scholarly journals How Much Do Emotional, Behavioral, and Cognitive Factors Actually Impact College Student Attitudes towards English Language Learning? A Quantitative and Qualitative Study

Information ◽  
2019 ◽  
Vol 10 (5) ◽  
pp. 166
Author(s):  
Xin Zuo ◽  
Regina Weaver ◽  
Julia MacRae ◽  
Limin Wang
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Liberal Arts ◽  
Student Attitudes ◽  
English Language ◽  
Educational Background ◽  
English Language Learning ◽  
Learning Attitude ◽  
Statistical Measures ◽  
Positive Feelings

Researchers have proposed many multidimensional frameworks to identify significant and potential factors, e.g., educational background, positive feelings and career aspirations, that impact English learning attitude in second language acquisition. Yet, there is still very little research to graphically describe the interactions between these factors and how these factors directly or indirectly impact learning attitude. To this end, a questionnaire survey was conducted in Changchun University of Technology. Statistical measures and Bayesian network analysis were introduced to quantitatively and qualitatively analyze the collected data. Furthermore, the significant attitudinal differences between students majoring in the Liberal Arts or Sciences were investigated for the case study. Studying the interaction between these factors can help explain how they positively affect students’ attitudes toward English language learning. To stimulate interest, teachers may take targeted pedagogical approaches or strategies.

English-Language Learning at Their Fingertips

2015 ◽  
pp. 1950-1970 ◽  
Author(s):  
Mona Alhinty
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Digital Tool ◽  
Learning And Teaching ◽  
Tablet Apps ◽  
Educational Applications ◽  
And Storage

The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However, research on educational applications of this digital tool, particularly with reference to foreign-/second-language acquisition by young beginner learners, is still limited. In this paper, the use of various tablet applications (apps) to support mobile English-language learning by children as beginners is discussed. The apps are classified into five main categories: communication, content-access, productivity, interactive and storage. The educational affordances of each category are presented and explained, with examples. This typology provides insight into the educational uses of tablet apps for English language learning, and has implications for research in the field of classroom practices and beyond.

scholarly journals AN ANALYSIS ON INDONESIAN ELT TEXTBOOK FOR GRADE XI FROM THE PERSPECTIVE OF SLA PRINCIPLES USING LITTLEJOHN’S FRAMEWORK

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Christina Atika Yulina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Textbook Analysis ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Textbook Evaluation ◽  
Material Analysis

This paper outlines a procedure for language textbook analysis from the perspective of second language acquisition (SLA) principles using a minimally modified version of Littlejohn’s three-level framework by Guilloteaux as a preliminary procedure to textbook evaluation for selection. The aim is to analyze to what extent does Indonesian ELT textbook for grade XI reflects the universal SLA principles. The universal SLA principles used as material analysis criteria in this paper were drawn from the literature selected by Guilloteaux. This analysis revealed that the Indonesian ELT textbook by the Ministry of Education and Culture reflected SLA principles closely. Although only in-use evaluation can determine the extent to which this textbook actually supports language acquisition, the evidence suggests that the textbook is potentially supportive to English language learning.

English-Language Learning at their Fingertips

2015 ◽  
Vol 7 (2) ◽  
pp. 45-63 ◽  
Author(s):  
Mona Alhinty
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Digital Tool ◽  
Learning And Teaching ◽  
Tablet Apps ◽  
Educational Applications ◽  
And Storage

The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However, research on educational applications of this digital tool, particularly with reference to foreign-/second-language acquisition by young beginner learners, is still limited. In this paper, the use of various tablet applications (apps) to support mobile English-language learning by children as beginners is discussed. The apps are classified into five main categories: communication, content-access, productivity, interactive and storage. The educational affordances of each category are presented and explained, with examples. This typology provides insight into the educational uses of tablet apps for English language learning, and has implications for research in the field of classroom practices and beyond.

