Bibliografias temáticas / English language learning

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Literatura científica selecionada sobre o tema "English language learning"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 9 de junho de 2025

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Artigos de revistas sobre o assunto "English language learning"

Tambile, Rajendra K. "Language Laboratory and English Language Learning." Indian Journal of Applied Research 3, no. 6 (October 1, 2011): 28–29. http://dx.doi.org/10.15373/2249555x/june2013/10.

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Asadullaeva, Visola Bekhzod Qizi. "ENGLISH LANGUAGE LEARNING." «Zamonaviy dunyoda ijtimoiy fanlar: nazariy va amaliy izlanishlar» nomli ilmiy, masofaviy, onlayn konferensiya 1, no. 25 (November 24, 2022): 91–94. https://doi.org/10.5281/zenodo.7355140.

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This article provides the information why learning the English language is so important these days. There are given some advice from the personal experience of the author, some researches are also explained with proofs. Children have the great ability of doing the things which they like and in this article you can read the ways of teaching the language using children hobbies.

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Akbar, Ali. "Language Learning Strategy Use and English Language Proficiency." Global Social Sciences Review 3, no. 2 (June 30, 2018): 439–53. https://doi.org/10.5281/zenodo.4346683.

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The present study has tried to probe the relationship between English language proficiency and the use of language learning strategies. The 450 participants, who were MA English final year/semester students, were taken from 6 different universities of the two provinces (Punjab and Khyber Pukhtunkhwa) of Pakistan. The 50 item Strategy Inventory for Language Learning (SILL) was delivered to all the available and willing students in the class. The data obtained from SILL was analyzed via SPSS (Statistical Package for Social Sciences) by calculating the mean values for the three proficiency levels (low, medium and high proficiency). The data analysis revealed that there is a strong relationship between English language proficiency and the use of language learning strategies.

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Akbar, Ali, Zaman Aleena, and Alam Khan Fatima. "Language Learning Strategy Use and English Language Proficiency." GLOBAL SOCIAL SCIENCES REVIEW (GSSR) III, no. II (June 30, 2018): 439–53. https://doi.org/10.31703/gssr.2018(III-II).25.

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Geoghegan, Leah. "Language learning motivation in multilingual CLIL." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 41 (January 31, 2024): 137–51. http://dx.doi.org/10.30827/portalin.vi41.26620.

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Motivation has long been acknowledged as an undeniably important factor in language learning, and recent research indicates that it may play an even more important role in CLIL than non-CLIL settings (Navarro Pablo & García Jiménez, 2018). However, given the lack of research into CLIL in languages other than English, Dalton-Puffer, Nikula and Smit (2010) have called for a comparison across additional languages, so as to determine the strengths and weaknesses of CLIL language-independently. This comparison is particularly necessary with respect to L2 motivation, given that the spread of English as a global language has led to qualitative differences between learning English compared with other languages (Dörnyei & Ushioda, 2013). The current study thus investigates the language learning motivation of students taking both English and French CLIL classes to determine if there are quantitative differences between the participants’ English and French language learning motivation. Results indicate that the participants exhibited a higher level of language learning motivation towards English than French. The findings highlight the need to better prepare CLIL methodologies when languages such as French are taught alongside English.

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Park, Eun-Soo. "Pre-service English Teachers’ Beliefs about English Language Learning." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 551–64. http://dx.doi.org/10.22251/jlcci.2022.22.24.551.

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Objectives The language teachers’ beliefs about language have an impact on their practices and are likely influence their students’ belief about language learning. This study investigated English language learning beliefs of pre-service teachers of English. The study also examined whether any significant differences exist in pre-service English teachers’ beliefs by gender, different academic years and self-rated English proficiency levels. Methods For this purpose, 91 undergraduate students enrolled in English education department at A university participated in this study. The participants were asked to answer the questionnaire of Beliefs About Language Learning Inventory(BALLI). Data were obtained by distributing the questionnaire through online during the weeks 5 and 6 in the spring of 2022. For data analysis, descriptive statistics, Chi-test, t-test and ANOVA were used. Results The participants showed strong beliefs about the effect on age and the importance of target culture in English language learning. The participants did not agree the importance role of grammar and translation. However, the pre-service English teachers in this study tended to view traditional activities as more useful than communicative activities. The participants believed that English language learning involves a lot of memorization and repetitions. Some of beliefs held by pre-service teachers constitute an impediment to successful English language learning and teaching, such as beliefs about pronunciation, error correction, and vocabulary learning. There was a significant difference for the role of grammar by gender, different academic years and English proficiency levels. Pre-service teachers’ beliefs about the importance of vocabulary, expectation of language, willingness to communicate and motivations were significant based on the participants’ English proficiency levels. Conclusions Pre-service teachers in this study hold a variety of beliefs about English learning. Some of beliefs were consist with the communicative language teaching approach whereas some didn’t reflect the 2015 Revised National English Curriculum and the current language teaching trends. The findings from this study showed that considerable efforts should be made to eliminate any unrealistic beliefs pre-service teachers may hold before they start teaching.

