scholarly journals Evaluating Factors Affecting EFL Learners’ Writing at Undergraduate Level: A Survey

2021 ◽  
pp. 43-48
Author(s):  
Md. Arif Khan Pathan
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Writing Skills ◽  
Vocabulary Knowledge ◽  
Language Learner ◽  
Language Competence ◽  
Undergraduate Level ◽  
Factors Affecting ◽  
Efl Learners

Writing is an important language skill that benefits a language learner in many ways, from developing vocabulary knowledge to enhancing overall language competence. Unfortunately, EFL learners encounter many difficulties during writing that prevents them from developing their writing skills and eventually negatively affect their overall language learning process. The goal of the present study was to assess the factors that affect EFL learners’ writing at the undergraduate level. Using a Likert-scale survey sheet, the study surveyed of 255 undergraduate students at Bangladesh Agricultural University and found that many factors are responsible for EFL learners’ poor writing at the undergraduate level. Some factors very intensely affect the learners’ writing while some affect moderately, and some have comparatively less effect. By evaluating the factors that affect the learners’ writing, the study basically attempted to make the learners aware of those factors they face in writing, so that they can overcome them, improve their writing skills, and become proficient writers.

scholarly journals Teachers Perceptions of Gender Differences in Learning Styles in Pakistan

2020 ◽  
Vol 1 (3) ◽  
pp. 35-46
Author(s):  
Tayyaba Mehmood
Keyword(s):  
Gender Differences ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Structured Interviews ◽  
Undergraduate Level

The purpose of the study is to explore the preferred language learning styles of the undergraduate students based on their gender. In Pakistan, the traditional lecture method is commonly used at the undergraduate level which is teacher centred (Hussain, Azeem & Shakoor, 2011), not accounting for the learner and learning style differences. The difference in learning styles varies from one individual to another; thus, influencing the overall language learning process and performance (Manochehr, 2006). The present study used a mixed method approach, with Kolb’s learning style model (1986) as the basis of the theoretical framework to determine individual learning styles. The sample was selected through purposive sampling technique and comprised of 60 undergraduate students and 10 teachers who were teaching English to these students. Data was collected from the students studying English at the undergraduate level and their teachers by using survey questionnaire and semi structured interviews respectively and was analysed in the form of descriptive statistics. The findings of the study confirmed that gender differences had a direct influence on the learning style preferences of the students. Moreover, both male and female students showed a tendency for Active Experimentation (AE) style of learning, indicating that they want to be actively engaged in their own learning process, instead of merely listening to the lectures being delivered in the traditional method. In addition, although the findings indicated that the teachers were aware of the differences in the learning styles based on gender, but their teaching practices did not account for the preferred learning styles of the students. These results can be further utilized to improve the teaching and learning styles for the students at the undergraduate students.

THE ROLE OF MOBILE PHONES AS EFFECTIVE TOOLS FOR LANGUAGE LEARNING BY LIBYAN EFL LEARNERS

2019 ◽  
Vol 6 (2) ◽  
pp. 135-163
Author(s):  
Safia Mujtaba Alsied
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Mobile Phones ◽  
Writing Skills ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Efl Learners ◽  
Integral Element ◽  
Good Learning

The current technological era has witnessed a great advancement in the world of mobile technology. Mobiles gadgets have now turned out to be an integral element of the daily life. Given the fact that mobile devices can be used to serve a number of functions, EFL learners can utilize them regularly to enhance their process of learning and attain good learning outcome. This article intends to explore the effectiveness of using mobile phones in language learning by Libyan EFL learners. To further investigate this issue, questionnaires were administered to 151 Libyan EFL undergraduate students from the English department of Sebha University and focus group discussions (FGDs) were carried out with 18 students. The results revealed that using mobile phones in learning was effective to a great extent. Besides, the majority of Libyan EFL learners utilized their mobile phones mostly to check meaning of words, to listen to English songs and to develop reading, listening, speaking and writing skills. The findings also demonstrated that Libyan EFL learners exhibited positive perceptions towards using mobile phones in learning English.

scholarly journals Exploring English Learners’ Engagement and Their Roles in the Online Language Course

2020 ◽  
Vol 5 (3) ◽  
pp. 349
Author(s):  
Fatimah Mulya Sari
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
English Learners ◽  
English Education ◽  
English Literature ◽  
Learning Objects ◽  
Exploratory Research ◽  
Factors Affecting

