Acquisition Of English Language Skills Research Articles

HOST COUNTRY LANGUAGE ACQUISITION AMONG FIRST-GENERATION YAGLIDERE IMMIGRANTS IN THE USA AND THE MAINTENANCE OF THE TURKISH LANGUAGE IN SUCCESSIVE GENERATIONS VIA SOCIAL NETWORKS

This article investigated the effect of the social networks of Yaglidere Turkish immigrants on language acquisition and the maintenance of heritage languages by successive generations in the USA. The study was conducted in the cities of Patterson and Burlington between January 2018 and July 2018. This research used qualitative research methods to analyze ethnographic interviews and participant observations. Data were collected using participant observation and informal talks with immigrants conducted in different informal settings such as participants’ houses, their restaurants, and other cafes in Burlington and Paterson. The interviews lasted from 40 to 90 minutes. Questions were open-ended and focused on the role of social networks in the acquisition of English language skills. In order to analyze the resulting data, the audio recordings were transcribed and translated into English. The interviews were first transcribed into Microsoft Word files and then imported into Maxqda, a software program for qualitative analysis, where the data were coded for study. The results indicated that even though social networks have destructive effects among first-generation immigrants, they have undeniable constructive effects on language maintenance in other generations. So, what is destructive for the first generation turns into constructive for the other generations.

Adapting Multisensory Techniques for Dyslexic Learners in English Language Learning: A Case Study Approach

This research investigated the effects of using multimodal teaching methods on the acquisition of English language skills in dyslexic students residing in the Asir area of Saudi Arabia. A quantitative study methodology was used to evaluate the language competency of 30 dyslexic learners before and after the application of the strategies. The learning outcomes were assessed by a comprehensive study that included paired t-tests, Pearson's correlation, multiple regression analysis, and ANCOVA. The findings demonstrated a substantial enhancement in students' performance after the intervention. Moreover, it was observed that the frequency of using the strategies directly correlated with the speed of development. The findings of the multiple regression analysis showed that the frequency of use was the most important predictor of the learning outcomes. Finally, the ANCOVA analysis revealed that different strategies are efficacious when considering students' beginning competence levels. Teachers are advised to include these tactics in their teaching methods and get individualized training on the topic. Ultimately, this research enhances the area of special education by providing substantiated proof that the use of multimodal instruction may provide positive outcomes when educating dyslexic adolescents.

The interaction between language identity, pedagogy, and the effects on indigenous languages (Urdu and Sindhi): A case study of undergraduate institutes of Sindh, Pakistan

The purpose of the article is to examine the correlation between language and identity, as well as the influence of English language instruction in Pakistan on Pakistani linguistic identities. While English language learners use a variety of teaching and learning strategies, they also come from a range of socioeconomic backgrounds and have varied learning objectives. The data collection involved two hundred undergraduates from each of the two campuses of the University of Sindh, one located in Jamshoro and the other in Hyderabad, Sindh, Pakistan. Additionally, interviews were conducted with five English language instructors who were all affiliated with the University of Sindh. Qualitative methods were utilized by the researcher for this investigation. The researcher employed two survey questionnaires, one for teachers and one for students, as a crucial tool for data gathering. The findings of the article demonstrate that language plays a significant role in expressing one’s social or personal identity, serving as a single characteristic of language usage for identification. Moreover, the article also examined the influence of English on two Pakistani languages, Urdu and Sindhi. Following the acquisition of English language skills, individuals may perceive changes in their level of competence, communication style, and value systems. The inclination towards code-mixing in public discourse can be attributed to the English language, as Pakistanis are highly conscious of their social status and aspire to appear well-educated.

Exploring Learning Autonomy: An Investigation into the Perceptions and Practices of ENCG Students in the Acquisition of English Language Skills

This study investigates the notion of learner autonomy in EFL in the Moroccan School of Business and Management (ENCG). The concept of autonomy aims to empower learners to possess the necessary life skills such as critical thinking, problem solving and creativity to excel both personally and professionally. Learner autonomy was first introduced in the late 1970s and since then has been considered a learning goal in most educational curricula. In Morocco, all educational reforms, especially after 2000, have stressed the urgent need for key life skills to meet the requirements of the job market and globalised world. The present study examines the perceptions and practices of ENCG students towards learner autonomy in EFL. A sample of 662 ENCG students completed an online survey to gather quantitative data. Findings revealed that learners hold positive attitudes towards learner autonomy and they take part in activities depicting autonomous practices and behaviours. These students demonstrate a strong awareness of strategies that contribute to learner autonomy and exhibit motivation to independently acquire English language skills at ENCG. In summary, the research establishes a robust basis for the potential growth and expansion of learner autonomy across various universities in Morocco.

