Perceptions Of English Language Learners Research Articles

Perceptions of English Language Learners about E-Learning during COVID-19 Pandemic at Kohat University of Science and Technology

The COVID-19 Pandemic has had an impact on almost every sector including education, the economy, lifestyle, and health. Several educational institutions all over the world have totally shifted to virtual education. The goal of this study is to examine how English language learners in Pakistan's ESL (English as a Second Language) setting perceive online learning during the Covid-19 outbreak at Kohat University of Science and Technology in Khyber Pakhtunkhwa. The study was conducted at Kohat University of Science and Technology. Data for this study were gathered using an adapted questionnaire. 150 students from the BS English department were chosen using the convenience sampling method. A pilot study was conducted on 30 students of BS English last year students. The questionnaire's reliability and validity were tested using SPSS software version 22. It was found that English language learners have positive perceptions about e-learning and they further want improvement of e-learning not only in an emergency but also in a normal situation.

An Investigation into Pakistani EFL Learners’ Perceptions of Pragmatics in Learning English Language

This paper investigates the pragmatic perceptions of EFL learners in learning English language in Pakistan. This study also highlights the significance of adding the use and practice of pragmatic aspects in English language learning. The understanding of intended meaning focusing on the context is essential for English language learners in Pakistan. The perceptions of English language learners can create an impact on their perspectives of learning English and thus can help in creating better opportunities to reformulate their curriculum. A total of 200 Pakistani university students participated in the study. The data were collected using a questionnaire and focus group interviews focusing on the pragmatic insights of ESL learners during their English language learning process. The results reveal that Pakistani EFL learners completely understand the pragmatic aspects of language, but they feel that such aspects are mostly ignored in their curriculum. The learners of English in Pakistan are desirous to learn English pragmatic knowledge in their English language classrooms in order to attain pragmatic competence as English language users. The findings of this study are expected to provide a guideline to curriculum developers for revising syllabus of English for Pakistani EFL learner.

A Comparative Analysis of Traditional Flipping Versus Virtual Flipping

Flipped classroom approach is the most sought after neoteric pedagogical approach in the present times. This approach is clinching prodigious recognition as it employs a blend of techniques and technologies. The present study compared flipping a traditional class and a virtual class. The study aims to weigh the effects of flipping writing skills course in a traditional class and virtual class on the performance, attitudes and perceptions of English Language Learners’. The research used a quasi-experimental design with pre-test and post-test with a control group. The group consisted of 24 English language learners attending the level four foundations program at Nizwa College of Technology. The same group was given instructions by flipping traditional class for 3 weeks and virtual class for 3 weeks. Independent and paired sample t-tests were implemented for interpreting the pre-test and post-test data. The results showed a statistically significant difference between the writing skills course's traditional flip and virtual flip. It was evident that the students in traditional flip surpassed the students in virtual flip in performance. Students in both modes showed positive attitudes towards the approach. This study would benefit educators in Oman in general and at NCT, particularly in adapting a very effective approach that would help them improve students’ performance by involving them and making them responsible for their learning. The limitations of the study were absenteeism, limited sample size. There was also a little reluctance from students towards this approach. Studies on flipped classroom approach in language learning classrooms are limited, but studies on flipping a virtual class are even more limited. Very few researchers investigated the impact of flipping a virtual class. More research is needed in this aspect. More long-term research is needed with different skills and a larger sample size to uncover the efficacy of flipping both traditional and virtual class.

