scholarly journals Motivational Dynamics in Language Advising Sessions: A Case Study

2019 ◽  
pp. 5-20
Author(s):  
Eduardo Castro
Keyword(s):  
Language Learning ◽  
Interpretative Phenomenological Analysis ◽  
Task Complexity ◽  
Longitudinal Case Study ◽  
Learning Context ◽  
Sense Of Competence ◽  
Depth Interview ◽  
Language Classroom ◽  
Situated Perspective

Researchers have increasingly been interested in the complex and dynamic character of motivation. Recent studies point out the complex fluctuation of motivation in a situated perspective, as in a language classroom. However, little is known on how motivation evolves in out-of-class contexts, as in advising in language learning context. The present paper aims to explore the dynamics of motivation to learn English of an advisee. Data of this longitudinal case study were collected through a motivational grid combined with advisor’s diaries and an in-depth interview, which were analyzed following the interpretative phenomenological analysis procedures. Results revealed that task complexity, tiredness, sense of competence, teachers and peers contributed to the fluctuation of the participant’s motivation.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

“No” — A Case Study in Corrective Feedback in a Secondary Chinese Language Classroom in Australia

2017 ◽  
Vol 8 (6) ◽  
pp. 1032
Author(s):  
Xinxin Li ◽  
Hui Huang
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Corrective Feedback ◽  
European Languages ◽  
Language Classroom ◽  
Grammatical Errors ◽  
Chinese Teacher ◽  
Chinese Teaching ◽  
Overall Effectiveness

Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.

scholarly journals Using peer assessment in the language classroom

2011 ◽  
Vol 35 (1) ◽  
pp. 29
Author(s):  
Mayumi Asaba ◽  
Paul Marlowe
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Involvement ◽  
Peer Assessment ◽  
Foreign Language Learning ◽  
Teacher Assessment ◽  
Learning Context ◽  
Student Centered ◽  
Language Classroom ◽  
Language Classrooms

Abstract Educators often speak of creating student-centered classes that increase student involvement, responsibility, and motivation. Peer assessment, if thoughtfully implemented, can help promote these goals while supplementing and increasing the reliability of traditional forms of teacher assessment. This article first outlines reasons why and how peer assessment can be used in a foreign language learning context. Then it explains when and how to use peer assessment successfully in foreign language classrooms. Finally, it introduces six tips to consider when using peer assessment. 学生の授業参加を促し、責任感や動機を高める学習者中心のクラス作りは、しばしば教師たちの話題となる。相互評価を正しく行えば、従来の教師評価の信用性を高めると同時に、学習者中心のクラスを実現することも可能となる。本論では、まず外国語学習でなぜ、どのように相互評価が行われるかを概説する。次に、いつ、どのように効果的に相互評価を行うべきかを説明する。最後に、相互評価の際に留意すべき6点を紹介する。

scholarly journals The ‘unforgettable’ experience of foreign language anxiety

2020 ◽  
Vol 6 (1) ◽  
pp. 120-128
Author(s):  
Morana Drakulić
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
First Year ◽  
Learning Context ◽  
Language Classroom ◽  
First Year University

Foreign language anxiety (FLA) has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.

scholarly journals Conceptions of Assessment as an Integral Part of Language Learning: A Case Study of Finnish and Chinese University Students

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 202
Author(s):  
Magdalini Liontou
Keyword(s):  
Language Learning ◽  
English For Specific Purposes ◽  
Self Report ◽  
Future Aspirations ◽  
Chinese University ◽  
Conceptions Of Assessment ◽  
Starting Point ◽  
Language Classroom

Assessment is viewed as an internal and pivotal part of learning, where cultural factors, previous experiences, and future aspirations affect learners’ perceptions. In recent years, an increasing number of western universities have established their campuses or “dual” programmes in China. In the first Sino–Finnish programme, 293 Finnish and Chinese students participated in the same English for Specific Purposes (ESP) course. This study investigated students’ perceptions of assessment through an adapted version of the “Students’ Conceptions of Assessment” inventory, and it explored if the responses on each conception differ between the groups. The self-report inventory included statements based on four main conceptions of assessment: improvement, external factors, affect/benefit, and irrelevance, while open-ended questions were also included. The analysis of the open-ended questions raised the issues of teacher fairness, learner autonomy, and feedback. Additionally, differences appeared between the role of assessment and its relation to future aspirations, as well as the role of the parents. This study is a starting point for exploring the conceptions for distinct groups of students regarding assessment, providing a better understanding of students’ perceptions and discussing the implications for the language classroom.

