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Journal articles on the topic 'English language - Self instruction'
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1
Sarzhanova, Galiya, Malika Otynshiyeva, Gulnaz Tleuzhanova, Dariya Assanova, and Aigul Sadvakassova. "Organizational, Technological, and Pedagogical Conditions for Differentiated Instruction of Teaching English as a Foreign Language." International Journal of Education in Mathematics, Science and Technology 11, no. 1 (November 5, 2022): 74–95. http://dx.doi.org/10.46328/ijemst.2809.
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The aim of this study is to examine the relationships between differentiated instruction, pedagogical and technological competencies of students studying in the foreign language department. Differentiated instructional self-efficacy, pedagogical and technological competencies of students studying in foreign languages departments were examined in terms of grade level and perception of academic achievement within the scope of the comparative relational survey model. In the study, the relationships between differentiated instructional self-efficacy and pedagogical and technological competencies of students studying in foreign language departments were also examined on the basis of the relational survey model. The study was carried out on 234 students studying in foreign languages departments of different universities in Kazakhstan. Differentiated instructional self-efficacy, pedagogical and technological competence scales in the Likert-form were used to collect the research data. In the study, descriptive statistics F test and Regression analysis techniques were used in the analysis of the data. According to the research findings, the differentiated instruction self-efficacy, pedagogical and technological competencies of foreign language students were found to be moderate. Differentiated instructional self-efficacy, pedagogical and technological competencies of foreign language students differ according to their classroom and academic achievement perceptions. Finally, the pedagogical and technological competencies of foreign language students significantly affect their self-efficacy towards differentiated instruction.
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Liao, Hung-Chang, and Ya-Huei Wang. "Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language." Social Behavior and Personality: an international journal 46, no. 3 (March 25, 2018): 447–58. http://dx.doi.org/10.2224/sbp.6648.
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We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.
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Carlet, Angélica, and Hanna Kivistö-de Souza. "Improving L2 pronunciation inside and outside the classroom." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 3 (September 3, 2018): 99–124. http://dx.doi.org/10.5007/2175-8026.2018v71n3p99.
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Spanish/Catalan learners of English as a Foreign Language (EFL) attended a formal instruction (FI) period combined with explicit pronunciation instruction, which consisted of theoretical and practical approaches to English segmental phonetics as well as a contrastive analysis between the participants’ first languages and the target language, English. The EFL learners’ ability to perceive and produce L2 vowels was assessed before and after the 8-week instructional treatment. Results show that the EFL learners significantly improved their perception of vowel sounds embedded in real and non-words. However, no improvement in production was found as a result of the instruction received. While these results suggest that learners’ perceptual skills can be improved with teacher-led instruction, the quantity and availability of explicit pronunciation instruction is not sufficient to modify learners’ speech production. Thus, optimal results require learners to continue learning outside the classroom context. With this aim, this paper presents two autonomous activities developed to increase learners’ awareness about phonology: L1-L2 Pronunciation Comparison Task and a Phonological Self-awareness Questionnaire.
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Pueschel, Chance. "A Self-Directed Teaching Method to Improve English Skills." Global Association of Applied Liberal Arts Studies 1, no. 1 (February 28, 2023): 91–109. http://dx.doi.org/10.58990/galas.2023.1.1.91.
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In this study proposes integrating a Self-Access Learning into classroom or activities to improve English instruction. Students can learn English independently in library areas or English-only spaces at the Self-Access Learning Center. In the Self-Access Learning, counseling teachers help students listen and talk in English according to their interests, English skills, and learning styles.
Several European, Hong Kong, Japanese, Singaporean, and Australian Self-Access Learning employ self-directed learning to improve English fluency This may be a great example for English education in our nation and encourage self-directed English language study.
This study developed a five-stage self-directed English hearing and speaking instructional model: orientation, pre-test, learning plan, counseling, and self-study.
Most participants' self-directed English learning increased during the 4-week Central University College of Education field application. The program taught individuals to study independently and customize their learning. The study recommended reward and follow-up strategies for self-directed instructional-learning models and field application.
Foreign languages need self-directed learning. Learner-centered education lacks self-directed learning. Teacher-centered education reduces self-directed learning, motivation, and learner expectations. English private schools are societal issues.
This chapter highlights our nation's major English education concerns and study goals. is also needed to understand why English accounts for a considerable amount of private school costs.
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Shi, Hong. "English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning." Journal of International Students 8, no. 2 (April 1, 2018): 724–41. http://dx.doi.org/10.32674/jis.v8i2.101.
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This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.
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Wang, Cui. "English Process Assessment Based on Deep Learning and Cloud Computing." Wireless Communications and Mobile Computing 2022 (March 24, 2022): 1–10. http://dx.doi.org/10.1155/2022/2631693.
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Summative assessment has long been the primary assessment method used in college English classes. Overemphasizing examinations has had a significant negative impact on foreign language instruction. We design and practice generative instructional objectives, open instructional activities, dynamic course resources, interactive instruction process, and developmental instructional assessment based on a cloud platform based on the basic idea of generative instruction and using the characteristics of a cloud computing platform. Measures to improve the generativeness of online classrooms have piqued students’ interest and enthusiasm for self-directed learning, allowing them to experience the joy of learning brought on by new technological advancements. We discovered that if you want to improve students’ language acquisition ability, you cannot just rely on assessment. The diversified process assessment can not only ensure that students complete their learning tasks efficiently and quickly but also ensure that students are assessed objectively and fairly. Using cloud computing, MATLAB algorithm, and artificial neural network theory, a mathematical model of an instruction quality assessment system is established in this paper. After the network has been trained, the quality of the instruction can be assessed, providing a useful reference point for future research into instruction quality assessment systems.
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Buczek-Zawiła, Anita. "English Pronunciation Standard Preferences among Students of Polish Universities — Self-reports." Anglica Wratislaviensia 56 (November 22, 2018): 251–71. http://dx.doi.org/10.19195/0301-7966.56.16.
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For many years now the debate as to the English pronunciation model to be selected for training both in academia and for schools in Poland has proved unresolvable. When pronunciation instruction is executed, anything that conspicuously departs from spelling pronunciation is accepted. It appears that teachers implicitly and largely unconsciously follow the idea of the somewhat impoverished instructional model of English as a Lingua Franca ELF put forward by Jenkins 2000. Until recently, no reasonable, well-argued-for alternative was available, whereas now the model suggested in Szpyra-Kozłowska 2015: Native English as Lingua Franca NELF fulfils the needs of both students in English departments as well as ordinary users of English. This paper reports on the preferences as to the desirable standard in pronunciation instruction among students in academia — but not among those of English language departments — as learners of English as a Foreign Language for whom language proficiency may be an important professional asset in their future careers. To investigate the above, a research survey of the quantitative-qualitative type was implemented in the form of a questionnaire. The focus is not so much on the numerical favourites as on the reasons behind a stated preference. The respondents seem to aspire to realistic but nonetheless high goals.
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Jozwik, Sara, and Yojanna Cuenca-Carlino. "Promoting Self-Advocacy Through Persuasive Writing for English Learners With Learning Disabilities." Rural Special Education Quarterly 39, no. 2 (December 15, 2019): 82–90. http://dx.doi.org/10.1177/8756870519892883.
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Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task of writing. In this article, we explore the benefits of using self-regulated strategy development (SRSD) writing instruction and establish its relevance for supporting the diverse strengths and needs of ELLs with LD in rural settings. First, we highlight the benefits of SRSD instruction. Then, we offer three main connections between the SRSD framework and research-based practices for teaching ELLs in general. Subsequently, we describe ways to individualize SRSD instruction to meet the needs of ELLs with LD. Finally, we walk through an instructional sequence (including lesson plans and scaffolds) to demonstrate how SRSD persuasive writing instruction can be used to promote self-advocacy skills in rural classrooms that include ELLs with LD.
