scholarly journals Predicting Second Language Proficiency with Resting-state Brain Rhythms

2021 ◽  
Vol 15 ◽  
pp. 39-54
Author(s):  
Victoria Ogunniyi ◽  
David Abugaber ◽  
Irene Finestrat ◽  
Alicia Luque ◽  
Kara Morgan-Short
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Spectral Power ◽  
Brain Connectivity ◽  
Brain Activity ◽  
Memory Performance ◽  
Learning Ability ◽  
Linear Regression Models ◽  
Electrical Brain Activity

Understanding what traits facilitate second language (L2) learning has been the focus of many psycholinguistic studies for the last thirty years. One source of insight comes from quantitative electroencephalography (qEEG), i.e., electrical brain activity recorded from the scalp. Using qEEG, Prat et al. [1] found that functional brain connectivity is predictive of language learning ability. This study extends Prat et al. in investigating the predictive validity of qEEG measures for two measures of L2 proficiency, namely: 1. a grammaticality judgement task (GJT), wherein participants read and identified Spanish sentences as either correct or incorrect based on possible grammar violations, and 2. a standardized Spanish proficiency test (DELE). Participants were L2 learners recruited from third- and fourth-semester university Spanish classes. Spectral power and coherence within and across six different regions were analyzed for correlations with either GJT or DELE scores. Follow-up linear regression models based on significant qEEG correlates explained up to 11% of variance in DELE scores but none of the variance in GJT scores. Negative correlations were found between theta frequency coherence and the DELE. Because theta activity has been associated with episodic and working memory performance, these findings suggest that less proficient learners might utilize memory-based strategies more often to compensate for their lack of familiarity with the L2.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

An Investigation of the Relationship of Motivation, Attitudes and Environment

2018 ◽  
pp. 1126-1139
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Proficiency ◽  
Attribution Theory ◽  
Global Economy ◽  
English Language ◽  
Language Teachers ◽  
Self Confidence

This chapter will study a Philippine and a Chinese leaner's approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner's motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner's model of socio-educational model in second language acquisition and Weiner's attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners' motivation and competitiveness in the global economy.

Study abroad and the development of second language identities

2012 ◽  
Vol 3 (1) ◽  
pp. 173-193 ◽  
Author(s):  
Phil Benson, ◽  
Gary Barkhuizen, ◽  
Peter Bodycott, ◽  
Jill Brown,
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
Sense Of Self ◽  
Self Concept ◽  
Second Language Proficiency ◽  
Language Identity ◽  
Hong Kong Students ◽  
Identity Based

AbstractMuch of the literature on study abroad outcomes focuses on language proficiency gains or on the influence of identity factors on opportunities for language learning. A smaller number of studies have looked at the influence of study abroad on participants' identities and have highlighted outcomes that might be placed under the heading of second language identity. Based on a review of this literature and a qualitative, narrative-based study of nine Hong Kong students participating in thirteen- and six-week study abroad programmes, this paper examines the construct of second language identity and its susceptibility to development in study abroad. Three main dimensions of second language identity are identified, related to (1) identity-related aspects of second language proficiency, or the ability to function as a person and express desired identities in a second language setting, (2) linguistic self-concept, or sense of self as a learner and user of the second language, and (3) second language-mediated aspects of personal competence. The study found that most of the students reported developments along all three of these dimensions, although there were variations among individuals that were related both to the duration of the programmes and individual goals and purposes.

scholarly journals The Extroverted Vs. the Introverted Personality and Second Language Learning

1987 ◽  
Vol 5 (1) ◽  
pp. 45 ◽  
Author(s):  
Paula Kezwer
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Personality Assessment ◽  
Second Language Learning ◽  
Classroom Interaction ◽  
Classroom Teaching ◽  
Clear Correlation ◽  
Assessment Instruments ◽  
Second Language Proficiency

