scholarly journals Use of Social Software to Address Literacy and Identity Issues in Second Language Learning

2010 ◽  
Vol 35 (3) ◽  
Author(s):  
Jill Hutchinson
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Real Life ◽  
Social Software ◽  
Future Research ◽  
Diverse Classrooms ◽  
L2 Learners ◽  
Langue Seconde

The emerging trend of social software technology can address many different second language (L2) learner needs through authentic social interaction and a variety of scaffolding processes. Social software connects education with real-life learning and interests, and engages and motivates students. It can facilitate learning environments that are more learner-centred, informal and collaborative. Increasingly culturally and linguistically diverse classrooms and uneven access to technology are revealing educational inequalities for English Language Learners (ELLs) (Pruitt-Mentle, 2007). In a review of the literature, the author explores how social software tools, through the lens of socio-constructivist theory, can support literacy development and improve linguistic power relationships, building self-esteem and encouraging positive educational and identity experiences for L2 learners. Recommendations for future research on social software use focusing on issues of appropriateness and responsible use for L2 learners, acceptance of social tools and technology accessibility, are presented. Résumé : La nouvelle tendance de la technologie des logiciels sociaux répond à plusieurs besoins différents d’apprenants de langue seconde (L2) grâce à une interaction sociale authentique et une variété de processus d’échafaudage. Les logiciels sociaux font le pont entre l’éducation et l’apprentissage et les intérêts dans la vie réelle; ils stimulent également l’engagement et la motivation des élèves en plus de fournir des environnements d’apprentissage qui sont davantage centrés sur l’apprenant, plus informels et plus collaboratifs. Les salles de classe de plus en plus culturellement et linguistiquement diversifiées ainsi qu’un accès disproportionné à la technologie révèlent des inégalités en matière d’éducation pour les apprenants de l’anglais (Pruitt-Mentle, 2007). Dans ce document, l’auteur explore, à travers le prisme de la théorie socio-constructiviste, comment les outils logiciels sociaux peuvent favoriser le développement de la littératie et améliorer les rapports de pouvoir linguistiques, contribuer à la construction d’une estime de soi positive et encourager les expériences éducatives et identitaires positives pour les apprenants de L2. L’article émet des recommandations pour la conduite de recherches futures sur l’utilisation des logiciels sociaux en se concentrant sur les questions de leur pertinence et de leur utilisation responsable par les apprenants de L2, de l’acceptation des outils sociaux et de l’accessibilité de la technologie.

scholarly journals Motivation and Socio-Cultural Milieu of Second Language Learners: Considerations Involved in English Teaching

2020 ◽  
Vol 13 (5) ◽  
pp. 149
Author(s):  
Florentina Halimi ◽  
Cathy E. Daniel ◽  
Iqbal A. AlShammari
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learning ◽  
Cultural Values ◽  
Language Learners ◽  
Cultural Context ◽  
Quantitative Methods ◽  
English Language ◽  
Cultural Dimensions ◽  
Future Research

This study investigates the social, psychological, and cultural dimensions of motivation involved in learning English as a second language in Kuwait. It focuses on students’ experience of motivation, emotions, and their cultural background in search of differences and similarities presented by gender, type of high school, and year in university. The effects of motivation and learning experiences are discussed through using the perpectives of Gardner’s socio-educational model, whereas the influence of learners’ cultural context in second language learning is discussed through using Hofstede’s cultural model. Data were gathered by surveying undergraduate students from a private university in Kuwait, which yielded 233 completed questionnaires. The study employed quantitative methods using SPSS application for descriptive data analysis, correlation analysis, t-tests, and ANOVA. The descriptive statistics were calculated based on the data submitted by the students’ responses. The results revealed significant levels of integrative and instrumental motivation, emphasized by female students, which could be attributed to Hofstede's cultural dimensions of certainty, femininity, and collectivist society. Significant levels were also reported for English classes and English use anxiety, which may be attributed to Hofstede’s power distance, which accounts for the high respect accorded to teachers and teaching. Collectively, the results gained from this study provide guidance to disentangle the multitude of factors that affect English language learners. The findings reported in this study may help instructors who need to understand how learners’ cultural values influence the nature of instruction and point toward future research in analyzing multiple factors that assist language learning.

