Dissertationen: „English language learning“

1

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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2

Fagerlund, Lina, und 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.
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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3

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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4

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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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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5

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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6

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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7

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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8

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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9

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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10

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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11

Wen, Qiu-fang, und 文秋芳. „Advanced level English language learning in China“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31233958.

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12

Stevens, Mark. „Technology Enhanced Learning for English Language Learners“. Thesis, George Mason University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981068.

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This study described how 7^th grade English Language Learners (ELLs) in a public middle school used the multimodal Technology Enhanced Knowledge Support System (TEKS2), to learn social studies content and vocabulary, as well as improve reading comprehension, by examining learner assessment scores, and by addressing their views of the experience. Using literature related to ELLs, social studies learning and reading comprehension, multimodal and technology enhanced learning, collaboration, and engagement the TEKS2 was developed through a Design Based Research approach.

Reading comprehension assessments were developed using passages and questions from state and national assessments, and administered on a pre and post study basis. Content and vocabulary assessments were constructed using questions from state standardized tests and cooperating teacher input, and given after each of the two units covered during the study. A learner interview protocol was established based on literature consulted, modified based on findings emerging from quantitative data processing, with interviews being conducted after both units were completed.

Five questions focused this study: 1. Is there a difference in social studies content knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 2. Is there a difference in social studies vocabulary knowledge achievement between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 3. Is there a difference in the ability to read social studies text between ELLs who use the TEKS2 and those who learn through teacher directed instruction? 4. Is there a relationship between ELLs’ characteristics (primary language, ELL level, gender, age, teacher, school) and scores on social studies related content, reading, and vocabulary tests? 5. What do ELLs report about their experiences using TEKS2?

Data were analyzed quantitatively and qualitatively. Scores on post unit content/vocabulary tests were analyzed using independent samples t-tests to determine whether there was a statistically significant difference between teacher-directed (control) and TEKS2 learners. Effect sizes were also analyzed to determine the size of difference. Multivariable regression analyses were used to determine which ELL characteristics (primary language, ELL level, gender, age, teacher, school) had the greatest influence on social studies related content, reading, and vocabulary test performance. Learner opinions expressed in interviews were analyzed using deductive and inductive coding.

Data analyses showed the TEKS2 had a large statistically significant influence on social studies content and vocabulary learning. Analysis of learner reading comprehension post-test scores indicated the TEKS2 had a non-significant outcome with a small effect size. Qualitative analysis of learner interviews showed they saw the TEKS2 as a good way to learn due to its multimodal technology enhanced nature, the chance to collaborate, and teacher support.

Findings from this study support several recommendations related to supporting ELLs in multimodal technology enhanced learning environments. Designers of such systems should reach out to teachers who will be involved in using it as the design process proceeds. In addition, teachers using this approach should seek support reaching out to undocumented parents. It would also be beneficial for school administration to support professional development related to design and implementation of TEKS2 type learning that continues throughout a school year with both in-person and online sessions. Further research examining the design and implementation of TEKS2 learning in English, Math, or Science would be worthwhile.

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13

Dovgopol, H. A. „Innovations in English language teaching and learning“. Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/10500.

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14

Marcum, Jared. „Language Proficiency and Cultural Intelligence in Distance English-Language Learning“. DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6691.

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The purpose of this study is to explore the viability of an international distance English-language program in the development of language and cultural proficiency. Students participated in tests at the beginning and at the end of the course to determine how well they developed both language and cultural proficiencies. The measures included (a) the computer-administered Oral Proficiency Interview (OPIc) from theAmerican Council on the Teaching of Foreign Languages (ACTFL), (b) ACTFL-aligned assessments of reading, listening, grammar, and vocabulary skills, and (c) the Cultural Intelligence Scale (CQS). In addition, course activities surveys provided additional information about student perceptions of course activities. Participants in this study came from various countries as they prepared to attend a U.S. university in Hawaii.The distance learning program fostered language proficiency through various learning activities, with an emphasis on synchronous dialogue over video chat technologies. In addition to English-language proficiency, the program sought to help students learn to effectively communicate with students from other cultures. Cross-cultural proficiency was fostered through cross-cultural dialogue with tutors, teachers, and other students. Students showed improvement in speaking, listening, vocabulary, and grammar. However, on average, students did not show an improvement in reading proficiency. Students reported that dialogue with tutors and teachers was among the most helpful activities in learning English. Students showed some improvement in cultural proficiency. However, this improvement was not universal across all measures of cultural proficiency. Students reported that certain activities—particularly dialogue with tutors and other students—as helpful in developing cross-cultural proficiencies.This study also investigated the relationship between language proficiency and cultural proficiency. Results were mixed. With a few exceptions, cultural proficiency did not predict a student’s language proficiency at the beginning of the course, during the course, or at the end of the course.

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15

Dogan, Emre. „English Language Learning for Adult Immigrant Students in Sweden : Integration, Language, Culture and Learning“. Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-87337.

