scholarly journals Students’ cognitive engagement during emergency remote teaching: Evidence from the Indonesian EFL milieu

2021 ◽  
Vol 17 (1) ◽  
pp. 17-33
Author(s):  
Audi Yundayani ◽  
Fuad Abdullah ◽  
Soni Tantan Tandiana ◽  
Bejo Sutrisno
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Cognitive Engagement ◽  
Structured Interview ◽  
Pedagogical Practices ◽  
English Language Learning ◽  
Learning Needs ◽  
Self Regulated Learning ◽  
Language Learning Motivation

The Covid-19 pandemic has influenced various dimensions of higher education systems globally, including English language learning. To illustrate, the pedagogical practices should be altered from face-to-face to online modes. This move affects students' learning engagement, notably cognitive engagement. Although myriad studies have focused on probing students' cognitive engagement, little is known about how students engage cognitively during emergency remote teaching (ERT). To fill this void, this study investigated students' cognitive engagement in English language learning activities in an ERT environment. Sixty students from three Indonesian higher educational institutions were involved as participants. The data were collected through a semi-structured interview and analyzed with thematic analysis (Braun & Clarke, 2006). The findings revealed that students, (1) deploying metacognitive language learning strategies, (2) possessing self-regulated learning, (3) designating English language learning motivation, (4) showcasing critical thinking as a manifestation of students’ cognitive engagement, and (5) connecting teaching materials to the students’ daily life. The implications of this study call for emphasizing students’ English language learning needs and teachers’ continuous professional development.

scholarly journals The Study of Strategies in Learning English and English Academic Achievement

2021 ◽  
Vol 5 (2) ◽  
pp. 347
Author(s):  
Noor Hayati ◽  
Usman Usman
Keyword(s):  
Academic Achievement ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
Correlational Design ◽  
Social Strategy

English language learning is not a new thing in Indonesia, many people want to learn English for various purposes. However, not all students can easily achieve their goals and follow the learning process. One of the factors is language learning strategy. This research aimed to investigate the students’ English language learning strategies and its correlation with the English academic achievement. Descriptive and correlational design, quantitative and qualitative methods were applied in this research. The students’ English scores on their study report (KHS) and SILL were used as the instrument. The samples of this research were fifty third year students majoring in English at IAIN Samarinda. Moreover, three students were chosen to participate in the semi structured interview. The data of the research were analyzed using descriptive and Pearson Product Moment correlation. The result showed that the most preferred strategy used by the students was social strategy There was a significant correlation between students’ English language learning strategies and English academic achievement (r=.436, p=.001<.05).

scholarly journals Academic Subject Areas and English Language Learning Strategies: Any Relationships?

2018 ◽  
Vol 4 (3) ◽  
pp. 58-68
Author(s):  
Ahmad Nazari ◽  
Tanvi Warty
Keyword(s):  
Social Science ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Structured Interview ◽  
English Language Learning ◽  
Science Students ◽  
Language Learning Strategies ◽  
Academic Subject ◽  
Subject Areas

This study is an attempt to resolve the contradictory findings concerning the relationship between learners’ English language learning strategies and their academic subject areas. A two-phased mixed-methods research approach, consisting of a questionnaire and a semi-structured interview, was adopted for the study. 250 students speaking English as a second language and studying five different subject areas at various London universities responded to a questionnaire on the English language learning strategies they used. The results showed that the preference for learning strategies differed significantly between students of different subject areas. Whilst cognitive strategies were reported to be the most commonly used ones by medicine and finance students, metacognitive, memory-related and social strategies were mostly used by law, music and social science students respectively. The least common set of strategies reported to be used by law and finance students was affective strategies, whereas compensatory, cognitive and metacognitive strategies were the least used ones by medicine, music and social science students in turn. A semi-structured interview was conducted with 10 of the participants to disclose the reasons behind these learners’ choices of learning strategies and the contributory factors which might influence their choices. The results showed that the participants attributed their choices to factors such as the nature of their academic exposure, of their academic instructions, their learning styles, their motivations and their domestic backgrounds. The pedagogical and research significance of the study are described in the concluding remarks.

scholarly journals EFL students’ perspectives on the employment of language learning strategies

2021 ◽  
Vol 4 (1) ◽  
pp. 49
Author(s):  
Tham My Duong ◽  
Hang T. T. Nguyen
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Structured Interview ◽  
English Language Learning ◽  
Language Learning Strategies ◽  
School Students ◽  
Efl Students