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Yeung, Marine, and Vic Lu. "English-Medium Instruction in Self-Financing Tertiary Institutions in Hong Kong – Views and Practices from the Students." English Language Teaching 11, no. 8 (July 10, 2018): 28. http://dx.doi.org/10.5539/elt.v11n8p28.
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The medium of instruction (MOI) has been a bone of contention in Hong Kong, a former British colony, since its colonial days. Despite the Hong Kong government’s effort to promote the “biliterate and trilingual” language policy, advocating Cantonese, English and Putonghua as the three official spoken languages and emphasizing the importance of literacy in both written Chinese and English, most tertiary institutions today still adopt English as the medium of instruction (EMI). However, with the expansion of tertiary education in the early 1990s and the decline in the general English language proficiency of university students, some university lecturers have found it difficult to teach in English as required. This raises the issue of the practicality of the indiscriminate adoption of the EMI policy at tertiary level, particularly at the self-financing tertiary institutions where students are generally known to have under-performed in the English subject. In order to understand whether or how the EMI policy is upheld in these institutions, focus group interviews were conducted with students from various programmes of five self-financing tertiary institutions in Hong Kong. The findings indicate these students’ strong preference for English-medium instruction with the belief that it can improve their English proficiency, though their actual approaches to coping with the demand on their limited English and how they view and use the three languages in class deserve policy makers’ serious consideration.
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Ahmed, Abu Saleh Md Manjur, Mohammad Jamshed, Md Sarfaraj, and Sameena Banu. "Exploring Diverse Teaching Models for Enhancing Nursing Students' English Language Proficiency: A Blended Learning Perspective." World Journal of English Language 14, no. 5 (May 17, 2024): 182. http://dx.doi.org/10.5430/wjel.v14n5p182.
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The present study examines the efficacy of blended learning models in enhancing nursing students’ proficiency in the English language. It is challenging to come across comparative studies that assess the effectiveness of blended learning models in advancing the English language skills of nurses. However, the experimental study includes five groups, and each group has gone through five different instructional models of teaching. The first experimental group received instruction through the rotation model; the second experimental group received instruction through the flex model; the third experimental group received instruction through the self-blend model; the fourth experimental group received instruction through the enriched-virtual model; and the fifth group which served as control group received instruction through the communicative language teaching approach. A total of one hundred and fifty participants were selected through random sampling from Aligarh Muslim University, India. The data were gathered using pre- and post-tests administered before and after the intervention of these models using the standardized general English test (TOFEL). The repeated measure ANOVA revealed that each group manifested significant advancement in nurses' English language skills. Nevertheless, the rotation model demonstrated superior performance in enhancing nurses' English language skills in comparison to the other groups. The findings of the study hold pedagogical significance for those who are responsible for designing curricula, developing training programs for future nurses, producing materials, and all other persons who are involved in nursing education.
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Miller, Antony D., and Enkhchimeg Namsrai. "The Relationship between Self-Efficacy and Self-Regulated Learning Strategies of EFL College Students." International Journal of Scientific Research and Management (IJSRM) 12, no. 05 (May 28, 2024): 3430–35. http://dx.doi.org/10.18535/ijsrm/v12i05.el06.
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The research examines the facets of student-centred practices that students believe to be most advantageous. We focus specifically on the self-efficacy and self-regulated learning (SRL) techniques of English as a foreign language (EFL) college students since these strategies support students' progress in learning the language. In Mongolian English classes, teacher-centred instruction—in which teachers instruct pupils in a foreign language—remains the most common method. It is discouraged for students to focus on their learning strategies and content understanding. The purpose of this study is to investigate the relationship between self-efficacy and SRL strategies of Mongolian EFL college students. A correlation analysis between variables was used to investigate the inter-relationship between self-efficacy and SRL strategies in L2 speaking of EFL students. The findings indicate that students who are driven to learn English are more likely to manage their time and exertion in the process of self-learning, based on the major findings of this study. Because the results clearly show that English instruction at Mongolia's higher education level has improved, the findings are especially noteworthy.
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Cho, Youngsang, John Franzese, and Jungmin Lim. "Korean University Students’ Experiences and Beliefs about Medium of Instruction in English Speaking Classes." Korean Association of General Education 17, no. 2 (April 30, 2023): 129–48. http://dx.doi.org/10.46392/kjge.2023.17.2.129.
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The purpose of this study is to further understand Korean university students’ perception of using English as a primary medium of instruction in English speaking classes, along with their beliefs about what language would prove the most beneficial as a medium of instruction. This study aims to present the beliefs that students hold about which language(s) should be employed and for what reasons, as well as whether these beliefs vary depending on the students’ language proficiency. This research was based on the responses given by students after having direct experience participating in English speaking classes taught in English.</br>This study used a survey questionnaire as the primary source of data which contained multiple choice questions, a Likert-scale, and open-ended questions. Data was collected from a total of 135 predominantly first-year Korean university students who self-reported as being at the beginner and intermediate-levels. A combination of quantitative and qualitative approaches were used to analyze the data. Descriptive statistics and a series of independent sample t-tests were used for the multiple choice questions and Likert-scale questions and content analysis applied to open-ended questions.</br>Data analysis revealed that students had positive experiences in English speaking classes taught in English. The advantages of the English-only classes included the English-rich environment, improved familiarity with English, a positive emotional response, increased attentiveness to English, and most importantly, improvement in English proficiency. At the same time, students also reported difficulties in understanding lectures and instructions and in communicating with their teachers in English. They coped by using various strategies, such as machine translators and by asking their teachers questions. However, beginner-level students were more self-reliant while intermediate-level students used a balanced use of self-sufficiency and human resources. Regarding their beliefs about what language should be used as the medium of instruction, both beginner and intermediate students believed that English should remain the primary language used in class with a moderate use of L1 being suggested. Specifically, students agreed that L1 may provide benefits in academic, affective, and managerial domains. However, beginner-level students found using L1 to be more advantageous than intermediate-level students.</br>The findings of this study suggest employing an English medium of instruction across varying English proficiency levels in English speaking classes and discusses various methods that might be considered by teachers when employing an English medium of instruction, one of which would be allowing for the use of the students’ L1 to a moderate extent under certain circumstances.
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Nur, Sahril, Auliyanti Sahril Nurfadhilah, Eva Meizara Puspita Dewi, and Jamilah. "English as medium of instruction (MOI) in classroom activities: Teachers’ perceptions from eastern Indonesia." JOALL (Journal of Applied Linguistics and Literature) 8, no. 1 (January 12, 2023): 59–74. http://dx.doi.org/10.33369/joall.v8i1.22792.
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English as the Medium of instruction (MOI) in Indonesia has experienced up and down periods, thus affecting the teachers’ use of code-switching and code-mixing strategies. This article reports on English teachers’ perceived usefulness of English as the Medium of Instruction (MOI) in classrooms. Participants of the study are English teachers from various school levels in one province in Eastern Indonesia. This exploratory case study used a self-assessment survey as the single instrument. As a result, teachers have a positive perception toward English as the Medium of Instruction (MOI) as they believe it could improve students’ proficiency. However, some are hesitant and would rather have classes taught in a blend of their native language and English. This study implies that teachers should consider elements of high-quality instructions. This study suggests developing an institutional ELT policy to infuse MOI into classroom pedagogy.
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Przybył, Jakub. "The effects of strategic instruction on self-regulated language learning." XLinguae 16, no. 2 (April 2023): 168–82. http://dx.doi.org/10.18355/xl.2023.16.02.13.
