Senad Bećirović - Academia.edu (original) (raw)

Papers by Senad Bećirović

Research paper thumbnail of The Interconnection Between Vocabulary Learning Strategies and Efl Learning Outcomes / Međusobna Povezanost Strategija Učenja Vokabulara I Ishoda Učenja U Engleskom Kao Stranom Jeziku

This study aimed at investigating vocabulary learning strategies employed by Bosnian EFL elementa... more This study aimed at investigating vocabulary learning strategies employed by Bosnian EFL elementary school learners attending the 6th, 7th, 8th and 9th grade and the effect of gender and grade level on the students’ choice of vocabulary learning strategies. Furthermore, it attempted to explore the relationship between vocabulary learning strategy use and EFL learners’ vocabulary knowledge as well as overall English knowledge. The results indicated that the participants are aware of vocabulary learning strategies and that they use them in their everyday learning. Gender showed no significant effect on the learners’ preferences for different vocabulary learning strategies, i.e. memory, cognitive and compensation strategies, while grade level had a significant effect on the use of one subtype, namely compensation strategies. Standard multiple regression was conducted to determine whether vocabulary learning strategies predict learners’ language achievement and vocabulary knowledge, and...

Research paper thumbnail of Teacher and Student Experiences in Online Classes During COVID-19 Pandemic in Serbia, Bosnia and Herzegovina and Croatia

MAP Social Sciences

In March 2020, the World Health Organization declared the COVID pandemic, which caused interrupti... more In March 2020, the World Health Organization declared the COVID pandemic, which caused interruptions and delays in many activities, but most importantly, it led to some huge changes in education. Online teaching will prove to be the most commonly used method that should compensate for the inability to work in the classroom and allow the educational process to continue. Of course, this teaching method was not created in 2020, but it was only presented and implemented in Serbia, Bosnia and Herzegovina and Croatia with the beginning of the pandemic. In this paper, we see how these countries have faced abrupt changes in teaching, and how this change has affected students. Online teaching cannot be a mere transfer of analog content to digital; a different approach is needed in the implementation of teaching as required and offered by the digital medium, but at the same time it is necessary to preserve the basic principles of the lecturer and the curriculum. It is a call, both for teacher...

Research paper thumbnail of The Use of Metacognitive Reading Strategies among students at International Burch University: A Case Study

European Journal of Contemporary Education

Being notably absent from many classrooms and largely unaware of by many language learners, metac... more Being notably absent from many classrooms and largely unaware of by many language learners, metacognitive reading strategies have attracted a keen interest of scholars and have been extensively researched in very diverse contexts. Thus, the primary goal of this research is to determine the overall usage of different types of metacognitive reading strategies by non-native English language speakers at International Burch University. For that purpose, the Metacognitive Reading Strategies Questionnaire (MRSQ) was employed. The research sample was composed of 140 university-level students studying in two different fields, namely the field of English Language and Literature and Management. The analysis revealed that gender, grade level and study field have a significant effect on the use of metacognitive reading strategies, whereas the effect of nationality on the overall use of metacognitive reading strategies as well as on both of their subtypes is insignificant. Such research findings might largely contribute to a better understanding of different factors impacting reading strategy usage and might help teachers control them and act accordingly. Thus, some possible causes of such results are further explored in the current study and recommendations and directions for similar future field-related research are offered.

Research paper thumbnail of Native and Non-Native EFL Teachers Dichotomy: Terminological, Competitiveness and Employment Discrimination

The application of 'native' and 'non-native' labels to EFL professionals has been... more The application of 'native' and 'non-native' labels to EFL professionals has been influenced by the argument over their discriminatory nature. L1 proponents claim that natives are innate with linguistic competence while non-natives are referred to as second-best. A review of studies investigating the coherence of these terms supported the validity of this phenomenon. However, competing theories emphasise the importance and impact of discriminatory terminology not addressed by natives This paper looks at this debate in some detail and aims to balance the need for accurate descriptive labelling against the damaging effects of pejorative categories. It also discusses teaching and linguistic competence in light of both "native" and "non-native" categories. The discourse focuses on the advantages and disadvantages attributed to the native versus non-native EFL teacher and employment discrimination issues faced by non-native EFL teachers in institutions...

Research paper thumbnail of Motivation, Anxiety and Students’ Performance

European Journal of Contemporary Education

The aim of this study was to examine foreign language classroom anxiety and motivation to speak i... more The aim of this study was to examine foreign language classroom anxiety and motivation to speak in English as a foreign language with respect to gender and grade level as well as their effects on students' EFL performance. The research sample comprised 160 (middle and high school) students. Foreign Language Classroom Anxiety Scale (FLCAS) and the Speaking Motivation Scale were used to collect the data. The results showed that foreign language classroom anxiety and intrinsic motivation were negatively associated with each other, while extrinsic motivation and amotivation were significantly positively associated with foreign language classroom anxiety. Even though there was an insignificant difference between the males' and females' motivation to speak English as a foreign language, foreign language classroom anxiety was significantly affected by gender. The outcomes of a one-way MANOVA revealed that grade level had no effect on the combined dependent variables of foreign language classroom anxiety, while it had a significant effect on speaking motivation. Furthermore, the findings indicated that overall intrinsic motivation and intrinsic motivation to experience stimulation were significant predictors of the students' EFL achievement, whereas communication apprehension as a foreign language classroom anxiety factor was in a negative association with the students' EFL achievement. The study provides instructors with guidelines on how to make their classrooms an environment conducive to the development of higher levels of speaking motivation and lower levels of anxiety with the aim of improving their students' performance.

