To see the other types of publications on this topic, follow the link: English learning environment.
Dissertations / Theses on the topic 'English learning environment'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'English learning environment.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Лещенко, Ольга Іллівна, Ольга Ильинична Лещенко, Olha Illivna Leshchenko, Алла Олександрівна Ходцева, Алла Александровна Ходцева, and Alla Oleksandrivna Khodtseva. "Training and learning styles in the Business English Classroom." Thesis, Донецьк: ДонДУЕТ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/51067.
Full textAbstract:
Teaching and learning are two different processes. In the Business English classroom teaching should influence learning, make learning more effective, provide a suitable/favourable learning environment.
2
Wang, Airong. "Learning English in a Multi-User Virtual Environment : Exploring Factors Affecting Participation." Doctoral thesis, Mittuniversitetet, Avdelningen för humaniora, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-30795.
Full textAbstract:
Online language learning and teaching is a field that has received a significant amount of research attention. What factors could affect student participation in simpler online learning environments has been investigated by researchers, but there has been limited study of factors affecting participation in complex Multi-User Virtual Environments. By using the typical Multi-User Virtual Environment Second Life, three English courses offered by Swedish universities were examined in this thesis. The courses were video-recorded, and selected parts of the recordings were transcribed. The transcribed recordings were complemented by author(s)’ observation, participants’ reflection, an online questionnaire and an online interview. Participation from the courses was measured both quantitatively and qualitatively. Quantitative methods were used to measure, for example, floor space, number of utterances, turn length, number of turns; the qualitative analysis centered on, for instance, utterance functions, discourse analysis, and Conversational Analysis. The results were published in five papers that focused on different central factors affecting participation in Second Life. In this thesis, the findings from those articles are synthesized. Furthermore, on the basis of the findings, a general model of factors affecting participation is presented and discussed to highlight that different factors interrelate and that some factors are particularly important in terms of affecting participation in Multi-User Virtual Environments. These are students’ technical skills, task design, course design, technical support, and Second Life technology. The complex technology also places critical demands on teachers’ technical skills, teaching strategies, and roles that teachers should play. Finally, this thesis argues that it is important to choose a suitable technology for an English course.
3
Velykozhon, V. "Benefits of ice-breaker activities during English classes for creating positive learning environment." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16642.
Full text
4
Dullien, Starley Beatrix. "Constructivism for the English-as-a-second-language learning environment and professional development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2691.
Full textAbstract:
This project addresses the needs of the adult learner. The adult learner referred to in; this project comes from two distinguishable groups. One group of adult learners consists of the ESL students who attend adult school or community-based English programs. The other group of adult learners consists of the teachers within adult education ESL programs who themselves are students as they participate in professional development workshops.
5
Moran, Edward Francis. "The relationship between metacognitive knowledge of learning English as a foreign language and learning behaviour in a vocabulary learning computer environment." Thesis, University of Newcastle Upon Tyne, 2002. http://hdl.handle.net/10443/726.
Full textAbstract:
This investigation comprised two studies aimed at identifying the relationship, if any, between beliefs about the formal or functional nature of learning English as a foreign language and learning behaviour in a vocabulary learning computer environment. Two measurement tools were developed.A questionnaire was developed to measure beliefs of a general nature about the task of learning a foreign language, definition of the formal functional components of language learning activities, and beliefs about the efficacy of the same language activities. This was done to observe the correlations, if any, between formal-functional bias in general beliefs and preferences for specific activities which respondents have previously defined in formal-functional terms. A hypertext program was also developed. This program consisted of vocabulary learning materials with code built into the programming which recorded user interaction in log files. Using the logged data, general beliefs and beliefs about the efficacy of language learning activities could then be compared with preference for inductive and deductive learning, passive and productive practice, and effort invested in the task as measured by the number of screens accessed and time spent on the task. The two studies making up the investigation consisted of a pilot study to test the questionnaire and a main study, combining the questionnaire and software. The Main Study was done in four stages with the first three stages being used to pilot the software and the final stage functioning as the source of data on subject behaviour. Questionnaire data was compared with the logged data and post-hoc interviews served to triangulate the logged data. A qualitative analysis of subject behaviour in the computer environment was also carried out. Main findings for questionnaire data were that formal-functional bias in general beliefs may be related to preference for formal or functional activities. Beliefs regarding knowledge of target language culture or learning context may be more closely related to formal-functional preferences than beliefs regarding grammar or vocabulary. Regarding correlational relationships with logged data, beliefs appeared to be less important than prior knowledge of target vocabulary. Subjects showed a consistent pattern of variation of preferences according to level of prior knowledge while effort invested showed a bellshaped curve with increasing prior knowledge. Formal-Functional biases in general beliefs had correlational relationships with effort invested, but the direction of the relationships varied according to the belief. Main conclusions were that the pattern of interaction suggested subjects were acting autonomously. In exercising this autonomy, they were influenced by their beliefs, but level of prior knowledge of the task was more important in determining how they learned or practiced the target vocabulary. Regarding pedagogical implications, it was argued that the formal-functional distinction has little pedagogical value in terms of understanding language learners. Finally, it was concluded that this research has shown that language learners' metacognitive knowledge of the task of language learning is a resource which teachers ignore at their peril.
6
Al, Zubaidi Eman. "Motivation, self-regulation and learning environment perceptions : learning English as a second language at the university level in Jordan." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/2499.
Full textAbstract:
The overarching aim of this study was to investigate students’ perceptions of the learning environment and whether this influenced their motivation and self-regulation in learning English as a second language. Data collection involved the administration of two surveys to 994 students, drawn from 13 schools, within one university in Jordan. This study contributed to the field through the modification, translation and validation of the instruments, making them available for the first time in this context.
7
snider, michelle c. "Limited English Proficient Students and Their Teachers Attitudes of the Learning Environment in Mathematics Classes." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3366.
Full textAbstract:
This study described the attitudes of students who are limited English proficient (LEP) and their teachers toward the learning environment within their mathematics classes. Data collected via a student survey, student and teacher interviews, and classroom observations were analyzed in this mixed-method study to investigate these attitudes. Accuracy of the findings was confirmed via triangulation. A population of 79 students was chosen through purposive sampling methods that included LEP and non-LEP students in algebra and geometry classes. Students were administered a 30-item questionnaire using the What is Happening in This Class? survey. Scores provided from the survey's six scales were analyzed using an independent samples t-test to describe similarities and differences between the students. The Cooperation Scale was found statistically significant (p = .002) with a mean score of 3.72 for the LEP students compared to 3.74 for non-LEP students. Four scales were found statistically significant (p < 0.05) comparing the algebra and geometry students: Teacher Support (M = 3.61), Involvement (M = 3.38), Cooperation (M = 3.65), and Equity (M = 4.24). Qualitative data was collected via classroom observations and the student and teacher interviews. Classroom observations provided an additional descriptive account of the lived experiences of the participants in this study. Themes observed within LEP and non-LEP classes involved the physical setting, teaching methods, and instructional media used to present lessons. Four additional themes were found in the LEP classes that referred to the experience of teaching LEP students. They are language use, teaching methods specific to LEP students, classroom management, and teacher and student support. The interviews incorporated a phenomenological approach to examine the attitudes of participating students and teachers toward their classroom environments. The following five similar themes emerged from the examination of sheltered and nonsheltered teacher attitudes: (a) support systems, (b) teaching methods, (c) student mathematical skills, (d) instructional media, and (e) student attitudes toward mathematics. The additional theme of language emerged exclusively for sheltered teachers. Suggested further study on the attitudes of LEP students and their teachers in mathematics classes are discussed that includes the amount of support provided in LEP classes, LEP teacher practices in support of student educational needs related to language and mathematics. Additional findings were revealed throughout this study to suggest the effective use of instructional media in LEP mathematics classes and whether or not culture plays a role in their attitudes towards mathematics.<br>Ed.D.<br>Department of Teaching and Learning Principles<br>Education<br>Curriculum and Instruction EdD
8
Kojima, Makiko. "Promoting listening strategies use in elementary English as a foreign language computer-assisted learning environment." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1904.
Full textAbstract:
In Japan, English education in elementary schools is still in the process of innovation. The purpose of this project is to seek the most appropriate and effective way for elementary-level students to acquire listening skills in a computer-assisted language learning (CALL) environment.
9
Chen, Chen. "Learning English as a Foreign Language in an Online Interactive Environment: A Case Study in China." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20388.
