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Buckledee, Steve. "Motivation and Second Language Acquisition." ELOPE: English Language Overseas Perspectives and Enquiries 5, no. 1-2 (June 16, 2008): 159–70. http://dx.doi.org/10.4312/elope.5.1-2.159-170.
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A feature of Italian universities is the high student drop-out rate in nearly all degree courses. It is likely that among the causes of this phenomenon a significant factor is loss of motivation. This study represents the first stage of a longitudinal research project aimed at monitoring students’ motivation levels over a three-year period. At the beginning of the academic year 2008-2009 a questionnaire was administered to 150 newly enrolled students of English at the University of Cagliari in Italy. The closed-response items were designed to measure the respondents’ instrumental and intrinsic motivation. The responses were then considered in the light of the following variables: age, gender, level of competence in English and choice of degree course. The major finding was that a clear majority of respondents reported a considerably higher level of intrinsic than instrumental motivation, while the most significant variables were shown to be competence level and choice of degree.
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Véliz, Leonardo. "Corrective Feedback in Second Language Classrooms." Literatura y Lingüística, no. 19 (August 14, 2018): 283. http://dx.doi.org/10.29344/0717621x.19.1587.
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In this paper I attempt to analyse and survey the role of corrective feedback –more specifically recasts– in the interaction between teachers and L2 students in a classroom. Thus, I explore the effects of recasts on students’ self-correction in order to finally come to the conclusion whether or not students are able to notice this type of underlying correction and, therefore, reformulate their ill-formed utterances. Besides, I also undertake a comprehensive survey of the literature on the topic. Two different groups of students from the English Teaching Trainig Programme at Universidad Católica Raúl Silva Henrríquez are studied. Five students taking English courses at an intermediate level and five taking advanced English courses.Intermediate and advanced students have been categorised on the basis of their number of English language courses they have taken. Intermediate students have taken four, whereas advanced have taken seven. In this paper the point at issue is whether harmful and ineffective or essential and rather effective, and whether recasts are noticeable for students to ‘read between lines’ and figure out the underlying correction. I take the stand that recasts are only effective when using them with advanced students as they are more cognitively advancedand, therefore, able to make inferences and interpret the implicit message to reformulate their mistakes. The results as well as the tests on the whole, clearly demonstrate that recasts as a corrective technique happen to be a bit more effective with advanced students than with intermediate students, though the difference is not striking.
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Kiziltepe, Z. "Attitudes and Motivation of Turkish EFL Students towards Second Language Learning." ITL - International Journal of Applied Linguistics 129-130 (January 1, 2000): 141–68. http://dx.doi.org/10.1075/itl.129-130.01kiz.
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This paper presents the results of a study of the influence of attitudes and motivation on the acquisition of English by Turkish students. It investigates the following factors : attitudes. towards the British and Americans; motivational intensity; interest in English and foreign languages in general; instrumental and integrative orientation; anxiety in English classes; family encouragement; the English teacher and course. Results indicate that students are highly motivated instrumentally as well as integratively although a moderate interest in the-British and the American community and culture is reported. Respondents' motivational intensity is high, their attitudes towards learning English and languages in general are positive. They do not show anxiety in class and their families are very supportive. Results about their attitudes towards their English teachers and courses vary according to the school they attend. Implications for EFL/ESL classrooms are also discussed at the end of the paper.
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Wagner, Robin M., and Jiunn C. Huang. "Relative Performance Of English Second Language Students In University Accounting Courses." American Journal of Business Education (AJBE) 4, no. 5 (April 28, 2011): 31–38. http://dx.doi.org/10.19030/ajbe.v4i5.4222.
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Orazaliyeva, Elmira, and Fauziya Orazbayeva. "Multilingual Content in Teaching the Kazakh Language Courses." ATHENS JOURNAL OF PHILOLOGY 8, no. 4 (September 9, 2021): 269–82. http://dx.doi.org/10.30958/ajp.8-4-2.
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According to the second state program on the development and functioning of languages until 2020, Kazakhstan concentrates on consolidating the Kazakh language as the state language, where Russian, English or others are foreign languages. New educational programs of the country assume a step-by-step implementation of communicative language skills. Students receive a possibility of relaying certain knowledge in the field of natural, human and technical sciences. The mission of Abai Kazakh National Pedagogical University as the educational center of transforming the results of advanced research in the field of pedagogy, teaching methods are implemented to prepare teachers in order to support multilingual content approaches in education. It is expected that in high schools four natural subjects like chemistry, biology, computer science, and physics will be taught in English, Kazakh, and Russian, while history, language, literature and other art sciences will be the subjects of the Kazakh or Russian languages. The school programs with general educational standards are aimed at creating a base of modernly demanded and replenished knowledge. It explains the creation of the International Nazarbayev University which is unique in Kazakhstan. High admission requirements characterize selection quality, and targets in mastering foreign languages. Keywords: multi-academic content, multilingualism, cross-cultural expertises, educational methods and strategies, educational approaches
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Duru, Ismail, Ayse Saliha Sunar, Su White, Banu Diri, and Gulustan Dogan. "A Case Study on English as a Second Language Speakers for Sustainable MOOC Study." Sustainability 11, no. 10 (May 16, 2019): 2808. http://dx.doi.org/10.3390/su11102808.
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Massive Open Online Courses (MOOCs) have a great potential for sustainable education. Millions of learners annually enrol on MOOCs designed to meet the needs of an increasingly diverse and international student population. Participants’ backgrounds vary by factors including age, education, location, and first language. MOOC authors address consequent needs by ensuring courses are well-organised. Learning is structured into discrete steps, prioritising clear communication; video components incorporate subtitles. Variability in participants’ language abilities inevitably create barriers to learning, a problem most extreme for those studying in a language which is not their first. This paper investigates how to identify ESL participants and how best to predict factors associated with their course completion. This study proposes a novel method for automatically categorising (English as Primary and Official Language; English as Official but not Primary Language; and English as a second Language groups) 25,598 participants studying FutureLearn “Understanding Language: Learning and Teaching” MOOC using natural language processing. We compared algorithms’ performance when extracting discernible features in participants’ engagement. Engagement in discussions at the end of the first week is one of the strongest predictive features, while overall, learner behaviours in the first two weeks were identified as the most strongly predictive feature.
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Hodara, Michelle. "The Effects of English as a Second Language Courses on Language Minority Community College Students." Educational Evaluation and Policy Analysis 37, no. 2 (June 2015): 243–70. http://dx.doi.org/10.3102/0162373714540321.
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Che Ghani, Nurul Farhani Binti. "Attitudes towards English Medium Instruction Courses among Second Language Learners in Relation to Learning Anxiety and Learning Achievement." SALTeL Journal (Southeast Asia Language Teaching and Learning) 1, no. 1 (January 25, 2018): 38–47. http://dx.doi.org/10.35307/saltel.v1i1.6.