Research paper thumbnail of Motivation, Anxiety and Students' Performance

European Journal of Contemporary Education, 2020

The aim of this study was to examine foreign language classroom anxiety and motivation to speak i... more The aim of this study was to examine foreign language classroom anxiety and motivation to speak in English as a foreign language with respect to gender and grade level as well as their effects on students' EFL performance. The research sample comprised 160 (middle and high school) students. Foreign Language Classroom Anxiety Scale (FLCAS) and the Speaking Motivation Scale were used to collect the data. The results showed that foreign language classroom anxiety and intrinsic motivation were negatively associated with each other, while extrinsic motivation and amotivation were significantly positively associated with foreign language classroom anxiety. Even though there was an insignificant difference between the males' and females' motivation to speak English as a foreign language, foreign language classroom anxiety was significantly affected by gender. The outcomes of a one-way MANOVA revealed that grade level had no effect on the combined dependent variables of foreign ...

Research paper thumbnail of Effects of grade level and gender on foreign language learning process in Bosnian high schools

This study aimed at investigating the effects of grade level and gender on the process of foreign... more This study aimed at investigating the effects of grade level and gender on the process of foreign language learning among high school students. The participants were 125 male (69.7%) and 81 female (39.3%) high school students attending different grades in Bosnia and Herzegovina. The research showed that there is a statistically significant difference between female and male students in the process of foreign language learning, with males experiencing more difficulties in the process. On the other hand, the analysis indicated that grade level does not have a significant effect on foreign language learning, as the students of all grades seemed to encounter similar difficulties in the process. The Pearson correlation coefficient was also measured and it showed a positive correlation between the impact of foreign language learning on the mother tongue and foreign language learning motivation, on the one hand, and the impact of foreign language learning on the mother tongue and the difficulties in using the target language, on the other hand. This paper may be beneficial to any researcher in the field as foreign language learning, English language learning in particular, is rising in its importance in the Bosnian context, where the number of educational institutions in which English is the medium of instruction increases. Thus, research into the difficulties arising in the process should be one of the main aims of language instructors striving to facilitate the process of foreign language learning.

Research paper thumbnail of The Interconnection Between Vocabulary Learning Strategies and Efl Learning Outcomes / Međusobna Povezanost Strategija Učenja Vokabulara I Ishoda Učenja U Engleskom Kao Stranom Jeziku

This study aimed at investigating vocabulary learning strategies employed by Bosnian EFL elementa... more This study aimed at investigating vocabulary learning strategies employed by Bosnian EFL elementary school learners attending the 6th, 7th, 8th and 9th grade and the effect of gender and grade level on the students’ choice of vocabulary learning strategies. Furthermore, it attempted to explore the relationship between vocabulary learning strategy use and EFL learners’ vocabulary knowledge as well as overall English knowledge. The results indicated that the participants are aware of vocabulary learning strategies and that they use them in their everyday learning. Gender showed no significant effect on the learners’ preferences for different vocabulary learning strategies, i.e. memory, cognitive and compensation strategies, while grade level had a significant effect on the use of one subtype, namely compensation strategies. Standard multiple regression was conducted to determine whether vocabulary learning strategies predict learners’ language achievement and vocabulary knowledge, and...

Research paper thumbnail of The use of digital technology in foreign language learning

SN Social Sciences

Digital technology has become an essential factor in the process of language learning. This quant... more Digital technology has become an essential factor in the process of language learning. This quantitative study investigates the use of technology as well as teacher's support in the process of technology-based learning of English as a foreign language (EFL) among high school students in Bosnia and Herzegovina. The data have been collected by the questionnaire modelling teachers' influence on learners' selfdirected use of technology for language learning which consists of seven subscales. The results show that the participants' experience with technology-based language learning (TBL) is rather positive and that teachers have an important role in technology-based foreign language learning, indicating insignificant gender and EFL GPA differences but significant grade level differences on the combined dependent variables of teacher's support. Furthermore, the results revealed insignificant differences on the combined dependent variables of technology use based on the students' gender and grade level but significant differences based on the students' EFL GPA. The findings of this study may assist teachers in engaging students to efficiently use digital technologies in the process of foreign language learning at the high school level.

Research paper thumbnail of Twice-Exceptional, Half-Noticed: The Recognition Issues of Gifted Students with Learning Disabilities

MAP Social Sciences

Gifted children with learning disabilities are known as twice-exceptional. Both the identificatio... more Gifted children with learning disabilities are known as twice-exceptional. Both the identification and the classification of twice-exceptional children are a matter for practical ingenuity, as these children tend to fall upon extremes of a scale, resulting in either the child with both obvious giftedness and a learning disability or in the child where the giftedness effectively masks the disability. The latter results in a child that tests as average upon surface-level assessments. In this article, a new direction of the identification of twice-exceptional students is proposed in terms of specific learning disabilities, specifically in terms of the latter form of students who go through education undiagnosed. In addition to this direction, we provide a condensed understanding of both giftedness and specific learning disabilities in students, as well as how they interact in twice-exceptionality, and how teachers might best navigate the issue of masking within the classroom.

