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immersion</title> <meta name="description" content="Search results for: language immersion"> <meta name="keywords" content="language immersion"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="language immersion"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3969</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: language immersion</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3759</span> The Current Use of Computer Technology in Arabic Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saad%20Alkahtani">Saad Alkahtani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to identify the extent to which the faculty members who teach Arabic to speakers of other languages in Arabic language institutes at Saudi universities use computer technologies such as language laboratories, websites, software programs, and learning management system (LMS). It also seeks to identify critical difficulties that hinder the use of these technologies by faculty members. The population of the study consisted of 103 faculty members in four Arabic language institutes at Saudi universities. The results of the study showed a disparity in the use of computer technologies in teaching Arabic to non-native speakers. The means of degree of use ranged from 1.20 through 2.83. The study also identified difficulties limiting the use of computer technology in teaching Arabic. And the means of averages of difficulty of use ranged from 1.50 to 2.89. The differences were not statistically significant among the institutes (at 0.05). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20language%20programs" title="Arabic language programs">Arabic language programs</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20technology" title=" computer technology"> computer technology</a>, <a href="https://publications.waset.org/abstracts/search?q=using%20technology%20in%20teaching%20Arabic%20language" title=" using technology in teaching Arabic language"> using technology in teaching Arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20as%20a%20second%20language" title=" Arabic as a second language"> Arabic as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20skills" title=" computer skills"> computer skills</a> </p> <a href="https://publications.waset.org/abstracts/11607/the-current-use-of-computer-technology-in-arabic-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11607.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3758</span> Grammatical Interference in Russian-Spanish Bilingualism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olga%20A.%20Gnatyuk">Olga A. Gnatyuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article is devoted to the phenomenon of interference that occurs in the case of the Russian-Spanish language contact. The questions of the definition of the term and levels, as well as prerequisites of interference occurrence, are considered. Interference, which is an essential part of bilingualism, may become apparent at different linguistic levels. Interference is especially evident in oral speech. The article reviews some examples of grammatical interference in Russian-Spanish bilingualism of Russian immigrants living in Spain. According to the results of the research, some cases of mother-tongue interference in Russian-Speaking Spanish language learners’ speech were revealed. Special attention is paid to such key spheres of grammatical interference as articles, personal pronouns, gender, and number of nouns. In the research, the drop of a link-verb, as well as its usage in some incorrect form, are observed in Russian immigrants’ speech. Conclusions are drawn that in the Spanish language, interference errors appear because of a consequence of both the absence in the Russian language of certain phenomena and categories of the Spanish language and the discrepancy of the linguistic systems of the two languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=interference" title=" interference"> interference</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20interference" title=" grammatical interference"> grammatical interference</a>, <a href="https://publications.waset.org/abstracts/search?q=Russian%20language" title=" Russian language"> Russian language</a>, <a href="https://publications.waset.org/abstracts/search?q=Spanish%20language" title=" Spanish language"> Spanish language</a> </p> <a href="https://publications.waset.org/abstracts/117082/grammatical-interference-in-russian-spanish-bilingualism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117082.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3757</span> Austrian Standard German Struggling between Language Change, Loyalty to Its Variants and Norms: A Study on Linguistic Identity of Austrian Teachers and Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jutta%20Ransmayr">Jutta Ransmayr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The German language is known to be one of the most varied and diverse languages in Europe. This variance in the standard language can be conceptualized using the pluricentric concept, which has been useful for describing the German language for more than three decades. Up to now, there have hardly been any well-founded studies of how Austrian teachers and pupils conceptualize the German language and how they view the varieties of German and especially Austrian German. The language attitudes and norms of German teachers are of particular interest in the normative, educational language-oriented school context. The teachers’ attitudes are, in turn, formative for the attitudes of the students, especially since Austrian German is an important element in the construction of Austrian national identity. The project 'Austrian German as a Language of Instruction and Education' dealt, among other things, with the attitude of language laypeople (pupils, n = 1253) and language experts (teachers, n = 164) towards the Austrian standard variety. It also aimed to find out to what extent external factors such as regional origin, age, education, or media use to influence these attitudes. It was examined whether language change phenomena can be determined and to what extent language change is in conflict with loyalty to variants. The study also focused on what norms prevail among German teachers, how they deal with standard language variation from a normative point of view, and to what extent they correct exonorm-oriented, as claimed in the literature. Methodologically, both quantitative (questionnaire survey) and qualitative methods were used (interviews with 21 teachers, 2 group discussions, and participatory observation of lessons in 7 school classes). The data were evaluated in terms of inference statistics and discourse analysis. This paper reports on the results of this project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Austrian%20German" title="Austrian German">Austrian German</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20attitudes%20and%20linguistic%20identity" title=" language attitudes and linguistic identity"> language attitudes and linguistic identity</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20loyalty" title=" linguistic loyalty"> linguistic loyalty</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20and%20students" title=" teachers and students"> teachers and students</a> </p> <a href="https://publications.waset.org/abstracts/131728/austrian-standard-german-struggling-between-language-change-loyalty-to-its-variants-and-norms-a-study-on-linguistic-identity-of-austrian-teachers-and-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131728.