scholarly journals The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context

2021 ◽  
Vol 14 (11) ◽  
pp. 108
Author(s):  
Sultan H. Alharbi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Learning Difficulties ◽  
English Language Proficiency ◽  
Point Of View ◽  
Language Learner ◽  
Language Courses

The term ‘struggling language learner’ is one that is usually ascribed to students who are trying, without much success to master the English language in an academic setting. As a case study, this study was carried out to gain insights into the ‘struggles’ of the struggling English as a foreign language (EFL) learners. Ten students were selected from those with the 20th least percentile in their English language courses. Observation of and discussion with these categories of learners revealed that many language learners had a point at which they began to take learning English language more seriously. In such positive or negative situations, their language learning journey improved therefrom. The findings showed that 80% of the participants believed that their English language proficiency was ‘very good’, while 20% of these participants believed that their English language proficiency was ‘average’. Also, the findings indicated that there was a statistically significant association (i.e., p < .05) between English language proficiency of the learners and the following observable attributes: willingness to learn for educational purposes; willingness to learn for career development; and students’ continuation without losing focus. The study proposes a fresh evaluation of the problems faced by EFL struggling learners by bringing to light a multifaceted, meaningful consideration of their learning attitudes from socio-psychological point of view, offering a comprehensive account of these learners and their learning difficulties as well as their attitudes and outlook while taking lessons as freshmen at the university.  

scholarly journals THE SIOP MODEL AS AN EMPOWERING TEACHING METHOD FOR ENGLISH LANGUAGE LEARNERS - A STUDY CASE

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mustapha Boughoulid
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Method ◽  
Mother Tongue ◽  
Economic Status ◽  
Educational Systems ◽  
Quasi Experimental

The increase in the needs of the English language learners (ELLs) and their endless demands in terms of achievement and proficiency in all the educational systems all over the world urged teachers and educators to call for new teaching strategies that sound more adequate and appropriate in the classroom. The Sheltered Instruction Observation Protocol (SIOP) Model emerged as one of the worldwide prominent teaching methods that guarantee the ELLs success, especially when it has to do with the understanding of the content and language learning meanwhile. With its diverse culture and prominent engagement in terms of education, Morocco represents a fertile field for the implementation of the SIOP Model that has proven in different contexts its adequacy in helping ELLs achieve proficiency. This study is about a quasi-experimental research that is implemented in an urban school known for its diversification in terms of mother tongue, socio-economic status, gender, and background. Given these different circumstances of the learners, the findings reported after the adoption of the SIOP Model as a teaching approach showed that it is a reliable and adequate teaching method in terms of content and language proficiency. The use of wh-questions as key indicators to measure the learners’ capacity of understanding and responding correctly throughout the experiment phase showed the superiority of the ELLs in the SIOP classes in contrast to the learners in the mainstream classes. This superiority is embodied, especially in terms of the high scores obtained in providing correct answers in a short duration of time. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

scholarly journals “English Language Learners”: An Analysis of Perplexing ESL-Related Terminology

2012 ◽  
Vol 14 (3) ◽  
pp. 83 ◽  
Author(s):  
Nina Lee Webster ◽  
Chunlei Lu
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Literature Search ◽  
First Language ◽  
Language Learner ◽  
Culturally Appropriate ◽  
Globalized World

In today’s globalized world it is increasingly important to consciously consider the terminology used when referencing others. The purpose of this paper is to explore and discuss the perplexing array of loosely defined ESL-related terminology in Education. A literature search revealed various terms referring to the same group of learners, the most common being English Language Learner. Through a deconstruction of related terms, an alternative term is proposed: Learner of English as an Additional Language (LEAL). The language learning aspect should not be utilized as a defining characteristic. LEAL is a respectful and culturally appropriate term that utilizes person first language.

Blending Video Games Into Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 75-89 ◽  
Author(s):  
Jonathan Newcombe ◽  
Billy Brick
Keyword(s):  
English Language Learners ◽  
Video Games ◽  
Language Learning ◽  
Language Learners ◽  
Video Game ◽  
English Language ◽  
Learning Opportunities ◽  
Language Learner ◽  
Game Based Learning ◽  
Learning Principles

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

scholarly journals Do Cultural Intelligence and Language Learning Strategies Influence Students’ English Language Proficiency?

2018 ◽  
Vol 9 (3) ◽  
pp. 655
Author(s):  
Noor Rachmawaty ◽  
M. Basri Wello ◽  
Mansur Akil ◽  
Syarifuddin Dollah
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Language Proficiency ◽  
Cultural Intelligence ◽  
English Language ◽  
Learning Strategy ◽  
English Language Proficiency ◽  
Language Learning Strategies ◽  
Relationship Of

Cultural Intelligence (CQ) is believed as an additional type to the existing forms of intelligence (IQ, EQ). It also explains why some individuals are more effective than others in culturally diverse situations. Studies have documented how successful language learners seem to use wider variety of language learning strategies than unsuccessful learners. Having these two important aspects in relation to the successfulness of acquiring foreign language thus this study is intended to explore the relationship of Cultural Intelligence, Language Learning Strategy and English Language proficiency. The study involved 87 second-year students of English Department, Mulawarman University. Data were gathered using The Cultural Intelligence Scale (CQS), The Strategy Inventory for Language Learning (SILL) and TOEFL. Descriptive and inferential statistics using SPSS 20 were used in the process of data analysis. The result reveals that CQ level of the students is medium (M=51.984) with metacognitive and motivational as dominant factors for both male and female students. The data shows that there is a significant relationship between CQ and LLS (F= 13.082, p= 0.001). This result confirms the previous studies that culture influences the frequency and type of LLS use. As for strategy categories, metacognitive is the most frequently used strategy (M=3.704) and affective is the least frequently used (M=3.080). The students’ proficiency level is ranging from elementary (25.29%) to advanced (8.05%). The dominant level is low intermediate. The data recorded that there is no correlation among cultural intelligence, language learning strategies and English language proficiency (F=1.208, p= 0.304).

scholarly journals The role of language in students’ justifications of scientific phenomena

2021 ◽  
Author(s):  
Jacky Deng ◽  
Malek Rahmani ◽  
Alison Flynn
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Science Students ◽  
Undergraduate Science ◽  
Scientific Phenomena ◽  
Scientific Arguments

Constructing scientific arguments is an essential skill for members of society, especially in a world facing complex socioscientific issues. Educators can help students develop scientific argumentation skills; however, argumentation is a complex linguistic practice and little is known about how English language learners construct arguments in English. We investigated how undergraduate science students’ English language proficiency and history were associated with their level of reasoning in scientific arguments (N = 166). We found that participants’ English language experiences, including their proficiency and history, were associated with the level of reasoning demonstrated. These findings suggest a need to identify the associated barriers faced by students from diverse language backgrounds and design equitable educational supports and assessments.

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