scholarly journals Levels of motivation and confidence among first year university learners

2019 ◽  
Vol 23 ◽  
pp. 45-57
Author(s):  
Annette Simon
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
First Year ◽  
Cross Sectional ◽  
First Semester ◽  
Confidence Levels ◽  
Grammar Learning ◽  
First Year University ◽  
Motivation And Confidence

This paper explores some motivational aspects of foreign language grammar learning. Subjects are Irish first-year university students of German with five years’ previous language learning experience. Findings are presented with regard to learners’ reaction to a dedicated grammar class which was designed in order to assist students in the transition from a primarily memory-based approach to language learning to a cognitive-analytical approach. Two cross-sectional sets of investigations were conducted, one at the beginning of the first semester and the other at the end of the second semester, in which both qualitative and quantitative elicitation instruments (interviews and questionnaires) were used. Results for the questionnaires and the follow-up interviews conducted at the end of semester two of year one reveal that learners reacted positively to the grammar programme and that confidence levels with regard to German grammar learning and usage had increased.

scholarly journals Integrating Content and Language in Business English Teaching in China: First Year Students’ Perceptions and Learning Experience

2018 ◽  
Vol 11 (8) ◽  
pp. 86 ◽  
Author(s):  
Elaine Ruth Martyn
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Difficulty Level ◽  
First Year ◽  
Business English ◽  
English Teaching ◽  
First Semester ◽  
Teaching Learning

Content and language integrated learning (CLIL) is a key construct in Business English teaching in universities in China today. While there is a plethora of articles on implementation in European contexts, there is limited evidence in the literature of the teaching/learning experience in other foreign language learning environments—despite its wide application in, for example, south-east Asia and China in particular. As CLIL programs have been developed in a variety of ways to meet the unique needs of learners and societal expectations, the context of teaching and learning is critical. This paper focuses on the perceptions and learning experiences of students in a first year, first semester course, Introduction to Contemporary Business, in a Chinese university. Lesson observations, questionnaires, and interviews explore the experience of learners. While most students found the course very challenging in their first semester, they met the challenge. Coping with both language and content is always a double challenge: most students found their Introduction to Contemporary Business their most difficult course, yet they perceived it as manageable and worthwhile. Students coped with the difficulty level in two main ways: either by spending much time in review and translating the textbook prior to class, or by focusing on the teacher’s PowerPoint slides after class—as they considered these were the key points and the textbook was too difficult. Suggestions for a closer integration between language and content within CLIL courses are offered, such as a case-task-based approach, a greater variety of input, and the role of content teachers in English enhancement.

scholarly journals The ‘unforgettable’ experience of foreign language anxiety

2020 ◽  
Vol 6 (1) ◽  
pp. 120-128
Author(s):  
Morana Drakulić
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
First Year ◽  
Learning Context ◽  
Language Classroom ◽  
First Year University

Foreign language anxiety (FLA) has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.

Ready for the Worst? Negative Emotional Anticipation is Associated with Greater Reactivity to an Emotional Event

2021 ◽  
Author(s):  
Elise Katherine Kalokerinos ◽  
Ella Moeck ◽  
Koen Rummens ◽  
Kristof Meers ◽  
Merijn Mestdagh
Keyword(s):  
Time Scale ◽  
Research Finding ◽  
Negative Emotion ◽  
Experience Sampling ◽  
Bad News ◽  
First Year ◽  
First Year Students ◽  
First Semester ◽  
Emotional Outcomes

Lay wisdom suggests feeling negative in advance of an outcome – anticipatory negative emotion – shields against the blow of bad news. However, evidence is mixed, with different lines of research finding that anticipatory negative emotion is helpful, harmful, or has no effect on emotional outcomes. We set out to reconcile the competing findings by examining effects over a longer, but more granular, time-scale. First-year students (N=101) completed 9 days of experience sampling (10 surveys/day) as they received their first-semester exam grades, and a follow-up survey 5 months later. We investigated the association between anticipatory negative emotion and three negative emotional outcomes: (1) reactivity immediately after receiving grades, (2) recovery across the following week, and (3) recovery after 5 months. Anticipatory negative emotion was associated with increased reactivity and negative emotion 5 months later, suggesting that being emotionally ready for the worst has psychological costs.