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The paper discusses the effects of strategy instruction on language learners’ self-regulation across its stages of planning, monitoring, control, and reflection. According to the results of the reported study, based on data from 61 students of applied linguistics majoring in English and German, strategic instruction contributed to significant improvements in self-regulation throughout all its stages. At the same time, no statistically significant differences in self-regulation levels were detected across groups of language learners varying in terms of attainment or learning experience, which supports the rationale for implementing strategy instruction at linguistic faculties.
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Teng, Mark Feng. "Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 35 (January 31, 2021): 61–76. http://dx.doi.org/10.30827/portalin.v0i35.16861.
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Enlightened by the implied potential of coupling text structure knowledge and self-regulated strategies to enhance writing, this study explored the possible effects of a onemonth multicomponent intervention combining text structure with self-regulation training on writing. Target participants consisted of 178 primary school sixth-grade students learning English as a second language (ESL). Among them, 45 students received text structure instruction plus self-regulation strategy development (TSI+SRSD), 45 received text structure instruction only (TSI), 45 received SRSD only, and 43 were in a control group. Dependent variables were learners’ abilities to summarize main ideas and write essays. As expected, TSI instruction or SRSD instruction resulted in better writing outcomes (i.e., summarizing main ideas and writing essays). This study contributes to research on self-regulated writing development by providing evidence that the TSI+SRSD intervention was particularly effective in enhancing primary school ESL students’ abilities to summarize main ideas and write essays. This instructional approach seems promising in ameliorating ESL young learners’ writing ability and minimizing struggling writers’ compositional difficulties. Relevant implications for language education are also discussed.
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Xu, Xiaoshu, Yujie Su, Lu Xu, and Yunfeng Zhang. "Improving EFL Teaching in Chinese Universities: Perceptions of Teachers with Oversea Experience." Arab World English Journal 14, no. 2 (June 24, 2023): 48–64. http://dx.doi.org/10.24093/awej/vol14no2.4.
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This study aimed to investigate the perceptions of English teachers regarding the adverse effects of teaching English as a Foreign Language (EFL) in China, as well as their proposals for improving EFL instruction in the country. By exploring the views of experienced English teachers, this study provides valuable insights into how English as a Foreign Language pedagogy can be improved in China and other countries. The main research question is about the adverse effects of teaching English as a Foreign Language in Chinese higher education and the ways to improve its instruction. A thematic analysis of semi-structured interviews was conducted on a sample of 20 English teachers who possessed substantial experience teaching in Chinese higher education institutions. The participants’ teaching experience ranged from 3-20 years (SD = 5.3). The analysis involved the establishment of concordant codes and sub-codes, with the aid of two researchers and an external expert, to ensure the reliability and validity of the results. The findings showed that the teachers attributed English as a Foreign Language learners’ English deficiencies to the English teaching curriculum, self-directed learning, and the education system. Finally, the teachers suggested that self-directed learning skills and self-regulation were crucial for effectively applying language in authentic contexts. These findings have implications beyond China and are expected to enhance English pedagogy in other English as a Foreign Language countries. Thus, this research may contribute to improving the effectiveness of English teaching in China and other countries by providing a deeper understanding of the challenges and potential solutions associated with English as a Foreign Language instruction.
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Almusharaf, Norah, Daniel Bailey, and Hugo Rodrigue. "Investigating Engineering Instructor Characteristics Associated with English Medium Instruction and Their Influence on Intrinsic Motivation." Sustainability 15, no. 2 (January 5, 2023): 973. http://dx.doi.org/10.3390/su15020973.
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This study explores how instructors view the current state of English medium instruction (EMI) in terms of the existence of EMI engineering courses, how EMI influences instructor motivations, and how motivation constructs influence the intrinsic motivation to teach EMI courses. Explanatory variables regarding intrinsic motivations included the use of the Korean language (L1) when teaching EMI courses, EMI teacher self-efficacy, EMI teacher anxiety, and perceived student benefits for English acquisition when attending EMI courses. The influence of demographic variables (i.e., age, teaching experience, experience living overseas, and second-language proficiency) on intrinsic motivation was also identified. Ultimately, a cross-sectional research design was conducted with a group of 54 engineering professors at a South Korean university. Mean score and correlation analyses provided an initial view of the data. Multiple linear regression analysis was used to determine the explanatory variables’ influence on the intrinsic motivation to teach EMI courses. Several significant relationships in the model were identified. The results showed that the surveyed professors have high self-efficacy in teaching EMI courses, which corresponds with low anxiety levels. Furthermore, the professors reported the frequent and varied strategic use of their first language, L1 (i.e., Korean), when teaching EMI courses. Generally, professors with low self-efficacy in their English will use their own language (L1) more frequently than their more confident counterparts. Self-efficacy, anxiety, and the perceived benefits for students were significant predictors of their intrinsic motivation to teach EMI courses. The pedagogical implications are briefly discussed, and methods for preparing the EMI course instructors are recommended.
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Makupe, Michael Allie, and Masilo France Machaba. "English as a language of preference in mathematics learning: perspectives from high school learners in township contexts." Interdisciplinary Journal of Education Research 6 (July 24, 2024): 1–15. http://dx.doi.org/10.38140/ijer-2024.vol6.24.
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The exploration of language preference among mathematics learners in multilingual contexts remains a significant area of study. The aim of this study is to identify the most effective linguistic tools that contribute to the academic achievement of secondary school learners in mathematics. This study specifically examines English as a preferred language for mathematics instruction among high school learners in a Soshanguve community in the Tshwane West District of South Africa. It investigates the attitudes of mathematics learners towards the use of English as the medium of instruction and the reasons for their preference for learning mathematics in English. The study uses a non-experimental quantitative descriptive survey with a sample of 101 high school mathematics learners. Data was collected using a self-administered survey questionnaire conducted on paper. The primary data was analysed using descriptive statistics. The results indicate that English is the preferred language for learning mathematics. The study also demonstrates that the inclination towards the English language among high school learners is driven by factors such as pedagogical, social, linguistic competence, and economic considerations. The research findings suggest that the use of English as the medium of instruction is crucial for the acquisition and achievement of mathematics skills. This is because learners' indigenous African languages are inadequate as a medium of instruction in mathematics classroom conversations among high school learners. Therefore, it is recommended that the Department of Basic Education and mathematics educators should enhance learners' English language competence by implementing intense and enriched language programmes.
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Rino, Ushas Richel R., Glen P. Cortezano, Alberto D. Yazon, Karen A. Manaig, and John Frederick B. Tesoro. "A Phenomenological Study on the Lived Experiences of Self-Aware-Non-Fluent English Teachers." Journal of English as A Foreign Language Teaching and Research 2, no. 2 (September 30, 2022): 44–66. http://dx.doi.org/10.31098/jefltr.v2i2.1119.
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This study delved into the lived experiences of self-aware-non-fluent English teachers in their instructional delivery to come up with practical strategies and ways to strengthen the delivery of instruction in using the English language. Accordingly, qualitative research design and hermeneutic phenomenological processes were utilized. In analyzing the acquired responses from the participants, the following steps were applied: (1) hermeneutic phenomenological reduction; (2) imaginative variation, where the possible meanings of horizons were attained through the individual and composite structural descriptions; lastly, (3) essence, where the synthesis and reflections were made to form implications. The epoche was also applied before and during the conduct of this qualitative research to suspend the researcher’s connection to the experiences of the participants and maintain bias-free data. Based on the testimonies gathered from the participants, 139 subordinate themes, 28 superordinate themes, and four (4) main themes were unveiled. Challenges encountered in using the English language in an English classroom, Practices in developing English language fluency in the classroom, Various training on enriching the English language fluency among English teachers; and Favorable experiences as English teachers were the four (4) main themes which highlighted all the significant occurrences in the classroom regarding English language fluency. As a result, a booklet entitled “I am a Pedagogue: Repertoire of English Fluency Enrichment Strategies” was crafted which emphasized strategies acquired from the lived experience of the participants and was intended to be applied by all the English teachers in Calamba City.
