Why We Do and What We Do : The Experience of Good English Language Learners

Shin, Sue jeong; Song, Hyun Joo; Choi, Hyun Kyu; Hwang, Myung Hwan; Lee, Hyuna; Lee, Youn Mi Cathy; Oh, Rosa; Lee, Hee Kyung

doi:10.18823/asiatefl.2018.15.1.9.130

Cited by 3 publications

(3 citation statements)

References 41 publications

(33 reference statements)

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“…In that case, the appropriate use of activities that foster memorization is necessary. Regarding this issue, the use of memorization strategies, regardless of the onset age of active learning, is a factor that directly influences EFL students' success in language acquisition (Shin et al, 2018). Indeed, Oanh and Hien (2006) assert that memorization is one of the learning methods that benefits EFL learners to acquire and use the English language, and it also helps them to internalize what they have learned in order to apply it in authentic communication.…”

Section: Discussionmentioning

confidence: 99%

Perceptions on the Internal Factors Influencing EFL Learning: A Case of Ecuadorian Children

Cabrera-Solano¹,

Gonzalez-Torres²,

Solano³

et al. 2019

INT J INSTRUCTION

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This study was conducted to identify teachers' and students' perceptions regarding the internal factors that influence English as a Foreign Language (EFL) learning in the southern region of Ecuador. The participants were 257 children, who answered a questionnaire about motivation, anxiety, willingness, self-efficacy and memorization when learning English skills. The English classes that these students took were observed during a three-month period. In addition, eight teachers were interviewed in order to know their views about the students' internal factors in EFL learning. After analyzing the data quantitatively and qualitatively, the results evidenced that, according to the participants' perceptions, motivation decreases depending on the students' age and the type of skills. Furthermore, anxiety when speaking in front of the class and doing listening activities increases as the students get older. Students are also self-efficient in the classroom, and they recall what they have learned. All the implications that can be derived from these factors should be carefully analyzed by educational stakeholders in order to help students succeed in the learning process.

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Section: Discussionmentioning

confidence: 99%

Perceptions on the Internal Factors Influencing EFL Learning: A Case of Ecuadorian Children

Cabrera-Solano¹,

Gonzalez-Torres²,

Solano³

et al. 2019

INT J INSTRUCTION

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show abstract

“…Motivation is the reason why we do something, how long we are willing to do it, and how much effort we will give to achieve it (Dörnyei & Ushioda, 2013, p. 4;Fryer & Roger, 2017, p. 443). Motivation has been proven important for English language learners (see Muslim, 2017;Shin et al, 2018;Tanaka, 2017) and regulating it becomes very essential to enhance students" academic performance (see Mukti, 2017), especially to protect the intention to learn (Mccann & Garcia, 1999, p. 260), and to persevere during difficult situations (Daniela, 2015(Daniela, , p. 2550).…”

Section: Motivation-regulationmentioning

confidence: 99%

Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation

Mbato

Cendra

2019

jele

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Type Undergraduate thesis writing necessitates EFL students to self-regulate themselves, particularly in overcoming the difficulties they encounter and maintaining their motivation. To date, there has been little research on EFL undergraduate students’ self-regulation, help-seeking, and motivation-regulation in thesis writing, especially in Asian context. Under explanatory mixed-method framework, this research aimed to investigate how Indonesian EFL undergraduate students self-regulated their thesis writing process and to what extent their self-regulation assisted them to seek help and regulate their motivation. The results showed that the students generally demonstrated a high level of self-regulation, help-seeking, and motivation-regulation. Furthermore, it was revealed that self-regulation had a positive, significant, and moderate correlation with help-seeking (r=.461), and a positive, significant, and high correlation with motivation-regulation (r=.648). The findings suggested that self-regulation, help-seeking, and motivation-regulation were important for students to finish their challenging undergraduate thesis. However, even when the overall measured results were good, the support from other people including from the university staff were needed, especially in cultivating students’ self-regulatory mechanism. This research offers implications for the university and thesis advisors.

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“…Research has shown that Koreans find satisfaction from enjoying and doing well in school (Park & Huebner, 2005). Specifically, Korean English-language learners with moderate to high proficiency levels who find enjoyment or a sense of accomplishment in learning have increased intrinsic motivation (Shin et al, 2018). Positive perceptions of classroom interaction is also linked to intrinsic motivation in Korean students (Wang, 2017).…”

Section: Korean Culture and The Classroommentioning

confidence: 99%

Audience Response Systems in a Korean Cultural Context : Poll Everywhere’s Effects on Student Engagement in English Courses

Jones¹

2019

The Journal of AsiaTEFL

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This study sought to examine the use of Poll Everywhere as an Audience Response System (ARS) within the English conversation classroom at a Korean university. The findings of this study addressed student engagement in English conversation courses and the relationship it has with Poll Everywhere. Over the course of two semesters, students were exposed to instruction laced with an ARS in the form of Poll Everywhere to stimulate English conversation. The students were then asked to respond to how it affected their motivation and desire to speak English in class. Students overwhelmingly noted that the use of Poll Everywhere in the classroom enhanced their learning experience, allowed them to be more enthusiastic, interested, and motivated to respond in English, and generally increased their engagement in English instruction. Furthermore, it was noted by the students that factors such as anonymousness, novelty of teaching style, and the ability to aid in the expression of English allowed for them to engage more in English lessons as they produced English language in a classroom setting. The results of the study hypothesized that Korean university students respond positively to Poll Everywhere integration that allowed for enhanced engagement in English conversation classes.

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Why We Do and What We Do : The Experience of Good English Language Learners

Cited by 3 publications

References 41 publications

Perceptions on the Internal Factors Influencing EFL Learning: A Case of Ecuadorian Children

Perceptions on the Internal Factors Influencing EFL Learning: A Case of Ecuadorian Children

Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation

Audience Response Systems in a Korean Cultural Context : Poll Everywhere’s Effects on Student Engagement in English Courses

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