scholarly journals Yemeni EFL Learners’ Identity Conflicts: An Exploratory Case Study

2019 ◽  
Vol 9 (3) ◽  
pp. 268
Author(s):  
Rais Ahmed Attamimi ◽  
Nasser Omer M. Al-Tamimi ◽  
Jon Andrew Chittick
Keyword(s):  
Language Learning ◽  
English Language ◽  
Case Study Research ◽  
Sampling Technique ◽  
Target Language ◽  
Structured Interviews ◽  
Exploratory Case Study ◽  
Identity Conflicts ◽  
High Level

The importance of the concept of “identity” in the context of language learning is unassailable. Stemming from this premise, the current study is intended to explore the identity conflicts of a group of Yemeni learners who were studying English, as well as the techniques and strategies used to mitigate and/or lessen the conflicts between their actual identity and the identity associated with the target language, i.e., English. This research project used a qualitative exploratory case study research design with a sample of 20 students who were requested to write their journal diaries. Following that, semi-structured interviews were conducted using the double-sampling technique to select 10 of the previously sampled students who were proven to have written the most stimulating and intriguing journal entries. From the results of the study, tangible identity conflicts between the Yemeni culture and society at large and the implied behaviors and conventions accompanying the intensive study of the English language became apparent. The students exhibit a high level of motivation and they also exert their efforts using different techniques and strategies to excel at the learning and/or acquisition of the speaking skill of the English language. These conflicts may be consciously or subconsciously realized by the language learners, but what has been proven is that their attitudes, motivation and general inclinations towards the goal of speaking with a native or a native-like accent are unquestionably genuine. Lastly, the study suggested or recommended a revamp of the current textbooks giving teachers more training sessions in order to improve their individual repertoire, as well as a higher degree of awareness upon the part of the Yemeni society at large that these conflicts can interfere with the strong motivations, both aspirational and actual, to achieve the learning outcomes of the nation’s most promising future leaders and pioneers.

scholarly journals Exploring the Writing Challenges Faced by M.Phil. and Ph.D. Scholars: A Case

2021 ◽  
Vol VI (IV) ◽  
pp. 34-41
Author(s):  
Hina Iqbal ◽  
Muhammad Saeed
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Qualitative Case Study ◽  
Sampling Technique ◽  
Structured Interviews ◽  
Interactive Programming ◽  
Report Quality ◽  
Grammatical Errors ◽  
Language Courses

Academic writing plays a pivotal role in developing research proposals. The present study aimed to explore the grammatical errors that M.Phil/PhDs scholars commit in academic writing. The present study employed a qualitative case study designed to explore the challenges in the English language faced by the M.Phil and PhDs scholars. The 20 Ph.D. and 36 M.Phil scholars were selected by busing purposive sampling technique. Data were collected by using two self-developed semi-structured interviews protocol. Thematic analysis approach was employed for data analysis. The findings revealed that all the participants reported that correct use of tenses was a big hurdle that entailed the other grammatical mistakes and reduced the report quality because all the lexical aspects are linked with these mechanics. The study recommended that English language courses be offered to postgraduate, M. Phil and Ph.D. scholars to learn the technical aspects of the language and provide students with online interactive programming.

scholarly journals Educational Policy: Voices from Local English Teachers and Students towards National Exam in Yogyakarta

2020 ◽  
Vol 4 (2) ◽  
pp. 217
Author(s):  
Laser Romios ◽  
Nindya Primandita ◽  
Novilda Angela Saragih
Keyword(s):  
Language Learning ◽  
English Language ◽  
Group Discussion ◽  
Sampling Technique ◽  
English Teachers ◽  
School Level ◽  
Learning Activity ◽  
Structured Interviews ◽  
Teachers And Students ◽  
The Government

<p class="AbstractText">This study is aimed at exploring the voices of English teachers and students of a state senior high school towards the National Exam policy and its implementation in Indonesia. Several theories of psychology and language learning were applied in this study as the theoretical framework. This study used a descriptive qualitative method. The participants were chosen by purposive sampling technique. The data for this study were garnered through a Focus Group Discussion (FGD) conducted to the selected twelfth-grade students and semi-structured interviews done to two English teachers. Both data were analyzed descriptively. Upon the analysis, two paramount themes prevailed: (1) the negative response towards the implementation and accuracy of National Exam (NE) policy in Indonesia; and (2) unintended impacts of NE policy on teaching and learning activity, students’ motivation, and English Language Learning and Curriculum. This study offers information for the government as the policymaker, school leaders, teachers, and researchers to understand how the NE is implemented at the school level.</p>

scholarly journals Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

2021 ◽  
Author(s):  
Francis Bailey ◽  
Ahmed Kadhum Fahad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Role Models ◽  
Second Language Learning ◽  
English Language ◽  
Local Community ◽  
Language Learner ◽  
Target Language

