scholarly journals The Need for Establishing an English Self-Access Center at Osaka University: Practical Suggestions and Overall Guidelines

2017 ◽  
pp. 365-378
Author(s):  
Parisa Mehran ◽  
Mehrasa Alizadeh ◽  
Ichiro Koguchi ◽  
Haruo Takemura
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Learning Opportunities ◽  
English Language Teaching ◽  
Learning Center ◽  
Efl Learners ◽  
Guided Learning ◽  
The Status ◽  
Language Needs

As part of a PhD project, an in-depth needs analysis was carried out to assess the English language needs and difficulties of undergraduate Japanese EFL learners at Osaka University. The results were primarily intended to guide the design and development of an online English for General Academic Purposes (EGAP) course. The findings further revealed a pressing need for launching and maintaining self-access language learning facilities which could provide learners with independent and semi-guided learning opportunities addressing their needs and interests. In this paper, the importance of establishing a self-access language learning center at Osaka University will be proposed with the goal of fostering learner autonomy. In fulfilling this objective, practical suggestions and overall guidelines will be outlined based on a number of language learning center observations in Japan. It is hoped that this writing will serve as a stimulus to strengthen the status of English language teaching at Osaka University.

scholarly journals Effects of Proficiency and Motivation on the Choices of Language Learning Strategies

2012 ◽  
Vol 2 (3) ◽  
pp. 179
Author(s):  
Attapol Khamkhien
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
English Language Teaching ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Future Planning ◽  
Efl Learners ◽  
Common Learning

The objectives of this investigation were twofold: 1) to identify language learning strategies commonly used by Thai EFL learners, and 2) to determine the roles of three variables contributing to their strategy use: language proficiency and motivation. A set of questionnaires consisting of the Strategy Inventory for Language Learning (SILL), and the Motivated Strategies for Learning Questionnaire (MSLQ) was given to 1,405 Thai university students studying English. The analysis revealed that, in general, memory strategies were found to be the most common learning strategies, whereas social strategies were the least common. Motivation was reported to be the most significant variables affecting their choices of language learning strategies. The analysis revealed certain elucidating facts that can be utilized in future planning of English language teaching to improve the English performance of Thai learners.

A REVIEW OF RECENT METHODOLOGIES, TECHNOLOGIES AND USABILITY IN ENGLISH LANGUAGE CONTENT DELIVERY

2016 ◽  
Vol 78 (12-3) ◽  
Author(s):  
Lim Kok Cheng ◽  
Ali Selamat ◽  
Fatimah Puteh ◽  
Farhan Mohamed
Keyword(s):  
Language Learning ◽  
English Language ◽  
Research Capacity ◽  
Content Delivery ◽  
English Language Teaching ◽  
Delivery Methods ◽  
Current Trends ◽  
The Status ◽  
Comparative Results ◽  
Language Content

English Language Teaching (ELT) and content delivery have undergone vast shift in this era of modernization. With analogue content digitized as a common form of knowledge delivery, methodologies equipped with current technologies have produced new perspectives on English Language Learning. This paper reviews the status, context, teaching parameters, assessment parameters, teaching strategies and usability in the current research capacity of ELT, highlighting the current works with technologies in their content delivery methods. Emerging technologies in ELT has also inspires the other spectrum of study involving the usability of technological interfaces, which has evolved constantly with the progression of human and computer interactivity. The aim of this research is to rediscover usability evolution surrounding the technologies in ELT and to redefine the gap existed in between English learning and tools interactivity. Current technologies and usability measures used in ELT will be discussed, highlighting the current trends in gauging interface interaction. A summary of comparative results in the aforementioned works will also be highlighted in this review paper, together with the categorization of reviewed parameters, variables and metrics in ELT. The reviews conducted have shown that there are still many unexplored areas in ELT, ELT technologies and usability in ELT. 

scholarly journals LOCAL AND TARGET CULTURE MATERIALS: INSIGHT INTO TEACHERS’ PERSPECTIVES

2018 ◽  
Vol 1 (1) ◽  
pp. 245-254
Author(s):  
Chris Asanti ◽  
Syamdianita Syamdianita
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Teachers ◽  
English Language Teaching ◽  
Contemporary World ◽  
The Status ◽  
Development Technology ◽  
World English ◽  
Teachers Perspectives ◽  
Target Culture

