Language Learning in Higher Education最新文献_第2页

Which components of word knowledge do EFL learners learn? 英语学习者要学习哪些词汇知识？

IF 0.5

Language Learning in Higher Education Pub Date : 2024-05-01 DOI: 10.1515/cercles-2024-2001

Zeynep Akşit, Şükran Saygı

{"title":"Which components of word knowledge do EFL learners learn?","authors":"Zeynep Akşit, Şükran Saygı","doi":"10.1515/cercles-2024-2001","DOIUrl":"https://doi.org/10.1515/cercles-2024-2001","url":null,"abstract":"\u0000 Vocabulary research provides valuable information on the construct of word knowledge (WK), and suggests ways to develop language learners’ lexicon, arguably, the backbone of communication. The present study explores EFL students’ vocabulary learning behavior; more specifically, the aspects of WK components they intentionally focus on when learning new words. Data was collected from 536 undergraduate students in an EFL context. Our findings revealed that EFL students’ vocabulary size was roughly 5,000 word families, considerably less than the number advocated for academic studies. Regarding the various aspects of WK, the top three components that the participants with larger vocabulary sizes primarily focus on were a word’s meaning in L2, spelling, and pronunciation, whereas for those students with a smaller vocabulary size, the top three choices were meaning in L1, spelling and meaning in L2. This intentional focus on separate aspects of WK, especially the meaning-form link in L2, might instigate further progress for the former group, and the lack thereof may inhibit learning opportunities for the latter. Exploration of the processes of vocabulary learning will guide teaching practice, and materials design. It may also call for adjustments in curricula as our understanding of vocabulary acquisition processes evolves.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141050012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Language learning strategies in focus: exploring their utilization by college student-athletes 聚焦语言学习策略：探索大学生运动员对这些策略的运用

IF 0.5

Language Learning in Higher Education Pub Date : 2024-05-01 DOI: 10.1515/cercles-2023-0043

Shu-Hsiu Huang, Kuei-Lan Tsai

{"title":"Language learning strategies in focus: exploring their utilization by college student-athletes","authors":"Shu-Hsiu Huang, Kuei-Lan Tsai","doi":"10.1515/cercles-2023-0043","DOIUrl":"https://doi.org/10.1515/cercles-2023-0043","url":null,"abstract":"\u0000 This study explores the specific language learning strategies (LLS) employed by student-athletes in Higher Education institutions in Taiwan. Given these student-athletes’ challenges in balancing academic and athletic commitments, understanding their adoption of LLS provides valuable pedagogical insights. This quantitative research gathered 150 responses, considering variables such as academic year, gender, duration of English study, and athletic specialization. Our findings indicate a moderate overall LLS usage, with a pronounced preference for metacognitive strategies. Strategies such as watching English shows and actively engaging in conversations were particularly favored. Conversely, kinesthetic and mnemonic approaches were less popular, such as acting out words or using rhymes. Delving deeper into the data, there were limited gender-based differences in LLS adoption. However, athletic specialization significantly influenced LLS preferences. Especially, martial arts or combat sports athletes had the highest LLS mean scores across all categories. These results highlight the distinct LLS preferences among Taiwanese student-athletes and suggest potential pedagogical adaptations to enhance their language learning experiences.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141051844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating Chinese university students’ foreign language enjoyment and anxiety in the EFL class 中国大学生在 EFL 课堂上的外语乐趣和焦虑调查

IF 0.5

Language Learning in Higher Education Pub Date : 2024-05-01 DOI: 10.1515/cercles-2024-2003

Huashan Wu

{"title":"Investigating Chinese university students’ foreign language enjoyment and anxiety in the EFL class","authors":"Huashan Wu","doi":"10.1515/cercles-2024-2003","DOIUrl":"https://doi.org/10.1515/cercles-2024-2003","url":null,"abstract":"\u0000 Emotion research in second language acquisition has flourished under the growing influence of Positive Psychology in recent years. The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 263 Chinese undergraduates in relation to learner variables as well as the sources of enjoyment and anxiety in the English class. Surveys with scales and open-ended questions were applied to collect data. Quantitative analysis revealed that learner variables, such as participants’ gender and their year of university, affected their FLCA but not FLE, while participants’ perception of their English levels was significantly linked to both FLE and FLCA. Furthermore, the uniqueness of Chinese FL learners’ FLE and FLCA was uncovered from participants’ narratives of their emotional experiences in College English class. The results of open-ended questions clarified that interesting teaching content, students’ good performance and progress, and well-designed classroom activities were effective boosters for foreign language (FL) learners’ enjoyment. Moreover, public speaking, the teacher’s random call, and peer pressure were closely related to spikes in students’ in-class anxiety. This study concluded with implications for EFL teaching, along with directions for further research.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141033862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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INTRODUCTION: Worldwide voices of experience in language education 引言：全世界语言教育经验的声音

