English and Arabic Language Learning Environments

2020 ◽  
pp. 178-204
Author(s):  
Noraisikin Sabani ◽  
Anita Jimmie ◽  
Hanin Naziha Hasnor
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
English Language ◽  
Arabic Language ◽  
Template Analysis ◽  
Arabic And English ◽  
Perceived Experiences ◽  
Depth Interviews

The learning environment is defined as “external stimulants” that is exposed or reinforced in learners as a means to challenge their learning experiences. These reinforcements may include physical settings, teaching and learning endeavours, and even cultural and social determiners. This empirical study focuses on the perceived experiences that undergraduates from Brunei, Malaysia, and Indonesia experienced in their Arabic and English language learning environments. This qualitative study employed in-depth interviews with 60 informants that were selected through criterion sampling, snowballing technique. The analysis utilised template analysis. Emerging themes were compared and contrasted, to find similarities and differences. This chapter does not aim to seek the superiority of one learning environment over another but to appreciate the diversity and concord of these institutions. The findings illustrated overlapping, differentiated themes, which included the abovementioned.

scholarly journals Dynamic Transfer and Relations between First Language (L1) Proficiency and Second Language (L2) Writing Skills Performance

2019 ◽  
Author(s):  
Abdulelah Alkhateeb
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Writing Skills ◽  
Arabic Language ◽  
Future Research ◽  
Dynamic Relationship ◽  
Arabic And English ◽  
L1 And L2

This study investigates the transfer relationship between first language (L1) (Arabic) proficiency and second language (L2) (English) performance in writing skills of a Saudi bilingual graduate student. Several studies have discussed the transfer issues in language learning, yet a few of them focus on the transfer relationships between Arabic and English language writing skills. Regardless of the huge linguistic distinction between the English language and Arabic language, it is presumed that Arabic and English writing skills positively, negatively, and neutrally transferred in a dynamic relationship. The researcher has conducted observations and interviews with Fatimah, the participant of this study, and analyzed her texts in both languages to illustrate how dynamic relationships between L1 and L2 in the composition skills is and what the effects of language transfer in the composition skills between L1 and L2 are. The data were collected and analyzed in January 2018. The results demonstrate effects of L2 on L1 as the following; first, a reverse or backward transfer implemented in three ways; positive, negative, and neutral transfer. Second, they indicate that there is a dynamic relationship between second language performance and first language proficiency in composition particularly. It is hoped that this knowledge will assist students in being aware of the effects of L2 on L1 specifically in composition and taking the advantages to accelerate the rate of language learning. It is recommended for future research to conduct studies in bilingual writings to investigate how L1 could be a resource and advocate of language development.

Voices of dissent: unpacking Vietnamese international student experience

2017 ◽  
Vol 31 (3) ◽  
pp. 280-292
Author(s):  
Le Huong ◽  
Fung Kuen Koo ◽  
Rodney Arambewela ◽  
Ambika Zutshi
Keyword(s):  
International Students ◽  
Learning Environment ◽  
Student Perceptions ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
International Student ◽  
English Language ◽  
Content Type ◽  
The University ◽  
Depth Interviews

Purpose The purpose of this paper is to examine Vietnamese international students’ experiences with the campus learning environment by analysing differences in staff and student perceptions. Design/methodology/approach Two focus groups (n=12) and ten in-depth interviews were conducted with Vietnamese students and four in-depth interviews with the university staff (totalling 26). Findings The findings show a greater divergence of views between students and staff on teaching and learning than English language proficiency and student support services. These key differences were influenced by students’ prior expectations of their learning environment in Vietnam. Research limitations/implications This study is limited to one group of international students and to one Australian university. Practical implications The lecturers/administrators must have a good understanding of international students’ learning backgrounds and expectations to enhance their positive experience; appropriate teaching skills and practices are essential for teachers to meet the current needs of students. More effective training for international students to understand the multicultural nature of Australia is also essential. Originality/value This study contributes to the literature by identifying the experience of Vietnamese international students in a western university, which is, a relatively under-researched nationality compared to other Asian nationalities such as Chinese and Indian.

Creating a computer-based language learning environment

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 68-78 ◽  
Author(s):  
J. DAVID BARR ◽  
JOHN H. GILLESPIE
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Environments ◽  
Computer Technology ◽  
Teaching And Learning ◽  
Information Dissemination ◽  
Computer Mediated ◽  
University Life ◽  
Key Factor ◽  
Computer Based

This paper considers key questions concerning computer-based language-learning environments. Using evidence from current literature, it discusses the main characteristics of such environments including human, technical and physical resources, communicative structures, information management, and cultural contexts. It then uses data from an investigation of the universities of Cambridge, Toronto and Ulster to assess the pedagogical effectiveness of the computer-based environments currently in operation in these three institutions.It considers, in particular, the integrative role that computer-based language learning environments seem to provide. Although each institution has integrated computer technology into language teaching and learning in different ways, a key element of each environment has been the establishment of a common computer-mediated infrastructure, enabling effective information dissemination, resource distribution, communication and teaching and learning. No single common infrastructure would be suitable in all three, however, in each case, it was found that the environments created were valuable, especially in integrating elements of the teaching and learning process that would normally have remained apart.In concluding that the creation of a computer-based language learning environment in the present climate is beneficial, it was noted that adequate technical resources and a management that is keen to integrate computer technology into all aspects of university life is a key factor in their success.

