scholarly journals Imagined Communities and Identities in English as a Foreign Language (EFL) Learning: A Literature Review

JET ADI BUANA ◽  
2021 ◽  
Vol 6 (02) ◽  
pp. 109-123
Author(s):  
Vu Anh Luong ◽  
Thao Quoc Tran
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Imagined Communities ◽  
English Language Learning ◽  
Imagined Community ◽  
The Ideal ◽  
Efl Learning

Imagined community and identity have been recognized as critical aspects in English language learning. Imagined community refers to the ideal community that learners wish to get engaged in, while imagined identity refers to the ideal self that language learners wish to become in the future. However, there is a scant research on these two notions in relation to English as a foreign language (EFL) learning. To that end, this paper aims to present the literature review of the contemporary theories on imagined communities and identities in EFL learning. It first discusses the imagined communities regarding the functions, community of practice, notions of imagined communities and concepts of imagined EFL classroom communities. It then scrutinizes imagined identities in terms of poststructuralists’ theory, English language learners’ identities, notion of imagined identity and EFL learners’ imagined identity. This paper is hoped to provide a timely and needed conceptual framework for other relevant constructs (e.g., English language learning investment) in English language learning.

Self-Regulation in Language Learning

2017 ◽  
Vol 124 (2) ◽  
pp. 531-548 ◽  
Author(s):  
Wen-Ta Tseng ◽  
Heidi Liu ◽  
John-Michael L. Nix
Keyword(s):  
Factor Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Self Regulation ◽  
English Language Learning ◽  
Self Regulated Learning ◽  
Foreign Language Learners ◽  
Regulatory Capacity

Self-regulated learning has been a widely researched subject for decades in educational psychology. Different instruments have been developed to understand learners’ self-regulated learning in a specific subject domain. This study developed a measurement scale to assess English-as-a-foreign-language learners’ self-regulatory capacity in English language learning and further examined the effects of gender on English-as-a-foreign-language learners’ self-regulatory capacity. A series of psychometric analyses including exploratory factor analysis, confirmatory factor analysis, and full structural equation modeling were undertaken to answer the research questions raised. The findings suggest that the scale can attain high reliability and strong validity in two different samplings, and the underlying construct of self-regulation in English language learning is shown to be multidimensional with a significant impact by gender. Theoretical and pedagogical implications are further put forward in light of the research findings.

scholarly journals English Language Learning Strategies Reported By Advanced Language Learners

2016 ◽  
Vol 12 (2) ◽  
pp. 67-76 ◽  
Author(s):  
Juyeon Lee ◽  
Michael Heinz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Cognitive Strategies ◽  
Learning Activities ◽  
English Language Learning ◽  
Language Learning Strategies

The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.

scholarly journals RETHINKING THE USE OF L1 IN L2 CLASSROOM

2019 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Zulfikar Zulfikar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Learning ◽  
Learning And Teaching ◽  
L2 Learning

Using mother tongue (L1) in a foreign language (L2) classrooms is inevitable. Despite the debate over the adequacy of using L1 in the teaching of L2, this paper argues using L1 in the classroom does not hinder learning, and that L1 has a facilitating role to play in the classroom and can help L2 learning and acquisition. This paper shows that L1 is an inseparable part of language teaching, and it has several functions for both the students and teachers in English language learning and teaching. Therefore, those who believe L1 has a minimal role to play in the teaching of a foreign language are invited to think again of its role and contributions it makes to the fields of language learning and teaching.

FORMATION OF FOREIGN-LANGUAGE PHONETIC COMPETENCE WITHIN THE FRAMEWORK OF ENGLISH LANGUAGE LEARNING IN GENERAL SCHOOL EDUCATION

2020 ◽  
Vol XIII (XIII) ◽  
pp. 32-36
Author(s):  
I.A. GROKHOVSKAYA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Oral Communication ◽  
English Language Learning ◽  
Initial Stage ◽  
Correct Pronunciation ◽  
General School ◽  
Language Competencies ◽  
Development Of Students

This article discusses the peculiarities of developing the phonetic skills of students in English lessons. The study of the phonetic system is a rather complex aspect in the system of mastering foreign-language competencies in English lessons at school. That is why it is necessary to lay the foundation for correct pronunciation and articulation at the initial stage of training followed by the development of this skill which contributes to the development of students' abilities in oral communication in a foreign language.

