scholarly journals Students’ Attitude Towards English Language Learning

2019 ◽  
Vol Volume 2 Nomor 3 ◽  
Keyword(s):  
Qualitative Research ◽  
Elementary Schools ◽  
Language Learning ◽  
Positive Attitude ◽  
English Language ◽  
English Language Learning ◽  
Know How ◽  
Qualitative Research Methodology ◽  
Young Learner ◽  
Teaching Learning

This study is try to find out the students’ attitude towards English language learning in Jombang elementary schools. Attitude is one of the factors that influence the language acquisition. The study used qualitative research methodology. The data were gathered by using questionnaire. The findings showed that most of the students have positive attitude towards English. But, there is a finding that showed the students’ competence in learning English is poor. Positive attitude did not influence their competence in acquiring English. Some suggestions for government to make a guide or curriculum of English teaching –learning in elementary school. So that the teachers know how to teach English for young learner appropriately.

scholarly journals Students’ Attitude Towards English Language Learning

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
S Herwiana ◽  
E N Laili
Keyword(s):  
Qualitative Research ◽  
Elementary Schools ◽  
Language Learning ◽  
Positive Attitude ◽  
English Language ◽  
English Language Learning ◽  
Know How ◽  
Qualitative Research Methodology ◽  
Young Learner ◽  
Teaching Learning

This study is try to find out the students’ attitude towards English language learning in Jombang elementary schools. Attitude is one of the factors that influence the language acquisition. The study used qualitative research methodology. The data were gathered by using questionnaire. The findings showed that most of the students have positive attitude towards English. But, there is a finding that showed the students’ competence in learning English is poor. Positive attitude did not influence their competence in acquiring English. Some suggestions for government to make a guide or curriculum of English teaching –learning in elementary school. So that the teachers know how to teach English for young learner appropriately.

scholarly journals Influence of Reinforcement in English Language Learning at Primary Level of Education in Bangladesh

BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 83-104
Author(s):  
Mohammed Rashel Uddin ◽  
Sharmin Hena ◽  
Ariful Hoq Shanil
Keyword(s):  
Language Learning ◽  
Positive Reinforcement ◽  
English Language ◽  
Negative Reinforcement ◽  
English Language Learning ◽  
Primary Level ◽  
Classroom Activities ◽  
Self Confidence ◽  
Teacher Student ◽  
Teaching Learning

This research focuses on the effect of reinforcement during English Language Learning (ELL) classroom activities of Bangladeshi primary level education. The findings of the research indicate that teachers follow both positive and negative reinforcement as part of their teaching-learning activities depending on the actual situation of the class. Positive reinforcement helps students to enhance their mental growth and also boost their learning behaviour. There are some negative influences on students’ behaviour when the teacher treats them with any kind of negative reinforcement. Although all the teachers believe that positive reinforcement helps to improve motivation, self-confidence, classroom participation, teacher-student relationship and effective learning of students during ELL classroom activities, a few teachers still use negative phrases which demotivate students towards learning rather than creating the eagerness to learn.

scholarly journals Do Learners Like Project in Their English Classes?: Impact of PBL on Students’ Attitudes

2018 ◽  
Vol 42 ◽  
pp. 00084
Author(s):  
Ni Luh Putu Ning Septyarini Putri Astawa ◽  
Luh Putu Artini ◽  
Putu Kerti Nitiasih
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Learning Process ◽  
English Language ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Learning Ability ◽  
English Language Learning ◽  
Field Note ◽  
Teaching Learning

This article presents the results of a study on the effect of Project-Based Learning (PBL) on students’ English language learning (ELL) attitudes and how the activities influence teaching-learning process in a junior high school in Bali. This research applied an embedded mixed-method design in which the quantitative data were collected using close-ended questionnaires test, and the qualitative data were collected using interview, observation checklist, open-ended questionnaire, and field note. Paired-samples t-test was used to analyse whether or not there is a significant effect on students’ attitude after being taught using PBL, while the qualitative data were analysed descriptively. The analysis shows a significant effect on students’ attitude. PBL enhances students’ learning quality in term of enthusiasm, confidence, and creativity learning ability while it also promotes teacher’s teaching satisfaction. This study supports the implementation of PBL which enhances students’ English Language Learning attitude and teaching-learning process.

The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates

2016 ◽  
Vol 7 (2) ◽  
pp. 264 ◽  
Author(s):  
George Mathew Nalliveettil ◽  
Talal Hail Khaled Alenazi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phone ◽  
Mobile Phones ◽  
English Language ◽  
English Language Learning ◽  
Advanced Country ◽  
Educational Value ◽  
Teaching Learning ◽  
The Impact

Researchers across the world are examining the educational value and effectiveness of integrating the latest electronic gadgets with teaching-learning activities in the classroom. In spite of the availability of latest electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested in the educational value of the mobile phones for the teaching-learning of English. In a technologically advanced country like Saudi Arabia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile phone for connecting with their friends and relatives.  Moreover, it has become a common trend among undergraduates to carry a mobile phone to the classroom as well. The present study examines the impact of mobile phones on students’ English language learning.  A field study was conducted on fifty-two undergraduate male students majoring in English language and literature at Aljouf University, Saudi Arabia.  The methodology of data collection included a self-report for students and a teacher questionnaire.   Findings of the study are significant for EFL teachers and researchers for introducing innovative methods and resourceful materials for the English classroom.

scholarly journals Code Switching in English Language Learning at Pabelan Islamic Boarding School

2019 ◽  
Vol 5 (2) ◽  
pp. 148-158
Author(s):  
Cintia Yudita
Keyword(s):  
Language Learning ◽  
English Language ◽  
Boarding School ◽  
Code Switching ◽  
English Language Learning ◽  
English Teacher ◽  
Classroom Activities ◽  
Sentence Form ◽  
Field Notes ◽  
Teaching Learning

