English Language Learning Experience Research Articles

Investigating Korean university students’ English language learning experience and L2 selves

This study explores how four Korean university students’ L2 (second language) selves differ from and expand on their experiences of English language...

Identity construction through English language learning in intra-national migration: a study on Uyghur students in China

ABSTRACTThis study explores how a group of Uyghur minority students construct their identities in and through English language learning experiences as they move from Xinjiang Uyghur Autonomous Region to study in a prestigious East coastal university in China. The research findings show that the processes of English language learning enable the ethnic minority students to develop multiple yet powerful identities, that is, a situated elite identity constructed as opposed to other Uyghur members and a positive heritage identity negotiated within the academic community, and allow them to imagine multilingual and multicultural memberships for themselves. The favourable identities thus forged are found to facilitate their adaptation to the host community. However, these minority elites are confronted with a series of problems in learning English compared to their Han counterparts, which hinder their socialisation into the society and upward social mobility. Finally, implications for policy-makers, the host institution, and ethnic students are discussed.

Catering for EAL/D Students’ Language Needs in Mainstream Classes: Early Childhood Teachers’ Perspectives and Practices in One Australian Setting

This article aims to highlight the complexity of English language related experiences and interactions of a small group of teachers in an Australian, Early Childhood (EC), mainstream setting with children four to eight years old. It draws on data collected from a qualitative case study which investigated four teachers' perspectives and anxieties when it comes to 1) achieving a balance between use of home languages and the use of Standard Australian English in classrooms 2) mainstream teacher knowledge of, and confidence in, using appropriate practices to enhance English language learning experiences for EAL/D students in mainstream classes. Through data collected from teachers via semi-structured interviews, and observations of teaching practices, discussion focuses on the challenges and dilemmas that mainstream teachers can face in the absence of effective formalised English language teacher education. Recommendations for possible ways forward are made.

Technology and English language learners: Can digital technology enhance the English language learning experience?

This article focuses on the topic of technology and its role in elementary classrooms. Specifically, technology's use in supporting English Language Learners is researched, yielding results that are important for those working in the field of education, including pre-service teachers. Questions that are acknowledged in this article include: How can ELL students’ learning be enhanced with the use of technology? What technologies are best for supporting language learning needs? What advantages and challenges may arise with the use of technology? Both online survey and interview methods are used to collect data which are analyzed and collated using Google Spreadsheets and the word cloud software, Tagxedo. Results from research show that technology can be very beneficial in supporting ELL students upon a number of conditions being met: 1. The technology is intuitive and user friendly. 2. The technology/program does not replace the role of the teacher. 3. Teachers feel comfortable using the technology themselves to best support the learner. This may mean more training for teachers in the field of technology is necessary. 4. The technology enhances the child’s learning, rather than replaces a traditional practice that is just as effective. This research highlights professional roles and responsibilities, an important aspect of teaching, and is significant for educators striving to improve their teaching practice.

A Study of English Language Learning Experience of North Korean Refugee Youth in South Korean High Schools

A Study of English Language Learning Experience of North Korean Refugee Youth in South Korean High Schools

Vietnamese American Experiences of English Language Learning: Ethnic Acceptance and Prejudice

Vietnamese American Experiences of English Language Learning: Ethnic Acceptance and Prejudice

Learner’s Learning Experiences & Difficulties towards (ESL) among UKM Undergraduates

This paper aims to investigate the learners learning experiences and difficulties of ESL among the UKM undergraduates. This study will be focusing on identifying the factors behind Malaysian undergraduate’s experiences and also their difficulties in the English as Second Language (ESL) classroom. This paper discusses some of the issues of English language learning experiences at the tertiary level in this country. It reflects on how the teaching of English is variously conceptualized in our classrooms, raising important questions about the positions of English literacy to Malaysian undergraduates. A qualitative research method was employed, whereby a semi-structured interview session was conducted compromising thirty Bachelor of Arts undergraduates (BA ELS). The findings of this study suggests learners at tertiary level do face challenges in their ESL classroom learning, in areas such as the learning environment itself needs to be improved, the quality of education, the academics, the role of educators and the teaching approach were among others pointed out by the learners themselves. Keywords: English language teaching, English as Second language (ESL), learner’s experiences, learner’s difficulties, language learners

English spoken here? To what extent are transnational EFL students motivated to speak English outside the classroom?

This article examines the claim that a fully immersive English language learning experience can be ensured by universities engaged in transnational education through offshore campuses. Taking as a case study one South East Asian offshore campus of a Western university, the inquiry was designed to discover the extent to which students did, in reality, utilise their English language skills on campus outside the classroom. Drawing on the responses of 260 students, the findings suggest that, far from ‘full immersion’, students tend to revert to their own language in most interactions, unless in the presence of a teacher. The article goes on to suggest a number of reasons for this and discusses the factors underlying both the students’ reluctance and the failure of the institution’s strategy.