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Seker, Emrullah. "Multiple language learning." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 196–205. http://dx.doi.org/10.18844/gjflt.v6i4.1670.

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English is no longer seen as an extra qualification and it has become a sine qua non basic skill rather than a foreign language, resulting in the slogan English is not enough not only for second language speakers of English but also for the L1 speakers. Accordingly, in this paper, we review studies on multilingualism and simultaneous or successive learning of multiple languages and describe the languages involved in terms of their qualitative or quantitative properties by referring to accessibility, universal grammar and initial state theories, finally aiming to dissipate the terminological ambiguity in the field. In this context, based on the current theories of Universal Grammar on lexical and grammatical learning and theoretical and applied studies on multilingualism and multilingual individuals, we put forth approaches and strategies suggested for simultaneous or successive learning of multiple languages. The results obtained from the study not only contribute to the terminology but also understanding of the simultaneous and successive learning of multiple languages. Keywords: languages, learning, strategies, multilingualism.

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Mirzabekova, Nargiza Rakhmatovna. "ENGLISH LANGUAGE TEACHING METHODOLOGY." Multidisciplinary Journal of Science and Technology 4, no. 1 (January 12, 2024): 77–80. https://doi.org/10.5281/zenodo.10498531.

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This research paper aims to identify the methodology of teaching English language at Primary School children and strategies to enhance the language skills. It is obvious that more than 50% of world population is bilingual. Thus, demand on language learning is growing up to day. The acceleration of globalization processes in the world, the transition to free market relations and the promotion of the introduction of high technologies in production increase the need for "linguistic capital", i.e. specialists who have a perfect command of foreign languages (especially English). In order to ensure quality and efficiency in foreign language education, the experience of reducing the age of learning/teaching foreign languages is becoming popular. This was caused by the widespread concept of "the younger the better / early is better". Hence, the authors try to scrutinize deeply the methodology of teaching English language and means of enhancement of language skills. It can be summed up that according to the research results, at present, that the results are unsatisfied. The authors find research gap in the field of language learning process. Below, some suggestions and language learning strategies are given for further investigations.

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Klicheva, Nafisa Tashevna. "English language teacher." JOURNAL OF UNIVERSAL SCIENCE RESEARCH 1, no. 5 (May 1, 2023): 38–41. https://doi.org/10.5281/zenodo.7884285.

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Nowadays science and ICT (Data and Communication Innovation) have cleared out their affect on each viewpoint of human life. Most of the noteworthy improvements that one can watch nowadays can be credited to the affect of science and innovation. Indeed in instruction segment, we witness that mechanical headway and developments have made a unmistakable affect and have changed a situation. Conventional strategies of giving higher instruction have ended up less persuading. Here, innovation plays an imperative part in making development and inspiration for the learners tockwell, 2016). The word ‘ICT’ incorporates any communication gadget such as computer, versatile phones, radio, and tv and adherent framework. It needs to do with the Web offices. Presently, the partand utilize of innovation as a device for instructing of the English dialect is expanding as educators have caught on its capacity to form both autonomous and collaborative learning environment in which understudies can learn English with much ease. The utilize of  ICT in instructing and learning handle is the require of an hour and instructor is  anticipated to be imaginative and excited in his/her instructing learning prepare by coordination ICT. A educator ought to think of utilizing innovation in conferring instruction.

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Kan, Pui Fong, and Kathryn Kohnert. "Preschoolers Learning Hmong and English." Journal of Speech, Language, and Hearing Research 48, no. 2 (April 2005): 372–83. http://dx.doi.org/10.1044/1092-4388(2005/026).

