English Learning Experience Research Articles

A Review of Grammar Corrective Feedback: The Learning Experience in China’s English Classes

Grammar correction is a common means of instruction in second language classes. However, whether or not to conduct grammar correction is a controversial issue that has triggered researchers’ debates. In China, grammar correction can always be seen in English writing and oral classes. This paper reviews the fundamental theory of grammar correction and discusses the relative merits of grammar correction in the English teaching practice of China by analysing the author’s English learning experience. All in all, grammar correction is recommended as an important teaching method in China’s English classes for learners can benefit from the corrective feedback with proper instructing strategies. The correction with improper strategies will evoke learners’ negative feelings, but they may still extract useful information from it if the feedback itself is effective. Thus, teachers should not overlook or underestimate learners’ ability of self-reflection and autonomic learning during the process of grammar correction. Besides, it is of great concern for teachers to comfort learners’ emotion to ensure the effectiveness of grammar corrective feedback.

Investigating Students’ Attitudes Towards Listening and Speaking in the English Classroom at Al Istiqlal University: An Action Research

This study sought to investigate students’ attitudes towards listening and speaking in the English classroom at Al Istiqlal University. The researchers noticed that freshmen students at Al Istiqlal University were de-motivated and reluctant to get involved in listening and speaking activities in the English classroom. One root cause may be students’ prior experience of learning English in Palestinian state schools where Arabic is the dominant language (Hamdallah, 1999) and where there may be little provision of speaking and listening to English. The researchers sought to experiment with innovative teaching methods to address these problems. These included using group work, giving students clearly defined roles, using technological applications and drawing on students’ personal lives as strategies to motivate students and change their attitudes towards listening and speaking activities. A stratified–purposeful sample consisting of 18 freshman students was selected. The researchers used a quantitative approach to measure changes. The researchers also used qualitative instrument for the purpose of the study. A questionnaire was administered at the beginning and end of the study to determine changes in students’ attitudes. Also, interviews were organized to decide and get comments on the influence of the strategies which were used. Results indicated that there was a significant difference in students’ attitudes towards listening and speaking activities in English class. When the researchers used different strategies such as: role plays cards, group activities, technology and different assessment forms, students expressed positive feelings, enjoyment and fun. The researchers recommend that teachers in similar university-level context should implement different strategies such as: group wok, role plays, cards, videos and some applications i.e. Padlet to motivate students bridge the gap between school life and university life. It was also found that such strategies help to change students’ attitudes to listening and speaking.

The Impact of English Learning Motivation and Attitude on Well-Being: Cram School Students in Taiwan

As English is a global language, it is important for students to learn it effectively and efficiently. Learning English from English cram schools is very popular in Taiwan. Most students have studied in English cram schools for some period of time of their English learning experience. The present study concerns about how English cram school learners’ English learning attitudes related to their learning motivation and learning well-being in Taiwan. By using the quantitative research methodology, an empirical research model has been proposed and 277 valid questionnaires were collected. The research results show that learning motivation has a significant impact on learning attitude and learning well-being. Then, the English learning attitude provides mediated effects between learning motivation and well-being. Learning attitude is the key to English learning well-being. Furthermore, a participant’s gender has a significant moderating effect between learning intrinsic motivation and attitude. According to research findings, some suggestions such as using e-learning tools were provided for teachers and educators of the cram schools in Taiwan.

Perspectives on the Improving Quality of Language Education: The Case of Moscow Aviation Institute

At present, The Unified State Exam in foreign languages is taken only by the applicants of Russian language universities and faculties, but it will become obligatory for everybody in 2022 regardless of the choice of their future specialty. In the run-up of this innovation, we have conducted a survey to determine the correlation between the quality of language education in non-linguistic universities and the students' experience of learning English before the University. Russian and international standards of engineering education are discussed in the article in terms of the communicative competence. We compare the target skills of the Unified State Exam and the English program for non-linguistic universities. The aim of our work is to show that the high requirements for foreign language competence of graduates of non-linguistic universities can be achieved if the English level of the applicants is improved. It is highlighted that the effective use of progressive methods of teaching a foreign language is hampered in multi-level mixed-ability classes. The research sample consisted of 517 students; it was conducted in the Department of Foreign Languages for Aerospace Specialties in Moscow Aviation Institute. The results of the survey illustrate the actual quality of language education of the students and their motivation to learn General, Academic, Business and Aviation English at the university at an upgraded level.

