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This study examined the vocabulary learning strategies used by 10 ESL students at University Putra Malaysia through interviews. The students commonly used determination strategies like guessing from context, cognitive strategies such as learning new words through reading, and social strategies like practicing with friends. They frequently used dictionaries and English media. While students used strategies with medium frequency, they were not aware of all potential strategies and only shared problems with others as a last resort. The study provided insight into students' strategy use and could increase awareness of effective vocabulary learning.
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5 factors affecting language learning strategies usage
Five factors that affect language learning strategy usage are identified:
1. Gender - Females tend to use cognitive, metacognitive, and social strategies more than males.
2. Learning experiences - Students with additional English study experiences use cognitive and metacognitive strategies more.
3. Learning style - An individual's background and learning style influence their choice of strategies.
4. Motivation - Motivation directly impacts how often, how much, and how well students use language learning strategies.
5. Proficiency - More proficient learners use strategies more frequently than elementary learners.
5 factors affecting_language_lea..
The document discusses several studies on factors that influence language learning strategies used by students. One study found Turkish learners used language learning strategies slightly more than other groups, while elementary learners used them less. Another study found Thai students with additional English study experience used cognitive and metacognitive strategies more than those without. Motivation was also found to directly influence strategy use and language learning outcomes. One study found females used certain strategies more than males. Background and learning style were also found to influence strategy choice.
A CASE STUDY: INDONESIAN STUDENTS’ SPEAKING ANXIETY IN LEARNING ENGLISH AS A ...
to identify the factors that contribute to students’ anxiety in speaking in foreign language learning
to identify English language teachers’ opinion as to how to reduce students’ speaking anxiety in foreign language learning
Final Dissertation Defense_Weinraub_C
This dissertation examines how teachers' knowledge of African American English influences their perceptions and interactions with students who speak this dialect. The study observed 3 classrooms and interviewed the teachers. It found that while teachers were aware of African American English, they lacked training on how to help students code-switch between this dialect and Standard English. As a result, teachers had misconceptions about these students' language abilities and were not effectively implementing strategies to promote their language development. The dissertation concludes that teachers need ongoing professional development and coaching on African American English in order to better support these students' learning.
Research.proposal.presentation2
This research proposal aims to study the effects of three different English reading instruction methods (Sustained Silent Reading, Shared Reading, and General Reading Instruction) on the English language acquisition of Thai students in grades 1-3, as measured by standardized tests. 420 students across three grades and three treatment groups will be pre-tested and tested at regular intervals over one year. The researcher hypothesizes that Sustained Silent Reading and Shared Reading will lead to greater improvements in English proficiency than General Reading Instruction, based on prior studies. Precise methodology and procedures are outlined to train teachers, administer treatments, and analyze results.
Factors affecting language learning strategies
This document discusses several factors that affect language learning strategies: language proficiency level, motivation, learning style, gender, and age. Regarding proficiency level, studies found that more proficient learners use more cognitive and metacognitive strategies, while beginners rely more on translation. Motivation also influences strategy use, with more motivated learners adopting strategies more frequently. Learning style impacts strategy selection, such as introverts preferring metacognitive strategies. Gender differences show females using compensation and affective strategies more, while males favor metacognitive and compensation strategies. Younger learners progress from receptive to communicative strategies, and some advanced secondary students favor metacognitive strategies.
Aplied linguitic (learners strategies)
This document discusses developments in language learners' strategies. It covers defining learning strategies, classifying them, factors that influence strategy choice, relationships between strategies and language learning, and developments in strategy-based instruction. Key points include: learning strategies are techniques used by language learners to help acquisition and use; they have been classified into categories like cognitive, metacognitive, and social strategies; individual learner differences and task characteristics influence strategy use; and training learners in strategy use may help language development.
Methodology Applied To An Efl Situation
This document discusses methodology applied to English language teaching in an EFL situation. It covers analysis of teaching methods, the communicative methodology, factors that affect language learning, and the language learning process. An effective teacher understands learners' needs, designs lesson plans accordingly, monitors students, provides feedback, and creates an input-rich learning environment.
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5 factors affecting language learning strategies usage
Five factors that affect language learning strategy usage are identified:
1. Gender - Females tend to use cognitive, metacognitive, and social strategies more than males.
2. Learning experiences - Students with additional English study experiences use cognitive and metacognitive strategies more.