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

scholarly journals A STUDY OF ERRORS IN THE THIRD SINGULAR PRONOUNS OF SIMPLE PRESENT TENSE BY USING INTERLANGUAGE ANALYSIS AS AN APPROACH. A CASE STUDY

2015 ◽  
Vol 1 (1) ◽  
pp. 77-94
Author(s):  
Salmon Pandarangga
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Native Language ◽  
Case Study Research ◽  
Target Language ◽  
Language System ◽  
Present Tense ◽  
Made In ◽  
Learning English

The purpose of this study is to analyze factors contributing to errors made in learning English as a target language (TL). Employing a case study research, the participant was interviewed for approximately 30 minutes about daily activities and experiences in learning English. This research focuses in analysing the participant‟s use of third singular pronoun in simple present tense. The findings revealed that errors made by TL learners are mainly influenced by some factors related to their TL‟s and native language‟s (NL) knowledge, systems and rules. These factors are coexisted and interconnected in TL learners‟ minds. This is against Robert Lado‟s argument which mentioned that learner made errors in TL learning because of the interference from NL. The study provides pedagogical implications that TL teachers should perceive errors made by the learners as a sign of language learning and development; therefore they should not be discouraged to learn. Also, TL teachers should be aware of their very important roles to help, to guide and to lead the learners‟ progress in learning the TL. The future subsequent studies should consider of involving more sample size over a longer period of time as to obtain to a more generalized finding. Target language (TL) learning is often challenging for learners. This is because of the vast differences between their native language and the TL in terms of rules, forms and knowledge. Some learners find learning fun while others find it frustrating. Learners exert considerable effort to become competent speakers or even to emulate native speakers. For example, they strive for perfect pronunciation. In their efforts to learn the TL, learners usually make errors. Some teachers strongly believe making mistakes is an important part of the learning process and that it enables learners to improve their TL skills. Other teachers perceive errors negatively as obstacles in learning, and therefore believe errors need to be eliminated. These teachers have limited tolerance with learners who make errors. Other teachers might ignore errors, or they simply do not know how to address them. It is widely assumed that errors occur because of the interference of NL and the degree of difference between TL and NL. It appears that learners transfer rules, forms and knowledge of NL to TL. For example, learners in Indonesia might believe that the rules, forms and knowledge of Bahasa Indonesia are similar to English. Some theorists consider errors as a learning process. It demonstrates the mind‟s ability to adapt, transform and restructure NL and TL language systems to a new language system. These theorists also believe that errors are reflections of the learner‟s efforts to comprehend the TL systems and knowledge. In other words, berita terkini indonesia are reflections of a new language system being constructed. This new system combines elements of both the NL and the TL. Therefore, it is strongly argued that TL learners make errors as efforts to construct a new language system which is somehow different from the system of NL and TL and not interference of NL to TL. This paper is intended to analyze factors contributing to errors made in learning English as a foreign language. Key words: errors, interference, interlanguage

scholarly journals THE RELATIONSHIPS BETWEEN STUDENTS’ SELF-CONFIDENCE AND THEIR ENGLISH-SPEAKING PERFORMANCE: A CASE STUDY OF ENGLISH-MAJORED STUDENTS AT A PRIVATE UNIVERSITY IN VIETNAM

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Anh Tuan Pham ◽  
Hieu Trung Hong ◽  
Tien Thuy Chau ◽  
Nhi Vo Anh Le ◽  
Phuc Thuy Thy Tran ◽  
...  
Keyword(s):  
English Language ◽  
Sampling Technique ◽  
Private University ◽  
Structured Interviews ◽  
Learning Methods ◽  
Self Confidence ◽  
Significant Relationships ◽  
English Speaking ◽  
Speaking Performance

<p>This research aimed to discover the relationships between students' self-confidence and their English-speaking performance. In our research, self-confidence was divided into three components which are affective confidence, behavioral confidence, and cognitive confidence. In addition, speaking performance included eight components which are vocabulary, grammar, pronunciation, fluency, coherence, comprehension, task, and content. A sample of 150 English-majored students at a university in Vietnam was surveyed in this study by using a convenience sampling technique, and then conducting semi-structured interviews to seek for qualitative information from 10 participants out of 150. The result from our study showed that there are significant relationships between the two variables. The more confident the students are, the more accomplished they would be in the presenting procedure since they have superior cognition and understand how to modify their learning methods to build a comprehensive individual in learning English language. We expect that these findings can help students adjust their learning methods to improve their self-confidence as well as English speaking performance and by that way, universities can add more speaking-related subjects so that students can have more opportunities to speak and learn more speaking skills.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0870/a.php" alt="Hit counter" /></p>

scholarly journals Is Attitude an Impediment to Achieving English Proficiency amongst the Final Year Students in the Northern Geopolitical Zone of Nigeria: A Comparative Study of Southern and Northern Geopolitical Zones

