Academic literature on the topic 'English language Study and teaching Foreign speakers Attitudes'
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Journal articles on the topic "English language Study and teaching Foreign speakers Attitudes"
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Prakaianurat, Pichet, and Preena Kangkun. "Language Attitudes of Thai Working Adults Toward Native and Non-native English Varieties." MANUSYA 21, no. 2 (2018): 92–111. http://dx.doi.org/10.1163/26659077-02102005.
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The role of English as an international language (EIL) has prompted scholars to call for a shift in paradigm from teaching English as a foreign language (EFL) to teaching English as an international language EIL (Boriboon 2011; Jenkins 2007; Kirkpatrick 2010; McKay 2002; McKay and Bokhorst-Heng 2008). While this view seems practical at a time when English is increasingly being used as a lingua franca, it also calls for a study of people’s perceptions toward different English varieties since people’s attitudes can have a direct impact on educational practices, second-language learning, and identity construction of English speakers. This present study investigates language attitudes of 80 Thai working adults toward native (American and British) and nonnative (Filipino, Singaporean, and Thai) varieties in terms of social status and competence, attractiveness, and linguistic quality through the use of the Verbal Guise Test (VGT) (80 participants) and semistructured interviews (10 participants). The results showed that the dominance of native varieties still prevails as native varieties are perceived more favorably than non-native counterparts in all dimensions, and remain the English accents that Thai speakers of English want to learn and use. The results also indicate that Thai speakers of English aim for certain native-based varieties due to intelligibility, the ownership of English, and identity reasons. Findings suggest the importance of awareness-raising of the diversity of English varieties among Thai speakers of English in order to promote a sense of linguistic tolerance and prepare them for interactions in ELF contexts where English is used as a default language for those whose native language is not shared.
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Hino, Nobuyuki. "Language education from a post-native-speakerist perspective: The case of English as an international language." Russian Journal of Linguistics 25, no. 2 (December 15, 2021): 528–45. http://dx.doi.org/10.22363/2687-0088-2021-25-2-528-545.
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Language education has traditionally been based on native-speakerism, which is defined in the present article, by simplifying Hollidays original definition, as a belief in the authority or superiority of native speakers. With the prevalence of native-speakerism, it tends to be taken for granted that non-native speakers should strive to accommodate themselves to native speaker models. However, in todays globalized world, such a conventional attitude is quickly becoming outdated. Above all, a most serious problem with native-speakerism is that it suppresses the freedom of thought and expression as fundamental human rights. Drawing on the case of English as an international language, this study aims to analyze the need for post-native-speakerism (a term attributed to Houghton and Hashimoto) in language teaching, or the need for relativizing native speaker norms for language learners. After illustrating major issues of native-speakerism, three theoretical paradigms for post-native-speakerism in global Englishes are presented, namely EIL (English as an International Language), WE (World Englishes), and ELF (English as a Lingua Franca), along with a prospect for integrating those different frameworks especially for pedagogical purposes. Then, educational objectives are summarized in terms of language skills, followed by the authors own examples of teaching methodologies and actual classroom practices in higher education. Several key concepts for EIL education emerge from these pedagogical efforts, including authenticity and critical literacy. In view of the urge to embrace diversity in the world today, this paper argues that post-native-speakerism is of vital importance as it allows language users to express their true selves in global communication. While many of the discussions in the present article stem from linguacultural and educational situations in Japan, it is assumed that the insights should often be applicable also to other Expanding Circle, or EFL (English as a Foreign Language), countries such as Russia and China.
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Khalaf Abu-Snoubar, Tamador, and Bandar Khlil Mukattash. "The Place of Arabic in English as a Foreign Language University Level Classes in Jordan." Arab World English Journal 12, no. 2 (June 15, 2021): 251–67. http://dx.doi.org/10.24093/awej/vol12no2.17.
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Modern graduates face major challenges in the international job market where knowledge of English and other foreign languages became one of the most important requirements of a well-trained professional. Even though the demands of such candidates increase, the methodology of teaching English remains the same. Modern educators and students demand the inclusion of the first language in their English as a Foreign Language classrooms, yet still, this method is considered controversial. Previous research generated ambiguous and inconclusive findings that the current study tries to re-explore. This study aims to find out the a) students’ attitude towards implementing their first language in English as a Foreign Language classes; b) how these attitudes can be related to their proficiency levels; c) the potential purposes of using the first language in the English language classrooms; and d) if teachers support using a bilingual approach in their classrooms. The current research uses a mixed-method design by applying a survey filled in by 400 students studying at Al-Balqa Applied University and semi-structured interviews with 5 instructors from the same institute to collect the data needed. The findings recognized that both students and teachers support the situational application of Arabic in the English as a Foreign Language classrooms, especially when it comes to the reading comprehension activities and introducing a new grammar topic or new vocabulary items. The use of the first language has to be proportionate to the level of students’ target language proficiency, as basic English speakers require the inclusion of their first language more often than their advanced counterparts.
