scholarly journals Cubanas refugiadas: A Critical examination of the social contexts and formal English language learning opportunities of four newly-arrived immigrant women

2006 ◽  
Vol 1 (1) ◽  
Author(s):  
John S. Butcher ◽  
Jane S. Townsend
Keyword(s):  
Language Learning ◽  
English Language ◽  
Immigrant Women ◽  
Learning Opportunities ◽  
Social Contexts ◽  
Critical Examination ◽  
English Language Learning ◽  
The Social

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 Governmental partnerships for language learning: A commercial language platform for young workers in Colombia

2017 ◽  
Vol 25 (2) ◽  
pp. 42 ◽  
Author(s):  
Gustavo Garcia Botero ◽  
Jacqueline Garcia Botero ◽  
Frederik Questier
Keyword(s):  
Language Learning ◽  
English Language ◽  
Monitoring And Evaluation ◽  
Learning Opportunities ◽  
English Language Learning ◽  
English Learning ◽  
Young Workers ◽  
Colombian Government ◽  
Learning Policies ◽  
Free Language

<p>In June 2015, the Colombian government via the Labor Ministry announced a project for young workers called 40.000 Primeros Empleos. In the framework of this project, the Ministry of Labor signed an alliance with the language platform Duolingo as a strategy to provide participants with English learning opportunities and a free language certificate. With the help of a monitoring and evaluation perspective, this study describes Colombian English language learning policies and their relationship with the labour market. The discussion presented here intends to maximize the outcomes of these kinds of agreements and to provide insights for researchers and national stakeholders willing to carry out similar projects in their countries. Certification is also thoroughly analyzed as a means of estimating the possible impact of this partnership.</p>

scholarly journals Utilizing WhatsApp Application in English Language Learning Classroom

2020 ◽  
Vol 4 (1) ◽  
pp. 89
Author(s):  
Cicih Nuraeni ◽  
Lia Nurmalia
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
English Language Learning ◽  
English Department ◽  
Mobile Assisted Language Learning ◽  
Teachers And Students ◽  
Main Instrument ◽  
Gathering Data

<p>WhatsApp (WA) is one of the most popular messaging applications which can be accessed by using mobile phone and Personal Computer (PC). Nowadays, most people prefer to use this application for communicating with other. In education field, WhatsApp also give beneficial features such as text, call, send video, audio, links, location, document, and pictures. This research is aimed at observing WA which is tailored to support English Language Learning (ELL) activities.  For gathering data, this study applied case study using observation and questionnaire as main instrument.  A case study is drawn from participants of 5<sup>th</sup> semester students at English Department Universitas Bina Sarana Informatika. It is found that WA was significant in helping ELL activities since it was used by both teachers and students for ELL related activities. The results are: 1) In the field of technical advantages, WA provides simple operation; 2) WA can enhance learning opportunities outside classroom for students.  In brief, WA facilitated ELL activities as an effort toward MALL (Mobile-Assisted Language Learning) implementation.</p>

scholarly journals Language learning apps or games: an investigation utilizing the RETAIN model

2016 ◽  
Vol 16 (2) ◽  
pp. 209-235 ◽  
Author(s):  
Glenda A. Gunter ◽  
Laurie O. Campbell ◽  
Junia Braga ◽  
Marcos Racilan ◽  
Valeska Virgínia S. Souza
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
English Language ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
English Language Learning ◽  
Ubiquitous Learning

Abstract: Combining games with mobile devices can promote learning opportunities at the learners' fingertips and enable ubiquitous learning experiences. As teachers increasingly assign games to reinforce language learning, it becomes essential to evaluate how effective these applications are in helping students learn the content or develop the skills that the games are reinforcing. This article examines two English language learning apps under the RETAIN model (GUNTER; KENNY; VICK, 2008). The findings indicate that although these apps offer some language learning opportunities, they do not present scenario-based quality or gameplay, among other elements, if they are to be considered games.

scholarly journals GRAMMATICAL METAPHOR REPRESENTATIONS AND TRANSGRAMMATICAL SEMANTIC DOMAINS IN THE SOCIAL CONTEXTS OF ENGLISH LANGUAGE LEARNING IN INDONESIA

2018 ◽  
Vol 1 (1) ◽  
pp. 365-377
Author(s):  
Amrin Saragih
Keyword(s):  
Language Learning ◽  
English Language ◽  
Social Contexts ◽  
English Text ◽  
Semantic Domain ◽  
Science Technology ◽  
Grammatical Metaphor ◽  
The Social ◽  
Bahasa Indonesia ◽  
Semantic Domains

Grammatical metaphor refers to the coding of meaning or experience in the manner as if the meaning or experience were coded by another lexicogrammatical coding.  Metaphorical representation implies that there are two manners of coding, namely the congruent or literal and incongruent or metaphorical coding.  Transgrammatical semantic domains extends meaning by a range of grammatical units.  Transgrammatical semantic coding implies that agnated meanings are realized by more than one semantic unit.  Grammtical metaphor representation inherently contains transgrammatical coding.  This paper addresses grammatical metaphor commonly used in texts of science, technology and academics, which are very difficult for Indonesian students to understand and translate into good bahasa Indonesia (BI).  By applying knowledge or competence of gramatical metaphor and transgrammatical semantic domain Indonesian students are expected to effectively learn the meaning of English text of science, technology and academics and to translate the texts into good BI. 

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.

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