scholarly journals The Influence Of Language Interest On Students Foreign Language Learning Outcomes (Arabic-English)

2019 ◽  
Vol 5 (2) ◽  
pp. 271-280
Author(s):  
Irsal Amin
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
English Language ◽  
Foreign Language Learning ◽  
Arabic Language ◽  
Foreign Languages ◽  
Successful Implementation ◽  
Qualitative Approaches ◽  
The Difference ◽  
Arabic And English

The problem of learning foreign languages has always been a barrier in the process of learning interaction that makes foreign languages a scourge for students. This also creates certain difficulties for teachers in carrying out the process of teaching foreign languages, not to mention talking about the egoism of teachers who fail to see and develop students' language interests. Previous research studies indicate that the problem of learning foreign languages is a psychological problem.This research is a mixed-method study that combines quantitative-qualitative approaches to explain the influence of language interest on students’ learning outcomes at Al-Abroor Modern Islamic Boarding School in South Tapanuli Regency. The data collection methods in this study used interview and questionnaires to determine language interest and students’ learning outcomes by carrying out written test.The sample in this study were 141 students from a population of 380 people. The data analysis technique in this study used descriptive statistics to find out students' language interest and learning outcomes both in Arabic and English. The findings of this study indicate that students’ language interest is greater in Arabicwith  thelanguage interest percentage at 80.60% and learning outcomes at 63.54%. Meanwhile, the English language interest is at 71.48% with learning outcomes at 28.36%. This finding, thus, shows that the difference in students' language interest in Arabic and English is 9.12% with a difference in learning outcomes of 34.87. This research also shows that language interest grows naturally and internally within students which is then strengthened by other supporting factors. In this case, the Arabic language interest in students grew stronger because of the use of Arabic in other subjects. Therefore, it can be concluded that developing language interest can be a factor that supports the successful implementation of language learning.

scholarly journals Navigating Online Language Teaching in Uncertain Times: Challenges and Strategies of EFL Educators in Creating a Sustainable Technology-Mediated Language Learning Environment

2021 ◽  
Vol 13 (14) ◽  
pp. 7664
Author(s):  
Leejin Choi ◽  
Sunjoo Chung
Keyword(s):  
Online Education ◽  
Learning Environment ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Digital Platforms ◽  
Teaching Online ◽  
Experience Teaching ◽  
Challenges And Strategies

With the spread of COVID-19 worldwide, teaching and learning have occurred remotely and on digital platforms. An abrupt transition to online education, however, has posited unprecedented challenges for educators, who have been forced to adjust to remote learning with little to no time to prepare. Focusing on the case of an English language program in South Korea, this case study examines the challenges and strategies that were emerging in the crisis-prompted online language learning and teaching context. In particular, this case study focuses on investigating what types of strategies English as-a foreign language (EFL) instructors with little prior experience teaching online used to create a sustainable and authentic technology-mediated language learning environment, and how they motivated language learners to actively participate in sustainable language development and use. Findings provide educators and administrators who have little to no experience teaching online with practical suggestions and ideas to consider. They can use these concepts to adapt their lesson plans to online platforms and design and deliver high-quality lessons that ensure students feel connected to their learning process and have sustainable language learning experiences.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

scholarly journals Breaking the language barrier? Comparing TV news frames across texts in different languages

2018 ◽  
Vol 11 (4) ◽  
pp. 407-420
Author(s):  
Sumaya Al Nahed
Keyword(s):  
English Language ◽  
Television News ◽  
Reliability And Validity ◽  
Arabic Language ◽  
News Frames ◽  
International Media ◽  
News Reports ◽  
Tone Of Voice ◽  
Arabic And English ◽  
The Impact

This article examines two factors which have become increasingly important in today’s multi-channel international media environment, but which add significant extra levels of complexity to framing analysis: language differences and tone of voice. Through case studies examining English and Arabic language television news reports, the article considers some of the difficulties facing researchers who aim to compare spoken texts in different languages about the same events. In particular, the author focuses on the different cultural understandings of the appropriateness of emotive language in Arabic and English language journalism, and argues that in order to analyse the framing of stories in television news it is necessary to take account of the role of reporter tone in building frames. By comparing Al Jazeera’s and the BBC’s coverage of the 2011 Arab uprisings, the article aims to bridge some methodological gaps in this area, and to advance the reliability and validity of studies that attempt to compare news frames of the same events in different languages. It also considers the additional challenge of comparing tones of voice, particularly if they fluctuate throughout the story. Ultimately, the article proposes ways of going beyond literal understandings of both language and tone in order to establish the impact of both on the construction of news frames.

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

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