scholarly journals Adult EFL Learners’ Drives to Improve Their English in Private Language Schools

2021 ◽  
Vol 8 (3) ◽  
pp. 92-102
Author(s):  
Davood SOURI ◽  
Ali MERÇ
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Design Research ◽  
Language School ◽  
Integrative Motivation ◽  
Design Research Methodology ◽  
Language Schools ◽  
Personal Interests ◽  
Learning English

The present study investigated EFL adult learners' reasons behind learning English in a new setting with a mixed-design research methodology. The subjects of this study were forty adult English language learners, 20 males and 20 females, who were learning English as a foreign language in a private English language school in Istanbul. Necessary data regarding the participants’ reasons for learning English were collected through two instruments: questionnaires and interviews. The data analysis revealed that external factors such as finding a job and personal interests such as the desire to make friends urged and encouraged the participants to enrol in the private English language school to improve their English after a hard day of work or study. The study's findings concluded that both instrumental and integrative motivation played roles in the participants’ drives to study English.

scholarly journals “MY GRADES ARE ALWAYS EQUAL TO STANDARDIZED CRITERIA”: DISCOVERING EFL LEARNERS’ MOTIVATION OUTSIDE FORMAL CLASSROOM

2020 ◽  
Vol 7 (2) ◽  
pp. 347-369
Author(s):  
Siti Jannatussholihah ◽  
Ashadi Ashadi ◽  
Erna Andriyanti
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Formal Education ◽  
Target Language ◽  
Speech Community ◽  
Integrative Motivation ◽  
Instrumental Motivation ◽  
Depth Interviews

Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.

scholarly journals Dilemmas in Using Phenomenology to Investigate Elementary School Children Learning English as a Second Language

in education ◽  
2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Zihan Shi
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Lived Experience ◽  
Doctoral Students ◽  
Language Learners ◽  
English Language ◽  
Phenomenological Approach ◽  
Cultural Challenges ◽  
Conducting Research ◽  
Learning English

This paper is intended for doctoral students and other researchers considering using phenomenology as a methodology to investigate the experiences of children learning English as a second language in an elementary classroom setting.  I identify six dilemmas or puzzling challenges likely to arise if researchers adopt a phenomenological approach to conducting research.  The six dilemmas fall under two categories: fundamental and situational. Fundamental dilemmas include descriptive versus interpretive; objective versus subjective; and participant voice versus researcher voice.  The former focus is on a fundamental understanding of phenomenology as a research method while the latter include language and cultural challenges and limitations of the researchers.  Situational dilemmas arise from the challenges an investigator may encounter in using an in-depth interview as a research tool with children from different cultural and language backgrounds.  I present these dilemmas so that researchers can understand more readily the challenges they may face in exploring the lived experience of these children.Keywords: phenomenology; English Language Learners; lived experience

Teaching Cognates in Isolation and Context: A Practical Note on Montelongo, et al. (2009)

2010 ◽  
Vol 107 (2) ◽  
pp. 564-566 ◽  
Author(s):  
Timothy A. Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Word Identification ◽  
Latino English Language Learners ◽  
Different Types ◽  
Learning English

The use of cognates in teaching word identification and vocabulary meaning is an underused resource in the teaching of English-language learners, especially for learners whose language is similar to English, e.g., Spanish. A recent study by Montelongo, Hernandez, Herter, and Hernandez reported that the effect of initial consonants was strong for recognizing words in isolation. In addition, they pointed out that cognates containing suffixes identical between English and Spanish were more quickly recognized than cognates containing similar but not identical suffixes. Further, they stated teachers would do well to take these differences into account when employing a cognate strategy with their Latino English-language learners. The purpose of this response is to discuss how different types of cognates and their various meanings may be examined by educators and students when employing cognates as a strategy in learning English.

scholarly journals Techno-Aide Google Classroom for Learning English: Prospects & Challenges

2019 ◽  
Vol 7 (2) ◽  
pp. 106-117
Author(s):  
Md. Sadequle Islam ◽  
Syeda Afsana Ferdousi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Language Skills ◽  
Online Tool ◽  
Electronic Survey ◽  
The Common ◽  
User Friendly ◽  
Shed Light ◽  
Learning English

Techno-Aide Google Classroom for Learning English: Prospects & Challenges Google Classroom is a technology aided online learning tool developed by Google which enables both the teachers and learners to fit into ‘beyond the classroom’ learning in an innovative way. This research paper tries to shed light on the prospects and challenges of using Google classroom for learning English at the tertiary level education in Bangladesh. For finding out the prospects and challenges, both English language learners’ and teachers’ perception on the ground of the four language skills- Listening, reading, Writing and Speaking have been studied. The research has been conducted following the quantitative method. An electronic survey was distributed among the students and teachers using Google Form for collecting and comparing responses. The prospect includes how Bangladeshi university students and teachers sense and experience this online tool to stay in touch, as well as develop and manage their work to learn English efficiently. Alongside the common challenges faced by the users (both learners and teachers) this research tries to trace out some technical shortcomings of Google classroom that can be eradicated by Google to turn Google classroom into more user-friendly platform for learning.

scholarly journals Motivational Factors that Influence English as a Foreign Language Learners at Quality Leadership University, Panama City, Panama

