scholarly journals Is it purposeful for students of Lithuanian higher schools to continue learning the English language? Motivation factors

2015 ◽  
Vol 23 (1) ◽  
pp. 64-72
Author(s):  
Ramunė-Vitalija Ilgūnaitienė ◽  
Eglė Linkevičiūtė ◽  
Diana Ribikauskienė
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
English Language ◽  
Main Tool ◽  
College Level ◽  
Spring Semester ◽  
Contemporary World ◽  
Language Level ◽  
Teaching Learning ◽  
The University

After Lithuania had regained its independence the policy of foreign languages teaching/learning at secondary schools changed cardinally. The majority or former school leavers do not perceive it to be purposeful and meaningful to prolong the English language learning on the university or college level. According to them, having covered the secondary school programme they possess a full baggage of the English language knowl-edge allowing them to communicate fluently in the above mentioned language while travelling, studying and working in foreign countries. Does this belief correspond to the reality of today? The article is based on four factors which are supposed to motivate freshmen and senior students to go on learning the English language as the main tool to enhance their position in contemporary world irreversibly affected by massive globalization and Eurointegration processes. VDU UKI in spring semester of 2014 carried out a research. The questionnaire was compiled the goal of which was to determine whether the English language level of the students matches all the international requirements for the language awareness and present the motives for students to continue the English language studies on a higher level. 172 first year students of various programmes participated in the research. The principle points of the questionnaire sought to provide answers to the following questions: whether the level of the English language acquirement is sufficient after having covered the secondary school programme, if VDU UKI Eng-lish language teaching/learning policy enables students to acquire the language on a higher level, whether a language is a living, thus a constantly changing organism which requires progressive studies and refreshment of knowledge, if the level of language acquisition remains on the same level if it is not exploited on daily ba-sis. Having systematized the questionnaire results the authoresses of the article draw the conclusion for the purposefulness of continuing the English language level on the university and college level.

scholarly journals EFFECT OF INTRINSIC MOTIVATION ON ENGLISH LANGUAGE LEARNING AMONG SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 7 (1) ◽  
pp. 69-77
Author(s):  
Mimin Aminah ◽  
Muhammad Anjar Nugraha
Keyword(s):  
Secondary School ◽  
Intrinsic Motivation ◽  
Language Learning ◽  
Learning Process ◽  
Secondary School Students ◽  
English Language ◽  
English Language Learning ◽  
School Students ◽  
Field Notes ◽  
Teaching Learning

Abstract—In Pandemic situation students forced to deal with learning in 4.0 era. This era demanding student to be active in learning process. Thus, students’ factor, take control result of teaching learning beyond all kind of learning model that was presented in any research. Intrinsic motivation is one of many factors that can impact on success or failure for a complex challenge. With high motivation students could looking for many ways to get their goals. It is very affected when students have good motivation to study English as a new skill for them. In Indonesia exclusively, English is a foreign language. In a public senior high school mostly English just 4 hours per-weeks and it is less than enough to improve Students English skill, so here motivation take important part to make sure they could find another way to improve their English Skill in the condition that could not support their needs. Therefore, the purpose of this research to investigate how effective intrinsic motivation on English language learning among secondary school students. The data were collected through observational field notes, questionnaire and test of English competency. The researcher expected this research can give overview about students’ language learning process and outcomes.

scholarly journals El Proceso De Enseñanza Aprendizaje Del Inglés Para El Estudiante De La Carrera De Comercio Exterior

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Maritza Sandra Pibaque Ponce ◽  
Ned Quevedo Arnaiz
Keyword(s):  
Language Learning ◽  
Teenage Pregnancy ◽  
Teaching And Learning ◽  
English Language ◽  
Functional Method ◽  
External Trade ◽  
Professional Relationship ◽  
Analysis And Synthesis ◽  
Teaching Learning ◽  
The University

