Do Opposites Attract?

2019 ◽  
pp. 2015-2035
Author(s):  
Mark R. Freiermuth ◽  
Hsin-chou Huang
Keyword(s):  
University Students ◽  
Language Learning ◽  
Small Groups ◽  
English Language ◽  
Target Language ◽  
Cultural Backgrounds ◽  
Language Abilities ◽  
Esl Teachers ◽  
Japanese University ◽  
Academic Interests

This study discusses the results of an online intercultural chat task designed to see whether students from different cultural backgrounds, with different English language abilities, with different L1s and who had different academic interests would be willing to communicate using English—the target language. Taiwanese university students who were marine science majors (lower proficiency) chatted electronically in small groups with Japanese university students who had been studying English intensively for two years (higher proficiency). Student comments taken from a questionnaire indicate that both groups were invigorated and willing to communicate by the task; it was considered meaningful because it provided an opportunity to use English in a realistic way, represented the only means to communicate with their overseas partners and helped students to empathize with their newly found peers. To sum up briefly, text-based chat can be useful for EFL and ESL teachers as a tool for language learning students, providing learners with “real” target language opportunities for communication.

Do Opposites Attract?

2015 ◽  
Vol 5 (2) ◽  
pp. 40-57 ◽  
Author(s):  
Mark R. Freiermuth ◽  
Hsin-Chou Huang
Keyword(s):  
University Students ◽  
Language Learning ◽  
Small Groups ◽  
English Language ◽  
Target Language ◽  
Cultural Backgrounds ◽  
Language Abilities ◽  
Esl Teachers ◽  
Japanese University ◽  
Academic Interests

This study discusses the results of an online intercultural chat task designed to see whether students from different cultural backgrounds, with different English language abilities, with different L1s and who had different academic interests would be willing to communicate using English—the target language. Taiwanese university students who were marine science majors (lower proficiency) chatted electronically in small groups with Japanese university students who had been studying English intensively for two years (higher proficiency). Student comments taken from a questionnaire indicate that both groups were invigorated and willing to communicate by the task; it was considered meaningful because it provided an opportunity to use English in a realistic way, represented the only means to communicate with their overseas partners and helped students to empathize with their newly found peers. To sum up briefly, text-based chat can be useful for EFL and ESL teachers as a tool for language learning students, providing learners with “real” target language opportunities for communication.

Assessing Willingness to Communicate for Academically, Culturally, and Linguistically Different Language Learners

2018 ◽  
pp. 57-85 ◽  
Author(s):  
Mark R. Freiermuth ◽  
Hsin-chou Huang
Keyword(s):  
University Students ◽  
Language Learners ◽  
Small Groups ◽  
English Language ◽  
Willingness To Communicate ◽  
Cultural Backgrounds ◽  
Language Abilities ◽  
Japanese University ◽  
Academic Interests ◽  
Group Student

Synchronous electronic communication has provided opportunities for language learners in different locales to have meaningful dialogue with one another and highlighted the importance of English even in the context of EFL settings. In this chapter, the authors designed an intercultural electronic chat task to see if students from different cultural backgrounds, with different English language abilities, with different L1s, and who have different academic interests would be willing to communicate using English. Sixteen Taiwanese university students, who were marine science majors (lower proficiency group), chatted electronically in small groups with 27 Japanese university students, who had been studying English for two years (higher proficiency group). Student commentary to a broad-based questionnaire revealed that all participants were willing to communicate in English and did so. Even the lower proficiency group found the task meaningful, pointing out that chat gave them the opportunity to participate fully in the discussion, learn from their peers, and gain confidence, all of which motivated them.

scholarly journals What Do We Know About the Language Learning Motivation of University Students in Japan? Some Patterns in Survey Studies

2003 ◽  
Vol 25 (1) ◽  
pp. 86 ◽  
Author(s):  
Kay Irie
Keyword(s):  
University Students ◽  
Language Learning ◽  
Goal Orientation ◽  
Target Language ◽  
Performance Goal ◽  
Japanese University ◽  
Performance Orientation ◽  
Utilitarian Value ◽  
Integrative Motivation ◽  
And Performance

This review identifies patterns of motivation exhibited by Japanese university students by examining a representative selection of survey studies that have mainly employed factor analysis and which have been conducted since 1990. This collection of surveys includes works published in Japanese. Two sets of contrasting motivational concepts highlight the recurring patterns: (a) instrumental and integrative motivation and (b) mastery and performance goal orientation. The research suggests that Japanese university students appreciate a utilitarian value of learning English, and have an interest in communicating with native speakers of the target language. While performance orientation may be important, mastery orientation has been shown to relate more strongly to the use of strategies. The review also demonstrates the relevance and limitations of these constructs. 本論では１９９０年以降に発表された日本人大学生の言語学習モチベーション(L2motivation) に関するアンケート調査（日本語で発表されたものを含む）の報告にみられる傾向を検証する。理解を助ける為、二組の概念が用いられる。一つはすでによく知られているガードナーの道具的及び統合的動機、もう一つは比較的新しいマスタリーとパフォーマンス志向である。先行研究によると日本人学生は英語学習の道具的な価値を認め、旅行やNSとの交流に興味を持っていることがわかる。パフォーマンス志向の存在が認められるもののマスタリー志向の方がより強く学習ストラテジーの使用と関連性があると報告されている。本稿ではこれらのモチベーション概念が日本人大学生の動機づけを理解する上での妥当性及び限界考察する。尚、因子分析の役割と現在の言語学習モチベーションについても言及する。（３７４字）

