The Voyage of ESL Learners English Language Learning in the Era of Post-Colonialism: A Thematic Analysis

Yunus, Melor Md; Hashim, Haida Umiera; Makhtar, Rosmizal; Norman, Helmi; Hashim, Harwati

doi:10.18488/journal.73.2020.82.224.229

Cited by 4 publications

(6 citation statements)

References 7 publications

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“…In relation to family support, several types of research show that children who have a good relationship with their family tend to perform better in school (González-Pienda et al, 2002;Stevenson & Baker, 1987;Dornbusch et al, 1987). Children exposed to the English language at an early age by their family have led them not only to familiarize themselves with the language but also were encouraged to learn the language (Md Yunus et al, 2020). This suggests the experiences that families face could be associated with that of what happens at school (Lau & Leung, in Jadue, 2003).…”

Section: Family´s Influence On Language Learningmentioning

confidence: 99%

“…The theory takes into account personal experiences and environment to the construction of knowledge. Children's exposure to the English language has constituted a vital experience to link and relate "to the new information or learning process throughout their lives" (Md Yunus et al, 2020).…”

Section: Family´s Influence On Language Learningmentioning

confidence: 99%

“…In the last study under this subtheme, Md. Yunus et al (2020) in their qualitative study with five ESL learners found that family in the era of post-colonialism influenced the learners in their English language learning process. Referring to the theoretical framework of Vygotskian constructivism, they reported that the learners' prior exposure to the English language during their childhood helped them in their learning process by linking or relating the previous knowledge to the new one.…”

Section: Parental Family Influence Engagement and Environment A) Fami...mentioning

confidence: 99%

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Family’s role and their Challenging Commitment to English Language Learning: A systematic Review

Philominraj

Ranjan

Saavedra

et al. 2022

JLE

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Background: The English language occupies a prominent role in today’s globalized world. The importance of this language is on the increase to the extent that this has become a major concern for governments, curriculum designers, educators, and parents. There are several factors, which contribute to achieving the successful learning of the English language. One of these factors is the role of the family and their involvement in the language development of their children. Purpose and Method: The present systematic review is framed in a descriptive qualitative approach since its main objective is to analyze articles that contain information regarding family’s role and their challenging pedagogical commitment with their children to the learning of the English language. For this purpose, 16 empirical studies retrieved from SCOPUS and the Web of Science database published between 2016 and 2021 in different EFL contexts were analyzed. The present work followed the Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) guidelines and was analyzed thematically. Four themes were identified from the empirical studies and were discussed further. Results: The results clearly suggest that the higher commitment of parents is directly proportional to the success rate in the learning of the English language. It also revealed the need for integrating the Family in the English language learning process and be considered while formulating any language/educational policy as well as curriculum development involving English as a foreign language (EFL) learning context in the future. Finally, the study provides information on limitations and implications followed by a conclusion.

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Section: Family´s Influence On Language Learningmentioning

confidence: 99%

Section: Family´s Influence On Language Learningmentioning

confidence: 99%

Section: Parental Family Influence Engagement and Environment A) Fami...mentioning

confidence: 99%

See 1 more Smart Citation

Family’s role and their Challenging Commitment to English Language Learning: A systematic Review

Philominraj

Ranjan

Saavedra

et al. 2022

JLE

View full text Add to dashboard Cite

show abstract

“…As a social, educational, or even technological tool, language has evolved to share ideas with others, allowing for complete interaction. Brown, Levinson, & Levinson (1987); Brown & Campione (1994); Kouiri, Agouram, & Kadouri (2021); Rahman, Sony, Hossen Rubel, Alam, & Liza (2020); Yunus, Umiera, Makhtar, Norman, & Hashim (2020); and Ababneh (2020) describe initial language learning as a cognitive socialization process.…”

Section: Literature Reviewmentioning

confidence: 99%

Communicative Reading Comprehension Competency Influences Written Composition Skills Performance of Faculty in English Discipline

Ambulong¹,

Jumsali²,

Barnido³

et al. 2021

WJEL

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James Britton proposed three primary language functions, which researchers tested using faculty members from Tawi-Tawi Regional Agricultural College (TRAC), for communicative reading comprehension—transactional, expressive, and poetic. Tawi-Tawi has many schools with high literacy levels, which contributes to a better society and a more peaceful country. The results revealed that the gender of the respondents had no bearing on their level of communication competency, and no significant differences were found between male and female faculty members. Additionally, there was no significant relationship found between the socio-demographic profiles and teaching performance of the faculty members in the English discipline.

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“…It is a known fact that technology has spun its web into almost every aspect of life as acknowledged by Md Yunus et al, (2020) and that the major impact could be seen in education which is a driving key factor in improving the economy of a country. In the process of integrating technology in education, various revamps have been planned and implemented.…”

Section: Technology Tools In Esl Classroom Technology Toolsmentioning

confidence: 99%

Millennial Teachers’ Use of Technology in ESL Classroom: A Review of Literature

Loganathan¹,

Hashim²

2020

IJARBSS

Self Cite

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Although there is an explosion of technology readily available for teaching and learning, questions arise as to why online learning is not effective especially during pandemic times like now due to Covid-19. This brings to the ultimate question of what technology does the millennial teachers use in ESL classroom. This is because, owing to the time that this generation has grown up in, this Net generation is also known to be accustomed using technology easily and at ease. A systematic literature review is thus conducted to review the gap that exists in researches between millennial teachers and technology, concept of millennial teachers, what technology tools are and also the effects of integrating technology in ESL classroom. Through this review the use of technology in ESL classroom in terms of advantages and disadvantages and concept of millennial teachers in Malaysia was discussed and defined. The findings from the review shall serve as the base or guideline for future studies related to millennial teachers and the use of technology.

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The Voyage of ESL Learners English Language Learning in the Era of Post-Colonialism: A Thematic Analysis

Cited by 4 publications

References 7 publications

Family’s role and their Challenging Commitment to English Language Learning: A systematic Review

Family’s role and their Challenging Commitment to English Language Learning: A systematic Review

Communicative Reading Comprehension Competency Influences Written Composition Skills Performance of Faculty in English Discipline

Millennial Teachers’ Use of Technology in ESL Classroom: A Review of Literature

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