Keywords – English teachers, enrichment strategies, instructional delivery, non-fluency
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Fathi, Jalil, Ali Derakhshan, and Saeede Torabi. "The Effect of Listening Strategy Instruction on Second Language Listening Anxiety and Self-Efficacy of Iranian EFL Learners." SAGE Open 10, no. 2 (April 2020): 215824402093387. http://dx.doi.org/10.1177/2158244020933878.
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The aim of the present study was to evaluate the effectiveness of listening strategy instruction on second language (L2) listening comprehension ability, listening anxiety, and listening self-efficacy of Iranian English as a foreign language (EFL) learners. To this end, a sample of 52 English major learners of two intact classes from a university in Iran was employed as the participants of the study. The intact groups were randomly assigned to an experimental group and a control group. The experimental group ( N = 27) received the listening strategy instruction based on the framework proposed by Yeldham and Gruba, whereas the participants in the control group ( N = 25) were instructed traditionally without receiving any strategy instruction. To collect the required data, the listening section of the International English Language Testing System (IELTS), Foreign Language Listening Anxiety Scale (FLLAS), and Second Language Listening Self-Efficacy Questionnaire (SLLSQ) were administered to assess the listening comprehension, listening anxiety, and listening self-efficacy of the learners before and after the intervention. The findings of the study indicated that listening strategy instruction significantly improved learners’ listening comprehension ability and reduced learners’ L2 listening anxiety. However, it was revealed that listening strategy intervention failed to significantly improve L2 listening self-efficacy of the learners. In light of the gained results, the implications of this study are discussed with respect to L2 teachers, learners, and curriculum developers.
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Bizhu He, Shiyu Guo, Qian Chen, and Hector Rivera. "Effects of School Environment, Classroom Instruction, and Self-efficacy on Chinese Students’ Motivation for Oral English." English as a Foreign Language International Journal 26, no. 4 (July 1, 2022): 4–29. http://dx.doi.org/10.56498/3662642022.
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In this study, we examined the relationships among students’ self-efficacy of oral English competency, oral English environment in college, English class instruction, and motivation. The participants were 1,045 non-English-major freshman and sophomore students from a tier-one university in central China. Hypotheses were tested with a structural equation model (SEM), which controlled for gender, age, major, the score of English college entrance examination, and extra time spent on oral English learning. The overall model yielded a good fit with the data (CFI = .95, TLI = .94 RMSEA = .05, and χ2(230) = 796.50, p< .01). The results showed that students’ self-efficacy positively mediated the effects of college oral English learning environment in predicting students’ oral English motivate on. The significant positive effects of the environmental and instructional factors on motivation via self-efficacy suggest that students will benefit from school activities and instructional approaches that foster their expected English learning goals. Policy recommendations to motivate university students in English-foreign-language contexts are provided based on the findings.
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De Vega, Nofvia, and Rahayu. "Enhancing English Learning: Self-Determination in Indonesia Digital Classrooms." Inspiring: English Education Journal 6, no. 2 (September 29, 2023): 189–203. http://dx.doi.org/10.35905/inspiring.v6i2.6611.
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This study explored the experiences of students with technology-integrated English language instruction at two Indonesian universities, Universitas Borneo Tarakan (UBT) and Universitas Sawerigading Makassar (UNSA). The primary aim was to understand the influence of perceived autonomy, competence, relatedness, and motivation levels on English language learning outcomes. Utilizing a mixed-methods approach that combined survey data and thematic analysis of interviews, we found that students generally reported high levels of these factors. Minor differences were observed between UBT and UNSA in terms of perceived autonomy and competence-relatedness. Positive correlations were identified between these factors and improved performance in English language learning; for example, autonomy positively correlated with English learning outcomes (r = 0.60*), as did competence (r = 0.65*), relatedness (r = 0.62*), and motivation levels (r = 0.70*). These findings highlight the importance of fostering learners' sense of autonomy, competence building, and relatedness in technology-enhanced instruction settings to promote intrinsic motivation according to Self-Determination Theory (SDT). Further research is recommended to explore other potential influencing factors such as individual attitudes towards technology or external factors like teaching quality or course design.
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Yusny, Rahmat, and Desi Nanda Kumita. "Using Prezi Presentation as Instructional Material in English Grammar Classroom." Englisia Journal 3, no. 2 (March 20, 2017): 105. http://dx.doi.org/10.22373/ej.v3i2.995.
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Utilizing digital technology as a medium for educational instruction has now become one of the 21 century pedagogy trends. Numerous researches suggested that using digital technology provides positive impacts as it gives more access to resources for the learning. In Foreign language pedagogy, using digital technology fosters learners’ autonomy by self-managing the amount of learning inputs outside the classroom. However, many studies emphasize more on the communicative and the vast resources accessible for the learners. Very limited attention given to the impact of the visual aid that focuses on aesthetic values of instructional design. English Grammar is one of many subjects that often received complaints by learners and claimed as a “boring” subject. Many English teachers especially in developing countries still utilize traditional method in teaching grammar. They introduce sentence structure using grammar formulas. Although, this method is still very popular, it often considered monotonous by many learners. This paper discusses about the study of using Prezi.com presentation to deliver grammar instruction materials in an English language classroom. From the study, it was found that the majority of the students involved in the study are fond of the materials and the post-test results showed grammar mastery improvement after receiving a grammar lesson that shows instructional materials using prezi. On the other hand, the control class that uses only writing boards and worksheets showed less improvement. This research provides new technique in developing grammar instruction design using a web tool called Prezi in enhancing the display of the instruction material. The experiment was given to students of English Language Education. The result of the study shows students’ positive perception toward the use of Prezi in English grammar instructional material.
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Phaiboonnugulkij, Malinee, Rujira Srisupha, Mayuree Kanta, and Wijitporn Janpong. "English for Geotourism Speaking Achievement of the Youth Guides at Khorat Geopark Area in Nakhon Ratchasima via Language Instruction Innovation." Advances in Language and Literary Studies 12, no. 4 (August 31, 2021): 79. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.79.
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This study aims to compare the youth guides’ speaking scores before and after learning through English for Geotourism Instruction Innovation at Khorat Geopark Area in Nakhon Ratchasima, investigate the differences among their tasks’ mean scores and their speaking components. The sample group consists of 109 youth guides who are Grade 11 English-major students from, Mueang Nakhon Ratchasima, Sung Noen and Chaloem Phrakiat Districts. The instruments include lesson plans for English for Geotourism Youth Guides, Students Manual, English Instruction Innovation for Geotourism Communication at Khorat Geopark Area Nakhon Ratchasima, and Pre-post speaking tests for English for Geotourism Youth Guides. Paired-samples t-test, One-Way ANOVA, descriptive statistics including minimum, maximum, means and standard deviations are used in data analysis. Results showed that the youth guides had a significant difference between pre-and post-test scores at.00 level in English for Geotourism. They gained significantly higher post-test scores than that of the pre-test scores. A significant difference indicates that learning through English for Geotourism Instruction resulted in higher post-test tasks scores. The significant differences are also found in pre- and post-task scores and the speaking components’ scores at.00 level. These findings confirm that this language innovation instruction is an effective open learning resource that can facilitate self-regulated learning and languages used in English for Geotourism. The findings can be applied to construct language innovation instruction to exclusively develop speaking skill in other English for specific purposes field.