Research paper thumbnail of Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender

Journal of Language and Education

Learning efficacy can be substantially improved through the frequent use of learning strategies, ... more Learning efficacy can be substantially improved through the frequent use of learning strategies, whose practicality has been confirmed through extensive research. Thus, the purpose of the current study is to contribute to this wealth of research by determining whether learning strategies are significant predictors of students’ achievement in learning English as a foreign language (EFL) as well as by exploring strategy awareness and variations in strategy use by gender, grade level, and overall grade point average (GPA) among 206 high school students. The results indicated that cognitive strategies are significant positive predictors, while memory and affective strategies are significant negative predictors of students’ achievement in foreign language learning. Moreover, the findings revealed a significant impact of overall GPA and an insignificant impact of gender and grade level on the use of strategy subtypes, with the most frequently used strategies being metacognitive and the le...

Research paper thumbnail of Classroom as a Microcosm: Teaching Culturally Diverse Students

Journal of Education and Humanities

The twenty-first century is the century of encounter of the different races, nations, cultures, r... more The twenty-first century is the century of encounter of the different races, nations, cultures, religions and customs. In the twenty-first century, man is more and more exposed to various influences that leave a trace on the entire sphere of his social life, including education. Given that education systems play one of the key roles in the formation of both physically and morally healthy communities, it is of an enormous importance to analyze the phenomenon of a classroom composed of culturally diverse students. Each individual is nowadays exposed to various influences that leave a trace on the educational sphere of his social life. Taken into consideration how educational institutions have become more and more diverse in terms of cultures, views and perspectives it is of a great importance to analyze the phenomenon of a multicultural education. Moreover, it is of an utmost significance to study the benefits of a diverse classroom in the manner that will provide students with sufficient knowledge about the importance of multiculturalism, but at the same time ease teacher's time spent at work. This paper examines the instances and benefits of diversity through the use of different strategies and analyses the multiculturalism of the 21st century merged in everyday classroom life.

Research paper thumbnail of Willingness to Communicate in English as a Foreign Language

Willingness to communicate (WTC) has recently been extensively investigated in the field of langu... more Willingness to communicate (WTC) has recently been extensively investigated in the field of language study, especially in second language acquisition studies and communication studies. Studies suggest that WTC is an important tool that can facilitate language learning. Hence, the aim of instructors when teaching a language should be to increase the students' WTC. The aim of this study is to explore the Bosnian-Herzegovinian university students' willingness to communicate in English as a foreign language in different situational and interpersonal contexts. For that purpose, the Willingness to Communicate Questionnaire (McCroskey, Richmond, 2013) was utilized. The instrument consists of seven sub-scales: group discussion, meetings, interpersonal, public speaking, friend, acquaintance, stranger and it consists of 20 items. The research sample consists of 193 students from three universities in Bosnia and Herzegovina, two public universities and one private university. The results show that students' grade level, type of university and GPA significantly affect their willingness to communicate, while gender, nationality, or the number of foreign languages that students speak do not affect their WTC. Since this concept has not been studied broadly in the Bosnian-Herzegovinian EFL context, findings of this quantitative study might facilitate the process of setting pedagogical aims in English language instruction in Bosnia and Herzegovina, with special emphasis on WTC.

Research paper thumbnail of The Use of Metacognitive Reading Strategies among students at International Burch University: A Case Study

Being notably absent from many classrooms and largely unaware of by many language learners, metac... more Being notably absent from many classrooms and largely unaware of by many language learners, metacognitive reading strategies have attracted a keen interest of scholars and have been extensively researched in very diverse contexts. Thus, the primary goal of this research is to determine the overall usage of different types of metacognitive reading strategies by non-native English language speakers at International Burch University. For that purpose, the Metacognitive Reading Strategies Questionnaire (MRSQ) was employed. The research sample was composed of 140 university-level students studying in two different fields, namely the field of English Language and Literature and Management. The analysis revealed that gender, grade level and study field have a significant effect on the use of metacognitive reading strategies, whereas the effect of nationality on the overall use of metacognitive reading strategies as well as on both of their subtypes is insignificant. Such research findings might largely contribute to a better understanding of different factors impacting reading strategy usage and might help teachers control them and act accordingly. Thus, some possible causes of such results are further explored in the current study and recommendations and directions for similar future field-related research are offered.

Research paper thumbnail of THE ROLE OF AGE IN STUDENTS' MOTIVATION AND ACHIEVEMENT IN LEARNING ENGLISH AS A SECOND LANGUAGE

This study deals with the investigation of motivation and achievement of students learning Englis... more This study deals with the investigation of motivation and achievement of students learning English as a second language across different age. The sample of this research consists of 210 students aged ten, fourteen, and eighteen. In order to collect data on learners' motivation, an adapted questionnaire consisting of 44 statements, constructed by Schmidt and Watanabe (2001) was used. The results demonstrate a significant relationship between age and motivation. The ten-year-olds had the highest motivation for learning English as a second language, while the eighteen-year-olds had the lowest motivation for learning English as a second language. The ten-year-olds also scored the highest achievement in learning English as a second language. Moreover, the results also show a significant data in measuring correlation between achievement and motivation. By using a Spearman's correlation coefficient, a positive and a significant correlation between achievement and motivation have been revealed. The research results can be beneficial for teachers, parents, and students in finding the most effective approach to learning and teaching English as a second language.