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The purpose of this paper was to examine second language learners’ attitudes towards English Medium Instruction (EMI) courses at University of Selangor (UNISEL) in Malaysia affectively, behaviorally and cognitively. This study also investigated students’ learning anxiety and students’ learning achievement towards EMI courses. This study employed ABC Model of Attitudes (1998) as guidelines to investigate learners’ attitudes towards EMI courses. 100-degree students form Faculty of Science and Information Technology (FSIT) participated in the study by completing a questionnaire of English Medium Instruction courses. A quantitative method was employed to analyze the collected data, performing statistical procedures of descriptive statistic and Pearson correlation using SPSS. The major findings of the study were as follows: (1) most participants demonstrated positive attitudes towards English medium Instruction courses affectively, behaviorally and cognitively, (2) there was no significant relationship between students’ learning anxiety and students’ learning achievement towards EMI courses. It was due to the ways lecturers delivering EMI courses to the students. This situation happened when the way their lecturers conducted the lesson in English medium setting might help the students reduce their learning anxiety of the lesson. In other words, the level of their anxiousness in learning EMI courses depends on how their lecturers deliver the subject during teaching and learning process. Finally, some pedagogical implications that would help tap the students’ attitudes and achievement were demonstrated.Keywords: English Medium Instruction, attitudes, learning anxiety, learning achievement
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Man, Laura, Gavin Bui, and Mark Feng Teng. "From second language to third language learning." Australian Review of Applied Linguistics 41, no. 1 (October 12, 2018): 61–90. http://dx.doi.org/10.1075/aral.17051.man.
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Abstract This mixed-methods study explores English and Japanese learning motivations in a group of Japanese summer course participants at a university in Hong Kong. Sixty-one Cantonese-speaking students completed two questionnaire surveys on co-existing motivations for learning L2 English and L3 Japanese. Depending on the questionnaire results, eight participants were selected to take part in the two subsequent interviews. The findings revealed that the participants perceived L2 English learning as a school subject and a practical tool for academics and career. It was instrumentality, rather than integrativeness, that motivated the students to learn English. Contrary results were found for L3 Japanese language learning, as the learners had more cultural interest, positive learning experience, self-confidence, and positive attitudes. This study, therefore, argues that L2 and L3 motivations merit distinct status. There appears to exist a dual-motivation system amongst these multilingual learners. The study also provides insights into how geographical and psychological distances could impact language learning under the phenomena of globalisation.
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Bell, Nancy. "Transforming faces: Supporting second language learners studying speech-language therapy in global contexts." Applied Linguistics Review 11, no. 3 (September 25, 2020): 403–22. http://dx.doi.org/10.1515/applirev-2018-0071.
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AbstractThe Transforming Faces project is a partnership of speech-language therapy (SLT) educators and practitioners that is co-creating a computer-based series of lecture modules for use in Low Middle Income Countries (LMICs). The initial series of lectures is in English, for use by English speaking instructors and students whose first language is not English. Making the technically challenging and content-specific language of the lectures more accessible and comprehensible to students was the focus of this study. A review of literature from three areas of language learning led to recommendations for consideration in the development of the computer-based lectures modules, and the subsequent piloting of the modules in Addis Ababa, Ethiopia. Following the three-week pilot project, analysis of feedback from the instructor and the students resulted in a number of recommendations for the continued development and implementation of the dysphagia lectures, as well as potential future SLT courses in other global contexts.
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Alias, Asnadia Binti, and Nur Atikah Binti Noor Rashid. "The relationship between students’ second language learning anxiety and language proficiency." Journal of Counseling and Educational Technology 1, no. 2 (December 8, 2018): 50. http://dx.doi.org/10.32698/0141.
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Students in Malaysian Polytechnics must enrol in a second language course as one of the compulsory courses offered by the institution. There is no placement test for polytechnics students to enrol in English language class. Therefore, students with different level of proficiency are mixed together in a classroom to learn English language. Consequently, students encountered difficulties in learning the second language due to feeling of anxiety. Hence, the aim of this study was to determine the correlation between students’ language learning anxiety and their language proficiency. This study involved of 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin which have been chosen randomly. A 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) was analysed using SPSS 22. The study revealed that the students experienced moderate level of language learning anxiety. Correlations – Spearman Test was used to determine the relationship between students’ second language learning anxiety and language proficiency. Three types of anxiety was tested which are Test Anxiety, Communication Apprehension and Fear of Negative Evaluation. Correlations – Spearman Test demonstrated that only Test Anxiety showed significant relationship with students’ language proficiency. Several implications have been discussed to offer suggestions to the lecturers in dealing with students learning anxiety. Lecturers should be careful in correcting students’ error to avoid students feel humiliated. This is because students tend to feel anxious whenever lecturers correct their mistakes in the classroom. A further research should be carried out by using two approaches; qualitative and quantitative and adds more variables such as attitude and motivation towards learning a second language.
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Fenton-Smith, Ben, and Ian Walkinshaw. "Research in the School of Languages and Linguistics at Griffith University." Language Teaching 47, no. 3 (June 3, 2014): 404–8. http://dx.doi.org/10.1017/s026144481400010x.
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Griffith University is set across five campuses in south-east Queensland, Australia, and has a student population of 43,000. The School of Languages and Linguistics (LAL) offers programs in linguistics, international English, Chinese, Italian, Japanese and Spanish, as well as English language enhancement courses. Research strands reflect the staff's varied scholarly interests, which include academic language and learning, sociolinguistics, second language learning/acquisition and teaching, computer assisted language learning (CALL) and language corpora. This report offers a summary of research recently published or currently underway within LAL.
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Brooke, Mark. "Content and Language Integrated Learning for First and Second Year University Students - Aspirations, Challenges and Solutions." Theory and Practice in Language Studies 8, no. 7 (July 1, 2018): 778. http://dx.doi.org/10.17507/tpls.0807.08.
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This paper offers an overview of two modules from the Centre for English Language Communication, National University of Singapore. These belong to a programme entitled the Ideas and Exposition Modules (IEM) and they pertain to a content and language integrated learning (CLIL) approach. The courses and some of the main learning objectives are explained. These are critical thinking abilities; research skills; and academic study skills. It is surmised that these are useful for all students independent of their academic discipline. The challenges that the lecturer and students face during the courses are also presented. These challenges often arise because students are from different educational cultures and academic disciplines, and as a result, classes tend to be comprised of students with mixed interests, English language levels and academic research and writing experience. Students also tend to vary in their abilities to think critically and work independently. The first section in this paper looks at the educational context of the IEM courses; the second, presents the core learning outcomes aspired to; the third, examines the challenges faced and how these are met by the tutor and students taking the courses. The final section offers a brief overview of the paper and considers the future for this genre of course, particularly how students benefit from a more student-centered, individualized educational practice today.