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3756</span> The Construct of Personal Choice within Individual Language Shift: A Phenomenological Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kira%20Gulko%20Morse">Kira Gulko Morse</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Choosing one’s primary language may not be as common as choosing an additional foreign language to study or use during travel. In some instances, however, it becomes a matter of internal personal struggle, as language is tied not only to specific circumstances but also to human background and identity. This phenomenological qualitative study focuses on the factors affecting the decision of a person to undergo a language shift. Specifically, it considers how these factors relate to identity negotiation and expression. The data for the study include the analysis of published autobiographical narratives and personal interviews conducted using the Responsive Interviewing model. While research participants come from a variety of geographical locations and have used different reasons for undergoing their individual language shift, the study identifies a number of common features shared by all the participants. Specifically, while all the participants have been able to maintain their first language to varying degrees of proficiency, they have all completed the shift to establish a primary language different from their first. Additionally, the process of self-identification is found to be directly connected to the phenomenon of language choice for each of the participants. The findings of the study further tie the phenomenon of individual language shift to a more comprehensive issue of individual life choices – ethnic revival, immigration, and inter-cultural marriage among others. The study discusses varying language roles and the data indicate that language shift may occur whether it is a symbolic driving force or a secondary means in fulfilling a set life goal. The concept of language addition is suggested as an alternative to the arbitrariness of language shift. Thus, instead of focusing on subtractive bilingualism or language loss, the emphasis becomes the integration of languages within the individual. The study emphasizes the importance of the construct of personal choice in its connection to individual language shift. It places the focus from society onto an individual and the ability of an individual to make decisions in matters of linguistic identification. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=choice%20theory" title="choice theory">choice theory</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20negotiation" title=" identity negotiation"> identity negotiation</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20shift" title=" language shift"> language shift</a>, <a href="https://publications.waset.org/abstracts/search?q=psycholinguistics" title=" psycholinguistics"> psycholinguistics</a> </p> <a href="https://publications.waset.org/abstracts/112861/the-construct-of-personal-choice-within-individual-language-shift-a-phenomenological-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112861.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3755</span> The Attitudes towards English Relative to Other Languages in Indonesia: Discrepancies between Policy and Usage</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rani%20Silvia">Rani Silvia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English has surpassed other languages to become the most widely taught and studied foreign language in Indonesia. This reflects the tendency of the Indonesian public to participate in global mainstream culture, which is longstanding but has been greatly facilitated by the widespread availability of television, the traditional media, and more recently the Internet and social media. However, despite increasing exposure and a history of teaching and study, mastery of English remains low, even as interest and perceived importance continue to increase. This along with Indonesia’s extremely complex linguistic environment has increased the status and value associated with the use of English and is changing the dynamic of language use nationwide. This study investigates the use of English in public settings in Indonesia as well as the attitudes of Indonesian speakers towards English. A case study was developed to explicate this phenomenon in a major Indonesian city. Fifty individuals, including both professionals and lay people, were interviewed about their language preferences as well as their perceptions about English as compared to other languages, such as the local language, Indonesian as the national language, and other foreign languages. Observations on the use of language in the public environment in advertising, signs, and other forms of public expression were analyzed to identify language preferences at this level and their relationship to current language policy. This study has three major findings. First, Indonesian speakers have more positive attitudes towards English than other languages; second, English has encroached on domains in which Indonesian should be used; and third, perceived awareness of the importance of Indonesian as an introduced national language seems to be declining to suggest a failure of policy. The study includes several recommendations for the future development of language planning in determining and directing language use in a public context in Indonesia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=Indonesia" title=" Indonesia"> Indonesia</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20attitudes" title=" language attitudes"> language attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a> </p> <a href="https://publications.waset.org/abstracts/108911/the-attitudes-towards-english-relative-to-other-languages-in-indonesia-discrepancies-between-policy-and-usage" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108911.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3754</span> Culture, Trust and Adaptation: A Study of International Students in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shaoyu%20Ye">Shaoyu Ye</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the relationship between international students’ (ISs) trust of others (Japanese people and other different-language speakers) and intercultural adaptation in Japan, controlling for the effects of language abilities (both Japanese and English) and their liking of Japanese students. A total of 206 ISs completed a questionnaire survey measuring their degree of liking of general Japanese students (JSs) and trust of others, their most frequently contact persons and their communication ways, their received social support from same-language speakers, Japanese native speakers and other different-language speakers, and their degree of feeling been accepted, and so on. The following results were observed. (a) Neither Japanese language nor English language had significant effects on their sense of acceptance, while their degree of liking of JSs and trust of others had significant positive effects on it; (b) ISs’ Japanese language, along with their trust of others, led them to receive more social support from Japanese people, which helped raise their sense of acceptance in Japan; (c) ISs’ English language and their trust of others helped them receive more social support from other different- language speakers, which led them to feel been accepted in Japan. The importance of distinguishing between the effects of trust of Japanese people on intercultural adaptation and the effects of trust of other different-language speakers on intercultural adaptation is discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20students%20in%20Japan" title="international students in Japan">international students in Japan</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20abilities" title=" language abilities"> language abilities</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20support" title=" social support"> social support</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20acceptance" title=" sense of acceptance"> sense of acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=trust%20of%20others." title=" trust of others. "> trust of others. </a> </p> <a href="https://publications.waset.org/abstracts/81204/culture-trust-and-adaptation-a-study-of-international-students-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81204.