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Miftakh, Fauzi. "Investigating Indonesian EFL Students’ Responses of the Implementation of Intercultural Language Learning." English Review: Journal of English Education 4, no. 1 (December 1, 2015): 66. http://dx.doi.org/10.25134/erjee.v4i1.308.
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This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1) the students‟ general attitudes toward the course, 2) the students‟ attitudes toward the implementation of teaching and learning and 3) the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and interviews. Based on the findings, the students gave positive responses to the implementation of intercultural language learning and they showed a greater interest in participating in the course. The intercultural language learning also proved that the students were given the opportunity to become intercultural speakers either during the teaching and learning process or in their daily life. Finally, it recommends that the intercultural approach should be implemented by other English teachers in any subject and at all levels of students.Keywords: interculural language learning, intercultural competence, English as a foreign language.
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El Amine DENDANE, Mohamed, and Zoubir DENDANE. "Social Networks and Language Applications, Other Means of Learning? Students of English at Tlemcen University." Arab World English Journal, no. 1 (January 20, 2023): 165–76. http://dx.doi.org/10.24093/awej/comm1.13.
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In recent times, at the turn of the 21st century, there have been significant developments in the use of technological advances for teaching languages. Following the use of traditional language laboratories, and then the emergence of computer-assisted forms of language teaching, language-oriented social networks such as YouTube and Facebook and other types of language applications have been used for that purpose, particularly in teaching English. Learners’ attitudes are aroused in significantly different ways compared to feelings about traditional forms of language teaching, including learner-centered approaches. One aim of this paper is to elicit learners’ interest in Internet use and to consider the degree to which social media and language applications enhance in-class formal learning. This study brings forth learners’ digital experience in the use of social media and we argue that it will raise awareness as to the importance of these media in improving their language skills. We thus attempt to explore the extent to which language learners benefit from their out-of-class Internet use. A small-scale survey, based on an online questionnaire addressed to Algerian students of English at Tlemcen University, reveals increasing interest in using such applications and social networks outside the class and their positive attitudes towards English in virtual spaces, particularly when having the possibility of discussing with native speakers. The results also show that communicating with others allows them to share intercultural aspects and mutual understanding. Indeed, respondents’ positive attitudes towards mixed-culture conversation are attention-grabbing and significantly encouraging. However, it is believed that such informal, non-systematic methods of teaching/ learning a foreign language can only complement formal teaching in class with non-virtual teachers.
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Masoumi Mayni, Setareh, and Shamala Paramasivam. "Use of L1 in the Iranian EFL Classroom." Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 34–45. http://dx.doi.org/10.34293/education.v9i2.3581.
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By reviewing the literature on the development of English language teaching methods in the last three decades, it is obvious that the idea of using the first language (L1) in the second language (L2) classroom has always been controversial. The history of language pedagogy and the role of the first language in foreign language learning generate debates in English as a foreign language. The teaching of English as a foreign language is growing every day in Iran, and as a result, the need for informing the best policy is getting more urgent. The principal intent of the current study, that investigates the use of L1 in the English classroom, is to determine teachers, students and policymakers’ beliefs and attitudes towards the use of L1 in L2 classroom. The L1, in this case, is Farsi language and all the participants are native speakers of Farsi. One hundred and fifty students of the English Language Department at the elementary level at Tehran Institute of Technology are the participants of the study. They are all female and in their late teens or early twenties. The students and the teachers were surveyed by questionnaires and the researcher observed 10 classes and interviewed 3 teachers and 3 policymakers. The information gathered from the questionnaire was submitted to SPSS for analyzing the data, and the information gathered from the interview. Class observation check-list was used to triangulate the findings of the questionnaire. The results of this study indicate that teachers and students have different attitudes towards using L1 in the EFL classes. While students have a positive attitude, teachers have a negative attitude. The main reason mentioned by students for not being against the limited use of Farsi in their English class is that they believe using Farsi even in a limited sense can help them to understand difficult concepts. However, teachers believe in an English-only policy to be more exposed to the English language. Another finding of this study is that the functions of using Farsi by students or teachers in EFL classroom are: for explaining difficult parts, for managing the classroom, for explaining exam instructions, for explaining the two language differences, for checking comprehension, for seeking help from others, for joking with others, for making students relaxed and for presenting the meaning of new words. Given these findings, to match the student’s and teachers’/policymakers’ ideas about using L1 at the elementary level, an EFL teaching methodology that considers the use of Farsi, even in a limited way, is suggested.
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Obeid, Rana. "Second Language Writing and Assessment: Voices from Within the Saudi EFL Context." English Language Teaching 10, no. 6 (May 27, 2017): 174. http://dx.doi.org/10.5539/elt.v10n6p174.
