scholarly journals Research Perspectives on English as a Foreign Language (EFL) Learning Motivation in Turkish Context: A Systematic Review of 2010-2021

2021 ◽  
Author(s):  
Gülçin Yonca GÜLEÇOĞLU ◽  
Gökhan ÖZTÜRK
Keyword(s):  
Systematic Review ◽  
Foreign Language ◽  
Learning Motivation ◽  
Research Perspectives ◽  
Efl Learning

Anxiety in reading and listening English as a foreign language in Chinese undergraduate students

2017 ◽  
Vol 22 (6) ◽  
pp. 719-738 ◽  
Author(s):  
Bonnie Wing-Yin Chow ◽  
Hey Tou Chiu ◽  
Simpson W. L. Wong
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Motivation ◽  
Behavioral Correlates ◽  
Listening Anxiety ◽  
Mediation Analyses ◽  
Chinese Undergraduates ◽  
Efl Learning

This study tested relationships between foreign language (FL) reading and listening anxiety and learner variables in English as a foreign language (EFL). It tested links between foreign language anxiety (FLA) and its cognitive, affective and behavioral correlates in English (i.e. language learning strategies, learning motivation, and performance). Three-hundred-and-six Chinese undergraduates learning EFL were administered the measures via a questionnaire. Regression analyses indicated that EFL performance and EFL motivation were key factors that uniquely predicted EFL reading and listening anxiety. However, the role of EFL learning strategies was not significant after the effects of EFL performance and EFL motivation were controlled for. Despite this, mediation analyses revealed that EFL learning strategies had a significant indirect effect on EFL reading performance and listening anxiety levels with EFL learning motivation as a mediator. This suggests its secondary role in affecting FL anxieties. These findings provide important implications regarding assessment of students’ FL anxiety level as well as identification of and intervention for those with FL difficulties. These findings have extended past studies by highlighting the relative importance of these cognitive, affective and behavioral correlates on Chinese undergraduates’ EFL anxiety in specific domains.

scholarly journals Immersive Virtual Reality for Foreign Language Education: A PRISMA Systematic Review

IEEE Access ◽  
2021 ◽  
Vol 9 ◽  
pp. 48952-48962
Author(s):  
Bruno Peixoto ◽  
Rafael Pinto ◽  
Miguel Melo ◽  
Luciana Cabral ◽  
Maximino Bessa
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Immersive Virtual Reality

scholarly journals Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research

2021 ◽  
Vol 11 (5) ◽  
pp. 222
Author(s):  
Rafael Darque Pinto ◽  
Bruno Peixoto ◽  
Miguel Melo ◽  
Luciana Cabral ◽  
Maximino Bessa
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Second Language Learning ◽  
English Language ◽  
New Technologies ◽  
Foreign Language Learning ◽  
Traditional Approaches

Virtual reality has shown to have great potential as an educational tool when it comes to new learning methods. With the growth and dissemination of this technology, there is a massive opportunity for teachers to add this technology to their methods of teaching a second/foreign language, since students keep showing a growing interest in new technologies. This systematic review of empirical research aims at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a second/foreign language or not. Results show that more than half of the articles proved that virtual reality technologies with gaming strategies can be used to learn a foreign language. It was also found that “learning” was the most evaluated dependent variable among the chosen records, augmented reality was the leading technology used, primary education and lower secondary was the most researched school stages, and the most used language to evaluate the use of gamified technology was by far the English language. Given the lack of directed investigation, it is recommended to use these technologies to support second language learning and not entirely replace traditional approaches. A research agenda is also proposed by the authors.

scholarly journals STUDENT-CENTERED LEARNING IN RELATION TO CLASS PERFORMANCES AND SOFT SKILLS: A META-ANALYSIS AND SYSTEMATIC REVIEW

