Relations of Some Sociocultural Variables and Attitudes and Motivations of Young Arab Students Learning English as a Second Language

Lori, Ali Abdulrahman; Al-Ansari, Saif

doi:10.2466/pr0.2001.88.1.91

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…This finding can indicate that other factors, mainly internal predictors such as intrinsic motivation, have affected the participants' proficiency as an internal drive. It aligns with what Lori and Al-Ansari (2001) have stated. They believed that motivation is one of the most significant but complicated variables in explaining individuals' differences in language learning.…”

Section: Students' Proficiencysupporting

confidence: 91%

“…For example, Alfayez, Strand, and Carline (1990) highlighted academic, social, and cultural factors influencing the academic achievement of university students. Oh and Kit-fong Au (2005) explored the effects of socio-cultural variables on language learning, while Verhoeven and Vermeer (2006) and Lori and Al-Ansari (2001) investigated the role of motivational and sociocultural factors on language and literacy achievement. Credé and Kuncel (2008) emphasized the impact of students' study habits, skills, and attitudes on their academic achievement and proficiency, and Khalifa (2012) examined the effects of age factors on learning English.…”

Section: Literature Reviewmentioning

confidence: 99%

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Predictors of Language Proficiency among Medical and Paramedical Students: Vygotskian Sociocultural Theory

Moslehi,

Kafipour

2023

JLE

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Background: There are many factors in determining language proficiency among university students. Identifying these factors can help the teaching and learning process to move forward more quickly and effectively. Purpose: This study aimed to explore the relationship between social, cultural, and linguistic factors and the language proficiency of 221 medical and paramedical students at Shiraz University of Medical Sciences to identify if these factors contribute to language proficiency as an effective variable in students’ communication, academic performance, and quality patient care. Method: The authors administered a questionnaire on these factors' role and a proficiency test. Then, they ran Pearson's correlation coefficient and multiple regression analyses to determine the relationship and effects of such factors concerning language proficiency. Results: The t-test revealed a statistically meaningful difference between medical and paramedical students concerning both mean scores of proficiency and cultural factors. The results indicated only social and cultural factors statistically correlated with paramedical students’ proficiency. Furthermore, none of these factors built any relationship or exerted any effects on the proficiency of medical students. Conclusion: The results implied that educational policymakers should consider the existing differences between university students of different fields since they come from different sociocultural and linguistic backgrounds that have affected the academic stance in which they are studying. Moreover, the findings necessitate encouraging the policymakers and university lecturers to enhance their sociocultural competencies to adapt and fulfill the needs of such students and highlighting the roles of the family's socioeconomic positions through some workshops since the role of the family is an important variable in determining the extent to which a learner has acquired a specific cultural competence.

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Section: Students' Proficiencysupporting

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

Predictors of Language Proficiency among Medical and Paramedical Students: Vygotskian Sociocultural Theory

Moslehi,

Kafipour

2023

JLE

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“…With most parents working full-time and, as a result, employing foreign helpers, the Arabic mother tongue-language might be conveyed less efficiently to infants and toddlers. Thus, for many of these preschool children, the first language is obscured and the sociolinguistic identity is unclear [1]. Furthermore, language screening is not routinely implemented in the childhood health supervision visits.…”

Section: Introductionmentioning

confidence: 99%

Screening for speech-language development in Emirati toddlers.

Almekaini¹,

Zoubeidi²,

Albustanji³

et al. 2017

psychology-cognition

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Background: The normal development of speech-language is especially challenging for Emirati toddlers, as they are frequently raised by live-in multilingual caretakers. Methods: In this community-based study, we screened preschool Emirati children for delayed expressive language and associated socio-emotional/behavioral problems. Arabic versions of the Language Development Survey and Child Behavior Checklist for ages 1.5-5 years were validated before being used in this study. The data collection instruments (questionnaires) were completed by primary caregivers in the presence of trained staff. Delayed language was defined as a vocabulary size fewer than 20 words at 18-23 months or fewer than 50 words at 24-35 months.Results: One hundred fifty two children (median-age, 26 months; 53% females) were enrolled in this study. Fifty-six percent of 18-23 month-old children had vocabulary size ≥ 20 words, 48% of the 24-29 month-old had vocabulary size ≥ 50 words and 46% of the 30-35 month-old had vocabulary size ≥ 50 words. Fifty four percent of 24-34 month-old children used combining words; with an average (SD) length-of-phrases of 3.9 (1.1), median=4.0; range=2.0-6.0. Household words (e.g. bed) were most common and exterior words (e.g. flowers) were least common. Vocabulary size was not significantly associated with gender, socioemotional variables or behavioral problems. Conclusion:Many toddlers with potential delayed speech-language were identified. They require further assessment and intervention, when indicated. Appropriate language screening strategies should be implemented in the childhood health supervision visits. Comprehensive studies of functional use of language for communication, discrimination and production of speech sounds and acquisition of reading and writing skills are greatly needed in our region.

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Attitudes Towards Using English as a Medium of Instruction for Professional Development

Al-Wadi¹

2018

UCFL

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Relations of Some Sociocultural Variables and Attitudes and Motivations of Young Arab Students Learning English as a Second Language

Cited by 3 publications

References 8 publications

Predictors of Language Proficiency among Medical and Paramedical Students: Vygotskian Sociocultural Theory

Predictors of Language Proficiency among Medical and Paramedical Students: Vygotskian Sociocultural Theory

Screening for speech-language development in Emirati toddlers.

Attitudes Towards Using English as a Medium of Instruction for Professional Development

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