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Irudayasamy, Julius, Nizar Mohammed Souidi, and Carmel Hankins. "Impact of an ESP Course on English Language Proficiency of Undergraduate Engineering Students: A Case Study at Dhofar University." International Journal of Higher Education 9, no. 2 (March 28, 2020): 308. http://dx.doi.org/10.5430/ijhe.v9n2p308.
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Over the last several decades, graduate students from engineering courses have faced a challenge of regular rejections in the work market despite their outstanding academic qualifications. In response to this challenge, many universities across the globe have introduced in their curricula the English for Specific Purposes (ESP) courses tailored to the need of engineering students. The present study evaluated the effectiveness of the ESP course for engineering students introduced at Dhofar University in Oman. The study participants were first- and second-year undergraduates from the Faculty of Engineering. The participants responded to a 26-item survey that addressed the course content and the changes in the students’ English language proficiency. The results demonstrated that taking the ESP course had a positive impact on the course content, participants’ vocabulary and grammar, as well as on their specific English language skills. The limitations of the study include a relatively small sample of participants and the self-reporting bias inherent in the use of a self-report methodology. Therefore, further research using more objective measures to evaluate the effectiveness and impact of ESP courses on English proficiency of engineering students would be needed.
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Jumrah, Jumrah. "DEVELOPING AN INTENSIVE COURSE MODEL IN IMPROVING ENGLISH LANGUAGE SKILLS OF STUDENTS OF EARLY CHILDHOOD ISLAMIC EDUCATION DEPARTMENT (PIAUD)." International Journal of Language Education 1, no. 1 (March 5, 2019): 22. http://dx.doi.org/10.26858/ijole.v1i1.7435.
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Mastery of foreign languages is one of the important demands at all levels of education today. This has been demonstrated by government regulations that make English subjects a compulsory subject for students to learn from elementary school to higher education, especially after the application of the KKNI curriculum, English courses have become national subjects for all study programs despite scientific disciplines taken is not related to English.
The Early Childhood Islamic Education (PIAUD) study program at State Islamic University of Mataram also makes English Language Courses a compulsory subject that must be taken by students in the first semester. Based on the results of observations and pre-test results conducted by researchers, the English language skills of PIAUD study program students are very low. Almost all PIAUD students are still at the beginner level. Therefore, this study aims to: first, to produce an intensive course model that can improve English language skills of PIAUD Study Program students, second, to produce teaching materials used in intensive courses that can improve the English language skills of PIAUD Study Program Students.
This study uses a descriptive approach with the aim of describing the object of research or the results of research. The data is collected through tests, questionnaires, and interviews. the results of the study were then analyzed by normalized gain measurements and getting the Pretest value for this trial was 66.3 while the post test results were 84.6 so that the gain obtained was 0.28. this value has met the requirements. and it can be concluded that the instructional materials made have a positive impact on improving students' English skills.
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Łuczak, Aleksandra. "Using Memrise in Legal English Teaching." Studies in Logic, Grammar and Rhetoric 49, no. 1 (March 1, 2017): 141–52. http://dx.doi.org/10.1515/slgr-2017-0009.
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Abstract Memrise is an educational tool available both online and for mobile devices. Memrise uses flashcards and mnemonic techniques to aid in teaching foreign languages and memorizing information from other subjects, e.g. geography, law or mathematics. Memrise courses are created by its users through the process of crowdsourcing; therefore they are tailored to the individual needs of the users and may focus on the specific content of a particular coursebook or classes. The paper will attempt to present possibilities of using memrise in teaching and learning legal English vocabulary during a tertiary course leading to TOLES (Test of Legal English Skills) certificate examination. The paper will look at various types of exercises which facilitate memorizing vocabulary, learning collocations, prepositional phrases, develop the skill of paraphrasing and defining legal terms of art in plain English. Application of the crowdsourcing method enables the learners to participate in the process of the course creation and constitutes for them a supplementary, out of class exposure to the target language. The second part of the paper will discuss the results of the research conducted by the author among her law students. The aim of the research was to investigate the students′ opinions about memrise as a tool which might facilitate individual learning of the specialist language, as well as to assess whether memrise may influence the test results achieved by the students during the legal English course. The paper will contrastively analyse the progress tests results achieved by the students who have used memrise to revise and recycle language material and those who have chosen traditional (non-mobile) methods of learning. The research also attempted to address the question whether the students who had been the contributors to the content of memrise courses had performed better in tests than those who had only been the users.
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Ata Alkhaldi, Ali. "Once Upon A Time: A Framework for Developing Creative Writing in ESP and EAP." International Journal of Applied Linguistics and English Literature 8, no. 4 (July 31, 2019): 81. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.81.
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Creativity is useful for enriching the quality of learning (Maley, 2015). Using English for creative learning purposes is essential for studying on various university degree courses. Writing is potentially considered as the most important skill although it is a difficult skill for Second Language (SL) learners to master (Nunan, 1999). One of the possible reasons for this is that it has not been well-emphasized and developed in English language materials (Alkhaldi, 2014; Tomlinson, 2015). This study focuses on writing, particularly, creative writing in English for Specific Purposes (ESP) and English for Academic Purposes (EAP) courses. The main purpose of an ESP course and EAP course is to improve traditional and technical writing skills for students, and this might be at the expense of creative writing. This study explores creative writing and its possible challenges. It also discusses the significance of creativity, creativity and the language learner, creativity and motivation, creative writing, and the role of creative writing in ESP/EAP. Finally, it elaborates and recommends a systematic, principled framework based on a review of the related literature for developing creative writing in ESP/EAP courses.
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Liu, Jun. "Understanding Asian students’ oral participation modes in American classrooms." Journal of Asian Pacific Communication 10, no. 1 (June 26, 2000): 155–89. http://dx.doi.org/10.1075/japc.10.1.09liu.
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Second language acquisition (SLA) researchers have not adequately explored English as a Second Language (ESL) students’ use of English in academic settings other than the language classroom. Social contexts of language learn- ing, such as students’ content course classrooms, affect not only the amount and the type of input learners receive, but also the extent to which learners are able to engage in meaningful real-life communication in the target language. An increasing educational concern in American academic settings is some ESL students’ minimization of the importance of verbal communication in their content courses. To challenge the linguistic explanation of the inability of ESL students to adapt to active oral participation modes in their content courses, this study, by focusing on Asian graduate students in different majors in a US university, examined multiple pertinent factors affecting their oral participation modes via both classroom observations and interviews. Sociocultural, linguistic, cognitive, affective, and pedagogical/ environmental factors were found to influence these students’ oral communication in their content courses, with socio-cultural factors exerting the largest influence on students’ classroom reticence. Directions for further research are recommended.
