Learners on the periphery: lurkers as invisible learners

Lurkers, who are also known as silent learners, observers, browsers, read-only participants, vicarious learners, free-riders, witness learners, or legitimate peripheral participants (our preferred term), tend to be hard to track in a course because of their near invisibility. We decided to address this issue and to examine the perceptions that lurkers have of their behaviour by looking at one specific online learning course: CLMOOC. In order to do this, we used a mixed methods approach and collected our data via social network analysis, online questionnaires, and observations, including definitions from the lurkers of what they thought lurking was. We then analysed the data by using social network and content analyses and interpreted the research findings using the concept Community of Practice, with the Pareto Principle used to delimit types of learner. Our research findings revealed that lurking is a complex behaviour, or set of behaviours, and there isn’t one sole reason why lurkers act the ways that they do in their respective communities. We concluded that for a more participatory community the more active, experienced or visible community members could develop strategies to encourage lurkers to become more active and to make the journey from the periphery to the core of the community

Malaysian and Indonesian Learners: They Are Judges of How They Learn English Most Effectively in and Out of Classrooms

The position of English is that of a Second Language in Malaysia and a Foreign Language in Indonesia. But the objective is the same that is to enable the learners to communicate effectively and efficiently in social and professional situations. Learners' beliefs and learners' strategies are also part of the learning processes. Strategies are ways of managing the complex information that the learners are receiving about the target language. This study aims to find out (i) the learners' beliefs on the importance of English (ii) what the learners will do (strategies) to manage their own learning. 100 respondents participated in the study. They responded to open ended questions. The results show that there are similarities and differences in the ways the Malaysian and Indonesian learners perceived the importance of English. They also have similarities and differences in their strategies to manage their own learning to achieve their goals. As a conclusion, even though the two countries adopted different language policy, the learners of English as a Second and Foreign Language have their own enthusiasms and they make judgements about how to learn the language effectively and they have the awareness of what language learning is like

Learner Perspective on English Pronunciation Teaching in an EFL Context

On the basis of the findings, the learners do not seem to have aspirations to native-like pronunciation, but rather aim at achieving intelligible and fluent speech. Only few reported an accent preference (British or American). The primary level learners expressed satisfaction with the amount of pronunciation teaching, whereas most of the lower and upper secondary level learners claimed that pronunciation teaching was insufficient. Despite their criticisms of their pronunciation teaching, the learners reported that they had learnt English pronunciation at school. In addition, many of the learners described learning pronunciation outside school, e.g. through media and personal encounters

Orthographic input and phonological representations in learners of Chinese as a foreign language.

This paper provides evidence that the second language orthographic input affects the mental representations of L2 phonology in instructed beginner L2 learners. Previous research has shown that orthographic representations affect monolinguals' performance in phonological awareness tasks; in instructed L2 learners such representations could also affect pronunciation. This study looked at the phonological representations of Chinese rimes in beginner learners of Chinese as a foreign language, using a phoneme counting task and a phoneme segmentation task. Results show that learners do not count or segment the main vowel in those syllables where it is not represented in the pinyin (romanisation) orthographic representations. It appears that the pinyin orthographic input is reinterpreted according to L1 phonology-orthography correspondences, and interacts with the phonological input in shaping the phonological representations of Chinese syllables in beginner learners. This explains previous findings that learners of Chinese do not pronounce the main vowel in these syllables

An investigation into the factors affecting second language learners’ classroom participation

This study was conducted to identify the second language learners' perceptions of their classroom participation. Factors influencing the learners' classroom participation were also examined. Besides, it also explored the lecturers' perceptions of the second language learners' participation in the classrooms. A group of 35 learners who enrolled in two classes and two lecturers who taught the classes were selected as the respondents of this study. The data for this study were obtained via questionnaires, observations, and interviews. The findings of this study show that a majority of the learners perceived that they were passive in classroom participation. This study also indicated the key factors restricting a majority of the learners' participation, which are affective, cognitive, cultural, learning strategies, and pedagogical factors. To be specific, students' fear of the lecturers' criticism towards their responses, anxiety, perception of the lecturers as the authority, reluctance to criticize their peers' opinions, fear of the lecturers' possibility of asking for elaboration, learning strategies, and the lecturers' teaching practices and personality significantly inhibited their participation. As for the lecturers, they perceived that the students were passive and the factors which may have caused the reticence are the learners' personality and their perceptions of their roles as universities students. Next, they reported that students' participation does not reflect their actual academic ability. The techniques used in stimulating learners' feedback were also identified. Pedagogical implications of this study and recommendations for future research were also made

Tackling poverty and disadvantage in schools: working with the community and other services

The link between disadvantage and educational underachievement is still strong. Most schools still fail to target support specifically at disadvantaged learners and only a few analyse data effectively enough to identify disadvantaged learners. Most schools do not use their assessment and tracking systems well enough to monitor the progress of disadvantaged learners. The few schools that support their disadvantaged learners well implement systematic, whole-school approaches for teaching and learning that benefit all learners and support individual disadvantaged learners by providing mentoring or help with basic skills and homework. Nearly all schools see themselves as community-focused and work with a range of agencies. However, school leaders do not usually co-ordinate multi-agency working systematically enough to ensure that disadvantaged learners are supported in the most effective and timely way. Only a few schools plan explicitly to raise disadvantaged learners’ aspirations. Although many schools offer a range of out-of-hours learning, only in a few are these extra activities carefully planned to increase disadvantaged learners’ confidence, motivation and self-esteem. Where schools have had the greatest impact on raising learners’ achievement, staff plan out-of-hours learning to match the needs of learners and to complement the curriculum. School leaders generally have not received enough training on working with the community or services, or on using data to evaluate initiatives to tackle disadvantage. Schools do not share best practice or collaborate effectively with each other in this area. Most local authorities do not do enough to offer schools practical guidance on how to work with local communities and services, or how best to analyse outcome data for disadvantaged learners. Local authorities that work systematically with schools to tackle poverty and disadvantage have the greatest impact on learner achievement

Dutch-Indonesian Interlanguage Psycholinguistic Study on Syntax

This article focuses on the psycholinguistic study of the syntactic aspects of Dutch-Indonesian interlanguage. The study is based on the interlanguage syntax observed in an oral test given to thirty Indonesian learners of Dutch as a second language, whose purpose is to test the processability theory of Pienemann (2005a, b, c, 2007). The results of the study provide evidence for the validity of Pienemann's theory. Learners who have acquired sentences with the highest level of processing will also already have acquired sentences with a lower level of processing. The results from learners with a high level of Dutch proficiency verify the processability theory with more certainty than the results of learners with a lower proficiency. Learners tend to rely on meaning if they are not confident of their grammatical proficiency. Interlanguage is the result of the immediate need to encode in the mind concepts and ideas into the form of linguistic items, within a fraction of a millisecond, whilst the supporting means are limited, and whilst learners already have acquired a first language and possibly another language as well