scholarly journals Motivation in Foreign Language Classrooms at Tertiary Level: A Case Study

2021 ◽  
Vol 5 (2) ◽  
pp. 43-51
Author(s):  
Anh Hoang Khau ◽  
La Pho Thach
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Motivational Factors ◽  
Senior English ◽  
Language Classrooms ◽  
The University ◽  
Learning English

In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing specific recommendations for further research on motivation, the paper concludes by calling on for adopting a range of motivational factors that can promote English as a foreign or second language learning.

Motivation in foreign language classrooms at tertiary level: A case study

2021 ◽  
Vol 5 (2) ◽  
pp. 32-40
Author(s):  
Anh Hoang Khau ◽  
La Pho Thach
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Motivational Factors ◽  
Senior English ◽  
Language Classrooms ◽  
The University ◽  
Learning English

In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing specific recommendations for further research on motivation, the paper concludes by calling on for adopting a range of motivational factors that can promote English as a foreign or second language learning.

scholarly journals Feedback: understanding strategies and impact on EFL learning and teaching contexts

2018 ◽  
Vol 10 (1) ◽  
pp. 43-65
Author(s):  
David Felipe Espinosa Torres ◽  
Iván Camilo González Bejarano ◽  
Juliana Moreno Restrepo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Feedback Strategies ◽  
The Impact ◽  
Minimal Research

Feedback is a powerful tool that has a significant influence on student success. Its meaningful impact on learning and teaching processes has been well-documented. However, there is minimal research concerning the impact of feedback strategies on foreign language learning. This article seeks to provide a theoretical and practical understanding of the impact of feedback on foreign language teaching and learning processes. This is done through a case study research conducted in a private institution in Bogotá, Colombia. The evidence demonstrates that the feedback strategies used and the manner in which they are administered influence their effectiveness. Three main strategies were observed and analyzed: corrective, motivational, and developmental. This article concludes with a suggestion to make feedback an explicit policy of teachers’ education programs in the country.

scholarly journals A Telecollaborative International Exchange for Foreign Language Learning and Reflective Teaching

2021 ◽  
Author(s):  
Giovanna Carloni ◽  
Federica Franzè
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Reflective Teaching ◽  
International Exchange ◽  
Columbia University ◽  
Learning And Teaching ◽  
The University

This chapter shares the reflections on a joint international research educational project, involving Columbia University students studying Italian, and Italian pre-service teachers enrolled in an MA in Teaching Italian as a Foreign Language at the University of Urbino, Italy. The northern hemisphere autumn term 2014 iteration of the project is taken as a case study to discuss the effectiveness of teleconferencing for foreign language learning and teaching. The results showed that the videoconference sessions positively affected the learning process of students, and simultaneously fostered reflective teaching in pre-service teachers.

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

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. 

scholarly journals A Case Study on the Problems and Suggestions in Foreign Language Teaching and Learning at Higher Education

2017 ◽  
Vol 5 (6) ◽  
pp. 64 ◽  
Author(s):  
Menderes Unal ◽  
Elif Ilhan
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
Training System ◽  
Language Teachers

This study explores and identifies some reasons for the problems of foreign language learning (English) and teaching from the perspective of instructors and learners using the case study model. The data of the study was gathered by a semi-structured interview form, and the study group of the research was composed of English language instructors and graduate students at Ahi Evran University. Random sampling method was used to determine 15 instructors and 20 graduate students to face-to-face interview, and the data of the study was analysed by content analysis method, which the students and instructors agreed on students who have been problematic in language learning process. In addition to students, examination systems, instructional programs, language teachers’ qualifications and learning environments have been considered as barriers to language learning. On the other hand, students and instructors suggested starting learning/teaching English earlier, much more practice and exams on all four skills; elective courses; more practice and communication; revisions in teacher training system, considering individual differences; motivating and encouraging students; and designing well equipped language environment and teaching materials.

scholarly journals TEACHING AND LEARNING ENGLISH FOR VISUALLY IMPAIRED STUDENTS: AN ETHNOGRAPHIC CASE STUDY

2020 ◽  
Author(s):  
Susanto Susanto ◽  
Deri Sis Nanda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Ethnographic Case Study ◽  
Teacher Interviews ◽  
Visually Impaired Students

In this article we report an ethnographic case study of observing the teaching and learning of English at a school for visually impaired students in Bandar Lampung, Indonesia. Data collection included student and teacher interviews. It also covered class observation and used a social constructivist framework of disability. The study revealed that the students received inadequate modifications of instruction in foreign language learning. However, the students used a variety of resources with the screen reader technology such as Non Visual Desktop Access (NVDA) and Job Access with Speech (JAWS). These findings suggest that visually impaired students actually can have unique ways of learning foreign language supported by the assistive technology. These abilities should be acknowledged to obtain the perspectives of students who receive disability specific education. Moreover, the study might provide a further facet to the research especially on the importance of learning strategies in special education.