Full textAbstract:
This case study is designed to examine Chinese university students’ English as a foreign language (EFL) learning in an online interactive context. Investigation focused on the students’ perceptions of and engagement in EFL learning that occurred in a technology-supported context. Informed by the sociocultural theory, four theoretical constructs: learner autonomy, interactive learning, Zone of Proximal Development (ZPD) and scaffolding, form the theoretical framework to investigate Chinese university students’ EFL learning in a Computer-Assisted Language Learning (CALL) context. This theoretical model informs the adoption of a qualitative case study approach with statistical descriptions. A total of 154 Chinese university EFL students participated in the research. Data were collected via a questionnaire, focus groups, individual face-to-face interviews and online documents. Through data analysis, it revealed that Chinese university EFL students had positive perceptions of interactive online language learning, which promoted learner autonomy. Participants were confident about their abilities to find out appropriate learning materials and associated well-scaffolded instructional resources that were within their ZPDs. In the learning process, they enjoyed an increasing level of autonomy in language learning. They autonomously selected, organized and engaged digital resources, including learning materials and tasks as well as learning strategies, in their learning which were appropriate to language levels and catered for their learning needs. They showed the sign of good language learners with high degree of learner autonomy, who indicated a desire to continue their language learning in the future. The participants also regarded online space as a low-stress context for more interactive learning in an English as a foreign language context. Although the participants had developed some degree of learner autonomy via learning in the online mode, their autonomy in language learning, particularly for after-class online EFL learning, was still in development. There was a need for them to expand their language knowledge and skills development, particularly in the area of intercultural learning. Their selection and adoption of learning resources were also expected to improve to suit their current language abilities and their learning needs. Their understanding of and engagement in interactive learning were yet to be enhanced as well as they became more familiar with learning in this emerging context. Built on these findings, a tentative model of online EFL learning for facilitating learner autonomy is proposed to fulfil Chinese EFL students’ language learning needs in an online context, and help them to achieve better learning outcomes. It is envisaged that such a model is replicable to teaching and learning EFL in similar contexts.
10
Gao, Chuan. "Learning English in a mobile-technology-assisted environment in China: Perception, process and Community of Practice." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23022.
Full textAbstract:
This thesis investigates how Chinese university students learn English in a mobile-technology-assisted environment. The conceptualisation draws on three strands of research: language learning strategies (Dörnyei, 2005), learner agency (Suárez et al., 2018) and Community of Practice (Wenger, 1998). This study employs a mixed methods research design to examine: 1) participants’ perceptions towards mobile-technology-assisted learning; 2) the strategies they adopt in such a ubiquitous environment; and 3) their development of agency and Community of Practice through discussion tasks on WeChat (a mobile social network application). Both qualitative and quantitative data were collected from 321 Chinese university English as a foreign language (EFL) students via a questionnaire, recorded exchanges on WeChat, and semi-structured interviews. It was found that participants showed overwhelmingly positive attitudes towards mobile-technology-assisted learning. Emotion control strategies were found the most influential in shaping participants’ learning behaviours in a mobile-technology-assisted learning environment, overtaking metacognitive and environmental control strategies commonly observed in Chinese learners in a traditional teacher-led and computer-assisted classroom. WeChat-assisted discussion was widely perceived by the participants to be helpful to create a virtual learning community and sustain English learning beyond the classroom. All six dimensions of learner agency (goals, content, actions, strategies, reflection and monitoring) and three characteristics of Community of Practice (joint enterprise, mutual engagement and shared repertoire) were well identified in WeChat-assisted discussion tasks. However, teacher instruction and intervention were found to consistently play a crucial role in securing and enhancing participants’ engagement.
11
Green, Evelina. "Can you pronunce January? : A comparative study of Swedish students learning English in an at-home environment and a study-abroad environment." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56593.
Full textAbstract:
The aim of the study was to investigate whether there is a difference between Swedish learners of English in an at-home environment compared to Swedish learners of English who studied English abroad for a year, in their ability to distinguish between certain English phoneme. The method used to investigate was through a questionnaire where the informants had to identify words containing the sounds /z/, /θ/, /ð/, /ʃ/, /ʒ/, /tʃ/, /dʒ/ and /w/. The results showed that the informants who had been abroad were more familiar with the sounds than the informants who had studied in a Swedish senior high school over the same period of time. It was found that the sound /z/ was the hardest sound to identify, followed by /ʒ/, for both groups of informants.<br>Syftet med studien var att undersöka om det är någon skillnad mellan svenska elever som lär sig engelska under ett år i klassrummet eller under ett år genom utbytesstudier, när det gäller deras förmåga att skilja mellan vissa engelska fonem. Metoden som användes var genom en enkät där informanterna fick identifiera ord som innehöll ljuden /z/, /θ/, /d/, /ʃ/, /ʒ/, /tʃ/, /dʒ/ och /v/. Resultaten visade att informanterna som hade varit utomlands var mer bekanta med ljuden än informanterna som hade studerat vid ett svenskt gymnasium under samma tid. Det visade sig att ljudet /z/ var den svåraste ljudet att identifiera, följt av /ʒ/ för båda informantgrupperna.
12
Regenhardt, Bessie, and Lina Wall. "An Explorative Study of English Learning in Second Language Classrooms." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31842.
Full textAbstract:
Denna studie undersöker hur elever upplever lärandet av engelska som andraspråk jämfört med hur lärare upplever elevers lärande. Undersökningar visar att elever har olika inlärningsstilar och preferenser för dessa. Detta betyder i så fall att elever använder olika metoder för att lära. Studien fokuserar på hur elever upplever och reflekterar kring sin inlärning och sina inlärningsmiljöer samt att de ger förslag på förbättringar som de önskar göra. Lärare ger också sina synpunkter på vad de tror fungerar bäst för elevers inlärning och vad de tror att elever anser om sina inlärningsmiljöer. Studien är explorativ och genomfördes med hjälp av enkäter, de innehöll frågor som var "open-ended". Enkäterna delades till elever och lärare i tre klasser på en högstadieskola. Resultatet av studien visar att för att lärande skall infinna sig, måste det finnas en ömsesidig förståelse för inlärningsprocessen mellan lärare och elever. Slutligen visar studien att elever har oilka preferenser när det gäller inlärningsstilar och därför bör lärare vara medvetna om dessa för att kunna facilitera elevers inlärningsprocess.<br>This study looks at how pupils perceive and their learning of the English language, juxtaposed to what the teachers believe about the pupils’ learning. Sometimes, it is taken for granted that the methods and the way a teacher goes about teaching pupils is the best way to go about a lesson. However, research shows that pupils tend to have a learning style preference which means that a method that works for one pupil is not necessarily the one that works for other pupils. The focus in this study is on how pupils feel about their learning and their learning environments as they give suggestions on improvements they wish to make. The teachers also discuss means they believe work best for their pupils and what they think their pupils feel about their learning environments. The study is an explorative one and was carried out through the use of questionnaires with open-ended questions. The questionnaires were distributed to pupils and their teachers in three English classes at one upper secondary school. In conclusion, it is discussed that for any learning to take place, there has to be a mutual understanding of the learning process. This study brings to light that pupils have learning preferences, therefore teachers have to be aware of these in order to facilitate the learning process.
13
Nel, Charl. "Content-based strategic reading instruction within a distributed learning environment / Charl Nel." Thesis, North-West University, 2003. http://hdl.handle.net/10394/353.
Full textAbstract:
Research conducted in South Africa indicates that many South African students
who register for undergraduate study each year are under-prepared for university
education and that many of these English Second Language students also have low
levels of reading ability. This has an adverse effect on their chances of academic
success. These students very often become part of the "revolving door syndrome".
In order to meet the reading needs of students in the 21" century, educators are
pressed to develop effective instructional means for teaching strategic reading at
tertiary level.
In order to help students acquire the strategic reading abilities deemed necessary for
a successful academic experience, the Department of English at Potchefstroom
University implemented a content-based strategic reading module. This module was
offered to students via Varsite (technology-enhanced aspect of the module); a
learning content management system developed at Potchefstroom University. This
system provides an integrated environment for developing, managing and
delivering learning content.
The purpose of this study was to:
discuss the structure and format of the content-based strategic reading module
as developed and implemented for delivery within a distributed learning
environment;
determine what the reading comprehension and reading strategy use profile of
first-year students at Potchefstroom University looks like;
determine whether the students in the experimental group, who completed the
strategic reading component of the English for Professional Purposes course in a
technology-enhanced environment, attained statistically as well as practically
significantly higher mean scores on their end-of-semester English,
Communication Studies, and TOEFL reading comprehension tests, than did the
students in the control group, who were not exposed to the technology-enhanced
environment;
determine whether the students in the experimental group differed statistically
as well as practically significantly from the students in the control group in
terms of their reading strategy use;
determine the scope of the reading problem among the first-year students
participating in this study;
identify the strengths and weaknesses in the reading assessment profiles of one
efficient and one inefficient student;
make recommendations in terms of the reading support needed by these
students;
identify the factors that can affect first-year English Second Language (ESL)
students' acceptance and use of the technology-enhanced component of a
strategic reading module offered via mixed mode delivery;
determine which factors can be considered as statistically significant predictors
of technology acceptance and use by first-year ESL students; and
discuss the implications of the above-mentioned results for the designing of
technology-enhanced courses as well as the support that should be given to ESL
learners who must use the technology.
In this study a combined qualitative and quantitative research method was used. A
Dominant-Less Dominant design was used. The qualitative research approach was
consistent with naturalistic case study methodology. For the quantitative research
component a quasi-experimental non-randomised pre-test post-test control group
design was used.
