WorldWideScience

Sample records for learning english language

  1. Weblogs For English Language Learning: Students’ Perceptions

    OpenAIRE

    WAN, Juida

    2011-01-01

    The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in Malaysia. Twenty six students kept weblogs for a duration of a semester. This study investigated how students perceived the use of weblogs for Eng...

  2. WEBLOGS FOR ENGLISH LANGUAGE LEARNING: Students’ Perceptions

    Directory of Open Access Journals (Sweden)

    Juida WAN

    2011-10-01

    Full Text Available The digital explosion of information on the Internet has resulted in a need for a new and up-to-date way for Digital Natives to learn English. Educators have reported numerous benefits of using weblogs in English language learning. This article presents a small scale study on the use of weblogs for English language learning at tertiary level in Malaysia. Twenty six students kept weblogs for a duration of a semester. This study investigated how students perceived the use of weblogs for English language learning. A questionnaire which was made up of both close-ended and open-ended questions was administered at the end of the study. A mixture of quantitative and qualitative methods was used to analyse the students’ responses to the questionnaire. The study found that students were aware of their audience when they blogged and that they geared their writing towards their audience. In addition, they also interacted with others through the use of the comment feature on their weblogs. Furthermore, the majority of the students enjoyed blogging and found weblogs useful for English language learning. This study found that weblogs are promising interactive tools for English language learning.

  3. Dictionary Usage in English Language Learning

    OpenAIRE

    Rohmatillah, Rohmatillah

    2016-01-01

    This article examined about the important of using dictionary in English language learning. We cannot deny in learning a foreign language, we need to consult a dictionary. It is supported by Laufer in Koca believes that when word looks familiar but the sentence in which it is found or its wider context makes no sense at all, the learner should be encouraged to consult a dictionary. Sometimes the learners are reluctant to find out the other meaning of word from dictionary, as a result the mea...

  4. TYPES OF LANGUAGE LEARNING STRATEGIES USED BY TERTIARY ENGLISH MAJORS

    OpenAIRE

    TAN KHYE CHUIN; SARJIT KAUR

    2015-01-01

    This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford’s (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students’ perceptions of using language learning strategies while learning English. The results revealed that the English majors were generally high users of all six types of lan...

  5. English language learning materials a critical review

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    Tomlinson

    2010-01-01

    This research collection presents a critical review of the materials used for learning English around the world. The first section includes a discussion of materials for specific learners and purposes, such as young learners, self-study, academic writing and general proficiency. The second section presents a detailed study of the materials used in Europe, Asia, North America, South America, Africa and Australia, and critically evaluates their effectiveness in the teaching of English to speakers of other languages. Taking both the teacher's and the learner's needs into consideration, the book m

  6. Linking English First Additional Language teaching and learning ...

    African Journals Online (AJOL)

    English as the language of learning, the acquisition of English as second (or even third) language, as well as OBE has been researched before. This study is unique in the way that it addresses the direct influence of the OBE approach on the teaching and learning process in Grade 8 EFAL classrooms. Keywords: English ...

  7. An Exploration of Foreign Language Anxiety and English Learning Motivation

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    Meihua Liu

    2011-01-01

    Full Text Available Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1 the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2 foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3 both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS, intrinsic motivation (IntrinM, instrumental motivation (InstruM, fear of being negatively evaluated (FLCAS1, and interest in foreign languages and cultures (IFLC proved to be powerful predictors for the latter.

  8. Students' Evaluation of Their English Language Learning Experience

    Science.gov (United States)

    Maizatulliza, M.; Kiely, R.

    2017-01-01

    In the field of English language teaching and learning, there is a long history of investigating students' performance while they are undergoing specific learning programmes. This research study, however, focused on students' evaluation of their English language learning experience after they have completed their programme. The data were gathered…

  9. Learning through English Language in Early Childhood Education: A Case of English Medium Schools in China

    Science.gov (United States)

    Mwalongo, Leopard Jacob

    2016-01-01

    In China the English medium schools are now mushrooming and many parents send their children at very early age. These schools enroll children of pre-school to school age to learn through English as foreign language regardless of their proficiency in the first language. Therefore the study aims at examining the learning English language as a…

  10. Challenges of Effective English Language Learning in Nigeria ...

    African Journals Online (AJOL)

    The factors that influence the students. effective learning of the English Language as second language learners, the attitude of students towards the study of the English language, the nature of teacher/student interaction, the methods of teaching and the availability of teaching aids in Nigeria secondary schools are looked ...

  11. Types of Language Learning Strategies Used by Tertiary English Majors

    Science.gov (United States)

    Chuin, Tan Khye; Kaur, Sarjit

    2015-01-01

    This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford's (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students' perceptions of using…

  12. A Resource-Oriented Functional Approach to English Language Learning

    Science.gov (United States)

    Li, Jia

    2018-01-01

    This article reports on a case study that investigates the learning preferences and strategies of Chinese students learning English as a second language (ESL) in Canadian school settings. It focuses on the interaction between second language (L2) learning methods that the students have adopted from their previous learning experience in China and…

  13. Is Online Learning Suitable for All English Language Students?

    Science.gov (United States)

    Kuama, Settha; Intharaksa, Usa

    2016-01-01

    This study aimed to examine online language learning strategies (OLLS) used and affection in online learning of successful and unsuccessful online language students and investigate the relationships between OLLS use, affection in online learning and online English learning outcomes. The participants included 346 university students completing a…

  14. Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

    Science.gov (United States)

    Wu, Chia-Pei; Lin, Huey-Ju

    2016-01-01

    This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…

  15. English Language Proficiency and Early School Attainment Among Children Learning English as an Additional Language.

    Science.gov (United States)

    Whiteside, Katie E; Gooch, Debbie; Norbury, Courtenay F

    2017-05-01

    Children learning English as an additional language (EAL) often experience lower academic attainment than monolingual peers. In this study, teachers provided ratings of English language proficiency and social, emotional, and behavioral functioning for 782 children with EAL and 6,485 monolingual children in reception year (ages 4-5). Academic attainment was assessed in reception and Year 2 (ages 6-7). Relative to monolingual peers with comparable English language proficiency, children with EAL displayed fewer social, emotional, and behavioral difficulties in reception, were equally likely to meet curriculum targets in reception, and were more likely to meet targets in Year 2. Academic attainment and social, emotional, and behavioral functioning in children with EAL are associated with English language proficiency at school entry. © 2016 The Authors. Child Development published by Wiley Periodicals, Inc. on behalf of Society for Research in Child Development.

  16. Which Methodology Works Better? English Language Teachers' Awareness of the Innovative Language Learning Methodologies

    Science.gov (United States)

    Kurt, Mustafa

    2015-01-01

    The present study investigated whether English language teachers were aware of the innovative language learning methodologies in language learning, how they made use of these methodologies and the learners' reactions to them. The descriptive survey method was employed to disclose the frequencies and percentages of 175 English language teachers'…

  17. The relationship between students' perceptual learning style preferences, language learning strategies and English language vocabulary size

    OpenAIRE

    Gorevanova, Anna

    2000-01-01

    Ankara : The Institute of Economic and Social Sciences Bilkent Univ., 2000. Thesis (Master's) -- Bilkent University, 2000. Includes bibliographical references leaves 54-58 This study investigated the relationship between students’ perceptual learning style preferences, language learning strategies and English language vocabulary size. It is very important for teachers to be aware of students’ preferences in learning to help them be more successful and to avoid conflicts when...

  18. Comparing Local and International Chinese Students’ English Language Learning Strategies

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    Margreat Aloysious Anthony

    2012-07-01

    Full Text Available According to Horwitz (1987 learners’ belief about language learning are influenced by previous language learning experiences as well as cultural background. This study examined the English Language Learning Strategies between local and international Chinese students who share the same cultural background but have been exposed to different learning experiences. Given the significant number of local and international Chinese students enrolled in educational institutions, there is a need to understand the differences and similarities in the learning strategies of these two groups. The sample for the study comprised of 60 local and 50 international Chinese students currently enrolled at a local private college. The Oxford Strategy Inventory for Language Learning (SILL was administered as a measure of learning strategy preferences. The study reveals that language learning experiences as well as socioeconomic status impact the learning strategy adopted by both local and international Chinese students. The findings of this study point to the need to address the needs of these students in order to enhance their English language learning experience in Malaysia.

  19. Adults' motivation of learning English as a second language

    Institute of Scientific and Technical Information of China (English)

    吴梦楠

    2005-01-01

    English learning is extensive among adults. Their motivations are classified into two types: the integrative one and the instrumental one.Obviously the integrative motivation makes the learners more active and joyful in learning process. Teachers find ways to cultivate and inspire the adult learners' motivation of learning L2, to design and deliver language instruction with care and sensitivity, and to assess rather than test the learners' learning for inducing a positive reaction.

  20. STUDENTS OF ECONOMICS’ ANXIETY TOWARDS ENGLISH LANGUAGE LEARNING

    Directory of Open Access Journals (Sweden)

    Gulnara Faritovna Kalganova

    2016-02-01

    Full Text Available This study explores language anxiety which has shown a substantially negative impact on performance. This paper reveals four related levels of language anxiety such as communication apprehension, test anxiety, fear of negative evaluation, level of language performance, and their correlations with macro and micro social variables like age, gender, bilingual environment.A total 103 male and female English-language learners of the Economic faculty, Federal Kazan University, completed two questionnaires: a background questionnaire and the Foreign Language Classroom Anxiety Scale.The results showed that girls experience greater psychological discomfort in the process of foreign language learning; the greatest concern of students is language anxiety in test situations; first-year students as a whole are more susceptible to language anxiety.The task of a teacher is to create a favorable psychological climate in the classroom of a foreign language in order to removing barriers to development and a better perception of the subject matter.

  1. Commentary: Motivation for Learning Languages Other than English in an English-Dominant World

    Science.gov (United States)

    Duff, Patricia A.

    2017-01-01

    The majority of recent research on language learning motivation has reportedly focused on English as a target language, typically in relatively homogeneous, secondary and postsecondary "foreign language" settings. How applicable, then, are the theories and findings undergirding that research to our understanding of the contemporary…

  2. Writing Learning Outcomes for English Language Lessons in Multilingual Schools

    Science.gov (United States)

    Jones, Sally Ann

    2016-01-01

    This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic…

  3. Students' Motivation toward English Language Learning at Undergraduate Level

    Science.gov (United States)

    Ahmed, Mumtaz; Aftab, Maria; Yaqoob, Humaira

    2015-01-01

    The main purpose of this descriptive research is to explore the fact that why students are less motivated towards English language learning at undergraduate level. It also throws light upon the very facts of motivation with regard to the factors like student-teacher relationship, class room environment, self esteem or self respect, and willingness…

  4. A Study of English Language Learning Beliefs, Strategies, and English Academic Achievement of the ESP Students of STIENAS Samarinda

    Science.gov (United States)

    Hayati, Noor

    2015-01-01

    This research aimed to investigate; students' English academic achievement, beliefs about English language learning, English language learning strategies, and the relationship of them. Descriptive and correlational design, quantitative methods were applied in this research. The students' final English scores of the first year, BALLI, and SILL were…

  5. The Religion of Learning English in "English": A Language Educator's Reading

    Science.gov (United States)

    Gao, Xuesong

    2011-01-01

    This essay is my reading of "English," a novel based on author Wang Gang's experiences in Urumqi, Xinjiang Uyghur Autonomous Region, Northwest China during the Cultural Revolution (1966-1976). As a language educator, I was particularly interested in the way that Wang describes learning English in the novel. The essay focuses on three…

  6. THE ROLE OF NON-NATIVE ENGLISH SPEAKER TEACHERS IN ENGLISH LANGUAGE LEARNING

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    Lutfi Ashar Mauludin

    2017-04-01

    Full Text Available Native-English Speaker Teachers (NESTs and Non-Native English Speaker Teachers (NNESTs have their own advantages and disadvantages. However, for English Language Learners (ELLs, NNESTs have more advantages in helping students to acquire English skills. At least there are three factors that can only be performed by NNESTs in English Language Learning. The factors are knowledge of the subject, effective communication, and understanding students‘ difficulties/needs. The NNESTs can effectively provide the clear explanation of knowledge of the language because they are supported by the same background and culture. NNESTs also can communicate with the students with all levels effectively. The use of L1 is effective to help students building their knowledge. Finally, NNESTs can provide the objectives and materials that are suitable with the needs of the students.

  7. English as a Second Language and World War II: Possibilities for Language and Historical Learning

    Science.gov (United States)

    Stewart, Mary Amanda; Walker, Katie

    2017-01-01

    Although, traditionally, the purpose of the social studies class in secondary schools is to teach content knowledge, this article argues that historical learning can be a powerful vehicle for English language development for late-arrival English learners (ELs) in middle and high schools. ELs bring a wealth of life experiences, diverse…

  8. Mobile-Assisted Language Learning: Student Attitudes to Using Smartphones to Learn English Vocabulary

    Science.gov (United States)

    Davie, Neil; Hilber, Tobias

    2015-01-01

    This project examines mobile-assisted language learning (MALL) and in particular the attitudes of undergraduate engineering students at the South Westphalia University of Applied Sciences towards the use of the smartphone app Quizlet to learn English vocabulary. Initial data on attitudes to learning languages and to the use of mobile devices to do…

  9. The Effectiveness of Dialogic Reading in Increasing English Language Learning Preschool Children's Expressive Language

    Science.gov (United States)

    Brannon, Diana; Dauksas, Linda

    2014-01-01

    The effectiveness of dialogic reading in increasing the literacy interactions between English language learning parents (ELL) and their preschool aged children and children's expressive language development were studied. Twenty-one ELL parents of preschool aged children received dialogic reading training every other week for a ten-week period.…

  10. Investigation the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions

    Science.gov (United States)

    Yang, Pei-Ling; Wang, Ai-Ling

    2015-01-01

    The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…

  11. An Analysis of Social Network Websites for Language Learning: Implications for Teaching and Learning English as a Second Language

    Science.gov (United States)

    Liu, M.; Abe, K.; Cao, M. W.; Liu, S.; Ok, D. U.; Park, J.; Parrish, C.; Sardegna, V. G.

    2015-01-01

    Although educators are excited about the potential of social network sites for language learning (SNSLL), there is a lack of understanding of how SNSLL can be used to facilitate teaching and learning for English as Second language (ESL) instructors and students. The purpose of this study was to examine the affordances of four selected SNSLL…

  12. Rich Language Learning Environment and Young Learners' Literacy Skills in English

    OpenAIRE

    Artini, Luh Putu

    2017-01-01

    This research aimed at developing rich language learning environment to help elementary school students develop their literacy skills in English. Shortage of professional English teachers in primary school, limited time allocation, as well as the lack of tools and facilities that support English language teaching and learning for young learners had resulted in students’low literacy skills in English. It was tried out in six primary schools across Bali involving 12 teachers and 520 students. T...

  13. Language Learning Styles Used By Students Of Basic English Course (Bec) Pare

    OpenAIRE

    HIDAYAH, ULFA NURUL

    2013-01-01

    Learning styles are the important factors to help students to learn a second or foreign language. A learning habit of every individual is needed to support the student's learning to be more effective, for example by taking an English course. Learning styles can be classified into: visual, auditory, kinesthetic, tactile, group, and individual. This study is conducted to examine the language learning styles applied by the students of Basic English Course (BEC) in Pare, Kediri. This study applie...

  14. Blended Learning Using Video-Based Blogs: Public Speaking for English as a Second Language Students

    Science.gov (United States)

    Shih, Ru-Chu

    2010-01-01

    With globalisation and the advent of information technology, the English language has become more important for second language (L2) learners. This study aimed to establish a blended teaching and learning model combining online and face to face instructional blogging for an English for specific purposes (ESP) course named "English Public…

  15. Language Learning Motivation, Global English and Study Modes: A Comparative Study

    Science.gov (United States)

    Lanvers, Ursula

    2017-01-01

    Exploring the popular explanation that the global spread of English may demotivate students with English as their first language to learn other languages, this study investigates relations between student motivation and perception of Global English and tests for differences between traditional "campus" and distance university students…

  16. ENGLISH LANGUAGE FOR SUCCESSFUL INTEGRATION: LEARNING FROM THE BOLOGNA PROCESS

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    Hernandez - Carrion Jose Rodolfo

    2011-12-01

    Full Text Available The Bologna Process aims to provide tools to connect the European national educational systems. The purpose of this paper is to analyze what we have learned and what challenges remain today. Since the beginning all participating countries had to agree on a comparable three cycle degree system for undergraduates (Bachelor degrees or Grades and graduates (Master and PhD degrees in order to create compatibility and comparability for achieving international competitiveness and a worldwide degree of attractiveness in higher education. The Bologna Declaration, originally signed by 29 countries, has now reached 47 countries, engaged in the process of creating a European Higher Education Area (EHEA, searching to be competitive to launch the European Academia of the 21st Century. The European Credit Transfer and Accumulation System (ECTS has turned out to be the perfect tool to design, describe, and deliver programs and award higher education qualifications. Markets and European universities are going to be able to compete overseas in the future if the new regulations let them to create profitable business in the education area. As expected, European Universities have responded promptly and actively to the call. In the case of small countries like Spain, it is an opportunity to internationalize Spanish universities; moreover, there is the opportunity for the expansion and consolidation of the Spanish language as the second most important foreign language. The 2009 Report highlights that early teaching of a foreign language is advancing in Europe. In lower secondary education, earlier teaching of English is becoming widespread; and the three Nordic countries, Germany, and the UK are the highest innovation performers. The result is a system of higher education more competitive and more attractive for Europeans and non-Europeans students and scholars. Reform is needed today if Europe wants to match the performance of the best performing higher education

  17. Learning difficulties or learning English difficulties? Additional language acquisition: an update for paediatricians.

    Science.gov (United States)

    Clifford, Vanessa; Rhodes, Anthea; Paxton, Georgia

    2014-03-01

    Australia is a diverse society: 26% of the population were born overseas, a further 20% have at least one parent born overseas and 19% speak a language other than English at home. Paediatricians are frequently involved in the assessment and management of non-English-speaking-background children with developmental delay, disability or learning issues. Despite the diversity of our patient population, information on how children learn additional or later languages is remarkably absent in paediatric training. An understanding of second language acquisition is essential to provide appropriate advice to this patient group. It takes a long time (5 years or more) for any student to develop academic competency in a second language, even a student who has received adequate prior schooling in their first language. Refugee students are doubly disadvantaged as they frequently have limited or interrupted prior schooling, and many are unable to read and write in their first language. We review the evidence on second language acquisition during childhood, describe support for English language learners within the Australian education system, consider refugee-background students as a special risk group and address common misconceptions about how children learn English as an additional language. © 2013 The Authors. Journal of Paediatrics and Child Health © 2013 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

  18. Learning about the Literacy Development of English Language Learners in Asynchronous Online Discussions

    Science.gov (United States)

    De Oliveira, Luciana C.; Olesova, Larisa

    2013-01-01

    This study examined asynchronous online discussions in the online course "English Language Development" to identify themes related to participants' learning about the language and literacy development of English Language Learners when they facilitated online discussions to determine whether the participants developed sufficient…

  19. Exploring Prospective EFL Teachers' Perceived Self-Efficacy and Beliefs on English Language Learning

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    Genç, Gülten; Kulusakli, Emine; Aydin, Savas

    2016-01-01

    Learners' perceived self-efficacy and beliefs on English language learning are important in education. Taking into consideration the important impact of individual variables on language learning, this study seeks to highlight the relationship between Turkish EFL learners' beliefs about language learning and their sense of self-efficacy. The…

  20. Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

    Science.gov (United States)

    Wang, Yang; Liu, Chao

    2016-01-01

    This case study investigated how the use of mindfulness affected college English as a foreign language (EFL) students' learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students' abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory,…

  1. Do Peer Tutors Help Teach ESL Students to Learn English as a Second Language More Successfully?

    Science.gov (United States)

    Lyttle, LeighAnne

    2011-01-01

    This research study tries to understand the information processing model and social learning theory in regards to teaching English as a Second Language (ESL) to Spanish speakers by using peer teaching methods. This study will examine each theory's concepts and frameworks to better comprehend what teaching methods support English language learning.…

  2. The Attitudes of Freshman Undergraduates in Learning English as a Second Language

    Directory of Open Access Journals (Sweden)

    Yvonne Jain

    2012-06-01

    Full Text Available The purpose of this study is to investigate the attitudes of tertiary students towards the learning of English language with regard to their gender, discipline and language proficiency. This descriptive study involved a total of 200 undergraduates from the Faculty of Education in Shah Alam, Selangor. The study employed two methods of data collection: questionnaire and semi- structured interviews. The findings revealed that there was a moderately positive attitude towards the learning of English language. However, the findings showed that the female respondents were more positive towards the learning of English language compared to their male counterparts while the Non Science major students had positive attitude towards learning English language compared to the Science major students. The study also showed that low proficiency students had better attitude towards English language compared to high proficiency students.

  3. Pilot Study An Investigating Proficiency Learners Attitudes Towards English Language Learning

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    Dr. Ozge Razy

    2015-08-01

    Full Text Available This study attempted to investigate foreign students feeling and behaviour towards learning English and different other languages. The study found out that there is any significant difference in the students aspects attitudes positive and negative towards learning English language inside and outside the school based on their response to 25 items. A total of participants were 18 took a questionnaire as an instrument to qualify their attitudes. The participants showed positive attitudes in the high level towards foreign languages such as English. The study presented recommendation to improve other languages in the future as English.

  4. The Effect of Cultural Background Knowledge on Learning English Language

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    Dr. Ibrahim

    2013-12-01

    Full Text Available This study aims to investigate the effect of cultural background knowledge on learning English Language. It also aims to investigate if there are significant differences between subjects' performance in reading comprehension according to sex and general ability in English (GAE. The study aims at answering the following questions: 1 . To what extent is the effect of cultural background knowledge on subjects' performance in reading comprehension? 2 . What is the difference in performance in reading comprehension between male and female subjects who have cultural background knowledge and those who do not have any knowledge? 3. What is the differenc e between subjects' performance in reading comprehension texts which are loaded with American culture and their general ability in English. ? The population of th is study consisted of all first - year students majoring in English at Hebron University in th e first semester of the academic year 2011/2012. They were 600. The sample of the study consisted of 60 subjects, males and females divided into four groups, two experimental and two controlled. The researcher followed the experimental method. Means, stand ard deviations and Pearson Product Moment Correlation were calculated by using SPSS program. The study revealed the following results: 1. There are statistically significant differences in performance in reading comprehension between subjects who have cu ltural background knowledge and those who do not have any knowledge . 2 . There are no statistically significant differences in performance in reading comprehension between male and female subjects who have cultural background knowledge and those who do not have any knowledge. 3. Subjects' GAE revealed that there are significant differences in performance in reading comprehension between subjects who have cultural background knowledge and those who do not have any knowledge. In the light of the results of th e study, the researcher recommends the

  5. The Sounds of Picturebooks for English Language Learning

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    M. Teresa Fleta Guillén

    2017-05-01

    Full Text Available Picturebooks have long been recognised to aid language development in both first and second language acquisition. This paper investigates the relevance of the acoustic elements of picturebooks to raise phonological awareness and to fine-tune listening. In order to enhance the learners’ aural and oral skills for English language development, the paper proposes that listening to stories from picturebooks plays a most important role for raising awareness of the sound system of English in child second-language learners. To provide practical advice for teachers of young learners, this article describes the ways that picturebooks promote listening and speaking and develops criteria to select picturebooks for English instruction focusing on the acoustic elements of language.

  6. Malaysian Gifted Students' Use of English Language Learning Strategies

    Science.gov (United States)

    Yunus, Melor Md; Sulaiman, Nur Ainil; Embi, Mohammed Amin

    2013-01-01

    Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways of thinking and learning. These characteristics affect how they…

  7. Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review

    Science.gov (United States)

    Gilakjani, Abbas Pourhosein; Sabouri, Narjes Banou

    2016-01-01

    Listening is one of the most important skills in English language learning. When students listen to English language, they face a lot of listening difficulties. Students have critical difficulties in listening comprehension because universities and schools pay more attention to writing, reading, and vocabulary. Listening is not an important part…

  8. English Language Learning Difficulty of Korean Students in a Philippine Multidisciplinary University

    Science.gov (United States)

    de Guzman, Allan B.; Albela, Emmanuel Jeric A.; Nieto, Deborah Rosalind D.; Ferrer, John Bernard F.; Santos, Rior N.

    2006-01-01

    This qualitative study analyzed the English language learning difficulties of 13 purposively chosen Korean students relative to their sociolinguistic competence, motivation in using the English language, and cultural factors. Interview responses were transcribed, categorized and thematised according to saliency, meaning and homogeneity. The…

  9. Use of Language Learning Strategies by Spanish Adults for Mastering Business English

    Science.gov (United States)

    Judge, Jeffrey Wallace

    2010-01-01

    Research of language learning strategy (LLS) has provided insight for language learners from many international cultures since this branch of research began in the 1970s. Despite the urgent need for competence in the use of business English in Western Europe, LLS studies have not been conducted on Spanish adults who use English for business. The…

  10. Students' Attitudes and Motivation for Learning English at Dokuz Eylul University School of Foreign Languages

    Science.gov (United States)

    Öztürk, Kadim

    2014-01-01

    Attitudes and motivation are two of the key factors in second language learning since positive attitudes and high levels of motivation are considered as the predictors of a successful learning process. This study aims to reveal the relation between university preparatory students' attitudes towards learning English and their language learning…

  11. Modeling the language learning strategies and English language proficiency of pre-university students in UMS: A case study

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    Kiram, J. J.; Sulaiman, J.; Swanto, S.; Din, W. A.

    2015-10-01

    This study aims to construct a mathematical model of the relationship between a student's Language Learning Strategy usage and English Language proficiency. Fifty-six pre-university students of University Malaysia Sabah participated in this study. A self-report questionnaire called the Strategy Inventory for Language Learning was administered to them to measure their language learning strategy preferences before they sat for the Malaysian University English Test (MUET), the results of which were utilised to measure their English language proficiency. We attempted the model assessment specific to Multiple Linear Regression Analysis subject to variable selection using Stepwise regression. We conducted various assessments to the model obtained, including the Global F-test, Root Mean Square Error and R-squared. The model obtained suggests that not all language learning strategies should be included in the model in an attempt to predict Language Proficiency.

  12. Different mechanisms in learning different second languages: Evidence from English speakers learning Chinese and Spanish.

    Science.gov (United States)

    Cao, Fan; Sussman, Bethany L; Rios, Valeria; Yan, Xin; Wang, Zhao; Spray, Gregory J; Mack, Ryan M

    2017-03-01

    Word reading has been found to be associated with different neural networks in different languages, with greater involvement of the lexical pathway for opaque languages and greater invovlement of the sub-lexical pathway for transparent langauges. However, we do not know whether this language divergence can be demonstrated in second langauge learners, how learner's metalinguistic ability would modulate the langauge divergence, or whether learning method would interact with the language divergence. In this study, we attempted to answer these questions by comparing brain activations of Chinese and Spanish word reading in native English-speaking adults who learned Chinese and Spanish over a 2 week period under three learning conditions: phonological, handwriting, and passive viewing. We found that mapping orthography to phonology in Chinese had greater activation in the left inferior frontal gyrus (IFG) and left inferior temporal gyrus (ITG) than in Spanish, suggesting greater invovlement of the lexical pathway in opaque langauges. In contrast, Spanish words evoked greater activation in the left superior temporal gyrus (STG) than English, suggesting greater invovlement of the sublexical pathway for transparant languages. Furthermore, brain-behavior correlation analyses found that higher phonological awareness and rapid naming were associated with greater activation in the bilateral IFG for Chinese and in the bilateral STG for Spanish, suggesting greater language divergence in participants with higher meta-linguistic awareness. Finally, a significant interaction between the language and learning condition was found in the left STG and middle frontal gyrus (MFG), with greater activation in handwriting learning than viewing learning in the left STG only for Spanish, and greater activation in handwriting learning than phonological learning in the left MFG only for Chinese. These findings suggest that handwriting facilitates assembled phonology in Spanish and addressed

  13. Language Learning Strategies and English Proficiency: Interpretations from Information-Processing Theory

    Science.gov (United States)

    Rao, Zhenhui

    2016-01-01

    The research reported here investigated the relationship between students' use of language learning strategies and their English proficiency, and then interpreted the data from two models in information-processing theory. Results showed that the students' English proficiency significantly affected their use of learning strategies, with high-level…

  14. Attitudes towards English Language Learning among EFL Learners at UMSKAL

    Science.gov (United States)

    Ahmed, Shameem

    2015-01-01

    This paper analyses the result of a survey on 238 undergraduate EFL students at a public university in Malaysia. The survey focused on their attitude towards English learning and causes that might have hindered their learning. For data collection, a 19 item questionnaire were designed and administered on 238 students. The objective of this study…

  15. An Annotated Bibliography of Research on Reading and Adults Learning English as a Second Language.

    Science.gov (United States)

    Burt, Miriam, Comp.; Florez, MaryAnn, Comp.; Terrill, Lynda, Comp.; Van Duzer, Carol, Comp.

    This annotated bibliography contains 27 references regarding research on reading and adults learning English as a Second Language (ESL). None of the resources are more than 10 years old. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

  16. Vietnamese American Experiences of English Language Learning: Ethnic Acceptance and Prejudice

    Directory of Open Access Journals (Sweden)

    Jeffrey LaBelle

    2007-01-01

    Full Text Available This article investigates the effects of ethnic acceptance and prejudice on English language learning among immigrant nonnative speakers. During 2004 and 2005, the author conducted participatory dialogues among six Vietnamese and Mexican adult immigrant English language learners. The researcher sought to answer five questions: (1 What are some nonnative English speakers’ experience regarding the way native speakers treat them? (2 How have nonnative English speakers’ experiences of ethnic acceptance or ethnic prejudice affected their learning of English? (3 What do nonnative English speakers think they need in order to lower their anxiety as they learn a new language? (4 What can native English speakers do to lower nonnative speakers’ anxiety? (5 What can nonnative English speakers do to lower their anxiety with native English speakers? Even though many of the adult immigrant participants experienced ethnic prejudice, they developed strategies to overcome anxiety, frustration, and fear. The dialogues generated themes of acceptance, prejudice, power, motivation, belonging, and perseverance, all factors essential to consider when developing English language learning programs for adult immigrants.

  17. On the Learning Behaviours of English Additional-Language Speakers Entering Engineering Education in South Africa

    Science.gov (United States)

    Woollacott, L.; Simelane, Z.; Inglis, J.

    2011-01-01

    This article reports the findings of an inductive study on the learning behaviours and language difficulties of a small group of English additional-language students entering a school of chemical and metallurgical engineering in South Africa. Students were interviewed in their home language. While they appeared to have had a reasonable grounding…

  18. The Impact of Motivation on English Language Learning in the Gulf States

    Science.gov (United States)

    Al Othman, Fadel H. M.; Shuqair, Khaled M.

    2013-01-01

    Numerous studies have shown that motivation is positively linked to success in learning the English language or any other second language. Generally, motivation and attitude work together to ensure learners' successful acquisition of a second language; hence, various motivational theories and models have been formulated to examine and explain this…

  19. The effect of Content and Language Integrated Learning (CLIL) on English performance and self-confidence

    NARCIS (Netherlands)

    Jansma, Marrit; Minnaert, Alexander; Klinkenberg, Edwin

    2015-01-01

    In this study, it was investigated whether third language teaching through Content and Language Integrated Learning (CLIL) was more effective than teaching a third language as an isolated subject. By means of a cross-sectional study design, English vocabulary, speaking performance and

  20. Enhancing Academic Instruction for Adolescent English Language Learners with or at Risk for Learning Disabilities

    Science.gov (United States)

    Haager, Diane; Osipova, Anna V.

    2017-01-01

    An increasing number of children worldwide attend schools where the language of instruction does not match their native language, presenting significant challenges with learning the content and vocabulary of academic content areas (e.g., social studies, science). In the U.S., these students are designated as English language learners…

  1. Examining the Guidance and Counselling Students' Perceptions about English Language Learning Beliefs

    Science.gov (United States)

    Kaymakamoglu, Sibel Ersel

    2017-01-01

    Since contemporary views of learning and teaching place learners in the center of learning process, most of the researchers and practitioners have directed their attention to understanding what goes on in the mind of the learners during the process of learning and teaching. In the area of English language learning and teaching this perspective…

  2. Exploring Mobile Apps for English Language Teaching and Learning

    Science.gov (United States)

    Zou, Bin; Li, Jiaying

    2015-01-01

    Many recent studies have shown that mobile learning can provide potential possibilities for foreign language learners to practice language skills on their smart mobile phones and tablet PCs (e.g. Chang & Hsu, 2011; Egbert, Akasha, Huff, & Lee, 2011; Hoven & Palalas, 2011; Stockwell, 2010). A number of apps have been created and used…

  3. Flipping the Classroom for English Language Learners to Foster Active Learning

    Science.gov (United States)

    Hung, Hsiu-Ting

    2015-01-01

    This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners' academic performance, learning attitudes, and participation levels. Adopting a…

  4. An Insight into Secondary School Students' Beliefs Regarding Learning English Language

    Science.gov (United States)

    Aziz, Fakhra; Quraishi, Uzma

    2017-01-01

    The present descriptive study aimed to get an insight into secondary school students' beliefs regarding English language learning. The survey method was employed for obtaining data from the secondary school students (N = 664). A modified version of "beliefs about language learning inventory" was used to collect data. Five out of nine…

  5. Using "Quipper" as an Online Platform for Teaching and Learning English as a Foreign Language

    Science.gov (United States)

    Mulyono, Herri

    2016-01-01

    This paper evaluates the affordability of "Quipper" as an online platform for teaching and learning English as a foreign language (EFL). It focuses on the extent to which features available in "Quipper" may correspond to fundamental components of Computer-Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle…

  6. Pre-Service English as a Foreign Language Teachers' Perceptions of the Relationship between Multiple Intelligences and Foreign Language Learning

    Science.gov (United States)

    Savas, Perihan

    2012-01-01

    The relationship between intelligence, language, and learning is a challenging field of study. One way to study how this relationship occurs and works is to investigate the perceptions of advanced language learners. Therefore, this paper reports a study that was conducted to explore 160 pre-service English language teachers' perceptions about…

  7. The Challenge of English Language Collocation Learning in an ES/FL Environment: PRC Students in Singapore

    Science.gov (United States)

    Ying, Yang

    2015-01-01

    This study aimed to seek an in-depth understanding about English collocation learning and the development of learner autonomy through investigating a group of English as a Second Language (ESL) learners' perspectives and practices in their learning of English collocations using an AWARE approach. A group of 20 PRC students learning English in…

  8. The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design

    Science.gov (United States)

    Kettle, Margaret; Yuan, Yifeng; Luke, Allan; Ewing, Robyn; Shen, Huizhong

    2012-01-01

    As increasing numbers of Chinese language learners choose to learn English online, there is a need to investigate popular websites and their language learning designs. This paper reports on the first stage of a study that analyzed the pedagogical, linguistic, and content features of 25 Chinese English Language Learning (ELL) websites ranked…

  9. The Relationship between the Agreeableness Trait and Use of the English Language Learning Strategies

    Directory of Open Access Journals (Sweden)

    Seyed Hossein Fazeli

    2012-04-01

    Full Text Available Problem Statement: The present study aims to find out the relationship between the Agreeableness trait and use of the English Language Learning Strategies (ELLSs for learners of English as a foreign language.Method: Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI, and Test of English as a Foreign Language (TOEFL. Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen.Findings and Results: The results show that there is only a significant relationship between the Agreeableness trait and the use of one of six categories of ELLSs (i.e. Compensation Strategies.

  10. Interaction in a Blended Environment for English Language Learning

    Science.gov (United States)

    Romero Archila, Yuranny Marcela

    2014-01-01

    The purpose of this research was to identify the types of interaction that emerged not only in a Virtual Learning Environment (VLE) but also in face-to-face settings. The study also assessed the impact of the different kinds of interactions in terms of language learning. This is a qualitative case study that took place in a private Colombian…

  11. Harmonious Learning: Yoga in the English Language Classroom

    Science.gov (United States)

    Morgan, Lisa

    2011-01-01

    This article looks at one way for teachers to make classrooms emotionally, mentally, and physically healthy places to learn--places where tensions and stresses are lessened and where teachers and students are concentrating, yet relaxed. "Harmonious language learning classroom" is the term the author coined to describe this kind of language…

  12. Factors Affecting English Language Teaching and Learning in Higher Education

    Science.gov (United States)

    Nguyen, Hong Thi; Warren, Wendy; Fehring, Heather

    2014-01-01

    This paper reports part of a study that aims to explore factors affecting the efficacy of non-major English teaching and learning in Vietnamese higher education through an investigation of classroom practices. Eight non-participant class observations were conducted at HUTECH University, Ho Chi Minh City, Vietnam. The study's findings show that…

  13. Islamic Senior High School Students’ Language Learning Strategies and their English Achievement

    Directory of Open Access Journals (Sweden)

    ISTI QOMARIAH

    2018-05-01

    Full Text Available This study investigated the correlation between language learning strategies and English achievement, and explored the influence of language learning strategies on English achievement of eleventh grade students’ of MAN 3 Palembang. A total of 141 eleventh grade students participated in this study. The questionnaire and test were used to collect the data. For this purpose, the language learning strategies (SILL questionnaire developed by Oxford (1989 measured language learning strategies and TOEFL junior (2015 was used to know students’ English achievement. There were three levels from high to low based on the results of SILL questionnaire and five categories English achievement test. Descriptive stastistic, pearson product moment correlation and regression anlaysis were employed to analyze the data. Based on the data analysis, it was found that r (.665 > rtable (.165 with significant level which was lower than 0.05. Thus, it indicated that there was significant correlation between language learning strategies and English achievement. It was implied that good language learners caused good in English achievement.