2020 ◽  
Vol 11 (4) ◽  
pp. 543
Author(s):  
Ricardo Roman Jr. ◽  
Aixa M. Nunez
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Instrumental Motivation ◽  
Learning English

Research in second language acquisition took off in the early 1970s. This study on integrative and instrumental motivation examined the correlation between the two forms in terms of second language acquisition, and the interest it has generated through continued research efforts in language learning. Research to date suggests a possible relationship between motivation and second language learning. The results obtained by this research were determined by two basic types of motivation which play a relevant role in second language acquisition, it also revealed which was the most prevalent motivational factor that influences students in learning English as a Foreign Language (EFL) at Quality Leadership University, Panama. Our objective was to prove that instrumental motivation is more prevalent among students learning English as a Foreign Language in Panama. Although cultural awareness is very much present in the EFL classroom, it too plays a major role with English Language Learners (ELLs). This is a quantitative research study which includes a questionnaire classifying twenty motivational statements into two types of motivation, integrative and instrumental. The study revealed that instrumental motivation was more prevalent among English language learners at Quality Leadership University, Panama. Albiet learning about new cultures has been the driving force with which students approach language learning and students in Panama are not the exception. We can thus conclude that instrumental motivation has been acknowledged as the significant factor by students surveyed and the interest in specific language learning for career advancement, whereas integrative motivation is linked to more general second language acquisition for the benefit of cultural integration.

scholarly journals Motivating English Language Learners and Teachers in Indonesia

2020 ◽  
Vol 6 (2) ◽  
pp. 30
Author(s):  
Imam Khasbani ◽  
Didin Nuruddin Hidayat
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Teacher Motivation ◽  
Teachers And Students ◽  
First Time ◽  
Students Success ◽  
The Relationship ◽  
Learning English

Motivation has been long believed to be an essential contributor to students’ success in learning English. Many studies (e.g., Gbollie & Keamu, 2017; Wang, 2008; Zhang & Xiao, 2006) have been dedicated to investigating the relationship between motivation and success in learning English. While these studies have contributed to shedding light on the importance of motivation on students’ achievement in learning English, insufficient research has been conducted to address the concept of motivation itself, how the concept has evolved since the first time it was developed, and to what extent motivation affects both teachers and students’ performances at school. Owing to this fact, the present article seeks to discuss the notion and conceptualization of motivation by following several steps. First, the present paper took on arguments from prominent figures on the field of motivation to explore the essence of motivation and why it is essential for English as second or foreign language (ESL/EFL) learning. The conversation then built on the current theoretical framework of types and factors influencing student and teacher motivation. Following that, a plethora of discussions on the possible ways to increase student and teacher enthusiasm and motivation inside EFL classrooms were elaborated.

scholarly journals Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation

2019 ◽  
pp. 105-119
Author(s):  
Jing Tao ◽  
Chunping Zheng ◽  
Zhihong Lu ◽  
Jyh-Chong Liang ◽  
Chin-Chung Tsai
Keyword(s):  
English Language Learners ◽  
University Students ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Self Regulation ◽  
Conceptions Of Learning ◽  
Web Based ◽  
The Relationship ◽  
Learning English

This study investigated learners’ conceptions of learning English and their online self-regulation in a web-based learning environment among. Two questionnaires, Conceptions of Learning English (COLE) and Online Self-regulation of English Learning (OSEL) were administered to 843 university students in China. Based on their different conceptions of learning English, participants were clustered into four groups. Two groups of students considered the process of learning English as understanding and seeing in a new way or being test-oriented. Another two groups consisted of students with high commitment to or low engagement in learning English. The results of ANOVA analysis and Scheffé’s test revealed significant differences among the profiled participants in four groups. Students who considered learning English as understanding and seeing in a new way tended to have the strongest online self-regulatory competence. However, students who were test-oriented reported poorly in all aspects of online self-regulation. Our findings echoed previous studies on the relationship between conceptions of learning English and online self-regulation, particularly the negative association between learners’ test-oriented conceptions of learning English and their online self-regulation. This research enables us to better understand English language learners in China, particularly in the era of information technology.

scholarly journals Review of Literature on Teaching English Vocabularies Through Games to Young Language Learners

2022 ◽  
Vol 13 (1) ◽  
pp. 12-19
Author(s):  
Amirhossein Naderiheshi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Private Language ◽  
Review Of Literature ◽  
Teaching English ◽  
Young Learners ◽  
The Status ◽  
Economic Developments ◽  
Language Schools

In the last two decades, learning English has become a popular activity in Iran (Sadeghi & Richards, 2015). There has been a remarkable increase in the number of private language schools in the country. In Iran, interest in English has risen due to the status of the language as a lingua franca and its necessity for technical, scientific, and economic developments. Meanwhile, vocabulary is deemed as one of the most crucial aspects of learning a language. Currently, vocabularies are taught through traditional methods; therefore, young learners lose their interest over time. This paper aims to substantiate that games are profoundly effective in teaching vocabularies and affect young learners’ motivation and engagement with the language. This paper presents a review of literature on teaching English vocabularies through games to young English language learners in Iran. It discusses the practical instructions of games and how games could be taught more effectively. It describes the suitability and implication of games and how they should be selected and implemented by teachers. Three games are introduced for teaching vocabularies and followed by a discussion on the inherent challenges of teaching vocabularies through games.

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