In this contemporary world, English is used to link the communication among people internationally for different universal purposes (Crystal, 2003; Jenkins, 2010; and Kirkpatrick, 2011), for instance, educational advancement, career development, technology, and international relation. It is obvious that the function of English during this period of time has made some countries generate policies to include English as one of the compulsory subjects being taught at schools. However, the materials which are used in school practices are likely to focus on the target culture materials. Due to this reason, it seems that the role of local and target cultures in teaching the language should be taken into consideration. Related to the status of English to the importance of culture in language learning, this research aims at investigating English teachers’ perspectives on the appropriateness of materials in English Language Teaching. In order to get broader pictures, questionnaires and interview were conducted to two English teachers in Samarinda.  The results were interesting as both teachers preferred to expand the materials rather than used the readily materials provided by the school and/or the institution. This created them to become material developers and creators. Other results showed that the teachers were aware of the importance of the cultural content in the materials, thus culture functioned as ‘a filer and a connecting bridge’ in ELT.

scholarly journals Learner Autonomy in Language Learning: Syrian Refugee EFL Learners’ Perceptions and Readiness

2018 ◽  
Vol 8 (2) ◽  
pp. 115 ◽  
Author(s):  
Nilcan Bozkurt ◽  
Fadime Yalcin Arslan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Mixed Method Research ◽  
Efl Learners ◽  
Syrian Refugee ◽  
8Th Graders ◽  
And Gender

This study examined Syrian refugee English as a Foreign Language (EFL) learners’ perceptions regarding learner autonomy as well as their readiness for autonomy in English language learning. It also investigated the effects of grade and gender on learners’ perceptions. A mixed-method research design was utilized, and findings indicated that neither grade nor gender had caused statistically significant differences in terms of Syrian refugees’ perceptions of learner autonomy in language learning; nevertheless, both had caused statistically significant differences in terms of sub-scales. While the 8th graders in this study perceived themselves as being more autonomous in terms of experience in language learning, the female students seemed more autonomous in terms of their perceptions of the role of teachers and feedback. Additionally, although the learners’ perceptions regarding autonomy were slightly lower than their readiness for autonomy, there was a statistically significant relationship between their perceptions of learner autonomy and their readiness for autonomy in language learning. When their perceptions about learner autonomy increased, their readiness for autonomy also increased.

scholarly journals Uncovering Gender Differences in Saudi EFL Learners' Attitudes Towards the Use of Instagram as a Language Learning Tool

2020 ◽  
Vol 12 (5) ◽  
pp. 17
Author(s):  
Lima A Alzamil
Keyword(s):  
Gender Differences ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Learning Tool ◽  
Male And Female ◽  
Efl Learners ◽  
Social Media Networks ◽  
Positive Attitudes

The widespread popularity of social media networks has encouraged learners to use them for learning purposes. Therefore, this study aimed to investigate the overall Saudi EFL learners' attitudes towards the use of Instagram as a language learning tool. It also examined the effect of gender on learners' attitudes. The study was conducted among 120 male and female EFL learners at Qassim University using a questionnaire. The results revealed that subjects had relatively positive attitudes toward the use of Instagram as a language learning tool. The results also indicated that there are no significant differences between male and female EFL learners in terms of their attitudes towards the use of Instagram as a language learning tool. The study concluded with implications related to how Instagram should be used as a supportive tool in English language teaching and learning.

scholarly journals Traditional & Socio-Cultural Barriers to EFL Learning: A Case Study

2015 ◽  
Vol 8 (12) ◽  
pp. 191
Author(s):  
Jameel Ahmad
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Cultural Barriers ◽  
Barriers To Learning ◽  
Efl Learners ◽  
English Speaking

<p>This research tends to ascertain several traditional and socio-cultural barriers to English language learning in Saudi Arabia and to explore more ways than before for making teaching and learning more effective. The findings of four quantitative and qualitative surveys conducted in this regard reveal a unique traditional and socio-cultural milieu, which turns the Saudi EFL learners lackadaisical towards English. The belief that prosperity and prestige are blessed by divine force rather than proficiency in English has influenced Saudi parents and Saudi EFL learners since time in memorial. In addition, a laissez-faire attitude to English language teaching in Saudi schools, lack of motivation for English, inadequacy of competitive and learning environment both at home and schools, and the appointment of some unskilled school-teachers were investigated as some of the major barriers to learning English in the Kingdom of Saudi Arabia. A piecemeal reform taken over a period was found ineffective. Therefore, implementation of culturally relevant English curricula, learner-centered instruction, appointment of skilled English teachers and establishment of boarding schools were recommended to address the aforementioned challenges. The findings of the present research is no doubt specific to Saudi EFL context but the traditional and socio –cultural barriers and the exclusion of local culture in EFL textbooks may have exactly the same impact in many non-native English speaking countries.</p>

scholarly journals Perceptions of ELT Students Related to Learner Autonomy in Language Learning

