scholarly journals L2 Motivations For Learning English as Foreign Language of Sudanese Students

2021 ◽  
Vol 2 (4) ◽  
pp. 91-103
Author(s):  
Omer Bashir
Keyword(s):  
Foreign Language ◽  
English Language ◽  
External Factors ◽  
The Other ◽  
Family Influence ◽  
Main Question ◽  
Educational Model ◽  
Language Understanding ◽  
Policy Makers ◽  
English As Foreign Language

Motivation is essential in learning a foreign language. Understanding how learners learn and what motivates and demotivate them will help the teachers, policy makers and curriculum planners .The study investigated the various reasons/motivations of the Sudanese Learners of English language based on Dorney  soci-educational model& Garder’s of  Second Language(L2) Self System.  The main question the paper tried to answer was what types of motivations of Sudanese L2 learners have? . A sample of 35 students were asked their opinions on what motives them in studying English by means of a questionnaire. The result of the study showed that the majority of the participants (95%)  had an  extrinsic motivations i.e external  factors for studying language, namely instrumentally-promotion and parental encourage and family influence .Also,  Ideal L2 had significant role in Sudanese learners, as 85% of the learners responded to the questionnaire items that assessed  this factor. The study also showed that the  ought L2 self has the lowest impact on the students learners, only 55% of learners  .The other factors /motivations that were tested in the study showed less influence on Sudanese learners but yet they are important to consider by teachers.

Attributions for Success and Failure: Gender and Language Proficiency Differences among Iranian EFL Learners

2016 ◽  
Vol 6 (3) ◽  
pp. 518 ◽  
Author(s):  
Afsane Mohammadi ◽  
Masoud Sharififar
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Attribution Theory ◽  
English Language ◽  
External Factors ◽  
English As Foreign Language ◽  
Proficiency Level ◽  
The Relationship

The study examined the attributions of Iranian English language learners for their successes and failure s in learning English as foreign language and to determine the relationship between learners' gender and attributions. Moreover, the relationship between their proficiency level and attributions was investigated. To this end, the Attribution Theory for Foreign Language Learners Questionnaire (ATFLL) was administered to 200 English language students studying in different private language institutes of Kerman and Mashhad, Iran. A theoretical framework adopted from Weiner (1986) was applied to categorize students' responses based on attributions (ability, effort, task difficulty and luck).  To analyze the data, SPSS 22.0 was employed. The results of the study indicated that learners attributed their success and failure to both internal and external factors but giving more priority to external factors. Furthermore, it was revealed that there were significant relationships between learner's gender, proficiency level and attributions.

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals The Library of Rudolf Steiner: The Books in English

2018 ◽  
Vol 9 (3) ◽  
pp. 21-46
Author(s):  
John Paull
Keyword(s):  
Social Science ◽  
Foreign Language ◽  
English Language ◽  
Native Language ◽  
New Age ◽  
The Other ◽  
Rudolf Steiner ◽  
The World ◽  
Personal Library ◽  
General Secretary

The New Age philosopher, Rudolf Steiner (1861-1925), was the most prolific and arguably the most influential philosopher of his era. He assembled a substantial library, of approximately 9,000 items, which has been preserved intact since his death. Most of Rudolf Steiner’s books are in German, his native language however there are books in other languages, including English, French, Italian, Swedish, Sanskrit and Latin. His library hosts more books in English than in any other foreign language. Steiner esteemed English as “a universal world language”. The present paper identifies 327 books in English in Rudolf Steiner’s personal library. Fifty percent of the English-language books identified are categorized as Theosophy (n=164). Rudolf Steiner was the General Secretary of the German branch of the Theosophy Society from 1902, and he hived off his own Anthroposophy Society in 1912. The present study reveals that Steiner maintained his interest in theosophy throughout his life as he stayed up to date with the proliferating portfolio of Theosophy publications. The publication dates of Steiner’s Theosophy collection range from 1877 to 1923. The leading exponents of Theosophy in his day are well represented in Steiner’s collection, including Annie Besant (n=61), Charles Lead beater (n=13), William Westcott (n=13) and Helena Blavatsky (n=10). Of the other 50% of the Anglo-books identified, 20% are in the category of Religion (n=67), 10% are Social Science (n=33), 6% are Philosophy (n=21), 4% are Science (n=13), and 3% each are Anthroposophy (n=11), History (n=9) and Arts (n=9). The publication dates of Steiner’s Anglo-books span the period 1659 to 1925. This demonstrates that Steiner was acquiring Anglo-books right to the end of his life. Steiner’s library throws light on the development of the thoughts of this remarkable individual and the present paper reveals Steiner’s engagement throughout his life with the world of Anglo-publishing and thought.

scholarly journals Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language

2018 ◽  
Vol 2 (1) ◽  
pp. 1-24
Author(s):  
Reza Anggriyashati Adara
Keyword(s):  
College Students ◽  
Foreign Language ◽  
University Students ◽  
Intrinsic Motivation ◽  
Mixed Method ◽  
English Language ◽  
The Other ◽  
English Speaker ◽  
Language And Culture ◽  
Method Approach

Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluent teacher as well as promoting students’ interest in English language and culture seem to be the solutions to reduce students’ demotivation. [Penelitian tentang faktor-faktor yang menurunkan motifasi (demotivation) dapat membantu para guru untuk menghindari factor-faktor tersebut dan memberikan wawasan untuk mempertahankan minat peserta didik dalam pembelajaran bahasa asing. Penelitian ini menganalisis faktor demotivasi dalam pembelajaran Bahasa asing. Untuk memperoleh jawaban dari beberapa pertanyaan, penelitian ini menerapkan pendekatan metode campuran. Seperangkat kuesioner yang diadaptasi dari model Sakai dan Kikuchi (2009) didistribusikan kepada tiga puluh delapan mahasiswa sedangkan wawancara dilakukan terhadap tiga dari mahasiswa tersebut. Temuan menunjukkan bahwa kompetensi guru dan kurangnya motivasi intrinsik merupakan faktor yang paling menonjol yang menyebabkan demotivasi di antara para peserta. Dalam hal ini, guru dianggap tidak kompeten oleh para peserta ketika guru memiliki pelafalan bahasa Inggris yang buruk dan tidak menyediakan ruang kelas yang komunikatif. Di sisi lain, kurangnya motivasi intrinsik ditunjukkan oleh hilangnya minat siswa dalam belajar dan tujuan mereka untuk berbicara dalam bahasa Inggris. Menyediakan ruang kelas yang komunikatif dengan guru yang fasih serta mempromosikan minat siswa dalam bahasa dan budaya Inggris tampaknya menjadi solusi untuk mengurangi demotivasi siswa]

scholarly journals Blogs as Powerful Learning Tools: The Perception from EFL Students in Indonesia

2018 ◽  
Author(s):  
Budianto Hamuddin ◽  
Indah Muzdalifah ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Alternative Media ◽  
English Language Teaching ◽  
Learning Tools ◽  
Online Questionnaire ◽  
English As Foreign Language ◽  
Publishing Article ◽  
Efl Students ◽  
Learning English

This post print paper presented in ICHaS 2017. Promoting the potential value of blogs in English Language Teaching (ELT) for English as a Foreign Language (EFL) Students is the focus of this present study. It's aimed to explain in a quantitative way the perceptions from English as a Foreign Language (EFL) students in using blogs. The students from PBIG FKIP Universitas Lancang Kuning in the province of Riau, Indonesia was selected based on the increasing trends of the blog used as alternative media to learn English during these two years. The analysis of this present study based its data from online questionnaire as the main instrument to collect the data. The online questionnaire was open from August 2016-February 2017 (6 months) and filled up by 161 students from English Department of FKIP Unilak who enroll in 6 different blog-based classes at PBIG FKIP Unilak. The analysis showing that the majority of the students had a positive perception that blog can be used as powerful tools to promote English language skills especially reading and writing. The data also reveals that using the blog as a learning journal can raise students’ motivation in learning English and publishing article. These positive results somehow showing that blog can be promoted as an alternative media of learning English for English as Foreign Language Students at PBIG FKIP Unilak or in other institutions around the globe that teach English as a Foreign language

scholarly journals Attitudes and Motivation of Turkish Undergraduate EFL Students towards Learning English Language

2014 ◽  
Vol 2 (3) ◽  
pp. 314 ◽  
Author(s):  
Fatma Tokoz Goktepe
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Motivational Orientation ◽  
Family Influence ◽  
Background Information ◽  
First Year ◽  
Integrative Motivation ◽  
First Year University ◽  
Learning English

<p><em>The purpose of this study is to investigate the attitudes and motivation of first-year Turkish undergraduates toward English language learning as a foreign language. The study was carried out with 90 students majoring in business studies at Cag University, Mersin in Turkey by administering a survey designed on a five-point Likert scale with 43 items including demographic questions about the learners’ background information such as gender, age, and how long they have been learning English. The items on the survey were chosen from Dörnyei and Csizér (2006) in a variety of Hungarian researches and from a recently designed questionnaire by Ryan (2005). The domains used for the purpose of the study were: integrativeness, attitudes to L2 community, cultural interest, attitudes to learning English, criterion measures, ideal L2 self, ought-to L2 self, family influence, instrumentality (promotion and prevention), and fear of assimilation. </em></p> <p><em>The data collected were analysed through descriptive statistics in SPSS statistical program. The results revealed that Turkish first-year university students learn English as a foreign language mostly for instrumental reasons, and it also showed that integrative motivation is dominant motivational orientation for the participants in some</em> degree.</p>

English on the Rise: Access and Resources in Internationalization

2016 ◽  
Author(s):  
Lauren Zentz
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Policy Implementation ◽  
English Language ◽  
The State ◽  
The Other ◽  
Access To Education ◽  
Curriculum Content ◽  
English Fluency ◽  
Ineffective Policy

