Mutual influences between learners' identity construction and English language learning in the first year of university study in China

2012 ◽  
Author(s):  
Huizhu Huang
Keyword(s):  
Language Learning ◽  
Identity Construction ◽  
English Language ◽  
First Year ◽  
English Language Learning

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.

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 QUEER LEARNER IDENTITY AND ENGLISH LANGUAGE LEARNING IN A THAI CONTEXT

2021 ◽  
Vol 6 (5) ◽  
Author(s):  
Tinnawat Suebkinnon ◽  
Apisak Sukying
Keyword(s):  
Language Learning ◽  
Identity Construction ◽  
Language Proficiency ◽  
English Language ◽  
Qualitative Content Analysis ◽  
Gender Diversity ◽  
English Language Proficiency ◽  
English Language Learning ◽  
Structured Interviews ◽  
Learner Identity

This study examined the identity construction of queer learners in English language learning and its influences on English language learning. The four participants were male, queer and studied in English majors and English language teaching in a Thai university. Two of the participants were known to the researcher. Semi-structured interviews, field notes, and a digital sound recorder were used for data collection and qualitative content analysis was used to analyze the data. The findings revealed that queer characteristics and marginalized and unequal positions based on gender identity and sexual orientation were two main factors constituting queer learner identity in English language learning. The majority of the participants shared that their queer characteristics were conducive to their speaking skills. Additionally, it was shown that the heteronormative Thai context motivated the participants to pursue English language proficiency. The participants reported that English language proficiency was advantageous for their future success and helped them gain parental and societal acceptance. Moreover, the participants stated that learning the English language would allow them to migrate to English-speaking countries that are welcoming to queer people. The results also indicated that some participants who desire a Western partner viewed English as beneficial to finding a Western man, whom they thought would be more open to gender diversity than Thai men. These findings provide a better understanding of the identity construction of queer learners and its influences on English language learning. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0787/a.php" alt="Hit counter" /></p>

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

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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