3. Learning style - An individual's background and learning style influence their choice of strategies.
4. Motivation - Motivation directly impacts how often, how much, and how well students use language learning strategies.
5. Proficiency - More proficient learners use strategies more frequently than elementary learners.
5 factors affecting_language_lea..
The document discusses several studies on factors that influence language learning strategies used by students. One study found Turkish learners used language learning strategies slightly more than other groups, while elementary learners used them less. Another study found Thai students with additional English study experience used cognitive and metacognitive strategies more than those without. Motivation was also found to directly influence strategy use and language learning outcomes. One study found females used certain strategies more than males. Background and learning style were also found to influence strategy choice.
A CASE STUDY: INDONESIAN STUDENTS’ SPEAKING ANXIETY IN LEARNING ENGLISH AS A ...
to identify the factors that contribute to students’ anxiety in speaking in foreign language learning
to identify English language teachers’ opinion as to how to reduce students’ speaking anxiety in foreign language learning
Final Dissertation Defense_Weinraub_C
This dissertation examines how teachers' knowledge of African American English influences their perceptions and interactions with students who speak this dialect. The study observed 3 classrooms and interviewed the teachers. It found that while teachers were aware of African American English, they lacked training on how to help students code-switch between this dialect and Standard English. As a result, teachers had misconceptions about these students' language abilities and were not effectively implementing strategies to promote their language development. The dissertation concludes that teachers need ongoing professional development and coaching on African American English in order to better support these students' learning.
Research.proposal.presentation2
This research proposal aims to study the effects of three different English reading instruction methods (Sustained Silent Reading, Shared Reading, and General Reading Instruction) on the English language acquisition of Thai students in grades 1-3, as measured by standardized tests. 420 students across three grades and three treatment groups will be pre-tested and tested at regular intervals over one year. The researcher hypothesizes that Sustained Silent Reading and Shared Reading will lead to greater improvements in English proficiency than General Reading Instruction, based on prior studies. Precise methodology and procedures are outlined to train teachers, administer treatments, and analyze results.
Factors affecting language learning strategies
This document discusses several factors that affect language learning strategies: language proficiency level, motivation, learning style, gender, and age. Regarding proficiency level, studies found that more proficient learners use more cognitive and metacognitive strategies, while beginners rely more on translation. Motivation also influences strategy use, with more motivated learners adopting strategies more frequently. Learning style impacts strategy selection, such as introverts preferring metacognitive strategies. Gender differences show females using compensation and affective strategies more, while males favor metacognitive and compensation strategies. Younger learners progress from receptive to communicative strategies, and some advanced secondary students favor metacognitive strategies.
Aplied linguitic (learners strategies)
This document discusses developments in language learners' strategies. It covers defining learning strategies, classifying them, factors that influence strategy choice, relationships between strategies and language learning, and developments in strategy-based instruction. Key points include: learning strategies are techniques used by language learners to help acquisition and use; they have been classified into categories like cognitive, metacognitive, and social strategies; individual learner differences and task characteristics influence strategy use; and training learners in strategy use may help language development.
Methodology Applied To An Efl Situation
This document discusses methodology applied to English language teaching in an EFL situation. It covers analysis of teaching methods, the communicative methodology, factors that affect language learning, and the language learning process. An effective teacher understands learners' needs, designs lesson plans accordingly, monitors students, provides feedback, and creates an input-rich learning environment.
language learning strategies
This research report examines language learning strategies used by second language learners in Pakistan. An interview-based study found that the most frequently used strategy is practice. Specifically, practice was the dominant strategy for listening (95%), reading (69%), and writing (49%). Memorization was also commonly used for speaking (89%) and vocabulary (45%). The findings contradict the researcher's initial hypothesis that memorization would be the sole strategy used. The report concludes that making learners aware of various language learning strategies can help improve the language learning process.
Differentiated instruction in the english language classroom a case for integ...
This document discusses differentiated instruction for English language learners. It begins by noting that English language classrooms consist of students with diverse abilities, backgrounds, and thinking styles. The document then outlines Tomlinson's framework for differentiating instruction based on content, process, and product. It states that differentiation requires teachers to make adjustments to lesson plans to provide all students access to content. Several principles are presented to guide teachers in differentiating, such as understanding students' strengths and needs, setting clear objectives, and offering flexible grouping and activity choices. The document also summarizes a study that examined factors that prevent Pakistani students from speaking English in English-only classrooms, such as social, institutional, psychological and linguistic factors.
