scholarly journals Impact of TV Shows on English Language Acquisition

2020 ◽  
Vol 8 (5) ◽  
pp. 2414-2416
Keyword(s):  
Language Acquisition ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
Tamil Nadu ◽  
English Language ◽  
English Language Acquisition ◽  
Television Shows ◽  
Survey Results ◽  
Tv Shows ◽  
The Impact

The present study deals with the impact of TV shows and sitcoms in one’s English language proficiency. The objective of this study is to find out the different types of English TV shows that people enjoy watching and how they have had an impact on their English language. The researcher has tried to look for the various ways in which people think that their communication has improved. A survey was conducted among the undergraduate students belonging to a technical institution in Vellore district, Tamil Nadu. Based on the results of the survey, findings and conclusions have been arrived at. The survey results show that the television shows have a remarkable impact on one’s language acquisition.

scholarly journals Affective Variables from the Applied Linguistics Perspective: A Study of the Saudi Undergraduate Students Majoring in English Language

2020 ◽  
Vol 8 (1) ◽  
pp. 70
Author(s):  
Khaled Elkotb Mahmoud Elshahawy
Keyword(s):  
Language Acquisition ◽  
Undergraduate Students ◽  
English Language ◽  
Structured Interview ◽  
Influential Factors ◽  
Willingness To Communicate ◽  
English Language Acquisition ◽  
Self Confidence ◽  
Study Results ◽  
Affective Variables

The present study aimed at indicating the effect of the affective variables (motivation, attitude, self-confidence and willingness to communicate) on the acquisition and learning of English language among the students of Languages and Translation Departments in the Kingdom of Saudi Arabia. The study participants were 40 students (20 males and 20 females) from the students specialized in English language. The study used three instruments: The semi-structured interview, affective variables questionnaire (AVQ) and English language proficiency observation checklist (ELPOC). The study adopted the quasi-experimental design mixed with the qualitative interpretation. The study employed the correlational analysis and the simple liner regression to indicate the relationship between the independent and dependant variables. The findings of the study showed that there is a positive significant relationship between the affective variables (motivation, attitude, self-confidence and willingness to communicate) and the process of English language acquisition as a second language. The study also demonstrated that the most influential factors in the learners' English language acquisition process is their willingness to communicate. Recommendations and suggestions based on the study results were directed to the L2 (EFL/ESL) instructors and all the specialists in English language acquisition and learning.

scholarly journals How recorded audio-visual feedback can improve academic language support

2019 ◽  
Vol 16 (4) ◽  
pp. 71-90
Author(s):  
Michelle Cavaleri ◽  
◽  
Satomi Kawaguchi ◽  
Bruno Di Biase ◽  
Clare Power ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
Visual Feedback ◽  
Academic Writing ◽  
English Language ◽  
Academic Language ◽  
Language Support ◽  
Writing Practices ◽  
Quality Feedback ◽  
The Impact

Providing effective, high quality feedback that students engage with remains an important issue in higher education today, particularly in the context of academic language support where feedback helps socialise students to academic writing practices. Technology-enhanced feedback, such as audio and video feedback, is becoming more widely used, and as such, it is important to evaluate whether these methods help students engage with the feedback more successfully than conventional methods. While previous research has explored students’ perceptions of audio-visual feedback, this paper seeks to fill a gap in the literature by examining the impact of the audio-visual mode on undergraduate students’ engagement with feedback compared to written-only feedback. Evidence from an analysis of feedback comments (n = 1040) and corresponding revisions as well as interviews (n = 3) is used to draw conclusions about the value of providing audio-visual feedback to help students revise their writing more successfully. In line with multimedia learning theory (Mayer 2009), it is argued that the multimodal format, conversational tone, verbal explanations and personalised feel of audio-visual feedback allows for a more successful engagement with the feedback, particularly for students with a lower level of English language proficiency.

scholarly journals Students’ Perceptions of Factors Contributing to Performance in Accounting Principle Courses

2021 ◽  
Vol 10 (5) ◽  
pp. 18
Author(s):  
Faisal Dhifallah Alfordy ◽  
Rohana Othman
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Approaches ◽  
Accounting Principles ◽  
Accounting Principle ◽  
Critical Components ◽  
Effective Teaching And Learning ◽  
The Impact

