scholarly journals Exploring The L2 Motivational Self System Of Chinese English Language Learners

2019 ◽  
Vol 8 (5C) ◽  
pp. 962-966
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Structured Interviews ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
L2 Learners ◽  
English Learning Motivation ◽  
Self System

L2 motivation research has witnessed great development during recent decades. To re-conceptualize, the ‘integrativeness’ of the traditional socio-educational model, Dörnyei (2005) proposed the L2 motivational self system for better understanding and predicting L2 motivation. Therefore, the theory of Dornyei’s L2 Motivational Self System was employed to investigate the English learning motivation of L2 learners in China context by conducting a qualitative study. The data were collected from eight Chinese university students by semi-structured interviews. It revealed that the ideal L2 self, ought-to L2 self and L2 learning experience all contributed to the intended learning efforts of L2 learners. Overall, the current study provided empirical and qualitative evidence to support the construct of Dörnyei’s L2 Motivational Self System in China context

scholarly journals TECHNOLOGY AND INFORMAL L2 LEARNING EXPERIENCE: A TRANSDISCIPLINARY FRAMEWORK

PARADIGM ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Justsinta Silvi Alivi ◽  
Wiwik Mardiana
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Structured Interviews ◽  
Digital Era ◽  
Learning English

<p align="justify">Technology in informal language learning is inevitably in this digital era since it offers opportunities and brings positive impacts on English language learners. Some related studies are concerned with a particular approach. Therefore, this study looks at a broader lens to investigate individuals' differences in developing a second language, and to what extent technology contributes to their second language acquisition by employing the transdisciplinary framework of Douglas Fir Group (2016). This case study involved two participants, and the data was collected through semi-structured interviews. The findings indicate that individual differences in learning English are influenced by social interaction (micro), environment (meso), and belief (macro). Technology is utilized not only as a medium of learning English but also as an identity construction. How ideology and technology are interrelated is further discussed.</p>

Development of the L2 Motivational Self System: English at a University in Japan

2014 ◽  
Vol 36 (2) ◽  
pp. 153 ◽  
Author(s):  
Scott Aubrey
Keyword(s):  
Structural Equation ◽  
English Language ◽  
Structural Equation Models ◽  
Japanese Learners Of English ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Motivational Structure ◽  
International Posture ◽  
Japanese Learners ◽  
Self System

This paper reports on a study investigating changes in L2 motivation for Japanese learners of English as they completed their first communicative English language course at university. I aim to describe the strength and structure of students’ motivation and the degree to which these changed over one semester. A 36-item questionnaire was used to measure components of the L2 Motivational Self System and International Posture. The questionnaire was administered twice to 202 second-year university students in Japan: during the first week of the semester and 11 weeks later. Structural equation models were created to describe the causal relationships between motivational variables for the two time periods. Paired t tests revealed that both motivated learning behavior and ought-to L2 self significantly increased over the semester. A comparison of the two models indicated that there was a change in the motivational structure from Week 1 to Week 12. 本研究は、英語学習者の動機づけの強さと構造、及びその変化に焦点をあて、日本人大学生の外国語（L2）に対する動機づけの変化を調査した。大学で最初に履修するコミュニケーション英語の授業を対象に、第2言語習得を動機づける自己システム（L2 Motivational Self System）と国際志向性の2側面を測定する36項目からなる質問紙を作成し、2年生202名に対して授業第1週目とその11週間後に調査を実施した。分析は、まず構造方程式モデリングで2回の調査間の動機づけの変化を分析し、それに基づき対応のあるt検定を実施した。分析の結果、動機づけの高い学習行動と義務自己ought-to selfに関する数値が1学期を通して向上したことが明らかになった。

scholarly journals Observing the Effectiveness of Task Based Approach in Teaching Narrative Essay at a Private University

2020 ◽  
Vol 10 (2) ◽  
pp. 128
Author(s):  
Hina Manzoor ◽  
Sahar Azhar ◽  
Fouzia Malik
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Undergraduate Students ◽  
English Language ◽  
Private University ◽  
Structured Interviews ◽  
Essay Writing ◽  
Qualitative Research Design ◽  
Lexical Resource ◽  
Post Test