Factors Affecting LLS
This document discusses several factors that affect language learning strategies, including age, gender, motivation, proficiency level, and socioeconomic status. Older, more proficient, and female learners tend to use more strategies and cognitive strategies more often. Motivation also influences strategy use, with more motivated learners using more strategies. Learners from higher socioeconomic backgrounds tend to perform better and use social strategies more frequently. The strategies used depend on factors like age, gender, proficiency level and motivation of the language learners.
Factors Affecting LLS
This document discusses 5 factors that affect second language learning: 1) Aptitude, including natural ability and skills, which Gardner and Skehan found to be a major determinant of success. Some learners struggle with word functions and applying grammar rules. 2) Motivation, as unmotivated learners who don't see a need to use the second language are less likely to adopt learning strategies. 3) Learning difficulties, as second languages are not linked to intelligence, so some with difficulties can still succeed. 4) Proficiency, with both low and high proficiency learners using communication strategies effectively, though in different ways. 5) Gender, as females reportedly use social and metacognitive strategies more, while males favor metac
Exploring Differences in Motivation between Students Who Excelled and Under P...
This study examines the motivation levels of students who excelled and underperformed in learning English as a second language in Chinese secondary schools. The researcher used a questionnaire based on a tripartite motivation framework to measure students' learner-internal factors, social psychological perspectives, and pragmatic gains. Interviews with English teachers were also conducted. The results showed differences in motivation levels between high-achieving and underperforming students for factors like need for achievement, attitudes toward learning English, anxiety, and perceptions of English language culture. The study aims to help teachers identify ways to improve motivation among underperforming students.
Proposal 2009 6 1
1) The study investigated the effects of ability grouping on students' reading achievement, strategy use, and motivation in an English as a Foreign Language (EFL) classroom.
2) It compared outcomes between heterogeneous and homogeneous ability groupings using reading tests, a strategy inventory questionnaire, and motivation questionnaire.
3) The study aimed to determine if there were significant differences in reading comprehension, strategy use, or motivation between the two grouping conditions.
Support for foreign language listeners: Its effectiveness and limitations
The assessment of listening comprehension in a second language has
received relatively little attention until recently. This study investigated the effective-
ness of providing different types of listening support for learners in a foreign language
environment with a low level of English proficiency. The research was conducted with
140 students taking an English listening course at a college in Taiwan. The participants
took sections of a listening test under four different conditions. Two of the conditions
provided support in the form of either a set of pictures or a written background text.
The third condition was a repetition of the test input, whereas the fourth one was simply
no type of support. After the test, the participants completed a short questionnaire and
some of them were also interviewed. According to the results, repeating the input was
the most effective treatment, followed by having visual and textual support. However,
the limits of the learners’ English competence meant that all of the types of support
could improve their comprehension only to a certain degree. Nevertheless, the provi-
sion of appropriate support may motivate foreign language learners to improve their
listening proficiency by making adequate comprehension more attainable for them.
20140106 final presentation
This document provides an introduction, literature review, and methodology section for a study on the relationship between listening anxiety and listening strategies used by English major students. The introduction discusses the background, purpose, research questions, and significance of the study. The literature review covers definitions of key concepts like listening comprehension, strategies, and anxiety, as well as findings from prior research. The methodology describes the participants, instruments used (questionnaires on strategies and anxiety), procedures (administering questionnaires before class), and data analysis plan (using Pearson correlation to analyze relationships).
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The document discusses a study on developing speaking skills for adult learners in private universities in Bangladesh. The study explored the conditions affecting the teaching and learning process for speaking English. It identified problems such as students having small English vocabularies and being shy to speak in class. The study found strategies that were effective for teaching speaking, such as using small class sizes, games, and emphasizing fluency over accuracy.
Eliciting in learning
This document discusses issues related to how teachers ask questions in English classes at ethnic secondary schools in Laos. It aims to understand the types of questions teachers ask, problems students face in answering questions, and ways to address these issues. A literature review covers learning theories and question types. A study was conducted surveying 50 students and 6 English teachers about question types, causes of student problems, how students respond, and techniques to motivate responses. Key findings include students being afraid of ridicule and needing time to think. The conclusion recommends teachers ask clearer questions and allow time for students to respond without embarrassment. Addressing question techniques could help improve English teaching and learning.