  14. Prereferral Process with Latino English Language Learners with Specific Learning Disabilities: Perceptions of English-as-a-Second-Language Teachers

    Science.gov (United States)

    Ferlis, Emily; Xu, Yaoying

    2016-01-01

    This study explored perceptions of English-as-a-second-language (ESL) teachers on the prereferral process for Latino English language learners (ELLs). Using Colaizzi's (1978) phenomenological approach, qualitative data were collected through interviews with four ESL teachers. Analyses of the data indicated that the ESL teachers used research-based…

  15. Bridges to Swaziland: Using Task-Based Learning and Computer-Mediated Instruction to Improve English Language Teaching and Learning

    Science.gov (United States)

    Pierson, Susan Jacques

    2015-01-01

    One way to provide high quality instruction for underserved English Language Learners around the world is to combine Task-Based English Language Learning with Computer- Assisted Instruction. As part of an ongoing project, "Bridges to Swaziland," these approaches have been implemented in a determined effort to improve the ESL program for…

  16. The Relationship between Gender, Motivation and Achievement in Learning English as a Foreign Language

    Science.gov (United States)

    Becirovic, Senad

    2017-01-01

    This study deals with the research into the relationship between gender, motivation and achievement in learning English as a foreign language. A good command of English is of paramount importance for an individual to be successful in numerous aspects of life such as professional, personal and educational. The aim of this research was to determine…

  17. Language Learning Strategies of English for Specific Purposes Students at a Public University in Malaysia

    Science.gov (United States)

    Shah, Mohamed Ismail Ahamad; Ismail, Yusof; Esa, Zaleha; Muhamad, Ainon Jariah

    2013-01-01

    Studies on strategy research have shown the usefulness and importance of language learning strategies (LLS) for ESL and EFL learners. However, research on content-based learners in relation to English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) has yet to be undertaken. This study, therefore, investigated the learning…

  18. Do Chinese Dyslexic Children Have Difficulties Learning English as a Second Language?

    Science.gov (United States)

    Ho, Connie Suk-Han; Fong, Kin-Man

    2005-01-01

    The aim of the present study was to examine whether Chinese dyslexic children had difficulties learning English as a second language given the distinctive characteristics of the two scripts. Twenty-five Chinese primary school children with developmental dyslexia and 25 normally achieving children were tested on a number of English vocabulary,…

  19. Attitude and Self-Efficacy Change: English Language Learning in Virtual Worlds

    Science.gov (United States)

    Zheng, Dongping; Young, Michael F.; Brewer, Robert A.; Wagner, Manuela

    2009-01-01

    This study explored affective factors in learning English as a foreign language in a 3D game-like virtual world, Quest Atlantis (QA). Through the use of communication tools (e.g., chat, bulletin board, telegrams, and email), 3D avatars, and 2D webpage navigation tools in virtual space, nonnative English speakers (NNES) co-solved online…

  20. MOLT: A Mobile Learning Tool That Makes Learning New Technical English Language Words Enjoyable

    Directory of Open Access Journals (Sweden)

    Dogan - Ibrahim

    2008-10-01

    Full Text Available There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers, and mobile phones are revolutionizing education and transforming the traditional classroom based learning and teaching into anytime and anywhere education. This paper investigates the use of wireless technologies in education with particular reference to the potential of learning new technical English Language words using SMS text messaging. The system, developed by the authors, called Mobile Learning Tool (MOLT, has been tested with 45 first-year undergraduate students. Students’ opinions have been collected after the experiment. Our results show that students enjoyed and be happy used mobile phones to learn new technical English word. We believe that if we add the improvements or modifications students wish to see in the MOLT system, then using the MOLT system as an educational tool will contribute to motivation and success of students.

  1. EFL Students’ Attitudes and Perception towards English Language Learning and Their English Language Proficiency: A Study from Assa’adah Islamic Boarding School, Indonesia

    Directory of Open Access Journals (Sweden)

    Falita G. Jaliyya

    2017-08-01

    Full Text Available The English language has been given the status of Foreign Language (FL in Indonesia, unlike the language being a second language in its neighbouring countries. However, the language has becoming quite popular and dominant in certain parts of Indonesian schools, especially private schools and colleges. Thus, this investigation sought to examine the attitudes and perceptions of selected Indonesian English language learners. It also aspired to find out how these attitudes and perceptions towards the English language affect their proficiency. A qualitative research design employing the in-depth semi-structured interview was carried out with 12 students at the As’saadah Islamic Boarding School in Banten, West Java.  Thematic analyses were also performed to analyse the data. The findings point to the direction of students’ motivation in learning English as a foreign language. Students were found to have positive attitudes  and were motivated  to learn the language although learning the language might not stem from their own willingness to learn.

  2. THE IMPACT OF SMARTPHONE AND INTERNET USAGE ON ENGLISH LANGUAGE LEARNING

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    Rosina Fransisca J. Lekawael

    2017-06-01

    Full Text Available English language skills here mean the development of the main parts or elements of the language which include speaking, listening, reading, and writing. English language subject has different educational tools that are likely suited with it. Smartphone and internet usage have actively influence daily life, even for children and adolescents. In learning activity, smartphone is a tool to help students connected to be online. A qualitative approach was pursued in this study. Then, the data collection technique used in this study is a survey by using questionnaires. As result, the research shows that most students spend much time to access the social network, some students access internet for dictionary and games, and only a few students access internet for education purposes. In short, the students rather to use smartphone for other thing than education. Therefore, English language learning should be focused on leading language teaching by using English resources from smartphone and internet, as media, which closed to students. By using smartphone and internet, it is expected that either teacher or students become more active and creative to explore their knowledge through media. Pedagogically, there is an urgent need for teachers to implement smartphone-based language learning in order to engage students to be critics with material and its content. So, it enables students to build and enhance a technology awareness of smartphone and internet usage on English language learning in classroom.

  3. Teaching and learning English as a Home Language in a ...

    African Journals Online (AJOL)

    The most important difference from the standpoint of Communicative Language Teaching (CLT) was in the learning content selection, with the EHL settings using more literary works, and so focusing less on the direct teaching of grammatical forms. However, a disturbing pattern was the inability of the learners in both sets of ...

  4. DISTANCE LEARNING FOR DEVELOPING KNOWLEDGE AND SKILLS IN ENGLISH LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Natalia A. Kameneva

    2013-01-01

    Full Text Available The importance of using distance learning for developing knowledge, skills and competences in English Language teaching in contemporary educational process is justified in the article. In this connection the great attention is focused on radical changes in English Language teaching methodology. With the advent of online education the relationships between the lecturers or the tutors and the students alter and become more open and cooperating, because the students get more involved, interested and motivated in learning foreign languages. Apart from this, the main components of distance education are briefly considered.

  5. Language Assessment of Latino English Learning Children: A Records Abstraction Study

    Science.gov (United States)

    Kraemer, Robert; Fabiano-Smith, Leah

    2017-01-01

    The researchers examined how speech-language pathologists (SLPs) in a small northern California school district assessed Spanish speaking English learning (EL) Latino children suspected of language impairments. Specifically we sought to (1) determine whether SLPs adhered to federal, state, and professional guidelines during initial assessments and…

  6. Exploring the Potential for Language Supportive Learning in English Medium Instruction: A Rwandan Case Study

    Science.gov (United States)

    Milligan, Lizzi O.; Clegg, John; Tikly, Leon

    2016-01-01

    This article puts forward the argument for language supportive learning for learners in English medium instruction (EMI) classrooms based on the findings from a mixed methods study in Rwanda. The article first reviews the relevant literature and research which looks at the concept of language support, focusing on textbooks and pedagogy in…

  7. Self-Access Language Learning Programme: The Case of the English Language Voluntary Intensive Independent Catch-up Study

    Directory of Open Access Journals (Sweden)

    Salomi Papadima-Sophocleous

    2013-06-01

    Full Text Available This study investigated whether and to what extent an English Language Voluntary Intensive Independent Catch-up Study (ELVIICS, a Self-Access Language Learning (SALL programme, was effective in helping first-year Greek-Cypriot students fill in the gaps in their English language learning and come closer to the required language competence level of the Common European Framework of Reference (CEFR B1 level. It also examined students’ perceptions of such learning. The students followed the ELVIICS at their own pace, time and space until they felt they had reached the aimed level. Analysis of the achievement test results revealed that students’ language competence improved and reached the required level. Additional quantitative data also revealed that students felt ELVIICS also helped them improve their self-confidence, computer skills and autonomous learning. Moreover, students claimed that ELVIICS assisted them in getting through and successfully completing their compulsory course.

  8. STUDENTS’ MOTIVATION IN LEARNING ENGLISH LANGUAGE (A CASE STUDY OF ELECTRICAL ENGINEERING DEPARTMENT STUDENTS

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    Anna Riana Suryanti Tambunan

    2016-09-01

    Full Text Available The real challenges for teachers and learners lie in finding ways of sustaining the motivation through the long and often arduous process of learning a language. The aim of this study was to describe the students’ instrumental and integrative motivation in English language learning. A case study was used in this study by distributing the motivation questionnaire to the 36 second-year students of English Department at Sultan Ageng Tirtayasa university in Serang, Banten. Then, the data from the returned questionnaire were analyzed by describing the types of motivation the students use. Findings from this study indicated that the second year students were instrumentally motivated and their integration was sufficient, too. The instrumental motivation was found to have more impact on students than integrative one. Three interrelated instrumental motivations in studying English were identified: future study, scores and career. In addition the students mentioned that good marks in English were required for their future studies and a good qualification for their careers. In conclusion, motivation has a contribution towards the students’ English language learning. The findings could be useful for researchers and teachers in improving students’ English language learning by conducting effective teaching and learning strategies to develop the students’ motivation.

  9. Investigation of Chinese University Students’ Attributions of English Language Learning

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    Jinjin Lu

    2014-12-01

    Full Text Available Despite the importance of developing students’ learning autonomy in Chinese schools similar to Western cultured schools, many concerns are raised regarding the influence and effectiveness that learner autonomy has on students’ academic achievements. The aim of this study was to identify the attribution patterns of Chinese university students for success and failure toward students who learnt through autonomy learning (student-centered approaches compared with students who learnt through teacher-centered approaches. Within this study, mixed research methods were adopted, and students used a reflective method to distinguish whether they were taught English through a traditional or student-centered method. The findings of the study reveal that there are no significant differences in attributional patterns between students who had learnt in high school through autonomous learning and those who learnt through teacher-centered approaches. The findings have implications for policy and practice in the Chinese Ministry of Education system and recommendations for future research.

  10. English for University Administrative Work: English Officialization Policy and Foreign Language Learning Motivation

    Science.gov (United States)

    Kim, Jeongyeon; Choi, Jinsook

    2014-01-01

    This study examines how the English officialization policy of higher education in an EFL context interplays with administrative workers' motivational orientations towards English learning. The data consisted of questionnaire responses of 117 administrative members with undergraduate degrees and qualitative interviews with 9 who answered the…

  11. Gaming as an English language learning resource among young children in Denmark

    DEFF Research Database (Denmark)

    Jensen, Signe Hannibal

    2017-01-01

    written English input are significantly related to vocabulary scores, in particular for boys. By investigating the EE-habits of YELLs and relations with second language (L2) English vocabulary learning, this study adds valuable new insights and knowledge about a topic that is becoming increasingly......This article presents a study of Danish young English language learners’ (YELLs’) contact with and use of Extramural English (EE) (N = 107, aged 8 [n = 49] and 10 [n = 58]). They have received little formal English instruction: two lessons per week for one year. Data on EE-habits were collected...... with a one-week language diary (self-report with parental guidance). Participants reported minutes spent each day on seven EE-activities: gaming, listening to music, reading, talking, watching television, writing, and other. Vocabulary proficiency scores were obtained using the Peabody Picture Vocabulary...

  12. Foreign language learning as a complex dynamic process: A microgenetic case study of a Chinese child's English learning trajectory

    NARCIS (Netherlands)

    Sun, He; Steinkrauss, Rasmus; van der Steen, Steffie; Cox, Ralf; de Bot, Kees

    2016-01-01

    The current study focuses on one child's (male, 3 years old) learning behaviors in an English as a Foreign Language classroom, and explores the coordination and developmental patterns of his nonverbal (gestures and body language) and verbal (verbal repetition and verbal responses) learning behaviors

  13. Incorporating E-learning in teaching English language to medical students: exploring its potential contributions

    Science.gov (United States)

    Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess

    2016-01-01

    Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students’ learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students’ language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom. PMID:28491837

  14. Incorporating E-learning in teaching English language to medical students: exploring its potential contributions.

    Science.gov (United States)

    Navidinia, Hossein; Zare Bidaki, Majid; Hekmati, Nargess

    2016-01-01

    Background: The spread of technology has influenced different aspects of human life, and teaching and learning are not exceptions. This study aimed to examine the potential contribution of the use of technology in teaching English language to medical students. Methods: This qualitative-action research study was conducted in Birjand University of Medical Sciences (BUMS), with 60 medical students taking a general English course in the Fall Semester of 2015. The class favored different tools and multimedia facilities such as a tube channel, e-dictionaries, educational films, and etextbooks to enhance students' learning. In addition, the class had a weblog in which students could upload assignments and receive feedback from peers and the instructors. Results: The results revealed that e-learning could enhance students' language proficiency and facilitate the teaching process. Learners preferred to use more e-dictionaries to learn the meaning of the new words, watch English medical films to boost their speaking and listening skills, and use the electronic version of their textbook as they could carry it wherever they wanted. Conclusion: The students preferred this method of learning English as they became more independent by using the electronic facilities. They found that learning English did not have a fixed institutionalized method, and e-learning activities could provide them with authentic input for language learning even outside of the classroom.

  15. INTEGRATING ICT IN ENGLISH LANGUAGE TEACHING AND LEARNING IN INDONESIA

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    Tuti Hidayati

    2016-11-01

    Full Text Available Indonesian ELT is complex for numerous reasons, and the level of students‟ outcome has been regarded unsatisfactory by a number of researchers and academics. This paper considers ICT as one of possible alternatives to deal with the complexity of Indonesian ELT and to improve its outcomes. It widely explores ICT integration in English LTL, especially on how ICT has been used in this field. It further investigates the benefits and challenges of integrating ICT in LTL. The paper argues that the integration of ICT is promising for changing and improving the effectiveness of the current Indonesian ELT condition when it is carried out in line with the effective LTL principles. The integration of ICT will enable teachers to vary teaching and learning activities, to gradually change the teaching style to be more student-centred, to train students to have more active role in learning, and to access a huge range of authentic learning materials. The paper also acknowledges the contraints that will emerge in an effort of integrating ICT in Indonesian English LTL. Hence, some recommedations for action are proposed at the end.

  16. A Blended Learning Model for Teaching Reading in English as a Foreign Language

    Science.gov (United States)

    Karkour, Islam

    2014-01-01

    The aim of this paper is to describe a blended learning model to be used in Egyptian schools when teaching reading classes in English as a foreign language. This paper is divided into three parts. The first part outlines the Egyptian context and describes the target learners. The second part describes the suggested blended learning model, which is…

  17. Visual Learning: A Learner Centered Approach to Enhance English Language Teaching

    Science.gov (United States)

    Philominraj, Andrew; Jeyabalan, David; Vidal-Silva, Christian

    2017-01-01

    This article presents an empirical study carried out among the students of higher secondary schools to find out how English language learning occurs naturally in an environment where learners are encouraged by an appropriate method such as visual learning. The primary data was collected from 504 students with different pretested questionnaires. A…

  18. An Evaluative Study of Some Online Websites for Learning and Teaching English as a Foreign Language

    Science.gov (United States)

    Aly, Mahsoub Abdul-Sadeq

    2008-01-01

    Although there are many websites designed and published on the Internet for learning and teaching English, little use of them is done by both Egyptian EFL teachers and students. The textbook is usually their main concern and focus. That is why the present study draws more light on the importance of language teaching and learning websites and…

  19. Group work in the English language curriculum sociocultural and ecological perspectives on second language classroom learning

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    Chappell, P

    2014-01-01

    This book explores how using small groups in second language classrooms supports language learning. Chappell's experience as a language teacher equips him to present a clear, evidence-based argument for the powerful influence group work has upon the opportunities for learning, and how it should therefore be an integral part of language lessons.

  20. The Role of Gender in Foreign Language Learning Attitudes: Japanese Female Students' Attitudes towards English Learning.

    Science.gov (United States)

    Kobayashi, Yoko

    2002-01-01

    Analyzed data from research on Japanese high school students' attitudes toward learning English to investigate female students' more positive attitudes toward English learning. Girls' attitudes toward English were affected by a composite of Japanese social and educational elements (e.g., characterization of English as a woman-dominant choice at…

  1. The Effectiveness of Classroom Management in English Language Teaching and Learning for Tenth Graders of SMA Panjura Malang

    OpenAIRE

    ASTUTI, AGRIT DWI

    2015-01-01

    Keywords: effective classroom, classroom management, English language teaching, tenth graders students of Senior High School. English is International language that should be learnt by people in every country, included Indonesia. Effective English language teaching and learning process was needed for students in Indonesia. Whether classroom is effective to support teaching and learning process was influenced by many factors such as teaching strategy, managing classroom and students themselves...

  2. Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

    OpenAIRE

    Julia Sevy

    2016-01-01

    Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English languag...

  3. South Korean University Students' Perceptions of Different English Varieties and Their Contribution to the Learning of English as a Foreign Language

    Science.gov (United States)

    Ahn, So-Yeon; Kang, Hyun-Sook

    2017-01-01

    This study explored South Korean university students' perceptions of different English varieties and their speakers, student attitudes towards the learning of English and its varieties, and the role of these attitudinal variables in the learning of English as a foreign language. One-hundred-one students who were enrolled in four sections of a…

  4. A Retrospective View of English Language Learning Materials Produced in Slovenia from 1945 to the Present

    Directory of Open Access Journals (Sweden)

    Janez Skela

    2013-05-01

    Full Text Available Taking a historical perspective, this article documents the development of domestically produced English Language Learning (ELL materials in the period between 1945 and 2013. To this end, reference is made to milestones that marked shifts in linguistic and foreign language teaching paradigms, including aspects of Method and the underlying conception of language. The analysis will draw on aspects of Method in relation to language policy documents (i.e., curricula and the course books in which these principles are embodied. Through the analysis of these factors we trace the evolution from Grammar–Translation methodology to Communicative Language Teaching in locally produced textbooks which are representative of various historical periods.

  5. Intrinsic motivation, extrinsic motivation, and learning English as a foreign language.

    Science.gov (United States)

    Shaikholeslami, Razieh; Khayyer, Mohammad

    2006-12-01

    The objective of this study was to examine the relationships of amotivation, extrinsic motivation, and intrinsic motivation with learning the English language. The 230 Iranian students at Shiraz University were tested using the Language Learning Orientations Scales to measure Amotivation, Extrinsic Motivation, and Intrinsic Motivation as explanatory variables. Grade point average in English exams was selected as a measure of English learning Achievement. Multiple regression analysis revealed that learning Achievement scores were predicted by scores on the Amotivation subscale, Introjected Regulation subscale, Knowledge subscale, and Stimulation subscale, whereas, the External and Identified Regulation and Accomplishment subscales did not have a significant relationship with Achievement. The results are discussed in terms of differences in Iranian context and culture.

  6. Effects of Cooperative Learning Method Type Stad, Language Aptitude, and Intelligence on the Achievement English Hotel at Medan Tourism Academy

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    Abdul Kadir Ritonga

    2017-01-01

    Full Text Available STAD cooperative learning method which is considered effective in achieving the goal of learning the English language, especially for students majoring in Tourism Academy who are required to master English for Specific Purposes (ESP in accordance with their needs. This study uses factorial design 2x3x3 version of the non-equivalent control group design with ANOVA 3 Ways. The subjects were students MDK III / 5 A and B courses MDK III.5 Rooms Division department Hospitality Academy Year 2015/2016. The samples are saturated samples. Data were collected through a pretest, posttest, and instrument of Language Aptitude and Intelligence parametric statistics analyzed by parametric statistics with significance level of 0.05%. The results showed that: (1 there are differences between method STAD cooperative learning and expository on Hospitality English achievement, (2 there are differences between the students who have high language aptitude and low language aptitude on English achievement, (3 there are differences between students who have high language aptitude and medium on Hospitality English achievement, (4 there are differences between students who have the medium language aptitude and low language aptitude on Hospitality English achievement, (5 there are differences between students who have high intelligence and low intelligence\\ on Hospitality English achievement, (6 there are no differences between who have high intelligence and medium intelligence on Hospitality English achievement, (7 there are differences between students who have the medium intelligence and low intelligence on Hospitality English achievement, (8 there is no interaction between the learning method and language aptitude on Hospitality English achievement, (9 there is an interaction between the learning method and the intelligence on Hospitality English achievement, (10 there is no interaction between intelligence and language aptitude on Hospitality English achievement. (11

  7. Integrating ICT in English Language Learning: Students’ Perceptions of a State University in Jambi Province

    OpenAIRE

    Oktalia, Dwi; Ngadiso, Ngadiso; Supriyadi, Slamet

    2018-01-01

    This research was done in order to know students‘ perception toward integrating ICT in English Language Learning and also to find out problem that may faced by students during the ICT integration. This research used quantitative method in order to describe students‘ perception toward the use of ICT in ELL. This research involved English students from a state university in Jambi province as the respondents. The data were collected by using questionnaires adapted from Chutopama (2004). The ques...

  8. A Development English Language Learning Management Strategies Model to Enhance Communicative Competence for High School Students

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    Thitiya Ruennakarn

    2017-09-01

    Full Text Available The objectives for this research are to 1 build a development English language learning management strategies model to enhance communicative competence for high school students 2 study the results of using the model. A target group is seven English teachers in Pibulwittayalai School and the sample for studying the results of model to students are ten English club students in Pibulwittayalai School.The research tools are focus group discussion forms, communication plans, English skills evaluation forms, communicative competence test, communicative competence evaluation forms and 21st century skills evaluation forms. This model is examined by connoisseurship.The statistics for analyzing data are frequency, percentage, mean, standard deviation and Wilcoxon test. The results of the research were as follows: 1. The development English language learning management strategies model to enhance communicative competence for high school students had4components ; 1 SWOT–Analysis, 2 strategy development, 3 strategy assessment and 4 strategy adjustment.This model had 6 strategies such as 1 genius academic strategy 2 English through AEC 3 English through World Class 4 enhancing for genius academic in communication with foreigners 5 enhancing English through world class standard and 6 enhancing for potential in English skills learning through world class standard. These were merged as only one strategy as “ Development of students’ potential for communication”. 2. The results of using the model comprised of 2.1 The results to teachers were teachers could analyze SWOT- analysis for determining strength, weakness,opportunity and threat about English language learning management, received guideline and could appropriately and efficiently construct strategies of English language learning management to enhance communicative competence. 2.2 The results to students: The students had 4 English skills, such as listening,speaking, reading and writing. It was

  9. Rich Language Learning Environment and Young Learners’ Literacy Skills in English

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    Luh Putu Artini

    2017-05-01

    Full Text Available This research aimed at developing rich language learning environment to help elementary school students develop their literacy skills in English. Shortage of professional English teachers in primary school, limited time allocation, as well as the lack of tools and facilities that support English language teaching and learning for young learners had resulted in students’low literacy skills in English. It was tried out in six primary schools across Bali involving 12 teachers and 520 students. The data were collected through questionnaires, observation, interview, English literacy tests, and students’ literacy journals. Research finds that young learners should have the opportunity to learn by doing without too much intervention so that anatural process of learning could occur. The product comprises multiple literacy experiences in the form of five different texts. The findings revealed that the readability of the material was in the category of high. The systematic exposures of these materials to beginner learners of English have been proven to have the significant impact on their literacy skills. Thehighest improvement is found in word level (87,1%, followed by sentence level (56,2%, and discourse level (46,8%. The improvements are all confirmed at the significance level of 0,05. The research also finds that RLLE has the positive impact on the development of self-directed learning skills.

  10. Student motivation and achievement in learning English as a second language using Second Life

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    Tosti H. C. Chiang

    2014-03-01

    Full Text Available This study investigates the impact of a 3D virtual learning environment based on Second Life on student motivation and achievement in learning English as a second language. Twenty-one university students participate in this study, with the support of an English instructor. The Motivated Strategies for Learning Questionnaire (MSLQ was used to evaluate students’ intrinsic and extrinsic goal orientation and self-efficacy in Second Life. The pre-test and post-test were used to assess students’ learning achievement. The results showed that students’ intrinsic and extrinsic goal orientations in English learning in Second Life had a positive influence on their self-efficacy. In addition, students’ self-efficacy of English learning in Second Life was found to positively relate to their learning achievement. Moreover, students’ intrinsic and extrinsic goal orientations were found to significantly influence their learning achievement via self-efficacy. In other words, instructors can utilize Second Life to enhance student motivation and achievement in English learning.

  11. The Effectiveness of the Continuation Task on Second Language Learning of English Articles

    Science.gov (United States)

    Jiang, Lin

    2015-01-01

    This article aims to uncover how alignment in the continuation task affects second language (L2) learning of English articles. Two classes of 47 Chinese students participated in the study which employed a pretest-treatment-posttest research design and lasted for a period of 20 weeks. One class received the continuation task treatment, during which…

  12. Adaptations for Culturally and Linguistically Diverse Families of English Language Learning Students with Autisim Spectrum Disorders

    Science.gov (United States)

    Mitchell, Deborah J.

    2012-01-01

    The purpose of this qualitative, grounded theory study was to describe adaptations for culturally and linguistically diverse families of English language learning students with autism spectrum disorders. Each family's parent was interviewed three separate times to gather information to understand the needs and experiences regarding their…

  13. Still on the Margins: Migration, English Language Learning, and Mental Health in Immigrant Psychiatric Patients

    Science.gov (United States)

    Eamer, Allyson; Fernando, Shanti; King, Alyson E.

    2017-01-01

    This qualitative study explores the reflexive relationships among mental illness, acculturation, and progress toward English proficiency in five adult immigrants being treated at a Canadian psychiatric hospital. The research explores the additional challenges faced by mentally ill individuals when learning a new language and the extent to which…

  14. Research on English Language Teaching and Learning in Argentina (2007-2013)

    Science.gov (United States)

    Porto, Melina; Montemayor-Borsinger, Ann; López-Barrios, Mario

    2016-01-01

    In this article we review research on English as a foreign language (EFL) teaching and learning published in Argentina between 2007 and 2013. This is the first review of a Latin American country in this series. Argentina has a century-long tradition of training EFL teachers but a comparatively shorter though fruitful history of foreign language…

  15. Google apps for virtual learning communities development: strengthening english language skills in an university environment

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    Eder Intriago

    2016-07-01

    Full Text Available Introduction: This action research project aims to strengthen English language reading comprehension and speaking skills in college students through the use of Google Apps and Literature Circles (LCs in virtual communities for learning. Method: The study involved 70 students at a public university in Ecuador. The educational intervention lasted a semester, included the implementation of LCs virtually and in person with a phase of independent reading and another for the discussion. 14 learning communities were organized and students assumed specific roles in order to warranty equality participation. The “Google Apps” were chosen for their ease of access. To monitor the progress of learning English, a pretest and a posttest were applied using the Preliminary English Test (PET by Cambridge University, whose validity and reliability are amply recognized internationally. Results: It showed an improvement of the reading comprehension and speaking skills in English Language in the participants group, who went from A1 to B2 of the Common European Framework of Reference for Languages (CEFRL at the end of the process. Conclusion: it is confirmed that the use of “Google Apps” aided in the building of virtual learning communities to support the second language acquisition process (L2 in the university context.

  16. Designing Bilingual Scenarios to Promote English Language Learning at a Public School in Monteria

    Science.gov (United States)

    Romero, Yanilis; Manjarres, Milton Pájaro

    2016-01-01

    This research study examines the assumptions of creating bilingual scenarios to promote English language learning for 384 students of ninth, tenth and eleventh grade of a public school in Monteria Colombia. An action research methodology was carried out in this study. The findings of this research suggested that the creation of bilingual scenarios…

  17. Technology Enhanced Instruction: An Example of English Language Learning in the Context of Peace

    Science.gov (United States)

    Sasi, Sabri; Chang, Maiga; Altinay-Aksal, Fahriye; Kayimbasioglu, Dervis; Dervis, Huseyin; Kinshuk; Altinay-Gazi, Zehra

    2017-01-01

    Early childhood quality education is a cornerstone in educational development. Many countries have started to develop their own preschool educational system in accordance with the European Union Standards, where learning English language and using technology are prerequisites. In this research, the peace context was used as a mediator for learning…

  18. Effective Utilization of ICT in English Language Learning--The Case of University of Botswana Undergraduates

    Science.gov (United States)

    Umunnakwe, Ngozi; Sello, Queen

    2016-01-01

    The study investigates the effective utilization of Information and Communication Technology (ICT) by first year undergraduates of the University of Botswana (UB) in their reading and writing skills. The first year students are not first language (L1) learners of English. They have not utilized computers for learning reading and writing in their…

  19. The Effect of English Language Learning on Creative Thinking Skills: A Mixed Methods Case Study

    Science.gov (United States)

    Sehic, Sandro

    2017-01-01

    The purpose of this sequential explanatory mixed-methods case study was to investigate the effects of English language learning on creative thinking skills in the domains of fluency, flexibility, originality, and elaboration as measured with the Alternate Uses Test. Unlike the previous research studies that investigated the links between English…

  20. Learning to Teach English Language Arts in Urban Middle Schools: A Cultural and Interactional Perspective

    Science.gov (United States)

    Buescher, Eileen M.

    2017-01-01

    This dissertation explores the experiences of middle childhood pre-service teachers (PST) across two academic years as they learn to teach English language arts to diverse students from conflicting sociocultural contexts. To help PSTs navigate the tensions across contexts, this study introduced culturally relevant (Ladson-Billings, 1995; 2014) and…

  1. The Potential for Mobile Learning in English as a Foreign Language and Nursing Education

    Science.gov (United States)

    Davison, C. J.

    2013-01-01

    This paper investigates the application of mobile technologies to support learning in a specific field: nursing education for English as a Foreign Language (EFL) learners, which is the context of the author's institution. Using a qualitative meta-synthesis methodology, factors from published literature that facilitates success in mobile learning…

  2. Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature

    Science.gov (United States)

    Gilakjani, Abbas Pourhosein; Sabouri, Narjes Banou

    2017-01-01

    Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers' beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning.…

  3. English for Business: Student Responses to Language Learning through Social Networking Tools

    Science.gov (United States)

    García Laborda, Jesús; Litzler, Mary Frances

    2017-01-01

    This action research based case study addresses the situation of a first year class of Business English students at Universidad de Alcalá and their attitudes towards using Web 2.0 tools and social media for language learning. During the semester, the students were asked to collaborate in the creation and use of some tools such as blogs, video…

  4. Types and frequency of use of strategies in the learning of English as a foreign language

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    Pilar FRANCO

    2010-06-01

    Full Text Available The use of learning strategies in foreign language teaching, seen as organized and potentially conscious and intentional activities that enable or facilitate communication and learning, has emerged as one of the most important goals for success in mastering a new language. This study describes the typology and frequency of use of strategies in English learning as a foreign language in the Distance University Language Centre of the UNED. Among the conclusions, we can highlight that the arithmetic means are rather close for all the strategies tested, although most students expressed a greater use of metacognitive and cognitive strategies than of the affective and social kind. Conse­quently, these results indicate the need for further promotion of the emotional and social aspects involved in the development of a foreign language through innovative experiences which encourage them using the new technologies as a resource.

  5. The interrelatedness of lexis and morphology in English language learning

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    Danilović-Jeremić Jelena P.

    2017-01-01

    Full Text Available The past few decades have seen a sparked interest in the development of vocabulary knowledge in both L1 and L2 learners, resulting in an ever increasing body of research which supports the view that vocabulary and morphology are closely related. Morphological awareness, encompassing the knowledge of derivational and inflectional forms, is nowadays thought to be a critical element of vocabulary growth, contributing to a rapid expansion in children's lexicon from the fourth grade to high school (Nagy & Herman, 1987. There are indications of a similar but much slower and more challenging process taking place in the EFL teaching/learning context. Nevertheless, the relationships between various aspects of morphological awareness and vocabulary knowledge have not been investigated in depth, and even less so in Serbian EFL learners. Therefore, the aim of this paper is to explore the aforementioned issue in upper-intermediate Serbian EFL learners, first-year students majoring in English at the Faculty of Philology and Arts in Kragujevac. Their performance on the word segmentation and suffix elicitation task, as measures of receptive and productive morphological awareness (Hayashi & Murphy, 2011, was statistically analyzed and examined in relation to their vocabulary size (Nation, 1990; 2001. The results obtained contribute to our growing understanding of L2 lexical knowledge in EFL learners and have pedagogical implications.

  6. Mandarin-English Bilinguals Process Lexical Tones in Newly Learned Words in Accordance with the Language Context.

    Science.gov (United States)

    Quam, Carolyn; Creel, Sarah C

    2017-01-01

    Previous research has mainly considered the impact of tone-language experience on ability to discriminate linguistic pitch, but proficient bilingual listening requires differential processing of sound variation in each language context. Here, we ask whether Mandarin-English bilinguals, for whom pitch indicates word distinctions in one language but not the other, can process pitch differently in a Mandarin context vs. an English context. Across three eye-tracked word-learning experiments, results indicated that tone-intonation bilinguals process tone in accordance with the language context. In Experiment 1, 51 Mandarin-English bilinguals and 26 English speakers without tone experience were taught Mandarin-compatible novel words with tones. Mandarin-English bilinguals out-performed English speakers, and, for bilinguals, overall accuracy was correlated with Mandarin dominance. Experiment 2 taught 24 Mandarin-English bilinguals and 25 English speakers novel words with Mandarin-like tones, but English-like phonemes and phonotactics. The Mandarin-dominance advantages observed in Experiment 1 disappeared when words were English-like. Experiment 3 contrasted Mandarin-like vs. English-like words in a within-subjects design, providing even stronger evidence that bilinguals can process tone language-specifically. Bilinguals (N = 58), regardless of language dominance, attended more to tone than English speakers without Mandarin experience (N = 28), but only when words were Mandarin-like-not when they were English-like. Mandarin-English bilinguals thus tailor tone processing to the within-word language context.

  7. Mandarin-English Bilinguals Process Lexical Tones in Newly Learned Words in Accordance with the Language Context

    Science.gov (United States)

    Quam, Carolyn; Creel, Sarah C.

    2017-01-01

    Previous research has mainly considered the impact of tone-language experience on ability to discriminate linguistic pitch, but proficient bilingual listening requires differential processing of sound variation in each language context. Here, we ask whether Mandarin-English bilinguals, for whom pitch indicates word distinctions in one language but not the other, can process pitch differently in a Mandarin context vs. an English context. Across three eye-tracked word-learning experiments, results indicated that tone-intonation bilinguals process tone in accordance with the language context. In Experiment 1, 51 Mandarin-English bilinguals and 26 English speakers without tone experience were taught Mandarin-compatible novel words with tones. Mandarin-English bilinguals out-performed English speakers, and, for bilinguals, overall accuracy was correlated with Mandarin dominance. Experiment 2 taught 24 Mandarin-English bilinguals and 25 English speakers novel words with Mandarin-like tones, but English-like phonemes and phonotactics. The Mandarin-dominance advantages observed in Experiment 1 disappeared when words were English-like. Experiment 3 contrasted Mandarin-like vs. English-like words in a within-subjects design, providing even stronger evidence that bilinguals can process tone language-specifically. Bilinguals (N = 58), regardless of language dominance, attended more to tone than English speakers without Mandarin experience (N = 28), but only when words were Mandarin-like—not when they were English-like. Mandarin-English bilinguals thus tailor tone processing to the within-word language context. PMID:28076400

  8. Moving Bravely towards Mobile Learning: Iranian Students' Use of Mobile Devices for Learning English as a Foreign Language

    Science.gov (United States)

    Dashtestani, Reza

    2016-01-01

    In recent years, students have shown growing interest in mobile learning and the use of mobile devices for learning English as a foreign language (EFL). However, it appears that further research needs to be undertaken to identify students' use of mobile devices and their attitudes towards them, especially in developing countries. To achieve this…

  9. Learning English as a Second Language at the University Level in Jordan: Motivation, Self-Regulation and Learning Environment Perceptions

    Science.gov (United States)

    Alzubaidi, Eman; Aldridge, Jill M.; Khine, Myint Swe

    2016-01-01

    The overarching aim of this study was to investigate students' perceptions of the learning environment and whether these influenced their motivation and self-regulation in learning English as a second language at the university level in Jordan. Our sample involved 994 students, drawn from 13 schools, within three faculties (humanities, health…

  10. The relationship between English language learning strategies and proficiency of pre-university students: A study case of UMS

    Science.gov (United States)

    Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

    2014-07-01

    This paper seeks to investigate the relationship between language learning strategies and proficiency in English. Fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were judged based on their Malaysian University English Test (MUET) Results. Pearson's correlation coefficient, Spearman's rank correlation coefficient and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

  11. LEARNING ENGLISH AS A FOREIGN LANGUAGE AND THE NEW MILLENNIALS' LITERACIES

    OpenAIRE

    Ana Osuna*, Carlos Zavala, Ma. Reynoso and Ileana Osuna

    2018-01-01

    Although Mexico has made efforts to teach English to students for more than seven decades, the results of its policies have not been as expected. However, young people who have reached successful levels of language proficiency could show us other factors they interact with that let them achieve those proficiency levels. These students, called millennials, learn differently from their predecessors and their learning scenarios are no longer found only at school. Internet, an environment where t...