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This small scale, quantitatively based, research study aimed at exploring one of the most debated areas in the field of Teaching English to Speakers of Other Languages (TESOL); and that is, the perceptions and attitudes of English as a Foreign Language (EFL) teachers as well as EFL learners at an English Language Institute (ELI) at a major university in the Western region of Saudi Arabia, King Abdulaziz University, towards second language writing assessment. The research study involved, randomly selected twenty-two EFL teachers and seventy-eight EFL students between the period of September 2016 and December 2016. Two, purposefully designed, twenty-item, Likert scale questionnaires were distributed amongst the teachers and students. One for the participating EFL teachers and one for the participating EFL students. Data analysis using descriptive statistical methods indicated several concerns which EFL teachers and students have with regards to the writing assessment in general and to the obstacles EFL teachers face when teaching and assessing writing. In addition, there was an indication of general resentments and strong feelings amongst the EFL students where the majority indicated that they are sometimes graded unfairly and writing assessment should take another, more holistic approach rather a narrow one. The study makes recommendations for future research.
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Papadopoulos, Isaak. "Shaping the intercultural communicative profile of young foreign language students: a multidimensional analysis of their written." JOURNAL OF LINGUISTIC AND INTERCULTURAL EDUCATION 12, no. 1 (April 30, 2019): 127–38. http://dx.doi.org/10.29302/jolie.2019.12.1.9.
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Intercultural communication competence has recently been established within research and teaching as a key priority within second and foreign language teaching classrooms. More specifically, developing intercultural communication skills fosters students’ intercultural as well as linguistic competence in a way that prepares them to be able to interact with speakers of other languages and from different cultures. A very important component of effective communication is the persuasiveness of the message that is conveyed with a particular aim. In the speakers’ attempt to achieve persuasiveness, they make use of several means which are used to change the beliefs, attitudes, values, feelings and intentions of a person by communicative means, that is, speakers employ several persuasive strategies. This study recorded the persuasive strategies employed by 200 EFL language students (11 years of age) at the A1 language level according to CEFR when using English to communicate with speakers of other languages than Greek with the purpose of recommending an interesting work of literature. As for the analysis of the written communication, it was carried out through the 5R approach which consists of five stages called ‘Investigatory Readings’, in which the researcher stressed certain elements as regards the research hypothesis and a priori goals. This particular approach, written discourse examination, was also used in several studies at the national level, which recorded the communication strategies employed by language students when producing written discourse. The processing and analysis of the results indicated that A1 language level students made use of more rational persuasive strategies such as Authority, Model and Information in their attempt to persuade and influence others. Toward this goal, they appeared to activate this mode of persuasion through assertive speech acts including claims and assurances, which are highly relevant to their goal and the context of the study. Finally, A1 language students seemed to use mainly adjectives, periods and exclamation marks as elements of evaluation in their written discourse attempting to express directly and indirectly the judgement of their proposals.
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Budiana, Kartika M., and Djuwari Djuwari. "The Non-Native Students’ Motivation in Learning English at STIE Perbanas Surabaya." Language Circle: Journal of Language and Literature 12, no. 2 (April 24, 2018): 195–202. http://dx.doi.org/10.15294/lc.v12i2.14178.
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ow competence in English for the students of Non English native speakers has been crucial so far for the teachers in language teaching in Indonesia. This study attempts to explore students ‗motivation in learning English at STIE Perbanas Surabaya. This is a qualitative research and a case study. This study analyzed the data by means of a descriptive analysis. This method was chosen to describe the qualitative data taken from the students at STIE Perbanas Surabaya who were taking English subject. The data were collected using questionnaire. Some of the students were also interviewed in depth to triangualize the data related to their motivation in learning English. It was found that there are two types of motivation by the students of STIE Perbanas in learning English: intrinsic and extrinsic. They agreed (78%) that they are studying English because it is a compulsory subject in this college. Besides that, they have several factors of motivation affecting the students‘ learning English as foreign language such as local education system, attitudes to the target language, and teacher factor.
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Adara, Reza Anggriyashati. "Motivational Factors to Learn English among University Students in An Urban Area." Sukma: Jurnal Pendidikan 3, no. 2 (December 30, 2019): 187–202. http://dx.doi.org/10.32533/03203.2019.
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Motivation can be considered as one of influential factors in foreign language (FL) learning as it helps to sustain learner’s interest during long and tedious learning process of FL. According to Deci and Ryan (2000), motivation can be categorized into two types; intrinsic and extrinsic motivation. The present study aims to investigate intrinsic and extrinsic motivational factors of a group of university students in an urban area to learn English. The present study applied a mixed method approach by administering a set of questionnaires and interviews. In addition to a relatively high level of motivation among the participants, the findings of present study show an interest in English language skills and positive attitudes to native speakers of English, English speaking countries, and English learning as intrinsic motivational factors to learn English. On the other hand, the chances of getting better jobs and personal development as extrinsic factors which motivate students to learn English. The present study recommends English teachers as well as educational institutions to provide teaching and learning materials which suited to improve students’ motivation.
Dissertations / Theses on the topic "English language Study and teaching Foreign speakers Attitudes"
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Hendricks, Jessica. "Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.
