Foreign Language Learning Process Research Articles

Personality Traits and Foreign Language Proficiency in Russian Linguistics and Non-Linguistics Students

The search for factors and determinants of effective foreign (second) language acquisition (FLA/SLA) is an interdisciplinary problem that is becoming more and more practically important in the modern globalising world. The purpose of this study is to examine and compare the correlation between personality traits and the foreign language proficiency (FLP) level among students of various university specialties. The total sample includes 241 first- and second-year undergraduate students (74% females), of which 128 students (82.5% females) study at the Linguistics Department and 113 students (64% females) belong to other departments. All the students learn English as a primary foreign language (FL). The Five-Factor Model (FFM) of personality traits (Neuroticism, Extraversion, Openness, Conscientiousness, and Agreeableness) were measured by the NEO Five-Factor Inventory (Russian adaptation by S. Biryukov and M. Bodunov). In testing the foreign language proficiency levels, we used the traditional Academic Performance Index (semester Final Grades in English) and assessments of the foreign language proficiency levels made by English teachers in relation to their students according to the Foreign Language Proficiency Scale (10 indices and the total score) developed by the authors. To process the data in the R software environment, version 3.5.2, the methods of descriptive statistics, Cronbachs alpha and Macdonalds omega coefficients, Spearmans rank correlation analysis and Wilcoxons T -test were used. The findings of our research showed that FLP is most closely related to Openness in linguistics students and to Conscientiousness in non-linguistics students. These facts should be taken into account by the developers of programmes for psychological and pedagogical support of the FL learning process in Russian universities.

Test Anxiety among Foreign Language Learners: A Qualitative Study

Test anxiety is a strong predictor of achievement in English as a foreign language (EFL) learning process and has considerable influences on proficiency in the target language. Research also has not reached a consensus on the sources and the effects of test anxiety. This study aims to examine the sources of test anxiety among foreign language learners, to find the effects of test anxiety on EFL learners, and explore the strategies used by learners to overcome test anxiety. The sample group of the study consisted of 57 students studying EFL at a preparatory school of a state university in Turkey. A background questionnaire, focus groups, essay papers, and interviews were used to collect qualitative data. The findings reached in the study show that EFL learners suffer from test anxiety due to several reasons and that they experience physical problems, problems related to tests, and affective problems, whereas they use a limited number of strategies to decrease the level of test anxiety. The study suggests that EFL teachers should raise their awareness of anxiety-provoking issues, their effects on learners, and the strategies to decrease their levels.

EFL Learning Via Smart TV in Junior High School

The main objective of English Foreign Language learning via Smart TV in junior high school gives molestone improvement on the student capacity at interactive level of learning with the ongoing advancements in TV have offered ascend to the intelligent shrewd board innovation which can enhance student to learn english through new cutting-edge technology learning situation. The objective of this qualitative case study is to describe the implementation of Smart TV used in English Foreign Language Learning process in the classroom and Boarding School and the outputs of the implementation of Smart TV at SMP Unggulan Bilingual Boarding School (BBS) Zainul Hasan Genggong Probolinggo. The theory supporting utilization of TV as a general media apparatus in training is tangible incitement theory which has its essential reason that compelling learning happens when the senses are stimulated. TV assumes a huge job in preparing student for citizenship, encouraging the feeling of understanding, natural mindfulness and teaching of socio-political and social qualities. The eventual fate of TV in schools will rely upon whether there is adequate security to keep the device, stockpiling of these devices, wellsprings of electric supply, gracefully of internet facilities, streets to flexibly these devices in various schools and planning of teachers as an asset individual. To arrive at such a point, the researcher gathered the information by direct perception, in-depth interviewing and document review. Furthermore, the researcher examined the assembled data by using three huge periods of the data analysis: data reduction, data display, then drawing conclusion and verification.