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This is a study of English language learning for adult immigrant students in Sweden, and how it affects their integration into society. The primary aim of this study is to highlight and analyze the problems that adult immigrant students face, based on teachers beliefs, when learning English in a foreign country, and is backed up by various secondary sources in the subject as well as data collected in qualitative face-to-face interviews with teachers from adult education centres designed to help immigrant learn the native language as well as English. The results show the teacher viewpoint on the learning problems, which stem from cultural, lexical and mental blockades. They are analyzed according to the research questions and theoretical concepts, and presented with an accompanying discussion that aims to inform of the reader of the current learning situations.

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16

Chavali, Nalini. „Learning from learners : perceptions of self-access language learning in a Hong Kong secondary school /“. Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424400.

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17

Zhan, Ying. „Washback and possible selves Chinese non-English-major undergraduates' English learning experiences /“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43943779.

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18

Hart-Rawung, Pornpimon, und n/a. „Internationalising English language education in Thailand: English language program for Thai engineers“. RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.

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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.

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Zhao, Yifan. „Language Learning through Dialogs:Mental Imagery and Parallel Sensory Input in Second Language Learning“. University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1396634043.

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20

Pen, Ibrahem Rotha. „Integrating technology into the English as a second language curriculum: Computer-assisted English language learning“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2136.

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The project integrates computer technology with English as a second language curriculum and instruction. It utilizes the World Wide Web to deliver computer-assisted instruction in English grammar, reading and conversation. Moreover, the project shows the impact of computer technology in helping students develop critical thinking skills, problem-solving skills, and meaningful and applicable skills for employment.

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Yu, Jyu-fang. „Learning and teaching the English Progressive in Taiwan /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008480.

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Zallocco, Ronald T. „Communication and Language Learning“. University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321563345.

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Koc, Serdar Engin. „English Language Teachers“. Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610499/index.pdf.

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The purpose of this study was to explore the perceptions of teacher trainers and trainees about a web-support system and its components developed and implemented as an integral part of the in-service teacher training program entitled &ldquo
Certificate for Teaching English&rdquo
(CTE) program for the newly hired teachers in the two departments of the School of Foreign Languages at Middle East Technical University (METU). The overall design of this study was a case study which was conducted as action research within the qualitative research paradigm. Some participants&rsquo
perceived the file system as usable, reachable, and beneficial because the file types used in the web-support were in congruence with the CTE program. Some participants had difficulty finding files that they were looking for. The participants were not able to use the forum frequently enough because they did not have enough time and they were always in contact with each other during their work hours. However, they suggested the usage of compulsory activities that are separated to be used within the forum. The participants perceived the online tasks as beneficial in terms of retention and revision of sessions and showing examples of how to use video in class. The participants thought that the presence of the curriculum information on the web was essential as information. The participants perceived that the integration of web support and sessions was partial and they wanted to do some sessions online in the future. The participants perceived news section as beneficial in directing them but they thought it should be updated more often.

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Oliveira, Cleiton Constantino. „English as a foreign language students' tales of their language learning“. Florianópolis, SC, 2011. http://repositorio.ufsc.br/xmlui/handle/123456789/94795.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente
Made available in DSpace on 2012-10-25T16:21:15Z (GMT). No. of bitstreams: 1 299788.pdf: 1065529 bytes, checksum: bc17a1c151387e0176ccde03f29c3661 (MD5)
Bearing in mind the recent research concern with individual lives, this study reports a biographical investigation of sixteen tertiary English as a Foreign Language (EFL) students from the state of Rio Grande do Norte/Brazil. The research study aims at capturing the specificities and complexities in the developmental processes of two groups eight undergraduates and eight graduates of EFL students. language learning approaches, in an attempt to understand (a) how they conceive their own English learning as well as (b) how they view themselves as English students. Both groups voiced their past English learning experiences in different settings through semi-structured interviews. Students. biographical accounts were organized into learning stories and analyzed through a narrative approach. Their accounts revealed that students. adopted learning approaches are particularly influenced by the impact of the different learning settings to which they have been exposed throughout their educational process. The research results indicate that the two sets of learning approaches seem to be highly concerned with (a) teacher-as-a-transmitter; (b) job-orientedness; (c) self-reliance; and (d) English-course-orientedness in the undergraduate group; and (e) book-centeredness; (f) self-effort; (g) teacher-reliance; and (h) reticence in the graduate group. The results also suggest that these approaches are flexible, fluid and subject to constant shifts, thus being capable to interweave among themselves
Considerando pesquisas recentes que se preocupam com o estudo do indivíduo, este estudo relata uma investigação biográfica de dezesseis alunos universitários de Inglês do estado do Rio Grande do Norte/Brasil. O estudo objetiva capturar as especificidades e complexidades nos processos desenvolvimentais de dois grupos de alunos de Inglês como língua estrangeira: oito alunos de graduação e oito de especialização. Assim, a pesquisa tem o intuito de compreender (a) como esses alunos concebem suas próprias aprendizagens de Inglês e (b) como eles vêem a si próprios enquanto alunos de Inglês. Os dois grupos de alunos verbalizaram, por meio de entrevistas semi-estruturadas, suas experiências passadas com a aprendizagem de Inglês em diferentes contextos. A biografia dos alunos foi organizada em estórias de aprendizagem e analisadas sob uma abordagem narrativa. Essas biografias revelaram que as abordagens de aprendizagem adotadas pelos alunos são particularmente influenciadas pelo impacto dos diferentes contextos de aprendizagem sob os quais eles estiveram expostos durante o processo educacional. Os resultados da pesquisa indicam que os dois grupos de abordagens parecem estar altamente vinculados ao (a) professor-transmissor; (b) orientação para o trabalho; (c) auto-dependência; e (d) orientação para cursos de Inglês no grupo da graduação; e (e) centralização no livro; (f) auto-esforço; (g) dependência no professor; e (h) passividade no grupo da especialização. Os resultados também sugerem que essas abordagens são flexíveis, fluidas e sujeitas a mudanças constantes, e que, portanto, são capazes de se entrelaçarem uma com as outras