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Nyawaranda, Vitalis. "Teachers' beliefs about teaching English as a Second Language (ESL), two case studies of ESL instruction in Zimbabwe." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0019/NQ44535.pdf.
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Yu, Kwan-mei, and 余君美. "Christianity and English language teaching: astudy of an English conversation class for Mainland Chinese scholarsat an English-speaking church in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38732932.
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Seki, Taeko. "Attitudes to and motivation for learning English in Japan." Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/60.
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The aim of this research is to determine Japanese first-year university students’ attitudes to and motivation for learning English. A successful English-language education system is crucial for Japan, under great pressure to internationalise during her most prolonged recession ever. To help make the education system successful, knowledge of learners’ attitudes and motivation is essential. Chapter 1 discusses Japan as a stage for English-language education. Japan is identified as uniquely homogenous and insular. Internationalisation of industry and a drop in the college-age population forcing universities to compete for students are identified as recent phenomena driving reform in the English-language education system. Chapter 2 describes the roughly 130-year history of Japanese English-language education from first contact to the present day. Changes in the English-language education policies of successive Japanese governments are discussed through examination of the Ministry of Education ‘Course of Study’ guidelines. Chapter 3 surveys the theoretical literature on attitudes and motivation in foreign and second language learning. Significant and relevant empirical research from Japan and other countries is reviewed. Chapter 4 determines an approach to the main research question through a number of subsidiary questions, using the theoretical framework from Chapter 3. A detailed research design (methods, schedule, and data collection procedures) is drawn up and discussed. Chapter 5 presents and analyses the findings of the two questionnaires which form the main data collection method. The computer program SPSS is used in analysis. Chapter 6 presents and analyses the findings of the two group interviews and two individual interviews by categorising and descriptive explanation. Chapter 7, the final chapter, reviews the research process and answers the subsidiary and main research questions. Key themes are that Japanese students are highly motivated to learn English for communication, and that the English classes currently offered at universities do not meet the demands of Japanese students. These answers and themes are used as the basis for some recommendations for English-language education in Japan.
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Rothschild, Denise Terry. "The adult English as a second language writer and the writing workshop approach : performance, biodemographic variables, and attitudes." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31462.
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Research in written composition in first language (L1) has undergone a major paradigm shift from interest in product to interest in processes experienced by writers as they compose. Changes in instructional approaches have begun to follow: in many L1 classrooms a variety of process or workshop approaches to the teaching of writing have been implemented. Second language (12) composing research and instruction are also undergoing a similar paradigm shift— with some reservations about the value of implementing a process or workshop approach in the second language classroom. The question now being asked is, "How effective are the various process/workshop approaches in the 12 classroom situation?"
The current study, building upon mother-tongue research as well as the mainly case study research which provided the foundation of the English as a second language (ESL) literature on composing, examines the effects of a process or workshop approach on the writing performance of adult English as a second language learners. In addition, the study investigates certain biodemographic variables such as first language, and an affective variable, attitudes toward writing, all of which were hypothesized to interact with the treatment.
This study is a controlled experiment in which the treatment consisted of instruction in writing using a workshop format. Two pre- and posttest measures-informal (classroom conditions) and formal (test conditions) writing tests-were used to ascertain writing growth. On each test overall scores were analysed as well as two sub scores, one for content and organization, and one for structure and mechanics. In addition, a pre-instruction background survey was given to elicit information on seven biodemographic variables, and a post-instruction survey on attitudes toward writing was administered.
Results were mixed. For writing quality, only results obtained on the formal (test-like) measure were significant or near significant in favor of the treatment, the workshop approach. Of the biodemographic variables, only length of time in an English-speaking environment could be interpreted because of a cell distribution problem: it may be that those students with less than two years in a second language environment benefit more from the workshop approach than students with more time and experience in their adopted culture. Regarding attitudes toward writing, the workshop group showed significantly more positive attitudes than the product group. In addition, the content of responses to an open-ended question about writing revealed differences between the two conditions. The workshop students' comments showed awareness of (1) writing as communication and (2) writing as a process requiring time for the development, revision, and editing of ideas and language.
These findings indicate that this variety of workshop approach may offer a viable alternative to product-oriented instruction. The formal (test conditions) measure suggests that the workshop may be of benefit in helping students improve their writing, particularly the content and organization aspects. Results from the attitude survey imply that students in the writing workshop are receptive to this approach and that they exhibit more positive attitudes toward writing than do students in the product group. If attitude is indeed the key to improved motivation and performance, as many suggest, these results have important implications for the L2 classroom.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Beliles, Emily. "The effect of attitude toward the target language and culture, and of input on English second language proficiency in a study-abroad immersion setting." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98089.