COMPUTER SIMULATION OF INTRODUCTORY NEUROPHYSIOLOGY

2003 ◽  
Vol 27 (3) ◽  
pp. 120-129 ◽  
Author(s):  
Paul McGrath ◽  
Robert Kucera ◽  
Wayne Smith
Keyword(s):  
Learning Experience ◽  
Membrane Potentials ◽  
Computer Assisted ◽  
First Year ◽  
Potassium Ions ◽  
Professional Programs ◽  
Refractory Periods ◽  
Neuron Function ◽  
First Year University ◽  
Sodium And Potassium

A computer-assisted learning (CAL) package, NeuroLab, developed for use by first-year university students undertaking professional programs in the health area, is described and evaluated. NeuroLab is a simulation of a laboratory, in which students are able to impale neurons to measure resting membrane potentials and subsequently undertake experiments including measuring resting membrane potentials, determining threshold potentials, measuring refractory periods, and examining effects on membrane potential through altering the membrane permeability to sodium and potassium ions. Students find the package to be a worthwhile learning experience, with 81 ± 2.2% reporting the package increased their understanding of neuron function, and 78 ± 2.5% expressing a desire for more CAL packages. Exposure to the package resulted in significantly higher mean scores in a multiple-choice question test on measuring neuron membrane potentials compared with those who were not exposed (mean scores out of 4 of 2.42 and 2.02, respectively, P < 0.001).

scholarly journals Fostering students’ autonomy in learning English in nonlinguistic university

2020 ◽  
Vol 75 ◽  
pp. 03007
Author(s):  
Oksana Pershukova ◽  
Nina Nikolska ◽  
Oksana Vasiukovych
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Autonomy Development ◽  
Special Approach ◽  
And Control

The study aims to find out whether it is possible to foster students’ learner autonomy in the context of ESP language learning in non-linguistic universities by using a special approach. The experiment was carried out at National Aviation University in Ukraine with two groups of first-year students of electronics (experimental and control) in 2018-2019. Testings to determine students’ level of communicative competence in English and surveys to identify students’ level of learner autonomy development were conducted in September and May of the same year of education. The control group did not receive any special training, while in the experimental group were created special learning conditions. With the purpose to prepare students to accept responsibility for their learning, they were given the opportunities to choose educational materials; to set goals of their learning; to reflect the process and evaluate the results of learning, etc. Modern technologies were widely used as well as scaffolding (if necessary). According to the results of the experiment, it was stated that only a part of the most active students used the created conditions and gained experience in autonomous learning. The conclusion was made about creating such an environment. It is a challenge that is appropriate to realize to give an autonomous learning experience to aspiring students.

Raciolinguistic ideology in first-year university (non)heritage Chinese classes

2020 ◽  
Vol 10 (2) ◽  
pp. 491-509
Author(s):  
Sharon Chang
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Chinese Language ◽  
First Year ◽  
Heritage Learners ◽  
Learning Centers ◽  
First Year University ◽  
Chinese Language Learners

Abstract This qualitative case study explores how raciolinguistic ideology of Chinese heritage is collectively shaped in first-year non-heritage Mandarin classes in one US university, but individually told by two minoritized (ethnolinguistically marginalized) heritage learners and two non-heritage learners. Their experiences in learning Mandarin Chinese as a non-heritage language elucidate how Chinese language learners negotiate their ethnolinguistic identities in the transnational world. The stories of four Chinese language learners demonstrate how their raciolinguistic ideology is collectively shaped by a complex racialization process while negotiating their race, ethnicity, culture, language, and transnationality. The present study challenges the raciolinguistic ideologies of the institutionalized norms of defining heritage and non-heritage learners as learner-trait terms. Implications for researchers and practitioners of Language Learning Centers beyond US higher education are drawn.

scholarly journals First-year follow-up of children with chronic nonbacterial osteomyelitis—an analysis of the German National Pediatric Rheumatologic Database from 2009 to 2018

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Christiane Reiser ◽  
Jens Klotsche ◽  
Anton Hospach ◽  
Rainer Berendes ◽  
Anja Schnabel ◽  
...  
Keyword(s):  
Disease Activity ◽  
Well Being ◽  
Whole Body ◽  
First Year ◽  
Cross Sectional ◽  
Daily Lives ◽  
X Ray ◽  
Mri Scans ◽  
Chronic Nonbacterial Osteomyelitis

Abstract Objective To assess the first-year features of patients with chronic nonbacterial osteomyelitis (CNO). Methods Patients with a diagnosis of CNO, disease duration of under 13 months, and first registration in the German National Pediatric Rheumatologic Database (NPRD) between 2009 and 2018 were included in this cross-sectional analysis. Results Of 774 documented patients, 62.8% were female, and all patients had a median age of 11 years. The most affected clinical sites were the tibia (29.7%), pelvis (28.0%), and femur (27.8%). HLA-B27 was positive in 48 of 314 analyzed patients (15.3%). In 406 patients, an X-ray was performed at the first visit; X-ray results showed osteosclerosis/−lysis in 34.0% and hyperostosis in 14.5% of the patients. MRI scans (focal and whole-body scans) were performed in 648 patients, and 81.5% showed a positive TIRM/STIR signal. A total of 84.7% of the patients were administered nonsteroidal anti-inflammatory drugs, 9.6% were administered oral glucocorticoids, 10.8% were administered disease-modifying anti-rheumatic drugs (DMARDs), and 6.1% were administered bisphosphonates. An evaluation of the patient’s questionnaire showed an overall well-being (NRS 0–10) of 2.0. The PedCNO disease “activity” score revealed a 70% improvement in variables in 43% of patients in the initial 1-year follow-up. Copresentation with diagnostic criteria of pediatric enthesitis-related arthritis was rare. Conclusion To our knowledge, the NPRD cohort seemed to be the largest cohort of children and adolescents suffering from CNO worldwide. Most patients were treated effectively with NSAIDs, and only a small group of patients was administered additional medication. The patient-defined measures of disease activity had a moderate impact on patients’ daily lives. Trial registration Not applicable.