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Ysquierdo, Rachelle. „The Effects of Computer-Assisted Language Learning on English Language Proficiency“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6157.

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The Every Student Succeeds Act of 2015 requires high standards, but academic achievement among English Language Learners (ELL) falls below that of their peers in Texas. These students' lower academic achievement may lead to their dropping out of high school, not going to college, or being underemployed, a problem that led to this study. The purpose of this study was to evaluate whether computer-assisted language learning (CALL) helps ELLs improve their English language proficiency compared to traditional learning approaches. Levy's theoretical framework on the implementation of CALL guided this study. A nonequivalent, pretest-and-posttest design was used to examine mean differences in the increase in proficiency level from the beginning to the end of the year on the Texas English Language Proficiency Assessment System (TELPAS) of ELLS in Grades 3-5 who participated in CALL and of those who did not participate. The sample consisted of 106 English language learners in Grades 3-5: 57 students in the treatment group and 49 in the comparison group. A one-way analysis of variance was conducted to compare language proficiency between the treatment and comparison groups. Results revealed no significant difference in the mean increase in proficiency levels of English language learners between the treatment and comparison groups. Additional analyses of TELPAS subdomains (reading, speaking, listening, and writing) indicated CALL was effective on reading only. Based on the findings, a project study on professional development was designed to focus on instructional strategies to support CALL. This project may lead to social change among administrators and teachers in the methods and strategies they use in the classroom to support CALL and as they work collaboratively to improve language proficiency among English language learners.

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Miranda, Plaza Denise. „Chilean language learners' beliefs about learning English as a foreign language“. Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/171017.

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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa
In the area of language teaching and second language acquisition, there has recently been an increasing emphasis on learners’ beliefs, since they impose a great potential in the learning process. Hence, learners’ beliefs have become an important part of research in the field. Consequently, research on this matter has been conducted in several countries but not in ours, leaving our perspective as educators with no additional and valuable information to support pedagogical practices when planning lessons and working with students. The present study focuses its attention on Chilean learners’ beliefs about learning English as a foreign language from a contextual perspective according to the themes selected from the BALLI--Beliefs about Language Learning Inventory by Horwitz. This study employed the semi-structured interview method to investigate the nature of learners’ beliefs. Consistent with previous findings, this study revealed that learners’ beliefs were born out of their previous learning experiences. Learners’ beliefs were context specific, related to social background, and individual differences; however, they were not immutable.

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Lee, Jun-Yong. „Language learning strategies and tolerance of ambiguity of Korean midshipmen learning English as a foreign language“. Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115721.

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This study explores patterns of language learning strategies and the degree of tolerance of ambiguity of Korean Naval Academy midshipmen. The subjects, 377 midshipmen, were divided into three groups according to class, major, and proficiency, and the results were analyzed by group. The study also sought to find out relationships between motivation, attitude, language learning strategies, and tolerance of ambiguity. For the study, the Strategy Inventory Language Learning (SILL for ESL/EFL) developed by Oxford (1990a) and the Second Language Tolerance of Ambiguity Scale by Ely (1995) were used, along with items about motivation and attitude toward language learning.It was found that the language learning strategy mean and tolerance of ambiguity mean were not high overall. The proficiency levels showed significant mean differences: the high proficiency level students showed a significantly higher mean use of language learning strategies and tolerance of ambiguity than did the low and mid proficiency level students. With respect to class levels, there were no significant mean differences relating to language learning strategies. The seniors' mean of tolerance of ambiguity, however, was significantly higher than that of the other class levels. For major, there were no significant differences in the use of language learning strategies and tolerance of ambiguity. Correlations between tolerance of ambiguity and language learning strategies were significant and positive, although modest.The midshipmen's means of motivation and attitude were comparatively high. It was also found that while motivation showed a strong correlation with language learning strategies, attitude showed a strong correlation with tolerance of ambiguity. Through the analysis of six open questions, in addition, it confirmed that the Korean midshipmen generally did not use active strategies in learning English, although high proficiency level students used more than the mid or low proficiency ones.
Department of English

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Man, So-shan Susan. „First language influencing Hong Kong students' English learning“. Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36897784.

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Man, So-shan Susan, und 文素珊. „First language influencing Hong Kong students' English learning“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36897784.

