scholarly journals The Role of Smartphones for Online Language Use in the Context of Polish and Croatian Students of Different Disciplines

2019 ◽  
Vol 58 (1) ◽  
pp. 173-193
Author(s):  
Halina Sierocka ◽  
Violeta Jurković ◽  
Mirna Varga
Keyword(s):  
Language Learning ◽  
Online Survey ◽  
Language Use ◽  
New Technologies ◽  
Mother Tongue ◽  
Structured Interview ◽  
The Self ◽  
Quantitative Methodology ◽  
Self Assessment

Abstract Easy and cheap access to the Internet and a wide array of new technologies, such as smartphones, have multiplied opportunities for online informal learning of English (OILE). Yet, despite sizeable research, few studies have examined the issue of OILE in the context of university students of different disciplines. The aim of this research study was to examine the role of online language use through smartphones among students of various disciplines and its possible effects on enhancement of their foreign language skills. The study assumed both qualitative and quantitative methodology encompassing three research instruments: an online survey, the self-assessment language competence grid of the Common European Framework of Reference for Languages (CEFRL; Council of Europe, 2001) and a semi-structured interview. Data were collected with 377 students from two universities: University of Białystok, Poland and University of Osijek, Croatia. The research outcomes indicate that both Croatian and Polish students of different disciplines use their smartphones chiefly for receptive activities with infrequent use for language learning purposes and the predominant use of the mother tongue or English for the listed online activities through smartphones do not significantly affect the self-assessed level of their communicative competence in English. However, it can be stated that the choice of the preponderant language for online use through smartphones, especially for study-related issues, is conditioned by the students’ discipline of study.

Language Use and Sustainable Development: Opportunities and Challenges for Policy-Makers and Educators in Northeast Vietnamese Areas

2018 ◽  
Vol 2 (2) ◽  
pp. 122-130
Author(s):  
Ha Ngan Ngo ◽  
Maya Khemlani David
Keyword(s):  
Ethnic Groups ◽  
Language Use ◽  
Mother Tongue ◽  
Language Shift ◽  
Minority Languages ◽  
Policy Makers ◽  
Positive Attitudes ◽  
The Status ◽  
Wedding Songs

Vietnam represents a country with 54 ethnic groups; however, the majority (88%) of the population are of Vietnamese heritage. Some of the other ethnic groups such as Tay, Thai, Muong, Hoa, Khmer, and Nung have a population of around 1 million each, while the Brau, Roman, and Odu consist only of a hundred people each. Living in northern Vietnam, close to the Chinese border (see Figure 1), the Tay people speak a language of the    Central    Tai language group called Though, T'o, Tai Tho, Ngan, Phen, Thu Lao, or Pa Di. Tay remains one of 10 ethnic languages used by 1 million speakers (Buoi, 2003). The Tày ethnic group has a rich culture of wedding songs, poems, dance, and music and celebrate various festivals. Wet rice cultivation, canal digging and grain threshing on wooden racks are part of the Tày traditions. Their villages situated near the foothills often bear the names of nearby mountains, rivers, or fields. This study discusses the status and role of the Tày language in Northeast Vietnam. It discusses factors, which have affected the habitual use of the Tay language, the connection between language shift and development and provides a model for the sustainability and promotion of minority languages. It remains fundamentally imperative to strengthen and to foster positive attitudes of the community towards the Tày language. Tày’s young people must be enlightened to the reality their Tày non-usage could render their mother tongue defunct, which means their history stands to be lost.

The role of second language in higher education: A case study of German students at a Dutch university

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Lidy Zijlmans ◽  
Anneke Neijt ◽  
Roeland van Hout
Keyword(s):  
Second Language ◽  
Academic Success ◽  
Language Learning ◽  
Mother Tongue ◽  
Research Question ◽  
Educational Background ◽  
Primary Concern ◽  
Study Results ◽  
Main Language

AbstractThis article reports on an investigation of the challenges and benefits of university students taking a degree course in a language other than their mother tongue. Our study was conducted from the point of view of the non-native students themselves, and our primary concern was the role of language. We investigated the academic achievement of German students studying in a Dutch-English academic environment. Dutch is the main language of instruction, and English the main language of the literature used. In search of predictors for successful learning of Dutch (our first research question), LexTALE tests were administered to determine linguistic competence in the students’ first language, German, and their second language, English. In addition, we collected data on their educational background and language learning history. None of the LexTALE scores stood out as ‘the’ predictor for success in learning Dutch; German was a slightly better predictor than English. The best predictor appeared to be the students’ general educational level, expressed in mean grades for final exams in secondary education. We then studied the role of proficiency in the foreign languages needed for academic success. Language data on L3 Dutch were gathered at the start and were compared to study results after the first six months and at the end of the first year. The level of Dutch as a second language correlated with study results, expressed in ECTS; the correlation was even higher with mean grades on exams. This indicates that language proficiency does play a role in study success.

