Introduction to the Special Issue: Learners’ outcomes and effective strategies in early second language learning

Costa, Francesca; Pladevall-Ballester, Elisabet

doi:10.21283/2376905x.11.202

Cited by 3 publications

(2 citation statements)

References 29 publications

(17 reference statements)

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“…To date, a relatively large amount of research has been carried out in a wide geographical area to teach English to young learners from the point of view of language policy, of teaching practices and lesson planning, and of teacher education. It especially concerns the gap between policy and practice caused by the introduction of new methodologies and approaches such as communicative language teaching (e.g., in Western contexts : Benvenuto & Lopriore, 2000;Costa & Pladevall Ballester, 2020;Enever, 2011;Garton & Copland, 2018;Lopriore, 2014Lopriore, , 2015Lopriore & Mihaljević Djigunović, 2011;Nikolov & Mihaljević Djigunović, 2011;Nunan, 2011;Pinter, 2017).…”

Section: Teaching English To Young Learnersmentioning

confidence: 99%

English language teaching and learning at a time of change: Young learners’ perceptions of instructional contexts

Sperti

2022

E-JournALL

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Over the last twenty-five years, English has been introduced into the primary school curriculum around the world at an ever-earlier age. Several research studies on those directly involved in this policy implementation, i.e., young learners, have been carried out, particularly in Europe. The ENRICH Project—aimed at promoting teacher competences necessary for responding to the challenges raised in today’s multilingual classrooms across Europe—has explored contexts of teaching/learning in five countries where English language teachers teach learners from different linguistic and cultural backgrounds. The project investigated the needs of today’s young and adolescent learners, their awareness and understanding of new forms of communication, and their learning through English. The focus of the present article is data collected by means of focus groups in which over 100 participants, aged 11-13, were asked to think back to their role as learners and users of English, thus triggering personal responses and enhancing reflections on their learning experiences. The analysis of young learners’ statements revealed their positioning in terms of awareness of English language teaching and of the current role of English in multilingual contexts.

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Section: Teaching English To Young Learnersmentioning

confidence: 99%

English language teaching and learning at a time of change: Young learners’ perceptions of instructional contexts

Sperti

2022

E-JournALL

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“…The most favored educational approach in recent years has been Content and Language Integrated Learning (CLIL) to improve both content learning and language learning. Most of the current research merely focus on the result of CLIL implementation, as it is called as product-oriented research (Baranova, Mokhorov, Kobicheva, & Tokareva, 2021;Costa & pladevall-ballester, 2020;Goris, Denessen, & Verhoeven, 2019;Graaff, Koopman, & Westhoff, 2007;Heras & Lasagabaster, 2015;van Kampen, Meirink, Admiraal, & Berry, 2017). However, there is a need for more process-oriented research (de Zarobe & Smala, 2020; Nikula et al, 2017) to investigate "What is taking place in the CLIL classroom and how can the approach be introduced in the classroom in a more effective way to enhance learning?…”

Section: Introductionmentioning

confidence: 99%

Language Learning Strategies in Online CLIL-Oriented Classrooms: Voices from Indonesian Higher Education Students

Khoiriyah

Soeparto

2022

Eralingua

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Abstract. This research aims to analyze the students’ language learning strategies (henceforth LLSs) in online CLIL-oriented classroom and to explore the students’ suggestions toward their online learning in relation to their LLSs. Through a mixed-method, this research involved nineteen students who were enrolled in the psychology department's "International Class" at an Indonesian private university. Strategy Inventory for Language Learning (SILL) questionnaire was distributed followed by conducting semi-structured interview. The finding revealed that all of the participants utilized all of LLSs such as memory strategies, cognitive strategies, metacognitive strategies, affective strategies, and social strategies. Cognitive and metacognitive strategies were considered as the most dominant strategies used during online learning, while affective and social strategies were the least preferable strategies. Based on the student’ response, this might be due to the fact that students are fully responsible for managing the overall learning process and evaluating their learning more frequently to achieve the learning goals, including content knowledge and academic language learning, when using online learning modes, either synchronous or asynchronous, Thus, some suggestions were addressed in terms of lecturers’ scaffolding, structured pre-class activities and collaborative learning. In conclusion, the students adopted high cognitive and metacognitive strategies followed by compensation strategies and other strategies such as social, memory and affective strategies respectively. Yet,CLIL teachers were also suggested to provide online learning activities which also facilitate social strategies as it was deemed by students to have more active participation in online classes. This provides some insight and pedagogical suggestions how EFL teachers or content teachers to facilitate their students to have more effective learning process based on their learning strategies.Keywords: Language Learning Strategies; Online CLIL classroom; Students’ voices

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Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children

Hori,

Fujii,

Toguchi

et al. 2024

Early Childhood Educ J

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There is a lack of research evaluating the effects of digital textbooks and digital apps on learning for early elementary school learners. Therefore, this study conducted a randomized controlled trial to evaluate how an iPad application for learning English as a foreign language impacted children’s grammar understanding, satisfaction, persistence, and confidence compared to a digital textbook. A total of 119 Japanese first- and second-graders participated in the study. They were randomly divided into groups studying English using “digital books” or “applications” over five days. Pre- and post-intervention tests and questionnaires were used to measure their understanding of the study content, satisfaction, persistence, and confidence in English. Application-based learning was more effective than digital books in terms of grammar comprehension and was significantly better for satisfaction and persistence. The results suggested the use of specific criteria for selecting multimedia learning materials, including a high degree of learner control, autonomy to manipulate the learning environment, feedback on learning activities, and guaranteed interactions with the learning materials.

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Introduction to the Special Issue: Learners’ outcomes and effective strategies in early second language learning

Cited by 3 publications

References 29 publications

English language teaching and learning at a time of change: Young learners’ perceptions of instructional contexts

English language teaching and learning at a time of change: Young learners’ perceptions of instructional contexts

Language Learning Strategies in Online CLIL-Oriented Classrooms: Voices from Indonesian Higher Education Students

Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children

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