Motivation and Anxiety in English Language Classrooms at Intermediate level in Daska, Sialkot, Pakistan

2020 ◽  
pp. 102-127
Keyword(s):  
Public Schools ◽  
Language Learning ◽  
English Language ◽  
Education Department ◽  
Intermediate Students ◽  
Economic Background ◽  
Language Classrooms ◽  
English Language Classrooms ◽  
Conducive Environment ◽  
Socio Economic Factors

Positive motivation plays an important role in the acquisition of L2 at all levels. The present study tries to explore why 70% Sialkoti students enrolled in public schools (School Education Department Punjab 2020,April 20) are not interested in English language and as a result Pakistan is suffering both in terms of economy and progress. In the past, researchers ignored the factors such as anxiety, absence of motivation and socio-Economic factors that affect motivation. The research shows that Sialkoti students having strong economic background show keen interest in English language learning as compared to those with poor or weak economic background. Poor economic conditions cause discomfort, low or no interest in the classroom, weaker student-teacher bond and absence of self-respect. These conditions increase the level of anxiety and demotivate the learner to speak English in the classroom. It is very important to maintain conducive environment for the students so that they may pay more attention to the acquisition of language. The population of this research consists of 56 intermediate students of Govt. Higher Secondary School Adamkay Cheema, Sialkot. The researcher formulated a questionnaire on lickert’s scale and provided maximum time to the students to solve it. The data has been analyzed using SPSS version 22.0. The results of the study show that motivation plays a very important role in learning L2 in students of Daska, Sialkot.

EFL Pre-service Teachers’ Perceptions towards the Use of CALL in the English Language Classrooms

2018 ◽  
Vol 1 (1) ◽  
pp. 20-31 ◽  
Author(s):  
Nutthida Tachaiyaphum ◽  
Peter James Hoffman
Keyword(s):  
Language Learning ◽  
English Language ◽  
Computer Training ◽  
Computer Assisted ◽  
Teaching Methodology ◽  
Teaching Approaches ◽  
Teachers Perceptions ◽  
Computer Competence ◽  
Language Classrooms ◽  
English Language Classrooms

This study aimed to investigate English as a Foreign Language (EFL) pre-service teachers’ perceptions towards the use of Computer Assisted Language Learning (CALL) in the English Language Classrooms concerning the teachers’ computer competence and their perceptions of CALL after creating and using their own CALL in language teaching. The participants were EFL pre-service teachers studying in the faculty of education, Mahasarakham University, Thailand. Questionnaires were used to collect the data after teaching with CALL. The findings revealed that the overall computer competence of the participants was a moderate to a high level, yet the participants were not competent in accessing the different types of information and CALL materials online. Furthermore, the participants reported that the use of a computer made language learning interesting and encouraging. However, they demonstrated that a computer training program was required due to the lack of competence in operating some computer programs as well as the inadequate knowledge of new technology for the language learning. It can be surmised that though the EFL pre-service teachers have learned about CALL, they still find the CALL knowledge gained from the teaching methodology courses insufficient for effective CALL integration and design. Therefore, the study suggests that in order to improve teacher preparation courses, the knowledge of CALL including what CALL is, various types of CALL, as well as CALL materials evaluation be provided. Additionally, the understanding of teaching approaches should also be improved along with the technological skills since the knowledge of CALL solely is inadequate to make effective teaching. The teachers need the capability of selecting the right CALL materials and teaching approaches which are appropriate to the lesson.

scholarly journals Exploring Difference in Gender Perceptions Towards Teacher's Motivational Behaviour in English Language Classroom

2020 ◽  
Vol 6 (1) ◽  
pp. 331-338
Author(s):  
Zulfiqar Ali ◽  
Farzana Masroor ◽  
Tariq Khan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Attitudes ◽  
Important Variable ◽  
Gender Perceptions ◽  
Language Classroom ◽  
Language Classrooms ◽  
The Impact ◽  
English Language Classrooms

The role of a teacher is crucial for language learning specifically in English language classrooms. An important variable in this regard is the gender of students. This study investigates the impact of gender on language learning motivations of students studying at the undergraduate level in the City University of Science and IT and Institute of Management Sciences, Peshawar. Questionnaire data were collected from 175 students. The variables of the study include gender and its relationship with language attitudes and motivation. The results revealed that there exists the relationship between gender differences in variables under consideration. Female students had more expectations as compared to their male fellows. The study has useful pedagogical implications.

scholarly journals Computer assisted language learning in English language classrooms in Bosnia and Herzegovina

ExELL ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 14-46
Author(s):  
Nihada Delibegović Džanić ◽  
Amila Hasanspahić
Keyword(s):  
Information Technology ◽  
Language Learning ◽  
Bosnia And Herzegovina ◽  
English Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Empirical Examination ◽  
Teachers And Students ◽  
Language Classrooms ◽  
English Language Classrooms