STEAM Education Concept in English Teaching Practice Process Based on Big Data Evolutionary Network Influence Analysis

INTRODUCTION: English language teaching in China is primarily traditional test-based education. Few teachers customize teaching activities according to the content and students' characteristics, which results in students' low interest in learning English and reduces their understanding and application of knowledge to the point that their speaking skills are generally weak. English is different from Chinese in that it combines skills and practice and covers a wide range of knowledge. It is a subject category that combines general knowledge of life with theoretical knowledge. Although it is only a language subject, in the process of learning it, students can also learn the human background, customs, history and culture of foreign countries, enriching their understanding of world culture.
 OBJECTIVES: Organic combination of the STEAM model and English teaching can promote academic innovation, on the one hand, to enhance learning hobbies from the aspect of learning needs and to cultivate students' comprehensive literacy, and on the other hand, the innovation of practice and concepts can enhance students' practical ability and innovation ability.
 METHODS: This study is based on big data evolutionary network influence analysis of STEAM education concept in English teaching time process analysis of students in the classroom participation, interest in learning English and learning self-confidence and the phenomenon of mismatch between the students' learning foundation, to enhance the student's classroom participation, the interest in learning English and self-confidence, the students' comprehensive literacy, and the acquisition of English language skills.
 RESULTS: STEAM + ELT practices + interdisciplinary teaching can be realized by organically combining STEAM education concepts across multiple subject areas.
 CONCLUSION: Designing appropriate English teaching activities based on the STEAM education concept and applying the theory in actual teaching activities can achieve the expected results.

Constructing a Demand-Driven College English Learning Environment in Higher Education Institutions

ABSTRACT This paper aims to introduce a new approach to enhance college English learning through an intelligent method that constructs a learning environment from a demand analysis perspective. The proposed model utilizes a bionic algorithm to structure the algorithm and adopts a highly efficient energy generation method to calculate the interaction energy. This study aims to find the optimal solution to the constraint problem by using a process of continuous generation, expansion, and replacement of magnetosomes. The methodology employed in this research involved constructing the college English learning environment in colleges and universities from a demand analysis perspective. This was achieved by analyzing the needs and requirements of college students and designing an ecological virtual learning environment (EVLE) that meets their demands. The findings of this study indicate that the proposed EVLE for college English is effective in improving the effectiveness of college English learning. The experimental verification results support the effectiveness of the proposed model in creating an interactive and engaging learning environment that facilitates the acquisition of English language skills. It is an innovative approach to college English learning that utilizes intelligent methods to construct a demand-driven learning environment that enhances students’ learning outcomes.

Teachers’ Perceptions of Blended Learning and the Acquisition of Language Skills in National and Extra-County Schools in Western Region, Kenya

In order to meet the 21st Century threshold of global quality education, there is a need to adopt more modern technology in the classroom; a need further aggravated by Covid-19 which recently interrupted education worldwide. It is against this backdrop and the unsatisfactory KCSE performance in languages, that this study sought to investigate Perceptions of Teachers on the use of Blended Learning in learners’ acquisition of English language skills in National and Extra-County schools in Western region, Kenya. The main objective was to establish Teachers’ Perceptions towards use of blended learning in enhancing learners’ acquisition of English reading and writing skills in National and Extra-County schools in Western region, Kenya. This study was based on Social Constructivism and Connectivism theories by Lev Vygotsky and George Siemens respectively. The sample was 32 Language Teachers;16 Principals; 4 CQASOs and 2 KICD language specialists. The study sample was 54 respondents selected through simple random and purposive sampling techniques. The design adopted was Descriptive Survey. Data was collected through 2 instruments: an interview schedule and a questionnaire. The data was analyzed using descriptive and inferential statistics using SPSS. For the purpose of analysis; the schools in the study were divided into High and Low Achievers’ schools. The study findings also showed that higher levels of acquisition of language skills in High Achievers’ schools were attributable to positive perceptions by teachers towards use of blended learning, for which a significant difference was established (t (32)=1.0067). The study concluded that the availability and frequent use of blended learning positively impact teachers’ perceptions towards the use of blended learning and influence learners’ acquisition of English language skills. This study recommends that the use of blended learning be encouraged and there should be sustained teacher professional development to equip teachers with relevant skills to enable them to use blended learning.