The participants in this study included the entire population of one hundred and
thirty-one students taking the English for Professional Purposes module. The
students included speakers of Afrikaans and Setswana. These students majored in
Communication Studies and Psychology.
Ten paper-and-pencil instruments were used in this study. In addition to the paper-and-
pencil instruments, various qualitative data collection methods were also used,
namely semi-structured interviews, e-mail messages, informal conversations and
the researcher's field notes.
The data were analysed by means of descriptive (i.e., means, standard deviations) as
well as multivariate statistics (i.e., Pearson product moment correlations; t-tests;
factor analyses; and stepwise multiple regression).
The results of the study can be summarised as follows:
The strategic reading module of the English for Professional Purposes course was
designed for mixed mode delivery. The structure and format of the strategic reading
module consisted of an interactive study guide, contact sessions, and Varsite (i.e., a
learning content management system).
The results indicated that the students who received strategic reading instruction in
the technology-enhanced environment received both statistically and practically
significantly higher marks on three reading comprehension measures than did the
students in the control group. This was true for successful students, as well as for
those considered to be at-risk. The post-test results indicated that the students in the
experimental group used certain strategies statistically (p<0.05), as well as
practically significantly (small to large effect sizes), more often than the students in
the control group.
An analysis of the reading assessment profiles of the students participating in this
study indicated that they experienced problems across all aspects of the reading
components assessed (vocabulary, fluency, and reading comprehension and reading
strategies). An analysis of the successful student's reading assessment profile
indicated that his/her profile was far flatter than that of the at-risk student; the
successful student had far fewer ups and downs in his/her profile than the at-risk
student (i.e., the majority of the successful student's mean reading assessment
scores were scattered around or above the norm/guidelines for first-year students).
The results of an exploratory factor analysis indicated that computer self-efficacy,
ease of use, enjoyment, outcome expectations, usefulness, and quality of resources
were major factors affecting ESL students' acceptance and use of the technology-enhanced
component of a strategic reading module. In addition, the results of the
multiple regression analysis indicated that approximately 71% of the total variance
of Varsite acceptance and use was explained by computer self-efficacy, ease of use,
enjoyment, and outcome expectations. Usefulness and the quality of the resources
also contributed to the total variance, but the contribution was not statistically
significant.<br>Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2004.
14
Tsubaki, Mayumi. "Vocabulary Learning With Graphic Organizers in the EFL Environment: Inquiry Into the Involvement Load Hypothesis." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/207588.
Full textAbstract:
CITE/Language Arts<br>Ed.D.<br>This study investigates the Involvement Load Hypothesis proposed by Laufer and Hulstijn (2001). The involvement load hypothesis posits that vocabulary learning is determined by involvement load or mental effort. Involvement load has three components, need, search, and evaluation and each component is scored for three levels: index 2 for the strongest, index 1 for a moderate degree, and index 0 for none. Each participant learned six words with graphic organizers at the high involvement load (need index 1, search index 1, evaluation index 2, total index 4) and six at the low involvement load (need index 1, search index 1, and evaluation index 0, total index 2). Immediately and one week after completing the graphic organizer task, vocabulary knowledge was measured using three vocabulary tests that tested different levels of vocabulary knowledge: a translation test, a difficult multiple-choice test, and an easy multiple-choice test. Quantitative analyses of data from 291 university and college students in Japan were conducted, and audio-recordings from five pairs were analyzed to examine learning processes. Repeated measures MANOVA and ANOVAs revealed significant differences between the conditions of the two involvement loads in the translation test and the easy multiple-choice test, but not in the difficult multiple-choice test. The effects of Task and Time were statistically significant, but there was no interaction. There were significant differences between the immediate test and delayed test observed in the translation test and the easy multiple-choice test, but not with the difficult multiple-choice test. The current study supports the involvement load hypothesis, but caution is advised. Even though the high involvement load graphic organizers yielded more vocabulary retention than those with less involvement load in two out of the three vocabulary tests, the differences in mean scores were small and extensive differences were not observed in the participants' discussions. Additional statistical analysis indicated that the three vocabulary tests measured three levels of vocabulary knowledge. Determining the effectiveness of graphic organizers for vocabulary learning was only mildly successful as forcing greater involvement load proved to be challenging.<br>Temple University--Theses
15
Alshehri, Maha Mohammed A. "Potential changes in Saudi students' motivations and attitudes towards learning English as a foreign language after immersion in an L2 learning environment." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/426442/.
Full textAbstract:
This study traces potential changes in the motivation of Saudi students studying English as a second language (L2) in the UK. It investigates whether the beliefs and motivations of these students have changed during their learning experience, and identifies the pedagogical implications of such change for English teaching, not only to Saudi students in the UK, but also to Saudi students enrolled in Saudi higher education institutions. It aims to identify the reasons behind changes in motivation as well as the impact these may have on students' attitudes towards learning English as a foreign language (EFL). Data from questionnaires, interviews, and observations are used through three phases of English academic programme. The subjects of the study are newly arrived Saudi students (three PhD students and 29 Master's students) studying in four different universities in the UK under the fields of Linguistics, Applied Linguistics, and Translation. The conceptual framework is based on Dörnyei's L2 Motivational Self System Theory and Dörnyei & Ushioda's framework of motivation and L2 self. Changes in motivation are usually accompanied by changes in students' classroom involvement, attitudes towards the target language, and positive or negative impacts on the students' outcomes and language competencies. Similar to other types of learning, L2 learning cannot take place in a vacuum. There are various factors that could affect second language learning in general, and learning English as a foreign language, in particular. One such factor is motivation in the second language acquisition (SLA). Studying the factors affecting motivation in language acquisition in this study is important because without motivation, even learners with vital skills cannot attain long-term goals. Also, the analysis of changes in behaviour, attitudes, and results could help in monitoring and tracing changes in language learning motivation. The present study has various contributions to the field of SLA. First, it validates earlier studies about the issue of motivation in linguistics, attitudes towards language, and changes in one's self-identity as an outcome of language development. Second, it serves as an addition to the body of knowledge pertaining to motivation and attitude of Saudi students towards English as L2 and the important role of culture in this process. Further, it serves as an important contribution to how Saudi students' L2 acquisition is understood using Dörnyei's L2 Motivational Self System.
16
Manning, Jackie B. "Development of a Prototype Multimedia Environment to Support Hispanic English Language Learners' Academic Learning Through Embedded Cognitive Strategy Instruction." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/26209.
Full textAbstract:
The number of English language learners continues to grow in United Statesâ schools and their achievement level continues to lag behind their peers. This developmental study investigated the design and development of a multimedia environment that embedded cognitive strategy instruction to assist ELL studentsâ academic content learning. High school ELL students face the hardship of preparing for various state mandated graduation requirements while learning the English language and learning strategies are believed to help ELL students improve their learning. The multimedia tutorial embedded rehearsal, elaboration, and compensation learning strategies to help the ELL students understand and recall information about state mandated computer competencies. Formative evaluation was used to gather data from five intermediate Hispanic ELL high school students in grades 9 through 11. Lessons learned from embedding rehearsal, elaboration, and compensation learning strategies in multimedia instruction and recommendations for future development are discussed.<br>Ph. D.
17
Riffer, Helena. "Self-perceived English Proficiency in Relation to Extramural Language Environment : A comparison between Swedish students of English living in the UK and in Sweden." Thesis, Karlstads universitet, Avdelningen för utbildningsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-9640.
Full textAbstract:
Students today encounter a vast amount of English in their free time, outside the walls of school. They watch English films, play English computer games, and keep international contacts through the internet. This present study focuses on mapping the so called Extramural English activities of two groups of upper secondary high school students in order to find out how and if the overall English proficiency of those students can be derived from the English they encounter in their free time. One of the groups is living and studying at a Swedish school in the UK, while the other one is living and studying at a regular high school in the south of Sweden. Both groups participated in a survey where they were asked to answer questions about their free time habits, time spent on different English activities and how they feel that their confidence and overall proficiency in the subject has improved. The results of this study show that the students living in the UK engage in more English activities outside of school and that they claim overall better results and higher confidence in their English. This study contains proof that Extramural English is an important factor in achieving targetlike language proficiency.
18
Blanco, Diez Juan Carlos. "Learning contexts available for Japanese teachers in a top tier public high school : encompassing a demanding work environment with adult education needs." Thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148929.
Full textAbstract:
Japanese high school teachers are extremely busy. They are covering a myriad of duties in exceedingly long shifts when compared to their colleagues from across the world. The tasks that teachers have to undergo on a daily basis could vary greatly every semester and so does their need for interaction with peers, superiors, society, parents and students. This puts them at the forefront of a wide array of ever changing learning contexts while perhaps also compromising their needs for personal and professional development. Nevertheless, the degree of sophistication and variety of learning settings available to teachers, quite often, mirrors their work commitment and obligations. Teachers are also aware of additional threats hampering their performance and aims for empowering their students with holistic education. The aim of this research is to identify the strategies that teachers use for satisfying their own adult learning interests and professional development while highlighting the biggest impediments to their learning goals. This study pretends to be a snapshot of the current state of affairs of high school English teachers in Japan as well as a reflection of the resilience of other English teachers across Japan. I have used a qualitative approach using theme analysis in the interpretation of semi-structured interviews.