<em>In technology-enhanced language learning, student engagement and roles of learners are being popular to be exposed to a better understanding of their progress on their performance of learning, and possible pitfalls in the online language classes during the study-from-home program in the times of COVID-19. This article attempts to explore the students’ perceptions of their engagement in the online learning process. It also investigates the prominent learners’ roles in the online learning environment and the possible factors affecting their engagement or participation in the online learning process. An exploratory research design was applied to this study. The subjects were a hundred and sixty-five undergraduate students from the English Literature Department and the English Education Department. The data collected were from a questionnaire that was distributed using Google Form link via WhatsApp Group, an online interview through the ZOOM meeting, and online observation through learning management systems (LMS) Moodle used by the students. Results show that most students conveyed positive responses toward their online engagement. There were also three most prominent learners’ roles identified. These roles covered active learning, problem solvers, and knowledge seeker. Besides, most students expressed that the number of compulsory task submissions, content courses, unstable internet connection, and limited internet data become the learning factors that might demotivate them to accomplish the online activities and complete the online language course. Thus, course creators or teachers should reconsider using appropriate and effective online learning activities and online learning objects to enhance the students’ active engagement in the online course.</em>

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mobile Technologies ◽  
Word Knowledge ◽  
Mobile Platforms ◽  
Efl Learners ◽  
Learning Group ◽  
Chinese University ◽  
L2 Vocabulary

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

Examining the Use of Vocabulary Learning Strategies among EFL Learners in Baghlan University of Afghanistan

2020 ◽  
pp. 1-10
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Quantitative Research ◽  
English Language ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Social Strategies ◽  
Efl Learners ◽  
New Words ◽  
Vocabulary Learning Strategies

Vocabulary learning is one of the problems in language learning skills. Tackling such problems is to provide useful and effective strategies for enhancing students’ VLSs. Therefore, this study aims to survey vocabulary learning strategies (VLSs) utilized among English as a Foreign Language learners (EFL) in Baghlan University of Afghanistan, and to study the high and least frequently used VLSs that contributes to the learners’ vocabulary knowledge. This study utilizes a descriptive quantitative research method with 67 EFL learners who participated in the survey questionnaire adopted from Oxford (1990) taxonomy of VLS from different faculties of Baghlan University. The findings indicated that EFL learners preferably utilize VLSs at a medium level, and the highly used vocabulary learning strategies are the social strategies through which they ask the native speakers, teachers, and classmates for the meanings of new words in English language conversation. Determination, cognitive, and memory strategies are respectively followed by the learners. Whereas, metacognitive strategies are the least used strategies among EFL learners, the reason is that they only focus on the materials related to examination; explore anything about the new words for learning, and rarely think of their improvement in vocabulary learning.

scholarly journals Factors Affecting Undergraduate Students’ Intention to Become a Chartered Accountant in Bangladesh

2018 ◽  
Vol 10 (1) ◽  
pp. 429
Author(s):  
Mohsina Akter ◽  
Muhammad Muhiuddin Siraj
Keyword(s):  
Undergraduate Students ◽  
Significant Relationship ◽  
Family Income ◽  
Private University ◽  
Public And Private ◽  
Policy Makers ◽  
Undergraduate Level ◽  
Professional Qualification ◽  
Factors Affecting ◽  
The Relationship

Purpose-The objective of this paper is to examine the factors affecting Bangladeshi students’ intention to be a chartered accountant. This paper specifically addresses factors like students’ gender, previous major at undergraduate level, CGPA, public vs private university status and family income.Design/methodology/approach - The study was conducted using a questionnaire survey with a sample of 271 students from five different public and private universities in Bangladesh. The 12x2"> test was applied to examine the relationship between these factors and students’ aspiration for a chartered accountant.Findings- The findings of the study show that out of five variables three variables, previous major, public vs private university status and family income, have significant relationship with students’ intention to pursue CA professional qualification. On the contrary, gender and CGPA of the students are considered as insignificant factors.Originality/Value-This research is the first study in Bangladesh which identifies several influencing factors for students’ choice to become a chartered accountant. The findings have implications for professional bodies in Bangladesh and other policy makers in their effort to develop strategies to motivate students to be a chartered accountant.

scholarly journals The Effect on Learning Objectives and Outcomes of Students’ Inability to Develop Language Competencies for Appropriate Communication at the Undergraduate Level

2020 ◽  
Vol 2 (3) ◽  
pp. p64
Author(s):  
Casimir Adjoe ◽  
Rosemary Kimani
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Random Sampling ◽  
Writing Skills ◽  
Learning Objectives ◽  
Communication Studies ◽  
Undergraduate Level ◽  
English Writing ◽  
Linguistic Ethnography ◽  
Language Competencies