2018 ◽  
Vol 7 (2) ◽  
pp. 93
Author(s):  
Elisabeth Rukmini ◽  
Cindy Cindy ◽  
Pricillia Tanoto
Keyword(s):  
Systematic Review ◽  
Communication Skills ◽  
Negative Impact ◽  
Soft Skills ◽  
Meta Analysis ◽  
Team Work ◽  
Learning Motivation ◽  
Soft Skill ◽  
Student Centered ◽  
Student Centered Learning

Background: Studies showed that SCL improved quality of medical education through knowledge acquisition, class performance, students’ attitude and soft skills. Although research about SCL and its impact has been widely known, overall correlation of SCL to the class performances has not yet been established. Strong correlation between SCL to class performances would serve the purpose of teaching and learning and more importantly would answer the skepticism of institution or faculty members in implementing SCL. In addition, learning through systematic review of others’ studies, how SCL influenced soft skill aspects would be benefited for medical educators. Soft skills such as learning motivation, communication skills, and teamwork may lead educators to the favor of SCL approaches. This review was to find the correlation of student-centered learning to the students’ performances and soft skill aspects in medical education.Method: To find the correlation of the SCL and class performances, we used meta-analysis. We also performed a systematic review to qualitatively find the relationship between SCL and other aspects, such as teamwork, communication skills, and learning motivation. Literatures were filtered from databases of: Proquest, Springerlink, Biomed Central (BMC) open, BMJ open, and Google Scholar. The inclusion criteria were published empirical articles (2000-2013) reported SCL’s effect on class performances or other aspects (learning motivation, teamwork, communication skills). We utilized PRISMA protocol to filter the inclusion articles. By reading abstracts and further snowballing searching, we found 12 articles for the meta-analysis and 33 articles for the systematic review.                                                                 Results: Among 12 articles of the meta-analysis, 9 articles showed positive correlation between SCL and class performances. Three studies reported that SCL had no effect on the class performances. None of the articles reported any negative impact. We utilized the Comprehensive Meta-Analysis software to analyze the data and found r = 0.46 and 95% CI: 0.32 - 0.57. It showed a statistically significant correlation between SCL and class performances. On the systematic review, we found that SCL improved communication skills, team work, and learning motivation.Conclusion: From the meta-analysis we found that SCL improved class performances about 46%. It was showed that SCL methods were superior in improving soft skills such as communication skills, teamwork, and learning motivation.                

scholarly journals The Effect of L2 Exposure Environment on Nnests’ Teaching Skills and Beliefs about EFL Learning Beyond the Class

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Susilo Susilo ◽  
Bibit Suhatmady ◽  
Dyah Sunggingwati ◽  
Hany Farisa ◽  
...  
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
T Test ◽  
Urban Region ◽  
Teaching Skills ◽  
Rural Region ◽  
Significant Difference ◽  
English Speaking ◽  
Native English Speaking Teachers ◽  
Efl Learning

The study aims at investigating the effect of second language (L2) exposure environment on NNESTs’ teaching skills and beliefs about EFL learning beyond the classroom. This is a survey for non-native English speaking teachers (NNESTs) of Indonesian Senior High Schools ( or in Indonesian terms ‘SMA’) from different L2 environments, namely: 1) urban-region exposure environment schools (n=40), and 2) rural-region exposure environment schools (n=40). There were two instruments used in the present study, i.e. 1) observation scaling checklist, and 2) questionnaire. The observation scaling checklist was used for assessing the respondents’ performance when they were teaching in class. Meanwhile, the questionnaire using a four-point Likert scale was used to elicit data. The researchers used a series of independent t-test to analyze the data. The result reveals that: 1) there is a significant difference between teaching skills of NNESTs from the urban region schools and those of NNESTs from rural region schools, t (78)= 19.499, p=0.000; and 2) there is a significant difference between beliefs about English as a foreign language (EFL learning beyond the classroom of the NNESTs from urban region schools and those of NNESTs from rural region schools, t (78)= - 4.925, p=0.000

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