scholarly journals Of Motivation and Learning English: A Perspective on EFL Students in Bangladesh

IIUC Studies ◽  
2016 ◽  
Vol 12 ◽  
pp. 139-146
Author(s):  
SM Akramul Kabir
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
English Learning ◽  
Effective Learning ◽  
Teaching Procedure ◽  
Efl Students ◽  
English Learning Motivation ◽  
Motivation And Learning

Motivation and learning tend to be interrelated with each other. Among all other learning variables, motivation is considered the most significant factor in language learning. The More a learner is motivated the more effective learning takes place. Learning a foreign language such as English denotes the preference and zeal of the learner depending on the intensity of motivation. So, in order to help the students to maintain proper strength in English, learning motivation is essential for the teachers in regular teaching procedure. This paper discusses the role of motivation for English language learning in four main sections focusing on EFL students of Bangladesh. Finally, some suggestions are offered to the teachersIIUC Studies Vol.12 December 2015: 139-146

scholarly journals Main Difficulties Faced by EFL Students in Language Learning

2020 ◽  
Vol 31 (2) ◽  
pp. 19-34
Author(s):  
Hanan Dhia Alsalihi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Female Students ◽  
English Language Learning ◽  
English Departments ◽  
Ibn Rushd ◽  
Efl Students ◽  
The University

Many undergraduate learners at English departments who study English as a foreign language are unable to speak and use language correctly in their post -graduate careers.  This problem can be attributed to certain difficulties, which they faced throughout their education years that hinder their endeavors to learn. Therefore, this study aims to discover the main difficulties faced by EFL students in language learning and test the difficulty variable according to gender and college variables then find suitable solutions for enhancing learning.  A questionnaire with 15 items and 5 scales were used to help in discovering the difficulties. The questionnaire was distributed to the selected sample of study which consists of 90 (male and female) students selected randomly from the 3rd and 4th year class levels at English departments from colleges of Languages and Education (Ibn-Rushd) at the University of Baghdad. The results of the study showed that EFL students face difficulties in language learning such as the role of society in discouraging English language learning, the learners’ shyness, which prevents them from speaking English in fear of making mistakes, lack of motivation, and the influence of class size and crowdedness. After analyzing the results, some recommendations and suggestions were presented to solve the problem and eliminate difficulties.

scholarly journals THE ROLE OF INSTRUMENTAL MOTIVATION AMONG EFL STUDENTS IN LANGUAGE LEARNING PROCESS

2019 ◽  
Vol 4 (1) ◽  
pp. 48-53
Author(s):  
Nanda Aspuri ◽  
Iskandar Abdul Samad ◽  
Siti Sarah Fitriani ◽  
Nanda Marlina Abdul Samad
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Graduate Program ◽  
English Department ◽  
English Learning ◽  
Learning And Teaching ◽  
Efl Students ◽  
Instrumental Motivation

The aim of this study was to find out the role of instrumental motivation in the English learning process of English as a Foreign Language (EFL) students. Motivation can be described as a process to influence someone or many people to do the desired work, in accordance with certain goals set in advance.  For EFL student, motivation was required to achieve success in the process of learning English. Based on the previous study, kind of motivation, called Instrumental motivation, has an important role in English learning process. The participants of the study were 10 EFL students; 5 students were from post-graduate program of English Department of Syiah Kuala University and 5 students were from undergraduate program of English Department of UIN Ar-Raniry. This qualitative study applied interview to gather data. The result of the study revealed that the participants have a strong instrumental motivation involved in their English learning process. Considering the results of this study, everyone, whether parents and teachers need to motivate their children and their EFL students by motivating them instrumentally in the process of learning and teaching English.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

The Role of the Future Civil Engineers' Motivation in the Foreign Language Learning

2015 ◽  
Vol 725-726 ◽  
pp. 1646-1652 ◽  
Author(s):  
Maria Kukushkina
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Technical Students ◽  
The Future ◽  
Civil Engineers

The article is dedicated to the changes happening in the sphere of higher education and concerning the foreign language education of the future civil engineers. The research held studies the main motivational factors for English language learning among the students of the Institute of Civil Engineering. The conclusions made are meant to improve the system of technical students’ foreign language education .

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

scholarly journals Implementing TED Talks as Authentic Videos to Improve Taiwanese Students’ Listening Comprehension in English Language Learning

2020 ◽  
Author(s):  
Chia-Pei Wu
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
College Level ◽  
Comprehensive University ◽  
Effective Learning ◽  
English Classrooms ◽  
Significant Difference ◽  
Efl Students ◽  
Ted Talks

This research paper explores implementing authentic video materials in EFL listening classrooms. Videos have been used as one of the English listening learning resources; however, without effective learning supports, EFL students are likely to encounter difficulties in comprehending the content on videos and then demotivate learning English. This study aimed to incorporate authentic online videos into students' English listening activities in college-level English classrooms in a private comprehensive university in southern Taiwan. Based on the research background and rationale, there were three main questions :(1) Is there a significant difference among students with different majors on the perceptions of the effectiveness of the listening activities on watching Technology Entertainment and Design Talks videos? (2) Is there a significant difference among students with the content familiarity in their learning with TED Talks videos? (3) What are the students' perceptions of practicing English listening with TED Talks videos? This research was conducted in a one-semester project to uncover 82 EFL learners’ self-reports of learning their online video materials. TED Talks videos and listening activities were utilized in this learning environment. A questionnaire was administered and consisted of demographic information, Likert scale questions, and interviews. The results showed that most students considered that they improved their listening comprehension after learning the TED talks video. Students recalled their background knowledge and analyzed content in the TED Talks.

