Basic Language Skills Research Articles

THE EFFECT OF WRITE “D” TECHNIQUE TO STUDENT’S WRITING SKILL IN COVID-19 ERA

This study is aimed purposes to measuring whether There is a significant effect of Write “D” technique to the students’ writing skill. The writing achievement students of the third semester in healthy department are relatively low. Interview with the students indicates that writing is the most difficult subject of the four basic language skills of listening, speaking, reading, and writing. In this research, the writer use experimental research method by random sampling of the student class are determined as experiment groups (X) and control group (Y). In the experimental group was given special treatment in the learning process is carried out byWrite “D” Technique, while the comparison group will give conventional, where the students would be give a pretest before starting the treatment healthy department of wiraraja university of Sumenep. At the end of treatment, the writer gave the students a test, which is called posttest. To Achieve the four purpose of the study, the data will be analyzed by T-test analyses with the help of SPSS.20. The result turned out to confirm that there is effect on the Writing “D” to the student Writing skill. The result of the computation show. Write “D” mean value is 16,6 higher or better than Control Group (Conventional) that have mean value 15,96.

ANALYSIS OF THE USAGE OF HANYU JIAOCHENG TEXTBOOK IN THE EIGHTH GRADE AT KALAM KUDUS JUNIOR HIGH SCHOOL, BANDUNG

Mandarin is the second international language that is widely studied in schools. Mandarin is unique in its tone, Han characters, and how it is pronounced. In learning a language, textbooks are needed that are appropriate to the level of the learner. Many schools include Mandarin as both intra-curricular and extra-curricular activities, one of which is Kalam Kudus Junior High School, Bandung, with the aim of learning to target students to have four basic language skills namely reading, listening, writing, speaking with balanced competence. Of course, they also expect their students to be able to recognize Han's characters. This study focuses on the analysis of the use of the Hanyu Jiaocheng Book in Grade 8 Kalam Kudus Junior High School, Bandung. This study uses qualitative research methods with data collection techniques in the form of interviews, questionnaires, and direct observation. From the research that the writers conducted, it was found that the Hanyu Jiaocheng textbooks used in Kalam Kudus Junior High School, Bandung, Bandung were still not relevant to the goals set by the school because the textbooks did not contain listening exercises, besides teachers and students found ithem difficult because the textbooks are in English as the descriptions. The writers hopes that this research can provide input to schools to review the Chinese textbooks used to improve the learning process of Mandarin in the future.

Writing proficiency in English as L2 in Spanish children with dyslexia

Different studies have demonstrated that people with dyslexia have difficulties in acquiring fluent reading and writing. These problems are also evident when they learn a second language. The aim of our study was to investigate if there is a linguistic transfer effect for writing in children with dyslexia when they face tasks in English (L2), as well as the possible influence of other linguistic skills (spelling, vocabulary and reading) in English (L2) and in Spanish (L1). Participants completed a series of tasks both in Spanish and English: a picture naming task, a word reading task, a word spelling task, and a written composition of which we analysed its quality through different variables provided by the Coh-metrix software. Our results revealed that children with dyslexia show similar or parallel performance in written composition in both languages, which could imply a language transfer effect from L1 and L2. Besides, basic language skills are related to the characteristics of written composition to a greater extent in English than in Spanish, suggesting the impact of these on the quality of written composition.

Objectives and Related Requirements of College English Teaching: A Comparative Textual Analysis of College English Curriculum Requirements and College English Teaching Guidelines (2020 Version)

In order to explore the longitudinal development of the objectives and their related requirements of college English teaching in the last nearly two decades in China, the author adopting the methods of literature reading and textual analysis, draws a diachronic comparison between the College English Curriculum Requirements and the College English Teaching Guidelines(2020 version). Through careful reading and analyzing, the key findings are that at least three-aspect similarities and differences respectively exist in the two documents. For the similarities, the teaching objectives and their related requirements in the two documents both reflect the value orientation of instrumentality, the attention to students’ autonomous learning as well as their comprehensive cultural literacy and the classification of three-level teaching requirements. However, as to the differences, firstly, special attention has been paid to the cultivation of students’ listening and speaking skills in the teaching objectives of the Curriculum Requirements, while humanity in the teaching objectives of the Guidelines(2020 version) has increasingly become a major value orientation; additionally, an overall description of three-level teaching requirements has been made in the Guidelines(2020 version) apart from the individual description of each language skill; lastly, the numbers have been taken full advantage of to quantify English proficiency(five basic language skills) of three levels in teaching requirements of the Curriculum Requirements. Drawing on these findings, some corresponding suggestions are provided with in this paper.

