College Students’ Perceptions of Cell Phone Integration in Language Learning

2012 ◽  
Vol 8 (4) ◽  
pp. 11-28
Author(s):  
Guoqiang Cui ◽  
Xin Chen ◽  
Wei Li ◽  
Shuyan Wang ◽  
Zhenhuan Yang ◽  
...  
Keyword(s):  
College Students ◽  
Language Learning ◽  
Cell Phone ◽  
English Language ◽  
Cell Phones ◽  
Chinese College Students ◽  
Foreign Language Study ◽  
Initial Stage ◽  
Significant Difference ◽  
Language Study

Cell phone integration in education has been widely discussed and explored, especially in the field of foreign language study. Compared with other countries, cell phone educational integration in China is in its infancy. This article examined Chinese college students’ perceptions of cell phone usage in three aspects: interaction, course construction, and flexibility. Though students generally demonstrated great interest for the cell phone integration in English language study, no significant difference was found between students’ characteristics and perceptions of interaction, course construction, and flexibility in their use of cell phones. However, researchers did find that course constructions are a significant predictor of students’ senses of course flexibility issues. This study also found that many students hold neutral attitudes towards the integration of cell phones, therefore initial stage of cell phone usage is of great importance in order to attract and motivate more students.

Language Learning Strategies Use by Saudi EFL Students: The Effect of Duration of English Language Study and Gender

2017 ◽  
Vol 7 (1) ◽  
pp. 18 ◽  
Author(s):  
Maha Alhaysony
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Language Learning Strategies ◽  
Long Duration ◽  
Significant Difference ◽  
Language Study ◽  
Efl Students ◽  
The Difference ◽  
And Gender

This paper reports findings from a study that investigated language learning strategies (LLS) used by Saudi EFL students at Aljouf University. A total of 134 students (66 males, 68 females) completed a questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The aim of the study was to better understand the relationship between the use of LLS and gender and duration of English language study. The results showed that the average of strategy use was in the low to medium range. Cognitive, metacognitive and compensation strategies were used most frequently, while memory and affective strategies were reported to be least frequently used. The results also showed that female students used more LLS than male students, although the difference was not significant. No significant difference was found in relation to duration of studying English, although students with long duration reported using LLS most frequently. Pedagogical implications of these findings are discussed in relation to Saudi EFL context.

scholarly journals A Brief Theoretical View on PAD-based Instruction in English Language Learning Amongst Chinese College Students

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Huanan Su
Keyword(s):  
College Students ◽  
Language Learning ◽  
English Language ◽  
Constructivist Theory ◽  
English Language Learning ◽  
Chinese College Students ◽  
The Social ◽  
Theoretical View ◽  
Social Constructivist Theory ◽  
Based Instruction

This article gives a brief theoretical view on the implementation of PAD-based instruction in Chinese college students爷English language learning. The article first introduces the situation of English language learning in the present China, especially the learning amongst Chinese college students. And then it informs the readers of the rise of PAD-based instruction, including the three phases of PAD-based instruction in English language learning. Finally, the article focuses on a theoretical view on PAD-based instruction, including the view of the social constructivist theory, the view of the collaborative learning theory and the view of the sociocultural theory. A brief theoretical view on PAD-based instruction in the article will help readers understand how the theories are fundamentally employed to carry out the procedures of PAD-based instruction in English language learning amongst Chinese college students.

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

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 Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students

2017 ◽  
Vol 10 (2) ◽  
pp. 100 ◽  
Author(s):  
Jorge Cevallos Bravo ◽  
Eder A. Intriago ◽  
Jhonny Villafuerte Holguin ◽  
Gustavo Molina Garzon ◽  
Luis Ortega Arcia
Keyword(s):  
College Students ◽  
Language Learning ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
English Language ◽  
English As Foreign Language ◽  
Learning Attitudes ◽  
Correct Pronunciation ◽  
Different Levels

This quantitative research aims to examine how different levels of motivation relate to frequency of occurrence of autonomous language learning activities undertaken by undergraduate students. Eight hundred and sixty-two college students from 10 vocational training programs of a public university located in Ecuador, South America, participated in this study. Spratt’s questionnaire that regards ‘autonomy and motivation’ as a cyclical interaction in the language learning process, was updated by the researchers, adding digital education elements. The data were analyzed using the program SPSS v24.0.0 The results showed that there was a significant relationship between: the language learning stimulation generated by professors and the participants’ learning attitudes. In addition, it was determined that the most frequent language practices in which the participants showed greatest autonomy were: listening to songs in English language, worrying about the correct pronunciation, and noting down interesting words or expressions in English.

scholarly journals Autonomous English Language Learning Beyond the Classroom: Indonesian Tertiary Students’ Practices and Constraints

2020 ◽  
Vol 19 (10) ◽  
pp. 194-213
Author(s):  
Daflizar Daflizar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Autonomous Learning ◽  
Learning Activities ◽  
First Year ◽  
English Language Learning ◽  
First Year Students ◽  
Significant Difference ◽  
English Major ◽  
Attention To Students

. In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning activities, however many of the activities were more receptive than productive. The interviews echoed the questionnaire results, and the students claimed that they were not autonomous in their learning due to several constraints. The results also revealed that there is no significant difference in the level of practice of autonomous out-of-class activities based on gender but a significant difference was found concerning majors of study. Practical implications for the Indonesian context are put forward.

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

FORMATION OF FOREIGN-LANGUAGE PHONETIC COMPETENCE WITHIN THE FRAMEWORK OF ENGLISH LANGUAGE LEARNING IN GENERAL SCHOOL EDUCATION

2020 ◽  
Vol XIII (XIII) ◽  
pp. 32-36
Author(s):  
I.A. GROKHOVSKAYA ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Oral Communication ◽  
English Language Learning ◽  
Initial Stage ◽  
Correct Pronunciation ◽  
General School ◽  
Language Competencies ◽  
Development Of Students

This article discusses the peculiarities of developing the phonetic skills of students in English lessons. The study of the phonetic system is a rather complex aspect in the system of mastering foreign-language competencies in English lessons at school. That is why it is necessary to lay the foundation for correct pronunciation and articulation at the initial stage of training followed by the development of this skill which contributes to the development of students' abilities in oral communication in a foreign language.

Assessment of Language Learning Strategies in Technology-Enhanced Learning Environment

2020 ◽  
pp. 83-99
Author(s):  
Wagdi Rashad Ali Bin-Hady ◽  
Abdu Al-kadi ◽  
Ali Abbas Falah Alzubi ◽  
Hassan Saleh Mahdi
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Strategies ◽  
Technology Enhanced Learning ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Significant Difference ◽  
And Gender

This chapter reports on the Yemeni and Saudi EFL learners' use of language learning strategies (LLSs) in technology-mediated language learning contexts. The study examines whether nationality and gender play a significant role in using LLSs on electronic platforms. The study adopted a correlative design in which 100 Yemeni and Saudi university students were recruited to respond to an online close-ended questionnaire. Drawing on Oxford's classification of learning strategies, the findings of this study showed that metacognitive and cognitive strategies were used more frequently compared to the other LLSs. Moreover, the findings of t-test showed a significant difference in the use of LLSs attributed to nationality in favor of the Saudi learners and no significant difference in the choice of LLSs attributed to gender. The study provided some suggestions for EFL learners to benefit from technology in their English language learning.

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