Research paper thumbnail of The Relationship between Learning Styles, GPA, School Level and Gender

In education it is important to celebrate all aspects of diversity, including different ways stud... more In education it is important to celebrate all aspects of diversity, including different ways students learn. Addressing these diversities in the classroom is paramount for the success of every student. This research on learning styles may help in explaining the possible reasons for differences in students' achievement. The aim of this study was to investigate the learning style preferences based on gender, school level and students' GPA. A questionnaire was completed by 269 middle and high school students to determine if their learning style preferences are auditory, visual or tactile. The results showed that students' most preferred learning style is auditory on all three factors: gender, school level and their GPA, while there are certain differences when it comes to the second and third preferred learning style. Identification of the preferred learning styles may help instructors to differentiate the teaching process and may have positive impacts on obtaining and improving learning outcomes.

Research paper thumbnail of The Relationship between Gender Motivation and Achievement20200625 18061 nthhc

This study deals with the research into the relationship between gender, motivation and achieveme... more This study deals with the research into the relationship between gender, motivation and achievement in learning English as a foreign language. A good command of English is of paramount importance for an individual to be successful in numerous aspects of life such as professional, personal and educational. The aim of this research was to determine how gender influences motivation and achievement in learning English as a foreign language. The research sample consists of 185 students aged ten (fifth grade), fourteen (ninth grade) and eighteen (twelfth grade). The results demonstrate a statistically significant relationship between gender and motivation. Ten-year-old students exhibit the highest motivation for learning English as a foreign language, while the eighteen-year-olds exhibit the lowest motivation. In addition, female students are more successful at learning English as a foreign language than male students at each group/grade level. Moreover, the findings also reveal statistically significant results in measuring the correlation between achievement and motivation and can be highly beneficial for teachers, parents and students in adopting the most effective approach to learning and teaching English as a foreign language.

Research paper thumbnail of The influence of Grade point Average and Socioeconomic Status on Learning Strategies

A variety of different factors seem to have an influence on both second language learning difficu... more A variety of different factors seem to have an influence on both second language learning difficulties as well as learning strategies. The purpose of this study was to investigate the impact of different socioeconomic status and grade point average on learning strategies and learning difficulties in second language acquisition (SLA) process. A 5-point Likert scale questionnaire was used to gather data, i.e. a survey method was applied. The research sample included 206 high school participants. The results showed that a socioeconomic status did not have a significant influence on the students' second language acquisition difficulties. However, the students' grade point average significantly affected second language acquisition difficulties and also language learning strategies. The results of this study may help instructors to tailor instructions and content to students' needs and their preferable styles of learning. Taking into consideration students' learning difficulties and learning strategies in designing and implementing classes may significantly improve teaching and learning outcomes.

Research paper thumbnail of The Determinants of Lifelong Learning

The aim of this paper is to introduce drivers of lifelong learning and to emphasize its importanc... more The aim of this paper is to introduce drivers of lifelong learning and to emphasize its importance in modern life. Developed economies throughout the world are driven more by knowledge and globalization than were economies of even the recent past. European economies of the 20th century were largely driven by manufacturing and the need to industrialize. Filling such economies with functional workers required education systems of similar design, that turned out masses of equally-educated workers in large batches. Increased automation, the widespread introduction of computer technologies and communications, and cheaper transportation have combined to encourage firms to be lean, international, and changing. Computer technologies encouraged sharing of documents, speeded workflow from design to production. Cheaper transportation allowed an increase in internationalization of workforces. These major shifts drove change from industrialized to knowledge-based economies. Paper discusses how two simple English words came together, stayed together, and grew into a powerful term driving new political initiatives, and continue to influence political, economic, social, and even cultural currents. Today's developed societies are rapidly aging, live longer and have fewer children. In order to continue to grow vibrant economies, and to fully enjoy the benefits of these vibrant economies, citizens need to continue to renew knowledge and skills during entire lifetime. As the major technological, economic, and social currents change, so must citizens adapt by never ceasing to learn throughout their lifetimes.

Research paper thumbnail of Native and Non-Native EFL Teachers Dichotomy: Terminological, Competitiveness and Employment Discrimination

The application of 'native' and 'non-native' labels to EFL professionals has been influenced by t... more The application of 'native' and 'non-native' labels to EFL professionals has been influenced by the argument over their discriminatory nature. L1 proponents claim that natives are innate with linguistic competence while non-natives are referred to as second-best. A review of studies investigating the coherence of these terms supported the validity of this phenomenon. However, competing theories emphasise the importance and impact of discriminatory terminology not addressed by natives This paper looks at this debate in some detail and aims to balance the need for accurate descriptive labelling against the damaging effects of pejorative categories. It also discusses teaching and linguistic competence in light of both "native" and "non-native" categories. The discourse focuses on the advantages and disadvantages attributed to the native versus non-native EFL teacher and employment discrimination issues faced by non-native EFL teachers in institutions, job advertisements, and in the administration of institutions themselves today. It was concluded that a more refined approach to describing different types of EFL professionals is required, which does not negatively disadvantage either L1 or L2 teachers of English.