Ukrainian EFL Learners’ Use and Views of Electronic Dictionaries: a Case Study in Higher Education

Dictionary usage is one of the potential English as a foreign language learning strategy. The research paper investigates current tendencies in electronic dictionaries use for EFL learning at Ukrainian universities and the attitudes of Ukrainian students toward them. The scholars attempt to answer the following question: What are Ukrainian EFL learners’ use and views of electronic dictionaries? The current study aims to fill a gap in existing literature regarding Ukrainian EFL learners’ preferences and the use of different electronic dictionaries for language learning. The significance of this research lies in understanding the learners’ preferences and support of the electronic dictionaries will help to find effective teaching practices fostering student-centered approaches. We used a quantitative method to collect research data through online tools (Google forms). It was achieved due to analyzing responses to the survey-based questionnaire of 32 learners of Vinnytsia Institute of Trade and Economics of the State University of Trade and Economics, Ukraine. The findings suggest that students usually use various types of electronic dictionaries because they help them to develop four basic language skills. The participants preferred using electronic dictionaries as effective and motivating aids. We concluded that Ukrainian learners had a positive attitude toward electronic dictionaries implementation as they can improve both the teaching and learning process in educational institutions.

The Impact of Flipped Learning on L2 Learners’ Achievements: A Meta-Analysis

This study aims to examine the effects of flipped learning on L2 students’ overall academic achievements through meta-analysis. Forty studies (e.g., journal articles, M.A/Ph.D. theses and conference papers) on ‘flipped classroom’, ‘flipped learning’ and ‘academic achievement’ were included in this meta-analysis study. The data was analyzed by using Comprehensive Meta-Analysis Software. The random effects model was used in analyzing the overall effect size and the heterogeneity of the studies included in this meta-analysis. The results revealed that flipped learning has statistically significant effect on L2 learners’ academic achievements (g=1.303) compared to traditional learning approaches. This result does not differ according to publication type, educational level and four basic language skills and sub-skills, but it differs according to sample size of the selected studies.

Impact of Vocabulary Teaching Approach in Turkish Curriculum on Turkish Textbooks and Use of Technology in Vocabulary Teaching

Knowing a word means knowing its pronunciation, spelling, concept area, and meaning layers. Vocabulary is never an area that can be learned completely by individuals; rather it is a field that expands and deepens throughout life. Vocabulary teaching requires much more than just looking up words in a dictionary or using them in a sentence. Vocabulary is formed either by coincidence through indirect exposure to words or by deliberate and planned acquisition of certain words with vocabulary learning strategies. In this respect, the materials and lesson plans for teaching vocabulary should be prepared to enable the individual to comprehend words with multiple meanings and to use them effectively. Because the vocabulary of an individual will directly have an impact on effective use of four basic skills of the language (listening, reading, speaking, and writing). In this study, the approach of the Turkish curriculum and Turkish textbooks to vocabulary teaching is examined and the areas of utilisation of web 2.0 tools in vocabulary teaching are exemplified within the scope of technological development. This research is a qualitative study using the data which were collected through document analysis. Data collection sources are Turkish course curricula and secondary school Turkish textbooks. Results of the study show that, there is a conflict between the curriculum and the textbook in terms of vocabulary teaching; the vocabulary teaching activities are monotonous and are predominantly associated with the reading skill which is just one of the four basic language skills; Turkish textbooks lack addressing to related technological tools. Moreover, the planning of vocabulary teaching in the Turkish curriculum is not clear enough. In this context, the present study introduces various web 2.0 tools for the interest of curriculum developers, textbook authors, and Turkish teachers to effectively teach vocabulary.

Enhancing the language skills of tribal welfare residential school students through the theory of multiple intelligences: A study

In the present paper the researcher tries to explore how different English language skills can be developed through Howard Gardner’s Multiple Intelligences Theory, the background of the students studying in tribal welfare residential schools and the background of Tribal Welfare Residential Schools in Telangana State. The researcher in this paper has proposed few activities based on the MI for effective learning of language. Still there are first-generation students and have difficulty in getting the required mastery over English as second language particularly in various language skills. This paper tries to explore the possibilities to improve the basic language skills i.e., listening, speaking, reading and writing through Multiple Intelligences Theory proposed by Howard Gardner in 1983 and his later edition in 1991.The researcher has chosen two different lessons to create activities from the prescribed textbook and the activities are analysed with Diner menu principles to create the special interest towards the language skills so as to improve the English language of students.