The ability to communicate is a skill needed for beneficial learning outcomes. It is likewise needed for functioning in our connected world and spaces. However, undergraduate writing still gives the impression of poor English writing skills and inadequate communication. The paper takes a linguistic ethnography approach to examine the effects of poor English writing skills on the learning objectives and communication of undergraduate students. Using a random sampling of 37 examination scripts of Communication Studies students and their analysis through a revised version of Bloom’s taxonomy of educational objectives, the study suggests that poor English writing skills and the inability to communicate are likely among the effects of the inability of undergraduate students to acquire competence at the comprehension, analysis, synthesis, and evaluation tasks needed to enable them compose knowledge and meaningful messages as well as to communicate them. The study, therefore, suggests the need for investigating practical steps that can be taken to assist students with poor English writing competencies and skills to access knowledge and be able to produce knowledge in their learning situations, and further still, be able to communicate their knowledge as competently as possible without an overemphasis on grammatical correctness as the goal.

scholarly journals CLASSROOM ACTIVITIES FOR TEACHING SPEAKING: VOICES OF INDONESIAN EFL LEARNERS

2020 ◽  
Vol 9 (1) ◽  
pp. 35
Author(s):  
Arif Nugroho ◽  
Novrika Nartiningrum
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Group Discussion ◽  
Oral Communication ◽  
Foreign Language Teaching ◽  
Efl Learners ◽  
Classroom Activities ◽  
Efl Teachers ◽  
The Ideal

<p>Among the four English skills, oral communication becomes crucial for undergraduate students to be more competitive in the work-places. In a foreign language teaching, designing appropriate classroom activities is a prerequisite for the success of a language learning. Therefore, this study sheds some light on 92 EFL learners’ perceptions and insights of classroom activities for teaching speaking. Drawing on the data obtained from questionnaire and focus group discussion (FGD), the findings illustrated that the students held moderately positive perceptions toward the speaking activities in their classroom. In addition, the results of FGD revealed some insights from the students with regard to the ideal classroom activities for teaching speaking. The findings of this study provide insights for EFL teachers in designing appropriate classroom activities to achieve the success of teaching speaking.</p><p><strong>Keywords: </strong>teaching speaking, classroom activities, students’ perception</p>

scholarly journals The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners

2017 ◽  
Vol 5 (4) ◽  
pp. 111 ◽  
Author(s):  
Firooz Sadighi ◽  
Mehdi Dastpak
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Vocabulary Knowledge ◽  
Negative Evaluation ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Affective Factors

Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negative evaluation”, and “lack of vocabulary knowledge” were the main factors which caused anxiety among students. Some strategies are recommended for the students to use in order to cope with the anxiety-provoking factors. 

scholarly journals Vocabulary Learning Strategies and their Relation to Vocabulary Size in Saudi Female Undergraduate EFL Learners

2020 ◽  
Vol 3 (6) ◽  
pp. 218-223
Author(s):  
Ghada Alahmad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Vocabulary Learning ◽  
Cognitive Strategies ◽  
Foreign Language Learning ◽  
Female Undergraduate ◽  
Vocabulary Size ◽  
Efl Learners ◽  
Vocabulary Learning Strategies

It is generally agreed in the field of Foreign Language Learning (FLL) that Vocabulary Learning Strategies (VLSs) are a subcategory of the more general Language Learning Strategies (LLSs). Research into LLSs began based on the belief that language aptitude was not the only determinant factor of language achievement, and that the learners’ own learning effort and the way they approach language learning also played a major role. The purpose of this study is to investigate VLS use of Saudi female undergraduate EFL learners in each stage of the Vocabulary Learning Process (VLP) and its relation to their vocabulary size. The study population consisted of female students enrolled in the final year of the undergraduate English language program in an English department in a Saudi university. Forty-one students participated in this study, and two data collection instruments were used. The first instrument was a frequency of use questionnaire designed based on the learning process-oriented taxonomy of VLSs. The second was a Vocabulary Size Test. The analyses show that the participants used 17 strategies with a high frequency in all the stages of the VLP except for Stages Four and Six. The analyses also show that the most frequently used strategies were mainly cognitive strategies (nine strategies) and metacognitive strategies (five strategies). In terms of the relationship between the use of VLSs and vocabulary size, two strategies were found to be positively correlated with the participants’ vocabulary size. Interestingly, other strategies that are known to be effective in vocabulary learning were found to have a negative correlation with the participants’ vocabulary size.

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