FACTORS AFFECTING MOTIVATION OF ENGLISH-MAJORED STUDENTS TOWARDS LEARNING ENGLISH AT A UNIVERSITY IN THE MEKONG DELTA, VIETNAM

It could be broadly accepted that motivation plays its fundamental role as one of the most important elements in foreign language learning. The present research investigated factors affecting motivation in learning English of freshmen at Tay Do University. The participants were 84 freshmen studying in Faculty of Linguistics and Literature. In the study process, these participants were given questionnaires which consisted of several statements related to the mentioned factors and the interview to get information. The collected data from the two instruments mentioned above were all analyzed afterward. The current study showed that there were elements that motivate freshmen towards English learning. Parental, environmental, teacher’s and intrinsic (personal) factors were examined. It is hoped that this research can be helpful for not only students but also teachers in learning and teaching English. Article visualizations:<img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" />

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Using Artificial Intelligence in Learning English as a Foreign Language: an Examination of IELTS LIULISHUO as an Online Platform

Journal of Higher Education Research ◽

10.32629/jher.v1i2.178 ◽

2020 ◽

Vol 1 (2) ◽

Author(s):

Ruolin Li

Keyword(s):

Artificial Intelligence ◽

Foreign Language ◽

Language Learning ◽

Supply And Demand ◽

Foreign Language Learning ◽

Computer Assisted ◽

English Learning ◽

Online Platform ◽

Learning And Teaching ◽

Learning English

EFL (English as a foreign language) learners seem destined to make errors and continuously need to test their changing language levels. However, the unbalance between supply and demand always exists in the process of learning English. Teachers sometimes are also tired of doing repetitive jobs to correct the same mistakes of nonnative speakers. Therefore, many researchers tend to improve the efficiency of learning and teaching processes by using computer-assisted instruction. Specifically, artificial intelligence software is an unstoppable trend to solve this problem. This study aims to find which characteristics in IELTS Liulishuo (an artificial English-learning app to improve IELTS performance) are following the elements of computer-assisted language learning (CALL) pedagogy (Chapelle, 2003). Meanwhile, it will also be evaluated under the mobile-assisted language learning (MALL) principles and some concepts of AI-powered foreign language software, as was put forward by Stockwell (2013) and Pokrivcakova (2019). The results showed that IELTS Liulishuo has affordability to be used as an online platform for foreign English learning. More importantly, it shed some light on CALL pedagogy and the design of artificial applications of foreign language learning.

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The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.971-973.2677 ◽

2014 ◽

Vol 971-973 ◽

pp. 2677-2680

Author(s):

Di Jiao

Keyword(s):

Foreign Language ◽

Learning Styles ◽

Language Learning ◽

Learning Strategies ◽

Learning Style ◽

Foreign Language Learning ◽

English Learning ◽

Factors Affecting ◽

The Impact ◽

The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

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Grammatical mistakes of Albanian students in learning English as a foreign language

Linguistics and Culture Review ◽

10.21744/lingcure.v5ns3.1366 ◽

2021 ◽

Vol 5 (S3) ◽

pp. 814-822

Author(s):

Isa Spahiu ◽

Naim Kryeziu

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Mother Tongue ◽

Foreign Language Learning ◽

Learning And Teaching ◽

English Grammar ◽

Efl Students ◽

The Right ◽

Learning English

Making mistakes is an unavoidable element of learning and teaching a foreign language. Because there are virtually always exceptions to the "rules," English can be tough to master. This study focuses on the most prevalent grammatical errors made by Albanian students during the EFL (English as a foreign language) learning process, as well as the sources of these errors, in order to consider them while teaching English grammar. The purpose of this study is to find out to what extent Albanian EFL students to be successful in the use of prepositions, and how much impact their mother tongue has on their errors. Being aware of such mistakes in teaching and learning English grammar for communicative purpose may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and therefore, enhance students learning of English grammar. In this study, the terms error and mistake are used interchangeably to refer to the generation of incorrect forms in learners' linguistic output. It has been highlighted that the effect of the learners' native language is responsible for many of the errors.

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Integration of Foreign Languages in Study Process

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2015vol1.298 ◽

2015 ◽

Vol 1 ◽

pp. 244

Author(s):

Diāna Liepa

Keyword(s):

Foreign Language ◽

Language Learning ◽

Research Methods ◽

Learning Experience ◽

School Teacher ◽

Foreign Language Learning ◽

Primary School Teacher ◽

Learning And Teaching ◽

Language Studies ◽

Study Process

The aim of the article is to describe language learning conditions for improvement of students learning experience. The practical task is to promote students' knowledge about language learning, foreign language learning pedagogical conditions and its transformation in the study process. The study is carried out in previous research analysis to gain insight into the overall situation of the foreign language studies in Latvia. The research provides an explanation of students’ learning and teaching conditions, the results show that a unified foreign language study conception should be developed and implemented in practice. Research Methods Theoretical methods: analysis of scientific and methodological literature, modelling. Empirical research methods: methods of data acquisition – observation, experimenting, data analysis by using the data processing software SPSS 17.0.The research is based at the Riga Teacher Training and Educational Management Academy RTTEMA Pre-School and Primary School Teacher programmes.

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Differences in Motivation to Learning English among Saudi University Students

English Language Teaching ◽

10.5539/elt.v13n2p63 ◽

2020 ◽

Vol 13 (2) ◽

pp. 63

Author(s):

Ayman Sabry Daif-Allah ◽

Fahad Hamad Aljumah

Keyword(s):

Foreign Language ◽

University Students ◽

Language Learning ◽

Foreign Language Learning ◽

Important Variable ◽

English Learning ◽

Efl Learners ◽

Arabic Speaking ◽

Saudi Male ◽

Learning English

This paper analyzes and determines the various orientations of 247 Saudi male and female university students for learning English. The descriptive and correlational approaches were used to investigate the participants’ motivations. The researchers adapted questionnaires available from the literature to quantitatively collect data. The results show that university students are highly motivated to learning English and therefore, it suggests that motivation is an important variable that shapes learners' idea about foreign language learning. The results also show that students of different gender and majors had different perspectives about English learning. The conclusions, and recommendations of the present study provide platform for future investigations into EFL learners’ motivation in other areas of Saudi Arabia or in similar settings in Arabic speaking countries to find out differences in students' orientations.

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