Perceptions of English Language Learners—Teacher Beliefs, Professional Development and Student Outcomes: A Literature Review

Across America, linguistically disadvantaged youth are struggling through English language arts courses without proper support in scaffolding and/or differentiated instruction. Teachers’ beliefs affect their classroom instruction, classroom management, and classroom culture. Thus, the need for research is of utmost importance as students are being pushed through the educational system without the support or respect that they deserve. This literature review examines the connection between teachers’ attitudes and perceptions of English Language Learners (ELLs) and how these thought forms affect classroom instruction. We narrowed our focus to identify studies and analyze teachers’ perceptions while servicing ELL students, specifically Latino/a English language learners. We discerned data and various levels of teacher-student engagement based on studies centered around various levels of teacher experience, all in relation to ELLs. Further, we analyzed how professional development altered educators’ attitudes and perceptions of English language learners. The articles reviewed gave insight into teacher perceptions and how most educators felt inadequately prepared to teach those whose first language was not English. By studying teachers’ viewpoints—through qualitative and quantitative analyses—we confirmed a need for professional development that will improve not only how content is learned for an English language learner, but the relationships those students encounter as well.

Educator Perceptions of English Language Learners

This article explores educator perceptions of gifted and talented (GT) English language learning (ELL) students. Nine educators from two schools within a school district with high population of ELL students were interviewed in this qualitative study. Discussion focused on understanding teachers’ ideas regarding ELL gifted students. Three main themes emerged from interviews: educator perceptions, identification, and professional development. Implications from the study include the need for specific professional development to restructure thinking regarding ELL students and to inform educators on the myriad of ways giftedness may manifest itself.

Preparing to teach English language learners: effect of online courses in changing mainstream teachers’ perceptions of English language learners

ABSTRACTThe number of English language learners (ELLs) is increasing rapidly at US schools. Mainstream teachers have an important role in academic success of these students because ELLs spend most of their school time in mainstream classes, and pulled-out a few hours in a school day for ELL services. However, research on mainstream teachers and ELL education highlights that mainstream teachers may have negative perceptions of ELLs, and they may use wrong accommodations to teach these students due to their lack of knowledge in ELL education. This study aims to understand how taking two online classes on ELL education changes mainstream teachers’ perceptions of this student group. The results showed that mainstream teachers changed their perceptions of ELLs greatly when they took these two online classes, and online discussions had a great role in this perception change. Some implications to develop online ELL education courses for pre-service and in-service teachers are also provided.

Investigating the Perceptions of Pakistani English Language Learners on Language Learning Anxiety in EFL Classroom

This quantitative study aims to investigate the perceptions of English Language Learners on Language learning Anxiety in EFL classroom. Participants of the study were 145 Intermediate level students of different public colleges of Hyderabad, Sindh who are learning English as a foreign language. The data was collected through the modified form of Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al., (1986). Findings of this study reveal the causes of foreign language anxiety from the learners’ perceptions such as communication apprehension was identified as the main cause of anxiety followed by the learners’ self-perceived proficiency, fear of being negatively evaluated and nervousness as other sources of anxiety. However, their motivational intensity is higher to learn English. Based on the findings of the study, many of the suggestions are recommended for language teacher however it is also considered that language anxiety is a multi-faceted and complicated in nature which needs further exploration. Keywords: Perceptions, Pakistani language learners, EFL classroom

How Preservice Teachers’ Study Abroad Experiences Lead to Changes in Their Perceptions of English Language Learners

This qualitative study examined 16 preservice teachers’ (PSTs) perceptions of “others” before 2 months in Germany, compared perceptions upon return, and attributed shifts to experiences abroad. Data sources were surveys, interviews, and reflections. Transformation theory served as the theoretical lens. PSTs’ pre-travel experiences related to not fitting in, cultural differences, and gender. Abroad, PSTs faced cultural differences and questioned their culture. Perceptual changes centered around language and culture. Changes were based on empathy, advocacy, and an understanding of ELLs. Implications offered are for interpreting experiences in light of teaching, benefits of faculty-led programs, and the use of study abroad to experience otherness.

Teaching English Learners: Building on Cultural and Linguistic Strengths

Souto-Manning examines the role of classroom discourse analysis in helping to change a teacher’s perceptions of English Language Learners from students who need “fixing” to experts from whom teachers may learn. She finds that blurring the lines between teacher/student and subject/object positions opens up pedagogical third spaces that are often missing from traditional classrooms.