Research paper thumbnail of The Interconnection Between Vocabulary Learning Strategies and Efl Learning Outcomes / Međusobna Povezanost Strategija Učenja Vokabulara I Ishoda Učenja U Engleskom Kao Stranom Jeziku

This study aimed at investigating vocabulary learning strategies employed by Bosnian EFL elementa... more This study aimed at investigating vocabulary learning strategies employed by Bosnian EFL elementary school learners attending the 6th, 7th, 8th and 9th grade and the effect of gender and grade level on the students’ choice of vocabulary learning strategies. Furthermore, it attempted to explore the relationship between vocabulary learning strategy use and EFL learners’ vocabulary knowledge as well as overall English knowledge. The results indicated that the participants are aware of vocabulary learning strategies and that they use them in their everyday learning. Gender showed no significant effect on the learners’ preferences for different vocabulary learning strategies, i.e. memory, cognitive and compensation strategies, while grade level had a significant effect on the use of one subtype, namely compensation strategies. Standard multiple regression was conducted to determine whether vocabulary learning strategies predict learners’ language achievement and vocabulary knowledge, and...

Research paper thumbnail of Teacher and Student Experiences in Online Classes During COVID-19 Pandemic in Serbia, Bosnia and Herzegovina and Croatia

MAP Social Sciences

In March 2020, the World Health Organization declared the COVID pandemic, which caused interrupti... more In March 2020, the World Health Organization declared the COVID pandemic, which caused interruptions and delays in many activities, but most importantly, it led to some huge changes in education. Online teaching will prove to be the most commonly used method that should compensate for the inability to work in the classroom and allow the educational process to continue. Of course, this teaching method was not created in 2020, but it was only presented and implemented in Serbia, Bosnia and Herzegovina and Croatia with the beginning of the pandemic. In this paper, we see how these countries have faced abrupt changes in teaching, and how this change has affected students. Online teaching cannot be a mere transfer of analog content to digital; a different approach is needed in the implementation of teaching as required and offered by the digital medium, but at the same time it is necessary to preserve the basic principles of the lecturer and the curriculum. It is a call, both for teacher...

Research paper thumbnail of The Use of Metacognitive Reading Strategies among students at International Burch University: A Case Study

European Journal of Contemporary Education

Being notably absent from many classrooms and largely unaware of by many language learners, metac... more Being notably absent from many classrooms and largely unaware of by many language learners, metacognitive reading strategies have attracted a keen interest of scholars and have been extensively researched in very diverse contexts. Thus, the primary goal of this research is to determine the overall usage of different types of metacognitive reading strategies by non-native English language speakers at International Burch University. For that purpose, the Metacognitive Reading Strategies Questionnaire (MRSQ) was employed. The research sample was composed of 140 university-level students studying in two different fields, namely the field of English Language and Literature and Management. The analysis revealed that gender, grade level and study field have a significant effect on the use of metacognitive reading strategies, whereas the effect of nationality on the overall use of metacognitive reading strategies as well as on both of their subtypes is insignificant. Such research findings might largely contribute to a better understanding of different factors impacting reading strategy usage and might help teachers control them and act accordingly. Thus, some possible causes of such results are further explored in the current study and recommendations and directions for similar future field-related research are offered.

Research paper thumbnail of Native and Non-Native EFL Teachers Dichotomy: Terminological, Competitiveness and Employment Discrimination

The application of 'native' and 'non-native' labels to EFL professionals has been... more The application of 'native' and 'non-native' labels to EFL professionals has been influenced by the argument over their discriminatory nature. L1 proponents claim that natives are innate with linguistic competence while non-natives are referred to as second-best. A review of studies investigating the coherence of these terms supported the validity of this phenomenon. However, competing theories emphasise the importance and impact of discriminatory terminology not addressed by natives This paper looks at this debate in some detail and aims to balance the need for accurate descriptive labelling against the damaging effects of pejorative categories. It also discusses teaching and linguistic competence in light of both "native" and "non-native" categories. The discourse focuses on the advantages and disadvantages attributed to the native versus non-native EFL teacher and employment discrimination issues faced by non-native EFL teachers in institutions...

Research paper thumbnail of Motivation, Anxiety and Students’ Performance

European Journal of Contemporary Education

The aim of this study was to examine foreign language classroom anxiety and motivation to speak i... more The aim of this study was to examine foreign language classroom anxiety and motivation to speak in English as a foreign language with respect to gender and grade level as well as their effects on students' EFL performance. The research sample comprised 160 (middle and high school) students. Foreign Language Classroom Anxiety Scale (FLCAS) and the Speaking Motivation Scale were used to collect the data. The results showed that foreign language classroom anxiety and intrinsic motivation were negatively associated with each other, while extrinsic motivation and amotivation were significantly positively associated with foreign language classroom anxiety. Even though there was an insignificant difference between the males' and females' motivation to speak English as a foreign language, foreign language classroom anxiety was significantly affected by gender. The outcomes of a one-way MANOVA revealed that grade level had no effect on the combined dependent variables of foreign language classroom anxiety, while it had a significant effect on speaking motivation. Furthermore, the findings indicated that overall intrinsic motivation and intrinsic motivation to experience stimulation were significant predictors of the students' EFL achievement, whereas communication apprehension as a foreign language classroom anxiety factor was in a negative association with the students' EFL achievement. The study provides instructors with guidelines on how to make their classrooms an environment conducive to the development of higher levels of speaking motivation and lower levels of anxiety with the aim of improving their students' performance.