Review of doctoral research in second language acquisition, language learning and teaching in Poland (2006–2010)

2012 ◽  
Vol 45 (3) ◽  
pp. 347-375
Author(s):  
Krystyna Droździał-Szelest ◽  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Overall Evaluation ◽  
Doctoral Dissertations

This paper reviews 25 doctoral dissertations on second language acquisition (SLA), English language learning and teaching submitted in Poland in the years 2006–2010. The theses were selected for review on the basis of the recommendations of Ph.D. supervisors from leading Polish universities and they are divided into six groups: learner autonomy, individual differences, language subsystems and skills, culture, assessment and miscellaneous. The dissertations are discussed with respect to their main findings as well as their strengths and weaknesses, and the paper concludes with an overall evaluation of the research in terms of its dominant themes and methodology.

scholarly journals Examining English Language Learning Apps from A Second Language Acquisition Perspective

2021 ◽  
Vol 10 (5) ◽  
pp. 166
Author(s):  
Sayed Ahmad Almousawi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Analytical Framework ◽  
Computer Assisted ◽  
English Language Learning ◽  
Computer Assisted Language Learning

This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users’ communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them.

scholarly journals Mother Tongues Roles' In English Language Learning

2018 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Fery Seftiawan
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Ethnic Group ◽  
English Language ◽  
Short Paper ◽  
English Language Learning ◽  
Medium Of Instruction ◽  
Better Than

The Indonesian language as the medium of instruction indirectly affects all sectors of life across the nation. Starting from business, workplace, and entertainment to education, Indonesian language is used as the main standard language. The usage of the Indonesian language leads the hypothesized thought that it may in one side eradicate the existing tribal languages gradually. While in another side it may also have beneficial aspects like helping people (different ethnic group) to communicate as well as assisting remote learners to study English better. Due to the cases happen in two divergent conditions, this paper examines the use of Indonesian language in facilitating learners to study English. The result of this short paper shows that Indonesian language implication to some extent helps learners to study English better than those who use tribal language as their daily language to communicate. In term of second language acquisition, Indonesian language helps learners achieve some words through translation. Children in different region have different language acquisition as well as their style of learning a foreign language. Those who live in a “sophisticated” area are likely familiar with the Indonesian language that leads them learn English better than those who live in a suburban area.

scholarly journals EFL Learners’ Language-Specific Time Attitudes

2022 ◽  
Author(s):  
Majid N. Al-Amri
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Western Region ◽  
Temporal Perspective ◽  
Efl Learners ◽  
The Past ◽  
Time Attitudes ◽  
Positive Feelings ◽  
Negative Feelings

The present study investigated the time attitudes (TAs) of EFL learners and their willingness and preference to share their TAs with peers and EFL instructors. Limited research has explored willingness and preference to share their TAs —a distinct and meaningful part of their temporal perspective that encompasses their positive and negative feelings about the past, present, and future experiences of English language learning. Participants were 229 students of technical and administrative diploma programmes at a Saudi industrial college in the western region of the country. Data were collected through questionnaires. Findings indicated that (1) students’ responses differed mostly on feelings about the past; (2) participants are more willing to share their feelings with peers than with instructors; (3) students are more willing to share with both peers and instructors their combined past, present, and future experiences; (4) students prefer to share their feelings about their present experiences with peers and instructors compared to their past or future experiences; (5) students prefer to share with peers both negative and positive feelings about their past, present, and future experiences; and (6) students prefer to share only negative feelings with instructors.

scholarly journals EFL Learners’ Language-Specific Time Attitudes

2021 ◽  
Vol 12 (4) ◽  
pp. 142-152
Author(s):  
Majid N. Al-Amri
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Western Region ◽  
Temporal Perspective ◽  
Efl Learners ◽  
The Past ◽  
Time Attitudes ◽  
Positive Feelings ◽  
Negative Feelings

The present study investigated the time attitudes (TAs) of EFL learners and their willingness and preference to share their TAs with peers and EFL instructors. Limited research has explored willingness and preference to share their TAs —a distinct and meaningful part of their temporal perspective that encompasses their positive and negative feelings about the past, present, and future experiences of English language learning. Participants were 229 students of technical and administrative diploma programmes at a Saudi industrial college in the western region of the country. Data were collected through questionnaires. Findings indicated that (1) students’ responses differed mostly on feelings about the past; (2) participants are more willing to share their feelings with peers than with instructors; (3) students are more willing to share with both peers and instructors their combined past, present, and future experiences; (4) students prefer to share their feelings about their present experiences with peers and instructors compared to their past or future experiences; (5) students prefer to share with peers both negative and positive feelings about their past, present, and future experiences; and (6) students prefer to share only negative feelings with instructors.

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