Research Proposal
This document presents the thesis of Antonia Bacab Caamal and Estefania Yeladaqui Morfin on language teachers' beliefs of learner autonomy in English as a foreign language at the University of Quintana Roo. The study aims to describe teachers' beliefs about the meaning of autonomy, how it promotes EFL learning, and the feasibility and desirability of promoting it. An adapted questionnaire using a Likert scale will be administered to the 18 English language teachers at the university to understand their beliefs. The researchers hope this study can help teachers become aware of their beliefs and modify their teaching practices to better promote student autonomy.
English as a medium of instruction
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
Abstract
This document summarizes a study that examined the problems students face speaking English in an English Conversation class and the strategies they use to overcome these problems. The study found that students had difficulties speaking English due to a lack of support, motivation, and peer pressure. Their problems included worrying about others' responses and using their native language instead of English. To cope, students employed strategies like avoiding communication, paraphrasing, and seeking help. The most common strategies were switching to their native language and seeking help from others. The researcher suggests students adopt these strategies and teachers help minimize speaking problems and introduce new strategies.
politeness strategies between teachers and students
This document is a dissertation submitted to the Department of Foreign Languages at the University Center Salhi Ahmed-Naama to fulfill requirements for a Master's degree in Linguistics. The dissertation explores politeness strategies used between teachers and students in EFL classes at the university. It includes an introduction outlining the objectives, methodology involving classroom observation and student questionnaires, and the expected division of chapters to present literature review, research results, and a conclusion. The student aims to identify the dominant politeness strategies used, determine if gender influences strategy choice, and assess the implications of politeness on the teacher-student relationship and language development in the EFL classroom.
Lls
Five factors that affect language learning strategies are: gender, motivation, experience, proficiency level, and target language. Studies have found that females and males differ in their use of strategies. Motivation can be instrumental, involving practical goals like exams, or integrative, involving social interaction. Learners with more experience studying abroad and at higher proficiency levels use strategies more frequently. The target language also influences strategy selection, as some strategies are better suited to certain languages.
Phonemic awareness instruction
The document summarizes a study on the effects of phonemic awareness instruction for young English language learners in rural Malaysia. The study found that direct phonemic awareness instruction for 6 weeks accelerated students' acquisition of literacy and numeracy skills compared to a control group, as shown by higher scores on post-tests. A regression analysis also confirmed that receiving the phonemic awareness treatment versus being in the control group was one of the most significant factors influencing post-test performance. The study provides support for using direct phonemic awareness instruction as part of teaching early literacy skills to young English language learners.
G285 Okada, Y., Sawaumi, T., & Ito, T. (2018, June). Can college-level Englis...
Abstract:
Learning how to design and deliver a speech in a native language context may reduce public speaking anxiety and increase feelings of confidence. This pilot study examined the effects of group instruction on delivering a speech in courses for English as a foreign language (EFL). Participants were 62 Japanese EFL learners in four different university-level EFL classes during Fall 2017. In the treatment group (n = 19), students were taught how to design a speech and were asked to deliver two or three speeches during the semester. In the control group (n = 43), students were taught such language skills as reading and listening rather than public speaking. McCroskey’s Personal Report of Public Speaking Anxiety (PRPSA) was then administered and analyzed, using a mixed-design ANOVA, for comparing class beginning and ending scores from the two groups. Pedagogical implications for public speaking instruction include the desirability of emphasizing the importance of opportunities for students to deliver a speech multiple times in the course, thus reducing speaking anxiety.
Effects of Reading Instruction Based on Cognitive Academic Language Learning ...
1) The document summarizes a study that examined the effects of a reading instruction method called the Cognitive Academic Language Learning Approach (CALLA) on Thai students' public administration English reading abilities and strategy use.
2) Data was collected from 30 students who received 8 weeks of CALLA reading instruction and were tested before and after on their reading comprehension and strategy use.
3) The findings showed that students' reading comprehension scores improved significantly after instruction and that they used cognitive, social/affective, and metacognitive reading strategies more frequently as a result of the CALLA approach.
