scholarly journals Arabic Learners’ Preferences for Instagram English Lessons

2018 ◽  
Vol 11 (8) ◽  
pp. 103 ◽  
Author(s):  
Mohammeed A. AlGhamdi
Keyword(s):  
Social Network ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Learning Material ◽  
Arabic Speakers ◽  
Data Analyses ◽  
The Social ◽  
Similar Program ◽  
Arabic Speaking

This paper focuses on the use of the social network Instagram to provide supplementary English language learning material to learners from Arabic speaking countries. The author was able to use his online account in Instagram to assess the needs of these learners through data analyses. The content made specific to Arabic speakers by offering translation in each post from English into Arabic and vice versa to foster their interest in the English language. The account was followed by more than 48000 learners. The study aimed to comprehend how Arab learners promote the process of learning English language via the use of the social network Instagram. The study found that Arab learners do not like complicated, lengthy information and, instead, prefer simple, brief explanations related to the English language. The results of this study suggest that a similar program of offering English lessons on Instagram in the future would have an even greater following if only simplified content was offered.

scholarly journals Social Network Sites Effectiveness from EFL Students’ Viewpoints

2016 ◽  
Vol 10 (1) ◽  
pp. 39 ◽  
Author(s):  
Sulaiman Alnujaidi
Keyword(s):  
Social Network ◽  
Language Learning ◽  
English Language ◽  
Social Network Sites ◽  
English Language Learning ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Efl Students ◽  
Perceptions And Expectations ◽  
The Relationship

This study investigated the relationship between EFL students’ experience, attitudes, perceptions, and expectations toward the effectiveness of Social Network Sites (SNS), namely, Facebook, Twitter, YouTube, Instagram, Flickr, Classmates, Academica, MySpace, English baby, and Google+, in English language learning. A survey of 103 participants from different higher education institutions in Saudi Arabia was conducted. The study’s results revealed that the participants had an average SNS experience. The findings also indicated that participants had overall positive attitudes, perceptions, and expectations toward SNS. In addition, the correlations between experience and attitudes, and experience and expectations were statistically significant. Data analysis also showed that the correlations between attitudes and perceptions, attitudes and expectations, and perceptions and expectations were statistically significant. However, experience did not significantly correlate with perceptions. The findings also indicated that the model of the three variables (attitudes, perceptions, and expectations toward SNS) predicting the variable (experience in SNS) was statistically significant: The significant predictor was expectations.

Designing a Constructivist Vocabulary Learning Material

2011 ◽  
pp. 186-203 ◽  
Author(s):  
Aysegül Daloglu ◽  
Meltem Baturay ◽  
Soner Yildirim
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
English Language ◽  
Vocabulary Learning ◽  
English Language Learning ◽  
Learning Material ◽  
Constructivist Approach ◽  
Web Based ◽  
Teaching Characteristics ◽  
Interactive Exercises

This chapter outlines how the constructivist approach can be implemented in Web-based vocabulary teaching, characteristics of effective Web-based vocabulary teaching materials, and a model for effective Web-based vocabulary teaching and recycling. In WEBVOCLE which stands for Web-Based Vocabulary Learning, contextual presentation of the words has been enriched with audible vocabulary and repeated with interactive exercises, games, and puzzles in ‘spaced revisions’ in a constructivist Web-supported environment. The content of the implementation has been additionally supported with pictures. Feedback obtained from the learners demonstrates that they not only developed a positive attitude toward English language learning, but also improved their learning outcomes.

scholarly journals YouTube Platform and the English Language Learning in the Brazilian Context

2021 ◽  
Vol 1 (2) ◽  
pp. p51
Author(s):  
Marcia Aparecida Silva ◽  
Izidio Dias De Carvalho Junior
Keyword(s):  
Social Network ◽  
Language Learning ◽  
Theoretical Basis ◽  
English Language ◽  
English Language Learning ◽  
Specific Kind

This work aims at exploring the YouTube platform as a social network and useful space for English language learning in the Brazilian context. We believe that YouTube is a potential platform to enhance autonomy, but we are aware that there is a specific kind of student who could benefit from using this tool. For the theoretical basis of this research, we are based on Recuero (2009) to discuss the meaning of social network. We will explore some YouTubers who use the platform to teach the English language.

scholarly journals Social construction of knowledge in synchronous text-based discussion during English language learning

2020 ◽  
Vol 10 (2) ◽  
pp. 315-336
Author(s):  
Ira Mutiaraningrum ◽  
Arif Nugroho
Keyword(s):  
Social Construction ◽  
Language Learning ◽  
English Language ◽  
Interaction Analysis ◽  
English Language Learning ◽  
Analysis Model ◽  
Construction Of Knowledge ◽  
The Social ◽  
Social Construction Of Knowledge ◽  
Remote Learning

