scholarly journals The Interplay of EFL Students’ Enjoyment, Hope, Pride and Self-Regulation

2021 ◽  
Vol 12 ◽  
Author(s):  
Xuehong Yin
Keyword(s):  
Language Learning ◽  
Positive Emotions ◽  
Positive Impact ◽  
Self Regulation ◽  
Academic Community ◽  
Self Control ◽  
Present Review ◽  
Academic Organizations ◽  
Efl Learners ◽  
Efl Students

Nowadays, emotions are among the most significant issues in the route of learning a language that should be taken into consideration. Consistent with the fundamental function of positive psychology (PP) and also the theory of broaden-and-build, enjoyment in language learning especially the foreign language is among those positive emotions that encourage EFL learners to develop their perspective to achieve. Efforts to apprehend and develop the academic achievement of EFL learners have also progressively concentrated on self-regulation as it boosts learners’ enjoyment, hope, pride, self-control, and learning. Besides, in line with the investigations of these positive emotions, principles of PP, the present review makes every effort for the interplay and its effects in language learning. It is pertinent to state that the present review of studies can benefit academic organizations, professional development centers, policymakers in the academic community to consider the role of emotions, namely positive ones and their positive impact on language learning.

scholarly journals Self-Regulation Skills: Several Ways of Helping Students Develop Self-Regulated Learning

2015 ◽  
Vol 1 (2) ◽  
pp. 56-64 ◽  
Author(s):  
Tatiana Baranovskaya
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Positive Impact ◽  
Self Regulation ◽  
Self Esteem ◽  
Self Control ◽  
Theoretical Frameworks ◽  
Motivational Orientations ◽  
Active Involvement

Empirical research supports the long held assumption that self-control, self-esteem, and motivational orientations of adult language learners are important factors in their language learning behavior. However, precisely these variables influence the language learning process has yet to be investigated. The goal of this paper is to examine the role of how self-control, self-esteem and motivational orientations influence the English language learning process. Recent methodological advances and various theoretical frameworks that have guided the present research are considered in this paper. A special “bidirectional course” turning on teacher-learner interaction was designed - a communicative course which promoted learner autonomy. The results indicate that active involvement in learning, monitoring motivation, self-control and self–esteem are positively related to learning outcomes, demonstrating that the acquisition of self-regulation skills have a positive impact on the learning of English.

scholarly journals Motivating EFL Students with Conversation Data

2018 ◽  
Vol 9 (6) ◽  
pp. 1138
Author(s):  
Austin Gardiner
Keyword(s):  
Language Learning ◽  
Test Performance ◽  
Communicative Competence ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Test Results ◽  
Efl Learners ◽  
Strategic Reading ◽  
System A ◽  
Efl Students

Motivating learners of English as a Foreign Language (EFL) to improve their speaking fluency is challenging in environments where institutions emphasize reading and listening test performance. The focus tends to shift to strategic reading and listening first in order to attain acceptable test results, often at the expense of communicative competence. Computer Assisted Language Learning (CALL) is well positioned to assess and develop communicative competence for EFL learners, and to motivate them to speak. This article introduces the Objective Subjective (OS) Scoring system, a CALL system which sets clear immediate goals on the path to better communicative competence with data from videoed conversation sessions. It motivates learners to improve on their data in every consecutive conversation session, whereby an environment is created which facilitates conversation practice as well as individual error correction.

scholarly journals The use of Self-regulated Language Learning Strategies Among Vietnamese English-majored Freshmen: A Case Study

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Tran Quoc Thao ◽  
Nguyen Chau Hoang Long
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Vital Role ◽  
Language Learning Strategies ◽  
Efl Learners

Self-regulation of learning plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. It is seen that, nevertheless, ESL/EFL learners in different contexts are not fully aware of the importance of self-regulated language learning (SRLL) strategies in their English language learning. The present study, therefore, aims at investigating the use of SRLL strategies by English-majored students at a university in Bac Lieu province, Vietnam. This study involved 100 English-majored freshmen in answering a closed-ended questionnaire. The results showed that students sometimes used SRLL strategies, and they used SRLL strategies for keeping and monitoring records and seeking social assistance more often than for other purposes. The findings imply that students lacked knowledge of how to use SRLL strategies and get engaged in using SRLL strategies. This study recommends that students’ awareness of SRLL strategies should be seriously taken into account in order to facilitate their learner autonomy.

scholarly journals EFL Learners’ Learning Styles and Self-regulated Learning: Do Gender and Proficiency Level Matter?