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Bárbara, Noémia Martins. „Autonomy in English language learning: a case study“. Master's thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/8554.

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Doutoramento em Didáctica
The main goal of this study was to analyse the development of a pedagogy for autonomy tuned to the current situation in which Higher Education finds itself, namely of implementation of the Bologna Process in Europe, and in particular at the Escola Superior Agrária of the Polytechnic School at Coimbra. For this purpose new course units were created, new descriptors written, new materials developed and new methodologies tried. A case study was undertaken to observe and analyse the changes the institution was undergoing and to assess the impact of the new methodologies, particularly regarding the development of student autonomy. The target population for this study were the first year students on the Biotechnology degree in the year 2007/2008, to whom a battery of tests were applied, namely proficiency tests, belief tests, metacognitive tests, as well as methods of ethnographic research. The study relied on the European Framework of Reference for Languages and the European Language Portfolio to establish recognised levels and competences, and employed the portfolio as its main tool for measuring student autonomy. This portfolio was simultaneously biographical and descriptive and was organised by the students in their own time. Great incentive was given to this independent work. The ethnographic component of the study was of significant importance being given to students learning histories and to the collection of students’ reflections. This component aimed in particular to allow students the opportunity to express their thoughts on the experience they underwent during 20 weeks. From the analysis of the data, a significant improvement in self-confidence and motivation for lifelong learning is observable in the development of multiple tasks. Regarding the students’ progression towards proficiency, this improvement is less clear, but the final results of educational success were generally of great relevance.
O presente estudo teve como objectivo a elaboração e análise de uma pedagogia para a autonomia que se ajustasse ao momento presente do Ensino Superior, i.e., à implementação do Processo de Bolonha nas instituições de ensino superior na Europa, e em particular, na Escola Superior Agrária do Instituto Politécnico de Coimbra. Para tal, foram criadas novas unidades curriculares, novos programas, novos descritores, novos materiais e novas metodologias. Todos os procedimentos utilizados tiveram por alvo os alunos de primeiro ano do curso de licenciatura em Biotecnologia de 2007/08, nomeadamente a aplicação de uma bateria de testes, entre eles, testes de nível de língua, testes de nível metacognitivo, testes de conceitos, etc. Assim como elementos de estudo etnográfico, que pudessem deste modo trazer à luz resultados da mudança que se estava a operacionalizar a nível institucional. Como pano de fundo do estudo estão ferramentas orientadoras como o Quadro Europeu de Referência para as Línguas e o Portfólio Europeu de Línguas onde o estudo vai buscar orientação. A principal ferramenta usada para medir a autonomia nos alunos foi o portfólio elaborado pelos aprendentes, em casa, simultaneamente biográfico e descritivo, onde se incentivou a mostra do trabalho independente. No estudo, a componente etnográfica tem um peso significativo com as histórias de aprendizagem dos alunos e com a recolha das reflexões, onde se procurou conhecer o que pensavam os alunos sobre a sua experiência de aprendizagem durante as 20 semanas em que o estudo se desenrolou. Em linhas gerais, da análise dos dados constata-se uma melhoria muito significativa na autoconfiança dos alunos no que respeita ao desenvolvimento das múltiplas tarefas. A nível da progressão da sua proficiência há uma melhoria menos significativa, mas os resultados finais de sucesso educativo são de grande relevância.

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Rahayu, Puji. „Productive Failure in Virtual Language Learning for English“. Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25939.

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Vocabulary and syntax are challenges for English as Foreign Language (EFL) learners when they want to communicate in English. Task-based Language Teaching is commonly used in EFL teaching of vocabulary and syntax, which is a type of Direct Instruction (DI) that involves the initial use of explicit language instruction followed by a language learning activity. This study compared the efficacy for language learning of a different type of pedagogical approach, Productive Failure (PF), which delays instruction until after a language learning activity, to Direct Instruction (DI). There were three main language learning assessment areas: (a) students' declarative and procedural knowledge in the written production of the target language, (b) students' declarative and procedural knowledge in the spoken production of the target language, and (c) students' cognitive and metacognitive strategies in learning. English language education department freshmen in an Indonesian university (N=112) participated in the study by performing language learning activities in Second Life (SL), which is a 3-D virtual learning environment. They were randomly assigned to two language learning treatment groups. The PF group finished a communicative task on describing places prior to receiving explicit instruction. In contrast, the DI group watched an instructional video before completing a communicative task on describing places. This was followed by students in both groups finishing a similar communicative task in SL. Data from pre-and post-tests were analysed quantitatively, and video captures were transcribed and analysed qualitatively. The quantitative results found that PF group students performed significantly higher on the English syntax written assessment and both groups performed equally on the written vocabulary assessment. However, both groups performed equally on the spoken assessments of syntax and vocabulary. In the qualitative analysis, the PF students were found to use more self-regulated learning strategies and study tactics than DI students. The pattern of these findings is discussed in terms of previous research and theory. Overall, these findings suggest further research is warranted to investigate the use of PF language learning activities that involve the use of a virtual learning environment.

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Pouke, S. (Saara). „Learning English through Finnish as a foreign language“. Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905302269.