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Thonn, Jessica A. "Journeys/Viaggi: Intertwined multi-university English L2 and Italian L2 courses for bilingual and intercultural growth." Language Learning in Higher Education 8, no. 2 (September 25, 2018): 427–43. http://dx.doi.org/10.1515/cercles-2018-0008.
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Abstract The University of Florence’s Language Center (CLA) and the Florence seat of an American university renowned for its language programs, Middlebury College, twice intertwined their English and Italian B2/C1 foreign language courses to produce an English/Italian reciprocal learning space. In addition to disparate organizational constructs, the two institutions had slightly differing goals. Both institutions sought multiple, peer-speaking opportunities; however, in addition, Middlebury aimed for intercultural exchange with local peers. To achieve these multiple objectives, our joint courses included elements of group work, collaborative learning, and the latter’s language-acquisition offspring, task-based learning. Research drawn from the fields of management, psychology, pedagogy, sociology, and translation studies, in addition to second language acquisition, guided our instructional design choices. Students worked together outside the classroom, co-constructing knowledge in increasingly complex tasks, to produce tangible outcomes. These joint activities provided students with a space to confront their interpretations and expectations of the L2 culture with an insider’s view. Students experimented with simultaneous, sequential and reciprocal bilingualism. In the second edition of the course, Spanish L1 speakers were present in both universities, co-constructing their knowledge multilingually. The article describes the courses’ format, activities and hurdles, for those interested in setting up bilingual lessons, as well as citing germane studies from a variety of academic disciplines which guided course design.
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Adhikari, Bal Ram, and Kamal Kumar Poudel. "Approaches and Activities Adopted by M. Ed. Student Teachers of English to Teach Reading: A Critical Assessment." Journal of Language Teaching and Research 11, no. 3 (May 1, 2020): 364. http://dx.doi.org/10.17507/jltr.1103.04.
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Literature on second language reading suggests that the effectiveness of teaching reading depends largely on theoretically-guided and contextually-informed classroom methodology. In this study, we investigated the classroom methodology adopted by the students of Master of Education (M. Ed.) specializing in English from Mahendra Ratna Campus, Tahachal, who were teaching Bachelor of Education (B. Ed.) reading courses during their practice teachinghence defined as ‘student teachers’ (STs). Foregrounding the role of reading in the overall language development and academic achievement of English as a foreign language (EFL) students, the present B. Ed. English curriculum under Tribhuvan University has adopted a content-based approach to teaching reading. In order to understand how those reading courses were taught, we purposively selected ten M.Ed. STs and observed two classes of each, employing a semi-structured classroom observation scheme. In order to cross-compare STs' classroom performance with their theoretical knowledge about reading pedagogy and overall objectives of the reading courses, we also analyzed the English language teaching course the STs had studied in the M.Ed. program as well as B. Ed. reading courses and coursebooks they were teaching. The collected data were coded and analyzed thematically. The findings show that the teaching methodology adopted by the STs goes counter to the principles of ESL/EFL reading and expectations articulated in the reading courses. These findings illustrate the urgent need to reassess the methodology of teaching reading at the tertiary level and minimize the gap between the M. Ed. English students’ pedagogical knowledge and their classroom performance.
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Rashid, Nur Atikah Binti Noor, and Asnadia Binti Alias. "Language proficiency differences in second language learning anxiety." Jurnal EDUCATIO: Jurnal Pendidikan Indonesia 4, no. 2 (December 15, 2018): 83. http://dx.doi.org/10.29210/120182255.
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<p><em>In general, the objective of learning English language in Malaysian education system is to ensure the students can use English in their daily basis, to further study and for the workplace. The main purpose of English course in Polytechnics is to ensure the students are able to communicate effectively and confidently. Therefore, the students should be able to understand the language and use it with confident in their daily lives and for their future employment. However, most of the students are reluctant to communicate in English and many of them prefer to withdraw from participating in any English language activities. The reason for this issue might be due to the feeling of anxiety in learning the second language. Hence, this study aimed to investigate the language proficiency differences between above average and below average students with respect to language learning anxiety. There were 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin participated in this study. SPSS version 22 has been used to analyses collected data consists of a 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS). The t-test has been used to determine if there was a significant difference between above average and below average students in regard of language learning anxiety. The study revealed that below average students were more anxious than above average students for all types of anxiety. However, t-test demonstrated that there was no significant difference between language learning anxiety in regard of students’ level of proficiency. Thus, several implications have been suggested in this study to help the below average students to cater language learning anxiety. One of the examples is by conducting an English Camp for the targeted students serves as an effective method to cope language learning anxiety among below average students.</em></p>
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Song, Juyoung. "English and internationalization of Korean universities." Study Abroad Research in Second Language Acquisition and International Education 5, no. 2 (October 7, 2020): 153–74. http://dx.doi.org/10.1075/sar.19001.son.
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Abstract The internationalization of higher education in South Korea has brought marked changes to the linguistic and cultural diversity of university campuses. This ethnographic case study examined language policies, language use, and intercultural interactions in two localized English-Medium-Instruction courses that incorporated both English and Korean as mediums of instruction. The results drawn from interviews with ten participants and observations of classroom interactions show that English was a primary medium for students’ academic literacy and Korean as an additional communication tool in the absence of any explicit Medium of Instruction policy. They also illustrate how the different statuses of the two languages limited students’ investment in learning Korean as a second language and created unequal intercultural interactions between speakers of different languages. The results illuminate how a neoliberal ideology adopted and enacted at a national and institutional level through internationalization translated into implicit policies and practices at different levels on campus.
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Allen, Roberta, and Pam Rooney. "Designing a Problem-Based Learning Environment for ESL Students in Business Communication." Business Communication Quarterly 61, no. 2 (June 1998): 48–56. http://dx.doi.org/10.1177/108056999806100207.
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As the population of students speaking English as a second language increases, our business communication courses have required changes in both content and pedagogical approach. We have taught writing, speaking, and lis teningfrom a problem-solving perspective for many years and now find its emphasis on critical thinking poses different challenges for the ESL students in our courses. Consequently, we have designed a problem-based course struc ture for an upper-level business communication course that allows both ESL and native English-speaking students the opportunity to improve communica tion abilities in cross-cultural work groups.
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Howse, Hugh. "Teaching English to the World." English Today 1, no. 2 (April 1985): 13–18. http://dx.doi.org/10.1017/s0266078400000080.
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Teaching English as a foreign or second language is big business these days. The British Broadcasting Corporation is in the forefront, teaching English to millions throughout the world. Its English by Radio and Television Department is almost literally ‘the world's largest English-teaching classroom’. How has this come about, and what do its courses look and sound like?
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Epp, Lucy And. "Using the Canadian Language Benchmarks (CLB) to Benchmark College Programs/Courses and Language Proficiency Tests." TESL Canada Journal 18, no. 2 (June 30, 2001): 32. http://dx.doi.org/10.18806/tesl.v18i2.909.