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Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: As the number of Asian students studying English abroad continues to increase, there is a growing need for language learning programs that help students to increase their English proficiency in the most effective way possible. Studies have shown that exposure alone is not sufficient for improving proficiency. The question is: “Can a second language (L2) learner truly learn the target language if they do not like the people who speak it?” Schumman’s (1978) acculturation theory proposes that the degree to which a learner integrates into the target culture through decreasing their social and psychological distance from it will determine the degree to which they learn the target language. Central to this process is the learner’s attitude toward the target language and the target culture. By fostering positive attitudes toward the target language and culture, can we aid L2 students in transforming the L2 input that they receive while studying abroad into meaningful intake through which they can, in turn, achieve greater proficiency in the L2? This thesis explores the above questions through a research study investigating the relationship between attitude toward the target language and target culture, and L2 proficiency; amount of L2 input and L2 proficiency; and amount of L2 input and attitude toward the target language and target culture. A small-scale study was conducted with Korean L2 English students studying abroad in the USA. Ten participants completed a language background questionnaire, an attitude questionnaire, and an English proficiency test. The data collected via these instruments were analysed to determine if any correlations exist between the above-mentioned three sets of variables. Results showed no correlations between attitude and L2 proficiency. However, descriptive analysis showed a clear positive correlation to exist between several L2 input variables and L2 proficiency, and between L2 input and attitudes toward the target language.
AFRIKAANSE OPSOMMING: Namate die aantal Asiese studente wat Engels oorsee studeer toeneem, styg die behoefte aan taalonderrig-programme wat studente help om hulle Engelse vaardigheid op die mees effektiewe wyse moontlik te ontwikkel. Studies toon dat blootstelling op sigself nie voldoende is vir die bevordering van taalvaardigheid nie. Die vraag is: “Kan tweedetaal- (T2-) leerders werklik ’n teikentaal aanleer indien hulle nie hou van die sprekers van daardie taal nie?” Schumman (1978) se akkulturasie-teorie stel voor dat die mate waartoe leerders hulself in die teikenkultuur integreer deur hulle sosiale en psigologiese afstand daarvan te verminder, bepalend is van die mate waartoe hulle die teikentaal sal aanleer. Sentraal tot hierdie proses is die leerders se houding teenoor die teikentaal en die teikenkultuur. Deur positiewe houdings teenoor die teikentaal en -kultuur onder T2-studente te bevorder, kan ons hulle help om die T2-toevoer wat hulle tydens oorsese studies ontvang te omskep in sinvolle T2-inname wat verhoogde T2-vaardigheid tot gevolg kan hê? Hierdie tesis verken die bostaande vrae op grond van ’n navorsingstudie wat ondersoek doen na die verhouding tussen T2-vaardigheid en houding teenoor die teikentaal en -kultuur; hoeveelheid T2-toevoer en T2-vaardigheid; en hoeveelheid T2-toevoer en houding teenoor die teikentaal en -kultuur. ’n Kleinskaal-studie is uitgevoer met Koreaanse T2-Engelssprekers aan’t studeer in Amerika. Tien deelnemers het elk ’n taalagtergrond-vraelys, ’n houding-vraelys en ’n Engels-vaardigheidstoets voltooi. Die data wat deur middel van hierdie instrumente ingesamel is, is geanaliseer ten einde vas te stel of daar enige korrelasies bestaan tussen die bogenoemde drie stelle veranderlikes. Resultate toon geen korrelasies tussen houdings en T2-vaardigheid nie, maar beskrywende analise dui wel op ’n duidelike positiewe korrelasie tussen verskeie T2-toevoer-veranderlikes en T2-vaardigheid, asook tussen T2- toevoer en houdings teenoor die teikentaal.
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Thaipakdee, Supaporn. "Relationships Among Writing Quality, Attitudes Toward Writing, and Attitudes Toward Computers in a Computer-Mediated Technical Writing Class for English as a Foreign Language Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278582/.
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The purpose of this study was to investigate the relationship of word processor use by foreign college
writers and their attitudes toward writing, writing revision practices, writing quality, attitudes toward the use of computers, and time spent on computers. The results indicate that students' attitudes toward
writing and their perceptions of computer usefulness significantly affected their writing quality. Students with more positive attitudes toward writing and the usefulness of computers tended to produce better quality writing. In addition, the findings indicate that students' writing revision practices significantly affected their attitudes toward writing. Students who revised their writing more frequently tended to have better attitudes toward writing than those who did not. In contrast, students' levels of computer anxiety, computer confidence, computer liking and their writing revision practices did not significantly
affect the quality of their writing. Furthermore, the amount of time that students spent on computers did not significantly affect their attitudes toward using computers in writing.
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Ngai, Ki-yan Carolyn, and 魏祈恩. "A study of student perception of authentic materials and its relationship with language proficiency." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27056326.
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Arrieta, Marie. "Teacher and Student Perceptions of World Englishes (WE) Pronunciations in two US Settings." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3411.