EFL Learners' Home Culture Attachment and their Attitudes towards English Language Learning: A structural equation modeling approach

2017 ◽  
Vol 6 (7) ◽  
pp. 161
Author(s):  
Zahra Sharifi Feriz ◽  
Khalil Motallebzadeh ◽  
Ma'ssoumeh Bemani Naeini
Keyword(s):  
Structural Equation Modeling ◽  
Foreign Language ◽  
Language Learning ◽  
Structural Equation ◽  
English Language ◽  
Pearson Correlation ◽  
Reliability And Validity ◽  
Equation Modeling ◽  
English Language Learning ◽  
Home Culture

The purpose of the present study is to examine home culture attachment construct and its underlying variables among Iranian English as Foreign Language learners as well as their attitudes towards English language learning. Pearson correlation is used with a sample of 411 English major university students from different provinces in Iran, mainly Khorasan Razavi, Khoran Jonoubi and Sistan Baluchestan participated in this study. As for the quantitative phase of data collection, the study employed home culture attachment and attitude towards English language learning questionnaires. The reliability and validity of these questionnaires are reported. A home culture attachment model and an attitude model are also developed and tested using structural equation modeling. The results suggest that all three subscales of attitudes (emotional, behavioral, and cognitive) are positive and significant predictors of students' western attachment. From three subscales of attitude, only behavioral attitude is negative and significant predictors of students' religious attachment. In addition, Iranian attachment is influenced by cognitive attitudes and emotional attitudes. Besides, cognitive attitude is a positive and significant predictor of students' cultural attachment. It is also found that, artistic attachment is influenced by behavioral attitudes and emotional attitudes. Finally, the pedagogical implications are discussed in light of foreign language achievement.

scholarly journals Relationship of School Environment and English Language Learning at Government Schools

2019 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Muhammad Arfan Lodhi ◽  
Abdul Hye Sahar ◽  
Numra Qayyum ◽  
Samreen Iqbal ◽  
Huma Shareef
Keyword(s):  
Academic Success ◽  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
School Environment ◽  
English Language ◽  
English Language Learning ◽  
Population Parameter ◽  
Government Schools ◽  
Esl Learners

Academic success of language learners is not only determined by their level of intelligence but it is also associated with the learning environment provided to them. The current study is an attempt to investigate the factors which affect learning environment of English language learners at government schools. In this context a survey based research design was selected by following quantitative methodology. Sample was drawn from the population parameter of government schools. The students were selected randomly whereas teachers and head teachers were selected by using convenient sampling technique. A questionnaire was developed, validated and administered to know the perspectives of the selected respondents. Findings of the study revealed that suitable school environment provides significant contributions to ESL learners’ performance and accomplishment. The study also found that student-teacher and teacher-parent relationship promote and strengthen language learning capacity of ESL learners. It is highly recommended to develop such school environment which is conducive to English language learning; as environmental factors at school are as important as pedagogical interventions of ESL teachers.

scholarly journals A CRITICAL STUDY ABOUT THE EFFECTS OF BLOOM’S TAXONOMY IN THE CONTEXT OF ENGLISH LANGUAGE TEACHING AT UNIVERSITY LEVEL

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Salma Niazi, Farida Azim Lodhi, Huma Mahmood
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Bloom's Taxonomy ◽  
Language Teachers ◽  
English Language Learning ◽  
Bloom’S Taxonomy ◽  
English Language Teachers ◽  
University Level

The purpose of this study was to critically analyze the effectiveness of Bloom’s taxonomy of educational objectives, in teaching English language at university level in Karachi, Pakistan. The conceptual framework of the study, included the results of two groups of English language learners that were independent and controlled group. For the current study quantitative research design was used. The population was English language teachers and students of English Department, those were sixty. Stratified sampling was used to extract the research sample. A well-designed test containing twenty-five marks was constructed, to get the achieved outcome of language teaching and learning. It was concluded that incorporating Bloom’s objectives of teaching would be able to improve English language learning among students at tertiary level. It was recommended that teachers training workshops should be arranged for English language teachers, so that they may enhance their knowledge about teaching critical thinking while incorporating Bloom’s objectives of teaching methodology, that may be benefitted both language learners and research in the field of English language learning in Pakistan.

scholarly journals A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary

2019 ◽  
Vol 9 (1) ◽  
pp. 225-246
Author(s):  
Kata Csizér ◽  
Csaba Kálmán
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Learning Experiences ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
English Language Teachers

Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.

scholarly journals The Role of Motivation in English Language Learning: A Qualitative Study

2021 ◽  
Vol 8 (2) ◽  
pp. 68-72
Author(s):  
Roselle M. Soriano ◽  
Christian N. Escario ◽  
Pilipina B. Cagurangan ◽  
Annalene Grace E. Co ◽  
Chleo G. Pascual ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Environment ◽  
English Language ◽  
Parental Influence ◽  
Intervention Program ◽  
English Language Learning ◽  
State University ◽  
Structured Interviews ◽  
Factors Influencing

Numerous studies have found a positive connection between learners’ motivation towards foreign language and foreign language achievement. Drawn upon semi-structured interviews and focus group discussions among students, this study sheds light on the significant impact of motivation in English language learning. Further, this study explores the lived experiences of students and the factors influencing their motivation in learning the English Language. Purposeful sampling was to select participants in the different courses of Quirino State University, Cabarroguis Campus, Philippines. The results revealed that the teacher's influence, enjoyment in learning, desire to learn, parental influence, and classroom environment were the factors influencing students' motivation in learning the English Language. Thus, this study suggests that teachers should be aware of these factors of inspiration in their classrooms and consider these as significant parts in developing an English Language Intervention Program to motivate the students and improve their proficiency in learning the English Language.

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