scholarly journals A Critical Study of the Principles and Approaches to Needs Analysis

2020 ◽  
Vol 7 ◽  
pp. 1-16
Author(s):  
Maryam Barghamadi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Vital Role ◽  
English Language Teaching ◽  
Learning Activities ◽  
Needs Analysis ◽  
Critical Study ◽  
Crucial Feature

English language materials and courses are developed to cover the skills that learners require to master. In the domain of English language teaching, Needs Analysis (NA), also known as Need Assessment, is a process that aims to investigate the present level of English language learners and identify what they need to know. The NA process is unanimously accounted for as a crucial feature of English language learning, especially for teaching materials, learning activities, testing, and developing assessment programs. Due to its vital role, a great deal of research has been conducted on this process, and several approaches have been suggested for it in the literature. This paper aims to provide an overview of the needs analysis as well as its fundamentals and concepts. This paper also presents a review of previous research methods developed for NA and their strengths and limitations.

scholarly journals The Impact of the English Language used in Social Media on English Language Learners at the Undergraduate Level in Sargodha

2021 ◽  
Vol 2 (2) ◽  
pp. 136-161
Author(s):  
Rana Muhammad Basharat Saeed
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Practical Implication ◽  
Statistical Design ◽  
Vital Role ◽  
Undergraduate Level ◽  
The Impact

Purpose: The study aimed to determine the strengths and weaknesses of the English language used in social media and its impact on English language learners at the undergraduate level in Sargodha. Approach/Methodology/Design: Five private colleges in Sargodha were selected through convenient sampling. A total of 82 learners participated in the study and the individual perception of each learner was recorded using a questionnaire as a data collection tool. Due to the nature of the study tool, descriptive and inferential statistical design was adopted to analyze the collected data using SPSS, version 20.0. The reliability of the questionnaire was substantiated using reliability statistics (Cronbach’s alpha). Findings:  The results indicated that social media plays a vital role in advancing the language learnability of English language learners. It proved instrumental in enhancing vocabulary and improving the overall reading, writing, listening and speaking skills of the learners. It was also found that the overwhelming use of shortened forms, slang, and incorrect sentences on social media adversely affects the academic writings of the learners. However, the overall perception of the learners signified that social media positively impacts the learnability of the English language learners. Moreover, though practicing social media is imperative in learning the English language, the use of informal English language may prove a future risk to Standard English. Practical Implication: This research contributes to understanding the role of social media in language learning. The findings of the study present practical implications for teachers as well as learners to direct the teaching/learning process in a better way, adopting appropriate ways of writing English on social media. Originality/value: This study is different from other similar existing studies as it focuses the perception of the learners towards English language learning through social media in the Pakistani context, and empirically examines the impact of the English language used in social media on English language learners at undergraduate Level in Sargodha. 

scholarly journals CALL to MALL: Shifting Paradigm in Bangladeshi Universities

2018 ◽  
Vol 9 (1) ◽  
pp. 747-752
Author(s):  
Ziaul Karim ◽  
Marium Jamila
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Mobile Phones ◽  
Cell Phone ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Learning Techniques ◽  
Private And Public

This paper aims to find out whether mobile phones may be used as a language learning tool both inside and outside of classrooms in the universities in Bangladesh. The authors have conducted a survey through a questionnaire designed for both the learners and teachers who are involved in teaching foundation English courses at different private and public universities. The research challenges the current assumptions about English language teaching and learning with mobile phones, digs out multifarious language learning techniques and procedures and takes its standpoint that there are more advantages than drawbacks in case of utilizing cell phones for English language learning. Finally, it sheds lights on the present applicability and the future prospects of cell phone uses for English language learners (ELLs) in the context of Bangladesh.

scholarly journals Assessing English language sentences readability using machine learning models

2022 ◽  
Vol 7 ◽  
pp. e818
Author(s):  
Shazia Maqsood ◽  
Abdul Shahid ◽  
Muhammad Tanvir Afzal ◽  
Muhammad Roman ◽  
Zahid Khan ◽  
...  
Keyword(s):  
Machine Learning ◽  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Vital Role ◽  
Machine Learning Algorithms ◽  
Late Nineteenth Century ◽  
Ann Model ◽  
Text Readability