Early diagnosis of esl learners' reading levels
The document summarizes a study that assessed the reading levels and attitudes of 37 Form Four students in a Malaysian secondary school. Diagnostic tests found that 72% of students were at the elementary reading level and 27% at the intermediate level. Vocabulary and grammar tests found most students had limited proficiency. A survey found 36% had above average reading attitudes, 33% average, and 2% below average. The study concluded that diagnosing reading levels helps teachers plan suitable instruction to motivate students and improve understanding of English reading materials.
12Assessment: Specific Assessments For Readers
The document discusses reading assessments used in Reading First programs including DIBELS measures. It provides an overview of various DIBELS measures administered at different grade levels to screen students and monitor their progress in developing early reading skills. The schedule and flowchart show how assessments are administered throughout the K-3 years. Outcome data is used at the student, teacher, principal and district level to evaluate programs, identify needs for support or intervention, and enhance professional development.
Investigating English Listening Strategy Use of Middle School Students
Investigating English Listening Strategy Use of Middle School StudentsEnglish Literature and Language Review ELLR
In recent years, research on learning strategies has become the new domain in the area of the second language acquisition (SAL). In view of the above, the study based upon the definition and classification of O’Malley & Chamot and Oxford, discusses the condition of junior students’ listening strategies use and the impact on listening understanding. Through this research, we can see that the students with better listening score are better at self-supervising, training and listening techniques. I suggest that teachers should encourage and train the students to use the listening strategies to improve their ability. The final goal is encouraging students to self-evaluate and self-direct, and lay the foundation of life-long learning. The students language_learning_strategies_in_read
This document discusses language learning strategies used by English Department students at Bung Hatta University in Indonesia. It finds that the students have a limited range of strategies and medium strategy use, especially in reading and speaking. The document outlines different classifications of learning strategies, including cognitive, metacognitive, social, and communication strategies. It also discusses factors that influence strategy choice, such as motivation, gender, cultural background, and task type. The document concludes that students would benefit from applying a wider variety of strategies and receiving more training from teachers in strategic learning.
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language learning strategies
This research report examines language learning strategies used by second language learners in Pakistan. An interview-based study found that the most frequently used strategy is practice. Specifically, practice was the dominant strategy for listening (95%), reading (69%), and writing (49%). Memorization was also commonly used for speaking (89%) and vocabulary (45%). The findings contradict the researcher's initial hypothesis that memorization would be the sole strategy used. The report concludes that making learners aware of various language learning strategies can help improve the language learning process.
Differentiated instruction in the english language classroom a case for integ...
This document discusses differentiated instruction for English language learners. It begins by noting that English language classrooms consist of students with diverse abilities, backgrounds, and thinking styles. The document then outlines Tomlinson's framework for differentiating instruction based on content, process, and product. It states that differentiation requires teachers to make adjustments to lesson plans to provide all students access to content. Several principles are presented to guide teachers in differentiating, such as understanding students' strengths and needs, setting clear objectives, and offering flexible grouping and activity choices. The document also summarizes a study that examined factors that prevent Pakistani students from speaking English in English-only classrooms, such as social, institutional, psychological and linguistic factors.
Factors Affecting LLS
This document discusses several factors that affect language learning strategies, including age, gender, motivation, proficiency level, and socioeconomic status. Older, more proficient, and female learners tend to use more strategies and cognitive strategies more often. Motivation also influences strategy use, with more motivated learners using more strategies. Learners from higher socioeconomic backgrounds tend to perform better and use social strategies more frequently. The strategies used depend on factors like age, gender, proficiency level and motivation of the language learners.
Factors Affecting LLS
This document discusses 5 factors that affect second language learning: 1) Aptitude, including natural ability and skills, which Gardner and Skehan found to be a major determinant of success. Some learners struggle with word functions and applying grammar rules. 2) Motivation, as unmotivated learners who don't see a need to use the second language are less likely to adopt learning strategies. 3) Learning difficulties, as second languages are not linked to intelligence, so some with difficulties can still succeed. 4) Proficiency, with both low and high proficiency learners using communication strategies effectively, though in different ways. 5) Gender, as females reportedly use social and metacognitive strategies more, while males favor metac
Exploring Differences in Motivation between Students Who Excelled and Under P...
This study examines the motivation levels of students who excelled and underperformed in learning English as a second language in Chinese secondary schools. The researcher used a questionnaire based on a tripartite motivation framework to measure students' learner-internal factors, social psychological perspectives, and pragmatic gains. Interviews with English teachers were also conducted. The results showed differences in motivation levels between high-achieving and underperforming students for factors like need for achievement, attitudes toward learning English, anxiety, and perceptions of English language culture. The study aims to help teachers identify ways to improve motivation among underperforming students.
