment. However, most of the students are reluctant to communicate in English and many of them prefer to withdraw from participating in any English language activities. The reason for this issue might be due to the feeling of anxiety in learning the second language. Hence, this study aimed to investigate the language proficiency differences between above average and below average students with respect to language learning anxiety. There were 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin participated in this study. SPSS version 22 has been used to analyses collected data consists of a 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS).  The t-test has been used to determine if there was a significant difference between above average and below average students in regard of language learning anxiety. The study revealed that below average students were more anxious than above average students for all types of anxiety. However, t-test demonstrated that there was no significant difference between language learning anxiety in regard of students’ level of proficiency. Thus, several implications have been suggested in this study to help the below average students to cater language learning anxiety. One of the examples is by conducting an English Camp for the targeted students serves as an effective method to cope language learning anxiety among below average students.</em></p>

scholarly journals English Language Learning of Indonesian Students during Study Abroad Program in Australia

2019 ◽  
Vol 1 (1) ◽  
pp. 27-40
Author(s):  
Sabaruddin Sabaruddin
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Identity Transformation ◽  
Cultural Learning ◽  
English Language Learning ◽  
Study Overseas ◽  
Study Abroad Program

This article discusses how the transformation of identity and cultural learning influence the English language learning of Indonesian students during their study program. This article is divided into three different sections of discussions in order to elaborate this issue comprehensively. Firstly, the identity change during the study abroad program is discussed by utilising the concept of identity. Subsequently, the process of identity transformation of Indonesian students during their study abroad is further elaborated through the identity movement theory. Secondly, the process of cultural learning during study abroad program is explained regarding English language learning of Indonesian students. Thirdly, how the students’ identity transformation and cultural learning impact on English language learning is also be analysed. In conclusion, the role of identity transformation and intercultural learning is significant in the enhancement of English language proficiency of the students during the study overseas program. Furthermore, the process of English language learning transforms the students’ identities through the students’ engagement in the new sociocultural condition. The transformation of students’ identity occurs in three steps of identity movement which are molar, molecular and line of flight identity. The transformation also lies in intercultural learning which later develops the students’ intercultural awareness and understanding. That is to say, study overseas can transform the students’ identity and facilitate cultural learning in which both are beneficial in enhancing the English language proficiency of the student. Besides that, study abroad program also constructs difference between individuals who pursue study overseas and who do not.

scholarly journals L2 English derivational knowledge: Which affixes are learners more likely to recognise?

2016 ◽  
Vol 6 (2) ◽  
pp. 225-248
Author(s):  
Dmitri Leontjev
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Vocabulary Knowledge ◽  
Significant Difference ◽  
Upper Secondary ◽  
Level I ◽  
Segmentation Task ◽  
Upper Secondary Schools ◽  
Different Levels

Knowledge of derivational morphology is considered an important aspect of vocabulary knowledge both in L1 (mother tongue) and L2 (second or foreign language) English language learning. However, it is still not clear whether different derivational affixes vary in their (learning) difficulty. The present study examines whether Bauer and Nation’s (1993) teaching order of L2 English affixes can account for the difficulty learners have with recognising the affixes. The participants in the study were L1 Estonian and Russian learners of English at upper-secondary schools in Estonia (n = 62). Their performance was measured on a word segmentation task. There were significant differences in the number of affixes the learners were able to successfully recognise at different levels, as classified by Bauer and Nation (1993). By and large, with the exception of no significant difference between Level 5 and Level 6 affixes, the higher the affix level was, the less likely the learners were to recognise the affixes at this level. I argue that these results can support the order proposed by Bauer and Nation. The implications of the finding for teaching and further research are also discussed.

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 The Relationship between the Type of High School and the Students' English Language Proficiency

2016 ◽  
Vol 4 (2) ◽  
pp. 107
Author(s):  
Mohammad Reza Ghamari ◽  
Farzad Hosseini
Keyword(s):  
High School ◽  
Language Learning ◽  
Student Performance ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
English Language Learning ◽  
Non Profit ◽  
Reading And Writing ◽  
The Relationship

<p>This study investigated the English language learning status in 18 high schools in Tehran, Iran. The aim was to examine the extent to which the students have achieved English proficiency, due to the type of high school (non- profit and ordinary- governmental) in which they studied. Also, an attempt was made to explore whether the student' performance on vocabulary, listening, speaking, reading, and writing would be different in terms of students' attendance in language institutes. Furthermore, in this study, the subjects' attitude toward English and its effect on the skills was taken into account.</p>

scholarly journals Investigation the effects of comparison between bilingual instruction and the use of L2

2018 ◽  
Vol 53 ◽  
pp. 05002
Author(s):  
Fatemeh Mirzaei ◽  
Muhammad Ridhuan Tony Lim Bin Abdullah ◽  
Zulqarnain B Abu Bakar ◽  
Waseem Sattar
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Positive Feedback ◽  
Mixed Mode ◽  
English Language ◽  
English Language Proficiency ◽  
Learning Improvement ◽  
Bilingual Instruction ◽  
Positive Attitudes ◽  
The Impact

This paper is a comparison of the impact of using bilingual instruction and the use of L2 on learners’ learning improvement. The mixed mode is used to determine the use of mother language (L1) as a resource helped the students in learning. The respondents were selected from faculty of Management in UTM, Malaysia. They used rarely English language outside of the school and had average level of English language proficiency. In this paper, it also distinguished resource, difficulties and challenges which the students faced in using bilingual instruction. The questionnaire was used to determine students’ perceptions and data was analyzed by SPSS. In addition, the data was collected from interview which is transcribed and described. The results indicated that L1 in UTM can be used as a resource to teach specific subjects to students. According to the results, respondents had positive attitudes about using bilingual instruction in the class and it was effective on students’ leaning improvement. Based on findings, it is hoped that positive feedback in this research provide a reason why L1 should be used in teaching and look it as a resource for language learning in the future.

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