scholarly journals How EFL Learners Maintain Motivational Factors and Positive Attitudes during COVID-19 Pandemic: A Qualitative Study

2021 ◽  
Vol 5 (2) ◽  
pp. 277
Author(s):  
Reza Anggriyashati Adara ◽  
Novita Puspahaty
Keyword(s):  
Social Media ◽  
Qualitative Study ◽  
Language Learning ◽  
Extrinsic Motivation ◽  
English Language ◽  
Personal Communication ◽  
Structured Interviews ◽  
Extrinsic Factors ◽  
Efl Learners ◽  
Positive Attitudes

The present study aims to analyze how a group of EFL learners in Indonesia maintained their motivation and positive attitudes toward English learning during the Covid-19 pandemic. The present study applied a qualitative study by conducting semi-structured interviews with ten respondents. The results suggest that the Covid-19 pandemic has affected the respondents significantly. At the beginning of the Covid-19 pandemic, most respondents were demotivated but they were able to motivate themselves again by reminding themselves of the reasons they learned English in the first place. Those reasons are mostly dominated by extrinsic factors such as their need to get jobs, studying overseas and the benefits of mastering English for their future also motivated the respondents. However, some are still motivated to learn English because they are intrinsically motivated. The results suggest that both intrinsic and extrinsic motivation are needed to maintain learners' motivation and positive attitudes toward language learning. In addition, maintaining personal communication with students during tough times such as the Covid-19 pandemic seems important to be conducted by teachers. By keeping personal communication, teachers can help maintain students' motivation. Besides that, the findings of the present study indicate that the respondents used various methods to maintain their motivation such as using social media to learn English and constantly reminding themselves of their language learning goals. In regards to this, teachers should help students by integrating social media into the lessons and providing affirmations that remind students of the benefits of English language mastery.

scholarly journals Using Movies in EFL Classrooms: A Study Conducted at the English Language Institute (ELI), King Abdul-Aziz University

2016 ◽  
Vol 9 (3) ◽  
pp. 248 ◽  
Author(s):  
Raniah Hassen Kabooha
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Target Language ◽  
Structured Interviews ◽  
Efl Learners ◽  
Reflective Journals ◽  
Positive Attitudes ◽  
Preparatory Year ◽  
English Language Institute

<p>The present study sought to examine the attitudes of Saudi English as a foreign language (EFL) learners as well as teachers towards the integration of English movies in their classes as a tool to develop students’ language skills. Fifty female intermediate level students studying English in their Preparatory Year Program (PYP) in the English Language Institute (ELI) at King Abdul-Aziz University (KAU), Jeddah, Saudi Arabia, participated in the study. Questionnaires were administered to the students to investigate their perceptions towards the integration of English movies in their classes to develop their language skills. The researcher also conducted semi-structured interviews with both students and teachers to explore their perceptions towards the use of movies in their classes. In addition, teachers were required to write reflective journals regarding the use of movies in their classes. The findings of the study indicate that both students as well as teachers had positive attitudes towards the use of movies in their classes to improve students’ language skills. The study offers pedagogical implications for EFL instructors with respect to the integration of films in their classrooms to improve students’ language learning. Well-selected movie materials could enhance students’ language learning process and increase their motivation to learn the target language.</p>

scholarly journals Students' Motivation in English Language Learning (ELL): An Exploratory Study of Motivation-al Factors for EFL and ESL Adult Learners

2020 ◽  
Vol 9 (4) ◽  
pp. 15
Author(s):  
Muhammad Sabboor Hussain ◽  
Abdus Salam ◽  
Aisha Farid
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Language Learning ◽  
Extrinsic Motivation ◽  
English Language ◽  
Negative Impact ◽  
English Language Learning ◽  
Extrinsic Factors ◽  
Efl Learners ◽  
Esl Learners

