foreign language learning
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Hamda A. Laouini ◽  

The present study was conducted to assess and investigate the attitudes of the Preparatory Year students towards leaning English at rural branch of the University of Jeddah in Saudi Arabia. The author endeavours to examine and measure the University students’ opinions and perceptions regarding the importance of Learning English. He also attempts to explore the areas of difficulties in foreign language Learning within the rural context of AlKamil College of Sciences and Arts (Makkah, Saudi Arabia). 75 randomly selected students (40 male and 35 female) participated in this study project. In this study, the researcher opted for a mixed research method. For quantitative data collection a five-point Likert scale questionnaire was adapted from Gardner’s ‘Attitude Motivation Test Battery (AMTB) along with a silent interview for a qualitative data collection in order to assess the participants’ attitudes and perceptions regarding learning English. Overall, the results reveal that students in rural university branches in Saudi Arabia hold positive attitudes towards learning English and they are constantly attempting to improve their language proficiency. This study also explores the different obstacles impeding the students’ sought progress in language learning along with the possible solutions that may enable them to use and practise English in a more spontaneous way.

2022 ◽  
Vol 12 ◽  
Miao Yu ◽  
Hongliang Wang ◽  
Guoping Xia

Due to the arrival of positive psychology (PP) in the development of teaching, the construct of engagement has been thrived and got a notable function in the educational arena. Alternatively, numerous individual differences, containing ambiguity of tolerance, have been taken into consideration as a result of the key role they can play in the process of learning, and thus, on different facets of the learners’ engagement. Furthermore, resilience is recommended to be an alternate and effective way of engaging English as a foreign language (EFL) learners. Also, it is a significant feature of the human adaptation system in which students can efficaciously manage and tackle stressful involvements despite their troubles and disasters. Given the eminence of both ambiguity tolerance and resilience in educational settings and the fact that little attention has been given to these constructs in foreign language learning, the present review makes an effort to scrutinize the impact of ambiguity of tolerance and resilience on EFL learners’ engagement. Succinctly, the fundamental roles of ambiguity tolerance and resilience in learners’ engagement were confirmed, and consistent with the conclusions drawn from the present review, some suggestions are set forth concerning the implications of this paper.

2022 ◽  
pp. 1-30
Maribel Montero Perez

Abstract This article discusses research into the role of audio-visual input for second language (L2) or foreign language learning. It also addresses questions related to the effectiveness of audio-visual input with different types of on-screen text such as subtitles (i.e., in learners’ first language) and captions (i.e., subtitles in the same language as the L2 audio) for L2 learning. The review discusses the following themes: (a) the characteristics of audio-visual input such as the multimodal nature of the input and vocabulary demands of video; (b) L2 learners’ comprehension of audio-visual input and the role of different types of on-screen text; (c) the effectiveness of audio-visual input and on-screen text for aspects of L2 learning including vocabulary, grammar, and listening; and (d) research into L2 learners’ use and perceptions of audio-visual input and on-screen text. The review ends with a consideration of implications for teaching practice and a conclusion that discusses the generalizability of current research in relation to suggestions for future research.

Mathematics ◽  
2022 ◽  
Vol 10 (2) ◽  
pp. 196
Antonia Navarro Rincón ◽  
María José Carrillo López ◽  
César Augusto Solano Galvis ◽  
Laura Isla Navarro

From the perspective of neuroscience applied to education and the teaching of foreign languages, this exploratory study analyzes the beliefs and conceptions about the functioning of the brain and language learning in students enrolled in Education degrees at the Melilla campus of the University of Granada. The sample consisted of 397 participants. The data collection was carried out by means of a questionnaire designed for this purpose, consisting of questions related to the context and linguistic background of the respondents and to educational neuromyths regarding language learning. The data were analyzed using the SPSS version 27 statistical software, and univariate and bivariate analyses were carried out according to the three grouping dimensions: (a) brain functioning, (b) multiple intelligences and learning styles, and (c) language learning. The results indicate the prevalence of neuromyths related to general concepts, which determine the learning comprehension. This corroborates the findings of research studies in other contexts. Although the participants do not show a prevalence of neuromyths regarding foreign language learning, presumably due to their experiences in multilingual contexts, which constitutes the main contribution of this study.

