scholarly journals Beliefs about Language Learning and Strategy Use: The Case of Iranian Non-English Majors

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Zargham Ghabanchi ◽  
Elham Naji Meidani
Keyword(s):  
Language Learning ◽  
Strategy Use ◽  
English Majors ◽  
Beliefs About Language Learning

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

scholarly journals Debatable Issues of English Writing Apprehensions: A Qualitative Study of Taiwanese English Majors’ Perspectives

2017 ◽  
Vol 11 (1) ◽  
pp. 33
Author(s):  
Grace Hui Chin Lin ◽  
Patricia J. Larke ◽  
Douglas S. Jarvie ◽  
Paul Shih Chieh Chien
Keyword(s):  
Language Learning ◽  
Negative Impact ◽  
Advanced Level ◽  
English Writing ◽  
Emotional Factors ◽  
Writing Course ◽  
English Majors ◽  
Key Issues ◽  
Southern Taiwan ◽  
Time Restriction

Anxiety (e.g., Dallos, 1976, 2006; Krashen, 2003, 2016) sometimes might be unavoidable in the learning process, because the cognitive and intellectual systems are usually connected with emotional factors. This empirical study was conducted in an English majors’ advanced-level writing course to explore relevant explanations about why Taiwanese university students experienced “anxiety” (Tomlinson, 1981, 2016). Seventeen participants of junior grade at a southern Taiwan university had cooperated with their teacher to examine their anxiety occurring during writing in English. The findings discovered five key issues explaining their apprehension including mentioned (1) time restriction, (2) teacher evaluation, (3) peer competition, (4) uninteresting writing topics. The fifth factor repeated by most of the student is displayed by this study. The study implies the anxiety should be a negative impact upon language learning.

scholarly journals The Relationship between Socio-Economic Status, General Language Learning Outcome, and Beliefs about Language Learning

2016 ◽  
Vol 9 (2) ◽  
pp. 89
Author(s):  
Mohsen Ghasemi Ariani ◽  
Narjes Ghafournia
Keyword(s):  
Socioeconomic Status ◽  
Language Learning ◽  
Language Proficiency ◽  
Measurement Errors ◽  
Economic Status ◽  
Learning Outcome ◽  
Practice Test ◽  
Postgraduate Students ◽  
Beliefs About Language Learning ◽  
Iranian Students

<p class="apa">The objective of this study is to explore the probable relationship between Iranian students’ socioeconomic status, general language learning outcome, and their beliefs about language learning. To this end, 350 postgraduate students, doing English for specific courses at Islamic Azad University of Neyshabur participated in this study. They were grouped in terms of their socioeconomic status. They answered a questionnaire in which they indicated their beliefs about language learning in different contexts of language use. Besides, a general language test of proficiency (a Practice test of a TOEFL Test) was administered to all the participants to homogenize them in terms of general language proficiency or general language learning outcome. The quantitative data were subjected to a set of parametric statistical analyses, including descriptive statistics and factor analysis. The findings manifested a positive relationship between the students’ economic status and general language learning outcome. Besides, the findings manifested a significant relationship between the participants’ language learning outcome and their beliefs about language learning. The findings suggest if language instructors are equipped with the necessary information to assist language learners in coping with their negative beliefs, the process of language learning is not only accelerated, but also probable measurement errors may decrease.</p>

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