scholarly journals Dynamic Transfer and Relations between First Language (L1) Proficiency and Second Language (L2) Writing Skills Performance

2019 ◽  
Author(s):  
Abdulelah Alkhateeb
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Writing Skills ◽  
Arabic Language ◽  
Future Research ◽  
Dynamic Relationship ◽  
Arabic And English ◽  
L1 And L2

This study investigates the transfer relationship between first language (L1) (Arabic) proficiency and second language (L2) (English) performance in writing skills of a Saudi bilingual graduate student. Several studies have discussed the transfer issues in language learning, yet a few of them focus on the transfer relationships between Arabic and English language writing skills. Regardless of the huge linguistic distinction between the English language and Arabic language, it is presumed that Arabic and English writing skills positively, negatively, and neutrally transferred in a dynamic relationship. The researcher has conducted observations and interviews with Fatimah, the participant of this study, and analyzed her texts in both languages to illustrate how dynamic relationships between L1 and L2 in the composition skills is and what the effects of language transfer in the composition skills between L1 and L2 are. The data were collected and analyzed in January 2018. The results demonstrate effects of L2 on L1 as the following; first, a reverse or backward transfer implemented in three ways; positive, negative, and neutral transfer. Second, they indicate that there is a dynamic relationship between second language performance and first language proficiency in composition particularly. It is hoped that this knowledge will assist students in being aware of the effects of L2 on L1 specifically in composition and taking the advantages to accelerate the rate of language learning. It is recommended for future research to conduct studies in bilingual writings to investigate how L1 could be a resource and advocate of language development.

scholarly journals The Difficulties of Learning English: Perceptions and Attitudes in Mexico

2010 ◽  
Vol 39 (2) ◽  
Author(s):  
Colette Despagne
Keyword(s):  
Language Learning ◽  
Whole Language ◽  
English Language ◽  
The United States ◽  
Economic Life ◽  
Future Research ◽  
Vie Quotidienne ◽  
Perceptions And Attitudes ◽  
Negative Perceptions ◽  
Langue Seconde

The political, cultural, and economical relationship between the United States and Mexico is becoming more interdependent, and in general, Mexico’s participation in the world economy has increased the spread of English as a Second Language (ESL). English is ubiquitous in Mexico’s everyday life, as opposed to indigenous languages which are mostly hidden. The diffusion of English makes ESL learning mandatory if Mexicans want to aspire to a better social and economic life. Nevertheless, this contextual ‘imposition’ highly influences perceptions and attitudes Mexicans have towards the language. This in turn may create a strong barrier to the whole language learning process. Based on student surveys in two different universities, this paper accents negative perceptions and attitudes towards English language learning, and highlights Mexico’s colonial past and the effects of linguistic imperialism. In the conclusion, it will open the discussion on how these attitudes could be managed in the classroom, and will offer possible directions for future research in intercultural language learning. La relation politique, culturelle et économique entre les États-Unis et le Mexique est de plus en plus interdépendante, et en général, la participation du Mexique sur les marchés internationaux a propagé l’enseignement de l’anglais en tant que langue seconde. L’anglais est une langue omniprésente dans la vie quotidienne du Mexique, bien au-delà des langues autochtones qui sont en général plutôt cachées. Pour qu’un mexicain puisse aspirer à de meilleures possibilités économiques et sociales, l’apprentissage de l’anglais devient indispensable. Cette « imposition » contextuelle influence cependant clairement les perceptions et les attitudes que les mexicains ont envers la langue et crée des obstacles souvent difficiles à surmonter lors de l’apprentissage de cette dernière. Cet article met donc l’accent sur les perceptions et les attitudes négatives envers la langue en se basant sur des sondages d’étudiants dans deux universités différentes. Il cherche à expliquer ce blocage en faisant ressortir le passé colonial du Mexique et l’influence de l’impérialisme linguistique. En conclusion, l’article invitera à discuter sur les différentes façons de gérer ces attitudes au sein d’une salle de classe et proposera quelques recherches futures pour l’apprentissage interculturel des langues.

scholarly journals The Role of Digital Technology in English Language Teaching in Azerbaijan

2019 ◽  
Vol 9 (2) ◽  
pp. 364 ◽  
Author(s):  
Milana Abbasova ◽  
Narmin Mammadova
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Digital Media ◽  
Digital Technology ◽  
Qualitative Methodology ◽  
English Language ◽  
Language Teaching ◽  
Future Research ◽  
Use Of Technology