Research paper thumbnail of Motivation, Anxiety and Students' Performance

European Journal of Contemporary Education, 2020

The aim of this study was to examine foreign language classroom anxiety and motivation to speak i... more The aim of this study was to examine foreign language classroom anxiety and motivation to speak in English as a foreign language with respect to gender and grade level as well as their effects on students' EFL performance. The research sample comprised 160 (middle and high school) students. Foreign Language Classroom Anxiety Scale (FLCAS) and the Speaking Motivation Scale were used to collect the data. The results showed that foreign language classroom anxiety and intrinsic motivation were negatively associated with each other, while extrinsic motivation and amotivation were significantly positively associated with foreign language classroom anxiety. Even though there was an insignificant difference between the males' and females' motivation to speak English as a foreign language, foreign language classroom anxiety was significantly affected by gender. The outcomes of a one-way MANOVA revealed that grade level had no effect on the combined dependent variables of foreign ...

Research paper thumbnail of Effects of grade level and gender on foreign language learning process in Bosnian high schools

This study aimed at investigating the effects of grade level and gender on the process of foreign... more This study aimed at investigating the effects of grade level and gender on the process of foreign language learning among high school students. The participants were 125 male (69.7%) and 81 female (39.3%) high school students attending different grades in Bosnia and Herzegovina. The research showed that there is a statistically significant difference between female and male students in the process of foreign language learning, with males experiencing more difficulties in the process. On the other hand, the analysis indicated that grade level does not have a significant effect on foreign language learning, as the students of all grades seemed to encounter similar difficulties in the process. The Pearson correlation coefficient was also measured and it showed a positive correlation between the impact of foreign language learning on the mother tongue and foreign language learning motivation, on the one hand, and the impact of foreign language learning on the mother tongue and the difficulties in using the target language, on the other hand. This paper may be beneficial to any researcher in the field as foreign language learning, English language learning in particular, is rising in its importance in the Bosnian context, where the number of educational institutions in which English is the medium of instruction increases. Thus, research into the difficulties arising in the process should be one of the main aims of language instructors striving to facilitate the process of foreign language learning.

Research paper thumbnail of The Interconnection Between Vocabulary Learning Strategies and Efl Learning Outcomes / Međusobna Povezanost Strategija Učenja Vokabulara I Ishoda Učenja U Engleskom Kao Stranom Jeziku

This study aimed at investigating vocabulary learning strategies employed by Bosnian EFL elementa... more This study aimed at investigating vocabulary learning strategies employed by Bosnian EFL elementary school learners attending the 6th, 7th, 8th and 9th grade and the effect of gender and grade level on the students’ choice of vocabulary learning strategies. Furthermore, it attempted to explore the relationship between vocabulary learning strategy use and EFL learners’ vocabulary knowledge as well as overall English knowledge. The results indicated that the participants are aware of vocabulary learning strategies and that they use them in their everyday learning. Gender showed no significant effect on the learners’ preferences for different vocabulary learning strategies, i.e. memory, cognitive and compensation strategies, while grade level had a significant effect on the use of one subtype, namely compensation strategies. Standard multiple regression was conducted to determine whether vocabulary learning strategies predict learners’ language achievement and vocabulary knowledge, and...

Research paper thumbnail of The use of digital technology in foreign language learning

SN Social Sciences

Digital technology has become an essential factor in the process of language learning. This quant... more Digital technology has become an essential factor in the process of language learning. This quantitative study investigates the use of technology as well as teacher's support in the process of technology-based learning of English as a foreign language (EFL) among high school students in Bosnia and Herzegovina. The data have been collected by the questionnaire modelling teachers' influence on learners' selfdirected use of technology for language learning which consists of seven subscales. The results show that the participants' experience with technology-based language learning (TBL) is rather positive and that teachers have an important role in technology-based foreign language learning, indicating insignificant gender and EFL GPA differences but significant grade level differences on the combined dependent variables of teacher's support. Furthermore, the results revealed insignificant differences on the combined dependent variables of technology use based on the students' gender and grade level but significant differences based on the students' EFL GPA. The findings of this study may assist teachers in engaging students to efficiently use digital technologies in the process of foreign language learning at the high school level.

Research paper thumbnail of Twice-Exceptional, Half-Noticed: The Recognition Issues of Gifted Students with Learning Disabilities

MAP Social Sciences

Gifted children with learning disabilities are known as twice-exceptional. Both the identificatio... more Gifted children with learning disabilities are known as twice-exceptional. Both the identification and the classification of twice-exceptional children are a matter for practical ingenuity, as these children tend to fall upon extremes of a scale, resulting in either the child with both obvious giftedness and a learning disability or in the child where the giftedness effectively masks the disability. The latter results in a child that tests as average upon surface-level assessments. In this article, a new direction of the identification of twice-exceptional students is proposed in terms of specific learning disabilities, specifically in terms of the latter form of students who go through education undiagnosed. In addition to this direction, we provide a condensed understanding of both giftedness and specific learning disabilities in students, as well as how they interact in twice-exceptionality, and how teachers might best navigate the issue of masking within the classroom.