  12. Literature and English Language Teaching and Learning: A Symbiotic Relationship

    Science.gov (United States)

    Ihejirika, Richard C.

    2014-01-01

    A close look at literature and language shows that the two are closely related. This close relationship is obvious because from all indications, literature presupposes language. It is inconceivable to discuss literature without reference to language. But going by the traditional practice at the secondary school level in Nigerian context, there are…

  13. AN ACTION RESEARCH IN ENGLISH LANGUAGE TEACHING AND LEARNING FOR CHILDREN WITH USE OF DIGITAL TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Maria Carolina Coelho Chimenti

    2016-12-01

    Full Text Available The present article is based on a field research that aimed to provide educational subsidies for the use of digital technologies in teaching and learning process of English language, in two classes of the fifth grade from the elementary school, at the public school located in Campinas, São Paulo, Brazil. Based on the perspective of childhood pedagogy, which conceives the child as the protagonist and also (reproductive of knowledge, activities were carried with YouTube videos, online games, music, and many other learning objects. Likewise, observations, interviews and questionnaires were made with teachers and students involved in the research. Based on the action research, we analyzed aspects related to the contribution of some digital resources in teaching and learning of English at elementary school and we obtained many elements that allowed us to know the importance of learning a foreign language in the childhood nowadays, mainly English, and how new technologies can make learning more contextualized, meaningful, motivating children for language learning in a context in which they can be (criative.

  14. "Here, without English, You Are Dead": Ideologies of Language and Discourses of Neoliberalism in Adult English Language Learning

    Science.gov (United States)

    Warriner, Doris S.

    2016-01-01

    Ideologies of language (and language learning)--in concert with discourses of individualism and meritocracy that characterize neoliberalism--shape pedagogical policies and practices in ways that are consequential for multilingual students all over the developing and developed world. To investigate how such intersections and influences work in…

  15. Giving English Language Learners the Time They Need to Succeed: Profiles of Three Expanded Learning Time Schools

    Science.gov (United States)

    Farbman, David A.

    2015-01-01

    With the number of students who are English language learners (ELLs) likely to double in coming years, it is more important than ever for schools across the U.S. to design and implement educational practices and strategies that best meet ELLs' learning needs, says the report, "Giving English Language Learners the Time They Need to…

  16. Learning to Read Setswana and English: Cross-Language Transference of Letter Knowledge, Phonological Awareness and Word Reading Skills

    Science.gov (United States)

    Lekgoko, Olemme; Winskel, Heather

    2008-01-01

    The current study investigates how beginner readers learn to read Setswana and English, and whether there is cross-language transference of skills between these two languages. Letter knowledge, phoneme awareness and reading of words and pseudowords in both Setswana and English were assessed in 36 Grade 2 children. A complex pattern emerged.…

  17. University Students’ Perceptions of Their Failures in Learning English as a Foreign Language

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    Figen YILMAZ

    2017-12-01

    Full Text Available The main purpose of this qualitative study was to investigate university students' perceived failure attributions in learning English as a foreign language at a preparatory school. The participants were 118 undergraduate students who failed at the end of a preparatory year and had to attend the repeat program. Each participant was asked to write about their perceived causes of failure in learning English. Students' responses were analyzed based on Weiner's (1983, 1985 Attribution Theory, and the emerging themes were linked to the locus of control, stability and controllability dimensions. The qualitative nature of the study provided in-depth information about the content of each dimension. The results suggest that students mostly attributed their academic failure in learning English to external and uncontrollable factors, which are in line with the findings of similar studies conducted in other university settings.

  18. Graduate Students' Perceptions of the Impact of the Alternative National English Course on the Improvement of Their English Language Learning and Their Learning Challenges at the University of Jordan

    Science.gov (United States)

    Alkhawaldeh, Ahmad Mokbel

    2017-01-01

    This qualitative study addressed the English language learning needs and challenges expressed by a sample of 22 postgraduate students from diversified faculties in the University of Jordan. These students were required to take the Alternative National English course. They wrote a self-report reflecting on their English language learning needs and…

  19. THE USE OF SOCIAL NETWORKS IN THE PROCESS OF LEARNING ENGLISH AS A SECOND LANGUAGE

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    Halyna I. Sotska

    2018-02-01

    Full Text Available In the recent decade many changes in the process of education took place because of the development of information and communication technologies. Online social groups tend to be used by teachers and students for formal (study and informal (personal communication purposes. An efficient teacher may turn social networks into an effective tool, encouraging students to communicate in the target language. With the help of social networks the teacher can activate students in the process of learning, create situations for better understanding and perceiving the material. The use of such approaches as blended learning, corporative learning and active learning helps make the classes more attractive and effective. Moreover, social networks can help in the development of students’ creativity, provision of feedback and cooperative learning. The article deals with the question of influence of Massive online open courses on effectiveness of the educational process for students who learn English as a second language.

  20. Multimedia Scenario Based Learning Programme for Enhancing the English Language Efficiency among Primary School Students

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    Navnath Tupe

    2015-07-01

    Full Text Available This research was undertaken with a view to assess the deficiencies in English language among Primary School Children and to develop Multimedia Scenario Based Learning Programme (MSBLP for mastery of English language which required special attention and effective treatment. The experimental study with pretest, post-test control group design was employed to carry out the experiment of MSBLP in a sample school and to determine its efficacy for enhancing English Language skills among Primary School Students. In India, the Central and State Government has made great efforts to Education for All (EFA and initiated several programs to provide universal access to education, to reduce the drop-out rates and ensure achievement of minimum levels of learning. To our surprise the scenario had not much changed inside the classroom even implementing several programmes. However, it was still unclear how effective was the delivery of the course content in the classroom. An intensive training for teachers on a regular basis on a state-wide scale may not be feasible again and again. Hence, multimedia offers pragmatic solutions So that this research paper devoted to explore the issues of learning English and describes the creation of MSBLP as a solution in scientific manner.

  1. Independient virtual english language learning: a case study in higher education

    Directory of Open Access Journals (Sweden)

    Esther Nieto Moreno de Diezmas

    2016-11-01

    Full Text Available The development of independent and self-learning strategies for Foreign Language Learning is of special interest in Higher Education. In particular, these strategies are essential in the Foreign Language Learning area (EFL, since students need to practise and strengthen their exposure to language so as to develop receptive and productive skills. The goal of this paper is to show how independent and virtual learning are developed by means of ICT. To this end, a group of tasks and activities have been designed, distributed and implemented by means of Moodle in the setting of a teaching innovation project in which different campuses and faculties of Education of the University of Castilla-La Mancha where English I is studied have taken part. Additionally, the initial results in terms of students’ perceptions about their independent and virtual learning are shown. Therefore, this paper focuses on a case study at Higher Education in which valid conclusions may be drawn for other similar settings where language learning and virtual learning need to be combined. Initial results suggest the students have responded positively in terms of their perception and participation. This validates the tasks and procedures carried out in the implementation of virtual foreign language learning.

  2. SECOND LANGUAGE LEARNERS’ ATTITUDES AND STRATEGIES IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Eva Istiyani

    2014-08-01

    Full Text Available This study focused on comparison of learner’s attitude and strategies in learning En- glish between the high and low achievers. The qualitative descriptive analytic method is implemented in this study. The 10 ninth graders of MTs Darul Ulum Bandungharjo were chosen as the subject of the study and questionnaires are used as the research instru- ment. The study found that the high and low achievement students had positive atti- tudes towards community, people who speak English, and English in general. However, there was differences between high and low achiever’s attitudes towards English. The high-achievement students argued that they prefered English than other subjects. On the other hand, the low-achievement students disagreed with the statement. This condi- tion showed that attitude was personal. Morever, the strategies were differ from the high and low achievement student. The study found that the high-achievement students used cognitive and metacognitive strategies to improve their ability in English. How- ever, the low-achievement students used only some of cognitive strategies in learning English. As a summary, cognitive and metacognitive strategies accompanied by posi- tive attitude and motivation influenced the learners’ achievements of English skills.

  3. Promoting autonomous learning in English through the implementation of Content and Language Integrated Learning (CLIL in science and maths subjects

    Directory of Open Access Journals (Sweden)

    Andriani Putu Fika

    2018-01-01

    Full Text Available Autonomous learning is a concept in which the learner has the ability to take charge of their own learning. It becomes a notable aspect that should be perceived by students. The aim of this research is for finding out the strategies used by grade two teachers in Bali Kiddy Primary School to promote autonomous learning in English through the implementation of Content and Language Integrated Learning in science and maths subjects. This study was designed in the form of descriptive qualitative study. The data were collected through observation, interview, and document study. The result of the study shows that there are some strategies of promoting autonomous learning in English through the implementation of CLIL in Science and Maths subjects. Those strategies are table of content training, questioning & presenting, journal writing, choosing activities, and using online activity. Those strategies can be adopted or even adapted as the way to promote autonomous learning in English subject.

  4. Is it Purposeful for Students of Lithuanian Higher Schools to Continue Learning the English Language? Motivation Factors

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    Ramunė Ilgūnaitienė

    2015-06-01

    Full Text Available After Lithuania had regained its independence the policy of foreign languages teaching/learning at secondary schools changed cardinally. The majority or former school leavers do not perceive it to be purposeful and meaningful to prolong the English language learning on the university or college level. According to them, having covered the secondary school programme they possess a full baggage of the English language knowledge allowing them to communicate fluently in the above mentioned language while travelling, studying and working in foreign countries. Does this belief correspond to the reality of today? The article is based on four factors which are supposed to motivate freshmen and senior students to go on learning the English language as the main tool to enhance their position in contemporary world irreversibly affected by massive globalization and Eurointegration processes. VDU UKI in spring semester of 2014 carried out a research. The questionnaire was compiled the goal of which was to determine whether the English language level of the students matches all the international requirements for the language awareness and present the motives for students to continue the English language studies on a higher level. 172 first year students of various programmes participated in the research. The principle points of the questionnaire sought to provide answers to the following questions: whether the level of the English language acquirement is sufficient after having covered the secondary school programme, if VDU UKI English language teaching/learning policy enables students to acquire the language on a higher level, whether a language is a living, thus a constantly changing organism which requires progressive studies and refreshment of knowledge, if the level of language acquisition remains on the same level if it is not exploited on daily basis. Having systematized the questionnaire results the authoresses of the article draw the conclusion for

  5. The comprehension skills of children learning English as an additional language.

    Science.gov (United States)

    Burgoyne, K; Kelly, J M; Whiteley, H E; Spooner, A

    2009-12-01

    Data from national test results suggests that children who are learning English as an additional language (EAL) experience relatively lower levels of educational attainment in comparison to their monolingual, English-speaking peers. The relative underachievement of children who are learning EAL demands that the literacy needs of this group are identified. To this end, this study aimed to explore the reading- and comprehension-related skills of a group of EAL learners. Data are reported from 92 Year 3 pupils, of whom 46 children are learning EAL. Children completed standardized measures of reading accuracy and comprehension, listening comprehension, and receptive and expressive vocabulary. Results indicate that many EAL learners experience difficulties in understanding written and spoken text. These comprehension difficulties are not related to decoding problems but are related to significantly lower levels of vocabulary knowledge experienced by this group. Many EAL learners experience significantly lower levels of English vocabulary knowledge which has a significant impact on their ability to understand written and spoken text. Greater emphasis on language development is therefore needed in the school curriculum to attempt to address the limited language skills of children learning EAL.

  6. The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners

    Science.gov (United States)

    Ahmad, Kham Sila; Armarego, Jocelyn; Sudweeks, Fay

    2017-01-01

    Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of…

  7. The Development of English Language Teaching Skills for Graduate Students through the Process of Learning by Doing

    Science.gov (United States)

    Likitrattanaporn, Wannakarn

    2017-01-01

    The purposes of this investigation were (1) to examine the findings of effectiveness of the process of learning-by-doing; (2) to develop students' skill of designing English teaching materials and teaching English language; and (3) to determine an efficient format of learning-by-doing used for training student-teachers in the skill of teaching…

  8. Learning for Life, a Structured and Motivational Process of Knowledge Construction in the Acquisition/Learning of English as a Foreign Language in Native Spanish Speakers

    Science.gov (United States)

    Mino-Garces, Fernando

    2009-01-01

    As language learning theory has shifted from a highly guided to a more open learning process, this paper presents the teaching/learning philosophy called Learning for Life (L for L) as a great way to motivate native Spanish speaker students learning English as a foreign language, and to help them be the constructors of their own knowledge. The…

  9. The relationship between English language learning strategies and gender among pre-university students: An overview of UMS

    Science.gov (United States)

    Kiram, Johannah Jamalul; Sulaiman, Jumat; Swanto, Suyansah; Din, Wardatul Akmam

    2014-06-01

    This study aims to analyze the effects psychological gender differences on the relationship between language learning strategies and their proficiency in English language for pre-university students. Previous researchers found that the more employment of language learning strategies, the more successful the learners are and those with higher level of strategy use are female rather than male. In this study, fifty-six pre-university students (22 males, 34 females) of University Malaysia Sabah participated in this study. Oxford's Strategy Inventory for Language Learning (SILL) self-report questionnaire was adopted to identify the students' language learning strategies, whereas their proficiencies were based on their Malaysian University English Test (MUET) results. Pearson's correlation coefficient, one-way analysis of variance (ANOVA) and the t-test were utilized to make statistical interpretation about the relationship. The knowledge obtained from this study will be helpful for future studies on how to improve the quality of learning and proficiency in English.

  10. University Students’ Perception of Demotivating Factors in Learning English as a Foreign Language

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    Nafiseh Hosseinpour

    2013-11-01

    Full Text Available Demotivation is a relatively new topic in the field of second or foreign language acquisition which is in need of more rigorous research. In this regard, the present study was an attempt to investigate demotivating factors in learning English as a foreign language in an Iranian context. To this end, 382 Persian learners of English were selected through stratified clustering sampling procedure to participate in this mixed method study. The Data was collected through a 40-item Likert type questionnaire. The Factor analysis of the data extracted seven factors including a inadequate facilities, b reduced self-confidence, c class characteristics, d lack of purpose to study English, e teaching methods, f teachers and teaching styles, and g negative attitudes toward English and the culture of English-speaking countries as demotivators. The Students’ perceptions of these seven factors were compared based on their general English proficiency levels. The Results revealed that low proficient learners perceived reduced self-confidence and negative attitudes more demotivating than their counterparts at other levels of proficiency.

  11. Learning English Vocabulary in a Mobile Assisted Language Learning (MALL Environment: A Sociocultural Study of Migrant Women

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    Kham Sila Ahmad

    2015-05-01

    Full Text Available This paper reports on a case study of a group of six non-native English speaking migrant women’s experiences learning English vocabulary in a mobile assisted language learning (MALL environment at a small community centre in Western Australia. A sociocultural approach to learning vocabulary was adopted in designing the MALL lessons that the women undertook. The women provided demographic information, responded to questions in a pre-MALL semi-structured interview, attended the MALL lessons, and completed a post-MALL semi-structured interview. This study explores the sociocultural factors that affect migrant women’s language learning in general, and vocabulary in particular. The women’s responses to MALL lessons and using the tablet reveal a positive effect in their vocabulary learning.

  12. Foreign Language Learning in a "Monoglot Culture": Motivational Variables amongst Students of French and Spanish at an English University

    Science.gov (United States)

    Oakes, Leigh

    2013-01-01

    The study on which this article is based investigated reasons for learning a foreign language at university in a predominantly English-speaking environment (the UK). It examined the relative importance of motivational variables as theorised in the field of second language (L2) motivation, and the effect of first language (L1) and linguistic…

  13. Challenges to preschool teachers in learner's acquisition of English as Language of Learning and Teaching

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    Sandra du Plessis

    2008-02-01

    Full Text Available Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts which did not exist before. In many South African communities young learners, without any prior knowledge of English, are enrolled in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners' academic performances and their future, and requested advice and support from speech-language therapists. To investigate this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria central business district (CBD and the Sunnyside area. Results indicated that the participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT. These participants expressed a need for knowledge and support.

  14. Hindsight of an English Language Learner.

    Science.gov (United States)

    Dam, Phap

    This keynote address by a native Vietnamese speaker who did not learn English until he was college-age, through the now obsolete "grammar-translation" method, recounts his difficulties in learning to converse orally in English. He stresses the need to teach conversational English to English Language Learners (ELLs) in addition to…

  15. Cultivate Mindfulness: A Case Study of Mindful Learning in an English as a Foreign Language Classroom

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    Yang Wang

    2016-09-01

    Full Text Available This case study investigated how the use of mindfulness affected college English as a foreign language (EFL students learning and how mindful learning strategies supported their learning of English. Mindful learning considers the students’ abilities to be aware, perceive and conceive. Mindfulness results in an increase in competence, memory, creativity, and positive affect based on the previous studies. In this study, 24 undergraduate freshmen participated at a Northeastern University in China. The data collection included those undergraduates’ pre-surveys, post-surveys, work samples, the instructor’s observation notes and the researcher’s reflective journal entries. This practice found that by engaging in mindful strategies, EFL students took ownership of their learning in the following ways: students built and became aware of a comfortable learning environment in their classroom through mindfulness; mindful writing helped students generate new thoughts and become aware of their thinking; mindfulness facilitated their learning process, cultivated creativity and intelligence; mindful cooperative learning provided students with an opportunity to discover their awareness, learn from others, reflect and think critically.

  16. Value of Web-based learning activities for nursing students who speak English as a second language.

    Science.gov (United States)

    Koch, Jane; Salamonson, Yenna; Du, Hui Yun; Andrew, Sharon; Frost, Steven A; Dunncliff, Kirstin; Davidson, Patricia M

    2011-07-01

    There is an increasing need to address the educational needs of students with English as a second language. The authors assessed the value of a Web-based activity to meet the needs of students with English as a second language in a bioscience subject. Using telephone contact, we interviewed 21 Chinese students, 24 non-Chinese students with English as a second language, and 7 native English-speaking students to identify the perception of the value of the intervention. Four themes emerged from the qualitative data: (1) Language is a barrier to achievement and affects self-confidence; (2) Enhancement intervention promoted autonomous learning; (3) Focusing on the spoken word increases interaction capacity and self-confidence; (4) Assessment and examination drive receptivity and sense of importance. Targeted strategies to promote language acculturation and acquisition are valued by students. Linking language acquisition skills to assessment tasks is likely to leverage improvements in competence. Copyright 2011, SLACK Incorporated.

  17. Harnessing the Barriers That Impact on Students' English Language Learning (ELL

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    Hussain Ahmed Liton

    2016-08-01

    Full Text Available This study strives to single out the barriers and obstacles in terms of academic, course curriculum system and socio-cultural issues that impact on students‟ learning English language adversely in the prep year level at Jazan University, Saudi Arabia. This paper especially focuses on the factors affecting EFL (English as a Foreign Language students‟ teaching/learning engagement and progression at Jazan Community College (JCC based on the semi interview of teachers, administrators and classroom observations. The author administered the interview process based on a questionnaire and at the same time, the interviewees‟ reflections were noted down. The recorded data were analyzed qualitatively and quantitatively. The results of the research are expectedly surprising and contributing to EFL educational improvements and adjustments for all stakeholders in terms of instructional effectiveness. The data analysis in particular showed that most of the interviewing voices reflect students‟ negative stance towards learning English due to cross-cultural factors, lack of motivation and EFL teaching method and curriculum strategic defects in pre-university stage. In addition, this paper hypothesizes some effective and viable suggestions based on research investigation.

  18. Significance of Social Applications on a Mobile Phone for English Task-Based Language Learning

    Science.gov (United States)

    Ahmad, Anmol; Farrukh, Fizza

    2015-01-01

    The utter importance of knowing the English language cannot be denied today. Despite the existence of traditional methods for teaching a language in schools, a big number of children are left without the requisite knowledge of English as a result of which they fail to compete in the modern world. With English being a Lingua Franca, more efforts…

  19. Exploring Change in Pre-service Teachers' Beliefs about English Language Learning and Teaching

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    Kylah Clark-Goff

    2016-10-01

    Full Text Available The beliefs a teacher carries into the classroom are a strong predictor of behaviour and, thus, have educational implications. With more English Language Learners (ELLs worldwide, in mainstream classrooms in English speaking countries and in content-based classes in other countries around the globe than ever before, it is essential that preservice teachers’ beliefs about these students are understood and, when possible, altered to ensure positive and productive educational experiences. This study examined the initial language learning beliefs and attitudes toward ELLs among 354 pre-service teachers in a large public university and compared it to their beliefs after their ESL related coursework. The findings demonstrate beliefs about ELLs can be changed, influencing preservice teachers’ practices in future classrooms. Survey data collected before and after specific coursework revealed a significant shift in preservice teachers’ beliefs, indicating more alignment with current research and sound educational practice. Semi-structured focus-group interviews provided supporting evidence. These findings suggest pre-service teachers need evidence-based coursework in language development and language learning processes to overcome misconceptions regarding ELLs.

  20. Relationships Between Achievement Emotions, Motivation and Language Learning Strategies of High, Mid and Low English Language Achievers

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    TAN; Jun-ming

    2017-01-01

    Overseas research has shown that achievement emotions have direct relationships with "achievement outcome" and"achievement activities". The purpose of the present study aimed to compare the relationships betweenachievement emotions, motivation, and language learning strategies of high, mid and low achievers in Englishlanguage learning at an international university in a southern province in China. Quantitative data were collectedthrough a questionnaire survey of 74 (16 males, 58 females) TESL major students. Results indicated that studentsin general experienced more positive than negative achievement emotions; more intrinsically rather thanextrinsically motivated to learn English; and quite frequently used a variety of learning strategies to overcome theirlearning difficulties. However, Year Four low-achievers experienced more negative achievement emotions. Theyseldom used metacognitive, affective and social learning strategies, and they had lower degrees of intrinsicmotivation. Implications for institutional support for at risk students are discussed.

  1. The Use of an Educational Social Networking Site for English Language Learning beyond the Classroom in a Japanese University Setting

    Science.gov (United States)

    Okumura, Shinji

    2016-01-01

    This study describes an attempt of using an educational social networking platform, which is called Edmodo, for English language learning outside classrooms at tertiary level. Considering the notion of communicative competence, the instructor incorporated Edmodo into his English classes as a project which is a formal assignment. In the project,…

  2. Use of Computer Technology for English Language Learning: Do Learning Styles, Gender, and Age Matter?

    Science.gov (United States)

    Lee, Cynthia; Yeung, Alexander Seeshing; Ip, Tiffany

    2016-01-01

    Computer technology provides spaces and locales for language learning. However, learning style preference and demographic variables may affect the effectiveness of technology use for a desired goal. Adapting Reid's pioneering Perceptual Learning Style Preference Questionnaire (PLSPQ), this study investigated the relations of university students'…

  3. DESIGNING AND BUILDING EXERCISE MODEL OF TECHNICAL ENGLISH VOCABULARIES USING CALL (COMPUTER ASSISTED LANGUAGE LEARNING

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    Yogi Widiawati

    2017-11-01

    Full Text Available The research is aimed to assist and facilitate the students of Electrical and Electronics Department of Politeknik Negeri Jakarta (State Polytechnics of Jakarta, Indonesia, in learning technical English vocabulary. As technical students, they study ESP (English for Specific Purposes and they find some obstacles in memorizing technical vocabularies which are very important in order to read and understand manual books for laboratory and workshop. Some English technical vocabularies among others are “generate”, “pile”, “bench”, et cetera. The research outcome is software which will be beneficial for technical students, especially electrical and electronics students. This software can be used to practice their vocabulary skills, so they will be more skillful and knowledgeable. This software is designed by using the program of Rapid E-Learning Suite Version 5.2 and Flash CS3. The software practice contains some exercises on reading text and reading comprehension questions and presented with the multiple answers. This software is handy and flexible because students can bring it anywhere and be studied anytime. It is handy because this software is put and saved in CD (compact disc, so the students can take it with them anywhere and anytime they want to learn. In other words, they have flexibility to learn and practice English Technical Vocabularies. As a result, the students are found one of the ways to overcome their problems of memorizing vocabularies. The product is a kind of software which is easily used and portable so that the students can use the software anywhere and anytime. It consists of 3 (three sections of exercises. At the end of each exercise, the students are evaluated automatically by looking at the scoring system. These will encourage them to get good score by repeating it again and again. So the technical words are not problem for them. Furthermore, the students can practice technical English vocabulary both at home and

  4. Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile

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    Diego Muñoz Campos

    2017-01-01

    Full Text Available The Chilean education system requires English language teachers to be equipped with non-conventional teaching strategies that can foster meaningful learning and assure successful learners’ performances in diverse and complex settings. This exploratory, descriptive, research study aimed at discovering the perceptions of 54 pre-service teachers about the impact of a problem-based learning activity in the development of key competencies, including higher order thinking skills and reflective, research, knowledge transfer/integration, social, and self-management skills. Groups of participants chose a made-up, ill-structured problem which combined language teaching and socio-cultural issues, and devised holistic solutions. Findings suggest a comprehensive impact on the first four skills, but a limited impact on social and self-management skills.

  5. Learning English While Exploring the National Cultural Heritage: Technology-Assisted Project-Based Language Learning in an Upper-Secondary School

    Science.gov (United States)

    Pitura, Joanna; Berlinska-Kopec, Monika

    2018-01-01

    The quality and content of English language courses offered in secondary schools require special attention as they affect many students who learn English as one of their school subjects. Despite curricular provisions prescribing balanced development of language competence and a number of so-called "key competences", class work in Polish…

  6. An Investigation into Chinese College English Teachers' Beliefs of Students' Web-Based Informal Language Learning

    Science.gov (United States)

    Jiang, Jiahong

    2016-01-01

    With the rapid development of information and technology, language learners have more ways to acquire the target language. Recently, WILL has gained popularity, for informal web-based learning of English has been depicted as a process driven by the purpose of communication. Thus, teachers have many challenges when teaching learners who have…

  7. Internet Technology-Based Projects in Learning and Teaching English as a Foreign Language at Yakutsk State University

    Science.gov (United States)

    Zamorshchikova, Lena; Egorova, Olga; Popova, Marina

    2011-01-01

    This paper discusses recent uses of information and communication technologies (ICTs) in fostering Internet-based projects for learning English as a Foreign Language (EFL) at the Faculty of Foreign Languages in Yakutsk State University, Russia. It covers the authors' experiences integrating distance education and creating educational resources…

  8. Morphing into Adolescents: Active Word Learning for English-Language Learners and Their Classmates in Middle School

    Science.gov (United States)

    Kieffer, Michael J.; Lesaux, Nonie K.

    2010-01-01

    Many students arrive at middle school without the academic language skills they need to read sophisticated texts with comprehension. In particular, English language learners and students from low-income backgrounds attending underresourced, urban middle schools lack opportunities to learn the thousands of academic words they need to succeed. To…

  9. Private English Tutoring and Adolescents' Motivation to Learn English as a Foreign Language: A Self System Perspective

    Science.gov (United States)

    Huang, Hung-Tzu

    2017-01-01

    The present study investigated how self-related English learning motivation among Taiwanese adolescent learners differs between students who only receive English instruction in formal schooling and those who have additional private tutoring. A total of 1,698 teenage English learners in public secondary schools across Taiwan completed a…

  10. Can memory training positively affect the skills of learning a foreign language and support learning English by older students?

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    Agata Kozak

    2012-12-01

    Full Text Available The experiment covered in this paper was conducted from November 2011 until February 2012 in the University of Third Age at the University of Wrocław in Poland as a part of the Third Age and New Technologies (TANT project which was realised as a Grundtvig partnership programme. The aim of the experiment was to determine whether memory training can positively affect learning a foreign language (English by senior students.

  11. THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA

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    Cecilia Titiek Murniati

    2016-07-01

    Full Text Available Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.

  12. AP English language & composition

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    Bureau, Susan; Allen, John; Nesselrode, Katherine A; McGauley, Kristi R; Nesselrode, Katherine A; McGauley, Kristi R

    2013-01-01

    All Access for the AP® English Language and Composition Exam Book + Web + Mobile Everything you need to prepare for the Advanced Placement® exam, in a study system built around you! There are many different ways to prepare for an Advanced Placement® exam. What's best for you depends on how much time you have to study and how comfortable you are with the subject matter. To score your highest, you need a system that can be customized to fit you: your schedule, your learning style, and your current level of knowledge. This book, and the online tools that come with it, will help you personalize your AP® English Language and Composition prep by testing your understanding, pinpointing your weaknesses, and delivering flashcard study materials unique to you. The REA AP® All Access system allows you to create a personalized study plan through three simple steps: targeted review of exam content, assessment of your knowledge, and focused study in the topics where you need the most help. Here's how it works: Review ...

  13. Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

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    Julia Sevy

    2016-09-01

    Full Text Available Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English language skills, specifically grammar and sentence structure. These strategies include group work, task-based learning, the inverted or flipped classroom, role-play and intrinsic learning. The author explains how these strategies work in a specific group of university pupils in Ecuador to overcome these specific problems in a classroom, but without student participation they can be flawed.

  14. DESIGNING AFFECTIVE INSTRUMENT BASED ON SCIENTIFIC APPROACH FOR ENGLISH LANGUAGE LEARNING

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    Maisarah Ira

    2018-01-01

    Full Text Available This research was describing the designing of instrument for affective assessment in English language teaching. The focus of the designing was only for observation sheet that will be used by English teachers during the teaching and learning process. The instrument was designed based on scientific approach that has five stages namely observing, questioning, experimenting, associating, and communicating. In the designing process, ADDIE Model was used as the method of research. The designing of instrument was considering the gap between the reality and the teachers’ need. The result showed that the designing was also notice to the affective taxonomy such as receiving, responding, valuing, organization, and characterization. Then, three key words were used as the indicator to show the five levels of affective taxonomy such as seriously, volunteer, and without asked by teacher. Furthermore, eighteen types of affective such as religious, honesty, responsible, discipline, hard work, self confidence, logical thinking, critical thinking, creative, innovative, independent, curiosity, love knowledge, respect, polite, democracy, emotional intelligence, and pluralist were put on each stage of scientific approach. So, it is hoped that can be implemented in all of context of English language teaching at schools and can assess the students’ affective comprehensively.

  15. Leadership Practices to Support Teaching and Learning for English Language Learners

    Science.gov (United States)

    McGee, Alyson; Haworth, Penny; MacIntyre, Lesieli

    2015-01-01

    With a substantial increase in the numbers of English language learners in schools, particularly in countries where English is the primary use first language, it is vital that educators are able to meet the needs of ethnically and linguistically changing and challenging classrooms. However, despite the recognition of the importance of effective…

  16. English Teaching and Learning in Brazilian Regular Schools and Language Schools: A Study on Teachers' Beliefs

    Science.gov (United States)

    Fragozo, Carina Silva; Monawar, Mônica Deitos Stedile

    2012-01-01

    This paper aims to diagnose, through a qualitative comparative study, the main differences concerning the teaching of English in Brazilian regular schools when compared to language schools. There has been a growing tendency of students to attend language schools while still having English classes at their regular schools, and this has led to a lot…

  17. Examining English Language Learning Motivation of Adult International Learners Studying Abroad in the US

    Science.gov (United States)

    Weger, Heather D.

    2013-01-01

    The present study reports on the motivations of adult, international learners of English, studying English 20 hours a week in a US-based Intensive English Program (IEP). Though often used as participants in language acquisition studies, there are few studies of these learners' motivational profiles. In the current study, a questionnaire designed…

  18. Relations of some sociocultural variables and attitudes and motivations of young Arab students learning English as a second language.

    Science.gov (United States)

    Lori, A A; al-Ansari, S H

    2001-02-01

    This paper examined a number of variables pertaining to the sociocultural outlooks of 412 young Arab students learning English as a foreign language and the relation of their attitudes and motivations prior to their learning of the language. Analysis indicated clearly that certain variables appeared to be correlated with their attitudes and motivations more than others. Most of the students had maids in their homes, and the presence of a maid was associated with most of the psycholinguistic variables tested. Their previous learning experience of the language was positively correlated as was their knowledge of English stories. Having some sort of English games had the highest correlations (.25 to .41). Potential pedagogical implications of these results were discussed.

  19. English language learners with learning disabilities interacting in a science class within an inclusion setting

    Science.gov (United States)

    Ayala, Vivian Luz

    In today's schools there are by far more students identified with learning disabilities (LD) than with any other disability. The U.S. Department of Education in the year 1997--98 reported that there are 38.13% students with LD in our nations' schools (Smith, Polloway, Patton, & Dowdy, 2001; U.S. Department of Education, 1999). Of those, 1,198,200 are considered ELLs with LD (Baca & Cervantes. 1998). These figures which represent an increase evidence the need to provide these students with educational experiences geared to address both their academic and language needs (Ortiz, 1997; Ortiz, & Garcia, 1995). English language learners with LD must be provided with experiences in the least restrictive environment (LRE) and must be able to share the same kind of social and academic experiences as those students from the general population (Etscheidt & Bartlett, 1999; Lloyd, Kameenui, & Chard, 1997) The purpose of this research was to conduct a detailed qualitative study on classroom interactions to enhance the understanding of the science curriculum in order to foster the understanding of content and facilitate the acquisition of English as a second language (Cummins, 2000; Echevarria, Vogt, & Short, 2000). This study was grounded on the theories of socioconstructivism, second language acquisition, comprehensible input, and classroom interactions. The participants of the study were fourth and fifth grade ELLS with LD in a science elementary school bilingual inclusive setting. Data was collected through observations, semi-structured interviews (students and teacher), video and audio taping, field notes, document analysis, and the Classroom Observation Schedule (COS). The transcriptions of the video and audio tapes were coded to highlight emergent patterns on the type of interactions and language used by the participants. The findings of the study intend to provide information for teachers of ELLs with LD about the implications of using classroom interactions point to

  20. Essentials for successful English language teaching

    CERN Document Server

    Farrell, Thomas S C

    2010-01-01

    Essentials For Successful English Language Teaching is about how we teach English Language Learners (ELLs) and how our ELLs learn. Farrell and Jacobs encourage those involved in teaching English to develop, maintain and rediscover the reasons that led them to take up the profession. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning: Encourage learner autonomy Emphasize the social nature of learning Develop curricular integration, focus on meaning Celebrate diversity Expand thinking s

  1. AN EVIDENCE-BASED PARADIGM FOR ENGLISH LANGUAGE TRAINING IN NON-WESTERN LEARNING INSTITUTIONS

    Directory of Open Access Journals (Sweden)

    Joseph George Mallia

    2017-04-01

    Full Text Available Intercultural communication has led to a greater need for the use of a lingua franca such as English to be used internationally in both interpersonal and transactional domains of life among culturally-diverse societies. Despite the cultural diversity in which English is taught, a ‗one size fits all‘ strategy, essentially based on communicative language teaching (CLT and universally available textbooks seems to be the main, if not only, contemporary teaching paradigm that is actively proposed, particularly in non-Western environments. This often goes against the ‗culture of teaching‘ present in these very same communities, where the cultural expectations, facilities or logistics may not favour the successful use of CLT. Furthermore, many non-Western communities may not necessarily identify with the ‗culture in teaching‘, wherelanguage being taught is embedded in textbook cultural scenarios which many not be meaningful, helpful or relevant.Rather than CLT, studies in English native and non-native countries are generating a body of evidence showing that students with the strongest academic outcomes have teachers who use effective instructional practices such as explicit teaching.For example, while many non-Western countries are strongly encouraged to use CLT, paradoxically, English native speaker countries such as Australia have adopted explicit teaching even at the national school curriculum level. This paper outlines the main characteristics of explicit teaching and why non-Western learning communities should take a more pro-active role in establishing culturally-appropriate English courses based on the explicit teaching paradigm.

