Effects of Proficiency and Motivation on  the Choices of Language Learning Strategies

Khamkhien, Attapol

doi:10.33541/jet.v2i3.55

Cited by 4 publications

(7 citation statements)

References 37 publications

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“…Some of them made their classification based on the task the machine is used for, the skills it focuses on or the place where it is used. Warschauer (1996) Warschauer and Healey (1998) as well as Khamkhien (2012) confirmed Warschauer's view. Indeed, the three historical phases enumerated have been mentioned: -Behavioristic CALL: it was conceived in the 1950s and implemented in the 1960s and 1970s.…”

mentioning

confidence: 72%

“…According to Khamkhien (2012) and Warschauer and Meskill (2000), it might happen that all institutions cannot afford the investment for appropriate technology, efficient network and infrastructures to support it. The state support is truly necessary to solve the aforementioned hindrances as advocated by Ryan and Cooper (2010) who suggest subsidies by the state.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, learners receives spontaneous feedback. Besides, according to Khamkhien (2012) it might happen that teachers are not able to respond to the entirety of their learners' need. The CALL provides learners with various information and support their needs.…”

Section: Advantages Related To the Computer-assisted Language Learningmentioning

confidence: 99%

“…According to them, the English teacher is still a resource person in language classrooms. In fact, as advocated in Khamkhien (2012), the authentic native speakers input provided by the computer might not be easily understandable for low or relatively proficient learners without additional help from the teacher. Likewise, for the CALL to be effective, both teachers and learners need to be trained in order to have an idea about the role they have to play in the process.…”

Section: Factors Influencing the Use Of Computer In Language Learningmentioning

confidence: 99%

“…This adaptation is not only about the computer hardware and software but mostly about its integration to language learning context. Moreover, neither the computer, nor the training might not be affordable or available to all institutions in terms of investment for appropriate technology and efficient network (Khamkhien, 2012). In addition to money investment, Warschauer and Meskill (2000) pinpoint investment of time, and uncertainty of results.…”

Section: Factors Influencing the Use Of Computer In Language Learningmentioning

confidence: 99%

See 4 more Smart Citations

The Computer-Assisted Language Learning in Teaching English as a Foreign Language: A Challenge or Myth in Benin Secondary Schools?

Mensah¹

2016

SELT

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Nowadays, the use of technologies has swept through every domain in human endeavor and particularly in the field of education. This phenomenon has been influencing everyday classroom practices over the world. Unfortunately, this has not been a reality yet in Benin classes. Therefore, this research work explored and shed light on the opportunities related to the use of the computer in Teaching English as a Foreign Language on the one hand. On the second hand, it strove to diagnose the strengths, weaknesses and opportunities of Benin educational system that can contribute to promote, delay or impede the use of the computer to support English teaching. To easily address the different aspects, the study combined interviews, direct observations plus questionnaires. The findings were far from smooth and the key issues surrounding them were questioned.

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mentioning

confidence: 72%

Section: Discussionmentioning

confidence: 99%

Section: Advantages Related To the Computer-assisted Language Learningmentioning

confidence: 99%

Section: Factors Influencing the Use Of Computer In Language Learningmentioning

confidence: 99%

Section: Factors Influencing the Use Of Computer In Language Learningmentioning

confidence: 99%

See 3 more Smart Citations

The Computer-Assisted Language Learning in Teaching English as a Foreign Language: A Challenge or Myth in Benin Secondary Schools?

Mensah¹

2016

SELT

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Thai University Students’ Attitudes Toward Online Language Learning in a Time of Crisis

Pusey

Nanni

2022

SAGE Open

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In the wake of the COVID-19 pandemic, transitions to online L2 learning have rapidly emerged. However, the impacts of these transitions on students’ attitudes toward online language learning are largely unknown. This study investigated how participation in remote EAP instruction impacted the attitudes of Thai university students ( n = 263) toward online language learning. The study employed a longitudinal survey design and utilized a questionnaire instrument designed for the study containing 33 Likert scale items. The questionnaire was administered at the beginning and end of students’ first fully remote semester. Within- and between-groups comparisons were made of participants’ mean attitudinal ratings on eight multi-item subscales to measure the extent to which, and in what ways, students’ attitudes changed over time. Statistically significant differences were evident in the subscales of open-mindedness, autonomy, effectiveness of instruction, interactivity, and engagement over time; the general trend was toward a more positive perspective on online learning. Results indicated no statistically significant differences on three of the multi-item subscales (motivation, anxiety, and convenience) over time. The analysis showed a significant interaction between proficiency level and time in ratings for the effectiveness of instruction subscale only. Most subscales were weakly correlated with motivation at the beginning of the term; however, all subscales except interactivity showed a higher correlation at the end of the term. The results of this study will be of interest to educators who are seeking to understand learners’ attitudes toward online language instruction during times of crisis and emergency remote teaching (ERT).

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Analysis Of Proficiency And Motivation On The Choices Of English Language Learning Strategies Of Smk Negeri 1 Bmr

Iluh karina,

Hadziq Fikri,

Zulaikah

et al. 2023

ENJEL

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The objectives of this investigation were twofold: 1) to identify language learning strategies commonly used by tenth graders at SMK Negeri 1 Belitang Madang Raya , and 2) to determine the roles of three variables contributing to their strategy use: language proficiency and motivation. A set of questionnaires consisting of the Strategy Inventory for Language Learning (SILL), and the Motivated Strategies for Learning Questionnaire. This study was a qualitative study using Descritive method. The population in this study were all tenth graders at SMK Negeri 1 Belitang Madang Raya for the academic year 2021/2022 with a total of 159 students from five classes. The writer using random sampling technique to take samples. The sampling technique was carried out in one class, namely (TKJ1) which consisted of 30 students. the writer found that memory strategies 228(76%) ,Cognitif strategies 59(20%), Compensation strategies 180(60%), Metacognitive 105(35%), Affective Strategies 160(53%), Social Strategies 200(67%), The analysis revealed that, in general, memory strategies were found to be the most common learning strategies, whereas Cognitive strategies were the least common. Motivation was reported to be the most significant variables affecting their choices of language learning strategies. The analysis revealed certain elucidating facts that can be utilized in future planning of English language teaching to improve the English performance of students SMK Negeri 1 Belitang Madang Raya. Keyword: Learning Strategies, Proficiency And Motivation

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Effects of Proficiency and Motivation on the Choices of Language Learning Strategies

Cited by 4 publications

References 37 publications

The Computer-Assisted Language Learning in Teaching English as a Foreign Language: A Challenge or Myth in Benin Secondary Schools?

The Computer-Assisted Language Learning in Teaching English as a Foreign Language: A Challenge or Myth in Benin Secondary Schools?

Thai University Students’ Attitudes Toward Online Language Learning in a Time of Crisis

Analysis Of Proficiency And Motivation On The Choices Of English Language Learning Strategies Of Smk Negeri 1 Bmr

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