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 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 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.

scholarly journals An English-language Multimedia Teaching Model Based on Krashen’s Theory

2018 ◽  
Vol 13 (08) ◽  
pp. 198
Author(s):  
Fang Yuan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Teaching Practice ◽  
Teaching Mode ◽  
Student Centered ◽  
College English ◽  
English Teaching ◽  
Self Confidence ◽  
Teacher Student ◽  
Multimedia Teaching

Traditional English teaching practice often centers on the teacher and implements the teaching mode of “exemplifying by the teacher-answering by students-evaluating by the teacher”. This inflexible teaching mode fails to fully exert student’s subjective function; at the same time, due to the lack of necessary guidance and help from teachers, students are more likely to suffer from learning burnout and low self-confidence. With this regard, an English multimedia teaching mode was proposed in this study based on Krashen’s “Language Input Theory”. The theory is characterized by emphasizing the analysis of English language learning from the perspectives of “acquisition” and “learning”, advocating “understanding” of knowledge and using student-centered teaching methods. In this study, Krashen’s theory was combined with interactive learning methods and multimedia information technology to form an English teaching mode focused on “teacher-student”, “student-student” and “student-computer” interactions and build an “in class- after class” and “online-offline” English learning environment. This mode was practically applied in the teaching of “College English” at Hohai University in Jiangsu Province, China. The results show that the English multimedia teaching mode based on Krashen’s theory is more effective than the traditional teaching mode in improving students’ interest and self-confidence in learning.

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 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 The English teacher's attitude towards internet personal access device (iPad) in teaching and learning process

2021 ◽  
Vol 12 (1) ◽  
pp. 163-176
Author(s):  
Miftahul Jannah
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
Study Approach ◽  
Integration Of Technology ◽  
Teaching Learning ◽  
Cognitive Attitudes ◽  
Banda Aceh

Regardless of the integration of technology into English learning at school brings an abundance of advantages, there are still very few teachers who have been implementing technology. iPad as a learning medium in English language learning has been widely applied in many countries. However, the use of iPad for English language learning in Banda Aceh is still considered uncommon. Descriptive qualitative research with a case study approach was carried to find out an English teacher’s attitude towards the integration of iPad in English teaching-learning class in Al-Azhar Cairo Islamic Junior High School in Banda Aceh. An observation sheet and guided interview were used to gather the data. The data analysis was processed in the form of condensation data, display data, and conclusion data which are proposed by Miles, Huberman, and Saldana (2014). The findings show that the English teacher delivered 91 utterances consisted of 34 affective attitudes, 28 conative attitudes, 16 evaluative attitudes, and 13 cognitive attitudes. The highest frequency attitude showed by the teacher is the affective attitude meanwhile the lowest is the cognitive attitude.

scholarly journals Students’ Perceptions of the Use of Blogs in English Language Learning

2017 ◽  
Vol 10 (1) ◽  
pp. 101
Author(s):  
Miftachudin Miftachudin
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
English Language Learning ◽  
Structured Interviews ◽  
State Institute ◽  
Islamic Studies ◽  
Self Confidence ◽  
Two Stages

This study aims to provide understanding about students’ perceptions of the benefits of blogs in English language learning and their challenges in authoring blogs. Unlike standard websites, blogs provide free and simple platforms that can be used by students without knowledge of computer language. Blogs can be considered as a new authentic English language learning environment in which reflection and collaboration take place. In addition, this study explores the benefits of blogs in English language learning. Furthermore, it investigates the challenges in authoring blogs that potentially define the gaps between students’ perceptions and blogging practice in English language learning. This study involves three undergraduate students at the State Institute for Islamic Studies (IAIN) Salatiga. It is conducted by using two stages of semi-structured interviews through Skype. The findings from the data analysis outline that the students perceive blogs as a beneficial application for English language learning in the areas of writing, reading and communication. However, they also admit that challenges remain in authoring blogs, such as performance fluctuation, self-confidence and aspects of technology. From the findings, there is a suggestion to formulate strategies in order to counteract the challenges. Thus, the use of blogs improves the quality of English language learning in any future practice.   

scholarly journals The Nose-Bleed Syndrome: A Study on the Attitude of the College Students towards English Language Learning and Their Linguistic Self-Confidence in a Multi-Cultural Context

2016 ◽  
Vol 24 (1) ◽  
Author(s):  
Annie Mae C. Berowa
Keyword(s):  
Language Learning ◽  
Cultural Context ◽  
English Language ◽  
Group Discussion ◽  
The Philippines ◽  
Target Language ◽  
English Language Learning ◽  
State University ◽  
Job Interviews ◽  
Self Confidence

The expression “nose-bleed!” has become the most popular expression among Filipinos when asked to speak in English. In the Philippines, English is the most feared language. This fear is seen in classes where students feel so anxious that they may mispronounce a word or that they may commit grammatical inaccuracies. This also happens during job interviews when most of the applicants would sweat out while using English. The study was undertaken to determine the profile of the select students as respondents of the study, their attitude towards English language learning, and the situation/s that they feel linguistically confident in using the target language in a multi-cultural context. The study was conducted at the Mindanao State University (MSU), Main Campus, in the Islamic City of Marawi. The study utilized both quantitative and qualitative data collection and analysis procedures. Survey questionnaire and Focus Group Discussion (FGD) were employed. The questionnaire was administered to 129 randomly selected Job Enabling English Proficiency (JEEP) Program students, and then the FGD was conducted to probe further certain points that require illumination. It was concluded that the respondents have a positive attitude toward learning the English language. It was also disclosed that the linguistic self-confidence of the respondents leaned more on the situation-specific self-confidence.

scholarly journals Identity, Motivation and English Learning in a Japanese Context

2017 ◽  
Vol 7 (4) ◽  
pp. 18 ◽  
Author(s):  
Nooshin Goharimehr
Keyword(s):  
Language Learning ◽  
English Language ◽  
Influencing Factor ◽  
English Language Learning ◽  
English Learning ◽  
Efl Learners ◽  
Self Confidence ◽  
Positive Attitudes ◽  
L2 Motivational Self System ◽  
Integrative Motivation

Founded upon motivation, identity and self theories, this qualitative case study explored the motivational self systemand identities of Japanese EFL learners and their influence on motivation and English language learning. Data wascollected through online surveys among 22 graduate and undergraduate university students. The survey resultsindicated high motivation, international orientation and positive attitudes toward English language learning. Thethematic analysis of students’ detailed responses to the open-ended questions showed a stronger instrumentalmotivation and lack of desire to join and identify with the English communities and culture. International orientationappeared to be a better measure of motivation as opposed to integrative motivation. Moreover, the learners hadinhibitory factors operating against English learning motivation and speaking practices such as anxiety and lowlinguistic self-confidence. Resistance to new cultural identities or identity conflicts resulted from different culturalcontexts show to be an influencing factor in L2 learning. In sum, combining Gardner’s views on motivation,Norton’s conceptions of identity and Dörnyei's L2 Motivational Self System together with qualitative approachesmight render a deeper understanding of motivational barriers of Japanese EFL learners.

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