scholarly journals Scaffolding Successful Mobile Experiences for Frontline ESL Workers: An Exploratory Study

2019 ◽  
Vol 12 (3) ◽  
pp. 24
Author(s):  
Anne O'Bryan ◽  
Lily Compton ◽  
Juan David Gutiérrez ◽  
Thais Payne
Keyword(s):  
Language Learning ◽  
Community Of Practice ◽  
Exploratory Study ◽  
Technological Literacy ◽  
Fortune 500 ◽  
Front Line ◽  
Self Confidence ◽  
Management Participation ◽  
English Speaking ◽  
Native English Speaking

<p class="0abstract">This 10-week exploratory study investigates the use of a mobile language learning app, Babbel, by 10 ESL front-line employees and 4 managers and native English-speaking employees at a Fortune 500 company. We focused on the participants’ motivations for using the language learning app and the challenges that they faced. Three key thematic findings were convenience of access, instrumental motivation, and state communicative self-confidence, while challenges included technological literacy and accountability. Recommendations emphasize the importance of onboarding procedures for those with low technological literacy, continual support from a community of practice, and management participation.</p>

scholarly journals Grammatical Positions of Focuser Like Among Native English-Speaking Undergraduate Students

2020 ◽  
Vol 12 (6) ◽  
pp. 116
Author(s):  
Basim Alamri
Keyword(s):  
Undergraduate Students ◽  
Noun Phrase ◽  
Exploratory Study ◽  
Discourse Markers ◽  
The United States ◽  
Final Exam ◽  
Discourse Marker ◽  
Midwestern University ◽  
English Speaking ◽  
Native English Speaking

Discourse markers (DMs) are used in everyday conversations to serve different meanings and functions. The present exploratory study investigated grammatical positions of focuser like among 60 undergraduate native-English-speaking students at a midwestern university in the United States. Students were asked to read and place focuser like in this sentence: “We have to read five chapters for the final exam”. Then students were required to indicate a degree of acceptability of the placement of like at every possible position in sentences that contained the discourse marker like in 10 different grammatical positions. The results showed that students preferred inserting the DM like before a noun phrase, at the beginning of a sentence, and before a verb phrase, respectively. In terms of gender, females frequently posited focuser like before a sentence, whereas males placed it before a noun phrase. Also, the discourse marker like does not occur within auxiliary. Finally, this study draws conclusions about different grammatical positions and broader usages of discourse marker focuser like among younger students. 

Standardisation of Reduced Forms in English in an Academic Community of Practice

2014 ◽  
Vol 5 (1) ◽  
pp. 105-127 ◽  
Author(s):  
Jonathan R. White
Keyword(s):  
Community Of Practice ◽  
High Frequency ◽  
Academic Community ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
Reduced Forms

The process of standardising reduced forms in English, such as clippings and informal forms, used in academic chat discourse is the focus of this article. Textchat data from an introductory MA linguistics course run by a university in Sweden involving non-native English-speaking students and their native English-speaking teachers is analysed to identify if any forms are standardised. Topic-specific forms are seen to be standardised as much as are high frequency forms, although few have been standardised. It is the students above all who lead the process, and the teachers do not have much influence even if they use a different reduction.

scholarly journals The Increasing of Students’ English Speaking by Using Community Language Learning (CLL) through Students English Association of LP3I (SEAL) at Politeknik LP3I Medan

2020 ◽  
Vol 3 (3) ◽  
pp. 2534-2542
Author(s):  
Ramadani Ramadani ◽  
Andrysyah Andrysyah ◽  
Nurul Husnah Harahap ◽  
Rani Rakasiwi
Keyword(s):  
Qualitative Research ◽  
Positive Result ◽  
Language Learning ◽  
Research Design ◽  
Learning Method ◽  
Self Confidence ◽  
Qualitative Research Design ◽  
English Speaking ◽  
Speak Up ◽  
Community Language

This study dealt students’ English speaking by using Community Language Learning (CLL) through Students English Association of LP3I (SEAL). It used qualitative research design. It was conducted descriptively. This study aimed to know the increasing of students’ English speaking by using Community Language Learning (CLL) through Students English Association of LP3I (SEAL) at Politeknik LP3I Medan. The subjects were 55 students of Politeknik LP3I Medan. The use of instruments in this study was observation, interview and documentation. The theory of Koba, Ogawa & Wilkinson was used in this study. The data were analyzed by Miles, Huberman and Saldana analysis. The result of this study was Community Language Learning (CLL) had good result for students’ learning and can increase students’ English speaking at Politeknik LP3I Medan. This learning method was appropriate implemented to students of Politeknik LP3I Medan. Based on the data, all of response and result of this learning method got positive result and effect through the students of Politeknik LP3I Medan. This learning method can also upgrade students’ knowledge in speaking and got more vocabulary after implementing this activity. CLL can make the students happy and enjoy in studying English without forcing them to speak English. CLL can also make students brave and self-confidence to speak up in front of public.

scholarly journals Interactive language learning activities for learners’ communicative ability

2020 ◽  
Vol 9 (4) ◽  
pp. 1010
Author(s):  
Siti Fatimah Omar ◽  
Haslinda Sutan Ahmad Nawi ◽  
Tengku Shahrom Tengku Shahdan ◽  
Rita Wong Mee Mee ◽  
Lim Seong Pek ◽  
...  
Keyword(s):  
Learning Environment ◽  
Primary School ◽  
Language Learning ◽  
English Language ◽  
Learning Activities ◽  
Self Confidence ◽  
Communicative Ability ◽  
Language Classroom ◽  
English Speaking ◽  
Motivation And Learning

