scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work. 

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

Meaningfully Engaging EFL Students in the Digital School

2021 ◽  
pp. 92-118
Author(s):  
Stamatia Savvani
Keyword(s):  
Student Engagement ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Digital Platforms ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Efl Students ◽  
English Language Teachers ◽  
State Schools

Technology is an integral part of our daily and professional lives and is gradually and steadily being introduced into state schools. As for the Greek context, the Digital School project was initiated in 2010 in state schools; digital platforms and materials were made available to teachers and students for the teaching of English. This study follows a mixed-methods approach and employs questionnaires and semi-structured interviews to explore English language teachers' beliefs and practices regarding the use of technology in state schools. The research focuses on how teachers use technology to maximise student engagement. The findings show a tendency from educators to embrace technology despite certain shortcomings found regarding the resources available, content- and technology-wise. Drawing from interview findings and teachers' practices, this chapter proposes educational practices that could be employed to foster student engagement and meaningfully integrate technology in English language classes.

scholarly journals How EFL Learners Maintain Motivational Factors and Positive Attitudes during COVID-19 Pandemic: A Qualitative Study

2021 ◽  
Vol 5 (2) ◽  
pp. 277
Author(s):  
Reza Anggriyashati Adara ◽  
Novita Puspahaty
Keyword(s):  
Social Media ◽  
Qualitative Study ◽  
Language Learning ◽  
Extrinsic Motivation ◽  
English Language ◽  
Personal Communication ◽  
Structured Interviews ◽  
Extrinsic Factors ◽  
Efl Learners ◽  
Positive Attitudes

The present study aims to analyze how a group of EFL learners in Indonesia maintained their motivation and positive attitudes toward English learning during the Covid-19 pandemic. The present study applied a qualitative study by conducting semi-structured interviews with ten respondents. The results suggest that the Covid-19 pandemic has affected the respondents significantly. At the beginning of the Covid-19 pandemic, most respondents were demotivated but they were able to motivate themselves again by reminding themselves of the reasons they learned English in the first place. Those reasons are mostly dominated by extrinsic factors such as their need to get jobs, studying overseas and the benefits of mastering English for their future also motivated the respondents. However, some are still motivated to learn English because they are intrinsically motivated. The results suggest that both intrinsic and extrinsic motivation are needed to maintain learners' motivation and positive attitudes toward language learning. In addition, maintaining personal communication with students during tough times such as the Covid-19 pandemic seems important to be conducted by teachers. By keeping personal communication, teachers can help maintain students' motivation. Besides that, the findings of the present study indicate that the respondents used various methods to maintain their motivation such as using social media to learn English and constantly reminding themselves of their language learning goals. In regards to this, teachers should help students by integrating social media into the lessons and providing affirmations that remind students of the benefits of English language mastery.

scholarly journals EFL Teachers’ Autonomy Supportive Practices for Out-of-Class Language Learning

2020 ◽  
Vol 8 (4) ◽  
pp. 63-78
Author(s):  
Tuba Işık ◽  
Cem Balçıkanlı
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Autonomy Support ◽  
English Language ◽  
Language Teachers ◽  
State University ◽  
Structured Interviews ◽  
Learner Motivation ◽  
Supportive Behaviors ◽  
Language Classrooms

Autonomy support is a recently defined role for teachers, and they are expected to help learners engage in autonomous out-of-class learning. With a focus on English language learning outside the classroom, this study intended to uncover English as a foreign language teachers’ practices related to autonomy support and to discuss the challenges faced by the teachers in this process. Eleven teachers working at the tertiary level at a state university in Turkey were interviewed. Semi-structured interviews were conducted in three sessions to find out the extent to which the teachers help their learners become autonomous. The findings revealed that the teachers perform many autonomy-supportive behaviors which are feasible in language classrooms such as motivating students, giving language advice and promoting peer collaboration. In doing this, the teachers utilize five different support mechanisms: affective, resource, capacity, technology, and social support. On the other hand, the findings uncovered such constraints as crowded classes, overloaded curriculum, and low learner motivation. These challenges were perceived as barriers hampering teachers’ efforts for autonomy support. This study highlights the feasibility of creating an autonomy-supportive language learning environment and provides implications for teachers of English as a Foreign Language.

scholarly journals Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

2016 ◽  
Vol 9 (5) ◽  
pp. 18 ◽  
Author(s):  
Ceylan Yangin Ersanli
Keyword(s):  
Language Learning ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technology Use ◽  
English Language ◽  
Technological Pedagogical Content Knowledge ◽  
Language Teachers ◽  
Pedagogical Content ◽  
English Language Teachers ◽  
Journal Entries

<p class="apa">Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The participants are 59 pre-service English language teachers enrolled in an ELT Methodology Course at a state university. The data is gathered through the TPACK Scale developed by Solak and Çakir (2014) and journal entries of pre-service English language teachers before and after the procedure. The results indicate a statistically significant improvement in TPACK scores of both male and female pre-service English language teachers. The journal entries clearly indicate an increase in several possible applications or websites that can be used in the classroom with more effective and to the point objectives. The pre-service English language teachers have also displayed better performance in manufacturing and tailoring language learning/teaching materials with specific goals.</p>

scholarly journals EFL Students’ Views on Distance English Language Learning in a Public University in Turkey