Are Japanese university students ready for remote language learning?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yoko Hirata
Keyword(s):  
University Students ◽  
Language Learning ◽  
Time Management ◽  
Online Survey ◽  
English Language ◽  
Smart Devices ◽  
Content Type ◽  
Japanese University ◽  
Before And After ◽  
E Learning

Purpose The purpose of this study is to assess Japanese university students’ readiness for taking e-learning language courses. The focus is placed on students’ self-analysis of their abilities to use their smart devices for remote language learning activities. Design/methodology/approach Japanese university students’ readiness for the shift towards remote learning has been measured by a self-reported online survey. The question items are based on three categories of Gay’s e-readiness models (2018). The survey was conducted before and after the fully online five-month English courses to examine to what extent students’ e-readiness had changed through the progress of the courses. Findings The results suggest that students have few difficulties using the university e-learning software provided. However, students reported limited enthusiasm and aptitude for the online English language learning components. These levels were approximately the same before and after the courses, with the exception of increased online learning confidence. Originality/value This study evaluates to what extent groups of Japanese university students’ e-readiness has changed over time. The survey looks at different perspectives including Web research, time management, enthusiasm for online language learning and their thoughts and opinions about interacting with their classmates. Although the sample size is small, the discussion considers the data in the context of the Japanese learning environment and existing e-readiness research, seeking to provide teaching insights for instructors and suggestions for further research.

scholarly journals Promoting Student Intercultural Communicative Competence in the Japanese Context

2020 ◽  
Vol 2019 (1) ◽  
pp. 321
Author(s):  
Adam Christopher
Keyword(s):  
University Students ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Instruction ◽  
Target Language ◽  
Intercultural Communicative Competence ◽  
Efl Learners ◽  
Japanese University ◽  
Positive Attitudes ◽  
The Impact

The impact of culture on language has been acknowledged for many years (Vygotsky, 1962) as well as how local culture may influence the communication strategies and interactions of EFL learners. Since intercultural communicative competence is the key to such communication, I investigated the perceptions of Japanese university students of integrating American and British cultural activities with language learning both in and outside of the EFL classroom. Data were collected through a questionnaire administered to 78 university students. The results suggest that students had positive attitudes and an interest in developing further understanding of the target language culture both in and outside of class. Furthermore, they believed that the target language culture should be incorporated in the teaching of foreign languages. Therefore, this study highlights the need for integrating the teaching of culture with language instruction into the curriculum in the Japanese context. 言語に対する文化の影響は、長年にわたって広く認識されている（Vygotsky、1962）。同様に、地域の文化がEFL学習者のコミュニケーション戦略と交流にどのように影響するかについても広く認識されている。したがって、異文化コミュニケーション能力は、国際コミュニケーションを成功させるための重要な要素である。本研究では、大学生のEFL教室と授業外での米国及び英国の文化活動と語学学習の統合に対する認識を調査している。調査は、日本の大学の78人のEFL大学生に実施された。結果は、生徒がクラスの内外で対象言語の文化を理解することに前向きな姿勢と関心を示したことを示唆している。さらに、彼らは対象言語の文化が外国語の授業に組み込まれるべきであると信じていた。したがって、この研究は、日本の実情に即して、文化と言語を統合的に教える必要性を強調している。

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

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 Recontextualizing Quality Talk for an Eighth-Grade English Classroom in China

2020 ◽  
pp. 209653112097017
Author(s):  
Liwei Wei ◽  
P. Karen Murphy ◽  
Shenghui Wu
Keyword(s):  
Language Learning ◽  
Small Group ◽  
English Language ◽  
Group Discussion ◽  
Lessons Learned ◽  
Target Language ◽  
Eighth Grade ◽  
Pedagogical Approach ◽  
Language Class ◽  
English Classroom

Purpose: Conducting meaningful interactions in the target language is essential for language learning. However, in many English language classrooms in China, it is rare that students are provided with such opportunities. In the current study, we presented and critically evaluated the implementation of a small-group discussion approach called Quality Talk (QT) in an eighth-grade English language classroom in China. Design/Approach/Methods: One eighth-grade English teacher and 82 eighth-grade students in a public middle school in Beijing participated in the study using a pretest-posttest, quasi-experimental design. Recordings of teacher coaching sessions and student discussions, researchers’ field notes, and participating teacher’s written reflections were used to identify successful practices and lessons learned with respect to the implementation of QT. Implications for future directions were also discussed. Findings: The results revealed that to successfully implement a discourse-intensive pedagogical approach in a large English language class, it is essential that (a) the materials used for discussion closely align with the school curriculum, (b) students are grouped heterogeneously and scaffolded to engage in discussions both in their native and target languages, and (c) student leadership be leveraged to facilitate discussion in each small group. Originality/Value: The present study delineated the details with respect to implementing a discourse-intensive pedagogical approach in an eighth-grade English classroom in China. We derived several key insights from recontextualizing QT in an English learning, large class context in China. These insights might hold the potential to improve the effectiveness of English teaching and learning in China.

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