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Picture naming and picture identification tasks were used to investigate lexical-semantic skills in young children learning Hmong as a first language (L1) and English as a second language (L2). A total of 19 children, ages 3;4 (years;months)-5;2, participated in this study. Performance on lexical tasks was analyzed as a function of development (older and younger participants), language (Hmong and English), modality (receptive and expressive skills), and the nature of total or "composite" vocabulary scores (translation equivalents or singles, reflecting comparable forms in both languages as compared to concepts lexicalized into only 1 language). Older participants outperformed younger participants in English, but not Hmong, indicating a relative stabilization of L1 skills, alongside more robust growth in L2. The difference between expressive and receptive performance was also much greater in Hmong than English. Composite scores were always greater than single language scores and the proportion of translation equivalents increased with age.

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Teses / dissertações sobre o assunto "English language learning"

Öhlander, Andersson Lina. "English Language Learning : Student's Perception on Their Own Language Learning." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-14371.

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This is a qualitative study, which aims at looking closer into how eight students look upon their own English perceiving skills. A qualitative interview method was used to interview eight students in upper secondary school. The participants were four girls and four boys. The result from the interviews have been presented under three different headings, which are as follows: Motivation, Classroom and Acquisition. A lot of studies have been done on the subject of language learning and it has resulted in many theories, and the ones that seemed relevant for this study have been brought up and connected to the answers the students gave. Most of the students felt motivated to learn English and the main reason was their future job plans. In the classroom, the participants thought that the teacher's behaviour and attitude towards the English subject was the most important factor to motivate them. The interview results showed that the student's thought that the best way to learn English was through media, foremost by speaking and writing with their friends on the computer. Those answers can be connected to something that the Russian psychologist Lev S. Vygotskij presents with the socio-cultural theory, were he promotes the idea that the best way to learn a new language is to interact with other people.

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Fagerlund, Lina, and Helena Persson. "Communicative Language Learning in English." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28454.

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I denna vetenskapliga studie diskuteras tidigare forskning om Task-based Language Teaching. Avslutningsvis tar arbetet upp både positiva och negativa aspekter av denna språkundervisningsmetod och kopplar detta till modern språkundervisning.<br>This dissertation is a scientific study which discuss previous research concerning Task-based Language Teaching(TBLT) and the idea of the comminicative approach.

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Estrada, Karla Vanessa. "Examining English Language Development among English Language Learners with Specific Learning Disability." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/214.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

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Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.

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<p> As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.</p>

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Mohd, Nawi Abdullah. "Applied Drama in English Language Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2014. http://hdl.handle.net/10092/9584.

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This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning. The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field. A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements. The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia. The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.

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Chen, Yih-Lan. "Motivation and language learning strategies in learning English as a foreign language /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7593.

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Yik, Ping-chui. "Learning styles and language learning outcomes." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38598073.

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Montiel-Chamorro, Marta L. "Comparing Online English Language Learning and Face-to-Face English Language Learning at El Bosque University in Colombia." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5343.

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Although there is significant research surrounding online foreign language education, there are still questions on whether the outcomes are comparable to those obtained in the traditional face-to-face classroom. This study examined four classes, two online and two face-to-face, where students took the second course of a 6-level program of English as a Second Language at El Bosque University in Colombia. The International Test of English Proficiency (iTEP) was administered to students before classes started in order to establish a baseline, and then again after the courses finished. This test evaluates English language proficiency per skill: speaking, listening, reading, writing and also presents an overall proficiency score and level. Variables such as socioeconomic strata, students’ age, instructors, previous experience with online courses, course completion, student satisfaction and attendance and time on course were also examined. Because not all online students completed all content of the course within the timeframe given, special attention was given to this variable. Results indicate that when comparing the scores of only the online students who completed all the content of the course with those of their face-to-face counterparts, there are no statistically significant differences in the outcomes of any of the four skills nor there is a difference in the overall scores; however this brings up the issue of time investment as it seems to vary based upon instructional method. A qualitative component was used to support the findings in this study. This component included instructors’ interviews, an end-of-course qualitative survey and class observations.

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Ahmed, Rashad Ali. "ONLINE SOCIAL NETWORKING AND ENGLISH LANGUAGE LEARNING: A STUDY OF YEMENI ENGLISH LANGUAGE LEARNERS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1692.