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In this article the authors describe a process developed by the Language Training Centre1 (LTC) at Red River College (RRC) to use the Canadian Language Benchmarks (CLB) in analyzing: (a) the language levels used in programs and courses at RRC in order to identify appropriate entry-level language proficiency, and (b) the levels that second language (L2) students need in order to meet college or university entrance requirements based on tests of language proficiency. So far 19 programs and four courses have been benchmarked at RRC. The benchmarking of the programs and courses involved gathering data from various sources at the College and analyzing them by means of CLB descriptors. In addition, a process was developed for using the CLBA and CLB descriptors to benchmark tests: the Canadian Test of English for Scholars and Trainees (CanTEST, 1991) and the Test of English as a Foreign Language (TOEFL). In conclusion, the authors summarize some benefits realized by the benchmarking process. They also address the need to continue to evaluate the results and advise prudent use of the results of these projects.
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Alotaibi, Hmoud S. "Quality Assessment of English Teaching at the Newly Established Universities in Saudi Arabia: Shaqra University as a Case Study." Theory and Practice in Language Studies 9, no. 4 (April 1, 2019): 390. http://dx.doi.org/10.17507/tpls.0904.05.
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As the case world-wide, the English language is central in Saudi schools and universities. Despite its prominence, students’ level of English language proficiency is generally believed to be unsatisfactory. This study explores this issue by investigating the quality of teaching with reference to the extent to which professors do employ the course assessment methods of learning domains specified in the course specifications template, provided by the National Commission for Academic Accreditation and Assessment in Saudi Arabia, as one of the main factors for improving teaching processes. To this end, 12 courses in the English BA program at Shaqra university, a newly established university in Saudi Arabia, were investigated. The results have shown a significant problem in the quality of teaching English language. First, the learning domains, i.e. Knowledge, Cognitive Skills, Interpersonal Skills, were barely seen in the exam papers. Second, the methods of assessments specified in the course specifications were moderately used by instructors. The study closes with some suggestions for future investigations.
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Ngwaru, Cathrine. "English as a Second Language Bridging Course: Implementation Dilemma." Journal of Modern Education Review 4, no. 9 (September 20, 2014): 709–26. http://dx.doi.org/10.15341/jmer(2155-7993)/09.04.2014/007.
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Zyzik, Eve, and Clara Azevedo. "WORD CLASS DISTINCTIONS IN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 31, no. 1 (March 2009): 1–29. http://dx.doi.org/10.1017/s0272263109090019.
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Although the problem of word class has been explored in numerous first language studies, relatively little is known about this process in SLA. The present study measures second language (L2) learners’ knowledge of word class distinctions (e.g., noun vs. adjective) in a variety of syntactic contexts. English-speaking learners of Spanish from third-semester and third-year courses (N= 240) completed a receptive task that presented contrasting forms belonging to the same word family (e.g.,feliz“happy” andfelicidad“happiness”). The results indicate that learners from both groups are often unable to distinguish among word classes. In particular, learners have significant difficulty in discriminating between adjectives and nouns. Although ambiguous surface morphology contributes to word class confusions, the results suggest that L2 learners do not always recognize derivational suffixes that clearly mark word class. These difficulties are interpreted as stemming from weak syntactic morphological knowledge as well as incomplete knowledge of L2 distributional regularities.
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Stošić, Aleksandra, and Nataša Janković. "Integrating music and language contents and skills in the academic course English language for children through songs and movement." Inovacije u nastavi 33, no. 4 (2020): 61–78. http://dx.doi.org/10.5937/inovacije2004061s.
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A song is a musical content in which melody and poetic text are unified, which makes it an ideal tool in all music activities with children of preschool and early primary school age. It also represents the core of integration of different school subjects, with a huge educational potential in language teaching (both mother tongue and foreign languages). In this paper we elaborate on the advantages of integrating English Language and Music Education academic courses in working with pre-service primary and preschool teachers who are trained to teach English to preschool and early primary school children. We examine students' music experience and their preferences, as well as their familiarity with the phonological elements of the language with the aim of improving the quality of teaching. The paper also presents the key results of the research conducted in 2018 and 2019 with the first and the second generations of students attending the course English Language for Children through Songs and Movement at the first year of their studies at the Teacher Education Faculty in Belgrade. Apart from providing useful insights for further teaching, the results of the research conducted on a convenience sample of 58 students (N = 58) confirmed the importance of integrating the two academic courses by reinforcing students' vocal development in English through songs and action songs as a fundamental tool in the cross-curricular integration. The results also offer new guidelines for the future exploratory research of teaching in university education. These guidelines have a broader pedagogical significance and methodological implications for the work of the future preschool and primary school teachers.
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Piolat, Annie, Marie-Laure Barbier, and Jean-Yves Roussey. "Fluency and Cognitive Effort During First- and Second-Language Notetaking and Writing by Undergraduate Students." European Psychologist 13, no. 2 (January 2008): 114–25. http://dx.doi.org/10.1027/1016-9040.13.2.114.
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This study concerns the cognitive effort expended and the difficulties experienced by undergraduate students as they took notes and wrote a text based on a lecture given in French, their primary language (L1), and in English (L2). The 21 participants had studied English (L2) for 7 years before attending the university and they had taken 3 years of intensive courses at the university in order to obtain their first diploma in English (“license”). Participants were first trained on a secondary task that allowed us to measure their cognitive effort while they performed two other main tasks in both languages, namely (1) listening and taking notes on the main ideas of the lecture, and (2) writing a text based on their notes. Participants also answered a questionnaire about their difficulties with comprehension, taking notes, making use of their notes, and writing in both languages. The results indicated that writing processes were more effortful than notetaking. Students’ performance on the writing task did not vary across languages. In contrast, the cognitive effort associated with taking notes was greater for L2 than for L1, and writing speed was slower. More difficulty was also experienced for notetaking, especially in L2, than in writing.
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Lakshmanan, Usha. "THE TEACHING AND ACQUISITION OF SOUTH ASIAN LANGUAGES.Vijay Gambhir (Ed.). Philadelphia: University of Pennsylvania Press, 1995. Pp. xv + 226. $29.95 cloth." Studies in Second Language Acquisition 21, no. 4 (December 1999): 659–61. http://dx.doi.org/10.1017/s0272263199234067.
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The last thirty years have witnessed considerable research in the fields of second language acquisition (SLA) and second language teaching (SLT). However, most of this research has been concerned with second languages such as English, Spanish, French, and German. There has been comparatively little research on the less commonly taught second languages such as Hindi and other South Asian languages. As the editor states in the preface, enrollment in courses on South Asian languages has rapidly grown in universities in the United States and there is an urgent need for a careful examination of the issues relevant to the teaching and learning of these languages. The purpose of the book is to fill the existing gap and to generate an interest among both researchers and practitioners in the teaching and learning of South Asian languages.