IF 0.5

Language Learning in Higher Education Pub Date : 2024-05-01 DOI: 10.1515/cercles-2024-2004

C. Argondizzo, Gillian Mansfield

引用次数: 0

Predictors of English Medium Instruction academic success in Vietnamese Higher Education 越南高等教育英语教学学业成功的预测因素

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2029

Duy Van Vu

{"title":"Predictors of English Medium Instruction academic success in Vietnamese Higher Education","authors":"Duy Van Vu","doi":"10.1515/cercles-2023-2029","DOIUrl":"https://doi.org/10.1515/cercles-2023-2029","url":null,"abstract":"Abstract Recent research has investigated predictors of English Medium Instruction (EMI) academic success in Higher Education in various contexts; however, mixed findings have been reported, and empirical research in emerging contexts like Vietnam is relatively scarce. In addition, little is known about the associations between tertiary EMI outcome, gender, and high school performance. To fill these research gaps, the present study was conducted to explore the roles of gender, high school grades, English language proficiency and vocabulary knowledge (both receptive and productive knowledge) in Vietnamese tertiary EMI academic achievement. To this end, 78 Vietnamese undergraduates majoring in business studies participated in the study. The participants took the Vocabulary Levels Test (Schmitt et al. 2001) and Productive Vocabulary Levels Test (Laufer and Nation 1999) to measure their receptive and productive vocabulary knowledge. Their English language proficiency test scores, EMI course grades, and high school grade point average (GPA) were also collected for data analysis. Simple linear regression analyses revealed that high school GPA, English language proficiency together with both receptive and productive vocabulary knowledge significantly predicted EMI academic outcome while gender did not. The results are discussed with implications for EMI in Higher Education.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Testing English for Medical Purposes: the effects of traditional and distance education on learning outcomes 医学英语测试:传统和远程教育对学习成果的影响

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2027

Anna Barnau

{"title":"Testing English for Medical Purposes: the effects of traditional and distance education on learning outcomes","authors":"Anna Barnau","doi":"10.1515/cercles-2023-2027","DOIUrl":"https://doi.org/10.1515/cercles-2023-2027","url":null,"abstract":"Abstract The COVID-19 pandemic brought about new cultural and social phenomena that changed social interaction and communication. In this new situation, teachers teaching English for Medical Purposes (EMP) at the Jessenius Faculty of Medicine of Comenius University in Martin (JFM) had to adapt the courses to the educational needs of the students. This study explores the effects of traditional and distance education on learning outcomes in advanced English learners during three academic years. The sample consisted of 346 students. Three groups (G1, G2, G3) of first-year students attended online as well as face-to-face English courses and took EMP exams at the end of each summer semester. The test results were compared and evaluated. The methods of EMP teaching and testing were different in each group. G1 attended asynchronous online classes, G2 participated in synchronous online classes conducted in real-time, and finally, G3 participated in traditional classes. G1, G2 took online tests, and G3 took a pen-and-paper test. The questionnaire revealed that students appreciated the self-organization of study during online classes, but most criticized the lack of face-to-face communication, the classroom atmosphere, and technical difficulties during online teaching. Students participating in traditional classes missed their own time management and appreciated discussion in the classroom as well as teachers’ feedback on EMP performance.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Mur de paroles” – ou tentative de promotion de l’expression orale en langue française “言语墙”——试图促进法语口语表达

