scholarly journals A Study of the Difficulties in Learning of English Faced by Hindi and Urdu Speaking Students in India and Indian Expatriates in Saudi Arabia

2016 ◽  
Vol 8 (4) ◽  
pp. 29
Author(s):  
Qudsia Iqbal Hashmi
Keyword(s):  
Saudi Arabia ◽  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Learning Process ◽  
Second Language Learning ◽  
Learning Difficulties ◽  
English Learning ◽  
Statistical Inferences ◽  
Better Than

Main aim of the study was to explore and analyze the learning difficulties faced by Hindi and Urdu speaking-students in India and Indian expatriates in Saudi Arabia. It is generally felt that learning of English varies in different context. Learners having background of Urdu, Hindi differ on account of learning achievements. Similarly those who enjoy more English learning environment may perform better than their counterparts. In order to carry out the study, three types of subjects were purpose. The study, though was descriptive-qualitative in nature, quantification was used to arrive at statistical inferences. The results indicated that most of the learner’s problems arose due to L1 interference on second language learning process.

Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18

2022 ◽  
Vol 12 (1) ◽  
pp. 0-0
Keyword(s):  
Systematic Review ◽  
Second Language ◽  
Secondary School ◽  
Language Learning ◽  
Second Language Learning ◽  
Search Strategy ◽  
Research Articles ◽  
English Learning ◽  
Game Based Learning ◽  
English As Second Language

Since gamification has strengthened its place in education over the years, it is frequently preferred in English as a Second Language Learning. This study aims to investigate the literature on the effects of gamification on students’ English learning as a second language and the tendency of students to use games to learn English as a second language. This review contains a systematic review of published articles about gamification in English as a Second Language Learning for learners aged between 11-18 from 2013 to 2020. The study was designed according to the specifications of the PRISMA 2009 Checklist. A combination of words related to gamification, game-based learning, English as a Second Language, and secondary school was included as a search strategy. After selection, ten research articles written in English were reviewed. Their results indicated that the games enhance the fun, raise students’ motivation, and boost their participation while helping their autonomous learning. This review includes suggestions to support planning game-based English lessons.

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

2021 ◽  
pp. 104687812110565
Author(s):  
Maram Almufareh
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Second Language Learning ◽  
Video Gaming ◽  
Control Group ◽  
Students Attitudes ◽  
The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

scholarly journals Teachers’ Perception of Motivational Strategies in the Language Classroom

EL LE ◽  
2019 ◽  
Author(s):  
Giacomo Cucinotta
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Classroom Climate ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Teachers ◽  
Motivational Strategies ◽  
Language Classroom

Motivation can determine success or failure in second language learning process, however there is a limited number of published investigations dedicated to motivational strategies in a European context. The purpose of the present study is to replicate Cheng’s and Dörnyei’s (2007) research to test the validity of their findings in a different cultural milieu. 101 foreign language (FL) and second language (L2) teachers were asked to rate a list of 47 motivational strategies according based on the degree of importance they perceived. In addition, they were also invited to specify how they acquainted with each strategy. The results of the study suggest that, even though the use of motivational strategies is decidedly context-dependent, the prevailing importance of some strategies might be cross-cultural. In particular, strategies related to classroom climate could also be considered as preconditions to employ further strategies. The highest-rated strategies are also indicated as acquired mostly through experience, which highlights the far too little attention that motivational strategies have so far received in education programmes for the formation of language teachers.

Reading strategy training in second language contexts

1993 ◽  
Vol 16 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Sara Cotterall
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
First Language ◽  
Learning Difficulties ◽  
Reading Strategy ◽  
Strategy Training ◽  
Learning Context

Strategy training appears to be a promising means of assisting second language learners. However, strategy training operates within a context. If factors in that context are not considered, the training will not be successful. This paper discusses a number of insights highlighted by a reading strategy training study conducted in a second language (L2) setting. It cautions against the uncritical adoption of strategy training as a panacea for learning difficulties, and stresses the importance of recognising and taking account of factors in the second language learning context which may suggest modifications to procedures carried out successfully in first language (L1) settings.

scholarly journals Analisis Faktor Kesulitan Belajar Bahasa Arab pada Siswa Tunanetra di MAN 2 Sleman

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Labo Efflamengo ◽  
Syamsuddin Asyrofi
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Learning Process ◽  
Learning Difficulties ◽  
Arabic Language ◽  
Sentence Structure ◽  
Learning Methods ◽  
Teacher Understanding ◽  
New Knowledge ◽  
Blind Students