Evaluation of the Turkish course curriculum (middle school 5, 6, 7 and 8th grades) in terms of basic language skills outcomes

This research was created to evaluate the basic language skills of the 2019 Turkish curriculum in terms of listening, speaking, reading and writing outcomes. These outcomes were examined in numbers, qualifications, distributions by classes and differentiation aspects. In the study, which is a qualitative study, the data in the Turkish middle school program were discussed with document review. Content analysis of the obtained data was carried out, and percentage and frequency values were also calculated. As a result of the research, it was determined that there was a total of 289 outcomes in the curriculum, 52 of which were related to listening/watching, 28 of which related to speaking, 142 of which related to reading and 67 of which related to writing skills. However, it has been found that the majority of outcomes are repeated exactly without changing as the class level increases. Accordingly, it was determined that the 289 language skills outcomes in the program consisted of 109 outcomes. Based on the research findings, it has been suggested that all of the basic language skills outcomes should be given equal weight in the Turkish course curriculum, especially to increase the inclusiveness of the outcomes of speaking skills.

An Analysis on Students’ Ability in Writing Descriptive Text

English is the language used by almost everyone. In Indonesia, English is the first foreign language and a required subject in schools. Nowadays, not only a foreign language but also taught from secondary up to university. Learning English aims to master the four basic language skills of listening, speaking, reading, and writing. Students also begin to interact with others at the college level, they begin to learn to communicate in writing (Rianti 2016). In this section, the author focuses on writing. This research is a descriptive method. According to Nazir (1988:63) says that Descriptive method is a method of researching the status of a group of humans, an object, a set of conditions, a system of thought, or a class of events in the present. The purpose of this descriptive study was to create a description, picture, or painting in systematic, factual, and accurate information on the facts, properties, and relationships among the phenomena investigated. This research was conducted in SMA 2 Bangkinang Kota, located in Abdul Shaleh N0. 55, Bangkinang, Kampar, Riau. The total of students is 28. They consist of 12 males and 16 females. The main concern of this research was focused on the Analysis of students'' writing skills of descriptive text in the second grade of SMA 2 Bangkinang Kota. In this discussion of the result of students'' scores on writing ability of descriptive text. The result of the tests for the students was fair. Score the range showed that the mean score of test 1. The test of the students is categorized as good and fair. It means the level of excellence is no students or 0 % students. The level good is 8 or 32 % students. The fair level is 20 or 80 % students. From the discussion above the level of students in the test are fair. The student''s problems in writing skills of descriptive text are the student''s lack of vocabulary, which indicates the students did not bring a dictionary during when learning process and the students think that English vocabulary is hard to be learned. The students should always bring a dictionary when English learning. As already mentioned in the first chapter, the aim of this study are to describe students’ ability in writing a descriptive text focused on Content, Grammar, Vocabulary, Organization, and Mechanics in the Second Grade of SMA 2 Bangkinang Kota. The researcher would like to conclude that 28 students at XI IPA 3 in SMA 2 Bangkinang are fair in writing descriptive text. Based on the data presentation and the previous chapter, the researcher gets a conclusion of the research. The students'' writing skill in the descriptive text is fair. The result shows the mean score of the test is 69. It is classified that the students writing skills in the descriptive text of test are fair to level.

Investigation of Listening Texts and Activities in Turkish Textbooks in accordance with Turkish Curriculum