The Successes and Challenges in English Language Learning Experiences of Postgraduate International Students in Malaysia

The number of international students flooding into Malaysian’s educational landscape has increased rather tremendously. These international students come from various countries with majority from the Middle East region. Coming from different countries and having diverse backgrounds, these international students have to inevitably experience changes. One of the changes is the use of English as a medium of instruction in the institutions where they pursue their postgraduate studies in. The situation in Malaysia is unique because the country provides a hybrid-language environment where the first language is Bahasa Melayu, the national language of Malaysia, and the second language is English. The hybridity of the language environment is the impetus of the study. The study was embarked on to explore the English language learning experiences of nine international students studying in an institution in Malaysia. These participants were from Iraq, Iran, Libya, Palestine, Bahrain and Indonesia. The study was under the qualitative paradigm and thus, the data collection methods included document analysis and interviews. The participants shared their experiences learning English out-of class through their weekly online postings on Google+ throughout the semester and two rounds of interviews – in the beginning and after the end of the semester. The management of data was done by utilising ATLAS.ti software and the data analysis was guided by the six-step thematic analysis (Braun & Clarke, 2006). The findings reveal that they encountered both successes and challenges in learning and practising the English language. More specifically, the successes and challenges are categorised under three themes – opportunities, feelings and progress. Therefore, the subthemes are seized opportunities, positive feelings and progress for successes; while missed opportunities, negative feelings and slow progress are the subthemes for challenges. The overall finding is, although Malaysia is a hybrid-language environment which uses English only as the second language, the participants experienced more successes than challenges in their English language learning. In terms of theme one (opportunities); the findings are participants seized opportunities to practise English by accomplishing tasks, and they missed the opportunities to practise English due to lack of time and the different nature of the English language from their mother tongue. As for theme two (feelings); the findings are participants’ feelings were positive when they felt confident, had a good time learning English and obtained encouraging results, however, their feelings were otherwise when they felt frustrated with the class, people around them and also themselves. The findings for theme three (progress) are the participants experienced progress when they felt that they have improved and they achieved good results in their English course, on the other hand, they felt slow progress when there was little improvement and there were still unsolved English problems. DOI: 10.5901/mjss.2014.v5n19p206

Social-Class Identity and English Learning: Studies of Chinese Learners

This article first looks at the complex conceptualization of Chinese learners’ social-class identities with respect to a shifting Chinese class stratification. It then examines the link between social class and second-language learning in the Chinese context by reviewing several studies on Chinese learners’ social-class backgrounds and their English language learning experiences, discussing the strengths and limitations of these studies and suggesting some directions for future research.

Challenges Faced by Malaysian Polytechnic English Lecturers in Utilizing Digital Language Lab

Abstract The installation and upgrading of Digital Language Lab (DLL) from the analogue language laboratories into all Malaysia‟s polytechnic to improve the students‟ English language learning experience has received feedback both positive and negative from their English Language lecturers. This study explores the challenges of Seberang Perai Polytechnic English Language lecturers faced upon the utilization of DLL and its integration toward their teaching of English. The challenges are classified under three categories: challenges from the lab facilities, challenges from the teaching practices and challenges from the students themselves. This purpose of this study was to identify issues faced by the lecturers during DLL sessions that are detrimental in improving polytechnics students‟ language proficiency. From a total of 18 English Language lecturers from Seberang Perai Polytechnics, seven interviewees were purposively sampled and consented to be interviewed for in- depth research. Findings of this research reflect that majority of lecturers agree that although digital language lab enhances their teaching experiences in a variety of ways consecutively to catch up with the digitally native students yet at the same time informs of various challenges faced in order to integrate DLL into their lesson plan.

Experiences of Ideology and English Language Learning in South Korea

Recently, Park (2009) has highlighted a trio of ideologies that circulate in Korea regarding English: necessitation, externalization, and self-deprecation. However, the interaction of these ideologies with classroom practices remains an under-researched area of study. This narrative study analyses three different teacher-student interactions and finds that Park’s framework provides a powerful, if not fully satisfactory, framework for understanding these students’ conflicting ideological positions regarding English. Further, this study finds that making issues of ideology subject to study within English classes productively allows students to question and change certain assumptions implicit in both their learning and classrooms.