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3753</span> Post Apartheid Language Positionality and Policy: Student Teachers' Narratives from Teaching Practicum </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thelma%20Mort">Thelma Mort</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This empirical, qualitative research uses interviews of four intermediate phase English language student teachers at one university in South Africa and is an exploration of student teacher learning on their teaching practicum in their penultimate year of the initial teacher education course. The country’s post-apartheid language in education policy provides a context to this study in that children move from mother tongue language of instruction in foundation phase to English as a language of instruction in Intermediate phase. There is another layer of context informing this study which is the school context; the student teachers’ reflections are from their teaching practicum in resource constrained schools, which make up more than 75% of schools in South Africa. The findings were that in these schools, deep biases existed to local languages, that language was being used as a proxy for social class, and that conditions necessary for language acquisition were absent. The student teachers’ attitudes were in contrast to those found in the schools, namely that they had various pragmatic approaches to overcoming obstacles and that they saw language as enabling interdisciplinary work. This study describes language issues, tensions created by policy in South African schools and also supplies a regional account of learning to teach in resource constrained schools in Cape Town, where such language tensions are more inflated. The central findings in this research illuminate attitudes to language and language education in these teaching practicum schools and the complexity of learning to be a language teacher in these contexts. This study is one of the few local empirical studies regarding language teaching in the classroom and language teacher education; as such it offers some background to the country’s poor performance in both international and national literacy assessments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title="language teaching">language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative" title=" narrative"> narrative</a>, <a href="https://publications.waset.org/abstracts/search?q=post%20apartheid" title=" post apartheid"> post apartheid</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teacher" title=" student teacher"> student teacher</a> </p> <a href="https://publications.waset.org/abstracts/101586/post-apartheid-language-positionality-and-policy-student-teachers-narratives-from-teaching-practicum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101586.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3752</span> Artificial Intelligence in Duolingo</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elana%20Mahboub">Elana Mahboub</a>, <a href="https://publications.waset.org/abstracts/search?q=Lamar%20Bakhurji"> Lamar Bakhurji</a>, <a href="https://publications.waset.org/abstracts/search?q=Hind%20Alhindi"> Hind Alhindi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Alesayi"> Sara Alesayi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Duolingo is a revolutionary language learning platform that offers an interactive and accessible learning experience. Its gamified approach makes language learning engaging and enjoyable, with a diverse range of languages available. The platform's adaptive learning system tailors lessons to individual proficiency levels, ensuring a personalized and efficient learning journey. The incorporation of multimedia elements enhances the learning experience and promotes practical language application. Duolingo's success is attributed to its mobile accessibility, offering basic access to language courses for free, with optional premium features for those seeking additional resources. Research shows positive outcomes for users, and the app's global impact extends beyond individual learning to formal language education initiatives. Duolingo is a transformative force in language education, breaking down barriers and making language learning an attainable goal for millions worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=duolingo" title="duolingo">duolingo</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence%20in%20duolingo" title=" artificial intelligence in duolingo"> artificial intelligence in duolingo</a>, <a href="https://publications.waset.org/abstracts/search?q=benefit%20of%20artificial%20intelligence" title=" benefit of artificial intelligence"> benefit of artificial intelligence</a> </p> <a href="https://publications.waset.org/abstracts/179165/artificial-intelligence-in-duolingo" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179165.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3751</span> Communicative Language Teaching in English as a Foreign Language Classrooms: An Overview of Secondary Schools in Bangladesh</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saifunnahar">Saifunnahar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a former English colony, the relationship of Bangladesh with the English language goes a long way back. English is taught as a compulsory subject in Bangladesh from an early age starting from grade 1 and continuing through the 12th, yet, students are not competent enough to communicate in English proficiently. To improve students’ English language competency, the Bangladesh Ministry of Education introduced communicative language teaching (CLT) methods in English classrooms in the 1990s. It has been decades since this effort was taken, but the students’ level of proficiency is still not satisfactory. The main reason behind this failure is that CLT-based teaching-learning methods have not been effectively implemented. Very little research has been conducted to address the issues English as a foreign language (EFL) classrooms are facing to carry out CLT methodologies in secondary schools (grades 6 to 10) in Bangladesh. Though the secondary level is crucial for students’ language learning and retention, EFL classrooms are marked with various issues that make teaching-learning harder for teachers and students. This study provides an overview of the status of CLT in EFL classrooms and the reasons behind failing to implement CLT in secondary schools in Bangladesh through an analysis of the qualitative data collected from different literature. Based on the findings, effective approaches have been recommended to employ CLT in EFL classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bangladesh" title="Bangladesh">Bangladesh</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20language%20teaching" title=" communicative language teaching"> communicative language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20schools" title=" secondary schools"> secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/122773/communicative-language-teaching-in-english-as-a-foreign-language-classrooms-an-overview-of-secondary-schools-in-bangladesh" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122773.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3750</span> Information and Communication Technology (ICT) and Yoruba Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayoola%20Idowu%20Olasebikan">Ayoola Idowu Olasebikan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The global community has become increasingly dependent on various kinds of technologies out of which Information and Communication Technologies (ICTs) appear to be the most prominent. ICTs have become multipurpose tools which have had a revolutionary impact on how we see the world and how we live in it. Yoruba is the most widely spoken African language outside Africa but it remains one of the badly spoken language in the world as a result of its outdated teaching method in the African schools which prevented its standard version from being spoken and written. This paper conducts a critical review of the traditional methods of teaching Yoruba language. It then examines the possibility of leveraging on ICTs for improved methods of teaching Yoruba language to achieve global standard and spread. It identified key ICT platforms that can be deployed for the teaching of Yoruba language and the constraints facing each of them. The paper concludes that Information and Communication Technologies appear to provide veritable opportunity for paradigm shift in the methods of teaching Yoruba Language. It also opines that Yoruba language has the potential to transform economic fortune of Africa for sustainable development provided its teaching is taken beyond the brick and mortar classroom to the virtual classroom/global information super highway called internet or any other ICTs medium. It recommends that students and teachers of Yoruba language should be encouraged to acquire basic skills in computer and internet technology in order to enhance their ability to develop and retrieve electronic Yoruba language teaching materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Africa" title="Africa">Africa</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20method" title=" teaching method"> teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba%20language" title=" Yoruba language "> Yoruba language </a> </p> <a href="https://publications.waset.org/abstracts/48266/information-and-communication-technology-ict-and-yoruba-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48266.