scholarly journals QUEER LEARNER IDENTITY AND ENGLISH LANGUAGE LEARNING IN A THAI CONTEXT

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Tinnawat Suebkinnon ◽  
Apisak Sukying
Keyword(s):  
Language Learning ◽  
Identity Construction ◽  
Language Proficiency ◽  
English Language ◽  
Qualitative Content Analysis ◽  
Gender Diversity ◽  
English Language Proficiency ◽  
English Language Learning ◽  
Structured Interviews ◽  
Learner Identity

This study examined the identity construction of queer learners in English language learning and its influences on English language learning. The four participants were male, queer and studied in English majors and English language teaching in a Thai university. Two of the participants were known to the researcher. Semi-structured interviews, field notes, and a digital sound recorder were used for data collection and qualitative content analysis was used to analyze the data. The findings revealed that queer characteristics and marginalized and unequal positions based on gender identity and sexual orientation were two main factors constituting queer learner identity in English language learning. The majority of the participants shared that their queer characteristics were conducive to their speaking skills. Additionally, it was shown that the heteronormative Thai context motivated the participants to pursue English language proficiency. The participants reported that English language proficiency was advantageous for their future success and helped them gain parental and societal acceptance. Moreover, the participants stated that learning the English language would allow them to migrate to English-speaking countries that are welcoming to queer people. The results also indicated that some participants who desire a Western partner viewed English as beneficial to finding a Western man, whom they thought would be more open to gender diversity than Thai men. These findings provide a better understanding of the identity construction of queer learners and its influences on English language learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0787/a.php" alt="Hit counter" /></p>

scholarly journals English Language Learning of Indonesian Students during Study Abroad Program in Australia

2019 ◽  
Vol 1 (1) ◽  
pp. 27-40
Author(s):  
Sabaruddin Sabaruddin
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Identity Transformation ◽  
Cultural Learning ◽  
English Language Learning ◽  
Study Overseas ◽  
Study Abroad Program

This article discusses how the transformation of identity and cultural learning influence the English language learning of Indonesian students during their study program. This article is divided into three different sections of discussions in order to elaborate this issue comprehensively. Firstly, the identity change during the study abroad program is discussed by utilising the concept of identity. Subsequently, the process of identity transformation of Indonesian students during their study abroad is further elaborated through the identity movement theory. Secondly, the process of cultural learning during study abroad program is explained regarding English language learning of Indonesian students. Thirdly, how the students’ identity transformation and cultural learning impact on English language learning is also be analysed. In conclusion, the role of identity transformation and intercultural learning is significant in the enhancement of English language proficiency of the students during the study overseas program. Furthermore, the process of English language learning transforms the students’ identities through the students’ engagement in the new sociocultural condition. The transformation of students’ identity occurs in three steps of identity movement which are molar, molecular and line of flight identity. The transformation also lies in intercultural learning which later develops the students’ intercultural awareness and understanding. That is to say, study overseas can transform the students’ identity and facilitate cultural learning in which both are beneficial in enhancing the English language proficiency of the student. Besides that, study abroad program also constructs difference between individuals who pursue study overseas and who do not.

scholarly journals A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS

2018 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Musarat YASMIN ◽  
Ayesha SOHAIL
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Target Language ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers

Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.

scholarly journals The Relationship between the Type of High School and the Students' English Language Proficiency

2016 ◽  
Vol 4 (2) ◽  
pp. 107
Author(s):  
Mohammad Reza Ghamari ◽  
Farzad Hosseini
Keyword(s):  
High School ◽  
Language Learning ◽  
Student Performance ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
English Language Learning ◽  
Non Profit ◽  
Reading And Writing ◽  
The Relationship

<p>This study investigated the English language learning status in 18 high schools in Tehran, Iran. The aim was to examine the extent to which the students have achieved English proficiency, due to the type of high school (non- profit and ordinary- governmental) in which they studied. Also, an attempt was made to explore whether the student' performance on vocabulary, listening, speaking, reading, and writing would be different in terms of students' attendance in language institutes. Furthermore, in this study, the subjects' attitude toward English and its effect on the skills was taken into account.</p>

scholarly journals Saudi Students’ Perceived Self-efficacy and its Relationship to their Achievement in English Language Proficiency

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Mohammad Saleem ◽  
Muhammad Ali ◽  
Radzuwan Rashid
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Language Proficiency ◽  
Self Efficacy ◽  
English Language ◽  
English Language Proficiency ◽  
English Language Learning ◽  
Positive Correlation ◽  
Saudi Students ◽  
The Impact

In the recent years, an increasing interest in self-efficacy has been observed. However, the impact of students’ perceived self-efficacy on their academic achievements needs more attention. The aim of this paper is to evaluate the effect of self-efficacy on English language proficiency of students at Umm Al-Qura University, Makkah, Saudi Arabia. This study attempts to answer the question whether there exists any relationship between Saudi students’ perceived self-efficacy and their achievement in English language learning. Self-efficacy scales were used to gather data from 230 preparatory year students from Umm Al-Qura University, Makkah, Saudi Arabia. Fifteen out of seventy-six sections were randomly selected from the three streams, namely, Medical, Scientific and Administration. For data analysis, descriptive statistical analysis was performed using SPSS. It is significant in terms of providing insights into the psychology of the students particularly regarding their perceived self-efficacy which will be of great help to the course designers, content developers and teachers in taking measures for the inclusion of the content to improve students’ self-efficacy. The findings show that there exists a positive correlation between General and English self-efficacy and achievements in English language learning. However, there is no positive correlation between social self-efficacy and English language achievements. On the basis of the findings, the study provides some recommendations to improve students’ self-efficacy for better performance in learning English. Based on the findings of the research, further research is recommended to compare self-efficacy of the students from different Saudi universities in order to explore the reasons for different levels of their self-efficacy and English language achievements.

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

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

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

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