DEVELOPING ENGLISH LANGUAGE COMPETENCE IN AN ACADEMIC ENVIRONMENT FOR PhD-STUDENTS

The high level of personal involvement required by the foreign language learning process is even more difficult for our universities, where the demands of the academic environment are so high that not all graduate students acquire the necessary competencies to meet these requirements. The purpose of the article is to explore the background for acquiring foreign language competence in the academic environment. The research methodology is based mainly on theoretical methods, such as analysis of scientific papers and publications to identify the main problems of the article. The classification method is used to classify the main points of view on the selected problem. The broader goal of language education is independent communication in a foreign language, which is based on the premise that language skills learned in classrooms are easy to transfer to real situations, and that graduate students will gain the necessary experience at the end of the language program. But this is not the case, and the practical results of the acquired skills of communication in a foreign language almost always do not meet the language expectations of the applicants. The current state of educational services indicates a significant increase in the need for high-quality post-graduate education, providing applicants with relevant competencies relevant to the academic environment. In light of this, teachers and PhD students should spend much more time talking about why and how they teach and learn languages. It would also expand the scope of teaching beyond, as a rule, results-oriented, utilitarian orientation. This means paying attention to the teaching process and foreign language competence. More attention should be paid to subjectivity and PhD student experience, an important component of language acquisition. Post-graduate education established the imperative of the competence-based approach, while communicative competencies aren’t directed to the process of inclusion of PhD students in professional culture and remain underestimated.

Tales for teaching German: Examining student-centered activities in terms of students' willingness to participate in the classroom

The goal of this study is to determine the willingness for participation and opinions of the high school students who learn German as a foreign language in the context of the student-centered activities carried out within the scope of a student-centered teaching approach lasting four weeks. The sample of the study consists of 20 students who continue their 11th grade education in a secondary school in Cankaya, Ankara in the spring term of the 2019-2020 academic year. The research was conducted with a mixed research method. As data collection tools, a questionnaire was used to determine the effect of student-centered activities on students' active willingness for course participation and a course evaluation form was used to determine students' opinions and views on the applied activities. Descriptive statistics were used in the analysis of quantitative data obtained from the questionnaire and course evaluation forms, and inductive content analysis was utilized in the analysis of qualitative data. As a consequence of the evaluation, it has been detected that student-centered activities, in which visual materials and creative work styles are used, contribute to the increase of the students' willingness to participate. Furthermore, it has been observed that these students shared the view that such activities were effective and useful for foreign language learning processes.

ACADEMIC ENVIRONMENT AND PHD-STUDENTS’ ENGLISH LANGUAGE COMMUNICATIVE COMPETENCIES

The high level of personal involvement required by the foreign language learning process is even more difficult for our universities, where the demands of the academic environment are so high that not all graduate students acquire the necessary competencies to meet these requirements. The purpose of the article is to explore the background for acquiring foreign language competence in the academic environment and to obtain the necessary information necessary for further research. The research methodology is based mainly on theoretical methods, such as analysis of scientific papers and publications to identify the main problems of the article. The classification method is used to classify the main points of view on the selected problem. The broader goal of language education is independent communication in a foreign language, which is based on the premise that language skills learned in classrooms are easy to transfer to real situations, and that graduate students will gain the necessary experience at the end of the language program. But this is not the case, and the practical results of the acquired skills of communication in a foreign language almost always do not meet the language expectations of the applicants. The current state of educational services indicates a significant increase in the need for high-quality post-graduate education, which will provide the applicant with relevant competencies relevant to the academic environment. Today the aim of post-graduate education is not only the growth of usage of lexical and grammar materials in the training of a competent specialist. In theory, post-graduate education established the imperative of the competence-based approach, while practically communicative competencies aren't directed to the process of inclusion of PhD students in professional culture are underestimated and incomplete extent implemented by them in the academic educational environment.

Развитие иноязычных профессиональных умений студентов специальности «Химия»

The article focuses on the problem of the development of foreign language professional knowledge and skills of chemistry specialty students, which is acquiring special attention in the framework of growing role of foreign language communication in the professional work of modern specialists at the international labor market. The analysis of scientific literary sources on the problem under research has been carried out; in the framework of which specific features of foreign language teaching and learning process and also peculiarities of future work of chemistry specialty students have been revealed. Essential ways of the development and improvement of the foreign language communicative skills of future specialists in the chemical field, including methods and techniques used at professional foreign language classes with some practical examples have been considered. For improvement of independent work abilities and foreign-language professional communicative skills of students the authors suggest active methods and technologies aimed at problem setting and solving such as debates, discussions, business games, projects and case-study. In authors’ opinion one of the effective methods of teaching and learning a professional foreign language is CLIL technology, its advantages and some difficulties in application have been also analyzed in the given research paper.