2022 ◽  
Elham Akbari

Abstract The present research investigated the efficacy of parent engagement in children's learning and achievement in the English language. It is emphasized that adult guidance in foreign language learning cannot necessarily play an influential role in children's zone of proximal development (ZPD). It seems that parents or adults should enjoy relative linguistic skills, while in Vygotsky's theory, there is ambiguity over some concepts such as adult guidance characteristics.The statistical society consisted of sixty Iranian children ranging from 9 to 10, divided randomly into three groups of experimental 1, experimental 2, and control. Children received face-to-face education while Telegram was used for their parents. The research results showed significantly more learning, skill training, parent involvement, and shared activities between children and parents in the experimental1 and experimental 2 groups compared to the control group. Moreover, a positive correlation is found between parent involvement and children's achievement in all three groups. The results also showed that parents' involvement and teaching involvement, and language skills had the most influence on parents' involvement. Furthermore, teaching engagement to parents had the most significant influence on children's activities. In addition, children's activities and language skill training had the most influence on their learning.

2022 ◽  
Vol 12 (1) ◽  
pp. 37
Nouf Aljasir

This mixed-method exploratory study was conducted to investigate the types of beliefs that Saudi self-learners of English as a foreign language bring to the learning process. It also examined the possible links between those beliefs and self-rated English proficiency and explored whether individual factors, such as age and gender, played a role in shaping the learners’ beliefs. Data were collected from 243 participants, using three instruments, two quantitative and one qualitative. The first was the Background Information Questionnaire, which was designed specifically for this study and consisted of two parts. The first part collected demographic data about the learners, and the second part elicited the participants’ self-rated English proficiency in the four basic skills of listening, speaking, reading, and writing. The second questionnaire was a modified version of Horwitz’s (1985) Beliefs about Language Learning Inventory (BALLI) and consisted of 27 items. The qualitative data were collected using one-on-one retrospective interviews, mainly to support and interpret the questionnaire results. The findings revealed that the beliefs of the participants were mostly realistic. Further, a significant positive correlation at the .01 level was found between the learners’ belief that they had foreign language aptitude and their self-rated English proficiency. The results of independent samples t-tests revealed two significant differences in learner beliefs according to gender and four significant ones according to age. The study concluded by offering recommendations and suggestions for further research in the field.   Received: 3 December 2020 / Accepted: 27 January 2021 / Published: 3 January 2022

