scholarly journals Modern Techniques of English Language Learning using Education 4.0

2020 ◽  
Vol 8 (4S4) ◽  
pp. 73-76
Keyword(s):  
Language Learning ◽  
Scoping Review ◽  
English Language ◽  
English Language Learning ◽  
The Future

English Language learning is an important one in this globalised world. The objective of this paper is to review the articles related to English Language Learning using Education 4.0. The authors have used a scoping review method for analysing previous studies. This review result declares the gaps in the research, and it also emphasises the future scope for further research.

scholarly journals L2 Motivation

2021 ◽  
Vol 13 (1) ◽  
pp. 409-426
Author(s):  
Anna Martinović ◽  
Irena Burić
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Experiences ◽  
English Language Learning ◽  
L2 Motivation ◽  
L2 Motivational Self System ◽  
Learning Success ◽  
English Second Language ◽  
The Future ◽  
L2 Learning

Globalization has led to the spread of English, which has become the world’s international language. As a result of its importance in social, economic, and political spheres, many countries have introduced English language learning in their school curricula. However, despite its importance many learners still seem to struggle with English second language (L2) motivation, which is an important element of L2 learning success. The aim of this study was to analyse the relationship between several phases of learners’ motivation, including learners’ attributions of past English L2 learning success, current motivational characteristics, and motivation to learn English in the future. Using the L2 Motivational Self System (L2MSS) as a framework, it was found that past learning experiences did not have a significant effect on current learner motivational dispositions. However, elements of the L2MSS had an effect on learners’ intentions to exert effort into future English language learning. In other words, Croatian university students’ L2 motivation was based on their visions for the future rather than on past learning experiences. Moreover, it appears that the ideal L2 self plays a much stronger role in learners’ motivation compared to the ought-to L2 self, and this motivation is tied to utilitarian motives for learning English. In addition, the results showed that other motivational components, such as interest, as well as L2 anxiety, are important elements of learners’ motivation, suggesting cognitive as well as affective aspects in this motivational profile. The complexity of motivation as shown in this study suggests the need for further investigations in various contexts.

Investing in the future: Korean early English education as neoliberal management of youth

Multilingua ◽  
2020 ◽  
Vol 39 (3) ◽  
pp. 277-297 ◽  
Author(s):  
Sohee Bae ◽  
Joseph Sung-Yul Park
Keyword(s):  
Language Learning ◽  
Capital Accumulation ◽  
English Language ◽  
English Education ◽  
Essential Element ◽  
The Self ◽  
English Language Learning ◽  
The Future ◽  
Capital Development ◽  
Early English

AbstractThis paper examines how entrepreneurial visions of the future contribute to neoliberalism’s appropriation of language learning as a strategy for capital accumulation. Taking as an example South Korea’s heavy investment in children’s English language learning – commonly known as early English education (yeongeo jogi gyoyuk) – it discusses how affective conditions of anticipation (Adams, Murphy and Clarke. 2009. Anticipation: Technoscience, life, affect, temporality. Subjectivity 28(1). 246–265.) may serve as a basis for rationalizing the incorporation of language learning as an essential element of entrepreneurial visions of the self. Based on examples from the discourse of the Korean private English education market and ethnographic observations from early study abroad (jogi yuhak) families in Singapore, we show how the English language learning of young children in the Korean context was framed and justified as an investment in the future. We then discuss how parents’ hopes and fears about their children’s future played a major role in transforming English language learning into a matter of neoliberal anticipation. We conclude by considering how this affective orientation to the future inherent in early English education may serve as a juncture for critiquing the entrepreneurial vision of the self that underlies the logic of human capital development.

scholarly journals A scoping review of digital game-based technology on English language learning

2019 ◽  
Vol 68 (3) ◽  
pp. 877-904 ◽  
Author(s):  
Zhihong Xu ◽  
Zhuo Chen ◽  
Lauren Eutsler ◽  
Zihan Geng ◽  
Ashlynn Kogut
Keyword(s):  
Language Learning ◽  
Scoping Review ◽  
English Language ◽  
English Language Learning ◽  
Digital Game

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

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