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Online Social Networking Sites (OSNSs) have become an essential part of human communication and interaction all over the globe. They have also offered numerous opportunities to language learners across geographic borders, paralleled by a new research interest in their potential. The present study joins this relatively new line of research as it adds data from a sample of Yemeni English language learners about their use and perceived benefits of using OSNSs in English. The data were collected through an online survey distributed to undergraduate Yemeni learners of English at two universities in Yemen. The final sample included 60 participants (37 female and 23 male), between the ages of 19 and 33. The survey consisted of 31 questions, 28 of which were Likert scale questions and 3 were open-ended questions. The data were analyzed using descriptive statistics and multiple t-tests for independent samples to examine potential gender differences. The open-ended responses were subjected to content analysis to identify common themes and categories of responses. These were grouped, tabulated in tables, and illustrated with quotes from the data. The main conclusion of the study is that Yemeni college students are actively participating in OSNSs and are aware of the language benefits these online sites carry for developing their English skills. Moreover, the participants reported that OSNSs are helpful for building various aspects of their English proficiency, but found them most useful for their writing and reading skills, expanding their vocabulary, having access to authentic materials, and communicating with English speaking friends, both native and non-native speakers. They ranked their usefulness in the following order: Facebook, WhatsApp, Google Plus, Twitter, and LinkedIn. Additionally, the results reveal that both men and women have equal access to OSNSs and perceive OSNSs as equally beneficial for their English skills. There was only one statistically significant difference concerning the frequency of using Facebook as men reported higher frequency of use than their female counterparts. The study offers insights into the potential of using OSNSs in the language classroom. The majority of the participants believed that OSNSs can be a valuable teaching resource if used effectively by their English teachers. They saw the role of OSNSs as supplementary to the usual classroom procedures, mainly in providing authentic contexts for learning, assessment, and facilitating the communication between students and teachers. The findings also suggest that to take advantage of these new opportunities, Yemeni teachers need to have adequate training and regular access to resources, which appeared to be lacking at the time this study was carried out.

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Ngenkaew, Wachuree. "Thai youth, globalisation and English language learning /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18360.pdf.

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Livros sobre o assunto "English language learning"

Diamantopoulou, Sophia, and Sigrid Ørevik. Multimodality in English Language Learning. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003155300.

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Voss, Erik, and Ilka Kostka. Flipping Academic English Language Learning. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8657-2.

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Uhl, Chamot Anna, ed. ESL: Accelerating English language learning. Glenview, Illinois: ScottForesman, 1997.

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Uhl, Chamot Anna, ed. ESL: Accelerating English language learning. Glenview, Illinois: ScottForesman, 1997.

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Uhl, Chamot Anna, ed. ESL: Accelerating English language learning. Glenview, Illinois: ScottForesman, 1997.

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Uhl, Chamot Anna, ed. ESL: Accelerating English language learning. Glenview, Illinois: ScottForesman, 1997.

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Uhl, Chamot Anna, ed. ESL: Accelerating English language learning. Glenview, Illinois: ScottForesman, 1997.

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E, Albertson Gerald, ed. Issues in English language learning. Hauppauge, N.Y: Nova Science Publishers, 2010.

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Uhl, Chamot Anna, ed. ESL: Accelerating English language learning. Glenview, Illinois: ScottForesman, 1997.

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Uhl, Chamot Anna, ed. ESL: Accelerating English language learning. Glenview, Illinois: ScottForesman, 1997.

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Capítulos de livros sobre o assunto "English language learning"

Lotherington, Heather, Deanna Neville-Verardi, and Natalia Sinitskaya Ronda. "English in cyberspace." In Language Learning & Language Teaching, 11–42. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lllt.25.04lot.

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Volkmann, Laurenz. "Language Learning." In English and American Studies, 480–87. Stuttgart: J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_36.

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Hill, Christopher. "English Language Use." In Supporting and Learning from Academics, 59–68. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9040-3_6.

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Vraciu, Alexandra, and Elisabet Pladevall-Ballester. "Early English language learning." In Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning, 80–96. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003289043-7.

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Park, Eun Sung. "Minority Students’ English-Learning Experience." In Language Policy, 107–19. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38754-8_7.

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Hall, Graham. "Language, language learning and Method." In Exploring English Language Teaching, 65–84. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Introductions to Applied Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315193380-4.

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Dekydtspotter, Laurent, Bruce Anderson, and Rex A. Sprouse. "Syntax-semantics in English-French interlanguage." In Language Learning & Language Teaching, 75–102. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.08dek.

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Bauer, Laurie, and I. S. P. Nation. "Learning English Morphology." In English Morphology for the Language Teaching Profession, 1–18. New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367855222-1.

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Lasagabaster, David. "“I always speak English in my classes”." In Language Learning & Language Teaching, 251–67. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lllt.47.15las.