2022 ◽  
Vol 0 (45) ◽  
pp. 177-209
Khaldoon Atta Samyan ◽  

Songs are considered as an educational and a substantial dependable references used in teaching and learning, particularly the so - called foreign language learning that allows learners to adapt to the target language culture and to develop their language learning skills including: listening comprehension, reading comprehension, speaking and writing. Consequently, it can be said that the Francophone songs with the musical richness and resonance specifically facilities French language learning skills for all levels of education and achieve short and long terms predetermined educational language learning goals. In fact, language learning through songs method does not only include the cultural, musical, and heritage content of the language but rather includes the entire rich linguistic features that enable to master social linguistic field. It exceeds topographical and political limits to attain different cultures and communities’ interference. Additionally, learning through songs and music method plays an important role in French language learning. It represents one of the French languages most significant and reliable cultural and vernacular language learning reference. Out of French language teaching experience in Iraq, it is obvious that through songs and music language learning method represents such a vital element in the learning process that facilitates and supports the classroom linguistic and educational activities. The present study considers the advantages of teaching songs in French as a foreign language learning method ( FLE ) that helps the acquisitions of the oral and written language learning skills. Résumé La chanson, présente bel et bien en force dans notre vie quotidienne. Elle est considérée comme un document authentique de qualité à exploiter dans l’enseignement-apprentissage des langues surtout dites secondaires ou étrangère surtout. Le présent article traite la question de l'exploitation de la chanson comme support éducatif en classe de FLE. Un usage qui ne se limite pas uniquement aux apports linguistiques mais qui renvoie aussi à des réalités de la (des) culture(s) de la francophonie. Dans l’enseignement de la langue étrangère, la chanson est considérée comme un moyen pédagogique qui permet aux apprenants de s’accommoder à la culture de la langue-cible afin de développer les quatre compétences langagières (The four skills), à savoir celles de ; la compréhension de l’oral, la compréhension de l’écrit, l’expression de l’oral et celle de l’écrit. On peut dire donc que la chanson francophone, avec sa richesse musicale et ses qualités dites ludiques où se côtoient plaisir et désir. Cet avantage procure aux apprenants de différents âges et de différents niveaux une réception fortement positive, de laquelle peut émerger une multitude de manières plausibles d’exploitation d’un tel support en classe de FLE. L'important, serait donc, l’atteinte des objectifs finaux prédéterminés à long ou à court terme. En effet, la richesse de l’apprentissage par la chanson dépasse le contenu culturel, le musical, le patrimonial pour enfermer entre ses entrailles une variété linguistique qui en fait un champ fertile d’investigation dans le domaine de la sociolinguistique. Or, elle constitue un bon messager, voire un bon étrier qui efface les frontières politico-topographique et unit les peuples francophones par le bon brassage des cultures, et ce en partant de l’idée maitresse suivante « No mans land ». Par conséquent, l’enseignement-apprentissage de/par la chanson joue un rôle colossal dans la classe de FLE et qu'il ne faut guère hésiter à l'exploiter, car il permet une connaissance adéquate de la langue et de la culture françaises ou ce qu’on peut appeler la lexiculture. Lors de notre expérience dans le domaine de l'enseignement-apprentissage de la langue française en Irak, nous avons constaté l'utilisation du support en question comme élément fondamentale qui permet le soutien des activités linguistiques et pédagogiques en classe de FLE. Dans cet article, nous tenterions de mettre en exergue les avantages de l’enseignement-apprentissage de/par la chanson en classe de FLE, voire ses impacts prétendument favorables de ce support et son exploitation pour une motivation dynamique qui permet aux apprenants d’améliorer leurs compétences langagières sur tous les plans, qu’ils soient oraux ou écrits.

2022 ◽  
Vol 12 (1) ◽  
pp. 1-6
Elizandra Miguel ◽  
William Carney

This article discusses the experiences of an instructor-student collaboration in combining English as a Second Language instruction with a project-based model. It provides information about a year-long period of instruction that made use of extensive collaboration in language instruction for the creation of business documents geared to a specific purpose. The article suggests that such a project-based and collaborative approach to Foreign Language Learning might be useful in alleviating foreign language learning anxiety for advanced speakers of a second language. Additionally, the article discusses instruction performed via the Zoom platform. The use of platforms such as Zoom, or Skype, are becoming more ubiquitous as an instructional trend that pre-dates recent public health concerns, and this technology is discussed here in terms of the opportunities for collaborative learning and feedback it offers in a discipline that is still favors traditional face-to-face instruction. Although the experiences described here occurred in a non-academic setting with an instructor-student dyad, we suggest that it may be useful in academic settings with additional students and fewer collaborative opportunities to create highly specific objectives.

2022 ◽  
pp. 270-287
Annelise Ly

Effective foreign language learning requires students to be engaged and to interact with the teacher and peer students in the target language during class. How can this be achieved effectively when the course is suddenly moved online? This chapter reports on the implementation of a Business French course in a business school in Norway using the flipped classroom method online during COVID-19. The author designed the course focusing on two key elements: fostering student engagement and creating a space for oral practise. Several measures were implemented: grammar and vocabulary lessons were moved out of class time, classes were synchronous and not recorded with activities in breakout rooms, and digital lunches were held to build a sense of community. The chapter provides an empirical case of course adaptation and draws on this experience to offer some recommendations that other foreign language teachers can use to implement an engaging course online.

2022 ◽  
pp. 1069-1088
M. Dolores Ramírez-Verdugo ◽  
Linda Gerena

The European Commission call to promote early foreign language learning among citizens in member states has led to a major paradigm shift in national and regional educational systems across Europe. The most extended option to make this shift effective has been applying bilingual education models which involve teaching academic subjects in foreign languages. Among those models, the so-called content and language integrated learning (CLIL) approach has been largely implemented in several countries and regions such as Madrid. This chapter gauges students' attitudes, perceptions, and beliefs on bilingual educational programs in Madrid. The findings revealed important issues related to curricular content, methodology and strategies, challenges, and successes of bilingual programs as perceived by students.

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