scholarly journals Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language

2021 ◽  
Vol 44 (4) ◽  
pp. 1024-1050
Author(s):  
James Langille ◽  
Zoila Green
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Program Implementation ◽  
English Language ◽  
English Language Learning ◽  
Reading Improvement ◽  
Phonics Instruction ◽  
Educational Stakeholders ◽  
Ell Instruction

Complexity of the various needs that come with English language learners (ELLs) beyond language learning (such as learning gaps, social and cultural differences, etc.) and increased numbers of English language learners in Canadian schools have led educational stakeholders to seek ways to promote reading improvement. While literature points out the relevance of systematic phonics instruction in reading and the importance of form-focused instruction (FFI) in English language learning, multi-sensory phonics programs (MSPPs) appear to be an effective reading tool that embodies them both. Although evidence on the efficacy of these programs is copious in students with learning difficulties, little is known about MSPPs in connection with English language learning. As a result, this integrative literature review explores the notable benefits of MSPPs, their connection with ELL instruction, and how successful program implementation may depend on teacher training.

scholarly journals What are the perceptions of stakeholders of an online ESOL programme?: The case of one intermediate school in New Zealand

2021 ◽  
Author(s):  
◽  
Annette Tate
Keyword(s):  
English Language Learners ◽  
New Zealand ◽  
Language Learning ◽  
Language Learners ◽  
Online Teaching ◽  
English Language ◽  
English Language Learning ◽  
Learning Needs ◽  
Intermediate School ◽  
Second Language Teacher

<p>Online teaching for English language learners in New Zealand schools is a recent phenomenon. Increasingly complex technologies allow expanding and far reaching options in the teaching practices of English, particularly to those students in remote geographical areas, or in schools with no qualified English as a second language teacher. This qualitative research project investigated the case of one intermediate school that adopted online English language learning to meet the learning needs of their English language learners. Stakeholders’ perceptions of barriers and facilitators to learning were reported and examined. Data indicated research participants formed three distinct groups according to the extent of their involvement in the daily programme; their communication about English language learning and the particular online programme they were using; and their understanding of the purposes and processes of the online English language programme. These three factors influenced stakeholders’ perceptions of the value of online English language learning. The more actively stakeholders were involved, communicated about and understood the online English language learning programme, the more they were convinced of its value. These findings suggest that stakeholders who have a more peripheral involvement may benefit from increased opportunities to connect with other stakeholders in the programme. Online English language learning is likely to be enhanced if formal and informal structures are developed to allow stakeholders to develop greater involvement, opportunities for communication and knowledge of the programme.</p>

scholarly journals English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning

2018 ◽  
Vol 8 (2) ◽  
pp. 724-741
Author(s):  
Hong Shi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
The United States ◽  
Strategy Use ◽  
English Language Learning ◽  
College Level ◽  
Social Strategy

This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.

Educator Perceptions of English Language Learners

2020 ◽  
Vol 31 (4) ◽  
pp. 436-450
Author(s):  
Antonia (Toni) Szymanski ◽  
Michelle Lynch
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Gifted And Talented ◽  
English Language ◽  
Gifted Students ◽  
English Language Learning ◽  
Educator Perceptions ◽  
Ell Students

This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself.

scholarly journals Revaluing the reading process of adult ESL/EFL learners through critical dialogues

2011 ◽  
pp. 42
Author(s):  
Koomi Kim ◽  
Cheongsook Chin ◽  
Yetta Goodman
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
English Language Learning ◽  
Miscue Analysis ◽  
Retrospective Miscue Analysis ◽  
Teachable Moments ◽  
Efl Learners ◽  
Adult Esl

The authors explore language developmental processes of university English language learners. The used Retrospective Miscue Analysis (RMA) and In-depth Reading Interviews as heuristic tools to generate critical dialogues with students to reflect on their L1 and English language learning processes and perceptions. The studies show that RMA and In-Depth Reading Interviews lead the teachers researches-and english language learners to critical learnable and teachable moments.

scholarly journals PERAN SISWA DALAM PEMBELAJARAN BAHASA INGGRIS DI PUSDIKLAT BAHASA KEMHAN

Epigram ◽  
2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Nidia Sofa
Keyword(s):  
Qualitative Research ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
English Language Learning ◽  
Military Background ◽  
The Military ◽  
Selection Of