  2. mLearning Scaffolding Model for Undergraduate English Language Learning: Bridging Formal and Informal Learning

    Science.gov (United States)

    Abdullah, Muhammad Ridhuan Tony Lim; Hussin, Zaharah; Asra; Zakaria, Abd Razak

    2013-01-01

    Learning using mobile devices also known as mLearning is the current buzz word in the present debates over the use of technology in education. Although mLearning has a high prospect for future education, it is yet to be

  3. The Horse Before the Cart! The English Language Learners Experience of Using E-learning System

    Directory of Open Access Journals (Sweden)

    Mohammad Madallh Alhabahba

    2012-06-01

    Full Text Available This study examined the intention to use E-learning among EFL learners. A total of 147 English language learners responded to the survey, these students have access to E-learning system. The chief purpose of this paper aims to understand the factors that affect the students’ intention to use E-learning in Malaysian context. The findings of the study revealed that that perceived ease of use and perceived usefulness were able to be significant determinants of intention to use. Based on factor analysis, cognitive attitude and affective attitude were added to the modified framework as potential mediating factors. Moreover, cognitive attitude is fully mediating the relationship between perceived ease of use, perceived usefulness, and intention to use. Meanwhile, the study results indicated that the cognitive attitude is a significant determinant of intention to use. The study helps to understand the significant factors to explain, predicate and measure the acceptance of E-learning as a new tool of students learning process.

  4. Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study.

    Science.gov (United States)

    Zhang, Yining; Lin, Chin-Hsi; Zhang, Dongbo; Choi, Yunjeong

    2017-03-01

    In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear. This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China. The participants were 107 tenth graders (68 females, 39 males) in China. The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth. Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive. The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts. © 2016 The British Psychological Society.

  5. Flipped Learning in the English as a Foreign Language Classroom: Outcomes and Perceptions

    Science.gov (United States)

    Lee, Given; Wallace, Amanda

    2018-01-01

    Although many educators have recently discussed the positive effects of flipped learning, there is little empirical evidence about whether this approach can actually promote students' English learning. This study was undertaken in four sections of the same College English 1 (E1) course over two consecutive semesters at a South Korean university. A…

  6. Language Learning Strategies Used By Different English Proficiency Students Of State Senior High School 3 Malang

    OpenAIRE

    EMANTO, YUANITA

    2013-01-01

    English is one of International languages in the world and mainly used in International forums. Because of its importance, Indonesian government decides to make English as a formal subject in schools. Students are expected to have basic competences in four skills those are listening, speaking, reading, and writing comprehensively to reach functional literate. Students should have strategies to improve their proficiency and skill in English. The aims of this study are to find out (1) how langu...

  7. English in Economy World: an Overview of English Learning

    OpenAIRE

    Setyaningsih, Ani; Kurniasih, Siwi Karmadi

    2007-01-01

    English is not a language for the English-speaking countries anymore. English has spread worldwide to the countries in the five continents. One of the reasons is economy. People need to acquire English since it is one way to cope with the communication in economy trend. English is needed to process information, analyze, evaluate, experiment, negotiate and collaborate in economy. The awareness of English importance in the globalization era has made people learn this universal language consciou...

  8. Learning Science through Dialogic Inquiry: Is It Beneficial for English-as-Additional-Language Students?

    Science.gov (United States)

    Haneda, Mari; Wells, Gordon

    2010-01-01

    While the effectiveness of teaching that emphasizes dialogue and inquiry has been well documented with respect to English-as-mother-tongue children, it remains an empirical question as to whether this approach is equally useful when the student body includes a substantial number of English-as-additional-language (EAL) students. Through a…

  9. THE EFFECT OF ERASMUS EXCHANGE PROGRAM ON ATTITUDES TOWARDS LEARNING ENGLISH FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Aylin GÜRLEK

    2016-04-01

    Full Text Available As a result of globalization the societies have got closer and there has occurred a link between countries and cultures in terms of trade, immigration and the exchange of information and ideas. Erasmus Exchange Program is another way of sharing cultures and information. Erasmus Exchange Program has paved the way for participants to think in different dimensions. Culture and language may be preferred as the selection of these dimensions. In this sense, sharing culture plays a major role among the objectives of Erasmus Program. In addition, culture may be represented with the use of EFL among the advantages of this program. Gardner (1985 states that the attitudes are important elements of learning process and suggests that the more positive attitudes a learner develop, the more achievement s/he gets during learning process. The study of Jenkins (2009 revealed that Erasmus Exchange Program helps participants to develop an appreciation towards the idea of being a non-native speaker of English in a multicultural environment. Put another way, English plays another major role and in this study the ultimate purpose has been determined to indicate changes in the attitudes of Erasmus Students at Kahramanmaraş Sütçü İmam University in Turkey towards learning EFL after Erasmus Exchange Program. 18 items in a questionnaire and a semi-structured interview have been conducted within the study. There are 65 participants in this study who studied in different European countries during an educational period. The results of the study indicate that living and studying in a multicultural environment either strengthened their already positive attitudes towards learning EFL or helped the participants to develop positive attitudes.

  10. Analysing Institutional Influences on Teaching-Learning Practices of English as Second Language Programme in a Pakistani University

    Science.gov (United States)

    Rind, Irfan Ahmed; Kadiwal, Laila

    2016-01-01

    This paper examines the institutional influences on the teaching-learning practices within English as Second Language (ESL) programme in the University of Sindh (UoS), Pakistan. The study uses qualitative case study approach, basing its findings on documentary review, observations, and responses of teachers and students. The analysis of the data…

  11. Frequency and Pattern of Learner-Instructor Interaction in an Online English Language Learning Environment in Vietnam

    Science.gov (United States)

    Pham, Thach; Thalathoti, Vijay; Dakich, Eva

    2014-01-01

    This study examines the frequency and pattern of interpersonal interactions between the learners and instructors of an online English language learning course offered at a Vietnamese university. The paper begins with a review of literature on interaction type, pattern and model of interaction followed by a brief description of the online…

  12. Gender Identities and Female Students' Learning Experiences in Studying English as Second Language at a Pakistani University

    Science.gov (United States)

    Rind, Irfan Ahmed

    2015-01-01

    This paper attempts to examine how female students' roles as learners are influenced by their socially constructed gender identities and gender roles in studying English as Second Language (ESL) at a public sector university of Pakistan. The aim is to understand how female students' gender identities and gender roles affect their learning. With an…

  13. An Analysis of Learners' Motivation and Attitudes toward Learning English Language at Tertiary Level in Turkish EFL Context

    Science.gov (United States)

    Genc, Zubeyde Sinem; Aydin, Fulya

    2017-01-01

    The purpose of this study is to investigate Turkish students' (n = 462) motivation and attitudes toward learning English as a foreign language at a state university in Turkey and the relation between their attitudes, motivation and the variables such as gender, parental involvement, their fields of study at university, and academic achievement. It…

  14. The Use of Literacy Bags Promotes Parental Involvement in Chinese Children's Literacy Learning in the English Language

    Science.gov (United States)

    Huang, SuHua

    2013-01-01

    This study employed an ethnographic methodology to explore the use of "literacy bags" (LBs) to promote parental involvement in Chinese children's literacy learning in the English language. It was conducted with a first-grade class consisting of 18 students and their parents in Taiwan. Data resources were obtained from teaching…

  15. The Effects of Self-Regulation on Science Vocabulary Acquisition of English Language Learners with Learning Difficulties

    Science.gov (United States)

    Kim, Woori; Linan-Thompson, Sylvia

    2013-01-01

    This multiple-probe study examined the effects of self-regulation on the acquisition of science vocabulary by four third-grade English language learners (ELLs) with learning difficulties. The students were provided only direct vocabulary instruction in a baseline phase, followed by intervention and maintenance phases into which self-regulation…

  16. Achieving Standards in the English Language Arts (and More) Using The RULER Approach to Social and Emotional Learning

    Science.gov (United States)

    Rivers, Susan E.; Brackett, Marc A.

    2011-01-01

    This article introduces The RULER Approach ("RULER") to social and emotional learning, with a particular focus on its Feeling Words Curriculum. Through this curriculum, RULER contributes to the ultimate goals of an English language arts education--preparing students to achieve personal, social, and academic goals and to be engaged and contributing…

  17. LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Murni Mahmud

    2010-08-01

    Full Text Available This paper highlights the impact of gender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing, work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These different styles of female and male students in learning English were affected by the notions of women’s language.

  18. Usability of English Note-Taking Applications in a Foreign Language Learning Context

    Science.gov (United States)

    Roy, Debopriyo; Brine, John; Murasawa, Fuyuki

    2016-01-01

    The act of note-taking offloads cognitive pressure and note-taking applications could be used as an important tool for foreign language acquisition. Its use, importance, and efficacy in a foreign language learning context could be justifiably debated. However, existing computer-assisted language learning literature is almost silent on the topic.…

  19. THE PROCESS OF FORMING OF ENGLISH-LANGUAGE LEXICAL COMPETENCE OF FUTURE SPECIALISTS IN TOURISM BASED ON LEARNING STRATEGIES

    Directory of Open Access Journals (Sweden)

    Ірина Потюк

    2014-10-01

    Full Text Available Peculiarities of mastering the English-language lexical competence in unlinguistic educational establishment, which appears an integral component of professionally directed communicative competence of the student, provides future specialists’ knowledge with professional vocabulary and forms ability to recognize and understand it with the help of learning strategies, have been analyzed in the article. The theoretical aspects of research, the basic methodical aspects of forming the English-language lexical competence and results of the verification of efficiency of the offered methodology have been highlighted and characterized by the author.

  20. Teaching and Learning English as a Foreign Language in Taiwan: A Socio-Cultural Analysis

    Science.gov (United States)

    Kung, Fan-Wei

    2017-01-01

    This article examines the English as a Foreign Language (EFL) context in Taiwan based on Vygotsky's (1978) socio-cultural framework. The historical context is provided after some delineations of the educational system in Taiwan with regard to its foreign language instruction policy and development. Based upon the proposed socio-cultural framework,…

  1. Photo-Booklets for English Language Learning: Incorporating Visual Communication into Early Childhood Teacher Preparation

    Science.gov (United States)

    Britsch, Susan

    2010-01-01

    Teachers can integrate discussion and writing about photographs into the early childhood curriculum to build speaking, reading, and writing skills in any language. Although little available research focuses on photography and early childhood education as related specifically to English Language Learners, several current teacher resources do focus…

  2. English Language Learning in the Malaysian School Setting: Where Can We Find 10,000 Hours? A Theoretical Perspective

    Directory of Open Access Journals (Sweden)

    George Iber

    2016-08-01

    Full Text Available In these days of standardized assessments in education  that seek to measure the rate of learning in all subject matters, the question is seldom asked, “Just how long does it take to become proficient?” No matter the subject, we all agree that some amount of practice is necessary for basic proficiency and that more will be needed to really master a skill or subject area.  But how much is difficult to say because different individuals come to the task with different levels of motivation and opportunity to learn.  In the case of learning a second or foreign language different theories predict that a two to five year “structured exposure” is needed for either a basic communication or an academic level of proficiency (Cummins, 1980 respectively. This paper proposes that the range can be described in terms of hours. Based on the concept from Outliers by Gladwell (2008, this paper proposes that 10,000 hours is the target “time-on-task” required for academic proficiency in second language learning.  The implications for school language study is readily apparent. If we want academically proficient second language speakers, those individuals will need to have access to the target language in numbers vastly greater than school can provide in its standard curriculum. Keywords:  Second language learning, curriculum development, foreign language learning, time-on-task, international education, exchange programs, English as a foreign language 1. Introduction

  3. The Role and the Use of Indonesian Language in the Teaching and Learning English as a Foreign Language

    Science.gov (United States)

    Arung, Fernandes

    2015-01-01

    Mostly learners and even teachers of English as a Foreign Language (EFL) are still not able to speak grammatically and fluently just because they lack of the Indonesian language proficiency and comprehension. This research was done to investigate how the Indonesian (Bahasa Indonesia) can assist the teachers and learners of EFL in improving their…

  4. Concurrent validity of caregiver/parent report measures of language for children who are learning both English and Spanish.

    Science.gov (United States)

    Marchman, Virginia A; Martine-Sussmann, Carmen

    2002-10-01

    The validity of two analogous caregiver/parent report measures of early language development in young children who are learning both English and Spanish is examined. Caregiver/parent report indices of vocabulary production and grammar were obtained for 26 children using the MacArthur Communicative Development Inventory: Words & Sentences (CDI; Fenson et al., 1994) and the Inventario del Desarrollo de Habilidades Comunicativas: Palabras y Enunciados (IDHC; Jackson-Maldonado, Bates, & Thal, 1992). Scores were significantly correlated with analogous laboratory measures in both English and Spanish, including a real-object naming task and spontaneous language use during free-play. The findings offer evidence that the CDI and IDHC provide valid assessments of early language milestones in young English- and Spanish-speaking children. Factors that may influence the validity of these tools for use with this population are also discussed.

  5. Theoretical Implementations of Various Mobile Applications Used in English Language Learning

    Science.gov (United States)

    Small, Melissa

    2014-01-01

    This review of the theoretical framework for Mastery Learning Theory and Sense of Community theories is provided in conjunction with a review of the literature for mobile technology in relation to language learning. Although empirical research is minimal for mobile phone technology as an aid for language learning, the empirical research that…

  6. Errors and Learning/Teaching English as a Second/Foreign Language: an Exercise in Grammaticology

    Directory of Open Access Journals (Sweden)

    Andrea Nava

    2017-04-01

    Full Text Available Despite ‘pendulum swings’ and ‘revolutions’ throughout the history of language teaching, the association of errors and grammar (of one’s native language or of a second/foreign language has been a constant concern of language professionals as well as the subject of academic interest in linguistics, second language acquisition and grammaticology. Grammar books are ideally suited to the investigation of how perceptions about errors, along with associated notions such as those of grammaticality, acceptability and correctness, have changed throughout the centuries. While much academic interest has been devoted to the analysis of English pedagogical grammar books (and usage manuals aimed at native speakers (‘prescriptive’ grammar books and usage manuals, cf. Peters 2006, very little is known about English pedagogical grammar books for non-native speakers, particularly those published in the 20th and 21st centuries. A recent development within the realm of pedagogical grammaticography has been the genre of pedagogical grammar books specifically aimed at teachers of English as a second or foreign language (Nava 2008. Grammar books such as Celce Murcia and Larsen Freeman (1999 have the express purpose of presenting English grammar drawing on research in linguistics and second language acquisition that is thought to be relevant to the practical business of teaching grammar to second/foreign language learners. In this contribution, after identifying a few key issues in the way the notion of ‘error’ has been conceived of in linguistics, second language acquisition and grammar writing, I will present a study of how a selection of pedagogical grammar books for English language teachers view and operationalize errors.

  7. English Language Teaching Profile: Sweden.

    Science.gov (United States)

    British Council, London (England). English-Teaching Information Centre.

    This profile in outline form of the English language teaching situation in Sweden discusses the role of English within Swedish society and within the Swedish educational system. The status of English as the principal foreign language since 1945 for use in business, the media and tourism is pointed out. The system of English instruction in the…

  8. Introducing blended learning in the English language classroom: Students’ attitudes and perceptions before and after the course

    Directory of Open Access Journals (Sweden)

    Natalya Emelyanova

    2017-03-01

    Full Text Available The increased demands for foreign language learning and the dwindling number of contact hours have urged teachers to look for innovative methods of instruction such as blended learning (BL. A study was conducted at a Russian university (The National Research University Higher School of Economics in order to explore the attitudes and perceptions of the students toward blended learning in the English language classroom. The research instruments were tests and questionnaires administered to students before and after the course. The online portion of the course was realized through the corporate learning management system (LMS. The study revealed a noticeable evolution in students’ perceptions and attitudes towards using blended learning in foreign language instruction. This shift and the consequential outcomes of the study are discussed.

  9. The Relationship between Iranian English Language Teachers' and Learners' Gender and Their Perceptions of an Effective English Language Teacher

    Science.gov (United States)

    Shishavan, Homa Babai

    2010-01-01

    In this study English language teachers and learners engaged in teaching and learning of English in Iranian universities, high schools and private language institutes were asked about characteristics of an effective English language teacher. The aim of the study was to investigate whether male and female teachers and learners of English hold…

  10. On the Relationship among Critical Thinking, Language Learning Strategy Use and University Achievement of Iranian English as a Foreign Language Majors

    Science.gov (United States)

    Afshar, Hassan Soodmand; Movassagh, Hossein

    2017-01-01

    The study investigated the relationship among critical thinking, strategy use and university achievement. To this end, 76 English major students sat the California Critical Thinking Skills Test and filled out Oxford's Strategy Inventory for Language Learning. Participants' Grade Point Averages were regarded as their university achievement. The…

  11. 211 English Language, the Nigerian Education System and Human ...

    African Journals Online (AJOL)

    The role English language plays in human development in Nigeria is the focal point of ... learning process thrives on effective communication between the teacher and the .... enable one understand how English language came into Nigeria.

  12. EFL Learners' Home Culture Attachment and their Attitudes towards English Language Learning: A structural equation modeling approach

    Directory of Open Access Journals (Sweden)

    Zahra Sharifi Feriz

    2017-10-01

    Full Text Available The purpose of the present study is to examine home culture attachment construct and its underlying variables among Iranian English as Foreign Language learners as well as their attitudes towards English language learning. Pearson correlation is used with a sample of 411 English major university students from different provinces in Iran, mainly Khorasan Razavi, Khoran Jonoubi and Sistan Baluchestan participated in this study. As for the quantitative phase of data collection, the study employed home culture attachment and attitude towards English language learning questionnaires. The reliability and validity of these questionnaires are reported. A home culture attachment model and an attitude model are also developed and tested using structural equation modeling. The results suggest that all three subscales of attitudes (emotional, behavioral, and cognitive are positive and significant predictors of students' western attachment. From three subscales of attitude, only behavioral attitude is negative and significant predictors of students' religious attachment. In addition, Iranian attachment is influenced by cognitive attitudes and emotional attitudes. Besides, cognitive attitude is a positive and significant predictor of students' cultural attachment. It is also found that, artistic attachment is influenced by behavioral attitudes and emotional attitudes. Finally, the pedagogical implications are discussed in light of foreign language achievement.

  13. TO THE QUESTION OF THE USING OF INFORMATIONCOMPUTER TECHNOLOGIES IN LEARNING ENGLISH LANGUAGE

    Directory of Open Access Journals (Sweden)

    Kerimbaeva T. Botagoz

    2016-01-01

    Full Text Available Abstract. The aim of the article is the using of informational-computer technologies in learning English language of future specialists very effectively, as the didactic function of these technologies is wide. This is due to the fact that computer technology allows obtaining information multichannel, and therefore increases significantly as the volume of information received, and the quality of its assimilation.Methods. Modern trends of modernization of educational programs demand introduction of modern methods of teaching. The increasing introduction of new information and computer technologies and application of the competence approach in educational process of Kh. A. Yasawi International Kazakh-Turkish University promotes increase of efficiency of process of English teaching. One of the urgent problems of training of specialists of international level is development of methods of using information technology in forming informational-communicative competence of future specialists.Results. The relevance of this issue is determined, firstly, by the fact that information and computer technology implies a future specialist of new knowledge, skills, style of thinking which will provide necessary social adaptation to changes and guarantee its competitiveness on the labour market; secondly, necessity of perfection of the methodical-didactic organization of the process of professionally oriented training of future; thirdly, objective requirement of modern society in preparing professionals able to integrate into the world information space; fourthly, tendencies of a national educational policy.Scientific novelty. One of the main challenges facing the system of training of future specialists is to improve the quality of professional training of students taking into account modern trends of development and use of information technology in professional activities. Worldwide there is a trend of using the computer as an integral means of studying

  14. MEDITATION IN THE ENGLISH LANGUAGE CLASSROOM

    OpenAIRE

    Pegan, Tjaša

    2016-01-01

    The practical action research study in this diploma thesis, Meditation in the English Language Classroom, was performed as a mini-experiment which was initially set up to explore meditation and assess its potential and use in education. Regarding English as a foreign language, language learning combined visual and auditory information, and it was based on visual and verbal memory. One of the objectives in the theoretical part was to find a ‘universal formula’ which could help bring meditation...

  15. Different Reasons to Play Games in an English Language Class

    Science.gov (United States)

    Sevy-Biloon, Julia

    2017-01-01

    English language students at the Universidad Nacional de Educacion (UNAE) in Ecuador tend to have various learning styles and have a hard time being motivated to not only learn, but also remember the correct form of English language being taught in the classroom. It is mandatory for these students to learn English; therefore many do not have…

  16. Incoming exchange students' learning and use of lingua franca English and local languages in Scandinavia

    DEFF Research Database (Denmark)

    Caudery, Tim; Petersen, Margrethe; Shaw, Philip

    if they stayed for a second semester. Each interview concluded with two tests: a picture description test and a basic vocabulary test; all interviews were recorded. Findings relating to the interviewees' language goals, interaction with others and language use in such interaction will be presented and discussed...... in relation to the importance for students of developing skills in English as a lingua franca and the desire by the EU to promote multilingualism through student exchange....

  17. English as Second Language: Students' Awareness of Learning Strategies Used in Reading Comprehension

    Science.gov (United States)

    Hussain, Irshad; Javed, Muhammad; Munshi, Parveen

    2015-01-01

    This study investigated the reading strategies used by adult learners' to read materials in English language for their studies. The population of the study consisted of students of Universiti Sains Malaysia. A sample of 80 (40 Postgraduates and 40 Undergraduates) TESOL students enrolled in the University were selected randomly. The data were…

  18. Contradictions around Differentiation for Pupils with Dyslexia Learning English as a Foreign Language at Secondary School

    Science.gov (United States)

    Rontou, Maria

    2012-01-01

    This article deals with differentiation of teaching methods and extra time in class for pupils with dyslexia by English as a Foreign Language (EFL) teachers in two Greek state secondary schools. Activity theory is applied to analyse the contradictions that emerge around the issue of differentiation for pupils with dyslexia from data compiled from…

  19. Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners

    Science.gov (United States)

    Ortega, Irasema; Luft, Julie A.; Wong, Sissy S.

    2013-01-01

    Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs and practices of an early career science teacher who taught high numbers of ELLs in an urban…

  20. Special Designed Activities for Learning English Language through the Application of WhatsApp!

    Science.gov (United States)

    Zayed, Niveen Mohammad

    2016-01-01

    Students nowadays have strong passion towards the smart mobile phones with all their smart applications. The researcher believes that English language teachers can use the mobile phones, from each now and then, to increase the students' motivation. In this paper, the researcher designed a number of special activities that can be delivered to the…

  1. Exploring How Digital Media Technology Can Foster Saudi EFL Students' English Language Learning

    Science.gov (United States)

    Altawil, Abdulmohsin

    2016-01-01

    Digital media technology has become an integral part of daily life for almost all young students, and for the majority of Saudi EFL (English as a Foreign Language) students. Digital media technology may not be limited to one or two kinds; it has various types such as software and programs, devices, application, websites, social media tools, etc.…

  2. Learning to Solve Addition and Subtraction Word Problems in English as an Imported Language

    Science.gov (United States)

    Verzosa, Debbie Bautista; Mulligan, Joanne

    2013-01-01

    This paper reports an intervention phase of a design study aimed to assist second-grade Filipino children in solving addition word problems in English, a language they primarily encounter only in school. With Filipino as the medium of instruction, an out-of-school pedagogical intervention providing linguistic and representational scaffolds was…

  3. Professional Development for Teachers of English Language Learners: Discursive Norms, Learning Processes, and Professional Communities

    Science.gov (United States)

    Molle, Daniella

    2010-01-01

    The lack of empirical scholarship on professional development initiatives for teachers of English language learners (ELLs) in US schools has been repeatedly documented in educational research. The present dissertation project examines a professional development course specifically designed for K-12 teachers of ELLs. The course aims to foster the…

  4. International Undergraduate English Language Learners' Perception of Language and Academic Acquisition through Online Learning: A Qualitative Phenomenological Study

    Science.gov (United States)

    De Jesus, Olga Noemi

    2014-01-01

    Many institutional programs are changing to incorporate more online opportunities as a way to meet the needs of their students. Therefore, international English language learners are being encouraged to take online courses in order to complete their programs of study at United States colleges or universities (Tan, Lee, & Steven, 2010). In this…

  5. Re-Framing Literacy: Teaching and Learning in English and the Language Arts. Language, Culture, and Teaching Series

    Science.gov (United States)

    Andrews, Richard

    2010-01-01

    Imaginative and attractive, cutting edge in its conception, this text explicates a model for the integration of language arts and literacy education based on the notion of framing. The act of framing--not frames in themselves--provides a creative and critical approach to English as a subject. "Re-framing Literacy" breaks new ground in the language…

  6. Science concept learning by English as second language junior secondary students

    Science.gov (United States)

    Lai, Pui-Kwong; Lucas, Keith B.; Burke, Ed V.

    1995-03-01

    Recent Chinese migrant students from Taiwan studying science in two Australian secondary schools were found to explain the meanings of selected science concept labels in English by translating from Chinese. The research strategy involved interviewing the students concerning their recognition and comprehension of the science concept labels firstly in Chinese and then in English. Mean recognition and comprehension scores were higher in Chinese than in English, with indications that Chinese language and science knowledge learnt in Chinese deteriorated with increasing time of residence in Australia. Rudimentary signs of the students being able to switch between Chinese and English knowledge bases in science were also found. Implications for teaching science to ESL students and suggestions for further research are discussed.

  7. Use of Language Learning Strategies by Spanish Adults for Business English

    Directory of Open Access Journals (Sweden)

    Jeff Wallace Judge

    2012-06-01

    Full Text Available The aim of this phenomenological study was to explore the language learning strategies (LLSs of Spanish adults in a business context. The research questions examined the specific LLSs used by Spanish adults in business communication tasks. In addition, this study addressed the cultural influences on LLSs from the Spanish educational system along with the influence from current and historical events in Spain. The conceptual framework was the Oxford LLS model. These qualitative data were collected through 11 semistructured, in- depth interviews with Spanish business people who use English in their work and who studied English in Spanish secondary school. The data were analyzed following a typological analysis. The results show a strong tendency towards cognitive, metacognitive, and social strategies in business tasks. Cultural influences include the media, past political situation in Spain, and general issues in the English class in Spanish secondary schools.El objetivo de este estudio fenomenológico era el de explorar las estrategias de aprendizaje de un idioma (LLS de adultos españoles dentro del contexto de la empresa. Las preguntas examinaban las LLS específicas utilizadas por los adultos españoles en tareas de comunicación comercia. Además, el estudio abordaba las influencias culturales del sistema educativo español sobre los LLS y las influencias de los eventos actuales e históricos de España. El marco conceptual era el de las LLS del modelo Oxford. Estos datos cualitativos se recogieron a través de 11 entrevistas semiestructuradas exhaustivas de empresarios españoles. Los datos se analizaron usando el análisis tipológico. Los resultados muestran una fuerte tendencia hacia estrategias cognitivas, metacognitivas y sociales en tareas laborales. Las influencias culturales abarcan los medios de comunicación, el pasado político español y temas generales de las clases de inglés de los centros de estudios secundarios españoles.

  8. Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-service Teacher Preparation Intervention

    Science.gov (United States)

    Shaw, Jerome M.; Lyon, Edward G.; Stoddart, Trish; Mosqueda, Eduardo; Menon, Preetha

    2014-08-01

    This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project's impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.

  9. Language Barrier And The Performance of Secondary School Students in EnglishLanguage in Katsina Metropolis

    OpenAIRE

    Nwabudike Christopher Eziafa; Ojoko E. A.; George Anaso Nwaorah

    2014-01-01

    This research work centres on Language Barrier and the Performance of Secondary School Students in English Language in Katsina Metropolis. The study identifies the causes of failure in English Language in secondary schools, the factors responsible for the inability of students to learn English language as a second language and the effect of mother tongue interference on the performance of students in English language in the study area. Data for this study  were collected through the use of st...

  10. High School Students' Attributions of Success in English Language Learning

    Science.gov (United States)

    Bouchaib, Benzehaf; Ahmadou, Bouylmani; Abdelkader, Sabil

    2018-01-01

    Research into students' attributional causes for success in language acquisition is currently receiving considerable attention. Situated within Weiner's attribution theory (1992), the present study aims to research factors contributing to success in foreign language learning with specific focus on the role of perceived causal attributions. The…

  11. Facility with the English language and problem-based learning group interaction: findings from an Arabic setting.

    Science.gov (United States)

    Mpofu, D J; Lanphear, J; Stewart, T; Das, M; Ridding, P; Dunn, E

    1998-09-01

    The Faculty of Medicine and Health Sciences (FMHS), United Arab Emirates (UAE) University is in a unique position to explore issues related to English language proficiency and medical student performance. All students entering the FMHS have English as a second language. This study focused on the issues of students' proficiency in English as measured by the TOEFL test, student background factors and interaction in problem-based learning (PBL) groups. Using a modification of Bales Interaction Process Analysis, four problem-based learning groups were observed over four thematic units, to measure the degree of student interaction within PBL groups and to compare this to individual TOEFL scores and key background variables. The students' contributions correlated highly with TOEFL test results in the giving of information (range r = 0.67-0.74). The female students adhered to interacting in English during group sessions, whereas the male students were more likely to revert to using Arabic in elaborating unclear phenomena (p TOEFL scores for the male students, but not for female students. Multivariate analysis was undertaken to analyse the relative contribution of the TOEFL, parental education and years of studying in English. The best predictor of students' contributions in PBL groups was identified as TOEFL scores. The study demonstrates the importance of facilitating a locally acceptable level of English proficiency prior to admission to the FMHS. However, it also highlights the importance of not focusing only on English proficiency but paying attention to additional factors in facilitating medical students in maximizing benefits from interactions in PBL settings.

  12. The Impact of Utilising Mobile Assisted Language Learning (MALL on Vocabulary Acquisition among Migrant Women English Learners

    Directory of Open Access Journals (Sweden)

    Kham Sila Ahmad

    2017-04-01

    Full Text Available Aim/Purpose: To develop a framework for utilizing Mobile Assisted Language Learning (MALL to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1, low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology: A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting

  13. A Case Study of Mobile Technology-enabled English Language Learning: the Amazon Kindle e-Reader Initiative in Palestine

    Directory of Open Access Journals (Sweden)

    Khitam Yousuf Shraim

    2014-06-01

    Full Text Available The proliferation of increasingly interactive e-reader devices such as the Amazon Kindle represents an opportunity to explore their evolving pedagogical value. This study aims to investigate how use of the Kindle can enhance individuals’ English language learning—more specifically their attitudes, reading comprehension, vocabulary development and pronunciation performance—in the context of informal and lifelong learning in Palestine, and to explore the further potential of scaling up the use of e-readers at a national level. At the piloting stage of this initiative, the study operated at two levels (micro and meso of the M3 evaluation framework. Mixed methods were used: qualitative data were obtained through a case study of the practices and perceptions of two teachers in two classrooms in the Qalqilia center and quantitative data were collected through a survey of 114 learners. The study shows that the Kindle’s technological affordances are effective in creating a flexible, authentic and interactive environment for English language learning, provided that teachers change their teaching methods to take full advantage of the features of mobile technologies to create innovative learning approaches aligned with the needs of the e-generation. It was also found that despite some concerns with the usability issue, attitudes towards learning English changed positively and learners’ vocabulary and pronunciation improved.

  14. Language Training: English Training

    CERN Multimedia

    2004-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. Language Training Françoise Benz tel. 73127 language.training@cern.ch General and Professional English Courses The next session will take place: from 1st March to 25 June 2004 (2 weeks break at Easter). These courses are open to all persons working on the Cern site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957.

  15. Language Training: English Training

    CERN Multimedia

    2004-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an "application for training" form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. LANGUAGE TRAINING Françoise Benz tel. 73127 language.training@cern.ch General and Professional English Courses The next session will take place: from 1st March to 25 June 2004 (2 weeks break at Easter). These courses are open to all persons working on the Cern site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957.

  16. Teaching and Learning English in Tanzania: Blessing or Curse? A Practical Review of Phan Le Ha's Teaching English as an International Language

    Science.gov (United States)

    Mtallo, Godson Robert

    2015-01-01

    This paper is inspired by the work of Phan Le Ha (2008) in her book titled Teaching English as an International Language: Identity, Resistance, and Negotiation in which she presented the way English language is taught in Vietnam and the emergence of conflicting classes of western-trained Vietnamese teachers of English versus non western trained…

  17. Investigating Foreign Language Learning Anxiety among Students Learning English in a Public Sector University, Pakistan

    Science.gov (United States)

    Gopang, Illahi Bux; Bughio, Faraz Ali; Pathan, Habibullah

    2015-01-01

    The present study investigated foreign language anxiety among students of Lasbela University, Baluchistan, Pakistan. The study adopted the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986). The respondents were (N = 240) including 26 female and 214 male. The data was run through the Statistical Package for the Social Sciences (SPSS)…

  18. Language Training: English Training

    CERN Document Server

    Françoise Benz

    2004-01-01

    General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 languag...

  19. Language Training: English

    CERN Document Server

    Françoise Benz

    2005-01-01

    Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from January to March 2005. This course is designed for people with a good level of spoken English. Duration: 20 hours Price: 440 CHF (for 8 students) Timetable will be fixed after discussion with the students. For registration and further information on these courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langu...

  20. Language Training: English

    CERN Multimedia

    Françoise Benz

    2004-01-01

    Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from January to March 2005. This course is designed for people with a good level of spoken English. Duration: 20 hours Price: 440 CHF (for 8 students) Timetable will be fixed after discussion with the students. For registration and further information on these courses, please consult our Web pages: http://cern.ch/Training or contact Mrs. Benz: Tel. 73127. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langua...

  1. Measuring the Impact of Language-Learning Software on Test Performance of Chinese Learners of English

    Science.gov (United States)

    Nicholes, Justin

    2016-01-01

    This classroom quasi-experiment aimed to learn if and to what degree supplementing classroom instruction with Rosetta Stone (RS), Tell Me More (TMM), Memrise (MEM), or ESL WOW (WOW) impacted high-stakes English test performance in areas of university-level writing, reading, speaking, listening, and grammar. Seventy-eight (N = 78) Chinese learners…

  2. A Survey on Chinese Students' Online English Language Learning Experience through Synchronous Web Conferencing Classrooms

    Science.gov (United States)

    Li, Chenxi

    2016-01-01

    The online education industry has had a rapid economic development in China since 2013, but this area received little attention in research. This study investigates Chinese undergraduate students' online English learning experiences and online teacher-learner interaction in synchronous web conferencing classes. This article reports the findings…

  3. MUSIC IN E-LEARNING COURSES OF THE ENGLISH LANGUAGE AT NON-LINGUISTIC UNIVERSITIES

    OpenAIRE

    M. V. ARHIPOVA

    2015-01-01

    The article is written within the framework of the extended scientific research devoted to the music-semeiotic concept of developing students’ creative learning of foreign languages. The concept implies experimental study of psychological impact of music on the efficiency of the learning processes, on the development of general and specific abilities of students, in particular creative abilities to learn foreign languages. Solution of this task is based on the hypothesis of psychological inte...

  4. AHP 21: A Space for the Possible: Globalization and English Language Learning for Tibetan Students in China

    Directory of Open Access Journals (Sweden)

    Rebecca A Clothey

    2012-12-01

    Full Text Available With growth in China's tourist industry and international trade in recent decades, learning English has become a threshold for determining who can get what others cannot. There are many opportunities to master and become culturally competent in English in the prosperous urban and eastern coastal areas where foreign businesses and tourists are common. Disparities between east and west, urban and rural, and majority and minority areas continue to widen in China, raising the question of how to increase economic development in more remote rural communities. Meanwhile, how minority cultures might remain resilient amid the forces of globalization is a continuing concern. The tensions between globalization, development, and cultural identity as illustrated through an English language program for Tibetan speakers in one of China's poorest provinces, Qinghai, are described.

  5. The International English Language Testing System (IELTS): The Speaking Test.

    Science.gov (United States)

    Ingram, D. E.

    1991-01-01

    The International English Language Testing System (IELTS) assesses proficiency in English both generally and for special purposes of non-native English speakers studying, training, or learning English in English-speaking countries. The Speaking subtest of the IELTS measures a candidate's general proficiency in speaking in everyday situations via a…

  6. The Impact of Parents’ Involvement in and Attitude toward Their Children’s Foreign Language Programs for Learning English

    Directory of Open Access Journals (Sweden)

    Vida Hosseinpour

    2015-07-01

    Full Text Available Since parents and their involvement and attitude have a crucial role in children’s achievement in learning English, the present study is to explore and evaluate the impact of Iranian parents’ involvement in and attitude toward their children’s foreign language programs for learning English. In other words, the effectiveness of their high level of involvement and strength of attitude will be evaluated. Besides, this study is to explore whether some factors such as parents’ gender, knowledge of English, income, and educational background are related in the parents’ involvement and attitude or not. To this end, first of all, a reliable questionnaire, checked through a pilot study, was distributed among 140 parents to find out the level of their involvement in and attitude toward the programs. Based on the normal curve and the Z score, the parents were divided into two groups, one with a higher level of involvement and more positive attitude and the other with a lower level of involvement and less positive attitude. By using a standard final achievement test of the course book among 70 primary school student in third grade and Independent T-test analysis, the impact of parents’ involvement and attitude were checked. As the results revealed those parents who have high level of involvement in and positive attitude toward their children’s English language programs made their children’s higher level of achievement in the language program. Besides, the further outcomes showed that there are significant differences between the parents’ knowledge of English, income, and educational background and their level of involvement and attitude. The aforementioned factors affect children’s achievement test scores as well.

