2,962 research outputs found


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    This study aim of this research was to investigate the writing problems and writing strategies experienced by Thai EFL university students in a public university in Thailand. It also aimed to see whether there was a significant difference between the writing problems and writing strategies experienced by English major and non-English major students. The participants were 80 third-year undergraduate students consisting of 40 English major students and 40 non-English major students. The instruments employed in this study were the Writing Problems and Strategies Questionnaire and drafts of paragraph writing. The participants were asked about their problems they encountered when writing in English and their strategies they used when they wrote a paragraph in English. Also, they were asked to write a paragraph on the topic of their problems when they were about to write in English. It was found that there was a statistically significant difference between the writing problems encountered by both groups of students. The English major students had fewer writing problems than the non-English major students. In addition, there was a significant difference in the writing problems reflected in a paragraph written by both groups of students. The non-English major students had more problems about content and ideas, organizational pattern, the development of ideas, and language use than the English major students. Finally, there was a statistically significant difference between the writing strategies used by both groups of students. The English major students used more strategies than the non-English major students.Keywords : Writing problems, Writing strategies, Paragraph writin

    Surveying Causes Affecting English Learning Of Non- Special Students

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    Learning English has created many difficulties for non-English major students, especially final year students. The article investigates the causes affecting the English language learning of a group of final year non-English major students at Tan Trao University, and proposes some solutions to overcome these difficulties.Tan Trao University in Tuyen Quang, Viet Na

    English Major Students’ Perceptions of Using Animated Cartoons on English Vocabulary Knowledge of Rare Words in Malaysia

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    The rapid developments throughout language technologies have catered tremendous chances for learning and teaching vocabulary in second language learning. The development of vocabulary knowledge does not merely oscillate in academic vocabulary, high frequency vocabulary and technical vocabulary, English major students should also need to learn low-frequency vocabulary or rare vocabulary which enhance their language proficiency. In order to accommodate students with vocabulary knowledge of rare words, it should come with the best resort of teaching technique that can help them to learn in a meaningful way. One of the rarely used multimedia tools is animated cartoons. This paper aims at exploring the students’ perceptions of using animated cartoons in improving their English vocabulary knowledge of rare words in Universiti Sultan Zainal Abidin (UniSZA), Terengganu. Employing a semi-structured interview, the qualitative data collection method was conducted. Employing the qualitative data collection method, semi-structured interviews were conducted to six students who learned vocabulary using animated cartoons to obtain their perceptions towards these multimedia materials in improving the English vocabulary knowledge of rare words. The results of semi-structured interviews highlighted the positive responses from the students who preferred animated cartoons as these materials in improving their English vocabulary knowledge of rare words. In conclusion, this study contributes to the current literature on English vocabulary learning of rare words by exposing and underlining the impacts of animated cartoons which provide opportunities for students to encounter a conducive technological-based learning environment

    Implementing Collaborative Writing to Teach Writing for Non-English Major Students

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    This study aims to expose and explore the implementation of collaborative writing in a non-English department in a state university in Surakarta, Indonesia. The method used in this study was descriptive qualitative focusing on the procedures of collaborative writing. The participants of the study were 63 students who were then divided into 16 groups for their collaborative project. In collecting the data, the researcher conducted document analysis, observations, and interview with both the lecturer and students. Three students were selected purposively for interview. The findings of this study were specific procedures of collaborative writing for non-English major students and different types of collaborative writing strategy applied by students. The procedures of collaborative writing for non-English major students comprised forming group, determining topic, outlining, drafting, editing and revising, and submitting. Meanwhile, the strategies applied by students in collaborative writing were reactive writing and parallel writing. In the implementation of collaborative writing, students also faced some difficulties. Those are in terms of cooperation between group members, irresponsible group members, and active learning. In implementing collaborative writing especially for non-English major students, it is better for teachers to consider the language proficiency of the students. In addition, teachers’ guidance is very important in the process of collaborative writing for non-English major students


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    As English plays an increasingly important role in today's job market, several studies have shown a direct correlation between English and employability. In Algeria, many Algerians believe that good English skills can help them get better jobs. However, in today's 21st century, as studies have proven, college graduates are more employable if they have skills that meet the demands of the modern workplace. The question that arises from this study is whether Algerian students majoring in English have the skills that will enable them to pursue successful careers. As far as we know, few studies address skill gaps among Algerian major students. Therefore, this study aims to examine the discrepancies between the skills that Algerian English major students are taught in comparison to the set of skills required for employment. To address this, this work applied a quantitative approach using a questionnaire administered to 40 undergraduate students from the Department of English at Ibn Khalodun University in Tiaret, Algeria. Key findings of this research revealed a gap in teamwork and research analysis skills, which are top-notch competencies for employers.