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Dafouz, Emma, and Ute Smit. "A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings." In Language Learning & Language Teaching, 287–306. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lllt.47.17daf.

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Trabalhos de conferências sobre o assunto "English language learning"

Shaik, Iliyas Ali, Ansar Hussain Shaik, P. Athahar, and B. Rasheeda Begum. "Cognitive Computing in English Language Classrooms." In 2024 IEEE 6th International Conference on Cybernetics, Cognition and Machine Learning Applications (ICCCMLA), 313–16. IEEE, 2024. https://doi.org/10.1109/icccmla63077.2024.10871285.

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Qizi, Tojiyeva. "Students' English Language Under Blended Learning Customizations." In The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR, 501–3. SCITEPRESS - Science and Technology Publications, 2023. https://doi.org/10.5220/0012873300003882.

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Hüttner, Julia. "Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.

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The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to our conceptualisation of this nexus by positing and presenting evidence for a dual perspective of disciplinary language. This definition embraces both the production of lexico-grammatical and discursive patterns appropriate to the subject being taught and the verbal and multimodal practices associated with acquiring them.

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Syahid, Ahmad Habibi, Anita, Mohamad Rohman, Ida Nursida, and Afif Suaidi. "Metalinguistic Awareness and Individual Language Learners in Foreign Language Learning." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009431700410048.

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Suhartini, Andewi, Rahayu Kariadinata, and Oneng. "Mastery Learning Approach and Students’ Learning Motivation: Case in Islamic Religious Learning." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008214901410149.

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Huong, Nguyen Giang. "Environment and Attitudes Towards HUFI Non-English Majored Students in Learning General English." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.7.

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English language perception is still an unlimited issue among teachers around the world. Similarly, teaching and learning this kind of language at Ho Chi Minh City University of Food Industry (HUFI) is a challenging matter to solve the problem: How to enhance students’ learning of English. The objectives of the study were to find out the leading causes for the problems in learning English as a foreign language of HUFI students during two and three semesters and the role of foreign teachers of English in students’ progress. The methodology employed in gathering information was a survey conducted via an online Google form questionnaire. Participants were 200 HUFI second-year and third-year non-English major students. The result of this study demonstrated that subjective and objective factors including the environment, students’ attitudes and preparation were the leading causes of problems in learning English. Therefore, if students have good management in learning and are assisted in an English-speaking environment by teachers, they can make progress in their English perception. The data collected from this research might be necessary for later papers discussing more effective ways to help learners enjoy learning English. Recommendations in the light of findings are also discussed in this article.

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Gak, Dragana. "Business English or Survival English?" In 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures«. Unviersity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-252-7.10.

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Kiet, Duong Tuan. "Factors Affecting English-Majored Students’ Speaking Skills at Ho Chi Minh City University of Food Industry." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.20.

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English is one of the most active languages used in the world to express ideas and converse with each other. So popularly communicative is the language, yet a lot of HUFI English-majored students still have to cope with the speaking skill. The research was conducted with the aim of discovering factors that engender English oral performance difficulties, using quantitative methodology to gather information from 92 students whose major is English language. The data collected from participants was meticulously analysed and helped solidify the researcher’s idea of such factors that cause trouble for them. As a result, the researcher came up with the deduction that intrinsic, educational, and linguistic factors are all the reason behind the respondents’ inability to speak English. Hence, the findings could unfold a new horizon for those who have an inquisitive mind on the problem and a desire to solve it based on the comprehensive insights given in the paper. Educationally, the research results are also expected to contribute to the future teaching methodology reformation so that English speaking skills could be achieved in the most effective way.

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Corina-Amelia, Georgescu. "Englsh Language Teaching And Learning. Romanians’ Representations Of English." In 9th International Conference Edu World 2022 Education Facing Contemporary World Issues. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23045.50.

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Seneviratne, Chula. "Integrating e-learning with English language learning." In 2013 International Conference on Advances in ICT for Emerging Regions (ICTer). IEEE, 2013. http://dx.doi.org/10.1109/icter.2013.6761196.

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Relatórios de organizações sobre o assunto "English language learning"

Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.

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O’ Brien, Gisela, Magaly Lavadenz, and Elvira Armas. Project-Based Learning for English Learners: Promises and Challenges. CEEL, 2014. http://dx.doi.org/10.15365/ceel.article.2014.1.

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In this article the authors explore project-based learning (PBL) as an avenue for meeting the needs of English learners against the backdrop of both the 2010 California Common Core State Standards and the 2012 English Language Development Standards. They begin with a definition and brief history of PBL. The authors then propose and expanded version of PBL that considers the unique linguistic needs of ELs and conclude with two promising examples from two California school districts.