19
Cvoro, Danijela. "Evaluation of a Constructivist Learning Environment in Secondary School Mathematics for Arabic Learners Whose Second Language is English." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/59693.
Full textAbstract:
The feasibility of the implementation of a constructivist learning environment in a Year 7 boys’ Arabic mathematics class in an international school in Qatar was the main focus of this research. The students’ reactions to the learning environment were examined in terms of their responses to issues related to scales of the Constructivist Learning Environment questionnaire, and their appropriation of the constructivist ideas for their learning. The approach with this class was viable and productive.
20
Gleeson, Margaret McDonnell, of Western Sydney Hawkesbury University, and of Health Humanities and Social Ecology Faculty. "Language learning and life processes." THESIS_FHHSE_HUM_Gleeson_M.xml, 1997. http://handle.uws.edu.au:8081/1959.7/287.
Full textAbstract:
This paper describes processes and subsequent conclusions after working collaboratively in the broad area of language learning. The inquiry process considered factors in the learning environment which might benefit the learners, with music and drawing in the classroom being trialled and discussed with teachers and adult migrant English learners in different contexts. The responses of some primary aged students with learning problems and their parents and/or teachers were also studied. The inquiry process indicated that the term 'environments' must be understood to include personal environment, involving the Life energy fields, considered here to be the physical field, and the field of thought and memory, as well as the cultural, family, educational and other significant environments, within the context of the evolving Australian society. The term the author has chosen to describe the interaction of these experiential fields with the will of the individual, is an etheric. Membership of, or exclusion from, an etheric, may be subtle but can be discerned when considering a migrant attempting to enter the Australian workforce or, any person trying to enter a new field of endeavour. The author suggests that this concept explores the phenomenon of acceptance of a language or entry into a group<br>Master of Science (Hons)
21
Abal, Abdulaziz. "A Comparison of the Effects of Classroom and Multi-User Virtual Environments on the Perceived Speaking Anxiety of Adult Post-Secondary English Language Learners." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/806.
Full textAbstract:
The population of English Language Learners (ELLs) globally has been increasing substantially every year. In the United States alone, adult ELLs are the fastest growing portion of learners in adult education programs (Yang, 2005). There is a significant need to improve the teaching of English to ELLs in the United States and other English-speaking dominant countries. However, for many ELLs, speaking, especially to Native English Speakers (NESs), causes considerable language anxiety, which in turn plays a vital role in hindering their language development and academic progress (Pichette, 2009; Woodrow, 2006).
Task-based Language Teaching (TBLT), such as simulation activities, has long been viewed as an effective approach for second-language development. The current advances in technology and rapid emergence of Multi-User Virtual Environments (MUVEs) have provided an opportunity for educators to consider conducting simulations online for ELLs to practice speaking English to NESs. Yet to date, empirical research on the effects of MUVEs on ELLs’ language development and speaking is limited (Garcia-Ruiz, Edwards, & Aquino-Santos, 2007).
This study used a true experimental treatment control group repeated measures design to compare the perceived speaking anxiety levels (as measured by an anxiety scale administered per simulation activity) of 11 ELLs (5 in the control group, 6 in the experimental group) when speaking to Native English Speakers (NESs) during 10 simulation activities. Simulations in the control group were done face-to-face, while those in the experimental group were done in the MUVE of Second Life.
The results of the repeated measures ANOVA revealed after the Huynh-Feldt epsilon correction, demonstrated for both groups a significant decrease in anxiety levels over time from the first simulation to the tenth and final simulation. When comparing the two groups, the results revealed a statistically significant difference, with the experimental group demonstrating a greater anxiety reduction. These results suggests that language instructors should consider including face-to-face and MUVE simulations with ELLs paired with NESs as part of their language instruction. Future investigations should investigate the use of other multi-user virtual environments and/or measure other dimensions of the ELL/NES interactions.
22
Ray, Maureen. "School Culture and the Affective Learning Needs of Latino Long-term English Learners." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2209.
Full textAbstract:
The US Department of Education projects that by the year 2030 the total English Learner (EL) population in US schools will exceed 40 percent. Currently, by the time ELs make it to high school, after 6 or more years in English Language Development (ELD) programs, the majority (59 percent), are Long Term English Learners (LTEL). LTEL students represent a variety of ethnicities and language groups, but the focus of this qualitative study is LTEL students who identify as Latino LTEL. The purpose of this qualitative study was to describe and explain recently graduated Latino LTEL's perceptions of the impact of their school's culture on their academic and affective acculturation. As schools look to improve the educational outcome of Latino EL, listening to voices of former LTEL as they share their high school experiences can provide insights into ways to support the affective learning needs, academic success, and acculturation of Latino EL. Through 10 in-depth interviews with former Latino LTEL and employing qualitative coding analysis, this research explored and analyzed recently graduated Latino EL's perceptions of the impact of school culture on their academic acculturation. Even though schools have for many years attempted to address the needs of their linguistically diverse students, the results of this study indicate that the participants' high schools did not do enough to support their academic and affective learning needs. This lack of support impacted participants' self-perceptions of themselves as learners. To bridge Latino LTEL acculturative gaps, the findings support the need for school cultures to address the affective learning needs of their bi-cultural and Latino EL.
23
Muangsamai, Pornsiri. "EFL learning/writing development in the Internet environment a case study from pre-medical students' perspectives /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5num=osu1063212800.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xvi, 260 p. : ill. (some col.). Advisor: Keiko Samimy, College of Education. Includes bibliographical references (p. 224-234).
24
Welch, Mary Ellen. "An Exploration of the Technology-Based Learning Environment in Middle Grades English/Language Arts Instruction and Its Impact on Learner Autonomy." Thesis, Piedmont College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703047.
Full textAbstract:
<p> As student learners become exposed to more technology, they drive change in their learning environments. The United States Department of Education and Georgia Department of Education responded with national and state technology plans to better support the Digital Natives of this century. Local school districts and schools equipped educators in this study through portable and mobile tablet/laptop carts, student response devices, data/video projectors, and/or interactive TVs/white boards. In this multisited, multiple case study, three middle grades English/Language Arts educators honored connections between content, pedagogy, and technology. Through narrative vignettes, within-case and cross-case analysis of data, and interpretation and implications of findings, the researcher described how technology-based learning impacts the learning environment of student learners and their educators in middle grades English/Language Arts instruction and how those experiences impact learner autonomy. The researcher desired the findings to be of value to educators and others whose decisions regarding professional development, instructional practices, and instructional resources influence the learning experiences for educators and their student learners.</p>
25
Adcock, Louisa. "First language education provisions in a second language environment : the effects of learning L1 English as an L2 in Catalonia, Spain." Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/67950/.
Full textAbstract:
In Catalonia, Spain, native English-speaking children attending state schools are not provided with native language classes, and consequently continue to develop their native language in English as a Foreign Language (EFL) classes. This poses the question: how is a child’s first language (L1) affected if taught as a second language (L2)? This research examines the effects of language provision on the acquisition of the L1, with a hypothesis that one of the key factors in this process could be the teaching of L1 as an L2. To examine the effects of the variability in L1 teaching provisions, this study uses the recordings of 26 child Frog Story (Mayer, 1969) narratives, a methodological tool attested in numerous studies of both first and second language acquisition (Frog Story narrative elicitation; Berman and Slobin, 1994). For the purpose of our central comparison, the narratives were provided by native English-speaking children who attend state schools, where no L1 instruction is offered, and private schools, where L1 instruction is offered. Monolingual data was taken from the CHILDES database (MacWhinney, 1984) for comparison with typically developing native English-speakers. Other factors of the children’s home environment were also taken into consideration, for example the language(s) spoken at home, the age of acquisition and parent nationality. The study examines the variability in performance in the linguistic domains of the lexicon and morphosyntax, and the semantic domain of lexicalisation patterns, and the results show that, when all other relevant factors are controlled, there is indeed a difference due to the nature of the L1 instruction received. This is apparent across all investigated domains. These results are further discussed in the context of the current research on multilingualism, language acquisition, cross-linguistic influence and the bilingual mind.
26
Sailsman, Sonique S. "The lived experience of the English as a Second Language RN-BSN degree completion student integrating to an online learning environment." Diss., NSUWorks, 2016. https://nsuworks.nova.edu/hpd_con_stuetd/27.
