Language Literacy of Adult Learners: A Case Study of AOU-KSA (original) (raw)
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Language Learning Strategies Used by Adult Learners of Teaching English as a Second Language (TESL)
TESOL International Journal, 2018
Although, a lot has been said about the good language learners, not much is known about the adult learners and the strategies they use in order to further improve and acquire their second language learning skills. Thus, this study aims to identify language learning strategies employed by successful language learner among adult learners of Teaching English as a Second Language (TESL) students for improving their five main skills which include writing, reading, listening, speaking, vocabulary and grammar. This study employed a mixed-method research design where survey and semistructured interview were conducted in collecting the data. Ten students were selected using purposive sampling technique. The questionnaire for the survey was adopted from Andrew D. Cohen and Julie C. Chi's Language Strategy Use Inventory Semi structured interview was also done for triangulation. Based on the findings, it has been identified that learners use language learning strategies in order to become good language learners. The respondents have pretty much the same preferences in using the language learning strategies. However, although different learners preferred different language learning strategies, there are some strategies that are leading among good language learners. All of the respondents tend to make use of all three categories of language learning strategies which are cognitive, meta-cognitive and socio affective. They tend to use different categories of language learning strategies for different skills that they would to acquire and enhance on.
Teaching English to Adult Learners: A Practical Remedial Method
Journal of English Language Teaching and Applied Linguistics, 2020
This study explores the particularities of teaching English to adult learners. It looks at whether adult learners' comprehension of lessons is slowed down by factors of teaching style or classroom settings. The study uses a questionnaire to collect views of adult learners from the Libyan context. The questionnaire that contains 37 statements measures different aspects of teaching English. It was delivered online using Google Forms. Those aspects include teaching style, preferences of correcting mistakes, willingness of cooperation among adult learners, self-dependence and self-confidence of learners, and preferred techniques to learning grammar and vocabulary. This study also offers a remedial method that is inferred from the experience of the researchers and supported by the results of the data. The results show that adult learners have different perception towards acquiring a foreign language. They agree that they need to better their learning input. The suggested remedial process could be an answer to their needs.
A CURRICULUM ON ENGLISH LITERACY FOR YOUNG ADULT AND ADULT STUDENTS AT A LANGUAGE INSTITUTE
As many other professions, teaching is one of the fields of knowledge that requires us to be in a continuum updating and learning process. However, teachers deal with individuals that need special attention to aspects such as their feelings, expectations, points of view, backgrounds, interests and needs that demand from us, not only to expand our expertise in the disciplines we teach, but also to know dimensions of human beings in relation to their behavior and development. Society, community and family trends change over time, therefore students change as well. Teaching nowadays is not the same as it was teaching ten or twenty years ago, so we have to be ready to face those changes.
Journal of English Education, Literature and Linguistics
The Objectives of the study are to describe the system used in Teaching English as a foreign language at LP2M El-Rahma Education Center Palembang, whether or not it is relevant with the principles of the procedure for the development of instructional system and to find out whether the system is suitable to the adult student’s needs or not. A descriptive method was used in this research, becauase the writer described the data as they are. The subject of the study is the population of the second semester students of LP2M El-Rahma Education Center Palembang in the academic year 2006/2007, there are 180 students from the population 40 students are taken as the sample randomly. The data are obtained through documentation, interview to the English instructors who taught at LP2M El-Rahma Education Center Palembang . Observation and Questionaire given to the students. The data are analyzed by means of percentage . Based on the results of the data analysis, the writer found that the syste...
Indian Journal of Public Health Research & Development, 2018
The study has been made to investigate the students’ of Sudanese university in learning English language in Khartoum Locality. The researcher uses the descriptive analytical approach, which depends upon analyzing and justifying the data. This approach suits this study, which aims at investigating the obstacles facing Sudanese students in learning English language from students’ point of view, which, led to answer the questions of the study. A questionnaire and interview card were designed and administered to a sample of students, which represents approximately 12% of the population of the study from different universities to collect data, which was treated statistically using the SPSS program (Statistical Package for the Social Sciences). Based on the investigations, it found that it is important to give more attention in teaching Language at universities. This will produce students with good command of English; The efforts can be made to conduct training programs for teachers, workshops and increasing the number of periods for English per a week to help students in this regard. It is also found that classes need to be more student-student-student centered than teacher-centered and encourage interaction in order to facilitate communication among students in classes and variety of teaching methods ,physical facilities, technology and materials, and university resources have much better impact on students. The Sudan universities also need to pay more attention in the design of curriculum to enhance learning English Language.
