‘I didn't speak for the first year’: Silence, Self-Study and Student Stories of English Language Learning in Mainstream Education

2008 ◽  
Vol 2 (2) ◽  
pp. 136
Author(s):  
Kimberly Safford ◽  
Tracey Costley
Keyword(s):  
Language Learning ◽  
English Language ◽  
First Year ◽  
English Language Learning ◽  
Self Study ◽  
Mainstream Education

scholarly journals Autonomous English Language Learning Beyond the Classroom: Indonesian Tertiary Students’ Practices and Constraints

2020 ◽  
Vol 19 (10) ◽  
pp. 194-213
Author(s):  
Daflizar Daflizar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Autonomous Learning ◽  
Learning Activities ◽  
First Year ◽  
English Language Learning ◽  
First Year Students ◽  
Significant Difference ◽  
English Major ◽  
Attention To Students

. In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning activities, however many of the activities were more receptive than productive. The interviews echoed the questionnaire results, and the students claimed that they were not autonomous in their learning due to several constraints. The results also revealed that there is no significant difference in the level of practice of autonomous out-of-class activities based on gender but a significant difference was found concerning majors of study. Practical implications for the Indonesian context are put forward.

Using a Virtual Learning Environment to Promote Autonomous Language Learning for Chinese Students

2013 ◽  
pp. 140-158
Author(s):  
Eoin Jordan ◽  
Mark Coyle
Keyword(s):  
Language Learning ◽  
Study Skills ◽  
English Language ◽  
Chinese Students ◽  
Virtual Learning Environment ◽  
First Year ◽  
Participation Rates ◽  
Self Study ◽  
Usage Patterns ◽  
Students Attitudes

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.

scholarly journals Attitude of Francophone Students towards Pidgin at the University of Buea (UB)

2020 ◽  
Vol 3 (11) ◽  
pp. 87-93
Author(s):  
Blasius A. Chiatoh ◽  
Clovis N. Nkwain
Keyword(s):  
Language Learning ◽  
English Language ◽  
First Year ◽  
English Language Learning ◽  
Official Language ◽  
Standard Code ◽  
Opportunities For Learning ◽  
Students Attitudes ◽  
The University ◽  
First Time

Although English is the official language of the University of Buea (UB), Cameroon Pidgin English (CPE) is quite commonly used on campus, particularly in extra curricula situations by Anglophones, who have it as their language of wider communication (LWC). However, Francophone students, some of whom meet CPE for their first time upon enrolment, tend to manifest much dislike for this language. Faced with the challenge of maximising the opportunities for learning and studying in English, a language in which they have limited spoken and written competence in, they view CPE as a sub-standard code, indeed, an impediment to the English language learning process. This paper surveys Francophone students’ attitudes towards CPE at UB with focus on the underlying motivations for these attitudes. Data was elicited from a questionnaire administered to first-year Francophone students. The findings evince that Francophone students harbour unfriendly attitudes towards CPE.

scholarly journals The undergraduate students’ beliefs about English language learning; a survey study in Madurese context

LEKSIKA ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 60
Author(s):  
Fithriyah Rahmawati
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Survey Study ◽  
First Year ◽  
English Language Learning ◽  
Learning Program ◽  
Beliefs About Language Learning

The discussion in line with students’ beliefs about language learning is still popular nowadays since it is believed that the student’s beliefs may influence the language learning process, such as motivation, learning style, and strategies, etc. which later ultimately affected the success of language learning. This study was conducted to investigate how students of the English program at IAIN Madura (State Islamic Institute of Madura), Indonesia, express their beliefs about English language learning. This study was implemented in terms of survey study in which the data was primarily gathered by administering the questionnaire entitled Beliefs About Language learning Inventory (BALLI) of Horwitz’s (1987). The questionnaires were administered to students of English teaching and learning program through Google form. About 144 undergraduate students in the first year have participated in this study.  The finding revealed the students’ beliefs in terms of percentage of agreements in all area of BALLI, namely language aptitude, the strategy of learning and communication, the nature of learning language, motivation and expectation in learning, and the difficulty faced by students

scholarly journals The Effectiveness of Web Technologies on Students’ Self-Study Work in the English Language Learning Process

2020 ◽  
Vol 6 (12) ◽  
pp. 407-414
Author(s):  
N. Azimova
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Experimental Studies ◽  
English Language Learning ◽  
State University ◽  
Language Competence ◽  
Web Technologies ◽  
Self Study ◽  
Independent Work

This article discusses the effectiveness of Web technologies on students’ self-study work in the English language learning process and gives the reasons of the need to create a new model for its organization. The experience of language preparation in the process of teaching languages at the Tashkent State University of Economics is presented in the article. The importance of the Web technologies in model of organization of students’ independent work is developed and scientifically justified. The results of experimental studies aimed to test the effectiveness of the developed model of formation of professionally language competence of students are given in this paper.

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