Temel dil becerilerinin geliştirilmesi için ders kitaplarında dört temel dil becerisi ve dil bilgisine yönelik metin ve etkinlikler yer almaktadır. Söz konusu metin ve etkinlikler Türkçe Dersi Öğretim Programında yer alan kazanımları öğrencilere beceri olarak yansıtabilmek için hazırlanmaktadır. İlgili beceriler içerisinde dinlemenin yeri oldukça önemlidir. Diğer dil becerilerinin gelişimine doğrudan katkı sağlamaktadır. Bu sebeple ilgili çalışmada 2021-2022 eğitim öğretim yılında beşinci ve sekizinci sınıf düzeyinde Türkçe dersinde okutulan ders kitaplarının programda yer alan kazanımları yansıtma durumu ele alınmıştır. Doküman analizi kullanılan ilgili çalışmada Anıttepe Yayıncılık ve Millî Eğitim Bakanlığı tarafından hazırlanan ders kitapları inceleme nesnesi olarak ele alınmıştır. Bununla birlikte 2021-2022 eğitim öğretim yılında Türkçe dersine giren öğretmenlerin konu ile ilgili görüşleri alınmıştır. İncelemeler sonucunda ders kitaplarında yer alan metin ve etkinliklerin programda yer alan kazanımları yansıtma noktasında yetersiz olduğu ve dinleme/izleme araçlarının niteliğinin iyileştirilmesi gerektiği sonucuna ulaşılmıştır. Çalışmanın son kısmında konu ile ilgili olarak öneriler sunulmuştur.

Comparison of critical thinking dispositions of gifted students in support education (enrolled with SACs) and formal education

Critical thinking is the ability of individuals to reason against events, facts, situations, and to analyze and evaluate problem situations. It is the ability to reveal the difference between the arguments between the lines and rhetoric while using elements such as reading, writing, speaking and listening, which are the four basic language skills. The main purpose of this research is to determine the critical thinking dispositions of primary school students diagnosed with special abilities. In line with this main purpose, the relationships between students' grade levels, gender, number of siblings, education levels of parents, whether students are gifted or not, their ability to express their thoughts in the family and their critical thinking tendencies will be revealed. In the study, it will be structured using the survey model design, which is one of the quantitative research methods. With the survey model, the critical thinking tendencies of gifted primary school students will be determined in the research. In addition, the relationships between critical thinking dispositions and variables such as grade level, gender, number of siblings, education level of parents, ability to express their thoughts at home will also be examined. The study group of the research consisted of third and fourth grade students studying in the provinces and districts of Tokat and receiving education in Science and Art Centers with 55 special talents, and 187 students with average talent. Thus, a total of 242 students took part in the study group of the research. The data in the research were obtained by using the 'Critical Thinking Tendency Scale for Primary School Students' developed by Uluçınar and Akar (2021). Consisting of 18 items in total, the scale consists of four sub-dimensions. Alpha reliability coefficient of the scale was found .80. The data obtained in the research were analyzed with the help of SPSS package program. Before starting the analysis of the data, normality analyzes were made and as a result of the analysis, Independent Sample t-Test and ANOVA tests were used for the data showing normal distribution of the data. The Kruskal Wallis Test was applied to the data that were not normally distributed. According to the research findings, the critical thinking dispositions of the gifted students were at a good level. No statistically significant difference was found between the critical thinking dispositions of gifted students and the sub-dimensions of the scale, as well as their grade levels, gender status, number of siblings, and parental education status. A significant difference was found in favor of the gifted students between the Science and Art Center students who were diagnosed with special talent and those who continue their education in their regular schools. In addition, the critical thinking dispositions of special students who always express their thoughts in the family were significantly higher than those of the gifted students who sometimes express their thoughts.

Implementation of Problem-Based Learning Model in Improving Speaking Skills for Part-Time Students at A Higher Education Institution in Semarang

<p><span lang="EN-US">The ability to communicate verbally is considered to be one of the important factors for basic language skills. This competency plays a significant role in oral communication. The purpose of this study was to determine whether or not the use of a model called Problem-Based Learning (PBL) might help students enhance their speaking ability. PBL is one of the learning models that can be used in language classes because the focus of the learning model is involving students in the learning process. The PBL model encourages meaningful interactions for the working students who study in part-time class as the special program. Since the students must be trained to practice speaking English. Therefore, speaking competence can be achieved through the activities. Observation and a questionnaire were the two techniques that were used to collect the data. The results showed that the PBL model used by the lecturer in the teaching and learning process that focuses on the discussion to get the alternative solution deeply can make students understand every detail in practicing speaking with real-life issues that require real-life solutions. Thus, this study implied that PBL as a learning model for English subjects was appropriate to make students fluent to communicate in English</span></p>

The Effect of English Admission Test and Various Variables on Foreign Language Skills of Students