Exploring the relationship between students' self-regulated learning ability and their ePortfolio achievement

This study explores the relationship between students' self-regulated learning (SRL) ability and their ePortfolio achievement in a language enhancement programme. Undergraduate students (N=26) were asked to create several ePortfolio showcases to demonstrate their English language learning experience over a period of three months. Upon completion of the programme, participants' SRL ability was measured by the Motivated Strategies for Learning Questionnaire (MSLQ) and their achievement was assessed using an ePortfolio scoring system. Our findings reveal that higher-order cognitive skills (i.e. elaboration, organization, critical thinking), metacognitive control strategies (i.e. self-regulation) and collaborative learning strategies (i.e. peer learning) were positively correlated with the ePortfolio achievement of participants. The results not only provide evidence to support that ePortfolio development is a complex process that cannot simply be driven by surface learning strategies, but also suggest that students should be equipped with appropriate SRL strategies to successfully participate in and benefit from ePortfolio activities.

Comparing Local and International Chinese Students’ English Language Learning Strategies

According to Horwitz (1987) learners’ belief about language learning are influenced by previous language learning experiences as well as cultural background. This study examined the English Language Learning Strategies between local and international Chinese students who share the same cultural background but have been exposed to different learning experiences. Given the significant number of local and international Chinese students enrolled in educational institutions, there is a need to understand the differences and similarities in the learning strategies of these two groups. The sample for the study comprised of 60 local and 50 international Chinese students currently enrolled at a local private college. The Oxford Strategy Inventory for Language Learning (SILL) was administered as a measure of learning strategy preferences. The study reveals that language learning experiences as well as socioeconomic status impact the learning strategy adopted by both local and international Chinese students. The findings of this study point to the need to address the needs of these students in order to enhance their English language learning experience in Malaysia.

‘Where is Brian?’: A Call for Alternative English Instruction in France?

This article explores French students` perceptions of their previous English language learning experience in France as compares with an excerpt from a sketch by a compatriot comedian, Gad Elmaleh (2006). After my own analysis of the sketch, five main critiques of the English education he received are identified and descriptions and rationales for two alternative approaches to language teaching, content-based instruction and task-based language teaching, are briefly presented.

The English language learning experience and its impact on the future English language teachers’ career

Abstract: The paper researches the first experiences of learning English in the official and unofficial setting of the future ELT teachers, current 3rd-year students at the Faculty taking the subject of methodology. The ability to reflect and analyze their experience objectively can help them evaluate and embrace the most suitable approaches, methods and techniques for teaching English instead of following in the footsteps of their learning experience. The gathered data and information will be incorporated into the future classes at the University. © 2010 Published by Elsevier Ltd. Selection and peer-review under responsibility of Masterprof team

A new perspective of CALL software for English perceptual training in pronunciation instruction

Description Abstract In this research, the effect of CALL software on English perceptual training is investigated. English Perceptual Pronunciation Training software is designed to train the learner’s perception of English vowels by building up adequate acoustic images in the learner’s mind. Non-English majors are selected as experiment subjects, who receive English perceptual training via CALL software and subsequently take two distinctive tests: Discrimination and Identification tests. Two different questionnaires are distributed among subjects before and after the instruction: a questionnaire enquiring about their English learning experience and an evaluation questionnaire constructed particularly from the learner’s viewpoint. Experimental results are discussed, and the influence of subjects’ English-language learning experience is taken into account. Conclusions will be drawn in relation to the tutorial design of this software and the possibilities and perspectives explored by CALL software for integrating perceptual training in pronunciation instruction.

Reflection on Personal ELL Experience and ELT Practice

Multitudes of language teaching practice shows that great attention drawn to language learning can help language teachers better their teaching and give appropriate learning support to language learners. A critical analysis of the author’s English language learning experience is given in the paper, encompassing the approaches used, the role of the teachers, expectations on the learners at different times and the effectiveness of the learning. In addition, how the language teacher can benefit from this experience for his own TESOL (Teaching English to speakers of other languages) practice is addressed.

Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers

For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of their own English speaking skills and English language learning experiences. Drawing from the questionnaire responses of 884 JTEs in high schools in nine randomly selected prefectures, the author also outlines patterns in assignment of ALTs in both academic and vocational high schools, providing a more complete picture of the JET program.

Relections of AB-English Students on their English Language Experiences

This study seeks to investigate the language learning experiences of the thirty-nine AB-English majors of Bukidnon State University who were selected through fish-bowl technique from the 157 students enrolled in the AB-English program. Analyses done on the diary, questionnaire, and unstructured interview revealed that the motivation, learners’ belief, self-monitoring, language anxiety, activities, and strategies were the prevailing factors that influenced the learning of English of the participants.Keywords: diary, English language learning experiences, reflections, learner's belief, anxiety, self-motivated learner, teacher's role