scholarly journals Social Network Development, Language Use, and Language Acquisition during Study Abroad: Arabic Language Learners’ Perspectives

2013 ◽  
Vol 22 (1) ◽  
pp. 84-110 ◽  
Author(s):  
Dan P. Dewey ◽  
R. Kirk Belnap ◽  
Rebecca Hillstrom
Keyword(s):  
Social Network ◽  
Language Acquisition ◽  
Study Abroad ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Language Use ◽  
Arabic Language ◽  
Network Development ◽  
Levels Of Use

In this paper, we explore language use, social network development, and language acquisition by second learners of Arabic in Jordan and Morocco.  Students in these programs reported speaking, listening to, and writing as much English as Arabic during study abroad, but they reported reading more Arabic than English. While patterns indicated similar levels of use of English and Arabic in general, questions focusing on learners' use of language with more familiar friends and acquaintances indicated learners thought they used Arabic more than English with these native friends. Regarding English language use, learners felt that speaking English with natives often created opportunities to interact in Arabic as well.  Students’ Arab social networks tended to be small, but there was considerable variation in these networks.  The closer their friendships with natives, the more likely students were to report gains in Arabic. English proficiency of friends and acquaintances in one’s social network, degree of friendship, and time spent speaking with people outside of this network predicted language proficiency development.

scholarly journals Out-of-class English Practicing

2021 ◽  
Vol 5 (1) ◽  
pp. 7-15
Author(s):  
Zhakaw H. Ahmed ◽  
Wrya I. Ali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Language Use ◽  
Foreign Language Learning ◽  
Activity Type ◽  
Efl Students ◽  
University Level

Research in Second/Foreign language learning indicates that using English outside of the classroom is an essential part of the language learning process. However, certain studies have been cared out on university-level EFL students indicate that students use English minimally when outside of the classroom. This study furthers the research on English use outside of the classroom to more fully understand out-of-d all types of language learners and the link between language proficiency and out-of-class English language use. For methodology, three private universities in Erbil are concerned. The tools that are used in this study is a questionnaire and also interview. Validity and reliabilities are regarded here. The aims are to investigate the use of of-out-of class activity type that promotes using English and even their attitudes toward the benefits of using English outside of class. Research explores some recommendations to English language departments in the three universities which are helpful for the students’ language proficiency, the research also provides some suggestions for further studies.

Factors predicting classroom WTC in English and French as foreign languages among adult learners in Spain

2021 ◽  
pp. 136216882110540
Author(s):  
Elvira Barrios ◽  
Irene Acosta-Manzano
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Use ◽  
Willingness To Communicate ◽  
French Language ◽  
Study Results ◽  
Language Classroom ◽  
Relative Standing

This study aimed to identify associations and predictors of willingness to communicate (WTC) of adult foreign language (FL) learners and whether they are contingent upon the FL being learned. To this end, our research investigated learner variables associated with WTC in adult FL learners of English and of French in an under-researched field of WTC studies in Spain. More specifically, the following variables were studied: gender, age, level of multilingualism, perceived relative standing in the class, language proficiency, teacher’s use of the FL in class, out-of-class foreign language use (OCFLU) and the two emotions of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA). Of the 9 independent variables examined, FLCA and language proficiency were found to be predictors of the WTC of both English and French language learners; additionally, enjoyment was found to be a predictor of WTC of learners of English as a foreign language (EFL) and OCFLU, of learners of French as a foreign language (FFL). Our findings indicate that the construct of WTC needs to be further studied as research may produce dissimilar results depending on the instructional setting, population and foreign language. Pedagogical implications for language teaching practices seeking to enhance adult FL learners’ WTC were also drawn from the study results.

Vietnamese–Australian children’s language proficiency and use

2021 ◽  
pp. 136700692110345
Author(s):  
Van H Tran ◽  
Cen Wang ◽  
Sharynne McLeod ◽  
Sarah Verdon
Keyword(s):  
Language Proficiency ◽  
Associated Factors ◽  
English Language ◽  
Language Use ◽  
Language Ideologies ◽  
Negative Impact ◽  
Demographic Factors ◽  
Language Practices ◽  
Language Management ◽  
Factors Associated