  7. Acquiring English language competences in a multi-lingual situation: the learning experiences of Dutch second language learners.

    NARCIS (Netherlands)

    B.A.,P.G.C.E., M.A. N.H. Helen Renou-Kirby

    2004-01-01

    Background to the problem Dutch society demonstrates a development which is apparent in many societies in the 21st century; it is becoming ethnically heterogeneous. This means that children who are secondlanguage speakers of Dutch are learning English, a core curriculum subject, through the medium

  8. Language learning interventions | Kilfoil | Journal for Language ...

    African Journals Online (AJOL)

    The results for that intervention show that the hypothesis was correct and students need more time and structure if they are to improve their language competence sufficiently. Keywords: language learning interventions, English for specific purposes, language competence, fossilization. Journal for Language Teaching Vol.

  9. Qualitative Study of Taiwanese Students Studying Abroad: Social Interactions, Navigating U.S. Culture, and Experiences Learning English Language

    Science.gov (United States)

    Wu, Joyce Ching-Yi

    2014-01-01

    The English language increasingly influences Taiwanese life because Taiwan entered the global village and English language changed into a more important skill in order to communicate with foreigners. Many Taiwanese parents desire their children become proficient English speakers so that they send them to "buxiban" (cram schools) in…

  10. An Effective Role of E-Learning Technology For English Language Teaching By Using Meta Communication Actors

    Directory of Open Access Journals (Sweden)

    Ilknur ISTIFCI

    2011-10-01

    Full Text Available Meta communication plays a key role in foreign language learning and teaching. Broadly speaking, meta communication is communication about communication. Meta communication is something that goes beyond communication and all language learners and teachers should be familiar with its existence. It should be stressed that meta communication which accompanies any message is very powerful. In face to face writing lessons, the student can make emphasis on any point by utilizing larger fonts, capital letters, or bold fonts in his essay. However, in virtual learning environments, students can make use of emoticons like :- “happy”, :-( “sad”, :-/ “perplexed”, O.o “confused” to communicate about communication. Further, they can deploy some acronyms like (BTW= By the way, ASAP= as soon as possible, TM= tomorrow to easily convey their messages. It should be emphasized that E-learning applications (virtual worlds, second life, ICTs are very beneficial in foreign language learning and teaching since they create a platform for students and teachers to interact in a context with no boundaries of time and distance. In Transformational Generative Grammar, foreign language teachers describe syntactic structures in English by using grammatical symbols with meta communicational elements. For instance, every English Foreign Language-EFL or English Language Teaching-ELT teachers or students is familiar with the symbols and related meanings like (S= sentence, subject, V= verb, O= object, N= noun, NP= noun phrase, VP= verb phrase, etc.. On the other side, when teaching English pronunciation to Turkish EFL learners, foreign language teachers utilize phonetic symbols like /è, æ, å, ğ, w, ŋ/ to write transcriptions of English words. These phonetic symbols have meta communicational elements in their composition because they communicate about communication. At this juncture, foreign language teachers should learn frequently used emoticons, keyboard

  11. Learning Strategies Used by High School Students Learning English as a Second Language

    Science.gov (United States)

    1985-02-01

    Discussion 34 REFERENCES 39 APPENDICES Z1 A Teachers Interview Guide 43 B Student Interview Guide 55 C Classroom Observation Guide 67 ix LIST OF TABLES...and teacher interviews were performed individually. There were only 3.7 strategies per classroom observation . Because roughly equal amounts of time...FOR SPEAKING AND UNDERSTANDING ENGLISH Classroom Observation Guide The purpose of this observation guide is to describe an approach for cot- lecting

  12. The Effect of Computer Assisted Language Learning (CALL) on Performance in the Test of English for International Communication (TOEIC) Listening Module

    Science.gov (United States)

    van Han, Nguyen; van Rensburg, Henriette

    2014-01-01

    Many companies and organizations have been using the Test of English for International Communication (TOEIC) for business and commercial communication purpose in Vietnam and around the world. The present study investigated the effect of Computer Assisted Language Learning (CALL) on performance in the Test of English for International Communication…

  13. Instructional Design Using an In-House Built Teaching Assistant Robot to Enhance Elementary School English-as-a-Foreign-Language Learning

    Science.gov (United States)

    Wu, Wen-Chi Vivian; Wang, Rong-Jyue; Chen, Nian-Shing

    2015-01-01

    This paper presents a design for a cutting-edge English program in which elementary school learners of English as a foreign language in Taiwan had lively interactions with a teaching assistant robot. Three dimensions involved in the design included (1) a pleasant and interactive classroom environment as the learning context, (2) a teaching…

  14. The Use of "Real" English in Language Learning: Making Authentic NS Speech Accessible Through a Novel Digital Slow-down Tool

    OpenAIRE

    Meinardi, Marty

    2006-01-01

    This project is concerned with the design of English as a Second Language (ESL) courseware for Computer Assisted Language Learning (CALL). It arises out of the Enterprise Ireland funded DITCALL (Digital Interactive Toolkit for Computer Assisted Language learning) project. The focus of the research for this courseware is on using authentic video and audio material that is as natural and true to life as possible and providing adequate, pedagogically efficient and visually pleasing lesson materi...

  15. Developing A Method of Learning English Speaking Skills Based on the Language Functions Used in the Food and Beverage Service

    Directory of Open Access Journals (Sweden)

    Denok Lestari

    2017-01-01

    Full Text Available This research is aimed to analyse language functions in  English, specifically those which are used in the context of Food and Beverage Service. The findings of the analysis related to the language functions are then applied in a teaching method which is designed to improve the students’ abilities in speaking English. There are two novelties in this research. The first one is  the theory of language functions which is reconstructed in accordance with the Food and Beverage Service context. Those language functions are: permisive (to soften utterances, to avoid repetition, and  to adjust intonation; interactive (to greet, to have small talks, and farewell; informative (to introduce, to show, to state, to explain, to ask, to agree, to reject, and to confirm; persuasive (to offer, to promise, to suggest, and to persuade; directive (to tell, to order, and to request; indicative (to praise, to complain, to thank, and to apologize. The second  novelty which is more practical is the design  of the ASRI method which consists of four basic components, namely: Aims (the purpose in communicating; Sequence (the operational procedure in handling guests in the restaurant; Role play (the simmulation activities in language learning; and Interaction (the interactive communications between participants. The method of ASRI with the application of the language functions in its ABCD procedure, namely Acquire, Brainstorm, Chance and Develop is proven to be effective in improving the students’ abilities in speaking English, specifically in the context of  Food and Beverage Service.

  16. Language Training: English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours (2 hours a week) Price: 440 CHF (for 8 students) For further information, please contact Mr. Liptow, tel. 72957. Date and timetable will be fixed when there are sufficient participants enrolled. FORMATION EN LANGUES LANGUAGE TRAINING Françoise Benz 73127 langua...

  17. Analysing institutional influences on teaching–learning practices of English as second language programme in a Pakistani university

    Directory of Open Access Journals (Sweden)

    Irfan Ahmed Rind

    2016-12-01

    Full Text Available This paper examines the institutional influences on the teaching–learning practices within English as Second Language (ESL programme in the University of Sindh (UoS, Pakistan. The study uses qualitative case study approach, basing its findings on documentary review, observations, and responses of teachers and students. The analysis of the data is informed by Bourdieusian notions of habitus, field and capital. The study found that UoS’s institutional policies and practices are shaped by its position in the field of higher education, which shape ESL teaching–learning practices. Specifically, UoS defines its capital as “higher education for all”, which in practice translates as admitting students from disadvantage groups. To meet English language needs of these students, UoS offers the ESL programme. However, teaching–learning practices of ESL are significantly influenced by UoS’s policies related to faculty hiring and development, ESL teachers and administration relationships, teacher-student ratio, assessment, quality assurance, and learning support resources.

  18. A professional approach to English language teaching and learning in teacher’s training education

    Directory of Open Access Journals (Sweden)

    Rodríguez, Orlando

    2011-01-01

    Full Text Available This article deals with the demands for giving a professionalized approach to the English teaching-learning process for future teachers at the universities of pedagogical sciences of Cuba, specifically at “Jose Marti” University of Camagüey. The treatment to the professionalized learning approach has generally been related to technical courses in the technical professional teaching. This approach needs contextualizing in the different courses or disciplines of higher education with the purpose of achieving the goal demanded by society of graduated teachers from higher education at their working scenarios. The teacher of English is no exception to this demand. Key words: professional approach, professional competency, users, analyst, professor

  19. Strategies to improve the reading skill in the English language learning

    Directory of Open Access Journals (Sweden)

    Leticia Mercedes Cedeño Macías

    2016-06-01

    Full Text Available Reading is one of communicative skills, so it is one of the topics all English learners have to study, it is a receptive skill and it is not using to be very popular among language students because they think it is passive, monotonous and even boring, and all these characteristics are against the extrovert and dynamic nature of youth who live in this century. But, is reading really a passive activity? The objective of this essay is to demonstrate that reading is a participative activity where students can interact in pairs or groups improving the communication through certain active and participative strategies like mind map, debates, drills and panels throughout an effective teacher’s planning. The methodology used for this study will be the bibliographic over the analysis of English teaching experts’ books and their experience.

  20. Teacher Perfectionism and Iranian English Language Learners’ Motivation and Achievement

    Directory of Open Access Journals (Sweden)

    Reza Rezvani

    2015-11-01

    Full Text Available Educational psychology has recently reflected a policy shift from focusing on “what goes wrong” in schools, including psychological, physical, and educational disabilities, to recognizing and promoting strengths and positive aspects of students and their environments. Within this scope, some lines of research have examined the extent to which setting personal high standards influences such positive outcomes as educational achievement and high level of motivation. The present study was motivated by the concern that Iranian English language teachers' setting high standards, i.e. perfectionism, may predict English language learners’ motivation and language achievement. Through cluster random sampling, a total of 30 English language teachers with more than one year of experience and 300 elementary English language learners were selected from English Language Institutes in Fars province, Iran. Frost Multidimensional Perfectionism scale and Motivations Underlying English Language Learning questionnaire were used to measure teachers' perfectionism and learners’ language learning motivation, respectively. The learners' final scores in the English courses were collected as a measure of their language learning achievement. The result of simple regression analysis revealed that the teachers' perfectionism did not predict English language learners’ motivation and language achievement. In other words, Iranian English language teachers' perfectionism did not account for any variance in these two variables of interest. Keywords: Perfectionism, Motivation, Language Learning Achievement

  1. Standard English and Language Attitudes

    OpenAIRE

    ソランキ, ネイディン

    2005-01-01

    This paper investigates the attitudes and opinions surrounding Standard English (SE) within the United Kingdom. The definition of SE, for the purposes of this study, is standard grammar and standard pronunciation of southern English, commonly referred to as 'BBC English'. The subject of SE and attitudes towards different accents and dialects of British English is emotive and attracts strong opinions. The main issues discussed here are the place of language in society, the social implications ...

  2. Constructing English as a Ugandan Language through an English Textbook

    Science.gov (United States)

    Stranger-Johannessen, Espen

    2015-01-01

    English is a national language in Uganda and is widely used in elite areas such as politics and business, but most Ugandans master English to only a limited degree. In this situation, English can be seen as either a foreign language or a second language--influencing how English is taught. One goal of language teaching espoused in this article is…

  3. Use of Language Learning Strategies by Spanish Adults for Business English

    Science.gov (United States)

    Judge, Jeffrey Wallace

    2012-01-01

    The aim of this phenomenological study was to explore the language learning strategies (LLSs) of Spanish adults in a business context. The research questions examined the specific LLSs used by Spanish adults in business communication tasks. In addition, this study addressed the cultural influences on LLSs from the Spanish educational system along…

  4. Language Learning Strategies Used by Distance Learners of English: A Study with a Group of Turkish Distance Learners of EFL

    Science.gov (United States)

    Altunay, Dilek

    2014-01-01

    Use of language learning strategies is important for language learning. Some researchers state that language learning strategies are important because their use affects the development of communicative competence (Lessard-Clouston, 1997 & Oxford, 1990). Effective use of language learning strategies has particular importance for distance…

  5. Four Characteristics of Facebook Activities for English Language Learning: A study of Malaysian University Students’ Needs and Preferences

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    Shaidatul Akma Adi Kasuma

    2017-06-01

    Full Text Available This paper identifies Malaysian university students’ needs and preferences for online English language activities on a Facebook group that supports their formal learning. Two methods of data collection were employed; content analysis of the Facebook interactions, and semi structured interviews. Four main learning preferences or characteristics of online activities are identified; a teacher-led activities (tasks and learning content provided by teachers, b teachers’ presence (one or two authority figures to facilitate learning and keep group lively, c topics or content (entertainment-oriented, grammar quizzes, opinion-based discussions, d structure of the group (optional and ungraded. The passive participants found the activity beneficial in improving their online communication ability, while the more active participants felt a boost of confidence to use English in a more public space like Facebook. The findings indicate that the students are in need of technological changes in learning, but are dependent on teachers’ instructions to initiate the process. They exert selective interests in learning topics and content, and demonstrate partial autonomy in negotiating the online group’s structure. The theoretical and practical implications, and recommendation for future research are briefly presented.

  6. Observing before Learning: Visual Material for the Learning of English as a Foreign Language

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    Diana Benavides

    2009-12-01

    Full Text Available This article is a report of the findings of a research project developed in a Colombian school, Academia La Salle San Benildo, as a requirement for the B.A. degree in Modern Languages at La Salle University. The goal of this project is to describe the impact of working with visual material with the students of fifth and third grades. The data collected throughout the process include an interview, a survey, students’ work, and journals kept by the student teachers. The results of the analysis of the research show the importance of the application of visual material in the teaching process.

  7. Attitudes and Motivation toward Learning the English Language among Students from Islamic Education System Background: Exploring the Views of Teachers

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    Ismail Sheikh Ahmad

    2014-08-01

    Full Text Available Research in the field of attitudes and motivation has increasingly investigated the nature and role of motivation in L2 learning process, and many are inspired by Canadian psychologists, Robert Gardner and Wallace Lambert [1]. However, in Malaysia, there has been only a meagre number of research that investigates teachers' perceptions on attitudes and motivation of students from religious school background. It is of great significance to explore the attitudes and motivation of these groups of students because the students appeared to be weak in the English language and they also held negative perceptions toward the language [2, 3]. The present study is needed to attain authentic information about possible connections between teachers' personal experiences, their perspectives and their practices regarding teaching and learning of students from the aforementioned background. This qualitative research study contains in-depth teacher interviews that document their personal perceptions, ways of dealing with students in the specified setting, and their suggestions on improving the attitudes and motivation of learning English for students from religious school background. Findings are presented according to the research questions intended for the study and several conclusions were drawn from the data. 

  8. The Influence of the Economic Students’ Motivations and Language Learning Strategies towards Their English Achievement in STIE Muhammadiyah Palopo

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    Muhammad Iksan

    2018-02-01

    Full Text Available The aims of this research were: (1 to investigate the students’ motivations, (2 to investigate the language learning strategies (LLSs that are used by the students, (3 to investigate the level of students’ LLSs usage, and (4 to investigate the influence of the students’ motivations and the level of students’ LLSs usage towards their English competence. This research gave descriptions about the students’ motivations, LLSs that are used by the students, and the level of students’ LLSs usage. The sample of this research was 111 students that were taken from three classes of the first year students from three study programs, i.e. Ilmu Ekonomi, Manajemen, and Akuntansi. This research revealed that the students were categorized into high motivated to learn English where 70 students (63% had high motivation, 25 students (23% had very high motivation, 13 students (12% had medium motivation, and 3 students (3% had low motivation. This research also found that the students were dominantly used metacognitive strategies (44%, followed by compensation strategies (18%, affective strategies (14%, social strategies (10%, cognitive strategies (8%, and the least used strategies were memory strategies (6%. For the level of the students’ language learning strategies usage, the researcher found that the students level were categorized into medium, where 78 students (70% mediumly used the LLSs, 30 students (27% highly used the LLSs, 2 students (2% lowly used the LLSs, and 1 student (1% very highly used the LLSs.

  9. Cultural Diversity in English Language Teaching: Learners' Voices

    Science.gov (United States)

    Chinh, Nguyen Duc

    2013-01-01

    The focus of culture in English language teaching (ELT) has traditionally been on the target culture of English speaking countries. However, the new status of English as international language (EIL) has led to significant changes in the practice of teaching and learning culture in ELT. Rather than relying on the paradigm of native speaker…

  10. Many languages, one classroom teaching dual and English language learners

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    Nemeth, Karen

    2009-01-01

    Even the most experienced teacher can feel a bit unsure about meeting the unique needs of children from different language backgrounds. Many Languages, One Classroom applies the latest information about best practices to all aspects of a preschool program. Organized by interest areas and times of the day, you'll find everything you need to open the doors of literacy and learning for English language learners during dramatic play, outdoor play, reading, science, blocks, and circle time.

  11. Learning to write in science: A study of English language learners' writing experience in sixth-grade science classrooms

    Science.gov (United States)

    Qi, Yang

    Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood

  12. English Language Education in Formal and Cram School Contexts: An Analysis of Listening Strategy and Learning Style

    Science.gov (United States)

    Chou, Mu-hsuan

    2017-01-01

    Formal English language education in Taiwan now starts at Year 3 in primary school, with an emphasis on communicative proficiency. In addition to formal education, attending English cram schools after regular school has become a common phenomenon for Taiwanese students. The main purpose of gaining additional reinforcement in English cram schools…

  13. English as a Foreign Language Students' Opinions about the Use of English on the Internet

    Science.gov (United States)

    Coskun, Abdullah

    2017-01-01

    As in many other fields, the Internet has been used for educational purposes, especially for foreign language learning. This study has the main objective to investigate English as a Foreign Language (EFL) students' opinions about the use of English on the Internet. By means of a Likert-type questionnaire dealing with the use of English on the…

  14. Learning for life, a structured and motivational process of knowledge construction in the acquisition/learning of English as a foreign language in native Spanish speakers

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    Fernando Miño-Garcés

    2009-06-01

    Full Text Available As language learning theory has shifted from a highly guided to a more open learning process, this paper presents the teaching/learning philosophy called Learning for Life (L for L as a great way to motivate native Spanish speaker students learning English as a foreign language, and to help them be the constructors of their own knowledge. The Learning for Life philosophy was created by Patricia López de Jaramillo, M.A. and Fernando Miño-Garcés, Ph.D. at the Andean Center for Latin American Studies (ACLAS in Quito – Ecuador. In the Learning for Life philosophy, the learner is the center of the process and becomes the creator of his/her own knowledge. To get to this new dimension in learning, acquisition is emphasized, and the principles of this philosophy are applied in the EFL classroom. The definition of the philosophy and its principles are presented, and explained in detail as to how they can be applied in the teaching of a foreign language. This paper also explains the difference between acquisition versus learning, and what process should be applied in the classroom to emphasize on acquisition, and not so much on learning.

  15. The acquisition of English as a second language in Rwanda ...

    African Journals Online (AJOL)

    The acquisition of English as a second language in Rwanda: Challenges and ... E Sibomana ... Building on the factors which are believed to affect second language (L2) acquisition and learning, this article explores constraints, challenges, ...

  16. A Study on a Group of Indian English as a Second Language Learners’ Perceptions of Autonomous Learning

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    Özgür Yıldırım

    2012-04-01

    Full Text Available Learner autonomy has been one of the most popular terms in the language learning field lately. Researchers have been conducting studies to see different aspects of learner autonomy and to bring different suggestions to teachers to promote autonomous learning in their classrooms. Students of a particular cultural background would not show the same level of readiness for learner autonomy as the students of another culture. Cultural and educational settings of the instruction affect how the teachers and students perceive the concept of learner autonomy, and these differences in perception obviously affect how the ways to promote learner autonomy work. As the perception and realization of learner autonomy changes depending on the cultural background, it is important to see the autonomy-related perspectives of different learners and teachers around the world. Thus, aiming to contribute the relevant literature from this standpoint, the main aim of this study was to explore four Indian English as a second language (ESL learners’ perceptions related to teacher and learner responsibilities in the language learning process and to get an idea of how ESL students in the Indian educational context perceive the concepts related to learner independence. Three interview sessions were conducted with the participants in order to reach the aim of the study. The data were analyzed according to three main categories: (a aspects of language learning for which the participants saw the teacher as the most responsible figure in the classroom; (b aspects of learning for which the participants considered students to be more responsible; (c aspects that both the teacher and the students share equal responsibility. It was hoped that the results of the study would provide guidance to teachers and researchers, especially the ones working with multicultural student groups, to understand the effects of culture on the interpretation of concepts related to learner autonomy.

  17. A Study on a Group of Indian English as a Second Language Learners’ Perceptions of Autonomous Learning

    Directory of Open Access Journals (Sweden)

    Özgür YILDIRIM

    2012-02-01

    Full Text Available Learner autonomy has been one of the most popular terms in the language learning field lately. Researchers have been conducting studies to see different aspects of learner autonomy and to bring different suggestions to teachers to promote autonomous learning in their classrooms. Students of a particular cultural background would not show the same level of readiness for learner autonomy as the students of another culture. Cultural and educational settings of the instruction affect how the teachers and students perceive the concept of learner autonomy, and these differences in perception obviously affect how the ways to promote learner autonomy work. As the perception and realization of learner autonomy changes depending on the cultural background, it is important to see the autonomy-related perspectives of different learners and teachers around the world. Thus, aiming to contribute the relevant literature from this standpoint, the main aim of this study was to explore four Indian English as a second language (ESL learners’ perceptions related to teacher and learner responsibilities in the language learning process and to get an idea of how ESL students in the Indian educational context perceive the concepts related to learner independence. Three interview sessions were conducted with the participants in order to reach the aim of the study. The data were analyzed according to three main categories: (a aspects of language learning for which the participants saw the teacher as the most responsible figure in the classroom; (b aspects of learning for which the participants considered students to be more responsible; (c aspects that both the teacher and the students share equal responsibility. It was hoped that the results of the study would provide guidance to teachers and researchers, especially the ones working with multicultural student groups, to understand the effects of culture on the interpretation of concepts related to learner autonomy

  18. Semantic processing skills of Grade 1 English language learners in ...

    African Journals Online (AJOL)

    This paper reports on part of the first phase of a longitudinal project investigating the development of academic language in English as the Language of Teaching and Learning (LoLT) by Foundation phase learners in two different educational contexts. In the first context, the learners were all English additional language ...

  19. Language, Mathematics and English Language Learners

    Science.gov (United States)

    Adoniou, Misty; Qing, Yi

    2014-01-01

    There is a correlation between language proficiency and achievement in mathematics (Riordain & O'Donoghue, 2009), and this is particularly evident for children who speak English as an additional language or dialect. More effort needs to be made in mathematics classrooms to develop cognitive competencies, including the ability to decode and…

  20. The Demotivating Factors of English Language Learning Among Madrasah Tsanawiah Students: The Case of One Madrasah in Jambi City

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    EDDY HARYANTO

    2018-05-01

    Full Text Available The purpose of this study was to explore the demotivating factors of the learners in EFL learning at one madrasah tsanawiah in Jambi City. Particularly, this study was to find out the particular factors that demotivate madrasah tsanawiah students’ during the learning process. Many studies have mainly focused on teachers’ motivation or students’ motivation and teachers’ motivation rather than student demotivation in English as a foreign language (EFL learning context, whereas lack of data has been found on the factors that cause student demotivation in Indonesian EFL learning contexts at secondary school level. The participants were a purposive sample of English students who currently studied at a madrasah . The study was designed as a qualitative case study and involved a demographic questioner and face-to-face interviews for data collection. The result revealed that peer influences were as the main demotivation for the students. Other demotivators for EFL students in this research included school condition such as lack of resources and facilities. Suggestions for further research also are discussed.

  1. THE USE OF INFORMATION COMMUNICATION AND TECHNOLOGY (ICT) IN ENGLISH LANGUAGE LEARNING: A CASE STUDY AT ONE PUBLIC UNIVERSITY IN JAMBI

    OpenAIRE

    Haryanto, Eddy; Oktalia, Dwi

    2015-01-01

    This research is aimed to describe students’ perception toward the use of Information Communication and Technology (ICT) in language learning. The objective of the study is to know students’ perception toward the use of ICT in language learning and to know the problem that they encountered during the use of ICT. The design of this research was survey method. The subject of this research was sixth semester students’ of English department Jambi University. A questionnaire was main instrument to...

  2. Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language

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    Nohora Inés Porras González

    2010-04-01

    Full Text Available This article presents the results of a study on utilizing stories for teaching English as a foreign language to children in first, second and third grades. It was carried out in a Colombian public elementary school in Bucaramanga, Colombia. The proposal was initiated by a group of student-teachers at Universidad Cooperativa de Colombia, Seccional Bucaramanga. During the research process the student-teachers were required to plan the course syllabus, create their own stories according to the children's interests and likes, plan the lessons, and collect and analyze data. Although the student-teachers worked in different grade levels, the results of the study present similarities such as the children's motivation when the stories were told or read, increased participation in the different activities, comprehension of the stories, and acquisition of the new vocabulary.

  3. Personalised Context-Aware Ubiquitous Learning System for Supporting Effective English Vocabulary Learning

    Science.gov (United States)

    Chen, Chih-Ming; Li, Yi-Lun

    2010-01-01

    Because learning English is extremely popular in non-native English speaking countries, developing modern assisted-learning schemes that facilitate effective English learning is a critical issue in English-language education. Vocabulary learning is vital within English learning because vocabulary comprises the basic building blocks of English…

  4. Using Smartphone-Integrated Model of Teaching to Overcome Students’ Speaking Anxiety in Learning English as a Foreign Language

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    Karmila Machmud

    2017-09-01

    Full Text Available The goal of this research is to investigate the effect of a model of teaching that integrating the use of Smartphone towards the learning achievement of both high and low anxiety students. We found it hard to ask students to speak English during the teaching and learning process. This is caused by their anxiety and also the limitation of time allotment provided to teach speaking skill in schools. The use of Smartphone in teaching speaking is suggested to minimize students’ anxiety from a peer pressure, as well as to overcome the limitation of the time allotment in teaching speaking. Using quasi experimental method, the data of this research was collected from 63 middle school students using questionnaire of foreign language anxiety classroom scale. This questionnaire is used to classify the students into the group of high anxiety and low anxiety students. Oral test for speaking ability is used to measure the students’ learning achievement. Factorial design 2 x2 using ANOVA is utilized to analyze the data of this research. The result has shown that both high and low anxiety groups of students achieve higher score when they are taught by using Smartphone compare to their score when they are taught by using conventional model of teaching. This means that the use of Smartphone integrated model of teaching can overcome the students’ anxiety in speaking English.

  5. Profiling Mobile English Language Learners

    Science.gov (United States)

    Byrne, Jason; Diem, Robert

    2014-01-01

    The purpose of this study was to use an app-embedded survey to profile language learner demographics. A total of 3,759 EFL language learners from primarily eight L1 backgrounds (French, German, Italian, Japanese, Korean, Russian, Spanish and Thai) responded to the survey embedded within a popular English grammar app. This app has over 500,000…

  6. English language-in-education: A lesson planning model for subject ...

    African Journals Online (AJOL)

    English language-in-education: A lesson planning model for subject teachers. ... lack of critical academic language skills in English as the Language of Learning and ... process of lesson design and the 'forward' process of lesson presentation.

  7. Information and Communication Technologies in Learning English as a Foreign Language (EFL): Attitudes of EFL Learners in Vietnam

    Science.gov (United States)

    Ngo, Hong T. P.

    2017-01-01

    Given breakthroughs in information and communication technologies (ICTs), language learners are increasingly presented with opportunities to advance their proficiency in a target language (herein English as a foreign language or EFL). The attitudes of learners toward the use of ICTs (ICT attitudes) can be predictive of their adoption of ICTs for…

  8. Higher English language skills for CFE

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    Firth, Mary M; Mitchell, John

    2015-01-01

    A brand new edition of a bestselling title, updated for the newest Higher English (for CfE) syllabus. We are working with SQA to secure endorsement for this title. This book provides you with the support and advice you will need to succeed in Higher English. By studying literary techniques and with top experts guiding you through and explaining how to use these skills, you will be helped to understand why questions are framed in a particular way and how to answer them in a manner that ensures the highest possible grade. - Become more secure in your knowledge of the English language. - Learn ho

  9. Teaching language arts to English language learners

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    Vásquez, Anete; Smith, Philip C

    2013-01-01

    This thoroughly revised and updated edition of Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills. A complete section is also devoted to ways teachers can integrate all five strands of the language arts curriculum into a comprehensive unit of study w

  10. Discourses, Identities and Investment in English as a Second Language Learning: Voices from Two U.S. Community College Students

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    Yueh-ching Chang

    2016-10-01

    Full Text Available Adopting a qualitative case study methodology, the present study illuminates how two multilingual students enrolled in a U.S. community college ESL class negotiated the sociocultural norms valued in their multiple communities to make investment in learning English in college. Drawing on Gee’s theory of Discourse and identity (1996 and Norton’s theory of investment (2000, the study found that each student’s investment in learning the language practices of the classroom was shaped by the diverse Discourses in which they participated across time and space. Despite confronting structural constraints, the focal students were able to mobilize their multiple Discourses to negotiate the existing sociocultural norms and invest in identities that have the potential to transform their lives. These findings suggest that multilingual students’ learning at the college is shaped by their socio-cultural milieu and future aspirations. Thus, language educators should recognize their multiple identities as well as their agency, and broaden the curriculum goals to accommodate their diverse linguistic and educational needs. Keywords: Discourses, identities, investment, community college, ESL, multilingual students

  11. Chilean 12th graders' attitudes towards English as aforeign language

    OpenAIRE

    Gómez Burgos, Eric; Pérez Pérez, Sandra

    2015-01-01

    A favourable attitude towards a language is a crucial factor in the process of learning a foreign language (Shams, 2008). In light of this premise, this article reports on a case study conducted in two subsidised secondary schools that involved 154 students from Puerto Montt, Chile. A questionnaire of five dimensions was given to the participants in order to identify their attitude towards teachers' methodology and language use in the English classroom, English as a subject at school, English...

  12. The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment.

    Science.gov (United States)

    Aharony, Noa

    2006-12-01

    The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio-economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. One hundred fourty-eight Israeli junior and high school students participated in this research. The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. The research findings show a clear preference of participants from all socio-economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio-economic background used both learning strategies more frequently than low socio-economic students. The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment.

  13. Toward an Understanding of Preservice English as a Foreign Language Teachers' Acceptance of Computer-Assisted Language Learning 2.0 in the People's Republic of China

    Science.gov (United States)

    Mei, Bing; Brown, Gavin T. L.; Teo, Timothy

    2018-01-01

    Despite the rapid proliferation of information and communication technologies, there exists a paucity of empirical research on the causes of the current low acceptance of computer-assisted language learning (CALL) by English as a foreign language (EFL) teachers in the People's Republic of China (PRC). This study aims to remedy this situation…

  14. Teaching English as an International Language

    Science.gov (United States)

    Selvi, A. F.; Yazan, B.

    2013-01-01

    English has unquestionably become a global phenomenon, generating a fundamental discussion of EIL pedagogy for English language teaching practitioners around the world. Teaching English as an International Language captures this important moment in the history of English language teaching. Readers will find an accessible introduction to the past,…

  15. Evaluating Workplace English Language Programs

    Science.gov (United States)

    Ekkens, Kristin; Winke, Paula

    2009-01-01

    Companies across the United States provide workplace English classes to non-native-English-speaking employees to increase productivity, retention, and on-the-job safety. Institutions that financially support the programs often require evidence of learning through standardized tests as a prerequisite for continued funding. However, the tests…

  16. Learner Views on English and English Language Teaching in China

    Science.gov (United States)

    Liu, Na; Lin, Chih-Kai; Wiley, Terrence G.

    2016-01-01

    Since the 1980s, China has represented one of the major growth areas in the world for English language education, and studying English has been a priority among its foreign language educational policies. As English has gained more popularity in China, some have noted the potential value of English as a means to greater educational access and…

  17. Communication Strategies in English as a Second Language (ESL) Context

    Science.gov (United States)

    Putri, Lidya Ayuni

    2013-01-01

    Communication is important for people around the world. People try to communicate to other people around the globe using language. In understanding the differences of some languages around the world, people need to learn the language of other people they try to communicate with, for example Indonesian people learn to acquire English. In the…

  18. The Influence of Teacher Power on English Language Learners' Self-Perceptions of Learner Empowerment

    Science.gov (United States)

    Diaz, Abel; Cochran, Kathryn; Karlin, Nancy

    2016-01-01

    English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak…

  19. English Code Switching in Indonesian Language

    Science.gov (United States)

    Setiawan, Dedy

    2016-01-01

    There is a growing phenomenon, worldwide, of inserting English words, phrases or expressions, into the local language: this is part of the acceptance of English as current world language. Indonesia is experiencing the use of this mixture of language when using either their own Indonesian or local language; English words, phrases and expressions…

  20. Reading in Two Orthographies: A Cross-Linguistic Study of Dutch Average and Poor Readers Who Learn English as a Second Language

    Science.gov (United States)

    Morfidi, Eleni; van der Leij, Aryan; de Jong, Peter F.; Scheltinga, Femke; Bekebrede, Judith

    2007-01-01

    The present study investigated the reading of secondary school students in their first and second language (L1, L2). Twenty-six average and twenty-six poor readers matched on age, gender, listening and reading comprehension participated. They were native Dutch speakers who started learning English at secondary school (grade 7). We examined whether…

  1. Teacher Identity Development: A Collective Case Study of English as a Foreign Language Pre-Service Teachers Learning to Teach in an Indonesian University Teacher Education Program

    Science.gov (United States)

    Riyanti, Dwi

    2017-01-01

    The purpose of this study is to examine how English as a foreign language pre-service teachers develop their identities through the process of learning to teach in a university microteaching class and a student teaching practicum within a multilingual Indonesian context. A sociocultural theoretical lens incorporating activity theory as well as a…

  2. The Effects of Learning-Style Based Activities on Students' Reading Comprehension Skills and Self-Efficacy Perceptions in English Foreign Language Classes

    Science.gov (United States)

    Balci, Özgül

    2017-01-01

    This study investigated the effects of learning-style based activities on students' reading comprehension skills and self-efficacy perceptions in English foreign language classes. A quasi-experimental, matching-only pretest-posttest control group design was utilized. The study was conducted with freshmen university students majoring in Elementary…

  3. “The Good Start Method for English” or how to support development, prevent and treat risk of dyslexia in children learning English as a second language

    OpenAIRE

    Bogdanowicz Katarzyna M.; Bogdanowicz Marta

    2016-01-01

    Children with developmental dyslexia and at its risk have difficulties in the acquisition of foreign languages, especially non-transparent English. The problems of such pupils concern various aspects of the language system but in particular relate to the ability to read and spell. The research literature dedicated to effective preventative methods and dyslexia treatment suggests that both children with dyslexia and at its risk need phonological awareness training and multi-sensory learning. I...

  4. The Teaching of Culture in English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    吴月娥

    2012-01-01

      Language is not only part of culture, but also the carrier. The relationship between them decides the important role of culture teaching in language teaching. However, some problems still exist in college English teaching. For example, classroom English teaching time is not enough for culture teaching; English learners’native language thinking has negative transfer in the target language learning, etc.. In order to solve these problems, this paper tends to discuss whether English teaching should put an emphasis on Big-C Culture or Little-c Culture.

  5. Supporting English Language Learners in Math Class, Grades K-2

    Science.gov (United States)

    Bresser, Rusty; Melanese, Kathy; Sphar, Christine

    2009-01-01

    More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades K-2" outlines the challenges ELL students face when learning math and provides a wealth of specific…

  6. EFL Students' Attitudes toward Learning English Language: The Case Study of Kashan University Students

    Science.gov (United States)

    Eshghinejad, Shahrzad

    2016-01-01

    Attitude is considered as an essential factor influencing language performance and received considerable attention from both first and second language researchers. Al-Mamun, Rahman, Rahman, and Hossaim argue that attitude is the feeling people have about their own language. Thus, attitude to language is a construct that explains linguistic…

  7. The Implementation of Lesson Study in English Language Learning: A Case Study

    Directory of Open Access Journals (Sweden)

    Wakhid Nashruddin

    2016-12-01

    Full Text Available Lesson Study as a growing interest in the education world has attracted educators, experts, and professionals in the area to make use of it in improving the lessons—it also happens in Indonesia. Originally applied in the teaching of mathematics in Japan, now it turns to be used in other fields, and English is one of them. This paper highlights the guideline on Lesson Study and pictures its application in a private senior high school in Malang, East Java, Indonesia. The adaptation of Lesson Study is interesting since Japan and Indonesia have different cultural background. How Lesson Study is usually implemented in Japan and the US and how it is applied in Indonesia will be seen here. As this is a case study, it will only focus on a school and the result should not be used to generalize Lesson Study applications in Indonesia. Interview and observation were instruments used in this study. The interview was used to gain information on how Lesson Study was normally conducted and observation (and the researchers’ involvements was used to see the real implementation of Lesson Study. What happened during the implementation of Lesson Study and during the teaching and learning process become a great attention here.

