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.

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 TECHNOLOGY AND INFORMAL L2 LEARNING EXPERIENCE: A TRANSDISCIPLINARY FRAMEWORK

PARADIGM ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Justsinta Silvi Alivi ◽  
Wiwik Mardiana
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Learning Experience ◽  
Structured Interviews ◽  
Digital Era ◽  
Learning English

<p align="justify">Technology in informal language learning is inevitably in this digital era since it offers opportunities and brings positive impacts on English language learners. Some related studies are concerned with a particular approach. Therefore, this study looks at a broader lens to investigate individuals' differences in developing a second language, and to what extent technology contributes to their second language acquisition by employing the transdisciplinary framework of Douglas Fir Group (2016). This case study involved two participants, and the data was collected through semi-structured interviews. The findings indicate that individual differences in learning English are influenced by social interaction (micro), environment (meso), and belief (macro). Technology is utilized not only as a medium of learning English but also as an identity construction. How ideology and technology are interrelated is further discussed.</p>

scholarly journals Measuring English Language Self-Efficacy: Psychometric Properties and Use

2021 ◽  
pp. 15-23
Author(s):  
Do-Hong Kim ◽  
Chuang Wang ◽  
Ting Sun ◽  
Lan Liu
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Psychometric Properties ◽  
Self Efficacy ◽  
English Language ◽  
Empirical Studies ◽  
Reliability And Validity

This article provides an overview of existing instruments measuring self-efficacy for English language learning in both first and second language acquisition fields and their reliability and validity evidence. It also describes the development and use of the Questionnaire of English Language Self-Efficacy (QESE) scale, designed specifically for English language learners (ELLs), and presents an overview of the research findings from empirical studies related to its psychometric properties. A growing body of literature has begun to document encouraging evidence of ELL students’ self-efficacy belief measures and the utility of the QESE in particular. The information pertaining to the QESE is quite encouraging from measurement perspectives and fills the gap in the literature by providing a reliable and valid instrument to measure ELLs’ self-efficacy in various cultures. This paper concludes with evidence for internal consistency, test-retest reliability, structural, generalizability, and external aspects of the construct validity of the QESE. This paper contributes to the growing interest in these skills by reviewing the measures of self-efficacy in the field of second-language acquisition and the findings of empirical research on the development and use of a self-efficacy scale for ELLs.

Opportunities for Engaging Young English Language Learners Through Technology Use

2018 ◽  
pp. 158-176 ◽  
Author(s):  
Joy Egbert ◽  
Reima Abobaker
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Technology Use ◽  
English Language ◽  
Language Classrooms ◽  
Second Language Acquisition Theory

There are still many aspects of language learning that are not well explained, but second language acquisition theories provide evidence for under what conditions language is learned. Key among these conditions is the opportunities that students have for input, output, social interaction, and feedback. Teachers have control over the types of opportunities that language learners have in their classrooms, and it is important that these opportunities are engaging so that learners take advantage of them and therefore learn. Technology, used to support engaging language tasks, can help this to happen. This chapter addresses the links between second language acquisition theory and engaging opportunities for young learners in language classrooms, and it explores uses of technology that can support both.

An Investigation of the Relationship of Motivation, Attitudes and Environment

2018 ◽  
pp. 1126-1139
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Proficiency ◽  
Attribution Theory ◽  
Global Economy ◽  
English Language ◽  
Language Teachers ◽  
Self Confidence

This chapter will study a Philippine and a Chinese leaner's approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner's motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner's model of socio-educational model in second language acquisition and Weiner's attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners' motivation and competitiveness in the global economy.

scholarly journals A Review of Negative Language Transfer Regarding the Errors in English Writing in Chinese Colleges

2019 ◽  
Vol 10 (3) ◽  
pp. 603
Author(s):  
Xiaoyu Yang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Mother Tongue ◽  
Language Transfer ◽  
English Writing ◽  
Chinese Learners ◽  
Major Section

It is generally recognized that English as a Second Language is popular with language learners in China. As a major section of language learning, English writing often takes on an important role in English language learning for Chinese students. Many learners would be easily impeded by their mother tongue, Chinese and would therefore make some mistakes from time to time when it comes to writing in English. This is a pervasive phenomenon in the field of Second Language Acquisition research. Based on the relevant theories of Language Transfer, Negative Language Transfer, and Error Analysis, in terms of global research, especially in China, the current review focuses on the errors caused by the negative language transfer, and chiefly tries to probe into the suggestions to avoid such negative transfer influences in English writing among Chinese learners.

scholarly journals Krashen Revisited: Case Study of the Role of Input, Motivation and Identity in Second Language Learning

2021 ◽  
Author(s):  
Francis Bailey ◽  
Ahmed Kadhum Fahad
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Role Models ◽  
Second Language Learning ◽  
English Language ◽  
Local Community ◽  
Language Learner ◽  
Target Language

