esl learners
Recently Published Documents

This study aimed at investigating the innovation attributes of face-to-face Computer Assisted Cooperative Learning (CACL). It employed a mixed method design as the data were collected through a survey and semi-structured interviews. The findings showed that face to face CACL has a high degree of adoption in higher education institutes to teach EFL/ESL learners. Also, the regression analysis showed that the five factors are strong predictors of innovation adoption with complexity has the highest significance, followed by compatibility, relative advantage, observability and trialability respectively. The study found that accessibility is an emerging innovation attribute which increases the adoption of any innovation practice. The paper concluded that the human element of face-to-face cooperative learning increases the adoption of CACL, and that relative advantage has influence on the other innovation attributes. The study recommends using face-to-face CACL in teaching EFL/ESL learners, and using accessibility as an innovation attribute.

This study aimed at investigating the innovation attributes of face-to-face Computer Assisted Cooperative Learning (CACL). It employed a mixed method design as the data were collected through a survey and semi-structured interviews. The findings showed that face to face CACL has a high degree of adoption in higher education institutes to teach EFL/ESL learners. Also, the regression analysis showed that the five factors are strong predictors of innovation adoption with complexity has the highest significance, followed by compatibility, relative advantage, observability and trialability respectively. The study found that accessibility is an emerging innovation attribute which increases the adoption of any innovation practice. The paper concluded that the human element of face-to-face cooperative learning increases the adoption of CACL, and that relative advantage has influence on the other innovation attributes. The study recommends using face-to-face CACL in teaching EFL/ESL learners, and using accessibility as an innovation attribute.

Second language (L2) attitude and motivation-related studies focusing on differences caused by age have mostly highlighted the temporal dimension of L2 attitude and motivation. Age-related L2 motivation studies have also been gainfully employed at comparisons between L2 learners of different age groups recruited from different L2 learning environments. Such studies have not, however, attempted an analysis of the L2 attitudinal and motivational differences that may exist among L2 learners within a closer age range, e.g., 18 to 25 years. This article presents the findings of an L2 attitude and motivation survey, using a modified version of Dӧrnyei et al. (2006) and Ryan (2005), conducted among secondary, undergraduate, and postgraduate English as a second language (ESL) learners (N210) in India. It primarily presents a comparative analysis of the L2 attitudinal and motivational constructs of integrativeness, instrumentality, cultural interest, linguistic self-confidence, and L2 anxiety attested in the sample. Additionally, it offers a description of the correlation between the five L2 attitudinal and motivational constructs concerning the different ESL groups. As the ESL learners across the academic levels demonstrated ESL motivation more on the side of instrumentality, they also reported linguistic self-confidence more in the familiar environment of an L2 classroom than outside of it. Since better motivational strategies enhance learner dedication to the learning of a certain L2, an elaborated understanding of the specific differences in L2 attitude and motivation within this important age range should help design more useful and effective L2 pedagogical methods.

The article discusses issues concerning the development of future English teachers' communicative competence. It considers the idea that developing communicative competence benefits not only the learner's interactive abilities from an educational standpoint, but also the learner's psycho-emotional characteristics and sociocultural development as a person. As previously stated, communicative competence refers to the ability to interact effectively with others, and competence is defined as a collection of language skills an individual possesses in order to learn a foreign language. This potential contributes to his/her ability to perform at a high level. This paper discusses the theory of communicative competence and several of its models; the significance of developing communicative competence in future English teachers; and the implications of communicative competence in English language teaching and learning. Additionally, the work suggests fundamental methodological principles for developing future English teachers' communicative competence.

The aim of this paper is to review the literature and exemplify the manifestation of integrative and instrumental motivational orientations in Pakistan’s ESL learners with reference to Gardner’s Socio-Educational model. It delineates issues that impede the motivational process and contextual elements with motivational factors that could provide new insights to help practitioners plus policy makers to determine and address contemporary concerns in the holistic learning of English. The study principally sheds light on the current state of motivation in Pakistani ESL students, projecting a need to revise the English language curricula to more inclusive ones at all academic tiers; construct collegial classrooms; modify the practiced didactic approaches and focus on development of contextually suitable contents as some of the initiatives that need to be taken into consideration for nurturing students’ and teachers’ motivation in alignment with the model. The present study majorly proposes the need to utilize the Attitude/Motivation Test Battery (AMTB) for comprehensive analysis of students’ motivation and it provides an adapted simplified version of AMTB that can be used to examine Pakistani ESL students’ motivation, and further tested in other similar contexts.   Key Words: ESL, instrumental, motivational orientations, integrative, language learning.   Cite as: Jafri, U. A. (2022). Motivational orientations and the motivation of Pakistani ESL learners: A review. Journal of Nusantara Studies, 7(1), 221-242. http://dx.doi.org/10.24200/jonus.vol7iss1pp221-242

The field of L2 phonology did not receive much research compared to the other linguistic domains. To add to the field and expand the current literature, the present paper’s goal was to examine the impact of syllable structure differences between Arabic and English in uttering L2 English consonant clusters. The following research question was aimed to be answered: Do the differences between two languages’ syllable structure cause production difficulties in the consonant cluster to Saudi Arabian learners of English? The subjects of this investigation were L2 English learners from Saudi with intermediate proficiency levels in English. Applying the descriptive correlational type of research model, the results showed that learners’ production is mainly influenced by their native language-specific phonological features. The learners’ production of targeted L2 consonant clusters seemed to mirror their underlying phonological system, and syllables structures were modified to match their native Arabic phonological system as a result of language transfer. These findings should be taken into account by L2 speech educators as such speech difficulty is anticipated.

Having the ability to write paragraphs is important, especially for students in higher education. Nevertheless, mastering the skill of writing is not easy, takes time, and sometimes is boring. Looking for the alternative leads the researcher to do research with the aim of finding the favorite topics of writing and understanding the difficulties in writing a paragraph using the psycholinguistics approach. Students are firstly given an explanation about the paragraph including the intrinsic and extrinsic elements of it. Then, they are instructed to write a paragraph in several steps but are free to choose their own topics. Their works then are analyzed in order to see the topic chosen by the students in writing paragraphs. Next, the analysis is focused on the structure and the ideas they deliver through the sentences. The results show that the topics chosen are about things related to their real life, like health, technology, food, sport, and natural disaster. Meanwhile, dealing with the structures and the ideas, the students’ works are divided into five categories. The two dominant categories are expected structure but unexpected content, and expected structure and expected content. Hence, the findings will be taken into the consideration for the lesson material. Besides, the student’s skill of writing and their problem in writing that is shown by the analysis of structure and content will be the focus of lesson discussion. Therefore, the students are expected to have fun learning in writing.