A Case Study of Learner-Internal Factors in Second Language Learning (Published)
Although it is believed and even proved that students’ anxiety in foreign language learning is usually negatively associated with their performance in this field, this paper presents that higher level of such anxiety correlates with higher level of motivation, which is linked to better achievement in classroom settings for second language (L2) learning. This study explores how a combination of learner-internal factors (anxiety and motivation) may have positive impact on the performance of a group of Chinese graduate students, based on a repeated two-way ANOVA of the data collected before and after a mock business negotiation in English. The results suggest that negative psychological factors may work positively in a result-oriented project, which may in turn alleviate negative emotions and facilitate L2 learning in the long run.
Keywords: Anxiety, Motivation, second language learning
Technology students’ perceptions of learning in higher education (Published)
This study set out to probe students’ thoughts regarding what engaged them to learn, what did not, and what they envisage an engaging future higher education to be in relation to the status quo. A journal writing activity based on two open questions was designed. Written responses were obtained from 17 bachelor students enrolled onto several technology study programmes. The qualitative data were catalogued and analysed from perspectives of technology, organisation, and pedagogy. The results showed that students’ thoughts focus on the importance of active learning, with insights drawn from technology-related learning tools, organisational concerns such as physical environments and counselling support, pedagogical issues including motivation, lecture, and feedback. Possible interventional measures for effective engagement were discussed.
Keywords: Engineering students, Learning, Motivation, Student Experience, engagement, journal writing, learner efficacy, qualitative method, student perception
USE OF MOTIVATIONAL EXPRESSIONS AS POSITIVE REINFORCEMENT IN LEARNING ENGLISH AT PRIMARY LEVEL IN RURAL AREAS OF PAKISTAN (Published)
The aim of this study is to examine good changes in learning and behaviour in the students at primary level by the use of motivational expressions within the context of behavioral perspective of Skinner’s model of reinforcement. Results can be used as key for seeing the reason behind the misconduct and failure of the students at schools as well in society. For non-native learners of English language most difficult task is to concentrate on learning in the class. The learner is less motivated to learn because he/she has no motivation at all particularly when the learner is at the early age. It is also felt that the teacher’s method and teaching style to teach English at primary level are lacking motivation in the learners. This research make hypothesis that Pakistani young learner especially in rural context is less motivated to learn English because teachers do not motivate students in the class. The finding of the research shows that children become more motivated towards learning English language when they are positively reinforced.
Keywords: English as a second language (ESL), English language teaching (ELT), Motivation, Pakistan, behaviourism, reinforcement