Stephen Krashen has a long and enduring legacy in the field of second language acquisition. His “Input Hypothesis” was among the very first attempts to create a coherent theoretical account of second language learning. Krashen argued that learners can acquire language through the process of comprehending it. While elements of his model have been extensively critiqued, this idea has endured and offers teachers a clear mandate to provide learners with abundant opportunities to making meaning of the target language. Utilizing a case study of an English language learner, Krashen’s model is challenged and enriched by considering the role that motivation and identity play in learning. Teachers tapping into an important source of learner motivation, role models drawn from the local community or broader society, can inspire and energize students’ studies and help them visualize a life in which a second language plays a vital role. Building upon Krashen’s idea of the importance of language teachers and programs creating robust reading programs for a sustained engagement with second language print resources, the authors propose to expand his vision and include all manner of multimedia and technologies. However, such a program can only succeed if teachers mediate their learners’ social identities and motivations for sustained second language learning.

scholarly journals Y TÚ, ¿POR QUÉ VAS A CLASE? EXAMEN DE LA MOTIVACIÓN DE ESTUDIANTES DE INGLÉS EN LA UNIVERSIDAD ESPAÑOLA.

2016 ◽  
Vol 1 (1) ◽  
pp. 541
Author(s):  
Alba Gutiérrez Martínez ◽  
José Antonio Del Barrio Del Campo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Motivation Factors ◽  
Learning Success ◽  
Language Learning Motivation ◽  
Second Language Teachers

Abstract:WHY DO YOU GO TO CLASS? A STUDY ABOUT ENGLISH LANGUAGE LEARNING MOTIVATION FACTORS OF STUDENTS IN A SPANISH UNIVERSITY.Research on Second Language Acquisition has stand out the importance of students’ motivation as a crucial individual variable in the learning success (Gardner 2001, 2010, Dörnyei y Ushioda 2011, for instance). The present study reports on motivation factors of a group of English as a Foreign Language students (EFL) from the University of Cantabria. Data was collected through questionnaires and has important pedagogical implications because understanding motivation is an important factor not only for our students but also for parents, instructors and editorials (Babaae, 2012). Moreover, Europe is moving into a multilingual society that requires second language teachers not simply to teach English, French or German but to develop a multilingual and multicultural conscience on students (Lorenzo, Trujillo & Vez, 2011). This data can shed light to the issue by explaining what motivates our students.KEY WORDS: MOTIVATION, SECOND LANGUAGE MOTIVATION, ENGLISH TEACHING, FOREIGN LANGUAGE LEARNINGResumen:Gran parte de la investigación en la adquisición de segundas lenguas ha resaltado el papel de la motivación del alumnado como una importante variable individual para el éxito del aprendizaje (Gardner 2001, 2010, Dörnyei y Ushioda 2011, por ejemplo). El presente estudio reporta los factores de motivación de un grupo de alumnos y alumnas de inglés de la Universidad de Cantabria relacionados con su nivel, edad y sexo. Los resultados han sido recogidos a través de cuestionarios y tienen una gran importancia pedagógica ya que conocer la motivación tiene un papel crucial no solo para nuestro alumnado, sino también para padres y madres, profesorado y editoriales (Babaae, 2012). Además, no hay que olvidar que, con los cambios que nos están llevando hacia una sociedad plurilingüe, el profesorado debe ampliar sus competencias docentes y dejar, por tanto, de enseñar solo inglés, francés o alemán, para pasar a desarrollar una conciencia plurilingüe y multicultural en su alumnado (Lorenzo, Trujillo & Vez, 2011). Estos datos pueden contribuir en gran medida a ello arrojando luz sobre qué motiva a nuestros estudiantes.PALABRAS CLAVE: MOTIVACIÓN, MOTIVACIÓN EN SEGUNDAS LENGUAS, ENSEÑANZA DE INGLÉS, APRENDIZAJE DE SEGUNDAS LENGUAS

scholarly journals AN ANALYSIS ON INDONESIAN ELT TEXTBOOK FOR GRADE XI FROM THE PERSPECTIVE OF SLA PRINCIPLES USING LITTLEJOHN’S FRAMEWORK

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Christina Atika Yulina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Textbook Analysis ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Textbook Evaluation ◽  
Material Analysis

This paper outlines a procedure for language textbook analysis from the perspective of second language acquisition (SLA) principles using a minimally modified version of Littlejohn’s three-level framework by Guilloteaux as a preliminary procedure to textbook evaluation for selection. The aim is to analyze to what extent does Indonesian ELT textbook for grade XI reflects the universal SLA principles. The universal SLA principles used as material analysis criteria in this paper were drawn from the literature selected by Guilloteaux. This analysis revealed that the Indonesian ELT textbook by the Ministry of Education and Culture reflected SLA principles closely. Although only in-use evaluation can determine the extent to which this textbook actually supports language acquisition, the evidence suggests that the textbook is potentially supportive to English language learning.

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&rsquo;s second language learning. Although some of the teachers displayed negative effects of modern technologies on getting students&rsquo; attention, positive feedback is more available. Teachers demonstrated how the use of technology in teaching and learning supports students&rsquo; engagement in education. Overall, this study provides a reader with a general understanding of both students and teachers&rsquo; 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&rsquo; and students&rsquo; perceptions separately in broader sample and identify the key factors that affect teacher&rsquo;s decision to choose rather traditional methods.

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