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The present study investigated the perceptions and attitudes of two groups each of ESL teachers and students in the United States regarding World Englishes (WE) pronunciations before and after watching a video on WE accents. Data gathered via online surveys were analyzed using a combination of quantitative and qualitative methods. The results show that the perceptions of the teachers in the study ranged from somewhat negative to mildly positive, both pre- and post-video, which is consistent with Brown's (1993) findings that teachers' perceptions changed little if at all after being briefly exposed to WE stimuli. The education of the teachers in this study did not seem to influence their responses, either. Both groups of teachers responded almost identically even though the Midwest (MW) teachers' education ranged from no TESOL training to MA TESOL and all the teachers in the Northwest (NW) had MA TESOL degrees. These teachers' exposure to WE topics also varied greatly from teacher to teacher. Although the results of the study could not establish a correlation between lack of WE exposure and lack of WE classroom implementation, the teacher responses were, again, consistent with the literature in that the advantages of WE implementation are often appreciated only after extensive training on the matter. Student results were slightly more encouraging than their teachers', as students were generally more enthusiastic about WE before and after stimuli. A majority of students surveyed expressed they would like their teachers to incorporate more WE materials into their lessons and, after watching the video, all but one student indicated they would take an Accents of the World class as they considered it "important to learn about the ways people in other parts of the world speak English."
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Dodici, Adria Danielle. "The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study." PDXScholar, 2011. http://pdxscholar.library.pdx.edu/open_access_etds/141.
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Teachers of English language learners (ELLs) are often ill prepared to provide content area instruction tailored to their students' needs. This explanatory mixed method study examined the relationship between 15 ELL teachers' multicultural attitudes and use of sheltered instruction (SI). The purpose of the study was to ascertain whether teachers' multicultural attitudes influenced their use of SI. Data were gathered using a Demographic Questionnaire, Multicultural Efficacy Scale (MES), Classroom Instruction Questionnaire, and semi-structured interviews. A correlational analysis found no statistically significant relationship (i.e., r = -.34; p = .22) between participants' scores on SI observations and the MES. A correlational estimate for the four highest SI scorers indicated a relationship between the two sets of scores (i.e., r = .75; p = .25). Qualitative data did not indicate any patterns that might distinguish the high and low SIOP scorers; however, Aptitude Measurement Interaction may explain the different correlational results.
Books on the topic "English language Study and teaching Foreign speakers Attitudes"
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McCallen, Brian. EFL agents and their attitudes: A sample study. (Manchester): British Council, 1991.
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Sayer, Mike. Attitude: Teacher's edition 4. Mexico (City): Macmillan Education, 2007.
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Sayer, Mike. Attitude: Teacher's edition 5. Mexico (City): Macmillan Education, 2007.
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Bowen, Tim. Attitude: Teacher's edition 3. Mexico (City): Macmillan Education, 2007.
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Alssen, Elizabeth E. Student perceptions of learning English for specific purposes through ICT-enhanced peer design of instructional materials. Rovaniemi: University of Lapland, 2012.
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Norell, Pia. Native-speaker reactions to Swedish pronunciation errors in English: Recognition, intelligibility and attitude. Stockholm, Sweden: Almqvist & Wiksell, 1991.
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Jenkins, Jennifer. English as a Lingua Franca: Attitude and identity. Oxford: Oxford University Press, 2007.
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Barbara, Garside, and Prodromou Luke, eds. Attitude. Mexico: Editorial Macmillan, 2006.
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Stanley, Karen. The politics of academia: Points of departure. Washington, D.C: U.S. Department of Education, Office of Educational Research and Improvement, 1994.
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1959-, Roleff Tamara L., ed. English language learners. Detroit: Greenhaven Press, 2009.
Find full textBook chapters on the topic "English language Study and teaching Foreign speakers Attitudes"
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Telążka, Beata. "A Qualitative Study on Subjective Attitudes and Objective Achievement of Autotelic and Non-autotelic Students of English as a Foreign Language." In Second Language Learning and Teaching, 59–70. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14334-7_4.
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Hong, Wilson Cheong Hin. "Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students." In Innovative Approaches in Teaching English Writing to Chinese Speakers, 67–90. De Gruyter, 2021. http://dx.doi.org/10.1515/9781501512643-004.
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Ma, Maggie, and Mark Feng Teng. "Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study." In Innovative Approaches in Teaching English Writing to Chinese Speakers, 117–44. De Gruyter, 2021. http://dx.doi.org/10.1515/9781501512643-006.
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Obari, Hiroyuki, Steve Lambacher, and Hisayo Kikuchi. "The impact of using AI and VR with blended learning on English as a foreign language teaching." In CALL for widening participation: short papers from EUROCALL 2020, 253–58. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1197.
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This study focuses on the use of emerging technologies such as Artificial Intelligence (AI) smart speakers and smartphone applications for improving the English language skills of L1 Japanese undergraduates. An empirical investigation was carried out with 82 Japanese students. Participants were required to study a variety of online English programmes using AI speakers over an eight-month period. The results showed that students using AI speakers outperformed on the Test of English for International Communication (TOEIC) a group of non-AI users, who instead exclusively used online materials. This research suggests integrating blended learning, including AI and Virtual Reality (VR), may be an effective way to improve the English proficiency of native Japanese.