This study analyzed adult learners’ motivation in learning English from two diametrically different paradigms viz., the EFL (English as a Foreign Language) from Saudi Arabia and the ESL (English as a Second Language) from Pakistan. The quantitative tool of the 20-items questionnaire administered at 100 EFL learners and 100 ESL learners helped find out the factors impacting the adult learners’ intrinsic and extrinsic motivation resulting in their being amotivated, unmotivated, and highly motivated English language learners. The major findings are that the learners in both the EFL and the ESL contexts were found intrinsically motivated to learn the English language. However, the Saudi EFL students, unlike ESL learners, lacked extrinsic motivation due to i) lack of an environment conducive for English language learning and ii) social disapproval of the English language learning. The extrinsic factors lacking for ESL learners in Pakistan are the provision of highly motivated and trained teachers, well-equipped classrooms, financial rewards, and a conducive learning environment in the institutions. Based on the findings, the study recommends that teachers must be trained to involve the intrinsically motivated students in challenging and encouraging activities. The teachers engaged in teaching to Saudi EFL learners need to exert more to create an excellent learning environment in their class to motivate and encourage their students towards learning of the English language, and to waive off the negative impact of social disapproval of the language outside the classroom.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

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;

scholarly journals EFL LEARNERS’ ATTITUDES TOWARDS THE IMPROVEMENT OF THEIR ENGLISH SPEAKING PERFORMANCE

LITERA ◽  
2014 ◽  
Vol 12 (2) ◽  
Author(s):  
Siti Mahripah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Self Assessment ◽  
Efl Learners ◽  
Positive Attitudes ◽  
English Speaking ◽  
Speaking Performance ◽  
The Difference ◽  
Students Attitudes

This study aims to describe EFL learners’ attitudes towards the improvement of their English speaking performance. The data were collected through a questionnaire distributed to 131 students of Department of English Language Education. The results of the dataanalysis show that all respondents show positive attitudes towards the improvement of their English speaking performance. Although female students have more positive attitudes than male students, the difference is not significant. The results also show that students’ attitudes towards their speaking performance change in accordance with their learning time. Their self-assessment of their speaking performance has a significant correlation with their attitudes. Their positive attitudes towards the improvement of their English speaking performance serve as a foundation to the success of the English language learning. Therefore, learners should pay attention to and maintain attitudes to improve their speaking performance.

scholarly journals Pedagogical Effects of Social Media on Iraqi Kurd EFL learners

2021 ◽  
Author(s):  
Rebaz Bahadeen Mohammed Nuri ◽  
Awder Raza Aziz ◽  
Kochar Ali Saeed ◽  
Shaiy Karwan Tofiq ◽  
Soma Soran Ahmed
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learning ◽  
Academic Writing ◽  
English Language ◽  
Negative Impact ◽  
Language Skills ◽  
Study Data ◽  
Efl Learners ◽  
Social Media Platforms

English language learners use social media platforms for improving their language skills through exchanging ideas, sharing their thoughts, and getting exposed to authentic language. The use of social media by learners might yield positive or adverse effects. This study, therefore, explores the pedagogical consequences of some social media platforms on Iraqi Kurd EFL learners. It Highlights the significant impacts of social media on learning English, vocabulary, and spelling. It explicitly attempts to discover how social media affects English language learning, word choices, and spelling for Kurd EFL learners. A questionnaire is used to randomly collect the study data from 96 Kurdish students studying English at various academic institutions. The data was organized and analyzed by SPSS. It was found that Kurd EFL learners use social media platforms extensively for numerous purposes, improving their English language skills being one of them. The results suggest that social media assists learners in learning and practising new vocabulary; However, it has a negative impact on the students spelling and academic writing skills. Kurd EFL learners use abbreviated forms and unnecessarily shortened forms under the influence of social media.

scholarly journals Pedagogical Effects of Social Media on Iraqi Kurd EFL learners

2021 ◽  
Vol 7 (1) ◽  
pp. 202-216
Author(s):  
Rebaz Bahadeen Mohammed Nuri ◽  
Awder Raza Aziz ◽  
Kochar Ali Saeed ◽  
Shaiy Karwan Tofiq ◽  
Soma Soran Ahmed
Keyword(s):  
Social Media ◽  
English Language Learners ◽  
Language Learning ◽  
Academic Writing ◽  
English Language ◽  
Negative Impact ◽  
Language Skills ◽  
Study Data ◽  
Efl Learners ◽  
Social Media Platforms

English language learners use social media platforms for improving their language skills through exchanging ideas, sharing their thoughts, and getting exposed to authentic language. The use of social media by learners might yield positive or adverse effects. This study, therefore, explores the pedagogical consequences of some social media platforms on Iraqi Kurd EFL learners. It Highlights the significant impacts of social media on learning English, vocabulary, and spelling. It explicitly attempts to discover how social media affects English language learning, word choices, and spelling for Kurd EFL learners. A questionnaire is used to randomly collect the study data from 96 Kurdish students studying English at various academic institutions. The data was organized and analyzed by SPSS. It was found that Kurd EFL learners use social media platforms extensively for numerous purposes, improving their English language skills being one of them. The results suggest that social media assists learners in learning and practising new vocabulary; However, it has a negative impact on the students spelling and academic writing skills. Kurd EFL learners use abbreviated forms and unnecessarily shortened forms under the influence of social media.