It is widely acknowledged that language learning strategies (LLSs) are beneficial to learners’ academic achievements, learner autonomy and motivation; however, it is indicated that Vietnamese students, particularly high school students have found it hard to employ LLSs. This paper aims at exploring language learning strategies used by high school students and underlying reasons at a high school located in Ho Chi Minh City. The study involved 238 EFL high school students in responding to a closed-ended questionnaire and twenty of them in answering the semi-structured interview questions. The quantitative data collected from the questionnaire were processed by SPSS version 25.0 in terms of descriptive statistics, and the qualitative data were analyzed by the content-based approach. The results of the study indicated the EFL high school students’ moderate use of LLSs. Remarkably, metacognitive strategies were the most commonly used category, compared to memory strategies – the least employed category. The findings may serve as a guideline for EFL teachers on facilitating high school students’ English language learning. It is also hoped that the results of this study may contribute to the literature about English language learning strategies in EFL contexts.

scholarly journals UNRAVELING PARENTS' PERCEPTIONS OF ENGLISH LANGUAGE LEARNING

2020 ◽  
Vol 8 (2) ◽  
pp. 193-204
Author(s):  
Claudio Diaz ◽  
Nicolas Acuña ◽  
Barbara Ravanal ◽  
Ignacio Riffo
Keyword(s):  
Preservice Teachers ◽  
Qualitative Study ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Assessment ◽  
Structured Interview ◽  
English Language Learning ◽  
Positive Perception ◽  
Teachers And Students

Purpose of the study: This research aims to analyze parents’ perceptions towards the learning of English and the ways they help their children deal with English and language assessment. Methodology: This qualitative study addresses 74 Chilean parents’ perceptions of English teaching and learning. A semi-structured interview was conducted to capture the participants’ perceptions. The data were categorized using content and frequency analysis and the principles of metaphoric analysis. Main findings: The findings suggest that parents hold a positive perception of the English language and believe it is useful for their children’s lives even though they might find the learning of the language difficult. Social implications/Originality: Participants can produce metaphors that regard English as an ability and metaphors that focus on the process of learning the language. The findings of this research are useful for university stakeholders, teachers, preservice teachers, and students. Novelty/Originality of this study: In this study parents, stakeholders who have usually left aside from the language teaching and learning process, are interviewed to unfold their perceptions of what they see and believe when their children learn English.

scholarly journals The Correlation of Non-English Majors’ Use of Resource Management Strategies with Their Academic Achievement

2020 ◽  
Author(s):  
Tham Duong
Keyword(s):  
Academic Achievement ◽  
Resource Management ◽  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Management Strategies ◽  
Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Majors

It is undeniable that self-regulated learning strategies are a pivotal key to 21st century language education in which learners are provided with freedom to take control over their own learning. Of the types of self-regulated learning strategies, resource management strategies (RMS) are likely to be underestimated in practice despite the fact that these strategies are believed to assist EFL learners to modify the environment for achieving their learning goals. The study aimed to investigate RMS employed by tertiary non-English majors and to explore the relationship between the students’ use of RMS and their academic achievement. The quantitative research was conducted with the employment of a closed-ended questionnaire which was administered to 117 students taking the TOEIC course. The results indicated that the research participants frequently employed RMS in their English language learning. More importantly, it was found that the more frequently the students used RMS, the higher academic achievement they gained. Such employment of RMS in a Vietnamese EFL context serves as a reference in other similar EFL contexts.

scholarly journals Medical Students’ English Language Learning: Needs and Perceptions

2018 ◽  
Vol 13 (1) ◽  
pp. 164-190
Author(s):  
Amin Karimnia ◽  
Mohammad Reza Khodashenas
Keyword(s):  
Medical Students ◽  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Target Language ◽  
Needs Analysis ◽  
English Language Learning ◽  
Learning Needs ◽  
Skills Use ◽  
English Language Skills

Summary This study investigated the medical students’ English language learning needs and their perceptions of ESP courses in an academic environment. To do this, 100 medical students studying medical sciences in the faculty of medicine in Mashhad, Iran, were selected as the participants. Hutchinson and Waters’ target language needs analysis framework was drawn on as the analytic model guiding the study. A needs analysis questionnaire was used for data collection. The questionnaire designed to identify the learners’ perceptions of the frequency of English language skills/sub-skills use, the importance of English language learning, their ability in using language skills, their needs of language learning and their preferences of an English language course. After gathering and analyzing the data, it was found that reading skill is given priority by the students in terms of frequency of use, importance and proficiency. It also revealed that students need and prefer training in speaking, listening and communication skills. Considering the students’ perceptions of the current ESP course, the findings implied that the English language skills incorporated in the current ESP book for the medical students and the allocated time for this course are not compatible with the English language learning needs and wants of the students.

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