Writing is one of the most challenging skills of English language. Learners in Pakistan seem unable to master this skill even after years of using English as an official/second language. The focus of this research was to prove that within task-based learning (TBL) framework, language learners engage in purposeful, problem-oriented, and outcome-driven tasks that yield much better results as compared to traditional teaching methods which often fail to generate the desired output. The aim of this research was to prove that Task Based Approach is quite effective and successful in teaching narrative essay writing with an only disadvantage of time consumption. This study resorted to semi-structured interviews and post-test for data collection targeting the undergraduate students in Pakistan. This action research used purposive sampling and employed qualitative research design since the data comprised of both; final drafts of narrative essays and open-ended interviews. The data collected in the post-task phase i.e. the narrative essays were assessed via writing assessment rubrics presented in the IELTS guide for the teachers (2015). The bands were awarded on the basis of four parameters: task achievement, cohesion and coherence, lexical resource, and grammatical range and accuracy. The results delineated that majority of students achieved 5 bands and an overall improvement was observed in the narrative writing skills of students. In the same stead, the students in interview presented the view that Task Based Approach was much more successful in teaching them narrative essay writing.

scholarly journals THE INFLUENCE OF CLASSROOM EXPERIENCE ON TEACHER BELIEF SYSTEMS: NEW FRENCH SECOND LANGUAGE TEACHERS’ BELIEFS ABOUT PROGRAM OPTIONS FOR ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH LEARNING DIFFICULTIES

2019 ◽  
Vol 53 (3) ◽  
Author(s):  
Katy Arnett ◽  
Callie Mady
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Belief Systems ◽  
Learning Difficulties ◽  
Teacher Belief ◽  
Longitudinal Case Study ◽  
Structured Interviews ◽  
Teachers Beliefs

This longitudinal case study examines four new FSL teachers’ beliefs regarding the best and worst FSL program for English language learners and students with learning difficulties; the data are drawn from qualitative semi-structured interviews that occurred at the end of the participants’ Bachelor of Education program and near the end of each school year of their first three years of teaching. The case study considers how the teachers did or did not change their views as they gained experience in the classroom.

scholarly journals Getting to the Nitty-Gritty of Grit: A Descriptive Characterization of Gritty L2 Learners from Thailand, Malaysia, Taiwan and Japan

2021 ◽  
Vol 3 (2) ◽  
pp. 133-155
Author(s):  
Mark R. Freiermuth ◽  
Chomraj Patanasorn ◽  
Latha Ravindran ◽  
Hsin-chou Huang
Keyword(s):  
English Language Learners ◽  
Grounded Theory ◽  
University Students ◽  
Language Learners ◽  
Classroom Practice ◽  
English Language ◽  
Willingness To Communicate ◽  
Interview Data ◽  
L2 Learners

Understanding the make-up of gritty L2 students has garnered quite a lot of attention recently. In this descriptive narrative-based study, we looked at the interview data of eight English language learners who recorded high scores on a nine-item grit questionnaire. Specifically, two female university students each from Taiwan, Malaysia, Thailand and Japan were interviewed and their interview scripts were transcribed and then coded looking for common threads to emerge from the data by applying the tenets of Charmaz’s (2006) Grounded Theory. The data show that beyond perseverance, gritty L2 students enjoy learning the L2, are consistently curious about the L2, are generally not bored by the L2, are confident using the L2 (not letting anxiety dissuade them), are extraverted—encompassing a strong willingness to communicate, have focused L2 vision and have had experiences and/or encounters that bolstered their L2 grittiness. As for encouraging L2 grit development, we suggest that good L2 classroom practice include frequent communicative activities so that students can see the practical side of learning a L2 with the hopes of strengthening their L2 vision.

Developmentally Distinct Learning Experiences Among Adult English Language Learners

2018 ◽  
Vol 30 (2) ◽  
pp. 67-77 ◽  
Author(s):  
Jennifer Ouellette-Schramm
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Basic Education ◽  
Learning Experience ◽  
Qualitative Interviews ◽  
Learning Experiences ◽  
Developmental Theory ◽  
College Level ◽  
Adult English Language Learners

Many adult English language learners (ELLs) aspire toward postsecondary educational programs but do not go on to obtain college credentials after beginning classes in Adult Basic Education (ABE) or community college English as a second or other language classes to prepare for college-level English. Understanding how adult ELLs experience learning in such programs may help programs support adult ELL persistence. A lens that has illuminated qualitative differences in adult learning experience is that of constructive-developmental theory (CDT). This small qualitative case study used a CDT lens and grounded theory to investigate developmental perspectives and learning experiences among nine ABE ELLs in a college preparation class. Data included two qualitative interviews per participant, demographic questionnaires, and reading scores. Findings included notable developmental diversity among participants and qualitatively distinct learning experiences related to finding motivation, ways of learning, and navigating challenge. This article discusses these different learning experiences, including supporting developmentally diverse adult ELLs.

scholarly journals Exploring the Use of Written Authentic Materials in ESL Reading Classes: Benefits and Challenges