Identities and beliefs across time and space

Abstract This paper presents a case study of a Hong Kong university student’s experiences of learning English as a second language (L2) over a four-year period, with particular attention to the changes in her identities and beliefs across time and space. Drawing on a narrative inquiry approach, the study revealed that the student’s L2 identities appeared to be shaped by specific contextual conditions and agentic choices made by the student in response to different contexts, including consultation sessions with native English-speaking tutors, study abroad in the U.S., interactions with non-native English-speaking peers, and classroom interactions. It was also found that her L2 identities and beliefs not only varied over time in a complex and dynamic manner, but also appeared to be closely interconnected and interacted with each other in a reciprocal and bi-directional manner. The case study points to the need to pay more attention to the complex and dynamic interrelationship between identity and belief in L2 learning trajectories.

Agentive Apprenticeship of Observation and English Teacher Identity: A Pakistani Case of Learning to Teach English

An exploration of literature on second/foreign language (L2/FL) teaching suggests that the phenomenon in question has been investigated either by examining classroom processes or by exploring teachers’ lived experiences. Situated in the latter area, this paper reports a qualitative study that understands how Pakistani primary school teachers learn to teach English—the subject mandated in recent curricular reforms—and develop their English teacher identity. The findings problematize the apprenticeship of observation concept and demonstrate that the teachers agentively draw upon their favorite English learning experiences. They teach English not the way they were taught, rather, they teach the way they loved learning English. Thus, they develop the English teacher identities they adored while they were students. The paper presents pertinent implications.

Investing in English-mediated practices in the EMI university: The case of cross-border mainland Chinese students in Hong Kong

This paper reports findings of a qualitative study on a group of cross-border mainland Chinese students’ English learning experiences in an English medium instruction (EMI) university in Hong Kong. It focuses on their investments in English-mediated practices in the university context, with particular attention to the mediating role of identity, capital and ideology in their second language (L2) investments. Findings indicate that the participants were invested in L2 practices for academic purposes by leveraging their cultural capital to speak and practise their L2 in the classroom, which enabled them to construct desirable academic identities as competent university students. However, their L2 investments for social purposes were somewhat constrained by their lack of necessary cultural capital to secure access to L2 interactional opportunities outside the classroom. Findings also suggest that their differential levels of investments in different L2 practices during their cross-border studies appeared to be shaped by their exercise of agency to invest or otherwise in particular identities and forms of capital and mediated by multiple ideologies with respect to the role of English as the world language, native-speakerism, and cultural differences.

Learning English as Second Language (ESL): The Experiences of Tagakaulo Students in Focus

Aims: To investigate the struggles, coping mechanisms, and significant experiences of Grade 10 Tagakaulo students, an Indigenous Peoples (IP) group, in learning English.
 Study Design: Qualitative method specifically phenomenological approach.
 Place and Duration of Study: The study was conducted in Dalamuan Integrated School in Lutay, Malungon, Sarangani Province. It was conducted during the school year 2019-2020.
 Methodology: The Tagakaulo students were purposively chosen. Twelve Grade 10 Tagakaulo students participated in the focus group discussions. Validated researcher-made questionnaire was used to obtain information from the participants. Information obtained were data analyzed.
 Results: Seven themes emerged from the data analysis: Consideration in learning English; considerations of good experiences; complication in learning English; dealing with difficulties; combination of teaching strategies; variations of preferred strategies; and meaningful experiences. In particular, all the participants believed that learning English was difficult but interesting; majority found encountering difficult words to be a good experience; having no academic resource such as library added to their difficulties; they developed different learning styles and coping mechanisms; they preferred performance, group activities, and discovery learning; and they realized that what might be a meaningful experience to one might not be essential to others. Each theme was discussed thoroughly.
 Conclusion: Based on the findings of this study, several concepts are formulated. First, Tagakaulo students’ struggles in learning English are not different from other non-tribal learners. It implies that in learning second language, indigenous and non-indigenous students experience similar difficulties. This may due to the similarity of their native languages and the target language they want to learn. Second, culture and upbringing of learners may affect students’ motivation in learning English. Filipino students have the drive to learn English because it will give them more opportunities than not learning it. Third, English teachers need to enhance and strengthen their corrective feedback knowledge and skills in order for them to practice the concept effectively. Fourth, students remember those teaching strategies which challenge them more. Fifth, the students’ prefer teaching strategies which are outcomes and performance-based. Sixth, students find meaningful experiences in learning English in spite of their challenges conditions.

