scholarly journals EFL Teachers’ Autonomy Supportive Practices for Out-of-Class Language Learning

2020 ◽  
Vol 8 (4) ◽  
pp. 63-78
Author(s):  
Tuba Işık ◽  
Cem Balçıkanlı
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Autonomy Support ◽  
English Language ◽  
Language Teachers ◽  
State University ◽  
Structured Interviews ◽  
Learner Motivation ◽  
Supportive Behaviors ◽  
Language Classrooms

Autonomy support is a recently defined role for teachers, and they are expected to help learners engage in autonomous out-of-class learning. With a focus on English language learning outside the classroom, this study intended to uncover English as a foreign language teachers’ practices related to autonomy support and to discuss the challenges faced by the teachers in this process. Eleven teachers working at the tertiary level at a state university in Turkey were interviewed. Semi-structured interviews were conducted in three sessions to find out the extent to which the teachers help their learners become autonomous. The findings revealed that the teachers perform many autonomy-supportive behaviors which are feasible in language classrooms such as motivating students, giving language advice and promoting peer collaboration. In doing this, the teachers utilize five different support mechanisms: affective, resource, capacity, technology, and social support. On the other hand, the findings uncovered such constraints as crowded classes, overloaded curriculum, and low learner motivation. These challenges were perceived as barriers hampering teachers’ efforts for autonomy support. This study highlights the feasibility of creating an autonomy-supportive language learning environment and provides implications for teachers of English as a Foreign Language.

scholarly journals The Role of Motivation in English Language Learning: A Qualitative Study

2021 ◽  
Vol 8 (2) ◽  
pp. 68-72
Author(s):  
Roselle M. Soriano ◽  
Christian N. Escario ◽  
Pilipina B. Cagurangan ◽  
Annalene Grace E. Co ◽  
Chleo G. Pascual ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Environment ◽  
English Language ◽  
Parental Influence ◽  
Intervention Program ◽  
English Language Learning ◽  
State University ◽  
Structured Interviews ◽  
Factors Influencing

Numerous studies have found a positive connection between learners’ motivation towards foreign language and foreign language achievement. Drawn upon semi-structured interviews and focus group discussions among students, this study sheds light on the significant impact of motivation in English language learning. Further, this study explores the lived experiences of students and the factors influencing their motivation in learning the English Language. Purposeful sampling was to select participants in the different courses of Quirino State University, Cabarroguis Campus, Philippines. The results revealed that the teacher's influence, enjoyment in learning, desire to learn, parental influence, and classroom environment were the factors influencing students' motivation in learning the English Language. Thus, this study suggests that teachers should be aware of these factors of inspiration in their classrooms and consider these as significant parts in developing an English Language Intervention Program to motivate the students and improve their proficiency in learning the English Language.

scholarly journals Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers

2002 ◽  
Vol 24 (1) ◽  
pp. 5 ◽  
Author(s):  
Greta Gorsuch
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Team Teaching ◽  
English Language ◽  
National Level ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Classrooms ◽  
English Speaking

For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of their own English speaking skills and English language learning experiences. Drawing from the questionnaire responses of 884 JTEs in high schools in nine randomly selected prefectures, the author also outlines patterns in assignment of ALTs in both academic and vocational high schools, providing a more complete picture of the JET program.

scholarly journals Effective Solutions for Reducing Saudi Learners’ Speaking Anxiety in EFL classrooms

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Suzan Hammad Rafada ◽  
Abeer Ahmed Madini
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Female Students ◽  
Foreign Language Anxiety ◽  
Structured Interviews ◽  
Speaking Anxiety ◽  
Language Classrooms ◽  
Saudi Female Students ◽  
English Language Institute