Full textAbstract:
Enrollment in registered nurse-bachelor of science in nursing (RN-BSN) degree completion programs have increased in the last several years. Due to this increase, many programs have begun to offer their RN-BSN programs completely online or in a hybrid format. Often times, students who choose to pursue their degree online come from various cultural and ethnic backgrounds and speak English as a second language (ESL). There is limited research about the experiences of these students in this unique learning environment. The purpose of this study was to explore the lived experience of RN-BSN ESL nursing students who are engaged in learning online and understanding their process of cultural integration. Vygotsky’s sociocultural theory served as the theoretical framework and underpinning for this study. Ten individual interviews were conducted incorporating van Manen’s (1990) methodological steps for exploring the lived experience. Through phenomenological reflection, five major themes emerged: (a) understanding the online classroom, (b) expressing culture online, (c) alone but not lonely, (d) writing as a surmountable barrier, and (e) faculty role in the online journey. RN-BSN ESL nursing students who choose to pursue their degree completion completely online or in the hybrid format do so mainly for convenience and flexibility. Exploring their lived experiences offered insight into their personal challenges and triumphs with online cultural integration, writing, and obtaining the support needed to be successful.
27
Thoday, Sheena Caroline Elizabeth. "Investigating the acquisition of the German passive by adult learners with L1 English in a formal learning environment : a learner corpus approach." Thesis, Heriot-Watt University, 2014. http://hdl.handle.net/10399/2910.
Full textAbstract:
This cross-disciplinary study draws on theories of linguistics, second language acquisition and language pedagogy in order to investigate the acquisition of the German passive by learners in a formal learning environment whose first language is English. This construction has hitherto received little attention from researchers, possibly because of the complexity of the available means of expressing it. The study focuses on the two periphrastic syntactic alternatives, each of which has a different semantic interpretation. With the general aim of identifying patterns in the learners’ usage of the construction over time, both synchronically and diachronically-collected data are assembled in a learner corpus and examined in a multi-method, multi-level study which differs from the single case study approach to language acquisition investigations which has often prevailed in the past. A quantitative, electronically-driven analysis is followed by a qualitative, judgement-based commentary. A comparative analysis of data from native speakers of German adds a further dimension to the discussion. Results of the analyses indicate differences between the written production of the two research populations and variation in the sequence of development and usage of the two German passives in the formal learning context which, it is suggested, may in part be due to the role played by instruction.
28
Xu, Wei. "Gaining pragmatic competence in English as a second and a foreign language the effects of the learning environment and overall L2 proficiency /." abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3355607.
Full text
29
Watts, Janet D. "Language and interaction in a Standard Australian English as an additional language or dialect environment: The schooling experiences of children in an Australian Aboriginal community." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/392883.
Full textAbstract:
This thesis is a study of students’ experiences as learners of Standard Australian English (SAE) as an additional language or dialect in early years classrooms in an Australian Aboriginal community. It takes as its starting point reports that English‐lexified varieties spoken in many Aboriginal communities are not explicitly recognised as systematically different from SAE within the formal education system. That is, that the status and needs of Aboriginal students as learners of SAE may be ‘invisible’ in classroom interactions which make up a large part of these children’s educational experiences (Angelo & Hudson 2018; Dixon & Angelo 2014; McIntosh, O’Hanlon & Angelo 2012; Sellwood & Angelo 2013).
These issues were explored through two research questions and five sub‐questions:
1) How are students choosing between variants in their linguistic repertoires as they talk during class time at school, a. Do students choose variants associated with SAE or the community variety according to interlocutor, topic of talk or the type of activity they are engaged in?; b. Are there changes in students’ rate of use of SAE and non‐SAE variants in their speech in the classroom over three years?
2) To what extent, and how, do teachers present SAE (as an additional language/dialect) as a learning focus for students in lessons, a. What are the norms and expectations for students’ ways of speaking in the classroom, as revealed through teachers, teacher aides and students’ practices?; b. Is SAE (AL/D) presented as a learning focus in literacy lessons, and how?; c. Is SAE (AL/D) presented as the main content to be learned in any lessons, and how?
Data for the study was collected over three years, following two cohorts of students in the first four years of school, in an Aboriginal community in Queensland. Usual classroom lessons were audio and video recorded with the aim of capturing as closely as possible what would have been happening if researchers had not been present.
Research Question 1 was investigated through two complementary approaches, providing qualitative and quantitative analysis. Variationist sociolinguistic methods were used to consider how linguistic and social factors influenced students’ choices between linguistic variants associated with the community variety and SAE, and the effect of change over time. Variation in absence and presence of the verb ‘be’ in the children’s classroom talk was taken as a case study for the focus of this analysis. Results showed that literacy task related topics of talk strongly favoured presence of the verb ‘be’. However, contrary to expectation, ‘be’ presence in the children’s classroom talk was not favoured with SAE‐speaking teacher addressees. The analysis did not show the expected increase in rate of ‘be’ presence with an increased length of time at school.
Research Question 1 was additionally explored using a Conversation Analysis (CA) approach. CA analysis of classroom interactions showed ways in which students oriented to the social meanings of different ways of talking. In literacy tasks, children’s self‐talk showed how they navigated between variants in their linguistic repertoires, and children demonstrated in their interactions with peers and teachers that they associated certain words with particular ways of talking in the community.
Research Question 2 was explored through analysis of classroom interactions from a CA perspective. Analysis revealed little explicit orientation from teachers to students being speakers of the community variety, or learners of SAE, with students being instead treated to a considerable extent as already speakers of SAE. Lessons ostensibly targeted at explicitly teaching linguistic forms were found to focus on topic‐specific applications of SAE words to academic tasks. The context where teachers attended most to non‐SAE aspects of students’ speech was in interactions centred on reading and writing tasks. However, in these interactions, there was evidence that students were treated primarily as learners of literacy, rather than learners of SAE.
Both of the methodological approaches, CA and variationist sociolinguistics, drew on naturally occurring classroom data to provide insight into young Aboriginal students’ linguistic experiences encountering SAE as the medium of instruction at school. These analyses contribute new material to previous observations regarding the level of acknowledgement of Aboriginal SAE as an additional language or dialect learners at school (Dixon & Angelo 2014; McIntosh, O’Hanlon & Angelo 2012; Sellwood & Angelo 2013), providing insight into the visibility of these students’ existing linguistic knowledge and SAE learning needs in everyday classroom interactions central to their education.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
30
Lai, Yu-Ning. "THE EFFECT OF AMERICAN CULTURE ON COMPLIMENT RESPONSES OF CHINESE SPEAKERS OF ENGLISH." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1968025141&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Full text
31
Berry, Rita Shuk Yin. "A study of the strategies used by Hong Kong Chinese learners in learning English in an independent school environment in the United Kingdom." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244968.
Full text
32
Bobetsi, A. "Attitudes towards history and their relationships with student, teaching, and learning environment variables for English and Greek students aged 17 to 18 years." Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355925.
Full text
33
Gleeson, Margaret McDonnell. "Language learning and life processes." Thesis, View thesis View thesis, 1997. http://handle.uws.edu.au:8081/1959.7/287.
Full textAbstract:
This paper describes processes and subsequent conclusions after working collaboratively in the broad area of language learning. The inquiry process considered factors in the learning environment which might benefit the learners, with music and drawing in the classroom being trialled and discussed with teachers and adult migrant English learners in different contexts. The responses of some primary aged students with learning problems and their parents and/or teachers were also studied. The inquiry process indicated that the term 'environments' must be understood to include personal environment, involving the Life energy fields, considered here to be the physical field, and the field of thought and memory, as well as the cultural, family, educational and other significant environments, within the context of the evolving Australian society. The term the author has chosen to describe the interaction of these experiential fields with the will of the individual, is an etheric. Membership of, or exclusion from, an etheric, may be subtle but can be discerned when considering a migrant attempting to enter the Australian workforce or, any person trying to enter a new field of endeavour. The author suggests that this concept explores the phenomenon of acceptance of a language or entry into a group
34
Watkins, Megan. "Discipline and learn : theorising the pedagogic body /." View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031001.154138/index.html.
Full textAbstract:
Thesis (Ph.D.) -- University of Western Sydney, 2003.<br>"A thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : leaves 314-323.
35
Watkins, Megan. "Discipline and learn : theorising the pedagogic body." Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/23481.
Full textAbstract:
This thesis, grounded in an empirically-based study of pedagogic practice in primary school classrooms, examines the corporeality of learning and its role in the process of learning how to write. The central concern in the formation of scholarly habits in the primary years and the degree to which the embodiment of specific dispositions is fundamental in students acquiring the ability and desire to write. This thesis explores the enabling dimensions of embodiment and how these can be generated through the pedagogic practices of schooling. The body is not simply perceived as being shaped by the external, nor capacitated by its ability to retain affects, but rather as mindful, where these affects form the basis of consciousness with embodied understanding being integral to how we learn. This thesis asserts the inseparability of body and mind. Different conceptualisations of the body are examined, and assessed in terms of their usefulness in understanding the role of the body in learning and the need within education to posit an ontology that embraces both the body and the mind. A genealogy of the educative body is provided through an analysis of English syllabus documents within the New South Wales education system. An empirically-based study is conducted examining the pedagogies employed by six teachers and the ways in which disciplinary techniques they employ can contribute to their students’ acquisition of a scholarly habitus and their ability and desire to write.
