“This Is the End.” A Case Study of a Japanese Learner’s Experience and Regulation of Anxiety

This study investigates the role of emotions in second language learning, in particular, that of anxiety. Research has shown that positive and negative emotions are interrelated and that negative emotions are negatively correlated with motivation. It is, therefore, important to investigate how learners regulate their emotions. In this case study, one learner was closely observed over a period of 13 years. This learner claims that he has been feeling strong anxiety while learning English, but also that his negative emotion was the source of motivation to proactively study the language. The research used three types of data: (a) language learning historical records, (b) in-depth interviews, and (c) two questionnaires: the Foreign Language Classroom Anxiety Scale and the Strategy Inventory for Language Learning questionnaire. The results reveal the intense experience of the learner’s emotions, as well as the significant shifts therein. It also unearths some of the sources of his emotional experiences and how he regulated these experiences. An important observation was the positive contribution that negative emotions had on some aspects of the participant’s learning.

Gamification in English as Second Language Learning in Secondary Education Aged Between 11-18

Since gamification has strengthened its place in education over the years, it is frequently preferred in English as a Second Language Learning. This study aims to investigate the literature on the effects of gamification on students’ English learning as a second language and the tendency of students to use games to learn English as a second language. This review contains a systematic review of published articles about gamification in English as a Second Language Learning for learners aged between 11-18 from 2013 to 2020. The study was designed according to the specifications of the PRISMA 2009 Checklist. A combination of words related to gamification, game-based learning, English as a Second Language, and secondary school was included as a search strategy. After selection, ten research articles written in English were reviewed. Their results indicated that the games enhance the fun, raise students’ motivation, and boost their participation while helping their autonomous learning. This review includes suggestions to support planning game-based English lessons.

Critical Praxis and Teacher Language Awareness

Within the field of TESOL, opinions often differ about the role of learners' first language (L1) in second language learning. When teachers are aware of their students' L1, this awareness can increase their understanding of second language acquisition processes and issues. It can also provide teachers with insights into learners' backgrounds and cultures that may influence their approach to studying English and attitudes towards multilingualism. Specifically, the chapter proposes that the notion of teacher language awareness (TLA) should be expanded to include awareness of students' language backgrounds. TLA is regarded as an important component of the knowledge base of a language teacher. Two questionnaires are provided to assist teachers with the elicitation of information about students' L1: (1) a language-focused set of questions to allow comparison between a learner's L1 and English and (2) a sociolinguistic-oriented questionnaire that explores issues related to status and use.

Influence of Game-Based Methods in Developing Engineering Competences

This research aims to understand the influence of game-based learning methods on engeineer competences. Competencies expected from an engineer, which competencies are commonly explored by game-based learning methods, and perceptions from a sample composed of 92 respondents about the question that drives the research are explored. All competencies analyzed had more positive influence responses than negative ones, or non-impact responses. The competence analyzed most positively is “problem solving”; the one with the most negative impact responses is “second language learning,” and the one with the most non-impact responses is “continuous search for career improvement.” This study fills the following gaps: compiles and analyzes articles on game-based learning methods and carries out unprecedented research regarding the influence of game-based learning methods on the professional competences of graduates of engineering courses.

Demotivation Factors in Using English as Daily Communication in EFL School: Case Study of EFL Learners

This study aimed to describe the causes of students' demotivation in using English for daily communication and find its solutions. The present researcher used the descriptive qualitative method. It was conducted on EFL Learners. There were 15 students to be participants in this study. The data were collected by observing, interviewing, and giving questionnaires to participants about English usage in their Islamic boarding schools. The participants' answers and the video of their daily communication were analyzed by interpreting the handy camera and checking the result of interpretation to the result of questioner and interview. Second, the present researcher compared the result of the handy camera, questioner, and interview to the existing theory to determine the causes of students' demotivation in using English as daily communication and its solution. The result analysis showed that the cause of students' demotivation is their lack of ability to use English, especially in mastering vocabulary and its pronunciation. Other factors were learning contents and materials, teachers, and failure experience. In addition, they prefer to use Arabic because Arabic has been rooted as daily communication in that Islamic boarding school. In comparison, the solution for that problem is that the teachers should pay considerable attention to the students' English ability, especially mastering and pronouncing vocabulary. Also, the teachers are suggested to pay more attention to teaching methods and their behavior to increase students' motivation and interest in second language learning. In addition, the teachers should explicitly make a regulation to divide a period for the student to speak English and Arabic.