scholarly journals Errors in Second/Foreign Language Learning and Their Interpretations

2017 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Julia Falla Wood
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Mother Tongue ◽  
Meta Analysis ◽  
Cognitive Strategies ◽  
Reliability And Validity ◽  
Foreign Language Learning ◽  
Theoretical Foundations ◽  
Possible Cause

The aim of this article is to try to understand why the results of studies on errors in second language learning undertaken for several decades are diverse or even divergent. Some of these studies state that the mother tongue (L1) plays an important role in the learning process not only at the beginning, but also at higher levels of competency while others deny the influence of the mother tongue. The results of 60 studies on errors over a period of 40 years were contrasted to find out if a link existed between the theoretical foundations, and the interpretation of data, and conclusions of those studies. The results of the meta-analysis of studies whose theoretical foundations were related to operational cognitive strategies showed a continuum from partial to an important role of L1, and those related to order of acquisition, universal sequences showed a non-influence of L1. Another possible cause for this discrepancy was found in the method used to classify the errors. Finally, a possible cause could have been the methodological difficulties concerning the reliability and validity of the data. Only one third of the studies applied the control of bias and the triangulation of data.

scholarly journals M61. THE ROLE OF PERSONAL WORLDVIEW IN PREDICTING DELUSION PRONENESS IN A NON-CLINICAL SAMPLE

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S158-S158
Author(s):  
Georgia Zamperoni ◽  
Eric Tan ◽  
Erica Neill ◽  
Susan Rossell ◽  
Eric Tan
Keyword(s):  
Online Survey ◽  
Stepwise Regression ◽  
Clinical Sample ◽  
The Self ◽  
Hierarchical Regression ◽  
Clinical Implications ◽  
Thought Processes ◽  
Regression Analyses ◽  
Healthy Participants

Abstract Background Unusual thought processes, often referred to as delusion proneness, are not unique to clinical populations. Understanding the factors that contribute to delusion proneness has important theoretical and clinical implications in prodromal psychosis. Methods This study ascertained the presence of delusion proneness and associated levels of distress, preoccupation and conviction in a large sample of healthy participants (N=258, M= 33.62 years, SD =12.04), and subsequently investigated two aspects of personal worldview in predicting delusion proneness: Locus of control (LOC) and core positive and negative schemas of the self and others. This data was collected via an online survey. Results Stepwise regression analyses indicated that negative schemas of others predicted the presence of delusion proneness (p<.001) and associated levels of distress (p= .012) and preoccupation (p= .025); whilst negative schemas of the self predicted only the presence of delusion proneness (p= .001). Hierarchical regression analysis demonstrated that LOC was not a significant predictor of the presence of delusion proneness (p= .141), or associated features of distress (p =.281), preoccupation (p=.220) and conviction (p= .660). Discussion The current study found that negative schemas of others accounted for more variance in predicting delusion proneness and aspects of experience (distress and preoccupation) than negative self- schemas. Our study may suggest that therapy focusing on one’s regulation of emotions and assumptions about others in individuals with delusion-like beliefs may be more critical in alleviating delusional symptoms than exclusively focusing on self-schemas.

Student self-assessment of oral explanations: Use of language learning progressions

2019 ◽  
Vol 36 (3) ◽  
pp. 391-417 ◽  
Author(s):  
Despina P. Goral ◽  
Alison L. Bailey
Keyword(s):  
Language Learning ◽  
Elementary Students ◽  
Learning Experience ◽  
The Self ◽  
Learning Progressions ◽  
Self Assessment ◽  
Assessment Protocol ◽  
Assessment Activity ◽  
Self Assessments ◽  
And Gender