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Goodwin, Sarah, Yigal Attali, Geoffrey LaFlair, Yena Park, Andrew Runge, Alina von Davier, and Kevin Yancey. Duolingo English Test - Writing Construct. Duolingo, March 2023. http://dx.doi.org/10.46999/arxn5612.

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Assessments, especially those used for high-stakes decision making, draw on evidence-based frameworks. Such frameworks inform every aspect of the testing process, from development to results reporting. The frameworks that language assessment professionals use draw on theory in language learning, assessment design, and measurement and psychometrics in order to provide underpinnings for the evaluation of language skills including speaking, writing, reading, and listening. This paper focuses on the construct, or underlying trait, of writing ability. The paper conceptualizes the writing construct for the Duolingo English Test, a digital-first assessment. “Digital-first” includes technology such as artificial intelligence (AI) and machine learning, with human expert involvement, throughout all item development, test scoring, and security processes. This work is situated in the Burstein et al. (2022) theoretical ecosystem for digital-first assessment, the first representation of its kind that incorporates design, validation/measurement, and security all situated directly in assessment practices that are digital first. The paper first provides background information about the Duolingo English Test and then defines the writing construct, including the purposes for writing. It also introduces principles underpinning the design of writing items and illustrates sample items that assess the writing construct.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

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O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Fort Belvoir, VA: Defense Technical Information Center, January 1987. http://dx.doi.org/10.21236/ada192006.

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Kravtsov, Hennadiy M., та Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], серпень 2018. http://dx.doi.org/10.31812/0564/2456.

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Research goals: determine particularities of using cloud services in English communicative competence forming process and develop the model of distance learning system (DLS) and cloud services interaction that improves the quality of the learning process. Research objectives: to identify, describe and develop methodological features of the model of distance learning system and cloud services interaction; consider on the examples the methods of use cloud services in DLS in foreign language training, aimed at English communicative competence forming process of students; experimentally investigate the level of using of cloud services in distance learning and identify ways of improving its use. Object of research: methodical system of foreign language students’ training of language faculties in high institutions. Subject of research: methodological model of the model of distance learning system and cloud services interaction in English communicative competence forming process. Research methods used: review and analysis of scientific publications, psychological, educational and instructional materials, modeling of complex systems, questionnaires, conducting pedagogical experiment. Results of the research. The model of distance learning system and cloud services interaction was developed and the methodological particularities of this interaction are defined. Methods of using cloud services on the example of the distance course “Practical English Course Upper Intermediate” describing the methods of doing the tasks in English communicative competence forming process of language faculties were considered. As a result of experiment it was found there is a low level of use of cloud technologies in distance learning is a consequence of a lack of awareness of teachers in the possibilities of its use. The main conclusions and recommendations: 1) the use of cloud technologies in distance learning of foreign language will improve the quality of training of students of language faculties of high institutions; 2) it is reasonable to conduct work in familiarization and training university lecturers using cloud services in professional and educational activities.

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Bando, Rosangela, and Xia Li. The Effect of In-Service Teacher Training on Student Learning of English as a Second Language. Inter-American Development Bank, July 2014. http://dx.doi.org/10.18235/0011651.

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In-service teacher training aims to improve the supply of public education. A randomized experiment was conducted in Mexico to test whether teacher training could increase teacher efficiency in public secondary schools. After seven and a half months of exposure to a trained teacher, students improved their English. This paper explores two mechanisms through which training can affect student learning. First, trained teachers improved their English by 0.35 standard deviations in the short run. Teachers in the control group caught up with treatment teachers by the end of the school year in part because teachers in the treatment group reduced out-of-pocket expenditures to learn English in 53 percent. Second, teachers changed classroom practices by providing more opportunities for students to actively engage in learning. This evidence suggests that teacher training may be effective at improving student learning and that teacher incentives may play a role in mediating its effects.

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TAWIR, KHALID MUKTAR. THE USE OF MOBILE LEARNING IN ENGLISH FOREIGN LANGUAGE CLASSROOM: CHALLENGES, ADVANTAGES AND DISADVANTAGES, APPLICATIONS AND IMPLICATIONS TO FOREIGN LANGUAGE LEARNERS. ResearchHub Technologies, Inc., March 2025. https://doi.org/10.55277/researchhub.bojkc034.1.

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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.

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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.

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