36
Johansson, Wilhelm, and Alexandra Söderlund. "Teachers’ Views on Digital Tools in the English as a Second Language Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34558.
Full textAbstract:
Syftet med den här uppsatsen är att undersöka lärares och elevers erfarenheter och syn på hur och varför digitala verktyg ska användas i det engelskspråkiga klassrummet för gymnasieskolan. Deras erfarenheter och syn på ämnet blev insamlade genom semi-formella, kvalitativa intervjuer med lärare, samt genom fokusgrupper med elever. Resultaten indikerar på ett flertal fördelar som ökar elevers prestation genom implementeringen av digitala verktyg. Dessa är bland annat individualisering, autonomi och ökat engagemang. Lärares implementering av digitala verktyg är beroende av en god lärarkompetens som i detta arbete baseras på TPACK-modellen. Denna består av de tre olika aspekterna, teknologisk-, innehåll- och pedagogisk kunskap, vilka alla måste behärskas för en optimal implementering av digitala verktyg. Lärarintervjuerna indikerar på att där är ett behov för en mer extensiv och djupgående fortbildning för att uppnå både ett större självförtroende och mer kunskap om hur och varför digitala verktyg ska användas.<br>The purpose of this paper is to investigate teachers’ and students’ experiences and views of how and why digital tools are used in the English as Second Language (ESL) classroom for upper secondary school. These experiences and views were collected by conducting semi- formal qualitative interviews with teachers, and focus group interviews with students. The results indicate numerous benefits for enhancing student performance by the implementation of digital tools such as individualization, autonomy, and engagement. Furthermore, the teachers’ implementation of the digital tools is dependent on a sufficient teacher competence, which is based on the TPACK-model, consisting of three different aspects technological-, content-, and pedagogical knowledge. These three all have to be mastered for an optimal implementation of digital tools. Lastly, the interviews with the teachers indicate that there is a demand for more extensive and thorough in-service training in order to achieve confidence and greater knowledge in how the digital tools are to be used.
37
Witney, John Clifford. "Lateral (morpho)syntactic transfer : an empirical investigation into the positive and negative influences of French on L1 English learners of Spanish within an instructed language-learning environment." Thesis, Birkbeck (University of London), 2014. http://bbktheses.da.ulcc.ac.uk/109/.
Full textAbstract:
This thesis explores lateral (morpho)syntactic transfer – non-native transfer at the level of morphology and syntax – from French among L1 English learners of Spanish in an instructed language-learning environment. A quantitative and qualitative study was conducted to investigate the positive and negative influences of L2 French and to identify learners’ foreign language experiences and strategies in making interlingual connections. The quantitative study focused on providing statistical evidence of morphological and syntactic transfer and comprised three groups: The EN/FR/SP Group consisted of 28 L1 English learners with five years’ instruction in French and two in Spanish; the EN/SP Group consisted of 22 L1 English learners with two years’ instruction in Spanish and no prior knowledge of French; the SP Group consisted of 36 monolingual Spanish speakers. The qualitative study was conducted through semi-structured interviews to gain a greater understanding of learners’ ability to apply interlingual connections and draw on prior language-learning experiences and strategies. Participants consisted of 10 L1 English learners with six years’ instruction in French and three in Spanish. It is argued that knowledge of a non-native language plays a pivotal role in the learning of a further typologically similar one at the level of morphology and syntax. The overall results suggest that positive transfer may be facilitated and negative transfer may be highlighted and understood through cross-linguistic comparisons, with important pedagogical implications for future research.
38
Haji, Sanaa, and Sara Jejo. "Degree Project with Specialization in English Studies and Education : Teaching Strategies to Overcome EFL Pupils` Speaking Anxiety." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41832.
Full textAbstract:
Gibbons (2015) writes that speaking is considered as the most important skill in language learning. However, Lundahl (2014) states that there are some pupils, in year 4-6, in Sweden who do not speak during the English lessons. Thus, the aim of this study is to find out what the reasons behind EFL pupils' unwillingness to speak English are. Furthermore, teaching strategies to overcome pupils' speaking anxiety are investigated. There are many studies that investigate the underlying reasons. The data collection, for this thesis, consists of interviews with some student-teachers at Malmö University. The results showed that traditional teaching methods along with fear of making linguistic errors are two of the main reasons. In addition, negative evaluation from peers and fear of producing grammatically incorrect sentences are also factors that contribute to some pupils’ anxiety over speaking English. According to our interviewees, the implementation of a safe, supportive and communicative environment in the classroom is crucial for encouraging and motivating pupils in language learning. Providing different authentic communicative tasks, songs, stories, and games that are related to pupils' lives and interests, as well as their needs and knowledge levels, are some of the strategies employed by some teachers.
39
Andersson, Malin. "Feedback and digitalization : A qualitative study of the feedback methods of Swedish teachers of English at upper secondary school." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72962.
Full textAbstract:
The aim of this study was to examine what methods Swedish teachers of English use to give feedback on students’ written production and what factors influence them to choose these methods. An additional aim was to find out what teachers’ experiences are of digitalization in relation to feedback on students’ written production. Five semi-structured, qualitative interviews were conducted with five certified English teachers who were currently active in upper secondary school. The results showed that the teachers used different methods when giving feedback on students’ written productions. Nonetheless, all of them mostly use formative feedback in the form of written comments. Four out of five respondents let their students submit texts through digital tools, Itslearning or DigiExam, but then printed them and handed them back with handwritten feedback of different sorts. One respondent gave all feedback electronically. When the teachers chose their methods, the most influential factors were available time, lacking student engagement and the fact that the school management team chose which digital tools that should be used. The fact that no teachers were involved in the decision about which digital tools should be used severely limits teacher autonomy and may be the reason why at least two of my respondents did not want to use these tools, which in their experience do not meet their feedback needs.<br>Syftet med studien har varit att undersöka vilka metoder engelskalärare använder när de ger återkoppling på elevers skriftliga arbeten och vilka faktorer som påverkar deras val. Vidare var även syftet att undersöka vilka erfarenheter lärare har av digitalisering i förhållande till återkoppling. Fem semi-strukturerade intervjuer hölls med fem aktiva, legitimerade gymnasielärare som undervisar i engelska. Resultatet visade att lärarna använder olika metoder när de ger återkoppling, men det finns vissa gemensamma nämnare. Alla ägnar sig huvudsakligen åt formativ återkoppling som utav fyra av fem respondenter ges skriftligt. Fyra av fem respondenter låter elever skicka in texter genom Itslearning eller DigiExam, men printar därefter ut texterna och ger tillbaka dem med handskrivna kommentarer. En respondent ger all feedback elektroniskt. De faktorer som påverkar lärarnas metodval mest var tidsbrist, upplevelsen av bristande engagemang hos eleverna samt att beslutet om vilka digitala verktyg som ska användas har tagits av rektorer och ledningsgrupp. Faktumet att beslutet togs utan att involvera lärare påverkar och limiterar lärarnas frihet att göra sitt jobb, vilket kan vara en förklaring till flera respondenters negativa inställning till de digitala verktygen. Två respondenter vill inte använda de digitala verktygen som ledningsgruppen implementerat eftersom de anser att verktygen inte passar deras föredragna återkopplingsmetod.
40
Lima, Tiago Borges de. "Connecting Classrooms : proposta para o ensino de língua inglesa em ambiente digital na escola pública." Universidade Federal de Mato Grosso, 2014. http://ri.ufmt.br/handle/1/381.
