scholarly journals Practical Exploration of Cultivating Autonomous Learning Ability with the Upsurge of Foreign Language MOOCs

2021 ◽  
Vol 3 (2) ◽  
pp. 158-162
Author(s):  
Xiaoqing Rao
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Autonomous Learning ◽  
Learning Ability ◽  
Foreign Language Learners

At present, MOOCs are rapidly emerging throughout the country which bring great challenges as well as opportunities to foreign language teaching. Foreign language learners can learn language better through MOOCs. However, the teaching effect of MOOCs is directly determined by learners’ autonomous learning ability. Therefore, this article discusses the relevant theories of autonomous learning, analyzes foreign language learners’ autonomous learning on the MOOCs platform, and proposes methods to promote the autonomous learning ability of foreign language learners.

scholarly journals A Qualitative Research on Foreign Language Teaching Anxiety

2016 ◽  
Author(s):  
Selami Aydin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Language Teaching ◽  
Research Area ◽  
Foreign Language Teaching ◽  
Negative Evaluation ◽  
Foreign Language Learners ◽  
Service Training ◽  
Teaching Anxiety

While research mainly focuses on identification of anxiety, its causes and effects on the learning process and the ways to allay anxiety among foreign language learners, foreign language teaching anxiety has remained a research area that has not attracted much attention. Therefore, in the context of teaching anxiety among pre-service teachers of English as a foreign language (EFL), the current study aims to investigate the sources of foreign language teaching anxiety (FLTA). The sample group in the study consisted of 60 pre-service teachers. A background questionnaire, interviews, reflections and essay papers were used to collect qualitative data. The results indicated that pre-service teachers experience FLTA before, during and after their teaching activities. The study also concluded that the sources of FLTA are teachers’ personality, perceptions of low level language proficiency, fear of negative evaluation, teaching demotivation and amotivation, teaching inexperience and technical concerns. It was recommended that the curricula of pre- and in-service training programs should include topics to raise awareness of FLTA.

scholarly journals A Meta-synthesis of Qualitative Research about Mobile Assisted Language Learning (MALL) in Foreign Language Teaching

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Ceyhun YÜKSELİR
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
High Stakes ◽  
Policy Makers ◽  
Foreign Language Learners ◽  
Mobile Assisted Language Learning

The previous research indicates that technology plays an important role and has a great potential in foreign language teaching. It is also obvious that mobile assisted language learning (MALL) considerably affects learning process among foreign language learners. Thus, this current study aims to present a meta-synthesis of qualitative research results on the MALL published in high stakes academic journals especially in the last decade. Through electronic databases, the results of studies about MALL were identified and included in the study. After collecting the studies about MALL, thematic analysis was used and some of the themes were identified and analyzed in accordance with the data, respectively. It is expected that this study will not only help the target groups such as learners, lecturers and language policy makers to broaden their knowledge about technology in Turkey, but also result in an increased awareness of MALL.

scholarly journals Using Films in Vocabulary Teaching of Turkish as a Foreign Language

2017 ◽  
Vol 5 (5) ◽  
pp. 27
Author(s):  
Adem İşcan
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Language Learners ◽  
Foreign Students ◽  
Reading Skills ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Language Learners

The use and utility of auditory and visual tools in language teaching is a common practice. Films constitute one of the tools. It has been found that using films in language teaching is also effective in the development of vocabulary of foreign language learners. The literature review reveals that while films are used in foreign language teaching and there are many studies in this subject, very few studies have been done in our country and this is not enough. In this study, the development of Turkish vocabulary of foreign students through films has been discussed. Examples of activities aimed at the development of reading skills through films that teachers can use in foreign language are presented.

scholarly journals Phonetic notation in foreign language teaching and learning: potential advantages and learners’ views

2015 ◽  
Vol 13 (3) ◽  
pp. 292-314 ◽  
Author(s):  
Jose A. Mompean
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Potential ◽  
Foreign Language Learners ◽  
Raising Awareness ◽  
Language Teaching And Learning