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3749</span> Edmodo and the Three Powerful Strategies to Maximize Students Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aziz%20Soubai">Aziz Soubai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primary issue is that English as foreign language learners don’t use English outside the classroom. The only little exposure is inside the classroom, and that’s not enough to make them good language learners! Edmodo, like the other Learning Management Systems, can be used to encourage students to collaborate with each other and with global classrooms on projects where English is used- Some examples of collaboration with different schools will be mentioned and how the Substitution Augmentation Modification Redefinition (SAMR) model and its stages can be applied in the activities, especially for teachers who are hesitant to introduce technology or don’t have a lot of technical knowledge. There will also be some focus on Edmodo groups and on how flipped and blended learning can be used as an extension for classroom time and to help the teacher address language problems and improve students’ language skills, especially writing, reading and communication. It is also equally important to use Edmodo badges and certificates for motivating and engaging learners and gamifying the lesson. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title="EFL learners">EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20classroom-learning%20management%20system" title=" language classroom-learning management system"> language classroom-learning management system</a>, <a href="https://publications.waset.org/abstracts/search?q=edmodo" title=" edmodo"> edmodo</a>, <a href="https://publications.waset.org/abstracts/search?q=SAMR" title=" SAMR"> SAMR</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20skills" title=" language skills"> language skills</a> </p> <a href="https://publications.waset.org/abstracts/168699/edmodo-and-the-three-powerful-strategies-to-maximize-students-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168699.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3748</span> The Sociolinguistics of Visual Culture: An Analogous Appraisal of the Language of Trado-Medical and Church Adverts in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Grace%20Temiloluwa%20Agbede">Grace Temiloluwa Agbede</a>, <a href="https://publications.waset.org/abstracts/search?q=Rodwell%20Makombe"> Rodwell Makombe</a>, <a href="https://publications.waset.org/abstracts/search?q=Gift%20Mheta"> Gift Mheta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study adopts a sociolinguistic framework to analyse trado-medical and church advertisements in Nigeria. The study employs a qualitative case-study approach to examine the language of trado-medical and church adverts in Nigeria. Obviously, language serves as an instrument of thought. Thus, it is safe to say that language is at the centre of every human activity and experience because it differentiates human beings from all other animals. The study analyses the appropriateness of language and visual elements in trado-medical and church advertisements in relation to their meaning. It focuses on billboard advertisements as well as selected Newspapers in Nigeria. It then became clearer that society influences language and vice versa. Thus, the justification for this study is predicated on the fact that more work still needs to be done to unpack the intertwined relationship among sociolinguistics, visual culture and advertisement. Given that this research focuses on visual advertisements by traditional medical practitioners and churches in Nigeria, it is therefore necessary to investigate the interplay between language and visuality in advertisements by traditional medical practitioners and churches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=commercials" title="commercials">commercials</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=visuality" title=" visuality"> visuality</a> </p> <a href="https://publications.waset.org/abstracts/89007/the-sociolinguistics-of-visual-culture-an-analogous-appraisal-of-the-language-of-trado-medical-and-church-adverts-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89007.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">186</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3747</span> Communicative Competence versus Language Proficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pouya%20Vakili">Pouya Vakili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of present paper is to have a rough comparison between language proficiency and communicative competence, moreover, how different scholars in the field of second language acquisition/assessment have defined competence in different paradigms. Researchers differ, however, in how they view 'competence'. Those who are dealing with generative tradition associated with Chomsky have defined it as linguistic competence (knowledge of the grammar of L2). Other researchers have adopted a broader perspective that is examining how learners acquire communicative competence (knowledge of both the L2 grammar and of how this system is put to use in actual communication). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20competence" title=" linguistic competence"> linguistic competence</a> </p> <a href="https://publications.waset.org/abstracts/33462/communicative-competence-versus-language-proficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33462.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">489</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3746</span> Communication Competence or Language Proficiency for Employability: An Investigation on Malaysian Polytechnics ESL Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chong%20Ling%20Ling">Chong Ling Ling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the Malaysian polytechnic, there are concerns about language proficiency, communicative competence, and employability among Malaysian polytechnic ESL engineering students. This study examined the relationships between communicative competence, language proficiency, and employability using descriptive analysis and inferential statistics. Next, Pearson’s Correlation determines the correlation between communication competence, language proficiency, and employability skills of Malaysian Polytechnic ESL engineering students. The total number of participants was 81 final-year engineering students. The findings revealed high positive correlations between the communicative competence -'I can talk with a friend in English.' and employability skill (r = 0.854, p = .031), also, language proficiency -'I can understand the English songs I listen to' and employability skill (r = 0.887, p = .038). The result is consistent with the theories. The result revealed that for the 81 students, communication competence and language proficiency, and employability skills are firmly and significantly correlated. Thus, it concluded that both communicative competence and language proficiency equally essential to ensure a higher employability rate among Malaysian polytechnic ESL engineering students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=employability" title=" employability"> employability</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysian%20polytechnic" title=" Malaysian polytechnic"> Malaysian polytechnic</a> </p> <a href="https://publications.waset.org/abstracts/138854/communication-competence-or-language-proficiency-for-employability-an-investigation-on-malaysian-polytechnics-esl-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138854.