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Ronowicz, Edmund A. "Intercultural problems in teaching forms of address to Polish learners of English as a second language." Australian Review of Applied Linguistics 15, no. 1 (January 1, 1992): 85–94. http://dx.doi.org/10.1075/aral.15.1.05ron.
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Abstract Polish immigrants, who otherwise seem to have a fairly good command of English, often sound excessively formal or shy on the one hand, and too direct, sometimes even rude, on the other. The paper presents a comparative analysis of English and Polish forms of addressing people and the sociocultural rules of their use. It is pointed out that numerous similarities in the repertoires of English and Polish forms of address lead Polish ESL learners to assume wrongly that the similarities extend also to the sociocultural rules of use. It is argued that systematic training in the area of differences between the cultural aspects of linguistic behaviour between immigrants’ mother tongue and English should be an integral part of all ESL courses.
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Stapleton, Paul, and Qing Shao. "A worldwide survey of MATESOL programs in 2014: Patterns and perspectives." Language Teaching Research 22, no. 1 (July 14, 2016): 10–28. http://dx.doi.org/10.1177/1362168816659681.
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This article reports on a survey of 241 Master of Arts programs in TESOL (MATESOL) in 16 countries serving as a snapshot of second language teacher education in 2014. After an initial screening by a set of criteria, these programs were first identified, and their course offerings, among other criteria, such as entrance and capstone requirements, were categorized. In total, 3,877 courses across 15 knowledge fields were coded with frequency counts taken. Our analysis revealed that the most frequently appearing course offerings tended to focus on teaching methods. However, large differences appeared among the programs with regard to the offering of courses in various knowledge fields. Differences also appeared between US and non-US programs, particularly with regard to practicum requirements. Several other patterns and themes emerged from the data including the extensive coverage of social and cultural aspects of language learning in elective courses, and the lack of focus on specific English as a foreign language (EFL) contexts in course offerings, among others.
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Clahsen, Harald, Loay Balkhair, John-Sebastian Schutter, and Ian Cunnings. "The time course of morphological processing in a second language." Second Language Research 29, no. 1 (January 2013): 7–31. http://dx.doi.org/10.1177/0267658312464970.
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We report findings from psycholinguistic experiments investigating the detailed timing of processing morphologically complex words by proficient adult second (L2) language learners of English in comparison to adult native (L1) speakers of English. The first study employed the masked priming technique to investigate - ed forms with a group of advanced Arabic-speaking learners of English. The results replicate previously found L1/L2 differences in morphological priming, even though in the present experiment an extra temporal delay was offered after the presentation of the prime words. The second study examined the timing of constraints against inflected forms inside derived words in English using the eye-movement monitoring technique and an additional acceptability judgment task with highly advanced Dutch L2 learners of English in comparison to adult L1 English controls. Whilst offline the L2 learners performed native-like, the eye-movement data showed that their online processing was not affected by the morphological constraint against regular plurals inside derived words in the same way as in native speakers. Taken together, these findings indicate that L2 learners are not just slower than native speakers in processing morphologically complex words, but that the L2 comprehension system employs real-time grammatical analysis (in this case, morphological information) less than the L1 system.
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Matusz, Łukasz, and Anna Maria Rakowska. "Self-reported Difficulties in Learning English as a Second Language for Third-age Students in Poland." Theory and Practice of Second Language Acquisition 5, no. 1 (June 30, 2019): 113–30. http://dx.doi.org/10.31261/tapsla.2019.05.07.
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The problem of teaching English to third-age students is among the issues in ELT which have gained increasing attention and interest in recent years. The aim of this paper is to identify difficulties in learning English as a foreign language reported by students taking part in language courses at third-age universities in Poland. The research is based on the questionnaire distributed among the group of 70 third-age students of English. The results show that the problems the learners report are cantered around their age- and health- related conditions, as well as their general attitudes concerning foreign language learning. It is hoped that the present study will constitute a minor contribution to the study of learning needs and expectations of senior students in Poland.
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Purnama, Syahfitri. "Second Language Aquisition and The Development through Nature-Nurture." JETL (Journal Of Education, Teaching and Learning) 2, no. 2 (October 31, 2017): 164. http://dx.doi.org/10.26737/jetl.v2i2.280.
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<p>There are some factors regarding which aspect of second language acquisition is affected by individual learner factors, age, learning style. aptitude, motivation, and personality.<strong> </strong>This research is about English language acquisition of fourth-year child by nature and nurture. The child acquired her second language acquisition at home and also in one of the courses in Jakarta. She schooled by her parents in order to be able to speak English well as a target language for her future time. The purpose of this paper is to see and examine individual learner difference especially in using English as a second language. This study is a library research and retrieved data collected, recorded, transcribed, and analyzed descriptively. The results can be concluded: the child is able to communicate well and also able to construct simple sentences, complex sentences, sentence statement, phrase questions, and explain something when her teacher asks her at school. She is able to communicate by making a simple sentence or compound sentence in well-form (two clauses or three clauses), even though she still not focus to use the past tense form and sometimes she forgets to put bound morpheme -s in third person singular but she can use turn-taking in her utterances. It is a very long process since the child does the second language acquisition. The family and teacher should participate and assist the child, the proven child can learn the first and the second language at the same time.</p>
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Chung, Sun Joo, Iftikhar Haider, and Ryan Boyd. "The English Placement Test at the University of Illinois at Urbana-Champaign." Language Teaching 48, no. 2 (March 13, 2015): 284–87. http://dx.doi.org/10.1017/s0261444814000433.
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At the University of Illinois at Urbana-Champaign (UIUC), the English Placement Test (EPT) is the institutional placement test that is used to place students into appropriate English as a second language (ESL) writing and/or pronunciation service courses. The EPT is used to assess the English ability of newly admitted international undergraduate and graduate students as validated against the English language demands of our campus (UIUC English Placement Test 2013). According to Davidson & Cho (2001), the current format of the EPT has maintained its quality and displayed evidence of validity through the use of detailed test specifications that align with the goals of the UIUC ESL writing and pronunciation service courses. UIUC offers these courses to international students who are accepted on a limited status based on their scores on standardized English proficiency tests (TOEFL or IELTS) and/or other relevant information in each student's admission dossier. Students accepted on limited admission status are required to take the EPT before start of instruction.
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Kramsch, Claire. "Alien Wisdoms in English and Foreign Language Programs." PMLA/Publications of the Modern Language Association of America 117, no. 5 (October 2002): 1245–47. http://dx.doi.org/10.1632/003081202x61115.