AbstractThis ethnograpic qualitative research aimed to understand the students’s role like kinds of learners’ roles appeared, when they appeared, and factors that influenced the appearance. The result showed that there were two roles of English language learners at Defense Force Language Centre of Ministry of Defense, active/productive and receptive. The active/productive covers the role as imitator, initiator and partner which appear during communicative approach. The receptive role includes the attitude when they obey the instruction, when they perform task, and when they process any information given by instructors. The factors influenced are the selection of different methods by instructors, the military background, and level of class.Keyword: English language learning, the role of learners, adult learnersAbstrakPenelitian kualitatif etnografis ini bertujuan untuk memahami peran siswa dalam pembelajaran bahasa Inggris seperti peran yang muncul, kapan peran tersebut muncul, dan faktor yang mempengaruhinya. Hasil penelitian menunjukkan bahwa peran siswa di Pusdiklat Bahasa Kemhan terbagi dua, yaitu aktif/produktif dan reseptif. Peran aktif muncul ketika siswa berperan sebagai imitator, inisiator dan partner. Peran ini muncul di pembelajaran komunikatif. Peran reseptif muncul ketika mengikuti perintah atau arahan dari instruktur, ketika mengerjakan tugas dan menyimak pelajaran. Peran ini muncul di kelas yang menerapkan metode tradisional. Faktor munculnya berbagai peran adalah pemilihan metode pengajaran bahasa, budaya kemiliteran, dan tingkatan kelas.Katakunci: pembelajaran bahasa Inggris, peran siswa, pelajar dewasa

Language Learning as Technology of the Self

2021 ◽  
pp. 80-99
Author(s):  
Joseph Sung-Yul Park
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Social Inequalities ◽  
The Self ◽  
English Language Learning ◽  
The Social ◽  
Self Development ◽  
English Fever

This chapter explores how the act of English language learning came to be framed as a moral project during the Korean English fever, focusing on the role that such aspects of morality played in rationalizing the social inequalities reproduced and exacerbated through the neoliberal promotion of English. Its analysis focuses on representation of successful learners of English in the conservative press, which frequently published stories of elite English language learners throughout the English fever. The chapter shows how these stories consistently downplayed the privileged provenance of the successful learners, and instead highlighted the extraordinary effort they put into learning English, presenting them as moral figures—ideal neoliberal subjects who immerse themselves in careful and ethical management of oneself. It is through such representations that English language learning came to reframed as a Foucauldian technology of the self, and a moral responsibility for neoliberal self-development.

scholarly journals Autobiographies: a Tool to Depict English Language Learning Experiences

2019 ◽  
Vol 18 ◽  
pp. 161-179
Author(s):  
Julia Posada-Ortiz ◽  
Eliana Garzón-Duarte
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
English Language ◽  
Strong Influence ◽  
English Language Learning ◽  
State University ◽  
Language Policies ◽  
National Program

This article contains a description of a research project carried out with a group of English Language Pre-service Teachers (ELPTs) of a state University in Bogotá, Colombia. The purpose of the study was to portray the experiences the ELPTs went through as English language learners, their feelings and insights as such. The main source to collect data was the autobiographies. The results show that the English language learners’ process of learning has a strong influence of the language policies connected to the National Program of Bilingualism. They also show that it is necessary to create a cumulative program of English for each phase of schooling in order to avoid overlapping and to provide a more motivating learning process.  

scholarly journals What are the perceptions of stakeholders of an online ESOL programme?: The case of one intermediate school in New Zealand

2021 ◽  
Author(s):  
◽  
Annette Tate
Keyword(s):  
English Language Learners ◽  
New Zealand ◽  
Language Learning ◽  
Language Learners ◽  
Online Teaching ◽  
English Language ◽  
English Language Learning ◽  
Learning Needs ◽  
Intermediate School ◽  
Second Language Teacher

<p>Online teaching for English language learners in New Zealand schools is a recent phenomenon. Increasingly complex technologies allow expanding and far reaching options in the teaching practices of English, particularly to those students in remote geographical areas, or in schools with no qualified English as a second language teacher. This qualitative research project investigated the case of one intermediate school that adopted online English language learning to meet the learning needs of their English language learners. Stakeholders’ perceptions of barriers and facilitators to learning were reported and examined. Data indicated research participants formed three distinct groups according to the extent of their involvement in the daily programme; their communication about English language learning and the particular online programme they were using; and their understanding of the purposes and processes of the online English language programme. These three factors influenced stakeholders’ perceptions of the value of online English language learning. The more actively stakeholders were involved, communicated about and understood the online English language learning programme, the more they were convinced of its value. These findings suggest that stakeholders who have a more peripheral involvement may benefit from increased opportunities to connect with other stakeholders in the programme. Online English language learning is likely to be enhanced if formal and informal structures are developed to allow stakeholders to develop greater involvement, opportunities for communication and knowledge of the programme.</p>

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

scholarly journals INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

2020 ◽  
Vol 8 (2) ◽  
pp. 288-295
Author(s):  
Elnaz Zariholhosseini ◽  
Ehsan Namaziandost ◽  
Mehdi Nasri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
New Words ◽  
Novice Learners ◽  
Vocabulary Learning Strategies ◽  
Personal Use

Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).

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