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3745</span> Speech and LanguageTherapists’ Advices for Multilingual Children with Developmental Language Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rudin%C3%AB%20Fetahaj">Rudinë Fetahaj</a>, <a href="https://publications.waset.org/abstracts/search?q=Flaka%20Isufi"> Flaka Isufi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristina%20Hansson"> Kristina Hansson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While evidence shows that in most European countries’ multilingualism is rising, unfortunately, the focus of Speech and Language Therapy (SLT) is still monolingualism. Furthermore, there is sparse information on how the needs of multilingual children with language disorders such as Developmental Language Disorder (DLD) are being met and which factors affect the intervention approach of SLTs when treating DLD. This study aims to examine the relationship and correlation between the number of languages SLTs speak, years of experience, and length of education with the advice they give to parents of multilingual children with DLD regarding which language to be spoken. This is a cross-sectional study where a survey was completed online by 2608 SLTs across Europe and data has been used from a 2017 COST-action project. IBM-SPSS-28 was used where descriptive analysis, correlation and Kruskal-Wallis test were performed.SLTs mainly advise the parents of multilingual children with DLD to speak their native language at home. Besides years of experience, language status and the level of education showed to have no association with the type of advice SLTs give. Results showed a non-significant moderate positive correlation between SLTs years of experience and their advice regarding the native language, whereas language status and length of education showed no correlation with the advice SLTs give to parents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quantitative%20study" title="quantitative study">quantitative study</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20language%20disorders" title=" developmental language disorders"> developmental language disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20and%20language%20therapy" title=" speech and language therapy"> speech and language therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=European%20context" title=" European context"> European context</a> </p> <a href="https://publications.waset.org/abstracts/160712/speech-and-languagetherapists-advices-for-multilingual-children-with-developmental-language-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160712.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3744</span> Task Validity in Neuroimaging Studies: Perspectives from Applied Linguistics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Freeborn">L. Freeborn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent years have seen an increasing number of neuroimaging studies related to language learning as imaging techniques such as fMRI and EEG have become more widely accessible to researchers. By using a variety of structural and functional neuroimaging techniques, these studies have already made considerable progress in terms of our understanding of neural networks and processing related to first and second language acquisition. However, the methodological designs employed in neuroimaging studies to test language learning have been questioned by applied linguists working within the field of second language acquisition (SLA). One of the major criticisms is that tasks designed to measure language learning gains rarely have a communicative function, and seldom assess learners’ ability to use the language in authentic situations. This brings the validity of many neuroimaging tasks into question. The fundamental reason why people learn a language is to communicate, and it is well-known that both first and second language proficiency are developed through meaningful social interaction. With this in mind, the SLA field is in agreement that second language acquisition and proficiency should be measured through learners’ ability to communicate in authentic real-life situations. Whilst authenticity is not always possible to achieve in a classroom environment, the importance of task authenticity should be reflected in the design of language assessments, teaching materials, and curricula. Tasks that bear little relation to how language is used in real-life situations can be considered to lack construct validity. This paper first describes the typical tasks used in neuroimaging studies to measure language gains and proficiency, then analyses to what extent these tasks can validly assess these constructs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=neuroimaging%20studies" title="neuroimaging studies">neuroimaging studies</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20design" title=" research design"> research design</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20validity" title=" task validity"> task validity</a> </p> <a href="https://publications.waset.org/abstracts/98962/task-validity-in-neuroimaging-studies-perspectives-from-applied-linguistics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98962.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3743</span> Maori Loanwords in New Zealand English Denoting the Culture and Way of Life of Maori</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marina%20Galakhova">Marina Galakhova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, language variants, as well as minority languages and cultures, are of increased interest, and the desire to protect them is rising. The Maori language is defined as a vulnerable language by UNESCO. Its usage is confined to intra-family communication. It is not being utilized by the younger generation or being taught at an early age; therefore, it is being replaced by more frequently used languages. Maori loanwords are a unique part of New Zealand English. That is why it is worth our attention. The aim of this study is to investigate Maori cultural loanwords in the New Zealand media. Methods of analysis of lexical units, etymological interpretation, and linguocultural commenting were used. The results of the research show that Maori borrowings are used in the media, not only with regard to Maori people but also to the whole nation. The Maori language is often used in media texts, most often without a translation in English. Not only are words borrowed, but also cultural concepts. The language usage is limited to the following spheres: everyday life, education, religion, and media. The conclusion can also be drawn that Maori words are used to emphasize a new bicultural national identity; the revival of the Maori language and culture contributed to a large number of borrowings into New Zealand English. It has been established that the Maori language is substratum because Maori provides an intrusive language, which is English with language material. It is stated that the number of borrowings denoting Maori culture is very significant. This group is even greater than the group relating to flora and fauna. Language policy in New Zealand is designed to protect and promote the Maori language and culture. Tables of Maori loanwords are also presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=loanwords" title="loanwords">loanwords</a>, <a href="https://publications.waset.org/abstracts/search?q=Maori" title=" Maori"> Maori</a>, <a href="https://publications.waset.org/abstracts/search?q=minority%20languages" title=" minority languages"> minority languages</a>, <a href="https://publications.waset.org/abstracts/search?q=New%20Zealand" title=" New Zealand"> New Zealand</a> </p> <a href="https://publications.waset.org/abstracts/127538/maori-loanwords-in-new-zealand-english-denoting-the-culture-and-way-of-life-of-maori" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127538.