  8. The Significance of Learning Nicknames of Public Figures in Modern English and American Language Models of the World

    Science.gov (United States)

    Garayeva, Almira K.; Akhmetzyanov, Ildar G.; Khismatullina, Lutsia G.

    2016-01-01

    The importance of the topic of this study is determined by several factors: increased interest of linguists to the problem of interaction between language and culture; the need to study the onomastic units as body language. The purpose of this article is to identify the types of motivational nick names of famous American and English public…

  9. Sweet Science for ALL! Supporting Inquiry-Based Learning through M&Ms Investigation for English Language Learners

    Science.gov (United States)

    Song, Youngjin; Higgins, Teresa; Harding-DeKam, Jenni

    2014-01-01

    This article describes a series of inquiry-based lessons that provide English language learners (ELLs) with opportunities to experience science and engineering practices with conceptual understanding as well as to develop their language proficiency in elementary classrooms. The four-lesson sequence models how various types of instructional…

  10. 3rd grade English language learners making sense of sound

    Science.gov (United States)

    Suarez, Enrique; Otero, Valerie

    2013-01-01

    Despite the extensive body of research that supports scientific inquiry and argumentation as cornerstones of physics learning, these strategies continue to be virtually absent in most classrooms, especially those that involve students who are learning English as a second language. This study presents results from an investigation of 3rd grade students' discourse about how length and tension affect the sound produced by a string. These students came from a variety of language backgrounds, and all were learning English as a second language. Our results demonstrate varying levels, and uses, of experiential, imaginative, and mechanistic reasoning strategies. Using specific examples from students' discourse, we will demonstrate some of the productive aspects of working within multiple language frameworks for making sense of physics. Conjectures will be made about how to utilize physics as a context for English Language Learners to further conceptual understanding, while developing their competence in the English language.

  11. Language Training - English Training

    CERN Multimedia

    HR Department

    2009-01-01

    General and Professional English Courses The next session will take place: from 2nd March to end of June 2009 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be an average of 8 participants per class. Speaking activities will include discussions, meeting simulations, role-plays, etc., depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is designed for people ...

  12. Language Training - English Training

    CERN Multimedia

    HR Department

    2009-01-01

    General and Professional English Courses The next session will take place: from 2nd March to end of June 2009 (1/2 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Nathalie Dumeaux, tel. 78144. Oral Expression The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is intended for people with a good knowledge of English who want to enhance their speaking skills. There will be on average of 8 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 30 hours Price: 660 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from 2nd March to end of June 2009 (1/2 weeks break at Easter). This course is designed for people w...

  13. Language Training: English Courses

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. T...

  14. Language Training: English Courses

    CERN Multimedia

    Françoise Benz

    2005-01-01

    General and Professional English Courses The next session will take place from 28 February to 24 June 2005 (2/3 weeks break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from March to June 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from March to June 2005. Th...

  15. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

  16. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 5, 6, 7 November 2001. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

  17. LEARNING HOW TO LEARNA LANGUAGE

    CERN Multimedia

    Language training; tel. 78582

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training

  18. MUET Preparation Language Learning Strategies

    Science.gov (United States)

    Kuen, Yoong Li; Embi, Mohamed Amin

    2012-01-01

    The main objective of the study was to examine the English language learning strategies (LLS) used by Lower Six students in secondary schools who are sitting for their MUET test. It analyzed the language learning strategies that students use in order to prepare for the MUET test. Data were collected using a survey questionnaire with 300 students.…

  19. THE COMPARISONS AND CONTRASTS BETWEEN ENGLISH AND MALAY LANGUAGES

    Directory of Open Access Journals (Sweden)

    Mohd Nazri Latiff Azmi

    2016-06-01

    Full Text Available English and Malay languages are categorized as popular languages in the world. However, both languages underwent different history and composition. This study investigates the languages in terms of history, phonology, loanwords, grammar, morphology and semantics. The purposes of studying the comparisons and contrasts of both languages are not only to analyze the uniqueness of the languages but also to identify the process of understanding the languages especially the view of second language learners. It is found that two languages come from different background; somehow they share similar characteristics such as the vowels sounds, loanwords and semantics. However, the learners face difficulty in learning both languages especially in pronunciations and spelling.

  20. The Relationship between Second Language Acquisition Process and English Language Teaching in Indonesia

    OpenAIRE

    Pritz Hutabarat

    2016-01-01

    English as a global language is learned worldwide and a plethora of methods and approaches have been developed and practiced in English classrooms by dedicated teachers and students. Understanding the underlying theories of second and foreign language acquisition and learning will help both teachers and students in learning and teaching a target language. There has not been many research conducted in the area, especially within Indonesian context. This research therefore attempts to fill in g...

  1. Language Training: English Training

    CERN Document Server

    Françoise Benz

    2004-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants in...

  2. Language Training: English

    CERN Multimedia

    Françoise Benz

    2005-01-01

    If you wish to participate in one of the following courses, please discuss with your supervisor and apply electronically directly from the course description pages that can be found on the Web at: http://www.cern.ch/Training/ or fill in an 'application for training' form available from your Divisional Secretariat or from your DTO (Divisional Training Officer). Applications will be accepted in the order of their receipt. Oral Expression The next session will take place from January to March 2005. This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Timetable: Tuesday 11.30 to 13.30 Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Writing Professional Documents in English The next session will take place from Januar...

  3. Language Training: English Training

    CERN Multimedia

    Françoise Benz

    2004-01-01

    La prochaine session se déroulera du 04 octobre 2004 au 11 février 2005 (interruption de 3 semaines à Noël). Ces cours s'adressent à toute personne travaillant au CERN ainsi qu'à leur conjoint. Pour vous inscrire et voir tout le détail des cours proposés, consultez nos pages Web : http://cern.ch/Training Vous pouvez aussi contacter M. Liptow, tél. 72957. General and Professional English Courses The next session will take place from 04 October 2004 to 11 February 2005 (3 weeks break at Christmas). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow, tel. 72957. Oral Expression This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be approximately 8 participants ...

  4. “The Good Start Method for English” or how to support development, prevent and treat risk of dyslexia in children learning English as a second language

    Directory of Open Access Journals (Sweden)

    Bogdanowicz Katarzyna M.

    2016-09-01

    Full Text Available Children with developmental dyslexia and at its risk have difficulties in the acquisition of foreign languages, especially non-transparent English. The problems of such pupils concern various aspects of the language system but in particular relate to the ability to read and spell. The research literature dedicated to effective preventative methods and dyslexia treatment suggests that both children with dyslexia and at its risk need phonological awareness training and multi-sensory learning. It is also known that prevention and early treatment is more effective than therapeutic intervention used in older students. Experts in foreign language acquisition recommend that children have contact with longer oral texts and live language (e.g., poems and songs. A recently-published report on the methods of English language teaching in Polish primary schools shows that the lessons conducted there do not realise the majority of the aforementioned recommendations. As a consequence, they do not serve any pupils including those with dyslexia and at its risk. A method which meets most of the demands mentioned above is “The Good Start Method for English”. It is a new program of teaching the English language designed for five to seven-year-olds, which at the same time ensures support for the psychomotor development of children, leading to acceleration in learning progress.

  5. 14 CFR 221.4 - English language.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false English language. 221.4 Section 221.4... REGULATIONS TARIFFS General § 221.4 English language. All tariffs and other documents and material filed with the Department pursuant to this part shall be in the English language. ...

  6. Overview English Asa Second Language for Young Learners

    OpenAIRE

    Rini, Setia

    2016-01-01

    Young learners have special charactheristics hence the teachers of English as a Second language needs special strategy too. It is indicated that the increas of abilities to learn second language is started from the early age. We can imagine when the teachers do not use and apply appropriate teaching methods and strategy in teaching English for young learners. As a result, the students’ achievement does not work well. Thus, except to be successful in teaching English for young learners, it is ...

  7. Foreign language education: Principles of teaching English to adults at commercial language schools and centers

    Directory of Open Access Journals (Sweden)

    Oleg Tarnopolsky

    2016-12-01

    Full Text Available The ever-increasing spread of English as the language of global communication leads to ever-increasing demand for learning it among adult populations of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they have no other choice but to go and learn it at courses offered by numerous commercial language schools and centers. In post-Communist countries, such as Ukraine, commercial language schools and centers are responsible for English language training of the majority of adults learning that language after their secondary or tertiary school studies. They also serve the needs of many high and higher schools’ students who, due to various reasons, are not satisfied with learning English at their educational institutions. However, despite the importance and spread of this specific type of language education, its pedagogical and methodological foundations have hardly been developed at all. The present article is an attempt of partly filling this gap in pedagogy and methodology of English language education in non-English-speaking countries. The paper develops some theoretical underpinnings of that kind of education in the form of six principles underlying the organization of commercial English language courses, formulating their goals, selecting the learning contents, and choosing the methods of teaching and learning. The practical consequences of adopting the six suggested principles are outlined.

  8. Cambridge IGCSE English first language

    CERN Document Server

    Reynolds, John

    2013-01-01

    Revised edition for the 2015 syllabus to help your students prepare for their examination and enhance their enjoyment of English. This title has been written for the revised Cambridge IGCSE First Language English (0500 and 0522) syllabuses, for first teaching from 2013. ? Develops the skills necessary to become a better reader and writer. ? Offers detailed advice and preparation for the examination. ? Teaches skills for successful writing of essays and coursework assignment. We are working with Cambridge International Examinations to gain endorsement for this title.

  9. Bilinguals' Existing Languages Benefit Vocabulary Learning in a Third Language.

    Science.gov (United States)

    Bartolotti, James; Marian, Viorica

    2017-03-01

    Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts transfer from either language for individual words, whereas an accumulation account predicts cumulative transfer from both languages. To compare these accounts, twenty English-German bilingual adults were taught an artificial language containing 48 novel written words that varied orthogonally in English and German wordlikeness (neighborhood size and orthotactic probability). Wordlikeness in each language improved word production accuracy, and similarity to one language provided the same benefit as dual-language overlap. In addition, participants' memory for novel words was affected by the statistical distributions of letters in the novel language. Results indicate that bilinguals utilize both languages during third language acquisition, supporting a scaffolding learning model.

  10. Training for Content Teachers of English Language Learners: Using Experiential Learning to Improve Instruction

    Science.gov (United States)

    Bohon, Leslie L.; McKelvey, Susan; Rhodes, Joan A.; Robnolt, Valerie J.

    2017-01-01

    Experiential learning theory places experience at the center of learning. Kolb's four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle--feeling, reflection, thinking, and action. This research assesses the alignment of Kolb's experiential learning cycle with the week-long Summer…

  11. Teaching the Future: On the Use of Science Fiction in English Language Learning.

    Science.gov (United States)

    Stockwell, Peter

    2001-01-01

    Outlines the features of "pulpstyle" and its continuing influence on later science fiction. Considers some science fiction texts that explicitly address language issues. These ideas are related to practical techniques of using science fiction in the language classroom. (Author/VWL)

  12. Facilitating vocabulary acquisition of young English language learners.

    Science.gov (United States)

    Lugo-Neris, Mirza J; Jackson, Carla Wood; Goldstein, Howard

    2010-07-01

    This study examined whether English-only vocabulary instruction or English vocabulary instruction enhanced with Spanish bridging produced greater word learning in young Spanish-speaking children learning English during a storybook reading intervention while considering individual language characteristics. Twenty-two Spanish-speaking children learning English (ages 4-6) who participated in a summer education program for migrant families were randomly assigned to receive 2 weeks of each instruction: (a) word expansions in English or (b) English readings with word expansions in Spanish. Researcher-created measures of target vocabulary were administered, as were English and Spanish standardized measures of language proficiency and vocabulary. Results revealed significant improvement in naming, receptive knowledge, and expressive definitions for those children who received Spanish bridging. Spanish expansions produced the greatest gains in the children's use of expressive definitions. Initial language proficiency in both languages was found to affect participants' gains from intervention, as those with limited skills in both languages showed significantly less vocabulary growth than those with strong skills in Spanish. Additional benefits to using Spanish expansions in vocabulary instruction were observed. Future research should explore additional ways of enhancing the vocabulary growth of children with limited skills in both languages in order to support and strengthen the child's first language and promote second language acquisition.

  13. Different approaches to teaching English as a second language

    OpenAIRE

    Muñoz Pedraza, Mario

    2016-01-01

    Nowadays teaching and learning English as a second language is becoming more important than ever. This emphasis is due, to some extent, to the lack of work vacancies in Spain and the necessity of Spanish people to learn the English language properly. Having the ability to speak and understand the English language at a good level is thought of as beneficial as a way of either improving an individual’s curriculum with a qualification or certificate, or simply as a way of aiding that individual ...

  14. Positivity of the English Language

    Science.gov (United States)

    Kloumann, Isabel M.; Danforth, Christopher M.; Harris, Kameron Decker; Bliss, Catherine A.; Dodds, Peter Sheridan

    2012-01-01

    Over the last million years, human language has emerged and evolved as a fundamental instrument of social communication and semiotic representation. People use language in part to convey emotional information, leading to the central and contingent questions: (1) What is the emotional spectrum of natural language? and (2) Are natural languages neutrally, positively, or negatively biased? Here, we report that the human-perceived positivity of over 10,000 of the most frequently used English words exhibits a clear positive bias. More deeply, we characterize and quantify distributions of word positivity for four large and distinct corpora, demonstrating that their form is broadly invariant with respect to frequency of word use. PMID:22247779

  15. Positivity of the English language.

    Directory of Open Access Journals (Sweden)

    Isabel M Kloumann

    Full Text Available Over the last million years, human language has emerged and evolved as a fundamental instrument of social communication and semiotic representation. People use language in part to convey emotional information, leading to the central and contingent questions: (1 What is the emotional spectrum of natural language? and (2 Are natural languages neutrally, positively, or negatively biased? Here, we report that the human-perceived positivity of over 10,000 of the most frequently used English words exhibits a clear positive bias. More deeply, we characterize and quantify distributions of word positivity for four large and distinct corpora, demonstrating that their form is broadly invariant with respect to frequency of word use.

  16. FROM STORYTELLING TO STORY WRITING: THE IMPLEMENTATION OF READING TO LEARN (R2L PEDAGOGY TO TEACH ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA

    Directory of Open Access Journals (Sweden)

    Ika Lestari Damayanti

    2017-01-01

    Full Text Available It is widely acknowledged that the use of stories supports the development of literacy in the context of learning English as a first language. However, it seems that there are a few studies investigating this issue in the context of teaching and learning English as a foreign language.  This action-oriented case study aims to enhance students’ written narrative achievement through a pedagogical intervention that incorporates oral story sharing activities. In this paper, the intervention will be briefly described and the preliminary findings from the students’ written texts will be presented. This study which was conducted in a lower secondary school in Bandung Barat region, Indonesia implemented the intervention within eight learning periods. The intervention comprised the following stages: (1 preparing before reading (stories, (2 detailed reading, (3 joint rewriting, and (4 individual rewriting. Before and after the intervention, students’ narrative texts were collected and analysed in terms of how each text achieved its purpose, how it moved through stages and phases of meaning, the control of field, relationship with the reader and its coherence.  The preliminary findings indicate that there is a shift in students’ ability from writing fragmented and spoken-like language to more literate written narratives.   It is expected that this study which implemented R2L pedagogy in the Indonesian context will contribute to English language teaching in EFL contexts.

  17. Pronunciation and phonetics a practical guide for English language teachers

    CERN Document Server

    Brown, Adam

    2014-01-01

    This engaging, succinct text is an introduction to both phonetics and phonology as applied to the teaching of pronunciation to English language learners. Section 1 selectively covers the main areas of phonetics and phonology, without going into any area in more depth than the average English language teacher requires or that the average English language teacher trainee can handle. Section 2 focuses on practical issues related to learners and how they learn languages, and what represents good practice in terms of classroom activities for pronunciation—including aspects such as targets, motiva

  18. TEACHING WRITING IN ENGLISH AS A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    I Made Purna Wijaya

    2015-11-01

    Full Text Available This article aims at describing about teaching writing in English as a foreign Language. The reasons for teaching writing to students of English as a Foreign language include reinforcement, language development, learning style and the most importantly, writing as skill in its own right. Like many other aspects of English language teaching, the type of writing that students should do, will depend on their age, interest and level. These include writing post cards, letters of various kinds, filling in forms such as job applications, writing narrative compositions, report, newspaper and magazine article. The result showed that the students’ success of writing such matters absolutely depend on their motivations.

  19. Language and learning in the international university from English uniformity to diversity and hybridity

    CERN Document Server

    Preisler, Bent; Fabricius, Anne

    2011-01-01

    Based on a series of studies from universities around the world, this book suggests that internationalization does not equate with across-the-board use of English, and instead represents a new cultural and linguistic hybridity with the potential to develop new identities unfettered by traditional 'us-and-them' binary thinking.

  20. Science learning and literacy performance of typically developing, at-risk, and disabled, non-English language background students

    Science.gov (United States)

    Larrinaga McGee, Patria Maria

    Current education reform calls for excellence, access, and equity in all areas of instruction, including science and literacy. Historically, persons of diverse backgrounds or with disabilities have been underrepresented in science. Gaps are evident between the science and literacy achievement of diverse students and their mainstream peers. The purpose of this study was to document, describe, and examine patterns of development and change in the science learning and literacy performance of Hispanic students. The two major questions of this study were: (1) How is science content knowledge, as evident in oral and written formats, manifested in the performance of typically developing, at-risk, and disabled non-English language background (NELB) students? and (2) What are the patterns of literacy performance in science, and as evident in oral and written formats, among typically developing, at-risk, and disabled NELB students? This case study was part of a larger research project, the Promise Project, undertaken at the University of Miami, Coral Gables, Florida, under the sponsorship of the National Science Foundation. The study involved 24 fourth-grade students in seven classrooms located in Promise Project schools where teachers were provided with training and materials for instruction on two units of science content: Matter and Weather. Four students were selected from among the fourth-graders for a closer analysis of their performance. Qualitative and quantitative data analysis methods were used to document, describe, and examine specific events or phenomena in the processes of science learning and literacy development. Important findings were related to (a) gains in science learning and literacy development, (b) students' science learning and literacy development needs, and (c) general and idiosyncratic attitudes toward science and literacy. Five patterns of science "explanations" identified indicated a developmental cognitive/linguistic trajectory in science

  1. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Moniek Laurent

    2002-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 4, 5, 6 March 2002. Price: 460 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://cern.ch/Training   Language Training Moniek Laurent Tel. 78582 moniek.laurent@cern.ch

  2. The Use of Mobile Phone in English Language Lesson: A Shift from Teacher-Centred to Student-Centred through Mobile Learning

    Directory of Open Access Journals (Sweden)

    Kurniawan Mozes

    2018-01-01

    Full Text Available Most area of life requires changes. One of the things changes from time to time is learning method or strategy. In educational sector, especially in Teaching English to Speaker of Other Language (TESOL, teachers are demanded to have creative and innovative ways to teach language other than their own mother tongue in order to maintain pupils’ interest, creativity and learning outcomes. One alternative way to teach English is by integrating technology particularly mobile phone. However, there still questions on what is going on if teachers allow student to access mobile phone during class and how it can be done. This study aims to enrich teachers’ knowledge and broaden the paradigm of using mobile learning method serving the digital native generation in TESOL. A reflective analysis was done in collaboration with literature support to provide a clear image of mobile learning done in English class at a particular study program of Universitas Kristen Satya Wacana, Indonesia. The result showed that students’ need a transformation of teaching learning process, students can be engaged more actively on learning by using mobile phone and some possible activities are proposed for supporting student-centred instruction.

  3. Foreign Language Anxiety of Students Studying English Language and Literature: A Sample from Turkey

    Science.gov (United States)

    Elaldi, Senel

    2016-01-01

    A considerable number of foreign language learners experience a feeling of anxiety in language learning process. The purpose of this research was to find out foreign language anxiety levels of students studying in the Faculty of English Language and Literature at Cumhuriyet University, Sivas, Turkey when they were in preparatory class and when…

  4. Subtlety of Ambient-Language Effects in Babbling: A Study of English- and Chinese-Learning Infants at 8, 10, and 12 Months

    Science.gov (United States)

    Lee, Chia-Cheng; Jhang, Yuna; Chen, Li-mei; Relyea, George; Oller, D. Kimbrough

    2016-01-01

    Prior research on ambient-language effects in babbling has often suggested infants produce language-specific phonological features within the first year. These results have been questioned in research failing to find such effects and challenging the positive findings on methodological grounds. We studied English- and Chinese-learning infants at 8, 10, and 12 months and found listeners could not detect ambient-language effects in the vast majority of infant utterances, but only in items deemed to be words or to contain canonical syllables that may have made them sound like words with language-specific shapes. Thus, the present research suggests the earliest ambient-language effects may be found in emerging lexical items or in utterances influenced by language-specific features of lexical items. Even the ambient-language effects for infant canonical syllables and words were very small compared with ambient-language effects for meaningless but phonotactically well-formed syllable sequences spoken by adult native speakers of English and Chinese. PMID:28496393

  5. Designing, Implementing, and Evaluating a Department-Wide Service-Learning Program for English Language Learners in Morocco

    Science.gov (United States)

    Seilstad, Brian

    2014-01-01

    This article describes the theoretical and pedagogical background and results from the first semester of a service-learning program for English learners at a public Moroccan university and the local high school. This study fills a gap in the literature related to service-learning practice and outcomes in Morocco and the Arab world in general. The…

  6. Television, Language, and Literacy Practices in Sudanese Refugee Families: "I Learned How to Spell English on Channel 18"

    Science.gov (United States)

    Perry, Kristen H.; Moses, Annie M.

    2011-01-01

    This ethnographic study explored the ways in which media, particularly television, connected with English language and literacy practices among Sudanese refugees in Michigan. Three families with young children participated in this study. Data collection included participant observation, interviews, and collection of artifacts over 18 months, with…

  7. A Literary Approach to Teaching English Language in a Multicultural Classroom

    Science.gov (United States)

    Choudhary, Sanju

    2016-01-01

    Literature is not generally considered as a coherent branch of the curriculum in relation to language development in either native or foreign language teaching. As teachers of English in multicultural Indian classrooms, we come across students with varying degrees of competence in English language learning. Although language learning is a natural…

  8. English Language Teaching: phonetics, phonology and auditory processing contributions.

    Science.gov (United States)

    Araújo, Letícia Maria Martins; Feniman, Mariza Ribeiro; Carvalho, Fernanda Ribeiro Pinto de; Lopes-Herrera, Simone Aparecida

    2010-01-01

    interrelation of phonetics, phonology and auditory processing in English Language Teaching. to determine whether prior contact with English phonetics favors general learning of this language (L2), i.e. second language, in Portuguese speakers; to verify performance of these individuals in an auditory processing test prior to and after being taught L2. participants of the study were eight college students who had only studied English in high school. These participants were divided into two groups: control group - were only enrolled in English classes; experimental group - were enrolled in English phonetic classes prior to their enrollment in English classes. Participants were submitted to an auditory processing test and to an oral test in English (Oral Test) prior to and after the classes. Data were analyzed in the same way, i.e. prior to and after the classes. these were expressed statistically by T-Student's test. Analyses indicated no difference in performance between groups. Scores indicated better performance of the control group for answering questions in English in the Oral Test. The experimental group had better performance in the auditory processing test after being enrolled to English phonetic classes and English course. prior basic knowledge of English did not enhance general learning (improvement in pronunciation) of the second language, however, it improved the ability of temporal processing in the used test.

  9. ENGLISH LANGUAGE AND ROMANIAN MEDIA

    Directory of Open Access Journals (Sweden)

    Monica Condruz-Bacescu

    2017-03-01

    Full Text Available The paper deals with the significant increase of English words and expressions in Romanian media, in the general context of English and American words’ invasion. The premise from which we start to analyze the influence of English on Romanian audiovisual space is that this influence is specific not only to Romania, but is also found in many countries worldwide. Massive borrowing of Anglo-American terms was obvious after the Second World War in most European languages. This paper constitutes an awareness call to all communication specialists, putting particular emphasis on journalists’ role and those responsible in communication to convey future generations a constant concern for all that means Romanian language. The second part of the paper presents examples of necessary borrowings and luxury Anglicisms from different fields: economic, financial, trade, education and research; sports, communication and media terminology. Then, the next part deals with examples from Romanian newspapers, magazines, from TV and radio. The media, the main providers of Anglicisms, have built a secondary reality, relying on information, reports and interpretations which they select, order them according to priorities, and spread them among the public, using a certain terminology. The attitude of speakers and specialists to the avalanche of English terms in Romanian audiovisual language must be a rational one, since it is necessary to measure both advantages and disadvantages. Therefore, in this paper I wish to plead for quality in journalistic expression without blaming the use of anglicisms or neologisms regardless of the language of origin. On the contrary, I would like to emphasize that, when their use is justified in terms of terminology and when they come to cover a semantic void or a more precise meaning, borrowings may be a demonstration of spirituality, enrichment, networking and integration of science and modern technology. The conclusion is that the

  10. Learning English in Gabon: The Question of Cultural Content.

    Science.gov (United States)

    Victor, Mbodouma

    1999-01-01

    Gabonese students who speak French as a second language and are educated through French, learn English using textbooks designed for students in France. Article discusses pedagogical issues, goals that Gabonese students have in learning English, and the linguistic and sociolinguistic context in which learning of English takes place. Materials used…

  11. Survey of Native English Speakers and Spanish-Speaking English Language Learners in Tertiary Introductory Statistics

    Science.gov (United States)

    Lesser, Lawrence M.; Wagler, Amy E.; Esquinca, Alberto; Valenzuela, M. Guadalupe

    2013-01-01

    The framework of linguistic register and case study research on Spanish-speaking English language learners (ELLs) learning statistics informed the construction of a quantitative instrument, the Communication, Language, And Statistics Survey (CLASS). CLASS aims to assess whether ELLs and non-ELLs approach the learning of statistics differently with…

  12. The Impact of Wikis and Discussion Boards on Learning English as a Second Language. A Mixed Methods Research

    Science.gov (United States)

    Sánchez-Gómez, Ma. Cruz; Pinto-Llorente, Ana Ma.; García-Peñalvo, Francisco José

    2017-01-01

    In the field of teaching a second language (L2), technology has always occupied a relevant position. The development of new technological tools has allowed the convergence of two learning environments, traditional face-to-face learning and virtual learning. This convergence has fostered the advantages of both types of instructions and the…

  13. Foreign Language Education: Principles of Teaching English to Adults at Commercial Language Schools and Centers

    Science.gov (United States)

    Tarnopolsky, Oleg

    2016-01-01

    The ever-increasing spread of English as the language of global communication leads to ever-increasing demand for learning it among adult populations of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they…

  14. English-Language Learning at Their Fingertips: How Can Teachers Use Tablets to Teach EFL Children?

    Science.gov (United States)

    Alhinty, Mona

    2015-01-01

    The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However,…

  15. Boosting Vocabulary Learning through Self-Assessment in an English Language Teaching Context

    Science.gov (United States)

    Duque Micán, Adriana; Cuesta Medina, Liliana

    2017-01-01

    This study explores the influence of self-assessment of vocabulary competence on a group of students' oral fluency. Twenty-four young adult learners participated in a learning process that promoted their oral skills and vocabulary development. Self-assessment was mainly examined through the analysis of students' learning logs, field notes and…

  16. ENHANCING ENGLISH LANGUAGE LEARNERS’ MOTIVATION THROUGH ONLINE GAMES

    OpenAIRE

    Nataliia V. Iaremenko

    2017-01-01

    In this article, we examine the potentials of online games which teachers can employ in order to motivate their students and summarize the positive effects of playing learning games. The study addresses the question of how gamified learning is applicable to learning English as a second language. The other research questions refer to the reasons that make language learners want to play a learning game and the influence of particular game elements onto players. All of these questions are invest...

  17. Dictionary Culture of University Students Learning English as a Foreign Language in Turkey

    Science.gov (United States)

    Baskin, Sami; Mumcu, Muhsin

    2018-01-01

    Dictionaries, one of the oldest tools of language education, have continued to be a part of education although information technologies and concept of education has changed over time. Until today, with the help of the developments in technology both types of dictionaries have increased, and usage areas have expanded. Therefore, it is possible to…

  18. Time in the Experience of Agency and Emotion in English Language Learning in Rural Vietnam

    Science.gov (United States)

    White, Cynthia; Pham, Cuong

    2017-01-01

    While time and context have been found to have both synergistic and cumulative effects on language learners' cognitive and socio-affective development, time itself remains under-conceptualised in those processes. Drawing on the Bakhtinian construct of chronotope Bakhtin [(1981). "The Dialogic Imagination: Four Essays". Translated by…

  19. On Principle of Rewards in English Learning

    Institute of Scientific and Technical Information of China (English)

    熊莉芸

    2004-01-01

    There is no question that learning a foreign language like English is different from learning other subjects, mainly be cause it is new to us Chinese and there is no enough enviroment. But that doesn't mean we have no way to learn it and do it well .If asked to identify the most powerful influences on learning, motivation would probably be high on most teachers' and learners' lists. It seens only sensible to assume that English learning is most likely to occur when the learners want to learn. That is, when motivation such as interest, curiosity, or a desire achieves, the learners would be engaged in learning. However, how do we teachers motivate our students to like learning and learn well? Here, rewards both extrinsic and intrinsic are of great value and play a vital role in English learning.

  20. Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners

    Science.gov (United States)

    Halle, Tamara; Hair, Elizabeth; Wandner, Laura; McNamara, Michelle; Chien, Nina

    2011-01-01

    The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children’s growth and development. PMID:22389551

  1. English language learners' reading self-efficacy and achievement using 1:1 mobile learning devices

    OpenAIRE

    Walters, Jennifer L.

    2012-01-01

    Handheld technology devices allow users to be mobile and access the Internet, personal data, and third-party content applications in many different environments at the users' convenience. The explosion of these mobile learning devices around the globe has led adults to value them for communication, productivity, and learning. Outside of the school setting, many adolescents and children have access to, or own mobile devices. The use of these individual devices by children on a daily basis in s...

  2. Technology-Enhanced Language Learning (Tell): An Update and a Principled Framework for English for Academic Purposes (EAP) Courses

    Science.gov (United States)

    Chau, Juliana; Lee, Alfred

    2014-01-01

    The range and number of technologies currently available have yielded both opportunities and challenges for language educators. This study aims to review recent technology-enhanced language learning (TeLL) research, and to examine their potential relevance to EAP pedagogy, curricula, assessment and instruction. The results of this study show TeLL…

  3. English Language Narratives of Filipino Children

    Science.gov (United States)

    Lofranco, Lee Ann L.; Pena, Elizabeth D.; Bedore, Lisa M.

    2006-01-01

    Purpose: The current study focuses on describing the English language narrative skills of children who have been exposed to the Filipino language. Method: Eight children between the ages of 6;0 (years;months) and 7;7 who spoke primarily English but who were exposed to the Filipino language at home participated. Each child produced three narrative…

  4. Chinese Students' Attitudes toward English Language and Their ...

    African Journals Online (AJOL)

    grade Chinese students and its relationship with the English performance in order to assist teachers in making learning the English language more effective for a larger group of learners. T-test was calculated to compare the means of students ...

  5. Environmental Peace Education in Foreign Language Learners' English Grammar Lessons

    Science.gov (United States)

    Arikan, Arda

    2009-01-01

    English language teachers create contexts to teach grammar so that meaningful learning occurs. In this study, English grammar is contextualized through environmental peace education activities to raise students' awareness of global issues. Two sources provided data to evaluate the success of this instructional process. Fourth-year pre-service…

  6. Rater Judgment and English Language Speaking Proficiency. Research Report

    Science.gov (United States)

    Chalhoub-Deville, Micheline; Wigglesworth, Gillian

    2005-01-01

    The paper investigates whether there is a shared perception of speaking proficiency among raters from different English speaking countries. More specifically, this study examines whether there is a significant difference among English language learning (ELL) teachers, residing in Australia, Canada, the UK, and the USA when rating speech samples of…

  7. World Englishes, English as an International Language and Applied Linguistics

    Science.gov (United States)

    Kilickaya, Ferit

    2009-01-01

    The paper discusses World Englishes (WEs) in relation to English as an International Language (EIL) and Applied Linguistics. Taking into account Kachru's interesting but at the same time controversial debate about the status of English in its varieties, which are commonly called WEs and the opposing ideas presented by Quirk, it is aimed to present…

  8. "Can You Hear Me, Hanoi?" Compensatory Mechanisms Employed in Synchronous Net-Based English Language Learning

    Science.gov (United States)

    Cunningham, Una; Fagersten, Kristy Beers; Holmsten, Elin

    2010-01-01

    At Dalarna University, Sweden, modes of communication are offered at many points of Kenning's continuum with a web-based learning platform, including asynchronous document exchange and collaborative writing tools, e-mail, recorded lectures in various formats, live streamed lectures with the possibility of text questions to the lecturer in real…

  9. ENGLISH: THE LANGUAGE OF COMMUNICATION IN TOURISM

    Directory of Open Access Journals (Sweden)

    SIMION MINODORA OTILIA

    2013-02-01

    Full Text Available Tourism has become a success story of modern times. In the past decades the number of people whotravel abroad has grown rapidly. Tourism is a service - sector which has proved to be constant in times of economiccrisis and will continue to grow at a rapid pace in the 21st century. But tourism is an extremely complexendeavour.Communication is vital to its success since it is only through the effective use of communication thattourism marketers can offer to customers cues about world wide experiences.. Unfortunately, with the emphasis onscience and professional subjects, language studies are often neglected in universities. Consequently, English remains adifficult language to master in spite of the fact that the Tourism sector can benefit enormously from it and it can reviveinterest in learning languages .

  10. Teaching English Grammar Through Communicative Language Teaching Approach

    Institute of Scientific and Technical Information of China (English)

    王玮

    2013-01-01

    Grammar is an important part of language learning. In order for students to have a functional knowledge of a language (in other words, that they can spontaneously produce language) they must have at least some knowledge about the grammatical con⁃structs of the language in question. How grammar can be taught? Considering various second language teaching methods, teaching grammar through Communicative Language Teaching Approach is the most talked. Emphasis in this article is put on the applica⁃tion of Communicative Language Teaching Approach in grammar teaching in college English classes.

  11. Relationship of Teaching Efficiency with Academic Self-Efficacy and Self-Directed Learning among English Language Students: University Students’ Perspectives

    Directory of Open Access Journals (Sweden)

    Maryam Shohoudi

    2015-09-01

    Full Text Available Introduction: Self-directed learning is originated from adult education which has currently gained a special place in educational systems and is influenced by many variables such as teaching self-efficacy and self-directed learning. This research investigated the relationship of teachers’ teaching with academic self-efficacy and self-directed learning from English language students' perspectives. Methods: The study population comprised of all bachelor, master and Ph.D. English language students of Allameh Tabataba’i University (2014-2015 who had passed at least one semester. A total of 159 students were selected as study sample using Cochran formula and proportional stratified sampling. The data were collected through three standard questionnaires with confirmed validity and reliability. Data were analyzed by one-sample t-test, Pearson correlation and multiple regression. Results: With regard to teaching efficiency, content presentation, learning evaluation and class management skills were higher than average and lesson planning and control over content skills were at an average level. Also, all dimensions of academic self-efficacy and self-directed learning were significantly higher than average. The correlation between teaching efficiency and self-efficacy (r=0.367 and self-directed learning (r=0.571, and between self-efficacy and self-directed learning (r=0.523 was statistically significant (P<0.01. Moreover, a combination of teaching efficiency dimensions could predict different dimensions of self-efficacy and all components of self-directed learning. Furthermore, self-efficacy dimensions were good predictors of self-directed learning. Conclusion: Success in the realm of academia and organizational learning depends on the learners’ updated knowledge and skills and self-directed learning. Also, it seems teachers’ efficient teaching affects students’ academic self-efficacy, orienting them toward self-directed learning.