This study aims to determine the difficulty factors experienced by blind students in learning Arabic and the efforts that must be made to address these difficulties in MAN 2 Sleman Yogyakarta. The existence of this research is expected to be able to provide additional new knowledge to all parties involved in learning Arabic. The results showed that the learning process of Arabic blind students in MAN 2 Sleman Yogyakarta, in general, was the same as learning in madrasas in general. The factors of Arabic language learning difficulties experienced by blind students in MAN 2 Sleman, namely, First: Linguistic difficulties include sound (phonological), meaning (semantic), sentence structure (syntax), and difficulty in writing Arabic using braille letters. Second: Non-Linguistic Difficulties: Lack of motivation, lack of teacher understanding of braille, lack of innovation in learning methods, and difficulties due to minimal facilities. Efforts are being made to overcome these difficulties, namely, Madrasas: providing facilities, such as books or dictionaries based on braille, braille printers. Teachers: innovating learning methods to make it more interesting for students to learn blind. Blind students: more communicative to the teacher and adaptive to the learning environment in the classroom. Abstrak Penelitian ini bertujuan untuk mengetahui faktor kesulitan yang dialami siswa tunanetra dalam belajar bahasa Arab  dan upaya yang harus dilakukan untuk mengtasi kesulitan-kesulitan tersebut di MAN 2 Sleman Yogyakarta. Dengan adanya penelitian ini diharapkan dapat memberikan tambahan pengetahuan baru kepada semua pihak yang berkecimbung dalam pembelajaran bahasa Arab. Hasil penelitian  menunjukan bahwa proses pembelajaran bahasa Arab siswa tunanetra di MAN 2 Sleman Yogyakarta secara umum sama seperti pembelajaran di madrasah pada umumnya. Adapun faktor kesulitan belajar bahasa Arab  yang dialami siswa tunanetra di MAN 2 Sleman yaitu, Pertama: Kesulitan Linguistik mencakup tata bunyi (fonologi), arti (semantik), tata kalimat (sintaksis), dan kesulitan dalam menulis Arab menggunakan huruf braille. Kedua: Kesulitan Non-Linguistik : Kurangnya motivasi, kurangnya pemahaman guru tentang huruf braille , kurangnya inovasi dalam metode pembelajaran, dan kesulitan karena fasilitas yang masih minim. Upaya yang dilakukan untuk mengatasi kesulitan-kesulitan tersebut yaitu, Pihak madrasah: menyediakan fasilitas, seperti buku atau kamus berbasis braille, printer braille. Guru: melakukan inovasi metode pembelajaran agar lebih menarik minat belajar siswa tunanetra. Siswa tunanetra: lebih komunikatif kepada guru dan adaptif terhadap lingkungan pembelajaran di kelas. Kata Kunci: Analisis Faktor Kesulitan, Belajar Bahasa Arab, Tunanetra

The Language Learner's Environment as a Resource for Linguistic Input? A Review of Theory and Research

1994 ◽  
Vol 105-106 ◽  
pp. 69-116 ◽  
Author(s):  
Teresa Pica
Keyword(s):  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Learning Environments ◽  
Second Language Learning ◽  
Linguistic Input

Abstract This article reviews theory and research on the second language learning environment as a source of input to learners and the contributions made by speakers in learners' environment to their input needs and requirements. Discussion centers on connections between the formal and interactional properties of input which have been identified in research on learners and learning environments and theoretical claims about their contributions to second language learning.

scholarly journals Children and Adults in Second-Language Learning

2018 ◽  
Vol 6 (1) ◽  
pp. 30
Author(s):  
Hadna Suryantari
Keyword(s):  
Second Language ◽  
Young Children ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Common Belief ◽  
Classroom Situation ◽  
Older Children ◽  
Natural Situation ◽  
Better Than

Learning is a process in which people study to acquire or obtain knowledge or skill. Second language learning is a process of internalizing and making sense of a second language after one has an established first language. Learning a second language is different from learning first language. Second language is learnt after one is able to speak and has absorbed knowledge, which influences him  in learning a second language. Most of us believe that children are better than adults in learning second language. This statement is supported by common observation stated that young second-language learners seems to be able to learn another language quickly by exposure without teaching. In this article, the writer tries to present how children and adults in second-language learning based on factors involved in it. Steinberg (2001) states that there are three factors involved in second-language learning. The first is psychological category. It includes intellectual processing which consists of explication and induction process, memory, and motor skills. Then, social situation consists of natural situation and classroom situation. The last is other psychological variables. It consists of ESL or EFL community context, motivation, and attitude. It is complex to determine whether children or adults are better in second-language learning. The common belief that children are better than adults has been proved, although with some qualification regarding the classroom situation. Put another way, adults do not do best in any situation. In the natural situation of language learning, it is determined that young children will do better than adults, and so will older children. It is not even uncommon for young children to learn a second language in a year or less. Therefore, children do better than adults. In the classroom situation, older children will do better than adults. However, young adults will do better than young children to the extent that the young children’s classroom is not a simulation of the natural situation. In the simulation case, young children will do better.

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