Shaping the quality of second language learning: Students’ perspective

Abstract

The paper dwells on the problem of identifying the most crucial factors affecting the quality of foreign language learning from the students’ perspective. Quality foreign language education is a disputable issue in 21 century due to the increased global workforce competition. Human capital has a great impact on education as an important factor in shaping a new quality of country’s economy and well-being of society. Foreign language skill is an integral component of highly qualified professionals as the global economic processes make them participate in cross-border business communication. In these conditions the aim of higher education establishments is to provide quality of language learning and teaching that allows future specialists not to distort the meaning in written and oral communication within their professional framework. The two-phase survey conducted among 67 students of the Institute of Management, Economics and Finance of the Kazan Federal University provided with quantitative data. The respondents ranked differently the factors determining the quality of language learning and teaching responses after two years of completing their foreign language education and were generally satisfied with the quality of service rendered. The obtained results give optimistic forecasts regarding the improvement of foreign language education and help reconsider the way of teaching a foreign language basing on the chosen factors.

English foreign language reading and spelling diagnostic assessments informing teaching and learning of young learners

“…In addition to students who have been diagnosed with learning disabilities, many students struggle to acquire EFL. Their difficulties could be associated with overcrowded language classrooms (Guvendir, 2015; Toro et al, 2019), affective factors (Chen & Chang, 2004; Nikolov & Timpe-Laughlin, 2021; Solodkova et al, 2018), socioeconomic background (Kahn-Horwitz et al, 2006; Olshtain et al, 1990), a lack of professional instruction (Detal, 2019), as well as teachers lacking the necessary content knowledge to facilitate teaching and learning (Goldfus, 2012; Kahn-Horwitz, 2015, 2016; Roffman, 2012; Saban & Kahn-Horwitz, 2022; Vaisman & Kahn-Horwitz, 2020).…”