Factors to Consider in Syrian Refugee Families' Journeys to Social Inclusion: A Literature Review

This paper offers a review of the research literature on the experiences of young children and their families who left Syria as refugees and resettled in Canada. We identify five key factors that influence Syrian refugees’ experience of social inclusion within the context of the public-school systems as well as unveil the silences in and across the current studies. The five factors are pre-arrival experiences, mental health, social supports, acquisition of English language skills, and lack of preparedness of teachers and schools. Based on limited availability of research, we outline needed research to better understand social inclusion of Syrian refugee families with young children in Canada. There is a call to pay particular attention to their educational and social encounters.

Paper title: A Study on English Speaking Skills among the University Students in South Libya

English is an international language and it has grabbed the status of a link language in the globalized scenario. This is the reason why, acquisition of English language skills, especially the speaking skills, has been considered one among the important skills to be obtained by the learners where English is not the learners' mother tongue. This paper studies the English language speaking skills among the university students in south Libya, particularly in and around Brack, Alshatti region. Studying the factors that hurdle the students' English speaking abilities has been the problem of the research. The objective of this paper is to present the level of the university students in English speaking skills in the region in their day to day communication and suggest effective ways to improve their skills thereby. This study is conducted at the Faculty of Education, Brack, Sebha University, Libya. The researcher, being an English lecturer at the same faculty for more than three years, assesses the English speaking skills of the students through thorough interactive observation on a regular basis while teaching in the class and lists out the beneficial ways that can boost the English oral skills of the students. Hence, the recommendations are made on the basis of the qualitative analysis of the researcher’s observations.

PROMOTING ENGLISH LANGUAGE LEARNING AMONG LIMITED ENGLISH PROFICIENCY LEARNERS THROUGH MOVIES

English language learning in a non-native environment is always a challenge. This is especially so among limited English proficiency (LEP) learners. Despite having eleven years of instructions in English in primary and secondary school, there are still quite a number of LEP learners entering the university. This may be attributed to lack of exposure to the language, as classroom instruction alone is not sufficient for mastery of a second language. Although English is widely spoken in Malaysia, this does not apply to all communities, especially in rural areas. In such circumstances, watching movies in the target language can provide the necessary exposure, the ample amount of listening and reading in the target language, which provides the comprehensible input essential for language acquisition. Movies also come with closed captions, which not only help the learner recognize the words but also enable them to look up the words in a dictionary. An action research was conducted to investigate the effectiveness of using movies in a Foundation English course. This paper details the implementation of movie viewing in the course and presents the usability and appropriateness of using English movies in the acquisition of English language skills and creating cultural awareness among LEP learners. Finally, this paper highlights the learners’ responses regarding their experience in watching the movies. These responses provide invaluable insights into the impetus for future use of movies in the ESL classroom. Keywords: Comprehensible input; Cultural awareness; Limited english proficiency (LEP) learners; Language skills; Movies.

Effects of Reading Literacy Resources on Acquisition of English Language Skills among Grade One to Three Learners with Hearing Impairment in Western Kenya

Since the year 2016, the results of Kenya Certificate of Primary Education have shown that learners with hearing impairment in Western Kenya perform poorly in English Language. The results for 2016 showed that these learners scored a mean of 26.78 in 2016 and a mean of 25.98 in 2017. Scholars correlate under performance in languages with unavailability of early reading literacy resources. Children with hearing impairment need linguistically rich environments in order to acquire sign language. Acquisition of their first and second language affects their literacy development. This study was guided by the Krashen’s theory of second language acquisition developed. He postulates that the acquisition of a given language has to occur within some environment setting and in consonant with the social aspects of the human existence. The study sought to determine the effect of available professionally trained personnel on acquisition of English language skills among learners with hearing impairment in Western Kenya. The researcher used a mixed methods approach and Stratification to randomly sample 63 teachers of English language, 100 learners with HI, 9 head teachers, 4 county education officials and 24 non-teaching staff. Split-half split testing was used to test reliability while face and content validity of the research instruments was ensured by the supervisors. Data was collected using questionnaires, observation and interview schedules. It was analyzed both descriptively and inferentially and reports presented in narrative form. Results showed that over 53.3% (32 out of 60)respondents contended that teachers have not been effectively helping grade one to three learners with hearing impairment to develop English language skills reading using available literacy resources in western Kenya. The teaching staff had significant positive linear relationship of 18.9% (r = 0.189**, P<0.01) with acquisition of English language skills therefore significant low influence led to a conclusion that most teachers were not fully utilizing their acquired skills in instructing learners in schools for hearing impaired in special schools in Western Kenya. The researcher recommended that teachers in special schools in western Kenya should be encouraged to fully utilize their acquired skills to improve the learners’ literacy skills.