2018 ◽  
Vol 12 (1) ◽  
pp. 67
Author(s):  
Waheeb S. Albiladi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Cultural Awareness ◽  
English Language ◽  
Real Life ◽  
Language Teachers ◽  
Structured Interviews ◽  
Authentic Materials ◽  
Academic Benefits ◽  
Language Classrooms

The growing popularity of authentic materials provides English language teachers with more resources to practice the real language in language classrooms (Guo, 2012). However, integrating these types of reading materials can be difficult and time-consuming even though there are many benefits to using them to teach language learners how to read. Real-life based texts, which are not specifically designed for educational purposes have been recognized by many educators to be effective and interesting materials. The purpose of this study was to explore language learners&rsquo; perceptions about the benefits and challenges of using authentic materials in English reading classes. The study involved 16 adult English language learners enrolled in an intensive English program. Observations of reading classes and semi-structured interviews were used to collect the data. Results indicated that the use of authentic materials leads to many social and academic benefits, such as increasing students&rsquo; motivation and their cultural awareness. Findings also suggest that the use of authentic materials are encouraged as they bring the sense of authenticity and reality to the language classrooms.

scholarly journals THE USE OF E-PORTFOLIO TO DEVELOP ENGLISH LANGUAGE LEARNERS' AUTONOMY AND INDEPENDENCE

2017 ◽  
Vol 60 (4) ◽  
pp. 155
Author(s):  
Oksana I. Ivanova
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
English Language ◽  
Learning Experience ◽  
Educational Institutions ◽  
Technical Problems ◽  
Promising Tool ◽  
Teachers And Students

This paper discusses the findings of a research study concerning the use of e-portfolios to develop learners' autonomy and independence, from the perspectives of teachers and students participating in this study. The findings demonstrate many of the benefits of e-portfolio practice regarding learners’ increased sense of ownership, teacher and peer feedback, enriched learning experience at both individual and technological levels, enhanced opportunity for self-improvement and increased awareness of the learning process. Despite many positive aspects of e-portfolios use, the study reveals some challenges facing students, teachers and support staff, mainly connected with technical problems and Internet access, and the necessity for teachers and learners to change their roles to become more independent in the learning process. The author concludes that e-portfolio is a promising tool to stimulate and challenge students to become independent and self-regulated learners that should be implemented in English language learning at higher educational institutions.

scholarly journals Motivation and demotivation over two years: A case study of English language learners in Japan

2019 ◽  
Vol 9 (1) ◽  
pp. 157-175
Author(s):  
Keita Kikuchi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Qualitative Data ◽  
International Studies ◽  
Learner Motivation ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
The Rich

This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motivation. Using monthly interviews and a 29-item questionnaire on Dörnyei’s (2005) L2 motivational self system that was administered alongside each interview, the trajectories of learner motivation were investigated, based on both quantitative and qualitative data. First, changes in the participants’ motivation were identified using quantitative data. Next, a variety of motivators and demotivators that learners experienced both inside and outside of their classrooms were analyzed using the qualitative data. With the data obtained, this study focuses on how four learners’ language learning motivation and contexts adapt to each other, and how the dynamics of the four learners’ motivation changes due to their learning experiences. Each learner was different in their trajectory of motivation and the kinds of motivators and demotivators that they experienced in their particular contexts. The four learners underwent unique motivators and demotivators, and reacted differently. While participants identified their ideal L2 selves, or ought-to L2 selves, these self-guides were not strengthened by their L2 experiences over time. Based on these findings, the importance of studying the rich experiences of language learners in motivation research is discussed.

Using a Game-Based Mobile App to Enhance Vocabulary Acquisition for English Language Learners

2020 ◽  
Vol 18 (3) ◽  
pp. 1-24
Author(s):  
Fang-Chuan Ou Yang ◽  
Wen-Chi Vivian Wu ◽  
Yi-Ju Ariel Wu
Keyword(s):  
English Language Learners ◽  
Learning Outcomes ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Mobile Apps ◽  
Student Learning Outcomes ◽  
Mobile App ◽  
Structured Interviews ◽  
Multiple Sources

The Test-of-English-for-International-Communication (TOEIC) is an important proficiency test for achieving the benchmark of future employment for English language learners worldwide. However, game-based apps for acquiring TOEIC vocabulary have remained scarce. Therefore, an empirical study was conducted to examine the effects of the self-developed the smartphone app Saving Alice for optimizing the acquisition of TOEIC vocabulary and spelling among EFL learners. Multiple sources of data were collected to investigate how Saving Alice affected vocabulary acquisition, including a demographic survey, pre- and post-tests on TOEIC vocabulary, and semi-structured interviews. Both the quantitative and qualitative findings showed that Saving Alice significantly enhanced the student learning outcomes, and that frequency of using game-based mobile apps (GBMAs) correlated with learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document