An Investigation of Chinese Older Adults' Self-Directed English Learning Experience Using Mobile Apps

2019 ◽  
Vol 9 (4) ◽  
pp. 51-71
Author(s):  
Yangting Wang ◽  
M. Sidury Christiansen
Keyword(s):  
Older Adults ◽  
English Language Learners ◽  
Language Learning ◽  
Transformational Learning ◽  
English Language ◽  
Mobile Apps ◽  
Learning Experience ◽  
English Learning ◽  
Self Directed Learning ◽  
Chinese Older Adults

A majority of research on mobile-assisted language learning focuses on traditional English language learners: thus, little attention has been paid to older adult learners. The purpose of the study is to explore the learning experiences of Chinese older adults using the free and popular English learning mobile apps, Duolingo/Hello English, Baicizhan, and Liulishuo, in a self-directed learning (SDL) context. A 17-week sequential mixed-methods study was designed. 55 older adults from age 45 to 85 participated. The informed grounded theory was used and Saldana's coding techniques for qualitative analysis. Quantitative data were analyzed using descriptive statistics and paired sample t-tests. Findings demonstrate that older adults persisted in learning using mobile apps for 17 weeks and increased their vocabulary significantly. Finally, a transformational learning model called MISAPP was created based on the empirical data and the SDL theory.

Education of undergraduate: Epistemic and cultural beliefs as obstacles to technology

2021 ◽  
pp. 002072092098431
Author(s):  
Fahad SS Alfallaj ◽  
Ahmed AH Al-Ma'amari ◽  
Fahad IA Aldhali
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experience ◽  
Cultural Beliefs ◽  
Cultural Barriers ◽  
English Learning ◽  
Mixed Method Research ◽  
Language Curriculum

This study aims to identify the epistemological and cultural beliefs that act as barriers in English learning by Saudi undergraduate learners. English is a compulsory component of education from the early school years in Saudi Arabia, and the Ministry of Education invests a great deal of workforce and financial resources in this sector in a concerted effort to ensure that Saudi students attain language proficiency. The study employed a mixed-method research design and was conducted with 85 undergraduate learners at Qassim University. It used a questionnaire and interviews to obtain insight into the factors that inhibit the English learning experience. Results revealed that the respondents' resistance to the learning of others' culture stems mainly from the epistemic and cultural barriers embedded in English language learning. Implications of the study will provide the basis to policymakers, educationists, institutions, and learners for contextualizing the English language curriculum of Saudi Arabia.

scholarly journals THE USE OF E-PORTFOLIO TO DEVELOP ENGLISH LANGUAGE LEARNERS' AUTONOMY AND INDEPENDENCE

2017 ◽  
Vol 60 (4) ◽  
pp. 155
Author(s):  
Oksana I. Ivanova
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
English Language ◽  
Learning Experience ◽  
Educational Institutions ◽  
Technical Problems ◽  
Promising Tool ◽  
Teachers And Students

This paper discusses the findings of a research study concerning the use of e-portfolios to develop learners' autonomy and independence, from the perspectives of teachers and students participating in this study. The findings demonstrate many of the benefits of e-portfolio practice regarding learners’ increased sense of ownership, teacher and peer feedback, enriched learning experience at both individual and technological levels, enhanced opportunity for self-improvement and increased awareness of the learning process. Despite many positive aspects of e-portfolios use, the study reveals some challenges facing students, teachers and support staff, mainly connected with technical problems and Internet access, and the necessity for teachers and learners to change their roles to become more independent in the learning process. The author concludes that e-portfolio is a promising tool to stimulate and challenge students to become independent and self-regulated learners that should be implemented in English language learning at higher educational institutions.

scholarly journals Fostering Independent Learning amongst English for Academic Purposes Students through Exploration of Digital Tools

2020 ◽  
Vol 11 (6) ◽  
pp. 863
Author(s):  
Marie-Claude Toriida ◽  
Robert Johnson ◽  
Simon Heslup ◽  
Rabeena Adul Latif ◽  
Conchita Fatima Chiuco ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
English For Academic Purposes ◽  
Learning Preferences ◽  
Independent Learning ◽  
Digital Tools ◽  
Self Directed Learning ◽  
Directed Learning

Interest in using digital tools (DTs) to facilitate self-directed learning has continued to increase alongside the power and complexity of the Web. However, English language instructors cannot always be certain of the appropriateness of particular DTs for their students’ unique linguistic needs, learning preferences, and cultural sensitivities. This study seeks to determine if a pedagogical approach making English language learners (ELLs) at a university in Qatar responsible for finding, trialing, vetting, and perhaps endorsing DTs results in significant changes in opinions and behaviours regarding such self-directed learning resource use. The analysis of the quantitative and qualitative data suggests that students in this context are already using DTs for English language learning, without prior teacher instructions, and are comfortable doing so. However, the findings suggest that students of lower English ability might benefit from more initial instructor guidance in selecting and using new DTs. While participants did not increase their use of DTs as a result of the intervention, they noted having become more efficient in using them. All participants said that the intervention had been beneficial. Many noted they had discovered at least one new tool that they would continue to use.

scholarly journals Technology and English language learners: Can digital technology enhance the English language learning experience?