Language made fun: supporting EAL students in primary education

Acquisition of English language skills is vital for the successful integration of children into English-medium Education. Newcomer children who are not proficient in the language of instruction may be left vulnerable to exclusion in the classroom and long-term educational failure (McEachron 1998, Paradis 2005). Targeted linguistic support can increase access to education by prioritizing the development of core linguistic skills such as vocabulary and grammar. ‘Language Made Fun’, is a joint Ulster University-Barnardos initiative that was developed to investigate English vocabulary and grammar development in a group of newcomer children from various language backgrounds. To address the needs of these children, we developed an individually tailored language intervention programme to facilitate English language development as part of a wider Barnardos family support programme for newcomer pupils and their families. Trained undergraduate student volunteers from both Linguistics and Speech and Language Therapy delivered the interventions for the children. We used formal and informal assessment tools to measure language progress. Main positive outcomes included improvements in receptive vocabulary, morphology, receptive and expressive syntax including an increase in sentence length and complexity. These findings indicate the potential value of an intervention programme such as 'Language made fun', which could be implemented more widely in educational contexts to help support newcomer pupils and their families and teachers.

Making sense of ESOL policy: Tutor perspectives

This paper explores tutor perspectives on ESOL (English for Speakers of Other Languages) learners in the UK. Government policy towards ESOL is increasingly driven by an ideology in which citizenship is conflated with the acquisition of English language skills. Underpinning this way of thinking are concepts of Othering and deficiency. My research aimed to investigate how tutors “make sense” (Spours, Coffield, & Gregson, 2007; James & Biesta, 2007) of ESOL policy in the UK, how this informs tutors’ attitudes towards English language learners, and to understand the potential impact that such attitudes could have on learners. The study demonstrates that tutors are influenced in their attitudes towards their learners by the persistent external issues of funding and the contradictory discourse implicit in ESOL policy. Such attitudes can have a tangible effect on learners.

Adapting the SILL to measure Estonian learners’ language learning strategies: the development of an alternative model

ABSTRACT The acquisition of English language skills may be supported by instructing learners in the use of language learning strategies (LLS). Researchers have presented different taxonomies of LLS but evidence of their validity is controversial. The goal of the study is to test an Estonian version of Oxford's Strategy Inventory for Language Learning (SILL), modify the original SILL model based on Estonian data and then check the validity of the revised instrument (Est -SILL) in predicting learning outcomes. The results of a confirmatory factor analysis indicated that a modified and re-specified six-factor model (Est-SILL) provided an acceptable fit for the data. The Est-SILL revealed three strategy groups similar to the original SILL and three new strategy groups similar to definitions developed by Cohen and O'Malley and Chamot. Correlation analysis revealed moderate correlations between all four language skills and both the new categories of ‘active language use’ and ‘connecting’ strategies. Surprisingly, metacognitive and compensation strategies did not correlate with any language skills.

Hispanics at the Starting Line: Poverty among Newborn Infants in Established Gateways and New Destinations

High rates of Hispanic fertility raise an important question: Do Hispanic newborn babies start life’s race behind the starting line, poor and disadvantaged? To address this question, we link the newborn infants identified with the new fertility question in the 2006–2010 American Community Survey (ACS) to the poverty status of mothers. Our results document the disproportionately large share (40 percent) of Hispanic babies who are born into poverty. The prospect of poverty is especially high in new Hispanic destinations, especially those in rural areas. For Hispanic newborn babies, poverty cannot be reduced to supply-side explanations that emphasize maladaptive behavioral decision-making of parents, that is, nonmarital or teen childbearing, low educational attainment, acquisition of English language skills, or other dimensions of human capital. Hispanics in new destinations often start well behind the starting line—in poverty and with limited opportunities for upward mobility and an inadequate welfare safety net. The recent concentration of Hispanic poverty in new immigrant destinations portends continuing intergenerational inequality as today’s newborn infants make their way to productive adult roles.