An investigation of the validity of a speaking assessment for adolescent English language learners

Given the increasing emphasis of communicative competence in English as a foreign language (EFL) contexts and the lack of validation research on speaking assessments for adolescent EFL learners, in the current study we examined the validity of the TOEFL Junior® speaking test, a relatively new speaking assessment developed by Educational Testing Service. We utilized Messick’s integrative view of construct validity (1996) and Kane’s interpretation argument framework (Kane, 2013), and focused on two sources of validity evidence: internal structure and external relations to other variables (AERA, APA, and NCME, 2014). We used a cross-sectional design with 252 seventh-to-ninth graders in Taiwan, which aligns with the spectrum of the TOEFL Junior®’s target age group. All adolescent participants took the TOEFL Junior® speaking test and two researcher-developed speaking tests. They also completed a survey reporting their history of English learning experiences from kindergarten to present and evaluating their own English language skills. Adolescent participants’ teachers provided evaluations of participants’ English language skills. Results from correlational tests and confirmatory factor analysis showed robust evidence for the test’s internal structure. Correlation and multiple regression models also demonstrated strong positive relationships between TOEFL Junior® test scores and external variables, providing evidence for TOEFL Junior®’s construct validity.

EXPLORING UNDERGRADUATE STUDENTS’ PERCEPTION TOWARD THE USE OF DUOLINGO IN LEARNING ENGLISH

Purpose of the study: This study was aimed at investigating the students’ attitudes and perception toward the use of Duolingo in Learning English Methodology: A mixed-method design (quantitative-qualitative) was employed in this study. 60 undergraduate students of Syiah Kuala University participated in this study. They were chosen by using purposive sampling techniques. In obtaining the data, questionnaires and interviews were implemented in this study. In the question area, there were 16 close-ended questions adapted from Yang (2012a) and Garcia Botero and Questier (2016) designed using the Likert scale method. Besides, 3 interview questions were asked to 10 chosen students to deeply reveal their perception in using the Duolingo. Main Findings: The result indicated that most students have a positive perception of the use of Duolingo in learning English (Mean=4.0). This study has found that students view Duolingo as a useful and helpful application and a motivational tool in learning English. One of the more significant findings to emerge from this study is the inconsistency between the students’ perception and their acts in using the application. Their positive view on the use of Duolingo was contrary to the fact that they are lacking time in using the application. Applications of this study: This study is intended to shed some lights on how the students perceive their experiences in learning English after using the Duolingo as a part of their out of class engagement. Novelty/Originality of this study: The students’ motivation to learn English outside of the classroom can be enhanced through the use of the Duolingo in mobile phones.

The emotional basis of the ideal multilingual self: the case of simultaneous language learners in China

ABSTRACTThe present study contributes to the field of L2 motivation by exploring the link between emotional experience in language learning and motivational self from a multilingual perspective. Specifically, it evaluated the empirical support for the validity of the ideal multilingual self on simultaneous language learners in China and assessed the relationship between emotional experience (positive and negative) in language learning and the ideal multilingual self using structural equation modelling. Five hundred and twenty-three learners of English and languages other than English (LOTEs) in Chinese universities participated in the survey study. Findings established the construct validity of the ideal multilingual self and unveiled the significance and complexity of the link between emotion and motivation. Specifically, learners reported largely similar positive experiences in learning English and LOTEs and positive emotions in both languages were positively linked, with equal magnitude, to the ideal multilingual self. The patterns involving negative emotions were less consistent as learners reported differing negative experiences in learning the two languages and only negative emotion in English learning was negatively linked to the ideal multilingual self. The complexity of patterns brings forth a more nuanced understanding of the connection between emotion and multilingual motivation with pedagogical implications.