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Claire Lecocq
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Online Survey ◽  
English Language ◽  
Teaching Practice ◽  
Learning Experience ◽  
Traditional Practice ◽  
Ell Students ◽  
Use Of Technology

This article focuses on the topic of technology and its role in elementary classrooms. Specifically, technology's use in supporting English Language Learners is researched, yielding results that are important for those working in the field of education, including pre-service teachers. Questions that are acknowledged in this article include: How can ELL students’ learning be enhanced with the use of technology? What technologies are best for supporting language learning needs? What advantages and challenges may arise with the use of technology? Both online survey and interview methods are used to collect data which are analyzed and collated using Google Spreadsheets and the word cloud software, Tagxedo. Results from research show that technology can be very beneficial in supporting ELL students upon a number of conditions being met: 1. The technology is intuitive and user friendly. 2. The technology/program does not replace the role of the teacher. 3. Teachers feel comfortable using the technology themselves to best support the learner. This may mean more training for teachers in the field of technology is necessary.  4. The technology enhances the child’s learning, rather than replaces a traditional practice that is just as effective. This research highlights professional roles and responsibilities, an important aspect of teaching, and is significant for educators striving to improve their teaching practice.

scholarly journals Self-directed Learning in Preparatory-year University Students: Comparing Successful and Less-successful English Language Learners

2016 ◽  
Vol 9 (7) ◽  
pp. 59
Author(s):  
Fatimah M. A. Alghamdi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Primary Objective ◽  
The Self ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Preparatory Year

<p>There is consensus among those involved in teaching English as a foreign language (EFL) in the Saudi educational context that students’ achievement in language learning is below expectations. Much research has been directed towards finding the reasons for low achievement amongst learners. However, very few studies have looked at parameters of learners’ agency and learners’ responsibility in the learning process. This study examines learners’ efforts at self-directed learning, measured with reference to a set of behavioral and metacognitive constructs. The primary objective is to diagnose efficiency problems in EFL learning and compare successful learners to those who fail to progress from one academic language level to the next. A secondary objective in this study is to find out if the General Aptitude Test (GAT) score is a predictor of success in language learning.</p><p>The findings reveal significant differences between successful learners and less-successful learners in aggregate self-directedness scores. However, while the analysis of the component constructs shows statistically significant differences between successful and less-successful learners in the self-management and study time measures, differences in the self-monitoring and motivation measures were non-significant. The lack of significant differences between some of the measures is attributed to the relative baseline similarity of the two groups. Moreover, the GAT measure yielded a counter-intuitive result; namely that less-successful learners had higher GAT scores than the successful ones, though the difference wasn’t statistically significant. The study concludes with implications for further research; for example, calling for a larger scale investigation of self-directedness, as well as other meta-cognitive strategies, and the possible relationship of these to GAT scores. Academic coaching of self-directedness and self-regulation strategies for college students is recommended.</p>

Learner perceptions and experiences of pride in second language education

2016 ◽  
Vol 39 (3) ◽  
pp. 272-291 ◽  
Author(s):  
Andrew S. Ross ◽  
Elke Stracke
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Positive Emotions ◽  
English Language ◽  
Learning Experience ◽  
Critical Role ◽  
Language Education ◽  
Language Learner

Within applied linguistics, understanding of motivation and cognition has benefitted from substantial attention for decades, but the attention received by language learner emotions has not been comparable until recently when interest in emotions and the role they can play in language learning has increased. Emotions are at the core of human experience, so a greater understanding of their impact on language learners is critical. In particular, the role and impact of positive emotions on learners and their learning experience has been overlooked in favour of a focus on issues of confidence and anxiety. One particular positive emotion that has a meaningful connection with the learning experience is that of pride. Drawing on qualitative interview data from tertiary English language learners in Australian universities, this article singles out pride as a means of confirming the critical role of positive emotions in language learning. The interviews revealed that pride had a significant impact on the experiences of learners. It was also discovered that within the notion of pride there exists a degree of dimensionality. Pride is felt in communicative contexts whereas a feeling of ‘non-pride’ can occur in learning contexts. The article also presents implications arising from the study concerning the place of emotions in language teaching and learning.

scholarly journals The Use of Mobile Apps in Learning English Language

2020 ◽  
Vol 3 (3) ◽  
pp. 1363-1370
Author(s):  
Maryam Ameri
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
New Technologies ◽  
Mobile Apps ◽  
Process Technology ◽  
Learning Skills ◽  
Use Of Technology ◽  
Effective Use