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2025

Joaquim Guerra

{"title":"“Mur de paroles” – ou tentative de promotion de l’expression orale en langue française","authors":"Joaquim Guerra","doi":"10.1515/cercles-2023-2025","DOIUrl":"https://doi.org/10.1515/cercles-2023-2025","url":null,"abstract":"Résumé Cette recherche explore l’utilité des technologies mobiles en classe de langue, en se concentrant sur le système de feedback permis par l’application Padlet ( ARS ) utilisée dans la discipline de Langue et Culture Française VI des cursus en langues. En nous appuyant sur un modèle de recherche-action, nous avons visé à améliorer les compétences orales des étudiants après avoir constaté que les différents confinements pendant la crise sanitaire du covid-19, l’absentéisme et le manque d’investissement à l’oral ont donné lieu à une plus faible performance dans cette compétence. Les étudiants étaient appelés à télécharger sur Padlet un minimum de trois fiches de lecture, trois critiques de films et les activités collaboratives ou individuelles réalisées en classe. Leur point commun réside dans l’utilisation unique de la compétence orale. Ainsi, les élèves devaient poster des vidéos ou des podcasts et commenter les publications de leurs pairs en essayant de mettre en évidence leurs difficultés dans le cadre de leur pratique orale et de problèmes de contenus. Les données ont été recueillies à travers un questionnaire comportant des questions fermées et ouvertes. Les réponses démontrent que les étudiants ont une attitude positive sur l’utilisation de technologies numériques en classe et que cette expérience a eu un résultat positif sur leur compétence orale. Les étudiants ont aussi précisé que le feedback a engendré une meilleure conscience de leurs difficultés.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Frontmatter 头版头条

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-frontmatter2

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University English-medium instruction in Türkiye – what instructors say 大学英语教学在<s:1> rkiye -什么讲师说

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2034

Yavuz Kurt, Yasemin Bayyurt

{"title":"University English-medium instruction in Türkiye – what instructors say","authors":"Yavuz Kurt, Yasemin Bayyurt","doi":"10.1515/cercles-2023-2034","DOIUrl":"https://doi.org/10.1515/cercles-2023-2034","url":null,"abstract":"Abstract The rise of English-medium instruction (EMI) and the increasing number of international students in Turkish universities call for a change in the language support programs that prepare students for EMI. English as a lingua franca (ELF) is a promising perspective to achieve a more linguistically and culturally inclusive pedagogy. This paper reports the views of 10 English language instructors who took a teacher training course on ELF and experimented with ELF-aware teaching with several lessons in the classroom. Semi-structured interviews were conducted with the instructors to explore how they conceptualized the relationship between ELF and their teaching context, and how they evaluated their teaching experiences. Results reveal that when preparing students for EMI, instructors saw ELF as a useful frame of reference that promoted students’ confidence, motivation, and critical thinking. Instructors’ teaching preferences were shaped by the curriculum they were supposed to follow, the materials at their disposal, and the characteristics of their learners. Findings highlight the need to equip students for the variability in the English language, and become more confident with their linguistic skills as multilingual speakers, as well as engage in critical thinking about English and its use in their context.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digital multimodal PechaKucha presentations in ESP: insights from students’ learning experiences ESP中的数字多模态PechaKucha演示:来自学生学习经验的见解

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2032

Vicent Beltrán-Palanques

{"title":"Digital multimodal PechaKucha presentations in ESP: insights from students’ learning experiences","authors":"Vicent Beltrán-Palanques","doi":"10.1515/cercles-2023-2032","DOIUrl":"https://doi.org/10.1515/cercles-2023-2032","url":null,"abstract":"Abstract Advances in digital and audiovisual communication have contributed to the remediation and emergence of genres (Luzón and Pérez-Llantada 2022, giving rise to new discourse practices. Against this backdrop, it becomes important to review ESP pedagogy to better prepare students to communicate effectively in professional settings. For this purpose, ESP teachers should move beyond traditional literacy to embrace multimodality and develop students’ multimodal literacy. This study presents a multimodal genre-based approach to teaching PechaKucha (PK) presentations (Querol-Julián and Beltrán-Palanques 2021) and reports on students’ learning experiences. This pedagogical approach allowed students to explore the genre of PK presentations and reflect on how to construct their own version. The recipients of this approach were 127 ESP students, of which 44 voluntarily completed a survey purposely designed to explore their learning experiences regarding the preparation and performance of a digital PK presentation. Findings suggest that students made a great effort to effectively construct a digitalised PK mainly because of the format requirements. The students were faced with the challenge of making decisions about what and how to represent ideational, textual, and interpersonal meanings through a PK. Finally, this study suggests that students seemed to have become aware of the complexity of expressing meanings through the multimodal genre of PK presentations.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0