The data presented in this chapter highlight the Indonesian state’s influence on citizens’ access to education as it implements policies that simultaneously aim to secure a national identity through enforcing Indonesian as medium of instruction in public schools and categorizing English as a Foreign Language. The state is in a double bind, and its policies are ineffective: in globalization, English cannot be avoided, but the state lacks the resources needed to meet internationalized standards with language and curriculum content appropriate to the needs of Indonesia’s student populations and the skills of its teachers. Because of these dynamics, the English language is accessed mostly by those who already have access to mobility, wealth, and “international standard” educations. The national categorization of English as a Foreign Language combined with a contradictory rush to get citizens English alone by increasing its distribution throughout educational curricula, promises nothing more than to reinforce levels of English fluency as indicators of individuals’ access to or marginalization from wealth and state-distributed educations. Beliefs that English alone will earn the Indonesian state and its citizens prosperous positions in national and global society act to conflate the English language with the other important material factors alongside which this symbol of wealth “hitchhikes” (Mendoza-Denton, 2011), and this has led to rushed and ineffective policy implementation on many levels.

English-Language Periodicals in Parisian Reading Rooms and the Cross-Channel Transfer of Editorial Innovation (1800–65)

2021 ◽  
Vol 10 (2) ◽  
pp. 165-185
Author(s):  
Diana Cooper-Richet
Keyword(s):  
Nineteenth Century ◽  
Foreign Language ◽  
English Language ◽  
Historical Context ◽  
The Other ◽  
Media System ◽  
Change Direction ◽  
The Press ◽  
Edinburgh Review ◽  
Quarterly Review

In the historical context of the development and modernization of the press, of an increasingly intense transnational circulation of ideas and of editorial styles, this essay sets out to analyze the reasons why reading rooms specialized in the foreign-language press, especially in English—for which the market was narrow—were successful in Paris during the first half of the nineteenth century. It examines the consequences of the circulation of the normally difficult to access British periodicals and newspapers, such as the Edinburgh Review, the Quarterly Review and the Westminster Review present in these reading rooms, on the transformation of the French media system. In the 1850s and 1860s, the wind started to change direction. By then, on the other side of the Channel, Alexander Macmillan and Mathew Arnold had become fervent admirers of the famous Revue des deux mondes. This turnabout testifies to the complexity of the mechanisms at work behind transnational cultural transfers and media innovation in France and in Britain at the time.

EFL Acquisition External Problems and Difficulties: An Investigative Interview to Examine Saudi Students' Thoughts and Feelings

2016 ◽  
Vol 7 (3) ◽  
pp. 484
Author(s):  
Mamoon M. Alaraj
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Real Life ◽  
Male Students ◽  
Policy Makers ◽  
Saudi Students ◽  
Investigative Interview ◽  
King Abdulaziz University ◽  
And Training

This study aimed to explore and discover how Saudi students feel and think about English as a Foreign Language (EFL) acquisition and its problems and difficulties. It also aimed at sorting out the most common external EFL problems and difficulties that made most of them fail to successfully acquire English language. A sample of 300 male students was randomly chosen from level one students in their foundation year at King Abdulaziz University in Jeddah, Saudi Arabia. Those students recently graduated from secondary schools spread all over the country and so they represented the different regions of the country. Data for this study was obtained from interviews. The results of the interviews showed that students had an actual desire to learn English. The EFL external problems and difficulties were categorized into a set of four main groups: (1) Insufficient exposure to and practice of language in real life situations, (2) Teachers’ lack of seriousness and training, (3) Lack of motivation and (4) Inappropriate textbooks. This study can help English teachers, supervisors, curriculum designers and education policy-makers in Saudi Arabia overcome these problems and difficulties.

scholarly journals Teachers' Perception on Postmethod Pedagogy in EFL Classes of Nepal

2018 ◽  
Vol 1 (1) ◽  
pp. 46-57
Author(s):  
Pitambar Paudel
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
English Language ◽  
Language Teaching ◽  
Phenomenological Research ◽  
English Language Teaching ◽  
Quality Changes ◽  
Teaching English ◽  
English As Foreign Language ◽  
Phenomenological Research Design

Discussion on the use of method and postmethod in teaching English has become a debatable issue in Nepal. Many methods emerged as reaction to others claiming each of them as the best one but questions of their practicality and utility led to the development of postmethod pedagogy. This pedagogy empowers teachers' autonomy in the classroom and encourages them to design the best alternative way from the choices on the basis of their experience, knowledge and the context. However, the inclination to method is also on the rise. Supports claim that no practice will be method free. In this context, this study attempts to explore the teachers' perception on postmethod pedagogy in English as Foreign Language (EFL) classes of Nepal. In order to achieve the designated objective, the descriptive phenomenological research design was used and 12 teachers who are teaching English at different schools in Pokhara were purposively selected. The data revealed that teachers have a positive and hopeful experience towards postmethod pedagogy and want to open quality changes in English language teaching, developing context and culture sensitive pedagogy.

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