Throughout and out of college, the use of technology has become an integral part of the learning process. Technology helps teachers to adapt lessons in the classroom, thereby improving the learning process, English as a second language/international. This paper discusses different attitudes which help English language learners by using technologies to increase their learning skills. Researcher indicates that the effective use of new technologies improves learners’ language learning skills.

scholarly journals Learning from change : how teachers adapt to demographic student population changes

2017 ◽  
Author(s):  
◽  
Gary Gabel
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Demographic Change ◽  
Transformational Learning ◽  
English Language ◽  
Learning Experience ◽  
Veteran Teachers ◽  
Student Population ◽  
Veteran Teacher ◽  
Teachers Beliefs

This research explores how veteran teachers respond to demographic changes in their school's student populations, specifically: When demographic change occurs in a student population, how do veteran teachers respond? What are the veteran teachers' beliefs and practices as they interact with students who differ from the ones they have always taught? Specifically, do veteran teachers continue with similar (1) beliefs about students, (2) pedagogical approaches, and (3) ways of interacting with family members? Or do teachers develop new ideas and approaches, perhaps viewing the changes as an opportunity for growth or a transformational learning experience? Framed by transformational learning theory, this research has implications for designing professional development for other veteran teachers. Seventeen veteran teachers took part in this qualitative study at an elementary school in the Midwestern United States, which was representative of many schools across the country experiencing rapid changes in the proportion of students from immigrant and lower socioeconomic families. Participants completed online questionnaires and semistructured face-to-face interviews. Over 74 percent of the veteran teacher participants believed success with a new student population only occurred after forming relationships with individual students. Thus, relationships, rather than standardized instructional practices, determined academic agendas and sometimes led to a transformational change in teachers' beliefs. Findings suggest that in conjunction with other professional development, school leaders should add instruction for teachers on how to build and understand the importance of relationships with students. Keywords- Demographic Change, English Language Learners, Professional Development, Transformational Learning, Veteran Teacher

scholarly journals PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH DASAR

2015 ◽  
Vol 14 (2) ◽  
pp. 120-128
Author(s):  
Iriany Kesuma Wijaya
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Positive Impact ◽  
Language Skills ◽  
English Learning ◽  
Comprehensive Understanding ◽  
Good Learning ◽  
Attention To Students

ABSTRACT This study aims to gain a deep and comprehensive understanding of the process of learning English language learners in the class II SDSN Pondok Kelapa 03 Pagi Jakarta Timur by using a qualitative approach ethnographic method. The process involves the roles of teachers and learners. Teachers are able to create a good learning atmosphere that have a positive impact on student learning and therefore, the learning outcome become maximum. She also serves as director of activities, both individually and in groups. Learners will always feel safe because the teachers have always paid attention to students while they are learning independently. The approach based on assumptions about the nature of language how language learning is carried out. English learning is to develop English language skills contextually and acceptably. It is according to context, conditions and daily situation of the students. It is recommended that the result of the study needs to be integrated for the commonucation media which is appropriate to the needs of the students.Keywords : English language learning, etnography, teacher as guidance ABSTRAK Penelitian ini bertujuan untuk memperoleh pemahaman yang mendalam dan komprehensif tentang proses pembelajaran bahasa Inggris pada peserta didik kelas II di SDSN Pondok Kelapa 03 Pagi Jakarta Timur dengan menggunakan pendekatan kualitatif metode etnografi. Proses pembelajaran melibatkan peran guru dan peserta didik. Guru mampu menciptakan suasana pembelajaran dengan baik sehingga berdampak positif pada proses belajar siswa dan akhirnya hasil belajar menjadi maksimal. Guru juga berperan sebagai pengarah kegiatan baik secara individu maupun secara berkelompok. Peserta didik akan selalu merasa aman dan diperhatikan karena guru selalu berada diantara peserta didik walaupun mereka belajar secara mandiri. Pendekatan mengacu pada asumsi-asumsi mengenai hakikat bahasa bagaimana pembelajaran bahasa dilakukan. Pembelajaran bahasa Inggris adalah mengembangkan kemampuan berbahasa Inggris secara kontekstual dan berterima sesuai dengan konteks serta kondisi dan situasi keseharian peserta didik. Hal ini untuk menghasilkan bentuk pembelajaran bahasa Inggris yang lebih menyentuh kebutuhan berbahasa peserta didik. Temuan tersebut perlu diintegrasikan sedemikian rupa sehingga menghasilkan kegiatan belajar yang menekankan pada aspek bagaimana bahasa Inggris digunakan sebagai alat komunikasi yang sesuai dengan kebutuhan peserta didik.Kata kunci: Pembelajaran bahasa Inggris, etnografi, guru pengarah kegiatan

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>

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