La disciplina del idioma inglés es parte de las mallas curriculares en el nivel universitario con el objetivo de posibilitar la comunicación en la lengua inglesa con la integración de las cuatro habilidades (expresión oral, audición, lectura y escritura) para que le sea útil en la vida laboral del profesional. Este trabajo se traza como objetivo caracterizar el proceso de enseñanza aprendizaje del    inglés  para  estudiantes  de  la  carrera  de  Comercio  Exterior  para  el  desarrollo  de  la competencia comunicativa en dicho proceso de enseñanza aprendizaje del inglés en la Universidad. Para alcanzar los resultados esperados se han utilizado diferentes métodos para conocer la esencia del fenómeno analizado. Así, entre otros para el desarrollo de la investigación han sido fundamentales los siguientes métodos: Análisis y síntesis, Inductivo-deductivo y el Método  sistémico  funcional.  Los  procesos de  enseñanza  y  aprendizaje  promueven en  cada estudiante la apropiación del conocimiento, pero el proceso en sí influye significativamente en las formas de aprendizaje, y las relaciones que establece el profesional con el entorno del Comercio Exterior.  Palabras claves: Enseñanza- aprendizaje, competencias, construcción del conocimiento, aprendizaje de lenguas Prevalence of teenage pregnancy and its psychosocial impact on the general hospital served Jipijapa, Ecuador   Abstract  The discipline of English is part of the curricula at the university level in order to enable communication in the English language with the integration of the four skills (speaking, listening, reading and writing) to make it useful in professional working life. This work is drawn to characterize the process of teaching learning English for students of the career Foreign Trade for the development of communicative competence in the teaching-learning process of English at the University. To achieve the expected results have used different methods to learn the essence of the phenomenon analyzed. Thus, among others for the development of fundamental research have been the following methods: Analysis and synthesis, inductive-deductive and systemic  functional method. The processes of teaching and learning in each student promote the appropriation of knowledge, but the process itself significantly influences the ways of learning, and the professional relationship with the external trade environment. Keywords: Teaching – learning, competences, knowledge, language learning

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

The University Student’s Motivation Level on Learning English

2016 ◽  
Vol 7 (1) ◽  
pp. 130
Author(s):  
Esmira Mehdiyev ◽  
Celal Teyyar Uğurlu ◽  
Gonca Usta
Keyword(s):  
University Students ◽  
Language Learning ◽  
English Language ◽  
T Test ◽  
University Graduates ◽  
Significant Difference ◽  
Personal Use ◽  
Motivation Level ◽  
Motivation Scale ◽  
The University

This study aims to determine the university students’ level of motivation in terms of different variables. A study group of this research has been designed through one of the non-random sampling methods, Using appropriate sampling, 606 students from Faculty of Education of C.U. have been involved in this study. Motivation scale in English Language Learning developed by Mehdiyev,Usta,Uğurlu (2015) was used as an instrument of data collection. T-test and one - way analysis of variance (ANOVA) were used to resolve problems of this research. As a result of the research the motivation level of university students hasn’t been revealed significantly different regarding to the gender variable. However, considering the t-test results of motivation scale dimensions, confidence, attitude and personal use, significant difference is seen in favour of women in personal use dimension. The level of language learning motivation of female students is higher than men’s regarding to personal use dimension. However, men’s and women’s views don’t differ significantly in attitude and confidence dimensions. University students don’t present significant differences in terms of birth place, parent’s education level, total motivation scores and confident, attitude and personal dimensions. Students’ motivation levels are seen not to be influenced by the places such as village, provision or city where they have spent the most of their lifetime. At the same time the findings revealed that parental status variable in terms of primary, secondary and university graduates has no effects on students’ motivation.

scholarly journals Students’ Perceptions towards Using Mobile Application in Learning Speaking

2019 ◽  
Vol 2 (4) ◽  
pp. 499-514
Author(s):  
Desika Rinanda ◽  
Suparno Suparno ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Experience ◽  
School Students ◽  
Central Java ◽  
Innovative Learning ◽  
Teaching Learning

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information.  The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

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 Britain’s new language testing powerhouse: An interview with Professor Anthony Green, University of Bedfordshire

2014 ◽  
Vol 38 (5) ◽  
pp. 46
Author(s):  
Daniel Dunkley
Keyword(s):  
Language Learning ◽  
Collaborative Research ◽  
English Language ◽  
Language Education ◽  
Language Testing ◽  
Research Programme ◽  
Assessment Literacy ◽  
Learner Corpus ◽  
The University ◽  
Learner Language

In this interview Professor Green explains the work of CRELLA (the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire), and its role in the improvement of language testing. The institute contributes to this effort in many ways. For example, in the field of language education they are partners in English Profile (EP: www.englishprofile.org), a collaborative research programme directed towards a graded guide to learner language at different CEFR (Common European Framework of Reference) levels, based on the 50 million word Cambridge Learner Corpus. Among other things, the EP has helped to inform the development of the CEFR-J in Japan. In this interview, Professor Green also outlines his own work, especially in the areas of washback and assessment literacy.

