scholarly journals A Case Study of Twelve Japanese ESL Students' Use of Interaction Modifications

2000 ◽  
Author(s):  
Darin Dooley
Keyword(s):  
Esl Students ◽  
Interaction Modifications

scholarly journals To Investigate ESL Students’ Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study

2017 ◽  
Vol 10 (9) ◽  
pp. 17 ◽  
Author(s):  
Yee Chee Hong ◽  
Malini Ganapathy
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Success Factors ◽  
Past Research ◽  
English Language Learning ◽  
Esl Students ◽  
English Language Acquisition ◽  
Integrative Motivation

Malaysians have long realised the importance of being competent in English as one of the success factors in attaining their future goals. However, English is taught as a second language in Malaysia, and it is not easy to teach under such a foreign context, because authentic input may not exist beyond the classroom, especially in Chinese private schools. In this scenario, English is learnt as a subject with 10 sessions per week, which is considered insufficient for students to master the language effectively. Past research highlights the significance of motivation in English language acquisition. Motivated students tend to put in more effort in their academic endeavours by showing more persistence in their learning process. The purpose of the study was to identify and analyse whether instrumental or integrative motivation plays a more important role in promoting Form Four ESL students’ English language learning. Furthermore, examine the areas of problems that affect ESL students’ motivation towards English language learning. This study was a qualitative case study that used focus group interviews to elicit data from 12 students in a secondary school in Penang. The findings of this research indicate that students are more instrumentally motivated than integratively motivated in ESL learning. Instrumental motivation is found to have a greater impact on students’ English language learning. This research also highlights that vocabulary and grammar are the biggest areas of problems that are encountered by students during their ESL learning process, which further influence their speaking and writing skills.

Learning English With Texting on Social Media

2018 ◽  
pp. 240-260
Author(s):  
Hong-Chi Shiau ◽  
Catherine Hua Xiang
Keyword(s):  
Social Media ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Research Approach ◽  
Esl Students ◽  
Face To Face ◽  
Barriers And Challenges ◽  
Use Of Social Media ◽  
Different Cultures

Social media has induced substantial growth of various cultural contacts, resulting in a great variation of uses in English. In light of the popularity of new social media, contacts of people from different cultures have been changed from predominant face-to-face encounters to instantaneous communication. This case study examines how Taiwanese students relate their ESL learning experiences to the use of social media and how their uses help transform these ESL students' gender/ethnic identities during study abroad. Adopting an ethnographic research approach, the results suggest some barriers and challenges those ESL students face during the time abroad, both linguistically but also in terms of intercultural friendship. Pedagogical implications and recommendations are made on how to more effectively using social media in developing linguistic and intercultural competence in the context of study abroad.

scholarly journals Relief: Observations on Creative Nonfiction as Pedagogy

2019 ◽  
Vol 12 (1) ◽  
pp. 249-258
Author(s):  
Mark Silverberg
Keyword(s):  
Creative Writing ◽  
Creative Nonfiction ◽  
Nursing Student ◽  
Standard English ◽  
Creative Work ◽  
Aesthetic Appreciation ◽  
Esl Students ◽  
Personal Writing ◽  
Pedagogical Tool

“Relief: Observations on Creative Nonfiction as Pedagogy” offers a case study in the possibilities of using creative writing as a pedagogical tool with ESL students. Analyzing the experience, comments, and creative work of a Chinese nursing student named Wei Wan at Ryerson University, the essay explores the benefits of personal writing and peer workshops as tools for self-exploration, aesthetic appreciation, and confidence building. While urging teachers to see the advantages of this methodology, the paper also reflects on the literary values of creative work in hybrid, non-standard English forms.

scholarly journals Exploring the Use of Bibliotherapy With English as a Second Language Students

2019 ◽  
Vol 12 (7) ◽  
pp. 98
Author(s):  
Eliana M. Rubio Cancino ◽  
Claudia P. Buitrago Cruz
Keyword(s):  
Single Case ◽  
Analysis Data ◽  
Traumatic Experiences ◽  
After School ◽  
Esl Students ◽  
School Program ◽  
Refugee Students ◽  
After School Program ◽  
Trauma Healing

Studies in trauma healing and teaching ESL students have been done before. In addition, bibliotherapy has been used in educational and psychological disciplines. However, there are few studies that explore the use of bibliotherapy and trauma healing in ESL refugee students. My objective for this study was to explore bibliotherapy to see what experiences/stories surfaced from students’ lives and what connections/ reflections students made to the books we read in the bibliotherapy sessions. This was a qualitative single case study; I observed and worked with a group of ESL refugee students in an after-school program. However, for this study I followed the progress of one student over our bibliotherapy sessions. I used observations, interviews and artifacts analysis. Data was collected, triangulated and coded. I found out that the student Identified herself to some degree with the texts read during our bibliotherapy sessions. However, stories from past traumatic experiences surfaced during oral discussions but became more visible whenever she was writing.