Proposal 2009 6 1
1) The study investigated the effects of ability grouping on students' reading achievement, strategy use, and motivation in an English as a Foreign Language (EFL) classroom.
2) It compared outcomes between heterogeneous and homogeneous ability groupings using reading tests, a strategy inventory questionnaire, and motivation questionnaire.
3) The study aimed to determine if there were significant differences in reading comprehension, strategy use, or motivation between the two grouping conditions.
Support for foreign language listeners: Its effectiveness and limitations
The assessment of listening comprehension in a second language has
received relatively little attention until recently. This study investigated the effective-
ness of providing different types of listening support for learners in a foreign language
environment with a low level of English proficiency. The research was conducted with
140 students taking an English listening course at a college in Taiwan. The participants
took sections of a listening test under four different conditions. Two of the conditions
provided support in the form of either a set of pictures or a written background text.
The third condition was a repetition of the test input, whereas the fourth one was simply
no type of support. After the test, the participants completed a short questionnaire and
some of them were also interviewed. According to the results, repeating the input was
the most effective treatment, followed by having visual and textual support. However,
the limits of the learners’ English competence meant that all of the types of support
could improve their comprehension only to a certain degree. Nevertheless, the provi-
sion of appropriate support may motivate foreign language learners to improve their
listening proficiency by making adequate comprehension more attainable for them.
20140106 final presentation
This document provides an introduction, literature review, and methodology section for a study on the relationship between listening anxiety and listening strategies used by English major students. The introduction discusses the background, purpose, research questions, and significance of the study. The literature review covers definitions of key concepts like listening comprehension, strategies, and anxiety, as well as findings from prior research. The methodology describes the participants, instruments used (questionnaires on strategies and anxiety), procedures (administering questionnaires before class), and data analysis plan (using Pearson correlation to analyze relationships).
9722608 Sadia
The document discusses a study on developing speaking skills for adult learners in private universities in Bangladesh. The study explored the conditions affecting the teaching and learning process for speaking English. It identified problems such as students having small English vocabularies and being shy to speak in class. The study found strategies that were effective for teaching speaking, such as using small class sizes, games, and emphasizing fluency over accuracy.
Eliciting in learning
This document discusses issues related to how teachers ask questions in English classes at ethnic secondary schools in Laos. It aims to understand the types of questions teachers ask, problems students face in answering questions, and ways to address these issues. A literature review covers learning theories and question types. A study was conducted surveying 50 students and 6 English teachers about question types, causes of student problems, how students respond, and techniques to motivate responses. Key findings include students being afraid of ridicule and needing time to think. The conclusion recommends teachers ask clearer questions and allow time for students to respond without embarrassment. Addressing question techniques could help improve English teaching and learning.
Research Proposal
This document presents the thesis of Antonia Bacab Caamal and Estefania Yeladaqui Morfin on language teachers' beliefs of learner autonomy in English as a foreign language at the University of Quintana Roo. The study aims to describe teachers' beliefs about the meaning of autonomy, how it promotes EFL learning, and the feasibility and desirability of promoting it. An adapted questionnaire using a Likert scale will be administered to the 18 English language teachers at the university to understand their beliefs. The researchers hope this study can help teachers become aware of their beliefs and modify their teaching practices to better promote student autonomy.
English as a medium of instruction
There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools.
M.Wright
Abstract
This document summarizes a study that examined the problems students face speaking English in an English Conversation class and the strategies they use to overcome these problems. The study found that students had difficulties speaking English due to a lack of support, motivation, and peer pressure. Their problems included worrying about others' responses and using their native language instead of English. To cope, students employed strategies like avoiding communication, paraphrasing, and seeking help. The most common strategies were switching to their native language and seeking help from others. The researcher suggests students adopt these strategies and teachers help minimize speaking problems and introduce new strategies.
politeness strategies between teachers and students
This document is a dissertation submitted to the Department of Foreign Languages at the University Center Salhi Ahmed-Naama to fulfill requirements for a Master's degree in Linguistics. The dissertation explores politeness strategies used between teachers and students in EFL classes at the university. It includes an introduction outlining the objectives, methodology involving classroom observation and student questionnaires, and the expected division of chapters to present literature review, research results, and a conclusion. The student aims to identify the dominant politeness strategies used, determine if gender influences strategy choice, and assess the implications of politeness on the teacher-student relationship and language development in the EFL classroom.