There have been a number of studies done to try to explain the effects of out goingness versus reservedness on second language learning. The results of these studies have often been contradictory with some showing a clear correlation between extroversion and success in learning a second language, others failing to demonstrate that there is a positive correlation between out goingness and second language proficiency. This paper presents a survey of all the major studies dealing with the influence of extroversion on second language learning. It is argued that among the reasons for the discrepancies in research results are the wide variety and dubious validity of the personality assessment instruments used; the nature of the tasks used to determine second language proficiency; and the structure of classroom interaction. The implications of extroversion and introversion for classroom teaching are also considered.

scholarly journals Language proficiency differences in second language learning anxiety

2018 ◽  
Vol 4 (2) ◽  
pp. 83
Author(s):  
Nur Atikah Binti Noor Rashid ◽  
Asnadia Binti Alias
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Daily Basis ◽  
T Test ◽  
Learning Anxiety ◽  
Significant Difference ◽  
Average Students ◽  
Language Learning Anxiety

<p><em>In general, the objective of learning English language in Malaysian education system is to ensure the students can use English in their daily basis, to further study and for the workplace. The main purpose of English course in Polytechnics is to ensure the students are able to communicate effectively and confidently. Therefore, the students should be able to understand the language and use it with confident in their daily lives and for their future employment. However, most of the students are reluctant to communicate in English and many of them prefer to withdraw from participating in any English language activities. The reason for this issue might be due to the feeling of anxiety in learning the second language. Hence, this study aimed to investigate the language proficiency differences between above average and below average students with respect to language learning anxiety. There were 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin participated in this study. SPSS version 22 has been used to analyses collected data consists of a 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS).  The t-test has been used to determine if there was a significant difference between above average and below average students in regard of language learning anxiety. The study revealed that below average students were more anxious than above average students for all types of anxiety. However, t-test demonstrated that there was no significant difference between language learning anxiety in regard of students’ level of proficiency. Thus, several implications have been suggested in this study to help the below average students to cater language learning anxiety. One of the examples is by conducting an English Camp for the targeted students serves as an effective method to cope language learning anxiety among below average students.</em></p>

scholarly journals The relationship between students’ second language learning anxiety and language proficiency

10.32698/0141 ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 50
Author(s):  
Asnadia Binti Alias ◽  
Nur Atikah Binti Noor Rashid
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Language Proficiency ◽  
Second Language Learning ◽  
English Language ◽  
Learning Anxiety ◽  
Language Learning Anxiety ◽  
Spearman Test ◽  
The Relationship

Students in Malaysian Polytechnics must enrol in a second language course as one of the compulsory courses offered by the institution. There is no placement test for polytechnics students to enrol in English language class. Therefore, students with different level of proficiency are mixed together in a classroom to learn English language. Consequently, students encountered difficulties in learning the second language due to feeling of anxiety. Hence, the aim of this study was to determine the correlation between students’ language learning anxiety and their language proficiency. This study involved of 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin which have been chosen randomly. A 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) was analysed using SPSS 22. The study revealed that the students experienced moderate level of language learning anxiety. Correlations – Spearman Test was used to determine the relationship between students’ second language learning anxiety and language proficiency. Three types of anxiety was tested which are Test Anxiety, Communication Apprehension and Fear of Negative Evaluation. Correlations – Spearman Test demonstrated that only Test Anxiety showed significant relationship with students’ language proficiency. Several implications have been discussed to offer suggestions to the lecturers in dealing with students learning anxiety. Lecturers should be careful in correcting students’ error to avoid students feel humiliated. This is because students tend to feel anxious whenever lecturers correct their mistakes in the classroom. A further research should be carried out by using two approaches; qualitative and quantitative and adds more variables such as attitude and motivation towards learning a second language.

scholarly journals The impact of the objectives of Arabic language learners as a second language and their involvement in the learning engagement on their language proficiency- field study on two Malaysian universities – Malaysia: علاقة الدافعية بتحسين الكفايات اللغوية لمتعلمي اللغة العربية كلغةٍ ثانيةٍ وانخراطهم في العملية التعلمية - دراسة ميدانية على طلبة جامعتي العلوم الإسلامية الماليزية والإسلامية العالمية الماليزيتين-