The Power to Improve: Effects of Multilingualism and Perceived Proficiency on Enjoyment and Anxiety in Foreign Language Learning

AbstractThe study examines whether already knowing several languages and feeling proficient in a new foreign language (FL) has an effect on positive and negative emotions during the learning. The emergence of positive psychology in language acquisition studies has led to the examination of positive emotions in the FL learning process, such as Foreign Language Enjoyment (FLE). FLE is a positive emotional state where psychological needs are met and was introduced as the positive emotion counterpart to the oft studied negative emotion, Foreign Language Anxiety (FLA). A international sample of 1622 FL learners were analysed utilising multivariate tests of variance, examining the level of multilingualism and the level of self-perceived FL proficiency as independent variables, with FLE and FLA as dependent variables. Results indicated a very small, but statistically significant interaction effect between the level of multilingualism and self-perceived FL proficiency on the FLA of the language learner, but not on FLE. In addition, higher levels of multilingualism were associated with higher levels of enjoyment and lower levels of anxiety in FL learners. In turn, more self-perceived proficient FL learners indicated higher levels of enjoyment and lower levels of anxiety. Although effect sizes were in some cases very small, the results do indicate the benefits multilinguals and higher proficiency FL learners have when learning a FL.

The Effectiveness of Multimedia Technique in Teaching Reading Comprehension to EFL Preparatory School Students

Using technology in teaching a foreign language has witnessed a wide spread in the recent years which necessitate using available and applicable technology in teaching EFL. Multimedia(MT) technique is one of the most useful and available technology that the teacher can use to facilitate a foreign language learning process.
 As far as the researchers know preparatory school students face difficulties in comprehending the texts that they read in English.
 Hence, this study aims to investigate the effectiveness of the MT for teaching reading comprehension to those students. A number of hypotheses have been constructed and a sample of 64 fifth year preparatory school male students are selected and divided into two equal groups. The experimental group is taught reading comprehension by using the MT, whereas the control group is taught without using the MT.
 An achievement test has been constructed and applied to the involved sample after ensuring its validity and reliability. Then the collected data has been treated statistically. Results indicate that the achievement of the experimental group is significantly better than that on the control group in reading comprehension. This means that the MT has a positive role in improving EFL students' achievement in reading comprehension. Later on, the study ended with some conclusions and recommendations.

Code-Mixing and Code-Switching in Teaching Listening Skills to Intermediate 3 Students at LBPP LIA Bekasi

This study discusses the form and function of code-switching and code-mixing used by the teacher in teaching listening skills to the Intermediate 3 students at LBPP-LIA Bekasi. The phenomenon of implementing code-switching and codemixing codes does not only occur in multilingual societies but also in the foreign language learning process in the classroom where teacher and students use two different languages. The strategy of using code-switching and code-mixing is expected to facilitate foreign language students particularly in learning how to listen where the teacher and students engage in interaction using the language that students are learning. Qualitative method is used to analyze data. From the results of data analysis, it was revealed that the teacher often switches codes when teaching listening skills for both code- switching from English to Bahasa and vice versa. The teacher also mixes the code in the form of morphemes, words, phrases, and clauses. The aim of the teacher to change and mix codes in teaching can be seen from the functions of using code-switching and code-mixing. The confirmation function, for example, is used by the teacher so that students do not misunderstand the topic learned. Other functions also have different objectives to facilitate students learning how to listen in English interactively in the classroom.

Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners

This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom. In small group discussions, 26 learners aged 9-10 were audio recorded while discussing questions related to their language learner beliefs and their classroom experiences. Learners expressed a strong consensus about the importance of both the teacher’s extensive target language input and the learners’ oral engagement, in alignment with the beliefs of the teacher. However, the analysis identified three mismatches among high anxiety learners in this context, related to incomprehensible teacher talk, social fear of making mistakes and classroom organization. As their voiced beliefs were at odds with their emotionally guided behavior of refraining from asking questions or volunteering to speak, their sense of agency was reduced. In this context, the target language-only approach appeared to have a negative impact on the emotional, organizational and instructional dimensions of foreign language instruction for many of the young learners. The findings illustrate the interrelated dynamics of beliefs, emotions and classroom context, and contribute to our understanding of learners’ foreign language anxiety and sense of agency in the primary foreign language classroom.