This study compares students' foreign language proficiency according to several criteria and the role of the English Admission Test (EAT). The predictive correlational research design, one of the quantitative research methods, was used in this study. The study group consisted of 81 undergraduate students studying in the English Language Teaching Department of a state university in southern Turkey. The English Proficiency Test (TELP) developed by the researchers and the EAT scores were used as data collection tools. The validity and reliability analyses of the test were conducted using jMetrik, a data analysis software for classical test theory and item response theory, and the item difficulty and discrimination values, as well as the KR-21 reliability coefficients, were calculated. In line with the findings, it was concluded that the relevant test is a reliable and valid measurement tool. According to the findings, the English Admission Test scores predicted students' total TELP and reading test scores but not their listening, writing, or speaking scores. Besides, the students who received the English preparatory training performed better on the speaking and listening tests than those who did not. Finally, male students outperformed female students on both the total of English Proficiency Test and the reading test but not on other tests. In parallel with the results of the research, some suggestions were put forth. Accordingly, a test that successfully measures four basic language skills is needed in order to fully measure the target language skills of the students who will study in the field of language education. For this purpose, the content of the Foreign Language Test (YDT), which is currently in use, can be expanded to make multidimensional measurement and questions measuring different language skills can be added to the test. In order to facilitate the transition process and prepare the infrastructure, language skills can be added to the test gradually or multidimensional question types that measure more than one skill can be used.

A STUDY ON DIFFICULTIES IN PARTS THREE AND FOUR OF THE END OF COURSE ORAL TEST FACED BY FIRST YEAR STUDENTS AND SOME SOLUTIONS

Nowadays, English is the most popular language in many countries all over the
 world. It is used as an official language in many fields such as economics,
 politics, science, technology, sports, entertainment and many others.
 Moreover, it has also become a compulsory subject in the curriculum of many
 worldwide schools, colleges and universities. However, it is not easy to study
 and employ a foreign language. Particularly, in all four basic language skills,
 Speaking skill can be considered to be a significant one which requires
 learners to spend very much time learning and practising and most students
 face difficulties when presenting their ideas as well as expressing opinions in
 English, especially in the End of Course Oral test. This research therefore aims
 at studying the first-year English-majored student‟s problems in taking part in
 Part three and Part four in the End of Course Oral test at University of Foreign
 Language Studies - The University of Danang. This study also tries to find out
 the useful strategies to help first-year students to overcome these issues. The
 sample of the study consisted of 100 students at Faculty of English, University
 of Foreign Language Studies - The University of Danang. The research uses
 questionnaires, interviews and documents related to the issue as the tools of
 data collection in order to analyse difficulties and problems encountered when
 students take part in Parts three and four in the End of Course Oral test of the
 first-year students, Faculty of English, University of Foreign Language Studies
 - The University of Danang. The results of this study revealed that the
 students at Faculty of English, UFL - UDN face many problems related to the
 End of Course Oral test of English Integrated Skills B1.2, particularly Part 3
 and Part 4 such as Lack of Vocabulary, Lack of Grammar, Lack of Coherence
 and Fluency, Poor Pronunciation, Insufficient knowledge or experience on
 some topics, Poor Communication skills in English, Poor analytical and problem
 solving skills and Lack of Confidence when Speaking. This study also
 presented some of appropriate solutions for students to overcome these
 difficulties in the End of Course Oral test and improve the weakness in
 Speaking skill such as practicing speaking English inside and outside the
 classroom effectively, using the modern social media to communicate in
 English.

Implementation of Task-Based Language Teaching Approach in Pakistani University Classrooms

This research involved the impact of the implementation of task-based language teaching (TBLT) in Pakistani university classrooms. The study analyzed the effects of TBLT on learning four basic English language skills: listening speaking, reading, and writing. A case study was designed to evaluate the effects of TBLT on learning language skills at the university level. Pre-test and post-test were conducted to analyze the differences between experimental and controlled groups of students. T-test and ANOVA were applied by using Statistical Package of Social Sciences (SPSS) 2.0. to analyze the quantitative data. Integration of four language skills while conducting the tasks, excited the student interest, and resulted in better outcomes. Students improved their listening, reading, and writing skills more significantly as compared to speaking skills. The results were quite similar in both control and experimental groups with minor differences in speaking skills. The implementation of TBLT in language classrooms at the university level addressed the fundamental needs of the students and nurtured a conducive environment for learning language skills with understanding.