Research paper thumbnail of Exploring the Relationship Between Language Learning Strategies, Academic Achievement, Grade Level, and Gender

Journal of Language and Education

Learning efficacy can be substantially improved through the frequent use of learning strategies, ... more Learning efficacy can be substantially improved through the frequent use of learning strategies, whose practicality has been confirmed through extensive research. Thus, the purpose of the current study is to contribute to this wealth of research by determining whether learning strategies are significant predictors of students’ achievement in learning English as a foreign language (EFL) as well as by exploring strategy awareness and variations in strategy use by gender, grade level, and overall grade point average (GPA) among 206 high school students. The results indicated that cognitive strategies are significant positive predictors, while memory and affective strategies are significant negative predictors of students’ achievement in foreign language learning. Moreover, the findings revealed a significant impact of overall GPA and an insignificant impact of gender and grade level on the use of strategy subtypes, with the most frequently used strategies being metacognitive and the le...

Research paper thumbnail of Classroom as a Microcosm: Teaching Culturally Diverse Students

Journal of Education and Humanities

The twenty-first century is the century of encounter of the different races, nations, cultures, r... more The twenty-first century is the century of encounter of the different races, nations, cultures, religions and customs. In the twenty-first century, man is more and more exposed to various influences that leave a trace on the entire sphere of his social life, including education. Given that education systems play one of the key roles in the formation of both physically and morally healthy communities, it is of an enormous importance to analyze the phenomenon of a classroom composed of culturally diverse students. Each individual is nowadays exposed to various influences that leave a trace on the educational sphere of his social life. Taken into consideration how educational institutions have become more and more diverse in terms of cultures, views and perspectives it is of a great importance to analyze the phenomenon of a multicultural education. Moreover, it is of an utmost significance to study the benefits of a diverse classroom in the manner that will provide students with sufficient knowledge about the importance of multiculturalism, but at the same time ease teacher's time spent at work. This paper examines the instances and benefits of diversity through the use of different strategies and analyses the multiculturalism of the 21st century merged in everyday classroom life.

Research paper thumbnail of Willingness to Communicate in English as a Foreign Language

Willingness to communicate (WTC) has recently been extensively investigated in the field of langu... more Willingness to communicate (WTC) has recently been extensively investigated in the field of language study, especially in second language acquisition studies and communication studies. Studies suggest that WTC is an important tool that can facilitate language learning. Hence, the aim of instructors when teaching a language should be to increase the students' WTC. The aim of this study is to explore the Bosnian-Herzegovinian university students' willingness to communicate in English as a foreign language in different situational and interpersonal contexts. For that purpose, the Willingness to Communicate Questionnaire (McCroskey, Richmond, 2013) was utilized. The instrument consists of seven sub-scales: group discussion, meetings, interpersonal, public speaking, friend, acquaintance, stranger and it consists of 20 items. The research sample consists of 193 students from three universities in Bosnia and Herzegovina, two public universities and one private university. The results show that students' grade level, type of university and GPA significantly affect their willingness to communicate, while gender, nationality, or the number of foreign languages that students speak do not affect their WTC. Since this concept has not been studied broadly in the Bosnian-Herzegovinian EFL context, findings of this quantitative study might facilitate the process of setting pedagogical aims in English language instruction in Bosnia and Herzegovina, with special emphasis on WTC.

Research paper thumbnail of The Use of Metacognitive Reading Strategies among students at International Burch University: A Case Study

Being notably absent from many classrooms and largely unaware of by many language learners, metac... more Being notably absent from many classrooms and largely unaware of by many language learners, metacognitive reading strategies have attracted a keen interest of scholars and have been extensively researched in very diverse contexts. Thus, the primary goal of this research is to determine the overall usage of different types of metacognitive reading strategies by non-native English language speakers at International Burch University. For that purpose, the Metacognitive Reading Strategies Questionnaire (MRSQ) was employed. The research sample was composed of 140 university-level students studying in two different fields, namely the field of English Language and Literature and Management. The analysis revealed that gender, grade level and study field have a significant effect on the use of metacognitive reading strategies, whereas the effect of nationality on the overall use of metacognitive reading strategies as well as on both of their subtypes is insignificant. Such research findings might largely contribute to a better understanding of different factors impacting reading strategy usage and might help teachers control them and act accordingly. Thus, some possible causes of such results are further explored in the current study and recommendations and directions for similar future field-related research are offered.

Research paper thumbnail of THE ROLE OF AGE IN STUDENTS' MOTIVATION AND ACHIEVEMENT IN LEARNING ENGLISH AS A SECOND LANGUAGE

This study deals with the investigation of motivation and achievement of students learning Englis... more This study deals with the investigation of motivation and achievement of students learning English as a second language across different age. The sample of this research consists of 210 students aged ten, fourteen, and eighteen. In order to collect data on learners' motivation, an adapted questionnaire consisting of 44 statements, constructed by Schmidt and Watanabe (2001) was used. The results demonstrate a significant relationship between age and motivation. The ten-year-olds had the highest motivation for learning English as a second language, while the eighteen-year-olds had the lowest motivation for learning English as a second language. The ten-year-olds also scored the highest achievement in learning English as a second language. Moreover, the results also show a significant data in measuring correlation between achievement and motivation. By using a Spearman's correlation coefficient, a positive and a significant correlation between achievement and motivation have been revealed. The research results can be beneficial for teachers, parents, and students in finding the most effective approach to learning and teaching English as a second language.