scholarly journals Photovoice: Exploring the Role of Teacher’s Question for University Students’ Fluency in Speaking Class

2018 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Nur Arifah Drajati
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Target Language ◽  
Language Fluency ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Efl Students ◽  
Speaking Skill

Abstract. Speaking skill is essential in language learning and teaching process because the goal of learning a foreign language is to be able to communicate using the target language. Fluency is one of the leading criteria that the students should accomplish in speaking skill. However, most of EFL students tend to be more nervous if they speak English, and this will impact their fluency. The objective of the research is to investigate how questioning gives an impact for students’ fluency in academic speaking class. The researchers used narrative inquiry to collect and process the data using Photovoice. The participants of this research were 12 university students. The finding shows that the use of questioning can develop students’ speaking fluency in academic speaking class. As the implication, teachers can give questions followed with feedback to enhance the students’ fluency. Keywords: fluency, speaking skill, questioning, photovoice.

Relationship Between the Socio Education Factors to English Language Learning in Albania High Schools and Pupil’s Final Grades in English Course

2016 ◽  
Vol 6 (1) ◽  
pp. 19
Author(s):  
Valbona Softa
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Parental Support ◽  
English Language ◽  
English Learning ◽  
Learning Context ◽  
Language Orientation ◽  
Final Grades ◽  
The Relationship

This paper aimed to study the relationship between the socioeducative factors from Attitude Motivation Test Battery, (AMTB, Gardner R.C. 2004) for learning English as a foreign language in high schools in Albania and the pupils` achievement, the final grades in English course. The study found that the correlation with Spearman Rho coefficient was significant at p"smaller than".05 and the grades in English course were moderately related with four variables: first, the integrative language role r=.404, p"smaller than"0.001, second, motivation r=.361, p"smaller than"0.001, third, parental support r=.313, p=0.001, and fourth, instrumental language orientation r=.305, p"smaller than"0.001. It was found a smaller correlation value between grades and pupils’ attitudes towards the English learning context at the value: r=.164, p"smaller than"0.001. A small negative, but significant correlation was found between pupils` anxiety to learn the language and the grades in English course: r=-.130, p"smaller than"0.001.

The Role of Social-emotional skills among kindergarteners in Foreign Language Learning

2015 ◽  
Vol 1 (4) ◽  
pp. 364
Author(s):  
Chalak Ghafoor Raouf ◽  
Ranjdar Hama Sharif
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Social Emotional ◽  
Emotional Skills ◽  
Young Learners

Nowadays, second language learning among young learners is considered to be one of the main subjects in the field of education around the world. A lot of researches dealt with this subject, and focused on the processes of second language learning among young learners. Researchers were trying to understand and diagnose young language learners’ strengths and weaknesses. They came up with some evidences which show that language aptitude, gender, age, creativity, and motivation are among the elements that make a young student be different from other students. Unlike the other researches, this paper investigated the role of social-emotional skills among young learners in second language learning. It examined the influences of these skills in the process of foreign language learning. For this study a kindergarten was chosen, and 20 children were randomly selected as representatives of the 60 children who applied for an English language course in this kindergarten. Thirteen of the selected children were male learners, while the rest were females, and the age of the participants were between 4-5 years old. At the beginning of the English course a group of socialworkers conducted a pretest to measure the young learners’ social and emotional skills, and after the English course a group of English language teachers conducted the second test to measure the learners’ language proficiency. After the data collection, the finding showed a significant relationship between social-emotional skills and foreign language learning. Those students who showed a high level of social-emotional skills were more active in learning the new language, and passed the test of English proficiency with high degrees, while those students who showed a low level of social-emotional skills couldn’t pass the English proficiency test or passed with low degrees.

scholarly journals Teachers’ and Learners’ Perceptions toward Using Social Media for Developing Oral Proficiency

2019 ◽  
Vol 10 (6) ◽  
pp. 1341
Author(s):  
Ehsan Namaziandost ◽  
Mehdi Nasri ◽  
Mohammad Hossein Keshmirshekan
Keyword(s):  
Social Media ◽  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Oral Proficiency ◽  
Efl Context ◽  
The People ◽  
Efl Students ◽  
University Level

Social media is one of the most important sources of communication in this technological age which enables the people to share their views and thoughts with other friends, relatives, colleagues, class fellows, and teachers without any problem of distance. Therefore, the main purpose of this study was to highlight the role of social media, and to compare the views of teachers and learners regarding the use of various social media sources in English language learning proficiency at university level. The data for this descriptive study was collected through self-made questionnaire. The participants of this study were two hundred (200) university level English learners and teachers (100 learners and 100 teachers). The outcome of the study showed that the frequent usage of Social media by EFL students as well as teachers constitutes a significant impact on both users. It has also reflected the teachers’ readiness to integrate Social media in EFL context by means of a convenient pedagogy. The result of this study showed that both teachers and learners had positive attitude toward using social media in oral proficiency at university level.

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