Kid-Learn

Mobile language learning (MLL) has become an active area of research. This paper reports on the development of a MLL application to teach basic English language skills to pre-schoolers. The MLL application provides an opportunity for students to gain skills such as reading, writing, listening, and speaking. Designing science research was adopted to provide methodological support to structure our work. The MLL application was developed following the five activities (explicate problem, requirements definition, design and develop artifact, demonstrate artifact, and evaluate artifact) of the design science research methodology. The key findings of the study revealed that mobile phones are an effective tool in the language learning domain, and the proposed MLL application can be used to teach basic language skills to pre-school students with ease.

An Examination of Pre-Service Teachers' Metaphorical Perceptions about Turkish Language Lessons Taught through Distance Education

This study aims to determine the mental images created by pre-service teachers regarding Turkish lessons taught within the framework of four basic language skills (listening, speaking, reading and writing) depending on the distance education practices carried out during the COVID-19 epidemic. In this study, phenomenology design, one of the qualitative research designs, was used. Criterion sampling, which is one of the purposive sampling methods, was used to determine the sampling method of the research. The study group of the research consists of 90 teacher candidates, 78 women and 12 men, who participated in the research voluntarily. Pre-service teachers' views on “Turkish lessons taught in the distance education process” were determined through metaphors. In this context, pre-service teachers “Turkish lessons in the distance education process… like/similar; because…” They were asked to fill in the open-ended question form. Content analysis technique was used in the analysis of the obtained data. The general findings of the research are 80 different metaphors related to the Turkish lesson of the teacher candidates participating in the research, and these metaphors were collected in 10 different categories. As a result of the analysis of the findings obtained from the research, it was determined that the pre-service teachers explained Turkish lessons with metaphors that could be described as positive for them, but they also produced some negative metaphors. Especially in the distance education process, it has been determined that negative metaphors are produced due to the problems related to application, communication, interaction, lack of motivation and technological infrastructure arising from systemic problems.

Pelatihan Keterampilan Bahasa Mandarin Bagi KaryawanPelaksana dan Karyawan Pimpinan Di PTP. Nusantara IV Persero Sumatera Utara

This service activity is entitled Mandarin Skills Training for Implementing Employees and Leadership Employees at PTP. Nusantara IV Persero North Sumatra. This service will be carried out in the form of debriefing training activities in the form of basic Mandarin language skills and Mandarin in the field of agriculture. The purpose of carrying out this service activity is as a debriefing for implementing employees and leadership employees considering the rapid development of investors from China, especially in the agricultural sector in Indonesia. This is in accordance with the development of the industrial world which has reached the stage of the industrial revolution 5.0. This training is considered important because it is expected to be a medium in an effort to improve the quality of human resources (HR) working in PTP. Nusantara IV Persero North Sumatra. Another purpose is to provide an introduction to Chinese cultural values that are considered necessary for employees to know so that they are expected to assist in efforts to improve the quality of performance and establish good communication between investors and the Business Entity which in this case is PTP. Nusantara IV Persero North Sumatra. The method used is distance learning method (synchronization method and asynchronous method). After participating in this training, it is hoped that it will help improve the quality of work by implementing employees and leadership employees who are built through Mandarin language skills and knowledge of Chinese culture as a medium of communication at work. Based on the activities that have been carried out, it was found that 93% of the training participants were able to master basic Mandarin. These results were obtained through an assessment process in the form of pre-test and post-test so that it can be concluded that this service activity is able to improve human resources in PTP. Nusantara IV Persero North Sumatra.

'Integrative' or 'Instrumental'?: Motivation that works closely during the adolescence days of Female English Language Learners of Different Universities of Bangladesh

From my experience of four years of teaching basic English language skills development courses in two different Universities of Bangladesh, I found that – students with a tendency to be 'integrated with' the culture that comes with the language being taught, have a higher motivation to perform better than other students in classroom communication, as well as in formal exams. In this gender specific case study, focusing on the female students who have done basic English skill development courses with me in two specific universities of Bangladesh, I have attempted to figure out - whether their integrative motivation towards the target language (English) culture is the main driving force to learn English better, or whether is it their instrumental need to learn that particular language that makes them better learners of English. Through personal interviews with my research participants, who showed better competence and obtained better grades than others in my Communicative English class - I tried to figure out their root of motivation to master linguistic competence. In this case study, I have considered Gardner and Lambert's (1972) distinction of integrative and instrumental motivation as my primary source.