Foreign language anxiety plays an essential role in language learning and negatively impacts on the whole learning process. This research aims to explore the Saudi learners’ perceptions of speaking anxiety in language classrooms and provide some effective and helpful solutions for reducing it. The sample of this study involved 10 Saudi female students, studying their foundation year at the English Language Institute (ELI), King Abdulaziz University. Their ages range between 18 to 20 years old. To reach a richer insight and better understanding of the research phenomenon, a qualitative approach was conducted. For gathering data, ten semi-structured interviews with ten Saudi female students from levels 102, 103, and 104 were used and then thematically analyzed using Nvivo 10 software. The qualitative data found that Saudi female students do feel worried and anxious in foreign language classrooms when speaking the foreign language. However, they showed a positive attitude and a willingness to improve their English speaking proficiency level as a way of reducing anxiety by watching English movies, using English internet sites, traveling abroad and talking to native speakers, doing more presentations, practice reading English books and joining English institutes during summer vacation.

scholarly journals Autonomy Perceptions from Teachers of English as a Foreign Language in Diverse Colombian Public Teaching Settings

2019 ◽  
Vol 7 (2) ◽  
pp. 148
Author(s):  
Dr. David Wealthy Guerrero
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
General Purpose ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Research Production ◽  
English Language Teachers

<p><em>This qualitative descriptive case study reports the features in autonomy dynamics of three Colombian English language teachers in public schools in the District in Bogota Colombia. Three semi-structured interviews and reflective journals were used for data collection. The research question that guided this study was: What perceptions about autonomy do the three Colombian English language teachers have? The general purpose of this investigation was to identify the main features in teachers’ perceptions related to Autonomy. The specific objective was to identify the strategies that promoted autonomy in Teachers of English as a Foreign Language -TEFL- in different public schools in Bogota, Colombia. The study is, therefore, particularly significant as it can play a role in encouraging Colombian English as a Foreign Language -EFL- teachers to relate the factors needed to get a high quality in Education dynamics. Data indicated that the process heightened the teachers’ awareness of ‘self’ and practice. Autonomy also activated both the teachers’ ability to critically reflect on their context as well as focus on positive aspects of their practice through the willingness to improve their academic abilities and research production. Taken together, the findings serve as baseline data to further professional development in language assessment. </em></p><em></em><em></em>

scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students&rsquo; motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students&rsquo; motivation from teachers&rsquo; perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students&rsquo; motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work.&nbsp;

Online Informal Language Learning Among Foreign Language Teachers

2020 ◽  
pp. 315-332
Author(s):  
Violeta Jurkovič ◽  
Vita Kilar ◽  
Nives Lenassi ◽  
Darja Mertelj
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Group ◽  
Age Groups ◽  
Language Teachers ◽  
Online Resources ◽  
Structured Interviews ◽  
Foreign Language Teachers ◽  
Online Behaviour ◽  
Insight Into

Today's online world provides foreign language users and learners with a multitude of opportunities to engage in a variety of language activities. A social group that can derive major benefits from the availability of online resources in different languages is foreign language teachers. Based on an ‘emic' approach, this study involves case studies of three experienced foreign language teachers that used diaries over a period of eight weeks to report on every instance of online use of their predominant foreign language and English. Semi-structured interviews were used to obtain insight into online behaviour that was not specifically related to the eight-week period of diary-keeping. The results indicate that the online uses of the three participants, although they belong to the same social and age groups, display great variety in terms of online activities and the predominant language used to perform these activities.

Alternatieve Wegen Voor Gevorderde Taalleerders

1986 ◽  
Vol 25 ◽  
pp. 101-109
Author(s):  
Wil Knibbeler
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Empirical Research ◽  
Language Teachers ◽  
Integrative Approach ◽  
Educational Theories ◽  
Advanced Students ◽  
Language Classrooms ◽  
Foreign Language Classrooms ◽  
Community Language

Alternative or humanistic approaches to foreign language teach-ing such as the Silent Way, Suggestopedia, Community Language Learning and Confluent Education, have been generated by scholars who are not linguists. An analysis of the ideas underlying the respective approaches leads to the conclusion that they are suitable for advanced students as well as for beginners. Although humanistic approaches are not based on empirical research, they have their roots in sound educational theories. If language teachers want to introduce these approaches into their teaching, they do not have to opt for any of them, but they can select elements from them. An example fo such an integrative approach is The Explorative-Creative Way. Research on processes which occur in second or foreign language classrooms, should be done in accordance with qualitative procedures as wellas with quantitative ones.