Students’ self-assessment of language features in their oral explanations of a mathematics task was supported by language learning progressions. Learning progressions map a continuum of knowledge or skills development as they increase in sophistication over time. Learning progressions can be a framework to support formative assessment by both teachers and students. Fifty-eight predominantly English-speaking US elementary students used language learning progressions to complete their self-assessment of either discourse stamina or vocabulary usage in the elicited oral explanations. Students were guided through a four-step, highly scaffolded self-assessment protocol that was analyzed for (1) concordance with researcher placements of their explanations on the progressions, and (2) student commentary on their own placements. Overall, 50% of the students self-assessed in accordance with researchers’ independent placement of their explanations on the progressions. However, significant grade-level and gender differences in concordance were found. Results were consistent with prior research findings that upper-elementary students’ self-assessments are more aligned with external measures than are younger students’ self-assessments (e.g., Butler & Lee, 2006). However, even the youngest students in the current study were able to complete the self-assessment activity, if not always with the same degree of concordance. Successful participation may be attributable to the format, scaffolding, and contextualization of the self-assessment activity with its use of language learning progressions. Also consistent with prior research, girls were more likely to agree with researchers’ placements than boys. Student self-assessment differed by the two language features. Most students found the self-assessment activity to be a useful learning experience. Implications for research and practice are discussed.

The role of mother tongue literacy in third language learning

1990 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Merrill Swain ◽  
Sharon Lapkin ◽  
Norman Rowen ◽  
Doug Hart
Keyword(s):  
Language Learning ◽  
Mother Tongue ◽  
Third Language

scholarly journals Exploring the Perceptions of Moroccan EFL Teachers Towards Task-Based Language Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 18-31
Author(s):  
Mohammed Mettar
Keyword(s):  
Language Learning ◽  
Online Survey ◽  
English Language ◽  
Classroom Practices ◽  
Mother Tongue ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Level Of Use ◽  
Efl Teachers ◽  
High Level

Moroccan students do not have many opportunities to use English outside the classroom setting. The adoption of task-based language learning (TBLL) is deemed to be an appropriate language instructional method for the Moroccan EFL context. Hence, teachers are explicitly urged in the official Moroccan English language guidelines documents to adopt tasks in their teaching practices. However, no known empirical research has been conducted to investigate teachers’ perceptions and use of TBLL. To fill this gap, this study attempted to investigate high school EFL instructors’ familiarity with TBLL and their views on the use of tasks in their classrooms. An online survey provided quantitative data from 90 participants. Results showed that although Moroccan EFL teachers have a good understanding of the key concepts of this approach, their use of tasks is limited. Lack of task-based materials, large class sizes, and students’ use of their mother tongue to complete the task are identified as the main obstacles facing a high level of use of tasks in teachers’ classroom practices. Several implications for the successful integration of TBLL in the Moroccan EFL context are suggested at the end of the article.

scholarly journals The potential of the CEFR for languages descriptors for mediation in an ESP CALL-based context

2021 ◽  
pp. 7-28
Author(s):  
Maria Korai ◽  
Salomi Papadima-Sophocleous
Keyword(s):  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Self Assessment ◽  
Group Interviews ◽  
Mediation Processes ◽  
Rehabilitation Sciences ◽  
Student Reflections ◽  
Present Case Study

The present case study investigated the potential of the Common European Framework of Reference (CEFR) for languages: learning, teaching, assessment can-do descriptors for mediation in an English for Specific Purposes (ESP) Computer-Assisted Language Learning (CALL)-based context. Fabricating descriptors for mediation was cardinal for the Council of Europe’s (2018) endeavour in updating the CEFR Companion. Despite surfacing just as a language skill in the 2001 CEFR Companion, mediation is now viewed as a central mode of communication in the New CEFR Companion, both in the receptive and productive modes. As they were just introduced in 2018, the CEFR mediation descriptor scales have not yet been sufficiently explored. The main goal of the present research was to fill some of this gap in the literature by investigating the potential of the CEFR for languages descriptors for mediation in an ESP CALL-based CEFR B2 tertiary level context (a 13 week ESP course specifically designed to meet the needs of university Rehabilitation Sciences students.) Data collection tools included students’ self-assessment against can-do descriptors for mediation, observation, student reflections, and focus group interviews. The findings suggest that the implementation of the existing course activities had the potential to promote mediation processes. The significant role of mediation in carrying out the course activities in addition to the CALL component of the ESP course activities highlighted the potential of CALL technologies to trigger, support, and promote mediation processes; this finding stressed the underlying role of the nature and the structure of the ESP course’s CALL-Based activities in supporting mediation processes.

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