The uptake of remote learning during the COVID-19 pandemic was indispensable. Classroom activity, including English language learning, was shifted into remote learning. However, remote learning has not escaped the question regarding its role in students' knowledge construction in language learning. Thus, this study explores whether the social construction of knowledge occurs in the same-time synchronous text-based discussion during students' English language learning. It also investigates the phasesin which the social construction of knowledge present. Content analysis of the Interaction Analysis Model was used as the method to classify twenty-three Indonesian English as foreign language students' discourses in the synchronous text-based discussion. The transcripts from two threads in Google Classroom were sorted into the Interaction Analysis Model Phases to find out the percentage of each Phase's occurrence. Results indicate that the discourses showed the social construction of knowledge was developed by students and thereby pointed out the process of their cognitive thinking during their synchronous English language learning. This study suggests that the social construction of knowledge exists in synchronous text-based discussion with the most frequent postings categorized in Phase I.

scholarly journals Adult Saudi Students’ Practices and Perceptions of Utilizing Twitter for English Language Learning in the UK

2021 ◽  
pp. 1-96
Author(s):  
Meshari Muidh Alharthi
Keyword(s):  
Social Media ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Learning Capacity ◽  
Saudi Students ◽  
The Social ◽  
Social Media Platforms ◽  
Media Platform ◽  
The Uk

Twitter is one of the most widely used social media platforms in Saudi populations; however, research is limited regarding the efficiency, practices, and perceptions of utilizing this platform for the purpose of learning English. This study investigates the ways in which adult Saudi students in the UK use Twitter to learn the English language, and assesses the general practices and perceptions of the social media platform. Employing a sequential explanatory research design by conducting questionnaire and interviews for data collection and analysis, this study reveals that there are several opportunities for English language learning through the use of Twitter. Participants consisted primarily of digital residents who use Twitter to practice and learn English, and many noted that Twitter contributes to refined different language skills and an enhanced vocabulary. Therefore, we strongly recommend that instructors and educators encourage students to use Twitter in an English language learning capacity wherever access is possible.

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 Socio-Psychological Orientations in English Language Learning: A Study of Graduate Level Students

2018 ◽  
Vol III (II) ◽  
pp. 41-54
Author(s):  
Muhammad Riaz ◽  
Khalid Kamran ◽  
Qaiser Abbas Hashmi
Keyword(s):  
General Education ◽  
Language Learning ◽  
English Language ◽  
Technical Education ◽  
Target Language ◽  
English Language Learning ◽  
Social Psychological ◽  
Psychological Variables ◽  
The Social ◽  
Education Study

The study examines socio-psychological orientations of students of technical education (commerce colleges, technology colleges, Technical training institutes, and vocational training institutes) towards the learning of English language. The study emphasizes the social psychological variables of attitude and motivation. In technical education the syllabus of English is different from the institutes of general education. The students of general education study English language till the last year of their graduation, while the students of commerce education study functional English in the 3rd year and business communication in 4th year. These courses relate to business correspondence. The study finds that students of technical education concentrate on learning of English for its utilitarian purpose. It is due to the reason that the absence of inadequate language policy and linguistic reality of Pakistan impact these essential socio- psychological elements of the student and his view point about English language learning. Further, students also like to learn English language due to 'instrumental' purpose or for the purpose to acculturate themselves with the target language society.

scholarly journals A Brief Theoretical View on PAD-based Instruction in English Language Learning Amongst Chinese College Students

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Huanan Su
Keyword(s):  
College Students ◽  
Language Learning ◽  
English Language ◽  
Constructivist Theory ◽  
English Language Learning ◽  
Chinese College Students ◽  
The Social ◽  
Theoretical View ◽  
Social Constructivist Theory ◽  
Based Instruction

This article gives a brief theoretical view on the implementation of PAD-based instruction in Chinese college students爷English language learning. The article first introduces the situation of English language learning in the present China, especially the learning amongst Chinese college students. And then it informs the readers of the rise of PAD-based instruction, including the three phases of PAD-based instruction in English language learning. Finally, the article focuses on a theoretical view on PAD-based instruction, including the view of the social constructivist theory, the view of the collaborative learning theory and the view of the sociocultural theory. A brief theoretical view on PAD-based instruction in the article will help readers understand how the theories are fundamentally employed to carry out the procedures of PAD-based instruction in English language learning amongst Chinese college students.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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