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Jordan, Eoin, and Mark Coyle. "Using a Virtual Learning Environment to Promote Autonomous Language Learning for Chinese Students." In Computer-Assisted Foreign Language Teaching and Learning, 140–58. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch009.
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This chapter examines a semester-long Moodle-based programme of monitored quizzes designed to encourage first-year Chinese students at an English medium university in China to engage in English language self-study and autonomous learning. Usage statistics and questionnaire data were collected and analysed in order to investigate overall quiz participation rates, usage patterns across the semester, and the extent to which the programme affected students’ attitudes towards self-study. The results indicated that participation rates in the quizzes were high, although activity on the programme pages did decline as the semester progressed. Students also reported via the questionnaire that the programme had helped them learn how to organise their own self-study. However, statistics from Moodle revealed that many participants were not taking the quizzes on a regular, weekly basis, as had been intended, suggesting that the programme may have only been partially successful in fostering autonomous study skills.
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Liu, Haixia, Wenhao Tao, and William Cain. "Investigating Mobile Assisted English Foreign Language Learning and Teaching in China." In Advances in Educational Technologies and Instructional Design, 315–33. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0177-0.ch015.
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This study aims to investigate how English as a Foreign Language (EFL) teachers and students in China spontaneously use apps for smartphone and tablets to support their informal language learning. It also seeks to determine EFL teachers' perspectives on informal and formal Mobile Assisted Language Learning (MALL). A total of 240 smartphone and/or tablet users (186 students and 54 EFL teachers) from four colleges in Guangdong China participated in the survey. Twenty-eight teachers selected from the survey participants were interviewed afterwards. Analysis of the survey data showed that all participants were using apps to learn foreign languages informally. Survey data analysis also revealed that the most frequently used apps were based on form-focused behaviorist activities rather than learner-centered constructivist activities. A comparison of usage between EFL teachers and students revealed no significant difference in their choice of apps, yet students expected guidance from EFL teachers in using apps and resources to facilitate language learning. Finally, while the survey data indicated EFL teachers had positive attitudes towards informal MALL, the interviews revealed that many of them held negative sentiments toward MALL in the classroom. We interpret this difference in attitudes as a reflection of the teachers' concerns about learners' self-control and autonomous learning skills, as well as concerns about required teachers' knowledge and perceived changes to teachers' roles. We conclude by discussing the implications of MALL for language teacher education and professional development.
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Monteiro, Ana Lúcia Tavares. "The assessment of English in aeronautical radiotelephony communications: a mixed methods study." In Aviation English - A global perspective: analysis, teaching, assessment, 223–44. Bookerfield Editora, 2022. http://dx.doi.org/10.53268/bkf22080512.
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The high-stakes context of international radiotelephony (RT) communication, in which pilots and air traffic controllers (ATCOs) use aviation English (AE) as a lingua franca, requires a robust testing policy that is clear and fair to all stakeholders. The ICAO Language Proficiency Requirements have been criticized for their lack of fit with pilots’ and ATCOs’ real-life communicative needs, for both native and non-native speakers of English (Douglas, 2014; Kim, 2012). This paper reports on a multiphase mixed methods study that investigated the proficiency construct (awareness, knowledge, skills, and attitudes) in pilot-ATCO intercultural RT, following Fulcher and Davidson’s (2007) test development framework. Drawing on theoretical and empirical studies in the domains of Aviation English, English as a Lingua Franca, Intercultural awareness, and Interactional competence, the communicative demands of pilots and ATCOs involved in intercultural RT communications and how they can be specified within a construct framework and operationalized as test tasks were explored. Integration of findings underscored the value of a broader view of professional communicative competence for intercultural RT communication and the importance of giving voice to aviation stakeholders in all phases of the test development process.
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Çapan, Seyit Ahmet. "Using Digital Storytelling to Handle Second Language Writing Anxiety and Attitudes." In New Technological Applications for Foreign and Second Language Learning and Teaching, 157–78. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch008.
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Digital storytelling (DST) is an innovative outgrowth of traditional learning/teaching through stories and has gained vast popularity in language classrooms thanks to findings indicating positive impacts on the four major skills. This chapter investigates the influence of DST (i.e., the independent variable) on English as a foreign language (L2) learners' writing anxiety and attitudes (i.e., the dependent variables). Moreover, it examines if engagement in DST affected L2 writing errors. This chapter reports on the findings of a quasi-experimental study that elicited quantitative and qualitative data collected from pre- and post-study questionnaires and learner-created stories. The discussion documents that DST compared to traditional print-based stories reduced L2 writing anxiety while it fostered positive attitudes towards L2 writing. Analysis revealed fewer errors in stories written by a DST group compared to a comparison group over the course of the study period. Accordingly, this chapter proposes practical applications for the integration of DST into L2 writing classes.