2018 ◽  
Vol 7 (4) ◽  
pp. 76 ◽  
Author(s):  
Gokhan Yigit ◽  
Ozgur Yildirim
Keyword(s):  
Content Analysis ◽  
Language Learning ◽  
English Language ◽  
Qualitative Data ◽  
Language Teaching ◽  
Learner Autonomy ◽  
English Language Teaching ◽  
And Gender

This study mainly aims to investigate the perceptions of ELT (English Language Teaching) students related to learner autonomy in language learning. In order to have a deeper understanding of the perceptions of ELT students related to learner autonomy a total of 20 students are interviewed. The findings gathered are analyzed according to the year of study in the ELT program (from 1st year to 4th year) and gender of the participants. Content analysis is done for the qualitative data and the findings of the qualitative data are organized according to the students’ study years and their gender. The findings indicate that the participants mainly state similar responsibilities, abilities, and activities in terms of their year of study. In addition, qualitative data reveal that although both female and male participants give importance to similar aspects related to responsibilities, abilities, and activities on learner autonomy, they state different reasons for giving importance to those aspects. Additionally, participants give some definitions related to learner autonomy and they prove how versatile the notion of learner autonomy is. 

The status of English in Dubai

English Today ◽  
2010 ◽  
Vol 26 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Mick Randall ◽  
Mohammad Amir Samimi
Keyword(s):  
Language Learning ◽  
Police Officers ◽  
English Language ◽  
Developing Economies ◽  
Police Academy ◽  
Police Departments ◽  
Lingua Franca ◽  
The Status ◽  
Gulf States ◽  
Language Needs

A transition from Arabic to English as a lingua franca. The developing economies of the Gulf states have relied heavily on expatriate labor at all levels to support the spectacular development which has taken place over the last 50 years; so much so, that in most of the Emirates expatriates outnumber locals. Nowhere is this more true than in the UAE, and in Dubai in particular. This situation has had fundamental socio-linguistic implications, one of which is the emergence of English as a lingua franca at all levels of the society. As is the case in Singapore, where English has replaced Malay as the lingua franca over the last 50 years, English in Dubai is replacing Arabic. This paper discusses this situation in general and looks in particular at the language needs and attitudes towards English amongst government employees in the police force. It uses data collected as part of a needs analysis survey which was conducted to determine the learners' needs, expectations, aspirations, and feelings towards English language learning which can illuminate its role as a lingua franca in the UAE. The data was collected from regular commissioned and non-commissioned police officers and cadets enrolled in courses in Dubai Police Academy as well as on-duty police officers from various police departments, divisions, and sections in Dubai. The data is discussed in relation to wider socio-linguistic issues within the UAE.

scholarly journals Corpus Concordance for Enhancing EFL Learners’ Vocabulary Retention

2015 ◽  
Vol 3 (1) ◽  
pp. 56 ◽  
Author(s):  
Ayman Mohamed El-Esery
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teaching ◽  
Word Meaning ◽  
English Language Teaching ◽  
Vocabulary Retention ◽  
Efl Learners ◽  
Point Of Interest ◽  
Study Results ◽  
Efl Students

<p>The snappy and dependable utilization of Concordancers forwarded them for use in studies. Since Lexis start language learning, advocates have tried to utilize concordancing programs in English language teaching. Computer programs are utilized as a regular part of language teaching, yet they don't take much place in the instructing of Lexis. This study first point of interest is the utilization of concordancing programs and gives methods that can be managed in ELT and represents sample uses of concordancing programs in teaching Lexis after reviewing literature related to concordance in ELT. Thirty EFL students enrolled at the Uqlat Asoqour College of Science and Arts, Qassim University represented the sample of this study. Results showed that the students using an online concordance learning approach had a higher level of retention in terms of word meaning and word usage in comparison with those using the regular vocabulary learning method.</p>

An analysis of EFL learners’ error self-correction attitudes

2018 ◽  
Vol 5 (1) ◽  
pp. 43-48
Author(s):  
Fatih Yavuz
Keyword(s):  
Language Learning ◽  
Error Correction ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Vital Role ◽  
English Language Teaching ◽  
Learning Approaches ◽  
Efl Learners

During language teaching and learning, the focus is on how correct or wrong the input is reflected in the output. Accuracy first approaches reject errors due to the risk of interference whereas the communicative approaches use them as signs of learning. So, errors play a vital role in foreign language learning. It is viewed as improvement in different language learning approaches. This paper after reviewing the literature about error and error correction in English language teaching examines the types of errors the students can self-correct. The procedure is as follows: Twenty erroneous sentences from examination papers were chosen as student errors and learners were asked to correct any kind of errors in the sentences. The results were categorised, analysed and commented. The results show that students are better at correcting the structural errors and worst in discourse ones. Under these findings, it is suggested that learner training should focus more on contextual learning. Keywords: Error correction, EFL, self-correction, accuracy, exam papers.

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