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The changing demographics of higher education are bringing the teaching of English and the teaching of foreign languages closer together. For an increasing number of students, English is a foreign, a second, an international, or a global language, not the language of a unitary mother tongue and culture. Increasingly, students of French, German, or Spanish are learning a foreign language on the background of experiences of migrations, displacements, and expatriations but also on the background of multilingual and multicultural experiences. The typical language learner is, for example, a Nigerian with a Canadian passport learning German at the University of Texas, or a Czech citizen with a knowledge of English, German, and French enrolled in a Japanese class at the University of California, Berkeley. The common denominator among language learners is their interest in language in all its manifestations: literary and nonliterary, academic and nonacademic, as a mode of thought, as a mode of action, and as a symbol of identity. At UC Berkeley, the current success of courses with titles like Language, Mind, and Society; Language in Discourse; Language and Power; and Language and Identity—as they are offered by English programs, foreign language programs, linguistics departments, or schools of education—is a sign of a renewed interest in the way language expresses, creates, and manipulates “alien wisdoms” through discourse.
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Coşkun, Hasan. "A lesson design of the subject of local cuisine as a course unit in language teaching." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 479–503. http://dx.doi.org/10.15503/jecs2021.1.479.503.
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Aim. In Turkey, German ranks second after English as a foreign language in private courses, schools, and universities. There is an important relation between the selection of the subject of German courses, i.e., the detailed planning of the courses, and the implementation of the appropriate method. In this research, the subject of cuisine was planned for teaching German at universities. The purpose of this research is the preparation, implementation and evaluation of a sample lesson focused on the selection of the subject of cuisine for German courses taught in the universities. Methods. This research on cuisine was qualitative in nature. The document analysis technique was used in the research (Kuş, 2007; Yıldırım & Şimşek, 2008). During the 2018/2019 academic year the researcher taught on the subject of cuisine selection in his German courses. The implementation and evaluation of the subject of cuisine are developed by Hasan Coşkun (2020) in accordance with the lesson planning model previously prepared. The materials used in this lesson are prepared according to the model developed by Coşkun (2020). The unit on cuisine has been revised for this article. Result and Conclusion. The success of the lesson planning model mentioned in this article was also observed in the activities conducted earlier. It was also seen that the students who attended German courses in connection with education or work in Germany, Austria, and Switzerland exerted efforts in establishing contact with the instructor and with other students attending the class. It was observed that participants talked about the Turkish, German, and Chinese cuisine in their families, peer groups, restaurants, and snack bars. In addition to the subject discussed in the class, the method implemented in the lesson and the planning of the course according to the method, play an important role in the continuation of the students’ interest. Therefore, effective lesson planning models should be developed. This lesson model is also applicable to other languages. Originality. German is offered as a foreign language in Turkish schools in the second grade. Consequently, German is usually chosen as a second foreign language after English. Students from all the departments of the university may attend the elective German language classes to study or work in Germany. The condition for participation in the courses “German for Erasmus” and “German for Communication,” taught by the researcher, aims to prepare the students to read and speak German at the A2 level. It is frequently observed that the participants speak German at different levels. The overseas experience of the participants, the level of their German and their knowledge of other languages play an important role in this respect. In recent years, the number of course participants from Germany and other countries have increased. The students who had been in German speaking countries within the Erasmus program participate in German courses to maintain their fluency in the German language. To conduct the courses effectively, a suitable method should be developed and such an approach will help the participants who come from different countries and students with different levels of fluency. It is believed that this inter-disciplinary research will contribute to the use of the active method during German lessons.
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Huensch, Amanda. "Pronunciation in foreign language classrooms: Instructors’ training, classroom practices, and beliefs." Language Teaching Research 23, no. 6 (April 2, 2018): 745–64. http://dx.doi.org/10.1177/1362168818767182.
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The goal of this work was to explore the training, classroom practices, and beliefs related to pronunciation of instructors of languages other than English. While several investigations of this type have been conducted in English as a second/foreign language contexts, very little is known about the beliefs and practices of teachers of languages other than English. It is unknown whether recent shifts to focusing on intelligibility, as advocated by some pronunciation scholars, are borne out in foreign language classrooms. To fill this gap, instructors of Spanish ( n = 127), French ( n = 89), and German ( n = 80) teaching basic language courses (i.e. the first four semesters) at 28 large (e.g. more than 15,000 students), public universities in the United States completed an online survey reporting on their training, classroom practices, and beliefs. Similar to ESL/EFL contexts, the results indicated that instructors believe it is important to incorporate pronunciation in class and that it is possible to improve pronunciation. However, the findings also indicated that instructors have goals which simultaneously prioritize intelligibility and accent reduction. Implications include the need for research on which pronunciation features influence intelligibility in languages other than English and for materials designed to target these features.
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W. Mwakapina, Job, Abdulkarim S. Mhandeni, and Onesmo S. Nyinondi. "WhatsApp Mobile Tool in Second Language Learning: Opportunities, Potentials and Challenges in Higher Education Settings in Tanzania." International Journal of English Language Education 4, no. 2 (July 8, 2016): 70. http://dx.doi.org/10.5296/ijele.v4i2.9711.
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<p>Teaching large classes interactively has always been posing great challenges to language teachers in many of the developing countries. This study sought to explore whether the blending of WhatsApp Social Networking Tool (WSNT) in English Second Language (L2) learning class would make the class more interactive. Specifically, the study investigated roles and extent to which WSNT helps in the improvement of English Proficiency. Further, it explored advantages and challenges of using the tool in L2 learning. The study was conducted at one university involving first year undergraduate students who were pursuing different programs, and English grammar course was a compulsory course to them. WSNT was blended in grammar course for a period of one semester. Thereafter, evaluation forms and WhatsApp discussion board were used in data collection. It was realised that the tool plays a great role to the largest extent in helping students learn English interactively and collaboratively. In respect to advantages and challenges, it was reflected that the benefits of blending WSNT in L2 classroom far outweigh the challenges. This implies that WSNT does much good than harm on student’s L2 learning and development. The study concludes that WSNT can be fully utilised for education purposes. The government is therefore urged to provide loans to university students for online mobile learning tools as part of their special faculty requirements. Also, instructors are recommended to adapt the tool synchronously in their courses because the tool is effective at creating interactive learning environment.</p>
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Kamaruddin, Siti Faridah, Ting Hie Ling, and Aisyah Nazamud-Din. "Language Learning Motivation: A Comparative Study between English and Mandarin Language Learners." International Journal of Modern Languages And Applied Linguistics 4, no. 3 (August 1, 2020): 27. http://dx.doi.org/10.24191/ijmal.v4i3.9499.