  12. Unscrambling jumbled sentences: An authentic task for English language assessment?

    Directory of Open Access Journals (Sweden)

    Betty Lanteigne

    2017-06-01

    Full Text Available Jumbled sentence items in language assessment have been criticized by some authors as inauthentic. However, unscrambling jumbled sentences is a common occurrence in real-world communication in English as a lingua franca. Naturalistic inquiry identified 54 instances of jumbled sentence use in daily life in Dubai/Sharjah, where English is widely used as a lingua franca. Thus it is seen that jumbled sentence test items can reflect real-world language use. To evaluate scrambled sentence test items, eight test item types developed from one jumbled sentence instance (“Want taxi Dubai you?” were analyzed in terms of interactivity and authenticity. Items ranged from being completely decontextualized, non-interactive, and inauthentic to being fully contextualized, interactive, and authentic. To determine appropriate assessment standards for English tests in schools in this region, the English language standards for schools and English language requirements for university admission in the UAE were analyzed. Schools in Dubai/Sharjah use Inner Circle English varieties of English (e.g., British or American English as the standard for evaluation, as well as non-native-English-speaker varieties (e.g., Indian English(es. Also, students applying to English-medium universities in the UAE must meet the required scores on standardized English tests including the IELTS and TOEFL. Standards for evaluation of communication in English involving tasks of jumbled sentences in classroom tests must reflect the language learning goals of the school and community. Thus standards for classroom assessment of English in Dubai/Sharjah are determined by local schools’ and universities’ policies.

  13. A Study on a Group of Indian English as a Second Language Learners' Perceptions of Autonomous Learning

    Science.gov (United States)

    Yildirim, Ozgur

    2012-01-01

    Learner autonomy has been one of the most popular terms in the language learning field lately. Researchers have been conducting studies to see different aspects of learner autonomy and to bring different suggestions to teachers to promote autonomous learning in their classrooms. Students of a particular cultural background would not show the same…

  14. The Alignment of Teaching Methodology and Learning Outcomes: The Effect of Students’ Presentations on the Development of English Language Proficiency of Adult Learners

    Directory of Open Access Journals (Sweden)

    Venera Ulker

    2017-12-01

    Full Text Available The aim of this study was to investigate the effectiveness of using students’ presentations on improving English language skills of adult learners and assess its potency to reach the expected learning outcomes. The research was conducted in the Continuing Education Center, Ishik University, Erbil, KRG, Iraq. The target population consisted of 23 English language learners (university graduates, and currently working in the sphere of Education. This study consisted of three major phases: first, explanation, preparation, presentation of the students’ works on the topic of interest and observation of students’ performance, second, teacher-student and student-student discussion of the video-recorded presentations. The last step was the application of the survey, which was designed to measure the participants’ attitude toward the mini-projects they presented in the class. The data were analyzed by means of frequency and percentage, as well as a summarization of the discussions. The main findings show that students’ attitude toward oral presentations, prepared on the topic of their own interest, have a positive attitude on students’ motivation toward learning English and help the adult learners to improve their language in general, and the productive skills in particular.

  15. Discourses, Identities and Investment in English as a Second Language Learning: Voices from Two U.S. Community College Students

    Science.gov (United States)

    Chang, Yueh-ching

    2016-01-01

    Adopting a qualitative case study methodology, the present study illuminates how two multilingual students enrolled in a U.S. community college ESL class negotiated the sociocultural norms valued in their multiple communities to make investment in learning English in college. Drawing on Gee's theory of Discourse and identity (1996) and Norton's…

  16. Language Planning, English Language Education and Development Aid in Bangladesh

    Science.gov (United States)

    Erling, Elizabeth J.

    2017-01-01

    The increased status of English as the language of international communication and business has meant that development aid has increasingly been used to finance language planning initiatives aimed at improving and/or expanding English language education. The intended outcome of this aid is often to provide expanded economic returns and…

  17. THE EFFECTS OF ERROR TREATMENT ON INTERLANGUAGE OF INDONESIAN LEARNERS LEARNING ENGLISH AS A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    Endang Fauziati

    2009-06-01

    months afterwards. They were analyzed quantitatively and qualitatively. The result indicates that the ET changed the state of the learners’ ungrammatical items. They became so dynamic. At a certain period, some appeared; then due to the ET, some were destabilized, some were fluctuating, and others were still stabilized. New errors appeared as they started learning to use new grammatical items. The conclusion drawn from this study is that ET can change the state of the learners’ IL errors; ET contributes to the destabilization process. Errors may persist momentarily but they can be destabilized. The ET still works on the learners who are at their post puberty. Thus, there is a great possibility for the learners to acquire complete TL grammar since their ungrammatical items are dynamic. Keywords: error treatment, interlanguage, fossilization, stabilization, destabilization.

  18. The Language Growth of Spanish-Speaking English Language Learners

    Science.gov (United States)

    Rojas, Raul; Iglesias, Aquiles

    2013-01-01

    Although the research literature regarding language growth trajectories is burgeoning, the shape and direction of English Language Learners' (ELLs) language growth trajectories are largely not known. This study used growth curve modeling to determine the shape of ELLs' language growth trajectories across 12,248 oral narrative language samples…

  19. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Language Training; Tel. 73127; Andrée Fontbonne; Tel. 72844

    2001-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. Languages: French and English. Length: 3 days, 7 hours per day. Dates: 7, 8, 9 March 2001. Price: 462 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages: http://training.web.cern.ch/Training/LANG/lang0_F.html

  20. LEARNING HOW TO LEARN A LANGUAGE

    CERN Multimedia

    Formation en Langues; Andrée Fontbonne - Tél. 72844; Language Training; Françoise Benz - Tel. 73127; Andrée Fontbonne - Tel. 72844

    2000-01-01

    This bilingual seminar is for anyone who would like to develop learning strategies and skills for learning a foreign language. It is particularly recommended for those wishing to sign up for a 3-month self-study session in the Resource Centre. Languages: French and English. Length: 5 hours a day for one week. Dates: 27 November to December 2000. Price: 490 CHF per person (for a group of 8 people). If you are interested, please enrol through our Web pages.

  1. The Development of English as a Second Language With and Without Specific Language Impairment: Clinical Implications.

    Science.gov (United States)

    Paradis, Johanne

    2016-02-01

    The purpose of this research forum article is to provide an overview of typical and atypical development of English as a second language (L2) and to present strategies for clinical assessment with English language learners (ELLs). A review of studies examining the lexical, morphological, narrative, and verbal memory abilities of ELLs is organized around 3 topics: timeframe and characteristics of typical English L2 development, comparison of the English L2 development of children with and without specific language impairment (SLI), and strategies for more effective assessment with ELLs. ELLs take longer than 3 years to converge on monolingual norms and approach monolingual norms asynchronously across linguistic subdomains. Individual variation is predicted by age, first language, language learning aptitude, length of exposure to English in school, maternal education, and richness of the English environment outside school. ELLs with SLI acquire English more slowly than ELLs with typical development; their morphological and nonword repetition abilities differentiate them the most. Use of strategies such as parent questionnaires on first language development and ELL norm referencing can result in accurate discrimination of ELLs with SLI. Variability in the language abilities of ELLs presents challenges for clinical practice. Increased knowledge of English language learning development with and without SLI together with evidence-based alternative assessment strategies can assist in overcoming these challenges.

  2. Navigating Complexities: An Integrative Approach to English Language Teacher Education

    Science.gov (United States)

    Ryan, Phillip; Glodjo, Tyler; Hobbs, Bethany; Stargel, Victoria; Williams, Thad

    2015-01-01

    This article is an analysis of one undergraduate English language teacher education program's integrative theoretical framework that is structured around three pillars: interdisciplinarity, critical pedagogy, and teacher exploration. First, the authors survey the unique complexities of language teaching and learning. Then, they introduce this…

  3. Transformational Theory and English as a Second Language/Dialect.

    Science.gov (United States)

    Scott, Charles T.

    Noam Chomsky's numerous criticisms of formerly well-accepted beliefs about the nature of language learning (e.g. in his review of Skinner's "Verbal Behavior") have led to a diversity of views regarding the potential application of transformational theory to the teaching of English as a second language/dialect. It seems clear, moreover, that his…

  4. Intercultural Communicative Competence: Exploring English Language Teachers' Beliefs and Practices

    Science.gov (United States)

    Young, Tony Johnstone; Sachdev, Itesh

    2011-01-01

    This paper reports on an investigation into the beliefs and practices of experienced teachers in the USA, UK and France relating to the application of a model of intercultural communicative competence (ICC) to English language programmes. Broadly, "intercultural" approaches to language learning and teaching are strongly advocated in both the…

  5. Language Models and the Teaching of English Language to Secondary School Students in Cameroon

    Science.gov (United States)

    Ntongieh, Njwe Amah Eyovi

    2016-01-01

    This paper investigates Language models with an emphasis on an appraisal of the Competence Based Language Teaching Model (CBLT) employed in the teaching and learning of English language in Cameroon. Research endeavours at various levels combined with cumulative deficiencies experienced over the years have propelled educational policy makers to…

  6. English Lecturer’s Attitude Toward English Variety In English Learning

    Directory of Open Access Journals (Sweden)

    Rahma Yanti

    2018-04-01

    Full Text Available This research investigates English lecturers’ attitude toward the variation of English in the process of English learning. The purpose of this study is to discuss the types of English variations uttered by English lecturers who are considered as respondents in this study and their attitudes toward the variations of language that appear to their own speech during the teaching-learning process. This research is descriptive by using qualitative approach. The data to be presented in this research is taken from several words of Indonesian lecturers at several universities in Padang West Sumatra by distributing some questionnaires and also interviews. The method of data analysis is divided into two types, first, methods which related to the correlation of external language objects with a non-linguistic element called correlation method or method of matching, and secondly, methods which related to surgical, processing or internal verbal tampering called the method of operation or distribution method.

  7. Language experience changes subsequent learning

    Science.gov (United States)

    Onnis, Luca; Thiessen, Erik

    2013-01-01

    What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant word order patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. PMID:23200510

  8. Figurative Idiomatic Language: Strategies and Difficulties of Understanding English Idioms

    Directory of Open Access Journals (Sweden)

    Nisreen Al-Khawaldeh

    2016-11-01

    Full Text Available Learning idioms which is considered a very essential part of learning and using language (Sridhar and Karunakaran, 2013 has recently attracted a great attention of English learning researchers particularly the assessment of how well Asian language learners acquire and use idioms in communication (Tran, 2013. Understanding and using them fluently could be viewed as a sign towards language proficiency as they could be an effective way to give students better conditions to enhance their communication skills in the daily context (Beloussova, 2015. Investigating how idiomatic expressions are dealt with and processed in a second language or foreign language is an issue worth examining further since it may give language teachers a better idea of some of the strategies language learners use in order to interpret figurative language. Despite their importance, learning and using English idioms by Arab EFL learners have not been investigated extensively, and no research has been conducted on Jordanian students’ idiomatic competency. Thus, the researcher decided to work on these un-tackled issues in the Jordanian context. Most idioms-based investigations are the difficulties Jordanians learners of English face when translating them into Arabic (Hussein, Khanji, and Makhzoumi, 2000; Bataineh and Bataineh, 2002; Alrishan and Smadi, 2015. The analysis of the test showed students’ very poor idiomatic competence; particularly a very limited awareness of the most frequently used idioms despite their overwhelming desire to learn them. Data analysis of the questionnaire revealed the strategies students use and the problems they face in understanding and learning idioms.

  9. ENHANCING ENGLISH LANGUAGE LEARNERS’ MOTIVATION THROUGH ONLINE GAMES

    Directory of Open Access Journals (Sweden)

    Nataliia V. Iaremenko

    2017-06-01

    Full Text Available In this article, we examine the potentials of online games which teachers can employ in order to motivate their students and summarize the positive effects of playing learning games. The study addresses the question of how gamified learning is applicable to learning English as a second language. The other research questions refer to the reasons that make language learners want to play a learning game and the influence of particular game elements onto players. All of these questions are investigated on the example of Kahoot web resource. The study suggests that online learning games can foster intrinsic motivation and help engage students in learning activities. The use of online games in English as a second language learning shows the direct relationship between a high energy level of fun competition and increased motivation.

  10. 75 FR 13751 - Office of English Language Acquisition; Overview Information; Language Enhancement, and Academic...

    Science.gov (United States)

    2010-03-23

    ... DEPARTMENT OF EDUCATION Office of English Language Acquisition; Overview Information; Language... Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) may... Secretary and Director, Office of English Language Acquisition, Language Enhancement, and Academic...

  11. Out-of-school factors in english language proficiency: comparison between Slovenia and the Netherlands

    OpenAIRE

    Gorenc, Ana

    2017-01-01

    In my master's thesis, I focus on the connection between social environment and learning a foreign language, namely English. I write about out-of-school exposure, which is an important part of informal learning of English as a foreign language. In the theoretical part I discuss to what extent English is present in every-day life in Slovenia, the Netherlands and globally. This part contains facts about important out-of-school effects that affect learning English: social environment, family ba...

  12. A Fuzzy Logic-Based Personalized Learning System for Supporting Adaptive English Learning

    Science.gov (United States)

    Hsieh, Tung-Cheng; Wang, Tzone-I; Su, Chien-Yuan; Lee, Ming-Che

    2012-01-01

    As a nearly global language, English as a Foreign Language (EFL) programs are essential for people wishing to learn English. Researchers have noted that extensive reading is an effective way to improve a person's command of English. Choosing suitable articles in accordance with a learner's needs, interests and ability using an e-learning system…

  13. Language Alternation and Language Norm in Vocational Content and Language Integrated Learning

    Science.gov (United States)

    Kontio, Janne; Sylvén, Liss Kerstin

    2015-01-01

    The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are…

  14. Communication Strategies in English as a Second Language (ESL Context

    Directory of Open Access Journals (Sweden)

    Lidya Ayuni Putri

    2013-01-01

    Full Text Available Communication is important for people around the world. People try to communicate to other people around the globe using language. In understanding the differences of some languages around the world, people need to learn the language of other people they try to communicate with, for example Indonesian people learn to acquire English. In the context that English in Indonesia is considered as a foreign language, it causes the learners of English in Indonesia understand not only the language but also the culture. Foreign language learners may encounter various communication problems when their interlanguage is limited. In order to convey their messages and remain in a conversation until their communication goal is achieved, ESL (English as a Second Language learners need to employ communication strategies, which have been defined generally as devices used by second language learners to overcome perceived barriers to achieving specific communication goals (Færch & Kasper, 1983. In order to avoid certain miscommunication, the teacher of English in Indonesia should also give their learners the understanding of communication strategies.

  15. Technology and English Language Teaching (ELT)

    Science.gov (United States)

    Kazzemi, Akram; Narafshan, Mehry Haddad

    2014-01-01

    This paper is a try to investigate the attitudes of English language university teachers in Kerman (Iran) toward computer technology and find the hidden factors that make university teachers avoid using technology in English language teaching. 30 university teachers participated in this study. A questionnaire and semi-structured interview were…

  16. Promising Instructional Practices for English Language Learners

    Science.gov (United States)

    Prince, Johanna

    2018-01-01

    Aim/Purpose: The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background: English Language Learners experience linguistic, cultural, and cognitive shifts that can be…

  17. Students of Today Changing English Language Studies of Yesterday

    Directory of Open Access Journals (Sweden)

    Irena Vodopija-Krstanović

    2015-12-01

    Full Text Available In recent times, concern has been expressed as to whether English Language Studies are in tune with the wider social, political, technological and economic trends, and the latest developments in applied linguistics and English language education. In line with these views, the aim of this study is to explore – by means of interviews with 25 English majors from the University of Rijeka – the students’ expectations with respect to the skills and competencies (to be developed in their course of English studies, their relevance to the job market, as well as the teaching approaches and methods used to reach these learning outcomes. By comparing and contrasting the emerging educational trends triggered by the Bologna Process with primary data collected in our interviews, we focus on the implications that our results might have in terms of introducing changes to traditional English Language Studies educational paradigms.

  18. "Speaking English Naturally": The Language Ideologies of English as an Official Language at a Korean University

    Science.gov (United States)

    Choi, Jinsook

    2016-01-01

    This study explores language ideologies of English at a Korean university where English has been adopted as an official language. This study draws on ethnographic data in order to understand how speakers respond to and experience the institutional language policy. The findings show that language ideologies in this university represent the…

  19. THE STUDENTS’ PERCEPTION OF THE EFFECTIVENESS OF ENGLISH AND ARABIC TEACHING AND LEARNING AT THE LANGUAGE AND CULTURE CENTER OF STATE INSTITUTE FOR ISLAMIC STUDIES SHEKH NURJATI CIREBON

    Directory of Open Access Journals (Sweden)

    Mahmud Mahmud

    2014-10-01

    Full Text Available This study aimed to explore the effectiveness of English and Arabic teaching and learning the Language and Culture Center (LCC at the State Institute for Islamic Studies Shekh Nurjati Cirebon (SIIS SNJ based on the students’ perception. The study is to find out students’ opinion toward English and Arabic teaching and learning process and provide beneficial information for the teaching system in the LCC. This study used descriptive survey approach. The subjects were the students of English and Arabic intensive program. The data were collected through the questionnaire The results of the study are as follows. First, the teaching quality indicator is categorized as fairly effective. Second, the generic skills indicator is categorized as less effective. Third, students’ motivation indica-tor is categorized as less effective. Fourth, learning resources is categorized as not effective. Fifth, the assessment appropriateness is categorized as fairly effective. Sixth, the students’ workload is catego-rized as less effective. Seventh, the curriculum content is categorized as less effective. Keywords: students’ perception, teaching and learning, effectiveness.

  20. Learn English or die: The effects of digital games on interaction and willingness to communicate in a foreign language

    Directory of Open Access Journals (Sweden)

    Hayo Reinders

    2011-04-01

    Full Text Available In recent years there has been a lot of interest in the potential role of digital games in language education. Playing digital games is said to be motivating to students and to benefit the development of social skills, such as collaboration, and metacognitive skills such as planning and organisation. An important potential benefit is also that digital games encourage the use of the target language in a non-threatening environment. Willingness to communicate has been shown to affect second language acquisition in a number of ways and it is therefore important to investigate if there is a connection between playing games and learners’ interaction in the target language. In this article we report on the results of a pilot study that investigated the effects of playing an online multiplayer game on the quantity and quality of second language interaction in the game and on participants’ willingness to communicate in the target language. We will show that digital games can indeed affect second language interaction patterns and contribute to second language acquisition, but that this depends, like in all other teaching and learning environments, on careful pedagogic planning of the activity.

  1. Intercultural challenge to language learning

    Directory of Open Access Journals (Sweden)

    Luz María Muñoz de Cote

    2012-10-01

    Full Text Available This paper presents the findings of a qualitative research project set to investigate the piloting process of an innovative language program for university students. It challenges traditional English language teaching courses celebrating a view centered on learning; classes become spaces for students to understand the language they are learning through the development of small projects. The approach moves from a teaching transmission paradigm to one where the most important agent is each student who has to engage with a topic of his or her interest. Students are seen as individuals whose knowledge and understanding of the world is valued and not as people whose lack of language skills prevents themfrom engaging in discussions of complex topics. The objective of this innovation is to enhance students’ understanding and use of academic English in their field of interest. In this project, we argue that knowledge and understanding of the mother tongue and culture play key roles in the development of a second language. A number of studies suggest that students who had strong first language literacy skills achieved higher proficiency levels in their second language. Based on this argument and Vygotsky’s sociocultural learning theory, we designed disciplinary content language learning workshops for first-degree students. The main tenet is that students can develop academic English given that they know about their discipline. Findings so far reveal the difficulty of students to take distance from their previous learning experiences. They also show that students’ ideas expressed in English are far more complex than what would be expected of them given their second language skills. The complexity is not only related to thecontent, but to the way they construct their paragraphs and the understanding of how the register of their field  may be used.

  2. CHALLENGE AND CHANGE IN SCHOLASTIC JOURNALISM AS RELATED TO THE TEACHING AND LEARNING OF ENGLISH LANGUAGE ARTS

    Directory of Open Access Journals (Sweden)

    Stacy Haynes-Moore

    2015-02-01

    Full Text Available Changing notions of literacy impact and complicate ways in which English language arts educators adapt curriculum in meaningful ways for students. In this paper, I position scholastic journalism as authentic, 21st It is a wintery Saturday morning and a small group of student writers and editors wait outside Publications Room 70 eager for me to unlock the school door. The group is ready to work. They century ELA coursework. I provide an historical overview of scholastic journalism. I emphasize impacts of media law, emergent technologies, and redesigned school literacy goals to the ways in which scholastic journalism negotiates acceptance within ELA curriculum.

  3. Effects of Multimedia Annotations on Incidental Vocabulary Learning and Reading Comprehension of Advanced Learners of English as a Foreign Language

    Science.gov (United States)

    Akbulut, Yavuz

    2007-01-01

    The study investigates immediate and delayed effects of different hypermedia glosses on incidental vocabulary learning and reading comprehension of advanced foreign language learners. Sixty-nine freshman TEFL students studying at a Turkish university were randomly assigned to three types of annotations: (a) definitions of words, (b) definitions…

  4. Pronunciation for English as an international language from research to practice

    CERN Document Server

    Low, Ee-Ling

    2014-01-01

    Pronunciation plays a crucial role in learning English as an international language, yet often remains marginalised by educators due to a lack of required phonetic and phonological knowledge. Pronunciation for English as an International Language bridges the gap between phonetics, phonology and pronunciation and provides the reader with a research based guide on how best to teach the English language. The book follows an easy to follow format which ensures the reader will have a comprehensive grasp of each given topic by the end of the chapter. Key ideas explored include: Articulation of English speech sounds and basic transcription Connected speech processes Current issues in English language pronunciation teaching Multimedia in English language pronunciation practice Using speech analysis to investigate pronunciation features Using the latest research, Pronunciation for English as an International Language will facilitate effective teaching and learning for any individual involved in teaching English a...

  5. Course-embedded student support for online English language learners

    Directory of Open Access Journals (Sweden)

    Maureen Andrade

    2014-02-01

    Full Text Available This paper describes an embedded approach to learner support in online English language courses. The support model is based on language acquisition, transactional distance, and self-regulated learning theories. Based on these theories, courses were designed to provide the interaction necessary for academic English language gains, decrease the transactional distance between the teacher and learner, and assist learners in developing the ability to control the factors that affect their learning; in other words, to be self-regulated learners. The latter is critical for those who lack the autonomy needed for successful distance learning. In this paper, three course activities are described and analyzed to demonstrate how the embedded support model responds to the needs of diverse learners and assists them in achieving identified outcomes. The courses were designed for off-site international students enrolled in traditional English-speaking higher education institutions.http://dx.doi.org/10.5944/openpraxis.6.1.90

  6. Marking of verb tense in the English of preschool English-Mandarin bilingual children: evidence from language development profiles within subgroups on the Singapore English Action Picture Test.

    Science.gov (United States)

    Brebner, Chris; McCormack, Paul; Liow, Susan Rickard

    2016-01-01

    The phonological and morphosyntactic structures of English and Mandarin contrast maximally and an increasing number of bilinguals speak these two languages. Speech and language therapists need to understand bilingual development for children speaking these languages in order reliably to assess and provide intervention for this population. To examine the marking of verb tense in the English of two groups of bilingual pre-schoolers learning these languages in a multilingual setting where the main educational language is English. The main research question addressed was: are there differences in the rate and pattern of acquisition of verb-tense marking for English-language 1 children compared with Mandarin-language 1 children? Spoken language samples in English from 481 English-Mandarin bilingual children were elicited using a 10-item action picture test and analysed for each child's use of verb tense markers: present progressive '-ing', regular past tense '-ed', third-person singular '-s', and irregular past tense and irregular past-participle forms. For 4-6 year olds the use of inflectional markers by the different language dominance groups was compared statistically using non-parametric tests. This study provides further evidence that bilingual language development is not the same as monolingual language development. The results show that there are very different rates and patterns of verb-tense marking in English for English-language 1 and Mandarin-language 1 children. Furthermore, they show that bilingual language development in English in Singapore is not the same as monolingual language development in English, and that there are differences in development depending on language dominance. Valid and reliable assessment of bilingual children's language skills needs to consider the characteristics of all languages spoken, obtaining accurate information on language use over time and accurately establishing language dominance is essential in order to make a

  7. Mutual Word Borrowings between the English and the Spanish Languages

    Directory of Open Access Journals (Sweden)

    Aliya Rinatovna Ismagilova

    2017-09-01

    Full Text Available The contemporary world witnesses growing popularity of foreign languages learning and their role in the modern society. The article is devoted to the problem of mutual borrowings from English and Spanish languages. The aim of the article is to investigate new tendencies in the English words borrowings, their establishment in the Spanish language and the other way round. The Spanish language is one of the most widespread languages in the world and it is a native language for different nationalities. On the other hand, English has borrowed quite a lot of Spanish words as well. The mutual enrichment of the languages makes the process of language teaching specific and it is important in the modern process of globalization where languages are the main resource of international cooperation. The article contains both theoretical and practical materials dedicated to the investigation of this problem. This article may be useful for a wide range of readers, students, scientists, linguists in the study of modern Spanish and English languages.

  8. A Critical Appraisal of Foreign Language Research in Content and Language Integrated Learning, Young Language Learners, and Technology-Enhanced Language Learning Published in Spain (2003-2012)

    Science.gov (United States)

    Dooly, Melinda; Masats, Dolors

    2015-01-01

    This state-of-the-art review provides a critical overview of research publications in Spain in the last ten years in three areas of teaching and learning foreign languages (especially English): context and language integrated learning (CLIL), young language learners (YLL), and technology-enhanced language learning (TELL). These three domains have…

  9. Evaluating the Language Resources of Chatbots for Their Potential in English as a Second Language

    Science.gov (United States)

    Coniam, David

    2008-01-01

    This paper investigates the linguistic worth of current "chatbot" programs--software programs which attempt to hold a conversation, or interact, in English--as a precursor to their potential as an ESL (English as a second language) learning resource. After some initial background to the development of chatbots, and a discussion of the Loebner…

  10. An investigation of mathematics and science instruction in English and Spanish for English language learners

    Science.gov (United States)

    Rodriguez-Esquivel, Marina

    The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edicion and the Florida Comprehensive Achievement Test. The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction.

  11. Learning English as an L2 in the Global Context: Changing English, Changing Motivation

    Science.gov (United States)

    Sung, Chit Cheung Matthew

    2013-01-01

    As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of "integrative motivation" in the literature of second language (L2)…

  12. Attitudes toward English & English Learning at an Iranian Military University: A Preliminary Survey

    Science.gov (United States)

    Mahdavi Zafarghandi, Amir; Jodai, Hojat

    2012-01-01

    This study intends to represent attitudes toward English and English learning at an Iranian military university. Iranian military staff is required to study English in a social environment where there is little immediate need or opportunity to use the language for real communicative purposes.The subjects included 34 Iranian military personnel who…

  13. Tracking the Progress of English Language Learners

    Science.gov (United States)

    Murphy, Audrey F.

    2009-01-01

    Educators need to document progress for English language learners, and the best structures to put into place in order to record their growth. Beginning with the stages of language proficiency, student progress can be tracked through the use of a baseline in all four language strands and the creation of rubrics to monitor performance. Language…

  14. The English Language and Communicability: The Nigerian ...

    African Journals Online (AJOL)

    Nigeria is blessed with many indigenous languages that are mainly used in communication, including English as her second language. These languages had never remained static; they develop simultaneously with the developing nature of Nigeria. Communication therefore dominates the various functions performed by ...

  15. Attitudes and Attained English Language Proficiency of University Students in Thailand: A Sociolinguistic Study.

    Science.gov (United States)

    Boykin, Arsene; Trungamphai, Arunthadee

    English proficiency of Thai university students studying English as a Foreign Language (EFL) was studied in relation to attitudinal scores on social, economic, travel, or prestige scales. Secondarily, the subjects' attitudes toward their native group and toward the target language group, and their motives for learning English were studied in…

  16. Language and EFL Teacher Preparation in Non-English-Speaking Environments.

    Science.gov (United States)

    Peretz, Arna S.

    Linguistic and paralinguistic problems faced by non-native-English speakers training to be teachers of English as a second or foreign language (ESL/EFL) in non-English-speaking environments are discussed. Relevant theories of second language learning and acquisition are reviewed, and the affective factors and sociocultural variables that appear to…

  17. English in the Chinese foreign language classroom

    CERN Document Server

    Wang, Danping

    2013-01-01

    Chinese is an ancient language, but the present scope of its global study is unprecedented. Comprehending the impacts of worldwide linguistic realities on 'Chinese as a Foreign Language' (CFL) teachers and students will be critical to its long-term success. The most important phenomenon has been the establishment of English as a lingua franca, especially in the expanding marketplaces of Asia. This book examines the role of English as a medium of instruction in CFL classrooms. It begins by integrating existing studies on the global spread of English with research on English as a medium of secon

  18. Learning a Second Language

    OpenAIRE

    Murphy, Caroline; Hermann, Charlotte; Andersen, Signe Hvalsøe; Grigalauskyte, Simona; Tolsgaard, Mads; Holmegaard, Thorbjørn; Hajaya, Zaedo Musa

    2013-01-01

    This study examines the concept of second language learning in Denmark with focus on how second language learners negotiate their identities in relation to language learning and integration. By investigating three language learners’ acquisition of Danish through key theories on the field of second language learning, focus is centred on the subjects’ lived experiences of the learning process within their everyday lives and in the classroom. Through interviews and observations it can be conclud...

  19. The Routledge Dictionary of English Language Studies

    CERN Document Server

    Pearce, Michael

    2012-01-01

    Filled with real examples of the way people use English in different contexts, The Routledge Dictionary of English Language Studies is an indispensable guide to the richness and variety of the English language for both students and the general reader.From abbreviation to zero-article, via fricative and slang, the Dictionary contains over 600 wide ranging and informative entries covering:the core areas of language description and analysis: phonetics and phonology, grammar, lexis, semantics, pragmatics and discoursesociolinguistics, including entries on social and regional variation, stylistic v

  20. AP English language & composition crash course

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    Hogue, Dawn

    2012-01-01

    AP English Language & Composition Crash Course - Gets You a Higher Advanced Placement Score in Less Time Crash Course is perfect for the time-crunched student, the last-minute studier, or anyone who wants a refresher on the subject. AP English Language & Composition Crash Course gives you: Targeted, Focused Review - Study Only What You Need to Know Crash Course is based on an in-depth analysis of the AP English Language & Composition course description outline and actual Advanced Placement test questions. It covers only the information tested on the exam, so you can make the most of your valua

  1. Communicating with Islamic Communication and Broadcasting English Language Learners

    Directory of Open Access Journals (Sweden)

    Lina masruuroh

    2018-04-01

    Full Text Available Proper Teacher Talk (TT used in the EFL classroom contributes to the effective communication in  TEFL. Teachers who are expected to implement proper and effective teacher talk are apparently seeing this as one of the most complicated elements to be appropriately integrated in EFL class due to the different context between target language and first language and also the excessive target language exposure that is given by English teacher to the students as one of authentic learning process in the classroom. Many research focus on researching effective TT strategy in general EFL classroom, however, there is ony limited number of them that focuses on researching this concept in Islamic classroom with its Islamic culture, Islamic learners and Islamic situations. This descriptive qualitative study discussed and proposed the effective teacher talks in supporting the success of teaching english as a foreign language classroom in Islamic context. This article had anaysed the interview result from 7 English-Islamic lecturers in Islamic Broadcasting and Communication Learners (KPI major and used TT features which later focussed on its ammount, diction and questioning type under SLA theory. This article aims to explain why and what types of language of the proper communication style and strategies should be applied by the English lecturers in Islamic higher education for having the effective teacher talk to English-Islamic  learners, specifically to Islamic Broadcasting and Communication Learners, that could contribute to a professional development in English Language Teaching.

  2. Interactive Syllable-Based English Vocabulary Learning in a Context-Aware Environment

    Science.gov (United States)

    Wang, Wen-Yen; Huang, Yueh-Min

    2017-01-01

    English is one of the most important second languages in nonnative English-speaking countries, where learning English usually begins in primary school. To this end, vocabulary learning is regarded as the most fundamental and crucial stage in developing the student's English language capability. While some studies have explored strategies of…

  3. Strategies for Building Social Connection through English: Challenges for Immigrants and Implications for Teaching English as a Second Language

    Science.gov (United States)

    Taylor-Leech, Kerry; Yates, Lynda

    2012-01-01

    This article draws on ethnographic data from a longitudinal study of newly-arrived immigrants of non English-speaking background in the Australian Adult Migrant English Program to investigate their opportunities for using English and the language learning strategies (LLS) they used to make the most of these opportunities. Analysis of their reports…

  4. Pathways to the Oral and Written Language Competence Among Young Vietnamese English Language Learners

    OpenAIRE

    Duong, Thao Michelle

    2011-01-01

    This case study, drawing upon the ecological perspectives (Kramsch, 2002; van Lier, 2004) as a theoretical framework, described the learning experiences of two second generation and first grade Vietnamese English Language Learners navigating between home and school to develop oral and written L1 Vietnamese and L2 English competence for one school year. In the second school year, the focal students' oral and written language samples were collected without classroom observations or interviews....

  5. Gradient language dominance affects talker learning.

    Science.gov (United States)

    Bregman, Micah R; Creel, Sarah C

    2014-01-01

    Traditional conceptions of spoken language assume that speech recognition and talker identification are computed separately. Neuropsychological and neuroimaging studies imply some separation between the two faculties, but recent perceptual studies suggest better talker recognition in familiar languages than unfamiliar languages. A familiar-language benefit in talker recognition potentially implies strong ties between the two domains. However, little is known about the nature of this language familiarity effect. The current study investigated the relationship between speech and talker processing by assessing bilingual and monolingual listeners' ability to learn voices as a function of language familiarity and age of acquisition. Two effects emerged. First, bilinguals learned to recognize talkers in their first language (Korean) more rapidly than they learned to recognize talkers in their second language (English), while English-speaking participants showed the opposite pattern (learning English talkers faster than Korean talkers). Second, bilinguals' learning rate for talkers in their second language (English) correlated with age of English acquisition. Taken together, these results suggest that language background materially affects talker encoding, implying a tight relationship between speech and talker representations. Copyright © 2013 Elsevier B.V. All rights reserved.

  6. Using Short Texts to Teach English as Second Language: An Integrated Approach

    Science.gov (United States)

    Kembo, Jane

    2016-01-01

    The teacher of English Language is often hard pressed to find interesting and authentic ways to present language to target second language speakers. While language can be taught and learned, part of it must be acquired and short texts provide powerful tools for doing so and reinforcing what has been taught/learned. This paper starts from research,…

  7. Refining English Language Tests for University Admission: A Malaysian Example

    Directory of Open Access Journals (Sweden)

    Arshad Abd Samad

    2008-06-01

    Full Text Available English has now become the lingua franca of much of technological, business and academic endeavours. Consequently, learning the English language is now seen as vital, especially at the university level where proficiency in the language has become a selection criterion. At present, the Malaysian University English Test (MUET has been adopted by Malaysian public universities as an indicator of English language proficiency. A student’s overall result depends on all the four language components of the MUET and often determines the number and nature of the English language courses he or she has to attend at university. This study seeks to examine whether MUET is an accurate predictor of performance and success at university and how the MUET can be finetuned as an entry level English language test. It was carried out among 52 third year undergraduates of the Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia, admitted into the Teaching English as a Second Language (TESL programme. The findings of the study do not offer conclusive evidence about the validity of MUET as a predictor of academic success. However, six models of various combinations of scores on language components on the MUET scores are examined in terms of their effectiveness in increasing the accuracy in selecting students for the TESL programme. The correlations obtained using these models indicate that the combination of various components of the MUET can be used to more accurately predict student achievement at tertiary level than the cumulative MUET score itself. The results of these correlations and their implications in using language tests as admission requirements in general are also discussed

  8. English Learners with Learning Disabilities: What Is the Current State?

    Science.gov (United States)

    Rodríguez, Ashley; Rodríguez, Diane

    2017-01-01

    As the demographics across the United States continues to change, specifically with increases in school age English Learners who speak a home language other than English, it is imperative that schools meet the diverse needs of these children. This article summarizes studies about English Learners with learning disabilities. It reports on the…

  9. Improving English Listening Proficiency: The Application of ARCS Learning-Motivational Model

    Science.gov (United States)

    Zhang, Jianfeng

    2015-01-01

    Language learning motivation is one of vital factors which strongly correlates to the success in second language acquisition. Listening proficiency, as one of the basic language abilities, is paid much attention in English instruction, but presently the college English listening teaching is a weak link in English language teaching in China, which…

  10. Teachers' Perceptions of the Use of Computer Assisted Language Learning to Develop Children's Reading Skills in English as a Second Language in the United Arab Emirates

    Science.gov (United States)

    Al-Awidi, Hamed Mubarak; Ismail, Sadiq Abdulwahed

    2014-01-01

    This study investigated ESL teachers' perceptions regarding the use of Computer Assisted Language Learning (CALL) in teaching reading to children. A random sample of 145 teachers participated in the study by completing a survey developed by the researchers. To explore the situation in depth, 16 teachers were later interviewed. Results indicated…

  11. Strangers in Stranger Lands: Language, Learning, Culture

    Directory of Open Access Journals (Sweden)

    Hong Li

    2007-02-01

    Full Text Available This study investigates international students’ perceptions of the issues they face using English as a second language while attending American higher education institutions. In order to fully understand those challenges involved in learning English as a Second Language, it is necessary to know the extent to which international students have mastered the English language before they start their study in America. Most international students experience an overload of English language input upon arrival in the United States. Cultural differences influence international students’ learning of English in other ways, including international students’ isolation within their communities and America’s lack of teaching listening skills to its own students. Other factors also affect international students’ learning of English, such as the many forms of informal English spoken in the USA, as well as a variety of dialects. Moreover, since most international students have learned English in an environment that precluded much contact with spoken English, they often speak English with an accent that reveals their own language. This study offers informed insight into the complicated process of simultaneously learning the language and culture of another country. Readers will find three main voices in addition to the international students who “speak” (in quotation marks throughout this article. Hong Li, a Chinese doctoral student in English Education at the University of Missouri-Columbia, authored the “regular” text. Second, Roy F. Fox’s voice appears in italics. Fox is Professor of English Education and Chair of the Department of Learning, Teaching, and Curriculum at the University of Missouri-Columbia. Third, Dario J. Almarza’s voice appears in boldface. Almarza, a native of Venezuela, is an Assistant Professor of Social Studies Education at the same institution.