This research aims to describe the use of code switching in English language learning, in terms of the form of code switching, the kind of code switching, the aim of code switching, the function of code switching and the causal factors of code switching. This study belongs to qualitative research. The subjects of this research were the English teacher and students. Meanwhile, the data were utterances of English teacher and students that contained code switching. The data were collected through observation, recording, note-taking and interview. Classroom activities, particularly in the teaching of English language, were recorded on video tapes and field notes. The data analysis revealed several findings. First, both teacher and students used word form of code switching, phrase form of code switching and sentence form of code switching when they were in the classroom. Second, the English teacher and the student used intern and extern code switching, temporary code switching, situational and metaphorical code switching. Third, the aim of using code switching done by the teacher and students were compensating for language limitation, to explain the material and strategy in teaching learning process. Fourth, the functions of code switching for teachers and student were as clarification, emphasis, repetition, translation, checking for understanding, tool for communication, developing vocabulary and tolerance. Fifth, the factors that caused code switching were to fulfil a need, to express or declare solidarity, to respect the listener and to be more informative.

Designing a Constructivist Vocabulary Learning Material

2011 ◽  
pp. 186-203 ◽  
Author(s):  
Aysegül Daloglu ◽  
Meltem Baturay ◽  
Soner Yildirim
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
English Language ◽  
Vocabulary Learning ◽  
English Language Learning ◽  
Learning Material ◽  
Constructivist Approach ◽  
Web Based ◽  
Teaching Characteristics ◽  
Interactive Exercises

This chapter outlines how the constructivist approach can be implemented in Web-based vocabulary teaching, characteristics of effective Web-based vocabulary teaching materials, and a model for effective Web-based vocabulary teaching and recycling. In WEBVOCLE which stands for Web-Based Vocabulary Learning, contextual presentation of the words has been enriched with audible vocabulary and repeated with interactive exercises, games, and puzzles in ‘spaced revisions’ in a constructivist Web-supported environment. The content of the implementation has been additionally supported with pictures. Feedback obtained from the learners demonstrates that they not only developed a positive attitude toward English language learning, but also improved their learning outcomes.

scholarly journals Do start ao game over: analisando narrativas de aprendizagem de inglês com jogos eletrônicos

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Keila Mendes Santos ◽  
Cleide Jane De Sá Araújo Costa
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Knowledge Construction ◽  
English Language ◽  
Vocabulary Knowledge ◽  
English Language Learning ◽  
English Learning ◽  
Electronic Games

Resumo: Este estudo objetiva investigar o processo de aprendizagem de estudantes de língua inglesa (LI), que assumem terem aprendido o idioma por meio da prática de jogos eletrônicos, especificamente os chamados jogos MMORPG, e também destacar as estratégias adotadaspelos aprendizes ao longo do referido processo. Trata-se de uma pesquisa qualitativa que teve como participantes três estudantes de letras/inglês, gamers. Para coletar os dados foram utilizadas narrativas de aprendizagem nas quais os aprendizes relataram seu processo de construção do conhecimento em LI, partindo do contato com os jogos. A pesquisa teve por fundamento o seguinte questionamento: De que forma a prática de games do gênero MMORPG auxiliam no processo de aprendizagem da língua inglesa? Os resultados demonstraram que esses jogos podem ser percebidos como recursos significativos no desenvolvimento de habilidades distintas, ampliando, também, o conhecimento vocabular, além de proporcionar atitudes autônomas, considerando as estratégias de aprendizagem adotadas pelos gamers.Palavras chave: Língua inglesa. Jogos eletrônicos. Narrativas de aprendizagem.  FROM START TO GAME OVER: ANALYSING ENGLISH LEARNING NARRATIVES WITH ELECTRONIC GAMES. Abstract: This study aims to investigate the learning process of english language (EL) students, who assume that they have learned the language through the practice of electronic games, specifically the so-called MMORPG games, and also highlight the strategies adopted by learners throughout this process. This is a qualitative research that had as participants  three students of letters/english, gamers. To collect the data, learning narratives were used in which the learners reported their process of knowledge construction in EL, starting from the contact with the games. The research was based on the following question: How can MMORPG games help in the English language learning process? The results showed that these games can be perceived as significant resources in the development of different abilities, also improving vocabulary knowledge, besides providing autonomous attitudes, considering the learning strategies adopted by the gamers.Keywords: English language. Electronic games. Learning narratives. 

scholarly journals Implementing a Language Learning Advising Service at a Self-Access Center in Cambodia

2016 ◽  
pp. 96-109
Author(s):  
Andrew D. Tweed
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
English Language ◽  
English Teachers ◽  
Learner Autonomy ◽  
English Language Learning ◽  
Full Potential ◽  
Learning Resources ◽  
Phnom Penh ◽  
Learning Plans

This article discusses the implementation of a language learning advising service at a self-access (SAC) center in Cambodia. The SAC was opened in 2011 at a language school in Phnom Penh as a way to provide learners with additional English language learning resources and to promote learner autonomy. While it was somewhat successful in meeting these objectives, an evaluation in late 2014 revealed that the SAC’s full potential was not being realized. In particular, support for learners was lacking, and interaction in the SAC was limited. After meetings between various stakeholders, it was agreed that a language learning advising service should be implemented. This decision has resulted in a number of ongoing developments: Cambodian English teachers have been designated as advisors; they have received training in language learning advising; and learning plans have been developed. The language learning advising system was trialed for one 10-week term, and the newly trained language learning advisors (LLAs) completed surveys about their advising experience. While the responses to these questionnaires showed that LLAs generally have a positive attitude toward advising, they also revealed a number of important areas for development.

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