scholarly journals TEACHING AND LEARNING ENGLISH FOR VISUALLY IMPAIRED STUDENTS: AN ETHNOGRAPHIC CASE STUDY

2018 ◽  
Vol 7 (1) ◽  
pp. 83 ◽  
Author(s):  
Susanto Susanto ◽  
Deri Sis Nanda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Ethnographic Case Study ◽  
Visually Impaired Students

In this article we report an ethnographic case study of observing the teaching and learning of English at a school for visually impaired students in Bandar Lampung, Indonesia. Data collection included student and teacher interviews. It also covered class observation and used a social constructivist framework of disability. The study revealed that the students received inadequate modifications of instruction in foreign language learning. However, the students used a variety of resources with the screen reader technology such as Non Visual Desktop Access (NVDA) and Job Access with Speech (JAWS). These findings suggest that visually impaired students actually can have unique ways of learning foreign language supported by the assistive technology. These abilities should be acknowledged to obtain the perspectives of students who receive disability specific education. Moreover, the study might provide a further facet to the research especially on the importance of learning strategies in special education.Keywords: visual impairment; language education; learning strategy; special education.

scholarly journals Interview with Amos Paran, Specialist in L2 Reading and Literature in Language Teaching

2017 ◽  
Vol 41 (2) ◽  
pp. 16
Author(s):  
Simon Bibby ◽  
Anna Husson Isozaki
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
L2 Reading ◽  
University College ◽  
The University ◽  
Language Teaching And Learning

Dr. Amos Paran teaches MA and PhD students at the University College London’s Institute of Education. Fluent and literate in English, Hebrew, and German himself (with a bit of Spanish and French), he is probably best known for his research and writing on literature in foreign language learning. Among the recent books he has written, edited and co-edited are Literature —Into the Classroom with Pauline Robinson (2016), Testing the Untestable in Language Education (Multilingual Matters, 2010) with Lies Sercu, and Literature in Language Teaching and Learning (2006, TESOL).

scholarly journals A study on benefits of using illustrations (pictures, real object, etc. ) in learning English vocabulary of non-English major students at Ho Chi Minh City University of Food Industry( HUFI)

2021 ◽  
Author(s):  
Dao Thi Lai
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Learning And Teaching ◽  
New Words ◽  
Language Classrooms ◽  
English Major ◽  
Methods Of Learning

Learning vocabulary is an important element of foreign language learning, since the meaning of new terms is emphasized often in books and classrooms. It is an important part of language learning. It is also essential in language education and for language students. Research recently shows that it is difficult to learn vocabulary. The most popular methods of learning and teaching in language classrooms around the world have been proposed by researchers, in which the use of illustrations is highly appreciated by them. Illustrations play an important role in teaching and learning vocabulary of the language. Images connect students and previous knowledge with a new story, thereby helping them learn new words. A word can be described with an illustration and an illustration can contain many words. The main objective of this study was to study the benefits of using illustrations (pictures) to help non-English majors at HUFI learn English vocabulary. Evaluation and analysis are the most important ways to make research more authentic. The findings show that the usage of illustrations has a lot of benefits to students' vocabulary learning.

A CASE STUDY OF SEVEN ELEMENTARY STUDENTS IN LEARNING LISTENING SKILL THROUGH MOBILE GAMES

Lingua ◽  
2019 ◽  
Vol 1 (01) ◽  
pp. 43-51
Author(s):  
Mohammad Rizky Maulana ◽  
Mujahidah Ulfa ◽  
Abdulrahman Tryanti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Elementary Students ◽  
Native Speaker ◽  
Foreign Language Learning ◽  
Study Finding ◽  
Mobile Game ◽  
Listening Skill ◽  
Learning English

This study aims to explore, describe and analyze the use of mobile game application byelementary students to support EFL (English as a Foreign Language) learning particularlylistening skill. In this study, observation and interview are utilized to obtain the data. 8(Eight) Elementary students were participated in this study. Finding shows that studentsuse mobile game application to access content such as listen to English words or sentenceby native speaker and vocabulary. The participants of this study show positive responsetoward the use of mobile game apps in learning English listening skill. They believed thatusing mobile game apps helped them in listening, vocabulary and spelling. As theimplication of this study, it is recommended to use mobile game application for EFLstudents in order to boost their interest in learning English and the apps can be one of bestmedia to teach listening for young learners.

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