Lls
Five factors that affect language learning strategies are: gender, motivation, experience, proficiency level, and target language. Studies have found that females and males differ in their use of strategies. Motivation can be instrumental, involving practical goals like exams, or integrative, involving social interaction. Learners with more experience studying abroad and at higher proficiency levels use strategies more frequently. The target language also influences strategy selection, as some strategies are better suited to certain languages.
Phonemic awareness instruction
The document summarizes a study on the effects of phonemic awareness instruction for young English language learners in rural Malaysia. The study found that direct phonemic awareness instruction for 6 weeks accelerated students' acquisition of literacy and numeracy skills compared to a control group, as shown by higher scores on post-tests. A regression analysis also confirmed that receiving the phonemic awareness treatment versus being in the control group was one of the most significant factors influencing post-test performance. The study provides support for using direct phonemic awareness instruction as part of teaching early literacy skills to young English language learners.
G285 Okada, Y., Sawaumi, T., & Ito, T. (2018, June). Can college-level Englis...
Abstract:
Learning how to design and deliver a speech in a native language context may reduce public speaking anxiety and increase feelings of confidence. This pilot study examined the effects of group instruction on delivering a speech in courses for English as a foreign language (EFL). Participants were 62 Japanese EFL learners in four different university-level EFL classes during Fall 2017. In the treatment group (n = 19), students were taught how to design a speech and were asked to deliver two or three speeches during the semester. In the control group (n = 43), students were taught such language skills as reading and listening rather than public speaking. McCroskey’s Personal Report of Public Speaking Anxiety (PRPSA) was then administered and analyzed, using a mixed-design ANOVA, for comparing class beginning and ending scores from the two groups. Pedagogical implications for public speaking instruction include the desirability of emphasizing the importance of opportunities for students to deliver a speech multiple times in the course, thus reducing speaking anxiety.
Effects of Reading Instruction Based on Cognitive Academic Language Learning ...
1) The document summarizes a study that examined the effects of a reading instruction method called the Cognitive Academic Language Learning Approach (CALLA) on Thai students' public administration English reading abilities and strategy use.
2) Data was collected from 30 students who received 8 weeks of CALLA reading instruction and were tested before and after on their reading comprehension and strategy use.
3) The findings showed that students' reading comprehension scores improved significantly after instruction and that they used cognitive, social/affective, and metacognitive reading strategies more frequently as a result of the CALLA approach.
Early diagnosis of esl learners' reading levels
The document summarizes a study that assessed the reading levels and attitudes of 37 Form Four students in a Malaysian secondary school. Diagnostic tests found that 72% of students were at the elementary reading level and 27% at the intermediate level. Vocabulary and grammar tests found most students had limited proficiency. A survey found 36% had above average reading attitudes, 33% average, and 2% below average. The study concluded that diagnosing reading levels helps teachers plan suitable instruction to motivate students and improve understanding of English reading materials.
12Assessment: Specific Assessments For Readers
The document discusses reading assessments used in Reading First programs including DIBELS measures. It provides an overview of various DIBELS measures administered at different grade levels to screen students and monitor their progress in developing early reading skills. The schedule and flowchart show how assessments are administered throughout the K-3 years. Outcome data is used at the student, teacher, principal and district level to evaluate programs, identify needs for support or intervention, and enhance professional development.
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politeness strategies between teachers and students
G285 Okada, Y., Sawaumi, T., & Ito, T. (2018, June). Can college-level Englis...
G285 Okada, Y., Sawaumi, T., & Ito, T. (2018, June). Can college-level Englis...
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Effects of Reading Instruction Based on Cognitive Academic Language Learning ...
Similar to 102-1 presentation
Investigating English Listening Strategy Use of Middle School Students
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THE IMPACT OF CERTAIN LANGUAGE LEARNING STRATEGIES EMPLOYED BY HIGHER AND LOWER ACHIEVING STUDENTS ON SPEAKING SKILL
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(文化研究 第7組)Ken和Jack的文化論文 Ppt
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Chamot
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Al hussain bin talal university students' awareness and practices of english ...
