scholarly journals Need Analysis: English Language Use by Students in the Tourism and Hospitality and Industry

2021 ◽  
Vol 14 (3) ◽  
pp. 59
Author(s):  
Passamon Lertchalermtipakoon ◽  
Umarungsri Wongsubun ◽  
Pongpatchara Kawinkoonlasate
Keyword(s):  
Language Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Hospitality Industry ◽  
English Language ◽  
Language Skills ◽  
English Language Learning ◽  
Student Groups ◽  
The Difference ◽  
English Language Skills

This research had 3 objectives. First, to discover the main skills students studying in Tourism (TR) and Hospitality Industry (HI) need to successfully use English. Second, to ascertain the essential skills that students need in English language acquisition. Last, to investigate which skills students found to be the most problematic in English language learning. The informants of 160 students were split by the quota sampling method into two equally sized groups of 80 learners each; i.e., 80 were placed into the Tourism group and 80 into the Hospitably group. Twenty participants were selected equally from each academic year - from first year students to fourth year students - for placement into each category of TR and HI. To acquire relevant data a learner’s perception questionnaire was employed as well as interview questions. Average and standard deviation were used to examine the questionnaire data and content analysis for the interview data. There was a .05 difference statistically between the hospitality industry and tourism students’ English scores. The hospitality industry students scored slightly higher. Conversely, when comparing the different levels of students' attitudes in the 5 language skills, the tourism students scored higher than the hospitality industry students, yet the difference of .05 was also not statistically significant. Additionally, the outcome from a comparison of student satisfaction levels toward English teaching and learning, found that tourism students reported higher satisfaction levels than those of the hospitality industry students. However, the .05 degree of difference was not statistically significant. Also, neither of the student groups were significantly different in terms of enhancing their English skills. Additionally, the interview results showed that improving English language skills and grammatical structures were the skills the students' reported needing the most assistance with in their studies. Neither of the student groups were significantly different in terms of enhancing their English skills. The study found that the main reason that students of both majors desired to improve their English language skills was to improve their grades. The obstacles faced by the students in these two sample groups in using the English language are not very different, since most of the interviewed people reported that the skills of listening and speaking as being the greatest problems in their communication. Another similarity between the two sample groups was that students of both majors expressed a positive attitude toward their English language learning.

scholarly journals Medical Students’ English Language Learning: Needs and Perceptions

2018 ◽  
Vol 13 (1) ◽  
pp. 164-190
Author(s):  
Amin Karimnia ◽  
Mohammad Reza Khodashenas
Keyword(s):  
Medical Students ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Target Language ◽  
Needs Analysis ◽  
English Language Learning ◽  
Learning Needs ◽  
Skills Use ◽  
English Language Skills

Summary This study investigated the medical students’ English language learning needs and their perceptions of ESP courses in an academic environment. To do this, 100 medical students studying medical sciences in the faculty of medicine in Mashhad, Iran, were selected as the participants. Hutchinson and Waters’ target language needs analysis framework was drawn on as the analytic model guiding the study. A needs analysis questionnaire was used for data collection. The questionnaire designed to identify the learners’ perceptions of the frequency of English language skills/sub-skills use, the importance of English language learning, their ability in using language skills, their needs of language learning and their preferences of an English language course. After gathering and analyzing the data, it was found that reading skill is given priority by the students in terms of frequency of use, importance and proficiency. It also revealed that students need and prefer training in speaking, listening and communication skills. Considering the students’ perceptions of the current ESP course, the findings implied that the English language skills incorporated in the current ESP book for the medical students and the allocated time for this course are not compatible with the English language learning needs and wants of the students.

scholarly journals THE ROLE PLAYED BY FACEBOOK IN DEVELOPING STUDENTS’ ENGLISH LANGUAGE SKILLS

2020 ◽  
pp. 11-22
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Skills ◽  
English Language Learning ◽  
Facebook Use ◽  
Highly Effective ◽  
English Language Skills

This study investigates students’ perceptions about the use of Facebook as a popular forum of social media in relation to learning English as a foreign language. Their approaches while using Facebook and the nature of Facebook have also been examined. Data were collected from sixty-five undergraduate students through the tool of questionnaire. Findings suggest that Facebook use is highly effective in developing students’ different skills and areas of English language. Some of the possible threats to students’ proficiency have also been pointed out. The study concludes that students on the whole are positive about the advantages in English language learning while using Facebook. Facebook is not only use for messages, and talking but get something new for learning.

Podcasting Technology for Student Engagement and English Language Learning in the Japanese Context

2021 ◽  
pp. 245-265
Author(s):  
Martin Parsons
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Language Learning ◽  
21St Century ◽  
21St Century Skills ◽  
English Language ◽  
Language Skills ◽  
Current Situation ◽  
English Language Learning ◽  
English Language Skills

Students are now expected to be able to develop the skills to use 21st century skills more than ever before, and to use them in English. However, the average university EFL student in Japan has limited English language skills or access to ICT in their education. Podcasting technology, relatively unknown in Japan, appears to offer great potential for improvements in the kinds of skills that will be in demand as students graduate into the workplace. This chapter examines the educational current situation in Japan and describes three different studies on the use of podcasts with university students.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

scholarly journals Washback of English national exams at ninth-grade level in Thailand and Indonesia

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wachyu Sundayana ◽  
Panusak Meekaeo ◽  
Pupung Purnawarman ◽  
Didi Sukyadi
Keyword(s):  
Language Learning ◽  
Grade Level ◽  
Teaching And Learning ◽  
English Language ◽  
Ninth Grade ◽  
Ninth Graders ◽  
English Language Teaching ◽  
English Language Learning ◽  
Ninth Grade Students

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.

Exploring Socio-Cultural Elements in Three Commercial English Language Learning Apps

2020 ◽  
pp. 145-165
Author(s):  
Inmaculada Garnes-Tarazona
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Cultural Theory ◽  
Theoretical Framework ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Second Language Teaching ◽  
Cultural Elements

Second language teaching and learning has experienced a change towards the use of mobile technologies inside and outside the classroom. The goal of this article is twofold: to compare and evaluate three different commercial English language learning apps (Duolingo, Babbel, and Busuu) that cover the four skills (speaking, writing, listening, and reading), and to analyze the learning theory supporting their design. These applications include in their homepage the option of interactive learning with friends. However, as this article shows, each app offers a different level of interaction and collaboration. The theoretical framework for this analysis is grounded on Vygotsky's Socio-cultural theory.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

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