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Zahidi, Azizah Mohd, and Sy Ing Ong. "Self-Efficacy Beliefs and Self-Regulated Learning Strategies in Learning English as a Second Language." Theory and Practice in Language Studies 13, no. 6 (June 1, 2023): 1483–93. http://dx.doi.org/10.17507/tpls.1306.17.
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These case studies provide a description of five undergraduates’ self-efficacy beliefs and use of self-regulated learning strategies related to learning English as a second language. A qualitative research design with a purposive sampling method was used. Semi-structured interviews were conducted to investigate the context of learning English language and to explore the undergraduates’ self-reported self-efficacy beliefs and self-regulated learning (SRL) strategies. Classroom observations and document analysis were also used for data collection. The findings showed a relationship between self-efficacy, self-regulated learning strategies, and participants’ English language proficiency. Pedagogical implications for language instructors are highlighted. ESL learning may be enhanced through positive and successful past experiences and constructive feedback and scaffolding by language instructors. Self-regulated learning instruction should be incorporated by ESL instructors in developing self-regulated learners.
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Mohd Saad, Mohd Rashid, Simah Mamat, Riyan Hidayat, and Abdul Jalil Othman. "Integrating Technology-Based Instruction and Mathematical Modelling for STEAM-Based Language Learning: A Sociocultural and Self-Determination Theory Perspective." International Journal of Interactive Mobile Technologies (iJIM) 17, no. 14 (August 1, 2023): 55–80. http://dx.doi.org/10.3991/ijim.v17i14.39477.
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This paper presents a conceptual framework that combines technology-based instruction and mathematical modeling in a STEAM-oriented approach to enhance the English language acquisition of Malaysian students. The proposed framework consists of a six-month English as a Foreign Language program that integrates technology and mathematical simulation in a STEAM-oriented methodology. The exercises are designed to enhance linguistic competence, with a focus on improving listening, speaking, reading, and writing skills. The framework aims to foster a positive learning environment that encourages self-determination and promotes sociocultural interaction. The integration of technology-enabled instruction and mathematical modeling offers a viable strategy for enhancing the language competency of non-native English speakers. However, further research and empirical analysis are necessary to evaluate the impact of this framework on academic performance. Despite this limitation, the proposed framework offers a promising approach to address the challenges faced by less proficient Malaysian students in acquiring English language skills. In conclusion, this paper presents a conceptual framework that integrates technology-based instruction and mathematical modeling in a STEAM-oriented approach to enhance the English language acquisition of less proficient Malaysian students. The framework is grounded in sociocultural and self-determination theoretical perspectives and aims to create a positive learning environment that promotes linguistic competence.
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Ngaai, Victor. "Influence of English Medium of Instruction on Students’ Academic Performance in Technical Institutions in Tanzania." Journal of Education For Sustainable Innovation 2, no. 1 (July 2, 2024): 84–93. http://dx.doi.org/10.56916/jesi.v2i1.871.
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The main objective of this study was to explore the influence of English as a medium of instruction on students’ academic Performance at Arusha Technical College in Tanzania. This came after observing how the two languages: Kiswahili and English act as medium of instruction from lower to the higher levels of education respectively. English, as a second language in Tanzania, and a medium of instruction in higher learning institutions has shown discrepancies in students’ academic performance. Therefore, the study focused mainly on three specific objectives: to explore the use of English as a medium of instruction in terms of teachers’/students’ competency and confidence of students at Arusha Technical College, to describe the student’s academic performance in terms of proficiency in EMI, continuous assessment, and semester examination of students at Arusha Technical College, and to determine the relationship between the use of English as a Medium of instruction and the student’s academic performance in Tanzania. The study employed a quantitative research method specifically using descriptive and correlational research design. The secondary data were collected through a literature review; while the primary data were obtained through a self-constructed questionnaire. Questionnaire data were analyzed through the use of the Statistical Package for Social Sciences version 24 (SPSS). The study used a sample size of 100 respondents from Arusha Technical College where the English language is used as a medium of instruction. The results of the study revealed that most students had sufficient English language mastery due to the background of their previous education level. This fact led to the understanding and success in speaking and writing good English. Further, the findings showed that the lecturers used code-switching and translation strategies to enable students to understand the lessons. The study recommends a need for further research to be conducted on other institutions of higher learning to make rational decisions about usefulness of the language of instruction.
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Hashamdar, Mohhamad, and Maryam Maleki. "The Effects of the Instruction of Self-regulation Strategies and Critical Thinking Strategies on the Second Language Vocabulary Achievement among Iranian EFL Learners." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 148. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.148.
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The present study was set to investigate the effects of the instruction of self-regulation strategies (SSs) and critical thinking strategies (CTSs) on the second language (L2) vocabulary achievement among Iranian English as a Foreign Language (EFL) learners. In so doing, ninety intermediate level adult female students in a language institute in Tehran were selected as the main participants of the study according to their performance on the Preliminary English Test (PET). The participants were divided into three equal and homogenized groups (i.e., one control group and two experimental groups). The learners in all groups underwent pretesting, intervention, and post testing. The experimental groups were provided with the instruction of self-regulation strategies and critical thinking strategies, whereas the control group did not receive any instruction in self-regulation or critical thinking strategies. The effects of the two experimental interventions on the L2 vocabulary achievement of the EFL learners were measured. Furthermore, the degree of the improvement of both of these strategies was also studied via comparing the students’ achievement scores on pre- and post-tests of CTSs and SSs. Analyses of one-way ANOVA, post-hoc Scheffe’s tests, and paired-samples t-tests were used to analyze the collected data. The results of data analyses revealed that applying critical thinking strategies as instructional aid had a significant impact on EFL learners’ L2 vocabulary achievement. Likewise, the findings revealed that the instruction of self-regulation strategies significantly improved EFL learners’ vocabulary achievement. Moreover, it was found that self-regulation strategies were more effective than critical thinking strategies in helping the EFL learners develop their L2 vocabulary.
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Hossain, Kazi Imran, Ilias Ahmed, and Md Sabid Mahmud. "English Language Anxiety in Adult Learners: Challenges and Opportunities." IUBAT Review 6, no. 2 (December 31, 2023): 158–83. http://dx.doi.org/10.3329/iubatr.v6i2.71314.
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English language anxiety (ELA) is an issue among adults who are learning a language. It affects their experience and outcomes in language learning. This comprehensive review explores the nature of ELA, examining its aspects and implications for language instruction. The research investigates how the classroom environment, linguistic challenges, academic performance, communication difficulties, emotional well-being, motivation, and other personal and societal factors contribute to ELA. It also delves into the role of technology, self-reflection, and training in English language acquisition. The review emphasises the importance of creating inclusive language learning spaces, providing teacher training programmes, and encouraging self-practice to address English Language Anxiety (ELA). Moreover, evidence-based solutions such as task design and tolerance for errors are recommended to help students overcome ELA and enhance their overall language learning experience. The conclusions and suggestions presented in this review can be valuable for adult learners of languages who seek to understand and engage with individuals from diverse cultures. IUBAT Review, 6(2): 158-183
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Chavez, Andres. "Rights in Education and Self-Identity: Education and Language of Instruction in Namibia." International Education Studies 9, no. 3 (February 25, 2016): 189. http://dx.doi.org/10.5539/ies.v9n3p189.
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<p class="apa">In 1992, the Ministry of Education and Culture in Namibia created a new language policy for schools that presented the possibility of using English as the sole medium of instruction for students starting in Grade 1. The resulting increase in schools that offer only English instruction has been detrimental to education. In order to improve the quality of education available to students in Namibia, the implementation of the language policy must be revisited so that students have the opportunity to first learn in their mother tongues and develop the necessary skills that they will need to be successful.</p>
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Tsai, Natalia. "Polish – just like “another english”: perceptions of translanguaging and other bilingual practices in English and Polish FL classrooms in Taiwanese universities." Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców 27 (December 23, 2020): 367–87. http://dx.doi.org/10.18778/0860-6587.27.21.
