challenges of learning English
225789924
THE CHALLENGES OF LEARNING ENGLISH AS A FOREIGN LANGUAGE AMONG UNDERGRADUATE STUDENTS
As one of the foreign languages in Indonesia, English must be learned from junior high school to undergraduate level. As a foreign language, challenges arise both in terms of the teacher as the one who give instruction or students as objects as well as subject learners. Various responses can be found in class related to these problems, especially in the attitude of students during the learning process, student learning outcomes, and participation in carrying out group activities. This study aims to explore the obstacles faced by students in learning English and its causal factors in the environment of Karimun University. This study uses a qualitative approach with a questionnaire, observation, and video recording instrument. Analysis of research data is done in three ways, namely data reduction, data presentation, and drawing conclusions and verification. The results showed that the research subjects had various learning difficulties in English. This happens due to the different levels of English mastery between individuals.
Alpino Susanto Abdul Malik Mitrayati Mitrayati
210350472
Challenges of learning English
Ungarova Iroda Gayrat Kizi Ortikbaeva Barno Kuchkor Kizi Dushaeva Sokhiba Janikulovna
49543564
Challenges of learning English in Australia towards students coming from selected Southeast Asian countries: Vietnam, Thailand and Indonesia
Abstract: The paper will explore the challenges students from selected South East Asian countries (Vietnam, Thailand and Indonesia) face while studying English in Australia before entering into Australian University courses. These students must contend not only with different styles of teaching and learning, but also with the challenge of adapting to a new culture. The study was conducted at one of the largest language institutions in Melbourne (affiliated with a major University) and the results collected draw on the English learning experiences of nine students (three Vietnamese, three Thai and three Indonesian) and two language teachers. Semi structured interviews were adopted as the primary data collection method, and this allowed the major problems that these students experience while studying English for University entry to be identified. The findings of this paper include reasons why Vietnamese, Thai and Indonesian students find it difficult to study in Australia, and possible solutions for overcoming these difficulties and improving the English proficiency of students from these countries.
Cao Thi Thanh Nguyen
225280293
INVESTIGATING CHALLENGES FOR LEARNING ENGLISH THROUGH SONGS
Teachers teaching in the 21 st century find classroom teaching and learning more challenging than it used to me. Generation Y are known to have problems with communication and generation Z are known to prefer learning tasks that contain the use of technology and activities that include the elements of fun. The use of songs has been successfully used in the teaching of English as a second/foreign language. Songs are known to motivate learners in the classroom. However, some language teachers report facing problems when they use English songs as teaching materials. This pilot study explores the challenges teachers face when they use of English songs in the English classrooms. Respondents were chosen from a public university in Malaysia. The instrument used is a questionnaire. Findings of the study revealed that teachers and learners face challenges such as pronunciation and meaning when English songs are used in the English classrooms. Article visualizations:
Nur Amalina Muhamad Noor Hanim Rahmat
229385644
Facing up to the Challenges in Teaching and Learning English in Polytechnics
The competency of English among future graduates has consistently been discussed and has become a national concern. The impact of not having competency in English contributes to the hindrance of communication. Thus, English language becomes a major factor graduates are not able to secure suitable employment or to perform at work. The Technical and Vocational Education Training providers such as polytechnics share the same concern as the other institutions. English courses are taught as compulsory course for all students and students are given opportunities to practise the language through co curricular activities. Communicative English is offered in three semesters, to support the core subjects and complement the technical subjects. In leading towards development and preparing graduates to meet the needs of the future, it is pertinent to ensure that the outcome of English courses in polytechnics is to produce graduates with adequate language competency and ready for work. This chapter reveals the challenges faced by English and content lecturers based on teaching English in polytechnics, teaching the discipline content in English and the collaboration between both subject lecturers. Qualitative data is gathered based on interviews with the lecturers to discover the perception of lecturers from language and content disciplines. The challenges in teaching and learning English are analysed and recommendations for improvement are beneficial to be used as interventions to improve the teaching and learning of English in polytechnics.
Shahiza Ahmad Zainuddin Yusri Bin Kamin
218818074
Teaching and Learning English Through Digitized Curricula: Challenges and Prospects
Mohamed Dellal
67731344
Teaching and Learning English Language in Nigerian Schools: Importance and Challenges
The importance of English language cannot be overemphasized, due to its role in social, political economical, and environmental development. English language functions as a vehicle of interaction and an instrument of communication. This paper discussed the importance of English language as official language of communication in Nigeria. The paper tries to highlight the challenges of teaching and learning English language in Nigerian schools. The paper also, discusses useful strategies the teachers and learners of English language in Nigerian schools may adopt so that teaching and learning of English would be simple.
Hamisu Abubakar Muhammad Sani Ya'u Umma Isah Aliyu Maryam Hassan
11604065
PROBLEMS AND CHALLENGES OF LEARNING THROUGH A SECOND LANGUAGE THE CASE OF TEACHING OF SCIENCE AND MATHEMATICS IN ENGLISH IN THE MALAYSIAN PRIMARY SCHOOLS
In 2003, there was a significant change in the language policy in the Malaysian education system whereby the Malaysian government decided to introduce English as a language medium to teach science and mathematics at all levels of the education system in stages. The aim of the policy was to arrest declining standards of English among Malaysian students. The implementation of this policy was most contentious at the primary school level involving two different models of implementation: bilingual model for the Chinese primary school and maximum exposure model for the national school and the Tamil primary school. This paper examines the problems and challenges of implementing the policy of teaching science and mathematics in English in the Malaysian primary schools, which entails learning through a second language. It looks at some of the theoretical constructs pertaining to choice of language as well as learning through a second language. These theoretical constructs offer some perspective lights on the implementation of the policy of teaching science and mathematics in English in the Malaysian primary schools by highlighting its strengths and weaknesses. Based on these theoretical constructs, this paper posits the bilingual model adopted by the Chinese primary schools as a better model to facilitate learning through a second language during the early years of schooling.
Tan Yao
5792435
Possibilities and Challenges of Multimodal Literacy Practices in Teaching and Learning English as an Additional Language
I review a decade of empirical research specifically addressing possibilities and challenges of multimodal literacy practices in learning and teaching English as an additional language, particularly for adolescent multilingual English language learners (ELLs) Given the lack of empirical research and discussions about multimodal literacy practices of ELLs, this review focuses on the issues of multimodal literacy practices of ELLs and their teachers. Thus, I look mainly at the promise and potential of engaging ELLs in multimodal literacy practices and potential tensions of implementing multimodal literacies into classroom practices. Findings of this review suggest more empirical research related to how ELLs consume, interpret, and produce multimodal texts as well as some implications for pedagogy.
Lang. Linguistics Compass
Youngjoo Yi
146419789
Current Challenges in Teaching/Learning English for EFL Learners: The Case of Junior High School and High School
Abstract In the 20th and 21st centuries, English has become an indispensable part of educational curriculum in Iranian schools. Despite all the efforts and investments devoted to cultivate and popularize English among Iranian language learners, the resultant outcome could not live up to the authorities' expectations. Generally speaking, the process of teaching and learning English as a foreign language in Iran is not satisfactory. A great body of research has proved that different factors are involved in this process. The researcher made an attempt to examine all the possibly existing researches which investigated/focused on the problems of teaching/learning English in Iran to elicit these factors and to scrutinize the existing problems. It is also an attempt to highlight what can be done to improve the situation significantly. A classification of these factors was suggested and it was indicated that these factors are highly interrelated.
Zahra Akbari