2018 ◽  
Vol 1 (1) ◽  
pp. 24
Author(s):  
Famogbiyele O. Taiwo
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Experience ◽  
Sampling Technique ◽  
Language Teachers ◽  
High Level ◽  
Descriptive Survey ◽  
Effective Teaching And Learning

<p><em>This study investigated whether it is the learners’ attitudes in the northern geopolitical zone of Nigeria which impede them from achieving high level of proficiency in the study of English language as compared to that of their counterparts in the southern geopolitical zone.</em><em> Three research questions were </em><em>generated to guide the study. </em><em>28-item questionnaire adapted from Gardner’s (1985b) </em><em>Attitude Motivation Test Battery (AMTB) were used to elicit the data needed. The descriptive survey research design that was adopted for the study comprised of four-part Likert-type statements. 610 students (male and female) registered for SSCE examination were selected from 18 government-owned public secondary schools in the Northern and Southern geopolitical zones using stratified random sampling technique. The data collected were analyzed using simple mean scores and percentages. The result of the study showed that </em><em>students in the </em><em>Northern geopolitical zones,</em><em> in fact, have high positive attitude towards the learning of English but were not motivated to learn it and that </em><em>language anxiety had a pervasive impact on the language learning experience of the students. </em><em>The study recommends amongst others that, language teachers need to </em><em>evolve effective teaching and learning strategies</em><em> that generate the attitudes and motivation most conducive to the production of more successful learners of English language.</em><em></em></p>

scholarly journals Motivation to Learn English: Why Indonesian Adult Learners Join a Community of Interest

2019 ◽  
Vol 34 (2) ◽  
Author(s):  
Nurhapsari Astriningsih ◽  
Concilianus Laos Mbato
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
English Language ◽  
Learning Activities ◽  
Motivation To Learn ◽  
Structured Interviews ◽  
Extra Curricular Activities ◽  
Communities Of Interest ◽  
High Level ◽  
Level Of Motivation

The importance of having a mastery of the English language has motivated language students to learn, not only in class, but also through other informal extra-curricular activities. One of these activities is gathering together in communities of interest. Motivation has been proven to have an impact on the success of learners in organizing their language-learning activities. Via Likert-scale questionnaires and semi-structured interviews, this study has examined motivation towards the study of English amongst members of a community of interest in Yogyakarta, Indonesia. The participants in this study were 85 English language club members, studying across a number of fields in several Yogyakarta universities. Six participants were then chosen for interview. On the basis of quantitative and qualitative analysis, these learners showed a high level of motivation in all aspects, with slight dominance for intrinsic and instrumental motivation. The research offered implications for further study.

scholarly journals A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS

2018 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Musarat YASMIN ◽  
Ayesha SOHAIL
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Target Language ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers

Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.

scholarly journals Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

2021 ◽  
Vol 12 (2) ◽  
pp. 540-550
Author(s):  
Francis Bailey ◽  
Ahmed Kadhum Fahad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Role Models ◽  
Second Language Learning ◽  
English Language ◽  
Local Community ◽  
Language Learner ◽  
Target Language

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

scholarly journals Analyzing Capital to be Developed In Language Learning Among Graduates: A Case Study to Employ Bourdieusian Stances

2021 ◽  
Vol 8 (4) ◽  
pp. 36
Author(s):  
Ngoc Tung Vu
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Multiple Identities ◽  
Structured Interviews ◽  
Language And Culture ◽  
Social Fields ◽  
Field Data Collection ◽  
Capital Construction

Language and culture are indispensably inseparable in language learning. The development of capital during language learning is of growing importance in Vietnam’s sociocultural context. However, there are very few studies that have explored Vietnamese learners of English use of capital to enhance their employability skills. This qualitative study examined five selected language learners who were graduates with various degrees from higher education institutions and were employed in different jobs. We sought to examine the reflections of participants from different disciplines regarding their capital construction and development, which occurred during English language learning. Drawing on Bourdieu’s (1986) stances on capital and field, data collection primarily concentrated on semi-structured interviews that were thematically analyzed. Findings suggested that students utilized various forms of learning in order to negotiate their capital and think that field acts as a driver force behind their use of certain strategies. Language learners were observed as cultural-beings able to make informed decisions on how to develop certain types of capital, based on their sense of agency and formation of multiple identities available in their academic, professional, and social fields. The findings are discussed and implications are presented.

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