Undergraduate students’ performance has been extensively studied to identify the critical components in effective teaching and learning pedagogies. This study aims to determine whether the teachers’ practices and implementation of Classroom Assessment Techniques (CAT) enhanced students’ performance in Accounting Principles’ courses and assess students’ perceptions concerning the impact of English language proficiency (EP) and the availability of Saudi-centric textbook materials on students’ performance. Additionally, this study employed the questionnaire survey approach to gain insights into accounting undergraduates’ perceptions of academic performance in Accounting Principles courses. As most students were found to be underachievers, the study outcomes led researchers to propose active learning approaches using CAT as an initiative towards improving students’ performance in benefitting the university and positively transforming the teaching and learning environment.

scholarly journals The Impact of Using Songs and Music on English Language acquisition of children in Saudi Arabia

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Manahel Abudolmohsen AlAfar
Keyword(s):  
Saudi Arabia ◽  
Language Acquisition ◽  
Online Survey ◽  
English Language ◽  
Data Entry ◽  
Teaching English ◽  
English Language Acquisition ◽  
English Only ◽  
Young Learners ◽  
The Impact

Aims: To establish the impact of using songs and music on English language acquisition of children in Saudi Arabia Methodology: Descriptive study, involved 20 Saudi teachers with different ages who were randomly selected from governmental and privates schools in Riyadh city - Saudi Arabia. The age of their students ranged from 6 to 10 years. 40 parents volunteered to participate, Parents were asked to answer an online survey comprising ten different questions. The survey was downloaded from the ‘Survey Monkey’ website. Interview questionnaire and online survey were the tools used for data collection. SPSS version 18 was used for data entry and analysis. Results: About 9 of all teachers don't use songs and rhymes activities in teaching English. 15 of teachers out of 20 said that this technique is not a mandatory part of the curriculum. 13 of the teachers believe that it is very important and 2 teachers believed in using songs and rhymes for facilitate remembering. 16 of teachers out of 20 noticed that their students are actually using the songs or their vocabularies outside the classroom and 17 of all teachers stated that songs and rhymes helped their young learners’ English language development. 82.50% of parents in Saudi Arabia support teaching English to their children, 47.50% of parents stated that their child is using English only in the classroom. Only 7.50% of the parents were not aware of this classroom activity while 92.50% of them are aware. 2.50% of parents expressed their disagreement to use songs and rhymes in teaching English to their young children. Conclusion: Songs and rhymes is rarely used in teaching English to young learners in the Saudi Arabia and curriculum was not rich enough with fun activities like songs and rhymes.    

scholarly journals Moving Beyond English as a Requirement to"Fit In": Considering Refugee and Migrant Education in South Australia

Refuge ◽  
1969 ◽  
Vol 26 (2) ◽  
pp. 55-64 ◽  
Author(s):  
Clemence Due ◽  
Damien Riggs
Keyword(s):  
Language Acquisition ◽  
Primary Schools ◽  
English Language ◽  
South Australia ◽  
Spatial Relations ◽  
Migrant Students ◽  
English Language Acquisition ◽  
Migrant Education ◽  
Power Differentials ◽  
The Impact

This paper presents findings from research conducted in two primary schools in South Australia with New Arrivals Programs (NAPs). The paper draws upon two forms of data: questionnaires administered to teachers and ethnographic observations of children at play in the schoolyard. These data are used to examine two aspects of education for refugees and other migrants: (1) the assumption that English language acquisition is central to the “integration” of refugees and other newly arrived migrants (and both that integration is of key importance and that the work of integration must primarily be undertaken by refugees and other migrants, not the broader community); and (2) the impact of power differentials between NAP and non- NAP students in the use of playground spaces. We argue that the education provided to refugee and newly arrived migrant students in NAPs needs to move beyond treating English language acquisition as a requirement to “fit in,” and we call for schools with high populations of refugee and migrant students to consider how spatial relations in their schools may be negatively impacting these student populations. Finally, the paper calls for an approach to education that is situated in global contexts of colonization and power relations, and in which the terms for inclusion of NAP students are mutually negotiated, rather than predetermined.

scholarly journals Mobile Learning for English Language Acquisition: Taxonomy, Challenges, and Recommendations

IEEE Access ◽  
2017 ◽  
Vol 5 ◽  
pp. 19033-19047 ◽  
Author(s):  
Monther M. Elaish ◽  
Liyana Shuib ◽  
Norjihan Abdul Ghani ◽  
Elaheh Yadegaridehkordi ◽  
Musaab Alaa
Keyword(s):  
Language Acquisition ◽  
Mobile Learning ◽  
English Language ◽  
English Language Acquisition
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