This paper focuses on the use of phonetic notation in foreign language teaching and learning. The aim of the paper is twofold: first, we review some of the potential advantages that the use of phonetic notation seems to have in language teaching and learning; and secondly, the paper reports on learner views obtained with a questionnaire anonymously filled in by EFL (English as a foreign language) learners in tertiary education who followed an English course where an extensive use of phonetic symbols was made for pronunciation work in Finland, France and Spain. The results suggest that learners were relatively familiar with phonetic notation prior to their course although there were differences between countries. Phonetic notation was perceived positively by a majority of learners, particularly in terms of its perceived potential for raising awareness of the target language’s pronunciation features and its potential to visually represent sounds. Learners’ answers were also mostly positive regarding the potential of phonetic notation for autonomous learning, as well as the perceived ease and usefulness of phonetic notation.

The Use of Virtual Worlds in Foreign Language Teaching and Learning

2019 ◽  
pp. 1949-1972
Author(s):  
Ellen Yeh ◽  
Guofang Wan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Virtual Worlds ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Dynamic Environment ◽  
Foreign Language Teaching ◽  
Learning Instruction ◽  
Language Teaching And Learning

This book chapter presents, a review of the literature from 2004-2014 regarding the various models of virtual worlds used in foreign language teaching and learning, the impact of virtual world learning environments and the implications of language teaching. The study being reported aims to address the following questions: (1) What are the models of virtual worlds used in language learning instruction in K-12 and higher education; (2) How do VWLEs impact language learning in terms of motivation, communicative competency, intercultural competency, collaborative competency, constructivist learning, and sociocultural competency; and (3) What are the implications of using VWLEs in foreign language teaching and learning? Results indicate that social context and task-based learning enhanced language learners' participation and motivations. Findings also indicate that consistent use of interactional strategies encouraged learners to engage in the tasks and stay motivated. The study suggested that a VWLE offers a motivating, engaging, and multi-dynamic environment for language learners.

scholarly journals Non-Verbal Communication: Why We Need It in Foreign Language Teaching and How We Can Foster It with Drama Activities

2014 ◽  
Vol VIII (2) ◽  
pp. 28-43
Author(s):  
Carola Surkamp
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Verbal Communication ◽  
Foreign Language Teaching ◽  
Willingness To Communicate ◽  
Language Learner ◽  
Positive Effects ◽  
Intercultural Encounters

Even though non-verbal communication is an essential part of communicative situations, it still is a neglected issue in foreign language teaching. This is quite surprising as no language learner can achieve communicative competence without having some knowledge of non-verbal phenomena, which make communication authentic and serve numerous functions needed for communicative success.Teaching a combination of verbal and non-verbal aspects of communication has positive effects on the language learning process in general and on the students’ willingness to communicate in particular. Furthermore, it is important for language learners to become aware of the role non-verbal communication plays in intercultural encounters. Additionally, the knowledge and awareness of the functions of non-verbal communication also help to develop literary competence since non-verbal phenomena contribute to a text’s meaning and its effect on the reader in both drama and prose.The objectives of this paper are to outline the nature and functions of non-verbal communication, to show why integrating non-verbal phenomena into different areas of FLT can be highly valuable, and to present drama activities that help sensitise students to non-verbal aspects of communication in various contexts.

scholarly journals THE REFLECTIONS OF PRE-SERVICE EFL TEACHERS ON OVERCOMING FOREIGN LANGUAGE TEACHING ANXIETY (FLTA) DURING TEACHING PRACTICUM

2019 ◽  
pp. 389
Author(s):  
Dilek Tüfekçi Can
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Teaching Practicum ◽  
Efl Teachers ◽  
Teaching Anxiety

