scholarly journals Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

2021 ◽  
Vol 11 ◽  
Author(s):  
Zhujun An ◽  
Chuang Wang ◽  
Siying Li ◽  
Zhengdong Gan ◽  
Hong Li
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Technology Use ◽  
Self Efficacy ◽  
English Language ◽  
Self Report ◽  
Target Language ◽  
English Learning

This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

A Systematic Review on Mobile Technology-Assisted English Learning

2019 ◽  
Vol 15 (4) ◽  
pp. 71-88
Author(s):  
Zhonggen Yu
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Mobile Technology ◽  
Mobile Device ◽  
English Language ◽  
General Trend ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Learning Functions

Mobile English language learning has drawn global attention. This study systematically examined the literature in the recent eleven years. It visualized the general trend of the number of related publications in a decade; discussed the attitudes of teachers and learners toward mobile device assisted English learning; explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device assisted English learning on output and input English language skills; presented the influence of mobile device assisted English learning on vocabulary knowledge acquisition; demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device assisted English learning; together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.

scholarly journals Learning Strategies Model to Enhance Thai Undergraduate Students’ Self-Efficacy Beliefs in EIL Textual Reading Performance

2017 ◽  
Vol 8 (6) ◽  
pp. 19
Author(s):  
Jiraporn Kakaew ◽  
Anamai Damnet
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
English Education ◽  
Reading Performance ◽  
Efficacy Beliefs ◽  
First Year ◽  
Language Learning Strategies ◽  
Thai Students

This classroom based research of a learning strategies model was designed to investigate its application in a mixed-ability classroom. The study built on Oxford’s language learning strategies model (1990, 2001) and fulfilled it with rhetorical strategies to accommodate challenges encountered in the paradigm of English as an international language (EIL). The main purpose aimed to explore Thai students’ self-efficacy beliefs (SE) in reading different texts regarding both Western and Asian styles after receiving a strategies-based training. In this research, thirty-three first-year undergraduate students majoring in English Education were purposively selected as participants for the training. The data from pre and post questionnaires focusing on students’ self-efficacy beliefs was analyzed using descriptive statistic and thematic analysis. The results revealed that students believed to have higher efficacy in EIL textual reading after learning strategies-based training. The presentation will also include discussion and suggestion in implementing rhetorical-language learning strategies in the classroom. 

scholarly journals The use of technology in informal English language learning: evidence from Yemeni undergraduate students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wagdi Rashad Ali Bin-Hady ◽  
Nasser Omer Mubarak Al-Tamimi
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
English Language ◽  
Language Skills ◽  
Content Type ◽  
Integrating Technology ◽  
Use Of Technology ◽  
Informal Settings

Purpose This study aims to explore the use of technology-based strategies by Yemeni undergraduate students to develop their English as a foreign language skills in informal learning settings. Design/methodology/approach A mixed methods research design was used to collect quantitative and qualitative data from 110 undergraduate students enrolled at the English Departments in two universities in Yemen. In the first phase of the study, 10 students were interviewed to obtain information about their use of technology to develop their English language skills and subsystems in informal settings. Following the analysis of the interview data, a questionnaire was built to collect quantitative data, and the second phase of the study was carried out with 100 undergraduate students. Findings The findings revealed that students developed four technology-based strategies that they used in informal settings. These strategies included using social media, being inspired by someone, accessing social networks and websites. Students reported that these strategies helped them develop their listening, speaking and reading skills, while they also reported that their vocabulary was enhanced over grammar and pronunciation. Research limitations/implications The study findings can be of benefit not only for helping to raise students’ awareness of informal learning strategies to develop their English skills outside the classroom but also for teachers to rethink the importance of integrating technology tools and digital resources in their teaching practice. The results could also guide curriculum designers to augment textbook materials by integrating technology-based informal learning strategies. Originality/value This is the first study on this topic conducted in the context of higher education in Yemen and offers unique insights into informal learning practices of Yemeni students. In addition, the findings of the study open new dimensions for rethinking the classification of language learning strategies to include those that are technology-based and mainly useful for independent informal learning.

scholarly journals English Language Learner’s Learning in a U.S. University Setting

2016 ◽  
Vol 2 (1) ◽  
pp. 44
Author(s):  
Hong Shi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Goal Orientations ◽  
Language Learning Strategies ◽  
University Settings

The purpose of this study is to examine English Language Learners’ (ELLs) self-efficacy belief, language learning strategies and goal orientations in university settings. It also explored the relationships among self-efficacy, learning strategies and goal orientation of ELLs. A survey was used to collect data. The participants were 77 ELLs in a southeastern university in America. It was found that ELLs in this study had positive self-efficacy beliefs. ELLs often use language learning strategies in their learning process. There were significant positive relationships between self-efficacy and language learning strategies, between language learning strategies and mastery goal orientations. Mastery goals mostly predicted strategy use for ELLs. Implications were provided for language educators to assess ELLs’ self-efficacy and goal orientations. This study identified instructional suggestions for language educators as well as provided useful information for related discussions from an ELL perspective in university classrooms.

Omani Undergraduate Students' Writing Errors

2015 ◽  
pp. 288-306
Author(s):  
Muhammed Ali Chalikandy
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Positive Relationship ◽  
Learning Experience ◽  
Linguistic Competence ◽  
Target Language ◽  
Writing Errors

This chapter analyses learners' writing errors. It focuses on error types and sources because these will reveal learners' current linguistic competence and what they need now for improvement. Data was collected mainly from the written work of English Department students at Al Buraimi University College. Results show that their errors are both interlingual and intralingual and that there is a positive relationship between these and learning strategies. Not only does the learners' previous language-learning experience influence the process of second language acquisition; target language learning experience does so as well.

scholarly journals English-Medium Instruction as a Pedagogical Strategy for the Sustainable Development of EFL Learners in the Chinese Context: A Meta-Analysis of Its Effectiveness

2021 ◽  
Vol 13 (10) ◽  
pp. 5637
Author(s):  
Jian-E Peng ◽  
Xiaowen (Serina) Xie
Keyword(s):  
Language Learning ◽  
English Language ◽  
Meta Analysis ◽  
Self Report ◽  
Future Research ◽  
English Learning ◽  
Content Learning ◽  
Pedagogical Strategy ◽  
English Medium Instruction ◽  
Medical Disciplines

With English-medium instruction (EMI) as a pedagogical strategy being practiced worldwide in higher education (HE), extensive research has explored stakeholders’ attitudes toward, and perceived benefits and challenges of EMI based on self-report data. However, the actual effectiveness of EMI on students’ subject content and English language learning achievements tested with objective measures has accrued little evidence. This meta-analysis synthesized 44 independent samples (32 in medical disciplines) from 36 studies. The results show that EMI students performed significantly better in both subject content and English learning than students in Chinese-medium courses, but it should be noted that the difference in content learning was found only with students from medical disciplines. Discipline was the only significant factor moderating content learning, while disciplines, research design, and instruction time in English significantly moderated English learning. The findings provide implications for implementing EMI in similar contexts and highlight the importance of rigorous future research to examine the benefits of EMI.

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