English Language Learning as Intercultural Experience

2021 ◽  
pp. 1-16
Author(s):  
Hamza R'boul ◽  
M Camino Bueno-Alastuey
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
English Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Intercultural Relations ◽  
Intercultural Experience ◽  
The University ◽  
Teaching In Higher Education

Teaching English in higher education entails additional factors and considerations that exemplify the complexity of accounting for the diverse population in modern higher education institutions. In particular, the increasing flow of international students and the employment demands of functioning in multicultural contexts render helping students to develop a critical understating of intercultural relations an important aspect of English language teaching. With the increasing adoption of English as a medium of instruction and its use as a lingua franca in intercultural communication, it is important to structure English education in a way that accounts for intercultural relations both in and outside the university. In addition to the postmodern conceptualizations of interculturality that emphasize the fluidity of culture, language and identity intercultural relations are characterized by power imbalances. That is why this chapter makes a case for the necessity of considering sociopolitical realities in intercultural English language teaching in higher education.

scholarly journals Tanzanian Secondary School Learners’ Beliefs about EFL Learning, Teaching and Testing: Exploratory Account

2018 ◽  
Vol 6 (1) ◽  
pp. 66
Author(s):  
Zelda Elisifa Sam
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Language Teaching ◽  
Data Gathering ◽  
Language Assessment ◽  
Communicative Language Teaching ◽  
National Language ◽  
Language Curriculum ◽  
Efl Learners ◽  
Teaching Learning

The current study explored EFL secondary school learners’ beliefs about language teaching, learning and testing in Tanzania. Specifically, it sought to find out the EFL learners’ beliefs about language assessment, explore the EFL learners’ beliefs about language learning and establish degree of EFL learner variability in their beliefs about language teaching. The study involved 48 secondary school learners, 36 (75%) males and 12 (25%) females. From these 20 (all boys) (50%) were from a private secondary school in Temeke and the rest (16 boys and all 12 girls) from another secondary school in Kinondoni District, Dar es Salaam, Tanzania. Data were collected via a questionnaire, which was one and only tool for data gathering and it consisted of 25 items, five on language assessment, 9 on language teaching and 11 on language learning to which the respondents were asked to react and register their level of agreement about pre –developed assertions. Findings showed that while the learners differed in their beliefs about language teaching, a grand majority shared a belief about primacy of grammar teaching and on role of teacher in error correction and disfavoured communicative language teaching. The same was the case for language assessment where the most shared belief was testing grammar and correcting errors. It is concluded that these set of beliefs are hinged upon years of grammar-focussed teaching in Tanzania which still characterize language teaching in Tanzania despite the introduction of communicative language teaching approach in the national language curriculum more than ten years ago.

scholarly journals Why should we care about sound symbolism in EFL learning?: Two pilot studies

2017 ◽  
Vol 17 (1) ◽  
pp. 17
Author(s):  
Amanda Roig-Marín
Keyword(s):  
Secondary School ◽  
Empirical Data ◽  
English Language ◽  
Holistic Approach ◽  
Sound Symbolism ◽  
Educational Settings ◽  
Pilot Studies ◽  
Efl Learners ◽  
Approach To Learning ◽  
The University

Given the importance of the phonological and lexical components of the language in L2 learning, this article discusses an innovative, holistic approach to learning these two components of the language based on the existence of “sound symbolism”—the interrelation between sound and meaning—in English. In particular, it describes how and why the study of sound symbolism can be advantageous to EFL learners. This claim is grounded in empirical data gathered from two pilot studies carried out in two educational settings (a secondary school and the University of Alicante). The results suggest that knowledge of sound symbolic principles underlying the English language can enhance lexical storage and semantic prediction

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