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English as a Second Language (ESL) is a term which is broadly used in Malaysia’s educational system. Mandarin, on the other hand, is only used among Chinese community and not many non-Chinese know and use Mandarin language as their communication tools among themselves. However, due to the rapid development of economy in China, the interest in Mandarin language learning is becoming prominent. In Malaysia, a country which has developed a tight diplomatic and economic relationship with China since 1976, the interest in learning Mandarin as a Foreign Language (MFL) among the non-Chinese learners is also growing where there is a quantum leap of Mandarin learners at tertiary level (Teow, Ismail, Foo & Ho, 2016). Students in Universiti Teknologi MARA (UiTM) are offered with both English as a Second Language (ESL) and Mandarin as a Foreign Language (MFL) courses. It means that students must learn English and Mandarin simultaneously especially for Diploma students and Degree students. Understanding how the motivation to learn each language might vary within a certain socio-political context is worth exploring, as it may help lecturers working within that context to motivate their students to learn the language more effectively. Moreover, it is reasonable to assume that the different languages learned might trigger different emotional responses from learners (Humphreys & Spratt. 2008). In relation to this, it is important to examine the differences of students’ ESL and MFL learning motivation. This study employed a quantitative research design which emphasized on data collection from students who studied ESL and MFL.
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NTELIOU, ELEFTHERIA, and OLGA KEHAGIA. "Intercultural perceptions among undergraduate students in English for Business and Economics courses." International Journal of Language, Translation and Intercultural Communication 4, no. 1 (June 24, 2016): 98. http://dx.doi.org/10.12681/ijltic.10345.
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<p><em>The practice of intercultural communication should be a primary goal of Language for Specific Purposes (LSP) courses in tertiary education, because, through language instruction, future professionals can become aware of intercultural differences and develop strategies to deal with them, thus equipping themselves with necessary skills for effective cross-cultural communication in a globalized work environment. In this study, the intercultural awareness of first and second year undergraduate students attending an English for Business and Economics course was examined in relation to their interest in the economy and culture of other countries as well as to their preferred sources of information about current economic issues. Their preferences and perceptions regarding the intercultural elements incorporated in the methods and material used in the English course were also explored. The analysis of the Likert-type questionnaire revealed that intercultural awareness needs to be further practiced in class and led to important implications for the teaching methods and tasks used in the LSP courses.</em></p><p><strong><em> </em></strong></p>
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Shaukat, Robina, Muhammad Shahbaz Arif, and Hina Mangi. "Issues in Teaching English Speaking Skill in Second Language Acquisition (SLA) at Secondary Level." Indonesian Journal of Social and Environmental Issues (IJSEI) 1, no. 3 (December 5, 2020): 213–19. http://dx.doi.org/10.47540/ijsei.v1i3.91.
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This research has investigated the issues in teaching English-speaking skill as second language acquisition SLA especially in Punjab. It is observed that issues involved in teaching speaking skills by the concerned teachers were having traditional approach in teaching methodologies, their strict inflexible attitude and denying attending refresher courses and workshops in modern e-learning enhancement. It has been observed that the teachers occupying permanent seats are least bothered to cope with fresh, young, junior colleagues and institutional management authorities in practical application of modern latest teaching techniques to produce quality in teaching English as SLA in speaking skills. Qualitative and quantitative methods were applied to find out the objectives in teaching English as SLA in speaking skills. The niche, objective and aim of research is to find out practical issues in teaching English as SLA in applied speaking skill and how speaking’ skill could promote language fluency in effective manner in order to meet the requirements of present modern era. This paper declared that Latest, modern methodologies may be adopted by teachers to produce quality in learning English speaking as SLA in friendly and pleasant atmosphere in light.
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Rojas Ugalde, Ana, and Vivian Vargas Barquero. "Enhancing Language Learning and Acquisition by Implementing Extensive Reading." LETRAS, no. 69 (January 4, 2021): 123–37. http://dx.doi.org/10.15359/rl.1-69.6.
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An explanation is provided of how extensive reading was used in the second-year reading courses in two majors—the Teaching of English as a Foreign Language (Bachillerato en la Enseñanza del Inglés, BEI) and English as a Foreign Language (Bachillerato en Inglés, BI), both of the Universidad Nacional (Heredia, Costa Rica)—to improve their language proficiency. To implement this, the time and activities were organized in student-centered sessions so that the learners could select readings for their individual use.
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Hrdličková, Zuzana. "IMPROVING STUDENTS’ LANGUAGE SKILLS IN BUSINESS ENGLISH COURSE: EXPERIMENTAL STUDY." Advanced Education 8, no. 18 (June 22, 2021): 46–56. http://dx.doi.org/10.20535/2410-8286.226493.
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It is evident from the PISA 2018 results that a trend in mean performance in reading has been declining in the Slovak Republic. The KEGA Project “Idioms in Business Communication”, run at the Department of English Language, aims at improving reading literacy, widening formal and informal vocabulary and facilitating business communication. Both traditional and modern styles of language teaching are used. The control group of students does a traditional course and the experimental group of students enrols in a “Business Communication” e-course on LMS Moodle platform, as well. With the use of the Internet and supporting materials, this group is involved in various activities. The paper compares the study results of 144 first-year and 97 second-year students of the University of Economics in Bratislava achieved in departmental standardised business English tests after completing three courses in business English for advanced students. The method of Hypothesis Testing (t-Test) assesses the significance of the difference between the levels of knowledge of both groups. The research findings prove that the experimental group of students achieved better results in final evaluation than the control group of students. The results also confirm that an alternative form of business English teaching was effective.
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Almousawi, Sayed Ahmad. "Examining English Language Learning Apps from A Second Language Acquisition Perspective." International Journal of Higher Education 10, no. 5 (May 18, 2021): 166. http://dx.doi.org/10.5430/ijhe.v10n5p166.
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This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users’ communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them.
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Fuchs, Carolin. "Cultural and Contextual Affordances in Language MOOCs." International Journal of Online Pedagogy and Course Design 10, no. 2 (April 2020): 48–60. http://dx.doi.org/10.4018/ijopcd.2020040104.
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This case study explores cultural and contextual affordances in language massive open online courses (LMOOCs), especially the extent to which an LMOOC effectively promotes optimal language learning. Participants included 15 language student teachers of English as a second or foreign language in a spring technology elective course at a private university on the East Coast. Student teachers enrolled in language MOOCs and tracked and evaluated their learning process and progress through weekly logs and surveys. Data was collected from weekly reflection logs and pre- and post-surveys. Results indicate that the cultural affordances were more salient in the advanced Spanish MOOC and the Hindi MOOC, while in the beginning-level LMOOCs, contextual factors were lacking overall.
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Rae, A. "An experimental vocational course in English as a second language." ELT Journal 40, no. 3 (July 1, 1986): 205–11. http://dx.doi.org/10.1093/elt/40.3.205.
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Borysko, Nataliia, Alina Dolyna, Elvira Bondarenko, and Iryna Korniiko. "Learning German grammar after English: Let us give Ukrainian students a chance." Revista Amazonia Investiga 9, no. 29 (May 18, 2020): 516–29. http://dx.doi.org/10.34069/ai/2020.29.05.57.
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The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems. The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.