scholarly journals The effects of immersive multimedia learning with peer support on speaking skill among male and female students

2015 ◽  
Vol 2 (2) ◽  
pp. 105 ◽  
Author(s):  
Asnawi Asnawi
Keyword(s):  
Language Learning ◽  
Peer Support ◽  
Multimedia Learning ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
Oral Production ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
First Year University

This study investigated the effects of immersive multimedia language learning technique on performance in English in terms of oral production skills in reading and speaking that involved six measures, namely, pausing, phrasing, stress, intonation, rate, and integration without the mediation of the first language of the students amongst both males and females. A quasi-experimental design was employed for the study. Eighty first-year university students enrolled in English as a Foreign Language (EFL) course were selected for this study and the teaching treatment was followed for eight sessions with one session per week. Data were analysed using one-way ANOVA. The findings showed that following the immersive multimedia learning, male students in the immersive multimedia group with peer support performed significantly better in four of the six measures of reading skills, namely, phrasing, stress, intonation, and integration as compared to their counterparts in the non-peer supported groups and there were no significant differences for pausing and rate. On the other hand, female students in the immersive multimedia learning with peer support group performed significantly better in all six measures of oral production for reading and speaking than their counterparts in the groups without peer support.  These findings showed that the immersive multimedia technique with peer support reduced the use of code-switching strategies by the students and enabled them to develop oral production skills in English approaching the patterns of native speakers especially amongst the female students.  

scholarly journals Attitudes and Motivation of Turkish Undergraduate EFL Students towards Learning English Language

2014 ◽  
Vol 2 (3) ◽  
pp. 314 ◽  
Author(s):  
Fatma Tokoz Goktepe
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Motivational Orientation ◽  
Family Influence ◽  
Background Information ◽  
First Year ◽  
Integrative Motivation ◽  
First Year University ◽  
Learning English

<p><em>The purpose of this study is to investigate the attitudes and motivation of first-year Turkish undergraduates toward English language learning as a foreign language. The study was carried out with 90 students majoring in business studies at Cag University, Mersin in Turkey by administering a survey designed on a five-point Likert scale with 43 items including demographic questions about the learners’ background information such as gender, age, and how long they have been learning English. The items on the survey were chosen from Dörnyei and Csizér (2006) in a variety of Hungarian researches and from a recently designed questionnaire by Ryan (2005). The domains used for the purpose of the study were: integrativeness, attitudes to L2 community, cultural interest, attitudes to learning English, criterion measures, ideal L2 self, ought-to L2 self, family influence, instrumentality (promotion and prevention), and fear of assimilation. </em></p> <p><em>The data collected were analysed through descriptive statistics in SPSS statistical program. The results revealed that Turkish first-year university students learn English as a foreign language mostly for instrumental reasons, and it also showed that integrative motivation is dominant motivational orientation for the participants in some</em> degree.</p>

scholarly journals Attendance and Gender Relations on Grades and Other Aspects

2018 ◽  
Vol 2 (3) ◽  
pp. 346-372
Author(s):  
Andy Chung ◽  
Graham Harding ◽  
Joonhong Kim ◽  
Koot Van Wyk
Keyword(s):  
First Year ◽  
Freshman English ◽  
First Semester ◽  
National University ◽  
Table Talk ◽  
Gender Performances ◽  
And Gender ◽  
First Year University ◽  
Better Than

Three aspects prompted this study: why are females in first year university in a countryside campus performing better than males as opposed to high school where the reverse is the case? Why are there waves of performance increases semester by semester? Why is there in the second semester always an increase in performance over the first semester? For this matter the researchers took a number of participants in total over the period 2012-2016, namely 3,963 students in Freshman English at a countryside campus (Sangju) for Kyungpook National University as their target. In the year 2016, only the first semester was calculated in this research. Three aspects were considered as far as data is concerned: attendance variables, grade variables and gender. Performances were always better in the second semester over the first and females almost always outperformed the males. What also came up as secondary considerations, are questions whether the environment like nature and the role of ‘table- talk’ of parents reverberating or not the GDP of the country over the period may have had an effect on the students. It was found when the GDP went up the students’ performance took a break but when the GDP is low the students increased their focus and performed better as their grades indicated. These last aspects were just mere observations and should be carried out with further investigation elsewhere. The attendance of females was always showing better attendance results than males for Freshmen at Sangju Campus, South Korea. While the GDP dropped and rose through the years investigated, the attendance of the students did not display a serious rise and fall but remained almost unchanged.

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