Considerations for Future Technology Development Based on EFL Teachers' Integration of Technology

2020 ◽  
pp. 239-260
Author(s):  
Tim Kochem ◽  
Ananda Astrini Muhammad ◽  
Yasin Karatay ◽  
Haeyun Jin ◽  
Volker Hegelheimer
Keyword(s):  
Educational Technology ◽  
Language Learning ◽  
Technology Development ◽  
Comparative Case Study ◽  
Future Technology ◽  
Integration Of Technology ◽  
Language Classroom ◽  
Language Classrooms ◽  
Effective Integration

Technology-enhance language learning (TELL) continues to grow in use within language classrooms. However, a number of hurdles still remain when it comes to the effective integration of technology for skill-specific language learning, such as a lack of training and an overabundance of tools to choose from. This chapter identifies and describes three major hurdles that still plague effective TELL practices. Authors describe 2 current efforts to overcome these hurdles: a Global Online Course (GOC) on effective educational technology integration, and a year-long comparative case study on the GOC that explores the trainees' perceptions of educational technology. The chapter presents potential avenues for overcoming the above hurdles based on insights gained from four teachers of the GOC, as well as the trainees' perceptions and integration of educational technology in the language classroom.

Enhanced awareness and its translation into action: A case study of one learner’s self-directed language learning experience

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Satoko Watkins
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Experience ◽  
Essential Element ◽  
Learner Autonomy ◽  
Final Report ◽  
Learning Context ◽  
Traditional Sense ◽  
Assessment Rubric

AbstractThe fostering of learner autonomy has become an essential element of modern pedagogy and an established object of research. There are many difficulties in providing evidence of learners’ development towards autonomy, however, since it is not measurable in a traditional sense. As a learning advisor (LA) at a private language university in Japan, I have worked closely with individual language learners who take our module designed to foster learner autonomy via the practice of self-directed language learning (SDLL). This article uses a case study of one particular learner’s SDLL experience to introduce an approach to documenting the development of learner autonomy that draws on document analysis and narrative inquiry. I first introduce a SDLL assessment rubric that allowed me to classify and analyze three kinds of data: narrative accounts of the learner’s seven-week learning journal, recordings of three advising sessions with an LA, and the learner’s final report. With reference to her achievement of the learning outcomes in the assessment rubric, I then portray the learner’s development of awareness and her response to her enhanced awareness in her particular learning context.

scholarly journals Promoting informal learning by integrating smartphones into the language classroom

2021 ◽  
pp. 232-237
Author(s):  
Martin Mullen
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Language Learners ◽  
Significant Role ◽  
Learning Resources ◽  
Learning Practices ◽  
Language Classroom ◽  
Traditional Language ◽  
Learner Perceptions

Although smartphones have become normalised in people’s everyday behaviours, they remain under-exploited from a language learning perspective. This paper describes a study in an Irish university which explored the nature and extent of language learners’ existing use of smartphones for informal learning purposes through a survey, a case study, and a group interview. The results showed that firstly, smartphones played only a limited and tangential role in their language learning, and secondly, that learners had narrow perceptions of what ‘actual, proper study’ entails, demonstrated by their overwhelming preference for more traditional language learning resources and practices. The paper finishes by making suggestions regarding how smartphones can be integrated into the language classroom, at both third and second level, to help broaden learner perceptions of what language study is, and consequently, allow smartphones to play a more significant role in their learning practices.

scholarly journals Factores que Influyen el Aprendizaje de Lengua Extranjera en los eSports. Un Estudio de Caso

2020 ◽  
Vol 9 (2) ◽  
pp. 128 ◽  
Author(s):  
Ana Yara Postigo Fuentes ◽  
Manuel Fernández Navas
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Use Value ◽  
Learning Context ◽  
Communicative Skills ◽  
Qualitative Research Design ◽  
The Social ◽  
New Learning ◽  
Value Of Learning

The overwhelming growth of the eSport industry in different countries and the possibility of playing online these videogames have allowed Spanish players to communicate with players from other countries that speak a different language, creating a new learning context. In this case study, we wanted to analyse how the process of language learning occurs in the eSport context through a qualitative research design. For that purpose, we used observations, analysis of the oral output during gaming, interviews with players and organization team in an amateur league and assessment of their communicative skills. The results show the importance of the communication in the interaction with the community and the team, the influence of the social context and inside the game and the intrinsic motivation due to the use value of learning in a pluricultural and competitive context.

scholarly journals Group Dynamics and Resilience in the Process of L2 Socialization: A Longitudinal Case Study of Japanese University Students Visiting an English Lounge

2021 ◽  
pp. 21-39
Author(s):  
Akiko Kiyota
Keyword(s):  
University Students ◽  
Language Learning ◽  
Group Dynamics ◽  
Longitudinal Case Study ◽  
Socialization Process ◽  
Center Staff ◽  
Japanese University ◽  
Socialization Processes ◽  
Academic Year

This paper documents the socialization process of beginner-level Japanese university students into an on-campus English lounge over a year. Although initially feeling highly stressed, ten out of 37 students successfully continued their bi-weekly visits to the English lounge over a full academic year by going there as a small group of three to four students. Although the visits were originally encouraged as part of their elective homework, two of them made frequent visits to the lounge beyond the homework requirement. The reflective journals which these ten students wrote after each visit provided an emic view of their socialization processes into the English lounge. The author conducted an inductive thematic analysis of these data. Among multiple findings, the most salient was that aspects of group dynamics served to increase their resilience, or their capacity to adapt under adversity, during their socialization processes. These findings may provide insights for those language instructors and self-access language learning center staff who are in the position to facilitate students to learn in such a second language (L2) use environment, as well as learners themselves who are struggling in such a learning environment.

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