AbstractThe paper examines the application of computer assisted language learning (CALL) in English language classes in Bosnia and Herzegovina. The research was designed as an empirical examination of the attitudes of teachers and students on the successful application of computer assisted language learning in English language classrooms in Bosnia and Herzegovina. Lack of motivation is one the problems that most teachers are faced with. There are many causes of poor motivation, but one of them is certainly the unattractiveness and dullness of traditional methods, teaching materials and resources. However, many authors with educational experience point out that the use of information technology can positively influence students’ motivation and encourage them to work actively. While adults, as digital immigrants, might not use modern information technology excessively, children and teens are true digital natives, who have grown up with the latest technologies and use them with great pleasure in all aspects of their lives adapting them to their needs (Prensky, 2001). The results obtained in this research are an indicator of the current attitude of teachers and students towards these issues, but they also highlight some important necessary reforms in the field of teacher education.

Language Learning Strategies (LLS) Implementation of Students and Teachers at a Malaysian Pre-Tertiary Educational Institution

2021 ◽  
Vol 8 (2) ◽  
pp. 27-40
Author(s):  
Haddi @ Junaidi Kussin ◽  
Aireen Aina Bahari ◽  
Puteri Zarina Megat Khalid ◽  
Raja Nor Safinas Raja Harun ◽  
Nor Liza Haji Ali ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Educational Institution ◽  
Language Learning Strategies ◽  
Mixed Method Design ◽  
Language Classrooms ◽  
Observation Protocol ◽  
English Language Classrooms

The study which took place at a Malaysian pre-tertiary educational institution aimed at investigating the implementation of language learning strategies (LLS) of its two major stakeholders, namely the students and the teachers. As the study employed mixed-method design, both quantitative and qualitative data were collected as to report the findings. The Strategy Inventory for Language Learning Strategies (SILL) and classroom observation protocol were the two important instruments for this study. A total of 300 students were involved in the study in which the number was determined using Krejcie and Morgan table. The students were divided into two groups consisting of 150 students who passed the institution’s English Proficiency Test, being referred to as ‘EPT-pass’ and 150 students who failed the test, hence known as ‘EPT-fail’ in the study. Four teachers voluntarily involved in the study after invitation to be part of the study was extended to all teachers at the educational institution. Analysis of data was done using descriptive statistics (mean and standard deviation scores) and thematic analysis. The findings showed that students employed indirect language learning strategies more than direct strategies with EPT-pass group recording (M=4.084, SD=0.625) and EPT-fail group with (M=2.722, SD=0.466). It was apparent that metacognitive strategies (M=4.361, SD=0.954) were EPT-pass group’s most employed strategies while EPT-fail students implemented affective strategies (M=3.077, SD=0.399) the most. Additionally, LLS were undoubtedly embedded into the lesson implementations of the four teachers whose lesson implementations were observed. The study implies that LLS play fundamental part in the teaching and learning of English and should be directly nurtured and embedded into English language classrooms to ensure more effective implementations.

scholarly journals Integration of Technology in English Language Classrooms: A Research Review

2020 ◽  
Vol 9 (S1-Dec2020) ◽  
pp. 26-29
Author(s):  
Sajna Shaji ◽  
P Nagaraj
Keyword(s):  
Language Learning ◽  
English Language ◽  
Theoretical Background ◽  
Research Review ◽  
Integration Of Technology ◽  
Language Classrooms ◽  
Digital Classroom ◽  
Impact Of Technology ◽  
The Impact ◽  
English Language Classrooms

This article analyses the role of technology in education, particularly in English language classrooms. It also discusses about technology enhanced language learning and the theoretical background for the study. The impact of technology in language classrooms and in developing the four language skills is discussed. Technological assistance enhances the effectiveness of education process. A digital classroom can strengthen the cognitive, affective and psychomotor domains of learning. The article gives a glimpse of the impact of technological assistance in English language classrooms.

Making Phonemic Inventories of Nepali Mother Tongues and its Implications to English Language Teaching: A Case of Dungmali

2019 ◽  
Vol 10 (1) ◽  
pp. 123-142
Author(s):  
Nirajan Rai
Keyword(s):  
Language Learning ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
English Language Teaching ◽  
Rich Country ◽  
Teaching English ◽  
Language Classrooms ◽  
English Language Classrooms ◽  
Linguistic Backgrounds

This article presents the idea why phonemic systems of students' mother tongues should be studied while teaching English? As Nepal is a rich country in terms of linguistic diversity, students having different linguistic backgrounds attend the English language classrooms every day. However, their perception of learning English language is different to each. They think English is very hard, talent one only masters it. Teachers also are not aware on vast distinctions of sound systems of students' mother tongues with English that affects language learning hugely. This gap is one of the major issues of English language teaching in Nepal. This paper attempts to analyze this issue by making phonemic inventory of one of the Nepali mother tongues of Nepal; Dungmali. It emphasizes the importance of phonemic inventories with reasons in reference to English Language Teaching.