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The purpose of this paper is to analyse how English and Polish FL learners in Taiwan perceive translanguaging and other bilingual practices implemented in university classrooms. Around 70% of the questionnaire respondents were positive about monolingual instruction, however, only 7% though it should prevail. More than 90% accepted the usage of more than one language in class. Among the main benefits of single-language instruction, efficiency of the learning process and promoting one’s listening and speaking skills were mentioned. Deeper understanding and easier self-expression were seen as the main benefits of the bilingual approach. Different in-class activities that should be carried out in the target/native language have also been listed. Generally, the participants preferred mixed-language instruction, although they were aware of the benefits of the monolingual approach. Thus, teachers may consider including more diversified techniques to answer to the varying needs of Taiwanese EFL and PFL learners.
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H. Said, Haninah, and Aisha Omar. "Use of English as Medium of Instruction: Exploring the Perceptions of ESL Learners at Mindanao State University." TRANS-KATA: Journal of Language, Literature, Culture and Education 4, no. 1 (November 28, 2023): 7–22. http://dx.doi.org/10.54923/jllce.v4i1.57.
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The purpose of this study was to investigate ESL learners’ attitudes toward the use of English as a medium of instruction at Mindanao State University, Marawi, Lanao del Sur, Philippines. Furthermore, it tried to examine the challenges they encountered in the use of English as a medium of instruction. This study is guided by two different frameworks: the ABC Model of Attitudes of Eagly & Chaiken (1998) and the Problems of English as a Medium of Instruction (EMI) by Tanveer (2007). Thirty (30) undergraduate students from the College of Education majoring in English took part in the study by completing a survey questionnaire based on Ghani’s (2015), using convenience sampling. This study further utilized a descriptive qualitative research design to explore their perceptions. The data from the Likert scale questionnaire were tabulated and computed, specifically the mean and standard deviation, as well as direct content analysis for the open-ended question. The major findings of this study were as follows: (1) the majority of participants had positive affective, behavioral, and cognitive attitudes toward English as a medium of instruction; (2) some of the challenges encountered were self-related cognition challenges, linguistic challenges, and challenges associated with the role of language instructor. Finally, this provided significant implications and recommendations for educators and curriculum planners by revealing the challenges encountered by students when using EMI, thereby suggesting that they must carefully plan and design curriculum in alignment with the students' needs and interests so as to enhance learning using the target language.
Keywords: English as a medium of instruction (EMI); Attitudes; Learning Anxiety
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De Smet, Audrey, Laurence Mettewie, Benoit Galand, Philippe Hiligsmann, and Luk Van Mensel. "Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?" Studies in Second Language Learning and Teaching 8, no. 1 (March 27, 2018): 47–71. http://dx.doi.org/10.14746/ssllt.2018.8.1.3.
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This study investigates pupils’ anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research on content and language integrated learning (CLIL) focuses on English as a target language, the Belgian context calls for a comparison with the language of the “other” community, in this case Dutch. Data were collected from 896 pupils in French-speaking Belgium through a self-report questionnaire measuring pupils’ anxiety and enjoyment in the classroom, along with background characteristics. Results indicate that while CLIL pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly less anxiety and more enjoyment than Dutch learners. This suggests an important role of the target language for emotional engagement in the classroom and calls for further investigation into the role of target language perceptions. Finally, the interactions with instruction level reveal that while primary school pupils report stronger emotions, the effects of CLIL and English are much larger at secondary level.
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Afrah Adil Mahmood. "Internet Resources for Supporting English Language Learning as Target Language." مجلة آداب الفراهيدي 15, no. 53 (January 24, 2023): 530–40. http://dx.doi.org/10.51990/jaa.15.53.1.25.
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The internet has a huge impact on language teaching and learning as a target language, Language teachers have increased their use of it for teaching language education. This study investigates how language teachers use online resources and applications to help English language learners to achieve their aims through language education. Language educators always use Google, YouTube, and Facebook as examples of Internet technology. These techniques are used to help teaching, self-directed learning and communication. Language training has been impacted by technological advancements and globalization. Technological improvements and globalization have a great influence on language instruction. Furthermore, the Internet connects people all over the world.
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Kang, Jungjin, Jiyeo Yun, and So-hye Son. "The effects of English language instruction for underachievers in elementary school on the affective domain." Korea Association of Primary English Education 29, no. 4 (December 31, 2023): 89–114. http://dx.doi.org/10.25231/pee.2023.29.4.89.
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The COVID-19 pandemic has exacerbated learning gaps and academic disparities among students, highlighting the importance of the affective domain. Consequently, there is a growing need for guidance in English learning tailored to underachieving students, taking the affective domain into consideration. This study aimed to investigate the effectiveness of guidance for underachieving elementary English learners, the impact on their affective domain, and various instructional methods. A meta-analysis of 31 studies was conducted, analyzing overall effects, affective domain outcomes, moderator effects, and independent variable effects. The results showed a substantial average effect size of .95 for guidance on underachieving students in the affective domain. Phonics instruction demonstrated the most significant impact, particularly in the self-confidence, interest, and participation area, while showed moderate effects in the anxiety area. Examining moderator variables revealed that phonics instruction, individualized guidance with minimal group size, and an extended treatment period were most effective. Based on these findings, there is a call for systematic and diverse programs for underachieving English learners, emphasizing the enhancement of the affective domain.
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Duisenova, Marzhan Moldakassymovna, and Ainur Nazimbekovna Zhorabekova. "The effectiveness of gamification and artificial intelligence in increasing the motivation and effectiveness of students in learning English in elementary school." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 11 (November 1, 2023): em2349. http://dx.doi.org/10.29333/ejmste/13670.
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This study explores the impact of gamification and artificial intelligence (AI) on elementary school students’ motivation and effectiveness in learning English. A mixed-methods research design was employed, with an experimental group receiving English language instruction through gamified learning platforms supported by AI, while a control group received traditional instruction. Quantitative data collected through pre- and post-assessments demonstrated that the experimental group exhibited higher engagement, enjoyment, and intrinsic motivation, leading to improved language proficiency outcomes compared to the control group. Qualitative analysis revealed increased self-confidence, a sense of achievement, and a positive attitude towards learning English in the experimental group. The interactive and immersive nature of gamification, coupled with AI support, facilitated personalized learning experiences, fostering motivation and active participation. These findings highlight the potential of integrating gamification and AI in elementary school English language instruction to enhance motivation and effectiveness, emphasizing the importance of innovative approaches in educational settings.
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Goh, Pauline Swee Choo, and Chee Luen Loy. "Factors Influencing Malaysian Preschool Teachers’ Use of the English Language as a Medium of Instruction." SAGE Open 11, no. 4 (October 2021): 215824402110672. http://dx.doi.org/10.1177/21582440211067248.
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This study investigated Malaysian preschool teachers’ self-efficacy and attitudes toward the use of the English language as a medium of instruction (EMI) and proposed a model of how different variables were related to their use of English in the classrooms. In order to obtain a broad picture of the nature and scope of preschool teachers’ use of EMI, a survey study was undertaken. The research instrument was a questionnaire that was distributed to randomly-selected preschool teachers throughout Malaysia. The process of modeling was based on the empirical data and a theoretical model that was constructed on the basis of the two theoretical aspects, that is self-efficacy and attitudes-behavior relation. The theoretical model served as a bridge between the abstractions from theory and the development of the model. The model suggested that strong self-efficacy influenced preschool teachers’ use of English to teach. In addition, the model also indicated that those preschool teachers with positive attitudes also felt self-efficacious in using English to teach and negative attitudes had the opposite effect. Those preschool teachers who had a positive attitude that teaching using English would be useful for the children perceived that they had greater ability toward handling classroom management issues. In addition, they believed too, that they were confident to use appropriate assessment tasks in the classroom when English was used as the medium of instruction. It would appear that self-efficacy and attitudes were mutually related to preschool teachers’ use of English to teach.