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Aydin, Selami. "Teachers' Perceptions of the Use of the Metaverse in Foreign Language Teaching and Learning." In Shaping the Future of Online Learning, 201–19. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6513-4.ch011.
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The use of the metaverse may provide unique opportunities for teaching and learning a foreign language depending on teachers' pedagogical, personal, and linguistic skills; competencies; technical knowledge and skills; beliefs; attitudes; and perceptions. However, a serious lack of research exists on English as a foreign language (EFL) teachers' perceptions of and attitudes toward its utilization in the teaching and learning processes. The current study investigates foreign language teachers' perceived knowledge about the metaverse, attitudes toward the use of the metaverse in the teaching and learning process, perceived self-confidence in integrating the metaverse into their teaching pedagogy, and perceptions of school climate and support concerning the metaverse use. The results showed that EFL teachers had a relatively low familiarity with its utilization in the foreign language teaching and learning processes, positive attitudes towards using it, and neutral perceptions of self-confidence in integrating the metaverse into the mentioned processes.
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Zengin, Buğra, Duygu Doğan, and Feryal Çubukçu. "English Major Students' Attitudes towards Movies and Series as Language Learning Resources." In Advances in Educational Technologies and Instructional Design, 276–95. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8499-7.ch011.
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This chapter focuses on the attitudes of the fourth-year English Language Teaching (ELT) students towards strategies related to using movies and series as foreign language learning resources. The subjects were teacher candidates (at a state university in the west of Turkey). The current study demonstrates that foreign-language majors are not immune to downsides of a low-exposure EFL setting. The participants also state that only their family members - but not friends - are likely to cause a shift to the dubbed version of movie/series they want to view in the original language and with L2 captions (intralingual captions / in the source language) otherwise. This study suggests that backseat TV systems on buses can provide solutions. The backseat TV systems are welcome by most of the participants, in particular by those whose intercity travelling habits are found to be quite high.
Conference papers on the topic "English language Study and teaching Foreign speakers Attitudes"
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Vančová, Hana. "PRONUNCIATION EVALUATION CRITERIA FOR EFL LEARNERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end035.
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"Pronunciation is one of the competencies foreign language learners of English are implicitly or explicitly judged for in classroom context as well as real-life communication. At the same time, both teachers and learners express concerns concerning this competence, as relatively little attention is being paid to pronunciation issues. While accuracy was desired in the past, comprehensibility is preferred as the goal of pronunciation instruction in recent years. Mistakes and errors the speakers make vary across the language background of speakers and can be manifested at segmental and suprasegmental levels; however, familiarity with the topic discussed may help overcome many obstacles the foreign language speakers may make. Pronunciation may be judged by human raters as well as automatically by specialized software. The presented study aims to current practices presented in research papers published in the past ten years. The results suggest different criteria applied to pronunciation evaluation. The paper presents partial research outcomes of the projects KEGA 019TTU-4/2021 Introducing new digital tools into teaching and research within transdisciplinary philological study programmes and 7/TU/2021 Pronunciation mistakes of pre-service teachers of English."
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Auziņa, Anita, Silvia Benini, Ireta Čekse, Marta Giralt, and Liam Murray. "Foreign Language Teachers’ Activities to Develop Students’ Digital Citizenship Competences: Findings of the Dice. Lang Project." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.27.
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he extreme situation connected with the outbreak of the pandemic coronavirus has forced foreign language teachers worldwide to challenge their teaching competences and approaches when teaching remotely. Now, more than ever, foreign language teachers are forced or encouraged to implement digital materials, learning objects and environments. Meanwhile, foreign language teachers’ knowledge, skills and attitudes related to Digital Citizenship Education (DCE) are tested and challenged, too. The aim of this paper is to explore how confident and knowledgeable about DCE foreign language teachers are in order to offer activities that can enhance the development of language learners’ digital citizenship competences. This study presents the survey findings of the ERASMUS+ project: “Digital Citizenship Education and Foreign Language Learning” (Dice.Lang), which brings together five European partner universities: University of Munich, University of Aveiro, University of Latvia, University of Limerick, and Siena Italian Studies. There were 627 foreign language teachers (312 pre-service teachers and 315 in-service teachers) in total who participated in the online survey representing Germany, Ireland, Italy, Latvia, and Portugal. The findings highlighted the needs foreign language teachers have to develop and apply their expertise on DCE in their language lessons. The authors of the paper present their vision to address the teachers’ needs, providing and analysing samples of a comprehensive set of open educational resources (OER) available in English and additional European languages. These OER, which have been designed by the Dice.Lang consortium and confirmed by the questionnaire results, aim at developing language learners’ digital citizenship competences. The resources intertwine the five DCE strands created by the consortium (Critical Digital Literacies; Intercultural and Transcultural Perspective on Digital Exchanges; Identity-oriented Component; Content-oriented Perspective and Critical and Meta-reflective Component) with the existing European theoretical frameworks.