Vocabulary Learning Activities Employed by Chinese English-Major Undergraduates and Their Reflections on the Activities

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
He Lin ◽  
Shang Mei ◽  
Wang Yan
Keyword(s):  
Vocabulary Learning ◽  
Learning Activities ◽  
English Major ◽  
English Major Undergraduates

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.

Lending Ears to EFL Learners: Language Difficulties

2011 ◽  
Vol 28 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Sahail M. Asassfeh ◽  
Yousef M. Al-Shaboul ◽  
Wael Zuraiq ◽  
Sabri Alshboul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Major ◽  
Learning Problems ◽  
Grade Point ◽  
Efl Learners ◽  
Basic Language ◽  
Language Difficulties ◽  
English Major ◽  
English Major Undergraduates

This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.

Engaging Mobile-Assisted Learning Activities Using Multiple Mobile Apps for Foreign Language Practice

2020 ◽  
pp. 203-220
Author(s):  
Gyeo Woon Jung
Keyword(s):  
Mobile Apps ◽  
Vocabulary Learning ◽  
Language Education ◽  
Learning System ◽  
Learning Activities ◽  
Target Language ◽  
Daily Lives ◽  
Student Responses ◽  
Diverse Learning ◽  
E Learning

Mobile applications have been used to support engaging and interactive learning over the past several years. However, most mobile apps for language education were developed for merely vocabulary learning and simple grammar exercises. Hence, it is important for instructors to encourage and guide students to participate in more diverse learning activities using the mobile apps to learn and practice the target language in their daily lives. This chapter attempts to introduce a sample of engaging mobile-assisted learning activities toward the use of multiple mobile apps like TIMeS (Taylor's Integrated Moodle e-Learning System), Naver Blog, and Quizlet. A survey was conducted to gather student responses and feedback regarding this app-based learning, and 266 students responded over four semesters in 2018 and 2019. The chapter examines how these app-based learning activities are advantageous to the students' learning outside of the classroom in terms of enhancing engagement and flexibly.

Non-English Major Freshmen’s Perception and Practice of the Vocabulary Notebook as their Vocabulary Learning Strategy

2013 ◽  
Vol 1 (1) ◽  
pp. 64 ◽  
Author(s):  
Chin-Wen Chien
Keyword(s):  
Positive Attitude ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Hard Copy ◽  
Word Knowledge ◽  
Self Evaluation ◽  
Word Families ◽  
English Majors ◽  
English Major ◽  
Major Data

<p>Freshmen English is one of the compulsory courses in universities in Taiwan. Vocabulary notebooks are<br />frequently advocated as a way for students to take control of their vocabulary learning (Fowle, 2002).<br />This study focuses on the perception and practice of 157 freshmen, who were all non-English majors, of<br />the vocabulary notebook as their vocabulary learning strategy. The major data in this study included<br />vocabulary notebooks, self-evaluation of keeping vocabulary notebooks, and instructional PowerPoint<br />files. The freshmen in this study had a positive attitude toward vocabulary notebooks, because<br />vocabulary notebooks helped them learn English words and increase their word knowledge,<br />particularly of word families. They used the vocabulary notebooks to review the lessons and prepare for<br />the exams. One interesting finding was that participants in this study preferred making their vocabulary<br />notebooks in hard copy on paper because they could easily carry the notebooks around and review the<br />lessons. Moreover, of all the required elements of the vocabulary notebooks, the learners found that<br />word families were the most useful, because they could memorize word families and use them to make<br />sentences. Suggestions are provided for how to make vocabulary notebooks an effective vocabulary<br />learning strategy.</p>

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