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LIM, VALERIE P. C., SUSAN J. RICKARD LIOW, MICHELLE LINCOLN, YIONG HUAK CHAN, and MARK ONSLOW. "Determining language dominance in English–Mandarin bilinguals: Development of a self-report classification tool for clinical use." Applied Psycholinguistics 29, no. 3 (July 2008): 389–412. http://dx.doi.org/10.1017/s0142716408080181.
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ABSTRACTIn multilingual Asian communities, determining language dominance for clinical assessment and intervention is often complex. The aim of this study was to develop a self-report classification tool for identifying the dominant language in English–Mandarin bilinguals. Participants (N = 168) completed a questionnaire on language history and single-word receptive vocabulary tests (Peabody Picture Vocabulary Test type) in both languages. The results of a discriminant analysis on the self-report data revealed a reliable three-way classification into English-dominant, Mandarin-dominant, and balanced bilinguals. The vocabulary scores supported these dominance classifications, whereas the more typical variables such as age of first exposure, years of formal instruction, and years of exposure exerted only a limited influence. The utility of this classification tool in clinical settings is discussed.
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Baldonado-Ruiz, Mónica. "Stories of Self, Stories of us: Bearing Witness and Writing Testimonios." English Journal 113, no. 2 (November 1, 2023): 81–89. http://dx.doi.org/10.58680/ej202332739.
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Ferris, Dana, Grant Eckstein, and Garrett DeHond. "Self-Directed Language Development: A Study of First-Year College Writers." Research in the Teaching of English 51, no. 4 (May 1, 2017): 418–40. http://dx.doi.org/10.58680/rte201729119.
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Students in first-year composition (FYC) courses are expected to control the mechanics, vocabulary, style, and grammatical accuracy of their writing. Yet language development support, particularly that of grammar instruction in US FYC courses, has largely disappeared in recent decades, due in part to suppositions that students implicitly know grammar. This assumption is problematic given the increasing number of multilingual writers enrolling in US schools with observed needs for explicit language instruction. The present study explores whether first- and second-language writers of English perceived a need for language instruction and whether they wanted or expected it. Students from 12 sections of FYC were asked in surveys and interviews about their prior language learning experiences and current self-perceived language needs and then were asked to complete one of two self-directed language development projects (LDPs): an online, self-selected grammar and usage study project or journal entries focusing on vocabulary/style in texts they had read. Student work was collected, analyzed, and supplemented with students’ end-of-term observations and preferences about self-directed LDPs. Our findings reveal that students overwhelmingly wanted and expected language instruction and were largely positive about both types of LDPs, but they felt that language instruction should be offered in multiple delivery methods beyond just self-study. With these findings in mind, we offer pedagogical suggestions for addressing the perceived and real needs for language development of linguistically diverse FYC students.
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Aristova, Nataliia Oleksandrivna, Oleksandr Malykhin, and Susanna Melikova. "Development of Future English Language Teachers’ Self-Efficacy Levels: Blended Learning Versus Face-to-Face Instruction." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (August 13, 2021): 303–18. http://dx.doi.org/10.18662/rrem/13.3/453.
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In the era of digitalization and informatization of the world community blended learning is becoming more and more prominent in improving professional training of students in various specialties as it enables to provide efficient learning, achieve learning goals and, what is more, to build their confidence. The aim of the research is to investigate the influence of blended learning incorporated into the professional training of students doing a BA degree in Teaching English as a Second Language on the increase of their general self-efficacy. To establish the relationship between the students’ general self-efficacy and blended learning we used a questionnaire. 133 students were selected to take part in a quantitative study which was conducted at three Ukrainian universities in 2019/2020 academic year. A non-random sampling technique basing on the fact that all 133 respondents studied the same disciplines was used to select the research sample. All the respondents were divided into experimental and control groups. The experimental group was represented by 65 undergraduate students and the control group was represented by 68 undergraduate students. The disciplines selected for training all the respondents in the experimental and control groups were “Contrastive Grammar of the English and Ukrainian languages”, “Practical Grammar of the English Language”, “The Practical Course of the English Language”. The experimental group was to be taught through incorporating blended learning courses on the selected disciplines using the Moodle platform and the control group was to be taught through providing a face-to-face instruction on the selected disciplines. To draw firm conclusions we used methods of mathematical statistics and computer data processing. Obtained results revealed a positive and significant relationship between the incorporation of blended learning into the professional training of students doing a BA degree in Teaching English as a Second language and the increase in their levels of general self-efficacy.
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Yousefi, Majid, Mehry Haddad Narafsahn, and Massoud Tajadini. "English language learning in patients suffering from mental disorders: A different concept of self-stigma." Research and Development in Medical Education 11 (July 5, 2022): 11. http://dx.doi.org/10.34172/rdme.2022.011.
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Background: There are increasing challenges related to mental health in the public health system, and almost 80% of mental illnesses are reported in low- and middle-income countries. The stigma associated with mental illness leads to reduced access to health services, inadequate treatment, and poor outcomes. This paper, drawing on Norton1 conceptualization of language investment, investigates the effect of English language learning on self-stigma among patients suffering from mental disorders. Methods: An experimental design with a pre-post test format and a six-month follow-up with English language instruction and a control group was used for this study. A total of 52 adults with mental illness diagnoses from a center for patients suffering from mental disorders in Isfahan, Iran, participated in this study. Data were collected using an English language proficiency test and the Self-Stigma of Mental Illness Scale (SSMIS), a self-report questionnaire to assess the internalization of stigmatic views. Results: The analysis indicated that the experimental group showed significant improvements in being empowered with higher levels of English language proficiency and stigma reduction (P<0.01). The findings of this study provide theoretical support for Norton’s model of investment and demonstrate its applicability among people with mental problems. Furthermore, the study provides evidence that it is feasible to implement successful English language teaching among patients with mental illness, which has received insufficient attention in academic studies. Conclusion: Policymakers, psychiatrists, doctors, and people dealing with mental diseases can use English language instruction to reduce stigma and promote a non-stigmatizing attitude among people with mental illnesses. The current study contributes to our understanding of English language teaching in the medical field. Results of the study support the use of second-language teaching to reduce stigma among people suffering from mental illnesses.
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Marenco Domínguez, José Miguel, José Marín Juanías, and Clara Molina. "Language learning strategies of Colombian learners of English as a foreign language." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (August 1, 2024): 2739. http://dx.doi.org/10.11591/ijere.v13i4.28739.
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While some studies about language learning strategies (LLS) have been held in Colombia, there is still ample room for research. Particularly, an explanatory sequential mixed methods design can offer insights into how gender, grade level, and perceived language proficiency may influence Colombian students’ selection of strategies for learning English. Furthermore, teachers’ explicit instruction of strategies has not commonly been contrasted with students’ reported use of strategies. This study sought to bridge existing gaps by exploring the favored learning strategies of Colombian learners and teachers at the secondary school level. Data were collected employing the Strategy Inventory for Language Learning and semi-structured interviews with selected participants. The findings suggest that students favor social and metacognitive strategies and use affective strategies to a lesser extent. No significant differences between gender and the overall use of learning strategies were found. Conversely, significant relationships involving students’ grade level, self-perception of English proficiency, and the reported use of LLS were observed. This investigation highlights the importance of boosting affective strategies, exploring teachers’ roles in explicit strategies-based instruction, and integrating diverse types of data to explore the complexity of learning strategies. Recommendations for future inquiries are presented.