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Abstract. The purpose of this case study is to investigate how English language learning happens in an environment where the language used to facilitate learning is a foreign language for the learner. The research uses sociocultural theory as basis for understanding the phenomenon as students and teacher in a multilingual classroom bring their own language and culture to an environment to engage in acquisition of a third language. The method for research was a semi-structured group interview of six individuals who all spoke a dialect of Persian and had spent two years in Finland. A thematic analysis of the interview yielded eight themes that were divided to two groups; one focused on the community level of language learning and the other on multilingualism in language learning. The community level focused on classroom and student interaction, and analysis showed that both Finnish and the L1 were used as a tool for understanding what was being taught in the classroom. Learning happened in the classroom, between peers and autodidactically, and attitudes towards learning were brought from the home country to the classroom. Motivators, outside the aim, were mostly positively related to the teacher and negatively related to competition between peers. The aim for language acquisition was English as a lingua franca. Multilingualism on the individual level was equally present in both in language acquisition and use. Finnish was used as a support for learning grammar and vocabulary especially in relation to its link as a language used in a Western culture, however the L1 was the preferred language for learning especially when students studied on their own as this language too had similarities to English to draw from. Students’ choice in language in speech reflected both preference due to proficiency as well as word choice due to linking languages to various environments. Translation was the most important tool in learning and Finnish was a useful language in this regard due to the translation programmes yielding better results in this language. Language loss was related to the proficiency in the specific language as well as how demanding the environment was as Finnish and English were both prone to language loss though Finnish less so due to being used at a school environment. The L1 was susceptible to language loss as everyday interaction did not demand as high a level of language use.Tiivistelmä. Tämän tapaustutkimuksen päämääränä on selvittää, kuinka englanninkielen opiskelu tapahtuu ympäristössä, jossa opetuskieli on oppilaalle vieras. Tutkimus käyttää lähtökohtana sosiokulttuurista teoriaa, jolloin tarkastelussa tärkeänä pidetään näkökulmaa, jossa oppilas ja opettaja tuo oman kulttuurin ja kielensä opiskeluun ja nämä yhdistyvät kieliluokassa kolmannen kielen opiskeluun. Tutkimusmetodina käytössä oli kuuden henkilön puolistrukturoitu ryhmähaastattelu, jossa kaikki osallistujat puhuivat jotain persiankielen murretta ja olivat olleet Suomessa kaksi vuotta. Haastattelun temaattisen analyysin avulla syntyi kahdeksasta teemasta kaksi suurempaa ryhmää; yksi keskittyi opiskeluun yhteisötasolla ja toinen monikielisyyteen. Opiskelu yhteisötasolla keskittyi vuorovaikutukseen sekä luokassa että oppilaiden välillä. Haastattelun analyysi osoitti, että sekä L1 että suomen kieli olivat luokassa työvälineinä, joiden avulla opetettavaa materiaalia pystyttiin ymmärtämään. Oppimista tapahtui luokassa, oppilaiden välillä, sekä autodidaktisesti ja oppilaat toivat kotimaastaan oppimiseen liittyviä asenteita. Motivaattorit, itse kielen oppimisen syyn lisäksi, liittyivät enimmäkseen positiivisesti opettajaan ja negatiivisesti oppilaiden väliseen kilpailuun. Englannin oppimisessa oppilaat tähtäsivät kielen käyttöön yhteiskielenä. Monikielinen taso keskittyy yksilön kielen opiskeluun ja oli myös näkyvissä yksilöiden kielenkäytössä. Suomea opiskelijat käyttivät sanaston ja kieliopin opiskeluun varsinkin koska suomen kieltä, kuten myös englantia, käytetään länsimaissa. Oppilaiden L1 oli silti käytössä varsinkin yksin opiskelussa, sillä myös tässä kielessä on kielellisiä yhteyksiä englannin kieleen. Oppilaiden kielivalintaan vaikutti se mitä oli mukavinta käyttää. Tämä näkyi yksittäisissä sanavalinnoissa, riippuen siitä mitä kieltä oppilas käytti tietyssä kontekstissa. Kääntäminen oli kielen oppimisessa tärkein työkalu ja suomen kieli oli tähän liittyen käytännöllinen käännösvälineiden tarkkuuden vuoksi. Kielen häviäminen liittyi paitsi kielitaitoon, myös siihen kuinka vaativaa kielenkäyttöä ympäristö vaati, sillä englanti ja suomi molemmat saattoivat kärsiä huonon kielitaidon takia, vaikkakin suomi vähemmän koska se oli koulukieli. Häviäminen näkyi myös L1-kielessä koska ympäristö ei vaatinut korkeatasoista kielenkäyttöä.

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Che, Lah Salasiah. „Language attitudes towards English and language proficiency in English among Malaysian students : a sociolinguistic study of Penang Island“. Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319259.

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Freeman, Karen Lynn, und University of Lethbridge Faculty of Education. „Yugoslavian immigrant women learning English“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998, 1998. http://hdl.handle.net/10133/69.