A Study on the Background and Process of Postgraduates’ Academic English Learning in China

In order to provide reference for postgraduate academic English teaching in China, it is necessary to conduct a comprehensive survey in learning background and process before learners go to the graduate school. This study focuses on the academic English course for postgraduates in a key university of China, and the in-depth investigation was carried out from the aspects of students’ majors, graduation colleges, English learning foundation, learning attitudes, English learning and especially academic English learning experience, motivation and knowledge of academic English learning. The triangulation combining the quantitative method and qualitative method was used to analyze the research data. The results shows that the English learners have weak academic English foundation but strong English learning motivation and employ single English learning strategy. The learners reported the effective learning methods of academic English from two aspects: basic English learning skills and academic English learning ability. Accordingly, how to develop the teaching model, carry out the teaching process and define the teaching content are discussed in this research.

A burden or a boost: The impact of early childhood English learning experience on lower elementary English and Chinese achievement

ABSTRACT We examined the effect of learning English as a foreign language in early childhood on children’s later English and Chinese achievement and attitude toward English learning in mainland China. A total of 892 children were divided into two groups according to whether they had any English learning experience before they entered elementary school. To reduce self-selection bias in children’s early English learning experience, we employed propensity score matching (PSM) and coarsened exact matching (CEM) techniques and generated balanced samples based on children’s demographic, parent-child interactional and socio-economic characteristics. We found that the experience of early childhood English learning alone positively contributed to later English language and Chinese language achievement and also to attitudes toward English learning. The findings provide important evidence that limited exposure to English before elementary school does not harm Chinese learning. They also have educational implications that encourage educators to continue helping students develop genuine interest in English learning and maintain their high level of motivation starting at a very young age.

The Differential Effects of Subtitles on the Comprehension of Native English Connected Speech Varying in Types and Word Familiarity

Connected speech produced by native speakers poses a challenge to second language learners. Video subtitles have been found to assist the decoding of English connected speech for learners of English as a foreign language (EFL). However, the presence of subtitles may divert the listeners’ attention to the visual cues while paying less attention to the speech signals. To test this proposal, we employed a bi-modal audio-visual listening test and examined whether EFL listeners were able to correctly identify the connected speech when misleading subtitles were present. We further tested whether connected speech with words of lower frequency further reduced the accuracy rate. Twenty-eight adolescent EFL learners, all with more than 10 years of experiences in learning English in schools, were tested with three major types of connected speech phonological processes, namely assimilation, elision, and juncture. The results of statistical analyses showed that matched and mismatched subtitles facilitated the comprehension of both familiar and unfamiliar connected speech. Error analyses revealed the degree of item-specific variations across the three types of connected speech processes as well as across the three subtitling conditions. This research provides insights on the immediate and long-term impact of subtitles on the decoding of English connected speech.

Experience Perception, Deepen Cognition

As an indispensable part of higher education in China, independent colleges bear the responsibility of talent training in the new era. Optimizing college English teaching environment in independent colleges is important for the healthy growth of college students. To explore new ideas of college English teaching in independent colleges, this paper applies the cognitive teaching model to the entire process of college English teaching, By deepening their cognition and comprehension with the flexibility of the cognitive teaching model, this enhances college students’ experience of English learning.

A Perspective Evaluation of Group Work in English Language Classroom

This paper provides insights into how Jordanian university students perceive their experiences in learning English through group work activities. A total of 55 students of Mutah University who learn English as a preparation for their TOEFL examination took part in this quantitative study which was carried out in the first semester of the 2019 academic year. The respondents are from different majors, such as Business Administration and International Relations. Data were collected through three sets of questionnaires with a 5 point Likert scale which focused on the learner perspectives regarding the use of group work for English language learning, the student-peer collaboration, and the student-teacher collaboration involved in the group work activities. Descriptive statistics involving frequency counts and percentage were used to analyze the data. The findings revealed that the majority of the students had positive views regarding the use of group work for language learning. They were also satisfied with the collaboration with their peers and the teacher throughout the group work activities. However, in comparison, the student-peer collaboration is perceived as less positive than the student-teacher collaboration. This study concludes that group work is favoured by the students but for the group work to be successful, their collaborative skills need to be improved.