2019 ◽  
Vol 7 (1) ◽  
pp. 121
Author(s):  
Dilek Altunay
Keyword(s):  
Distance Education ◽  
Language Learning ◽  
English Language ◽  
Public University ◽  
Study Data ◽  
English Language Learning ◽  
Structured Interviews ◽  
Technical Problems ◽  
Language Courses ◽  
Efl Students

<p><em>This study investigated first year Turkish EFL students’ views about learning English through distance education. The participants were on-campus students in a public university in Turkey who took compulsory English language courses through distance education. A total of 62 students from different majors were involved in the study. Data was collected through an 18-item </em><em>online Likert-Scale questionnaire</em><em> and semi-structured interviews. The questionnaire revealed that students did not have clear views about distance English language learning and that they preferred face-to-face instructional setting to learn English. Interviews revealed that students were happy with distance language learning setting because they liked flexibility of time and place, but they suffered from lack of equipment and technical problems. The study also revealed that students had problems with English language learning in general. New studies should be carried out with distance EFL learners on issues such as autonomy, motivation, academic procrastination, and technical and pedagogical support.</em></p>

scholarly journals Teaching English to Young Learners in Mexico: Teachers’ Perceptions About Their Teaching Contexts

2020 ◽  
Vol 22 (1) ◽  
pp. 125-139
Author(s):  
Tania Millán Librado ◽  
Nora M. Basurto Santos
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Negative Perceptions ◽  
English Language Teachers ◽  
The Government ◽  
Urgent Action

This paper discusses the perceptions that six English language teachers, from public schools in the south region of the state of Veracruz in Mexico, have about their particular teaching contexts. A qualitative approach was adopted, and main data collection was through semi-structured interviews. The results show that all teachers have mostly negative perceptions about their teaching conditions. It was concluded that urgent action is needed on the part of the government to improve the English as a foreign language scenario, especially now when the introduction of English as a foreign language has been proposed at even earlier ages in all levels of education in the country.

Examining the Impact of Immediate Family Members on Gulf Arab EFL Students’ Strategic Language Learning and Development

RELC Journal ◽  
2017 ◽  
Vol 50 (2) ◽  
pp. 285-299
Author(s):  
Anas Hajar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Family Members ◽  
Qualitative Inquiry ◽  
Structured Interviews ◽  
Ongoing Research ◽  
Efl Students ◽  
The Impact ◽  
Gulf Arab

This article provides a qualitative inquiry into the influences of immediate family members (i.e. parents and siblings) on a group of Gulf Arab EFL students regarding their language learning experiences and strategy use in their Arab homelands. The participants came from financially comfortable families, with different levels of education. The data collected from a written narrative and four subsequent semi-structured interviews suggest that the occupation and educational attainment of the participants’ family figures (mostly parents) affected the amount and kind of support these families offered to the participants while learning English. Less educated parents involved themselves indirectly in their children’s English language learning, and their involvement appeared at a late stage in the participants’ academic lives in the form of emotional and/or financial support. The language learning strategies (LLSs) used by these participants were mainly exam-oriented. Conversely, higher educated parents contributed to enabling their children to enact their desired future self-images confidently as English speakers from the beginning, for example by sending them to well-resourced private educational establishments throughout their education. From this qualitative study, pedagogical implications as well as areas for ongoing research are suggested.

scholarly journals English Language for Refugees at Higher Education

2021 ◽  
Vol 9 (S2-Sep) ◽  
pp. 77-87
Author(s):  
Omer Faruk Ipek
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
English Education ◽  
Educational Background ◽  
Language Teachers ◽  
Structured Interviews ◽  
Refugee Students ◽  
Educational Backgrounds ◽  
The Status

After the massive immigration caused by the war in middle east, English language filled the communicationgap between the people of host counties and refugees. Framing the study with language learning for resilience, in this qualitative case study, the status of refugee students at a Turkish higher education foreign language institution has been investigated to find out: (a) educational background of refugee students, (b)refugees’ current state of language learning for resilience, and (c) instructors’ positions on English education for resilience.Two Iraqi, one Syrian refugee students and their two language teachers participated in this study. Tocollect data, semi-structured interviews were conducted. The results showed us that although these students are coming from different educational backgrounds, they hold similar beliefs about English education and have hopes for their future. It is implied that with special and intensive assistance, being competent in English language will open the gates to global opportunities for refugees.

scholarly journals EFL students’ perspectives on the employment of language learning strategies

2021 ◽  
Vol 4 (1) ◽  
pp. 49
Author(s):  
Tham My Duong ◽  
Hang T. T. Nguyen
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
School Students ◽  
Efl Students

It is widely acknowledged that language learning strategies (LLSs) are beneficial to learners’ academic achievements, learner autonomy and motivation; however, it is indicated that Vietnamese students, particularly high school students have found it hard to employ LLSs. This paper aims at exploring language learning strategies used by high school students and underlying reasons at a high school located in Ho Chi Minh City. The study involved 238 EFL high school students in responding to a closed-ended questionnaire and twenty of them in answering the semi-structured interview questions. The quantitative data collected from the questionnaire were processed by SPSS version 25.0 in terms of descriptive statistics, and the qualitative data were analyzed by the content-based approach. The results of the study indicated the EFL high school students’ moderate use of LLSs. Remarkably, metacognitive strategies were the most commonly used category, compared to memory strategies – the least employed category. The findings may serve as a guideline for EFL teachers on facilitating high school students’ English language learning. It is also hoped that the results of this study may contribute to the literature about English language learning strategies in EFL contexts.

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