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3742</span> A Syntactic Approach to Applied and Socio-Linguistics in Arabic Language in Modern Communications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adeyemo%20Abduljeeel%20Taiwo">Adeyemo Abduljeeel Taiwo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is an attempt that creates a conducive atmosphere of a phonological and morphological compendium of Arabic language in Modern Standard Arabic (MSA) for modern day communications. The research is carried out with the chief aim of grammatical analysis of the two broad fields of Arabic linguistics namely: Applied and Socio-Linguistics. It draws a pictorial record of Applied and Socio-Linguistics in Arabic phonology and morphology. Thematically, it postulates and contemplates to a large degree, the theory of concord in contemporary modern Arabic language acquisition. It utilizes an analytical method while it portrays Arabic as a Semitic language that promotes linguistics and syntax among the scholars of the fields. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20language" title="Arabic language">Arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title=" applied linguistics"> applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-linguistics" title=" socio-linguistics"> socio-linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20communications" title=" modern communications"> modern communications</a> </p> <a href="https://publications.waset.org/abstracts/73687/a-syntactic-approach-to-applied-and-socio-linguistics-in-arabic-language-in-modern-communications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73687.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3741</span> Applied Linguistics: Language, Corpora, and Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Imran">M. Imran</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research explores the intersections of applied linguistics, corpus linguistics, translation, and technology, aiming to present innovative cross-disciplinary tools and frameworks. It highlights significant contributions to language, corpora, and technology within applied linguistics, which deepen our understanding of these domains and provide practical resources for scholars, educators, and translators. By showcasing these advancements, the study seeks to enhance collaboration and application in language-related fields. The significance of applied linguistics is emphasized by some of the research that has been emphasized, which presents pedagogical perspectives that could enhance instruction and the learning results of student’s at all academic levels as well as translation trainees. Researchers provided useful data from language studies with classroom applications from an instructional standpoint. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistics" title="linguistics">linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=corpora" title=" corpora"> corpora</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/193169/applied-linguistics-language-corpora-and-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/193169.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">13</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3740</span> Examining EFL Teachers Level of Self-efficacy for Teaching English in Language Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Mirsanjari">Zahra Mirsanjari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom Management, Student Engagement, and Oral English Language Use.It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20teaching" title=" English Language teaching"> English Language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teachers%20and%20practitioners." title=" language teachers and practitioners."> language teachers and practitioners.</a> </p> <a href="https://publications.waset.org/abstracts/36289/examining-efl-teachers-level-of-self-efficacy-for-teaching-english-in-language-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36289.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">459</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3739</span> Kazakh Language Assessment in a New Multilingual Kazakhstan </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karlygash%20Adamova">Karlygash Adamova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article is focused on the KazTest as one of the most important high-stakes tests and the key tool in Kazakh language assessment. The research will also include the brief introduction to the language policy in Kazakhstan. Particularly, it is going to be changed significantly and turn from bilingualism (Kazakh, Russian) to multilingual policy (three languages - Kazakh, Russian, English). Therefore, the current status of the abovementioned languages will be described. Due to the various educational reforms in the country, the language evaluation system should also be improved and moderated. The research will present the most significant test of Kazakhstan – the KazTest, which is aimed to evaluate the Kazakh language proficiency. Assessment is an ongoing process that encompasses a wide area of knowledge upon the productive performance of the learners. Test is widely defined as a standardized or standard method of research, testing, diagnostics, verification, etc. The two most important characteristics of any test, as the main element of the assessment - validity and reliability - will also be described in this paper. Therefore, the preparation and design of the test, which is assumed to be an indicator of knowledge, and it is highly important to take into account all these properties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title="multilingualism">multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20assessment" title=" language assessment"> language assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=testing" title=" testing"> testing</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a> </p> <a href="https://publications.waset.org/abstracts/121447/kazakh-language-assessment-in-a-new-multilingual-kazakhstan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121447.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3738</span> The Role of Psychology in Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elahesadat%20Emrani">Elahesadat Emrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of psychology in language teaching has gained significant recognition and importance in recent years. This article explores the intersection of psychology and language teaching and highlights the profound impact that psychological principles and theories have on language learning and instruction. It discusses how an understanding of learners' cognitive processes, motivations, and affective factors can inform instructional strategies, curriculum design, and assessment practices. Additionally, the article sheds light on the importance of considering individual differences and diverse learning styles within the psychological framework of language teaching. This article emphasizes the significance of incorporating psychological insights into language classrooms to create a supportive and effective learning environment. Furthermore, it acknowledges the role of psychology in fostering learner autonomy, enhancing learner motivation, promoting effective communication, and facilitating language acquisition. Overall, this article underscores the necessity of integrating psychology into language teaching practices to optimize learning outcomes and nurture learners' linguistic and socio-emotional development. So far, no complete research has been done in this regard, and this article deals with this important issue for the first time. The research method is based on qualitative method and case studies, and the role of psychological principles in strengthening the learner's independence, increasing motivation, and facilitating language learning. Also, the optimization of learning results and fostering language and social development are among the findings of the research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=methods" title=" methods"> methods</a> </p> <a href="https://publications.waset.org/abstracts/168608/the-role-of-psychology-in-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168608.