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    In learning English students might face some obstacles that made them reluctant to improve their competence. One of the obstacles was the existence of language anxiety that students could experience in learning English. The objective of this research was to find out the descriptions of non-English major students’ foreign language anxiety which consisted of communication apprehension, fear of negative evaluation, test anxiety, and English classroom anxiety. This research used a qualitative research method, in which the writers did a study case at one university in Palembang. The data were analyzed descriptively and presented in tables. In this research, 640 first semester students of Economics and Business Faculty of Muhammadiyah University Palembang in the academic year of 2021/2022 were chosen by using the total population sampling. The data were collected by using Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire. Based on the findings of the research, it showed that students experienced foreign language anxiety, such as communication apprehension, fear of negative evaluation, test anxiety, and English classroom anxiety

    English Learning Needs of Non-English Major Students of Higher Education

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    This study was a part of a program development and aimed at finding out the English learning needs of non-English major students of Yogyakarta State University. The study was a triangulated survey techniqueemploying questionnaires as the main instrument to collect the data and was completed with interview,observation, and document study. The subject of the study included students, English teachers, and managersat all levels, sampled randomly. Data from the questionnaires were analyzed descriptively and were validatedwith the data from the other techniques.The findings show that students find English skill very important fortheir life and their study, and they need to learn it in order to achieve various goals, such as to communicatewith foreigners, to read books and articles of their majors, to get high score of TOEFL, to be able to useinternet better, and even to be able to sing English songs in good pronunciation. Despite their awareness of theimportance of English and their still low level of English ability, most students were reluctant to learn Englishautonomously

    A Study of Chinese Non-English Major Students’ English Reading Strategies

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    The study aims to investigate Chinese non-English major students’ use of English reading strategies with the help of questionnaires. The results show that these students don’t do well in using English reading strategies, especially metacognitive strategies and social strategies. Most students need to improve themselves in applying reading strategies in English learning. In English reading teaching, teachers should integrate the training of reading strategies into the classroom English teaching

    Kazakhstan English-Major Students: Motivation to Learn English and Academic Achievement

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    The marked increase in the amount of research on foreign language learning motivation in the last 30 years is due to the widespread recognition of the vital importance of motivation to language learning achievement (Chambers 1999; Dörnyei 2001; Ushioda 2006). The complexity of motivation as such adds to the variety and range of research most of which is heavily influenced by the socio-educational model of second language acquisition formulated by Gardner (1985). His distinction between integrative orientation (when a learner wishes to communicate with people from the target culture) and instrumental orientation (when a learner wishes to learn the language because of external goals such as getting a certain grade in the subject or gaining career opportunities) is still the basis of many scales and subscales produced by other researchers. One very important practical implication of Gardnerian integrative-instrumental dichotomy is that it helps to differentiate the stability of a learner’s goals. Instrumental motivation is very unstable as it is influenced by many external variables such as economy, technology, etc. (Long 2001, p.7) while the strength of integrative motivation which is the most elaborate and researched aspect of Gardner’s motivation theory (Dörnyei 2001, p. 49) is the stability of its goals

    Integrated Approaches to Improve Students Writing Skills for English Major Students

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    Writing is considered as the most difficult skill for language learners because they need to have a certain amount of L2 background knowledge about the rhetorical organizations, appropriate language use or specific lexicon with which they want to communicate to their readers. To assist language instructors to improve learners’ writing competence and produce good writing, this article aims to present the combination of genre, product, and process approaches in a writing class. To better understand the topic, this paper will be divided into two main parts. The first section of this paper provides a brief literature review of each traditional writing approach including the strengths and drawbacks as well as an adaptated use of each. The second part includes the importance of using the integrated approaches for English major learners in the tertiary level
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