Actividades orientadas al desarrollo de la motivación para la enseñanza del español como lengua extranjera a adultos extranjeros residentes en Melilla

El presente artículo trata de establecer un nexo entre la motivación y el uso de actividades con significado personal en las clases de enseñanza del español como lengua extranjera. El estudio intenta averiguar si las actividades que tienen significado personal y estimulan la interacción en el grupo resultan ser más motivadoras para estudiantes adultos marroquíes en un contexto de inmersión. Los resultados de la investigación han confirmado la hipótesis que la realización de este tipo de actividades motiva al alumnado y aumenta su confianza en sí mismo, por un lado; por otro, ayuda a crear un ambiente seguro y ameno dentro del aula.

THE INFLUENCE OF INTEGRATIVE MOTIVATION AND INSTRUMENTAL MOTIVATION ON LEARNING ENGLISH AS A FOREIGN LANGUAGE

The issue regarding which motivation has greater influence among students has been a true concern for foreign language researchers over the past decades. The present article strived to identify and analyze whether instrumental or integrative motivation has greater influence on the process of learning the language for English as Foreign Language (EFL) students. According to this purpose, first, 20-item motivational questionnaire and open-ended questions concerning which language skills are challenging for students were developed. Second, two students studying at the Tashkent State University of Law were chosen as the subjects of the investigation. Third, the investigator administered the questionnaire to the selected participants and requested them to complete it. Finally, the researcher analyzed the collected data of the research. The findings of this article indicate that the altitude of instrumental motivation of EFL students is superior in comparison to integrative motivation and instrumental motivation mostly affects the students’ foreign language learning process. According to these findings, certain recommendations are proposed to motivate students to learn English.

Didaktisko spēļu izmantošana latviešu valodas gramatikas mācības pirmajos posmos

This article underlines the importance of learning grammatical rules of the Latvian language for Latvian as a second or foreign language. In fact, grammar is one of the four components of communicative competence: linguistic, sociolinguistic, discourse, and strategic competence. Aside from rules and tables, there are more effective and engaging ways to teach and learn grammar. One of them is through educational games. When language learners can apply grammar and use it in a fun way, there is a better chance that they will retain it all. They will be able to practice and internalize grammar phenomena extensively rather than just learning a collection of rules superficially. Not all games can be considered educational. It is important to recognize the purpose of a grammar game. The authors propose to consider several principles that can foster effective learning and improve student outcomes when teaching Latvian grammar to non-native speakers (both language minorities as well as foreigners): - consider the influence of students’ mother tongue, - offer wide selection of contemporary spoken grammar and vocabulary, - teach phases instead or separate words, - consider different learning styles to aid student learning (Auditory, Visual, and Kinesthetic Learning Styles), - utilize (or adopt) speech therapy methods. The authors present educational games for teaching such Latvian grammar phenomena as noun-adjective agreement, verb conjugation, use of prepositions, forming the comparative degree of adjectives, and more. Grammar games for learning English do not only motivate, they also promote the idea of competition, thus increasing learner attention, memory, as well as speaking, listening and cooperation skills. Games are beneficial for any age groups. They can be used with young learners who study Latvian as their first language, as well as Latvian as a second or foreign language students learning Latvian in preschools, schools and other educational institutions. The process of language acquisition starts in the first year of a child’s life and, in some cases, continues through their lifetime. The first language or native language, also known as a mother tongue, is the language children learn first from their parents. In the modern world, it is common that a person’s first language differs from the official language of their homeland. Under the circumstances, children must acquire two languages in the very first years of their lives. The representatives of ethnic minorities in Latvia study Latvian as a second language. This means that Latvian is not their first language; it is the official language of the state, the compulsory language to study. Latvian as a second language is being taught in minority-language schools across Latvia. It was traditionally believed that there is a prominent difference between second language acquisition and foreign language learning process. Therefore, different teaching principles and methods are applied. But in recent years, these fields have come closer together.

Classification of Spoken Errors Regarding the Communicative Competencies

Errors are inevitable in the foreign language learning process. They are indications to educators of the unlearnt knowledge and problematic areas of the learners. For this reason, it is important to investigate and classify the most frequent errors produced by non-native speakers of English. The present research investigated the spoken errors of university level learners. A classification of spoken errors using the Common European Framework for Language’s (CEFL) (2001) on the communicative language competences was developed to shed light into the difficulties which learners experience in their learning progress. Data were collected from 40 EFL learners through in class observations and recordings. The results of revealed that the most prevalent errors were produced in the main category of linguistic competences. Within the linguistic competence the most prevalent errors were produced in the sub category of lexical competence followed by grammatical competence, functional competence, phonological competence, sociolinguistic competence, pragmatic competence and lastly semantic competence. The findings have implications for educators to understand the problems which learners encounter and set more realistic expectations for themselves and their learners.