The current study uses qualitative methodology to explore the role that digital technology plays in both second language acquisition and teaching. In-depth interviews were conducted with 6 teachers aged between 23 and 55 who are currently employed by Khazar University, Azerbaijan. Teachers indicate that the use of technology has an important impact on student’s second language learning. Although some of the teachers displayed negative effects of modern technologies on getting students’ attention, positive feedback is more available. Teachers demonstrated how the use of technology in teaching and learning supports students’ engagement in education. Overall, this study provides a reader with a general understanding of both students and teachers’ involvement in digital media as well as the effectiveness of second language teaching with technologies at higher educational institutions of Azerbaijan. Future research in the same area of study is needed to compare both teachers’ and students’ perceptions separately in broader sample and identify the key factors that affect teacher’s decision to choose rather traditional methods.

scholarly journals ‘After Mom Gets Some Books, Then I’ll Make a Selection’: A 5-Year-Old ELL’s Decision-Making in the Book-Related Home Play

2015 ◽  
pp. 332-351
Author(s):  
Heeyang Park
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Research Participation ◽  
Research Participant ◽  
Active Role ◽  
Main Theme ◽  
New Paradigm

The main theme of this article is examining the active role that young English language learners (ELLs) play in making important choices that affect their own language learning and research participation. I will consider the growing emphasis in child Second Language Acquisition (SLA) on the importance of exploring children’s perspectives about their participation in research and English language development as a second language. The first part of this article discusses the new paradigm in child SLA, which takes note of the voices of young children in research rather than overlooks their agency in favor of an adult perspective, while the second part describes an exploratory case study of a 5-year-old Korean-English learner and illustrates how a very young ELL makes decisions as an active research participant in engaging English storybooks as self-access resources in the child’s spontaneous play at home.

Social Capitals and English Language Learning in an Iranian Language Institute

2016 ◽  
Vol 7 (2) ◽  
pp. 328
Author(s):  
Ebrahim Khodadady ◽  
Mozhgan Ashrafborji
Keyword(s):  
English Language Learners ◽  
High School Students ◽  
Language Learning ◽  
English Language ◽  
Social Contact ◽  
Future Research ◽  
Language Achievement ◽  
Religious Activities ◽  
School Students ◽  
Social Capitals

This study aimed to 1) explore the social capitals of students who had registered in the three branches of Khorasan Language Institute (KLI) to learn English, 2) establish their factorial validity and 3) explore their relationship with English language achievement. To this end the 40-item Social Capital Scale (SCS) developed by Khodadady and Alaee (2012) and validated with grade three senior high school students in Mashhad was modified and administered to 493 female English language learners (ELLs) in the KLI. The application of Principal Axis Factoring and Varimax with Kaiser Normalization to the collected data showed that the SCS consisted of seven factors, i.e., Social Attachment, Parental Supervision, Parental Expectation, Helpful Others, Social Contact, Religious Activities, and Parent Availability. When the SCS was correlated with the ELLs’ scores on oral and written examinations, no significant relationship could be found between social capitals and English language achievement. Out of seven factors, only Helpful Others correlated significantly but negatively with ELLs' English achievement. The results are discussed from both empirical and theoretical perspectives and suggestions are made for future research.

scholarly journals Motivational Factors that Influence English as a Foreign Language Learners at Quality Leadership University, Panama City, Panama

2020 ◽  
Vol 11 (4) ◽  
pp. 543
Author(s):  
Ricardo Roman Jr. ◽  
Aixa M. Nunez
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Instrumental Motivation ◽  
Learning English

Research in second language acquisition took off in the early 1970s. This study on integrative and instrumental motivation examined the correlation between the two forms in terms of second language acquisition, and the interest it has generated through continued research efforts in language learning. Research to date suggests a possible relationship between motivation and second language learning. The results obtained by this research were determined by two basic types of motivation which play a relevant role in second language acquisition, it also revealed which was the most prevalent motivational factor that influences students in learning English as a Foreign Language (EFL) at Quality Leadership University, Panama. Our objective was to prove that instrumental motivation is more prevalent among students learning English as a Foreign Language in Panama. Although cultural awareness is very much present in the EFL classroom, it too plays a major role with English Language Learners (ELLs). This is a quantitative research study which includes a questionnaire classifying twenty motivational statements into two types of motivation, integrative and instrumental. The study revealed that instrumental motivation was more prevalent among English language learners at Quality Leadership University, Panama. Albiet learning about new cultures has been the driving force with which students approach language learning and students in Panama are not the exception. We can thus conclude that instrumental motivation has been acknowledged as the significant factor by students surveyed and the interest in specific language learning for career advancement, whereas integrative motivation is linked to more general second language acquisition for the benefit of cultural integration.