scholarly journals English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties

2017 ◽  
Vol 5 (1) ◽  
pp. 20-38 ◽  
Author(s):  
Ivana Cimermanová
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Learning ◽  
Elementary School Teachers ◽  
Regular Education ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Special Educational Needs ◽  
Foreign Language Teachers

Abstract The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data.

scholarly journals The Importance Of Self-Efficacy And Foreign Language Learning In The 21st Century

2011 ◽  
Vol 7 (4) ◽  
pp. 117-126 ◽  
Author(s):  
Taghi Jabbarifar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
First Century ◽  
The Social

Two decades have now passed since Bandura (1986) introduced the concept of self-efficacy within the social cognitive theory of human behavior. He defined it as "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances (1986). Much empirical evidence now supports the idea that self-efficacy touches almost every aspect of people's lives including foreign language learning; However, it has apparently received the least attention compared to other cognitive and affective issues. The present article attempts to shed some light on importance of the concept of self-efficacy, the role it can play in foreign language learning and the pedagogical implications it may have for foreign language teachers and the students of English language in the end of the first decade of the twenty first century.

scholarly journals Y TÚ, ¿POR QUÉ VAS A CLASE? EXAMEN DE LA MOTIVACIÓN DE ESTUDIANTES DE INGLÉS EN LA UNIVERSIDAD ESPAÑOLA.

2016 ◽  
Vol 1 (1) ◽  
pp. 541
Author(s):  
Alba Gutiérrez Martínez ◽  
José Antonio Del Barrio Del Campo
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Motivation Factors ◽  
Learning Success ◽  
Language Learning Motivation ◽  
Second Language Teachers

Abstract:WHY DO YOU GO TO CLASS? A STUDY ABOUT ENGLISH LANGUAGE LEARNING MOTIVATION FACTORS OF STUDENTS IN A SPANISH UNIVERSITY.Research on Second Language Acquisition has stand out the importance of students’ motivation as a crucial individual variable in the learning success (Gardner 2001, 2010, Dörnyei y Ushioda 2011, for instance). The present study reports on motivation factors of a group of English as a Foreign Language students (EFL) from the University of Cantabria. Data was collected through questionnaires and has important pedagogical implications because understanding motivation is an important factor not only for our students but also for parents, instructors and editorials (Babaae, 2012). Moreover, Europe is moving into a multilingual society that requires second language teachers not simply to teach English, French or German but to develop a multilingual and multicultural conscience on students (Lorenzo, Trujillo & Vez, 2011). This data can shed light to the issue by explaining what motivates our students.KEY WORDS: MOTIVATION, SECOND LANGUAGE MOTIVATION, ENGLISH TEACHING, FOREIGN LANGUAGE LEARNINGResumen:Gran parte de la investigación en la adquisición de segundas lenguas ha resaltado el papel de la motivación del alumnado como una importante variable individual para el éxito del aprendizaje (Gardner 2001, 2010, Dörnyei y Ushioda 2011, por ejemplo). El presente estudio reporta los factores de motivación de un grupo de alumnos y alumnas de inglés de la Universidad de Cantabria relacionados con su nivel, edad y sexo. Los resultados han sido recogidos a través de cuestionarios y tienen una gran importancia pedagógica ya que conocer la motivación tiene un papel crucial no solo para nuestro alumnado, sino también para padres y madres, profesorado y editoriales (Babaae, 2012). Además, no hay que olvidar que, con los cambios que nos están llevando hacia una sociedad plurilingüe, el profesorado debe ampliar sus competencias docentes y dejar, por tanto, de enseñar solo inglés, francés o alemán, para pasar a desarrollar una conciencia plurilingüe y multicultural en su alumnado (Lorenzo, Trujillo & Vez, 2011). Estos datos pueden contribuir en gran medida a ello arrojando luz sobre qué motiva a nuestros estudiantes.PALABRAS CLAVE: MOTIVACIÓN, MOTIVACIÓN EN SEGUNDAS LENGUAS, ENSEÑANZA DE INGLÉS, APRENDIZAJE DE SEGUNDAS LENGUAS

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