Full textAbstract:
Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-06-20T22:01:51Z
No. of bitstreams: 1
DISS_2014_Tiago Borges de Lima.pdf: 2515317 bytes, checksum: 32e4234b7860565ee695ccd4a6e81e7f (MD5)<br>Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-06-23T16:32:22Z (GMT) No. of bitstreams: 1
DISS_2014_Tiago Borges de Lima.pdf: 2515317 bytes, checksum: 32e4234b7860565ee695ccd4a6e81e7f (MD5)<br>Made available in DSpace on 2017-06-23T16:32:22Z (GMT). No. of bitstreams: 1
DISS_2014_Tiago Borges de Lima.pdf: 2515317 bytes, checksum: 32e4234b7860565ee695ccd4a6e81e7f (MD5)
Previous issue date: 2014-06-05<br>Considerando que o contexto atual, a tecnologia e o ambiente digital possibilitam oportunidades de interação entre pares distantes, além de permitirem uma construção maior de sentido através de variados modos de significação, faz-se necessário entender como esses processos ocorrem e quais as consequências para o aprendizado, aliando uma prática pedagógica que contribua para uma aprendizagem relevante e significativa em contextos globais. Esse cenário levou alunos e professores a se utilizar desta gama tecnológica para se conectar, lidando assim com suas diferenças culturais e linguísticas. Com base em tal premissa, este trabalho discute uma experiência no âmbito do ensino médio com um grupo de alunos formado por estudantes do Brasil, do Siri Lanka e dos Estados Unidos, conectados por meio do ambiente digital, utilizando a língua inglesa nas interações. Objetiva compreender como foi o processo de aprendizagem dentro do contexto do Projeto Connecting Classrooms, no qual vídeos, fotos e mensagens escritas foram usados para a comunicação. Por meio das interações digitais, os alunos de diferentes nações puderam vivenciar situações de aprendizagem que fugiram do material didático convencional, a exemplo, das aulas expositivas e livros didáticos. Teoricamente, este estudo se associa às perspectivas dos novos letramentos, como mencionam Rojo (2009), New London Group (1996), Tavares e Brydon (2013), Lankshear e Knobel (2006). O percurso teórico-metodológico utilizado foi o interpretativismo, com base em King & Horrocks (2010) e Flick (2009). Por meio de entrevistas e da análise temática, pude analisar os dados gerados. Os resultados sugerem evidências de colaboração entre alunos e professores, oportunidades de práticas inseridas na perspectiva de multiletramentos, e processos de autonomia, agência e percepção crítica.<br>Considering the current context, the technology and the digital environment provide opportunities for interaction between distant pairs, and it allows greater construction of meaning through various modes of meaning, it is necessary to understand how these processes occur and what the consequences are for learning, combining a pedagogical practice which contributes to a relevant and meaningful learning in global contexts. This scenario led students and teachers to use this technology range to connect, so dealing with their cultural and linguistic differences. Based on this principle, this work discusses an experiment in the framework of high school with a group of students molded by students from countries such as Brazil, Sri Lanka and the United States, connected through the digital environment using the English language in these interactions. It aims to understand how the learning process happened within Connecting Classrooms Project context, in which videos, photos and written messages were used for communication. Through digital interactions, students from different nations were able to experience learning situations that fled from conventional teaching materials, such as lectures and textbooks. Theoretically, this study lines to the prospects of new literacies as mention by Rojo (2009), New London Group (1996), Tavares and Brydon (2013), Lankshear and Knobel(2006). The theoretical-methodological approach used was the interpretativism , based on King & Horrocks (2010) and Flick (2009) . In which, through interviews and thematic analysis, I could analyze the data generated. The results suggest evidence of collaboration among students and teachers, opportunities to practice from the perspective of multiliteracies and processes of autonomy, agency and critical perception.
41
Tolmie, Fiona Mary. "An investigation, in the context of the introduction of new English higher education public information requirements, into aspects of the expectations of the learning and teaching environment at university held by prospective young undergraduates." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021759/.
Full textAbstract:
This thesis, located within the field of student transition to university, investigates several aspects of the understanding of prospective students about learning and teaching in higher education; it does this within a geographical setting relevant to my own practice, which involves responsibility for students within a faculty of a large English medium-tariff university. The research is prompted partly by developments in higher education public information requirements, particularly those relating to information about the balance of class contact and independent study, and partly by the relative lack of empirical research amongst UK students before they enter university into what they are expecting. The primary research tool was a short questionnaire completed by just over 500 prospective university students in their final year at post-16 institutions in the city region of my university. The questionnaire contained predominantly closed questions relating to expectations about aspects of learning and teaching at university and about the information which they had taken from the website of the university at which they were hoping to study. Subsidiary research tools were a content analysis of a sample of university websites undertaken to assist in the formulation of the questionnaire and a further email exchange with a few of the questionnaire respondents. The main findings suggest that, even within a sample skewed towards traditional and academically high achieving students, there are very varied understandings of the nature of independent learning and a substantial minority of students have inaccurate expectations about university study. The entry tariff for the university which the respondents were hoping to attend and the level of higher education participation of their post-16 institution appeared to be more important variables in terms of levels of understanding than demographic differences. The new public information requirements relating to class time and independent study appeared to have little impact.
42
Costa, Janete Sander. "Autoria coletiva em ambiente informatizado na perspectiva da formação de professores em língua inglesa." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/15583.
Full textAbstract:
Foi estudada interdisciplinarmente a autoria coletiva, em ambiente informatizado na Web, de professores em formação (graduação e extensão) da língua inglesa como língua estrangeira. O estudo foi vinculado às linhas de pesquisa “Interfaces Digitais em Educação: Arte, Linguagem e Cognição”, do Programa de Pós-Graduação em Informática na Educação, da Universidade Federal do Rio Grande do Sul, e ao grupo de estudos da interação dialógica e as tecnologias, do Laboratório de Estudos em Linguagem, Interação e Cognição, LELIC, com base em teorias da filosofia da linguagem de Mikhail Bakhtin. O EquiText, ferramenta de escrita colaborativa na Web e/ou ambiente virtual de aprendizagem, desenvolvido nesta universidade, proporcionou três experimentos: dois, na Instituição de Ensino Superior 1, IES 1, com estudantes voluntários da Licenciatura em Língua Inglesa; e um terceiro, na IES 2, com professores de inglês em serviço. Além do objetivo geral de verificar as possibilidades de autoria coletiva no EquiText, os objetivos específicos analisaram as relações dialógicas que os participantes da pesquisa estabeleceram: i) com o EquiText, em referência a manifestações procedurais-simbólicas; ii) entre si (com o outro), em referência a manifestações interacionais; e, iii) com o texto, em referência a manifestações na construção textual independente da proficiência na língua inglesa. Os pressupostos teóricos foram os conceitoschave: o enunciado, as relações dialógicas, o texto, conforme Bakhtin; e a presencialidade, conforme Axt. Os textos foram analisados em três planos: das ações nas relações dialógicas procedurais, interacionais e textuais. Os resultados apontam para as possibilidades de constituição de um autêntico espaço-tempo de produção de autoria coletiva, a partir da conjunção feliz de, pelo menos, duas condições: um espaço-tempo tecnológico de escrita colaborativa (o EquiText); um espaço-tempo pedagógico constituído pelos princípios da interação dialógica, simultanemente atualizável, nos três planos das manifestações procedurais, das interações entre os participantes, e das relações com o próprio texto colaborativo em construção. O plano da tese abarcou cinco seções: da apresentação (1); da língua inglesa, a língua inglesa escrita, e a língua inglesa e as tecnologias de informação e comunicação (2); da apresentação do autor principal, teoria de referência e conceitos básicos utilizados (3); da metodologia da pesquisa, procedimentos e análises (4); e das considerações finais (5).<br>On a web-based computerized environment collective authorship was interdisciplinarily researched on teachers who were studying (graduate or extension) English as a foreign language. This study was linked to research lines “Digital Interfaces in Education, Art, Language and Cognition” of Post Graduate Programme in Computer Science in Education of the Federal University of Rio Grande do Sul, and to dialogical interaction and technologies group of studies at the Language, Interaction and Cognition Studies Laboratory, LELIC, based on Mikhail Bakhtin’s philosophy of language. EquiText, a tool for collaborative writing on the web and/or a virtual learning environment developed in this University, provided three experiments: two at the Institution of Higher Education 1, IES 1, with voluntary students from a Languages course – focus on the English language teaching; and a third one at IES 2 with English teachers. Besides the general objective to examine authorship using EquiText, specific objectives analysed dialogical relationships established by research participants: i) with EquiText, i.e., procedural-symbolic manifestations; ii) between themselves (with the other); and, iii) with the text, in textual construction independent from English language proficiency. The theoretical presuppositions were these key-concepts: statement, dialogical relationships, and text, as in Bakhtin (2000); and presentiality, as in Axt (2006). Texts were analysed in three dialogic action plans: procedural, interactional and textual. Results point out to possibilities of the establishment of a collective authorship space-time production due to a satisfying conjunction of at least two conditions: a collaborative writing technological spacetime (the EquiText); and a pedagogic space-time, reinforced by dialogic interaction principles, simultaneously refreshable by participants in relation to the collaborative text under construction, in three manifestation plans. They are: procedural, or the relations between the “I” and the technology; interactional, or the encounter of the “I” and the other; and textual, the “I” and the written text under collective production. The thesis plan comprises five chapters: the presentation (1); the English language, written, supported by technologies (2); the presentation of main author, key concepts used, and a construct to analyses (3); the methodology, procedures, and analyses (4); and, final considerations (5).
43
Sacklin, Jennifer Marie. "Identity and Investment in the Community ESL Classroom." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2326.
Full textAbstract:
After Norton Peirce's (1995, Norton, 2000) groundbreaking work in conceptualizing identity as "multiple, changing, and contradictory," many researchers have explored language learners' identities. However, few studies of identity have been conducted within the "overlooked and understudied" (Mathews-Aydinli, 2008) context of adult community ESL (English as a Second Language), and even fewer studies have focused on LESLLA (low-educated second language and literacy acquisition) learners in mainstream community ESL programs.
This thesis, based on a case study of an adult LESLLA learner in a community ESL class, analyzes how this student's identity, the social context of her life, and the classroom space shaped her investment in participating in the ESL class.