scholarly journals Developing Second Language Writing Through Scaffolding In The ZPD: A Magazine Project For An Authentic Audience

2010 ◽  
Vol 7 (10) ◽  
Author(s):  
John W. Schwieter
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
English Language ◽  
Second Language Writing ◽  
Writing Development ◽  
Proximal Development ◽  
Language Writing

In the present study, Vygotsky’s (1978, 1986) sociocultural framework of the zone of proximal development (ZPD) and scaffolding writing (Bodrova & Leong, 1995, 1996; Ross, 1976) are used as the theoretical basis to study the development of second language writing. A course project is presented in which advanced English language learners of Spanish acted as authors and editors to create their own professional magazines for an authentic audience. In the project, each student authored four essays which went through four peer- and instructor-edited stages of scaffolding writing techniques. After each stage, ratings were given by the editors who also facilitated feedback debriefing sessions (Lidz, 1991). Statistical analyses revealed significant improvement within the four essays demonstrating writing development of subsequent revisions of a single essay. There was also significant improvement between the four essays revealing a linear, continuous writing development. In all, these results support a notion that scaffolding writing techniques and feedback debriefing sessions within the ZPD effectively develops writing skills in second language learning when contextualized through a writing workshop involving the creation of a professional magazine designed for an authentic audience.

scholarly journals A Descriptive Study: Factors Affecting the Pronunciation of English Language (L2)

2020 ◽  
Vol 1 (2) ◽  
pp. 1-16
Author(s):  
Tania Ali Khan
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Classroom Environment ◽  
English Language ◽  
Secondary Source ◽  
Teaching Methodologies ◽  
Factors Affecting ◽  
Language Classroom

Acquiring correct second language pronunciation is an indispensable part of the language learning process. It plays a substantial role in enhancing the communicative competence and performance of second language learners. The learning of pronunciation is a very sensitive and complicated aspect of the English language classroom. However, all English language learners are not equally good in learning pronunciation. The aim of this research is to explore the factors which affect the pronunciation of English language learners. Theories, empirical evidence, and personal observations are discussed in this study which classifies the factors affecting pronunciation into two types, that is, inner and outer factors. Inner factors include age, brain, aptitude, types of learners and goals. Outer factors include first language interference, motivation, types of teachers and teaching methodologies, classroom environment, and institutional variables. This research is significant because it highlights the importance of acquiring pronunciation of the second language. Moreover, it provides an insight to language teachers and learners which allows them to critically understand the factors which affect the pronunciation of English as a second language as well as to reflect on their own learning and teaching methodologies. This research is qualitative and descriptive in nature. To support the arguments presented in this research, the researcher sought help form primary source books, personal observations and empirical studies, as well as secondary source research articles, journals and reviews. In conclusion, this study also gives some suggestions to teach pronunciation in the English language classroom.

Using ICTs and Mobile Devices to Assist Adult English-Language Learning

2019 ◽  
pp. 133-161 ◽  
Author(s):  
Hui-Yin Hsu ◽  
Shiang-Kwei Wang
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Community ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
English Language ◽  
Design Procedure ◽  
Future Research ◽  
English Language Learning

The use of information and communication technologies (ICTs) and mobile devices to assist language acquisition has expanded rapidly during the past decade given the prevalence of broadband networks and mobile phones. Many studies have examined how these technologies can facilitate English-language learning. The chapter will discuss the current research on using ICTs to create e-portfolios to support language learning, the role of mobile devices in the language-learning process, the impact of using ICTs on English-language learners' (ELLs) learning other than language acquisition (e.g., increasing their sense of a learning community), and the design procedure of such a learning environment. Future research in this area also will be discussed.

Sign in / Sign up

Export Citation Format

Share Document