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3737</span> Challenges Encountered by English Language Teachers in Same-Ability Classrooms: Evidence from United Arab Emirates High Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eman%20Mohamed%20Abdelwahab">Eman Mohamed Abdelwahab</a>, <a href="https://publications.waset.org/abstracts/search?q=Badreyya%20Alkhanbooli"> Badreyya Alkhanbooli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on exploring the challenges encountered by English language teachers in same-ability English language classrooms in the United Arab Emirates public schools. This qualitative study uses open-ended questions for data collection from teacher participants. The study sample includes the participation of 60 English language teachers from 8 public schools across 4 emirates/cities in the United Arab Emirates. The study results highlight a number of challenges that are mostly encountered by English language teachers in their classrooms while teaching in same-ability classrooms, including lack of diversity in abilities, class-time limitation, difficulty in engaging all students (especially lower-achieving students), limited opportunities for peer learning and limited linguistic diversity. A set of suggestions is to be provided by participating teachers and researchers to improve the same-ability teaching and learning experience in English language classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title="English language teaching">English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=same%20ability%20grouping" title=" same ability grouping"> same ability grouping</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title=" English language learners"> English language learners</a> </p> <a href="https://publications.waset.org/abstracts/180676/challenges-encountered-by-english-language-teachers-in-same-ability-classrooms-evidence-from-united-arab-emirates-high-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180676.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3736</span> Critical Comparison of Two Teaching Methods: The Grammar Translation Method and the Communicative Teaching Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aicha%20Zohbie">Aicha Zohbie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to critically compare two teaching methods: the communicative method and the grammar-translation method. The paper presents the importance of language awareness as an approach to teaching and learning language and some challenges that language teachers face. In addition, the paper strives to determine whether the adoption of communicative teaching methods or the grammar teaching method would be more effective to teach a language. A variety of features are considered for comparing the two methods: the purpose of each method, techniques used, teachers’ and students’ roles, the use of L1, the skills that are emphasized, the correction of students’ errors, and the students’ assessments. Finally, the paper includes suggestions and recommendations for implementing an approach that best meets the students’ needs in a classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20methods" title="language teaching methods">language teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20awareness" title=" language awareness"> language awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20method%20grammar%20translation%20method" title=" communicative method grammar translation method"> communicative method grammar translation method</a>, <a href="https://publications.waset.org/abstracts/search?q=advantages%20and%20disadvantages" title=" advantages and disadvantages"> advantages and disadvantages</a> </p> <a href="https://publications.waset.org/abstracts/150192/critical-comparison-of-two-teaching-methods-the-grammar-translation-method-and-the-communicative-teaching-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3735</span> Static Characterization of a Bio-Based Sandwich in a Humid Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeineb%20Kesentini">Zeineb Kesentini</a>, <a href="https://publications.waset.org/abstracts/search?q=Abderrahim%20El%20Mahi"> Abderrahim El Mahi</a>, <a href="https://publications.waset.org/abstracts/search?q=Jean%20Luc%20Rebiere"> Jean Luc Rebiere</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachid%20El%20Guerjouma"> Rachid El Guerjouma</a>, <a href="https://publications.waset.org/abstracts/search?q=Moez%20Beyaoui"> Moez Beyaoui</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Haddar"> Mohamed Haddar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Industries’ attention has been drawn to green and sustainable materials as a result of the present energy deficit and environmental damage. Sandwiches formed of auxetic structures made up of periodic cells are also being investigated by industry. Several tests have emphasized the exceptional properties of these materials. In this study, the sandwich's core is a one-cell auxetic core. Among plant fibers, flax fibers are chosen because of their good mechanical properties comparable to those of glass fibers. Poly (lactic acid) (PLA), as a green material, is available from starch, and its production process requires fewer fossil resources than petroleum-based plastics. A polylactic acid (PLA) reinforced with flax fiber filament was employed in this study. The manufacturing process used to manufacture the test specimens is 3D printing. The major drawback of a 100% bio-based material is its low resistance to moisture absorption. In this study, a sandwich based on PLA / flax with an auxetic core is characterized statically for different periods of immersion in water. Bending tests are carried out on the composite sandwich for three immersion time. Results are compared to those of non immersed specimens. It is found that non aged sandwich has the ultimate bending stiffness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auxetic" title="auxetic">auxetic</a>, <a href="https://publications.waset.org/abstracts/search?q=bending%20tests" title=" bending tests"> bending tests</a>, <a href="https://publications.waset.org/abstracts/search?q=biobased%20composite" title=" biobased composite"> biobased composite</a>, <a href="https://publications.waset.org/abstracts/search?q=sandwich%20structure" title=" sandwich structure"> sandwich structure</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20printing" title=" 3D printing"> 3D printing</a> </p> <a href="https://publications.waset.org/abstracts/143570/static-characterization-of-a-bio-based-sandwich-in-a-humid-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143570.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">153</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3734</span> A Case Study on Improving Language Skills of Preschoolers by Parent-Child Reading</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hoi%20Yan%20Lau">Hoi Yan Lau</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Hong Kong, most families have working parents, and the primary caregivers of young children are helpers. This leads to a lack of interaction and language expression in children’s home environment, which affects their language development. This study aims to explore the effectiveness of parent-child reading in improving young children’s language skills. A 4-year-old girl and her mother are recruited to a 3 months’ parent-child reading program. There is a total of 26 reading sessions which target to enhance the parent’s skill of parent-child reading and to assess the child’s language ability. At the same time, the child’s use of language in normal classroom settings is analyzed by anecdotal records. It is shown that the parent is able to use more and better guiding questions during parent-child reading after this program, which in turn leads to more and longer response of the child during the reading sessions. The child also has an increase in Mean Length of Utterance and has a higher frequency of using complete sentences when interacting with other classmates in the classroom. It is worthwhile to further investigate the inclusion of promoting parent-child reading to enhance children’s language development in preschool curriculum planning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hong%20Kong" title="Hong Kong">Hong Kong</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20skills" title=" language skills"> language