Readability is an active field of research in the late nineteenth century and vigorously persuaded to date. The recent boom in data-driven machine learning has created a viable path forward for readability classification and ranking. The evaluation of text readability is a time-honoured issue with even more relevance in today’s information-rich world. This paper addresses the task of readability assessment for the English language. Given the input sentences, the objective is to predict its level of readability, which corresponds to the level of literacy anticipated from the target readers. This readability aspect plays a crucial role in drafting and comprehending processes of English language learning. Selecting and presenting a suitable collection of sentences for English Language Learners may play a vital role in enhancing their learning curve. In this research, we have used 30,000 English sentences for experimentation. Additionally, they have been annotated into seven different readability levels using Flesch Kincaid. Later, various experiments were conducted using five Machine Learning algorithms, i.e., KNN, SVM, LR, NB, and ANN. The classification models render excellent and stable results. The ANN model obtained an F-score of 0.95% on the test set. The developed model may be used in education setup for tasks such as language learning, assessing the reading and writing abilities of a learner.

scholarly journals EFL Learners and Their Success in Learning English in the Thai Context

2019 ◽  
Author(s):  
Sureepong Phothongsunan
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
English Learning ◽  
High Achieving ◽  
Teacher Rapport ◽  
Learning English

The main aim of the study is to explore 15 high achieving English language learners’ accounts of their undertakings in learning English in a Thai upper secondary school. The researcher adopts the view of social learning, particularly in reaching better understandings of the learners’ experiences in learning English. As there exists a tendency to gauge learners’ success in English based on examinations, this study asserts that language learning involves more than a cognitive process, thus values the social aspects of experiential English learning. The focus lies on investigating the perceptions of these high achieving English language learners of their success in learning English as well as the influences contributing to it. Two methods are used to collect data: focus groups and interviews. The findings indicate the participants’ perceptions of their own success in learning English in three main aspects: English language ability, examination performance and skills in teaching others. In particular, the ability to speak English fluently and correctly appears to be of utmost importance for a successful English as a Foreign Language (EFL) learner. It is also found that most learners identify their own performance in class, the teacher, including teacher rapport, and school culture as contributing to their English learning achievement. In focusing on the learners’ perceptions and their actual experiences, insights into how the learners actually undergo the learning opportunities provided by the education system can be obtained. To understand the extent to which innovations in English language teaching and learning have been successful, the everyday realities of the language classroom and school have to be accentuated.

scholarly journals A Study of Language Anxiety among English Language Learners in Saudi Arabia

2019 ◽  
Author(s):  
Badia Muntazer Hakim
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Language Teachers ◽  
Target Language ◽  
Language Anxiety ◽  
Self Awareness

Classroom anxiety is a recurrent phenomenon for language learners. There are various factors that cause language anxiety, the most common of which include learners’ excessive self-consciousness and self-awareness concerning their oral reproduction and performance and their peculiar, and quite often misplaced and mistaken, views and beliefs regarding different approaches. Other potential reasons for this problem could include the fear, and the consequent deterrence occasioned thereof, of encountering difficulties in language learning, specifically learners’ individual problems regarding the culture of the target language and the varying social statuses of speakers. The most important fear is, perhaps, the deterrent fear of causing damage to one’s self-identity. Therefore, while needing to paying special attention to language learners’ anxiety reactions, language teachers have a crucial role in helping their students achieve the expected performance goals in the target language. Another factor that could potentially lead to language anxiety is simply the poor command of the target language. This problem could be attributed to linguistic barriers and obstacles language learners encounter in learning and using the target language. In the current study, using a qualitative, semi-structured interview and the focus-group discussion technique, the researcher aims to investigate the factors that contribute to language anxiety among Arab language learners. It focuses on learners both within the classroom setting and without, i.e. in the social context, and recommends a number of approaches to manage and overcome this problem.

scholarly journals INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

2020 ◽  
Vol 8 (2) ◽  
pp. 288-295
Author(s):  
Elnaz Zariholhosseini ◽  
Ehsan Namaziandost ◽  
Mehdi Nasri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Learning ◽  
New Words ◽  
Novice Learners ◽  
Vocabulary Learning Strategies ◽  
Personal Use

Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals LEARNERS’ STRATEGIES TO DEVELOP THEIR COMMUNICATIVE COMPETENCE

2020 ◽  
Vol 2 (3) ◽  
pp. 271-279
Author(s):  
Durga Bhusal
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Communicative Competence ◽  
Affecting Factors ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
The One

Language Learning Strategies (LLSs) are specific actions, behaviors, steps, or techniques that the learners use them to improve their performance which is important for L2/FL learning and teaching. These strategies are as affecting factors on success or failure of the language learning process. Hence, this paper explores the English language learners’ learning strategies to develop their communicative competence within the theoretical stance of Oxford’s 1990 Language Learning Strategies (LLSs). The study is qualitative in nature where four participants were interviewed to understand their ontological perspectives and practices of different LLSs to enhance their communicative ability in English. The findings show the learners seemed to be usual strategy users. However, social, affective, and metacognitive strategies frequent strategies for developing their communicative competence. It further depicts learners are not always aware of the influence of consciously using language learning strategies for making their learning quicker and more effective. Thus, the teachers need to be the one who helps their students develop the awareness of language learning strategies and enable them to use a wider range of appropriate strategies for further success in their communicative competence.

scholarly journals THE SIOP MODEL AS AN EMPOWERING TEACHING METHOD FOR ENGLISH LANGUAGE LEARNERS - A STUDY CASE

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Mustapha Boughoulid
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Teaching Method ◽  
Mother Tongue ◽  
Economic Status ◽  
Educational Systems ◽  
Quasi Experimental

The increase in the needs of the English language learners (ELLs) and their endless demands in terms of achievement and proficiency in all the educational systems all over the world urged teachers and educators to call for new teaching strategies that sound more adequate and appropriate in the classroom. The Sheltered Instruction Observation Protocol (SIOP) Model emerged as one of the worldwide prominent teaching methods that guarantee the ELLs success, especially when it has to do with the understanding of the content and language learning meanwhile. With its diverse culture and prominent engagement in terms of education, Morocco represents a fertile field for the implementation of the SIOP Model that has proven in different contexts its adequacy in helping ELLs achieve proficiency. This study is about a quasi-experimental research that is implemented in an urban school known for its diversification in terms of mother tongue, socio-economic status, gender, and background. Given these different circumstances of the learners, the findings reported after the adoption of the SIOP Model as a teaching approach showed that it is a reliable and adequate teaching method in terms of content and language proficiency. The use of wh-questions as key indicators to measure the learners’ capacity of understanding and responding correctly throughout the experiment phase showed the superiority of the ELLs in the SIOP classes in contrast to the learners in the mainstream classes. This superiority is embodied, especially in terms of the high scores obtained in providing correct answers in a short duration of time. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

On cultivation of intercultural communication awareness in english vocabulary teaching

2015 ◽  
Vol 3 (9) ◽  
pp. 69-73
Author(s):  
Xiaochi Zhang
Keyword(s):  
English Language Learners ◽  
Intercultural Communication ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Elements ◽  
Language And Culture ◽  
Intercultural Communication Competence ◽  
Close Relationship

Language And Culture Keep A Very Close Relationship And Are Inseparable. English Language Teaching Is Not Only To Cultivate English Language Learners’ Linguistic Competence, But Also To Promote Their Intercultural Communication Competence. In Fact, English Vocabulary Teaching Is One Part Of Vital Integration In English Language Teaching. Meantime, English Vocabulary Teaching Plays An Important Role In The Cultivation Of English Language Learners’ Intercultural Communication Awareness. Therefore, The Author Attempts To Expound The Significance Of Cultural Elements In English Vocabulary Teaching, Discusses About The Relationship Between Language And Culture, Stresses On The Cultural Connotations Of English Vocabulary Through The Formation Of English Language, Especially In Some Specific Words And Focuses On Some Typical Cases And Analyzes The Functions Of English Vocabulary Teaching For English Language Learners’ Intercultural Communication Awareness Finally, The Author Puts Forward Some Useful Suggestions To Cultivate The English Language Learners’ Intercultural Communication Awareness Through English Vocabulary Teaching.

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