2021 ◽  
Vol 12 (4) ◽  
pp. 616-623
Author(s):  
Jahanbakhsh Nikoopour ◽  
Mohammad Shaker Khoshroudi
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Self Regulation ◽  
Moderator Variable ◽  
Efl Learners ◽  
Self Regulated Learning ◽  
Proficiency Level ◽  
Regulated Learning

The present study attempted to investigate the interdependence of self-regulated learning and language learning styles among three levels of language learners. Their gender and language proficiency level were also taken into consideration to find out the interaction between these variables. To carry out the study, the subject was selected based on the multi-stage sampling procedure. From five universities, 200 EFL learners studying TEFL, Literature, and Translation were randomly selected. Based on their scores on the TOEFL test, the participants were divided into beginner, intermediate, and advanced levels. From each level, 30 subjects were randomly selected. The research instruments were used to collect the required data for the study. After analyzing the data, the results showed a significant relationship between the EFL learners’ learning styles and their self-regulation. It was disclosed that the higher the learners’ scores on language learning styles were, the more self-regulated they were. When gender was taken into account as a moderator variable, no significant correlation between language learners’ learning styles and their gender was detected. It was found that both male and female learners were self-regulated in the same way. In addition, EFL learners’ proficiency level significantly made a difference in their self-regulation; however, it did not affect their learning styles.

scholarly journals Internet Use in EFL Writing Classes

E-methodology ◽  
2019 ◽  
Vol 5 (5) ◽  
pp. 79-83
Author(s):  
Mohammad Amin Mozaheb ◽  
MOSTAFA SHAHIDITABAR
Keyword(s):  
Language Learning ◽  
Internet Use ◽  
New Technologies ◽  
The Internet ◽  
Control Group ◽  
Writing Classes ◽  
Efl Learners ◽  
New Words ◽  
Efl Students ◽  
Use Of The Internet

Aim. The present study seeks to investigate the effect of internet use on writing abilities of English as a Foreign Language (EFL) students studying in an Iranian university. The students of the study have been advised to use the Internet while searching for collocations and new words. They were also told to use grammar checkers while writing essays in English. After a two months’ period, their writing papers had been corrected by two raters. Compared to scores they obtained before the class equipped with new technologies, the students obtained higher scores, showing that the Internet can be used in language learning especially in writing classes where students have difficulties in using native-like words and structures. Methods. The participant of the present study were 28 Iranian university students studying ELT in an Iranian University in the capital Tehran. The students were divided into two classes consisting of 12 students in the experimental group and 16 students in the control group. The mean age of the students taking part in the study was 20. Additionally, according to a TOEFL iBT the level of the English proficiency of the students was 75. To put it other way, utilizing the test, the students were homogenized by the researchers of the study. Results. The results of the study showed that the use of the Internet in EFL classes can boost the writing abilities of EFL learners. In other words, the writing of the students will be improved in case the check different collocations and grammatical points in the Internet.  Moreover, the use of grammar checker soft wares which can be found on the net can pave the way for EFL students to be better writers of English. Conclusions. To conclude, this study suggests that the use of the Internet can be beneficial to EFL learners while improving their writing abilities which can be seen by many scholars studying different skills as important.

scholarly journals The Impact of Mobile Game-Based Language Learning Apps on EFL Learners’ Motivation

2019 ◽  
Vol 12 (4) ◽  
pp. 49 ◽  
Author(s):  
Nada Gamlo
Keyword(s):  
Language Learning ◽  
Game Based Learning ◽  
Learner Motivation ◽  
Efl Learners ◽  
Mobile Game ◽  
Perceptions Of Students ◽  
King Abdulaziz University ◽  
Efl Students ◽  
Period Data ◽  
The Impact

This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students’ motivation to learn English. It explores the perceptions of students regarding the pedagogical value of the following free MGBLLAs: Game books: Great Reader, Game to learn English - EnglishTracker, and Learn English Vocabulary Pop Quiz. A group of thirty Saudi female beginner level students, aged from 18-20 years old and enrolled for their foundation year at King Abdulaziz University (KAU) participated in the study. The study was carried out over a seven week period. Data were collected using two questionnaires. A pre-MGBLLAs integration questionnaire was modified to determine students’ motivations for learning English. A post-MGBLLAs integration questionnaire designed by the author was also issued. It was utilized to explore the perceptions of students regarding the use of the three mobile game-based language learning apps, and to discover any impact on learner motivation. The results of the pre-MGBLLAs integration revealed that the EFL students were motivated to learn English. However, their motivation was high instrumental motivation, because it is taught as a compulsory course in their foundation year and they must achieve high scores to be able to start studying their preferred major. Significantly, the findings of the post-MGBLLAs integration questionnaire revealed that students perceived the three apps as beneficial for learning and improving motivation. These results contribute to the literature regarding mobile game based learning, and EFL students’ motivation.