PRONOUNCIATION QUALITY OF JAVANESE OF ESL STUDENTS IN PRODUCING THE ENGSLSH SOUND: A CASE STUDY OF JAVANESE ESL STUDENTS IN TERITARY LEVEL

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Malikatul Laila
Keyword(s):  
Data Analysis ◽  
Key Words ◽  
Native Language ◽  
Esl Students ◽  
Maximal Force ◽  
Articulatory Phonetics ◽  
Consonant Sounds

<p>The quality of pronouncing English sounds by Javanese ESL students is much influenced by their way of speaking of their native language. The study aims to examine how Javanese ESL students shift their articulation in producing the English sounds. The data are Javanese ESL students’ speech of English in the forms of words, phrases, and sentences which are collected by means of recording, testing and participant interview. The data analysis applies techniques of comparison and contrast _between RP and Javanese ESL sounds_ in the domain of impressionistic articulatory phonetics which is assisted by using Audio Edit Magic (AEM). The result shows that Javanese ESL students produce consonant sounds by the lack of maximal force and tend to be lenis; while in pronouncing vowel sounds, they tend to produce some as its phonemes. This shifts the NSE/ FSE have perceived intelligibly is 53,8 %. This implies that Javanese ESL students’ shift in pronouncing the English sounds represented in words is still perceived and understood properly by the NSE/ FSE.</p><p><br />Key words: pronunciation quality, shift, intelligibility, RP, and impressionistic articulatory phonetics.</p>

An Ethnographic Approach to Exploring Personality, Language Learning Strategies, and Second Language Acquisition

Relay Journal ◽  
2019 ◽  
pp. 149-157
Author(s):  
Yukiko Oki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Esl Students ◽  
Language Learning Strategies ◽  
The Relationship ◽  
Japanese English

This paper is a case study examining the relationship between two individual difference (ID) factors, namely personality and language learning strategies (LLS), and language learning of two Japanese English-as-a-second-language (ESL) students. A qualitative analysis of their language learning histories, learner diaries, and interviews aims to uncover the role of personality in language learning and how personality seems to be reflected in their uses of LLS.

scholarly journals COLLABORATIVE ENGLISH LANGUAGE LEARNING: SOME REFLECTIONS FROM INTERACTIONS BETWEEN PAIRS

2019 ◽  
Vol 58 (1) ◽  
pp. 259-286
Author(s):  
Laryssa Paulino de Queiroz Sousa ◽  
Fernanda Franco Tiraboschi ◽  
Neuda Alves do Lago ◽  
Francisco José Quaresma de Figueiredo
Keyword(s):  
Language Learning ◽  
English Language ◽  
Collaborative Writing ◽  
Essential Elements ◽  
Esl Students ◽  
Structured Interviews ◽  
Audio Recordings ◽  
Learning Development ◽  
Collaborative Language

ABSTRACT The focus of this study is on the interactions five pairs of students had in order to carry out a collaborative writing activity. The research was conducted in a language school of Goiânia, in Goiás, Brazil, with ten EFL/ESL students, in 2015. The objectives of this investigation are: a) to observe and discuss the elements that stand out during the students' interactions; and b) to investigate these learners' perceptions of the experience. This study is grounded on sociocultural theory (DONATO, 1994; HALL, 2001; VYGOTSKY, 1978) and collaborative language learning (FIGUEIREDO, 2005, 2006, 2008, 2015; OXFORD, 1997). The theoretical assumptions that guide this research consider interaction and collaboration as essential elements for language learning development. This is a qualitative case study (GODOY, 2006; TELLES, 2002), and the sources used to generate the data are questionnaires, audio recordings of the students' interactions and semi-structured interviews. The elements that stand out in this investigation are related to the potentialities of dialogic interactions, which foster scaffolding, mutual support, and the promotion of learners' autonomy. In addition, the learners highlight some positive aspects they could perceive from the experience, such as each other's help and the possibility to access more ideas; as negative aspects, they point out disagreements and conflicts they had to handle during the interactions.

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