Whereas research on English as a Foreign Language Learning (EFLL) anxiety has been the focus of many researchers, English as a Foreign Language Teaching (EFLT) anxiety as a newly pop-up concept has gained lesser attention than EFLL. Moreover, the research on EFLL commonly focuses on the anxiety provoking factors. Yet again, there has been very limited research on how to overcome anxiety-provoking factors on both research areas. Accordingly, as this study was two of the three segments of a university-based project and the subject of anxiety-provoking factors was the issue of another study, the purpose of this study was firstly to explore how to overcome anxiety-provoking factors among pre-service EFL teachers while teaching English to young language learners at a real classroom setting as a part of teaching practicum. Secondly, this study also attempted to make a holistic classification rather than an atomistic one as it classified the findings of overcoming anxiety provoking factors into subtitles such as cognitive, affective, socio-cultural resolutions and some other official resolutions. In the study, 25 EFL pre-service teachers at Balikesir University were the sample group. The qualitative data was collected through background questionnaires, interviews and reflections. The study concluded that pre-service EFL teachers revealed their reflections on how to overcome anxiety-provoking factors as they experienced Foreign Language Teaching Anxiety (FLTA) whilst practicing teaching English to young language learners during teaching practicum courses. Some practical recommendations were given at the end of the study. 

scholarly journals Teacher’s and learner’s roles in autonomy-oriented foreign language teaching: a theoretical investigation

2020 ◽  
Vol 4 (2) ◽  
pp. 31-36
Author(s):  
Dung Nguyen Tri Tran
Keyword(s):  
Foreign Language ◽  
Theoretical Investigation ◽  
Learning Process ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Autonomous Learning ◽  
Teaching Community ◽  
Teachers And Students ◽  
Global Language

The global language teaching community has largely spotlighted students’ autonomous learning for the last few decades. Through the thorough review of the existing literature on learner autonomy, this article aims to theoretically investigate this concept as well as clearly specify the roles played by teachers and students in an autonomy-oriented classroom. Autonomous learning is not at all synonymous with the absolute elimination of teacher’s role and learner-learner relationships. In fact, language instructors need to comprehend their roles in a multidimensional way, and students are supposed to be responsibly active for their own learning process as well as positively interdependent for academic cooperation.

scholarly journals Improvement of Students’ Autonomous Learning Behavior by Optimizing Foreign Language Blended Learning Mode

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110711
Author(s):  
Xue Wang ◽  
Wei Zhang
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Curriculum Design ◽  
Teaching Practice ◽  
Autonomous Learning ◽  
Learning Ability ◽  
Learning Behavior ◽  
College English ◽  
English Curriculum ◽  
Foreign Language Learners

Given the significance of cultivating students’ autonomous learning ability, there is a need to develop an instructional model that can improve students’ awareness and behavior of autonomous learning, as well as to explore the effectiveness and optimization of this model effectively. Taking college English course as a case study, this paper constructs a blended learning mode based on SPOC, which combines advantages of online and offline teaching. 15 types of nonredundant sets resulting from 500 questionnaires has been explored, and the optimal factor combinations have been found out from 15 types with the technology of data mining to optimize the mode constructed previously. Optimized blended learning mode, emphasizing the optimal factors more, has been applied to College English curriculum design and teaching practice in China. Surveys of students’ achievement and autonomous learning behavior have been conducted after experiment. The results of the research indicate that the optimized blended learning mode will stimulate foreign language learners’ learning motivation, cultivate their autonomous learning ability, so as to construct and improve their autonomous learning behavior further.

Teaching of culture within foreign language teaching and its relationship to nationalism

2001 ◽  
Vol 24 (1) ◽  
pp. 61-73
Author(s):  
Akemi Dobson
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Boundary Maintenance ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
National Boundaries ◽  
Communication Needs

Abstract This paper argues that the teaching of culture in second/foreign language classrooms involves more than equipping learners with the knowledge and skills necessary to communicate with native speakers. In the past few decades, the emphasis in second/foreign language teaching has shifted from acquisition of linguistic forms to enhancing communicative competence. In that process the native speaker has been seen as a source of "correctness" in communication behaviour and the target culture, monolithic and homogeneous. Such practice enforces the current nationalism-dominated worldview and may contribute to boundary maintenance between nations as much as, or possibly more than, to cross-cultural understanding and tolerance. This argument is based on the recognition that second/foreign language classrooms act as a location where more than two nations intersect, contributing to formations of cultural identities: both Us and the Other. In the current world of ever-increasing globalisation, national identity, which is embedded in our language and discourse, is more vigorously formed than ever in order to maintain national boundaries. Therefore, it is necessary for the second/foreign language profession to address the implications of cultural contents beyond communication needs and to foster critical attitudes in language learners.

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