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When immigrants move to another country, their success is determined by acceptance within the new society. Acceptance within the new society is dependent upon removal of the language barrier and thus learning the English language. My question for this study are as follows: 1) are there cultural or environmental barriers which may inhibit the ability of immigrant women to learn and use English, and 2) are there role expectations which may prevent women from taking full advantage of opportunities to learn the new language? Such barriers may arise from the nature of the interpersonal relationships or roles within the family unit, or values held by women or their spouse/partner, such as attitude toward gender equality, which could influence the ability or opportunity to learn English. This research explores the experience of immigrant women from the former Yugoslavia in accessing and learning the English language. These women who are between the ages of twenty and forty-five and their families, have immigrated to a small western Canadian city, since the war in that country in 1990. In addition, this study explores the influence of factors such as educational attainment, efficiency in their first language, motivation and desire on learning and retaining English. My analysis, based on interviews with seven immigrant women, revealed that even though hierarchical structure is evident in their cultural beliefs, women empower themselves through their motivation and desire to learn English, primarily for reasons of economic stability.
v, 112 leaves ; 29 cm.

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Nakata, Yoshiyuki. „Motivation and experience in foreign language learning /“. Oxford ; Bern Berlin Bruxelles Frankfurt am Main New York Wien : Lang, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=015442386&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Aslan, Oktay. „The Role Of Gender And Language Learning Strategies In Learning English“. Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611098/index.pdf.

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This study intended to investigate the language learning strategies used by learners of English as a foreign language, aiming to find the amount of strategies and the domain differences of the strategies used
to reveal the link between strategy use and success levels
and to find out the difference in strategy use between genders and its influence on their achievement in English. 257 (153 male, 104 female) students from Atilim University English Preparatory School participated in the study. At the time of the study all the participants were in the same proficiency level, and were distributed to different classes of the same level. The data were gathered through strategy inventory for language learning (SILL) of Oxford (1990), which was translated to Turkish by Cesur and Fer (2007). The instrument, based on Oxford&rsquo
s (1990) classification of the language learning strategies, is composed of 50 items in six subscales. The participants responded to the inventory before the end of the level they were in. The data were analyzed through SPSS (15.0) to find the relationship of language learning strategies, gender and achievement in learning the target language. To reveal the interconnections between these factors, independent t-tests and an ANOVA test, along with post hoc procedures were performed on the gathered data. The findings of the study revealed that use of language learning strategies are positively effective in success in English, that females were significantly more successful than males in terms of achievement tests, and that they used more language learning strategies in learning English. Depending on the statistical results, it is discovered that there is a significant connection between gender, language learning strategies and achievement in English.

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Durrant, Philip Lee. „High frequency collocations and second language learning“. Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10622/.

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This thesis explores the implications of high frequency collocation for adult second language learners. It addresses three main questions. First, it asks to what extent high frequency of occurrence in a corpus indicates that collocations are independently represented in the minds of native speakers. A word association study indicates that high frequency of occurrence is a fairly reliable predictor of mental representation, though this methodology does not allow us to determine the precise strength of the relationship. A series of lexical decision studies also show a relationship between frequency and representation, but effects are limited to those collocations which are sufficiently salient to also register as associates. This suggests that psycholinguistic 'priming' models may not be the best way of understanding collocation. Second, the thesis examines the idea that adult second language learners usually fail to retain the collocations to which they are exposed. This is tested through a lab-based training study and a learner-corpus study. Results suggest that adult learners are capable of learning collocations from input, but that 1) the relatively low levels of input to which most learners are exposed mean that they nevertheless tend not to attain native-like profiles of collocation use, and 2) input which provides repeated exposure to collocations can dramatically improve learning. Third, the thesis asks whether a useful pedagogical listing of frequent 'academic collocations' can be compiled. Results suggest that an academic collocation list is viable, but that important caveats need to be made concerning the nature of the collocations included and the range of disciplines for which such a listing will be useful. Moreover, listings of two-word collocations should be seen only as a starting point for more comprehensive phraseological listings. Suggestions will be made for ways in which we might go beyond such two-word listings.

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Malallah, Seham. „A study in some aspects of foreign language learning at Kuwait University with special reference to computer assisted language learning“. Thesis, Bangor University, 1994. https://research.bangor.ac.uk/portal/en/theses/a-study-in-some-aspects-of-foreign-language-learning-at-kuwait-university-with-special-reference-to-computer-assisted-language-learning(c650c11b-a3ad-4a5c-b0d5-b8058d0073dc).html.