scholarly journals Synchronous Mobile-Mediated Communication: An Analysis of Discourse Functions and the Nature of Negotiations

2019 ◽  
pp. 1419-1427
Author(s):  
Mohammad Shariq Mohammad Aslam ◽  
Atef Odeh AbuSa’aleek
Keyword(s):  
Language Learning ◽  
New Technologies ◽  
Positive Impact ◽  
Teaching Methodology ◽  
Educational Tool ◽  
Mediated Communication ◽  
Efl Learners ◽  
Discourse Functions ◽  
Audio Output ◽  
Language Output

Negotiating meaning and form has an important role in the development of a language. At the same time, written and audio output may also vary, which can lead to the generation of a variety of discourse functions and materialize in teaching methodologies and academic content used in the language teaching process. Since technology is increasingly becoming an indispensable and integral educational tool across the world, Saudi Arabia being no exception, language teachers are encouraged to integrate new technologies into their teaching methodology and practice to ensure they meet learners’ needs. WhatsApp Messenger, as a messaging and Voice over IP (VoIP) service that allows users to, among others, send text and voice messages and make voice and video calls, is investigated as a real-time language learning in this research. The current paper was conceived out of the researcher’s consistent observation of the positive impact of synchronous audio and written mobile-mediated communication tools, in particular WhatsApp, and the nature of negotiating meaning and form on the development of English as a foreign language for ESL and EFL learners. There has been previous similar research on WhatsApp as an educational tool but, in these studies, the language outcomes have largely been neglected. By analyzing audio and text negotiations and interactions conducted over WhatsApp, and comparing them with equivalent asynchronous computer-based exchanges, this study aims to investigate different types of discourse functions that are used in the negotiation of meaning via synchronous mobile-mediated communication. On a micro level, we compare Synchronous Audio Mobile-Mediated Communication (SAMMC) and Synchronous Written Mobile-Mediated Communication (SWMMC) modes of interaction, when applying discourse functions, to determine which mode offers a greater range of innovative language output. The language output of forty undergraduate EFL learners was studied over a five-week period and it was concluded that SAMMC outperformed SWMMC in terms of the scope of meaning and form.

scholarly journals Classroom enjoyment and anxiety among Saudi undergraduate EFL students: does gender matter?

2021 ◽  
pp. 9-34
Author(s):  
Elias Bensalem
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Female Students ◽  
Efl Learners ◽  
Recent Interest ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Efl Students ◽  
The Relationship

The current study was motivated by recent interest in the effect of positive and negative emotions in the context of foreign language learning resulting from the rise of the positive psychology movement (Dewaele & MacIntyre, 2016; MacIntyre & Mercer, 2014). It examines the construct of foreign language enjoyment (FLE) and its relationship with foreign language classroom anxiety (FLCA) among a group of 487 English as a foreign language (EFL) students (340 females, 147 males) enrolled in public universities in Saudi Arabia. A measure of FLE based on Likert scale ratings of ten items (Dewaele & MacIntyre, 2014), and a measure of FLCA based on eight items extracted from the FLCAS (Horwitz et al., 1986) were used. Male and female students had the same levels of FLE and FLCA. Correlation analysis showed that the relationship between students’ FLE and FLCA was significantly negative. Qualitative analysis of the participants’ learning experiences revealed the causes of FLCA and FLE among Saudi EFL learners.

scholarly journals Learners’ Beliefs and Communities Around Them: The Social Pressure to Learn Language

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401989884
Author(s):  
Munassir Alhamami
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Social Pressure ◽  
Mixed Methods Design ◽  
Efl Learners ◽  
Face To Face ◽  
The Social ◽  
Efl Students ◽  
Learning Language

This study used a mixed-methods design to investigate the effects of language learners’ subjective norm (SN) beliefs on learning English as a foreign language (EFL). To examine the perceived social pressure to learn EFL, two experiments were conducted in a Saudi university: a face-to-face language learning (FLL) experiment and an online language learning (OLL) experiment. A total of 674 EFL learners participated in the FLL treatment, and 286 EFL learners participated in the OLL treatment. In addition, several interviews were conducted with participants from both groups. The results show that understanding the SN beliefs of particular groups of people can help predict EFL students’ perceived social pressure to engage or not in learning a foreign language in online and face-to-face settings. Comparing the results of both groups shows that EFL learners hold more positive SN beliefs toward learning language in face-to-face settings than in online settings due to the participants’ SN beliefs. This finding highlights the importance of understanding the social pressure confronting language learners.

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