The International Institute for Science, Technology and Education (IISTE). Science, Technology and Medicine Journals Call for Academic Manuscripts
An Investigation of Difficulties Encountered by EFL Teachers in the Applicat...
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Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.Integrating language learning strategies to promote active cooperative langua...
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102-1 presentation
- 1. 10122612 Shin-Hua Wu Instructor: Pi-Ying Hsu Date: 2014/03/31 The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia
- 2. Citation Asgari, A., & Mustapha, G. B. (2011). The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia. English Language Teaching, 4(2), 84-90. 2
- 3. Contents Introduction Literature Review Methodology Results & Conclusion Critiques & Suggestions 3
- 5. Introduction Vocabulary has been recognized as crucial to language use in which insufficient vocabulary knowledge of the learners led to difficulties in second language learning. Background 5
- 6. Gap ESL students at University Putra Malaysia is a population that has been rarely included in any previous studies on vocabulary learning strategies. 6 Introduction
- 7. The purpose of the present study is to examine the use of vocabulary learning strategies (VLS) by Malaysian ESL students at University-level to better understand the ways that they applied to learn new words in English. 7 Introduction Purpose
- 8. Introduction What are the vocabularies learning strategies actively employed by undergraduate ESL students in learning the English language? Research Question 8
- 9. 9 Literature Review Summary of Oxford’s Classification of Language Learning Strategy Vocabulary Learning Strategy The definition of Vocabulary Learning Strategy
- 10. Literature Review (Oxford, 1990) 10 Summary of Oxford’s Classification of LLS
- 11. Literature Review While particular strategies are used by second language learners for the acquisition of new words in the second language are called ‘vocabulary learning strategies’. (Gu, 1994) 11
- 12. Discovery strategies: Strategies that are used by learners to discover learning of words. Consolidation strategies: a word is consolidated once it has been encountered. 12 Literature Review (Schmitt, 1997) He categorized vocabulary learning strategies into five sub-categories: Determination strategies Social strategies Memory strategies Cognitive strategies Metacognitive strategies
- 13. 13 Methodology Malaysian ESL students 4 males, 6 females University-level Qualitative research/ interview (Cresswell, 2008) Researcher (paper page 87 ) University Putra Malaysia is located in Selangor, established 1993 September 25th and October 15th, 2009 Methodology participants instruments Research site Research time Educational studies & Language and Humanities Education
- 14. Methodology 14 the teacher taught EFL context randomly selected 10 participants interview Procedure
- 15. • ESL learners in UPM are not aware of most of the vocabulary strategies. • They are usually using vocabulary learning strategies in either a medium or low frequency. 15 Results What type of vocabulary learning strategies do ESL students of Malaysia use? Vocabulary learning Strategies UseThe Common Strategies Use • ESL Malaysian students used determination, cognitive, social and metacognitive strategies which are the most common strategies. Ex: guessing from the context Learning New Words through Reading • The teacher uses English newspapers to improve and assist the learning and acquiring of new vocabulary process. Use of Dictionaries • Ahmed, Jamal, Sarah, Rose, and Jim as one of the common strategies that have been used by a monolingual dictionary. Ex: English to English dictionary Applying New Words in Daily Speaking • It can be considered as a social strategy. - practice new words among friends (mentioned by five subjects) - ask questions in the classrooms (two subjects) - interact with native speakers (mentioned by three subjects). Use of Media • Using the English-language media (songs, movies, internet, computer games, TV programs) is among the high frequency strategies are used by the students. Social Strategies • None of the students described studying words with the help of others in purposed of learning words. • The participants only shared their problems with others when they couldn’t find any other sources to learn those unknown words.
- 16. Some strategies such as the learning a word through reading, the use of monolingual dictionary, the use of various English-language media, and applying new English word in their daily speaking where are related to 16 Conclusions Memory strategy Determination strategy Meta-cognitive strategy
- 17. This study could show the interview questions for the readers. This study would increase the public awareness on the importance of vocabulary learning strategies in second language learning and teaching. 17 Critiques & Suggestions
- 18. Critiques & Suggestions 18 Studies on the individuals’ differences of language learners can be conducted both in qualitative and quantitative approaches. Studying of the effect of culture, home environment, peer groups, effective teaching methods and classroom atmosphere on vocabulary learning strategies could be very helpful to understand the relevant strategies.
- 19. THANK YOU FOR LISTENING!