  12. Learning the Language of Statistics: Challenges and Teaching Approaches

    Science.gov (United States)

    Dunn, Peter K.; Carey, Michael D.; Richardson, Alice M.; McDonald, Christine

    2016-01-01

    Learning statistics requires learning the language of statistics. Statistics draws upon words from general English, mathematical English, discipline-specific English and words used primarily in statistics. This leads to many linguistic challenges in teaching statistics and the way in which the language is used in statistics creates an extra layer…

  13. English made easy volume one a new ESL approach learning English through pictures

    CERN Document Server

    Crichton, Jonathan

    2015-01-01

    This is a fun and user–friendly way to learn English English Made Easy is a breakthrough in English language learning—imaginatively exploiting how pictures and text can work together to create understanding and help learners learn more productively. It gives beginner English learners easy access to the vocabulary, grammar and functions of English as it is actually used in a comprehensive range of social situations. Self–guided students and classroom learners alike will be delighted by the way they are helped to progress easily from one unit to the next, using a combination of pictures and text

  14. Redefining the Role of English as a Foreign Language in the Curriculum in the Global Context

    Science.gov (United States)

    Xiaohong, Zhang; Zeegers, Margaret

    2010-01-01

    The English language has become a global language, a development which has influenced English language teaching and learning throughout the world. This influence has occurred more impressively in China than in other parts of the world as a result of the breathtaking pace at which China has integrated with global economies. Increasing industrial,…

  15. A case study:Finnish ninth grade students’ and their teacher’s views on and experiences in using YouTube video content in English language learning and teaching

    OpenAIRE

    Pigg, E. (Eveliina)

    2017-01-01

    Abstract The purpose of this thesis is to examine how Finnish ninth grade students and their teacher view the use of YouTube in English language learning and teaching and what kind of experiences they have in using it in school and outside the normative school context. The method of the study is ethnographic and it is based on sociocultural and ecological views on language learning. The materials used in the study were ques...

  16. The Effects of Language on English Language Learners' Music Preferences

    Science.gov (United States)

    Gosselin, Pei-Ying Lin

    2017-01-01

    The purpose of this study was to investigate the effects of songs in different languages on English language learners' (ELLs) music preferences. The participants (N = 62) were Chinese graduate students from a state university in the Midwestern United States. The survey contained nine excerpts from popular songs in three languages: Chinese (the…

  17. English in Japanese Society: Language within Language.

    Science.gov (United States)

    Honna, Nobuyuki

    1995-01-01

    Examines the growing influx of English loan words in Japanese, describing the structural and semantic changes that English loans go through in their Japanization process and the roles that they are expected to play. The social factors that drive the influx are also examined. (seven references) (MDM)

  18. Self-Regulation in Language Learning.

    Science.gov (United States)

    Tseng, Wen-Ta; Liu, Heidi; Nix, John-Michael L

    2017-04-01

    Self-regulated learning has been a widely researched subject for decades in educational psychology. Different instruments have been developed to understand learners' self-regulated learning in a specific subject domain. This study developed a measurement scale to assess English-as-a-foreign-language learners' self-regulatory capacity in English language learning and further examined the effects of gender on English-as-a-foreign-language learners' self-regulatory capacity. A series of psychometric analyses including exploratory factor analysis, confirmatory factor analysis, and full structural equation modeling were undertaken to answer the research questions raised. The findings suggest that the scale can attain high reliability and strong validity in two different samplings, and the underlying construct of self-regulation in English language learning is shown to be multidimensional with a significant impact by gender. Theoretical and pedagogical implications are further put forward in light of the research findings.

  19. English language knowledge for secondary teachers

    CERN Document Server

    Ross, Alison

    2013-01-01

    If teachers are to successfully develop their students' English language skills it is vital that they overcome any existing lack of confidence and training in grammar and language concepts. Language Knowledge for Secondary Teachers is an accessible book aiming to equip secondary teachers with the knowledge they need to teach language effectively. It clearly explains the essential concepts for language study, introduces the terminology needed for 'talking about language' and shows how this knowledge can be applied to the skills of reading, writing, speaking and listening. This

  20. Dirty pretty language: translation and the borders of English

    Directory of Open Access Journals (Sweden)

    Alida Payson

    2017-11-01

    Full Text Available This article analyses the politics of English, and translation into Englishness, in the film Dirty Pretty Things (Frears. With a celebrated multilingual cast, some of whom did not speak much English, the film nevertheless unfolds in English as it follows migrant characters living illegally and on the margins in London. We take up the filmic representation of migrants in the “compromised, impure and internally divided” border spaces of Britain (Gibson 694 as one of translation into the imagined nation (Anderson. Dirty Pretty Things might seem in its style to be a kind of multicultural “foreignized translation” which reflects a heteropoetics of difference (Venuti; instead, we argue that Dirty Pretty Things, through its performance of the labour of learning and speaking English, strong accents, and cultural allusions, is a kind of domesticated translation (Venuti that homogenises cultural difference into a literary, mythological English and Englishness. Prompted by new moral panics over immigration and recent UK policies that heap further requirements on migrants to speak English in order to belong to “One Nation Britain” (Cameron, we argue that the film offers insights into how the politics of British national belonging continue to be defined by conformity to a type of deserving subject, one who labours to learn English and to translate herself into narrow, recognizably English cultural forms. By attending to the subtleties of language in the film, we trace the pressure on migrants to translate themselves into the linguistic and mythological moulds of their new host society.

  1. The Role of Motivation in Language Learning

    OpenAIRE

    Rahman, Anwar

    2011-01-01

    The mastery of English learning is influenced by some variables, one of them is motivation. Motivation in learning second language is classified as integrative motivation and instrumental motivation. Some experts of language teaching also categorized motivation into two types namely intrinsic motivation and extrinsic motivation. This paper discusses about kinds of motivation and how it takes a role in influencing students mastery in learning language. It was literature study that focused to f...

  2. Text-based Learning (Tbl) to Activate Adult Efl Learners in Learning English: a Narrative Inquiry

    OpenAIRE

    Iftanti, Erna

    2017-01-01

    In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL) model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Po...

  3. Webquests for English-Language Learners: Essential Elements for Design

    Science.gov (United States)

    Sox, Amanda; Rubinstein-Avila, Eliane

    2009-01-01

    The authors of this article advocate for the adaptation and use of WebQuests (web-based interdisciplinary collaborative learning units) to integrate technological competencies and content area knowledge development at the secondary level and to support the linguistic needs of English-language learners (ELLs). After examining eight WebQuests, the…

  4. Improving College Students English Learning with Dr. Eye Android Mid

    Science.gov (United States)

    Yang, Ju Yin; Che, Pei-Chun

    2015-01-01

    This paper investigates college students' English language learning through use of Dr. Eye Android handheld mobile Internet device (MID). Compared to related studies, students' English learning using MIDs has not been evaluated and fully understood in the field of higher education. Quantitatively, the researchers used TOEIC pretest and posttest to…

  5. Learning English in the Periphery: A View from Myanmar (Burma)

    Science.gov (United States)

    Tin, Tan Bee

    2014-01-01

    Although researchers have called for the investigation of local vernacular learning and teaching practices in various ELT (English language teaching) contexts, studies conducted in the Periphery are fewer in number. This study attempts to understand English learning experiences of a group of students from the Periphery, who were studying English…

  6. English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties

    Directory of Open Access Journals (Sweden)

    Cimermanová Ivana

    2017-01-01

    Full Text Available The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data.

  7. A Learning Style-Based Grouping Collaborative Learning Approach to Improve EFL Students' Performance in English Courses

    Science.gov (United States)

    Kuo, Yu-Chen; Chu, Hui-Chun; Huang, Chi-Hao

    2015-01-01

    Learning English is an important and challenging task for English as Foreign Language (EFL) students. Educators had indicated that, without proper learning support, most EFL students might feel frustrated while learning English, which could significantly affect their learning performance. In the past research, learning usually utilized grouping,…

  8. English Language Teachers' Perceptions of Professional Teaching

    Science.gov (United States)

    Oder, Tuuli

    2014-01-01

    During the most recent educational reform in Estonia, a new National Curriculum was introduced in 2010 providing new guidelines for education generally and foreign languages specifically. To investigate the understanding that an EFL (English as a Foreign Language) teacher has about professional teaching and whether it matches the principles of the…

  9. Globalization and English Language Policy in Turkey

    Science.gov (United States)

    Kirkgoz, Yasemin

    2009-01-01

    It is widely acknowledged that globalization has made a considerable impact on multidimensional aspects of human life including the language policies of many countries. This article examines the adjustment of Turkey's language policy in response to the global influence of English at different levels of Turkish national education, including its…

  10. Learning Theories In Instructional Multimedia For English Learning

    OpenAIRE

    Farani, Rizki

    2016-01-01

    Learning theory is the concept of human learning. This concept is one of the important components in instructional for learning, especially English learning. English subject becomes one of important subjects for students but learning English needs specific strategy since it is not our vernacular. Considering human learning process in English learning is expected to increase students' motivation to understand English better. Nowadays, the application of learning theories in English learning ha...

  11. The Internet, Language Learning, And International Dialogue: 
Constructing Online Foreign Language Learning Websites

    OpenAIRE

    KARTAL, Erdogan; UZUN, Levent

    2015-01-01

    In the present study we call attention to the close connection between languages and globalization, and we also emphasize the importance of the Internet and online websites in foreign language teaching and learning as unavoidable elements of computer assisted language learning (CALL). We prepared a checklist by which we investigated 28 foreign language teaching websites (4 from each of seven languages including English, French, German, Italian, Russian, Spanish and Turkish). The participants ...

  12. Characteristics of an Effective English Language Teacher as Perceived by Iranian Teachers and Learners of English

    Science.gov (United States)

    Shishavan, Homa Babai; Sadeghi, Karim

    2009-01-01

    This study attempted to characterize qualities of an effective English language teacher (EELT) as perceived by Iranian English language teachers and learners. For this purpose, a tailor-made questionnaire was administered to 59 English language teachers and 215 learners of English at universities, high schools and language institutes in Iran. The…

  13. WAYS OF DEVELOPING PEDAGOGICAL UNIVERSITY STUDENTS’ ENGLISH LANGUAGE COMPETENCE

    Directory of Open Access Journals (Sweden)

    Lyudmyla Gavrilova

    2017-04-01

    Full Text Available Involvement of future specialists into advanced studying of English as the main language of international communication is a relevant problem of modern higher education in Ukraine. This issue relevance is proved by the country's integration into the European educational environment, changes in strategic directions of higher education development in Ukraine, regulations by Ukrainian Government and the Ministry of Education, in particular, the Decree of the President of Ukraine “On Declaring 2016 the Year of English Language in Ukraine”, “Common European Framework on Language Education”. Essential changes which are now taking place in studying foreign languages, especially English, are also associated with the competency paradigm of education that focuses on achieving certain educational results and orienting scientific research of professional pedagogical education in recent years. An important condition for reformatting process of learning a foreign (English language is monitoring future specialists’ academic achievements in this field, particularly future teachers’ ones. The concept “pedagogical monitoring” is interpreted as a system of measures for collecting and analyzing data to study and evaluate the quality of professional training and to make decisions on further improvement of the educational process. The purpose of the article is to highlight and analyze the results of monitoring the level of English of State higher educational establishment “Donbas State Pedagogical University” students and reveal the ways of improving future teachers` English communicative competence. The monitoring stages are assessing the starting level of foreign (English language of students who are not trained in the field of language-related professions using the tests for A2 level standards of Cambridge Educational Syndicate; reformatting the content of learning English at the university: developing and implementing the course

  14. Language Learning Shifts and Attitudes Towards Language Learning in an Online Tandem Program for Beginner Writers

    Directory of Open Access Journals (Sweden)

    Constanza Tolosa

    2017-01-01

    Full Text Available We present findings of a project that investigated the potential of an online tandem program to enhance the foreign language learning of two groups of school-aged beginner learners, one learning English in Colombia and the other learning Spanish in New Zealand. We assessed the impact of the project on students’ learning with a free writing activity done as pretest and posttest and used a semi-structured interview to explore their attitudes towards language learning and their perceived development of their native language. Data analysis indicated statistically significant gains in foreign language writing and positive attitudinal changes toward foreign and native language learning.

  15. The Effects of Phonological Awareness of Zulu-Speaking Children Learning to Spell in English: A Study of Cross-Language Transfer

    Science.gov (United States)

    De Sousa, Diana Soares; Greenop, Kirston; Fry, Jessica

    2010-01-01

    Background: Emergent bilingual Zulu-English speaking children in South Africa have spoken but no written proficiency in Zulu (L1), yet are required to learn to spell English (L2) via English-only literacy instruction. Little research exists on emergent bilingual's phonological awareness (PA) and spelling development, with no L1 formal literacy…

  16. The Construction of New Political Identities through the Internationally Distributed English Learning Textbooks

    Science.gov (United States)

    Varzande, Mohsen

    2015-01-01

    Today, English education is very important but language learning has long been challenged since learning a second language is not only the mastery of its forms but also a process of identity construction and self-positioning in the second language. A review of recent studies shows that the cultural effects of learning English in the…

  17. The impact of teachers' limited english proficiency on english second language learners in South African schools

    Directory of Open Access Journals (Sweden)

    Norma Nel

    2010-01-01

    Full Text Available The importance of the role of language in teacher education programmes and in children's learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL student teachers and ESL learners. Against the background of major theories in second language (L2 acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners' work submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers' limited English proficiency on learners' English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance.

  18. Using Video in the English Language Clasroom

    Directory of Open Access Journals (Sweden)

    Amado Vicente

    2002-08-01

    Full Text Available Video is a popular and a motivating potential medium in schools. Using video in the language classroom helps the language teachers in many different ways. Video, for instance, brings the outside world into the language classroom, providing the class with many different topics and reasons to talk about. It can provide comprehensible input to the learners through contextualised models of language use. It also offers good opportunities to introduce native English speech into the language classroom. Through this article I will try to show what the benefits of using video are and, at the end, I present an instrument to select and classify video materials.

  19. Parent Involvement in Early Childhood: A Comparison of English Language Learners and English First Language Families

    Science.gov (United States)

    Harper, Sarah N.; Pelletier, Janette

    2010-01-01

    This study evaluated parents' communication, involvement and knowledge of their children's abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty-two kindergarten-aged children, their parents and their teachers participated in the study. Results…

  20. Motivation In Second language learning In China

    Institute of Scientific and Technical Information of China (English)

    郑葳

    2017-01-01

    Motivation is the indispensable condition for a student's learning success. As a foreign language teacher, they should motivate the second language learners by promoting positive language-related values. Dornyei identifies three value dimensions. They are intrinsic value, integrative value and instrumental value. In China, the Communicative Language Teaching is an innovation approach and learner- centered. The CLT approach and curriculum have motivated students' interest, appreciation and values in learning English. In English classroom, the teacher should establish the cooperative situation rather than the competitive environment in order to arouse the students' motivation and reduce the psychological pressure.

  1. English Language Teaching in Malaysia: The Case for a Dual Track English Curriculum [Short Communication

    Science.gov (United States)

    Iber, George

    2014-01-01

    It has been my privilege to work within the ELTC for a period of 10 months, learning about the English language problems and aspirations of the Ministry of Education. While tasked to work directly on a Remedial Instruction Module, it became apparent that the scopes of the initiatives in Malaysia are much more far reaching. In this paper I wish to…

  2. English made easy, v.1 a new ESL approach learning English through pictures

    CERN Document Server

    Crichton, Jonathan

    2015-01-01

    This is a fun and userfriendly way to learn EnglishEnglish Made Easy is a breakthrough in English language learningimaginatively exploiting how pictures and text can work together to create understanding and help learners learn more productively. It gives beginner English learners easy access to the vocabulary, grammar and functions of English as it is actually used in a comprehensive range of social situations. Selfguided students and classroom learners alike will be delighted by the way they are helped to progress easily from one unit to the next, using a combina

  3. Parental Involvement and English Language Teaching to Young Learners: Parents' Experience in Aceh

    OpenAIRE

    Wati, Shafrida

    2015-01-01

    The interest of teaching English to young learners increased rapidly since the language has significant influence in the modern world. English is strongly associated with social and economic power in globalization's context. Introducing English earlier offers opportunities to awaken the learners' enthusiasm and curiosity about the language, to achieve native-like accent, and to enable them to learn the language easily at further levels. However, there are controversies, particularly, about th...

  4. Communicative Textbooks: English Language Textbooks in Iranian Secondary School

    Directory of Open Access Journals (Sweden)

    Dahmardeh, Mahdi

    2009-01-01

    Full Text Available English language teaching materials (textbooks play an important role in many language classrooms, but recently there have been a lot of debates within the English language teaching profession based on the actual role that materials play in teaching English as a foreign language. Arguments have encompassed both the potential and the limitations of materials used for 'guiding' students through the learning processes and curriculum as well as the needs and preferences of teachers who are using the textbooks that are available. Other issues that have arisen in recent years include textbook design and practicality, methodological validity, the role of textbooks in innovation, the authenticity of materials in terms of their representation of language, communicative textbooks, and balance in presenting the language skills as well as cultural components.The purpose of this article is to report the findings of a study carried out in 2006 into how Iranian textbooks could be made more communicative. The textbooks referred to are three English language textbooks, which are currently used in Iranian Secondary Schools. Although the work has been done within Iranian context, many suggestions could be applied to other foreign/second language situations.I will start my discussion by presenting an overview about the English language teaching in Iran, before and after the revolution. This will be followed by presenting the findings of this research that would include the Iranian ELT curriculum, the questionnaire survey (author's and teachers' perspectives as well as their discomfort will be addressed as well as introducing the English language coursebooks for secondary schools in Iran (topic, progression, structure of the lessons, types of exercises etc.. I will then present a discussion on findings of this research which would be a detailed exemplary criticism and suggestions for changes to make the materials communicative.The findings of this explanatory case

  5. A Comparison of Motivation to Learn English between English Major and Non-English Major Students in a Vietnamese University

    Science.gov (United States)

    Ngo, Huong; Spooner-Lane, Rebecca; Mergler, Amanda

    2017-01-01

    Despite the plethora of literature examining higher education students' motivation to learn a second language, it is not known if students who choose to study English as their major differ from those who are required to study English as the minor component of their wider degree. Drawing on self-determination theory, this paper reports on the…

  6. 37 CFR 3.26 - English language requirement.

    Science.gov (United States)

    2010-07-01

    ... 37 Patents, Trademarks, and Copyrights 1 2010-07-01 2010-07-01 false English language requirement... English language requirement. The Office will accept and record non-English language documents only if accompanied by an English translation signed by the individual making the translation. [62 FR 53202, Oct. 10...

  7. Plus Ca Change, Plus C'Est La Meme Chose: Attitudes towards English Language Learning in Hong Kong--Frederick Stewart's Evidence.

    Science.gov (United States)

    Bickley, Gillian

    1990-01-01

    Suggests that the attitudes of the people of Hong Kong toward learning English, during both an earlier period and at present, are similar and deeply entrenched. The increasing emigration of Hong Kong people, mainly to Anglophone countries, makes an international understanding of the attitude of Hong Kong people toward learning English very…

  8. Is English Language Really the Appropriate Language for Health ...

    African Journals Online (AJOL)

    This paper explores the impact of the use of the English language for health mobilization in Calabar Town. It also aimed at establishing the effectiveness of the language used in health mobilization in the town. The study was carried out in Calabar Municipality and Calabar South Local Government Areas of Cross River ...

  9. To Investigate ESL Students' Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study

    Science.gov (United States)

    Hong, Yee Chee; Ganapathy, Malini

    2017-01-01

    Malaysians have long realised the importance of being competent in English as one of the success factors in attaining their future goals. However, English is taught as a second language in Malaysia, and it is not easy to teach under such a foreign context, because authentic input may not exist beyond the classroom, especially in Chinese private…

  10. Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners

    Science.gov (United States)

    Cirillo, Michelle; Bruna, Katherine Richardson; Herbel-Eisenmann, Beth

    2010-01-01

    In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. (Contains 1 figure.)

  11. 76 FR 14954 - National Professional Development Program; Office of English Language Acquisition, Language...

    Science.gov (United States)

    2011-03-18

    ... Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students; Overview... to provide instruction that accelerates ELs' acquisition of language, literacy, and content knowledge.... Rosalinda Barrera, Assistant Deputy Secretary and Director for English Language Acquisition, Language...

  12. English language training for Navy enlisted personnel who speak English as a second language

    OpenAIRE

    Abalos, Aurora S.

    1990-01-01

    Approved for public release; distribution unlimited. Communication problems exist for English as a second language (ESL) personnel in Recruit Training Commands and Navy work places. Good English language programs could improve the communication problems in the training environment and in the work place by providing language instruction right after enlistment. In this study, the adequacy of the existing ESL training programs in the Navy and other ESL training programs currently used in the ...

  13. Teaching and Learning Language as Culture

    Institute of Scientific and Technical Information of China (English)

    刘朝晖

    2007-01-01

    It's important to master a foreign language, English in particular.But the problem is how students should learn in order to communicate well with the native speakers and even become members of the target language community.The author narrates two incidents related to the Chinese study and English study experiences, pointing out that language study can't be separated from culture study.In line with the research results by some language experts about culture, language is the carrier of culture as literature is accomplished through languages,therefore language learning and teaching in isolation from culture is impossible.The author argues that language should be taught and learnt in a cultural approach.But as a sword with double blades, cultural approach may lead to culture invasion, culture inequality and the loss of culture diversity.

  14. A case study of an ESL Student learning English in an English Speaking Country

    Directory of Open Access Journals (Sweden)

    Wahyu Taufiq

    2016-09-01

    Full Text Available Different students who learn English as the second language has various problems and strategies to overcome. A case study on an international student who learns English as a second language in an English speaking country raised some problems he had and offered some strategies he used during the process of learning. The progress of learning from the first time coming and studying at a college in Australia was mainly the core data collected on this study. The data copes from his formal academic learning experience and also from informal situation that he met at his everyday life. This study applied qualitative research method and use interview and recording as the instruments. The data were analized through three stages: data reduction, data display, and conclusion drawing. The results of the study show that the learner experiences a range of English learning problems which happened after his coming to Australia and some strategies he used to overcome.

  15. Language Choice & Global Learning Networks

    Directory of Open Access Journals (Sweden)

    Dennis Sayers

    1995-05-01

    Full Text Available How can other languages be used in conjunction with English to further intercultural and multilingual learning when teachers and students participate in computer-based global learning networks? Two portraits are presented of multilingual activities in the Orillas and I*EARN learning networks, and are discussed as examples of the principal modalities of communication employed in networking projects between distant classes. Next, an important historical precedent --the social controversy which accompanied the introduction of telephone technology at the end of the last century-- is examined in terms of its implications for language choice in contemporary classroom telecomputing projects. Finally, recommendations are offered to guide decision making concerning the role of language choice in promoting collaborative critical inquiry.

  16. Languaging as Competencing: Considering Language Learning as Enactment

    Science.gov (United States)

    Hellermann, John

    2018-01-01

    The terms "interactional competence" and "learning" are discussed in the context of recent research in the areas of cognitive science and ethnomethodological conversation analysis studies of language learning. Two data excerpts from a longitudinal case study of a beginning learner of English are presented to illustrate (1) the…

  17. A study of the effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge of Hispanic English language learners and native English language-speaking students participating in grade 10 science classes

    Science.gov (United States)

    Torres, Hector Neftali, Sr.

    2000-11-01

    The purpose of this study was to examine the effects of English language proficiency and levels of scientific reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The researcher studied a group of high school Hispanic English language learners and native English language speaking students participating in Grade 10 science classes. The language proficiency of the students was to be measured through the use of the Test of English as a Foreign Language (TOEFL) instrument. A Classroom Test of Scientific Reasoning developed by Lawson (1978) was administered in either English or Spanish to the group of Hispanic English language learners and in English to the group of native English language-speaking students in order to determine their levels of scientific reasoning skills. The students' acquisition of science content knowledge was measured through the use of statewide-standardized science test developed by the State's Department of Education. This study suggests that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results of the study also suggest that with regards to scientific reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. This assertion was supported by the studies conducted by Lawson and his colleagues, which showed that high levels of reasoning or reflective reasoning skills are prerequisite for most high school science courses. The findings in this study imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter. This

  18. Neoliberal Paradoxes of Language Learning: Xenophobia and International Communication

    Science.gov (United States)

    Kubota, Ryuko

    2016-01-01

    Neoliberal ideology compels people to develop language skills as human capital. As English is considered to be the most useful language for global communication, learning, and teaching, English has been promoted in many countries. However, the belief that English connects people from diverse linguistic backgrounds in a borderless society…

  19. Chilean 12th graders’ Attitudes towards English as a Foreign Language

    Directory of Open Access Journals (Sweden)

    Eric Gómez Burgos

    2015-10-01

    Full Text Available This article aims to provide the results of a research focusing on 12th graders’ attitudes towards English as a Foreign Language in two secondary schools in Puerto Montt, Chile. Attitude towards a language has been considered as an important factor that influences the process of learning a foreign language (Shams, 2008; for this reason, it is fundamental to identify students’ attitudes since positive attitudes towards English allow the students to have favourable orientation towards learning it (Karahan, 2007. Under this premise, this study corresponds to a case study that includes a quantitative method of data analysis. A survey of five dimensions was conducted amongst 154 students in order to measure their attitudes towards the target language. The results show that their attitudes towards English as a foreign language are favourable; however, the dimensions related to learning English, and English as a subject at school obtained unfavourable attitudes.

  20. Intercultural Exposure through English Language Teaching: An Analysis of an English Language Textbook in Bangladesh

    Science.gov (United States)

    Siddiqie, Shamsun Akhter

    2011-01-01

    The treatment of culture in foreign language textbooks is comparatively a new trend in English Language Teaching (ELT) which is based on the growing consensus that language textbooks should attempt to raise students' awareness of international culture as well as that of their own. Being influenced by this thought, Bangladesh too like many other…

  1. Impacts of the Test of English Listening Comprehension on Students' English Learning Expectations in Taiwan

    Science.gov (United States)

    Chou, Mu-Hsuan

    2015-01-01

    In Taiwan, English language learning in senior high school has predominantly focused on reading, with a heavy emphasis on memorising vocabulary and grammar rules. English listening has been marginalised and is not officially taught until the first year of university. In 2012, the Joint Board of College Recruitment Commission in Taiwan passed…

  2. Use of English Vocabulary Learning Strategies by Thai Tertiary-Level Students in Relation to Fields of Study and Language-Learning Experiences

    Science.gov (United States)

    Boonkongsaen, Nathaya; Intaraprasert, Channarong

    2014-01-01

    The present study was intended to examine the effects of 1) fields of study (arts, business and science-oriented); and 2) language-learning experiences (whether limited or non-limited to formal classroom instructions) on the use of VLSs among Thai tertiary-level students. The participants were 905 Thai EFL students studying in the Northeast of…

  3. Supporting English Language Learners in Math Class, Grades 3-5

    Science.gov (United States)

    Bresser, Rusty; Melanese, Kathy; Sphar, Christine

    2009-01-01

    More than 10 percent of the students in our nation's public schools are English language learners, and this number grows each year. Many of these students are falling behind in math. "Supporting English Language Learners in Math Class, Grades 3-5" outlines the challenges ELL students face when learning math and provides a wealth of specific…

  4. Exploring English-Language Teachers' Professional Development in Developing Countries: Cases from Syria and Pakistan

    Science.gov (United States)

    Dayoub, Ruba; Bashiruddin, Ayesha

    2012-01-01

    This paper attempts to present the findings of a study carried out in Pakistan that explored English-language teachers' professional development in developing countries. The main guiding question for the study was: How do English-language teachers at secondary schools learn to teach and develop professionally in Syria and Pakistan? Two cases were…

  5. English Language Teaching Research in South Korea: A Review of Recent Studies (2009-2014)

    Science.gov (United States)

    Moodie, Ian; Nam, Hyun-Jeong

    2016-01-01

    This article reviews recent studies on English language teaching (ELT) in South Korea, where a great deal of research has been produced in recent years in local journals. In this article we review 95 studies from a pool of some 1,200 published between 2009 and 2014 on English language teaching and learning, focusing on research within the public…

  6. The English Language in Japan: History, Attitudes, and Functions. Introduction.

    Science.gov (United States)

    Kachru, Braj B.; Smith, Larry E.

    1995-01-01

    Introduces this special issue on the English language in Japan, which focuses on the historical phases of the introduction of English, the role of English in the educational system and the media, the contact and convergence of Japanese and English, the functions of English in Japan, and Japanese attitudes toward English. (three references) (MDM)

  7. Research methods for English language teachers

    CERN Document Server

    McDonough, Jo

    2014-01-01

    This book offers a lively introduction to the research methods and techniques available to English language teachers who wish to investigate aspects of their own practice. It covers qualitative and quantitative methodology and includes sections on observation, introspection, diary studies, experiments, interviews, questionnaires, numerical techniques and case study research. Each method is illustrated with examples in language teaching contexts, and techniques of data collection and analysis are introduced. The authors focus particularly on research in the classroom, on tests, materials, the

  8. [Phonological and orthographic processes of reading and spelling in young adolescents and adults with and without dyslexia in German and English: impact on foreign language learning].

    Science.gov (United States)

    Romonath, Roswitha; Wahn, Claudia; Gregg, Noel

    2005-01-01

    The present study addressed the question whether there is a relationship between phonological and orthographic processes of reading and spelling in adolescents and young adults with and without dyslexia in German and English. On the evidence of the Linguistic Coding Differences Hypothesis and results of the latest research in foreign language learning the hypothesis is tested if there is a relationship between phonological and orthographic knowledge on the one hand and decoding and spelling performance on the other hand in German adolescents and young adults reading and spelling German and English words. This hypothesis was tested with the statistical method of structural equation modeling and therefore the research population was divided into the following groups: group 1 with dyslexia in reading (n = 93), group 2 with dyslexia in spelling (n = 93), group 3 without dyslexia in reading (n = 95), and group 4 without dyslexia in spelling (n = 95). Results of data analysis show that the postulated prediction model fits only the data of the dyslexia group for reading and spelling, but not for the control group. Also the model for both groups does not fit. The results of the pilot study show that it is necessary to modify diagnostic instruments of measurement and to separate scales of phonological and orthographic processes.

  9. A Comparative Analysis of Contracted versus Alphabetical English Braille and Attitudes of English as a Foreign Language Learners: A Case Study of a Farsi-Speaking Visually Impaired Student

    Science.gov (United States)

    Mobaraki, Mohsen; Nazarloo, Saber Atash; Toosheh, Elaheh

    2017-01-01

    In the educational system of Iran, in which English is a foreign language, the duration of primary school is six years. After that, these English as a foreign language students enter high school and start to learn English during an additional six-year period. In years seven and eight, English textbooks are embossed in alphabetic English braille;…

  10. Language training: English & French courses

    CERN Multimedia

    Françoise Benz

    2006-01-01

    General and Professional English Courses The next session will take place from end of February to end of June 2006 (break at Easter). These courses are open to all persons working on the CERN site, and to their spouses. For registration and further information on the courses, please consult our Web pages: http://cern.ch/Training or contact Mr. Liptow: tel. 72957. Oral Expression The next session will take place from beginning of March to May 2006 (break at Easter). This course is intended for people with a good knowledge of English who want to practise and maintain their speaking skills while extending their vocabulary. There will be a maximum of 10 participants in a class. Speaking activities will include discussions, meeting simulations, role-plays etc. depending on the needs of the students. Duration: 20 hours Price: 440 CHF (for a minimum of 8 students) Timetable will be fixed after discussion with the students. Writing Professional Documents in English The next session will take place from Ma...

  11. Language Learning Shifts and Attitudes towards Language Learning in an Online Tandem Program for Beginner Writers

    Science.gov (United States)

    Tolosa, Constanza; Ordóñez, Claudia Lucía; Guevara, Diana Carolina

    2017-01-01

    We present findings of a project that investigated the potential of an online tandem program to enhance the foreign language learning of two groups of school-aged beginner learners, one learning English in Colombia and the other learning Spanish in New Zealand. We assessed the impact of the project on students' learning with a free writing…

  12. Operationalizing Multilingualism: Language Learning Motivation in Turkey

    Science.gov (United States)

    Thompson, Amy S.; Erdil-Moody, Zeynep

    2016-01-01

    This study is an examination of language learning motivation and multilingual status in the Turkish English as a foreign language (EFL) context. Using Dörnyei's L2 Motivational Self System (L2MSS) framework, specifically the ideal and ought-to L2 selves, this study examines the relationship between motivation and two operationalizations of…

  13. Pedagogical Challenges of Spoken English Learning in the Second Life Virtual World: A Case Study

    Science.gov (United States)

    Zhang, Haisen

    2013-01-01

    As one of the emerging technologies, the Second Life virtual world provides learners of English as a Foreign Language with a unique opportunity of learning authentic language with native and non-native speakers of English in a virtual environment. It enables them to learn the target language in a real-life-like social communication environment. To…

  14. User-Centred Design for Chinese-Oriented Spoken English Learning System

    Science.gov (United States)

    Yu, Ping; Pan, Yingxin; Li, Chen; Zhang, Zengxiu; Shi, Qin; Chu, Wenpei; Liu, Mingzhuo; Zhu, Zhiting

    2016-01-01

    Oral production is an important part in English learning. Lack of a language environment with efficient instruction and feedback is a big issue for non-native speakers' English spoken skill improvement. A computer-assisted language learning system can provide many potential benefits to language learners. It allows adequate instructions and instant…

  15. An Institutional Approach to English Language Proficiency

    Science.gov (United States)

    Murray, Neil; Hicks, Margaret

    2016-01-01

    As the university student body becomes ever more diverse, the place and nature of English language provision is coming under unprecedented scrutiny and is the object of greater regulation. Today, more than ever before, institutions of higher education are being called to account for the way in which they support this diverse population in respect…

  16. Second Language Learners' Attitudes towards English Varieties

    Science.gov (United States)

    Zhang, Weimin; Hu, Guiling

    2008-01-01

    This pilot project investigates second language (L2) learners' attitudes towards three varieties of English: American (AmE), British (BrE) and Australian (AuE). A 69-word passage spoken by a female speaker of each variety was used. Participants were 30 Chinese students pursuing Masters or Doctoral degrees in the United States, who listened to each…

  17. Managing Innovation in English Language Education

    Science.gov (United States)

    Waters, Alan

    2009-01-01

    Innovation in English language education (ELE) has become a major "growth area" in recent years. At the same time, an ELE innovation management literature has also developed, based on insights from innovation theory and their application, both from outside and within ELE, and concerned with attempting to critically evaluate and inform ELE…

  18. "Wh"-Questions in the English Language

    Science.gov (United States)

    Mowarin, Macaulay

    2011-01-01

    This paper analyzes "wh"-questions in the English Language based mainly on Chomsky's Minimalist Programme of transformational grammar as the theoretical model. The four main objectives of this paper are as follows: first, it undertakes a cross linguistic typological analysis of "wh"-questions and it then discusses the derivation of…

  19. Preparing English Language Learners for Complex Reading

    Science.gov (United States)

    Silva, Janice; Delleman, Paul; Phesia, Andria

    2013-01-01

    Although the Common Core state standards' goal of ensuring that every student leaves high school prepared to meet the demands of college and career is laudable, it's daunting for teachers who serve English language learners. The authors, educators at a private bilingual school in Mexico, describe how they used short excerpts of longer works giving…

  20. Productive Language Use with IT'S ENGLISH

    NARCIS (Netherlands)

    Kanselaar, G.; Jaspers, J.G.M.; Kok, W.A.M.

    1993-01-01

    Based on the results of a study in 1989, a new Computer-Assisted Instruction program for foreign language teaching of English has been developed. Main features of this program are the communicative approach, a 70, 000 word dictionary, sound and a syntactic parser.An evaluation study was carried out