Ethnographic interviews revealed that the participant's investment in language learning was linked to her identity in multiple and contradictory ways: while the participant eventually left the ESL program, her self-identification as 'no preparada' (uneducated) and therefore 'burra' (stupid) seemed to be a motivating challenge, not an insurmountable obstacle, and her sense of investment in language learning remained strong even though her in-class participation was limited.
The results have pedagogical as well as theoretical implications: there is clearly value in engaging learners' lives in the classroom as well as including learners' voices in research to have a clearer recognition of how learners see themselves and their "possible selves" (Dornyei, 2009) to be able to understand the complex factors that underlie their investments in language learning.
44
Lim, Ching-Tse Donna. "Learning environments in English classrooms in Singapore: determinants and effects." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/829.
Full textAbstract:
This study investigated the learning environment and attitudes among approximately 400 Primary 6 children in Singapore. A modified learning environment and attitude questionnaire, based on the What Is Happening In this Class? (WIHIC), Test of Science Related Attitudes (TOSRA) and Morgan-Jinks Student Efficacy Scale (MJSES), was validated. Sex and ethnic differences were found in learning environment perceptions and attitudes. Associations emerged between students’ attitudes and the classroom learning environment, which replicates past research
45
Su, I.-Ling, and 蘇伊鈴. "The Correlative Study of Students’ English Learning Environment and English Learning Motivation." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/a2xmgx.
Full textAbstract:
碩士<br>國立臺東大學<br>教育研究所<br>96<br>The purpose of this study is to investigate the current situation of the grade students’ English learning environment and English learning motivation in Kaohsiung County. The differences of the students’ background variables were compared; meanwhile, the relationship between those students’ English learning environment and their English learning motivation was examined.
“The Questionnaire for the Grade Students’ English Learning Environment and English Learning Motivation” was designed by the researcher and served as the research tool. A sample of 1142 students from 40 classes was chosen by using the stratified random cluster sampling method. These students were selected from the fourth and sixth grades in Kaohsiung County public schools during the school year of 2006. The total effective copies of the questionnaire were 1026.
The collected data were statistically analyzed by the descriptives (mean and standard deviation), t-test, one-way ANOVA, and Pearson product-moment correlation through the software SPSS version 10.0.
The results are as follows:
1.Most of the respondents regard their English learning environment “passable.”
2.Most of the respondents regard their English learning motivation “passable.”
3.There are significant differences between these students’ English learning environments due to different genders, regions of school, years in English cram schools, family members’ attitudes, and help from family members.
4.There are significant differences between these students’ English learning motivations due to different genders, years in English cram schools, family members’ attitudes, and help from family members.
5.The higher degree these students give to their English learning environment, the higher degree their English learning motivation is.
6.There is positive correlation between these students’ English learning environment and their English learning motivation.
These findings and results hope to provide some suggestions for the educational authorities, schools, teachers, and future researchers.
46
吳雨桑. "The Study of English Learning Environment, Learning Motivation and Learning Strategies among College Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/91568245270321288472.
Full textAbstract:
碩士<br>臺北市立教育大學<br>心理與諮商學系碩士班<br>97<br>The study aims to (1) examine the English learning environment, English learning motivation and English learning strategies of today’s college students; (2) investigate the differences in English learning environment, English learning motivation and English learning strategies of today’s college students with different background; (3) analyze the correlation among English learning environment, English learning motivation and English learning strategies of today’s college students; (4) examine the mediating role of English learning motivation between English learning environment and English learning strategies.
To achieve the above aims, this study chose 913 students as participants from 8 colleges in Taipei, Taiwan. The instruments used in this study were the “English Leaning Environment Scale”, “English Learning Motivation Scale” and “English Learning Strategy Scale”. The data was analyzed by t-test, one-way ANOVA and hierarchical regression.
The major findings were as follows:
(a) In English learning environment for college students: There are differences among sex, the major learning methods of ex-curriculum and learning time.
(b) In English learning motivation for college students: There are differences among sex, grade, school category, starting age of English learning, time of going abroad, the major learning methods of ex-curriculum and learning time.
(c) In English learning strategies for college students: There are differences among sex, grade, school category, starting age of English learning, time of going abroad, the major learning methods of ex-curriculum and learning time.
(d) English learning environment can predict English learning motivation.
(e) English learning motivation can predict English learning strategies.
(f) English learning environment can predict English learning strategies.
(g) English learning motivation was the mediator between English learning environment and English learning strategy.
According to these findings, some suggestions were proposed. They may provide reference for English educational guidance and further studies.
47
Cheng, Yu-Hsun, and 鄭裕勳. "A Study on the Relationship between English Learning Anxiety, Learning Motivation and Learning Environment." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7t269p.
Full text
48
Liao, Yu-Shuang, and 廖玉霜. "Applying Diverse Vocabulary Learning Strategies on Constructing a Self-managed English Learning Environment." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/22133133831610736383.
Full textAbstract:
碩士<br>清雲科技大學<br>資訊管理所<br>100<br>This study dicusses the issues of vocabulary vetention for L2 undergraduates. Vocabulary is an important capability of language learning. Learners must have sufficient amount of to do well on foreign language learning. In recent years, a lot of researchers dicuss the problems of English vocabulary learning. However, little research explores the effects of employing diverse VLSs on vocabulary learning. The purpose of this research was dicussing personalized and manageable vocabulary learning system based on diverse VLSs and explore. Its effects on language learning for L2 undergraduates. This study also conducted an empirical research to compare the learning outcoms among our proposed system, basic mode, constructing mode, internet dictionary and traditional dictionary.
Comparing the learning achievements of pretest and posttest via VKS. The data showed that the subjects learning outcomes of posttest are better than pretest, and the effects of our proposed system are better than other English learning tools. Moreover, the data also indicate that good learners had best performance on constructing mode of our proposed system and poor learners had best performance on constructing mode and internet dictionary. The results of this study will provide goo reference for language teachers and developers.
49
Wang, Husan-ting, and 王璿婷. "A Study on the Current Situation of School English Learning Environment and Learning Satisfaction for Elementary School Students over School English Learning Environment in Banciao Disrict,Taipei County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/38436641137411672351.
Full textAbstract:
碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>97<br>The purposes of the study explored the current situation of school English learning environment (SELE) which was set and noticed/used in elementary schools in Banciao District, Taipei County, and investigated students’ learning satisfaction over SELE. The major instruments were two quantitative tools, Checklist of SELE Set in Elementary Schools in Banciao District, and Questionnaire of Learning Satisfaction over SELE for Elementary School Students. The subjects were the school administration and 498 fourth and sixth graders from eight elementary schools in Banciao District, Taipei County. Descriptive analysis and one-way ANOVA were employed to analyze the data yielded from the study. The questionnaire was based on 4-point Liker scale. The main findings of the study were summarized as follows:
1. The situation of SELE which was set by elementary schools reached 81% in Banciao District, Taipei County.
2. The situation of SELE which was noticed/used by elementary school students reached 61% in Banciao District, Taipei County.
3. Students’ learning satisfaction over SELE was 3.1 (total score = 4) in Banciao District, Taipei County.
4. Satisfaction over the setting of SELE differed significantly in parent’s attitude toward students’ English learning. Satisfaction over the facilities of SELE differed significantly in father’s occupation, parent’s attitude toward students’ English learning and size of school. Satisfaction over the administrative measures of SELE differed significantly in father’ educational degree and parent’s attitude toward students’ English learning.
Based on the findings, some suggestions for the educational authority, school administration, teachers, and further studies were given.
Key words: school English learning environment, learning satisfaction
50
Cheng, Wei Yuan, and 鄭維源. "Study of Using QR-CODE for Establishing English Learning Environment." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/54571431865390453450.
Full textAbstract:
碩士<br>中華大學<br>科技管理學系<br>104<br>Improving the performance of English education has remained an obstacle in primary and secondary educations; whereas the learning motive, which directly influences learning performance, is an even more crucial consideration. Taking into account the general curiosity of adolescents about communication products, this study discusses the use of QR-CODE to establish an English learning environment under the context of the Plum Blossom Festival at Dade Junior High School. Relevant cooperative teaching is first performed and incorporated with English education. Then, an actual festival premise is established, titled “Special Campus Event- Plum Blossom Festival QR-CODE Tournament,” within the campus where teachers and students may use their mobile devices to scan the QR-CODE and participate in mobile learning as well as the festival. This specific QR-CODE can be used offline for interactive English learning within the campus. Internet connection can be established through links which access external learning resources for extended learning. Furthermore, the QR-CODE information is stored simultaneously within the client’s storage unit and on cloud storage to allow interactive group learning on the mobile device regardless of Wi-Fi coverage within the campus. This easily resolves problems associated with information update and internet outage, which prevents interactive learning. The system also assists the school in implementation BYOD (bring your own device) and active learning. Additionally, the variety of QR-CODE applications has increased due to recent cloud technology advancement and includes QR-CODE treasure hunt, interactive campus tour, and other learning tools as examples. Thus, this method serves as an excellent aid to English education by establishing a suitable English learning environment.