scholarly journals THE EFFECT OF USING A MOBILE APPLICATION ON EFL LEARNERS’ BELIEFS ABOUT LANGUAGE LEARNING (BALL)

2017 ◽  
Vol 2 (1) ◽  
pp. 229 ◽  
Author(s):  
Rebeca Soler Costa ◽  
Turgay Han
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Language Learning ◽  
Mobile Application ◽  
Focus Group Interview ◽  
Qualitative Case Study ◽  
Efl Learners ◽  
Attitudes Toward Learning ◽  
Positive Attitudes

Abstract.This qualitative case study aimed to examine the effects of using a mobile application (WhatsApp) on on Turkish EFL learners’ BALL. This study demonstrates that following 4-week WhatsApp EFL classes changed 40 Turkish EFL learners’ BALL. Open-ended questions and a focus group interview were used to collect the data. The findings showed that students’ opinions towards using such mobile devices and applications in classrooms are positive and they changed their BALL. It is implicated that such applications can help students to develop positive attitudes toward learning EFL.Keywords: mobile application, health, qualitative study, education.

scholarly journals Identity, Motivation and English Learning in a Japanese Context

2017 ◽  
Vol 7 (4) ◽  
pp. 18 ◽  
Author(s):  
Nooshin Goharimehr
Keyword(s):  
Language Learning ◽  
English Language ◽  
Influencing Factor ◽  
English Language Learning ◽  
English Learning ◽  
Efl Learners ◽  
Self Confidence ◽  
Positive Attitudes ◽  
L2 Motivational Self System ◽  
Integrative Motivation

Founded upon motivation, identity and self theories, this qualitative case study explored the motivational self systemand identities of Japanese EFL learners and their influence on motivation and English language learning. Data wascollected through online surveys among 22 graduate and undergraduate university students. The survey resultsindicated high motivation, international orientation and positive attitudes toward English language learning. Thethematic analysis of students’ detailed responses to the open-ended questions showed a stronger instrumentalmotivation and lack of desire to join and identify with the English communities and culture. International orientationappeared to be a better measure of motivation as opposed to integrative motivation. Moreover, the learners hadinhibitory factors operating against English learning motivation and speaking practices such as anxiety and lowlinguistic self-confidence. Resistance to new cultural identities or identity conflicts resulted from different culturalcontexts show to be an influencing factor in L2 learning. In sum, combining Gardner’s views on motivation,Norton’s conceptions of identity and Dörnyei's L2 Motivational Self System together with qualitative approachesmight render a deeper understanding of motivational barriers of Japanese EFL learners.

scholarly journals EFL Learners’ Perspectives on the use of Smartphones in Higher Education Settings in Slovakia

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Rastislav Metruk
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Population ◽  
Smart Devices ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes

MALL (Mobile assisted language learning) affords new opportunities for EFL (English as a foreign language) learners and teachers. Research on MALL is still in its infancy in Slovakia, and this paper attempts to fill in this gap by examining students’ perception and attitudes towards the use of smartphones for the purposes of learning and practicing English. The target population of this study constituted of the Slovak university EFL learners whose major was Teacher Training of English Language and Literature (n = 77) at a Slovak university. The research method employed to achieve the objectives of this study was a 5‑point Likert scale questionnaire, comprising of two sets of statements: general and out‑of‑the‑classroom statements with a total of 29 items. The research results for both sets of statements imply that the participants display moderately positive attitudes towards smartphones in the context of EFL learning. However, the findings also reveal some issues surrounding the perception and potential use of smartphones such as the inability to plan students’ language learning appropriately and effectively, general underuse of smartphone apps, or problems related to practicing speaking skills. The results further suggest the immediate need to develop and enhance the awareness of smartphones and their potential in the process of teaching and learning English so that the EFL learners can utilize considerable opportunities these smart devices offer. Finally, the limitations of this study are recognized, and it is emphasized that conducting further research in this area is urgently needed.

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