Aim: To explore Vietnamese–Australian children’s proficiency and use of Vietnamese and English and identify associated factors that are related to demographics, language practices, language ideologies, and language management. Methodology: Vietnamese–Australian parents ( n = 151) completed a questionnaire (in English or Vietnamese) regarding their child’s language proficiency and use, demographic details and a range of factors as conceptualized by Spolsky’s language policy theory: language practices; language ideologies; and language management. Data and analysis: Bivariate analyses (Pearson’s correlation and analysis of variance) and multiple regression models were conducted to explore associations between language proficiency and use and associated factors and identify the most significant factors. Findings/conclusions: Factors associated with children’s Vietnamese language proficiency (oral/written) included: demographic factors; language practices; language ideologies; and language management. In contrast, children’s English language proficiency (oral/written) was linked to demographic factors and language practices. Children’s Vietnamese language use was not significantly correlated with demographics but rather with language practices, language ideologies, and language management. Children’s home language use and proficiency did not have a negative impact upon their English proficiency. Originality: This study is the first to consider factors associated with Vietnamese–Australian children’s language proficiency and use. Significance/implications: Demographic factors, language practices, language ideologies, and language management were associated with children’s language proficiency and use. The results can be used by parents, educators, policy-makers, speech–language pathologists and other professionals to support Vietnamese–Australian and multilingual children around the world to develop and maintain their home and majority languages.

scholarly journals THE SIOP MODEL AS AN EMPOWERING TEACHING METHOD FOR ENGLISH LANGUAGE LEARNERS - A STUDY CASE

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mustapha Boughoulid
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Method ◽  
Mother Tongue ◽  
Economic Status ◽  
Educational Systems ◽  
Quasi Experimental

The increase in the needs of the English language learners (ELLs) and their endless demands in terms of achievement and proficiency in all the educational systems all over the world urged teachers and educators to call for new teaching strategies that sound more adequate and appropriate in the classroom. The Sheltered Instruction Observation Protocol (SIOP) Model emerged as one of the worldwide prominent teaching methods that guarantee the ELLs success, especially when it has to do with the understanding of the content and language learning meanwhile. With its diverse culture and prominent engagement in terms of education, Morocco represents a fertile field for the implementation of the SIOP Model that has proven in different contexts its adequacy in helping ELLs achieve proficiency. This study is about a quasi-experimental research that is implemented in an urban school known for its diversification in terms of mother tongue, socio-economic status, gender, and background. Given these different circumstances of the learners, the findings reported after the adoption of the SIOP Model as a teaching approach showed that it is a reliable and adequate teaching method in terms of content and language proficiency. The use of wh-questions as key indicators to measure the learners’ capacity of understanding and responding correctly throughout the experiment phase showed the superiority of the ELLs in the SIOP classes in contrast to the learners in the mainstream classes. This superiority is embodied, especially in terms of the high scores obtained in providing correct answers in a short duration of time. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

The Effect of Teachers’ Use of Reinforcement on Learners’ Performance in English Language

2019 ◽  
Vol 1 (2) ◽  
pp. 116-129
Author(s):  
Ndegwa Grace Konyu; Dr. Lucy Wathika; Dr Josephine Khaemba
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Random Sampling ◽  
English Language ◽  
Second Language Learners ◽  
Simple Random Sampling ◽  
Theory And Practice ◽  
Verbatim Transcript

The intention of the study was to establish the effect of teachers’ use of reinforcement on learners’ performance in English language. It was done in selected secondary schools in Nakuru town and used descriptive research design. The study was guided by Gardner and Lambert’s Socio-Educational model of second language acquisition. Stratified random sampling was employed in selecting four schools while simple random sampling was used to choose one stream in form two, three and four in each school for observation. It resulted in eight observational schedules. The study sample of 60 students in form 2-4 and 8 teachers of English was purposively selected for interviews. A total number of 353 learners were observed. The study used interviews, audio recording and Structured Observational Schedules for data collection. The data was presented in form of tables, figures and verbatim transcript excerpts used for exemplification and illustration in a qualitative explication. The findings of the study revealed that second language learners’ performance in English is greatly influenced by teachers’ use of reinforcement. Moreover, it proved that teachers of English give unguarded praises, negative statements and criticisms to English second language learners. This study is a vital contribution to the field of Second Language Acquisition theory and practice with regard to offering information and insight into reinforcement, motivation and attitude in practical language acquisition and learning in the classroom situation. These findings are useful in the improvement of second language learners’ performance in English. Teachers of English will also acquaint themselves with effective use of positive verbal reinforcement which works as a motivational force on learners’ acquisition and use of the English language.

Technology-Based Literacy Approach for English Language Learners

2013 ◽  
pp. 723-740
Author(s):  
Erin L. White
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learners ◽  
English Language ◽  
Learning Theories ◽  
Literacy Curriculum ◽  
English Language Acquisition ◽  
Practical Applications ◽  
K 12 ◽  
Everyday Classroom

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation’s K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.

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