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This thesis is concerned with foreign language learning and teaching. The initial aim of the thesis is to examine Gardner's (1985) model to find out whether this model is applicable to English foreign language learning (EFL) in Kuwait. The purpose is to determine the extent to which previous research findings can be generalised to a sample of University students in EFL courses in Kuwait. The thesis comprises three integrated background literature reviews: approaches to foreign language teaching and their implication for TEFL in Kuwait; 'CALL': (Computer Assisted Language Learning); and the role of the attitude, motivation and anxiety in foreign language learning. Two pieces of research are reported with two contrasting methodologies: a survey questionnaire, and an ethnographic approach examining the effectiveness of CALL. The research was conducted on Kuwait University undergraduates enrolled in English courses offered by the English Language Centre at Kuwait University during the 1992-1993 academic year. First, the research focuses on the inter-relationships between attitude, motivation, anxiety and achievement in the English language. Second, the research identifies the methods of teaching, instructional materials, class activities and appropriate teacher roles that students most prefer. Third, the research introduces new instructional materials via the use of computer programs in an EFL class. The effect of Computer Assisted Language Learning on students' motivation toward learning English as a foreign language, students' feeling of anxiety in the English class and their achievement in the foreign language are each examined by classroom observation and interviews. The results of the research show that: (1) in general, students appear to have a strong motivation to learn English; express a definite degree of preference toward English and native speakers of English, and lack feelings of anxiety. (2) The more a student is exposed to the English language through being in an English medium College, visiting and staying in an English speaking country and watching English programmes on T.V., the more a student needs the English language either for present studies or for future career, the more motivated to learning English and more positive attitudes towards the language are apparent. (3) Students' ability in English has a significant relationship with a variety of factors investigated: the higher the student's ability in English, the greater the motivation to learn English, the more favourable is the student's attitudes toward the English language and the less anxiety the student's experiences in the English class. (4) 'CALL' enhances students' motivation to learn the foreign language, lowers their anxieties and improves their achievement in the English language. The thesis concludes with an integration of theory and research, and makes a series of recommendations about developments in EFL in Kuwait University.

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Hardman, Frank Christopher. „A-level English language and English literature : contrasts in teaching and learning“. Thesis, University of Newcastle Upon Tyne, 1997. http://hdl.handle.net/10443/604.

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This study is an investigation of methods of teaching and learning in the A-level English curriculum consisting both of the traditional A-level English literature and the more recent arrival of A-level English language. It is generally assumed in commentaries on A-level English teaching that language is taught differently from literature because of differences in aims, content and ideology. English language is seen as a deliberate move away from the more 'pure' academic study of literary texts and towards more 'applied' and even partly 'vocational' study in which independent and collaborative forms of learning are strongly encouraged. There is, however, little empirical evidence about how students are taught and how they learn in these different courses. The study addresses these limitations by carrying out an intensive, qualitative study of the teaching styles of ten teachers who teach across the two A-level English subjects. Video recordings of twenty complete lessons (i. e. 10 English language and 10 English literature) were analysed using a formal framework of analysis adapted from the study of discourse analysis. This system identifies the organisation of the classroom discourse so as to allow for a comparison of the patterning of teaching exchanges across the two subjects. The study also investigates, using semi-structured interviews, how the teachers perceive the learning objectives of the two subjects, and the match between those objectives and the teaching and learning methods used to achieve them. The findings suggest that teachers do not vary their teaching style when teaching across the two English subjects at A-levels supporting an extensive statistical study of students' perceptions of the instructional practices employed by teachers which also found a lack of pedagogic distinctiveness between the two subjects. The analysis revealed that teacher-led recitation is a prominent feature of the discourse in both A-level English language and literature.

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Huang, Jing. „Autonomy, agency and identity in foreign language learning and teaching“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

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Hlebnikovs, Pjotrs. „Extramural English: Swedish upper secondary students’ beliefs on using and learning English outside the classroom“. Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27347.

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The present study examines students’ use, attitudes and preferences, when it comes to EE (Extramural English). EE is defined as English language activities that learners are engaged in outside their ordinary language class, such as reading books, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing video games, listening to music, etc. The results of the study are based on data that was collected from Swedish upper secondary-school learners of English over a period of one term on several occasions. Information about students’ EE activities was collected by quantitative questionnaires, including both multiple-choice and open-ended questions. The results showed that Swedish upper-secondary school students were engaged in many different extramural activities. The extramural activity that the students were most often engaged in, was watching English language movies. The second most popular extramural activity was watching TV-programs in English with Swedish subtitles. Furthermore, according to the surveyed upper-secondary students, most of their language skills they develop with the help of their Extramural contacts with the English language. These are for example understanding of spoken English, speaking English, understanding of English vocabulary and understanding written English. However, when it comes to the written English and the development of English grammar, it appears that the students see themselves as developing these language skills more successfully within the language classroom than in their free time. The results also showed that, whereas the above-mentioned extramural activities were preferred by both boys and girls, there were also some differences in their use of extramural activities. Whereas boys rather preferred such activities as "English-speaking role-playing or computer games", girls, according to their answers, preferred such activities as "reading texts in English". The results of this study have shown that, according to the students’ responses, there is no strong gender difference when it comes to attitudes about learning English in school versus outside the school.

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Ali, Shadan. „Newly arrived students in English education : A study of difficulties encountered by students learning English as an L3“. Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45153.