skills</a>, <a href="https://publications.waset.org/abstracts/search?q=parent-child%20reading" title=" parent-child reading"> parent-child reading</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a> </p> <a href="https://publications.waset.org/abstracts/114660/a-case-study-on-improving-language-skills-of-preschoolers-by-parent-child-reading" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3733</span> Student's Perception of Home Background and the Acquisition of English Language in Mbonge Municipality, Cameroon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Japhet%20Asanji">Japhet Asanji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The bases of this research were to explore student’s perception of home background and the acquisition of English Language in Mbonge Municipality by examining how financial status, level of education, marital status and parenting styles of their parents influence English Language Acquisition. Using random sampling techniques, closed-ended questionnaires were administered to 60 students, and the data was analysed using descriptive statistical analysis. The results reaffirm the positive relationship between student’s perception of home background and the acquisition of English language. Contributions, limitations, and direction for further research are also discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student" title="student">student</a>, <a href="https://publications.waset.org/abstracts/search?q=home%20background" title=" home background"> home background</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20acquisition" title=" English language acquisition"> English language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=Cameroon" title=" Cameroon"> Cameroon</a> </p> <a href="https://publications.waset.org/abstracts/89865/students-perception-of-home-background-and-the-acquisition-of-english-language-in-mbonge-municipality-cameroon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89865.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3732</span> Exploring Moroccan Teachers Beliefs About Multilingualism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Belkhadir%20Radouane">Belkhadir Radouane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, author tried to explore the beliefs of some Moroccan teachers working in the delegations of Safi and Youcefia about the usefulness of first and second languages in learning the third language. More specifically, author attempted to see the extent to which these teachers believe that a first and second language can serve students in learning a third one. The first language in this context is Arabic, the second is French, and the third is English. The teachers’ beliefs were gathered through a questionnaire that was addressed via Google Forms. Then, the results were analyzed using the same application. It was found that teachers are positive about the usefulness of the first and second language in learning the third one, but most of them rarely use in a conscious way activities that serve this purpose. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bilinguilism" title="Bilinguilism">Bilinguilism</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20beliefs" title=" teachers beliefs"> teachers beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20ESL" title=" English as ESL"> English as ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=Morocco" title=" Morocco"> Morocco</a> </p> <a href="https://publications.waset.org/abstracts/183066/exploring-moroccan-teachers-beliefs-about-multilingualism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">55</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3731</span> Chronicling the Debates Around the Use of English as a Language of Learning and Teaching in Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manthekeleng%20Linake">Manthekeleng Linake</a>, <a href="https://publications.waset.org/abstracts/search?q=Fesi%20Liziwe"> Fesi Liziwe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ongoing argument over the use of English as a learning and teaching language in schools was examined in this study. The nature of the language proficiency gap is particularly relevant in light of the present emphasis on learning and educational quality in contemporary debates, as well as the education sustainable development goal. As a result, an interpretivist paradigm, a qualitative technique, and a case study-based research design were used in the work. Two school principals, two teachers, two members of the School Governing Body (SGB), and four learners were chosen using purposive sampling from two schools in the Amathole West Education District. The researchers were able to acquire in-depth information on the disputes surrounding the use of English as a language of learning and teaching by using semi-structured interview questions and focus groups. Despite knowing that they do not have the potential to do well in English, teachers found that despite appreciating the value of mother tongue and cultural identity, they prefer to use English as the language of teaching in schools. The findings, on the other hand, revealed that proponents of mother-language-based education argue that learning one's mother tongue is a human right. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20first%20additional%20language%20learners" title="English first additional language learners">English first additional language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20justice" title=" social justice"> social justice</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20capabilities" title=" human capabilities"> human capabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/150535/chronicling-the-debates-around-the-use-of-english-as-a-language-of-learning-and-teaching-in-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150535.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3730</span> The Social Media, Reading Culture and Vocabulary Expansion: Three Universities from Northern Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Umar%20Abdullahi">Nasir Umar Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The social media profoundly causes the reading culture to decline in Nigeria, where the English language is a second language (SL), a language of instruction (LI), as well as the target language (TL). This is because the university students have, over the years, failed to make extensive reading their closest companion, with much emphasis on reading the European novels, newspapers, magazines, etc., so as to learn language from its original or native speakers for linguistic competence. Instead, they squander the most part of their day and nocturnal hours, sending and receiving messages through social media. The end result is their vocabulary become stagnant or ebbs, and that they cannot acquire the Cox head’s 570 vocabulary, let alone the Nation’s 2000 vocabulary to use the language fluently in writing, reading, listening, and speaking and to further compete with the native speaker in varying degrees of language usages. Be that as it may, if the social media is a monster in worsening the decline in reading culture, which degenerates in the Northern part of the country in contradistinction to the Southern part, it boosts it as well, for aside the social media language, slangs, cliché, for instance, students improve their vocabulary power, and at the same time it allows the students to privately and leisurely put the language into use, by using practically some of the vocabulary they have acquired to chart, to comment, socialize to adjudge, etc. This is what this paper tries to explore in Umaru Musa Yar’adua University Al-qalam University and the Federal University Dutin-ma. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a> </p> <a href="https://publications.waset.org/abstracts/131886/the-social-media-reading-culture-and-vocabulary-expansion-three-universities-from-northern-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131886.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=language%20immersion&page=7" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=language%20immersion&page=1">1</a></li> <li class="page-item"><a class="page-link" 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