Foreign Language Learning Characteristics of Deaf and Severely Hard‐of‐Hearing Students

AbstractThe aim of this study was to investigate deaf and severely hard‐of‐hearing students’ foreign language learning characteristics. In order to provide a better understanding of the challenges this group of learners face, a mixed methods study was designed including a questionnaire survey to provide generalizable results for our context and an interview study to get a deeper understanding of the issue from the insiders’ perspective as well. Data was collected in three European countries with piloted and barrier‐free instruments. In order to investigate their foreign language learning processes, deaf and severely hard‐of‐hearing students’ motivation, beliefs, and strategies were measured and analyzed. Our results indicate that deaf and severely hard‐of‐hearing students’ foreign language learning experiences are fraught with challenges and setbacks despite their motivation and eagerness to learn foreign languages. To overcome these difficulties motivating and effective learning environments have to be created where the use of the national sign language contributes to the efficiency of teaching. Furthermore, teaching should include the presentation of effective learning strategies as well as the introduction of autonomous ways of learning.

The ‘unforgettable’ experience of foreign language anxiety

Foreign language anxiety (FLA) has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.

A Study of Demotivators in Chinese University’s English as a Foreign Language Teaching and Learning

Demotivation and motivation study among foreign language learning has been salient and meaningful around the world since they influence the result of language performance. Different demotivators were drawn by different researchers coming from different perspectives. The objective of this paper is to investigate and develop demotivating factors in a Chinese foreign language learning context and explore the implications of these factors on future teaching. This study investigated 588 college students from a Beijing municipal university in a survey on demotivating items which influenced their foreign language learning considering their past personal language study experience. The methodology of the study is both qualitative and quantitative. The key findings of the study were that 7 Demotivators were distracted by using SPSS: teacher-related competence factor, learner-level factor, teaching content and material, inadequate school facilities and judgement, grammar-translation teaching method, confuse of purpose of language study, and testing and grading system. All the factors, especially the teacher-related demotivating factor, were identical with most research findings. While students-related factors were prominent factors in the study. This research is valuable for both secondary and high school teachers as it demonstrates students’ demotivating and negative factors in drawing students back in the process of language study and improves pedagogical means and methods by bridging the gap between researchers and educational practitioners. It can also inform educational bureau and families in the society about this current trend and how it could influence the students' foreign language learning process.

Test Anxiety in the Foreign Language Learning Context: A Theoretical Framework

While test anxiety is a strong predictor that affects the achievement and proficiency in the foreign language learning process, how it relates to the current theories and hypotheses remains an unanswered question. In addition, while test anxiety within the scope of descriptive and correlational studies is an issue that has attracted researchers, its theoretical background is mostly ignored. Thus, this paper aims to present a theoretical framework of test anxiety in the foreign language learning context. For this purpose, the paper first introduces the terms, definitions, concepts, theories, and hypotheses in relation to test anxiety. Then, the paper focuses on foreign language anxiety. Finally, it presents a theoretical background for test anxiety in a narrower scope. The paper concludes that more research is warranted, whereas teachers need to be trained to moderate the effects of test anxiety among foreign language learners.

Motivational Factors to Learn English among University Students in An Urban Area

Motivation can be considered as one of influential factors in foreign language (FL) learning as it helps to sustain learner’s interest during long and tedious learning process of FL. According to Deci and Ryan (2000), motivation can be categorized into two types; intrinsic and extrinsic motivation. The present study aims to investigate intrinsic and extrinsic motivational factors of a group of university students in an urban area to learn English. The present study applied a mixed method approach by administering a set of questionnaires and interviews. In addition to a relatively high level of motivation among the participants, the findings of present study show an interest in English language skills and positive attitudes to native speakers of English, English speaking countries, and English learning as intrinsic motivational factors to learn English. On the other hand, the chances of getting better jobs and personal development as extrinsic factors which motivate students to learn English. The present study recommends English teachers as well as educational institutions to provide teaching and learning materials which suited to improve students’ motivation.