The Potential of E-Learning in Meeting the Needs of Migrant Communities

Migrants have a better quality of life if they can speak the language of their new country. Much emphasis has been placed on the acquisition of English language skills, but there are other countries such as Saudi Arabia, where Arabic is needed as a second language. The Saudi government has been investing heavily in e-technology and this paper shows that online learning can effectively be used for foreign language learning. A small component of face to face learning can add further value. This is significant if providing language learning access to migrant communities, as they may not always be able to attend classes on a regular basis, and there are economic reasons on the part of local governments or employers to find viable options for reducing costs. Findings from this study indicate that language learners also appreciated the bonus features that came with the online courses, including an improvement in computer skills and ready access to translation through online dictionaries.

English Studies in Turkey: An Assessment

This paper assesses the present state of English studies in contemporary Turkey. It begins by noting the Head of Turkey’s Higher Education Board’s admission of the Board’s failure to improve higher education. The paper then confirms the Head’s position, first finding the acquisition of English language skills to be generally unsatisfactory among students and also among locally educated faculty members. It ascribes this problem to poor language-teaching practice, which tends to rely too much on translation. This paper also notes the misconception of viewing English studies as a domain of knowledge rather than as a field of study. It argues that these problems have global implications and arise in relation to the global history of English studies. It undertakes a detailed examination of “Minute on Indian Education,” in which Macaulay presents English literature as a new and potentially edifying subject for higher education and a powerful instrument for more effective imperial management. It then places Macaulay’s proposal in relation to Gayatri Spivak’s recent advocacy of “aesthetic education.” The paper shows that English studies in Turkey tends to conform to the Macaulay model, using scholarly articles published in Turkey to evidence the key elements of the argument. The paper ends with a suggestion that Turkish scholars with Anglophone-world degrees may help Turkish scholarship in the humanities approach international standards of quality and achievement.

Effect of Computer-Use in Teaching on Acquisition of English Language Skills among Secondary School Students in Ife North Local Government Area of Osun State

The paper examined the pattern of English language teaching in the secondary schools in Osun State. It also assessed the impact of the use of computer in teaching the subject on the acquisition of English language skills among students. A total of 150 students were involved in the study. This sample was drawn from three secondary schools in Ife North Local Government Area of the State in southwestern Nigeria. The schools were split into two groups with one group exposed to the use of computer as the experimental group and the other as the control group. An inventory to determine the effect of the computer use was employed to collect data. The study found out that the common pattern of English language teaching in secondary schools in Osun State was the conventional chalk and talk approach. It also found out that the use of computer in teaching English language brought significant improvement in students’ learning of the subject. The study concluded that the use of computer in teaching provides an avenue to enhance students’ learning of English language. DOI: 10.5901/jesr.2014.v4n6p443

The Influence of Mother-Tongue Maintenance on Acquisition of English Language Skills among Day Secondary School Students in Imenti South District, Kenya

In Kenya, English is a very crucial language. For a long time English has been the sole official language in the country, but after the promulgation of the new constitution in 2010, Kiswahili was accorded the status of an official language too. English is a compulsory subject in secondary school education. Proficiency in English is very critical for a student who wishes to compete favorably with other learners in the country for prestigious careers and consequently jobs. In Imenti South District day schools, little is done to enforce the use of English among students’ interaction in their day today activities. The study established that mother-tongue maintenance influenced the acquisition of English language skills in day secondary schools. Since mother-tongue is a hindrance to the acquisition of English language among day secondary school students, the study recommends that school administration and teachers should enforce rules to limit the use of vernacular in students’ interaction. It is the responsibility of the school administration to ensure that students use English language while in school. Other programs in school like debates and discussions should be put in place to build confidence and proficiency in students in the use of the English language.

(Un)Common Ground?: English Language Acquisition and Experiences of Exclusion Amongst New Arrival Students in South Australian Primary Schools

Much of the existing research examining the acquisition of English language skills amongst refugees and other newly arrived migrants, both in Australia and internationally, assumes a relatively straightforward relationship between English language proficiency and inclusion within the broader community. This article presents contrary findings from a study of two South Australian primary schools with New Arrivals Programmes (NAPs). By examining data from both a questionnaire administered to teachers and ethnographic observations of children at play in the school yard, the findings presented here suggest that students in NAPs will be differentially invested in learning English according to the degree of exclusion they experience in the school environment and the impact this has upon their perception of the value of learning English as a mode of engagement. In response, the article calls for an approach to education that is situated in global contexts of colonisation and power relations, and where the terms for inclusion of NAP students are mutually negotiated, rather than predetermined.