Research paper thumbnail of The Relationship between Learning Styles, GPA, School Level and Gender

In education it is important to celebrate all aspects of diversity, including different ways stud... more In education it is important to celebrate all aspects of diversity, including different ways students learn. Addressing these diversities in the classroom is paramount for the success of every student. This research on learning styles may help in explaining the possible reasons for differences in students' achievement. The aim of this study was to investigate the learning style preferences based on gender, school level and students' GPA. A questionnaire was completed by 269 middle and high school students to determine if their learning style preferences are auditory, visual or tactile. The results showed that students' most preferred learning style is auditory on all three factors: gender, school level and their GPA, while there are certain differences when it comes to the second and third preferred learning style. Identification of the preferred learning styles may help instructors to differentiate the teaching process and may have positive impacts on obtaining and improving learning outcomes.

Research paper thumbnail of The Relationship between Gender Motivation and Achievement20200625 18061 nthhc

This study deals with the research into the relationship between gender, motivation and achieveme... more This study deals with the research into the relationship between gender, motivation and achievement in learning English as a foreign language. A good command of English is of paramount importance for an individual to be successful in numerous aspects of life such as professional, personal and educational. The aim of this research was to determine how gender influences motivation and achievement in learning English as a foreign language. The research sample consists of 185 students aged ten (fifth grade), fourteen (ninth grade) and eighteen (twelfth grade). The results demonstrate a statistically significant relationship between gender and motivation. Ten-year-old students exhibit the highest motivation for learning English as a foreign language, while the eighteen-year-olds exhibit the lowest motivation. In addition, female students are more successful at learning English as a foreign language than male students at each group/grade level. Moreover, the findings also reveal statistically significant results in measuring the correlation between achievement and motivation and can be highly beneficial for teachers, parents and students in adopting the most effective approach to learning and teaching English as a foreign language.

Research paper thumbnail of The influence of Grade point Average and Socioeconomic Status on Learning Strategies

A variety of different factors seem to have an influence on both second language learning difficu... more A variety of different factors seem to have an influence on both second language learning difficulties as well as learning strategies. The purpose of this study was to investigate the impact of different socioeconomic status and grade point average on learning strategies and learning difficulties in second language acquisition (SLA) process. A 5-point Likert scale questionnaire was used to gather data, i.e. a survey method was applied. The research sample included 206 high school participants. The results showed that a socioeconomic status did not have a significant influence on the students' second language acquisition difficulties. However, the students' grade point average significantly affected second language acquisition difficulties and also language learning strategies. The results of this study may help instructors to tailor instructions and content to students' needs and their preferable styles of learning. Taking into consideration students' learning difficulties and learning strategies in designing and implementing classes may significantly improve teaching and learning outcomes.

Research paper thumbnail of The Determinants of Lifelong Learning

The aim of this paper is to introduce drivers of lifelong learning and to emphasize its importanc... more The aim of this paper is to introduce drivers of lifelong learning and to emphasize its importance in modern life. Developed economies throughout the world are driven more by knowledge and globalization than were economies of even the recent past. European economies of the 20th century were largely driven by manufacturing and the need to industrialize. Filling such economies with functional workers required education systems of similar design, that turned out masses of equally-educated workers in large batches. Increased automation, the widespread introduction of computer technologies and communications, and cheaper transportation have combined to encourage firms to be lean, international, and changing. Computer technologies encouraged sharing of documents, speeded workflow from design to production. Cheaper transportation allowed an increase in internationalization of workforces. These major shifts drove change from industrialized to knowledge-based economies. Paper discusses how two simple English words came together, stayed together, and grew into a powerful term driving new political initiatives, and continue to influence political, economic, social, and even cultural currents. Today's developed societies are rapidly aging, live longer and have fewer children. In order to continue to grow vibrant economies, and to fully enjoy the benefits of these vibrant economies, citizens need to continue to renew knowledge and skills during entire lifetime. As the major technological, economic, and social currents change, so must citizens adapt by never ceasing to learn throughout their lifetimes.

Research paper thumbnail of Native and Non-Native EFL Teachers Dichotomy: Terminological, Competitiveness and Employment Discrimination

The application of 'native' and 'non-native' labels to EFL professionals has been influenced by t... more The application of 'native' and 'non-native' labels to EFL professionals has been influenced by the argument over their discriminatory nature. L1 proponents claim that natives are innate with linguistic competence while non-natives are referred to as second-best. A review of studies investigating the coherence of these terms supported the validity of this phenomenon. However, competing theories emphasise the importance and impact of discriminatory terminology not addressed by natives This paper looks at this debate in some detail and aims to balance the need for accurate descriptive labelling against the damaging effects of pejorative categories. It also discusses teaching and linguistic competence in light of both "native" and "non-native" categories. The discourse focuses on the advantages and disadvantages attributed to the native versus non-native EFL teacher and employment discrimination issues faced by non-native EFL teachers in institutions, job advertisements, and in the administration of institutions themselves today. It was concluded that a more refined approach to describing different types of EFL professionals is required, which does not negatively disadvantage either L1 or L2 teachers of English.