10.5958/0976-5506.2018.00662.9, 2018
The study has been made to investigate the students’ of Sudanese university in learning English language in Khartoum Locality. The researcher uses the descriptive analytical approach, which depends upon analyzing and justifying the data. This approach suits this study, which aims at investigating the obstacles facing Sudanese students in learning English language from students’ point of view, which, led to answer the questions of the study. A questionnaire and interview card were designed and administered to a sample of students, which represents approximately 12% of the population of the study from different universities to collect data, which was treated statistically using the SPSS program (Statistical Package for the Social Sciences). Based on the investigations, it found that it is important to give more attention in teaching Language at universities. This will produce students with good command of English; The efforts can be made to conduct training programs for teachers, workshops and increasing the number of periods for English per a week to help students in this regard. It is also found that classes need to be more student-student-student centered than teacher-centered and encourage interaction in order to facilitate communication amongst students in classes and variety of teaching methods, physical facilities, technology and materials, and university resources have much better impact on students. The Sudan universities also need to pay more attention in the design of curriculum to enhance learning English Language.
2021
This article is another part of the research results conducted with the aim of developing a theory of learning English as a foreign language. The other part has been reported in the article entitled Information Technology Used by Good Language Learners in Millennial Era in Solid State Technology Volume 3 Issue 5. Theory development is carried out by utilizing best practice as a data source. The research question is "What English learning strategies are used by high achievers in the millennial era?". The main questions are translated into 4 (four) questions based on 4 types of language skills: Listening, Speaking, Reading, and Writing. Research subjects were selected based on academic achievement. Subjects were students of the 4th semester of English Department with 20% of the best academic achievement. The selected subjects were 40 students from the English Education Study Program and the English Literature Study Program. They were called as good language learners in Unive...
As a modified replication of Bellingham’s (2004) investigation, this case study primarily explores experiences of 30s Indonesian university students in learning English as a Foreign Language (EFL) at English Language Education Study Program, Masyarakat University Indonesia (ED-DU). The study specifically investigates cases of two ED-DU students who shared their experiences in learning EFL in their age. I recalled their experiences using an open-ended questionnaire and a semi-structured interview. I continued to collate and summarize the data into themes. Eventually, the present findings reveal six learning patterns of the students, confirm the existence of L2 acquisition for adult learners stated by Bellingham’s investigation, and provide some evidence that EFL learning acquisition is not limited by age.
Planning and Implementation of the Process Aimed at Teaching English to Adult Learners
Mediterranean Journal of Social Sciences, 2015
The paper deals with a compositional analysis of the adult educator and the adult learner activities intended for acquisition of the English language. Such activities as planning and implementation have been chosen among the others since their role in teaching adult learners is often underestimated despite that adult learners are willing to actively participate in all planning activities related to their own education and they can contribute a lot to the learning process. Participation of adult learners in planning is of paramount importance because adult learners have individual educational needs, their personal experience and level of competence are exceptionally diverse, the social-psychological factors and conditions of learning (time, spatial, life, social) are different compared to school-aged learners. Therefore, their social and professional experience must be taken into account throughout the educational process. In the article, the principles of education for adult learners have been revealed. It has become common knowledge that adult learners are independent, self-directed; they bring experiences and self-awareness to learning, accumulate social and professional experience, they are internally motivated and self-directed, their motivation is determined by aspiration for solving vital problems and achieving particular goals by means of learning. Thus, the adult educator must be aware of the principles before he/she turns to planning and implementation stages.
2020
The current paper aims at studying the age factor in Sudanese public schools and private schools where the starting age differs in both. Also, it aims at finding out whether the late or early starting of learning English language influences the learner's acquisition to language. Moreover, the study aims at showing the difference between learners of English language in private schools and learners in public schools. The tools used for data collection were questionnaire for EFL Sudanese teachers and a test for Sudanese secondary school students. The research was conducted with a total of 30 male students attending Sudanese public schools and private schools. By using the mixed-method research approaches, the findings revealed that most respondents agree that the early learners are better than late ones, that is to say that students of private schools who start learning English at an early age had better mastery of English than those of public-school students who start at a late a...