A research of analysing the effectiveness of speaking-pen on English learning in consideration of individual differences using a linear mixed-effect model

The Ministry of Education, Culture, Sports, Science and Technology in Japan (2011) started the ‘Foreign Language Activities’ in fifth grade based on the new Courses of Study in April of 2011. The ministry has considered beginning this course in third grade and the ‘English Course’ in 5th grade in order to improve students’ reading, writing, listening, and speaking skills. The ministry also developed supplemental teaching instruments, such as the CALL system. The purpose of this study is to model and analyse the effectiveness of a speaking-pen on English learning among elementary school children in consideration of individual differences using a Liner Mixed-Effect Model. The authors constructed models representing students’ overall abilities in four English skills, and analysed the effectiveness of the tools such as a speaking-pen and an audio CD on English learning in consideration of students’ backgrounds including their English learning experiences and individual differences.

Pentingnya Stepping the 5 Stairs “A” Teknik Untuk Anak-Anak Pesisir yang Belajar Grammar

The English learning experience especially Grammar should be done in a fun way and make the language learners master the concept well. The importance of mastering Grammar well facilitates language learners to construct English sentences from various tenses. Coastal language learners have not been given good grammar understanding and do not have enough time to learn grammar in schools. To master Grammar, Stepping the 5 Stairs "A" technique offers fun grammar learning. There are already many techniques offered. However, the existing techniques do not accommodate the characteristics of the language learning methods of those from certain regions. The descriptive approach is a method of implementing community service. The team conducted a site survey and interviews with several residents’ representatives and coastal learners’ parents. The community service location is in Senggarang Village where foreign tourists pay a visit. The results of the community service are: (1) An increase in the knowledge and understanding of coastal learners about Grammar learning by using the Stepping the 5 Stairs "A" technique, (2) Coastal learners’the motivation to continue learning Grammar, and (3) There are requests from coastal learners, parents, RT, RW, and Karang Taruna Senggarang to the team to continue similar activities going forward

The development on transposed-letter effect in English word recognition: Evidence from Late unbalanced Chinese-English bilinguals

The present study examined the orthographic processing of English visual word recognition in adult Chinese-speaking English learners under the framework of the multiple-route model of reading development. Two groups of adult learners with high and low English proficiency finished a forward-masked lexical decision task. The results showed a complicated scenario on transposed-letter effects, implying that the late unbalanced Chinese-English bilinguals with low English proficiency still needed to adopt a letter-to-letter reading strategy, and that the L2 users with high English proficiency also had not properly developed the fine-grained orthographic route even they had a long experience of English learning in the foreign language learning settings in China. Overall, it is suggested that late unbalanced Chinese-English bilinguals generally follow a path similar to that of native readers in acquiring English visual word recognition skills developed from the letter-to-letter reading strategy to the parallel orthographic processing strategies. However, since L2 users usually have no or limited spoken vocabulary of English before accessing printed words and inadequate supervision in developing L2 word reading skills, their development would be much slower than that of English native speakers.

A Case Study of Project-based English Learning Experience in a Simulated Business Context

Simulation technique could be effective if it is cleverly manipulated and incorporated in a project-based learning context. This current study aims to explore students’ learning experience in a project-based simulated business context. The participants were 51 second and third year students who took Business English as an elective course at a private university in central Taiwan. In the project, the participants modeled an episode in a reality TV show, The Apprentice, and tried to plan their projects of selling beverages to the students on campus using English. The students were engaged in the whole process from initial project planning to the final oral report of presenting their selling strategies. The results from the participants’ questionnaire responses and interview data revealed that they felt the course was more motivating, interactive and practical than traditional business course. It is also suggested that this simulated business project provide students with opportunities for social interaction and a psychologically safe team environment to work collaboratively, which both contributed the development in synergistic knowledge.