scholarly journals The Effect of Using Drama in English Language Learning among Young Learners: A Case Study of 6th Grade Female Pupils in Sakaka City

2020 ◽  
Vol 8 (1) ◽  
pp. 61
Author(s):  
Nasser Alasmari ◽  
Amal Alshae’el
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Teachers ◽  
Proficiency Levels ◽  
Language Classrooms ◽  
Teaching Learning ◽  
English Language Classrooms

English is now the most frequently used language worldwide. In academia, English has become “a hyper central language” millions of students are learning for various reasons. As such, pedagogists, academicians, and language teachers seek new tools and teaching methods to help English language learners reach high proficiency levels. The use of drama as a teaching/learning tool in English language classrooms is one proposed method, justifying this study to investigate the effects of teaching English language through drama, thus deciphering the advantages of this experience and possible challenges it may pose. Data was gathered via an English language test and classroom observations. Results showed that the use of drama develops participants’ language skills, especially the communicative ones such as interactions and conversations, and yields higher proficiency levels as it motivates them to become more engaged in the learning process. These participants also displayed more responsibility and self-reliance; thus, much learning took place. These results confirmed the general claim that introducing drama activities in language classrooms positively supports language acquisition. However, introduction of such a tool presented a few challenges as well, such as the learners’ problems of L1 interference, embarrassment, and inhibition, as well as issues related to the unpredictable and open-ended nature of drama. This paper presents more implications of the findings that necessitate further research to gain a more comprehensive account of drama use in language classrooms and thus overcome the challenges presented.

scholarly journals 大学生を対象とした英語授業不安尺度の作成とその検討 – The English Language Classroom Anxiety Scale: Test Construction, Reliability, and Validity

2003 ◽  
pp. 187
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Language Classroom ◽  
Language Classrooms ◽  
English Language Classrooms ◽  
General Scale ◽  
Classroom Anxiety

Foreign language anxiety is becoming an important area of research in our profession. Debilitating language anxiety can have profound consequences on the language learning process. The purpose of the present study is to construct a scale to measure the anxiety that Japanese students experience in English language classrooms. First, a pilot test was developed from open-ended questionnaires administered to 148 university students describing specific situations that had made them anxious in English language classrooms, and from five extant scales of foreign language anxiety developed in the U.S. and Canada (Ely, 1986; Gardner, 1985; Horwitz, Horwitz, & Cope, 1986; MacIntyre & Gardner, 1994; Young, 1990). A total of 317 anxiety-producing situations were initially identified from the students’ reports and 90 items from the extant scales. Elimination of duplicate situations reduced the set of items to the following 12 dimensions: listening, speaking, reading, writing, being asked questions, mistakes, information processing, classroom activities, other classmates, teachers, language skills, and course work. Thirty-eight pilot test items, representing the 12 dimensions, were constructed and administered to 213 university students in first year and second year English classes. Each item was followed by a six-point Likert response scale. Results of factor analysis revealed that English language classroom anxiety was composed of three factors: anxiety about (a) low proficiency in English (e.g., I am anxious about whether I will be able to keep up with the classes), (b) evaluation from classmates (e.g., I am anxious that other students might think I am poor at English), and (c) speaking activities (e.g., I feel nervous when I speak English in class). The test-retest reliability for an interval of eight weeks was .85 for the general scale, and .85, .77, and .71 for the three subscales respectively. The internal consistency, using Cronbach’s alpha coefficient, was .92 for the general scale, and .89, .84, and .82 for the subscales respectively. The present scale was determined to be highly reliable. The validity of the scale was assessed by its correlations with Leary’s (1983) Interaction Anxiousness Scale and with Shioya’s (1995) scale of cognitive appraisals of English learning skills and costs. It was posited that those who have high English language classroom anxiety tend to feel anxious in social situations and to consider English language learning troublesome. The general scale and the three subscales were all significantly and positively correlated with both Leary’s and Shioya’s scales, verifying the validity of the present scale. Limitations of the present study and implications for future research were discussed. 本研究は、日本人学生の英語学習に関わる不安の実証的研究の端緒として、英語授業不安尺度を作成し、その信頼性と妥当性を検討したものである。まず予備調査において、既存の外国語不安尺度の項目（全９０項目）と日本人英語学習者の自由記述（全３１７項目）から、本調査に用いる３８の質問項目を選定した。２１３名の大学生に対し６件法で回答を求め、因子分析を行った結果、英語授業不安は、英語力に対する不安、他の学生からの評価に対する不安、および発話活動に対する不安から構成されていることが示された。尺度の信頼性は、アルファ係数と再検査法により十分に高いことが示された。また、「対人不安」および「英語学習におけるスキル・コストの認知」との有意な正の相関関係から、尺度の妥当性が概ね確認された。

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