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Mikail Ibrahim, Zainalabidin Hajib, Yuslina Mohammad, Essamo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Learning Process ◽  
Structural Equation ◽  
Negative Relationship ◽  
Arabic Language ◽  
Linguistic Competence ◽  
The University ◽  
The Impact

This research aims to study the correlative relationships between the orientation towards the goal and engage in the learning process, and their relationship to the acquisition of Arabic language skills as a second language between students of the University of Islamic Science Malaysia and International Islamic University Malaysia. The study followed the correlative approach. The questionnaire consisted of a questionnaire that was distributed to a random stratified sample. The study population consisted of students from the University of Islamic Sciences Malaysia and the International Islamic University Malaysia. It reached 451 students (males = 170, females = 281). The researchers used the typical structural equation for statistical treatments. The result of the analysis showed a statistically significant relationship between the goal of empowerment, the goal of performance on the one hand, and linguistic competence on the other. While the negative relationship between avoiding schoolwork and language competence. The study also revealed that there is a strong positive relationship between engaging in the learning process mentally, behaviorally, emotionally and linguistic competence, and the behavioral involvement factor obtained the strongest relationship in determining the fate of the language learning process. Finally, the analysis showed that females are more capable than males. In light of the results, the current study recommended the application of such studies in some countries where Arabic is considered a second language to ensure the validity and consistency of the scale, and the possibility of generalizing it. Developing the skills of Arabic language teachers through training workshops and introducing them to modern teaching methods in teaching the Arabic language.

scholarly journals The effects of Age of Acquisition on an L2 learner’s Ultimate Attainment

2020 ◽  
Vol 4 (5) ◽  
Author(s):  
Xinlu Li
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Critical Period ◽  
Second Language Learners ◽  
Previous Analysis ◽  
Learning Ability ◽  
Controversial Topic ◽  
Ultimate Attainment

This paper focuses on generalizing different theories towards the age effect on the ultimate attainment of second language learners since it has long been a controversial topic in researchers’ mind. In this paper, it gives evidences on cases in favor of the Critical Period Hypothesis, which claimed the loss of language learning ability after puberty and presents counter-evidences on the successful acquisition of second language in adult learners. It has reached into a conclusion that consists the viewpoint drawn on previous analysis and confirmed the possibility in ultimate second language attainment for late learners.

scholarly journals “It comes from you”: Agency in adult asylum seekers’ language learning through Process Drama

2019 ◽  
Vol 9 (1) ◽  
pp. 7-32
Author(s):  
Fiona Dalziel ◽  
Erika Piazzoli
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Asylum Seekers ◽  
Second Language Learners ◽  
Role Reversal ◽  
Process Drama ◽  
Learning Needs ◽  
The University ◽  
Asylum Seekers And Refugees

Abstract In this paper, we present a study of adult asylum seekers learning Italian as a Second Language through Process Drama. Adopting an ecology of language approach, we first set the scene by examining some of the most salient issues regarding the language learning needs of asylum seekers and refugees, including the challenge of fostering both language proficiency and a sense of autonomy and agency. We then introduce the topic of performative, or drama-based pedagogy, focussing on how this has been adopted for second-language learning, presenting the main features of Process Drama. We go on to evaluate a number of drama-based projects aimed specifically at adult asylum seekers and refugees before presenting the specific context of this study. The Process Drama sessions, organised in the 2016/2107 year, were part of a project called “Cultura e Accoglienza”, which allowed for the enrolment of 30 asylum seekers as “guest students” at the University of Padova in Northern Italy. In particular, we look at one of the Process Drama sessions, in which the participants became members of an association of community workers welcoming migrants, and the teacher took on the role of the asylum seeker. Through the dramatic frame, we, as facilitators, drew on the learners’ expertise in settling into the Italian culture, and in welcoming new arrivals. Our aim was that of using ‘time’, ‘place’ and ‘role reversal’ as distancing devices to challenge the notion of ‘otherness’. The analysis from videos, focus groups and teacher journals suggests that the drama gave participants the chance to shift perspective, and that this impacted on their sense of agency as second language learners.

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