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Amrani, Said Nasser Al. "Impact of English Instruction Amount on Omani Students' Willingness to Communicate in English." Saudi Journal of Humanities and Social Sciences 7, no. 2 (February 18, 2022): 46–53. http://dx.doi.org/10.36348/sjhss.2022.v07i02.001.
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This study examined the role of English instruction on students' willingness to communicate (WTC) in Oman's English foreign language (EFL) context. WTC in a second language (L2) is a multi-faceted construct that integrates psychological, linguistic, and communicative variables to describe, explain, and predict students' communicative behaviour in an L2. This quantitative study employed a survey to assess L2 WTC key variables of informants from Year 1 (116) and Year 4 (88) English major students in higher education. A t-test analysis revealed that Year 4 students had higher WTC in English than Year 1 students, and they also had less communication anxiety than Year 1 students. Conversely, Year 1 students had higher self-perceived communication competence and tended to communicate more frequently than Year 4 students. They also tended to be more motivated than Year 4 students and had higher positive attitudes toward their learning situation, English- speaking community, and interest in foreign language learning. Surprisingly, the data revealed no significant differences in all those variables between Year 1 and Year 4 students.
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Kusrini, Nurul Azizah Ria. "The Effect of Students’ Self-Assessment on Their English Performance in ELT Classroom." Educatif Journal of Education Research 5, no. 3 (July 20, 2023): 311–23. http://dx.doi.org/10.36654/educatif.v5i3.297.
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This study aimed to describe whether the students’ self assessment provides prominent effect on their English performance. This study used library research which was divided into three parts. First part was the concept of Assessment in general and self-assessment in language teaching. The second part discusses both the possible benefit and limitation of the use of students’ self-assessment. The third part discusses validity and the procedure of conducting self-assessment to improve students’ performance in English language teaching. The study shows that self-assessment contributed to student learning and that the effects grow larger with direct instruction on self-assessment procedures.
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Nguyen, Huu Anh Vuong, Choon Keong Tan, and Kean Wah Lee. "THE AFFORDANCES OF THE FLIPPED CLASSROOM APPROACH IN ENGLISH GRAMMAR INSTRUCTION." International Journal of Education, Psychology and Counseling 4, no. 33 (December 15, 2019): 95–106. http://dx.doi.org/10.35631/ijepc.433008.
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Recently, the flipped classroom instructional approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Vietnam, teaching English grammar has mainly focused on students’ acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances perceived by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students’ learning. The qualitative research design was adopted in the study. Thirty-four students majoring in the English language at a university in Vietnam attended a 10-week flipped grammar class. The instruments include semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Vietnam.
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Akintunde, Abraham Femi. "Purposeful Language Assessment: Selecting the Right Alternative Test." European Journal of Contemporary Education and E-Learning 1, no. 1 (August 11, 2023): 40–50. http://dx.doi.org/10.59324/ejceel.2023.1(1).04.
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This paper examines Purposeful Language Assessment: Selecting the Right Alternative Test. This paper reviews literature and gives a scholarly back-ground to the paper by reviewing some contributions made by various researchers and institutions on testing in English language instruction particularly its usage in language testing. It unveils some views that people and institutions have shared globally on the assessment in English language instruction in education through surveys and other observations. The paper discusses the function of assessment, self-assessment, alternative assessment, and assessing young learners. The major conclusion of the study is that language skills are major aspect of the English language teaching, as it helps learners' understanding of speaking, listening, reading and writing. Hence, attention should be given to its teaching and consequently proper evaluation of its various items. The paper then recommends that language teachers should pay more attention to the careful construction of the test items and phrase each item clearly so that students know exactly what they are requested to do.
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Smithers, Ryan W., and James W. Gray. "Enhancing the quality of life in lifelong learners: The influence of a meaning-order approach to pedagogical grammar on motivation and self-efficacy." Applied Linguistics Review 11, no. 1 (March 26, 2020): 129–49. http://dx.doi.org/10.1515/applirev-2017-0095.
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AbstractThe purpose of this study is to outline how a practitioner puzzling over the appropriateness of grammar instruction for an English as a foreign language (EFL) class of 11 adults, aged 56 to 78, used the Exploratory Practice (EP) framework to try and enhance the quality of life for these learners learning English as a hobby in Japan. More specifically, this case study sought to come to an understanding of whether the quality of older learners’ lives could be positively influenced through grammar instruction via a meaning-order approach to pedagogical grammar (MAP Grammar). The results demonstrated that older learners benefited from grammar instruction, specifically, MAP Grammar instruction. Furthermore, the quality of their lives was enhanced because, after training in MAP Grammar, these lifelong learners developed stronger self-efficacy beliefs and became more motivated to study EFL. Therefore, teachers who teach older language learners should try incorporating MAP Grammar instruction as part of their pedagogies to see if their practices can also be positively affected.
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Rufino, Gilliane G. "Methods Used in YouTube for Teaching and Learning English Language: A Systematic Literature Review." International Journal of English Language Studies 6, no. 1 (February 4, 2024): 82–97. http://dx.doi.org/10.32996/ijels.2024.6.1.9.
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Challenges await in giving and receiving English instructions. One way globalization proposes to create a fun, engaging, and fulfilling setting for English language education is the appropriate use of YouTube. This paper is a systematic review of literature on the use of YouTube in teaching and learning the English language. It also followed thematic content analysis via manual coding. Eligibility criteria were prepared before going to Google Scholar and ERIC databases to look for studies that could be used. PRISMA Flowchart was used to show how the researcher only had 46 articles for this study. PICO Framework was utilized to summarize the data gathered and aid the researcher in asking the question, “How was YouTube used for teaching and learning the English language? and “What specific skills are developed in the use of YouTube for teaching and learning English?”. The results constructed Horizontal, Intersecting, Vertical, Parallel, and Spiral methods for English instruction. It also revealed that speaking, pronunciation, listening, self-learning, comprehension, grammar, reading and writing improved. Future researchers can work on guidelines for selecting content or using YouTube for teaching and learning the English language.
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Aminu, Rufai, Kabiru Umar, and Muhammad Mallam Modu. "Improving Teachers' English Language Proficiency for the Better Achievement of Students’ Learning Outcome: A Review of the British Council’s STEP Programme in Nigeria." British Journal of Multidisciplinary and Advanced Studies 4, no. 1 (January 19, 2023): 58–67. http://dx.doi.org/10.37745/bjmas.2022.0094.
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Considering the position of the English Language as the medium of instruction in Nigeria and the role played by the teachers using the language in classroom instruction, this paper saw it significant to observe the Strengthening Teachers’ English Proficiency (STEP) course as introduced in Jigawa State by the British Council to improve teachers' English Language proficiency through self-study. Doing so is expected to enhance and provide a better learning outcome. The paper supported its views with the self-direct and andragogy approaches to adult learning as the basis for self-study which is believed to be compatible with teachers and teaching. The paper, therefore, tried to highlight the factors that may hinder the success of the programme. The paper stated that time, the commitment of the teachers and the other stakeholders in the state, financial issues and societal attitudes to the use of the English Language could be the challenges to this effort. As a point of concern, the paper suggested that the government, through the Ministry of Education should try to adapt and produce such materials used in the STEP programme and distribute them to teachers, especially those who did not attend the British Council’s training. Similar training should also be carried out on regular basis to help teachers embrace using the language frequently in their classes.