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The purpose of this study is to investigate the difficulties newly arrived students encounter when they learn English, both from the perspective of students and of teachers, and how these difficulties materialise in the classroom. The study was carried out through interviews with teachers and newly arrived immigrant students on the language introductory program at an upper secondary school. Interviews were used to investigate teachers' and students' experiences and attitudes. The results show that the most significant difficulties the students encounter occur in connection with listening comprehension, and these appear when the students are tested in hearing comprehension. Important factors that influence students’ listening skills are, among other things, that the students learn two languages simultaneously, and also that they have not developed strategies for listening comprehension. It also emerged that both teachers and students use tools such as pictures in order to facilitate learning. Students also use Google to translate, to some extent. When examining both teachers' and students' responses, it was revealed that they have a negative attitude to learning Swedish and English simultaneously. This is explained by the fact that they lose focus, and everything becomes confusing. In conclusion, the result shows that there are no advantages to having newly arrived students learn two languages at the same time. According to the participating teachers, the students must be well-grounded in the Swedish language before they start with English.

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Harvey, Louise. „Language learning motivation as ideological becoming : dialogues with six English-language learners“. Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/language-learning-motivation-as-ideological-becoming-dialogues-with-six-englishlanguage-learners(9bc63717-5705-4e2e-8f47-d6cca76daee3).html.

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The field of language learning motivation has traditionally been a 'self'-centred one, characterising the individual learner as subject to influence by, but essentially separate from, the sociocultural environment. Models of language learning motivation have been concerned with theorising the self, but have not fully accounted for the role of the other. The recent emergence of sociocultural approaches has seen a welcome move towards addressing this gap, theorising the language learner as engaged in complex relationships with various others, all constituted by and constituting their sociocultural contexts. Within this paradigm, researchers have begun to consider ways in which language learning motivation may be part of broader motivation for learning in various life domains - intellectual, social, emotional, ethical - though this is as yet an emergent area of scholarship. This study adopts one such sociocultural approach, namely Ushioda's person-in-context relational view (2009, 2011). Using a theoretical framework and innovative dialogical research design based on the work of Mikhail Bakhtin, I present dialogues describing the learning experience and motivation of six English-language learners, and create a definition and interpretation of language learning motivation as ideological becoming, a process of learning to be in the world. This definition and interpretation integrate the language learner and their social context in ways which understand language learning motivation as socially constructed, involving relations with many different others; which understand language learning motivation as part of motivation towards broader personal and social growth and development; and which foreground learners' own voices and perspectives. In accounting for the reciprocal influence between the language learner and the world as heard through learners' own voices, this study offers an important conceptual contribution to the language learning motivation field. Furthermore, it represents a methodological contribution to both the language learning motivation field and to qualitative inquiry more broadly. Finally, it offers political and practical contributions, and makes suggestions for future research and researchers.

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Stack, James Dennis. „The development of English academic language proficiency by language minority students learning English as a Second Language in school settings“. Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2841.

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The purpose of the study was to examine the growth of English academic language proficiency by language minority students who were learning English as a second language in an urban school setting. In light of Cummins' theory of language proficiency, the research investigated English development over a one year period in the areas of language most needed for academic success in school, reading and language. Growth in English academic language proficiency was examined across socioeconomic groups, language groups, years of instruction in the district, places of birth, and levels of oral language proficiency. The research sample included 4,663 students in two groups: a focus group of 2,460 students learning English as a second language in school, and a comparison group of 2,203 students from an English language background who had never received second language instruction. All the students were enrolled in grades 4 and 5 and had participated in districtwide standardized test administrations in Spring 1988 and Spring 1989. In addition to test results, information was collected pertaining to the following background characteristics: socioeconomic status, primary language background, length of time in the district, birthplace, and level of oral language proficiency. Statistical analysis with t-tests and Anovas indicated significant differences in CTBS Reading and Language gain scores favoring the second language learners compared to the national norm group and the non-second language learners. Although there was a narrowing of the achievement gap, it would take 5 to 7 years to close it at the observed rate. Among second language learners there were no differences in Reading and Language growth by socioeconomic status; all SES groups were narrowing the gap. There were differences in Reading and Language gains by years in the district; the students with fewer years were exhibiting the greater gains. In Reading growth there were no significant differences by language background, birthplace, or oral language proficiency; however, in Language growth there were differences. These differences were in the test area which is more dependent on formal schooling. It is recommended that emphasis be placed on reading and writing instruction and that students be given bilingual/ESL support for a longer period time.

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Yu, Yuanfang. „Foreign language learning : a comparative study of Australian and Chinese University students /“. St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16092.pdf.

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Service, Elisabet. „Phonological coding in working memory and foreign-language learning“. Helsinki : Dept. of Psychology, University of Helsinki, 1989. http://catalog.hathitrust.org/api/volumes/oclc/24617470.html.

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Wen, Qiu-fang. „Advanced level English language learning in China : the relationship of modifiable learner variables to learning outcomes /“. Hong Kong : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17664731.

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Lin, Hsing-Yin Cynthia. „Phonological interference between English and Chinese when learning Mandarin“. online access from Digital Dissertation Consortium, 2007. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3266508.

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Liando, Nihta V. F. „Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /“. Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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Barros, Ana Marina do Val. „Pronunciation difficulties in the consonant system experienced by Arabic speakers when learning English after the age of puberty“. Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=2937.

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Thesis (M.A.)--West Virginia University, 2003.
Title from document title page. Document formatted into pages; contains vi, 80 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 70-77).

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