Learners’ communicative in English language has been unsatisfactory due to the factors that affect their self-confidence and motivation to speak. However, the problem persisted even though ways were used to overcome the lack of communicative ability among learners in Malaysia. Therefore, this study was conducted to address learners’ perceptions of interactive language learning activities in improving English-speaking ability. The study aimed to analyse the effectiveness of the interactive language learning activities in motivating learners to speak in language classroom. A set of questionnaires containing two sections with 30 questions was administered. There were 50 primary school learners selected randomly to participate in this study. The results were collected and presented in the form of tables. The finding showed that self-confidence, motivation and learning environment affect the learners’ English language speaking ability and the results indicated that interactive language learning activities are able to overcome problems pertaining to communicative in language classroom. In conclusion, interactive language learning activities improved the learners’ English language speaking ability.

Language Economy in Computer-Mediated Communication

2013 ◽  
pp. 75-90 ◽  
Author(s):  
Jonathan R. White
Keyword(s):  
Social Learning ◽  
Learning Community ◽  
Community Of Practice ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Full Version ◽  
Computer Mediated ◽  
English Speaking ◽  
Internet Community ◽  
Native English Speaking

This chapter presents an analysis of economised language in textchat data from non-native English-speaking students in an MA programme in English Linguistics. Previous research by the author demonstrated that forms clipped or otherwise reduced from their full version can be considered evidence that an Internet community of practice has formed. The author argues here that this implies that the learners are exhibiting autonomy, and he also demonstrates that the same can be concluded for the ellipsis. The functions of the ellipsis are identified, which demonstrates that students are interacting, and therefore, are at least in the process of forming a social learning community.

English language learning and social media: Schematic learning on Kpop Stan twitter

2020 ◽  
pp. 204275302096458
Author(s):  
Zunera Malik ◽  
Sham Haidar
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Online Interaction ◽  
Learning Aids ◽  
English Speaking ◽  
Native English Speaking ◽  
Tv Show

The recent years have observed a notable rise in online activities and interactions. One of the popular online interaction zones are fandom communities comprising fans of any artist, band, TV show, movie, book, and so on. These fans come together on various platforms to enthuse about their favorites with people who share their admiration and interests. One such platform is Twitter and the fandom community is Stan Twitter. Within those fandoms, K-Pop fandom stands out because of the density of English as a second or foreign language speakers in this community. Taking this community as its sample, this study explores the ways in which the non-native English speaking fandom members use English to communicate on this platform. Moreover, the study focuses on the interpretation and usage of meme discourse by these non-native English speaking members. The findings reveal that the fandom members learn memetic discourse by internalizing it in the form of schemas, which means that they learn the whole chunk of interaction rather than learning individual words. The study has also explored overall language-learning within this community, and has discussed the implications of fandom activities as potential learning aids.

scholarly journals Developing Effective English Language Teaching Strategies for Non-Native English Speaking Dyslexic Students

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Dr. Rishi Mishra ◽  
Dr. Mohammad Ashraf Shah
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Teaching Strategies ◽  
English Language ◽  
Word Reading ◽  
The Body ◽  
English Language Teaching ◽  
English Speaking ◽  
Native English Speaking ◽  
Dyslexic Students

Dyslexia, or specific reading disability, is a disorder in which children with normal intelligence and sensory abilities show learning deficits for reading. The developments in reading lags behind other academic developments. Achieved reading skill is limited. Reading is slow and non-word reading is impaired. The educational system has difficulties in understanding dyslexia and an even harder time identifying children with dyslexia in order to provide the correct intervention for students who are non – native English speakers. When a school has the added challenge of identifying struggling English language learners (ELLs), the task becomes an even more complicated process, and often, these kids are completely missed. But that does not have to be the case. Children who are learning English are just as likely to have dyslexia as their native-English-speaking counterparts, and there is a way to identify dyslexia in these children. The difference is that dyslexia might appear in the native language quite as vividly as it will when they attempt to learn English. This research paper tries to analyze those teaching strategies which have been very effective in developing English language skills among the non native speakers. It reviews the body of research on difficulties faced by dyslexic students in educational setup and different teaching methods which played an effective role in enhancing the English language learning skills of the students. First, we explore the assessment of comprehension and reading difficulties of these students at initial stages. Next we discuss the methodology used in reviewing the literature on different instructional methods for the students with specific focus on dyslexic students.

scholarly journals Native vs. non-native EFL teachers: Who are better?

2018 ◽  
Vol 5 (1) ◽  
pp. 137-147
Author(s):  
Kurniawati Kurniawati ◽  
Dini Rizki
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Native Speaker ◽  
First Language ◽  
Quality Teachers ◽  
Self Confidence ◽  
Efl Teachers ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

This paper discusses possible advantages of having Non-Native English-Speaking Teachers (NNESTs) to teach English as a Foreign-Language (EFL) especially in Asian countries when they are often regarded as inferior to their Native English-Speaking Teachers (NESTs) counterparts. A native speaker fallacy has emphasized that NESTs are better teachers of EFL and have put NNESTs at a disadvantage. Actually, NNESTs possess advantages that can make them better teachers for teaching English in an EFL/ESL setting connected with their own EFL learning experiences and with sharing the same first language and cultural background with their students. While considered to have lower English language proficiency and lower self-confidence compared to NESTs, NNESTs who have made the effort to become quality teachers can position themselves as ideal English teachers in their own environment.

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